Gifted Programming in RISD
An Unofficial Guide Created by GEAR
As parents of kids enrolled in schools throughout Richardson Independent School District (RISD), we all remember having questions about the gifted program: how do children qualify, what does it really mean to be “gifted” anyway, what changes as kids get older, and so many more. For many of us, we learned the answers through experience or through talking with others.
As members of Gifted Education Alliance of Richardson (GEAR), a nonprofit membership organization that serves families and educators of gifted children in RISD, we realized that it might be helpful for us to try to share what we’ve learned with other families.
Below, you will find a list of the questions we’ve heard most frequently, along with our answers and links to RISD’s Advanced Learning Services’ newsletters on the topics whenever possible. RISD also has an Advanced Learning Programs & Services Handbook
Importantly, this is an unofficial guide to gifted programming in RISD. We, a mix of parents and experts in gifted education, wanted to provide some information on commonly asked questions in an organized way. But for any question, you should always feel free to reach out to staff members in the Advanced Learning Services department for additional clarification: their voices are the final word! And if you have questions related to gifted and advanced learning opportunities in RISD that aren’t answered here but that you’d like to discuss with other parents in the district, we encourage you to join our GEAR Facebook page or contact us at president@gearichardson.org.
This guide is divided into five main sections:
1) General questions (e.g., what does it mean to be gifted)
2) Elementary school questions
3) Junior high and high school questions
4) Other questions
5) Additional resources
There's also a sixth section that tells you more about how to join GEAR and learn more about supporting your child in RISD! Please read below for more information!
General Questions
What does it mean to be gifted, anyway?
The short answer: it’s complicated. Usually, the term “gifted” means that a child has an advanced ability or potential in one or more areas compared to other kids their age. Kids who are gifted often have advanced thinking compared to their peers in a specific domain, intense curiosity, and persistence in activities that interest them.
There are pros and cons of this - it can be amazing when they are able to learn new things in their domains of strength, but if they are not challenged in some way to deeply engage in things that interest them, they can experience boredom, frustration, anxiety, and other feelings about school. We’ll expand on some of this in response to another question below.
There are formal definitions of giftedness at the national and the state level. The National Association for Gifted Children (NAGC) provides a definition from the Elementary and Secondary Education Act: “Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities.”
They note that such students require modification(s) to their educational experience(s) to learn and realize their potential, and that they:
Come from all racial, ethnic, and cultural populations, as well as all economic strata.
Require sufficient access to appropriate learning opportunities to realize their potential.
Can have learning and processing disorders that require specialized intervention and accommodation.
Need support and guidance to develop socially and emotionally as well as in their areas of talent.
The Texas Education Agency describes a gifted/talented student as “A gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who exhibits high-performance capability in an intellectual, creative, or artistic area, possesses an unusual capacity for leadership; or excels in a specific academic field. (Texas Education Code §29.121).”
The Columbus Group explains that in kids who are gifted, “advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm” (Columbus Group, 1991).
For what it’s worth, RISD prefers to talk about this as “qualifying for gifted services” (a verb) instead of “being a gifted student” (a noun). They talk about this some here: https://www.smore.com/mw0r4-gifted-talented-education
RISD has a newsletter describing what “gifted” means and how to refer children to be screened for gifted services: https://www.smore.com/a78bq-gifted-referral-process
Aren’t all kids “gifted”?
All children absolutely have “gifts”. Every single child has strengths and positive characteristics. All kids are special.
Honestly, many of us dislike the word “gifted”, because it feels like such a loaded term. But that’s the term that the State of Texas uses to describe these students in the laws districts must follow, so that’s the language we need to use, too. Generally, in education, the word “gifted” refers to when a child has an advanced capacity to learn and apply what is learned compared to their peers. It does NOT mean “good”, “better”, or “special”; it’s just a term that describes some kids and allows them to receive services that meet their unique learning needs.
In addition, please note that while some definitions of giftedness talk about capacity in creative, artistic, and other domains, gifted services here in RISD are provided based on verbal (language), quantitative (math/number), and non-verbal (spatial) reasoning assessments. You may have a child that is talented in another area that is not formally accommodated with coursework labeled “gifted” within RISD. We could go on and on about this, because we think there are a lot of gifts that need to be supported. But we did want to mention there are some amazing opportunities in RISD to support students with different kinds of strengths. For instance, musically inclined students might get involved with orchestra or band, pursuing outside lessons and/or working to qualify in the top music group at their school; artistically inclined students might immerse themselves in a visual arts magnet program in junior high or high school. There are many other kinds of opportunities that are available as well, even if they don’t fit under the umbrella of gifted services.
Aren’t gifted students going to do just fine on their own? Why bother enrolling a child who qualifies into gifted services?
The short answer: this is complicated, too.
Some kids are doing absolutely fine in their classroom, and they would not benefit from additional support in terms of deeper thinking and greater challenges. But many kids who qualify for gifted services need some additional mental stimulation, different peer grouping, and/or different lesson levels and pacing to help them be able to keep learning and growing as well as to help them maintain or develop a positive attitude about school.
What are some of the challenges that kids who are gifted can face?
It is important to note that each child is different, and also that children who do not qualify for gifted services can also face some of the challenges mentioned here. But here are some examples (pulled in part from the NAGC’s traits of giftedness and the Davidson Institute’s What is Giftedness? articles):
Asynchronous development, which is another way of saying uneven development. Children who qualify for gifted services can be remarkably ahead of their peers in some areas while functioning at a drastically lower level in other areas, such as social and emotional ones. One second, they’ll be talking deeply about how the universe began or concentrating on mastering a really complicated math problem, and the next second, they’ll get into an argument with a sibling and act like someone years younger. They may struggle to refrain from asking their teachers many questions, ignoring that some of their questions are not appropriate for a general audience.
Underachievement. Some kids feel like they are regularly given work that is too easy for them and/or has no purpose. In the short term, some kids might handle this fine, but others start to feel bored and act up, feel depressed that school is so boring, and/or feel angry that they are having to do things that are a waste of their time. In some cases, they stop bothering trying. In the long term when they eventually experience more challenging work, they can react poorly, not having had opportunities to manage what it feels like to be challenged.
Anxiety. When a child is able to process new things quickly, they can sometimes notice LOTS of things, and that can be overwhelming.
Intensity. Children who are gifted sometimes have intense passions that they are able to think deeply about, and it can be challenging for others to know how to handle interacting with such intensity.
Perfectionism. Kids who can process things deeply in areas of strength can often notice weaknesses in their work in ways that their peers might not. This can lead to all-or-none thinking, where a child thinks their work has to be perfect or it’s worthless. It can be hard for those around them to know how to support their kids when they have perfectionistic tendencies (see this article for more information).
Who is in charge of gifted coursework in RISD?
The Advanced Learning Programs and Services department is in charge of all gifted and advanced learning curriculum. You can find out more about the current staff here:
Elementary School Questions
How do children in elementary school get placed into gifted services?
As of fall 2023, all second graders and sixth graders in RISD are automatically screened with a test called the CogAT unless that is deemed inappropriate because of learning needs. In other elementary school grades, parents need to refer their child for testing. In some cases, teachers may also seek permission from parents to refer a student for testing.
We recommend reviewing RISD’s newsletters for the most up-to-date timelines:
RISD has a newsletter on how children are referred to gifted services: https://www.smore.com/a78bq-gifted-referral-process
RISD’s newsletter on the timing of referral and testing is located here:
https://www.smore.com/qgarm-gt-testing-timeline
What gifted and/or advanced learning services are available in elementary school?
In short, they receive a 2-hour a week “pullout” class with other students who have qualified for gifted services with an Advanced Learning Teacher. RISD states that they also use a class placement method called “clustering” to group kids who qualify for gifted services with other identified students in their regular classroom(s).
RISD’s newsletter about how elementary services work is shared here: https://www.smore.com/47ryu-elementary-gifted-services
Total school clustering is discussed here:
https://www.smore.com/c19vy-total-school-cluster-grouping
What do children do in gifted pullout services in elementary school?
Children who have qualified for the 2 hour pullout gifted program receive a lesson linked to a yearly theme that connects to the elementary TEKS as well as the Gifted and Talented Standards. The lessons are meant to build upon each other within that Universal Theme, and push the students to work on skills that enhance their Verbal, Quantitative, and/or Non-Verbal strengths.
Some of the previous Universal Themes have been:
Systems
Horizons
Communication
Exploration
I got back my child’s scores from the Cognitive Abilities Test (CogAT), but what do they mean?
RISD has a newsletter on how to interpret children’s CogAT scores:
https://www.smore.com/kte18-about-my-child-s-assessment
The CogAT includes 3 sections: verbal (which measures verbal reasoning and flexibility), quantitative (which measures working with numbers and symbols), and nonverbal (which measures reasoning using figures).
As of fall 2023, students can qualify for elementary gifted services by having a standard age score (abbreviated as SAS) of 130 in at least 2 of the 3 areas. This is equivalent to the 95th percentile or higher compared to their same age peers.
The CogAT is NOT an IQ test, although the scoring is similar. The company that makes CogAT put out a guide for teachers to explain how to interpret the scores with parents that provides some information on interpretation: https://resources.finalsite.net/images/v1611110551/dunlapcusdnet/fh2lxilxmwjjbfzntmdn/CogATCommunicatingTestResults.pdf
Can my child receive more challenging coursework or go up a grade in a subject, like math, and if so, how?
Yes. This is known as single-subject acceleration. According to the Texas State Plan for the Education of Gifted/Talented Students, children MUST have the “ability to learn at the pace and level appropriate for their abilities and skills”, and that can sometimes involve “acceleration”: going through coursework at a faster pace than their peers. For instance, it could be that a child has already mostly mastered the math material in their grade, and they would benefit from going up one grade to take math that would be more appropriate for their level so that they can keep growing.
So how does the district know if someone qualifies for single-subject acceleration? As of the writing of this response, caregivers need to sign up their child to take a test to see if they can earn “Credit by Exam”, and they need to do well enough so that they can receive credit for that grade. For instance, a 2nd grader might take a Credit by Exam test for 3rd grade math; if she does well enough, when she enters 3rd grade the next year, she should be given the opportunity to go to the 4th grade classroom for math. It is important to note that state law requires that districts offer gifted students the opportunity to be evaluated for single-subject acceleration earlier than grade 6, but it is left to districts to decide whether to allow other students to be evaluated. All students at any age can request to be considered for a full grade skip, which involves taking Credit by Exam tests in all four core subjects (math, social studies, language arts, and science).
How do you know if your child will be able to qualify? To our awareness, this isn’t an easy question to answer for RISD yet. We’ve heard some people say that if your child is finding a subject easy and is consistently scoring in the 99th percentile for a specific subject (e.g., math) on the MAP test (Measures of Academic Progress), it could be worth reaching out to an administrator for additional information, but they can vary on what they think they about acceleration and what they think should qualify someone to be encouraged to take the Credit by Exam test.
For now, we recommend that people thinking that their child might benefit from acceleration reach out to the staff member who helps support acceleration in the district. Currently, that is Sara Mooney. The Sage PTA (Special and Gifted Education PTA) also has parent volunteers who have received professional training in this area and can share free resources that help parents learn more about acceleration recommendations.
RISD has a newsletter related to the Credit by Exam, but it doesn’t go into much detail about what qualifies:
https://www.smore.com/6fpre-credit-by-exams-acceleration
How does single-subject acceleration work in elementary school?
If a child demonstrates exceptional skill in a specific subject, their parent or teacher can initiate a conversation with administration about testing for single-subject acceleration. Testing procedures have varied over the years, but the Advanced Academic office determines what kind of testing the child will complete and what will be the benchmark for acceleration. Once testing is complete, a meeting between Advanced Academic representatives, school administrators, and parents will be held to discuss results and logistics if acceleration will be done.
When the child is accelerated, they will attend the higher grade level class for that subject and will take appropriate standardized testing for that grade (STAAR, etc). Their schedule will be adjusted to accommodate the acceleration. How this works in practice may vary depending on the grade and the schools; please see below for additional information).
There is a parent-led discussion group on Facebook for families interested in talking about acceleration options with other families in RISD. This is not run by GEAR, but many families involved with GEAR have found it to be a helpful resource. To join, submit a request at https://www.facebook.com/groups/AccelerationRISDGTParents.
If my child accelerates in a single subject, what happens when they are split between schools?
As of January 2024, the RISD Advanced Learning Programs and Services Handbook states that online courses taught by RISD teachers will be offered during “zero hour” (before school) for students who need to access math at a higher-level RISD campus. This could cover a child in elementary school who needs access to a math class offered in junior high/middle school, or a child in junior high/middle school who needs access to a math class offered in high school.
The Texas State Plan, however, states that districts must offer GT services during the school day (Texas State Plan for the Education of Gifted/Talented Services, Section 3.1). According to the TEA, GT services include subject acceleration placements for GT students (Sections 3.8, 4.5). Accordingly, if a GT student qualifies for subject acceleration and if a zero hour class is not the best option for a GT student, parents can ask for another option, and another option must be provided. The alternative option must allow the student to continue progressing in that subject without gaps in instruction (i.e., they shouldn’t have to wait a year).
Can my child completely skip a grade, and if so, how?
Yes. Definitely talk to the district level staff members about whether this makes sense for your child. The nonprofit Gifted Education Family Network of Texas has published a free guide to help parents learn about the factors that may be considered in this decision. This guide was co-authored with the publisher of resources from the Belin-Blank Center and reviewed by one of the lead researchers at the Center.
What is the RAP (responsive acceleration pathway) program?
RAP is a new program that began in 2021 to support students who have needs that cannot be well accommodated with the traditional elementary school GT service model. Students are typically identified during second grade and then attend MST Magnet from third grade through sixth grade. Their fourth and fifth grade year are combined into one year (some of the kids in the first cohort lovingly called this “farth grade”). The teachers are extremely experienced working with gifted learners and give them appropriate activities in the academic subjects.
Deciding whether or not to move from a home school to join RAP can be a hard decision for kids and families. The Acceleration Institute at the Belin-Blank Center of the University of Iowa has a great page on typical questions and answers regarding whether someone should consider acceleration for their child:
http://www.accelerationinstitute.org/Acceleration_Explained/QA.aspx
The classes so far have been somewhat smaller than a typical class (e.g., the third grade group in 2023-2024 has 15 kids in it). Although the kids are cohorted in RAP together for the 3 years they are at MST, they have “specials” classes (e.g., art, music, PE), recess, and other activities with other kids in their current grade group. This helps them meet other children at their school.
After they finish sixth grade, they continue on to junior high. Currently, the kids are clustered at West and/or Westwood, although they have the option to choose to attend their home junior high school campus.
RISD’s newsletter about RAP is posted here:
Junior High & High School Questions
How do children in junior high and high school get placed into gifted services?
All sixth graders are tested in the fall semester with the CogAT for possible placement in GT courses in junior high. Based on your child’s test scores in specific areas, they may qualify for different gifted courses:
Verbal. 130+ (95th percentile+) qualifies for GT English Language Arts and/or GT Social Studies.
Quantitative. 130+ (95th percentile+) qualifies for GT Math, GT Science and/or GT Social Studies.
Nonverbal. 130+ (95th percentile+) for GT Science and/or GT Social Studies.
On the transition to seventh grade, if children qualify for a gifted class, they are automatically placed in these sections and must opt out if they choose not to take it. Our understanding is that part of the idea behind the automatic placement is that the CogAT measures meaningful differences in learning needs. Being placed automatically in a class that meets their learning needs saves time and energy, and it provides an opportunity for RISD to ensure that families have full and accurate information about these needs before making a decision to decline a placement.
RISD’s newsletter about the transition to junior high is here: https://www.smore.com/e5am2-secondary-gifted-services
What gifted and/or advanced learning services are available in junior high school?
In junior high, students can take gifted/talented (GT) courses in science, social studies, and language arts.
As of January 2024, GT math has been added to the list, but the specifics of the options may still be refined over time. In addition, for math, some students who have advanced math skills are sometimes encouraged to look into subject-level acceleration.
How does single-subject acceleration work in junior high and high school?
It is possible for students to take a course designed for a higher grade (e.g., instead of taking pre-algebra in seventh grade, a student may seek acceleration and take algebra in seventh grade with mostly eighth graders).
Note that some kids are running out of math options offered by the district as seniors (and occasionally as juniors). There are virtual math options available, but they vary a lot in quality. If your child is about to run out of math offered by the district, make sure to ask other parents what they have done and if they have any recommendations.
There is a parent-led discussion group on Facebook for families interested in talking about acceleration options with other families in RISD. This is not run by GEAR, but many families involved with GEAR have found it to be a helpful resource. To join, submit a request at https://www.facebook.com/groups/AccelerationRISDGTParents.
Please see the sections about acceleration in the elementary school list for more information.
What gifted and/or advanced learning services are available in high school?
This is kind of complicated. Students can take GT sections of English Language Arts, Social Studies, and Science, and these sections are often (but not always) available in three types of courses: Advanced, Advanced Placement (AP), or OnRamps courses.
Please see below for more information.
As of Fall 2023, the RISD’s Advanced Learning Programs and Services Handbook discusses the options:
https://docs.google.com/document/d/1VWMOsuaoxQCIdJutHqI87pG06buTuyeYhmXg1F1oFJ0/edit
What is the difference between GT, AP, Advanced, and OnRamps Courses?
GT Course Sections: What Are They?
In Secondary courses, “GT” is the label that designates a specific course section as one that delivers GT services, as required by state law. Once your student is identified for GT services in a specific subject (i.e., GT science in 7th grade), they remain eligible for GT courses in that subject all the way through graduation unless a formal “exit process” discussion has taken place, which must involve consulting the student’s parents.
There are GT sections available for three categories of courses: advanced courses, Advanced Placement (AP) courses, and OnRamps courses. When a student is placed in a GT section, it means that they are being grouped with other GT students, that the teacher has received GT training, and that students should be receiving instruction that has been adapted to meet their advanced learning needs, along with state GT requirements.
Advanced Courses
An Advanced course is a more challenging version of a required core subject course. Typically, an advanced course explores topics in more depth or offers a more challenging level of instruction and/or assignments. These courses offer an important opportunity for GT students to grow academically and to prepare for taking AP courses in high school. Examples include Advanced sections of core subject classes (Language Arts, Social Studies, Science) in junior high/middle school. Advanced courses also provide an opportunity for RISD to group GT students in GT sections of a challenging course. Because districts are required to offer GT services in all four core subjects, including math, GEAR and SAGE PTA are requesting that RISD re-establish advanced math course offerings in junior high/middle school.
Advanced Placement (AP) Courses
An Advanced Placement (AP) course is overseen by a national nonprofit organization called the College Board. These courses are taught by high school teachers, but they use a curriculum that is considered to be equivalent to introductory college classes. At the end of the year, students can take AP exams administered by the College Board to have an opportunity to earn college credit and/or to qualify for more advanced classes when they begin college.
AP test scores are the most widely recognized way to earn college credit while in high school, and a number of private universities outside of Texas only accept AP scores (do not accept dual credit course credit; for a partial list, parents can visit this SAGE PTA link). An additional advantage of taking AP classes is access to a rigorous curriculum that is considered by universities nationwide to be strong preparation for challenging college courses. Some families find that it is a disadvantage for a single AP test score to be the sole determining factor in granting college credit. Policies granting credit for certain AP scores vary between colleges (for example, one college may grant credit for a “3” or “4” score, while another college may only accept a “4” or “5”). Additional studying beyond typical high school courses is likely to be necessary to score well on AP exams.
OnRamps Courses (Dual Enrollment with the University of Texas Extension School)
OnRamps courses are provided through a Dual Enrollment program with the Extension School of the University of Texas at Austin. These courses are designed to be taught both by high school teachers and UT professors. However, RISD GT families report that the amount of involvement of both high school and UT professors varies significantly from course to course and between RISD campuses. The name “OnRamps” refers to the fact that the program was created to provide an “on ramp” to college for students who might otherwise not attend four-year universities. It is good to keep in mind that these courses were not designed for the gifted learner. According to OnRamps staff, the curriculum can be adapted to comply with state GT requirements and deliver GT services. RISD GT families have reported mixed experiences with these courses.
The main distinction between OnRamps (Dual Enrollment) and Dual Credit courses is that students do not automatically receive college credit for completing OnRamps courses. Because they are enrolled separately but simultaneously in both RISD and the UT Austin Extension School, at the end of the course, students have the opportunity to accept or decline college credit for that course. It is not uncommon for students to receive a lower grade in the UT portion of the course than in the RISD portion (example: Joe has a 95 for his final grade for RISD PreCalculus, but he has an 85 final grade for UT, which means a “B” if he accepts the PreCalculus college credit). In situations like these, students who plan to attend UT Austin may choose to decline the college credit (which becomes part of their permanent UT record) to avoid lowering their college GPA before entering college.
Some students prefer the OnRamps format because the opportunity to earn college credit extends throughout the course, rather than resting on a single test. When students have the choice between taking AP or OnRamps for a particular course, they may wish to review this SAGE PTA link to begin thinking about which colleges or universities they might wish to consider, and to research whether dual credit is accepted at those institutions.
Dual Credit
RISD Partners with Dallas College to offer a number of dual credit courses. When taking dual credit courses, students receive a single grade for the course that grants both RISD credit and Dallas College credit. Credits received through Dallas College are accepted at Texas public universities (UT Austin, UTD, UNT, A&M, etc.). These credits may be considered community college credit outside of Texas.
Please note that Dallas College classes were not designed for GT students, and they do not deliver GT services under Texas GT requirements.
When students have the choice between taking AP or Dallas College Dual Credit for a particular course, they may wish to review this SAGE PTA link, to begin thinking about which colleges or universities they might wish to consider, and to research whether dual credit is accepted at those institutions.
As of Fall 2023, the RISD’s Advanced Learning Programs and Services Handbook discusses the options:
https://docs.google.com/document/d/1VWMOsuaoxQCIdJutHqI87pG06buTuyeYhmXg1F1oFJ0/edit
What if my child decides they no longer want to take gifted coursework?
RISD has a newsletter that includes information on exiting from GT programming: https://www.smore.com/dvjym-change-of-placement
Other Questions
What supports are there for children with other learning differences, like dyslexia, who are interested in and/or qualified for gifted services?
All Texas GT laws apply equally to students with disabilities, and all federal disability laws apply equally to Texas students with disabilities who have been identified for (or who may need) GT services. Students who have both disabilities and gifted needs are called “twice-exceptional,” or 2e, and there are specific protections for these students in both state and federal law.
Identification: When evaluating students for GT services, to the extent possible, RISD uses the same identification process while applying any disability accommodations already in place. For example, if a student has “small group testing” as an accommodation in their 504 Plan or IEP, the accommodation applies during the GT evaluation process, as well. If parents suspect that a disability is preventing their child from demonstrating their above-level ability needs during the GT evaluation, they should contact RISD GT staff and their campus counselor to discuss possible options.
Services: Students who have qualified for both GT and disability services must have equal access to all of these services. In RISD, staff work hard to ensure that students do not have to miss GT services in order to receive their disability services, and vice-versa. It is important for schools to provide the scaffolding and accommodations necessary for 2e students to maximize their potential in their areas of strength.
When challenges arise for twice-exceptional students, experts recommend inviting GT teachers to attend disability meetings (504 or ARD meetings). RISD GT teachers can be incredible resources and can assist in advocating for the above-level needs of twice-exceptional students. Families are also warmly invited to connect with the SAGE PTA, another organization in RISD that partners with GEAR to meet the needs of students with gifted needs, along with other learning and ability differences.
What do I do if my child is having an experience in a class that is not supporting their learning differences?
Usually the district will encourage families to first contact the teacher and try to address any issues or concerns at that level. If that is not successful, families can reach out to staff members in the Advanced Learning Services office.
We also encourage families to reach out to other families, such as through their local school social groups or through GEAR’s Facebook group. For instance, in the fall of 2023, a group of families realized that a number of them were having challenges with a “zero hour” accelerated math class. Together, they were better able to advocate for their needs because it became clear to the district that this was not a one-off challenge.
How do I help my child prepare for applying to college?
Many families of GT seniors suggest the following timeline for GT families entering high school:
Begin to talk about college as early as 9th grade,
Begin to visit colleges during the summer between 10th and 11th grade,
Begin preparing a resume by 11th grade, and consider listing awards/recognition, notable scores on standardized tests, leadership positions, extracurricular activities, community services, and hobbies/interests,
Consult your campus college and career advisor about researching need-based scholarships, if applicable, during spring of 11th grade,
Begin application essays early, when the prompts are released in July/August before 12th grade.
There are a number of books and resources available for college planning in general. Much of this advice is also helpful for GT students, however, GT students may have increased potential to be considered for highly competitive colleges and universities, as well as honors programs. Some additional tips from senior parents:
Investigate whether specific majors or programs (such as honors programs) on your college list have information sessions specific to those majors/programs, find out whether those programs require additional application essays, and allow time to prepare any extra essays,
Allow time to visit (in person or virtual information session) colleges where you plan to apply; some colleges and universities track “demonstrated interest,” which can impact chances of admission,
Plan ahead for college visits, particularly those that involve travel; tours and information sessions can book up months in advance and may only be offered on certain days (i.e., only weekdays or only weekends).
Parents can play an important role in supporting the academic success of their students, including throughout the college application process, but parents will also want to be careful to try to avoid inadvertently increasing pressure and stress on high-achieving students during the college application process.
Since GT students can have different needs during the application process, GEAR and SAGE PTA have asked Richardson ISD to offer GT-specific college planning support for GT students. In the meantime, parents are invited to join the discussion groups for GEAR and SAGE PTA members and exchange advice with other families on the same journey.
Below are a few resources GT families have found helpful. GEAR offers these as suggestions from other parents but does not officially endorse these resources. RISD GT parent groups will continue advocating for increased advising and support for all RISD GT students.
The College Essay Guy: This website offers a number of free resources and planning guides in addition to options for fee-based advising.
Casey Gendason Guidance: Mr. Gendason is a local RISD parent who has worked in college admissions at Emory University and college advising at St. Mark’s, and he offers fee-based advising for families.
Susan Goodkin: Ms. Goodkin is a college advisor based in California who focuses her services on advising high-ability students in applying to selective colleges and universities. She offers a free newsletter in addition to fee-based webinars and consulting.
RISD has a website that shares some information about co
Additional Resources
Parent Support Groups in RISD
The Gifted Education Alliance of Richardson (GEAR) prepared most of this guide. We are a nonprofit membership organization that serves families and educators of gifted children in RISD. As a nonprofit organization, we are not a branch of an RISD PTA group.
The Richardson ISD Special and Gifted Education (SAGE) PTA partners with GEAR in advocacy and support for RISD GT students. SAGE is an RISD PTA organization that engages in support, education, and advocacy for families and teachers of students with the following needs: Special Education and 504, Dyslexia and related developmental differences, Gifted Education, and Social and Emotional Wellness. SAGE supported the development and editing of this guide.
RISD Resources
RISD’s current Advanced Learning Programs and Services Handbook
RISD’s Advanced Learning Newsletters
Other Resources
The Gifted Education Family Network of Texas supports excellence and equity in gifted education.
The Texas Association for the Gifted & Talented
Join GEAR
Join GEAR!
During the 2023-2024 school year, we are working to build up our GEAR community! Please join our Facebook page to chat with other parents and to find out more about gifted opportunities in RISD. There's no cost to participate, and no required levels of participation. We just want to be able to hear from caregivers representing ALL RISD campuses!
My question wasn’t answered! Who should I contact?
This is an unofficial guide created by parents and teachers affiliated with GEAR. We always encourage families to reach out to the Advanced Learning Services team with questions. But if you would like to talk with other parents, caregivers, and teachers about advanced learning opportunities, please join our Facebook page as described above! You can also consider reaching out to the president of GEAR over email: president@gearichardson.org. Thank you!
