Gifted & Talented Education (GATE)

GATE Mission

  • The mission of the Gifted and Talented Education (GATE) program of the Livermore Valley Joint Unified School District (LVJUSD) is to provide appropriate, differentiated educational opportunities and auxiliary services for our K-12 students. These opportunities are designed to be commensurate with the students' unique capabilities, individual talents, and creative abilities, and occur within the classroom during the school day.

    Our program will nurture each student's sense of personal worth, encourage students to develop and use their gifts and talents responsibly, and stimulate a love of learning in an atmosphere of cooperation among all students, parents, teachers, and administrators.


GATE Nomination & Testing Process

  • Third Grade
    3rd grade students will be assessed for GATE placement in January of the 2021-22 school year. Parents will be informed by their student's teacher and be provided an opportunity to opt out of the testing in advance. 

    Fourth Grade
    Due to COVID-19 and distance learning, 3rd grade students in 2020-2021 were not provided an opportunity for GATE assessment. Fourth grade students will be provided an opportunity in September 2021.

    5th - 12th Grades
    The nomination process for students in grades 5-12 will begin in December 2021. Students who have not been tested before in grades 5-12, or are in 4th grade and in need of a make up test will be offered an opportunity during the month of Janury 2022.


GATE Parent Information

  • The Cognitive Abilities Screening Form (CogAT) assessment for the GATE program is a screener comprised of three subtests that provides a composite score. This score does not break down the subtest ability scores (Verbal Analogies, Number Analogies, Figure Matrices), rather it provides an age percentile rank and a grade percentile rank. Raw scores are also provided with the number of items, number attempted and number correct.

    Students qualify in two ways as a GATE identified student; an age percentile rank or by scoring 100% correct of the number of items in any one section. 

    This information is used by teachers and staff to learn more about their students and engage them within the classroom by utilizing differentiated instruction or extended assignments when appropriate. Currently there are no extra curricular activities. field trips or commitees for GATE identified students. 



Glossary of GATE-Related Terms

  • Acceleration: The concept of altering the pace or speed of learning and providing more sophisticated resources for learning to challenge students.
    Compacting: The procedure used to streamline the regular curriculum for students capable of mastering a task at a faster pace.
    Cooperative Grouping: The practice of assigning a common task and/or project to a group of students with varying ability levels often reflecting the full range of student achievement and aptitude.
    Critical Thinking: The development of analytical thinking for purposes of decision making. This includes using specific attitudes and skills such as analyzing arguments carefully, seeing others’ points of view, and reaching sound
    conclusions.
    Depth: Refers to the concept of challenging learners by enabling them to venture further, deeper, more elaborately into the area of study.
    Flex Grouping: Homogeneous groups formed on a temporary basis to address specific skills.
    Higher-Level Thinking: Analyzing, synthesizing, and evaluating content of materials for a given purpose.
    Independent Study: Allowing students to follow individual or self-selected areas of interest and specific aptitude by designing and implementing their own study plans. Close monitoring by teachers is an essential component of an
    independent study.
    Interest Groups: Grouping students by interest or choice.
    Learning Styles: A student’s preference for a mode of learning and/or type of learning environment. For example, a student could favor auditory learning in an independent learning environment.
    Multiple Intelligences: A theory that acknowledges that each person has a combination of intelligences that needs to be nurtured (i.e., linguistic, spatial, musical, mathematical, interpersonal, intrapersonal, body kinesthetic,
    naturalist).
    Novelty: Refers to the concept of gaining a personal understanding of the area under study or constructing meaning of knowledge in an individualized manner.
    Peer Coaching/Mentoring: A practice that indicates voluntary or assigned matching of students by shared characteristics, such as age, ability, need, and/or interest in order to affect teaching and learning.
    Problem Solving: Challenging students to cooperatively or independently discover and offer varied solutions to a problem in a given curricular area or within a general theme.
    Socratic Seminar: An open-ended circle discussion centered around a certain text where student interaction guides the discussion by stated opinion and supportive remarks.
    Thematic Instruction: The use of encompassing classroom themes or generalizations that allow students to explore and discover relationships and connect concepts through an interdisciplinary approach.
    Tiered Instruction: The use of homogeneous groups to explore a common theme at multiple levels utilizing varied resources and assignments.