GIFTED AND TALENTED LAWS

There currently are no minimum standards for gifted and talented education programs at the federal level.  All program decisions for gifted students are made at the state and local levels.  As a result, there is a great deal of variability among states, as well as vast differences among districts within a state.

In Minnesota, neither identification for nor provision of gifted services is mandated by the state.  The state does, however, provide guidelines for identifying gifted and talented students.  The state does not require general education teachers to have training on the nature/needs of gifted students.

MINNESOTA LAWS

Find specific information regarding the laws, regulations, and recommendations for gifted education in the State of Minnesota.Minnesota state laws/gifted and talented Department of Education – Academic Excellence – Gifted and Talented Education

126C.10, Minnesota Statutes 2007
GENERAL EDUCATION REVENUE
126C.05, subdivision 8
Subd. 2b. Gifted and talented revenue. Gifted and talented revenue for each district equals the district's adjusted marginal cost pupil units for that school year times $12 for fiscal year 2008 and later. A school district must reserve gifted and talented revenue and, consistent with section 120B.15, must spend the revenue only to:

    (1) identify gifted and talented students;
    (2) provide education programs for gifted and talented students; or
    (3) provide staff development to prepare teachers to best meet the unique needs of  
          gifted and talented students.

http://www.mcgt.net/legislative.html
120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS.
(a) School districts may identify students, locally develop programs, provide staff development, and evaluate programs to provide gifted and talented students with challenging educational programs.
(b) School districts may adopt guidelines for assessing and identifying students for participation in gifted and talented programs. The guidelines should include the use of:
(1) multiple and objective criteria; and
(2) assessments and procedures that are valid and reliable, fair, and based on current theory and research.
(c) School districts must adopt procedures for the academic acceleration of gifted and talented students. These procedures must include how the district will:
(1) assess a student's readiness and motivation for acceleration; and
(2) match the level, complexity, and pace of the curriculum to a student to achieve the best type of academic acceleration for that student.