Goal+Setting

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Personal Program Plans A personal program plan (PPP) is a list of outcomes a special needs student recieves for a year that is developed by a collaborative team. Some important aspects of PPP's are: These are some of the important parts of the personal program plan a student recieves but there is also a lot more that goes into making them.
 * Student strengths
 * Student needs
 * Information about the student
 * Annual outcome
 * Short-term objectives
 * Team members
 * Evaluation

Students who require intensive supports are one of the few groups of people who get a PPP developed for them.

There are some very important areas of development and target skills. These consist of:
 * Academic
 * Communication
 * Personal Management
 * Social Competence
 * Leisure/Recreation/Physical Welness
 * Career/Work Exploration
 * Task Performance/Work Habits
 * And Other Specific areas

The team working with the student will identify what the students current level of performance is so the short term objectives and annual student outcome can be decided upon.

Annual student outcome and short term objectives are SMART: S (specific): written in clear language M (measureable): allows student achievement to be assessed and evaluated A (achievable): realistic for the student R (relevant): meaningful for the student T (time-related): can be accomplished within a specific time period, typically one school year or end of semester

Short term objectives are steps the students take to reach the annual student outcome. A short term objective would have a date set for when the student should have met the objective and then move on to the next step in meeting the oucome.

Assessment: Some students with an annual student outcome will be assessed through a student outcome rubric if they have not made much progress or have outcomes that are also set at home for their personal care. There are six steps to the student outcome rubric. Once the students are assessed the teachers must report and meet with the parents.

[|**http://www.education.gov.sk.ca/adx/aspx/adxGetMedia.aspx?DocID=2005,211,107,81,1,Documents&MediaID=3808&Filename=Personal+Program+Plans+%26+Student+Outcome+Rubrics+June+2008.pdf**]
 * Ideas come from:**

www.saskschools.ca/curr_content/roadd/docs/ppp2.doc
 * To check out a PPP template copy and paste this website into your tool bar:

To see a completed grade 3 and grade 5 PPP click on the following links:** [|**http://www.scs.sk.ca/instructional_services/lat/leslie.pdf**] [|**http://www.scs.sk.ca/instructional_services/lat/james.pdf**]

Many successful people with learning disabilities set at least tentative goals in adolescence, which provide direction and meaning to their lives. A successful adult trained as a social worker says: //"When I was in late high school, I knew what I wanted to do when I grew up. I was given the opportunity to babysit and in the twelfth grade I worked at a day camp. I just discovered that I was interested in children and that this may turn out to be a profession. So there was kind of a break and something to shoot for; some sort of self-direction."// While successful individuals with learning disabilities have concrete, realistic, and attainable goals, unsuccessful individuals often have vague, unrealistic, or grandiose goals that are not in line with their strengths, weaknesses, or special abilities. For example, one individual having extreme problems with eye-hand coordination and spatial relations aspired to be an airline pilot, while another with severe reading, writing, and organization difficulties wanted to become an executive secretary. Not surprisingly, both were unsuccessful at their attempts to reach these goals and experienced frustration and stress as a result. [|**http://www.ldonline.org/article/Life_Success_For_Students_With_Learning_Disabilities:_A_Parent%27s_Guide**]

Goal Setting with Students with Special Learning Needs submitted by Bevan Gibson Many people set goals. Adults who are aware of their specific goals and who feel they are making progress toward their goals are more likely to remain in educational programs. As adult educators, we need to be aware of the specific goals of each of the students we serve. Not everyone who enters your class will want or need to complete the GED exam. Some may be preparing to take an exam for a new job, pass a driver’s test, improve their English language skills or learn to read to their children. Adults with special learning needs may have difficulty setting goals. They may not have learned how to set goals and sometimes they set goals that are not easily or immediately attainable. Adults must think what they want to accomplish and set goals accordingly. When working with students with special learning needs, it is good to have some type of goal setting activity when they enter the program. Many students have broad long-term goals, but are unable to envision the short-term steps that will lead them to their goals. For example, students whose "big goal" is ‘passing the GED’, may become discouraged if they cannot accomplish it quickly. Whereas, if they can check off steps along the way, they may feel more like progress is being made. Select goal setting activities that you and your students find useful. Have students revisit their goals frequently so that they are aware of the progress they have made and can set new goals for themselves. Some things to remember when helping adult students set goals: 1. **Goals must be clear and contain specific details. **Setting vague goals is the same as setting no goals.

2. **Goals must be set by adult students with instructor’s assistance. **Adult students enter programs for specific reasons. Instructors must help students clearly define and prioritize those reasons and turn them into specific, realistic, attainable goals.

3. **Goals must contain some type of evaluation criteria in order to measure a student’s progress. **Answering questions with 100% accuracy, building a fence around the entire yard, paying all the monthly bills, or going to the store and returning with everything on a list are all goals that can be accurately measured.

4. **Progress towards goals should be monitored. **Successfully performing the steps towards a goal should be noted. Visually depicting progress using a graph or chart can help students self-monitor their efforts. Instructors should discuss a student’s progress on a regular basis. Students should learn to self-monitor their goals in order to become independent.

5. **Instructors should assist students in identifying problems. **When students have difficulties achieving goals or goals steps, instructors and students should evaluate the problems and develop plans to modify, change or improve instruction. Students can also modify or

change their goals. Instructors should discuss the barriers students may have in achieving their goals.

6. **Goals students set should be attainable. **An overall goal may be difficult, but the steps to achieving that goal should be attainable. Once those steps are mastered, the goal too becomes attainable.

7. **As goals are achieved, new goals should be set. **Goal setting is an ongoing process. Instructors should work with students to continually set goals. Included in this article are some examples of goal-setting tools which you may want to utilize or adapt to suit your needs. The important thing is to begin working with your students with special learning needs in setting goals.

PLANNING AND SETTING GOALS

Our goals in life are those things we hope to get or achieve. Some of these things are basics that are necessary and others are extras. This is the difference between what we need and what we want. Each person has his or her own needs, wants, and dreams. Needing a car for your job is different from wanting a new car or dreaming about having a fancy sports car. What is a need for one person may be a want for someone else.

Next, think about those things you **want **. What do you want to have or want to do? List the five most important things.

5.

__ 4. __5.

CLASS GOALS

Date: Name: Date: 1. Why did you decide to come to this class?

2. What do you hope to learn here?

3. What will you do to accomplish this?

4. What do you expect from the teacher?

5. What might prevent you from finishing this class?

6. What can the teacher do or not do to help you accomplish your goals?

7. What would you like your life to be like a year from now?

GOALS AND PROGRESS CHART Name Entry Date Goals when entering Date of Completion

(Achievable within the current program year) 1. 2.

Long-term Objectives

1. 2.

Short-term Objectives

1. 2. 3. 4. 5.

Testing Attempts (Tests and Dates) Life Skills (Skill and Dates)

__ 1. __ Certificates Awarded __ 2. __ Field Trips and Resource Speakers __ 3. __ Employment or Advancement __ 4. __ Entry into Other Training

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