MIDDLE
SCHOOL GT
PROGRAM
GT/Pre-AP Integrated
Language Arts
Frisco ISD
Gifted and Talented Program
Reyna Arndorfer
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Originally from Texas
Dec. 1999 University of North Texas
 B.A. in English and a minor in Education
Dec. 2010 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
14th year as a teacher (7th year in Frisco)
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Almost 3-year-old son and 11-month-old daughter 
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Rene Madden
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Originally from Texas
August 1993 Brigham Young University
 Bachelor of Arts in English
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Certified EC – 8 Generalist
Gifted and Talented Supplemental Certification
13th year with Frisco ISD including: 2nd grade, 5th grade, 6th grade Math,
6/7/8th Grade GT ILA
Married for 23 years. Two daughters, both will be juniors– one in high
school and one in college
*Native Texan
*Grew up in the DFW area.
*1992 Texas Tech University
- B.S. in Education with 1st – 8th certification
- Minor in English
- Gifted and Talented Endorsement
*15th year in Education (8th year in Frisco)
*16 year old son who attends Centennial HS
*13 year old son who attends Clark MS
Mrs. Shannon Jahn
Megan K. Smith
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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
12th year as a teacher (6th 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!
GT in Middle School
Key Points
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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.
Elementary
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Middle School
GT/Pre-AP Integrated Language Arts (ILA)
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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
Middle School Core Content
Content Area
On-Level Course
Pre-AP Course
Math
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Science
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Social Studies
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Integrated
Language Arts
(English and
Reading)
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Pre-AP
Gifted and
Talented
(Seventh and
Eighth Grade Only)
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Pre-Advanced Placement (Pre-AP) ILA
versus Pre-AP Gifted and Talented (GT) ILA
• 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.
The GT Curriculum uses
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Springboard as
framework, but
differentiated
same TEKS—and skills
different novels
differentiated projects
The course is designed to
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challenge and mentor
satisfy the needs of gifted
students
emphasize higher order
thinking skills
nurture GT students
socially and emotionally
Why GT?
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Students are
 grouped
with like-minded classmates
 taught by trained teachers
 address
social, emotional, and academic needs
 trained in gifted education
 appropriately
 struggle
challenged
to promote growth
 success
 provided
a support system
Curriculum Basics
Literature
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A mixture of both short
and long readings
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Variety of genres and texts
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GT ILA novels and nonfiction books
 paired readings
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Used for extensive and
in-depth analysis
Silent Sustained
Reading (SSR)
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For more information on developing verbal
talent, go to http://bit.ly/gtverbal.
poetry
essays
satire
humor
informational
narrative
drama
historical fiction
realistic fiction
biography
current events
fantasy
etc.
Summer Reading
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Begins our journey to
explore the theme of
change
Stargirl by Jerry
Spinelli
Writing
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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
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For more information on developing verbal talent, go to http://bit.ly/gtverbal.
Embedded Assessments (EA)
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SpringBoard terminology
Each unit includes 2-3 EAs
 work
product
 mastery of skills and knowledge
 differentiated for gifted students
Stems
The Frisco ISD Gifted and Talented Department utilizes a researchbased, 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 http://bit.ly/gtverbal.
Grammar
The Frisco ISD Gifted and Talented Department utilizes a researchbased, 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 http://bit.ly/gtverbal.
Furlough
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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.
The Nine Week Challenge
Middle School Challenges
Adjusting to Middle School
Gifted Learner Needs
May encounter perfectionism or
underachievement
Appropriate Challenge:
• Acceleration - speed
• Enrichment - extra knowledge
• Extension - higher level products
Developmental Needs
Transitional Time:
• Middle School
• Adolescence
Need for Parental Support
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Encourage tutorials
Study Skills (note cards, studying, etc.)
Organization
Encouragement
Modeling positive self-talk (Ex: Challenge is
good. Mistakes are learning experiences.)
Perfectionism
Perfectionism
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“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; 800/735-7323; www.freespirit.com.
Perfectionism At-a-Glance
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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)
Perfectionism At-a-Glance
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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)
Perfectionism At-a-Glance
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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)
Underachievement
Underachievement
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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; 800/735-7323; www.freespirit.com.
Underachievers versus Selective Consumers
Underachievers
Selective Consumers
…do not understand causes or cures
…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
…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
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; 800/735-7323; www.freespirit.com.
How Can We Help?
How Can We Help?
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Model
 time
management
 learning from mistakes
 study skills
 mindset
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Set aside time for organizing and planning
Let your student lead
Tutorials
Mindset
Mindsets Matter
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Fixed Mindset
 intelligence
is a fixed trait
 leads to negative gains in achievement scores
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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. 2012.
<http://www.mindsetonline.com/>.
Mindset Rules
Fixed
Growth
1. Look smart at all costs
2. It should come naturally
1. Learn at all costs
2. Work hard, effort is key
In the face of setbacks,
3. Hide all mistakes; conceal
deficiencies
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. 2012.
<http://www.mindsetonline.com/>.
Mindset and Praise
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Create an atmosphere of development instead of
judgment
Praise the effort (process)
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“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. 2012.
<http://www.mindsetonline.com/>.
Praise
Past Focus
Future Focus
“Look, you got an A without really
“You got an A without working. An A
working. You’re really good at math!” is nice, but you must not be learning
much.”
“You did that so quickly and easily.
That’s impressive!”
“You did that so quickly and easily.
I’m sorry I wasted your time. Let’s do
something you can learn.”
LEARN THE POWER OF 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. 2012.
<http://www.mindsetonline.com/>.
Praise
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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. 2012.
<http://www.mindsetonline.com/>.
Resources
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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
www.hoagiesgifted.org
Contact us!
Shannon Jahn (6th
grade):
jahns@friscoisd.org
Megan Smith (6th & 7th
grade):
smithmeg@friscoisd.org
Reyna Arndorfer (8th
grade):
maddenr@friscoisd.org arndorfr@friscoisd.org
Rene Madden (7th
grade):
Phone: 469-633-5050
Questions?
Thank you!