• The district’s identification procedures are equitable, comprehensive, and ongoing.  They reflect the district’s definition of giftedness and its relationship to current state criteria.

    • Our newly implemented portfolio process allows for the nomination of any student in grades K-12 as we know that standardized assessments alone may not reflect the abilities of GATE students in general as well as GATE students from diverse populations. 
    • Referrals can be submitted by counselors, teachers, administrators, and parents. In addition, students at the middle and high school level may refer themselves.  GATE Parent Referral Form
    • GATE Identification Teams (GITs) are made up of the Director of Curriculum and Instruction, who serves as our district GATE Coordinator, the site principal, the site GATE Coordinator, and the referring teacher.  The GIT may also include teachers from previous years and /or counselors.  Following the meeting of the GIT, parents will be notified as to their child’s eligibility or the appeal process.
    • Our portfolio process includes both traditional (i.e. CAASPP scores) and non-traditional instruments (e.g., student products from school and home, classroom observations, and interim assessments) to provide equal access to the program.
    • The portfolios of students who were referred but not initially included in the GATE program are maintained to assist in later re-evaluation.  A database of these referrals is kept at the district level. 
    • Transfer students may be immediately referred for identification as a part of this process as described above.
    • Once students are identified for participation and parents are made aware of their options, they sign a Permission to Participate form.
    • When a student leaves our district, the GATE portfolio is sent to receiving schools.  This portfolio is part of the student’s cumulative folder. 

    Placement is based on the assessed needs of the student and is periodically reviewed.

    • The identification process is specific in terms of the student’s needs and areas of giftedness.  Program options are discussed by the GIT and described on the back of the yellow Identification Folder.
    • Annual parent-teacher-student conferences at the elementary schools allow for continued evaluation of the student’s program.  This conference is the time when teachers, students, and parents discuss individual needs and abilities and set specific goals for children.  Teachers, parents and students all formulate both academic and personal goals for the GATE student.  Extensions and independent study projects are discussed, as well as the progress towards achieving (and/or exceeding) grade level standards.  Appropriate growth for a student is defined as moving them at least a year ahead of their individual start-point at the beginning of the academic year.
    • At the middle school level, parents’ signatures are required to indicate their children’s participation in compacted/challenge work.
    • Once identified, a student remains in the GATE program while in the district.
    •  If an identified student is not meeting expectations, our teachers may refer students to trained counseling staff or other appropriate services following discussion with the student’s parents.
    • Our program recognizes the needs of multi-exceptional students and correlates service options.
    • Only parents may formally withdraw a student from GATE.  If specific problems arise with a student in the GATE program, several intervention strategies are available:  Modification of curriculum or style of instruction, referral to school counselors, Student Study Team referral, and 504 Team evaluation.  A specific plan will be made to address the particular need in the context of the child’s giftedness.  Communication and involvement with parents about the issue is ongoing.