Norfork Advanced Academics students work hard to develop critical thinking, academic, and social skills while becoming more autonomous learners. I believe that it is my responsibility as a gifted education teacher to work to discover the most effective and loving ways to balance my students' need for cognitive challenge, academic rigor, social/emotional growth, novelty, and choices while encouraging the passions that make our children unique. I hope that they will perceive learning as a joyful experience. Please let me know if I need to adjust the balance for your child. I am grateful for your emails, calls, and visits. Please let me know if you have any questions. I look forward to sharing your child's successes with you. |
In Kindergarten to 3rd grade, the G/T coordinator, Julie Hartle, works with our classroom teachers, who have been trained in enrichment strategies, to provide engaging whole-class lessons each week. Enrichment lessons are guided by the district’s G/T scope and sequence and the state G/T Frameworks, and focus on critical and creative thinking skills, communication skills, affective development, exploring a wide variety of literature, developing writing skills, and extending classroom learning from core content areas. Julie Hartle trains classroom teachers each year, and continues to collaborate with them throughout the year to provide differentiated instruction to students. The classroom teachers document examples of behaviors and characteristics that gifted children commonly exhibit, and the GT coordinator tracks students who show strengths over the years. Mrs. Hartle is also the elementary art teacher, which allows her to observe all students' critical and creative thinking. This wealth of information leads to formal identification, which begins in 3rd grade, and continues throughout elementary, junior high, and high school. We have wonderful teachers who focus on teaching your children all that they need to be highly successful throughout their lives!
The GT coordinator, Julie Hartle, serves all identified 4th-6th graders in a pull-out, or resource room setting, for 150 minutes per week, either in a virtual or face-to-face setting. These students focus on developing critical and creative thinking skills, understanding what it means to have gifted potential and the intrinsic characteristics of a gifted person, how to become a more autonomous learner through independent study and prolific reading, and how to best use their gifts to help others.
Mrs. Hartle is also a Jr. Beta sponsor, allowing her time to work with all high-achieving 4th-6th grade students in their choice of academic, creative, technology-based, and team competitions, as well as helping students to develop leadership skills and work on service projects. Mrs. Hartle also leads geology, chess, and quiz bowl groups for interested students.
All of our students should read every day, with exceptions for holidays, family outings, nights with an unusual amount of homework, and illness. Reading is not simply an enjoyable endeavor, it is the key to academic success and adult opportunity. Students are always welcome to check out books from my library, school or community libraries, or read books that they receive as gifts. I would like for them to read 4-5 books per nine weeks in addition to assigned reading for classes. Students should read at least several hours every week at home, as there is a direct correlation between prolific reading and success beyond school. The effect of time spent reading is cumulative, creating a lasting impact that results in huge differences in vocabulary, and a clear impact on testing ability, college admissions, scholarships, job opportunities, lifelong health, and future generations. Please ask if you need ideas about how best to encourage your child to read, or suggestions for independent reading.
7th- 12th grade high school GT students are served through differentiation in all general education core classes, and may choose from a variety of advanced courses, as well as participating in a rich offering of clubs and activities .
Julie Hartle, the GT coordinator, teaches a seminar class open to all identified GT 7th and 8th grade students, where students collaborate with Mrs. Hartle to choose curriculum guided by their interests. Mrs. Hartle differentiates consistently through the use of questioning, literature, product choices, individual conferencing, rigorous curriculum, and high expectations. She incorporates affective development, critical and creative thinking, and communication skills activities into lessons. She communicates her expectations of maintaining a growth mindset, offers individual student guidance, and is available to conference with all students and parents.
9th- 12th grade students are served through differentiation in general education core classes, as well as through a variety of Pre-AP, AP and concurrent credit (high school and online college) classes. The GT Coordinator, Julie Hartle, documents which courses high school GT students are enrolled in each year to encourage all GT students to participate in advanced courses.
Julie also trains all high school (7th-12th grade) teachers each year, and collaborates with all high school English,math, science, and history teachers to ensure that gifted students are receiving differentiated instruction in each of their classes. Teachers differentiate through the use of questioning, reading and product choices, and clearly-communicated expectations. Instruction is guided by the district's G/T scope and sequence, the state G/T Frameworks, and Pre-AP,AP, and concurrent credit curriculum. High school English, math, science and history teachers provide documentation of differentiation to the GT Coordinator at least once each nine weeks.
The G/T Coordinator, Julie Hartle, meets with all high school G/T students once a month to discuss topics of concern to students, and offer guidance with organization, long-term planning, college readiness and preparation, testing, social/emotional development, and communication skills. She is also available to help students and their parents/guardians anytime that they seek her assistance. In times when Mrs. Hartle or students are virtual, we use Google Classroom to communicate, share resources, and plan. Students may also email Mrs. Hartle anytime.
Julie Hartle, the GT coordinator, teaches a seminar class open to all identified GT 7th and 8th grade students, where students collaborate with Mrs. Hartle to choose curriculum guided by their interests. Mrs. Hartle differentiates consistently through the use of questioning, literature, product choices, individual conferencing, rigorous curriculum, and high expectations. She incorporates affective development, critical and creative thinking, and communication skills activities into lessons. She communicates her expectations of maintaining a growth mindset, offers individual student guidance, and is available to conference with all students and parents.
9th- 12th grade students are served through differentiation in general education core classes, as well as through a variety of Pre-AP, AP and concurrent credit (high school and online college) classes. The GT Coordinator, Julie Hartle, documents which courses high school GT students are enrolled in each year to encourage all GT students to participate in advanced courses.
Julie also trains all high school (7th-12th grade) teachers each year, and collaborates with all high school English,math, science, and history teachers to ensure that gifted students are receiving differentiated instruction in each of their classes. Teachers differentiate through the use of questioning, reading and product choices, and clearly-communicated expectations. Instruction is guided by the district's G/T scope and sequence, the state G/T Frameworks, and Pre-AP,AP, and concurrent credit curriculum. High school English, math, science and history teachers provide documentation of differentiation to the GT Coordinator at least once each nine weeks.
The G/T Coordinator, Julie Hartle, meets with all high school G/T students once a month to discuss topics of concern to students, and offer guidance with organization, long-term planning, college readiness and preparation, testing, social/emotional development, and communication skills. She is also available to help students and their parents/guardians anytime that they seek her assistance. In times when Mrs. Hartle or students are virtual, we use Google Classroom to communicate, share resources, and plan. Students may also email Mrs. Hartle anytime.