Gifted & Talented

Gifted & Talented Program

2023-2024 Referrals

The 2023-2024 referral window for Gifted and Talented services begins November 1, 2023 and ends December 15, 2023.  Any parent or community member who wishes to refer a student for Gifted/Talented services should complete the G/T Referral form in either English or Spanish and return it to the student's teacher or campus GT Coordinator by the end of the referral window. Please see the Gifted/Talented 2023-2024 Policies and Procedures Handbook for a list of each campus GT Coordinator. 

Goal for Services

Students who participate in services designed for gifted students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that are advanced in relation to students of similar age, experience, or environment and reflect individuality and creativity.


The purpose of the Royal ISD Gifted and Talented program is to meet the learning needs of all gifted students through an academic acceleration model for the intellectually gifted.


A variety of strategies are employed in order to differentiate the curriculum and instruction to meet the individual need of gifted and talented students. Because of the traits, behaviors, and characteristics of these students, they learn in different ways and at a different pace than other students. Challenges are imperative for these students. A differentiated curriculum can provide those challenges that will address the gifted students’ learning styles.

  • Questioning Strategies

  • Advanced Acceleration with mastery of current curriculum

  • Flexible Skills Grouping

  • Curriculum Compacting

  • Learning Centers

  • Interest Groups

  • Independent Study / Projects

  • Real world problems

  • Open Ended Problems

  • Use of advanced / sophisticated resources

  • Student choices in learning

  • Challenging lessons

  • Critical thinking / Problem Solving / Advanced Thinking


  • A Longer period of time to study concept / content

  • Use of advanced vocabulary

  • Use of generalizations / broad based themes

  • Examination of unanswered questions

  • Exploration of an ethical issue or judgment

  • Examination of rules, principles, or laws


  • Content / concept is studied over time (past, present, future)

  • Content / concept is approached from different or multiple perspectives, view points, or roles

  • Content / concept has interdisciplinary connections

  • Non examples of the content / concept are investigated within the theme or generalization

Description of Services

The Texas State Plan for the Education of Gifted/Talented Students requires schools to provide gifted and talented students with the opportunity to collaborate with others of similar ability, to work with classmates in a general setting, and to work independently.


Identified students at each grade level in grades K-5 are clustered to the extent possible in a regular classroom with teachers who have the state-mandated training in gifted education.

Students at the elementary level who participate in the Gifted/Talented program are actively engaged in academic studies with an emphasis on the following:

● Critical and creative thinking skills, problem-solving skills, integrated curriculum studies in the four core academic areas, and projects involving independent research.

● Academic projects are selected based on the individual interests of the students.

● Students are expected to work both independently and in group situations.

● Students produce advanced-level products and make presentations that are targeted to an audience outside the classroom.

● Students are involved in leadership activities and offered out of school enrichment options.


Identified gifted and talented students are served in the Honors level or accelerated classes in the four academic content areas. Teachers of these courses have received the state-required gifted and talented training. Gifted and talented junior high school students will be expected to take Honors or accelerated courses whenever these courses are offered. These advanced classes contain students who have been identified as G/T as well as other high achieving students. All other students are mixed heterogeneously. The G/T students are given assignments that require them to work alone, with others, or as a class. Junior High students identified as G/T are expected to participate in UIL activities.


Identified gifted and talented students are served in the Honors and Advanced Placement (AP) courses in the four academic content areas. At the high school level, gifted and talented students may also enroll in dual enrollment and dual credit classes (such as OnRamps and Early College High School). Teachers of the Honors and AP courses have received the state-required gifted and talented training. Gifted and talented high school students will be expected to take Honors and/or Advanced Placement courses each school year. Other options for secondary students include enrollment in dual credit courses, participation in UIL academic activities, credits by examination, and Early College High School participation.


All referred students in grades 1-12 shall be assessed each spring. Referred kindergarten students shall be assessed in November–January for gifted/talented services to begin prior to March 1st. The assessment process shall ensure that students with special needs, cultural differences, economical disadvantages, and disabilities are given fair and equitable consideration for the gifted/talented program. The campus shall obtain written parent consent before testing or individual assessment is conducted as part of the identification process.

After parent permission has been obtained, all nominated students will be assessed using multiple measures, both qualitative and quantitative, to determine their aptitude, performance, and gifted/talented abilities. Measures will vary depending on the grade of the nominated student.

A student profile is used to identify those students who perform or show the potential for performing at remarkably high levels of accomplishment relative to their age, peers, experience, or environment. The profile will reflect a minimum of three (3) criteria used in the assessment. The criteria will be a combination of qualitative and quantitative instruments and may include, but is not limited to:

● Nonverbal Abilities Test such as the Naglieri Nonverbal Ability Test (NNAT3) or another school abilities test as deemed appropriate for the student.

● Achievement Test such as the Iowa Test of Basic Skills (ITBS); STAAR; EOC

● Parent Survey/Checklist

● Teacher Observation/Checklist

● Test Scores: Teacher-made tests, benchmarking assessments, standardized tests (STAAR; EOC), iStation, DRA, etc.

● Student work products and projects (planned experiences), teacher observations, student conferences

Contact Information

Royal Early Childhood Center

Campus Coordinator: Ms. Alicia Sharpe


Royal Elementary School

Campus Coordinator: Ms. Denise Alcover


Royal Junior High

Campus Coordinator: Ms. Carrie Campbell-Bishop


Royal STEM Academy

Campus Coordinator: Ms. Karen Whitley


Royal High School

Campus Coordinator: Natalie Alexandre (Associate Principal)


Royal Independent School District

District Director: Mrs. Melissa Baker