FREMONT
UNIFIED SCHOOL
DISTRICT
GIFTED AND TALENTED
EDUCATION
(GATE)
HANDBOOK
Revised January 2015
FREMONT UNIFIED SCHOOL DISTRICT
4210 Technology Drive
Fremont, CA 94538
BOARD OF EDUCATION
Desrie Campbell, Ann Crosbie, Larry Sweeney, and Yang Shao
SUPERINTENDENT
James Morris, EDD
DIRECTOR OF FEDERAL AND STATE PROGRAMS
Kathryn Ashford
GATE PROGRAM SPECIALIST
John Schroeder
Fremont Unified School District (FUSD) provides a diverse and advanced program for
gifted and talented students through differentiated curriculum throughout their school
day. We believe that a strong program not only serves the needs of our exceptional
students, but also enhances the entire educational program for all students. We focus
in on those students whose abilities, talents, and potential accomplishments require
specialized instructional programs to meet their educational needs. It is rewarding to
serve these students whose potential may provide contributions of lasting values in
widely varying fields.
March 2010
Page 2
TABLE OF CONTENTS
1. HISTORY OF GATE EDUCATION
2. WHO ARE THE GIFTED
3. CHARACTERISTICS OF THE GIFTED
4. HIGH-ACHIEVING VS. GIFTED
5. FUSD PHILOSOPHY OF GIFTED EDUCATION
6. GATE PROGRAM GOALS
7. GATE PROGRAM OPTIONS
8. GATE OVERVIEW
9. ELEMENTARY PROGRAM
10. SECONDARY PROGRAM
11. PLACEMENT AND OPTIONS
12. STUDENT IDENTIFICATION CATEGORIES
13. SCREENING TIMELINE
14. STUDENTS IDENTIFIED IN OTHER SCHOOL DISTRICTS
15. PRIVATE TESTING
16. CURRICULUM
17. HOMEWORK
18. GRADING POLICY
19. PROGRAM EXIT CRITERIA
20. COMMITTEES
21. PROGRAM EVALUATION
22. GATE TEACHER CERTIFICATION
23. GATE OFFICE SERVICES
March 2010
4
4
4
5
5
6
6
6
8
9
10
10
12
12
12
13
13
15
16
17
17
18
19
Page 3
History of GATE Education
In 1961, the California Legislature established the Mentally Gifted Minor (MGM)
program for students scoring in the 98th percentile or above on standardized intellectual
ability tests. By 1980, 454 school districts and 160,000 students were participating in the
program. Assembly Bill (AB) 1040, enacted in 1980, established the GATE program
allowing districts to set their own criteria for entrance. AB 1040 expanded service
beyond the intellectually gifted to students who were gifted and talented in areas such
as specific academic ability, leadership, visual and performing arts, and creativity. In
2000, two pieces of legislation were enacted that amended provisions of the EC for
GATE. AB 2313, enacted in 2001 requires that GATE programs be planned and
organized as differentiated learning experiences within the regular school day and
restructured the bases for distributing categorical funds for California districts that
maintain a program for gifted and talented students. AB 2207 amended EC 48800
providing options for gifted and talented pupils to attend classes at postsecondary
institutions regardless of the pupil's age or grade level.
GATE program funding is now included in the Local Control Funding Formula (LCFF),
authorized by the 2013-14 Budget Act, in place of most previously existing K–12 state
funding streams. Funding for this program will now be determined at the local level.
Fremont Unified School District continues to fund the GATE program, see the Local
Control Accountability Plan for information.
Who are the Gifted
A gifted person is one who shows or has the promise of showing an extraordinary level
of performance in one or more areas of expression. These abilities can be very general
and can affect an extensive continuum of the person’s life such as leadership skills and
creativity. Others are very specialized talents such as an aptitude for mathematics,
writing, science, or music. It is commonly acknowledged that approximately five percent
of the student population in the United States is considered gifted. These children and
youth demonstrate high performance potential in intellectual, creative, and/or artistic
areas, exhibit remarkable leadership capability, or excel in specific academic
categories. Superior talents can be seen in children and youth from all linguistic, racial,
ethnic, cultural, or socioeconomic backgrounds.
Characteristics of the Gifted









Adept problem solving/reasoning abilities
Rapid learning ability; excellent memory
Extensive vocabulary
Responds emotionally to stories or events
Compassion for others
Sophisticated sense of humor
Concern for justice and fairness; interested in adult concerns
Early and avid reading ability
Tends to question authority
March 2010
Page 4




Likes variety and novelty, unusual questions; vivid imagination
High expectations of self and others; often perfectionist
Preference for older companions
Restless if given unchallenging tasks
High-Achieving vs. Gifted
Bright or high-achieving students are often "rule followers". They are able to
read situations, know what is expected, and carry out expectations to a high
level. These students often get high grades, complete all work, and are excellent
citizens. Gifted children can be "rule benders" or push the envelope of
expectations. They are highly curious, want to know why, feel they are beyond
others, are good manipulators, may see rules or guidelines not applying to them,
and are often unorganized. This may impede their performance. Every gifted
student is unique.
Bright or High-achieving Learners
Knows the answer
Is interested
Has good ideas
Works hard
Answers the questions
Is in the top group
Listens with interest
Requires 6-8 repetitions for mastery
Understands ideas
Enjoys peers
Grasps the meaning
Completes assignments
Is receptive
Enjoys school
Absorbs information
Is a technician
Is a good memorizer
Is alert
Is pleased with own learning
Gifted Learners
Asks the questions
Is highly curious
Has innovative, out-of-the-box ideas
Plays around, yet tests well
Discusses in detail, elaborates
Goes beyond the group
Shows strong feelings and opinions
Requires 1-2 repetitions for mastery
Constructs abstractions
Prefers adults
Draws inferences
Initiates projects
Is intense
Enjoys learning
Manipulates information
Is an inventor
Is a good guesser
Is keenly observant
Is highly self-critical
FREMONT UNIFIED SCHOOL DISTRICT
PHILOSOPHY OF GIFTED EDUCATION
Gifted individuals are those “who show, or have the potential for showing an exceptional
level of performance in one or more areas of expression.”(National Association for the
Gifted)
In keeping with our belief that all children should be challenged to meet their full
potential, Fremont Unified School District commits to identifying and supporting those
students who have the potential to be gifted and talented in the full range of academic,
March 2010
Page 5
creative, and interpersonal pursuits regardless of their linguistic, racial, ethnic, cultural,
or socioeconomic subgroup.
Gifted students will learn best when they have well-trained teachers who fully
understand the affective academic needs of gifted students and are provided high
quality differentiated curriculum, which extends student learning.
All students
regardless of their school must be provided equal access to trained teachers and
differentiated curriculum in a safe environment. Fremont Unified is committed to seeking
out the underserved populations.
GATE PROGRAM GOALS
Fremont Unified school district Gifted and talented Education provides educational
opportunities that acknowledge the potential of gifted students while addressing the
unique needs and diversity coupled with having these abilities. The goals are to:




provide equitable, high quality differentiated learning opportunities for the GATE
identified students to reach their full affective and academic potential
assist students in expanding their capabilities to convey and employ their ideas
successfully
stimulate a fervor for learning
provide students with the necessary support and high quality differentiated
learning opportunities, which enables each student to fully develop his/her
unique individual potential in achieving college and career readiness
GATE PROGRAM OPTIONS
GATE identified students will be provided an academic program throughout the school
day which addresses their needs and potential. The gifted program allows for site
modifications based on the needs of the students at the individual school sites. A
district GATE Program Specialist will be responsible for the overall management of the
GATE program including: using multiple criteria and standardized procedures for
identification; the written GATE Plan; and the monitoring of sites for compliance with the
GATE Plan and policy. Principals and school site GATE committees or GATE
subcommittees of the School Site Council will create and monitor the school plan.
Parents who have questions about the GATE program at their child’s school site should
contact the classroom teacher is the first important contact about the child and the
GATE program. If further information or concerns are raised, parents are referred to the
site administrator and the GATE Program Specialist.
GATE OVERVIEW
Fremont Unified School District is committed to providing a high quality equitable
program for gifted and talented students in grades TK-12 in all of its schools. Although
formal identification does not begin until the end of 3 rd grade, students performing above
March 2010
Page 6
their grade level in the primary grades (TK-3) are provided with an appropriate
enrichment of the grade level curriculum. During the third grade all students will have
the opportunity to be tested for participation in the GATE program.
The district sets guidelines for programs and standards that all schools must meet. The
program at each site is the responsibility of the principal who monitors and ensures the
district requirements of the GATE program. GATE identified students in secondary
school will have the opportunity to enroll in GATE/honors and Advanced Placement
classes offered at their school site.
Each school in the Fremont Unified School District is to develop a program designed to
meet the unique needs of gifted and talented students that is part of their Single Plan for
Pupil Achievement (SPPA). GATE school plans are reviewed and revised annually to
reflect the most appropriate GATE program for each school site.
EACH SCHOOL SITE IN THE FREMONT UNIFIED SCHOOL DISTRICT SHALL:

Have a GATE program that has academically enriched instruction beyond the
core curriculum for the grade level

Have an administrator responsible for monitoring the program

Have selected a GATE program from the state and/or district-approved options

Offer clearly differentiated curriculum including but not limited to: Acceleration of
pace, Depth, Complexity, and Novelty for all GATE/honors classes
EACH GATE/HONORS CLASS IN FREMONT UNIFIED SCHOOL DISTRICT SHALL:

Have an academically enriched program that teaches and extends the core
curriculum

Be taught by a teacher “in the process of” or who has been GATE certified by the
District

Encourage students with unusual potential to achieve at their own pace

Be made up of GATE identified students and high achieving students who meet
the criteria. Selection criteria for placement in Honors, for high achieving
students, are defined in the course catalogs.
PROCEDURES
Professional development for staff is available from the GATE office regarding student
identification, GATE program requirements, and instructional strategies. Each school’s
GATE Plan Checklist is annually submitted with the Single Plan for Pupil Achievement
(SPPA).
March 2010
Page 7
ELEMENTARY PROGRAM
The basic program at each of the elementary schools shall have the following common
elements:

The curriculum content is differentiated beyond the regular curriculum in depth,
complexity, novelty, and acceleration of pace

Techniques and teaching models from gifted education research, supplemental
materials and curriculum are used
ELEMENTARY PROGRAM OPTIONS
The program options for elementary schools are as follows:

CLUSTER GROUPING is made up of six to eight GATE identified students within
a regular classroom setting who receive appropriately differentiated instruction.
Students are clustered together rather than scattered amongst classrooms. Two
or more clusters may be formed depending on enrollment and number of classes.

PART TIME GROUPING is when students are pulled out of the regular
classroom for special enrichment and/or accelerated instruction in a subject area
(i.e. math and/or language arts).

School sites with a minimal number of GATE identified students are encouraged
to provide an opportunity for GATE students to work together weekly across
grade levels on research projects, enrichment, or leadership activities.

Some school sites may offer enrichment classes beyond the school day as
supplemental opportunities for the GATE identified students.

Placement of high achieving students with GATE clusters or part-time groupings
is a site based decision based on written site criteria and space availability.
ELEMENTARY GATE CLASS COMPOSITION
Once the deadline for the overload process is complete, students placed in the GATE
cluster or part time grouping on the basis of high achievement cannot be moved during
the school year to facilitate the placement of a newly GATE identified student.
March 2010
Page 8
SECONDARY PROGRAM
The basic program at each of the secondary schools shall have the following common
elements:

The content is accelerated and/or enriched beyond the core curriculum.

Classroom instruction includes the use of supplemental materials and curriculum,
and/or techniques and teaching models from gifted education research.
SECONDARY PROGRAM OPTIONS
The program options for secondary schools are as follows:

A self-contained Honors class of homogeneously grouped GATE students may
be supplemented with other high achieving students in courses designated as
honors classes

An Advanced Placement program (AP Course)

Independent Study courses designed by GATE teachers to provide research
opportunities in the sciences.

College courses that are pre-approved by administrators at the student’s school
of attendance.

Mentorship with a specialist in the community who provides individualized
instruction and supervision.
SECONDARY GATE CLASS COMPOSITION
GATE classes at the secondary level are identified as Honors classes (H). All students
are eligible to take AP courses.
In order to ensure continuity in programs, any GATE or high achieving student who
receives a grade of C or better in a secondary Honors course(s) will be placed in the
next level Honors course(s) in the same subject(s).
March 2010
Page 9
PLACEMENT AND OPTIONS
GATE identified students are those who meet multiple criteria and parents will be
notified and offered the opportunity to attend the new parent meeting in September.
This meeting will describe program options and offer support for parenting gifted
students.
Once identified, students remain GATE identified and are automatically placed in the
GATE program, unless the parents request otherwise. There may be modifications of
an underachieving GATE identified student’s course placement, but the student remains
GATE identified for as long as he/she remains in FUSD.
For students who do not qualify on the abilities test, a letter is sent to parents with
results of the assessment along with information regarding the options and timelines for
future evaluation for identification.
Each school site has a set of criteria for possible placement of those students who do
not qualify for identification in the gifted program, but who may qualify as a high
achiever at the site level. Following the California Standards for the Teaching
Profession, all students are entitled to an appropriate, challenging curriculum based on
their needs and interests.
STUDENT IDENTIFICATION CATEGORIES
All students in the Fremont Unified School District have an equal opportunity to be
screened for the Gifted and Talented Education program regardless of their gender,
linguistic, racial, ethnic, cultural, or socio-economic sub-group. Every student in
Fremont Unified is offered the opportunity to be tested once for GATE
identification. This usually happens in third grade so that formal clustering can begin in
fourth grade. Identification procedures are limited to students currently enrolled in the
Fremont Unified School District.
The four categories that are addressed for GATE identification in FUSD include:
Intellectual, Specific Academic, Leadership, and Professional Judgment. The process
for referral, screening, and designation are shown below.
INTELLECTUAL: Students possessing superior intellectual ability who need and can
profit from specially planned educational services beyond those normally provided by
the standard school program.
1. Referral
A. Students enrolled in FUSD in grades 4 through 5 who have NOT previously been
tested may be referred for screening.
B. The teacher, parent, principal or district staff may initiate the referral.
March 2010
Page 10
2. Screening
A. Testing will occur after the following are on file in the GATE Office: Teacher
Screening and Nominating Form or Parent Referral Form, and written parental
permission.
B. Test results will be communicated to schools and parents by the GATE office.
Test scores within the 98th and 99th percentile range are required for GATE
identification under the Intellectual category.
C. The district will test a student only once for the intellectual category. However,
the school and district will continue to monitor students previously tested and reexamine their eligibility for the GATE program using the criteria from the other
three categories, especially in the 6th and 8th grades.
3. Designation as a GATE Student
A. Once identified for GATE under the Intellectual category by these procedures, a
student is eligible to participate in all of the GATE/honors classes.
SPECIFIC ACADEMIC/PROFESSIONAL JUDGMENT: Students who have superior
ability in a specific academic area to the extent that they need and can profit from
specially planned educational services beyond those normally provided by the standard
school program.
1. Referral
A. Students in 5th and 6th grade may be referred for screening by a teacher, parent,
principal, and/or themselves.
B. Students at the junior high and high school level may be referred by the school
counselor, administrator, or teacher.
2. Screening
A. Recommendations from teachers or other educators documenting the student’s
abilities.
B. An analysis of student projects, portfolios, etc. illustrating outstanding ability in
the specific area may also be used.
C. Criteria shall consist of evidence of advanced achievement in one of the specific
academic subjects: English or mathematics demonstrated with A and B grades
in Honors and A grades in Non-Honors classes including:
1) A significantly high grade point average in any of the identified honors
courses for at least three (3) consecutive semesters in junior high and above.
March 2010
Page 11
3. Designation as a GATE Student
A. Identification of students who qualify for the GATE Program will be made by a
committee consisting of the teacher and/or counselor, principal, and the GATE
Program Specialist. It is not necessary for this committee to meet as a body.
B. Students identified for GATE in the Specific Academic area in another school
district will be screened according to the criteria of Fremont Unified School
District.
C. Once identified as a GATE student under the Specific Academic category, a
student is eligible for the GATE/honors programs in that specific academic
area(s) only.
D. A student who is identified in Math and English is eligible for GATE/honors
courses in all subject areas.
SCREENING TIMELINE
All Teacher Screening and Nominating forms and/or Parent Referral forms are due into
the GATE office on or before January 15th. Any forms for Elementary students received
after the deadline will not be processed until the following school year. Forms are
available at the school sites, FUSD website, and at the GATE office.
The GATE Program Specialist will coordinate the review of secondary students who
may be eligible under the Specific Academic Ability or Professional Judgment
categories with the site counselors and administrators.
STUDENTS IDENTIFIED IN OTHER SCHOOL DISTRICTS
Upon receipt of an incoming student’s file, staff members are requested to send to the
GATE office any information relating to GATE identification from another district. The
GATE Program Specialist will evaluate the information, and if the requirements for
identification in the previous district are similar to that of FUSD, the student will be
officially identified as GATE in FUSD. To insure the student’s appropriate placement
and instruction, immediate notification will be sent to the parents and the school site.
If there is a discrepancy between the GATE identification criteria of the two districts, the
transfer student will be given the opportunity to meet the FUSD criteria through the
normal nomination and identification process.
PRIVATE TESTING
March 2010
Page 12
FUSD does not accept outside testing results. Only the district approved and
administered assessments will be accepted for use in the multiple criteria selection for
GATE identification.
CURRICULUM
Curriculum for all GATE students shall be appropriately differentiated throughout the
school day to meet their unique needs.
PROCEDURES:
1. All teachers of GATE students will follow the core curriculum for the grade level and
provide an enriched and differentiated program for the GATE students throughout
the school day.
2. All teachers of GATE students must be certified or “in the process of” being GATE
certified by the District.
3. Supplies and materials will supplement, not supplant, district materials and supplies.
4. Classroom textbooks must be on the approved district list for the appropriate grade
level.
5. Curriculum objectives will reflect the higher levels of the Bloom’s taxonomy, as well
as a focus on critical thinking and creative problem solving and innovation. Lessons
should incorporate one or more of the following dimensions of differentiation: depth;
complexity; novelty, and/or acceleration of pacing.
6. Curriculum objectives will demonstrate a concern for quality rather than quantity, and
focus on process as well as product.
HOMEWORK
March 2010
Page 13
1.
Homework will be in keeping with Fremont Unified School District Board Policy and
not require excessive amounts of time.
As stated in the Board Policy 6254 (April 2010),
guidelines for approximate homework given per evening
are as follows:
4th grade homework will be approximately 30-45 minutes per
evening, or 120-180 minutes per week.
5th grade homework will be approximately 45-60 minutes per
evening, or 180-240 minutes per week.
6th grade homework will be approximately 45-60 minutes per
evening, or 180-240 minutes per week.
7th and 8th grade homework will be approximately 60-90
minutes per evening, or 240-360 minutes per week.
9th through 12th grade homework is based on the rigor of the
student’s course schedule.
Average homework time is
between 70-120 minutes per evening, or 280-480 minutes per
week.
These minutes are based on time estimated for an average
student working at an average pace. Considerations re made
for students with special needs. AP classes may require
additional minutes per week.
2.
Homework should conform to the time estimates for the non GATE/honors classes.
Differences should be in quality, not in quantity and length of assignments.
GATE/honors students are to be provided with differentiated, not more, homework.
3.
Special concerns regarding gifted students should be addressed at the school level
to ensure that homework is not excessive.
4.
Teachers may not assign summer homework or require students to complete
assignments during summer vacation in preparation for the next school year’s
honors/AP course(s). Reading lists may be distributed. However, it is the student’s
option to read during the summer. No test or extra credit based on summer reading
may be included as part of the student’s grade.
5.
Teachers may assign homework of the following types that may require more or
less time for individual GATE students:
A.
B.
C.
D.
E.
6.
Unfinished classroom assignments
Projects or reports
Preparation and extra study for tests
Reading
Extra credit work
GATE students are encouraged to use their school time responsibly.
A. When assignments are not completed during school hours, students are
expected to finish the work at home.
March 2010
Page 14
B. Slower workers or students who do not use their class time wisely will require
extra time.
C. Some students desire to go beyond what is designed as a minimum
assignment and spend more time on homework.
D. Research reports, science projects and other long term or creative activities
may require additional time.
E. Students may have long-term assignments that may require weekend
preparation.
GRADING POLICY
These guidelines shall be communicated by the GATE teachers to students and parents
at the beginning of the year and discussed as necessary for clear understanding.
ELEMENTARY
1. Students should be graded on the basis of how they have accomplished grade level
expectations, i.e., State academic content standards, not on the basis of comparison
with other GATE students in their class.
2. Parents must be notified for any GATE identified student who is at risk of receiving a
grade below a “C” in any academic area on the report card.
3. Underachieving elementary students are not to be dropped from the GATE classes
without a parent conference and referral to, and agreement of, the Student Study
Team and GATE Program Specialist.
4. Assistance may be requested from the district GATE staff with regard to
underachieving elementary students.
SECONDARY
1. Students should be graded on the basis of how they have accomplished the grade
level expectations of the State academic content standards, not on the basis of
comparison with other GATE students in their class.
2. A parent conference by phone or in person must be scheduled for any GATE
identified student receiving a grade below a “C” at the quarter in an honors class.
The student’s continued presence in the class must be evaluated at that time. The
teacher shall notify students and parents of grades lower than a “C” on the Notice of
Failure forms.
3. Underachieving secondary students are not to be dropped from the honors classes
without parent notification and referral to the Student Study Team.
March 2010
Page 15
PROGRAM EXIT CRITERIA
ELEMENTARY SCHOOL PROGRAM
It is recognized that some identified students may not benefit from every part of a GATE
program. It is important to evaluate whether the students are profiting from an enriched
academic program.
1. Criteria for continuation in a GATE program will consist of the following:
A. Appropriate grades/performance
B. Teacher recommendations
C. Other relevant criteria
2. If a student experiences difficulty in a GATE class, the teacher should contact the
parents and a conference by phone or in person must be scheduled. If the student
still continues to have difficulty in the class, he/she will be evaluated by the school’s
Student Study Team or sub-committee* and recommend to the parents one of the
following:
A. Continuation in the class until the end of the grading period to determine student
improvement
B. Program modification within the GATE class
C. Removal from the program for the remainder of the school year
3. Parents and/or students may appeal the decision of the Student Study Team to the
Director of Elementary Instruction.
SECONDARY SCHOOL – HONORS/ADVANCED PLACEMENT CLASSES
GATE identified students and high-achieving students enrolled in secondary honors or
Advanced Placement Course(s) must maintain appropriate grades acceptable to the
University of California and the California State University systems.
1. A student whose grades consistently fall below the UC and CSU standards (D or F
grade) in an honors/AP class will be notified by the teacher, and a parent conference
by phone or in person must be scheduled.
A. The students may have until the end of the semester to improve his/her grade.
B. The student’s case may be referred to the Student Study Team or subcommittee* as appropriate for one of the following recommendations:
1) Continuance in the honors/AP class.
March 2010
Page 16
2) Transfer to a college preparatory class; parents must be informed of the
transfer.
2. Parents and/or students may appeal the decision of the Student Study Team to the
Director of Secondary Instruction.
3. Students may petition to enroll in an honors/AP class the following year.

The sub-committee may be comprised of an administrator, teacher(s), or
counselor who understands the characteristics of gifted students
COMMITTEES
STUDENT STUDY TEAM (SST)
Duties and Responsibilities

The SST committee is responsible for evaluating the progress of all participating
GATE students who are experiencing difficulty. Committee may be the regular
members of the Student Study Team or a sub-committee comprised of an
administrator, teacher(s), or counselor who understands the characteristics of gifted
students.

This committee (which may include the student and parent) may recommend
continuation in the program, program modification, further reevaluation, or removal
from the program.

Program change recommendations, rationale,
communicated to the parents and students.

Parents and/or students may appeal the SST decision to the Director of Elementary
Education or Secondary Education based on students grade level whose decision is
final.
and
the
decision
will
be
SCHOOL SITE COUNCIL or GATE ADVISORY COMMITTEE
Duties and Responsibilities

This committee will assist the principal in the evaluation of the school GATE program
utilizing the GATE Plan checklist as part of the school Single Plan for Pupil
Achievement.

If the school is considering a change in program options for the subsequent school
year, this committee will be involved in the planning process.
PROGRAM EVALUATION
March 2010
Page 17
It is the responsibility of the principal to ensure quality and compliance of the school’s
GATE program based on the district GATE Plan. The GATE Plan Checklist will be
reviewed by the principal, SSC and/or Site GATE Advisory Committee annually to verify
that required standards are met.
GATE TEACHER CERTIFICATION
All teachers who are currently teaching, or plan to teach a GATE, honors or Advanced
Placement classes must be GATE certified. Certification is a district requirement
approved by the Board of Education and is administered by the GATE office.
Teachers may achieve GATE certification in one of the following ways.
1. Master’s degree with an emphasis on GATE.
necessary.)
(Additional requirements may be
2. GATE certification from an outside district. (Additional requirements may be
necessary.)
3. Completion of FUSD staff development for GATE certification:
A. Attend the four workshops emphasizing GATE Procedures, FUSD Identification
and Placement, Characteristics of the Gifted, and Differentiated Instruction.
B. Attend a GATE conference or workshop approved by the GATE Office. Present
a written report regarding the value of the conference/workshop and how you can
incorporate some of the ideas into your classroom.
C. Develop a lesson plan showing core curriculum and how it can be differentiated
for the advanced learner. Incorporate one or more of the following dimensions:
depth, complexity, novelty, and acceleration of pacing. The lesson must be
reviewed and approved by a GATE certified teacher and the teacher’s site
administrator.
D. Read and become familiar with the FUSD GATE Handbook and the school site
GATE plan checklist.
E. Certification must be completed within two years.
4. Graduate Study in Gifted Education
A. Successfully complete a pre-approved graduate course dealing with the needs of
gifted students. Submit transcript to the GATE office.
B. Develop lesson plan(s) showing core curriculum lesson(s) and how it can be
differentiated for the advanced learner. Incorporate one or more of the following
dimensions: depth, complexity, novelty, and acceleration of pacing. The
lesson(s) must be reviewed and approved by a GATE certified teacher and the
March 2010
Page 18
site administrator.
C. Read and become familiar with the FUSD GATE Handbook and the school site
GATE Plan Checklist.
5. The GATE Program Specialist in cooperation with the teacher, principal, and
department chair at the secondary level will specify to the teacher what kinds of
college courses, workshops, reports, and other experiences are needed for
certification. In no instance will the total requirement be greater than those specified
in ARTICLE 4, Section 3855, parts (a) and (c) of the California Administrative Code,
Title 5.
GATE OFFICE SERVICES
The GATE Office provides a variety of support to students, parents, teachers, and
school sites.
STUDENT IDENTIFICATION









Coordinate identification procedures
Screen assessment/achievement tests for referrals
Prioritize teacher and parent nominations/referrals
Schedule dates for ability testing
Select and supervise test proctors
Notify parents and schools regarding test results
Conference with parents, teachers, administrators, as requested
Enter identified students into the district data system
Maintain district student GATE records
PROGRAM PLANNING, IMPLEMENTATION, AND EVALUATION












Process new GATE students to school sites
Process purchase requisitions
Maintain auditable records
Monitor GATE office and site budgets
Monitor the school site for compliance with district policies, state laws, and
regulations
Assist principals with parental concerns
Provide liaison with other programs in Fremont Unified, Alameda County,
California, and the State Department of Education
Implement evaluation plan with staff and parents
Serve as consultant and resource to staff, students and parents involved with the
GATE program
Coordinate GATE teacher certification procedures
Maintain records of teachers completing GATE Teacher Certification
Prepare financial, statistical and descriptive reports as needed, to develop,
maintain and account for GATE programs
March 2010
Page 19
IN-SERVICE





Facilitate a Fall workshop for parents of newly identified GATE students
regarding the GATE program, curriculum, and characteristics of GATE students
Implement curriculum development workshops for teachers, as requested
Implement professional development for school sites regarding the GATE
program, as requested
Facilitate workshops for staff on meeting the needs of Gifted students
Resource speaker to school site GATE parent meetings
March 2010
Page 20