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Goal-setting in Even Start

Goal-setting in Even Start. Cathy Lindsley Even Start coordinators fall meeting Sept. 2004. Why are we talking about this?. ESO has allowed us to better analyze goals at program level. Conclusion: There are more goals The goals recorded could be improved

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Goal-setting in Even Start

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  1. Goal-setting in Even Start Cathy Lindsley Even Start coordinators fall meeting Sept. 2004

  2. Why are we talking about this? • ESO has allowed us to better analyze goals at program level. Conclusion: • There are more goals • The goals recorded could be improved • Documenting progress toward goals could be improved.

  3. Why goal-setting • Improves retention • Provides framework for needs assessment • Sets real-life context in which to learn skills • Increases self-efficacy when progress is made. (helps learner believe they can try the next goal.)

  4. Goal-setting – the criticism • It’s culturally based… Maybe… however: What’s the purpose of Even Start? If families buy in to the purpose of the program, they enroll

  5. What does “GOAL” mean to you? • Write, draw a picture or create a mind-map of the word. • 5 minutes by yourself…then • Then share with another person. Then share with another pair. • Each four-some share 2 thoughts with group (a word or phrase) • Add to what previous group has reported

  6. Elements of a goal • 1. Is it reasonable/attainable • 2. Is it challenging? But not too challenging? • 3. Is there a timeline? • 4. Can it be broken down into steps? • 5. Are resources available? • 6. Is it measurable?

  7. A most important element • Motivation: • Does the learner REALLY want it? (On a scale of 10…)

  8. Questions for learners • Is it challenging? • Do you have a plan for resources you need? • Do you have a timeline? • What barriers do you expect and how will you overcome them? • Can you break it down into smaller steps? • Will you be able to tell when you’ve achieved it?

  9. Motivation • Do you REALLY want it?

  10. Ideas! • Think of a metaphor meaningful to your students that would illustrate what a good goal would be. • Think about it while we work on following exercises. (We’ll share later)

  11. Review & hints • Goals should be objective,measurable, meaningful • Programs need process to update progress on goals and enter date when a goal is considered to be met • New goals should not be entered unless/until there is documented, progress, completion or modifications on current goals. (Don’t get too many going at once.)

  12. Task 1: • Is this a good goal? A. Grow a garden. B. Get healthy. Refer to goal elements and improve these with a hypothetical learner in mind.

  13. Task 2: Is it right for the learner? • If the goal is: • Earn my GED by June 30, 2004 • Get a library card by the end of the month Describe two hypothetical learners for whom this would be appropriate and a learner for whom this would not be appropriate.

  14. Task 3: Improving goal statements • These are real goals in ESO. Some of them may not be useable. Others can be revised to be “quality” goals. Revise 5 with learners in your program in mind:

  15. Task 3 cont. Goals (to edit):

  16. Task 4: • What makes these better goals? • Get a job working in the evenings with benefits for my family. • Complete my GED by xx/xx/xxxx. • Read three English children’s books to my children every week.

  17. Task 5 • Describe your program’s current process for goal-setting & tracking? • What is working? What isn’t working? • What could you do to improve it?

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