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This should help with your goal setting for

the ALP’S, thanks.
Advanced Learning Plan Goals Example
Steps to S.M.A.R.T. Goal Writing for Gifted Students:
Please remember a few things as you write goals for a gifted student:
• Students can be involved in helping create their own learning goals (if they are able
to).
• Parents can be a part of the process. Be willing to add or change goals if they make
suggestions during conferences.
• Give goals that students can achieve within the year.
• Please remember that S.M.A.R.T. goals are specific, measurable, attainable, realistic,
and timely.
1. Take a look at the identified gifted area of the student. The area is identified on the
ALP under the Gifted Identification and Classification section. Choose or write at least
one goal in his/her identified area. Be sure that the goal encourages further development
in a strength area for growth.
2. Optional: Now think about the student and his/her academic needs to see if the
student would benefit from a creativity goal in his/her identified academic area. The
goals should help the student stretch to the next level of thinking or enrich thinking
around the specific content area.
3. If necessary, choose or write a goal in an area of need. The goal could either be in the
student’s strength area, study skills area, or in another content area.
4. Lastly, think about the social-emotional needs of the student. If a goal is necessary in
this section, write or choose a goal for the student to work on. There may be other goals
already in this area for the student based upon past goals that need to continue.
Colorado Department of Education Gifted Education Guidelines

Language Arts
The student will:
• demonstrate writing skills at the advanced level as measured by classroom, district
products, and/or CSAP data.
• analyze and synthesize information, concepts, and ideas obtained from multiple
sources at the advanced level at least 75% of the time as indicated on a district rubric.
• apply thinking skills to his/her reading, writing, speaking, listening, and viewing by
identifying author’s and speaker’s purpose at the advanced level 75% of the time on a
classroom rubric and classroom SCR assessments.
• demonstrate the correct use of grammar, capitalization, punctuation, and subject/verb
agreement in his/her writing at the advanced level 80% of the time on classroom rubrics.
• expand on his/her ability to organize his/her writing into paragraphs at the advanced
level 90% of the time as indicated on classroom rubrics and district assessments.
• edit and refine information, concepts, and ideas to be reported individually and in
groups using appropriate form, emphasis, usage, spelling, and punctuation to ensure a
quality product at the advanced level as indicated on a district assessment.
• generate a quantity of ideas, responses, solutions, or questions (fluency) in his/her
writing at the advanced level as indicated on district assessments.
• improve his/her productivity in generating ideas, responses, solutions, or questions in a
variety of categories (flexibility) by 80% as indicated in his/her journal.
• modify or expand upon an idea by adding detail (elaboration) by 90% as indicated a
district assessment.
Creativity Objectives in the Language Arts Area
The student will:
• demonstrate effective creative thinking and expression in both oral and written
communication at the advanced level as indicated on a classroom rubric.
Colorado Department of Education Gifted Education Guidelines
• generate, classify, and evaluate ideas, objects, and/or events in unique and/or new
ways in order to construct original projects that illustrate solutions to real-life problems
or concerns as indicated on a classroom rubric.
• develop a product that communicates expertise in the language arts field such as an
editorial, newspaper article, or letter to the editor and submit that product to a company
for publishing at least twice per year.
• create a product that synthesizes information from multiple sources illustrating
solutions to real-life problems and present the findings to an audience of his/her choice
at least twice per year.
• debate either the pro or con side of a situation with another student in class in front of
an audience at least once per semester.
• attend a public speaking event at least once per semester and analyze the speaker
using a rubric to write a reflection report on the speaker.

Reading
The student will:
• demonstrate meaning from complex reading materials by using a variety of response
modes as evidenced by advanced performance in the classroom, on I Ready assessments
and the PARCC.
• use a systematic approach for locating and using information from a variety of
reference materials such as parts of a book (e.g., table of contents, glossary, index, title
page) at the advanced level as indicated on a classroom rubric.
• apply advanced thinking skills to his/her reading, writing, speaking, listening, and
viewing by identifying author’s and speaker’s purpose as indicated on classroom graphic
organizers.
• produce ideas, responses, solutions, or questions in a variety of categories (flexibility)
at the advanced level as indicated on reading response assessments.
• edit and refine information, concepts, and ideas to be reported individually and in
groups using appropriate form, emphasis, usage, spelling, and punctuation to ensure a
quality product at the advanced level as indicated on a classroom rubric.
Colorado Department of Education Gifted Education Guidelines
• demonstrate knowledge of inference, prediction, and drawing conclusions in literacy at
the advanced level on a classroom rubric.
Creativity Objectives in the Reading Area
The student will:
• demonstrate effective creative thinking and expression in both oral and written
communication at the advanced level as indicated on a classroom rubric.
• generate, classify, and evaluate ideas, objects, and/or events in unique and/or new
ways in order to construct original projects that illustrate solutions to real-life problems
or concerns as indicated on a classroom rubric.
• generate a quantity of ideas, responses, solutions, or questions (fluency) in his/her
writing at the advanced level as indicated on district assessments.
• improve productivity in generating ideas, responses, solutions, or questions in a variety
of categories (flexibility) by 80% as indicated in his/her journal.
• modify or expand upon an idea by adding detail (elaboration) by 90% as indicated on a
district assessment.
• create a list of materials on a variety of genres that he/she would suggest be added to
the school library and then present that list to the librarian.
• do research to find out what requirements are necessary to become a librarian and
report the findings to his/her class.

Mathematics
The student will:
• complete advanced math, Pre-algebra, Algebra, or Geometry with a report card grade
of a B or better as well as performing at the advanced level on CSAP.
• demonstrate critical thinking skills by analyzing, synthesizing, and evaluating problems
and information at the advanced level as indicated on classroom assessments and the
PARCC.
Colorado Department of Education Gifted Education Guidelines
• demonstrate proficiency and be able to apply advanced numeric procedures to draw
logical conclusions and give multiple solutions for real-life problems 85% of the time on
classroom assessments.
• use at least five appropriate problem-solving strategies to solve a variety of complex
mathematical problems as indicated on classroom projects at the advanced level.
• use deductive reasoning and analysis skills in order to solve a variety of logic problems
at the advanced level as indicated on district assessments.
• use thinking tools 90% of the time to define a problem, evaluate alternatives, develop
a plan of action, and adjust the plan in response to a continual evaluation of progress as
indicated on classroom assessments and classwork.
• edit and refine information, concepts, and ideas to be reported individually and in
groups using appropriate form, emphasis, usage, spelling, and punctuation to ensure a
quality product at the advanced level as indicated on classroom performance
assessments.
• apply deductive reasoning to understanding patterns in math and how they relate to
the real world as indicated on classroom performance assessments.
• improve his/her understanding of math facts and number sense to 85% mastery to
help him/her solve more complicated problems as indicated on classroom assessments.
• generate, classify, and evaluate ideas, objects, and/or events in unique and/or new
ways in order to construct original projects that illustrate solutions to real-life problems
or concerns at the advanced level as indicated on classroom performance assessments.
• demonstrate the ability to solve, analyze, and interpret data in both oral and written
form, to solve problems using concepts in fractions and probability, and to communicate
the solutions to problems through written and verbal formats at the advanced level on
classroom and district assessments.
• demonstrate the ability to solve real-life problems involving linear equations and better
understanding of number system through the study of bases and ancient number
systems at the advanced level on classroom and district assessments.
Colorado Department of Education Gifted Education Guidelines

Creativity Objectives in the Mathematics Area
The student will:
• manipulate data from the newspaper at least once per semester in order to determine
how math is used in the community and world and report the findings to his/her class
and score at the advanced level on a rubric.
• create or select an existing system for organizing data in a sequence and advertise the
system as if he/she were selling it as a product and score at the advanced level on a
rubric.
• choose a career in the mathematical field and construct an organizational system (e.g.,
knowledge tree, graphic organizer, or diagram) that represents and illustrates the
education required to obtain a job in the field and present the findings to his/her class.
• generate, classify, and evaluate ideas, objects, and/or events in a unique way to
construct original projects that illustrate solutions to real-world problems and concerns.
• choose a topic that seeks connections between the math field and the science field to
make sense of patterns and trends happening in the real world and report the findings to
his/her class and score at the advanced level on a rubric.
• use multiple secondary and primary sources to analyze, synthesize, and evaluate
relevant details and facts to examine relationships, infer meanings, define relationships,
and predict outcomes to create a research project involving a mathematical concept and
score at the advanced level as indicated on a rubric.

Study Skills
The student will:
• create and implement appropriate goal-setting skills to improve academic achievement
as indicated on an improvement contract.
• create a plan of action and implement effective time management skills to improve
academic achievement by one letter grade as measured on graphic organizers and report
cards.
• create a plan of action and implement the use of self-monitoring skills to improve
academic achievement by one grade as indicated on the report card.
• improve academic grades by one letter grade by editing and revising assignments by
focusing on neatness, legibility, and double-checking work as indicated on the report
card.
• implement and use an organizational system that will help him/her improve
achievement by at least one grade level.
• demonstrate initiative and focus in following directions efficiently the first time they are
given by the teacher at least 85% of the time as observed by the teacher.
• improve on writing and/or presenting very clear, concise, and specific answers to
questions in all areas of the curriculum as indicated on classroom assignments.
• improve his/her skill of identifying key words and vocabulary to determine exactly what
is being asked for in a question as indicated on classroom assignments.
• use several visual strategies and/or materials as given to him/her by the teacher to
help the student express ideas and concepts more effectively as indicated on classroom
assignments.
• improve his/her ability to be a risk-taker without fear of failure at least 80% of the time
as observed by the teacher.

• engage in critical thinking activities at least ________ times per week as indicated by
his/her independent contract.
• be able to collaborate with other gifted children about classroom assignments at least
_____ times per week.
• be able to self-evaluate his/her assignments using a rubric at least _______ times per
week before turning in an assignment.
Colorado Department of Education Gifted Education Guidelines

Social-Emotional
The student will:
• demonstrate and use effective communication in group situations whether as a leader
or part of the group as indicated on a group and self-evaluation rubric.
• appreciate and accept the differences between individuals within a diverse group by
respecting their ideas and feelings as observed by the teacher.
• work cooperatively with peers from a variety of cultures and ability levels, recognizing
and respecting individual talents, strengths, and learning and work styles as observed by
the teacher.
• demonstrate the ability to state and support personal points of view, even when
opinions are contrary to the accepted ideas expressed by others as observed by the
teacher.
• seek enrichment opportunities that focus on the areas of the student’s interests as
indicated on a pre- and post- interest survey.
• implement and practice an attitude that fosters success as indicated on a pre- and
post- survey.
• implement coping skills to effectively deal with change as indicated on an attitude
survey.
• demonstrate positive aspects of a mistake or failure through teacher observation.
• increase awareness of self and interaction with others and self-monitor behaviors as
necessary to improve behavior as indicated on a behavior contract.
• develop friendships by seeking out peers with similar interests as indicated by teacher
observation.
• identify personal strengths and weaknesses and accept challenges in both areas to
maximize learning.
• assume primary responsibility for learning, including identifying needs and setting
reasonable goals.
• design plans of action to address benefits and obstacles in achieving goals of personal
interest.
Colorado Department of Education Gifted Education Guidelines

Leadership
The student will:
• demonstrate greater awareness and understanding of self and others through
participation in programs and projects that emphasize service to others as indicated on
an enrichment sheet.
• seek enrichment opportunities that focus on the areas of the student’s interests.
• accept divergent views to positively affect change.
• identify leadership traits and qualities as they appear in different individuals and
situations.
• manifest significant leadership skills and organize group(s) to achieve project goals.
• demonstrate and use effective communication in group situations whether as a leader
or part of the group as indicated on a group and self-evaluation rubric.
• demonstrate the ability to state and support personal points of view, even when
opinions are contrary to the accepted ideas expressed by others as observed by the
teacher.

• be allowed to help organize school events such as __________ at least once per year.
• seek help or information whenever he/she needs assistance from an expert at least
75% of the time.