Timelines & Procedures
What is an Advanced Learning Plan (ALP)?
Exceptional Children’s Education Act Statute 22-20-103 12.01(2)
Advanced Learning Plan (ALP) outlines a legal, written record of gifted and talented programming utilized with each gifted child and considered in educational planning and/or decision making.
The Advanced Learning Plan (ALP) is generated or reviewed annually for all students identified as gifted/talented.
- The ALP is a working document that is created or reviewed through collaboration with teachers, parents, and students.
- The ALP is a fluid document that can be updated as needs and goals change.
- The ALP is a strength based, standards based guide for instruction and differentiation.
- The ALP is a record of programming, strength based interventions, and collaborative efforts.
- The ALP in SVVSD is designed to be student lead with support as students move into high school.
What are the components to an ALP plan?
- ALP plans contain strength based, standards based goals in the student’s gifted or interest areas.
- ALP plans contain goals to support social and emotional development, including self advocacy.
- A record of programming options, interventions, services and/or differentiation options designed to support students.
- Progress monitoring designed to support data based decisions and reflection for students.
- The ALP is housed in a shared file system and historical data can be reviewed from year to year.
- Students at the high school level follow student lead protocols to create an ALP that supports their college and career goals.
- ALP plans are reviewed or created annually and updated as needed.
- Progress toward ALP goals is monitored at individual school sites and communicated during conference and report card cycles. Adjustments to goals and programming options may occur during any progress reporting period.
Advanced Learning Plan Timeline
Each year Advanced Learning Plans are generated or reviewed. Students are encouraged to take an active role in their Advanced Learning Plan in preparation for their student driven plan in high school that directly supports their college and career goals. Parents are encouraged to be part of the process and review goals with their children. The goal of the ALP is to drive differentiation and instruction, as well as, to document the trajectory of services and strategies used to support a learner. For previously identified students, collaboration starts in September and plans are finalized by November. For new students, plans will be generated within 30 days of identification. For specific questions or concerns regarding a student’s ALP, please contact the building GT representative.
Early Access for Highly Advanced Gifted Children Under Six
Recent legislation has allowed school districts to offer “highly advanced gifted children” the option of early entrance to kindergarten or first grade. A child must be four on or before the first day of school to be an eligible candidate for Early Access to kindergarten, or five years of age to be eligible for Early Access to first grade.
Highly advanced gifted children may show exceptional academic achievement, reasoning ability, performance and motivation compared to other children. They are highly precocious and ready for school. This option is not recommended for the majority of children. Detailed screening and criteria are used to determine school readiness.
Why are students now allowed to enter school early?
Some gifted students have exhausted the resources of preschool and/or homeschooling preschool before age five. These students’ needs would best be met by accelerating them into school earlier. This legislation was designed with those children in mind.
Who can enter school early?
- Have highly advanced skills in literacy and numeracy
- Have appropriate social readiness
- Have exhausted the resources of preschool due to their extensive cognitive abilities
- Parent Informational Fact Sheet
- Hoja Informativa para Padres
How do I know if my child would be a good candidate?
We have several levels of screening to determine if a child would be a good candidate for early enrollment.
First, speak with your child’s preschool teacher or other adults to find out if they feel your child would meet the rigorous criteria
- Characteristics of highly advanced gifted 4 and 5 year old children
- Caracteristicas que presentan los niños de cuatro y cinco años dotatdos altamante avanzados
Second, contact the Gifted Services Department at (303) 702-7808 to complete a brief interview and pick up a screening portfolio packet. This packet explains the procedure, as well as the information you will need to collect.
- The Gifted Preschooler
- El Alumno de Preescolar Altamente Avanzado
- The Highly Advanced Gifted Child
- Los Niños Dotados Altamente Avanzados
How can I apply for my child to be considered for Early Access to kindergarten or first grade?
After reviewing information regarding skills, criteria, timeline and fees, contact Gifted Services Department, for instructions about the next steps to follow.
SVVSD identifies students K-12 for Gifted Services.
These students usually:
- Perform academically at least two years above grade level
- Display readiness for very advanced or accelerated learning opportunities
- Require additional academic challenges to support their continued educational growth
- Demonstrate characteristics of unique creativity and higher level thinking
The identification process begins with an opportunity for parents and/or teachers to refer students for Gifted Services. Once nominated, Gifted Services will identify next steps to determine formal identification, continue to collect assessment data, or move a student to Program and Monitor status within 30 days. Once nominations are received, students are evaluated over a period of time. Performance in classroom settings, state testing data, standardized test scores, and behavioral rating scales are reviewed. Students may also take additional tests to help determine their ability or achievement during the identification process. For students who have been previously tested, a full review of data is completed before next steps are determined. According to district policy, students can be tested twice in their academic career. Gifted Services will review external cognitive testing if it is providedby the parent or guardian.
Students qualify for gifted services when they score in the 95th percentile in each of the three categories which include: cognitive/talent ability, behavioral/learning characteristics, and achievement, as measured with tools approved by the Colorado Department of Education and the district Gifted Services Department. If a student qualifies for gifted education services, the parents/teachers will be notified and an Advanced Learning Plan will be developed to meet the child’s unique educational needs.
Parents, teachers and/or students can refer candidates for gifted identification consideration. Please contact the GT Representative in your building for a nomination form to begin the process
The purpose of the Identification process is to identify students who match Colorado’s definition of gifted/talented.
In accordance with Colorado state law, SVVSD accepts gifted identification portability from Colorado districts. Identification is reviewed to ensure it meets current state identification requirements. Review of records will take place within 45 days after the student is registered in the St. Vrain Valley School District. If the identification is transferred, parents and the student will be notified and an Advanced Learning Plan will be drafted within 60 school days. If identification does not meet state requirements, additional testing may be required.
For support with portability requests, please contact Rebecca Upthegrove at firstname.lastname@example.org.
If your student was identified in another state, please provide gifted education records to our office for review. It is our sincere hope to make the transfer of identification as streamlined as possible for families and educators.
Department policy provides a protocol for students who are identified in another state, or waiting transfer of identification, to be labeled as “program and monitor” ensuring a continuum of services.
Please be advised that while identification often transfers, programming may differ. Questions regarding programming should be directed to the school GT representative.
Procedure for Disagreement: Identification
When a question or concern arises regarding the determination made after a review of the body of evidence for Gifted Services, the following progression takes place in order to finalize and validate the designation.
- The body of evidence is reviewed by the GT representatives in order to determine if an error was made within 30 days of contact by parents.
- If assessment scores are deemed accurate, data is reviewed with parents and the criteria for identification is clarified. Parents may seek outside testing which will be added to the body of evidence and an additional review by the District Coordinators will be requested. Review of the outside testing will take place within 30 days of submission.
- The District Coordinators will review the body of evidence to determine if additional data (provided by parents) changes the designation or suggests more information is needed before a final determination is made. Every effort will be made to include the parents/teachers in this determination process.
- Once a complete body of evidence has been gathered and a decision reached by the District Coordinators, the designation will stand until further data is available and reviewed during the next annual GT nomination/evaluation cycle within the school.
- If parties neglect to reach a consensus after proceeding through the phases of the Dispute Resolution Procedure, the Executive Director of Student Services, or the Assistant Superintendent for Student Achievement may be contacted for review of the body of evidence and a final ruling on the gifted status of the student.
Procedure for Disagreement: Advanced Learning Plan and Programming
When a question or concern arises regarding the Advanced Learning Plan or programming for a gifted student, the following progression takes place in order to address the concern.
- Programming and Advanced Learning plans are the responsibility of each individual school. The first step should be to contact the teacher, GT Site Leader, and administrator to share concerns. The majority of concerns are solved at this level.
- If consensus is not reached, or if additional support for the conversation is needed, please contact the GT Department. A response and necessary steps to address the concern will be initiated within 30 days.
- If parties neglect to reach a consensus after proceeding through the phases of the Dispute Resolution Procedure, the Executive Director of Student Services, or the Assistant Superintendent for Student Achievement may be contacted for review of the body of evidence and a final decision.