The Swallow School District believes in maximizing the potential of all students and is committed to growing each child in their learning, achievement, and curiosity as a lifelong learner. Through the GT referral process, every effort is made to form a partnership with parents, students, and staff to ensure that the resultant programming is what is best for the child. For more information, contact Anton Shircel, Assistant Principal, at 262-367-2000 x103 or via email at [email protected]. 

Swallow School Gifted and Talented Program

 

Swallow School District Gifted and Talented Mission Statement:

The Swallow School District is committed to providing excellence in education for all students. The district recognizes that some students, by virtue of their innate outstanding abilities are capable of high performance. The Swallow School District recognizes that these students are entitled to a rigorous and relevant curriculum delivered in an appropriately paced and supportive educational environment. Therefore, programming will be provided to develop their particular level of giftedness.

 

Gifted and Talented Nomination Process:

Identification is an ongoing process at each grade level. The following is a list of ways a student can be nominated for testing into the Early Gifted Learner Program and the Swallow Gifted and Talented Program:

• Parent / Guardian Nomination
• Teacher / Specialist Nomination
• Product / Performance Indicators for Visual and Performing Arts (art portfolio, vocal/musical performance video, theatrical performance video)
• Standardized Assessment Scores (CoGat, Aspire, and STAR)

Nomination forms can be found in the Gifted and Talented section of the Swallow School District Website. In completing the nomination form, please reference the Characteristics of the Gifted and Talented Document when completing the narrative section.

After two nominations are collected, they should be given to the Gifted and Talented Coordinator to be reviewed by the pupil services team. The pupil services team includes the gifted and talented coordinator, school psychologist, principal, classroom teacher(s) and reading specialist. Other specialists including speech therapist, occupational therapist, special education director or specialist teacher (art / music) will participate on the pupil services team as needed.

The gifted and talented nomination process will take no longer than 90 days from the initial nomination date for full evaluation and programming recommendations to be made. The cut-off date for gifted and talented nominations will be March 1^st. Any nominations received after the March 1^st date will proceed the following school year and the 90 day timeline will begin the first day classes are in session.

 

Swallow School Gifted and Talented Program: Early Gifted Learners (Grades K-3)

The Swallow School District recognizes that the K-3 years are critical for gifted learners. It is crucial that the gifts of these students are identified and differentiated program needs are determined. The district also recognizes that identification of early gifted learners proves to be a challenge as some children appear gifted in the K-3 years because they are advanced in relation to the other children within their age and peer group. Many variables including enriched home environment, pre-school experience, chronological age and / or sibling influence can lead to this early advancement. Consideration to the individual student’s social and emotional well-being, motivation and maturity will be given.

 

Transitional Review Process:

Students receiving differentiated gifted programming through the Early Gifted Learners Program (grades K-3) will undergo a transitional review process during their 3^rd grade year. The transitional review process will include a formal review which may include, additional testing, parent surveys, teacher surveys and evaluation of standardized assessment data. Concluding the review process, a decision will be made to determine eligibility and if continued programming is needed through the Swallow School Gifted and Talented Program. At the end of this process, parents will receive a completed transitional review form.

 

Swallow School Gifted and Talented Program: (Grades 4-8)

According to the Swallow School District Gifted and Talented Program, the majority of identified students will have their academic needs met in the regular education classroom. Differentiation in the classroom may include modifications to the content, process and/or product. In unique circumstances some students may require additional educational programming. Consideration to the academic, emotional and social needs of the child will be forefront when determining educational programming.

The Swallow School District uses the Wisconsin Comprehensive Integrated Gifted Programming Model, sometimes referred to as the Gifted and Talented Delivery Service Pyramid Model. In this model, options and services become more specialized as the identified population becomes smaller.

 

The Pyramid Model specifies three levels of programming options:

Level of Programming	Program Options	Percent of Identified Students (approximations)
Level 3	Programming options for students whose primary needs can’t be met through regular classroom differentiation or special group programming.	3-5% of Identified Students
Level 2	Programming options for students whose primary needs may require special group programming beyond the regular classroom.	20%-30% of Identified Students
Level 1	Programming options for these students can primarily be met through regular classroom differentiation.	60%-70% of Identified Students

 

Swallow School Gifted and Talented Program Identification Instruments
(Can include but are not limited to)

General Intellectual / Specific Academic:

• KBIT2 (Kaufmann Brief Intelligence Test (Verbal and Figural)
• Woodcock-Johnson III Tests of Cognitive Abilities and Tests of Achievement*
• GATES (Gifted and Talented Evaluation Scale)
• GES (Gifted Evaluation Scale)
• TOMAGS (Test of Mathematical Abilities for Gifted Children)
• ASPIRE
• Standardized Achievement Tests
• Outside Assessment to include WISC-IV and/or Stanford-Binet

Leadership:

• GATES ( Gifted and Talented Evaluation Scale)
• GES (Gifted Evaluation Scale)
• Specific Approved Letters of Recommendation
• Portfolio

Creative Thinking:

• GATES ( Gifted and Talented Evaluation Scale)
• GES (Gifted Evaluation Scale)
• TORRENCE (Test of Creative Thinking – Figural and Verbal)(Professionally Scored by SAS)
• Specialist Recommendation

Visual / Performing Arts

• GATES ( Gifted and Talented Evaluation Scale)
• GES (Gifted Evaluation Scale)
• Portfolio
• Product
• Performance
• Specialist Recommendation
• Specific Approved Letters of Recommendation

* Must be administered by a licensed psychologist

 

General Intellectual Criteria Guidelines

Level 3 Programming:
Two of the following criterion:

• Acceptable IQ composite score* greater than or equal to 145
• Two or more scores at the 99^th national percentile on district standardized tests
• A score of 118 or higher on the intellectual subscale of the GATES, or a score at the 99th percentile or higher on the intellectual subscale of the GES

Level 2 Programming:
Two of the following criterion:

• Acceptable IQ composite score* of 135-144
• Two or more scores at the 98^th national percentile on district standardized tests
• A score of 113-117 on the intellectual subscale of the GATES, or at the 97-98th percentile on the intellectual subscale of the GES

Level 1 Programming:
Two of the following criterion: 

• Acceptable IQ composite score* of 130-134
• Two or more scores at the 97^th national percentile on district standardized tests
• A score of 108-112 on the intellectual subscale of the GATES, or a score of 95-96th percentile on the intellectual subscale of the GES 

 

Specific Math Criteria Guidelines

Level 3 Programming:
Two of the following criterion: 

• Scores at the 99^th percentile on district standardized testing in math
• A score of 145 or above on the TOMAGS
• A score of 118 or higher on the specific academic subscale of the GATES, or a score at 99th percentile or higher on the specific academic subscale of the GES 

Level 2 Programming:
Two of the following criterion:

• Scores at the 98^th percentile on district standardized testing in math
• A score of 131-144 or above on the TOMAGS
• A score of 113-117 on the specific academic subscale of the GATES, or a score at the 97-98th percentile on the specific academic subscale of the GES

Level 1 Programming:
Two of the following criterion: 

• Scores at the 97^th percentile on district standardized testing in math
• A score of 121-130 or above on the TOMAGS
• A score of 108-112 on the specific academic subscale of the GATES, or a score at the 95-96th percentile on the specific academic subscale of the GES

Math Acceleration: 

Decisions regarding grade accelerating a student in the subject area of Mathematics will be made on an individual basis. To be considered for math acceleration, a student must meet the criteria at the advanced or high end of Level 2 programming.

 

Creative Thinking Criteria Guidelines

Level 3 Programming:
Two of the following criterion: 

• A score of 122 or higher on the creative thinking subscale of the GATES
• A score at 99th percentile or higher on the creative thinking subscale of the GES
• A score at the 99^th national percentile on either the figural or verbal sections of the Torrance Tests of creative thinking
• Student generated evidence of creative thinking (projects, games, imagination, journals, etc…)

Level 2 Programming:
Two of the following criterion: 

• A score of 113-121 on the creative thinking subscale of the GATES
• A score at the 97-98th percentile on the creative thinking subscale of the GES
• A score at the 97^th or 98^th national percentile on either the figural or verbal sections of the Torrance Tests of creative thinking
• Student generated evidence of creative thinking (projects, games, imagination, journals, etc…)

Level 1 Programming:
Two of the following criterion:

• A score of 108-112 on the creative thinking subscale of the GATES
• A score of 95-96th percentile on the creative thinking subscale of the GES
• A score at the 90^th to 96^th national percentile on either the figural or verbal sections of the Torrance Tests of creative thinking
• Student generated evidence of creative thinking (projects, games, imagination, journals, etc…)

Leadership Criteria Guidelines

Level 3 Programming

• A score of 118 or higher on the leadership subscale of the GATES
• A score at 99th percentile or higher on the leadership subscale of the GES

Plus one of the following criterion:

• A student generated evidence of leadership
• Two letters of recommendation from a third party ( school or community)

 

Level 2 Programming

• A score of 113-117 on the leadership subscale of the GATES
• A score at the 97-98th percentile on the leadership subscale of the GES

Plus one of the following criterion:

• A student generated evidence of leadership
• Two letters of recommendation from a third party ( school or community)

 

Level 1 Programming

•  A score of 108-112 on the leadership subscale of the GATES
• A score at the 95-96th percentile on the leadership subscale of the GES

Plus one of the following criterion:

• A student generated evidence of leadership
• Two letters of recommendation from a third party ( school or community)

 

Visual and Performing Arts Criteria Guidelines

Level 3 Programing
All three of the following criterion:

• A score of 123 or higher on the artistic subscale of the GATES, or a score at 99th percentile or higher on the performing and visual arts subscale of the GES
• Letter(s) of recommendation from the specialist on fluency, originality, elaboration and flexibility
• Portfolio of work

Level 2 Programming
All three of the following criterion:

• A score of 113-122 on the artistic subscale of the GATES, or a score at the 97-98th percentile on the performing and visual arts subscale of the GES
• Letter(s) of recommendation from the specialist on fluency, originality, elaboration and flexibility
• Portfolio of work

Level 1 Programming
All three of the following criterion:

• A score of 108-112 on the artistic subscale of the GATES, or a score at the 95-96th percentile on the performing and visual arts subscale of the GES
• Letter(s) of recommendation from the specialist on fluency, originality, elaboration and flexibility
• Portfolio of work

 

Swallow School Gifted and Talented Program Appeals Process

 

Parent / Guardian(s) of students who do not meet the Swallow School Gifted and Talented Criteria may submit a completed appeal form to the director of gifted and talented programming.

The necessary component for the appeal is new information not included in the original screening file. New information may consist of student work samples, student initiated projects or letters of recommendation by an adult who knows of the child’s advanced abilities. The student’s teacher(s) have already submitted information for the initial identification process and should not be asked for more information. Appeal requests will be given consideration if received within 10 business days of the original notification date.

The new information must provide evidence that the child’s knowledge, skills and abilities are superior to those demonstrated and measured by school personal. Individual intelligence assessments administered by private psychologists will be accepted when conducted by a Wisconsin State Licensed Psychologist and a copy of the license is included in the report. The following ability tests will be accepted:

1. Stanford-Binet Intelligent Test
2. WISC-IV – Wechsler Intelligence Scale for Children ( only full scale scores accepted)

The Swallow School District is not responsible for any costs incurred if parents /guardians (s) choose to obtain a private evaluation.

The student services team reconsiders the eligibility decision based upon the existing evaluation and any newly submitted information. The decision by the student services appeal committee is final.