Gifted & Talented

Gifted and Talented Programming for Advanced Learners


Warder Elementary believe in high expectations for ALL of our learners, including those identified as having a Advanced Learning Plan (ALP).  These students receive curriculum above grade-level standards and have multiple assessment results that show advanced performance.

Gifted and Talented Program Coordinators, work alongside the regular classroom teacher so enrichment and acceleration can be provided for students on ALPs as well as students that show advanced learning potential. Often, advanced learning potential is identified with an advanced score on one or more of the CoGat or State assessments.

The district directive is to provide support for students displaying advanced work, or the potential for advanced work, to be provided with additional support within the classroom.  Our teachers, through the work of professional learning communities (PLCs), provide instruction that meets the needs of all learners, including our advanced learners.

If you have specific questions about how Warder serves our advanced learners, please reach out to Matt Hilbert, principal, at (303) 982-0202, or by email, [email protected]  

GT Spotlight:

May 2022 - Reflection that Supports Self-Monitoring and Growth

Parlay Ideas website reports that learner reflection is magical. It supports students in becoming active co-creators in their learning. Learner reflection is so important because it gets students to review their (own) experience. It also engages students in an active learning process where they make their own meaning from what they’ve been taught, what they’ve learned, and what they’ve experienced. Integrating student reflection helps:

  1. support active and independent learning, as well as critical thinking,
  2. bolster deep engagement and ownership of learning,
  3. promote differentiated thinking, and
  4. builds confidence in ideas.

Week 1:  As we enter the final days of the 2021-22 school year, arrange for  a family show and tell.  Each family member chooses an artifact, a work sample, or a memory that they treasure from this past year.  Other family members can ask questions to spark dialogue and encourage deeper reflection.

Weeks 2-4:


Recollect and Remember


Invite your student to write a letter to a fictitious student in next year's class:

  • What advice might you give him or her?
  • What should the student do in order to be successful in this class?
  • How will what they learn help them in other classes?
  • How about in life?

Another version of this activity: Students write a letter to his or her future self. They record some memories and important learning from their experiences during this school year. They can also write their hopes, fears, and expectations for the next year. Ask them to bring in a stamp so you can mail their letters to them or hold onto the letter to open at the end of the summer. (From Edutopia by Rebecca Alber)


Create a Symbol and Hashtag: Ask your student to draw a symbol that represents their experience this school year. They could even create a hashtag that reflects their feelings about the year.. After they have designed their symbols, they can craft a few words that describe and explain their symbol. Ask other family members to do the same and then have a family sharing event! (From Edutopia by Rebecca Alber)


Memories: Having experienced a myriad of hurdles, heartaches, and celebrations, students may be excited about the opportunity to move into summer. One way to help plan for a smooth transition involves memorializing memories. A few ideas for inspiration:

  • Listen to a read aloud of IF YOU FIND A ROCK by Peggy Christian. Then, find some rocks of your own to use to record memories of the year, inspirational phrases, or pictures. Keep them OR find fun places to leave them in order to inspire others!
  • Try an Ernest Hemingway–style six-word memoir. Ask students to think about a moment from this year—such as a memory from class or anything that sticks with them—and then they use only six words to describe it.
  • Encourage your student to collect artifacts, whether physical or digital, to create their own time capsules driven using prompts like “What movies, shows, or music helped you through this year?” or “What objects, pictures, or experiences will you hold on to?” Wrap up the activity by asking students to reflect and share how this challenging year has impacted them. (From Edutopia by Hoa Nguyen)