Goal Setting: Developing a Culture for Transitions Developed by: Angela Johnson and Martin Loa, Coastal GREAT 1 Presenter: Date: A Collaborative between

Goal Setting: Developing a Culture for Transitions

Developed by: Angela Johnson and Martin Loa, Coastal GREAT

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Presenter: Date:

A Collaborative between the Texas Education Agency and Harris County Department of Education State Office of Adult Education and Family Literacy

Texas LEARNS

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Objectives• Recognizes the requirement of a Student Learning Plan (SLP) for all

students.

• Explains automatic NRS cohort designation.

• Explores tools and goal setting activities located in the Goal-Driven Learning Toolkit.

• Assists teachers in the development of SMART Goals for students.

• Defines and applies the goal setting process to transitions.

• Provides hands-on practice to develop SLP's to support goal setting and transitions.

• Utilizes simulated scenarios.

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FamiliesHuxtableLopezAddamsIngallsBanksBrady

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Families

Find your fellow family members

• Discuss the following:What are some educational values that

your family shares?

How do these values compare to the values of your students?

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What’s the buzz about transitions?

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Ninety percent of the fastest-growing jobs require postsecondary education or training (U.S. Department of Education, 2007).

Did you know?

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Average Earnings of Year-Round, Full Time Workers by Educational Attainment 2010

U.S. Census Bureau: http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_10_1YR_S1501&prodType=table

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Selected Characteristics

Men Women

Yearly Weekly Yearly Weekly

Less than High School graduate

$21, 387 $411 $14, 470 $278

High School Graduation, including Equivalency

$31, 376 $603 $21, 427 $411

Some college or associate’s degree

$39, 925 $767 $27, 062 $520

Bachelor’s degree $57, 815 $1,111 $40, 393 $776

Graduate or Professional degree $79, 962 $1,537 $52, 866 $1,016

The income gap between individuals with and those without postsecondary education is growing rapidly (Middle of the Class, 2005).

The gap doubled between 1979 and 1999 and continues to grow rapidly (Middle of the Class, 2005).

Did you know?

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Did you know?

The majority of jobs that pay enough to support a family require skills that cannot be obtained with just a high school education or GED.(Carnevale & Derochers, 2003).

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http://eff.cls.utk.edu/assessment/standards.htm 12

What is transitions?

Process of change: a process or period in which something undergoes a change and passes from one state, stage, form, or activity to another.

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Work Training & Certificate Programs

ESL ABE or GED

Postsecondary Education

Mathews-Aydinli, 200614


Characteristics of each level of transition

ESL to ABE • Top out of ESL NRS Levels• Goals change language acquisition to

earning a GED

ABE to ASE• Move from 1st – 8th grade curriculum to 9th –

12th grade curriculum• Progress is often not evident to teachers• Will benefit most from reading, language and

math state initiatives15

ESL/ABE/ASE to Post-Secondary•Earn GED; begin vocational program•Pass the COMPASS, ACCUPLACER or THEA Exams.

Adult Ed to Workplace•May not have a goal of earning a GED•Has acquired necessary language skills to enter the workforce


Characteristics of each level of transition

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Impact of Goal Setting on Transitions

The intake and orientation process in the first three weeks of participation are critical to improving persistence. (Quigley,1997)

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Texas Adult EducationGoal Setting Policy

Educational Gain Goals

Goal Setting Process

A Student Learning Plan (SLP) is required for all students

Training for Goal Setting

Accommodating Learning Disabilities18

KWL ChartTopic: Goal Setting

What do I knowabout Goal Setting?

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Impact of Goal Setting on Transitions

Students who are motivated by goals and have the opportunity to experience progress toward those goals attend more regularly.

(Adult Learner Persistence Study NCSALL, 1999)

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Results of Meaningful Goal Setting

• Reduce dropouts

• Increase student hours

• Improve achievement

• Increase personal goal attainment

• Improve completion rates21


What do I want to learn about

Goal Setting?

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Student Profiles

• Long-term Personal commitment Education is end goal

• Mandatory Required attendance Minimal Motivation

• Short-term Intense participation to meet specific goal Goals will determine length of time in

program.23

Student Profiles

• Try-out Barriers are usually hard to overcome Goals are not clear enough to sustain

motivation

• Intermittent Move in and out of program “Stop outs” rather than “Dropouts”

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Barriers to Goal Setting

At your tables discuss the following questions:

Students

• What are some barriers that have hindered your students from achieving their stated goals?

Teachers

• What are some barriers that teachers face in helping students to set and reach their goals?

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Student’s Barriers to Goal Setting

Dreams vs. Goals Academic factors

• Low basic skills• Unfamiliar with educational processes• Special learning needs• Language deficiency

Nonacademic factors• Childcare• Transportation• Limited financial resources• Limited time to attend class

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Teacher’s Barriers to Goal Setting

Intricate management process

Unclear on how to steer students

Limited resources at local sites

Adult Education programs disconnected from Social Services

Conflict in student goals and program goals

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Help students to articulate goals

Consider multitude of instructional objectives

Student goals should be basis for instruction

Continuous effort to identify goals

Recognize that goals may change over time

Remove Barriers

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“If you do not know where you are going, you might wind up

someplace else.”

Yogi Berra

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What is What is the the

DifferenDifference?ce?

Personal Goals & NRS Cohort Personal Goals & NRS Cohort Designation Designation

Personal Goals & NRS Cohort Personal Goals & NRS Cohort Designation Designation

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Personal Goals

PersoPersonal nal

GoalsGoals

May include wide range of career, life, and education goals.

May be short-term and/or long-term.

What does the student want to do that they can not do now?

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NRS Cohort Designation

1. Beginning the 2012-2013 program year, NRS will discontinue the use of goal setting as a means to identify students to track attainment of the follow-up outcomes.

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Past•Goals that could be attained within the program year

Present•Outcome designation completed automatically•Focus on student’s goals


2. The NRS will require states to automatically report the follow-up outcomes for all students who meet certain criteria for each measure.

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• Automatic cohort designation varies for each follow-up outcome.

• Some students may fall into more than one cohort.

• Cohorts are determined and tracked in TEAMS based on status upon entry and exit date.

36* Refer to Goal Setting State Policy

Core Outcome Measures

(NRS Automatic Cohorts)

Student Population to Include

Time Period to Collect Measures

Enter employment Learners who are unemployed and in the labor force when they entered the program and who exit during the program year

First quarter after exit quarter*

Retain employment Learners who are:•unemployed at entry in the labor force who exit and are employed during first quarter after exit•employed at entry who exit

Third quarter after exiting the program

NRS Cohort Designationhttp://www.nrsweb.org/foundations/NRSChanges.aspx

Designated Performance

Target

Designated Performance

Target

37* Refer to Goal Setting State Policy

NRS Cohort DesignationCore Outcome

Measures(The Four Cohorts)

Student Population to Include Time Period to Collect Measures

Enter into postsecondary education or training

Learners who:•earned a secondary credential while enrolled, •have a secondary credential at entry or•who are enrolled in a class specifically designed for transition to postsecondary education who exit.

Exited during program year and entered any time from exit until the end of the following program year (June 30)Reporting period for this measure is extended for two years.

Obtain a secondary credential

Learners who: •take all GED tests,•are enrolled in adult high school at the high ASE level or •are enrolled in the assessment phase of the EDP who exit.

Any time after exit to the end of the reporting period (December 31)

http://www.nrsweb.org/foundations/NRSChanges.aspx

Implications for Cohort Designation

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1. Follow-up goals no longer entered into TEAMS1. Automatic cohorts2. Tracking and reporting in TEAMS

2. Accountable for a larger number of students to achieve outcomes


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Setting and re-evaluating student goals is still very important, but these goals will no longer be used as a way

to identify students for NRS follow-up measures.


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Is Goal Setting more critical now than it has been in the past?

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National Focus On TransitionsNational Focus On Transitions

“The journey of one thousand miles begins with one step.”

Chinese Proverb

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Goal Setting Strategies

Have students set a goal

Make a plan for them to reach the goal

Monitor the work toward the goal

Three Components

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From START SMART: Connecting Learning to Life: Goal Setting Strategies, Student Edition. Copyright © 2003 by Harcourt Achieve, Inc. All rights reserved. Reproduced by permission of the publisher, Houghton Mifflin Harcourt Publishing Company.

Component One - Setting Goals

• Identify student goals

• Prioritize goals

• Evaluate goals

• Predict possible problems

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Identify Student Goals

• What do you want?

• What are your dreams?

• What things have been important to you in the past?

• Where have you been and where would you like to be?

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Identify Student Goals

• Preliminary Goal Setting Activities C.I.T.E Inventory: http://wvabe.org/CITE/cite.pdf

• Interviewing

• Self Assessments

• Group Goal Setting

• Career Interest Inventories Interest Profiler: http://www.onetcenter.org/IP.html?

p=3

• Goal Setting Options for ESL Students

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Prioritize Goals

• Which goals seem easy?

• Which goals do I care about the most?

• Which goals do my friends and family think are the most important?

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Prioritize Goals

• Is there a goal that has to be reached before I can move on to the next one?

• Which goals can I complete at the same time?

• Are there any goals I can put off for a while?

• Example: » Interview with AE Teacher or Transition

Counselor

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SMART GoalsSMART Goals SMART GoalsSMART Goals

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Goal versus Dream

What is the difference between

a goal and a Dream?

To achieve a dream, you must first break it down

into specific, achievable and realistic goals.

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Dream Chart

What I want? How can I do it? Dream or Goal

To have more money

Win the lotteryMy chances are probably about one in three million.

Dream

Get a raise

My coworker, Linda, has done this, so I can too.

Goal

To go on a vacation

Live half the year in FloridaI don’t have that much vacation time.

Dream

Take a one-week trip to Florida

I can save money and vacation time.

Goal

To be an actor

Land an acting role in a television show

I have no experience.

Dream

Act in a playI can try out for a community play.

Goal51


Predict Possible ProblemsProblem Solution Chart

My Goal:

Have every student create a SMART Goal by the end of thesecond week of class.Possible Problem: Solution:

Possible Problem: Solution:

Possible Problem: Solution:

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Three Components

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Make a Plan to Reach the Goal

• Identify what is needed to reach the goal

• Utilize support and resources to reach the goal

• Break large goals into steps

• Make a timeline

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What is needed to reach the goal?

• What skills will I need?

• How can I learn these skills?

• How have other people reached this goal?

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Utilize Support and Resources

• Talk about your goal with everyone you know.

• Make phones calls to people that may be able to help.

• Visit a community center or a job center.

• Ask a church group if they can help you.

• Visit the library.56

Breaking Down GoalsBecome a US Citizen by the end of the semester

Review and practice in class

Take and pass the test

Divide the questions into groups of 15

Meet after class one day a week Register for Test

Work extra hours cut budget

Learn English

Make flash cards

Find out the requirements

Form a study group

Get a copy of the new citizenship questions

Save money for the fees

Find out locations and dates of tests

Obtain proper paper-work

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Make a Timeline

• How much time do people usually take to complete this goal?

• How much time do I have to work toward my goal?

• How much energy do I have?

• At what pace do I like to work?

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Make a Timeline

•Is it important for me to reach the goal quickly?

•What people or jobs might also need my time?

•Will my schedule affect someone else’s schedule?

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Hours 0 12 24 36 48 60 More than 60

Student Goal Setting

During Orientation-

State program goals. Introduce student goals.

Have student set goals and

break-down goals if

necessary

Conduct student

interviews monitor goals

Follow up Program Goals.

Test for program

goals

Celebrate goal

completions in your

classrooms

Create new Goals or

new timelines.

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Hours 0 12 24 36 48 60 More than 60

Student Goal Setting

Get copy of Citizenship

Question and find out

requirements

Student sets goal of

obtaining Citizenship

Submit application

andknow 30 out of

the 100 questions

Divide questions

into groups of 15 and

form study group

Practice interview

part of the Test.

Take Progress

Test

Review my Goal and develop a

new timeline if needed

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Three Components

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Work Toward the Goal

• Keep Motivated

• Deal with Change

• Review your Progress

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Keep Students Motivated

• Reward yourself

• Talk often with your friends and family about your goal

• Meet often with a group of friends or classmates

• Create an image of success to help keep your eye on the prize

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Deal with Change

• If you can’t meet your deadline, create a new timeline taking changes in your life into account.

• If you suddenly need more help with your goal, find some additional resources.

• If your goal suddenly feels too large, fill out a new pyramid chart.

• You can always break down your goal into even smaller steps.

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Review your Progress

• Check your timeline

• Check off goals in your pyramid as you complete them

• Ask people, how you are doing?

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Student Learning Plan (SLP)

•Goal Planning

•Instructional Planning

•Goal Monitoring

•Goal ReviewPages 128-134 67

Let’s review…. According to the Texas Adult Education goal setting policy, all students will have a SLP.

Sample Student Learning Plan (SLP)

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Reminder: Copies of sample SLP’s are located on pages 122-132 of the Goal-Driven Learning Toolkit.

Marcos

Marcos is a new enrollee for an ABE/ASE program. He is 18 years old and recently dropped out of high school. The last grade he completed was the 11th

grade. The results of his TABE assessment are as follows:

– High ASE in reading, – High ASE in language, – High Intermediate ABE in math.

• Without a high school diploma, Marcos has only been able to find construction jobs, and he does not want to do this type of work forever.

• His ultimate goal is to become a fireman.

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Roslyn

Roslyn is a single mother of three. She recentlyenrolled in ABE classes to improve her reading. She currently receives state financial assistance butis struggling to support her family. She reads at 6.0level and finds math word problems to be very difficult

– During the orientation Rosyln expressed her desire to

pass the GED exam so she can explain to her children that she finished high school.

– She is also embarrassed because she is unable to assist her children with their school work, and she is fearful of speaking with their teachers.

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Martha

Martha is twenty years old. She was given

the TABE test because she topped out of the

BEST Assessments. She scored Beginning Basic ABE in reading, High Intermediate ABE in Math and Beginning ABE Literacy in Language.

– She wants to become a hairdresser. She recently

enrolled in cosmetology classes.– Although she can take the test exam in Spanish, her

goal is to pass it in English.

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Tracy

Tracy is a single mother in her mid twenties with two children. Her parents are supportive of her goals. When she took the GED, she passed all sections of the exam except the language section. She scored Beginning Basic ABE in language on the TABE test.

– After passing the GED exam, Tracy would like to

enroll in community college and begin a CNA program.

– Her ultimate goal is to become a licensed vocational nurse (LVN). 72

Juan Armando

Juan Armando migrated from Mexico 1 year ago. He has a bachelors degree and was a teacher in Mexico. He enrolled in ESL classes to improve his English:

– When given the BEST Plus test he scored High Beginning

ESL and BEST Literacy High Intermediate ESL.

– He is very social and wants to practice his English with other people. He is a very motivated student, and he is determined to teach in the United States.

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Joel

Joel was recently informed that he meets the qualifications to become a U.S. Citizen. He does not read or write in his native language. He decided to enroll in ESL classes. Joel’s BEST Plus oral score is High Beginning and his BEST Literacy score is Beginning Literacy.

• He wants to become a U.S. Citizen to help his family in El Salvador become permanent residents

in America.

• Once his family migrates to the U.S., he would like to work hard and open a Salvadorian restaurant.

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What I learned about Goal Setting?

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Today I have:• Recognized the requirement of a Student Learning Plan (SLP)

for all students.

• Learned that students are automatically placed into cohorts based on pre-determined NRS follow-up measures.

• Explored the Goal-Driven Learning Toolkit.

• Assisted in the development of SMART Goals for students.

• Defined and applied the goal setting process to transitions.

• Experienced hands-on practice to develop SLP's to support goal setting and transitions.

• Utilized simulated scenarios. 76

Questions?• Coastal Region GREAT Center website:

http://wwwtcall.tamu.edu/projectgreat/coastal/index.htmCoast

• Coastal Region GREAT Center Email Address:[email protected]

• Texas LEARNS Distance Learning Manager, AnneMarie Molinari:

[email protected]

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Evaluations

Workshop Title: Goal Setting: Developing a Culture for Transitions

Presenter:

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References• Websites

– ProLiteracy : www.proliteracy.org – CAELA: www.cal.org – NCSALL: http://www.ncsall.net– EFF http://eff.cls.utk.edu/assessment/standards.htm

• Comings, John P. “Persistence: Helping Adult Education Students Reach Their Goals.” 2007

• J. Ford, D. Flannery, Ph.D., B. Tondre-El Zorkani, StartSmart, Connecting Learning to Life, Harcourt Achieve, 2003

• Mathews-Aydinli, Julie, “ Supporting Adult English Language Learners’ Transitioning to Post Secondary Education”, 2006

• NCSALL Seminar Guide, “Goals and Self-Efficacy in Persistence”, 2005• Zafft, Cynthia, Silia Kallenbach, and Jessica Spohn, “Transitioning Adults to College:

Adult Basic Education Program Models”, 2006.

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Documents

Goal Setting: Developing a Culture for Transitions Developed by: Angela Johnson and Martin Loa, Coastal GREAT 1 Presenter: Date: A Collaborative between