Maryland’s School Districts

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State Superintendent

Dr. Karen Salmon, Biography

MD State Department of Education

Maryland State Department of Education (MSDE) website

State Gifted and Talented Education Administrator

Dr. Bruce D. Riegel, Lead Specialist for Gifted Education Maryland State Department of Education 200 West Baltimore Street, 5th Floor Baltimore, MD  21201 Phone:  410-767-0527 Email:  bruce.riegel@maryland.gov

Maryland State Department of Education (MSDE) Gifted and Talented Program
Maryland State Advisory Council for Gifted and Talented Education
Gifted Education in Maryland Brochure
Gifted Education in Maryland Flyer

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List of District GT Contacts and Web Pages

Tools to Evaluate Your District

Criteria for Excellence: Gifted and Talented Program Guidelines Annotated Code of the Public General Laws of Maryland
Code of Maryland
Regulations for Gifted and Talented Education
Code of Maryland
Regulations for Gifted and Talented Education Teacher Specialist
NAGC K-12 Gifted Program Standards

Excellence in Gifted and Talented Education (EGATE) School Award

This recognition program honors elementary, middle and high schools that offer gifted and talented programs aligned with the objectives and criteria of the Maryland Criteria for Excellence: Gifted and Talented Program Guidelines and the Code of Maryland Regulations (COMAR) 13A.04.07 Gifted and Talented Eduation.  Each EGATE school submitted a comprehensive application which provided documentation of twenty one (21) different criteria under four (4) program objectives. Here is a current list of EGATE awarded schools

Frequently Asked Questions About the Common Core and Gifted Education
(NAGC)I see you

What is Differentiated Instruction?

How Many Ability Levels Can One Teacher Juggle? The Case for Differentiated Differentiation – Duke TIP Digest of Gifted Research

“At its most basic level, differentiated instruction means shaking up what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas and expressing what they learn.  In other words, a differentiated classroom provides avenues to acquiring content, processing or making sense of ideas, and developing products.”  Specifically, differentiated instruction is:

  • Proactive
  • More qualitative than quantitative
  • Aimed at offering multiple approaches to content, process, and product
  • Student-centered
  • A blend of whole-class, group, and individual instruction

Teachers in differentiated classrooms begin with a clear and solid sense of what constitutes powerful curriculum and engaging instruction.  Then they ask what it will take to modify that instruction so that each learner comes away with understandings and skills offering guidance in the next phase of learning.  Essentially, teachers in differentiated classrooms accept, embrace and plan for the fact that learners bring many commonalities to school, but that they also bring the essential differences that make them individuals.  Teachers can allow for this reality in many ways to make classrooms a good fit for each individual.  ASCD Web Site Source: Adapted from The Differentiated Classroom: Responding to the Needs of All Learners, by C. Tomlinson, 1999, Alexandria, VA: Association for Supervision and Curriculum Development.