Intellectually gifted children and youth are those who perform at or have demonstrated the potential to perform at high levels in academic or creative fields when compared with others of their age, experience, or environment. These children and youth require services not ordinarily provided by the regular school program. Children and youth possessing these abilities can be found in all populations, across all economic strata, and in all areas of human endeavor. Gifted students may be found within any race, ethnicity, gender, economic class, or nationality. In addition, some students with disabilities may be gifted.
The Mountain Brook Program for Enrichment was developed to meet the needs of students who require services above and beyond those that are provided for the majority of the school population. The Enrichment Model provides a performance-based, multi-criterion identification and programming strategy that combines enrichment and acceleration in academic strength and interest areas for students whose needs cannot be met appropriately in the regular classroom. Enrichment specialists spend much of their day working directly with these students who demonstrate gifted behavior in a pull-out resource classroom.
The Enrichment teacher also spends time in the regular classroom working with advanced students in a particular subject area or modeling lessons which elicit gifted behavior and serves as a consultant to regular classroom teachers.
The following is a statement of “Purpose and Beliefs” of the Enrichment model:
The purpose of Enrichment in the Mountain Brook Schools is to meet the academic needs of students who need more challenge than can be easily provided in the regular classroom. The following beliefs guide the development and implementation of this program:
- Many of the students’ needs for challenge can and should be met in the regular classroom
- Enrichment services should be reserved for the most academically and creatively talented students
- Enrichment services should also be extended to creatively gifted students whose needs are not being met elsewhere
- Identification of students for Enrichment services should be based on multiple criteria
- Consideration should be given to the wide range of academic abilities of young children when identifying primary students as eligible for Enrichment services
- Collaboration between the Enrichment and classroom teachers is an essential element in planning for each identified student
- The needs and interests of the student should determine the area(s) of study in the Enrichment class
Mountain Brook Schools shall prohibit discrimination against any student on the above basis with respect to his/her participation in the enrichment program. For more information, contact Dr. Missy Brooks.
Teachers, counselors, administrators, parents or guardians, peers, self, or any other individuals with knowledge of the student’s abilities may refer a student to the Student Support Team for consideration for placement in the enrichment program. Additionally, all second grade students are observed as potential gifted referrals using a gifted behavior checklist and referred to the Student Support Team as appropriate.
For each student referred, information is gathered in the areas of aptitude, characteristics, and performance. This information is entered on a matrix where points are assigned according to established criteria. The total number of points earned determines if the student qualifies for the enrichment program.
To make a referral, contact your child’s classroom teacher.