How does Oklahoma define gifted and talented students?

Under Title 70 O.S. §1210.301, gifted and talented children means those identified at the preschool, elementary, and secondary level as having demonstrated potential abilities of high performance capability and needing differentiated or accelerated education or services. The primary identification threshold is scoring in the top 3% on any national standardized test of intellectual ability. The definition may also include students who excel in general intellectual ability, specific academic aptitude, creative or productive thinking, leadership ability, visual and performing arts, or psychomotor ability, identified through multi-criteria evaluation. Standard error of measure may be applied to ability scores (not percentiles) per the 2000 regulatory revision.

How does Oklahoma fund gifted and talented education?

Oklahoma funds G/T education through the state aid weighted formula. Each student identified and served in a G/T program generates a weight of .34 in the state aid formula. This weight is applied to the district's average daily membership to calculate additional state funding. GT monies are part of the general fund and may be expended on items just as other general fund monies. Districts can view their allocation amounts on the OSDE State Aid Gifted and Talented Weight website. Expenditures are now reported through Oklahoma Cost Accounting System (OCAS) Program 251 and 252 reports following HB 1968 (2021).

What is the Annual Gifted Report and what does it require?

All Oklahoma districts are required to complete and submit their Annual Gifted Report through the Oklahoma Education Single Sign-On system. The report must be submitted by the deadline (February 13, 2026 for the current cycle). Districts must upload their Gifted Education Plan (GEP) and evidence of LAC (Local Advisory Committee) meetings. Student count numbers in the Gifted Report are populated from the district's October 1 Consolidated Report, which must be certified before the Gifted Report window closes. The data collected is used for state reporting and compliance purposes. GT Expenditure Reports are now submitted through OCAS Program 251 and 252 (not separately due August 1).

What is Proficiency-Based Promotion and how does it relate to gifted education in Oklahoma?

Proficiency-Based Promotion (OAC 210:35-27-2) allows any student in grades K through 12 to advance in any course area by demonstrating mastery, regardless of formal G/T identification. Subject areas include language arts, math, social studies, science, languages, and the arts. The student, a parent or guardian, or a teacher may request testing. Assessment may include standard exams, portfolios, theses, projects, or other demonstrations of mastery aligned to Oklahoma Academic Standards. Proficiency-Based Promotion is a key acceleration mechanism in Oklahoma that serves gifted and advanced learners without requiring formal G/T identification, and is particularly relevant for students in rural districts with limited G/T program options.

How does Renzulli Learning support Oklahoma's G/T mandate and compliance requirements?

Renzulli Learning supports Oklahoma districts across every compliance dimension. For identification: the Profiler provides multi-criteria evidence for capability areas beyond the top-3% intellectual threshold; the CTC (Cebeci Test of Creativity) provides scored evidence for creative thinking and performing arts domains; the EFA identifies twice-exceptional students. For programming: the enrichment database delivers 40,000+ interest-matched, above-level activities demonstrating depth, breadth, and pace; PBL tools scaffold Type III investigations. For annual compliance: the PSP documents each student's identified capability area, program activities, and growth evidence, generating the program records the Annual Gifted Report and GEP require. For audit defense: PSP aggregated records demonstrate that depth, breadth, and pace of curriculum are in compliance for each identified student, directly addressing the 2x penalty audit standard.

Gifted and Talented Education · Oklahoma

Gifted Education in Oklahoma: A 1981 State Mandate, Top-3% Identification, a .34 State Aid Weight, a 2x Audit Penalty, and OGES Certification

Q: Is gifted and talented education mandated in Oklahoma?

Yes. Oklahoma mandated G/T education in 1981 under Title 70 O.S. §§1210.301-308, making it one of the first 17 states in the country to do so. Under §1210.308, it is the duty of each school district to provide gifted child educational programs and to serve identified students. This is a mandatory obligation, not a permissive one. Districts that fail to provide appropriate programs and services face an audit by the State Department of Education and a state aid penalty of twice the G/T weight generated for each non-served student.

Q: What is the penalty for an Oklahoma district that fails a G/T compliance audit?

Under Title 70 O.S. §1210.308, state aid to a district shall be reduced by an amount equal to twice the amount of that portion of state aid generated by the gifted and talented weight for each student the district identified as gifted and talented but for whom the district has not demonstrated, upon audit, that the depth, breadth, and pace of the curriculum have been and continue to be in compliance. The penalty is enforced by reducing state aid during the next school year following the audit or completion of an appeal. This 2x clawback makes compliance financially significant: a district generating $100 in G/T weight for a non-served student loses $200 in state aid.

Q: What is the Oklahoma Gifted Education Specialist (OGES) certification?

The Oklahoma Gifted Education Specialist (OGES) certification was approved by the Oklahoma State Board of Education on May 24, 2012. It is a specific educator certification for G/T specialists, with its own standards and competencies. The State Board also approved Oklahoma Gifted Education Standards and Competencies on the same date. All G/T program personnel are required by administrative rule (OAC 210:15-23-7) to participate in inservice training designed to educate and assist in the area of gifted education. OSDE provides a GT Teacher Training Webinar Series for this purpose, with a completion certificate available through an Airtable form.

Oklahoma has mandated G/T education since 1981 under Title 70 O.S. §§1210.301–308. Every district shall provide gifted programs. The state funds each identified student through a .34 aid weight and penalizes noncompliant districts at twice that amount. Renzulli Learning supports the identification, differentiated programming, and annual documentation that Oklahoma’s mandate and audit standard require.

Start Your Free 30-Day Trial Schedule a Demo Download the Alignment Summary

1981

year Oklahoma mandated G/T education, one of the first 17 states in the nation to do so

Top 3%

primary identification threshold on any national standardized test of intellectual ability; plus multi-criteria for additional capability areas

.34

state aid weight per identified student served in a G/T program; one of the few states with direct per-pupil G/T funding

state aid penalty for each non-served identified student found noncompliant in an OSDE audit; the strongest compliance consequence in this series

Title 70 O.S. §1210.301 · Definition and Identification

How Oklahoma Defines and Identifies Gifted and Talented Students

Oklahoma’s definition under Title 70 O.S. §1210.301 centers on demonstrated potential abilities of high performance capability requiring differentiated or accelerated education. The primary threshold is scoring in the top 3% on any national standardized test of intellectual ability. The standard error of measure may be applied to ability scores (not percentiles) per the 2000 regulatory revision. Beyond the top-3% threshold, districts shall identify children in additional capability areas by means of a multi-criteria evaluation:

🧠

General Intellectual Ability

Broad cognitive giftedness across academic domains; the primary domain addressed by the top-3% standardized test threshold

Renzulli: Profiler (academic engagement), EFA (cognitive profile), PSP documentation

📚

Specific Academic Aptitude

Exceptional achievement or potential in one or more specific subject areas; distinct from overall intellectual ability

Renzulli: Profiler (subject-area interest concentration), Enrichment database, PBL

💡

Creative or Productive Thinking

Ability to generate original ideas, novel solutions, and innovative approaches to complex problems

Renzulli: CTC (scored creativity assessment), PBL Type III original investigations

🌟

Leadership Ability

Capacity to direct, motivate, and guide others; social intelligence and organizational skills at exceptional levels

Renzulli: Leadership Assessment (scored behavioral evidence), community-connected PBL

🎭

Visual and Performing Arts

Exceptional talent in visual arts, music, drama, dance, or other performing arts disciplines

Renzulli: CTC (creative and artistic potential), Profiler (arts-area interest and engagement)

🏃

Psychomotor Ability

Exceptional physical skill, coordination, and kinesthetic intelligence applied in athletic or performance contexts

Renzulli: Profiler (physical and kinesthetic interest domains), Leadership Assessment

First and second grade identification: For grades 1 and 2 students, Oklahoma allows districts to utilize other evaluation mechanisms such as teacher referrals in lieu of standardized testing. This flexibility recognizes that standardized intellectual ability tests may not be developmentally appropriate for very young children, and that teacher observation and referral provide valid early identification pathways. Renzulli Learning’s Profiler interest and engagement data and the Leadership Assessment provide the structured early-grade evidence that supports these referral-based identification decisions.

Title 70 O.S. §1210.308 · The Mandate, the Funding, and the Penalty

Oklahoma’s G/T Compliance Architecture: Mandate, Funding Weight, and the 2x Audit Penalty

Oklahoma’s G/T framework creates a powerful three-part structure: a mandatory program obligation, a per-pupil funding incentive, and a significant financial penalty for noncompliance. Understanding all three is essential for every Oklahoma G/T coordinator and district administrator.

The Mandate: Each District Shall Provide G/T Programs (§1210.308)

It is the duty of each school district to provide gifted child educational programs and to serve identified students. This is mandatory, not permissive. Districts must notify parents in writing of each identified child and the program that will be provided. Programs must demonstrate depth, breadth, and pace of curriculum appropriate for each identified student.

The Funding: .34 State Aid Weight per Identified Student Served

Oklahoma funds G/T through the state aid weighted formula. Each student identified and served generates a weight of .34 applied to the district’s average daily membership. This is one of the few states in the series providing direct per-pupil G/T funding. GT monies are general fund monies. Expenditures are reported through OCAS Program 251 and 252 following HB 1968 (2021).

Annual Gifted Report: GEP, LAC Evidence, and Student Count

All districts must submit the Annual Gifted Report through Oklahoma Education Single Sign-On by the deadline. Districts must upload their Gifted Education Plan (GEP) and evidence of LAC (Local Advisory Committee) meetings. Student count numbers are populated from the October 1 Consolidated Report, which must be certified first. Contact: Dr. Regina Hein, [email protected] | (405) 522-3188.

OSDE Audits: Depth, Breadth, and Pace Must Be Demonstrated

The State Department of Education conducts audits to verify that districts have demonstrated that the depth, breadth, and pace of the curriculum have been and continue to be in compliance for each identified student. An audit can be triggered by failure to provide appropriate programs and services. Districts must be able to produce individual student-level evidence of compliant programming.

The 2x Penalty: State Aid Reduced by Twice the G/T Weight for Non-Served Students

Under §1210.308, state aid is reduced by an amount equal to twice the G/T weight for each identified student for whom the district cannot demonstrate compliance upon audit. The penalty is enforced the following school year after the audit or appeal. Example: a district generating $500 in G/T weight for 10 non-served students loses $1,000 in state aid for those students. This 2x clawback makes individual student-level documentation of compliant programming a financial priority, not just a compliance formality.

What the 2x penalty means for program documentation: Every identified student must have individual evidence of programming that demonstrates depth, breadth, and pace appropriate to their identified capability area. A roster of identified students is not sufficient; the district must be able to show, for each student, what differentiated programming was provided, how it went beyond the regular curriculum in depth and breadth, and whether pace was appropriately accelerated. Renzulli Learning’s PSP is the instrument that creates this student-level evidence trail automatically through the normal course of program delivery.

OGES Certification · GT Teacher Training · Proficiency-Based Promotion

Oklahoma’s G/T Educator Ecosystem: OGES Certification, Required Inservice Training, and Proficiency-Based Promotion

OGES Certification (approved May 24, 2012): The Oklahoma State Board of Education established the Oklahoma Gifted Education Specialist (OGES) certification with its own standards and competencies. This is a dedicated educator credential for G/T specialists, distinct from general teacher certification. The State Board simultaneously approved the Oklahoma Gifted Education Standards and Competencies, providing the professional framework for gifted education practice in Oklahoma. OGES certification requirements are available through OSDE’s Teacher Certification office.

Required GT Teacher Training (OAC 210:15-23-7): Administrative rule requires all G/T program personnel to participate in inservice training designed to educate and assist in the area of gifted education. OSDE provides a GT Teacher Training Webinar Series to meet this requirement. Each session is approximately 60 minutes with built-in discussion time. Completion generates a professional development certificate through an Airtable form (contact: [email protected]). Monthly GT updates are available via OSDE GovDelivery signup.

Proficiency-Based Promotion (OAC 210:35-27-2): Any student in grades K through 12 may advance in any course area by demonstrating mastery, regardless of formal G/T identification. Subject areas include language arts, math, social studies, science, languages, and the arts. The student, a parent or guardian, or a teacher may request assessment. Proficiency-Based Promotion is a key acceleration pathway for gifted and advanced learners, particularly in rural districts where formal G/T program options may be limited.

Platform tools for Oklahoma’s mandate requirements

Renzulli Learning Mapped to Oklahoma’s G/T Statute, Audit Standard, and Annual Report Requirements

Renzulli Profiler, Multi-Criteria Identification Beyond the Top-3% Threshold, and Annual GEP Documentation: Oklahoma’s top-3% standardized test threshold identifies students in the General Intellectual Ability domain, but multi-criteria evaluation is required for the five additional capability areas. The Profiler generates a structured student self-report across 14 interest and engagement areas, providing qualitative evidence relevant to Specific Academic Aptitude, Leadership Ability, Visual and Performing Arts, and Psychomotor Ability identification. For first and second grade students, the Profiler provides the structured referral-supporting data that allows teacher referral-based identification to be evidence-backed rather than anecdotal. For the Annual Gifted Report and GEP, Profiler data documents the identification instruments used and the capability areas addressed, directly supporting the annual compliance submission.

Cebeci Test of Creativity (CTC), Creative or Productive Thinking Domain, and Visual and Performing Arts Domain: Two of Oklahoma’s six capability areas center on creativity: the Creative or Productive Thinking domain and the Visual and Performing Arts domain. The CTC provides scored, standardized evidence of creative potential across these domains, capturing creative capability that standardized intellectual ability tests do not measure. For Oklahoma districts relying solely on the top-3% threshold, entire cohorts of students with exceptional creative and artistic potential are systematically missed. The CTC closes this gap with a validated measurement instrument that produces the multi-criteria evidence §1210.301 requires for these capability areas. Multi-year CTC implementations show measurable creativity score growth, providing program-level evidence that depth and breadth in the creative domain are being developed.

Executive Function Assessment (EFA), Twice-Exceptional Student Identification, and Equitable Access: Oklahoma’s mandate applies to all identified students regardless of disability status. Twice-exceptional (2E) students whose giftedness is masked by ADHD, dyslexia, or other learning differences are often missed by the top-3% threshold alone. The EFA provides a developmental profile that distinguishes the 2E pattern (strong metacognitive flexibility + task initiation challenges) from students with no exceptional ability, enabling districts to identify gifted students whose test scores underrepresent their actual capability. For Oklahoma’s significant population of students in rural districts and tribal communities where prior enrichment exposure may be limited, the EFA identifies exceptional capability that standardized testing alone systematically underestimates.

Leadership Assessment, Leadership Ability Domain, and Oklahoma Academic Scholar Program: Oklahoma’s Leadership Ability domain requires multi-criteria evidence of capacity to direct, motivate, and guide others at exceptional levels. The Leadership Assessment provides scored behavioral evidence of these dimensions, measuring collaboration, initiative, civic engagement, and communication in real-world project and community contexts. For the Oklahoma Academic Scholar program (recognizing seniors who meet rigorous criteria including GPA, ACT/SAT scores, and AP coursework), Leadership Assessment scores provide behavioral evidence that complements academic achievement indicators. For districts with limited access to formal leadership development programs, the Leadership Assessment identifies leadership capability that might otherwise be invisible in the G/T identification process.

Enrichment Database, Depth, Breadth, and Pace Programming, and the .34 Aid Weight Compliance Standard: Oklahoma’s audit standard requires districts to demonstrate that depth, breadth, and pace of curriculum have been and continue to be in compliance for each identified student. The enrichment database delivers 40,000+ interest-matched, above-level investigations organized by subject area and complexity level, providing the content library that makes depth and breadth programming operationally practical for every capability area. For the .34 weight compliance standard, enrichment database engagement creates the paper trail showing what above-level content each student accessed, in what domain, and at what complexity level. This is the depth-and-breadth evidence the audit standard requires, generated automatically through normal program delivery rather than assembled retroactively.

Project-Based Learning (PBL), Pace and Depth of Curriculum, and Proficiency-Based Promotion Evidence: Oklahoma’s programming standard requires depth, breadth, and pace for each identified student. PBL delivers all three: original student investigations of real problems go beyond the regular curriculum in depth (complex, multifaceted problems); breadth (interdisciplinary connections across Oklahoma Academic Standards); and pace (self-directed, accelerated investigations that outrun grade-level content). For Proficiency-Based Promotion, PBL project artifacts serve as the portfolio and project-based evidence that OAC 210:35-27-2 recognizes as valid for demonstrating course-level proficiency. Students pursuing Proficiency-Based Promotion in multiple subject areas can use PBL project portfolios as the demonstration evidence for each area.

Personal Success Plan (PSP), Annual Gifted Report Documentation, GEP Evidence, and 2x Penalty Audit Defense: The PSP is the central instrument for Oklahoma’s compliance documentation requirements. For the Annual Gifted Report: PSP records document each identified student’s capability area, identification criteria used, and program activities, providing the data that populates the report accurately. For the Gifted Education Plan: PSP aggregate data demonstrates that the district’s GEP is being implemented at the student level, not just written and filed. For the 2x penalty audit: PSP records are the individual student-level evidence that depth, breadth, and pace have been and continue to be in compliance for each identified student. The PSP creates this audit defense record automatically through the normal course of program delivery, so districts are never caught scrambling to assemble evidence after an audit is announced.

Oklahoma G/T requirements and Renzulli Learning side by side

Title 70 §§1210.301–308 and Renzulli Learning: Direct Alignment

Oklahoma G/T Requirement	Renzulli Learning Contribution
§1210.308: Each District Shall Provide G/T Programs Mandatory; failure to provide triggers OSDE audit; noncompliance results in 2x state aid penalty	Profiler + CTC + EFA + Leadership Assessment (identification across all six capability areas); Enrichment database + PBL (differentiated programming with depth, breadth, and pace); PSP (individual student documentation). One platform delivers everything the mandate requires.
§1210.301: Top-3% Primary Threshold + Multi-Criteria for Six Capability Areas Standardized test of intellectual ability; SEM applicable; multi-criteria for additional domains	Profiler: engagement evidence for all non-intellectual domains. CTC: scored creativity for Creative Thinking and Visual/Performing Arts. EFA: 2E identification. Leadership Assessment: scored evidence for Leadership Ability. Four instruments covering all six Oklahoma capability areas beyond the standardized test threshold.
.34 State Aid Weight per Identified Student Served Funding contingent on student being identified AND served; OCAS Program 251/252 reporting	PSP documents that each identified student was served: what programming was provided, in what domain, at what level. This student-level service documentation is the evidence that the .34 weight was legitimately claimed. Enrichment database engagement records and PBL project completion records support the claim that identified students were actively served.
2x Audit Penalty: Depth, Breadth, and Pace Must Be Demonstrated per Student State aid reduced by twice the G/T weight for each identified student without compliant programming evidence	PSP is the audit defense: individual student records documenting capability area, identification evidence, programming activities, and growth evidence. Enrichment database access logs show depth and breadth of above-level content. PBL project records show pace of accelerated investigation. Together they answer exactly what an OSDE audit examines for each student.
Annual Gifted Report: GEP, LAC Evidence, October 1 Count Single Sign-On submission; GEP upload; LAC meeting evidence; student count from October 1 report	PSP aggregate reporting generates the program activity data the Annual Gifted Report requires. GEP documentation is supported by PSP records showing which program elements were implemented at the student level. LAC meeting evidence is strengthened by PSP program data demonstrating what the committee is overseeing.
OGES Certification and Required GT Inservice Training (OAC 210:15-23-7) All G/T personnel must participate in gifted education inservice; OGES standards and competencies	Using Renzulli Learning builds applied G/T expertise aligned to OGES competency areas: Profiler builds strength-based identification practice; CTC builds creativity theory in practice; EFA builds 2E recognition skills; PBL builds Type III facilitation competencies. Platform use is evidence of ongoing applied professional development aligned to OGES standards.
Proficiency-Based Promotion (OAC 210:35-27-2) Any student K-12; all subject areas; parent, student, or teacher may request; portfolio evidence valid	PBL project artifacts serve as the portfolio evidence that OAC 210:35-27-2 recognizes for Proficiency-Based Promotion demonstrations. Students pursuing advancement in multiple subject areas can use PBL project portfolios aligned to Oklahoma Academic Standards as course-level proficiency demonstrations.

Frequently asked questions

Oklahoma Gifted and Talented Education: Common Questions

Is gifted and talented education mandated in Oklahoma?

Yes. Oklahoma mandated G/T education in 1981 under Title 70 O.S. §§1210.301–308, making it one of the first 17 states in the nation to do so. Under §1210.308, it is the duty of each school district to provide gifted child educational programs and to serve identified students. This is a mandatory obligation. Districts that fail to provide appropriate programs and services face an OSDE audit and a state aid penalty of twice the G/T weight generated for each non-served identified student.

How does Oklahoma define and identify gifted and talented students?

Under §1210.301, gifted and talented children are those with demonstrated potential abilities of high performance capability needing differentiated or accelerated education. The primary threshold is scoring in the top 3% on any national standardized test of intellectual ability. Standard error of measure may be applied to ability scores per the 2000 regulatory revision. Districts shall also identify children in six additional capability areas by multi-criteria evaluation: General Intellectual Ability, Specific Academic Aptitude, Creative or Productive Thinking, Leadership Ability, Visual and Performing Arts, and Psychomotor Ability. For grades 1 and 2, teacher referrals may be used in lieu of standardized testing.

How does Oklahoma fund gifted and talented programs?

Oklahoma funds G/T through the state aid weighted formula. Each student identified and served in a G/T program generates a weight of .34 applied to the district’s average daily membership. GT monies are general fund monies and may be expended just as other general fund monies. Expenditures are reported through Oklahoma Cost Accounting System (OCAS) Program 251 and 252 following HB 1968 (2021) — separate GT Expenditure Reports are no longer due August 1. Districts can view their allocation amounts on the OSDE State Aid Gifted and Talented Weight page.

What is the 2x audit penalty and how does it work?

Under §1210.308, state aid to a district is reduced by an amount equal to twice the G/T weight for each identified student for whom the district cannot demonstrate, upon OSDE audit, that the depth, breadth, and pace of the curriculum have been and continue to be in compliance. The penalty is enforced the following school year after the audit or completion of an appeal. This means a district generating $500 in G/T weight for 10 non-served students loses $1,000 in state aid for those students. Individual student-level documentation of compliant programming is essential for every identified student.

What is the Annual Gifted Report and what must districts submit?

All districts must submit the Annual Gifted Report through Oklahoma Education Single Sign-On by the annual deadline. Districts must upload their Gifted Education Plan (GEP) and evidence of LAC (Local Advisory Committee) meetings. Student count numbers are populated from the October 1 Consolidated Report, which must be certified first before the Gifted Report window closes. The data collected is used for state reporting and compliance. Contact: Dr. Regina Hein, [email protected] | (405) 522-3188.

What is the OGES certification and what GT training is required?

The Oklahoma Gifted Education Specialist (OGES) certification was approved by the State Board of Education on May 24, 2012, with its own standards and competencies. Administrative rule OAC 210:15-23-7 requires all G/T program personnel to participate in inservice training in gifted education. OSDE provides a GT Teacher Training Webinar Series (approximately 60 minutes per session) to meet this requirement. Completion generates a professional development certificate. Monthly GT updates are available via OSDE GovDelivery newsletter signup. Contact for training: [email protected].

What is Proficiency-Based Promotion and how does it serve gifted students?

Proficiency-Based Promotion (OAC 210:35-27-2) allows any student in grades K through 12 to advance in any course area by demonstrating mastery, regardless of formal G/T identification. Subject areas include language arts, math, social studies, science, languages, and the arts. The student, a parent or guardian, or a teacher may request assessment. Valid evidence includes standard examinations, portfolios, theses, projects, or other demonstrations aligned to Oklahoma Academic Standards. Proficiency-Based Promotion is particularly valuable for gifted students in rural districts with limited G/T program options and for students seeking acceleration beyond their identified grade level.

How does Renzulli Learning help Oklahoma districts pass a G/T compliance audit?

Oklahoma’s audit standard requires districts to demonstrate that depth, breadth, and pace of curriculum have been and continue to be in compliance for each identified student. Renzulli Learning creates this evidence automatically: the PSP documents each student’s capability area, identification criteria, program activities, and growth evidence; enrichment database access logs show depth and breadth of above-level content engagement; PBL project records show pace and complexity of accelerated investigations. Together these records answer exactly what an OSDE audit examines for each identified student, providing per-student audit defense without requiring retroactive assembly of scattered records.

Official sources

Oklahoma Gifted and Talented Education Resources

Explore Renzulli Learning’s gifted and talented alignment for other states:

All States G&T Alignment Texas Kansas Missouri Arkansas Colorado Maine

Ready to Meet Oklahoma’s G/T Mandate, Document Depth and Breadth for Every Identified Student, and Build Your Audit Defense?

Start a 30-day free trial with full platform access, no credit card required. Or schedule a demo with a consultant who understands Oklahoma’s §1210.308 mandate, the .34 state aid weight, the 2x audit penalty, and the Annual Gifted Report documentation your district needs.