Ohio Administrative Code
Title 3301 - Department of Education - Administration and Director
Chapter 3301-51 - Education of Students with Special Needs
Section 3301-51-15 - Operating standards for identifying and serving students who are gifted

(a) Scored at least two standard deviations above the mean, minus the standard error of measurement, on an approved standardized group intelligence test;

(b) Performed at or above the ninety-fifth percentile on an approved individual or group standardized basic or composite battery of a nationally normed achievement test; or

(c) Attained an approved score on one or more above grade-level standardized, nationally normed approved tests.

(a) For (I) superior cognitive ability, (II) specific academic ability in the areas of (a) mathematics and (b) reading, writing or a combination of these skills, and (III) creative thinking ability for all students once prior to the end of grade two.

(b) For (I) superior cognitive ability, (II) specific academic ability in the areas of (a) mathematics and (b) reading, writing or a combination of these skills, and (III) creative thinking ability for all students once after the completion of grade two but prior to the end of grade six.

(a) In the case of students who have requested assessment or who have been recommended for assessment by teachers, parents, or other students, at least two opportunities a year for assessment regardless of the grade levels where gifted services are offered. A student's initial assessment shall be completed within ninety days of referral;

(b) Assurance of inclusion in screening and assessment procedures for minority and disadvantaged students, students with disabilities, and English learners; and

(c) Assurance that any student transferring into the district will be assessed within ninety days of the transfer at the request of a parent;

(a) The ability to differentiate instruction based on a student's readiness, knowledge and skill level, including using accelerated content, complexity, depth challenge, creativity and abstractness;

(b) The ability to select, adapt, or create a variety of differentiated curricula that incorporate advanced, conceptually challenging, in-depth, distinctive and complex content;

(c) The ability to provide an extension or replacement of the general education curricula, to modify the learning process through strategies such as curriculum compacting, and to select alternative assignments and projects based on individual student needs

(d) The ability to understand the social and emotional needs of students who are gifted and to address the impact of those needs on student learning;

(e) The ability to recognize and respond to characteristics and needs of students from traditionally underrepresented populations who are gifted and create safe and culturally responsive learning environments;

(f) The ability to use data from a variety of sources to measure and monitor the growth of students who are gifted;

(g) The ability to select, use, and interpret technically sound formal and informal assessments for the purpose of academic decision making; and

(h) The ability to participate in the development of the "Written Education Plan."

(a) For general education teachers who do not have certified advanced placement or international baccalaureate training as outlined in paragraph (D)(8)(b)(ii)(b) of this rule, at least fifteen clock hours of professional development in gifted education during each year over four years with additional clock hours each year thereafter as determined by the district. Professional development must address the competencies listed in paragraphs (D)(8)(b)(i)(a) to (D)(8)(b)(i)(h) of this rule. During the first year of training, the teacher is considered a gifted service provider unless that teacher fails to meet the fifteen clock hours of gifted professional development by the end of the school year. The teacher remains a gifted service provider by meeting the minimum clock hours in each subsequent year.

(b) For general education teachers who are certified advanced placement or international baccalaureate teachers who have earned at least twenty-four hours of certified advanced placement or international baccalaureate training within the past five years, at least seven and one-half clock hours of professional development in gifted education during each year over four years with additional clock hours each year thereafter as determined by the district. Professional development must address the competencies listed in paragraphs (D)(8)(b)(i)(a), (D)(8)(b)(i)(a)(b), (D)(8)(b)(i)(a)(d), (D)(8)(b)(i)(a)(e), and (D)(8)(b)(i)(a)(h) of this rule. During the first year of training, the teacher is considered a gifted service provider unless that teacher fails to meet the seven and one-half clock hours of gifted professional development by the end of the school year. The teacher remains a gifted service provider by meeting the minimum clock hours in each subsequent year.

(c) For general education teachers who are designated providers of gifted education services, any clock hours earned in excess of the minimum in a particular year per paragraphs (D)(8)(b)(ii)(a) and (D)(8)(b)(ii)(b) of this rule may be counted toward the requirement in any subsequent year.

(d) For general education teachers who are designated providers of gifted education services as of or after July 1, 2017, count any documented clock hours of qualifying professional development in gifted education earned in the preceding twenty-four months prior to the designation toward this requirement.