Frederick County Public Schools outlines expanded gifted-and-talented identification, notes staff reductions

Dr. Jessica Reinhart, supervisor of advanced academics for Frederick County Public Schools, briefed the Curriculum & Instruction Committee on the school system’s gifted-and‑talented (GT) identification and services, saying the presentation was intended “to provide you with updates regarding gifted and talented programming in Frederick County Public Schools.”

The update described how FCPS has aligned local practice with the Code of Maryland Regulations (COMAR) and state reporting requirements: universal screening using the Cognitive Abilities Test (CogAT) is administered in grades 2 and 5; formal GT services begin in grade 3; and the district uses multiple measures (ability, performance and potential) to identify students. Dr. Reinhart said the district’s first cohort that was screened universally in early grades are the current rising ninth graders (screened in 2018–19). The presentation noted districtwide GT identification at about 20.4 percent of students (stated in the presentation) and a baseline expectation that at least 5 percent of students be identified at each elementary and middle school.

The district described its service model: early talent‑development for pre‑K–2 (the GEARS program), GT cluster grouping in grades 3–5 at every elementary school, tiered supports including just‑in‑time differentiation and targeted small‑group instruction, middle‑school honors and accelerated math pathways, and high‑school options such as honors, Advanced Placement, dual enrollment, early college and International Baccalaureate at Urbana High School. Dr. Reinhart highlighted school and teacher supports including itinerant advanced‑academics teacher specialists, professional learning, and parent outreach sessions that provide resources (including a shared Google folder and materials from the National Association for Gifted Children).

The presentation included data on subgroup representation and noted ongoing equity work. Committee members pressed the district on representation gaps: for example, the presentation showed Black/African American students make up roughly 14 percent of FCPS enrollment but about 10 percent of the GT identified population (figures discussed aloud during the meeting). Reinhart said the district “endeavor[s] to mirror that as closely as possible” and emphasized partnerships with the multilingual education office and special education teams to improve access for multilingual learners and students with disabilities.

Board members and committee participants asked about screening for multilingual learners, how the district distinguishes high achievement from giftedness, and supports for students who are identified but underachieve. Reinhart said the CogAT administered in grade 2 is language‑neutral and that identification looks for domain‑specific strengths; she added, “We don't un gift a student. What we do is we we watch them,” explaining that students who are struggling continue to be monitored rather than removed from services outright.

Budget and staffing changes were a focus. Reinhart and other staff explained that, after the FY25 budget process, several advanced‑academics teacher specialist positions were shifted and the district moved to a centrally managed itinerant model. The presentation and subsequent clarification reported that 13 positions were reconfigured during the prior budget cycle; currently the district has specialists assigned to serve multiple schools (described in the meeting as eight specialists serving middle schools and nine serving elementary schools). Staff said those specialists are centrally coded but work in schools; that centralization reduced school‑based allocations while keeping specialists in school buildings to provide shoulder‑to‑shoulder coaching, data analysis and occasional tier‑2 pullouts where needed.

Speakers and commenters raised instructional concerns from families: some parents reported GT work felt like “more work” rather than a faster pace or different depth; teachers and parents asked how cluster models and “just‑in‑time” differentiation look in practice. Reinhart said cluster grouping aims to reduce within‑classroom heterogeneity so teachers can better tailor instruction and noted that advanced academic resources (including “quest cards” and “dive deeper” prompts) are available for teachers to use during small‑group instruction or whole‑group differentiation.

The presentation also noted school recognition and outreach: Ballenger Creek Elementary School received the EGATE (Excellence in Gifted and Talented Education) designation after a rigorous portfolio review, and the district continues parent information sessions and professional learning for teachers.

No formal policy changes or votes on program design were taken at the meeting; the only committee vote recorded during the session was approval of the April meeting minutes. Committee members said they will continue to review program data, watch subgroup representation, and follow up on staffing and budget questions during the district’s budget process.

For more information, the district cited COMAR and the district’s ESSA consolidated reporting responsibilities and encouraged parents to contact the Office of Advanced Academics for specific school‑level questions or concerns.