The State of Ohio’s definition of “Gifted” as listed in the Ohio Administrative Code (OAC) 3301-51-15:
“Gifted” means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment and who are identified under division (a), (b), (c), or (d) of section 3324.03 of the Revised Code.
It is our mission to meet the educational needs of gifted students and their parents by providing leadership and support services to district personnel. All districts must have an adopted plan/policy on file with ODE as required by OAC 3301-51-15. Also, a revision of the Operating Standards took effect in March 2008 (from the former Rule for Gifted Identification, January, 2000 which replaced the Ohio Rule for Gifted Identification from 1984.) The Operating Standard, which mandate gifted identification K-12 specifically state how students are to be identified as gifted. Districts must have their verification forms (District Policy and Assessment Brochure) on file and available upon request. The gifted coordinators from the ECOESC are available to complete and/or assist with this documentation.
Professional Development Options:
- Phase I – Addresses gifted identification K-12 as stated in the March 2008 revised Operating Standards for Identifying and Serving Gifted Students. The in-service also concentrates on the Written Education Plan (WEP) which needs to be on file for all identified children who are served through programming options.
- Phase II – An in-depth look at how to identify students in the areas of Visual and Performing Arts. Teacher Training on identifying students as gifted in any of the four areas is conducted….Gives a clear definition of Differentiation along with a packet of teacher-friendly materials. This in-service expands on educational options for gifted programming (which were introduced in Phase I).
- Phase III – Training on Acceleration Policy and steps to implementation K-12. How to set up a committee, use the Iowa Acceleration Scale, and plan a timeline that is consistent with the Board Adopted Policy.
- Phase IV – Steps on how-to differentiate in today’s classrooms without ignoring content standards/indicators. This professional development session can be expanded to include useful classroom ideas tailored to fit the district’s needs. This include professional development on “Make-It/Take-It” activities for instant classroom application, application of Bloom’s Taxonomy and how to “bloom” a lesson, Rubrics, Learning Styles Inventories, Assessments, etc. The district can choose which topics need to be addressed.
- Phase V – In-depth training on writing and managing Written Education Plans (WEPs) for gifted identified students.
- Phase VI – Ongoing professional development for staff on a myriad of topics including gifted characteristics, training on the Javits website, Social/Emotional Characteristics, etc.
- Phase VII – Gifted Audits – is there one in your future? If so, we are available for assistance.
- Phase VIII – ODE Self Report and Verification Forms – is your district out of compliance with ODE because a Self Report has not been submitted by July 15th? Are your district’s Verification Forms (District Policy and Assessment Brochure) on your website? Have these forms been submitted to ODE for approval? If you have questions on any of these topics, we are available for assistance.