Gifted Education Program


Identification: Who is Gifted in Ohio by Law (3324.01-07) and Rule (3301-51-15)?


Children are identified as gifted in Ohio in four major categories: superior cognitive ability; specific academic ability (mathematics,science, reading, writing or a combination of these skills; and/or social studies), creative thinking abiity; and visual or performing arts ability.


The following table summarizes the eligibility criteria for each area. All tests and checklists used must be on an approved list prepared by the Ohio Department of Education (ODE). With the exception of the visual or performing arts ability area, the child must have achieved the required score within the preceding 24 months.


Superior Cognitive Ability Specific Academic Ability in a Field Creative Thinking Ability Visual or Performing Arts Ability
Score two standard deviations above the mean minus the standard error of measurement on an intelligence test, perform at or above the 95th percentile on a basic or composite battery of a nationally normed achievement test, or attain an approved score on an above grade-level standardized, nationally normed test. Perform at or above the 95th percentile at the national level on a standardized achievement test of specific academic ability in that field. A child may be identified as gifted in more than one specific academic ability field.

Score one standard deviation above the means minus the standard error of measurement on an intelligence test and attain a sufficient score, as established by the Department, on a test of creative ability or a checklist of creative behavior.

Demonstrate to a trained individual through a display of work, an audition, or other performance or exhibition, superior ability in a visual or performing arts area and attain a sufficient score, as established by the Department, on a checklist of behaviors related to a specific arts area.



In addition to defining who is considered gifted in Ohio, the rule and or law provides that: 

  • Districts must have an identification plan and local board policy approved by ODE.
  • Districts must have regular opportunities for assessment for giftedness based on referrals from teachers, parents or other children.
  • Children who are culturally and linguistically diverse, from low socio-economic status, with disabilities and/or who are limited English proficient must be included in the identification process.
  • Parents must be notified of assessment results.
  • Parents have an opportunity to appeal.
  • Districts must accept assessments given outside the district by trained personnel.
  • Districts must distribute their gifted identification policy to parents.


It is frequently asked what is the difference between a high achieving student and a gifted student. Not all high-achieving students are gifted, and not all gifted students are high achievers. “Giftedness reflects innate, advanced aptitudes that may or may not emerge as exceptional academic talent over time. High achieving students know what it takes to be successful in school and are willing to put in the time and effort.” The list below can help distinguish some differences.


A High Achiever . . .  

A Gifted Learner . . .

Knows the answer

Asks the questions

Is interested 

Is highly curious

Is attentive

Is intellectually engaged

Has good ideas

Has original ideas

Works hard 

Performs with ease

Commits time and effort to learning 

May need less time to excel

Answers questions 

Responds with detail and unique perspectives

Absorbs information 

Manipulates information

Copies and responds accurately

Creates new and original products

Is a top student 

Is beyond her or his age peers

Needs 6 to 8 repetitions for mastery

Needs 1 to 2 repetitions for mastery

Understands ideas

Constructs abstractions

Grasps meaning

Draws inferences

Completes assignments

Initiates projects

Is a technician 

Is an innovator

Is a good memorizer 

Is insightful, makes connections with ease

Is receptive 

Is intense

Listens with interest

Shows strong feelings, opinions, perspectives

Prefers sequential presentations of information 

Thrives on complexity

Is pleased with his or her own learning 

Is highly self critical


Not every high achiever or gifted learner possesses each and every one of these qualities. This list is only intended to provide a useful comparison of qualities typically associated with these groups.

Based on concept from “The Gifted and Talented Child”
by Janice Szabos, Maryland Council for Gifted & Talented, Inc


Components of the program“Differentiation for gifted students consists of carefully planned, coordinated learning experiences that extend beyond the core curriculum to meet the specific learning needs evidenced by the student.” ( National Association for the Gifted Children). Listed below are some typical differentiation techniques that are a part of the gifted program.


Differentiation of Content
Broad-based issues


Differentiation of Product
Real problems
Real audiences
Learning style product differentiation


Differentiation of Process
Higher-level thinking
Creative thinking
Divergent thinking
Logical thinking
Creative problem solving
Research method
Guided independent studies
Oral, written, and artistic expression
In depth study of specific academic disciplines
Curriculum compacting
Tiered Assignments
Inquiry learning
Decision making

The SELECTED CURRICULUM FOR OPTIMUM PERFORMANCE AND ENRICHMENT (SCOPE) program, grades 1st – 6th, offers the opportunity for students with like needs to develop in an enriched self-contained classroom. Teachers who have experience and training in the education of gifted children provide instruction that meets students intellectually abilities. 


Regular education teachers in four subject areas: English, social studies, mathematics, science are to provide students with: interdisciplinary study, critical, analytical and synthetic thinking, linkages to learning, careers and other themes, choice and options based on student interest and future plan, post-secondary education, college and career exploration, enrichment opportunities.


Regular education teachers in four subject areas: English, social studies, mathematics, science are to provide students differentiated instruction that include but is not limited to: Advanced/extension of curriculum content, modification of assignments and projects, differentiated instruction, independent study, methods to stimulate high level of thought, open-ended tasks, products that reflect complex thought and higher levels of thinking. 


ADA Compliance: The East Cleveland School District is committed to ensuring that our website is accessible to everyone. If you have any questions or suggestions regarding the ADA accessibility of this site, please contact us, as we are continually striving to improve the experience for all of our visitors.

The East Cleveland City School District does not discriminate on the basis of race, color, creed, national origin, age, handicap or sex.
The policy of equal opportunity governs every aspect of the district's operations and activities, including educational programs and employment.