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Does your learner have a goal?
What resource(s) are you using to help them achieve their goal?
Literacy DuPage is driven by clear goals aimed at creating tangible impacts within our community, ensuring every initiative is purposeful and directed towards meaningful outcomes. Demonstrating the impact of our program is crucial not only for the community we serve but also for our funders, showcasing how their support directly contributes to positive change. Funders not only want to know how students have improved as measured by formalized tests, they also want to see how the opportunity to work with a tutor has impacted the student’s life, what changes have occurred in the student’s life and what the student can do now in English that they couldn’t do before.
By highlighting the measurable differences our program makes, we provide compelling evidence of its effectiveness and reinforce our commitment to achieving lasting improvements in the lives of those we serve.
Initial learner goals are identified and recorded on the Student Entry Goal Form during the LDP new student intake process. This form is an essential tool to establish preliminary information about what your student needs to focus their efforts and steadily improve their life through dedicated learning achievements. As the tutor gets to know their student, they learn why your student needs English language skills to achieve outcomes.
The initial goals may change as the tutor and student begin working together. During the Review Meeting, after every 30-35 hours of tutoring, the tutor, student, and intake specialist revisit the goal form to identify achievement, progress and establish new goals.
One of the frustrating tutoring experiences for tutors and their students is the sense that progress is not being made. Establishing goals provides a system for tracking progress and recognizing and sharing success and achievements. These are necessary factors in maintaining a student’s motivation and enthusiasm for learning!
Five Characteristics of Effective Goals
- Goals must be specific.
- Goal must be measurable .
- Goals must be realistic.
- Goals must be relevant.
- Goals must be time-bound.
For additional information on these five characteristics click here.
Take time periodically to discuss and evaluate with your student the progress they are making. You may together decide to modify the short-term goals or set new ones.
Differentiate between short-term and long-term goals.
Understanding the distinction between short-term and long-term goals is critical. Develop short-term goals that focus on immediate progress while keeping the long-term vision in mind. Prioritize the short-term goals in a logical sequence to provide a scaffold foundation for skill building.
When creating goals and objectives, it is essential that careful consideration is given to which skills or competencies are necessary for each outcome and if the student possesses these skills or if they need to be developed. Refer to the LDP Learner Competencies document for a comprehensive list of learner competencies that support short and long-term goal achievement.
Making It Happen
Once the long-term goals are identified, the short-term goals are created, working backward to achieve the long-term goal. Click here for Helpful Tips on developing short-term goals.
Working with students as they set goals, overcome barriers to achieving them, see their progress toward reaching their goals, and finally achieve them can be a very rewarding part of a tutor’s work!
Additional Resources:
LDP Picture Goal Form
LDP Goal Achievement Report
TEACHING ADULTS: An ESL Resource Book; Chapter 4, p 30-34
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