Establishing specific goals helps students and professionals make progress
Amy Manchester has worked as a speech language pathologist for 12 years. Her caseload at Richmond Elementary School in the Chariho Regional School District in Rhode Island includes students with autism, dyslexia, language disorders, and other disabilities.
Her job is to make sure her students can access the curriculum. On any given day, that could mean teaching a non-verbal student to use a speech device to ask questions and make comments during class. Or, it could mean teaching a student who is on the autism spectrum the rules of conversation and methods to interpret social cues and body language to help them participate in classroom discussions.
She knows the work she does affects her students’ learning. Until this year, however, her performance evaluation did not put a lot of emphasis on her effectiveness.
But, during school year 2013-2014, Rhode Island piloted a process by which support professionals—library media specialists, school nurses, reading specialists, counselors, psychologists, social workers and language and speech pathologists—were evaluated based, in part, on whether their students achieved specific learning goals and outcomes.
In the past, for example, Manchester might have had a goal of helping students improve their ability to understand words as they were being spoken to them. But the amount of improvement did not affect her performance evaluation. Now, she has specific numerical targets (called student learning outcomes, or SLOs) for lowering the number of pronunciation errors a student makes and for increasing his ability to identify distinct sounds within a word. SLOs are long-term academic goals established for groups of students, which help them understand their progress and helps support professionals like Manchester understand what work still has to be done. Another of Manchester’s goals was to collaborate more with classroom teachers. “A lot of times it is easy to do our work in isolation and the collaboration piece is key [to student learning]”, she said.
Manchester and other support professionals also need to set specific targets for increasing access to student learning (called student outcome objectives, or SOOs) to measure their impact in a different way. Reducing truancy, for instance, is an SOO.
The formal title of the process is the Rhode Island Model Support Professionals Evaluation and Support System. It is an extension of the State’s redesigned teacher evaluation and support system, which puts greater emphasis on student learning and goal setting. Both systems were developed with support of the State’s Race to the Top grant from the U.S. Department of Education.