Furlough/Exit Procedures

Elementary

Students who wish to exit the QUEST program may do so through a formal exit procedure consisting of parent notification and parent-student conference with a campus exit committee composed of the QUEST teacher, counselor, and an administrator (principal, assistant principal, or district coordinator). Reasons for exit may include personal or social stresses which prevent self-satisfying student performance. Poor performance in QUEST  or in the regular education program is not, in itself, sufficient cause for exit from the program, but may be an indicator of problems which may lead to an exit.  By state law and TEA guidelines, no single criterion such as grades or conduct may be used to remove a student from the gifted program. The Exit Committee will review all information and make a decision based on educational, psychological, and/or personal reasons.  The following should be considered:

• parent request for exit;

• student request for exit, with parent permission;

• counselor recommendation, based on interviews, observations, reviews of records including GT folder;

• teacher recommendation, based on observation of student behavior, performance, physical changes, and products.

The Exit process may be initiated by the student, parent, Advanced Academics Specialist, or counselor for reasons listed above.  The following steps will then be set in motion:

• the Advanced  Academics Specialist will inform the principal of developments leading to possible exit;

• a conference will be held with the student,  Advanced  Academics Specialist, counselor and administrator;

• a parent conference will be requested with the parent,  Advanced  Academics Specialist, counselor, and administrator;

• a campus level Exit Committee composed of the student, principal or assistant principal,  and  Advanced  Academics Specialist will meet to review the request for exit (district coordinator may be a participant at campus request) and to recommend exit or non- exit. The committee may also recommend probation or furlough with specific time frame established for either, before recommending exit.

Probation: A probationary period may be established for the student, with a specific time frame and performance standards agreed upon by the student, teacher, counselor, and principal. A major purpose of QUEST is flexibility to meet the unique needs of the gifted student through appropriately differentiated learning experiences; alternative learning contracts may be considered between the student and teacher by which the student may meet or fulfill assignment requirements. Personal situations, emotional stress, and/or developmental difficulties, along with the student’s unique abilities, should be considered in developing alternative learning contracts. During the probationary period, the student will remain in QUEST.  At the conclusion of the probationary period, the student may again be considered for exit if the conditions of the probation have not been satisfied.

Furlough: In extenuating circumstances it may be determined to be in the student’s best interests to remove the student from QUEST for a year.  This may be for reasons of illness, family or emotional problems, peer conflicts, or other problems which may be reasonably expected to be resolved within a period of time, after which the student wishes to continue in QUEST. In unusual circumstances, the Exit Committee may establish a furlough for a specific period of time other than a full year. This should be noted in the student’s GT records. The student’s class schedule may be changed if necessary to place the student in another class, and the student will not attend QUEST during the furlough period. At the specified end of the furlough period, the Exit Committee will again review the student’s placement status, at which time the student should be returned to QUEST or be formally exited. A student who has been placed on furlough does not have to requalify or reapply as long as he/she returns to the QUEST class within the designated furlough period. Students may furlough one time during K-8 except in special circumstances as deemed by the Exit Committee.

Upon recommending exit from QUEST, the exit committee will complete the exit form with the reason for exit. 

Students may participate in QUEST  only with parent permission. A parental request for exit from QUEST should initiate an exit conference, but parental request for student exit will be honored in any case. The purpose of formal exit procedures is to ensure that all parties are fully informed and the decision made is in the best interests of the student.

Secondary

As long as an identified GT student remains in at least one advanced academics class with a GT-trained teacher in grades 7-12, he/she remains in the gifted program. In order to meet state guidelines giving GT students time with their gifted peers, a gifted English class is offered at each grade level, taught by a GT-trained teacher.

Student schedule permitting, identified GT students will automatically be placed in the GT English class unless:

• the student/parent initiates exit procedures;

• the GT English teacher recommends a more appropriate placement;

• the counselor must temporarily remove the student due to scheduling conflicts.

A student who wishes to exit the GT English class must obtain a form from his/her GT English teacher which will express that he/she waives the opportunity to be in a class designated for GT students. If the student is not taking at least one additional advanced academics class, he/she will be exited from the gifted program. Students who wish to re-enter a GT English class within two years of the exit date may complete a reinstatement form which requires the GT English teacher’s permission. If the request is beyond two years from the exit date, the student must see the counselor for reassessment for the gifted program in order to be reinstated.  Students who no longer meet the criteria for identification may be denied placement in the program.

Appeals of Placement or Exit Decisions

A parent, student, or educator may appeal any final decision of the selection committee regarding selection for or exit from the gifted and talented program.  Any subsequent appeals shall be made in accordance with FNG(LOCAL) beginning at Level Two. Parents or students who wish to appeal decisions of the campus committee concerning gifted and talented placement or exit should follow these procedures:

1. Appeals shall be made first to the selection committee. Parents should contact the Advanced Academics Specialist, counselor, or principal at the school to request a conference to express concerns regarding the decision. The purpose of this conference will be to review the criteria and the process by which the decision was made and to determine whether it is appropriate to reconvene the committee to review the case and whether it is necessary to collect additional information to review. This does not imply a reversal of the committee’s decision.

2. If the appeal is not satisfied at the campus level, contact the district Advanced Academics Coordinator at Central Administration. The coordinator will review the data to determine that district procedures were appropriately followed and may request the committee to reconvene to review the decision or to collect additional information for review. This does not imply a reversal of the committee’s decision. The Coordinator may participate as a member of the review committee but may not override the committee’s decision.

3. Further appeals should be made as Level Two complaints (Board Policy FNG LOCAL).

At no time will any single individual make a decision to override the campus committee decision; this would be in violation of state law and TEA Guidelines, which stipulate that identification and exit decisions are a committee process. Review is based on the committee’s proper consideration of criteria and observance of procedures in the identification or exit process.