Helpful Hints for Writing ALP Goals
 Consider how you define “success” in terms of academic accomplishment. Does the
student value grades or learning?
 Is the goal academic or affective?
 Who are the people that will need to support the student in goal attainment? What
interventions will support goal attainment?
 The ALP goal should not be in addition to other school work. The ALP goal should be a
way for the gifted learner to learn at his/her own pace or in an area of passion.
 The overall goal is to motivate and create room for the gifted learner to grow.
 The goal should be overarching and inclusive. Participating in a gifted class is not the
“goal” but the “intervention.” The goal is, perhaps, to increase creative behaviors as
measured by SIGS (just an example).
 Examples of indicators of goal success include:
o Content standards
o Continuum of grade level benchmarks
o Various habits of mind continuums
o Standards for college planning
o Behavioral standards and expectations
o Any “measurement.” However, consider how a goal about achievement on CSAP
or MAP will affect a learner’s academic self expectations.
 Goals can be affective, meaning they deal more with the social and emotional aspect of
learning. Remember, the non-cognitive comes before the cognitive.
Use these questions to guide ALP Goal Writing:
 What are the strengths, interests, and/or needs of the student (notice, the focus is on
strengths and interests!)
 How do you know? What does the data/evidence tell you? (use Identification evidence
for this, too!)
 Who/what resources exist or will be needed to support student progress?
 What will you do or change to address the strengths, interests and needs of the
student?
 How will you monitor student progress? Can the student monitor their own progress?
 In what way will you evaluate how programming and/or interventions are impacting
student achievement and personal success?