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Fall 2011 Goal Setting Training

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Page 1: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Fall 2011

Goal Setting Training

Page 2: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

“Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both individual and program performance.”

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Why Are We Here?

Page 3: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

“Working toward a goal is like traveling in a car.  If you don’t turn on the motor, you’ll never get there.  Once started, you may at times go in the wrong direction, but at least you’re moving.  Even after you know what you want, you have to find a way to keep the motor running.  Then you have to learn how to keep going in the right direction.  Once you get the hang of it, you can get just about anywhere you want to go.”

Source: http://www-tcall.tamu.edu/research/nso/gs/gs_o.html

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Why Are We Here?

Page 4: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

SCDE has not established adequate student goal-setting policies, training, and follow-up procedures that result in consistent implementation across the State for Adult Education and Family Literacy Act core outcome measures of employment, postsecondary education, and high school completion.

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Federal Monitoring Finding

Page 5: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Required Action A: The State and RAETAC staffs have designed and are submitting the State Policy for Student Goal-setting and follow-up for approval to OVAE.

State Policy submitted and approved by OVAE.

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Corrective Action

Page 6: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Required Action B: Upon approval of the Goal Setting Policy by OVAE, regional trainings will be conducted with the appropriate local program staff (Directors, In-take Coordinators, Data Entry staff, and Transition Specialists).

Proof of Action: Submit Goal-Setting Policy Agenda, sign-in sheets, and evaluations to OVAE.

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Corrective Action

Page 7: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Required Action C: Utilizing the MIS (LACES), state staff will review program goal-setting to determine appropriate adherence to the Goal-Setting policy.

Proof of Action: Submit goals reports from LACES and on-site data review with documents to include a sample of completed desk audits where goals are monitored, and samples of on-site visits to OVAE.

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Corrective Action

Page 8: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Policy is effective as of July 1, 2010.

Goal Setting monitoring conducted throughout the school year.

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Points of Interest

Page 9: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

NRS Tips newsletter available online - http://www.nrsweb.org/pubs/#tips

NRS Implementation Guidelines - http://www.nrsweb.org/foundations/implementation_guidelines.aspx

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NRS Documentation

Page 10: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

More Resources

OVAE NRS State Data site -http://wdcrobcolp01.ed.gov/CFAPPS/OVAE/NRS/includes/login.cfm

SC Goal Setting Policy on www.scraetac.org

Standardized Intake form at www.scraetac.org

Page 11: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

“The following goal-setting policies, relative to NRS Table 5, are designed as a guide for adult education programs in South Carolina. They provide a detailed explanation of state and local program responsibilities for goal setting specific to the NRS. These policies should guide the processes that all programs apply when reporting learner goals in compliance with NRS requirements.”

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SC Adult Education State Policy for Goal Setting

Page 12: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Primary goals/core outcomes: standard goals necessary for local program reporting on NRS measures.

Secondary goals: optional additional accountability standards for reporting.

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NRS Goal Types

Page 13: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Complete Educational Functional Level (EFL) (T4, 4b);

Obtain a GED or Secondary School diploma (T5);

Place in Postsecondary education or training (T5);

Enter Employment (T5) Retain Employment (T5)

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NRS Core Outcomes (Primary Goals)

Page 14: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Federal Monitoring Recommendation: Ensure consistent statewide data collection for NRS by reviewing local intake forms to ensure forms contain key elements.

Proof of Action: Intake form has been standardized by state.

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Complete Educational Functional Level

Page 15: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

New Intake form includes information to indicate the student’s goal of Complete EFL

Goal of Complete EFL does NOT need to be entered into LACES.

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Complete Educational Functional Level

Page 16: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Who: students entering at the LASE or HASE level and they are there to obtain a GED.

When: at the time of intake

Who: students entering below the LASE or HASE level and they are there to obtain a GED

When: after post-testing, they score high enough to take the OPT and score a minimum of 2400 or higher.

Considerations: time of year student enters. Attainable by June 30 each year.

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Obtain a GED

Page 17: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

The goal should be attainable by the time performance data is reported to NRS.

Students entering with fewer than 16 credits should NOT have the goal of obtain secondary school diploma.

Considerations: HSAP students; time of year student enters.

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Obtain Secondary School Diploma

Page 18: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

The goal should be attainable by the time performance data is reported to NRS.

Assign the goal only if it relates specifically to a student’s reason for enrollment.

Considerations: time of year student enters.

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Place in Postsecondary Education or Training

Page 19: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

If a student’s employment status is “Unemployed”, the student should have the goals of Enter Employment and Retain Employment

But…if a student indicates that he/she is unemployed, but NOT looking for work, the employment status should be “Not Looking for Work”, and he/she will NOT get the goal of Enter Employment (on standardized intake form).

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Enter Employment

Page 20: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

If a student’s employment status is “Employed Full or Part time” he/she should receive the goal of Retain Employment.

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Retain Employment

Page 21: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Corrections students employment status is “Not Available for Work”

Unemployed students not looking for work have the employment status of “Not Looking for Work”.

Retired students should have the employment status of “Retired”

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Employment Status Field in LACES

Page 22: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Employment status of “Employed full or part time” and “Unemployed” place the student in the labor force on Table 6.

Employment statuses of “Not looking for work”, “Retired”, or Unavailable for Work” remove them from the labor force on Table 6.

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Employment Status Field in LACES

Page 23: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

NRS Table 5 (column B is a counting of goals)

NRS Table 6 (a counting of who is in the labor force)

Feds recommend bringing the numbers closer together

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Employment Goals

Page 24: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Goals should be set whether or not students have given you their social security number.

Goals should be set whether or not students have signed Release of Information form. If it is not signed do not check the Responded to Survey checkbox in LACES.

Employment goals should be set for any student stating he/she is attending classes to enter or retain employment, including ESL students.

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SSN vs. Authorization for Release of Information

Page 25: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

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Core Outcome Entity Responsible for Data Follow – Up

Collection

Method of Data Collection

Time Period for Data Collection

Enter Employment State Department Data Match with other SC Administrative

Agencies

First quarter after the exit quarter*

Retain Employment State Department Data Match with other SC Administrative

Agencies

Third quarter after exit quarter *

Obtain GED or Secondary School

Diploma

Local AE Program Survey** Any time to the end of the Federal

reporting period (December 31)***

Data Match with report received from

SC GED Office/Diploma order

Place in Post-Secondary Education or Place in Training

Program

Local AE Program Survey** Any time to the end of the Federal

reporting period (December 31)***

State Department Data Match with SC Technical College

System

SC Data Collection Procedures

Page 26: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

*The exit quarter is the quarter when the learner completes instruction or has not received instruction for 90 days and there is no instruction scheduled.

**Survey follow-up may include (but is not limited to) telephone calls, email, postcard, personal contact, and/or student follow-up questionnaire. Staff must follow a uniform set of survey procedures to collect data in a valid and reliable manner. Staff conducting the survey must be trained in its administration.

***If a goal is “met” in LACES after the data-freeze, then request must be made by the local program to have the fiscal year record updated.

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SC Data Collection Procedures (continued)

Page 27: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

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Scenarios

Page 28: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Scenario 1Jacob enters the program in November. His

math and reading scores are around 10.0 During intake, he shared info that he wanted to earn a GED and go on to college. He will attend the center Monday-Thursday from 8:30 until 12 Noon.

What goal(s) will you set in LACES for Jacob?

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Page 29: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Jane enrolls in March. She says she wants to earn her GED and then attend the technical college. Her work schedule and family responsibilities allow her to attend just two nights a week. Her reading and math scores are 6.5 and 8.9 respectively. She does not seem to have any special learning needs.

What goal(s) will you set in LACES for Jane?

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Scenario 2

Page 30: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Roy is unemployed and looking for work. Other than doing odd jobs for his uncle, he has no job skills. His reading and math skills are 5.1 and 6.2 respectively. He may have a learning disability. Roy says that his reason for enrolling is to get a really good paying job so he can become independent.

What goal(s) will you set in LACES for Roy?

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Scenario 3

Page 31: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Rosemary works in a textile plant that is replacing the "gears, pulleys, and levers" with jet air looms. All the old jobs (doffer, weaver, fixer) are going away. She's been told if she can demonstrate 10th grade level necessary to be trained on the new looms, they would love to consider her for one of the new jobs. She enrolls in January and has until June to reach the skill level. Her reading and math are about 8th grade level. The plant is giving her release time to come two mornings and she wants to come two evenings on her own.

What goal(s) will you set in LACES for Rosemary?

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Scenario 4

Page 32: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Herbert wants to become a member of the Marine Corps. He enters your program in July and needs only 3 high school units to graduate. His recruiter drops by to see him weekly to see what kind of progress he is making. His reading score is 9.8 and math is 8.9.

What goal(s) will you set in LACES for Herbert?

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Scenario 5

Page 33: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Jose arrived in the country last month (January) and has been staying with his sister. His BEST Plus score is Level 3. He can attend class full time. Jose tells his teacher he wants a job. He worked as a laborer in El Salvador.

What goal(s) will you set in LACES for Jose?

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Scenario 6

Page 34: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Mike enters the Corrections (prison) GED class in March, and has a reading score of 9.4, math comp score of 6.4, and applied math is 9.8. He tells his teacher he wants to get his GED so he can work at the new sprinkler manufacturing company nearby. He is sentenced to 1 year.

What goal(s) will you set in LACES for Mike?

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Scenario 7

Page 35: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Sylvia enters your adult education program in April. She says she wants to earn her high school diploma and then attend college. She needs 4 units to complete her diploma requirements. Her reading score is 8.4 and math is 9.2.

What goal(s) will you set in LACES for Sylvia?

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Scenario 8

Page 36: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Brad enters your adult education program in September. He says he wants to earn his GED so he can enter a new training program at the technical college (GED is a requirement). Brad's reading score is 4.6 and his math score is 5.8.

What goal(s) will you set in LACES for Brad?

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Scenario 9

Page 37: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Moving Data from Intake to

Data Entry

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Part II – Establishing Data Flow

Page 38: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Intake Data Entry

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How your process looks to Directors

Page 39: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Intake

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How your process looks to the Intake Coordinator

Page 40: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Data Entry

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How your process looks to Data Entry staff

Page 41: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Intake

Data Entry

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How your process looks to the state

Page 42: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

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How your process really looks

Page 43: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Each of you submitted your process of intake to data entry for your local program review.

Review that process and determine how up to date it may be, how successful it is to get goals set and entered into LACES.

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Evaluate your process

Page 44: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Project time

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Analyze and Update your process

Page 45: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Check LACES to make sure the NRS goals are listed. If not, go to Agency/Choice Lists, select Goals, and make them visible. Also, make sure you have core outcomes marked as NRS in the goal category.

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Help from your LACES Coordinators

Page 46: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Check survey boxes in goals individually by student.

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Help from your LACES Coordinators

Page 47: Fall 2011 Goal Setting Training “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both

Use Global tools in LACES to set NRS Primary goals/core outcomes for a selection of students. New menu/Assign Goals.

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Help from your LACES Coordinators