September 12, 2011
Dear Parent(s) and/or Guardian(s):
I want to meet each GATE students’ needs emotionally, socially and academically. Below you will find my mission statement and
goals to direct my teaching. Please fill out and return the attached goal setting checklist to better help me
understand your expectations. I will write goals for your student based on these responses. These goals will
also be shared with the classroom teacher.
Personal Mission Statement
My mission is to instill a feeling of importance and value in each child. I will make them feel a part of my classroom and school,
and give them a sense of belonging. I will try to meet each child’s needs emotionally, socially and academically. I want each
child to reach his or her own potential. I will hold high expectations for my students. I will differentiate curriculum and use
creative teaching methods. I want to empower each child with the tools they need to succeed in today’s world. I want to
instill the love of learning in my students.
I am an advocate and resource for GT families and students.
I hope to build a network or community of families.
I am a researcher and facilitator of curriculum and instruction.
I plan to work with teachers to create differentiated lessons/units that are of quality for student(s) not just quantity.
I plan to facilitate staff development around the social-emotional and academic needs of the gifted learner.
I strive to build personal growth and confidence in my students.
I will hold high expectations, challenge and meet individual student needs.
I will create an environment of wonderment and creativity.
Austin Public Schools
Elementary Gifted and Talented Education
Gifted and Talented Intervention Teachers’ Role:
Gifted and talented intervention teachers will provide direct instruction through the use of push-in, pull-out, co-
teaching, or a combination of delivery models in order to match student and building needs.
Push-in and pull-out instruction will be small group with a maximum of 6-8 students in a group. Scheduled teaching time
priority will be 1st to identified gifted and talented students, 2nd for providing enrichment in grades one and two, and 3rd
to support students who are achieving at high academic levels but are not formally identified as gifted and talented.
Flexible grouping will be based on student testing data as well as curriculum-based assessments and anecdotal
Instruction will focus on reading, writing and math with science, social studies, social-emotional, and career planning
instruction infused in those core content areas. A variety of resources and curricula will be utilized to provide for
Assist with identification of gifted and talented students by being a part of the school gifted and talented identification
Attend monthly GT teacher meetings and participate in district Gifted and Talented Education Advisory Committee.
Gifted and talented students will be clustered into 1-2 classrooms per grade level in each building with a maximum of 6-
8 GT students clustered in one classroom.
GT Cluster classroom teachers need to have knowledge about and or background on working with GT students and/or
attended or be able to attend the GT summer symposium.
GT teachers direct instruction time will be scheduled based on student’s needs. For some groups, direct teaching time
may be scheduled 3 or 4 days per week. In these situations, the other 1-2 days per week will allow students to work
independently on their learning goals.
Gifted and talented education should function as an integrated part of the educational system. When students
have social and/or emotional needs beyond that of typical students’ needs the school social worker, psychologist,
and/or SAT will be consulted.
A continuum of gifted and talented talent development services currently exists and others can be planned for in
order to meet students’ needs, including:
o general classroom enrichment, including Junior Great Books
o discovery, inquiry, problem-based learning
o independent study in interest or talent area
o individual and small group counseling
o curriculum compacting
o small group flexible grouping
o push-in instruction with GT intervention teacher targeted by ability
o within and cross-grade pull-out instruction targeted by ability, subject, and interest
o subject acceleration
o grade acceleration
Identification of Gifted and Talented Students:
Identifying students as gifted and talented will formally begin in third grade (see APS Identification Procedure
Kindergarten, first and second grade students in need of unique education plans will be identified and planned for
through data meetings, teacher collaboration, and class-wide screening tools.
The goal of identification is to match students to the educational services that they need.
I look forward to teaching your child! Let’s work as a team! By working together, we can make the school year a
memorable and successful experience for your child.
Please feel free to call me at school or e-mail me with any questions, concerns or comments that you may have throughout
the school year. E-mail is the best way to get a hold of me.
Mrs. Heather Wittstruck-Egtvedt
Gifted and Talented Intervention Specialist
Austin Public Schools
“Nothing great was ever achieved without enthusiasm!” Ralph Waldo Emerson
“And about your profession…let what you love be what you do!” Rumi
Southgate’s GATE Program:
GATE Instructional/Curricular/Social-Emotional Models
Academic Thinking - Differentiation Social- Grouping Executive Creativity
Metacognition Emotional Functioning
Research Bloom Tomlinson Costa Gardner Winebrenner Piirto
Dweck Winebrenner Hansen Heacox Heacox Torrance
Costa Gardner Gilbraith & Tomlinson Rogers Heacox
Marzano Heacox Slade
Curriculum, Math Socratic Multiple Habits of Clustering Agenda S.C.A.M.P.E.R.
Models Wonders - Questioning Intelligences Mind (Substitute,
and ClockWise! Daily schedule combine,
Strategies Clockulators posted with adapt, modify,
assignments due put to other
Give reminders eliminate,
Project M3 Bloom’s Learning Styles Affective Ability Pocket folder – Piirto’s 7 I’s
Taxonomy Traits of take home /leave (Inspiration,
Jacob’s Gifted at home, return imagery,
Ladder Children to imagination,
P.E.T.S. school/homework intuition,
Education Color code folders incubation
Thinking with subjects and
Hands on Growth Concept- Maslow’s Interests Contracts Divergent
Equations Mindset Product- Hierarchy of Thinking
Process Needs Growth Contracts
William and Visual Maps Readiness- Readiness
Thea Holtan Habits of Mind KUDOs Learning
Research (Know, styles
6 Traits Paul’s Understand, Bibliotherapy Multiple
Elements of Be Intelligences
District Reasoning Able to Do)
Curriculum (William and
H. Wittstruck 2009
Student Name_________________________ Grade______
Parent(s) and/or Guardian(s) ________________________ Classroom Teacher______________
Goal Setting Checklist
**Which areas would you like me to focus on the most?
Areas of Need: Example(s)/Comment(s):
Emotional Intensity- Peaks and Valleys
Strong Feelings Toward Others and Self
Entelechy – Goal-Oriented Behavior
Habits of Mind
Thinking and communicating with clarity and
Gathering data through all senses
Listening with understanding and empathy
Creating, imagining, innovating
Responding with wonderment and awe
Thinking about thinking (metacognition)
Taking responsible risks
Striving for accuracy
Questioning and posing problems
Applying past knowledge to new situations
Remaining open to continuous learning
Divergent – Out of the Box – Inventive
Convergent - With Deductive Reasoning-
Evaluative – Make judgments – Valid
Creative Problem Solving -- Thinks of several
ways to solve a problem
Understand abstract concepts
Taking responsible risks
Trying new things
Advanced Math Content
Other interests – fine arts, science, ________
Utilizing teachers as consultants more than
Work Study Habits – Executive Functioning Suggestions:
Listens and Follows Directions Agenda
Uses Organizational Skills Daily schedule posted with assignments due
Uses Time Wisely Homework sheet with parent check off
Completes Assigned Work on Time Give reminders
Motivation Pocket folder – take home /leave at home, return
Color code folders with subjects
At Home We Plan to Work On OR Are Already Additional Comments: