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Many Opportunities Offered at Julien


Math Blast

Science Olympiad

Spelling Bee

Other Extra-Curricular Activities:

Student Council

Band, orchestra, choir

Talent show

bright learners vs gifted.png

5th Grade Chromatography Experiment (Nov 2017)


5TH GATE Totem Pole Art Carvings, '16-'17

5th GATE totem pole art carvings

4TH GATE Students Working Collaboratively  16-'17

4th GATE students working collaboratively

6TH GATE Finished All 6 Math Modules By April 13TH! 2017

finished all 6 math modules by April 13th!

Congrats to Alisha for Placing 5th in the State Spelling Bee, May 2017

Congrats to Alisha for placing 5th in the state spelling bee

Fourth Graders Planting Next Year's Crops with Their Future 5th Grade Teacher, May 2017


5th GATE Colonial Day Apr 2017


GATE Program Information

County Science Fair First Place Winners Include 13 GATE Kids, May 2017


The Julien Classics Team is moving on to Odyssey of the Mind State Finals! April 2017


6th grade Math Blast - 7 Julien Students Placed in this Fierce Competition, Mar 2017


5th GATE to Great Valley Museum, '16-'17
5th GATE to Great Valley Museum
4th GATE art creations, '16-'17
4th GATE art creations


Julien GATE

Three classes: one fourth grade class, one fifth grade class, and one sixth grade class. 

Contact Us

Contact Monica Danbom  Monica Danbom Teacher 5th - GATE
Contact Wendy Payne  Wendy Payne Teacher 6th - GATE
Contact Tracy Williamson  Tracy Williamson Teacher 4th - GATE

GATE Teachers Attending 4-day GATE Training with GATE Education Guru, Dr. Kaplan June 2017


This article is from the National Association for Gifted Children:

Link to the article

Why Are Gifted Programs Needed?

Gifted and talented students and those with high abilities need gifted education programs that will challenge them in regular classroom settings and enrichment and accelerated programs to enable them to make continuous progress in school.

  • According to a recent report on high-achieving students, more than 7 in 10 teachers of these students surveyed noted that their brightest students were not challenged or given a chance to “thrive” in their classrooms. [1] Additionally, gifted students need gifted programming in many cases because the “general education program is not yet ready to meet the needs of gifted students” (p. 9) due to lack of general educators’ training in gifted education and the pressure classroom teachers face to raise the performance of their struggling students. [2]
  • It’s more than just giving students a challenge in classrooms: Gifted programming positively influences students’ futures. Several longitudinal studies have shown that gifted programs have a positive effect on students’ post-secondary plans. For example, studies found that 320 gifted students identified during adolescence who received services through the secondary level pursued doctoral degrees at more than 50X the base rate expectations. [3] In a follow-up report on the same study participants at age 38, 203 participants, or 63%, reported holding advanced terminal degrees (master’s and above). Of these, 142 (44%) held doctoral degrees and 8 of these 142 had more than one doctoral degree. As a benchmark for this accomplishment, the authors of this study compared these rates to the general U.S. population, noting that only approximately 2% of the general population held a doctoral degree according to the 2010 U.S. Census. [4]
  • Additionally, in a study looking at gifted students who participated in talent development through competitions, the researchers reported a long-term impact on these students’ postsecondary achievements, with 52% of the 345 students who participated having earned doctoral degrees. [5]
  • Further benefits of gifted programs have been shown to include that students who had participated in gifted programs maintained their interests over time and stayed involved in creative productive work after they finished college and graduate school. [6]
  • A sample of 2,409 intellectually talented adolescents (top 1%) who were assessed on the SAT by age 13, and provided services through a talent search program, was tracked longitudinally for more than 25 years. Their creative accomplishments, with particular emphasis on literary achievement and scientific-technical innovation, were examined and results showed that distinct ability patterns identified by age 13 foreshadowed creative accomplishments in middle age. Among the sample, participants had earned 817 patents and published 93 books, one had been awarded the Fields Medal in mathematics, and another had won the John Bates Clark Medal for the most outstanding economist under 40. [7]



1 Loveless, T., Farkas, S., & Duffett, A. (2008). High-achieving students in the era of NCLB. Washington, DC: Thomas B. Fordham Institute.
2 Hertberg-Davis, H. L., & Callahan, C. M. (2013). Introduction. In H. L. Hertberg-Davis & C. M. Callahan (Eds.), Fundamentals of gifted education (pp. 1–10). New York, NY: Routledge.
3 Lubinski, D., Webb, R. M., Morelock, M. J., & Benbow, C. P. (2001). Top 1 in 10,000: A 10 year follow-up of the profoundly gifted. Journal of Applied Psychology, 4, 718–729.
4 Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science, 24, 648–659.
5 Campbell, J. R., & Walberg, H. J. (2011). Olympiad studies: Competitions provide alternatives to developing talents that serve national interests. Roeper Review, 33, 8–17.
6 Westberg, K. L. (1999, Summer). What happens to young, creative producers? NAGC: Creativity and Curriculum Division Newsletter, 3, 13–16.
7 Park, G., Lubinski, D., & Benbow, C. P. (2007) Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18, 948–995.

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6th GATE organized PE, '16-'17
6th GATE organized PE