Having taught ESL students for many years, I realize the need to have the advocacy of State and Federal laws to support them.  However, changes are sometimes enacted to programs which seem to be more administratively beneficial than in the best interest of students.  This is the case with the proposed changes in regulations for Gifted Education services in Virginia.  It is not in the best interest of TAG teachers or students that these programs come under the distraction of yearly scrutiny.  This will lessen teacher effectiveness and focus and seriously affect the continuity of lesson plans, materials used, and meeting long-range goals and objectives.  As Virginia’s budget becomes even more stringent, funds should not be wasted on a yearly reassessment of these programs.  Also, the time and focus of legislators, academic administrators, and teachers, should not be taken up for readdressing programs that would otherwise be set for a longer period of time.  However, of greatest importance is how these changes will affect TAG students.  Continuity of programs, teacher focus, and the overall learning environment, will be sadly compromised if Gifted Education programs and services are held in jeopardy by yearly evaluation.