what’s new with pace? janet deppe, ms ccc-slp director, state advocacy government relations and...
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What’s New with PACE?Janet Deppe, MS CCC-SLPDirector, State Advocacy
Government Relations and Public Policy
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Disclosure Statement
Janet Deppe, Director State Advocacy
Financial: I am a paid employee of ASHA
Non-Financial: I am an ASHA member, I support ASHA’s Public Policy Agenda which includes the advocacy initiatives that the association supports; I am the ex-officio of ASHA’s School Finance Committee which advocates for increased financial support and other non-financial initiatives for school-based ASHA members.
I am one of the authors of the PACE but receive no compensation for it, and it is ASHA’s intellectual property.
American Speech-Language-Hearing Association
Research to date has primarily focused on implications of use of Value Added Assessments with classroom teachers.
Very few measures have been developed for SLPs; some are based on existing models such as the Danielson model
The PACE reflects the unique roles and responsibilities and the working environment of the SLP
PACE Introduction/background/overview
The PACE was created to provide speech-language pathologists (SLPs) with an evaluation process that reflects their specific roles and responsibilities.
In 2014 the PACE was revised to reflect feedback we received from our members. It included a revision to the main document, and the creation of additional resources.
PACE
Creating a system specifically for assessing the performance of speech‐language pathologists (SLPs) would assure that evaluation measures accurately reflect the unique role SLPs play in facilitating children’s overall academic performance as well as their success in the school community.
PACE
The Performance Assessment of Contributions and Effectiveness of Speech-Language Pathologists (PACE) is an evaluation (accountability) system to measure the contributions of school-based SLPs includes multiple measures of performance (PACE Portfolio,
Matrix, Self-Reflection Tool, Checklists and observation forms) as well as tools to implement the PACE such as a step-by-step guide, evaluator guide and tips for creating a portfolio
reflects the unique roles, responsibilities and contributions of SLPs in the school community
performance on the PACE is linked to professional development
What is included in the PACE
Create a portfolio electronically or in print At the beginning of the year, add information
to provide evidence of mastery of the performance goals included in the Matrix
Information may include sample case files, checklists, presentation materials, schedules, classroom lessons, IEP goals and objectives, therapy logs, etc.
Developing a Portfolio
Designed to assist the speech-language pathologist (SLP) in determining areas of strengths and areas for which additional professional development is needed
At the beginning of the school year, the SLP should reflect on each skill and rate them
The results should be used to create a professional development plan for the year.
This tool breaks down each performance objective into specific actions/behaviors
Self Reflection Tool
Self reflection tool activity
The matrix consists of a set of nine objectives by which an SLP should be evaluated.
These objectives are derived from typical roles and responsibilities of a school based SLP.
A portfolio is developed to show evidence of mastery of each objective.
Matrix
Demonstrate knowledge and skills in speech- language pathology and related subject areas (e.g., literacy) and implement services in an ethical manner
Performance Objective
Professional development log The professional development log will provide evidence that you are continuing to complete professional development programs. This evidence supports objectives 1 and 8.
Evidence of passing a national exam may be included in the portfolio
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Evidence for Portfolio
Provide culturally and educationally appropriate services that are effective, engage students, and reflect evidence-based practices
Performance Objective
Sample case files Parent, teacher and student checklists Progress reports Resources consulted re: evidence based
practices Administrative observations
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Evidence for Portfolio
Performance Objective
Partner with the team to determine eligibility and recommend services that are compliant with state and federal regulations for children with IEPs
Sample case files The evidence in the files supporting these objectives includes:
Multidisciplinary Evaluation Report (MDE) Individualized Education Program (IEP) all parent permission documents progress reports parent and teacher input forms copies of e-mails, telephone logs, or any other evidence
of communicating with families standardized assessment protocols other assessment data
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Evidence for Portfolio
Demonstrate ability to conduct appropriate comprehensive evaluations for students who may be experiencing a variety of communication disorders
Performance Objective
Case files Test protocols Multidisciplinary Evaluation Reports Non-standardized assessment data Classroom observation notes Student’s performance on classroom
assessments Parent input to assessment process Teacher input to the assessment process
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Evidence for Portfolio
Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs
Performance Objective
Variation in schedule throughout the school year demonstrating: Changes in individual student’s service delivery
model Wide variation in service delivery
IEP documents showing changes based on student progress
Self assessment notes
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Evidence for Portfolio
Demonstrate collaboration with classroom teachers and other professionals for students in both general and special education
Performance Objective
Schedule showing designated collaboration time
Teacher surveys Notes from collaboration sessions Evidence of engagement in professional
learning communities Samples of RTI materials/lessons Self assessment
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Evidence for Portfolio
Collaborate with families and provides opportunities for families to be involved in the student’s SLP services
Performance Objective
Parent survey Student survey Parent input to IEP and MDE Evidence of ongoing communication with
family Progress notes to parents Home practice materials sent to parents
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Evidence for Portfolio
Earn continuing education or professional development units sufficient to meet ASHA requirements for certification maintenance as well as state certification and licensing requirements
Performance Objective
Copy of ASHA CEU Compliance form Copy of state professional development
participation record Copy of ASHA CE Registry Other input from the SLP
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Evidence for Portfolio
Contribute to various building or district initiatives
Performance Objectives
Record of participation in building or district committees
Examples of RTI activities Samples of presentations made to staff and/or
parents Self-assessment checklist Administrator input Teacher input Copies of resources and materials provided to staff Other input from the SLP
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Evidence for Portfolio
Matrix Activity
Designed to gather input from teachers, parents, and if relevant, students
Examples from the teacher checklist: Asks for information when conducting an evaluation
of students in my classroom Provides me with suggestions for improving the
communication skills of students in my classroom with speech/language IEP goals
Involves me in the IEP-development process
Checklists
Parent Checklist
Examples from the parent checklist Asks me for information about my
child to be included in the IEP and other reports
Clearly explains the results of my child’s speech and language assessment in an understandable way
Provides services that help my child make progress on IEP goals
Responds to e-mails and other communication promptly and satisfactorily
Gives me suggestions for helping my child to communicate better
The Step-by-Step Guide outlines the process for the SLP and the evaluator to use to complete the PACE evaluation system
It includes the three areas: Time of year to complete action (Ex: late
summer) Action: (Ex: conduct discussion of the roles
and responsibilities of SLP) Responsible party: (Ex: SLP and evaluator)
Step by Step Guide
Review Executive Summary of PACE (page v) Review Matrix (page 39) Portfolio development and content discussion Discuss informal vs. formal observation Observations: 2 informal & 1 formal, one per
quarter Self-reflection tool Development of Professional Plan
Determine the criteria for selecting approximately 5 case files for review during the upcoming school year
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Step 1- Late Summer
Formal or informal observation completed
Begin to compile the portfolio
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Step 2 –Within the First Quarter
Complete a self reflection tool Develop a professional
development plan based on the self reflection results
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Step 3- November/December
Additional observations conducted and results discussed
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Step 4
Purpose of the tool kit Components
Developing a portfolio for the PACE [PDF] SLP self-reflection form [PDF] Parent checklist [PDF] Student checklist [PDF] Teacher checklist [PDF]
SLP Toolkit
Evaluator Toolkit
• Purpose• Components • Role of the evaluator• Matrix • Observation form
Evaluating Specialized Instructional Support Personnel: Supplement to the Practical Guide to Designing Comprehensive Teacher Evaluation Systems
Missouri’s system
Examples from Around the Country
Who Has Adopted PACE?
Currently, ASHA is working with the following states who are considering or have incorporated PACE into their state or school system teacher evaluation systems:
Texas Missouri Oklahoma Louisiana Arkansas
Form a group and assign roles/tasks Develop an action plan Identify the key decision makers and
supporters Reach out to professional groups or other
related service providers Develop talking points and a presentation to
share with decision makers and other constituents
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Advocating for the Adoption of the PACE
Offer to pilot the PACE in the state or in your school district
Collect data on Ease of application (developing portfolio, use
of observation tools and Matrix) Evaluator and SLP satisfaction Suggested improvements to PACE system
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Advocating for the Adoption of the PACE
What is happening in your region regarding the evaluation of SLPs ?
Q and A
Talk with 4 people sitting nearby and discuss: Who is responsible for your evaluation How are you evaluated? How many observations are done annually Does your evaluation drive professional
development
Prepare to share the results of your discussion with the group
Let’s Share
The PACE documents are located at: www.asha.org/Advocacy/state/Performance-Assessment-of-Contributions-and-Effectiveness/
In addition to the PACE evaluation additional tools have been created to assist the SLP and the evaluator
SLP and Evaluator Tool kits Guide to Developing a Portfolio Observation “Look fors” and scoring system for
the Matrix Step –by-Step guide for using the PACE system
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Additional Resources
