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Uses creative problems solving to reach solutions to real life problems

• Researches topics thoroughly • Brainstorms problems adequately

• Understands and clearly writes problems • Brainstorms alternatives and solutions

• Develops clear and appropriate criteria for evaluating solutions

• Evaluates effective alternative solutions

Uses logical problem solving strategies to analyze and solve problems

• Evaluates the results • Devises effective strategies for solving the problems

• Analyzes in order to understand the problem

• Implements the plan appropriately • Develops criteria to evaluate the results

Uses critical thinking skills to solve complex problems effectively

• Differentiates facts, fiction, and/or philosophy

• Uses inductive and deductive reasoning

• Identifies central issues/themes • Relates cause and effect

• Draws conclusions with support or inferences: formulates hypothesis

• Determines whether facts support a generalization

• Evaluates reliability/value of data/product using appropriate criteria

• Generate effective solutions to problems

Uses research skills to investigate and present data

• Identifies types of investigations • Selects topic for investigation

• Synthesizes information • Examines data collecting tools

• Generates investigative problems with the appropriate level of complexity

• Selects appropriate research design and tools

• Explores and utilizes appropriate resources and methods

• Gathers and organizes pertinent information

• Synthesizes data to create ideas/products beyond status quo

• Selects effective presentation format suitable to audience and materials

Higher Order Thinking Skills Questioning  in  discussions  or  providing  activities  based  on  processing  that  requires  analysis,  synthesis,  evaluation,  or  other  critical  thinking  skills  

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Creating SMART ALP Goals

 

 Creating  effective  SMART  goals  are  imperative  to  the  development  and  growth  of  our  gifted  students.    This  section  provides  an  overview  of  what  a  SMART  goal  is,  and  gives  you  an  optional  template  for  creating  SMART  goals.    Listed  below  the  template  are  examples  and  non-­‐examples  of  ALP  goals.    Please  reach  out  to  your  GE  liaison  for  support.                          

 

 

 

 

 

•Specific  to  the  students'  identified  areas  of  strength  and  personal  affective  needs  •Standards-­‐based  focusing  on  grade  level  gaps  and  extensions  and  above  grade-­‐level  mastery  •Strategic  planning  as  delineated  in  Steps  1-­‐4  of  the  "Thinking  and  Action  Steps"  

•Measurable  by  use  of  specific  tools  and  metrics  •Meaningful  as  determined  through  collaboration  among  teacher,  student  and  parents  

•Achievable  based  on  student  data,  time,  capabilities,  confines,  conditions  and  context  •Attainable  based  on  student  data,  current  performance  and  level  of  instruction  •Appropriate  based  on  capabilities,  confines,  conditions  and  context  

•Relevant  to  standards  and  student's  identified  area  of  strength,  interests  and  experience  •Rigorous  instruction  determined  by  student  data,  grade  level  placement,  teacher  capacity  •Realistic  based  on  student  data,  time,  capabilities,  confines,  conditions  and  context  

•Targeted  for  growth,  achievement,  mastery  or  behavior/habit  attainment  or  elimination  (affective)  •Timely  completion  by  a  predetermined  date  •Tangible,  not  vague  or  elusive,  able  to  be  seen  or  discerned  by  stakeholders  

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Specific  State  exactly  what  you  want  to  achieve.  Can  you  break  a  larger  task  down  into  smaller  items?    

Measurable  Establish  clear  definitions  to  help  you  measure  if  you’re  reaching  your   goal.      Action-­‐Oriented  Describe  your  goals  using  action  verbs,  and  outline  the  exact  steps  you  will  take  to  accomplish  your  goal.  

 Realistic  Give  yourself  the  opportunity  to  succeed  by  setting  goals  you’ll  actually  be  able  to  accomplish.    Be  sure  to  consider  obstacles  you  may  need  to  overcome.          Time-­‐Bound    How   much   time   do   you   have   to  complete   the   task?   Decide   exactly  when   you’ll   start   and   finish   your  goal.  

       

 

HOW  TO  MAKE  SMART  GOALS  

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SMART  ALP  GOALS  SHOULD  BE:  

• Project  based.  The  amount  of  teacher  involvement  is  up  to  the  teacher  and  student.  ALPs  are  collaborative  so  that  student,  teacher  and  parent  can  have  input  on  how  much  support  is  feasible  for  each  situation.  

• Based  on  student  interests  and  with  parent  input    

• Measurable  through  a  rubric  or  other  acceptable  means  

• SMART  →  Specific,  Measurable,  Action-­‐Oriented,  Realistic,  Time-­‐Bound  

 

SMART  ALP  GOALS  SHOULD  NOT  BE:  

• A  goal  you  would  have  for  all  students    Example  -­‐  Student  will  complete  80%  of  homework  assignments  

• A  goal  that  is  specifically  tied  to  an  assessment  Example  -­‐  Student  will  advance  her  mathematical  understanding  of  higher  level  concepts  demonstrated  by  obtaining  scores  of  85%  or  above  on  Acuity  and  Bridges  end  of  unit  tests.  

   

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Examples of SMART ALP Goals  ELEMENTARY  3RD  GRADE.    Student  will  improve  his  mathematical  reasoning  skills  through  an  independent  project  involving  creating  a  math  vocabulary  guide  that  includes  the  word,  his  own  definition,  and  a  picture  or  video  of  the  word,  as  measured  by  project  completion  and  presentation.  This  will  also  allow  the  student  to  work  on  his  writing  skills  which  was  an  area  he  identified  as  an  area  of  difficulty,  as  well  as  something  he  wanted  to  learn  to  do  -­‐  spell  big  words.    4TH  GRADE.    Student  will  develop  &  demonstrate  a  clear  understanding  of  the  human  impact  on  animals,  plants,  ocean  life,  and  birds  in  Hawaii  through  an  individual  project  as  measured  by  completion  of  a  research  project  that  analyzes  and  synthesizes  the  information  she  gathers.  Student  will  then  produce  a  project  to  explain  what  she  discovered  and  a  service  project  to  aid  all  or  some  of  the  items  she  researched.  Student  will  decide  on  how  to  present  her  project  as  she  approaches  the  end  of  her  research.  Student  has  set  the  goal  of  creating  a  website  to  sure  her  information.  

 5TH  GRADE.    Student  will  create  a  realistic  fiction  chapter  book  based  on  a  historical  person  of  significance  by  December  18,  2015.    Student  will  create  two  study  guides  for  Bridges  Units  3  and  5  to  help  other  students  prepare  for  quizzes  and  tests.    Student  will  complete  a  research  project  comparing  and  contrasting  the  Elf  Owl  and  Barn  Owl.  She  will  complete  this  project  on  her  iPad,  and  present  it  to  her  2nd  grade  class  by  12/18/15.    6TH  GRADE  MATH.  

1. By  end  of  October,  I  want  to  complete  a  board  game  that’s  a  math  version  like  Monopoly.    The  math  skills  involved  will  be  two  digit-­‐multiplication  and  application  

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of  math/money  to  a  situation.    My  classmates  will  play  this  game  to  help  them  learn  their  facts  and  have  fun.  

2. By  December  8  (my  birthday):  I  also  want  to  learn  about  PI;  what  it  is  and  when  it  is  used.    I  will  research  this  at  home.  I  will  create  an  Educreation  to  teach  others  about  PI.  

 For  my  game,  my  teacher  will  help  me  with  the  money.  I  need  time  to  learn  about  PI  and  I  might  need  help  from  my  teacher  to  check  my  understanding.    

HIGH  SCHOOL  Student  will  complete  required  courses  and  plans  to  complete  additional  coursework  with  the  goal  of  graduating  early.    Student  will  work  with  Ms.  Davis  to  substitute  writing  for  other  assignments  in  her  U.S.  History  and  English  classes  when  appropriate.    These  writing  assignments  will  allow  the  student  to  express  herself  creatively,  engage  in  her  passion  for  writing,  and  demonstrate  the  required  skills  for  the  course.    In  addition,  the  writing  will  give  the  student    practice  for  college  and  self-­‐expression  for  a  possible  future  law  career.    The  student  will  be  doing  writing  around  her  content  in  both  English  and  Social  Studies.  She  will  be  given  non-­‐fiction  books  to  use  a  resources  to  help  her  writing.  Her  SS  teacher  has  provided  her  texts  that  will  allow  her  to  extend  her  writing  that  supports  the  claim,  evidence  and  reasoning  model  for  writing  informative  essays.  Student  will  do  the  necessary  work  to  join  a  creative  writing  course  through  concurrent  enrollment  in  January.  

 

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Writing SMART

Affective Goals

SMART  AFFECTIVE  GOALS  

 SMART  goals  for  critical  affective  (social/emotional)  needs:  

 • Appreciation  of  others  • Asynchronous  development  • Empathy  • Intensities  • Organization  • Over-­‐excitabilities  • Peer  relationships  • Perfectionism  • Excessive  self-­‐criticism  • Prioritizing,  rank  ordering  • Procrastination  • Risk  taking  • Self-­‐acceptance  • Self-­‐awareness  • Self-­‐control  • Twice-­‐exceptional  • Underachievement  

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EXAMPLES  FOR  DEVELOPMENT        

• Develop  a  plan  for  my  future—career  and  college  planning  • Develop  autonomy—become  self-­‐reliant  and  resilient  • Time  management—assessing  the  demands  placed  on  me  a  t  school  and  home  

and  developing  a  schedule  • Advocating  for  self—building  self-­‐advocacy  skills  to  develop  the  ability  to  get  

what  I  want  in  a  respectful  manner  • Managing  mood—controlling  my  emotions  to  understand  my  perceptions  of  

events  to  influence  how  I  react  to  opportunities  and  challenges  • Knowing  myself  and  understand  others—knowing  my  strength  and  needs  with  

the  purpose  of  understanding  others  • Healthy  risk  taking  for  increased  achievement  • Teamwork  • Applying  strategies  to  deal  with  underachievement,  motivation,  and  

engagement  • Understanding  and  managing  perfectionism  • Coping  with  anxiety  and  stress  

 

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EXAMPLE  3 By  the  end  of  the  year,  Student  C  will  volunteer  at  an  animal  shelter  once  a  week  to  exemplify  his  personal  values  about  rescuing  homeless  animals—play  with  the  dogs  and  cats,  help  to  brush  them,  and  clean  up  after  them.    Student  C  will  keep  a  journal  of  her  thoughts,  as  a  record  of  her  participation.

EXAMPLE  2 By  the  end  of  the  year,  Student  B  will  increase  active  participation  in  her  learning  in  honors  biology  by  giving  at  least  one  response  during  each  weekly  class  discussion  and  giving  two  oral  presentations.    This  will  be  measured  by  Jane,  her  classmates,  the  biology  teacher,  and  the  class  PARA  using  tally  sheets.  

AFFECTIVE SMART GOALS

EXAMPLE  1  By  the  end  of  the  first  semester,  Student  A  will  show  a  20%  increase  in  the  number  of  times  he  listens  to  classmates  and  teachers  with  respect,  as  measured  by  a  pre-­‐  and  post-­‐rating  scale  given  to  his  teachers.  

Sample  Journal  Questions    • Identify,  explain,  and  justify  your  value  for  choosing  to  volunteer  at  an  animal  shelter  to  promote  your  belief  in  rescuing  animals?  

• How  will  you  share  your  value  for  animal  rescue  with  others?  

• What  readings  and  studies  have  you  done  to  help  solidify  your  values  for  animal  rescue?  

• Describe  how  this  week’s  volunteer  session  helped  to  promote  your  values  about  animal  rescue?