Testing and access to gifted education should be expanded. Too many bright kids are unchallenged and unmotivated in school. There is a rise in the number of neurodivergent and twice exceptional students who benefit from the current gifted education model. With the implementation of academies in Hampton VA gifted students are having to give up the gifted differentiated education. If they have been found gifted and require full day or partial day differentiated education that should still be provided in high school academies. 

The regulations for gifted education in Virginia should not only be retained but they should also be reviewed and updated.  The regulations should be updated to reflect best practice for gifted students in the area of English Language Arts and how it relates to the Virginia Literacy Act's requirement for all students to receive core literacy instruction. 

This policy should be kept and reviewed. It's important to keep gifted students engaged at their level of learning. 

As a parent of a gifted child, I believe that the current policies for gifted education SHALL remain in effect as it has allowed gifted students to matriculate successfully within their education and not feel confined or restricted to learning below their full potential. This program allows gifted children the opportunity to explore and challenge themselves in all subject areas. If these policies are changed or taken away, it can cause a hinderance to the education of gifted children which then forces them to be held back from expanding their minds at their specific levels of learning and can result in boredom or behavioral issues. 

Consideration should be given to the early assessment of students to determine gifted status and need for access to Gifted education services. The earlier students are assessed (prior to starting Kindergarten) or at least within the first month, the better for the students and the easier it is for teachers in the early grades to appropriately differentiate within their classrooms. 

The gifted program should be expanded, and testing increased to identify whether a child is gifted. Children who have been identified as gifted should be transferred to their local gifted school (Kilgore in Hampton). Although appreciated, one hour a week of gifted services is not enough to develop a child's academic or personal growth. They need to be consistently intellectually challenged while being guided in their socio-emotional development. They should be allowed the opportunity to engage with other children who are also eager to learn and teachers who are better trained to support and stimulate their development.

With most curriculums designed to "teach the test" gifted students need more lessons targeted to develop thinking, metacognitive skills, and differentiated teaching. Most teachers are not trained to do this. This need is understood and met in other countries. If we are to stay competitive, internationally, we need to address the above. Lastly, it was very concerning to learn that schools aren't scheduling weekly time for students in the library. The practice of expecting children to read passages, only, and develop their reading comprehension skills is ill-considered. Yes, parents should be encouraging and supporting their kids with reading at home. However, reading and the love of reading should be encouraged at school as well. Why are we paying librarians (whom we need) and purchasing books if we aren't allowing children to visit and check out books?

Gifted children should be given the opportunity to attend a full day program at a gifted school. One class per week is not enough. These kids typically learn differently. The standard curriculum does not provide enough enrichment. 

It’s a new year time for a some buses with the traffic pattern being different and being late I think buses are a good thing 

Current gifted policies form a well rounded gifted program. However, I do think more support should be given to students identified as twice exceptional. Students attending their school and receiving weekly gifted services have full support for their alternate needs. However, at Kilgore there is not enough support personnel to be able to help those students that need additional assistance. 

Buses to Eaton Middle School

Once tested for the gifted program and accepted why are they retested? Especially in elementary school. I believe they should continue to be in the gifted program once tested and accepted the first time. What is the point of making them retest?

Students identified as Gifted, and being served by their LEA, have needs in the most extreme percentiles.  Because those students have such extreme abilities, and therefore extreme needs, the policies and programs in place should be robust enough to meet those needs.  Our LEAs utilize resources in the best way possible, but without regulatory guidelines protecting Gifted programs and the extreme needs of Gifted students, our high ability students will suffer.  More state funding should be dedicated to preserving and expanding Gifted programs. 

The needs of the gifted are as important as those of other subgroups.  And the gifted do have specific needs that must be met in order for these students to achieve their potential.  Gifted students must be offered a rigorous curriculum beyond what is offered to their typical peers.  Virginia needs strong gifted education regulations to protect gifted students from being marginalized when the focus is on lower achieving students.  

SEVA is a group that represents the gifted education coordinators for public school divisions in Virginia’s Region II. Our members wholeheartedly endorse a review and update of these essential regulations. The regulatory process was initiated and an updated draft of the gifted regulations was considered by the BOE in September and October of 2020, and then it was withdrawn in 2021. A tremendous amount of work was done to create that version, and so it is a preferred place to start when reviewing current research and best practices to include in future revisions.

I feel that we should not only retain, but also review and update the regulations regarding gifted education.  As educators, it is essential that we continuously consider best practices to ensure that we are meeting all students' needs, both academic and social-emotional.

With the implementation of the VLA in Virginia Elementary Schools, all gifted students are being required to be taught grade level material in their English/Language Arts classes. This sends the message that gifted students' needs are not important. Please expand regulations to address the need for above grade level instruction for our gifted children.  In addition, strengthen the language of the regulations to make it clear that gifted education is not a choice but a requirement. I have been in gifted education in Virginia for decades and I have not seen one step forward in regards to expanding gifted education requirements or even recognizing them statewide as a need and not a want. The sweeping requirements of the VLA has proven that gifted students are not recognized as needing "different" instruction. The VLA has given LEA's an excuse to not require advanced instruction in ELA.

While I am thankful for the presence of a gifted program in each VA school district and the flexibility for each district to develop a Gifted & Talented (G&T) program that will best meet its learners' needs, I would love to see an increase in funding for Virginia's G&T programs. At the national level, it has been recommended to have at least one G&T teacher per 1,000 students (TOTAL, not just those identified for G&T services) in the district. Given our district's current enrollment, we have few than half the number of G&T teachers recommended. Each of our G&T teachers is responsible for serving multiple school buildings (services we provide include, but are not limited to: administering all evaluations and leading eligibility meetings, teaching classes for identified learners, and co-planning with/providing resources for general ed teachers). I believe that every student should be able to learn something every day. Investing in G&T programs (including increasing number of G&T staff) would yield more opportunities for all of our children to grow! 

Dear Members of the Board of Education,

We from William & Mary’s  Center of Gifted Education are writing to express our deep concern regarding the outdated gifted education regulations currently in place. These regulations, last revised in 2010, do not reflect the significant advancements in research and best practices in the field over the past decade.

As dedicated academics in gifted education and talent development, we believe effective policies have a positive impact on the lives of gifted students. The proposed gifted regulations submitted in 2021 represented a valuable step forward in aligning our state's policies with contemporary understandings of giftedness. Unfortunately, these proposed changes have not been implemented, leaving a critical gap in our educational system.

We urge the Board of Education to revisit and revise the current gifted education regulations. By incorporating the insights and recommendations from the 2021 proposals, we can ensure that our state's gifted programs are equitable, accessible, and responsive to the unique needs of gifted learners.

By taking action to update our gifted education regulations, we can create a more inclusive and supportive learning environment for gifted students. Revised regulations will benefit gifted students, helping them thrive and contribute positively to society.

Thank you for your attention to this urgent matter.

The Center for Gifted Education Directors

Ashley Y Carpenter, Ph.D.

Mihyeon Kim, Ph.D. 

Chandra B. Floyd, Ph.D.

Dear Board of Education,

As a parent of a gifted child, I urge you to revise our outdated gifted education regulations. These regulations are outdated and do not adequately address the unique needs of today's gifted students.

The proposed 2021 regulations offered valuable improvements. Please reconsider them and implement them to ensure gifted students receive the necessary support and opportunities to reach their full potential.

Thank you for your attention to this important matter.

Ashley Carpenter

Mother to a twice-exceptional child in James City County

I would recommend the inclusion of acceleration policies in the gifted regulations. The policies should include provision for early entrance to kindergarten and first grade as well as single subject and whole grade acceleration  for grades 2 -12. This policy should include procedures for nomination, notification, assessment, and a fair and equitable decision making process. 

The VCGEA is a group that represents the gifted education administrators for public school divisions in Virginia. Our members wholeheartedly endorse a review and update of these essential regulations. The regulatory process was initiated and an updated draft of the gifted regulations was considered by the BOE in September and October of 2020 (October 14-15, 2020 | Virginia Department of Education, see Action/Discussion Items, letter J), and then it was withdrawn in 2021. A tremendous amount of work was done to create that version, and so it should be the place to start when reviewing current research and best practices to include in future revisions.

On behalf of the Northern Virginia Council for Gifted/Talented Education, we are writing to express our strong support for the retention and revision (amending) of the Regulations Governing the Education of the Gifted in Virginia, as part of the current regulatory review process. We believe that these regulations are essential for ensuring that the Commonwealth continues to provide high-quality, equitable educational opportunities to meet the diverse needs of gifted students.

As advancements in the field of gifted education continue to emerge, it is imperative that Virginia’s regulations reflect the latest best practices and research. In particular, we respectfully request that the updated regulations include the following elements:

1. Talent Development: Comprehensive guidance on talent development is essential to ensure that schools identify and nurture potential giftedness in students from all backgrounds, especially those who may be underrepresented in traditional identification processes.

2. Acceleration and Early Access: Clear provisions for acceleration, as well as early access to kindergarten for academically advanced students, will allow gifted learners to progress at a pace that aligns with their intellectual and social-emotional development.

3. Equitable Identification Practices: It is critical that the updated regulations emphasize the importance of using inclusive, research-based methods for identifying gifted learners. By doing so, we can ensure that all students, regardless of socioeconomic background, race, ethnicity, or primary language, are given the opportunity to benefit from gifted education services.

Revising these regulations to reflect modern standards will help Virginia's schools better address the unique academic and social-emotional needs of gifted learners. By supporting talent development, equitable identification, and appropriate academic acceleration, we can ensure that all gifted learners in Virginia are provided with the resources they need to thrive.

I am writing to express my support for amending the Regulations Governing the Education of the Gifted in Loudoun County. These regulations must reflect the most current best practices and research in gifted education to ensure high-quality and equitable educational opportunities for gifted students.

It would be beneficial for gifted training to be included in general licensure of all educators. Teachers who work full time with  gifted students should be required to earn VDOE's gifted add on endorsement.  This would help improve the general experience of gifted students because teachers and administrators (who were once teachers) would have graduate level coursework on the social / emotional needs of gifted students, appropriate gifted curriculum, have training on how to  design learning experiences suitable for the advanced learner.  

As a parent of a gifted student in Loudoun County, I’m writing to express support for amending the Regulations Governing the Education of the Gifted to reflect the most up-to-date best practices and research in the field of gifted education. Keeping our regulations in line with recent findings around the best practices in gifted education ensures that the Commonwealth continues to provide high-quality, equitable educational opportunities to meet the diverse needs of gifted students.

On behalf of the gifted learners in Loudoun County, I am writing to express support for amending the Regulations Governing the Education of the Gifted to ensure that they reflect the most up-to-date best practices and research in the field of gifted education. These regulations are essential for ensuring that the commonwealth continues to provide high-quality, equitable educational opportunities to meet the diverse needs of gifted students. 

As a current and long-time instructor of the gifted endorsement courses for Shenandoah University, I wholeheartedly request and endorse a review and update of the gifted regulations. The regulatory process was initiated and an updated draft of the gifted regulations was considered by the BOE in September and October of 2020 (October 14-15, 2020 | Virginia Department of Education, see Action/Discussion Items, letter J), and then it was withdrawn in 2021.

As a former (retired 2024) supervisor of gifted services, former member of the Gifted Advisory Committee for two terms, former member and officer of the Virginia Consortium of Gifted Education Administrators, former member of the Virginia Association for the Gifted, former member and officer of the Northern Virginia Council for Gifted/Talented Education (Supt. Region IV), member of the National Association of Gifted and Talented and other gifted organizations I know a tremendous amount of work was done to create the previous version. Where that process left off should be the place to start when reviewing current research and best practices to include in future revisions.

As a Virginia educator of the gifted, I wholeheartedly support the amendment of the current gifted regulations. I request that we start any amendments with the draft regulations put forth in 2020. A lot of research, time, and effort went into those draft regulations to reflect best practice, and then they were pulled in 2021. 

Dear Board of Education,

As a parent of two children who received gifted services in Virginia and are currently enrolled in Virginia public universities, I encourage you to revise our outdated gifted education regulations so that future students will benefit from current best practices.  Please seriously consider the draft that was created in the fall of 2020 as a starting point as it offers improvements that were current at the time of submission and much work was put into it. Today's gifted students should receive the necessary support and opportunities to reach their full potential and grow to be contributing members of society.

Thank you,

York County Resident

On behalf of gifted learners in Loudoun County, I’m writing to express support for amending the Regulations Governing the Education of the Gifted to ensure that they reflect the most up-to-date best practices and research in the field of gifted education. These regulations are essential for ensuring that the Commonwealth continues to provide high-quality, equitable educational opportunities to meet the diverse needs of gifted students. Thank you.

-Mom to a gifted MS student in Loudoun County

I have worked with Virginia's gifted students for more than 30 years. I served on the former VACEG for six years, and I am currently a part of the VCGEA and the Va. Association for the Gifted. Because of this work, it is important to me that these regulations be reviewed and updated.

The updated draft of the regulations that was moving through the legislative process in 2020 should be considered as a starting point for much needed revisions. That document reflects many best practices and research in the field that have both advanced quite a bit since the current regulations were put into place. That draft was created by a diverse group from across Virginia with members who had an enormous amount of experience in gifted education.

Gifted learners have unique needs that need to be addressed and protected. Specifically, talent development, acceleration, and early access to services need to be included in these updates. Gifted learners also need to be provided with instruction, materials, and activities that challenge them, even when these may be considered to be "above grade level". In addition, the regulations should ensure that equitable identification practices are in place.

Please move forward with revisions and updates to the current regulations so that Virginia's gifted students receive the support and protection they deserve.

I am writing on behalf of the York County School Division's Gifted Education Advisory Committee. Regulations governing gifted education are necessary to protect the academic interests of our students and we hope that you will review and update the regulations.

The current regulations were last revised in 2010 and thus do not reflect the advances in research over the past 14 years; as a result, they may not align with updated, evidence-based guidance for best practices.

We strongly encourage the Board of Education to review the existing guidelines and to update them in accordance with current evidence on the best ways to equitably serve gifted students.