GOAL SETTING

with OSY

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Goal Setting

Designing and Following �Educational and Life Pathways

What we are going to do today:

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• Learn ways to work with OSY to develop educational/life pathways

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• Understand how to use the goal setting activities/materials with OSY

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Goal Setting

WHY IT MATTERS

“My future plans include community college and a bachelor's degree.”

“I am so grateful for our friendship and for the experience of mutual learning we share.”

“I'm 100% sure I made the right decision. I saw my diploma today.”

Goal Setting

WHY IT MATTERS

“He came from a 4th grade education background at age 16 and was able to graduate high school at 21 years old. He was the first in his family to graduate.”

“She graduated and received her high school diploma... I was at her graduation ceremony and I remembered when she was just a name on a long list of students.“

“He said, ‘I heard about the OSY program which has changed my life and the way I think. It’s amazing how I could see my dreams becoming a reality.’”

Goal Setting

WHY FOCUS ON GOAL SETTING?

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• Many OSY have never been asked about their values, desires, thoughts, or dreams.

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• Giving voice to aspirations is a new experience for OSY.

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• OSY may not have an idea that their dreams are even attainable.

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Goal Setting

BENEFITS TO OSY OF GOAL SETTING?

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• OSY will establish a goal and projected pathway/plan.

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• OSY will develop/strengthen their sense of self-efficacy.

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• OSY will develop an understanding of the resources to help them along the way and recognize barriers that may hinder their progress as well as ways to manage them.

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• OSY will document what they do and be able to see progress towards their goals.

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Goal Setting

BENEFITS TO OSY OF GOAL SETTING?

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• While it may be easy to ignore or postpone the process of goal setting with our students, it is important to remember that this set of activities, which may take only a couple of hours, can “set the stage” for their future learning.
• They will move on to other settings where they may or may not have learning support. Without a strong sense of themselves and their goals, students can lose their motivation to continue.
• A student who comes to English (GED, Job Skills) class with goals in mind will have a much greater chance of success.
• This framework is for life, not just for the time they are with us.

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Goal Setting

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What are the assets that the OSY in your state bring to your program?

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Goal Setting

What are some of the potential challenges you might face in talking about goals and plans with OSY?

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Goal Setting

CHALLENGES AND ASSETS OF OSY

Challenges

• Many responsibilities that most teenagers don’t face; limited time to study
• Medical, psychological, or dental issues that have not been addressed
• Limited instructional time with MEP

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Assets

• Intrinsically motivated
• Flexible curricular material choices
• The little things get to matter and mean so much
• Network of services from state to state

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Goal Setting

UNDERLYING CONCEPTS IN GOAL SETTING MATERIAL

• Maslow’s Hierarchy of Needs
• Growth Mindset
• Grit
• Persistence

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Goal Setting

MASLOW’S HIERARCHY OF NEEDS

Goal Setting

GROWTH MINDSET

Growth Mindset is a concept based on the research of Dr. Carol Dweck.

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A mindset is the group of attitudes we each have and how those attitudes impact how we approach the challenges in our lives. It breaks away the common view of our students that life is predetermined and therefore there is little to nothing that can be done to change it.

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It can empower us to try something new, even if there is a risk of not being successful - because we always learn from failure and great things can come out of failure!

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Goal Setting

GROWTH VS. FIXED

Growth Mindset: Assumes intelligence and other qualities, abilities, and talents can be developed with effort, learning, and dedication over time.

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Fixed Mindset: Assumes intelligence and other qualities, abilities, and talents are fixed traits that cannot be significantly developed or changed.

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Goal Setting

GROWTH MINDSET QUIZ

Dr. Dweck developed a simple quiz to see whether you have more of a fixed or growth mindset.

Let’s take the quiz:

• Mark the answer you most agree with for each question.
• On the back, circle the number that corresponds with the answer you marked.
• Total each column.

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Goal Setting

YOUR OWN MINDSET?

Group discussion:

What did you notice about your own mindset?

Was there anything that surprised you?

Anything you had a reaction to?

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Goal Setting

GRIT

Grit, a concept based on the research of Angela Duckworth, is a crossroads of passion and perseverance.

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• Addresses how effort is often ignored or overshadowed by ‘talent’ but effort is the underlying successor when you really dig in.

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• To excel and be successful you have to understand the difference: talent is something you have naturally, and skill is only developed by hours and hours and hours of practice and effort. Effort and continued practice can develop talent.

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• Learn how to talk about how to integrate ways to help someone become ‘gritty’.

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Goal Setting

GRIT

Top-level goal is the compass that gives direction and meaning to all the other goals below it.

The higher the goals go the more abstract, but important, they become as they are partially end goals and not just getting us there.

Bottom-level goals are the most concrete and specific - they are a means to the end, and they get us to what we really want.

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Goal Setting

PERSISTENCE

• What does this mean to you?

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• Can you give an example of persistence in your own life?

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• Can you give an example when you had to help someone else persist?

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Goal Setting

SUPPORTS FOR PERSISTENCE

• The student needs to establish a goal or projected pathway.
• The student needs to have a sense of self-efficacy.
• Students need to develop an understanding of the positive and negative forces that help or hinder their progress and ways to manage those forces.
• Students need to see progress towards their objectives.

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Goal Setting

HOW DOES THIS IMPACT GOAL SETTING AND STUDENT SUCCESS?

Goal setting challenges students - and that is good!

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• Challenges only help students learn and achieve over time.
• ”Engagement is a precondition for learning. No learning happens until students become engaged with the material.”
• ”Holding students to high expectations, done properly, is a way to convey that they have potential.”

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Activity Formats and Flow

• There are six (6) activities, designed to be sequential, which can be condensed to five (5), or otherwise adapted to suit your needs.
• Activities take ~45 minutes but can be modified to fit either a 30- or 60- minute session.
• Activities are written for different class structures:
• One-on-One
• Group
• Virtual (video-based distance learning)
• Each has an ice breaker/introduction, main content, and wrap-up activity.
• All student handouts are in the Student Workbook (no having to make extra copies!).

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Making it Work for You

• This full sequence of activities is not appropriate for all OSY. It requires significant time and effort.

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• Migratory students move. If you can get them started thinking about goals and how to reach them, they can continue their work with another provider in a new location.

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• The materials have clickable tables of contents so that you can quickly find the activities you want to use. You can use these warm ups and activities to supplement your existing program.

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Goal Setting

ACTIVITY 1: DISCOVERING OUR VISION

Objective: Through this activity, strong(er) relationships between facilitator and OSY, as well as OSY to OSY (in group setting), will begin to form and everyone will start to think about the bigger picture/vision of one’s life and develop a long-term goal.

Ice Breaker/Dinamica

• Ice Breaker questions that all participants answer
• Provides different dynamic ways to facilitate the activity
• Questions are general, fun, and written to get everyone comfortable and learning more about each other

Main Activity

• Can be written/drawn in Student Goal Book
• Dream Big questions:
• What do you believe you are capable of doing in your life?
• The greatest things you could accomplish given the right circumstances, resources and motivation
• This is where I see myself/my life when I am 40 years old

Wrap Up

• Reflection on the main activity
• Sharing out the student’s vision/long-term goal

Goal Setting

ACTIVITY 2: DOCUMENTING OUR VISION

Objective: Through this activity, OSY will learn different ways that a vision/long-term goal can be put on paper - and that this is an important part of goal setting for accountability and motivation.

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Ice Breaker/Dinamica

• Memory game that can be played individually or in a group

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• Demonstrates that you can remember more when you write/draw something and refer to it often

Main Activity

• Provides five different ways that the OSY can record their vision/long-term goal

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• The five different options provide a range of options to appeal to different kinds of folks (art, words, technology, etc.)

Wrap Up

• Sharing out the student’s project

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• Placing project in the individual student books

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• Provides opportunity to practice appropriate feedback

Goal Setting

ACTIVITY 3: SHORT- MEDIUM- AND LONG-TERM GOALS

Objective: Through this activity, OSY will develop the skill to break down a long-term goal into short- and medium-term goals.

Ice Breaker/Dinamica

• Quiz that examines the different habits of goal oriented and non-goal- oriented people

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• Can be played as a movement game to energize and get folks moving

Main Activity

• Examining different long-term goals and some of the activities that help one reach the goal

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• Discussing what is a short-, medium-, and long-term goal via a sorting activity

Wrap Up

• Brainstorming some short- and medium-term goal activities to accomplish the student’s vision/long-term goal

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• Sharing out

Goal Setting

ACTIVITY 4: MAPPING OUT THE WAY

Objective: Through this activity, OSY will understand that there are events along the way to reaching a vision/long-term goal that can help, setback, and/or potentially change the plan - and it is okay.

Ice Breaker/Dinamica

• Discusses how it can feel to make mistakes

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• Students learn that there is a tremendous amount learned from mistakes

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• The brain develops and strengthens through mistakes

Main Activity

• Playing a game similar to Chutes and Ladders but in the context of goal setting

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• End of the game is the vision/long-term goal

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• OSY will place ‘helpers’ and ‘setbacks’ on the board and decide whether they are big, medium or small helpers/setbacks

Wrap Up

• Brainstorming potential helpers and setbacks to individual vision/long-term goal

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• Discussion of what is in our control and what is outside of our control (optional)

Goal Setting

ACTIVITY 5: PLANNING STEP-BY-STEP

Objective: Through this activity, OSY will be able to sequentially plan how to realize their vision/long-term plan through short- and middle-term activities and some of the supports they can use to achieve them.

Ice Breaker/Dinamica

• Reading and Reflection activity

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• Choice of a short statement or two paragraph reading

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• Open ended/discussion questions are included

Main Activity

• Individually completing the Making a Plan in their Student Goal Books

Wrap Up

• Transition to Activity 6

Activities 5 + 6 can be combined and done as one activity

Goal Setting

ACTIVITY 6: PUTTING IT ALL TOGETHER

Objective: Through this activity, strong(er) relationships between facilitator and OSY, as well as OSY to OSY (in group setting), will begin to form and everyone will start to think about the bigger picture/vision of one’s life and develop a long-term goal.

Ice Breaker/Dinamica

• Origami

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• Demonstrates that it is important to have a plan/instructions/guidance when doing a project

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• The more details/information the better!

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Main Activity

• Explores different ways to document a plan

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• Determine which plan works best for the person and the vision/long-term plan

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• Take the work from Activity 5 and put it into a format of the student’s choice

Wrap Up

• Celebrate the goal plan

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• Start working on making it happen!

Goal Setting

Assessment Rubric

Goal Setting

• While it may be easy to ignore or postpone the process of goal setting with our students, it is important to remember that this set of activities, which may take only a couple of hours, can “set the stage” for their future learning.
• They will move on to other settings where they may or may not have learning support. Without a strong sense of themselves and their goals, students can lose their motivation to continue.
• A student who comes to English (GED, Job Skills) class with goals in mind will have a much greater chance of success.
• This framework is for life, not just for the time they are with us.

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A SKILL FOR LIFE

www.osymigrant.org

Goal Setting

Material Overview

�https://www.osymigrant.org/_files/ugd/3bc542_28b3f582d01c4da883ece4ba51a1da55.pdf?index=true

Goal Setting

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Goal Setting

Our elegant solution to the portability issue

Goal Setting

Reminder-this is not a “how to do virtual education”

but there is a webinar for that!

Virtual Instruction

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Goal Setting

Know and Share the Basics

• Know your expectations (including backup plan)
• Know your materials

Delivery? Share file? Share screen?

• Know your student
• Know yourself
• Share your voice
• Share text
• Share images
• Share video
• Share your expectations and backup plans

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Goal Setting

Class Norms Lesson

Clearly convey and confirm instructor expectations:

-Reply to message confirming availability�-Join the meeting on time, or cancel in advance�-Prepare a quiet space for class with a notebook, pen, and writing surface�-Use headphones if there are other people present�-Sit up, wear clothes�-Ask questions and report problems

Challenge: elicit student expectations

Goal Setting Virtually

Activity 2: Documenting Your Vision

Goal Setting Virtually

Goal Setting

Disclaimer: This is not meant to be an exact plan that you must follow, but rather an example of how to think creatively with real situations.

FOR EXAMPLE

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Goal Setting

Abagail lives about an hour and a half away from you. For the past few years, she tells you she wants to graduate high school, but keeps dropping out in the fall semesters to help make money for the family. In the spring she normally moves to Florida. She has thought about trying to get her GED instead. She has some support from the Head Start’s family services office where her little brother attends. They will help out by allowing you to use their office space and computers in the evenings. There are GED classes nearby but are less flexible. It is October now and they usually leave in January. Since she lives far away, you can only make it out there once every two weeks at best.

Abagail

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Goal Setting

Long-term goal: Graduate high school OR complete a GED. �Medium-term goal: Begin one of those two paths. 

Short-term goal: Weigh the pros and cons of completing a high school diploma v. GED.

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Plan: �Class 1 -> Activity 1: to get the mindset going and maybe create a pro/con list of what would be the best steps for her.  �[Don’t forget to write in your contact information in the back of the book!]

Class 2 -> Activity 3&4: Once it is established if she will get a GED or high school diploma, work through these lessons (two may be combined for time crunch). For this student it is very important that you do Activity 4 to help her work through identifying Setbacks and Helpers as well as What is/is not in my control.  

Class 3 -> [Abagail moves back to FL. The Florida program picks up where you left off.]: Activity 5

Class 4 -> go back to Activity 2.

Goal Setting

Goal Setting

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Goal Setting

After meeting with a parent, you are going around the camp to see if anyone is new and you meet Kebin. He is a 20-year-old OSY and was born in Georgia but was raised most of his life in Guatemala. Kebin says he wants to get his driver's license and will be here until the end of June (it is currently February).  He lives at a camp that might be hard to use as his permanent address.  The camp he lives at receives summer English classes, this spring you have some time to pop by for a few classes. He seems skeptical about school, so you don’t want to start off with a 7-week class plan.

Kebin

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Goal Setting

Long-term: Get driver’s license 

Medium-term: Pass permit test �Short-term: Figure out what paperwork he will need to apply �

Plan: �Class 1 -> Combine Activities 2-3: Since you know what the goal is, help student to understand goal planning and the importance of writing it down. Write your contact information in the back of his book. �Class 2 ->Combine Activities 5&6: In Activity 5, maybe choose the shorter reading, since the student is not enthusiastic about school.�Class 3 -> You go out to his camp but can’t find Kebin or reach him by phone. Others at camp don’t seem to know here he went. Since you put your name and contact information in his book, KY MEP calls you and you are able to let them know what you have done.

Class 3 ->  Activity 4 since it is almost inevitable that there will be a setback or unexpected challenge/to establish some more accountability check ins. 

Class 4 ->  Activity 1 if student has been enjoying this and seems inspired to go back to school and/or pursue other goals to show how they can start the goal planning process all over again.

�Class 4 -> go back to Activity 2.

Goal Setting

Goal Setting

Goal Setting

QUESTIONS?

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(add your contact info here)

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