I read with genuine horror the proposed changes to 8VAC20-40-60 abd 8VAC20-40-70.  I had the pleasure of serving as a teacher of the gifted, program developer, teacher trainer, and eventually coordinator of k-12 gifted programs and services for well over 16 years in one of Virginia's urban school divisions.  In that time, the entire process of developing and implementing our local plan was well-served by the DOE/peer-review process we had in place.  Once submitted for review, our plan always improved because of the insight and vision others brought to the process.  Additionally, the process which included an annual review by our local gifted advisory council was so well respected, that rarely were there questions about the services we were providing to our gifted students.  The current process is indeed a wonderful and effective way to provide quality checks and balances and provides every program administrator, whether new or expereinced, the opportunity to benefit from others experiences and insights.

Unfortuantely, the other proposed change that would repeal the funding language, is like another "nail in the coffin" of gifted services.  Having trained personnel to work both with students and teachers, just as in special education, is vital to meeting the needs of students, parents, and teachers.  In the midst of funding woes, services like those to gifted youngsters are always subject to the fundng axe---the power of the approved plan and regulatory language helped me so often in relation to this threat.

Please do not support the two proposed changes.  Public schools should be able to meet the many and diverse needs of all its students, and not allow the needs of the exceptional students to fall prey to the minimum expectations often placed on the many. The models, strategies, and techniques utilized in gifted education are among those identified as powerful and  research-based, but are not employed to any great extent by the general classroom teacher in whose classes you will find several students ready to learn beyond where most students are or will be.