Gifted & Talented Program (GATE)
Overview of GATE Instruction
Gifted and Talented Education (GATE) Instruction in the Fountain Valley School District is to meet the specific academic needs of GATE-identified students with enriched or advanced instruction. It is the goal that GATE-identified students learn to use accessible resources to the fullest, work cooperatively, discover innovative answers to questions, and challenge their creative abilities. All GATE students receive comprehensive instruction in the core curriculum, emphasizing meeting the State's rigorous and challenging academic content standards.
Depth and Complexity instruction is used to differentiate learning opportunities that stress the complexity of the subject matter, develop greater depth in thinking and reasoning skills, and provide for the creation of new ideas and new products. GATE instruction also assists in the understanding of self and others and builds on students' needs, learning styles, interests, abilities, and talents. GATE instruction gives students the intellectual tools to develop their capacity to become responsible, life-long learners. GATE instruction continuously enhances students' thinking, creating, and communicating skills. Fountain Valley GATE instruction currently has two academic settings:
- Cluster Groupings (Grades 4-5): Students identified as GATE are grouped within the regular classroom setting and receive differentiated activities integrated into the school day from the classroom teacher who meets District certification criteria.
- Part-Time Core Grouping (Grades 6-8): Students identified as GATE are grouped at the middle schools for one or more content classes, usually English Language Arts and History/Social Science. FVSD's Advanced Math pathway is also open to students identified as GATE. Differentiated instructional activities are provided by teachers who meet District certification criteria.
Whether teaching in the Cluster Groupings or Part-time Core Grouping model, GATE teachers use various instructional methodologies - including the Depth & Complexity Prompts to address the unique needs of students identified as gifted. Some teachers may use an integrated approach to differentiating the core curriculum by extending instruction before, during, or after a unit of core study. Teachers may also interweave two or more elements of depth and complexity while teaching a specific core content topic or build a bridge between two core content areas or disciplines. Teachers use the differentiated curriculum approach as the primary emphasis in their classroom program.
GATE Identification Timeline
(Please note we only test students currently enrolled in FVSD schools.)
(Please note we only test students currently enrolled in FVSD schools.)
| October | GATE Parent Consent Forms are available online for 3rd grade & in the school office, and parent conferences for grades 4-7 repeat testing |
| November |
Completed Parent Consent Form due by the 1st Friday of November at 4:00 pm. Deadline is firm |
| January | Parents notified about GATE testing |
| Mid-January - February |
GATE test, Otis-Lennon School Ability Test (OLSAT) administered at each school site
|
| End of June TBD | Parents are notified electronically of the results |
FVSD GATE Qualification Criteria (Grades 3-7)
The screening process to identify students as gifted is based on multiple measures. Students in grades 3-7 may test for GATE a total of three times (never more than two consecutive years) throughout their enrollment in FVSD. Universal screening is conducted in 3rd grade and through the parent nomination process for students in 4th grade through 7th grade.
In FVSD, there are two sets of GATE qualification criteria. One criteria is for general population students, and the second is for students from groups historically under-represented in GATE programs. The second criteria applies to students from economically disadvantaged backgrounds, English learners, students receiving special education services, or other under-represented groups.
| General Population Criteria | ||
| Pathway #1 | ||
| General Intellectual Ability (Students must meet all criteria to qualify) | ||
| Screener | Minimum Score | |
| Otis-Lennon School Ability Test (OLSAT) | 95th Percentile | |
| Teacher Survey | Minimum Score of 14 | |
| Pathway #2 | ||
| High Achievement (12 points needed to qualify) | ||
| Screener | Minimum Score | |
| Otis-Lennon School Ability Test (OLSAT) | 95th-99th Percentile | 6 points |
| 89th-94nd Percentile | 5 points | |
| Teacher Survey | Score of 14-15 | 3 points |
| Score of 12-13 | 2 points | |
| SBAC Results - ELA | Level 4 | 3 points |
| Level 3 | 2 points | |
| SBAC Results - Math | Level 4 | 3 points |
| Level 3 | 2 points | |
| Special Populations Criteria | ||
| Pathway #1 | ||
| General Intellectual Ability (Students must meet all criteria to qualify) | ||
| Screener | Minimum Score | |
| Otis-Lennon School Ability Test (OLSAT) | 93rd Percentile | |
| Teacher Survey | Minimum Score of 13 | |
| Pathway #2 | ||
| High Achievement (12 points needed to qualify) | ||
| Screener | Minimum Score | |
| Otis-Lennon School Ability Test (OLSAT) | 93rd-99th Percentile | 6 points |
| 85th-92nd Percentile | 5 points | |
| Teacher Survey | Score of 13-15 | 3 points |
| Score of 11-12 | 2 points | |
| SBAC Results - ELA | Level 4 | 3 points |
| Level 3 | 2 points | |
| SBAC Results - Math | Level 4 | 3 points |
| Level 3 | 2 points | |
Contact: Kiva Spiratos, Ed.D.
Director, Educational Services
Phone: 714-843-3268
Phone: 714-843-3268
email: [email protected]
Contact: Dominique Riutort
Administrative Assistant
Phone: 714-843-3269
email: [email protected]