Gifted Weekly

Why Gifted & Talented Research Doesn’t Talk Much about Exit Policies

Although research does not explicitly address removing students from gifted programs, inference and implications point to the following: if a program has stated goals, with identification processes that align with those goals, then the indicators that allowed for a student to be labeled as “gifted” should not warrant an exit from the program. Any behavioral issues should be addressed within a tiered system of supports for the child, with the support of school and family stakeholders. 

New Jersey’s Strengthening Gifted and Talented Act ( N.J.A.C 6A:8-3.1) does not refer to any standards for an exit or removal policy. The NAGC also does not refer to any type of exit policy on their website, although they do reference the myth that gifted students don’t get bad grades (they can and do). 

The majority of districts provide directives on a student’s or family’s right to withdraw from a gifted program, but there are few policies for a school’s decision to remove a student from a gifted program. 

Below I have included excerpts from the few schools which do provide a policy for removal from a gifted program. Nonetheless, this approach of having or defining an exit policy does not appear to be widely accepted or applied in gifted programs across the country. 

What are you thoughts? Share them in our survey. (Responses will be shared in next week’s post if there is a representative group.)

Examples 

Alamo Heights Independent School District – HEIGHTS PROGRAM 

FURLOUGH/EXIT POLICY

The purpose of a furlough is to allow students to take a leave of absence from the program/course or to provide the student an opportunity to attain performance goals established for the program/course.

A student may be furloughed for a period of time deemed appropriate by the selection committee. At the end of the furlough, the student’s progress shall be evaluated and the student may re-enter the gifted program/course, be removed from the program/course, or be placed on another furlough.

Palacios SIS District G&T Plan 

Furlough Policy A furlough is a temporary “leave of absence” from the Gifted/Talented Program designed to meet the individual needs of an identified student. A student, parent/guardian, teacher, counselor, or administrator may request a furlough from the program for a period of one semester. Reasons for a furlough could include, but are not limited to, the following reasons: ▪ Increased demand upon time caused by scheduling or extra-curricular activities ▪ Emotional or physical problems stemming from self, school, or home Not keeping up with work in the regular classroom is not a reason for a furlough. A furlough should not be used as a disciplinary tool and should be granted without adding undue pressure or prejudice to the student. Multiple criteria will be used to determine the furlough decision. The decision to furlough will be made by a committee composed of the student (when appropriate), parent(s)/guardian(s), and teacher(s), principal and/or counselor.

Re-Entry Policy

If the student is granted a furlough, the date of re-entry to the program must be stated. A furlough may be extended beyond the stated time if deemed appropriate by the GT committee, but never longer than a year. If the student elects to exit the program at the end of the furlough, Exit Policy procedures should be followed. Reentry is then accomplished through the Identification Process. Exit Policy Petition for removal from the GT program may be initiated by the student, parent/guardian, GT teacher, regular classroom teacher, or principal. A parent conference must be held at the request to exit the program. At minimum the conference should be attended by Parent/guardian, GT Teacher, Campus Administrator, and teacher who made the recommendation for exit if applicable. Documentation to support the exit must be provided by the teacher if the exit is initiated by the teacher

Gifted and Talented / Gifted and Talented – Manasquan

Includes evaluation and program information. Refers to the appeal process for selection or dismissal from the G&T program: 

Parents, students, and teachers may appeal the decisions of the selection committee regarding selection or removal from the gifted program by following these steps: 

Submit an appeal letter to the building principal or complete this G&T Appeals Form no later than 15 working days after the committee has notified the parents of the selection decision. 

The committee members will review their decision and will respond to the person making the appeal no later than 15 working days after receipt of the letter of appeal.

The committee may request additional testing or data collection and may interview the student and/or parents.

If dissatisfied with the decision of the committee, file a complaint with the Manasquan Board of Education. The BOE shall issue a decision, in writing, to affirm, reject, or modify the district’s action in the matter.

If dissatisfied with the decision of the Board of Education, file a petition of appeal of the board’s written decision to the Commissioner of Education through the Office of Controversies and Disputes in accordance with N.J.S.18A:6-9 and the procedures set forth in State Board of Education regulations.

East Greenwich School District – Gifted Program  East Greenwich – dated page?

Circumstances that may result in temporary removal from the program until the situation improves may include:

The student is failing in one or more particular subjects.

Very often a child may have extreme difficulty with one particular subject. When this occurs the student’s self-confidence may be affected. The student’s work in all areas may be impacted.

The regular education teacher and or the gifted and talented services teacher reports that the student expresses difficulty with one or more subjects for more than one month (and the situation does not respond to usual parental aid).

The student demonstrates failing work in the gifted and talented program and /or the regular education program for more than one third of a given marking period.

A student’s grade in a particular regular education class is consistently and markedly lower than the rest of the student’s grades (though not necessarily at a failing level). 

A student exhibits chronic disruptive behavior.

A student is routinely non-participatory or unproductive in the class for gifted and talented students.