TRAINING INFORMATION

It must be borne in mind that the It must be borne in mind that the tragedy of life does not live in not tragedy of life does not live in not

reaching your goal. The tragedy of reaching your goal. The tragedy of live is having no goal to reach.live is having no goal to reach.

Benjamin E. MaysBenjamin E. Mays

Workforce Development AgencyWorkforce Development Agency

Office of Adult EducationOffice of Adult Education

GOAL SETTING POLICYGOAL SETTING POLICY

(Effective July 1, 2011)(Effective July 1, 2011)

TRAINING INFORMATIONTRAINING INFORMATION

Welcome and IntroductionsWelcome and Introductions ObjectivesObjectives Why NowWhy Now Goal SelectionGoal Selection Collaborative Goal Setting Process Between the Collaborative Goal Setting Process Between the

Participant and the Local Program StaffParticipant and the Local Program Staff Identifying Attainable Short-and Long-Term GoalsIdentifying Attainable Short-and Long-Term Goals Employment and/or Postsecondary Goals Employment and/or Postsecondary Goals

(as applicable)(as applicable) Participant GoalsParticipant Goals Impact on Adult Learning PlanImpact on Adult Learning Plan Impact on Michigan Adult Education Reporting SystemImpact on Michigan Adult Education Reporting System Q&AQ&A

OBJECTIVESOBJECTIVES

Upon completion of this training info, participants will…Upon completion of this training info, participants will…

Implement the 2011-12 goal setting policy Implement the 2011-12 goal setting policy requirementsrequirements

Establish an effective goal-setting process for Establish an effective goal-setting process for participants to effectively set and achieve participants to effectively set and achieve numerous short- and long-term goals which are numerous short- and long-term goals which are realistic, while improving program performancerealistic, while improving program performance

Be aware of short-term goals vs long-term goals Be aware of short-term goals vs long-term goals and the effectiveness of incremental goalsand the effectiveness of incremental goals

Be aware of impact on the Adult Learning Plan and Be aware of impact on the Adult Learning Plan and the Michigan Adult Education Reporting Systemthe Michigan Adult Education Reporting System

Goals are dreams with Goals are dreams with deadlines.deadlines.

Diana Scharf HuntDiana Scharf Hunt

Why NowWhy Now Formal document linking goals and Formal document linking goals and

data under a written policy.data under a written policy. Allows for more flexibility, participant Allows for more flexibility, participant

centered planning, and multiple centered planning, and multiple pathways for success.pathways for success.

Allows more opportunities to Allows more opportunities to demonstrate participant and program demonstrate participant and program achievement.achievement.

Supports concept of participant Supports concept of participant transitiontransition

GOAL SELECTIONGOAL SELECTION

Goals should be selected that are appropriate to Goals should be selected that are appropriate to the educational level of the participant at program the educational level of the participant at program entry entry

Goals should align with the participant’s program(s) Goals should align with the participant’s program(s) of enrollment of enrollment

Local programs cannot discourage participants Local programs cannot discourage participants from selecting goals that require follow upfrom selecting goals that require follow up

Local programs must provide educational services Local programs must provide educational services to a participant as determined by their assessment to a participant as determined by their assessment test at program entry.test at program entry.

Goal setting policy aligns with latest DELEG Goal setting policy aligns with latest DELEG Assessment Policy effective July 1, 2011Assessment Policy effective July 1, 2011

A goal without a plan A goal without a plan

is just a wish.is just a wish.

Larry ElderLarry Elder

COLLABORATIVE GOAL SETTING COLLABORATIVE GOAL SETTING PROCESSPROCESS

Goal selection is a collaborative process between the Goal selection is a collaborative process between the participant and local program staffparticipant and local program staff

Participants need to select their own goals, however, Participants need to select their own goals, however, they also need the expertise, guidance and counseling they also need the expertise, guidance and counseling of local program staffof local program staff

Local program staff must work with participants to Local program staff must work with participants to ensure that goals selected are achievable, and also ensure that goals selected are achievable, and also counsel participants about the selection of appropriate counsel participants about the selection of appropriate short-term goals necessary to achieve their long-term short-term goals necessary to achieve their long-term goalsgoals

Goal counseling is done during the creation of the Goal counseling is done during the creation of the participant’s ALP and periodically during the program participant’s ALP and periodically during the program yearyear

MAERS /ALP Goal SelectionMAERS /ALP Goal Selection

IDENTIFYING ATTAINABLE SHORT- IDENTIFYING ATTAINABLE SHORT- AND LONG-TERM GOALSAND LONG-TERM GOALS

A participant, along with guidance from local A participant, along with guidance from local program staff, program staff, may select as many short-term may select as many short-term and long-term primary goals and secondary goals and long-term primary goals and secondary goals as determined appropriate as determined appropriate to meet the needs of to meet the needs of the individualthe individual

Short-Term GoalsShort-Term Goals:: Any goal that is achievable Any goal that is achievable within the specific program year, which would within the specific program year, which would lead to the achievement of any long-term goal(s)lead to the achievement of any long-term goal(s)

Long-Term GoalsLong-Term Goals:: Any goal that is desired, but Any goal that is desired, but not likely to be achievable within the specific not likely to be achievable within the specific program year program year

EMPLOYMENT AND/OR EMPLOYMENT AND/OR POSTSECONDARY GOALSPOSTSECONDARY GOALS

Participants with a labor force status of unemployed at Participants with a labor force status of unemployed at entry MUST select obtain employment or enter entry MUST select obtain employment or enter postsecondary education as a short-term goal.postsecondary education as a short-term goal.

Participants with a labor force status of employed at entry Participants with a labor force status of employed at entry MUST select retain/retain employment or postsecondary MUST select retain/retain employment or postsecondary education as a short-term goal.education as a short-term goal.

Participants with a labor force status of “Not in the Labor Participants with a labor force status of “Not in the Labor Force” are exempt, and would not select an employment Force” are exempt, and would not select an employment goal. (Definition: not employed and not actively seeking goal. (Definition: not employed and not actively seeking employment)employment)

PARTICIPANT GOALSPARTICIPANT GOALS

Ten (10) PRIMARY GOALSTen (10) PRIMARY GOALS Goal 1 is required for all participants, is an NRS Goal 1 is required for all participants, is an NRS

performance measure, but does not require NRS Follow-performance measure, but does not require NRS Follow-UpUp

Goals 2-5 are not NRS performance measures, and do Goals 2-5 are not NRS performance measures, and do not require NRS Follow-Up not require NRS Follow-Up

Goals 6-10 are NRS performance measures which do Goals 6-10 are NRS performance measures which do require NRS Follow-Up, as applicable, if selected as a require NRS Follow-Up, as applicable, if selected as a short-term goal.short-term goal.

Seven (7) SECONDARY GOALSSeven (7) SECONDARY GOALSAll secondary goals do not require NRS Follow-Up and are All secondary goals do not require NRS Follow-Up and are

not NRS performance measuresnot NRS performance measures

PARTICIPANT PRIMARY GOALSPARTICIPANT PRIMARY GOALS

1.1. Educational Gain: Required goal for all Educational Gain: Required goal for all participantsparticipants

Improve Basic Literacy Skills (Non-ESL Improve Basic Literacy Skills (Non-ESL programs)programs)

Improve Basic English Skills (ESL programs)Improve Basic English Skills (ESL programs) Not subject to NRS Follow-Up Not subject to NRS Follow-Up NRS performance measureNRS performance measure Not applicable to Work Based Project LearnerNot applicable to Work Based Project Learner

PARTICIPANT PRIMARY GOALSPARTICIPANT PRIMARY GOALS (Non-NRS) (Non-NRS)

2.2. Function At or Above 9Function At or Above 9thth Grade Level (ABE Grade Level (ABE only)only)

Applies only to participants assessed below the 9Applies only to participants assessed below the 9thth grade grade level in Reading, Math or Language as determined by a level in Reading, Math or Language as determined by a Office of Adult Education-approved pre-testOffice of Adult Education-approved pre-test

Participant is placed in an ABE program of enrollmentParticipant is placed in an ABE program of enrollment Achievement: Score at or above the 9Achievement: Score at or above the 9thth grade level in all grade level in all

subject areas that the participant received instructionsubject areas that the participant received instruction Upon achievement, participant is ready to move into a Upon achievement, participant is ready to move into a

GED Prep or HSC program of enrollment.GED Prep or HSC program of enrollment. Not subject to NRS Follow-up Not subject to NRS Follow-up Not a NRS performance measureNot a NRS performance measure

PARTICIPANT PRIMARY GOALSPARTICIPANT PRIMARY GOALS (Non-NRS) (Non-NRS)

3.3. Achieve English Language Proficiency Achieve English Language Proficiency (ESL only)(ESL only)

Applies only to participants who lack English Applies only to participants who lack English Literacy skills as determined by a Office of Adult Literacy skills as determined by a Office of Adult Education-approved pre-testEducation-approved pre-test

Participant is placed in an ESL program of Participant is placed in an ESL program of enrollmentenrollment

Achievement: Must score 236+ in Reading, 236+ Achievement: Must score 236+ in Reading, 236+ in Listening and 231+ in Writing (as available) on in Listening and 231+ in Writing (as available) on CASAS CASAS

Not subject to NRS Follow-up Not subject to NRS Follow-up Not a NRS performance measureNot a NRS performance measure

PARTICIPANT PRIMARY GOALS PARTICIPANT PRIMARY GOALS (Non-NRS)(Non-NRS)

4.4. Pass One or More Official GED TestsPass One or More Official GED Tests Applies to participants assessed at or above Applies to participants assessed at or above

the 9the 9thth grade level in Reading, Math or grade level in Reading, Math or Language as determined by a Office of Adult Language as determined by a Office of Adult Education-approved pre-test and/or placed in Education-approved pre-test and/or placed in GED Prep courses GED Prep courses

Goal is selected for participants on a path Goal is selected for participants on a path toward obtaining a GEDtoward obtaining a GED


PARTICIPANT PRIMARY GOALS PARTICIPANT PRIMARY GOALS (Non-NRS)(Non-NRS)

5.5. Attain High School Diploma CreditsAttain High School Diploma Credits Applies to participants assessed at or above Applies to participants assessed at or above

the 9the 9thth grade level in Reading, Math or grade level in Reading, Math or Language as determined by a Office of Adult Language as determined by a Office of Adult Education-approved pre-test and/or placed in Education-approved pre-test and/or placed in local board approved High School Completion local board approved High School Completion courses courses

Goal is selected for participants on a path Goal is selected for participants on a path toward obtaining a high school diplomatoward obtaining a high school diploma


PARTICIPANT GOALS: PARTICIPANT GOALS: PRIMARY GOALS (NRS)PRIMARY GOALS (NRS)

NRS Follow-Up Goals:NRS Follow-Up Goals:

Obtain a GEDObtain a GED Obtain a High School DiplomaObtain a High School Diploma Enroll in Postsecondary EducationEnroll in Postsecondary Education Obtain EmploymentObtain Employment Retain/Improve EmploymentRetain/Improve Employment


NRS Follow-Up Goals:NRS Follow-Up Goals:

NRS performance measuresNRS performance measures Subject to NRS Follow-up if selected as a Subject to NRS Follow-up if selected as a

short-term goal, and the participant’s Exit short-term goal, and the participant’s Exit Status is either “Student completed…but does Status is either “Student completed…but does not plan to continue`` or “Separation before not plan to continue`` or “Separation before Completion”Completion”

Local programs must not discourage Local programs must not discourage participants from selecting goals that require participants from selecting goals that require follow upfollow up

PARTICIPANT PRIMARY GOALS PARTICIPANT PRIMARY GOALS (NRS)(NRS)

6.6. Obtain a GEDObtain a GED Applies to participants assessed at or above the 9Applies to participants assessed at or above the 9 thth grade level grade level

in Reading, Math or Language as determined by a Office of in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and placed in GED Prep Adult Education-approved pre-test and placed in GED Prep courses courses

Goal is selected for participants on a path toward obtaining a Goal is selected for participants on a path toward obtaining a GEDGED

Achievement: Obtain certification of attaining passing scores Achievement: Obtain certification of attaining passing scores on all five GED tests, by achieving an average score of 450 or on all five GED tests, by achieving an average score of 450 or higher.higher.

Subject to NRS Follow-up if selected as a short-term goal, and Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but the participant’s Exit Status is either “Student completed…but does not plan to continue`` or “Separation before Completion”does not plan to continue`` or “Separation before Completion”

NRS performance measureNRS performance measure


7.7. Obtain a High School DiplomaObtain a High School Diploma Applies to participants assessed at or above the 9Applies to participants assessed at or above the 9 thth grade level grade level

in Reading, Math or Language as determined by a Office of in Reading, Math or Language as determined by a Office of Adult Education-approved pre-test and placed in local board Adult Education-approved pre-test and placed in local board approved High School Completion coursesapproved High School Completion courses

Goal is selected for participants on a path toward obtaining a Goal is selected for participants on a path toward obtaining a high school diplomahigh school diploma

Achievement: Participant obtains a local school board Achievement: Participant obtains a local school board approved diploma documenting satisfactory completion of approved diploma documenting satisfactory completion of secondary studies.secondary studies.

Subject to NRS Follow-up if selected as a short-term goal, and Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but the participant’s Exit Status is either “Student completed…but does not plan to continue`` or “Separation before Completion”does not plan to continue`` or “Separation before Completion”



8.8. Enroll in Postsecondary EducationEnroll in Postsecondary Education Goal is selected for participants on a path toward Goal is selected for participants on a path toward

enrolling in postsecondary educationenrolling in postsecondary education Achievement: Participant enrolls in a postsecondary Achievement: Participant enrolls in a postsecondary

educational or occupational skills training program that educational or occupational skills training program that does not duplicate other services or training received, does not duplicate other services or training received, regardless of whether the prior services or training were regardless of whether the prior services or training were completed completed

Subject to NRS Follow-up if selected as a short-term Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student goal, and the participant’s Exit Status is either “Student completed…but does not plan to continue`` or completed…but does not plan to continue`` or “Separation before Completion”“Separation before Completion”


PARTICIPANT PRIMARY GOALSPARTICIPANT PRIMARY GOALS (NRS) (NRS)

9.9. Obtain EmploymentObtain Employment Goal is selected for participants on a path towards employmentGoal is selected for participants on a path towards employment Should be selected as a short-term goal if the participant’s Labor Force Should be selected as a short-term goal if the participant’s Labor Force

Status is Unemployed (not employed and actively seeking Status is Unemployed (not employed and actively seeking employment)employment)

Achievement: Participant enters employment by the end of the first Achievement: Participant enters employment by the end of the first quarter after the program exit quarter. Employment is working in a quarter after the program exit quarter. Employment is working in a paid, unsubsidized job or working 15 hours or more per week in an paid, unsubsidized job or working 15 hours or more per week in an unpaid job on a farm of business operated by a family member or the unpaid job on a farm of business operated by a family member or the participantparticipant

A job obtained while the participant is enrolled can be counted for A job obtained while the participant is enrolled can be counted for “Obtained employment” and is reported if the participant is still “Obtained employment” and is reported if the participant is still employed in the first quarter after exit from the program employed in the first quarter after exit from the program

Subject to NRS Follow-up if selected as a short-term goal, and the Subject to NRS Follow-up if selected as a short-term goal, and the participant’s Exit Status is either “Student completed…but does not participant’s Exit Status is either “Student completed…but does not plan to continue`` or “Separation before Completion”plan to continue`` or “Separation before Completion”


PARTICIPANT PRIMARY GOALSPARTICIPANT PRIMARY GOALS (NRS) (NRS)

10.10. Retain/Improve EmploymentRetain/Improve Employment Goal is selected for participants on a path toward Goal is selected for participants on a path toward

retaining/improving employmentretaining/improving employment Should be selected as a short-term goal if the Should be selected as a short-term goal if the

participant’s Labor Force Status is Employedparticipant’s Labor Force Status is Employed Achievement: Participant remains employed in the Achievement: Participant remains employed in the

third quarter after their exit quarter third quarter after their exit quarter Subject to NRS Follow-up if selected as a short-Subject to NRS Follow-up if selected as a short-

term goal, and the participant’s Exit Status is either term goal, and the participant’s Exit Status is either “Student completed…but does not plan to “Student completed…but does not plan to continue`` or “Separation before Completion”continue`` or “Separation before Completion”


NOT IN THE LABOR FORCENOT IN THE LABOR FORCE

NOT IN THE LABOR FORCE: NOT IN THE LABOR FORCE: Participant is not employed and is Participant is not employed and is NOT actively seeking employmentNOT actively seeking employment

Participant would not select an Participant would not select an employment goal as a short-term employment goal as a short-term goal.goal.

PARTICIPANT PARTICIPANT SECONDARY GOALSSECONDARY GOALS

Participants may select as many secondary goals Participants may select as many secondary goals as appropriateas appropriate

All secondary goals do not require NRS Follow-UpAll secondary goals do not require NRS Follow-Up

All secondary goals are not NRS performance All secondary goals are not NRS performance measuresmeasures

Arriving at one goal is Arriving at one goal is the starting point to the starting point to

another.another.

John DeweyJohn Dewey

PARTICIPANT GOALS: PARTICIPANT GOALS: SECONDARY GOALSSECONDARY GOALS

1.1. Reduction in Receipt of Public AssistanceReduction in Receipt of Public Assistance

Achievement: Participant’s Temporary Achievement: Participant’s Temporary Assistance for Needy Families (TANF) or Assistance for Needy Families (TANF) or equivalent public assistances is reduced or equivalent public assistances is reduced or eliminated due to employment or increased eliminated due to employment or increased incomeincome


2.2. Achieve Citizenship SkillsAchieve Citizenship Skills

Achievement: Participant attains the skills Achievement: Participant attains the skills needed to pass the U.S. citizenship examneeded to pass the U.S. citizenship exam

3.3. Register to Vote or Vote for the First TimeRegister to Vote or Vote for the First Time

Achievement: Participant registers to vote or Achievement: Participant registers to vote or votes for the first time during the program year.votes for the first time during the program year.


4.4. Increase General Involvement inIncrease General Involvement in Community ActivitiesCommunity Activities

Achievement: Participant increases involvement in the Achievement: Participant increases involvement in the following community activities:following community activities:

Attending or organizing meetings of neighborhood, Attending or organizing meetings of neighborhood, community, or political organizationscommunity, or political organizations Volunteering to work for such organizationsVolunteering to work for such organizations Contributing to the support of such organizationsContributing to the support of such organizations Volunteering to work on community improvement Volunteering to work on community improvement activitiesactivities


5.5. Increase Involvement in Children’s Increase Involvement in Children’s EducationEducation

Achievement: Participant increases involvement in the Achievement: Participant increases involvement in the education of dependent children under their care, including:education of dependent children under their care, including:

Helping children more frequently with theirHelping children more frequently with their school workschool work Increasing contact with children’s teachers Increasing contact with children’s teachers to discuss children’s educationto discuss children’s education Having more involvement in children’s school, suchHaving more involvement in children’s school, such as attending school activities and parent meetingsas attending school activities and parent meetings and volunteering to work on school projects.and volunteering to work on school projects.


6.6. Increase Involvement in Children’s Literacy Increase Involvement in Children’s Literacy Related ActivitiesRelated Activities

Achievement: Participant increases involvement Achievement: Participant increases involvement in the literacy-related activities of dependent in the literacy-related activities of dependent children under their care, including:children under their care, including:

Reading to childrenReading to children Visiting a libraryVisiting a library Purchasing books or magazines for childrenPurchasing books or magazines for children


7.7. Achieve Work-Based Project Learner Achieve Work-Based Project Learner Goals Goals

Achievement: Participant acquires the skills taught in a Achievement: Participant acquires the skills taught in a short-term learning course designed to teach specific work-short-term learning course designed to teach specific work-based skills. based skills. A short-term course is an instructional program of at A short-term course is an instructional program of at

least 12 hours but no more than 30 hours in duration.least 12 hours but no more than 30 hours in duration. Project learners are not counted for the education gain Project learners are not counted for the education gain

measure and are not assigned an educational functioning measure and are not assigned an educational functioning level.level.

No core outcome measures are reported for project No core outcome measures are reported for project learnerslearners

Impact on Adult Learning PlanImpact on Adult Learning Plan

Adult Learning Plan will be revised to Adult Learning Plan will be revised to reflect new Goal Setting Policyreflect new Goal Setting Policy

Revised ALP will be effective July 1, 2011Revised ALP will be effective July 1, 2011

Impact on Michigan Adult Education Impact on Michigan Adult Education Reporting SystemReporting System

MAERS will be updated to reflect new Goal MAERS will be updated to reflect new Goal Setting PolicySetting Policy

RESOURCESRESOURCES

WORKFORCE DEVELOPMENT AGENCY, WORKFORCE DEVELOPMENT AGENCY, Office of Adult Education Website:Office of Adult Education Website: www.michigan.gov/adulteducation

Adult Education GuidebookAdult Education Guidebook

WORKFORCE DEVELOPMENT AGENCY, WORKFORCE DEVELOPMENT AGENCY, Office of Adult Education Office of Adult Education (517) 373-8800(517) 373-8800

QUESTIONS AND ANSWERSQUESTIONS AND ANSWERS

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