Advanced Learning Plans

“What is necessary and sufficient for the nongifted is necessary but insufficient for the gifted, who need more and different learning experiences to match their potentials.”

- A.J. Tannenbaum

Why do highly capable students need something different?

Dispelling the myths around gifted education - How often have you heard, “Gifted students will do fine on their own?” This is just one of the many myths that become barriers to properly educating millions of high-potential students. The following is a list of the most prevalent myths in gifted education, accompanied by evidence rebutting each of them.

For a student’s perspective, watch The Top 10 Myths in Gifted Education, produced by teens in the Baltimore County Public Schools for the Maryland State Department of Education.

Is there a difference between "being in" a gifted program and "receiving" gifted programming?

Yes. Although the wording may seem similar, the change from program to programming represents a major shift in how schools deal with student differences. The concept of being “in” a certain program implies that some students are also “out”. The logical extension of that thinking is that we can easily tell who should be “in” and who must stay “out”, when this is not the case. No one measurement can tell us who is “really” gifted. It is best to respond to the needs of children and youth. As students demonstrate strengths that need nurturing, the school should respond by providing special services. Students identified as gifted have demonstrated that they need “something different” than what most other students need. A “gifted program” is often something that is fixed and pre-planned, while gifted programming is something that is built around the students and can respond to their individual needs and interests.


What is an ALP?

The Advanced Learning Plan (ALP) is a legal document outlining programming for identified gifted and talented students and is used as a guide for educational planning and decision making. It is also an accountability method for assessing gifted student growth through progress monitoring of quantitative and qualitative goals in gifted student programming and social-emotional development. For secondary students the ALP may be blended with an ICAP (optional). The requirements of both the ALP and ICAP need to be combined on the singular portfolio system where data is collected and goals established and monitored.


Foundational Principles of an ALP

  • It is a tool that drives instruction and social emotional guidance.

  • It is a living document and may be revised as necessary.

  • It is a communication tool between students, teachers, and parents.

  • It is an individual gifted student planning document reflecting current levels of performance, curricular areas to be addressed, student goals, parent involvement, student involvement, timeline, monitoring and review process.

  • It is used to measure student’s progress and the effectiveness of programming by including an indicator of success, self-efficacy, and next steps.


What are the main components of an ALP?

· Body of Evidence (BOE) – identifies interests, strengths, and needs of the student

· Academic Goal – a standards based goal for the area(s) of strength

· Affective Goal – a goal that reflects the development of personal, social, communication, leadership, and/or social competency.

· Programming Options and Strategies Matched to Strengths and Interests - supplemental curriculum, activities, specific programs or coursework, specific strategies, and/or extended or expanded learning opportunities available that match a student’s strength area(s) and support the goals;

· Progress Monitoring – ongoing and yearly

· Personnel – teachers, staff, community members, etc.

· Parent Engagement and Input

Does an ALP change every year?

It may. Because it is based on student strengths as observed and documented, academic and talent goals usually remain essentially the same – academic goals are directed toward growth in the area of strength or growth of the talent area each year.

At the elementary level, you, your child, your child’s teacher and the gifted and talented coordinator review the ALP annually and make changes as needed.