At a G-IEP meeting, the Gifted Individualized Education Program (IEP), for a gifted learner is developed by a team who together, make informed decisions designed to provide the gifted learner with an appropriate education. The gifted learner's IEP Team members include the following individuals: parent, student, general education teacher, teacher of the gifted, administrator or administrative designee and other professionals with relevant knowledge or expertise of the child.

According to the New Mexico Public Education Department, the development of appropriate gifted educational programming requires comprehensive services which include a continuum of programming services for gifted learners "A continuum of services is predicated on evidence that giftedness is multifaceted. It may manifest itself in many different ways and to many degrees across individuals or groups of identified gifted learners. Hence, one service delivery option (e.g., monitoring) will not serve all gifted learners equally well. To ensure an appropriate education a continuum of services and least restrictive environment (LRE) is designed to address the specific needs of many different types and levels of giftedness" (Gifted Education in NM Technical Assistance Manual, 2023).

• Monitoring

• Consultation

• General Classroom Enrichment

• Cluster Grouping within the General Education Classroom

• Self-Designed Courses or Guided Study

• Honors or AP Classes

• Small group gifted instruction within and across grade levels

• Curriculum Compacting

• Acceleration Options

Gifted Only Parent & Child Rights in English and Spanish.

The Advisory Committee Shall as Required by the New Mexico Administrative Code (NMAC):

• Regularly review the goals and priorities of the gifted program, including the operational plans for student identification, evaluation, placement and service delivery.

• Demonstrate support for gifted programs (within RRPS , this includes the school wide enrichment program models)

• Provide information regarding the impact that cultural background, linguistic background, socioeconomic status and disability conditions within the community may have on the child's referral, identification, evaluation and service delivery process.

• Advocate for children who are under-represented in receiving gifted services due to cultural or linguistic background, socioeconomic status. or disability conditions, in order to ensure that these children have equal opportunities to benefit from services for gifted students.

• Meet three times per year at regular intervals.

• Formal documentation of committee membership, activities and recommendations shall be maintained.  If proposals are made by the committee to address any of the purposes as listed in Subsection G(3) of 6.31.2.13 NMAC, they shall be submitted in writing to the district administration.  The administration shall respond in writing to any proposed actions before the next scheduled meeting of the advisory committee.

Click Here for the RRPS Gifted Self-Assessment

Christie Polanco, Director of Special Services (Elementary Schools) Deaf and Hard of Hearing Programs and Gifted Education district-wide
Business: 505-896-0667 x51205
Email: Christie.Polanco@rrps.net