Goal Setting

Adults who enroll in adult basic education classes know why they have come back to school. Each states her/his purpose clearly, "...to learn English, to get a GED, to make a better life for me and my family." These purposes have propelled adult learners, despite the stresses of family, community and work, to dedicate time to gaining needed basic skills. But, for the most part, this clarity of purpose does not easily translate into crafted 'goals,' outlined as a metered time line with identified benchmarks, and 'documentation' of achievement towards a stated goal or goals.

In recent years, however, learner goal-setting and outcome assessment have been integrated as part of the data requirements for the performance accountability system. Performance now is measured for learner goal categories defined by the U.S. Department of Education.

Goal setting is an interactive, critically-reflective, multi-stage process that begins with self-awareness gained through the identification of personal interests, values, attitudes, abilities, strengths and weaknesses, resources and barriers, etc. This self-awareness information is then used to map a path to a realistic goal that includes measurable steps and a timeline. The plan should include what skills need to be acquired, how barriers could be mitigated, what kinds of life changes may be necessary, and other "travel guide" information such as what should and should not be skipped, where to find essential services, what to do if you get "lost", etc.

The Adult Basic Education office at SBCTC recommends that programs use a goal-setting process that is similar to the Educational Interviewing model.
http://www.sbctc.ctc.edu/docs/education/abe_pds/teachers/ed_interview.pdf

Washington State's Educational Interviewing course handbook can help facilitate learner participating in goal-setting so that it is meaningful for students and instructors while complying with reporting concerns.
http://www.sbctc.ctc.edu/docs/education/abe_pds/teachers/ed_interview.pdf