Fast Facts

  • Assessment
    ·     Universal assessment in both 2nd and 5th grade
    ·     Referral for GT assessment in any grade after 1st grade. All referrals go through school site counselor and MTSS committee
    ·     98 percentile on a cognitive abilities test will be identified as gifted
    ·     99 percentile on the universal test will automatically have the opportunity to be individually assessed by a GT psychologist. A score of 99 percentile or higher on the individually administered cognitive assessment will have the opportunity to apply for the School Within a School (SWAS) Model
    ·     99.9 percentile on the individually administered assessment will be identified as profoundly gifted
    ·     Identified gifted students in other districts must submit cognitive testing results to be reviewed by the Administrative Review Committee prior to admittance into the program
    ·      Students found eligible for GATE will begin receiving services (pending parent authorization) in a pull-out or collaborative model that school year
     
    School Within a School (SWAS) Model
    ·     Three SWAS school sites; Caughlin Ranch, Roy Gomm, and Ted Hunsberger Elementary schools. These classrooms serve the entire school district for any student that qualifies and is accepted for this program.
    ·     The SWAS program is designed for highly and profoundly gifted students who have scored at or above the 99 percentile on an individually administered cognitive assessment.
    ·     Classrooms are taught by a trained teacher in gifted practices.
    ·     Bus transportation is provided by the District from the student’s zoned school to the assigned SWAS site both before and after school
    ·     Waitlisted students will have priority for placement the following school year before a newly identified student.

    For a detailed question and answer list please click here: SWAS quick facts

    Itinerant Pull Out Model 
    ·     Identified gifted students in 2nd through 6th grade
    ·     Minimum of 150 minutes per week of differentiated instruction
    ·     A GATE endorsed teacher pulls identified GATE students from their general education classrooms
    ·     Students work with like-minded peers using a Project Based Learning approach.
    ·     Social-emotional lessons are incorporated throughout lessons to help build self-regulated learners
     
    Itinerant Collaborative Model
    ·     Identified gifted students in 2nd through 12th grade
    ·     Students remain in their general education classroom
    ·     GATE Specialists work with teachers to plan units and lessons that meet the individualized needs of the gifted student
    ·     GATE specialists work directly with students to set goals for academic progress and success
    ·     Specialists will work with the general education teachers to assure that all gifted students receive an appropriately challenging curriculum, preparing them for honors coursework and Advanced Placement (AP) courses in high school.
     
     Advanced Academic Program (AAP) Model
    ·     AAP school sites; Melton ES and Billinghurst Middle School.
    ·     Identified gifted students and high-achieving students are grade level clustered in 2nd through 6th grades
    ·     Rigorous curriculum in core content areas at their zoned schools
    ·     Curriculum pace is appropriate for gifted students and requires greater levels of complex order of thinking
    ·     Administration of the model is under the direction of each school site administrator with support from the GATE office
     
     Gifted Education Model of Support (GEMS) Model
    ·     GEMS school sites; Depoali MS, Mendive MS, Lemelson ES, Drake ES, Huffaker ES, and Van Gorder ES.
    ·     Identified gifted students are grade level clustered in 2nd through 8th grades with a GT endorsed site-based teacher
    ·     Rigorous curriculum in core content areas at their zoned schools
    ·     Curriculum pace is appropriate for gifted students and requires greater levels of complex order of thinking
    ·     Administration of the model is under the direction of each school site administrator with support from the GATE office

    Magnet Middle School Model 
    ·     Four Magnet school sites; Clayton, Pine, Sky Ranch and Swope
    ·     All identified gifted students may apply with an application into the magnet program
    ·     Each gifted student is placed into a matrix consisting of the following criteria; cognitive score, MAP scores, grades, teacher recommendation, and parent recommendation. Student’s application paragraph is scored only if there is a tiebreaker situation necessary for an open slot at the magnet site requested
    ·     If accepted, commitment forms must be returned to the GATE office by the due date or space will be forfeited
    ·     Transportation is only provided if the Magnet site is your zoned school
    ·     Accelerated and rigorous curriculum in all core subject areas
     
    GATE Institute Model
    ·     Self-contained courses specifically designed for gifted and talented students, including the integrated math pathway
    ·     Flexible scheduling based on student interest and readiness
    ·     Full comprehensive high school experience
    ·     Teachers trained and endorsed in gifted and talented education
    ·     Integrated social emotional learning, specific to GT students
    ·     Dual-Enrollment in Hug High School's Health Science Academy, which has the only partnership with UNR's School of Medicine.
    ·     Diverse music program, offering Advanced Jazz, Symphony Orchestra and AP Music Theory
     
    Internship Model
    ·     Application process for the preceding year for 11th and 12th grade gifted students
    ·     Students are required to have a 3.25 or higher unweighted GPA
    ·     Internship is a half credit course
    ·     Students are placed with a community mentor during the first eight weeks of the semester
    ·     Interns self schedule 60 hours of shadowing to earn an elective credit
    ·     Final project is a mandatory Evening of Reporting event where students share their experiences