This is the distance learning portion of this workshop and the following reading and questions are required in order complete this training and received a certificate of attendance.
Please read the document at the link above, "Countable Outcomes History and Context" and then answer the following questions. Be prepared to submit your written responses to the workshop facilitator at the start of the January 12th, face to face component of the Countable Outcomes workshop. We will be discussing the answers to these questions during the workshop.
Question 1. Who created Countable Outcomes and why? Why is it important to know this?
Question 2. What are the three goal categories and why do they exist? Why are there different documentation requirements for the three categories?
Question 3. How is goal information collected and tracked?
Question 4. Please explain briefly, as much as you know, about your program’s goal-setting and recording procedures.
Patty Ball - Jan 12, 2009 1:22 PM
Best answers to Question 1:
Countable Outcomes were created by a team of 15 practitioners and 4 ACLS staff members. The importance of this is to know that countable outcomes are not an arbitrary requirement, but a field-driven attempt to inform and promote student centered instruction and to capture other goals that the students feel are important.
Question 2:
The three goal categories are "A", "B" and "C" goals. The denote the level of documentation that is required of the goal within each category. Most A goals are required by the NRS; others were included to ensure that performance related to family (literacy) and community (citizenship) were afforded the same status as other (primarily) employment related accomplishments are. The inclusion also serves to highlight that adult learners are complex individuals engaged in various life roles. C goals purpose are to acknowledge the may reasons that students seek ABE services an opportunity to capture their many successes. The categories exist in order to balance the demands of reliability and validity with the demands of the documentation of goal acheivement.
question 3: The goal information is first collected and tracked by the program itself, depending on how the program chooses to put in place a goal-setting procedure. Goal setting should be done with a staff member who will have a working relationship with the student. Goals should be discussed with the staff member and established by the student. SMARTT is the vehicle for collecting and tracking the information
Question 4:
Different for each program - some comments:
Involves the entire staff
Goal information presented at beginning of school year
Follow up goal interviews
Weekly goal updates in classroom
one on one followup by director/coordinator
Follow up goals counseling with counselor
Integrated into the curriculum
Field trips, library tours
Goals revisited and monitored by teachers
follow up goal lessons and counseling in the classroom.
Goal setting lessons or series of lessons
Regular check-ins
Support groups
Updated weekly
Goal sheet kept for each student
This is the distance learning portion of this workshop and the following reading and questions are required in order complete this training and received a certificate of attendance.
Please read the document at the link above, "Countable Outcomes History and Context" and then answer the following questions. Be prepared to submit your written responses to the workshop facilitator at the start of the January 12th, face to face component of the Countable Outcomes workshop. We will be discussing the answers to these questions during the workshop.
Question 1. Who created Countable Outcomes and why? Why is it important to know this?
Question 2. What are the three goal categories and why do they exist? Why are there different documentation requirements for the three categories?
Question 3. How is goal information collected and tracked?
Question 4. Please explain briefly, as much as you know, about your program’s goal-setting and recording procedures.
Best answers to Question 1:
Countable Outcomes were created by a team of 15 practitioners and 4 ACLS staff members. The importance of this is to know that countable outcomes are not an arbitrary requirement, but a field-driven attempt to inform and promote student centered instruction and to capture other goals that the students feel are important.
Question 2:
The three goal categories are "A", "B" and "C" goals. The denote the level of documentation that is required of the goal within each category. Most A goals are required by the NRS; others were included to ensure that performance related to family (literacy) and community (citizenship) were afforded the same status as other (primarily) employment related accomplishments are. The inclusion also serves to highlight that adult learners are complex individuals engaged in various life roles. C goals purpose are to acknowledge the may reasons that students seek ABE services an opportunity to capture their many successes. The categories exist in order to balance the demands of reliability and validity with the demands of the documentation of goal acheivement.
question 3: The goal information is first collected and tracked by the program itself, depending on how the program chooses to put in place a goal-setting procedure. Goal setting should be done with a staff member who will have a working relationship with the student. Goals should be discussed with the staff member and established by the student. SMARTT is the vehicle for collecting and tracking the information
Question 4:
Different for each program - some comments:
Involves the entire staff
Goal information presented at beginning of school year
Follow up goal interviews
Weekly goal updates in classroom
one on one followup by director/coordinator
Follow up goals counseling with counselor
Integrated into the curriculum
Field trips, library tours
Goals revisited and monitored by teachers
follow up goal lessons and counseling in the classroom.
Goal setting lessons or series of lessons
Regular check-ins
Support groups
Updated weekly
Goal sheet kept for each student