About Gateway Academy

Gateway Academy Strategic Plan

ISD 192 Mission

ISD 192 and Gateway Academy Mission Statement

The mission of Farmington Area Public Schools, the center of inspiration and the cultivation of ideas, is to ensure each student reaches his or her highest aspirations while embracing responsibility to community through a system distinguished by supporting individuality while understanding our interdependence, developing wisdom and integrity of each individual, nurturing the will to succeed in each student, customized learning environments, and deep community collaboration.

Vision of Learning at Gateway Academy

Rooted in community action and problem-solving, students will engage in authentic collaboration and creative experiences in which to solve real problems in both local and global contexts. As its central focus, students will be active agents of their own learning. They will not only exceed mastery of academic standards, but will do so in an environment where they interact as scientists, engineers, makers, designers, entrepreneurs, authors, inventors, politicians, mathematicians, and philosophers. 

Gateway Academy Facts

Gateway Academy is a 6-8, personalized competency-based learning community located in Levi P. Dodge Middle School in Farmington Area Public Schools, ISD 192. Rooted in community action and problem-solving, students engage in authentic collaboration and creative experiences in which they solve real problems. Gateway Academy is open to all middle school students either through the in-district transfer process, for students living in ISD 192, or the open enrollment process, for students living outside ISD 192. 


We will create and nurture a community in which all are free to act using talents, passions, and creativity.

Students at Gateway Academy are advocates for themselves and others as they navigate their own learning process. Through an adult and peer advisory structure, students design and carry-out learning plans unique to their interests, incorporating specific learning targets and guidelines for life-long skills. This structure is further developed through guided reflection as well as partnerships with a wider network of business, government, and community organizations.

Specific Results:

  • Advocate for yourself and others.

  • Students navigate the learning process.


We will foster strong relationships committed to the success of all.

Gateway Academy is developed specifically with relationships in mind. Resembling the one-room schoolhouse of old, school takes on an aspect of family with a range of supports and mentorship from peers, community members, teachers, and parents. Developing strong relationships also requires that all members feel their voices are represented; therefore, Gateway Academy builds families and students into the decision-making process and also establishes a variety of leadership groups to carry-out the strategic direction of the school. Additionally, relationships are established beyond the walls of the school for enriched learning experiences. Through a wide local and global network, business, government, and community organizations as well as other individuals play key roles in lending their expertise and providing authentic/real world opportunities for collaboration, application, extension, and source for student learning.

Specific Results:

  • Develop relationships with businesses and organizations for authentic connections and financial support.

  • Family involvement is an integral part of the school.

  • Healthy relationships within the school community.

  • Create global connections.

  • Promote leadership within the learning community.


We will inspire continuous learning and growth.

Learning at Gateway Academy follows from personalized paths that tap into the talents, passions, and creativity of students. Through a project-based, hands-on, learning approach, students in multi-age groups synthesize skills and knowledge from multiple disciplines with real-world application, active agency in the community, and authentic performances. This approach demands multiple measures of student growth including student learning portfolios, student reflection, narrative feedback, specific project completion reports connected to standards, and other methods to monitor and communicate student progress. Continuous learning and growth is not limited to students only but also applies to the development of staff as well as improvement in school processes. Through a cyclical process of assessment and reflection, staff organize around student needs, and the school structures and processes are examined and refined.

Specific Results:

  • Demonstrate growth through multiple measures of progress.

  • Celebrate talents, passions, new learning, and creativity.

  • Create personalize learning paths.

  • Facilitate ongoing staff and school development

  • A project-based approach is the central element of learning.

  • Become an agent of change by investing in the community.

We will use a variety of learning spaces.

Recognizing the impact of physical and environmental conditions for student learning, Gateway Academy features a variety of large, small, and individual learning spaces co-designed around student-centered aesthetic and maximized through a flexible use of furniture and an intentional regard for lighting, acoustics, and other environmental controls. In addition to classroom spaces, students apply their learning in a variety of indoor (e.g. kitchen lab, art lab) and outdoor (e.g. sound garden, greenhouse)locations as well as through community service learning and field-work experiences. Additionally, web-based field trips, online collaboration, and other virtual experiences add to a robust use of space.  

Specific Results:

  • Student-centered aesthetics.

  • Provide flexible learning spaces.

We will use time as a variable resource.

The calendar at Gateway Academy is built around family and student needs and provides flexibility to address the continuous learning goals of students.  The daily schedule is open with flexible time dedicated for student advising, group project collaboration and completion, movement, elements of direct instruction, service learning, and various student clubs and organizations. Additionally, flexible time is dedicated for staff collaboration, professional development, and instructional preparation as well as for community development, partnerships, and shared decision-making.

Specific Result:

  • The calendar and flexible schedule dedicates time to students, staff, and community.