ALPs look slightly different in Elementary (grades K-5) and Secondary (grades 6-12). Also it is important to note that the process varies slightly from school to school depending on the building GT Facilitator and Leadership’s plan to best serve their students.

ALP Goal Setting Process: August - September 30th

ELEMENTARY

At the elementary level ALP development is a collaborative effort between GT Facilitators, students, parents, and classroom teachers. GT Facilitators begin by  guiding students through the ALP process by helping them consider goals that meet both their academic and affective (the emotional and social aspects of a gifted individual's development) needs. Affective need goals are often based on a school’s PBIS program, the LPS Portrait of a Graduate, or the NAGC Program Standards.

Students are encouraged  to write  their own SMART goals. GT Facilitators support students with standards based language for academic goals and/or guided choices of pre-written goals that support building based academic and/or Social Emotional Programming.

SECONDARY

Students take ownership of their ALPs in middle school and high school. They are invited to participate in the creation of their ALP but not required to do so. 

GT Facilitators host meetings for GT students to review options for selecting pre-written goals and/or receive coaching on writing their own SMART goals.

Parent Communication and Collaboration: October

ELEMENTARY

GT Facilitators connect with parents at Parent/Teacher conferences (in collaboration with classroom teachers or in individually scheduled meetings) to review the ALP and solicit feedback on student goals and needs.

SECONDARY

ALPs are sent home (via US mail, with students, or via email if parents have granted permission to send plans electronically) for parents to review. All parents are encouraged to reach out to their GT Facilitator for questions, suggestions, or revisions of the ALP.

Progress Monitoring: October - May

ELEMENTARY

• GT Facilitators create structures to help students evaluate a student’s progress toward their goals.
• Facilitators enter comments into the ALP.
• One to three progress monitoring comments are added per year for each goal.
• If a goal is met, students are encouraged to write another goal.

SECONDARY

• In middle school students are gathered by the GT Facilitator at least twice a year to reflect on goals and report their progress. The GT Facilitator adds progress monitoring comments to the ALP.
• In high school, students self monitor their goals unless they specifically advocate with a trusted adult at school (GT Facilitator, counselor, teacher, coach, etc.). GT Facilitators ask students to complete progress monitoring surveys and add comments to the ALP

End of Year Monitoring and Close Out

ELEMENTARY

• Teachers evaluate a student’s final progress.
• Teachers/GT Facilitators solicit student reflection.
• The goal is marked as closed, but the ALP continues to the next year where the child will follow the process again.

SECONDARY

• Students self report their final progress to GT Facilitators via a survey or an in person meeting. 
• The goal is marked as closed, but the ALP continues to the next year where the child will follow the process again.

1. Who develops the ALP?
   The ALP is a collaborative effort involving teachers and students. Educators, in consultation with students and parents when necessary, create and regularly review the plan to ensure it remains relevant and effective.
2. What does an ALP include?
   An ALP typically includes information about the student’s strengths and interests as well as instructional practices and enrichments offered to help GT students reach their full potential. Each ALP must include both an affective goal and an academic goal for each area of strength .
3. Can parents contribute to the development of the ALP?
   Yes! parents play a crucial role in the ALP process. They are encouraged to share insights about their child's strengths, interests, and preferred learning styles. Collaboration between parents and teachers is key to creating a comprehensive and effective plan. When GT Facilitators create their first draft of a plan with students, they rely on parents to review it and request necessary edits that will help the plan be more relevant to the individual student.
4. How often is the ALP reviewed and updated?
   ALPs are regularly reviewed and updated, at least annually. However, more frequent reviews may occur if there is a significant change in the student's needs, abilities, or circumstances. Open communication between parents and teachers is essential for keeping the plan current. Goals are monitored and updated a minimum of once a year.
5. Are there resources available to support ALP implementation?
   Yes, the school district provides resources and support to help implement ALPs successfully. This may include professional development for teachers, access to advanced curriculum materials, and information about extracurricular opportunities. While some services will be provided directly by a GT Facilitator, most instruction will occur in the general education classroom. This aligns with our belief in LPS that all students are gen ed students first and always. 
6. What happens if a student's needs change?
   If a student's needs change, the ALP can be adjusted accordingly. Regular communication between parents and teachers is vital to ensuring that the plan remains effective in addressing the student's evolving needs. A change in programming does NOT end or discontinue the ALP.
7. How does the ALP benefit students in the long term?
   First and foremost, ALPs serve as a protection for the student. The ALP is a legal document that provides proof of a student’s need for Gifted programming to their full potential. This not only enhances academic achievement but also promotes critical thinking, creativity, and a love for learning, preparing students for future success in higher education and beyond.
8. How can I get a copy of my child’s ALP?
   If you need a digital or hard copy of your child’s ALP at any time, please contact your school’s GT Facilitator.