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Welcome to WMS,

Home of the Wizards!

WMS GATE
Services provided for:
--Tier 3 G/T students who are
those at or above the 95th% on
CogAT,
--Tier 2 advanced, those
approaching the 95%

Weld RE-4 School District GATE


programs mission is to foster a
positive G/T community.
Gifted students will be aided in
development of skills related to:

Critical and creative thinking


Divergent thinking/problem solving
Self-motivation/regulation
Self-advocacy
Leadership and communication
Social/emotional relationships
Expanded utilization of technology
Quality research with real world context

Ms. Brunners Bio

WMS 6-8 GATE and exploratory teacher,


passionate advocate for GT students
Sabbatical teaching in Poland and Germany 2005
University of Northern Colorado Specialty Presenter
for Pre-Student Teachers
Weld-Re4 Teacher of the Year-- Colorado Teacher of
the Year Semi-Finalist 1995
Daughters of the American Revolution Thatcher
Award for Teacher of the Year 2000
Colorado State University National Writing Project 2003

Food for Thought columnist for Windsor Beacon


newspaper 1990Present

WMS G/T and Enrichment

50+ Tier 3 G/T students


Served through I-Search, Brain Bowl,
and advanced reading classes
Highly qualified core math, LA, music
specialists teach advanced classes.
High school credit offered in math and
Spanish
My day is split between GATE and
exploratory classes
Daily Schedule:
o Three periods for GATE, one at
each grade level
o Two periods for exploratory classes

GATE Teacher's Role

Collect and examine pertinent data and cumulative


files for GATE students
Check schedules of GT students for placement in
GATE classes throughout the year
Plan/advertise Tier 2 level enrichments such as:
Chess Club, Spelling Bee, Geo Bee, Math Counts,
Science Bowl, Writing Club, Student Council
Meet one-on-one with Tier 3 students to write ALP,
(advanced learning plans)
Goal to have 6th and 7th grade ALPs signed by
parents end of second quarter
Goal to complete 8th grade ALPs by 3rd quarter PT
conferences. Follow up with needed signatures
Enter documentation into database on Alpine

GATE Teacher's Role for


GATE Students

Collect and examine TCAP, CogAT,


DRP, TOSCRF, and any other pertinent
data on each GATE student to track
individual performance and growth
Determine and report progress toward
group achievement goals for GATE
students
Discuss learning needs of highly
exceptional students with content
specialists; offer support
Collaborate with WMS and WHS
regarding student records

STUDENTS-Beginning the process:


Students begin the year by reflecting on
their learning and goals in I-Search.
What are their current interests within
and beyond school?
What do they hope to accomplish this
year?
What are their expectations, hopes, and
challenges?
Independent and Small Group Projects
What intrigues you?
What makes you stop and examine your
world?

STUDENTS-Interview info on ALP:

What were your achievements,


successes, and disappointments from
last year?
o TCAP Data Discussions
o CogAT
Other available data
This information is used to write SMART
goals and the entire ALP for students'
academic and affective needs
Approve ALP once it is finalized
Work on goals

PARENTS
P/T conferences to plan:

What do you hope your children achieve


this year? What social or emotional skills
do you see that might need to be
addressed?
How can they build on what they've done
in the past?
Are goals an attainable challenge?
Review the ALP that was developed by
the student, and discuss pieces you want
to see implemented
Sign ALP, provide input on home
enrichments/involvements

Program Options

Placement into advanced classes


based on scores
Independent and group projects
through I-Search
Brain Bowl/Science Bowl
Thematic reading units quarterly
w/historic theater applications
Enrichment clubs
Affective support groups
Extracurricular involvement

Independent and Small


Group Projects

May be based on classroom content or


an individual pursuit
Should have clearly defined goals,
expectations, targeted audiences, and
deadlines (example- Optimist club
speech and state poetry contests)
Should stem from passions of the
student
Should be challenging, thoughtprovoking, and therefore, relevant to the
school's educational role

Classroom Projects

May have teacher involvement as a


coach outside the content classroom
May mean alternative assignments for
some students
May involve time in class with a content
teacher and time outside of class with
GATE teacher, either during that class
or another
May be given to all students in an
advanced class, rather than to only
GATE students

Advanced Classes

Based on student performance - not solely


GATE status
Designed with a faster pace and more
depth than the general classroom
Offered in math, reading, and language
arts
Acceptance is a privilege based on skill
AND and performance
Require organization and time
management
Do not all begin the first day of the school
year

What to Expect from


Advanced Classes

Projects may mirror the general classroom,


but differ in depth, content, complexity, level
of independence expected, and context
Complex projects that involve a variety of
thinking skills
Ambiguity
Homework
Consistent work completion, attention to
detail, and thoughtful communication
A variety of grades - the work is
challenging, but attainable
Contracts - particularly in 7th and 8th grade

What
Teachers Want

Display depth of
knowledge
Quality work on every task
Think critically to develop
ideas
Perseverance and growth
Personal accountability
Participation and action
Ask for specific help after
consulting resources
provided

What
Students Want

Earn an A on the
assignment
Extra credit to improve
grade
Give the answer teacher
wants
Speedy completion and
easy to do
Reminders, extensions
Acceptance
Get help, but they also
want to do it themselves

What students would like you to know:

Your child may be in advanced classes


Your child will miss portions of classes to
participate in school activities
Sometimes it is difficult to stay organized
Allow them to figure it out. Ask questions
to expand their thinking wait for answers
Check Infinite Campus and discuss what
they are learning in classes, not just the
grade on assignments
Play an active role, learn together

Possible obstacles:

Feeling social pressure to be, or


not to be gifted
Uncertainty: study buddies
Increased independence involves
risk:
antiperfectionism
o fear of failure
o grades, ease of work falsely ties to selfworth, intelligence, likeability
o

Disorganization
Bs, Cs, Ds

The Gifted Middle Schooler:

May have heightened identity turmoil


o "Who Am I?"
o Why do I do what I do?
o How do others see me?
Needs to "Fail"
o Let them try out their systems
o Discuss what works, what doesn't - help
them process
o Mistakes builds resilience and problemsolving skills
Parents model risk-taking, mistakes, open
communication, and respect
Dissonance (smart = easy)

Additional input from you:

Ideas for CSU/UNC mentors,


real world field trips for gifted
students.

Good career related or thoughtrequired trips would be very


helpful.
Thoughts and suggestions from
you or your child are appreciated.

QUESTION AND
ANSWER TIME

References
Visit the following Gifted and Talented
Services website for additional clarification.
Know that the Weldre4 G/T staff strives to
meet and exceed statewide mandates.
http://weldre4.sharpschool.net/learning_ser
vices/gifted_and_talented_services/
http://www.mijec.org/downloads/mijec_2012/
middle_school_gifted_chaos_20120619_08
4543_9.pdf

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