Definition of gifted and talented students clarified.

Education

Passed Legislature

This bill passed both chambers and reached final enrollment, even if later executive action is not shown here.

Sponsor: Hudson
Last action: 2025-05-09
Official status: Introduction and first reading, referred to Education Policy
Effective date: Not listed

Plain English Breakdown

The official source material does not specify details about funding or implementation effectiveness.

Clarifying the Definition of Gifted and Talented Students

This bill changes Minnesota's definition of gifted and talented students to include those who are twice-exceptional, meaning they have both high abilities and learning or developmental disabilities.

What This Bill Does

Changes the definition of gifted and talented students in Minnesota's education laws to include twice-exceptional students.
Requires school districts to use fair and reliable methods when identifying these students for special programs.

Who It Names or Affects

School districts in Minnesota
Gifted and talented students, especially those who are twice-exceptional

Terms To Know

Twice-exceptional: Students who have both high abilities or talents and a learning disability or developmental disorder.
Academic acceleration: Moving students ahead in their studies to match their higher academic abilities.

Limits and Unknowns

The bill does not specify how school districts will fund these changes.
It is unclear if all school districts have the resources to implement these new requirements effectively.

Bill History

2025-05-09 House
Introduction and first reading, referred to Education Policy

Official Summary Text

Definition of gifted and talented students clarified.

Current Bill Text

Read the full stored bill text

A bill for an act

relating to education; clarifying the definition of gifted and talented students;

amending Minnesota Statutes 2024, section 120B.15.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:

Section 1.

Minnesota Statutes 2024, section 120B.15, is amended to read:

120B.15 GIFTED AND TALENTED STUDENTS PROGRAMS AND SERVICES.

(a) School districts may identify students, locally develop programs and services

addressing instructional and affective needs, provide staff development, and evaluate

programs to provide gifted and talented students with challenging and appropriate educational

programs and services.
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This includes gifted and talented students who are twice-exceptional,

including students who are gifted and have a form of learning or developmental disability

or autism spectrum disorder under section 256B.0949, subdivision 2, paragraph (d).
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(b) School districts must adopt guidelines for assessing and identifying students for

participation in gifted and talented programs and services consistent with section
120B.11,

subdivision
2, clause (2). 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. Assessments and procedures should be sensitive to underrepresented

groups, including
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,
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but not limited to
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,
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students from
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low-income
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families
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, minority
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students
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,

twice-exceptional
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students, students with disabilities or a 504 plan under section 125A.55
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,

and English learners.

(c) School districts must adopt procedures for the academic acceleration of gifted and

talented students consistent with section
120B.11, subdivision 2
, clause (2). 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.

(d) School districts must adopt procedures consistent with section
124D.02
, subdivision

1, for early admission to kindergarten or first grade of gifted and talented learners consistent

with section
120B.11, subdivision 2
, clause (2). The procedures must be sensitive to

underrepresented groups.