Type I enrichment is designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not ordinarily be covered in the regular curriculum through the inclusion of speakers, field trips, minicourses and more. Type II enrichment consists of materials and methods designed to promote the development of thinking and feeling processes such as creative thinking and problem solving, researching, communication skills and more. Type III enrichment involves students who become interested in pursuing a self-selected area and are willing to commit the time necessary for advanced content acquisition and process training in which they assume the role of a first-hand inquirer.

These activities are delivered through the school structures, organizational components, and service delivery components associated with the Schoolwide Enrichment Model (Figure 2). School structures that support this model include the regular curriculum, specialized enrichment clusters that bring students together to pursue common interests, and a continuum of special services that include curriculum compacting, differentiation, acceleration, and more.   A number of organizational components support their delivery, including the formation of a Schoolwide Enrichment Team to oversee the process and develop a management plan, the collection of a wide variety of curricular materials and resources, professional development and the development of a parent component.

Figure 2 – The Schoolwide Enrichment Model

For a more in depth discussion of gifted pedagogy and  the Schoolwide Enrichment Model, refer to Appendix A.