CENTRAL VERMONT ADULT BASIC EDUCATION, INC.
~~~ Local Partnerships in Learning ~~~
Serving Washington, Orange and Lamoille Counties
* Student Learning Plans & Goal Setting
One of CVABE’s and the Learning Works system’s core values is the encouragement of lifelong learning. A
key aspect of lifelong learning is learning as an intentional, deliberate process. A learning plan, developed with
the student, is a critical first step, in helping the student learn how to learn.
The learning plan allows the teacher to make an early assessment of the student’s readiness to learn and will
educate the student about how to improve the likelihood of success in achieving his/her goals. Many of our
students have not been effective as students previously and a learning plan helps them develop clarity about
what they want to learn and what they have to do to achieve their goal.
Definition of Student Learning Plan
Student Learning Plans have several elements:
1. A narrative statement of the student’s overall goals in the student’s words.
2. Student goal(s) through the lens of the state list of goals (prioritized)
3. The EFF standard(s) that will guide instruction
4. Intermediate Learning objectives (as appropriate) for each goal
5. A target date for achieving each goal or objective
6. Specific activities or classes intended to assist the student in achieving his/her individual goals
and objectives
7. How the achievement will be documented
8. When the plan will be reviewed with the student
Step by Step
1) A narrative statement of the student’s overall goal in the student’s words.
Ask the student what they want to learn. This question can be phrased many ways. It might be:
 What do you want to learn?
 What do you want to know how to do?
 What do you hope we can help you learn (accomplish)?
For many students, this may be very straight-forward and clear, but for many students the question can
be complicated by several issues. These may include:
 The student doesn’t know what is possible.
 The student doesn’t believe s/he is smart enough to accomplish what s/he wants.
 The student doesn’t know how to identify what s/he wants.
 The student is embarrassed to say or is culturally prohibited from saying what s/he wants.
 The student has no experience with developing learning goals.
Regardless of how the question is asked, the first step is to write down what the student says in his/her
own words. This statement is the student’s starting point with us. The student may later change, drop,
append, or elaborate what s/he says initially, but we start with what is said.
2) Measurement and Documentation of Student Achievements
Review the Vermont Adult Education and Literacy goal list with the student and decide together which
of these goals are consistent with what the student wants to accomplish or learn.
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Student Learning Goals
1 Obtain a job
2 Retain current job
3 Improve current job
4 Improve work readiness
5 Achieve work based project learner goal
6 Gain essential skills
7 Increase independence with literacy dependent tasks
8 Earn secondary school diploma
9 Achieve GED certificate
10 Enter post secondary education or job training
11 Increase involvement in children's education
12 Increase involvement in children's literacy
13 Obtain citizenship skills
14 Personal growth and satisfaction
15 Other personal goal (describe above; e.g. participate more fully and responsibly in my
community, learn to think critically and solve problems effectively, CDL, drivers permit, etc.)
Since a student may identify multiple goals from this list, it will be important to prioritize steps to each goal
with the student.
Equipped For the Future Standards (EFF)
1 Read with understanding
2 Convey ideas in writing
3 Speak so others can understand
4 Listen actively
5 Observe critically
6 Use math to solve problems and communicate
7 Solve problems and make decisions
8 Plan
9 Cooperate with others
10 Advocate and influence
11 Resolve conflict and negotiate
12 Guide others
13 Take responsibility for learning
14 Reflect and evaluate
15 Learn through research
16 Use information and communications technology
3.
The EFF standard(s) that will guide instruction
The sixteen EFF standards provide a framework for student self-assessment and instructional planning.
They identify a range of skills that adults need to function effectively in their major roles of parent,
citizen, and worker. Use the EFF wheel to help students identify specific skills they want to strengthen.
This may require some discussion of the standard area(s) in which the student wishes to focus his/her
work. The goal, combined with the targeted EFF skills, provides a context for identifying the kinds of
educational activities that the teacher will select to support student learning.
Note that a student may identify multiple EFF skill areas in which to focus his/her work (e.g., read for
understanding, speak so other can understand, and use math to solve problems) and that a specific
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standard might support multiple goals (e.g., read for understanding might support goals of getting a High
School Diploma, Improving work readiness and Increased involvement in children’s literacy).
Finally, it is worth noting with the student that, in developing a learning plan, we are already working on
the ‘Plan’ EFF standard because we believe that learning to plan one’s learning is a critical skill for
success in all three major adult roles.
4. Intermediate Learning objectives (as appropriate) for each goal
Many goals (e.g., improve work readiness or obtain citizenship skills), require that the student achieve
several smaller learning objectives. While some students can maintain their motivation and focus with
large, complex goals, the more common situation is that the student’s motivation is strengthened through
achievement of a series of smaller, more quickly achievable learning objectives.
These learning objectives should flow directly from the initial student assessment. A key source for
learning objectives is the Individual Diagnostic Profile of the TABE. If a student’s goal is obtaining the
GED and demonstrates that he/she lacks proficiency in adding and subtracting fractions, an obvious
learning objective is to “develop proficiency in adding and subtracting fractions.”
5. Specific activities or classes intended to assist the student in achieving his/her individual goals and
objectives
While there may have been previous discussions about the options available to the student, the learning
plan should identify the specific classes or activities that the student will engage in to achieve his/her
learning goals or objectives. These classes and activities can change as the student progresses or shows
evidence of not progressing.
An aspect of this discussion is the weekly time commitment expected from the student. While classes
may have explicit requirements (e.g., class is two hours in length twice a week for 4 weeks), not all
activities have such formal requirements.
It is appropriate to ask the student how much time they are prepared to commit to the process. This will
lead directly to the next component of a learning plan.
6. A target date for achieving each goal and learning objective
Every registered and enrolled student will have at least one major academic goal. Most students have
multiple goals. Each goal is to have a minimum of one EFF Standard. Each EFF Standard is to have at
least one Learning Objective. All goals require a target completion date. Learning objectives also
require target completion dates.
This process requires a discussion of the student’s time commitment to his/her learning plan.
7. How the achievement will be documented
A learning plan should contain an explicit discussion of how the teacher and student will know if the
student achieved their goal. In the table below, the State has identified what is acceptable
documentation for each learner goal.
While similar definitions do not currently exist for all standardized learning objectives, teachers are
encouraged to identify how they and the student will know that they have achieved learning objectives.
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For instance, for the learning objective “develop proficiency with adding and subtracting fractions”,
documentation might be that the student demonstrates 85% correct answers on a fractions practice test.
Learner Goal
Documentation

1. Obtain a Job
2. Retain Current
Employment





3. Improve Current Job


4. Improve Work
Readiness


5. Achieve Work-Based
Project Learner Goal


6. Gains Essential Skills
7. Increase Independence
With Literacy
Dependent Tasks


Evidence of employment (i.e. pay stub;
employer letter) in student file
Data match with VDOL
Evidence of employment (i.e. pay stub;
employer letter) in student file
Data match with VDOL
State data match with VDOL
Evidence of increased pay/benefits or increased
job responsibilities requiring higher level skills
in student file
Documented gains in identified employability
skills (e.g. work with others; follow directions;
complete assignments; correct own work) with
evidence in student files
Completed employment readiness activities
such as clarifying career goals, gaining actual
work experience (e.g. shadowing; internship;
volunteering), prepared own resume or
employment portfolio, conducted intensive job
search, or resolved barrier to employment (e.g.
child care; transportation; wardrobe; health
problem) with documentation in student files
Written description of work related project to
be completed, skills involved, and how it will
be evaluated in student file
PLUS
Portfolio of student work on a performance
project that demonstrates successful use of
identified skills when assessing student work
against a scoring rubric for project
achievement.
OR
Skill certificate (e.g. CDL) earned through
project in student file
Skill gains are documented by baseline and
post-assessments with NRS-approved
assessment instruments
Assessment data is entered into Data Works,
where all skill gains are calculated
Pre and Post work samples in student files
document improved performance of literacy
dependent daily tasks.
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
8. Earn Secondary School
Diploma
9. Achieve GED Certificate



10. Enter Post-Secondary
Education or Job
Training


11. Increase Involvement in
Children’s Education

12. Increase Involvement in
Children’s Literacy

13. Obtain Citizenship Skills


14. Personal Growth and
Satisfaction


15. Other Personal Goal

Adult Diploma Program records, and High
School Completion Program records
For learners not enrolled in HSCP, ADP - copy
of learner's high school diploma with name and
address of granting school in student file
State data match with GED records
Information documenting enrollment is
available as evidence in student file (i.e.
name/address of school; course registration
letter; letter from school confirming enrollment;
transcript)
Data match with National Student
Clearinghouse
Documented gains by a pre- and postassessment using Scale III of the Even Start
Family Literacy PEP Scales and/or supporting
evidence in student files.
Documented gains by a pre- and postassessment using Scale I or Scale II of the Even
Start Family Literacy PEP Scales and/or
supporting evidence in student files.
Evidence of passing test scores on practice
citizenship tests in student file
Evidence of obtained citizenship in student file
Documented gains on student "self-esteem"
inventories in student file.
Record of teacher observations of student
behaviors demonstrating improved self-esteem
and self-concept over time.
Written learning objectives with criteria for
evaluating their achievement in student file
PLUS
Documented achievement of defined objectives
as assessed against criteria with evidence in
student file
8. When the plan will be reviewed with the student
The plan should include specific and regular dates on which the teacher and student will meet to discuss,
review, and revise the learning plan.
*Document originally written and shared by Vermont Adult Learning, a Learning Works partner
Updated by CVABE 2013
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