In the elementary schools the GATE program exists within the context of the regular classroom and students will be clustered or participate in part-time grouping. Students will receive a differentiated curriculum using depth, complexity, acceleration, or novelty in the content area. Students are not removed from the class and do not receive additional work. Their class work is modified to meet their special needs. Teachers work with GATE personnel and are invited to participate in on-going professional development opportunities to better understand, work with, and create opportunities for GATE students.

Intermediate Program

In the intermediate schools, students are assigned to classes where the GATE students may be clustered (grouped together) for specific academic disciplines. The class composition of students may include students not identified as gifted. In this case, the teacher provides a differentiated program for the gifted students or expects the entire class to meet the differentiated goals. In the instances where GATE students are not clustered, the teacher provides differentiated curriculum.

Parent Role

Another aspect and focus of the program is the parent’s role. The parents are part of the "process" of developing a plan for the gifted student. This plan is called the IGP (Individual GATE Plan). Once a student is identified as gifted, there must be an IGP meeting with the teacher, student and parent. This must be done within 6 weeks of placement (including the start of each new school year/and or teacher assignment). This plan dictates a goal that is differentiated from the class curriculum and is derived through input from the parent as well as the teacher and student. The IGP may be modified at any time and the parent is encouraged to take an active role in the development and modification of it.

Teacher Role

The role of the teacher in the classroom is to provide a curriculum that focuses on content, process, personal growth, social and leadership skills. With the aid of the parent and student, the teacher will develop an IGP that addresses these areas through the disciplines. Differentiated instruction will be provided within the context of the classroom. Professional development opportunities will be offered at their own site and through the district office.

Referral Process

Referrals to the program may be made by any school staff member, parent, peer or community member. Evaluation is made through a series of criteria including an aptitude test, grades, standardized test scores, parent / teacher evaluations, and leadership observations. Other relevant data may include student portfolios, SST reviews, and or CBM scores (curriculum based measure). Once a student has been identified and is placed in the program, it is assumed that he/she will continue with the program through the 8^{th grade unless the original placement is provisional or the parent has signed a statement of nonparticipation.}