Students who are identified as highly capable must be provided opportunities for accelerated learning and enhanced instruction until they graduate from K-12 education. Districts must develop and publish a procedure for exiting students from highly capable services. Behavior, disabilities, lack of work completion, and poor attendance are not sufficient reasons to exit a student from highly capable services.

The exit procedure must include:

1. (1) A meeting with the parent/guardian of the student to discuss adjusting the highly capable service model to better match student needs;
2. (2) Discussion about possible disabilities to ensure that the student does not have an unrecognized or unsupported disability that impacts their access to highly capable services;
3. (3) Compelling student data that demonstrates that the student would no longer benefit from highly capable services. At least two objective data points in each area of highly capable qualification must be presented to exit a student in that subject domain;
4. (4) A multidisciplinary placement committee review of all available data to determine continued service placement for the student. Data points considered during this review must be documented in writing and shared with the parent/guardian prior to the multidisciplinary placement committee meeting; and
5. (5) A meeting with the parent/guardian of the student to communicate the outcome.

[Statutory Authority: 2023 c 265, RCW 28A.185.010, and 28A.185.030. WSR 26-10-094, s 392-170-077, filed 5/6/26, effective 6/6/26.]