As adopted by the State Board in June 2005, there are several regulatory changes that impact gifted education. Words in (parentheses) have been deleted.
The definition has been revised as follows:
"Gifted and talented students" means those (exceptionally able) students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local school district and who require modifications of their educational program if they are to achieve in accordance with their capabilities.
(a) District boards of education shall ensure that curriculum and instruction are designed and delivered in such a way that all students are able to demonstrate the knowledge and skills specified by the Core Curriculum Content Standards and shall ensure that appropriate instructional adaptions are designed and delivered for students with disabilities, for students with limited English proficiency, and for students who are gifted and talented.
5. District boards of education shall be responsible for identifying gifted and talented students and shall provide them with appropriate instructional adaptations and services.
i. District boards of education shall make provisions for an ongoing K-12 identification process (and appropriate educational challenges) for gifted and talented students (initiated in kindergarten and reviewed annually through grade 12) that includes multiple measures.
i.i. District boards of education shall provide appropriate K-12 educational services for gifted and talented students.
iii. District boards of education shall develop appropriate curricular and instructional modifications used for gifted and talented students indicating content, process, products, and learning environment.
iv. District boards of education shall take into consideration the Pre-K - Grade 12 Gifted Program Standards of the National Association for Gifted Children in developing programs for gifted and talented students.
