State Assessment and
Goal Setting/Attainment Policy for Adult Education

Effective Date – July 1, 2011
Revised April 1, 2011

Appendix P

TEXAS ADULT EDUCATION GOAL SETTING POLICY

A. INTRODUCTION
Students who are motivated by specific goals and have the opportunity to experience progress toward those goals attend more regularly (NCSALL's Learner Persistence Study, 1999). In some cases, those goals are very specific; in others, they may be very general. Additionally, attainment of the goal may take a matter of weeks, several months, or more than a year. A thorough goal setting process can identify areas of focus for learners and instructional staff and establish benchmarks against which learner progress may be measured.

By establishing goals early in the educational process, the learner and the program have an increased opportunity to demonstrate performance. Learners and staff are able to demonstrate progress by interviewing, documenting goals with specific steps, and establishing benchmarks along a time line. This progress also serves as a motivator toward the ultimate step of completing the goal. By identifying specific, attainable steps, the learner, in particular, is able to identify what effort is required to complete the goal.

The goal setting policies in this document are designed to provide an explanation of the state and local program responsibilities for goal setting specific to the National Reporting System (NRS). These policies should guide the processes that programs apply when reporting learner goals in compliance with NRS requirements.

B. GOAL TYPES
EDUCATIONAL GAIN GOALS
Policy 1.1
All students with 12 hours or more of attendance are held accountable for educational gain goals.

Within the NRS framework, all students are presumed to have at least one goal: development of literacy skills. That is, all students are assumed to be in the program to improve their literacy skills, and thus have the default goal of either improving literacy skills or improving English language skills. This presumed goal is the reason that all students with 12 hours or more are counted in the educational gain measure. For the purposes of the NRS, achievement of educational gain is determined by completion of an educational functioning level as determined by state-approved standardized pre- and post-tests.

NRS FOLLOW-UP GOALS VERSUS PERSONAL GOALS
Policy 1.2
Programs must adhere to goal-setting policies to ensure that learners select reasonable and attainable follow-up goals that satisfy NRS reporting requirements.  All NRS follow-up goals must be attainable within the fiscal year.  Follow-up goals should not be set until after pre-testing and a deliberate goal setting process are conducted.

The majority of students are motivated to enroll in your program as a result of specific goals.  For example, some may have career-oriented goals and desire to upgrade their skills to enroll in college, obtain a job, or maintain their current job.  Others may have life goals such as improving their basic skills to deal more effectively with daily tasks (e.g., reading the newspaper, understanding medical information, etc.) or being a better role model to their children.  Although students may be able to articulate their end goals (e.g., “I want to get my GED.”), they may not know how prepared they are, what is involved in preparing to reach their goal, or when they will achieve it.

For the purposes of the NRS, only four goals are directly relevant to accountability requirements: 

• Obtaining employment,
• Retaining employment,
• Obtaining a GED or high school credential, and
• Entering postsecondary education/job training. 

The NRS does not require students to have any of these goals, but once set, programs are held accountable for determining whether students who chose these goals end up attaining them.  These goals are referred to as “follow-up goals” because the program must follow-up with students to see if the students attained their goals.  In Texas, the state uses data match to document achievement of the NRS follow-up goals.

In spite of this current practice, the survey method in combination with the data match will be piloted as a result of the recent Office of Vocational and Adult Education (OVAE) federal monitoring visit. The monitoring visit report contained the following recommendation:  The most recent NRS submission from TEA indicates that 14,236 adult education students are unemployed, yet only 11 percent of those unemployed students were reported as having a goal of gaining employment.  TEA also indicates that 3524 adult education students are enrolled in ASE, yet only 19 percent of those students were reported as having a goal of entering postsecondary education or training.  Additionally, TEA reported that 5131 students statewide attained their GED, yet “enter postsecondary education or training” was set as a goal for only one percent.  These enrollment data suggest that local providers in Texas may be under-setting student goals related to employment and postsecondary education.  During the visit, the federal team reinforced the importance of goal-setting by emphasizing adult education’s role in preparing people for jobs, further education, and training.  The team recommends that the TEA explore whether supplementing the current data collection method of data matching with follow-up survey will capture sufficient additional learner outcomes to justify the effort.

There is often a temptation to avoid setting the NRS follow-up goals because you may not want to be held accountable for them. However, it is essential that you collect these goals accurately: Not only can accurate information about NRS goals be used to serve students’ needs, but they also give an accurate and realistic picture of program performance—and of what adult education is all about. Although you are not held accountable if you do not set a goal for each student, your program cannot in turn receive recognition and credit or claim success for helping students achieve a goal that has not been set. For example, you may not be able to show that you help students get GEDs, find jobs, or go to community college. Therefore, you must find a careful balance between setting realistic goals that are reasonable for accountability and not setting unrealistic goals.

Beginning July 1, 2012, cohorts will be followed for attainment of follow-up goals.  More information will be available from OVAE and NRS once the proposed changes are approved, and training will be provided by the Texas Education Agency and Texas LEARNS in the last quarter of the 2011-2012 program year (or before) in preparation for the 2012-2013 program year changes.

The main criterion that distinguishes NRS follow-up goals from other personal goals is the fact that the four follow-up goals should be identified only for students who can reasonably achieve those goals within the calendar year.  NRS follow-up goals should not be set until after pre-testing and a deliberate goal setting process are conducted.

Your program is held accountable for achievement of identified follow-up goals.  A certain percentage of students who exit the program and are given NRS follow-up goals must attain those goals within the calendar year for GED obtainment and enrollment in post secondary or training and within specified quarters following exit from the program for obtaining and retaining a job.  Therefore, it is important to exercise a diligent goal setting process before indicating a follow-up goal within TEAMS.  The chart below provides some general guidelines in follow-up goal selection.  Additional considerations are listed in the NRS Checklists.

SHORT-TERM VS. LONG-TERM GOALS
Some students may state very broad goals when they first enroll in the program.  These may be goals that will take a considerable amount of time to achieve.  Breaking the goal down into discrete steps – with short and long-term milestones along the way – establishes a series of goals that help learners and instructors design instruction and identify the appropriate goals for NRS purposes.  Instruction, services, and referrals to other agencies for assistance should be oriented toward helping the student achieve the goal.

For example, a student with a goal of GED attainment should be at a literacy level that makes passing the GED® Tests likely within the calendar year.  For students functioning at lower levels for which achievement of the GED is not realistic within the fiscal year, the instructor should help the student set short-term milestones that will show progress toward a longer-term goal of the GED.  The GED would be maintained in the student’s folder as a long-term personal goal, but not identified as a NRS goal in TEAMS.  While setting a realistic goal is important for accountability, students’ long-term goals should not be ignored simply because they are not obtainable during the NRS reporting period.

C. SETTING GOALS

Policy 1.3
Programs must provide a goal setting process that includes completion of a student learning plan (SLP) within the first few weeks of instruction for all learners reported in the Texas Educating Adults Management System (TEAMS).

The goal-setting process involves learners and staff at all levels of the program. Goal setting is an active and dynamic process. It requires an initial goal setting stage and periodic goal review, when completed steps are identified and revisions may be made. Several forms are available to record the student learning plan (SLP).  A quality or “SMART” goal has the following five characteristics.

• Specific – The goal has a primary focus and direction for the learner.
• Measurable – The goal is established with quantitative components that identify when it has been achieved.
• Attainable – The learner is able to achieve the goal at a set point in time.
• Reasonable – The goal requires the learner to expand his/her abilities but does not cause the learner to become frustrated or discouraged.
• Time-specific – The goal sets a target date(s) for completion. Establishing a time line is recommended.

During Technical Assistance Visits (TAV’s) Texas LEARNS will randomly select a class(es) and interview the teacher(s) and students and document the SLP’s for the randomly selected class(es).

STUDENT LEARNING PLAN (SLP)
Policy 1.4
Programs should review the SLP ideally after every 30 - 40 hours of instruction or at least after 60 hours to coincide with progress testing, making revisions as appropriate.  Any revisions that affect NRS or state reporting must be identified in TEAMS.

The SLP provides an opportunity for the learner and staff to periodically discuss, identify, and review the goals for attending.  As part of the intake process, it represents a permanent record of the learner’s motivations for attending. The learner should have access to the plan and be responsible for indicating to staff when goals are completed or when revisions are necessary.   The SLP also illustrates how the student’s goals will be linked to the program of study.

D. GOAL SETTING REPORTING

Policy 1.5
Programs must report initial NRS follow-up goals in TEAMS within the first few weeks of the student goal being set.

Learner goals must be identified in TEAMS within the first few weeks of the goal being set. Local programs and the state must be able to identify the needs of learners and be responsive to those needs. Setting goals and reporting them in a timely manner provides an opportunity to track learners and respond to learner needs appropriately.

Policy 1.6
If a program and student determines that a follow-up goal needs to be changed, the reason for the goal change should be documented in the student’s folder.  The goal change should then be edited/recorded in TEAMS.

It is important to realize that goals often need to be revised. As time passes and circumstances change, a goal that was once realistic may no longer be achievable or relevant.  Students also change their minds as they learn. On the other hand, if goals are revised too frequently or with little reason, they don’t serve as a guidepost to measure progress or as a motivational tool.

E. TRAINING FOR GOAL SETTING

Policy 1.7
All program staff members who participate in student goal setting processes must successfully complete training on the Texas goal setting policy and attune annually.

OPTIONS
There are two training options available.

1. A three-hour face-to-face workshop that includes training on the goal setting policy in addition to hands-on processes and tools for goal setting activities and contextualizing instruction to those goals.
2. A two-hour online course that primarily covers the goal setting policy.  The online course is self-paced, contains required participant assessments, and is non-facilitated. A certificate is issued electronically if 100% scores are attained on the assessments.  Participants must print the certificate or save electronically since the on-line course does not save the certificates.

Adult education staff members are encouraged to participate in the three-hour workshop whenever possible.  Contact the GREAT Center for information through your local program director.

If, however, new instructors are hired after the workshops have been conducted, the online course is a good option to ensure that all relevant staff members have completed training.  The on-line course information is available

NEW STAFF
Staff new to adult education programs and student goal setting may not have experience reviewing, planning, and setting goals, particularly NRS goals. Consequently, new staff must successfully complete the goal-setting workshop or online course prior to any student goal setting.

CONTINUING STAFF
Electronic updates or reviews of the state’s goal setting policy will be distributed annually to allow continuing staff involved in student goal setting processes to remain current in procedures and best practices.

F. ACCOMMODATING LEARNERS WITH DISABILITIES OR OTHER SPECIAL NEEDS

Policy 1.8
Learners with professionally certified documentation who self-identify a given physical, mental, or emotional disability must be provided appropriate accommodations for completing goals.
Adults with physical, mental, or emotional disabilities may not be able to demonstrate their knowledge and skills through traditional approaches. Adults with professionally certified documentation identifying disabilities should receive accommodations based on their disabilities. Providing accommodations to adults with documented disabilities will result in a more accurate demonstration of their abilities to complete goals.

If a learner self-identifies a disability, it is the responsibility of the local program to provide reasonable accommodations. Local programs may not deny or prevent access to services based on a learner’s disability. The local program may be required to absorb the costs related to the accommodation(s). By not providing appropriate accommodations for individuals with documented disabilities, programs could find themselves in violation of federal law.

DOCUMENTING ACCOMMODATIONS
As part of the learner’s goal setting and educational plan, required accommodations should be identified when appropriate. This information assists the instructional staff and counselors with adapting lessons and materials for successful assignment and goal completion.

COLLABORATING WITH EXISTING SERVICES
The value of partnerships becomes especially important when providing services to learners with documented disabilities. To assist the disabled learner in completing goals, local programs should coordinate and develop partnerships with existing service providers to provide accommodations for goal completion. Service providers such as the Department of Social Services, Department of Rehabilitative Services, or the Department of the Blind and Visually Impaired are available to assist adults with disabilities who have employment-related goals. Service providers may also support the learner financially by assisting with costs associated with taking the GED Tests or applying for grant monies to attend post-secondary education and training.

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