The Schoolwide Enrichment Model (SEM, Renzulli, 1977; Renzulli & Reis, 1985, 1997, 2014) is widely implemented as a both an enrichment program used with academically gifted and talented students and as a magnet theme/enrichment approach for all students. The theme of the SEM is to develop the strengths and talents of all students.

The SEM provides enriched learning experiences and higher learning standards for all children through three goals:

• developing talents in all children,

• providing a broad range of advanced-level enrichment experiences for all students, and

• providing advanced follow-up opportunities for young people based on their strengths and interests.

The SEM focuses on enrichment for all students through high levels of engagement and the use of enjoyable and challenging learning experiences that are constructed around students’ interests, learning styles, and preferred modes of expression.

Separate studies on the SEM have demonstrated its effectiveness in schools with widely differing socioeconomic levels and patterns of program organization.

The SEM has been implemented in over 4,000 schools across the country and programs using this approach have been widely implemented internationally in Europe, Asia, South and Central America.

The most recent research on the SEM has focused on the application of instructional communication technology to enrichment learning and teaching. Information about this Internet based application of the SEM can be found at RenzulliLearning. Individual computer generated student profiles are used as the basis for matching personalized resources from a data bank that contains thousands of carefully selected enrichment resources. These resources and students' electronic portfolios can be used for curriculum planning, differentiating instruction, and individual and small group project based learning.

Enrichment Clusters truly put the schoolwide in the Schoolwide Enrichment Model; they are for everyone, including students not typically served by gifted services and with few chances to participate in the collaborative, choice-based projects that those identified as gifted and talented often have. Usually scheduled for one or two periods a week and conducted in cycles throughout the year, Enrichment Clusters allow students and teachers to work in areas of interest with others who share the same interest.

Every student is special if we create conditions that make each student a specialists in a specialized group.

• ---All activity in an enrichment cluster is directed toward the production of a product or service.

• ---Students and teachers select the clusters in which they will participate. All students and teachers are involved.

• ---Students are grouped across grade levels by interest areas.

• ---There are no predetermined lesson or unit plans. The cluster group determines the outcome product or service.

• ---The authentic methods of professional investigators are used to pursue product and service development.

• ---Divisions of labor are used to guarantee that all students are not doing the same thing in the cluster.

• ---Specially designed time blocks are set aside for clusters.

The Enrichment Triad Model was designed to encourage the creative productivity of young people by exposing them to various topics, areas of interest, and fields of study, and to further train them to apply advanced content, process-training skills, and methodology training to self-selected areas of interest. Accordingly, three types of enrichment are included in the Triad Model.

• Type I Enrichment activities are general exploring experiences to get students interested in a particular topic (i.e. field trips, guest speakers, artists-in-residence). 

• Type II Enrichment activities provide group training, they let students practice the skills and acquire the knowledge they will need to successfully conduct their own activities (i.e. independent studies, portfolio preparations). 

• Type III Enrichment activities are individual or small group investigations of real problems based on students’ interests and skills with the aim to produce a product for real audiences. (i.e. performances, art shows, YouTube channels, community outreach).