Learner Goals

Adults return to learning when something in their life shifts — either something has changed around them, or something inside them has changed. Those triggers can be difficult (job loss, a health crisis, a relationship ending) or hopeful (wanting to help a child, dreaming of owning a home, seeing a new opportunity). Both are equally valid starting points.

The reason someone shows up matters. It shapes what they need, how urgently they need it, and how motivated they'll be. A few things to keep in mind:

Start with strengths, not gaps. Every adult arriving at a CALP program brings experience, knowledge, strengths, and talents. Ask "what can they do, and what do they want to do next?"

Break it down. A big goal can feel overwhelming. Chunking it into smaller, achievable steps does two things at once — it makes the learning manageable, and it sets the adult up to be successful.

Listen for the real goal underneath the immediate need. "I need to keep my job" and "I want to help my child with their homework" describe an immediate need but don't provide enough information about foundational skills. Good questions like "How are you hoping we can help you?" or "Is there anything you want to work on right away?" Create space for the learner and practitioner to identify the underlying reason they are returning to learning at this time. 

The CALP grant is specifically designed to give staff the flexibility to do exactly this: meet adults where they are and build learning around their actual lives.

Strengths-based means recognizing that adult learners are resilient, resourceful, and competent, with existing skills and knowledge to build on. CALP Staff help learners identify their strengths and apply them in new learning situations.