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MIDDLE SCHOOL GT PROGRAM Frisco ISD Gifted and Talented Program GT/Pre-AP Integrated Language Arts.

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Presentation on theme: "MIDDLE SCHOOL GT PROGRAM Frisco ISD Gifted and Talented Program GT/Pre-AP Integrated Language Arts."— Presentation transcript:

1 MIDDLE SCHOOL GT PROGRAM Frisco ISD Gifted and Talented Program GT/Pre-AP Integrated Language Arts

2

3 Reyna Arndorfer  Originally from Texas  Dec University of North Texas  B.A. in English and a minor in Education  Dec University of North Texas  MS in Educational Psychology (fancy for gifted studies)  Certified 6-12 English/Language Arts  Endorsement in Gifted Education 6-12  Certified 6-12 ESL Supplemental  14 th year as a teacher (7 th year in Frisco)  Almost 3-year-old son and 11-month-old daughter

4 Rene Madden  Originally from Texas  August 1993 Brigham Young University  Bachelor of Arts in English  Certified EC – 8 Generalist  Gifted and Talented Supplemental Certification  13 th year with Frisco ISD including: 2 nd grade, 5 th grade, 6 th grade Math, 6/7/8 th Grade GT ILA  Married for 23 years. Two daughters, both will be juniors– one in high school and one in college

5 Mrs. Shannon Jahn *Native Texan *Grew up in the DFW area. *1992 Texas Tech University - B.S. in Education with 1 st – 8 th certification - Minor in English - Gifted and Talented Endorsement *15 th year in Education (8 th year in Frisco) *16 year old son who attends Centennial HS *13 year old son who attends Clark MS

6  Originally from South Louisiana (the New Orleans area…Go Saints!)  Graduated in May 2002 from Abilene Christian University  B.A. in English with Teacher Certification  Certified 6-12 English/Language Arts and 4-8 Reading  Supplemental Certificate in Gifted Education 6-12  Certified 6-12 ESL Supplemental  12 th year as a teacher (6 th year in Frisco/spent 6 years in Duncanville ISD)  Have the two most precious nephews ever! Peyton is 7 and Cole is 2, and they are wonderful! Megan K. Smith

7 GT in Middle School

8 Key Points  G/T…  doesn’t mean “really, really smart.”  refers to a way of thinking and learning.  shouldn’t mean pressure to be the best at everything.  requires learning in areas in which students still need to build skills.

9 Elementary Middle School  GT/Pre-AP Integrated Language Arts (ILA)  part of regular schedule  not a “pull-out” class  focuses on one core subject, ILA or English and reading  graded  meets state and district ILA learning standards  G/T strategies  homogeneous grouping Skills

10 Middle School Core Content Content AreaOn-Level CoursePre-AP Course Pre-AP Gifted and Talented Math Science (Seventh and Eighth Grade Only) Social Studies Integrated Language Arts (English and Reading)

11 Pre-Advanced Placement (Pre-AP) ILA versus Pre-AP Gifted and Talented (GT) ILA Springboard as framework, but differentiated same TEKS—and skills different novels differentiated projects challenge and mentor satisfy the needs of gifted students emphasize higher order thinking skills nurture GT students socially and emotionally The GT Curriculum usesThe course is designed to Both classes prepare students for Advanced Placement classes in high school. The GT/Pre-AP ILA course is designed to implement strategies specifically for the gifted learner.

12 Why GT?  Students are  grouped with like-minded classmates  taught by trained teachers address social, emotional, and academic needs trained in gifted education  appropriately challenged struggle to promote growth success  provided a support system

13 Curriculum Basics

14 Literature  A mixture of both short and long readings  GT ILA novels and non- fiction books  paired readings  Used for extensive and in-depth analysis  Silent Sustained Reading (SSR) For more information on developing verbal talent, go to  Variety of genres and texts  poetry  essays  satire  humor  informational  narrative  drama  historical fiction  realistic fiction  biography  current events  fantasy  etc.

15 Summer Reading  Begins our journey to explore the theme of change  Stargirl by Jerry Spinelli Stargirl

16 Writing  Learn and apply grammar and mechanics  Develop skills and style  Prepare for STAAR and AP  Experience many modes of writing including, but not limited to:  poetry  research papers (MLA)  analysis  persuasion  narrative  short-answer For more information on developing verbal talent, go to

17 Embedded Assessments (EA)  SpringBoard terminology  Each unit includes 2-3 EAs  work product  mastery of skills and knowledge  differentiated for gifted students

18 Stems The Frisco ISD Gifted and Talented Department utilizes a research- based, systematic approach to vocabulary instruction that is responsive to the academic needs of gifted students. Beginning in sixth and progressing through eighth grade, this approach…  supports depth and complexity,  increases reading comprehension,  helps students decode words,  improves students’ use of language,  supports vocabulary development across content areas,  aligns with the state curriculum, and  prepares students for rigorous ACT and SAT assessments. For more information on developing verbal talent, go to

19 Grammar The Frisco ISD Gifted and Talented Department utilizes a research- based, systematic approach to grammar instruction that is responsive to the academic needs of gifted students. Beginning in sixth grade and progressing through eighth grade, this approach…  supports depth and complexity,  increases the development of analytical and creative writing skills,  helps students build a better command of syntax,  improves students’ use of language--both spoken and written,  supports writing development across content areas,  aligns with the state curriculum, and  prepares students for rigorous standardized assessments and future professional endeavors. For more information on developing verbal talent, go to

20 Furlough  Please note that two six weeks’ averages of below 75 will require a parent conference to discuss whether or not GT is the best placement for your child.  A child may be furloughed for poor grades after the conference.

21 The Nine Week Challenge

22 Middle School Challenges

23 Adjusting to Middle School May encounter perfectionism or underachievement Appropriate Challenge: Acceleration - speed Enrichment - extra knowledge Extension - higher level products Gifted Learner Needs Developmental Needs Transitional Time: Middle School Adolescence Need for Parental Support Encourage tutorials Study Skills (note cards, studying, etc.) Organization Encouragement Modeling positive self-talk (Ex: Challenge is good. Mistakes are learning experiences.)

24 Perfectionism

25  “Perfectionism means that you can never fail, you always need approval, and if you come in second, you’re a loser.”  Perfectionism versus pursuit of excellence From When Gifted Kids Don’t Have All the Answers: How to Meet Their Social and Emotional Needs by Jim Delisle, Ph.D., and Judy Galbraith, M.A., copyright ©2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/ ;

26 Perfectionism At-a-Glance  How a Perfectionist Acts overcommits himself rarely delegates work to others has a hard time making choices always has to be in control competes fiercely arrives late because one more thing had to be done always does last-minute cramming gets carried away with the details never seems satisfied with her work constantly busies himself with one thing or another frequently criticizes others refuses to hear criticism of himself pays more attention to negative than positive comments checks up on other people’s work calls herself “stupid” when she does something imperfectly procrastinates Adapted from “Perfectionism at a Glance” in Freeing Our Families from Perfectionism by Thomas S. Greenspon, Ph.D. as referenced in When Gifted Kids Don’t Have All the Answers by Jim Delisle, Ph.D. & Judy Galbraith, M.A. (Minneapolis: Free Spirit Publishing, 2002)

27 Perfectionism At-a-Glance  What a Perfectionist Thinks “If I can’t do it perfectly, what’s the point?” “I should excel at everything I do.” “I always have to stay ahead of others.” “I should finish a job before doing anything else.” “Every detail of a job should be perfect.” Things should be done right the first time.” There is only one right way to do things.” “I’m a wonderful person if I do well; I’m a lousy person if I do poorly.” “I’m never good enough.” “I’m stupid.” “I can’t do anything right.” “I’m unlikable.” “I’d better not make a mistake here, or people will think I’m not very [smart, good, capable].” “If I goof up, something’s wrong with me.” “People shouldn’t criticize me.” “Everything should be clearly black or white. Grays are a sign of confused thinking.” Adapted from “Perfectionism at a Glance” in Freeing Our Families from Perfectionism by Thomas S. Greenspon, Ph.D. as referenced in When Gifted Kids Don’t Have All the Answers by Jim Delisle, Ph.D. & Judy Galbraith, M.A. (Minneapolis: Free Spirit Publishing, 2002)

28 Perfectionism At-a-Glance  How a Perfectionist Feels deeply embarrassed about mistakes she makes disgusted or angry with himself when he is criticized anxious when stating her opinion to others extremely worried about details angry if her routine is interrupted nervous when things around her are messy fearful or anxious a lot of the time exhausted and unable to relax plagued by self-hatred afraid of appearing stupid afraid of appearing incompetent afraid of being rejected ashamed of having fears discouraged guilty about letting others down Adapted from “Perfectionism at a Glance” in Freeing Our Families from Perfectionism by Thomas S. Greenspon, Ph.D. as referenced in When Gifted Kids Don’t Have All the Answers by Jim Delisle, Ph.D. & Judy Galbraith, M.A. (Minneapolis: Free Spirit Publishing, 2002)

29 Underachievement

30  Difficult to define  behavior  “eye of the beholder”  tied to self-image development  implies that adults disapprove of behavior  learned  taught From When Gifted Kids Don’t Have All the Answers: How to Meet Their Social and Emotional Needs by Jim Delisle, Ph.D., and Judy Galbraith, M.A., copyright ©2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/ ;

31 Underachievers versus Selective Consumers UnderachieversSelective Consumers …do not understand causes or cures …are dependent and reactive …tend to withdraw …respect or fear authority figures …need both structure and imposed limits …exhibit uniformly weak performance …generally require family intervention …may change over long term …are often perfectionistic; nothing they do is ever good enough …have a poor academic self-image …can explain both the problem and possible solutions …are independent and proactive …tend to rebel …see teachers as adversaries; can be contentious …require little structure; need “breathing room” …exhibit performance that varies relative to the teacher and/or content …can usually be dealt with within school resources …may change “overnight” …are frequently satisfied with their accomplishments …see themselves as academically able From When Gifted Kids Don’t Have All the Answers: How to Meet Their Social and Emotional Needs by Jim Delisle, Ph.D., and Judy Galbraith, M.A., copyright ©2002. Free Spirit Publishing Inc., Minneapolis, MN; 800/ ;

32 How Can We Help?

33  Model  time management  learning from mistakes  study skills  mindset  Set aside time for organizing and planning  Let your student lead  Tutorials

34 Mindset

35 Mindsets Matter  Fixed Mindset  intelligence is a fixed trait  leads to negative gains in achievement scores  Growth Mindset  intelligence is a malleable quality; a potential that can be developed  leads to positive gains in achievement scores N.p.: n.p., n.d. MindSet: A Book Written by Carol Dweck. Teaching a Growth Mindset Creates Motivation and Productivity in the Worlds of Business, Education, and Sports. Web. 14 Aug

36 Mindset Rules FixedGrowth 1. Look smart at all costs 2. It should come naturally In the face of setbacks, 3. Hide all mistakes; conceal deficiencies 1. Learn at all costs 2. Work hard, effort is key In the face of setbacks, 3. Capitalize on mistakes; confront deficiencies N.p.: n.p., n.d. MindSet: A Book Written by Carol Dweck. Teaching a Growth Mindset Creates Motivation and Productivity in the Worlds of Business, Education, and Sports. Web. 14 Aug

37 Mindset and Praise  Create an atmosphere of development instead of judgment  Praise the effort (process)  “Wow, that’s a really good score, you must have tried really hard.”  Avoid intelligence praise  “Wow, that’s a really good score, you must be smart at this.” N.p.: n.p., n.d. MindSet: A Book Written by Carol Dweck. Teaching a Growth Mindset Creates Motivation and Productivity in the Worlds of Business, Education, and Sports. Web. 14 Aug

38 Praise Past FocusFuture Focus “Look, you got an A without really working. You’re really good at math!” “You did that so quickly and easily. That’s impressive!” “You got an A without working. An A is nice, but you must not be learning much.” “You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can learn.” YET YET LEARN THE POWER OF YET.YET N.p.: n.p., n.d. MindSet: A Book Written by Carol Dweck. Teaching a Growth Mindset Creates Motivation and Productivity in the Worlds of Business, Education, and Sports. Web. 14 Aug

39 Praise  Praise the following things  effort  struggle  persistence despite setbacks  strategies, choices (risk-taking)  choosing difficult tasks  learning, improving N.p.: n.p., n.d. MindSet: A Book Written by Carol Dweck. Teaching a Growth Mindset Creates Motivation and Productivity in the Worlds of Business, Education, and Sports. Web. 14 Aug

40 Resources  Why Bright Kids Get Poor Grades by Sylvia Rimm  When Gifted Kids Don’t Have All the Answers by Jim DeLisle and Judy Galbraith  Guiding the Gifted Child by James T. Webb, Elizabeth A. Meckstroth, and Stephanie Tolan  Mindset by Carol Dweck 

41 Contact us! Shannon Jahn (6 th grade): Rene Madden (7 th grade): Megan Smith (6 th & 7 th grade): Reyna Arndorfer (8 th grade): Phone:

42 Questions?

43 Thank you!


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