The bill amends Minnesota Statutes 2022, section 120B.15, to clarify the definition and identification of gifted and talented students within school districts. It emphasizes the need for school districts to develop programs that address both the instructional and affective needs of these students, including those who are twice-exceptional, meaning they are gifted while also having a learning or developmental disability or autism spectrum disorder. The bill mandates that school districts adopt guidelines for assessing and identifying students for participation in gifted and talented programs, ensuring the use of multiple and objective criteria, as well as valid and reliable assessments that are sensitive to underrepresented groups.

Additionally, the bill requires school districts to establish procedures for the academic acceleration of gifted and talented students, which includes assessing a student's readiness and motivation for acceleration and aligning the curriculum to their needs. It also mandates that procedures for early admission to kindergarten or first grade for gifted and talented learners be sensitive to underrepresented groups. Notably, the bill includes new language that specifies the inclusion of students from families, twice-exceptional students, students with disabilities or a 504 plan, and English learners in the assessment and identification process, while removing previous language that did not specify these groups.

Statutes affected:
Introduction: 120B.15