GOAL SETTING GUIDE IMPLEMENTATION HANDOUTS STUDENTosymigrant.org/Goal Setting Implementation Guide...

2017

IMPLEMENTATION GUIDE

GOAL SETTING

+ STUDENT

HANDOUTS

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Table!of!Contents!!

!Goal!Setting!Workshop:!!Designing!and!Following!Educational!and!Life!Pathways! ! ! ! page!2!!

PART!I:!Mapping!Your!Pathway! ! ! ! ! ! ! page!4!

•! Activity!1:!Discovering!Our!Vision! ! ! ! ! ! page!5!

•! Activity!2:!My!Life!Book! ! ! ! ! ! ! page!8!

•! Activity!3:!The!Short!Road!and!the!Long!Haul! ! ! ! page!10!

•! Activity!4:!Places!Along!the!Way!to!a!Goal! ! ! ! ! page!12!

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PART!II:!Evaluating!Progress! ! ! ! ! ! ! ! page!14!!PART!III:!Handouts!and!Forms! ! ! ! ! ! ! page!15!

•! OSY!Student!Learning!Plan!(Student!Version!–!English)!

•! OSY!Student!Learning!Plan!(Student!Version!–!Spanish)!

•! OSY!Student!Learning!Plan!(Practitioner!Version)!

•! Activity!Handouts:!o! Visions/Plans!for!My!Future!(English)!

o! Visions/Plans!for!My!Future!(Spanish)!o! Dream!Big!(English)!o! Dream!Big!(Spanish)!

o! ShortWTerm!and!LongWTerm!Goals!(English)!o! ShortWTerm!and!LongWTerm!Goals!(Spanish)!

o! StepWbyWStep!Guide!

•! Goal!Setting!Rubric!

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Goal!Setting!Workshop:!Designing!and!Following!Educational!and!Life!Pathways!!

This!manual!is!a!resource!created!for!MEP!staff!to!facilitate!activities!with!outWofWschool!youth!(OSY)!that!will!help!them!accurately!define!and!reasonably!pursue!personal!and!academic!goals.!!Why!goal!setting?!Studies!by!educators!consistently!show!that!setting!a!goal!is!an!important!

part!of!motivating!students!at!every!level!of!education.!Working!toward!a!specific!goal!increases!both!participation!and!success.!!Over!the!course!of!the!OSY!Consortium,!practitioners!have!found!that!OSY!are!rarely!asked!

about!their!dreams!and!most!have!never!considered!thinking!about!setting!goals!beyond!basic!

needs!for!survival.!The!typical!OSY!has!a!physically!demanding!job,!may!have!numerous!family!responsibilities,!is!not!very!financially!stable,!and!may!not!see!an!immediate!reason!for!

participating!in!educational!activities.!OSY!students!often!have!support!needs!that!can!distract!them!from!prioritizing!their!academic!pursuits.!As!most!OSY!are!leading!adult!lives,!they!

frequently!have!adult!issues;!therefore,!instruction!for!this!population!should!consider!not!only!language!and!literacy,!but!incorporate!useful!life!skills!and!high!interest!content!as!the!best!

context!for!instruction.!Educational!experience,!life!events,!and!age!vary!widely!among!OSY,!so!it!is!important!to!get!to!know!the!students!to!be!able!to!individualize!instruction!to!every!extent!

possible.!!

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Another!challenge!for!OSY!students,!especially!those!with!limited!time!available!for!study,!is!

that!accomplishing!learning!goals!often!does!not!happen!as!rapidly!as!students!would!like.!If!they!do!not!feel!like!they!are!making!progress,!they!may!decide!to!use!their!limited!free!time!in!another!way.!Given!that!many!MEP!programs!have!students!in!one!place!for!only!two!to!

16!weeks,!there!is!urgency!to!identify!and!recruit!students,!explore!and!clarify!their!

academic!goals,!design!ways!to!support!them!in!meeting!their!goals,!and!help!provide!the!tools!to!connect!them!to!opportunities!when!they!move.!!Therefore,!the!activities!in!this!manual!are!designed!be!used!in!order!or!in!a!standWalone!manner,!allowing!MEP!staff!to!make!the!best!decision!for!what!is!appropriate!and!helpful!for!the!student.!

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In!spite!of!all!of!the!challenges!listed!above,!working!with!OSY!on!setting!and!working!toward!a!goal,!no!matter!how!simple,!will!help!each!student!build!persistence!W!the!

combination!of!time!and!intensity!needed!to!achieve!any!goal!W!which!will!be!a!skill!that!students!carry!with!them!throughout!their!lives.!

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The!process!of!planning!begins!with!the!MEP!staff!member!getting!to!know!the!OSY!student!through!conversation!and!building!a!relationship.!Helping!students!learn!how!to!break!down!

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bigger,!longWterm!goals!into!manageable!steps!is!necessary!so!that!they!will!see!the!process!as!doable,!while!still!understanding!the!amount!of!commitment!and!dedication!that!it!may!

take!to!achieve!the!goal.!!

When!working!with!OSY!students,!it!is!important!for!staff!to!be!honest!and!realistic!with!a!student!about!what!can!be!accomplished!in!the!amount!of!time!s/he!is!in!the!area,!while!at!the!same!time!encouraging!the!student!to!pursue!any!longerWterm!goals!!s/he!may!have.!One!of!the!purposes!of!this!training!is!to!help!MEP!staff!combine!the!

enthusiasm,!idealism,!and!reality!necessary!to!lead!to!student!success!for!each!OSY.!!The!activities!contained!in!this!resource!are!ideally!completed!over!the!course!of!at!least!four!sessions.!However,!important!work!can!begin!with!just!a!single!session.!Do!not!hesitate!

to!modify!the!material!as!needed!for!each!individual!circumstance.!The!most!important!

piece!of!any!OSY!resource!is!the!relationship!between!MEP!staff!member!and!student.!Staff!

can!make!the!materials!more!personal!by!telling!their!own!stories!of!goals!and!challenges.!!

Part!one!of!this!manual!includes!four!activities!and!charts!to!involve!students!in!the!initial!phase!of!goal!setting.!These!tools!will!help!practitioners!talk!to!OSY!about!setting!specific!shortWterm!and!longWterm!goals!and!breaking!down!each!goal!into!achievable!steps.!It!is!important!to!

understand!that!the!staff!role!may!not!be!to!see!a!goal!or!dream!to!completion,!but!to!assist!

students!in!developing!“take!anywhere”!skills!for!goal!setting!and!persistence!that!they!can!use!throughout!their!lives.!The!forms!can!be!started!in!one!state!or!region!and!completed!in!another;!a!student!can!share!the!planning!and!aspirations!they!set!in!one!program!with!their!

new!teacher/advocate!in!another!state/region.!Students!should!understand!that!their!pathway!

document!can!and!will!change!over!time.!Events!in!their!lives!may!lead!to!a!change!in!a!former!

goal!or!they!will!achieve!their!original!goal!and!set!new!ones.!!

The!second!part!of!the!manual!includes!the!Goal!Setting!Rubric!and!instructions!for!use.!!

The!third!part!of!the!manual!includes!the!different!handouts!and!tools!to!use!throughout!the!

goal!setting!process:!

•! OSY$Student$Learning$Plan!(all!versions)!•! Activity!Handouts!

•! Goal$Setting$Workshop$Completion$Rubric$$$$$

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PART!I!MAPPING!YOUR!PATHWAY!

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Activity!1:!Discovering!Our!Vision!!

Many!OSY!students!have!never!had!the!opportunity!to!sit!down!and!discuss!their!goals!and!

aspirations!beyond!the!immediate.!This!activity!models!a!discussion!staff!can!have!with!students!about!life!planning.!A!good!followWup!to!these!discussions!that!will!give!OSY!a!visible,!tangible!reminder!is!the!“My!Life!Book”!activity!that!follows!(Activity!2).!

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Objectives!

•! Participants!will!discuss!the!relationship!between!planning!and!a!sense!of!selfW

efficacy.!

•! Participants!will!practice!articulating!aspirations!with!each!other!in!a!role!play!setting.!

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Steps!

1.!Pass!out!a!copy!of!the!“Visions/Plans!for!My!Future”!handout!to!all!participants.!

2.!Discuss!the!“About!Me”!questions!and!discuss!together.!

3.!In!“Dream!Big”,!model!the!writing!of!your!own!dreams.!Include!personal,!work,!education!

and!other!areas!that!are!applicable.!

4.!Encourage!participants!to!work!in!pairs!to!discuss!their!different!dreams!and!how!much!

time!they!think!is!necessary!to!achieve!their!goals.!

5.!Give!groups!15!minutes!to!complete!the!worksheet.!

6.!Share!(as!participants!desire)!the!dreams,!aspirations,!and!life!destinations!that!people!wrote!about.!!

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Note!

Staff!should!actively!participate!in!these!activities!and!discussions.!When!working!on!the!

“About!Me”!questions,!be!the!first!to!share!your!strengths,!weaknesses,!and!goals.!This!will!

help!students!open!up!and!start!talking!about!themselves.!Remember!to!practice!humility!and!treat!students!with!dignity.!The!goals!they!express!are!important!to!them!and!should!not!be!judged!too!small!or!unworthy!of!their!efforts.!Help!guide!your!discussion!together!using!appropriate!topics!such!as:!

•! Things!I!am!good!at!doing/!things!that!are!hard!for!me!to!accomplish!

•! What!makes!me!happy!•! Dreams/goals!for!my!family!•! Dreams/goals!for!my!work!

•! Dreams/goals!for!my!education!

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Visions/Plans!for!My!Future!

!About!Me!!

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•!!What!is!something!that!is!easy!for!me?!!

!•!!What!is!something!that!I!struggle!to!understand!or!do?!!

!•!!What!are!some!things!I!have!shown!other!people!how!to!do?!!

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•!!What!are!my!strengths?!(friendly,!trustworthy,!generous,!good!listener,!etc.)!!!

•!!What!are!my!weaknesses?!(e.g.,!jealousy,!standing!up!for!myself,!using!my!time!well,!

learning!from!my!mistakes,!talking!to!new!people,!etc.)!!

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•!!I!am!happy!when!_________________________________________________.!!

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•!!What!are!five!qualities!that!I!admire!in!people?!

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Dream!Big!!

•!!If!I!had!time!and!resources!to!achieve!my!dreams,!what!would!they!be?!

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•!!What!is!a!dream!or!goal!I!have!for!my!family!or!myself?!

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•!!What!is!a!dream!I!have!about!my!work?!

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•!!What!is!a!dream!I!have!about!my!education?!

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•!!Are!there!other!dreams!I!have?!

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Dream!Big!(Alternate!Questions)!!

•!!What!would!you!do!if!you!knew!you!could!not!fail?!

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•!!What!resources!do!you!need?!

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•!!What!resources!do!you!already!have?!

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•!!Who!can!help!you?!

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•!!What!obstacles!may!get!in!your!way?!

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•!!How!can!you!overcome!these!obstacles?!

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•!!What!can!you!do!in!the!next!three!days!to!be!closer!to!that!goal?!

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Activity!2:!My!Life!Book!!

Creating!their!own!pocketWsize!book!helps!students!personalize!their!own!goals!and!commit!

to!a!tangible!reminder.!Working!as!a!group!emphasizes!the!community!aspect!of!goal!setting!and!goal!achievement.!

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Objectives!

•! Create!an!opportunity!to!help!students!reflect!on!their!lives!and!begin!to!think!about!

individual!goals!by!writing!them!down!in!their!own!words!or!drawing!them.!

•! Stress!the!value!of!keeping!their!books!close!by!so!that!they!may!be!reminded!daily!

about!the!importance!of!their!goals.!!

Materials!

•! 11!X!17!paper!for!books!

•! colored!pencils,!markers,!pens!

!Steps!

1.!Refer!to!the!detailed!“Instructions!for!Book!Making”!(p.!9).!

2.!Work!together!as!a!group!as!each!member!creates!an!autobiography!to!keep.!

3.!Some!prompts!for!different!pages!of!the!book!might!include:!! a.!my!best!memories!from!childhood!! b.!my!family,!my!home,!my!community!–!and!something!they!have!taught!me!

! c.!the!most!challenging!thing!I!have!faced!and!how!I!overcame!it!(and!other!challenges)!

! d.!my!life!today!! e.!my!vision!of!the!future!Encourage$students$to$write$or$draw$whatever$they$want$in$response$to$the$prompt$$–$whatever$comes$to$their$minds.$4.!Ask!participants!if!they!would!like!to!share!the!memories,!reflections,!or!goals!and!for!ideas!

about!how!to!keep!their!books!safe!and!accessible.!5.!Discuss!why!having!a!tangible!reminder!will!help!students!continue!to!work!toward!their!goals!even!when!faced!with!challenges!or!lack!of!motivation.!!

Note!If!book!making!is!not!appropriate!or!possible,!you!can!have!the!students!draw!a!picture,!create!

a!vision!board!with!words!and!collage,!or!write!a!letter!to!themselves!in!the!future.!Use!your!

own!creativity!and!imagination!with!the!format.!!

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Activity!3:!The!Short!Road!and!the!Long!Haul!!

Learn!to!“sort”!goals!by!longWterm!(e.g.,!longer!than!one!month)!and!shortWterm!(e.g.,!one!week!

to!four!weeks).!This!activity!provides!practice!in!the!cognitive!activity!of!sorting,!while!helping!students!understand!the!times!they!might!see!quick!results!and!where!they!must!persist.!ShortCterm$goals!are!specific!activities!that!move!us!toward!longWterm!goals.!LongCterm$goals!are!those!that!are!dependent!on!shortWterm!goals,!over!time,!to!accomplish.!!

Objectives!

•! Conduct!an!activity!(or!activities)!to!help!students!understand!the!difference!between!

longWterm!and!shortWterm!goals.!

•! Discuss!how!to!keep!students!motivated!in!the!pursuit!of!longWterm!goals.!

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Steps!1.!Print!pictures!of!people!doing!basic!things!such!as!grocery!shopping,!putting!gas!in!the!car,!reading!a!textbook,!doing!laundry,!a!farmer!plowing!a!field,!putting!coins!in!a!bank,!etc.!Invite!

discussion!of!what!the!people!in!the!pictures!are!hoping!to!accomplish,!i.e.!what!is!the!shortW

term!goal?!

2.!Repeat!activity!above,!but!with!pictures!of!a!person!getting!in!a!car!with!a!sales!sticker!on!the!window,!coming!out!of!a!home!with!a!realtor,!receiving!a!diploma!or!work!certification,!having!

a!family,!etc.!Invite!discussion!of!how!these!differ!from!the!previous!pictures!as!far!as!the!goal!in!mind!and!time!involved!to!accomplish,!i.e.!what!is!the!longWterm!goal?!3.!Refer!back!to!Activity$1:!Discovering$Our$Vision!for!examples!of!personal!aspirations!and!

goals,!or!create!a!list!of!10W15!possible!goals!(e.g.,!get!a!HSED,!buy!a!car,!build!a!house!in!

Mexico,!help!parents,!get!married,!get!a!smartphone,!go!dancing!on!Saturday!night,!go!shopping,!save!money,!clean!my!kitchen,!learn!photography,!etc.)!!

•! Make!a!card!for!each!goal.!You!can!use!pictures!to!create!interest.!You!might!create!

generic!cards!to!illustrate!goals!like!graduation,!marriage,!house,!car,!good!job,!children,!farm,!phone,!party,!etc.!

•! Using!the!ShortCTerm$and$LongCTerm$Goals!table!(below),!decide!and!note!whether!the!goal!is!shortW!or!longWterm!in!the!third!column!of!the!table.!In!other!words,!group!goals!

into!those!that!will!take!more!time!and!many!steps!versus!goals!that!will!take!a!short!

time!and!fewer!steps.!

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ShortWTerm!and!LongWTerm!Goals!!

Goal!! Estimated!Time!Needed! LongWTerm!or!ShortWTerm!

Buy!a!car!! 3!years! Long!

Buy!a!dictionary!! 1!day! Short!

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4.!Using!the!table!or!pathway!as!a!reference,!make!a!list!of!situations,!unexpected!events,!or!problems!that!could!interfere!with!longWterm!goal!attainment.!Discuss!the!items!listed.!

!Extension!Activities!

•! Use!the!pictures!from!the!previous!activities!and!construct!a!path!of!cards!to!show!a!

beginning,!a!path!of!shortWterm!goals,!and!then!the!ultimate!attainment!of!a!longWterm!goal.!

•! Using!the!table!or!pathway!as!a!reference,!discuss!why!people!get!discouraged!and!what!one!can!do!to!avoid!being!deterred!even!when!things!are!difficult.!

!Note!If!your!time!is!limited,!modify!the!activity!as!appropriate.!Use!your!creativity!to!get!students!

talking!about!goals!and!how!to!break!down!every!aspiration!into!small!steps.!

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Activity!4:!Places!along!the!Way!to!a!Goal!

OSY$Personal$Learning$Plan$!

Many!OSY!students!already!have!the!skill!of!breaking!down!large!tasks!into!smaller!ones,!but!they!likely!have!not!used!that!skill!in!an!educational!context!by!writing!down!a!plan!in!an!organized!and!mappedWout!way.!This!activity!can!help!them!learn!to!apply!a!skill!they!already!have!–!breaking!down!a!task!into!steps!–!to!a!personal!goal.!A!mapping/drawing!process!can!be!used!to!help!students!visualize!progress.!It!is!important!that!students!understand!that!the!plan!is!never!set!in!stone!and!is!designed!to!be!revisited!and!revised!along!the!way.!Sometimes!the!revision!may!be!a!result!of!roadblocks!and!changes!along!the!way,!or!perhaps!a!realization!that!the!original!goal!has!been!redefined!as!a!result!of!the!process!of!working!toward!it.!This!activity!will!help!students!see!that!the!process!of!mapping!out!how!to!achieve!a!goal!is!as!important!as!meeting!the!final!objective.!!

Objectives!!

•! Practice!dividing!complex!tasks!into!simpler!steps!in!preparation!for!modeling!this!

process!for!students.!

•! Help!students!identify!one!longWterm!educational!or!personal!goal!and!the!specific!steps!needed!to!accomplish!that!goal.!

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Steps!!1.! Review!a!few!examples!of!longWterm!goals!and!shortWterm!goals!either!from!Activity!3!or!

developing!your!own.!

2.! Using!the!StepCbyCStep$Guide!(pg.!13),!demonstrate!how!a!longWterm!goal!is!broken!

down!into!shortWterm!goals.!Use!an!example!to!which!the!students!can!relate!—!either!

one!from!your!personal!life!or!possibly!an!objective!for!the!class,!such!as!learning!English.!

3.! Have!each!student!pick!one!of!his!or!her!longWterm!goals!and!place!it!at!the!top!of!the!

StepCbyCStep$Guide.!4.! Describe!the!starting!point!of!reaching!the!goal!and!the!ending!point.!What!will!have!to!

be!done!first?!What!is!the!final!step!to!reach!the!goal?!5.! How!can!you!break!down!the!goal!into!smaller!steps!to!get!from!the!starting!point!to!

the!ending!point!successfully?!!

6.! What!steps!must!be!taken!in!order!to!complete!each!activity!needed!to!reach!the!goal?!7.! Use!the!OSY$Learning$Plan!and!have!the!students!complete!their!plan!using!the!

information!from!the!previous!steps.!See!the!OSY$Learning$Plan!instructions!for!more!guidance!on!completing!the!form.!

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Note!

After!students!have!established!a!longWterm!goal,!use!the!attached!OSY$Personal$Learning$Plan!to!map!out!the!different!steps!or!shortWterm!goals!they!will!need!to!achieve!in!order!to!

reach!their!ultimate!goal.!!!

StepWbyWStep!Guide!

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LongWTerm!Goal!Activity!

LongWterm!goal:!!

Step!1:!

Step!2:!

Step!3:!

Step!4:!

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PART!II!EVALUATING!PROGRESS!

Service providers should use the Goal Setting Rubric as a road map to reflect the provider's overall impression that the OSY understands the concept and purpose of setting both short-term and long-term goals. Ultimately, the student

should be able to review his/her own plan as well as strategize alternatives to any roadblocks along the way. The final score determined by using the rubric is an important data point needed to achieve GOSOSY's objective to have OSY

attain acceptable average scores (at least 8 points) on the rubric.'The rubric should be completed by the service provider away from the student following goal setting sessions.

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Goal!Setting!Rubric!

' 1!points! 2!points! 3!points! Points!assigned!Understand'the'concept'and'purpose'of'goal'setting'work.'

Student'is'interested,'but'cannot'express'the'concept,'purpose,'or'value'of'goal'setting.'

Student'can'state'the'concept,'purpose,'or'value'of'goal'setting,'but'needs'help'applying'it'to'his/her'own'life.'

Student'can'apply'the'concept'of'goal'setting'to'his'or'her'own'life'and'can'discuss'how'it'is'of'value.'

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Express'an'interest'in'achieving'a'goal'by'stating'a'short;term'and/or'long;term'goal.'

Student'can'state'a'goal,'but'cannot'differentiate'between'long;term'or'short;term'goals.'

Student'can'state'a'goal(s)'and'differentiate'between'long;term'and'short;'term'goals.'

Student'can'state'a'short;term'and'a'long;term'goal'and'apply'them'to'his/her'own'life.'

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Identify'strategies/'steps'to'reach'goals.''

Student'cannot'identify'a'general'strategy/step'to'meet'a'goal.'

Student'can'identify'several'strategies/steps'that'might'help'him/her'toward'a'goal.'

Student'can'identify'several'strategies/steps'and'explain'why'they'are'important'in'meeting'a'goal.'

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Create'a'plan'to'reach'goals.'

Student'can'give'a'timeframe'and'an'expected'outcome'for'a'goal,'with'support.'

Student'can'explain'several'steps'to'obtain'a'goal'and'outline'the'time'needed'to'reach'it.'

Student'can'complete'a'learning'plan.'

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TOTAL' '

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FOLLOW!UP!

Check'progress,'self;evaluate,'and'change'plans'when'necessary.'

Student'can'discuss'how'to'determine'progress'on'a'task'in'general'terms,'with'support.''

'

Student'can'give'an'example'of'encountering'an'obstacle'in'the'path'toward'a'goal'and're;thinking'a'strategy.'

Student'can'review'his/her'own'plan'and'progress'and'create'alternatives'if'an'obstacle'is'encountered,'with'support.'

*activity 1

*activity 3

*activity 3

*activities 2 and 4

Does rubric reflect an acceptable or above score (8 or more points)? YES NO

!!!!

PART!III!HANDOUTS!AND!FORMS!

OSY$Personal$Learning$Plan$–$Student$Version$

$

$

$

Student'Name:$ Service'Provider(s):$

MSIX'#:$ Goal'Timeline:$

My$Goal:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $

Step$1:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $

What$do$I$know/have?$ What$do$I$need$to$know/have?$

What$should$I$do?$ Who$do$I$need$help$from$and$why?$

Start$Date:$ Target$Date:$ Date$Completed:$$

Step$2:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $




Step$3:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $




$$

1

OSY$Personal$Learning$Plan$–$Student$Version$

$

$

$Step$4:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $




Step$5:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $




Step$6:$$ $ $ $ $ $ $ $ $ $ $ $ $ $ $



Start$Date:$ Target$Date:$ Date$Completed:$$$

2

Plan%de%Aprendizaje%Personal%–%Estudiante%%

%

%

%

Nombre:% Proveedor(es).de.Servicio:%

MSIX.#:%Tiempo.que.necesito.para.completar.la.meta:.%

Mi%Meta:%% % % % % % % % % % % % % % %

Paso%1:%% % % % % % % % % % % % % % %

Recursos/Conocimiento%que%tengo:% Recursos/Conocimiento%que%necesito:%

¿Que%debería%hacer?%%

¿De%quién%necesito%ayuda%y%por%qué?%

Fecha%de%Inicio:% Fecha%Objetivo:% Fecha%de%Finalización:%%

Paso%2:%% % % % % % % % % % % % % % %





Paso%3:%% % % % % % % % % % % % % % %





%

1

Plan%de%Aprendizaje%Personal%–%Estudiante%%

%

%

%%Paso%4:%% % % % % % % % % % % % % % %




Fecha%de%Inicio:% Fecha%Objetivo:% Fecha%de%Finalización:%%Paso%5:%% % % % % % % % % % % % % % %




Fecha%de%Inicio:% Fecha%Objetivo:% Fecha%de%Finalización:%%Paso%6:%% % % % % % % % % % % % % % %




Fecha%de%Inicio:% Fecha%Objetivo:% Fecha%de%Finalización:%%%

2

OSY$Personal$Learning$Plan$–$Provider$Version$

$

$

Student'Name:$$

Service'Provider(s):' District/Site:'

DOB:' State'ID'#:' MSIX'#:'

Student’s'Goal:''

Goal'Timeline:'

Goal'FollowCup'–'Progress'checks'for'objectives'(steps)'

$ Date:$ Date:$ Date:$Step$1$Action:$$$

What$was$completed?$$$$

What$was$completed?$$


What’s$next?$$$$

What’s$next?$$$

What’s$next?$$$





What’s$next?$$$$

What’s$next?$$$

What’s$next?$$$





What’s$next?$$$$

What’s$next?$$$

What’s$next?$$$





What’s$next?$$$$

What’s$next?$$$

What’s$next?$$$

$

$

$1

OSY$Personal$Learning$Plan$–$Provider$Version$

$

$

'





Actions$to$take:$$$$

Actions$to$take:$$$

Actions$to$take:$$$





What’s$next?$$$$

What’s$next?$$$

What’s$next?$$$

'

Notes:'

'

'

'

'

'

'

'

For'GOSOSY'reporting'purposes'

Please$report$the$progress$that$the$student$made$on$meeting$his/her$goal$at$the$conclusion$of$service.$The$performance$measure$for$GOSOSY$is$to$complete$half$of$the$steps$toward$a$goal$by$the$end$of$the$program$year$(8/31).$

For$more$guidance$see$the$Learning$Plan$protocol:$

Total$number$of$steps$needed$to$meet$the$goal$____$

Number$of$steps$completed$toward$the$goal$_____$$

Did$the$student$complete$half$or$more$of$the$steps?$Yes$/$No$

$

$

Service$Provider$Signature:$$ $ $ $ $ $ $ $$$$Date:$$ $ $

$

2

!!

!

!

Dreams!for!My!Future!

!About!Me!!

!!

•!!What!is!something!that!is!easy!for!me?!!

!

•!!What!is!something!that!I!struggle!to!understand!or!do?!!

!

•!!What!are!some!things!I!have!shown!other!people!how!to!do?!!

!

•!!What!are!my!strengths?!(friendly,!trustworthy,!generous,!good!listener,!etc.)!!

!

•!!What!are!my!weaknesses?!(e.g.,!jealousy,!standing!up!for!myself,!using!my!time!well,!

learning!from!my!mistakes,!talking!to!new!people,!etc.)!!

!!

•!!I!am!happy!when!_________________________________________________.!!

!

•!!What!are!five!qualities!that!I!admire!in!people?!

1.! !!!2.! !!!3.! !!!4.! !!!5.! !!!

!

!

!

!

!

!

!

!

!!

!

!

Dream!Big!!

•!!If!I!had!time!and!resources!to!achieve!my!dreams,!what!would!they!be?!

!

•!!What!is!a!dream!or!goal!I!have!for!my!family!or!myself?!

!

•!!What!is!a!dream!I!have!about!my!work?!

!

•!!What!is!a!dream!I!have!about!my!education?!

!

•!!Are!there!other!dreams!I!have?!

!

!

!

Dream!Big!(Alternate!Questions)!!

•!!What!would!you!do!if!you!knew!you!could!not!fail?!

!

•!!What!resources!do!you!need?!

!

•!!What!resources!do!you!already!have?!

!

•!!Who!can!help!you?!

!

•!!What!obstacles!may!get!in!your!way?!

!

•!!How!can!you!overcome!these!obstacles?!

!

•!!What!can!you!do!in!the!next!three!days!to!be!closer!to!that!goal?!

!

Sueños para Mi Futuro

Sobre Mí

•! ¿Qué es algo que es fácil para mí?

•! ¿Qué es algo que me cuesta trabajo entender o hacer?

•! ¿Cuáles son algunas de las cosas que le he enseñado como hacer a otras personas?

•! ¿Cuáles son mis fortalezas? (Por ejemplo, amistoso(a), de confianza, generoso(a), buen oyente, usar mi tiempo productivamente, aprender de mis errores, etc.)

•! ¿Cuáles son mis debilidades? (Por ejemplo, malgastar mi tiempo, no aprender de mis errores, ser timido, estar siempre a la defensiva, etc.)

•! Estoy contento cuando________________________________________

•! ¿Cuáles son las cinco cualidades que admiro en las personas?

1.! ______________________________________________________

2.! ______________________________________________________

3.! ______________________________________________________

4.! ______________________________________________________

5.! ______________________________________________________

!

Sueña en grande

•! Si tuviera tiempo y recursos para lograr mis sueños, ¿cuáles serían?

•! ¿Cuál es un sueño o una meta que tengo para mi familia o para mí?

•! ¿Cuál es un sueño o una meta que quiero alcanzar en mi trabajo?

•! ¿Cuál es un sueño o meta que tengo sobre mi educación?

•! ¿Hay algún otro sueño/meta que quisiera realizar?

Sueña en grande (Preguntas Alternativas):

•! ¿Qué es lo que harías si supieras que no fracasarías?

•! ¿Qué recursos necesitas?

•! ¿Qué recursos ya tienes?

•! ¿Quién puede ayudarte?

•! ¿Qué obstáculos pueden estar en tu camino?

•! ¿Cómo puedes superar estos obstáculos?

•! ¿Qué puedes hacer en los próximos tres días para estar más cerca de esta meta? !!!!!!!!!!!

!

____________________________________________"

Short&Term*and*Long&Term*Goals* 2016* * 1*

Short&Term*and*Long&Term*Goals*

Example:*

Goal* Estimated*Time*Needed! Long&Term*or*Short*Term!

Buy*a*car* 3*years! Long!

Buy*a*dictionary* 1*day! Short!

* * *

* * *

*

*

Goal* Estimated*Time*Needed! Long&Term*or*Short*Term!

* ! !

* ! !

* * *

** *

** *

** *

** *

*

!Metas&a&Corto&y&Largo&Plazo&

&

Ejemplo:!

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Meta&&&

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Tiempo&Necesario&

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&Corto&o&Largo&Plazo&

&!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Comprar!un!carro!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!3!años!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Largo!Plazo!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Comprar!un!diccionario!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1!día!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Corto!Plazo!

!!!

! !

!!

! !!!!

!

!

&Meta&

&Tiempo&Necesario&

&Corto&Plazo&&o&&Largo&Plazo&

&!!

! !!!

!!!

! !!

!!!

! !

!!!

! !

!!!

! !

!!!

! !

!!!

! !

!

&

!Metas&a&Largo&Plazo&

Ejemplo:!!

Meta&a&Largo&Plazo:&Obtener&mi&Diploma&de&Equivalencia&de&la&Escuela&Secundaria&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&(por&sus&siglas&en&Ingles&HSED)&

Pasos&a&Seguir&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&(Metas&a&corto&plazo)&

Tiempo&Necesario& Otras&Notas/Posibles&Obstáculos&

!Encontrar!un!programa!y!registrarme!para!tomar!el!examen!de!clasificación!!

!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!30!minutos!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Platica!con!el!Programa!Migrante!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Tomar!el!examen!de!clasificación!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!4!horas!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Transportación!por!parte!del!Programa!

Migrante!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Organizar!!transporte!para!llegar!a!la!

clase!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!2!horas!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Camioneta!de!la!iglesia!y!la!del!Programa!Migrante,!no!siempre!están!disponibles!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Registrarme!para!una!clase!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1!½!horas!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!En!el!colegio!comunitario!

!!

Meta&de&Largo&Plazo&#1:_______________________________________________________________&

&

Pasos&a&Seguir&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&(Metas&a&corto&plazo)&

Tiempo&Necesario&& Otras&Notas/Posibles&Obstáculos&&

! !!

!!!

! !!

!!!!

! !!

!!!

! !!

!!!

! !!

!!!

! !!

!!!

!

Service providers should use the Goal Setting Rubric as a road map to reflect the provider's overall impression that the OSY understands the concept and purpose of setting both short-term and long-term goals. Ultimately, the student

should be able to review his/her own plan as well as strategize alternatives to any roadblocks along the way. The final score determined by using the rubric is an important data point needed to achieve GOSOSY's objective to have OSY

attain acceptable average scores (at least 8 points) on the rubric.'The rubric should be completed by the service provider away from the student following goal setting sessions.

!

Goal!Setting!Rubric!

' 1!points! 2!points! 3!points! Points!assigned!Understand'the'concept'and'purpose'of'goal'setting'work.'

Student'is'interested,'but'cannot'express'the'concept,'purpose,'or'value'of'goal'setting.'

Student'can'state'the'concept,'purpose,'or'value'of'goal'setting,'but'needs'help'applying'it'to'his/her'own'life.'

Student'can'apply'the'concept'of'goal'setting'to'his'or'her'own'life'and'can'discuss'how'it'is'of'value.'

'

Express'an'interest'in'achieving'a'goal'by'stating'a'short;term'and/or'long;term'goal.'

Student'can'state'a'goal,'but'cannot'differentiate'between'long;term'or'short;term'goals.'

Student'can'state'a'goal(s)'and'differentiate'between'long;term'and'short;'term'goals.'

Student'can'state'a'short;term'and'a'long;term'goal'and'apply'them'to'his/her'own'life.'

'

Identify'strategies/'steps'to'reach'goals.''

Student'cannot'identify'a'general'strategy/step'to'meet'a'goal.'

Student'can'identify'several'strategies/steps'that'might'help'him/her'toward'a'goal.'

Student'can'identify'several'strategies/steps'and'explain'why'they'are'important'in'meeting'a'goal.'

'

Create'a'plan'to'reach'goals.'

Student'can'give'a'timeframe'and'an'expected'outcome'for'a'goal,'with'support.'

Student'can'explain'several'steps'to'obtain'a'goal'and'outline'the'time'needed'to'reach'it.'

Student'can'complete'a'learning'plan.'

'

TOTAL' '

'

FOLLOW!UP!

Check'progress,'self;evaluate,'and'change'plans'when'necessary.'

Student'can'discuss'how'to'determine'progress'on'a'task'in'general'terms,'with'support.''

'

Student'can'give'an'example'of'encountering'an'obstacle'in'the'path'toward'a'goal'and're;thinking'a'strategy.'

Student'can'review'his/her'own'plan'and'progress'and'create'alternatives'if'an'obstacle'is'encountered,'with'support.'

*activity 1

*activity 3

*activity 3

*activities 2 and 4

Does rubric reflect an acceptable or above score (8 or more points)? YES NO

!!

!

!

StepVbyVStep!Guide!

!

!

!

!

Long -term goal:

Step 1:

Step 2:

Step 3:

Step 4:

TRACIE KALIC, DIRECTOR FORT SCOTT COMMUNITY COLLEGE

FORT SCOTT, KS 66701 785-249-9219

[email protected]

GOAL SETTING GUIDE IMPLEMENTATION HANDOUTS STUDENTosymigrant.org/Goal Setting Implementation Guide...

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