The centerpiece of the model is the development of differentiated learning experiences that take into consideration each student's abilities, interests, and learning styles. The overall mission of the SEM is to escalate the level and quality of learning experiences for any and all students capable of manifesting high levels of performance in any and all areas of the curriculum. As part of this mission, the model provides guidance for the development of challenging and appropriate educational opportunities for all young people, regardless of differences in demographic and economic backgrounds or differences in the rates, styles, and levels at which they learn. I believe that true equity can only be achieved when we acknowledge individual differences in the students we serve, and when we recognize that high-achieving students have as much right to accommodations in their schooling as do students who are experiencing learning difficulties. Young people display or have the potential to display their individuality and uniqueness in many ways.
Some students learn at faster rates and higher levels of comprehension than others.
Sometimes this learning may be in one or two subjects, and in other cases it may be across the entire curriculum. Similarly, some students are more creative or artistic than others, and still others may demonstrate potentials for excellence in leadership, organizational skills, or interpersonal relations. I believe that the many and diverse talent potentials of young people can be enhanced through a broad continuum of services that ranges from general enrichment in the regular classroom for all students to a wide variety of advanced-level enrichment and acceleration experiences for targeted groups of youngsters. These specified activities might take place within regular classrooms on an individual or small group basis, in special grouping arrangements that are purposefully formed because of advanced achievement levels, high levels of interest in particular subjects or problems, or strong motivation to pursue the development of a common product or service. Advanced opportunities can also take place outside the school in special internship or mentorship situations, in magnet schools or special-theme high schools, at cultural institutions, in summer programs or programs offered by colleges or universities, or anywhere else where highly capable and motivated youth can gain knowledge and experience that is not ordinarily available in the regular school program.