2. Fall 2011 Goal Setting Training

3. “Setting goals allows adult education students to specify what they want to accomplish and provides a benchmark for both individual and program performance.” 2 Why Are We Here?

4. “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 3 Why Are We Here?

5. 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. 4 Federal Monitoring Finding

6. 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. 5 Corrective Action

7. 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. 6 Corrective Action

8. 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. 7 Corrective Action

9. Policy is effective as of July 1, 2010. Goal Setting monitoring conducted throughout the school year. 8 Points of Interest

10. NRS Tips newsletter available online - http://www.nrsweb.org/pubs/#tips NRS Implementation Guidelines - http://www.nrsweb.org/foundations/imple mentation_guidelines.aspx 9 NRS Documentation

11. 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

12. “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.” 11 SC Adult Education State Policy for Goal Setting

13. Primary goals/core outcomes: standard goals necessary for local program reporting on NRS measures. Secondary goals: optional additional accountability standards for reporting. 12 NRS Goal Types

14. 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) 13 NRS Core Outcomes (Primary Goals)

15. 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. 14 Complete Educational Functional Level

16. 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. 15 Complete Educational Functional Level

17. 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. 16 Obtain a GED

18. 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. 17 Obtain Secondary School Diploma

19. 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. 18 Place in Postsecondary Education or Training

20. 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). 19 Enter Employment

21. If a student’s employment status is “Employed Full or Part time” he/she should receive the goal of Retain Employment. 20 Retain Employment

22. 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” 21 Employment Status Field in LACES

23. 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. 22 Employment Status Field in LACES

24. 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 23 Employment Goals

25. 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. 24 SSN vs. Authorization for Release of Information

26. 25 Core OutcomeEntity Responsible for Data Follow – Up Collection Method of Data CollectionTime Period for Data Collection Enter EmploymentState DepartmentData Match with other SC Administrative Agencies First quarter after the exit quarter* Retain EmploymentState DepartmentData Match with other SC Administrative Agencies Third quarter after exit quarter * Obtain GED or Secondary School Diploma Local AE ProgramSurvey**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 ProgramSurvey**Any time to the end of the Federal reporting period (December 31)*** State DepartmentData Match with SC Technical College System SC Data Collection Procedures

27. *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. 26 SC Data Collection Procedures (continued)

28. 27 Scenarios

29. Scenario 1 Jacob 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? 28

30. 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? 29 Scenario 2

31. 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? 30 Scenario 3

32. 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? 31 Scenario 4

33. 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? 32 Scenario 5

34. 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? 33 Scenario 6

35. 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? 34 Scenario 7

36. 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? 35 Scenario 8

37. 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? 36 Scenario 9

38. Moving Data from Intake to Data Entry 37 Part II – Establishing Data Flow

39. IntakeData Entry 38 How your process looks to Directors

40. Intake 39 How your process looks to the Intake Coordinator

41. Data Entry 40 How your process looks to Data Entry staff

42. Intake Data Entry 41 How your process looks to the state

43. intake Admin.teacher Data entry teacher Trans spec. Teacher Trans spec. Data Entry 42 How your process really looks

44. 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. 43 Evaluate your process

45. Project time 44 Analyze and Update your process

46. 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. 45 Help from your LACES Coordinators

47. Check survey boxes in goals individually by student. 46 Help from your LACES Coordinators

48. Use Global tools in LACES to set NRS Primary goals/core outcomes for a selection of students. New menu/Assign Goals. 47 Help from your LACES Coordinators