These goals should not be considered as extra work for teachers, but rather guides
for differentiated instruction for advanced learners. Use student feedback to guide
instructional decisions in class. Gifted students are most motivated when able to
pursue interests in their area of strength. Also, consider when choice is appropriate,
and encourage students to advocate for themselves when it is appropriate to
consider the ALP goal in an assignment. When students have demonstrated mastery
of a skill, consider extra time as time for work on ALP goal. Learning contracts and
independent study structure will help keep students accountable for work.
Examples of Goals (built from information gathered from student ALP goal
feedback):
Math Goal Examples:
By the end of the year, (Student) will achieve a grade of A or higher in the
accelerated Math class (course name) by evidence of an average of 90 or higher.
By the end of the year (student) will memorize all postulates and theorems as
measured by student demonstration of memorized material.
By the end of the year, (student) will demonstrate understanding of basic concepts
in (trigonometry, geometry, algebra) as measured by (advanced coursework, unit
name, independent study, personal research).
By the end of the year, (student) will demonstrate understanding of 2-point
perspective using math measurements as measured by (#) drawings.
Language Arts Goal Examples:
By the end of the year, (student) will achieve a grade of A or higher in an honors
English class (course name) by evidence of an average of 90 or higher.
By the end of the year, (student) will write essays at the 4+ level as measured by
course rubric.
By the end of the year, (student) will have a complete understanding of the process
of critiquing a work of literature as demonstrated by critiquing (personal or others’)
work (number of times).
By the end of the year, (student) will incorporate more complexity in writing
samples as measured by (rubric, requirements, grade, etc.)
By the end of the year, (student) will be able to convey feelings in writing as
measured by (rubric, grade, teacher feedback).
By the end of the year, (student) will complete and submit a work for publishing as
measured by documentation of contact with publishing company.
By the end of the year, (student) will read (#) books on (topic, genre) at (classic
level, grade level, etc) as measured by reflections by (journal, log, blog, report, etc).
By the end of the year, (student) will write (#) writing samples in the genre of
(genre) as measured by number of works submitted to (teacher, class) for feedback.
By the end of the year, (student) will demonstrate knowledge of (stem/root) words
as measured by independent work done in class.
By the end of the year, (student) will demonstrate advanced vocabulary as
measured by (student work sample, writing, independent work, etc.).
General Goal Examples:
By the end of the year, (student) will outline choices for high school courses at the
advanced level and understand skills required to achieve in these courses as
demonstrated through (Naviance, high school registration, personal research).
By the end of the year, (student) will demonstrate a score of (score) or higher or
MAP testing as measured by MAP RIT score/Percentile Rank.
By the end of the year, (student) will demonstrate improved study habits as
measured by achievement of (grade) on tests/assessments (or) as measured by (log
of study time, journal, etc.)
By the end of the year, (student) will turn in all homework assignments on time as
measured by number of times homework is done well and turned in to teacher.
By the end of the year, (student) will demonstrate knowledge of careers available
using content learned in (Language Arts, Math) as demonstrated by (presentation,
journaling, blog, etc.).