Gifted Education Updates
Christopher Vian
MLSS and Gifted Specialist�Bureau of Curriculum and Instruction
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Gifted Education is Special Education in New Mexico
Gifted EOY Data (2015-2023)
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Participated in Rule and TAM Revision
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Geoffrey Moon-Santa Fe Public Schools Tiffany Orr- Solare Collegiate Charter School�Mary Ann Clark- Gadsden School District Dr. Neily Snook- Aztec Public Schools�Stephanie Daffron- Taos Public Schools Beth Hamilton- Bloomfield Public Schools�Jeanette Henshaw- Taos Academy Rosemary Braswell-Artesia Public Schools�Nadia Valenzuela- Roswell Public Schools Jillian O’Brien-Rio Rancho Public Schools�Sandra Williams- Hatch Valley Public Schools Amy Florez- Bloomfield Public Schools�Karla Crane- Los Alamos Public School Cynthia Golden-Estancia Public Schools�Esmani Begit- SAMS Academy Pamela Wynn-Belen Public Schools�Aldrin Flores-Central Consolidated Public Schools Jessica Montoya- Bernalillo Public Schools�Desiraye Benavidez-Bloomfield Public Schools Aedin Loychik-Los Alamos Public Schools�Rebecca Flen- Portales Public Schools Desiree Hirdman-Raton Public Schools �Courtney Smith- Los Alamos Public Schools Amy Miller- McCurdy Charter School�Bridgette Noriega- Albuquerque Public Schools Carol Leyendecker- Albuquerque Public Schools�Bernagene Shay- New Mexico Connections Academy Katrina Garcia Spillman-Albuquerque Public Schools�Kathy Price-Southwest Regional Education Cooperative Lori Comallie-Caplan, Comallie Counseling Services�EJ Marrufo- Southwest Regional Education Cooperative Andrea Fletcher- Southwest Regional Education Cooperative�Steven Heil- NMPED Kenneth Stowe- NMPED
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Common Gifted Misconceptions
TAM Table of Contents
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Areas of Giftedness
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Areas of Giftedness
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Areas of Giftedness
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Gifted Identification Process
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Gifted Identification Process: Referral
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6.31.3.11�B. Universal screening. Each LEA shall establish a procedure to ensure that every student’s potential to qualify as a gifted student is assessed by the end of grade three. Universal screening assessment results shall be used for referral for further assessment and may include group or individually administered assessments of academic achievement or cognitive ability.��C. If a student transfers to an LEA without gifted identification documentation, the receiving LEA shall screen that student for potential identification as a gifted student.
Gifted Identification Process: Body of Evidence
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6.31.3.11
D. Analysis of data. The identification of a student as gifted shall include documentation and analysis of qualitative and quantitative data from multiple sources to assess areas of strength. Sources shall include:
(1) standardized quantitative assessment data;
(2) qualitative data evaluated by qualified individuals assessing the student's abilities, such as collections of work, audio and video recordings, interviews, or observations; and
(3) if applicable, performance assessments or standardized assessments of artistic ability.
Body of Evidence
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Gifted Identification Process: Eligibility Determination
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6.31.3.11
E. Eligibility determination. A GIEP team shall determine that a student is eligible for gifted identification using both qualitative and quantitative qualification data. The GIEP team shall consider:� (1) information regarding a student’s cultural, linguistic, and socioeconomic background;� (2) any disabling condition pursuant to Section 22-13.6.1 NMSA 1978;� (3) one or more of the areas of need in Subsection A of 6.31.3.11.
F. An LEA may apply to use an alternative identification process for all students subject to the approval of the department. Eligibility of a student will then be determined by a properly administered and collected, department-approved alternative protocol designed to evaluate a student’s potential giftedness in one or more of the categories of need in Subsection A of 6.31.3.11.
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Talent Pool
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A talent pool for the purposes of gifted identification can be defined as a group of students who demonstrate an advanced ability in a particular area, but do not at this time, meet the criteria for gifted identification. Other data measures outside of the protocols may indicate the student should be included in a “talent pool.” Students within the talent pool should receive appropriate programming options and/or interventions to address strength or potential areas. This can be accomplished through the MLSS process.
Moving Through the Layers
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GIEP-Gifted IEP
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6.31.3.12 GIFTED INDIVIDUAL EDUCATION PROGRAM:
A. To ensure the individual needs of each gifted student are met, a GIEP document shall be created and updated annually. A GIEP shall include but not be limited to the following information:
(1) student demographic information;
(2) area(s) of original qualification;
(3) qualification data used to determine gifted eligibility;
(4) educational needs for growth in area(s) of strength;
(5) educational needs for growth in other area(s);
(6) short term goals to address areas of need;
(7) long term goals to address areas of need;
(8) teacher and parent input;
(9) student input;
(10) planned course of study;
(11) accommodations and modifications;
(12) schedule of services;
(13) transition information; and
(14) prior written notice of actions proposed and either accepted or rejected by the LEA with rationale for acceptance or rejection.
B. The IEP of a twice-exceptional student shall take the place of the GIEP when it provides the information required in Subsection A of this Section.
NAGC Standards
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The national gifted standards were developed in 1998. As gifted education continued to grow, the standards were revised in 2010 and again in 2019. The revised standards:� - focus on student outcomes.� - emphasize evidence-based practices that are based on � research.� - emphasize stronger relationships among gifted education, � general education, and special education.� - signify a much stronger emphasis on diversity� - are more specific and integrate cognitive science research
Gifted Standards
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Gifted Standards
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Gifted Self-Assessment
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LEA Gifted Program Plan
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6.31.3.9
A. LEAs shall submit a gifted education program plan for the next fiscal year to the department on a biannual basis by April 30. A gifted education program plan shall be deemed complete if it addresses all elements specified in Subsection B of this Section. The gifted education program plan shall describe the efforts the LEA will make to identify gifted students from all demographic groups, including racially and ethnically diverse students, economically diverse students, culturally diverse students, students with limited English proficiency, and students with disabilities.
B. A gifted education program plan shall:
(1) describe how the LEA will communicate to parents and school personnel about the gifted program plan described in this Subsection
(2) describe the identification process the LEA will use to identify gifted students. The assessment process shall recognize a student’s exceptional abilities or potential, interests, and needs, to guide � student instruction and individualized programming. The description of the identification process shall include:
(a) procedures to ensure equal access to screening and to ensure proportional representation for all demographic groups pursuant to Subsection A of Section 9 of 6.31.3;
(b) referral and screening procedures;
(c) multiple sources of qualitative and quantitative data;
(d) qualification criteria;
(e) GIEP team procedures;
(f) methods of communicating with parents about results and next steps of a student’s eligibility, GIEP development and review; and
(g) dispute resolution processes to address parent disputes over gifted identification or parent disputes over gifted services. The dispute resolution process shall be pursuant to Section 14 of � 6.31.3..
LEA Gifted Program Plan
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6.31.3.9
(3) describe the programming components the LEA will use to address the educational needs of gifted students. Programming components shall develop the strengths and interests of gifted students and address other educational needs as determined by gifted IEP teams. Anticipating these needs, programming components shall address:
(a) alignment of current assessment data to services in the areas of gifted students’ needs;
(b) structures by which gifted students’ anticipated individual needs shall be met at each grade level;
(c) support for gifted students’ general education teachers in differentiated instruction methods;
(d) social, affective, and guidance support systems for gifted students;
(e) alignment of general education and gifted education instructional content with gifted students’ areas of strength;
(f) articulation to meet gifted students’ needs as they are promoted to the next grade;
(g) articulation to meet gifted students’ needs as they graduate from high school and continue in postsecondary learning setting;
(h) pre-advanced placement or precollege support; and
(i) GIEP development and annual review conducted through GIEP teams
LEA Gifted Program Plan
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6.31.3.9
(4) describe how the LEA will:
(a) assess and monitor gifted students’ commensurate growth in academic achievement;
(b) assess and monitor gifted students’ affective development;
(c) ensure assessment and reporting of gifted students’ academic achievement are consistent with accreditation requirements;
(d) periodically evaluate the gifted program, including in the evaluation feedback from the advisory committee pursuant to Section 8 of 6.31.3, and reviewing � programming components including, but not limited to components listed in this Subsection; and
(e) inform parents, educators, and other required GIEP team members of the program evaluation described in Subparagraph D of Paragraph 4 of Subsection B � of this Section.
(5) describe the staffing plan and qualifications of those who provide instruction, counseling, coordination, and other support for gifted students. Qualified gifted education personnel shall have professional knowledge about characteristics and needs of gifted students and appropriate instruction methods, and shall demonstrate professional competencies in gifted education;
(6) describe how the LEA will manage and coordinate implementation of the program plan;
LEA Gifted Program Plan
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6.31.3.9
(7) describe professional development activities to:
(a) improve and enhance the skills, knowledge and expertise of teachers and other personnel who provide instruction and other services to gifted students; and
(b) recruit and train new qualified gifted education teachers to fill any anticipated vacancies, if applicable;
(8) describe efforts to collaborate with universities and colleges to provide professional learning of gifted education teachers;
(9) provide evidence of the LEA’s efforts to achieve equity by reporting:
(a) the number of formally identified gifted students served through gifted programming by grade level, gender, race, ethnicity, twice-exceptionality, and linguistic diversity;
(b) the number of non-identified students served through gifted programming;
(c) the percent of all students identified as gifted through formal identification processes;
(d) the number and proportion of gifted education teachers to gifted students; and
(e) methods and tools used to monitor the effectiveness of services as evidenced by gifted students’ achievement and commensurate growth.
Gifted Caseload
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Gifted Education Funding
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Gifted Funding Education Plan Reporting
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6.31.3.10 GIFTED FUNDING EDUCATION PLAN REPORTING REQUIREMENTS: Financial revenue and expenditure details regarding gifted education funds received through the SEG formula; and gifted expenditures from Title I and Title II funds shall be reported annually in the LEA education plan.
Potential Areas of Professional Development
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The NMPED is excited to offer district or charter specific professional development. We offer in-person or virtual professional development opportunities and can cover any topic regarding gifted education. We are happy provide professional learning for your district staff, gifted teachers and case managers, general education teachers, administration, gifted advisory committee, or parents.
NMPED Communities of Practice
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The NMPED has been conducting 3 communities of practice to help engage the community with determining best practices for implementing the new rule change.
District Leaders Community of Practice will work with district leaders to help implement the new gifted requirements.
Pre-K through 5th Grade Community of Practice will work with Elementary level gifted professionals to create a collection of best practices for identifying and serving students.
6th Grade through 12th Grade Community of Practice will work with Secondary level gifted professionals to help craft alternatives to “AP and Honors only” gifted services.
Contact Information
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Christopher Vian MLSS and Gifted Specialist�Division of Curriculum and Instruction�New Mexico Public Education Department
C: (505) 231-0766
E: christopher.vian@ped.nm.gov
EQUITY • EXCELLENCE • RELEVANCE