The Secondary Triad Model

Abstract

The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern. The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.