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Personal Enrichment

Enrichment and Personalization Program Policy 342.3

Upon recommendation of the District Administrator, the School Board shall designate the curriculum coordinator as the employee who is assigned to coordinate the District’s Enrichment and Personalization Program (formerly called the gifted and talented program. The Coordinator shall have primary responsibility for overseeing the day-to-day implementation and the ongoing development, evaluation, and revision of the District’s plan to ensure appropriate challenge for students in all grades.

The School Board acknowledges Carol Dweck’s research demonstrating that intelligence is not a fixed trait (Dweck, C. S. (2007). Mindset: The new psychology of success. New York: Ballantine Books).  The Board supports a growth mindset in staff and students by reinforcing the benefits of focused work, supporting passion and interest, fostering new learning, and communicating a belief in the potential of all students.   As part of this acknowledgement, personalization in the regular classroom is designed to meet the primary needs of learners, and enrichment is an integral part of the Response to Intervention program.  Personalization allows for increasing levels of advanced, abstract, and complex curriculum that is substantive and responds to learner differences.  The District also provides and communicates a menu of enrichment activities that extend learning and foster the development of a wide variety of skills (including, but not limited to academic/intellectual, creative, artistic and leadership). The intent of the program is to foster the growth mindset by providing appropriate challenge and feedback for all students that will lead to a high level of engagement, critical and creative thinking, and confidence to take on additional challenges.


In September of each year, the Coordinator will communicate the Plan for Enrichment and Personalization to the Board and parents.  Annually, at the conclusion of each school year, the Coordinator shall prepare a written report including the rate of participation in Enrichment options, and the status of personalization in the district.  The report will also include the number of students who are partially and fully accelerated.

The following are the Board’s expectations for the District’s program and plan for enrichment and personalization:  

  1. The plan and program shall recognize the importance of a growth mindset and the potential to develop areas of talent in children.  

  1. All licensed educators are expected to work collaboratively to identify and meet student needs and to implement and improve the District’s program for Enrichment and Personalization.

  1. District Goals and Professional Development planning will advance the Enrichment and Personalization program and will be aligned with state law regarding gifted and talented education, administrative rule, professional standards, research, and effective practice.

  1. Clear criteria and procedures for partial and full acceleration will be adopted and communicated with parents and staff.  

  1. Consistent with the school district’s philosophy of personalized education, when multiple sources of data indicate that the general curriculum is not educationally appropriate for the student, the primary focus should be on providing the student with different curriculum, assignments, services, activities, or opportunities that are intended to facilitate the student’s further growth and development in light of the student’s identified exceptionalities and his/her educational needs. This may include enriching applications of learning, curriculum compacting, subject area or full grade acceleration (Hattie, 2009).  Secondarily, the District may consider the extent to which programming modifications could be structured to meet other needs of the student (e.g., needs related to social and emotional development). The purpose of the program for enrichment and personalization is not to simply assign the student more work to complete in addition to the work that is already expected of other students.

  1. The District’s Plan for Enrichment and Personalization shall be designed and implemented in a manner that is consistent with the District’s nondiscrimination obligations and policies. No student shall be denied the opportunity to access or participate in Enrichment and Personalization in a manner that would constitute unlawful discrimination or that would otherwise violate any applicable law or Board policy.


The District is required and challenged to identify and provide programming for students for whom there is demonstrated evidence of extraordinary capabilities and for whom some aspect(s) of the District’s standard curriculum and regular programs may be inappropriate. At the same time, it is the Board’s expectation that the District’s standard curriculum and educational programs will be sufficiently adaptable, and cover a sufficiently wide span of rigor, such that they will be appropriate for, and adequately challenge, many students who are very intelligent, creative, hard-working, and resourceful, as well as many students who consistently demonstrate above-average performance. The standard curriculum is aligned with the Board’s foundational belief that all students have (1) a tremendous aptitude and capacity to learn; (2) valuable talents, skills, and abilities that should be nurtured and celebrated; and (3) unique educational needs and interests. Keeping this foundational belief in mind, the District will consider and may implement individualized curricular and program modifications or other individualized interventions for any student.




  • PI 8.01(2)(t) [regulations for school district standards; gifted and talented education]

  • PI 18.04 [modifications to high school graduation standards to accommodate students with exceptional needs and interests]



  • Subpart 6: Jacob K. Javits Gifted and Talented Students Education Act of 2001



Acceleration Policy