Gifted & Talented Education (GATE)
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.
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 students, parents, teachers, and administrators.
GATE Nomination & Testing Process
LVJUSD students in grades 4 - 12 may be nominated for testing for entry to the Gifted and Talented Education (GATE) program. A parent, teacher, or administrator may nominate a student by filling out a GATE nomination form.
Nominations for the 2019-20 school year close on November 1, 2019 at 5:00 PM.
Students will be tested at their school site on a date to be determined. Testing will be completed before the start of winter break. Students will take the CogAT test and be assessed in three areas - verbal skills, quantitative skills, and nonverbal skills. Three short tests are given in each area. A student must score at or above the 94th percentile in one area to qualify for GATE. Parents or guardians will receive test results by mail.
GATE Parent Information
School Site GATE Committees
The GATE Committee at each school site consists of the administrator, teachers, and parents of GATE identified students. Committees share information and plan after-school enrichment activities. The dates, times, and location of meetings are determined by each site. Contact your school site GATE committee for more information.
Elementary District-Wide Events
All GATE students in grades 3-5 are invited to participate in district-wide events. Students and parents will be contacted via email with the description and registration information for each social.
California Association for the Gifted
The California Association for the Gifted (CAG) is an organization of parents, educators, and community members who strive to improve education for individuals who demonstrate giftedness or gifted potential. The organization disseminates information, encourages advocacy and awareness, and sponsors activities significant to gifted education.
GATE Advisory Committee
The purpose of the LVJUSD GATE Advisory Committee is to:
- Provide a forum for sharing strategies, ideas, and resources among our site-based programs;
- Have on-going responsibility to review with the GATE Coordinator the implementation of the Gifted and Talented Education Plan in accordance with the GATE Standards and to annually assess the effectiveness of the program;
- Participate in an advisory capacity to recommend modifications in the plan that reflect changing needs and priorities.
The GATE Advisory Committee meets at least six times a year and consists of:
- GATE Coordinator
- GATE Categorical Program Assistant
- An administrator
- Parent and teacher representatives from each school site
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
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
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,
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.