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Project Overview
Project EDGE (Enhancing, Developing, and Generating
Excellence) was initially implemented during the 1990-91
school year. The project was designed to provide
opportunities for academically talented students to
participate in a process-oriented instructional program.
EDGE is an academic enrichment program that focuses on
critical appreciation, creative expression, and social
processes through activities that enhance, develop, and
generate academic skills learned in the regular
classroom.
Mission Statement
The
mission of Project EDGE is to identify and nurture the
development of students from all cultures and
socio-economic levels in order to maximize their
intellectual and creative potential and to enhance their
accessibility to the traditional gifted program.
Project Goals
The
intent of the EDGE program is to provide students an
opportunity to:
*
Increase self-confidence in a variety of learning
situations
*
Develop verbal and non-verbal communication skills
*
Improve time management skills
*
Apply creative thinking techniques to problem solving
situations
*
Develop and improve positive leadership skills through
individual and group activities
*
Enhance higher level thinking skills
Curriculum
Students enrolled in Project EDGE will be taught with the
curriculum for the gifted program, used throughout Duval
County Public Schools, with an emphasis on experiences
designed to promote higher level thinking. Three
of the five strands of the elementary gifted curriculum
are utilized:
The
Critical Appreciation strand includes creative
problem solving as well as critical thinking skills.
It involves experiences for the student to explore,
organize, and analyze the component parts of an object
or process, synthesizing his/her thoughts and feelings
and evaluating before making a judgment of the worth to
self and society. The teacher’s role, as a
facilitator, is to provide opportunities for the student
to critically and/or creatively examine an object or
process, focusing on data gathered and integrating
his/her thoughts and feelings through evaluation of the
object or process. These experiences will assist
the student in gaining decision-making skills necessary
to perform at his/her highest potential.
The
Creative Expression strand provides experimental
opportunities for the student to use the language
necessary to communicate ideas verbally, nonverbally,
and in writing. Opportunities are also provided so
that the student can become more proficient in
classification, interpretation, and analysis of the
performing arts, art styles, and literary works.
Additionally, opportunities are provided for the student
to communicate an understanding of the creative process
through the production of original creative products
using verbal, visual and kinesthetic means of
expression.
The
Social Processes strand guides the student toward a
responsible philosophy of life through experiencing self
and others. The teacher’s role in this area is to
provide for those opportunities, which will facilitate
goal development, productive interpersonal techniques,
awareness of social trends and knowledge, and
development of the highest self-potential. This
area serves to foster positive self-esteem, a strong
sense of self-worth and an appreciation for the ideas
and contributions of others.
Each
of these strands is designed to cultivate the student’s
full potential, with the objective of preparing them to
enter Gifted and Talented Magnet Programs at the middle
and high school levels.
In
addition, these experiences will be supplemented by
teacher-developed strategies, field trips, and
vocabulary-building activities to enhance student
success. Resource personnel within the school
system, as well as within the community, will also be
utilized to expose the students to a broad range of
experiences and positive role models.
Teachers of Project EDGE are required to have additional
training in the field of gifted education and to have
Gifted Endorsement on their teaching certificate.
Criteria for Program Participation
A
screening tool, created by the EDGE teachers with the
assistance of Dr. Paul Slocumb, a nationally known
consultant in the field of gifted education, is used to
determine eligibility for the EDGE program.
The
screening tool corresponds with three strands of the
gifted curriculum: Social Processes, Creative
Expression and Critical Appreciation. The Social
Processes section consists of a teacher checklist on
common characteristics of bright students, both positive
and negative. Creative Expression and Critical
Appreciation has a different high level thinking
activity for each grade level. Each section will
be scored based on a rubric. The overall results
will be rank ordered. The top percentage will be
eligible to participate in the EDGE program. The
remaining students will be placed on a wait list for
spaces that may become available.
Policies and Procedures
*
Parental consent is required for students to participate
in EDGE. Once the student qualifies for EDGE
he/she will be in the program for the remainder of
his/her elementary school career at the originating
school. If the student moves to a school that
offers EDGE, he/she will be placed in the EDGE program
at the new school.
*
Students in the EDGE program are expected to attend on a
regular basis.
*
If the program does not appear to be meeting the needs
of the student, a meeting between the classroom teacher,
the EDGE teacher and Principal will take place.
Strategies to assist the student will be agreed upon and
a time line decided. The parent will be notified
and allowed input. If the problems persist, and
all parties agree, the student will be removed from the
program for the remainder of the student’s elementary
school career.
*
If a parent requests that their student be removed from
the program, the student is withdrawn for the remainder
of the student’s elementary school career.
*
Children who are currently repeating a grade will not be
served in the EDGE program. It is understood that
those students would not benefit from being out of the
classroom for an extended period of time each week.
*
The classroom teacher cannot detain or keep a student
from attending EDGE.
*
The student is not required to make up any class work
that is missed during the time spent in EDGE.
Evaluation
Students are given a Progress Report at the end of the
second nine weeks and at the end of the year. This
progress report, designed by teachers, has an area for
the children to evaluate themselves and an area for the
EDGE teacher to evaluate them. No letter grades
will be given. Progress Reports will go home with
the child’s report card.
Project Outcomes
*
It is intended that participation in Project EDGE will:
*
Show an increase in the number of students referred for
gifted program placement.
*
Show an increase in students’ performance on
standardized tests.
*
Show an increase in students’ intellectual and creative
potential.
*
Provide a continuum of enrichment experiences throughout
the elementary grades, which should increase their
chances of succeeding in a middle and high school
program designed for advanced students.
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The job description of EDGE teachers is as unique as the
children they serve. The EDGE teacher:
-
* provides support to the
school, as a resource teacher
-
* has the same rights and
responsibilities as every other teacher in the
school
-
* is required to be gifted
endorsed
-
* attends quarterly EDGE
meetings
-
*
attends training and workshops to enhance his/her
program
-
* participates in the screening
of potential EDGE students
-
* collaborates with classroom
teachers
-
* communicates with parents on
a regular basis
-
* participates in recruitment
activities
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* gathers evidence of their
program for recruiting purposes
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