Setting Goals Clause Samples
The "Setting Goals" clause establishes the specific objectives or targets that parties agree to pursue within the scope of their agreement. Typically, this clause outlines measurable outcomes, deadlines, or performance benchmarks that must be achieved, such as sales targets, project milestones, or quality standards. By clearly defining expectations, the clause ensures all parties are aligned on desired results and provides a basis for evaluating progress and accountability throughout the contractual relationship.
Setting Goals. The key features of the process are as follows:
a. The supervisor and subordinate meet and prepare a list of prioritized duties and areas of responsibility of the individual’s job.
b. The supervisor in cooperation with the subordinate set short-term performance goals or targets for the subordinate, consistent with the above by the end of the first quarter of the fiscal year. The supervisor guides the goal-setting process to ensure that it relates to the realities and needs of the organization. Qualitative and quantitative goals, as appropriate, should be set at the proper level of difficulty for the position. Goals which describe a desired result and/or level of effort are preferable to ones that only state a desired result. The supervisor shall set priorities and criteria for assessing results. This rating shall be indicative of the subordinate’s success in achieving the goals.
c. From time to time, more often than once per year, the supervisor and subordinate meet to evaluate the progress toward the goals. At these meetings, new or modified goals can be set, as appropriate, due to changed circumstances.
d. No later than early May of each year, the parties will meet to discuss the subordinate’s performance and discuss level of accomplishment. The process focuses upon reviewing the results in attaining the goals.
Setting Goals. Setting goals involve following certain criteria:
Setting Goals. In setting goals, evaluators shall use evidence of educator performance and impact on student learning, growth, and achievement based on the educator’s self-assessment and other sources that the evaluator shares with the educator. It is the responsibility of the Educator to attain the goals
Setting Goals. The intern and supervisor should discuss the following topics. This will help the intern and supervisor agree to and define expectations, actions and roles during the internship. Additional pages may be added if needed.
Setting Goals. In collaboration with the evaluator, the educator will develop goals using the Educator’s self- assessment. It is the responsibility of the Educator to attain the goals in the Plan. The evaluator will review the proposed goals, meet with the Educator if appropriate, and approve the goals on the Educator Plan Development Form on or about November 15th. The evaluator retains final authority over goals to be included in an educator’s plan. Resources:
Setting Goals. In setting goals, evaluators shall use evidence of educator performance and impact on student learning, growth, and achievement based on the educator’s self-assessment and other sources that the evaluator shares with the educator. It is the responsibility of the Educator to attain the goals in the Plan [Reference Plan Development section within this document]. The evaluator will review the proposed goals, meet with the Educator if appropriate, and approve the goals on the Educator Plan Development Form by October 15th. The evaluator retains final authority over goals to be included in an educator’s plan. Fall River Public Schools
Setting Goals. After you've identified the problems you want to work on with your therapist, you need to formulate goals for these problems. One way of identifying your goals is to ask yourself "What will my life look like when this problem is no longer an issue for me?" Your goals should be measurable. One way to make your goals measurable is to quantify them and add a deadline you want to have them achieved by. Lastly, you need to identify objectives. Objectives are tasks you can work on that will help you reach your overall goal. You want to choose tasks that relate directly to your identified problems and bring you closer to reaching your goals. For example, if your original problem is that you've been having a rapid heartbeat, racing thoughts, and difficulty breathing due to anxiety, your overall goal might be to experience a reduction in symptoms of anxiety. Your objectives may include practicing deep breathing techniques for 5 minutes a day, identifying at least 5 triggers for anxiety, and identifying at least 5 coping skills for each anxious trigger, because these tasks will help reduce your anxiety. If the treatment planning process feels overwhelming, don't worry. You are not expected to come up with your problems, goals, and objectives all by yourself because the treatment planning process is a collaboration between you and ▇▇. ▇▇▇▇▇▇▇▇. I am aware that ▇▇. ▇▇▇▇▇▇▇▇' counseling service is not an emergency 24-hour service. In an emergency, I will call 911 or the mental health crisis line at ▇-▇▇▇-▇▇▇-▇▇▇▇ to obtain emergency services. CASH - Services are to be paid in full when they are provided. Counseling and consulting costs are $30 per quarter hour when paid in full by cash or check at the time of service. If interested, ask about a discount that is available when you pay a retainer. Payments accepted with a credit/debit/flex/insurance card have an additional charge of 5% due to increased overhead costs. Sessions are generally between 30 and 60 minutes. INSURANCE - I will be responsible for paying $30 per quarter hour until it has been determined by my counselor that my yearly deductible has been met. After my deductible has been met, I will be responsible for paying $30 per quarter hour that goes beyond the covered time, plus co-insurance/co-pays as determined by the insurance. Services are to be paid in full when they are provided. I accept the responsibility for the fees and recognize that they do not automatically include services such as written report...
Setting Goals. What does it mean to “set goals” in the context of Head Start? Does every family have to set goals as a part of their family partnership agreement? What if a family doesn’t want to set goals or to be involved in a family partnership agreement? The Head Start Program Performance Standards state that programs “must engage in a process of collaborative partnership-building with parents to establish mutual trust and to identify family goals, strengths, and necessary services and other supports.” [(CFR 1304.40(a)(1)]. In addition, agencies must offer parents opportunities to formally develop family partnership agreements that “describe family goals, responsibilities, timetables, and strategies for achieving those goals as well as progress in achieving them.” [(CFR 1304.40(a)(2)]. Family goals might include both goals that families set for their children, such as “my child will learn to use his words to ask for what he needs; or my child will receive her speech therapy in the Early Head Start setting,” and goals families set for themselves, such as “I will finish my GED; we will find ways to spend one-on-one time with our child each night; or we will move into a new home by the end of the year.” Simply put, goals are a vision of the future. A natural way to help families identify their goals is to begin right where they are: what brought them to your program? Every family walks through your door for a reason. Most parents come to Early Head Start because they want something for their children. Parents are often able to articulate their hopes and wishes for their children before they can focus on themselves or the family as a whole. There are many ways to set goals with families. A formal meeting where you document specific goals on a written form is only one way, and is not necessarily the preferred way to engage families in goal-setting. In fact, such a formal process can be intimidating. Families may feel overwhelmed or scrutinized. It is important to recognize that goal-setting can be accomplished in a variety of less traditional ways. Sometimes you can turn a talent or interest into a goal. For example, you might notice and comment on a unique skill that a parent demonstrates at home or at the center. Perhaps a parent with a knack for cooking can do a parent workshop on making affordable and nutritious meals; or a parent with a flair for decorating can give you some ideas on improving the family resource room at the center. When you encourage parents to appl...