Title-1

The Maryland State Department of Education (MSDE) requires each local school system to identify and serve gifted and talented (G/T) students under COMAR 13A.04.07. The regulations set minimum standards for identification, programs and services, professional learning, and monitoring/reporting—ensuring equitable access to appropriately challenging learning statewide.

Maryland’s rules call for an equitable identification process, a pool that encompasses all students, and universal screening with multiple indicators; MSDE’s model emphasizes early identification and a continuum of services.

Renzulli Learning aligns with Maryland’s framework by helping districts create strong student profiles, support identification with creativity data, deliver rich enrichment options, and streamline documentation.

Cultivating Talent Across the Old Line State

Maryland defines G/T students in law and regulation and expects equitable, transparent, and high-quality services across all schools. MSDE provides program guidance (areas of giftedness, identification recommendations) and professional learning expectations for educators working with G/T students.

Renzulli Learning supports this mission by:

• Building holistic student profiles with the Renzulli Profiler, Learning Styles Inventory, Executive Function Assessment, and Leadership Assessment, and supporting identification via the Cebeci Test of Creativity.

• Supporting student-driven learning strategies by matching enrichment to each learner’s interests, strengths, and readiness.

• Expanding equitable access with a web-based platform adaptable across Maryland’s diverse districts and charters.

Turning Maryland’s Vision into Practice

Renzulli Learning helps districts operationalize COMAR 13A.04.07 by:

• Multiple-criteria student insights that complement local identification processes (interests, creativity, learning styles, executive function, leadership).

• Differentiated & enriched learning through thousands of interest-based resources and SEM-based project tools.

• Professional learning alignment—resources and structures that support educator competencies for G/T instruction.

• Monitoring & reporting features to document services and progress consistent with COMAR’s accountability expectations.