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many opportunities offered at Julien


Math Blast

Science Olympiad

Odyssey of the Mind

Spelling Bee


Other extra-curricular activities:

Student Council

Band, orchestra, choir

Talent show

bright learners vs gifted.png

6th GATE Lego robotics showcase

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5th GATE totem pole art carvings

5th GATE totem pole art carvings

4th GATE students working collaboratively

4th GATE students working collaboratively

6th GATE finished all 6 math modules by April 13th!

finished all 6 math modules by April 13th!

6th grade GATE student from Julien wins county spelling bee


6th GATE ancient Greek pottery art

GATE program information

Annual GATE science expo April 25, 2017

4th, 5th, 6th GATE looking forward to the school year

4th, 5th, 6th GATE looking forward to the school year

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


6th grade Math Blast - 7 Julien students placed in this fierce competition


4th grade GATE created models of transverse and longitudinal waves of various amplitudes and frequencies.

4th, 5th, 6th GATE art and poetry event

5th GATE to Lawrence Livermore lab

6th GATE Lego robotics

4th GATE Walk Through California

6th GATE engineering activity

4th GATE experiments with microoganisms

5th GATE to Great Valley Museum

5th GATE to Great Valley Museum

6th GATE to San Jose Tech Museum

4th GATE art creations

4th GATE art creations

6th GATE ancient Chiniese cherry blossom art

4th GATE gold rush storyteller

6th GATE field trip to view engineering of waste water treatment plant

Julien GATE

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

contact us with questions



6th grade Wendy Payne        wpayne@turlock.k12.ca.us

5th grade Monica Danbom    mdanbom@turlock.k12.ca.us

4th grade Claudia Navarro     cnavarro@turlock.k12.ca.us


6th GATE website


4th GATE students used their ingenuity and humor to create valentines for a class contest!


This article is from the National Association for Gifted Children: https://www.nagc.org

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 Psychology4, 718–729.
4 Kell, H. J., Lubinski, D., & Benbow, C. P. (2013). Who rises to the top? Early indicators. Psychological Science24, 648–659.
5 Campbell, J. R., & Walberg, H. J. (2011). Olympiad studies: Competitions provide alternatives to developing talents that serve national interests. Roeper Review33, 8–17.
6 Westberg, K. L. (1999, Summer). What happens to young, creative producers? NAGC: Creativity and Curriculum Division Newsletter3, 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 Science18, 948–995.

- See more at: https://www.nagc.org/resources-publications/gifted-education-practices/why-are-gifted-programs-needed#sthash.uie5dMpD.dpuf

4th Georgia O'Keefe art creations

6th GATE breakout edu problem solving and ancient history

6th GATE organized PE

6th GATE organized PE