Bradford Templeton 2-5 Enrichment Specialist (585) 624-7160  ext. 2224

Honeoye Falls-Lima Central Schools 2-5 Enrichment      Welcome to the 2-5 Enrichment Services Home Page. Indicated on the left side of this page are related links pertaining to Enrichment services at Manor School.        Please visit this site regularly for updates. This is the primary form of communication as it pertains to enrichment events.      Should you have any questions, or have a need to meet with me, feel free to contact me at your convenience. I will make every effort to meet your schedule needs.                                                         Sincerely,                                                                            Brad Templeton

What is Enrichment? Enrichment is the act of making fuller or more meaningful or rewarding through personal and interpersonal responses to unique experiences and occurances. The byproduct of enrichment is personal growth and a better understanding of self and the process of thought. Attributes of Enriching Experiences       - personal challenge       - inquiry based       - intellectual curiosity and questioning       - cognitive and creative risk taking       - relevance       - personal reflection

Sylvia Rim's Laws that Support HF-L District Strategic Goals, Mission, etc.

1. Children are more likely to be achievers if their parents join together to give the same clear and positive message about school effort and expectations.	2. Children can learn appropriate behaviorss more easily if they have an effective model to imitate	3. Communication about children between adults (referential speaking) within the children's earshot dramatically affects children's behaviors and self-perception.
4. Overreaction by parents to children's successes and failures leads them to feel either intense pressure to succeed or despair and discouragement in dealing with failure.	5. Children feel more tension when they are worrying about their work than when they are doing that work.	6. Children develop self-confidence through struggle.
7. Deprivation and excess frequently exhibit the same symptoms.	8. Children develop confidence and an internal sense of control if power is given to them in gradually increasing increments as they show maturity and responsibility.	9. Children become oppositional if one adult allies with them against a parent or teacher, making them more powerful than adults.
10. Adults should avoid confrontations with children unless they are sure they can control the outcomes.	11. Children become achievers only if they learn to function in competition.	12. Children will continue to achieve if they usually see the relationship between the learning process and its outcomes.

Service Philosophy   Enrichment is a service designed to support teachers and parents as they strive to address the emotional, cognitive, and social needs of the high-ability learner in a setting that represents a typical cross-section of society. Enrichment services are provided to teachers and students in each of our buildings. The Enrichment Specialist's job is to advocate for high-ability learners by modeling enriched lessons, consulting with teachers to develop enriched instruction, helping to differentiate units and lessons, and ultimately acknowledging and validating the enriched instruction our teachers provide. By further infusing thinking skills into instruction, our teachers can further enhance instruction to meet the needs of all learners, including high-ability underachievers.

Service Facets Whole Group Instruction Oftentimes the Enrichment Specialist will work directly with students to help each learner identify and utilize his/her unique potential. Services are typically provided to the entire class. The outcome of such instruction results in increased student reflection, appropriate intellectual risk-taking, and the emergence of intrinsic motivation. During i nstruction, teachers will "kid watch." This entails the benefit of having some time to observe thinking students behaviors, interaction levels, and processing speeds. Many teachers comment on the unexpected benefits of kid watching. Co-Planning Subject area teachers often preplan lessons, units, and even assessments with the Enrichment Specialist for purposes of targeting specific thinking skills and adjusting the rigor and complexity of instruction. Once units are created, they are distributed to other teachers for similar usage. This is the most effective approach to attending to the learning needs of high-ability learners. Student Intervention Oftentimes, students exhibit negative behaviors as a result of their intellect interacting with instructional expectations. During such times the Enrichment Specialist will work directly with the student to learn more about his/her concerns. Assessment tools are used to better identify gaps and discrepancies that may negatively impact student learning behaviors. Follow up discussions and planning sessions are then scheduled so that teachers and parent learn about how to address and sometimes remedy the situation. Extra-Curricular Activities Various clubs and out-of-school activities provide students with venues to express their unique talents and intellectual insights. Here is the list of enriched, academic-based extra-curriculars in our schools. This list is not complete. Check back for changes. Staff Development Learning opportunities for teachers is a key component of this program. Workshops geared to differentiating instruction, identifying and preventing underachievement, enhancing classroom discussion through Socratic discussions, and infusing higher order thinking skills into the curriculum further support teachers when providing high quality and meaningful learning experiences for their students.    Intellectual Competitions We frequently offer opportunities for students to compete in various intellectual arenas. Competition is a healthy and highly appropriate approach to challenging and inspiring our students. Such experiences should not be confused with sporting competitions and are not intended to serve as a competitive equivalent. Various events are selected based on intellectual rigor in accordance with higher-level thinking. Parent Academy It is not only important, it is essential that Enrichment Services are extended to parents in our community. Parents benefit from opportunities to learn more about educational approaches to enriching and extending learning. Additionally, parents need time to share their ideas and concerns with one another in a safe environment. In partnership with our Community Education Program, numerous and varied Parent Academy learning opportunities will be available each year. Visit our Parent Academy link to learn of workshop offerings. Ponder Academy Ponder Academy is devoted to students attending the second grade. Ponder (inquiry) was established in the fall of 2009 and intended to support second teachers as they learn about student ability and potential. Workshop meet twice each week for a duration of 45 minutes each. This is a pull-out setting and is therefore fast paced involving higher level thinking skills. Student performance with be assessed and report to parents and teachers at the end of each workshop series.

Vision It is our vision to create a learning organization that is the centerpiece of the community, where all are welcomed and valued as part of a caring, educationally challenging environment.  Our students are the reason for all we do and are at the heart of every decision we make.  We will focus on teaching, learning, and high standards.  Our students will be prepared for the challenges of the future.  Our graduates will think independently, solve problems, work cooperatively, and promote positive citizenship. Our district will diligently engage in the daily pursuit of excellence.  We will be collectively defined by our energy, enthusiasm and dedication. Mission The Honeoye Falls-Lima School Community is committed to producing graduates who value themselves and others, attain their highest level of achievement, contribute to the community, and succeed in a changing world; as measured by our district exit level standards. Exit Standards Students will demonstrate the following: • Communicator          • Responsible Member of Society    • Respect for Self and Others • Quality Producer       • Lifelong, Self-Directed Learner      • Creative & Critical Thinker and Problem Solver                             Risk-takers Member of a Global Community                                              Respect for Self Others and Environment      Beliefs    •   We are a learning organization.    •   Learning is a life-long process.    •   We are in partnership with our community and actively seek their participation.    •   Collaborative participation from all is welcomed and encouraged.    •   Clear, open communication is fundamental to growth.    •   Respect, trust, honesty, and integrity in all interactions are essential.    •   Our graduates must be prepared socially, emotionally, physically, and intellectually to succeed in a changing world.    •   Our school community fosters and models responsible citizenship.    •   A safe learning environment is essential for success.    •   High expectations encourage individuals to achieve their highest potential.    •   Collaborative decision-making is a cornerstone of this organization.    •   Flexibility is essential for progressive change and continual improvement.    •   We will meet the unique needs of all students.    •   Measures of success must be both individual and organizational.    •   Responsible decision-making includes accountability for implementation and results.    •   Students are the purpose for our existence.    •   Students are responsible for their learning.    •   Home involvement is crucial to student success. Goals Foundation Goals •  Provide resources to support the AT program The time, fiscal commitment and personnel to deliver a quality At program for the student and staff. •  Provide continuous staff development opportunities for teachers to develop strategies to meet the diverse needs of students Time, opportunities and support for teachers to prepare and develop units that are differentiated according to ability, interest or learning profile. •  Develop a clearly defined multi-dimensional identification process •  Develop a system of communication about the AT program with staff, students, parents and community Utilize brochures, news articles, letters, school newspapers. 2- 5 Program Goals •  Flexible cluster grouping in the regular classroom •  Matching teacher strengths with the individual student’s needs •  To develop a plan for accelerated opportunities for Math •  Small group enrichment opportunities i.e. mini-courses, workshops, quest speakersts, field trips •  Develop curriculum and assessments that establish higher/challenging exit outcomes for AT students Strategic Plan Parameters    •   We will operate with fiscal responsibility, assessing all programs and initiatives annually, for their contribution to student success.