ALP and ICAPSay What?

ALP Advanced Learning Plan

Individualized plan for identified gifted students

Record of programming options and academic or talent goals that support the student’s strength area(s)and affective or behavioral needs

Collaboration between the student, parents and school

Contents of an ALP Body of evidence that identifies interests,

strengths and needs Annual goal(s) for academic area(s) of

strength Annual affective goal Programming options matched to

strength areas Annual review Documentation of student achievement

ICAP Individual Career and Academic Plan

Individualized plan for every student focusing on academic and career goals

Written in collaboration with student, parent and school

Postsecondary career and educational opportunities

Career exploration

ALP/ICAP At the high school level, schools can

combine the two documents into one Must have collaboration between

student, parent and school Must address affective goals as well as

academic and career goals Affective goals address the social

emotional or behavioral needs of the gifted student

Parent Responsibilities Be involved in your child’s education

plan Understand the area(s) of giftedness for

your child and his/her goals Help to monitor your child’s needs are

being met Don’t forget the social and emotional

goals

Delta’s ALP Strengths: Check area(s) of strength and then describe how

this student manifests these strengths. Samples of work may be included for documentation. Use the back of this page, if necessary.

General Intellectual Social Studies Leadership Language Arts Music Psychomotor Mathematical Dramatics (Performing Arts) Art Creativity Science Visual ELL Spatial Other (Explain) Description of strengths as observed or demonstrated:

Programming

Goals in area(s) of strength: Student will perform at high proficient to advanced

level on CSAP in areas of giftedness. Student will demonstrate above grade level

averages on tests in areas of giftedness. Student will use creative problem solving to reach

solutions to real life problems. Student will use logical problem solving strategies

to analyze and solve problems. Student will use research skills to investigate and

present data. Student will demonstrate extended learning in a

class, activity, project, or presentation in an area of interest.

Programming What are the student’s interests? Parent involvement What delivery model, school setting,

acceleration model, placement and/or grouping will be used to address student needs?

Other components How will student’s growth be measured

and what assessments will be used to measure student’s growth?

What resources will be used to help the student attain their ALP goal(s)?

Using research-based GT Programming Guides, which GT strategies will be used to achieve ALP goals?

What is the time frame for delivery of these educational strategies?

Parent Involvement Examples Seek out and share information about community

resources with schools. Coordinate, facilitate, or provide transportation for

content extension opportunities as needed. Support their child with content extension assignments Monitor student progress and satisfaction. Commit to attend parent, teacher, student conferences

to review academic achievement and social-emotional development.

Provide homework space and time Be interested in school life Talk about homework with child Model mistakes and humor in fixing mistakes Expect school attendance Help your child be organized for school Celebrate school successes Assist child with realistic life goals and aspirations

Programming Examples

Classroom with flexible grouping General education with peer-tutoring Classroom with cross-grade grouping General education with cluster-grouping General education with resource room Clusters for special interests General education honors classroom Advanced Placement/International

Baccalaureate

Acceleration Examples

Curriculum-Based Single-subject acceleration Concurrent/Joint Enrollment Talent Search Program Correspondence Course Independent Study Distance/Online Learning Honors/AP/IB classes Mentorships Post-Secondary Options

Grade-Based Early Entrance to Kindergarten Grade Skipping Non-graded classroom Multi-age/Multi-grade classroom Grade Telescoping Testing Out Early Admission to College

DepthEncourages students to venture further, deeper, with greater elaboration, through quality of subject matter, rules and ethics, language and patterns. It involves, learning from: Concrete to abstract; Familiar to unfamiliar Known to unknown; Literal to synthesized

ComplexityHelps students make connections and identify relationships and associations between, within, and across subjects and disciplines. It focuses on: Varying perspectives; Issues, problems, and themes; Conceptual learning

NoveltyEncourages students to create a personal understanding or connection to the subject area, thereby making content more memorable. It provides opportunities to: Interpret meaning and give personal insights; Use non-traditional study methods; Approach content through inquiry,

experimentation, invention, and exploration; Synthesize information using irony, paradox,

and metaphors

Higher Order Thinking Skills Questioning in discussions or providing

activities based on processing that requires analysis, synthesis, evaluation, or other critical thinking skills

Affective Guidance and CounselingThe process of addressing the social, emotional, and behavioral needs of the child that go beyond academics Examples: The student will demonstrate self-efficacy as

demonstrated in a personalized journal. The students will demonstrate high social skills as

seen in teacher observations of peer interactions. The student will talk about interests and aspirations

for future planning during an interview. The student will participate in social skill learning

groups and demonstrate new positive behavior patterns.

Annual Review Program review Student survey Parent survey