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What’s New with PACE? Janet Deppe, MS CCC-SLP Director, State Advocacy Government Relations and Public Policy.

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Presentation on theme: "What’s New with PACE? Janet Deppe, MS CCC-SLP Director, State Advocacy Government Relations and Public Policy."— Presentation transcript:

1 What’s New with PACE? Janet Deppe, MS CCC-SLP Director, State Advocacy Government Relations and Public Policy

2 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. 2American Speech-Language-Hearing Association

3  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

4  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

5 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

6  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

7  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

8  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

9  Self reflection tool activity

10  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

11  Demonstrate knowledge and skills in speech- language pathology and related subject areas (e.g., literacy) and implement services in an ethical manner Performance Objective

12  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 12 Evidence for Portfolio

13  Provide culturally and educationally appropriate services that are effective, engage students, and reflect evidence-based practices Performance Objective

14  Sample case files  Parent, teacher and student checklists  Progress reports  Resources consulted re: evidence based practices  Administrative observations 14 Evidence for Portfolio

15 Performance Objective  Partner with the team to determine eligibility and recommend services that are compliant with state and federal regulations for children with IEPs

16  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 16 Evidence for Portfolio

17  Demonstrate ability to conduct appropriate comprehensive evaluations for students who may be experiencing a variety of communication disorders Performance Objective

18  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 18 Evidence for Portfolio

19  Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs Performance Objective

20  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 20 Evidence for Portfolio

21  Demonstrate collaboration with classroom teachers and other professionals for students in both general and special education Performance Objective

22  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 22 Evidence for Portfolio

23  Collaborate with families and provides opportunities for families to be involved in the student’s SLP services Performance Objective

24  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 24 Evidence for Portfolio

25  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

26  Copy of ASHA CEU Compliance form  Copy of state professional development participation record  Copy of ASHA CE Registry  Other input from the SLP 26 Evidence for Portfolio

27  Contribute to various building or district initiatives Performance Objectives

28  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 28 Evidence for Portfolio

29  Matrix Activity

30  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

31 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

32  The Step-by-Step Guide outlines the process for the SLP and the evaluator to use to complete the PACE evaluation systemStep-by-Step Guide  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

33  Review Executive Summary of PACE (page v) Review Executive Summary of PACE  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 33 Step 1- Late Summer

34  Formal or informal observation completed  Begin to compile the portfolio 34 Step 2 –Within the First Quarter

35  Complete a self reflection tool  Develop a professional development plan based on the self reflection results 35 Step 3- November/December

36  Additional observations conducted and results discussed 36 Step 4

37  Purpose of the tool kit Purpose of the tool kit  Components Components  Developing a portfolio for the PACE [PDF] Developing a portfolio for the PACE  SLP self-reflection form [PDF] SLP self-reflection form  Parent checklist [PDF] Parent checklist  Student checklist [PDF] Student checklist  Teacher checklist [PDF] Teacher checklist SLP Toolkit

38 Evaluator Toolkit Purpose Components Role of the evaluator Matrix Observation form

39 PACE Framework

40  Evaluating Specialized Instructional Support Personnel: Supplement to the Practical Guide to Designing Comprehensive Teacher Evaluation Systems Evaluating Specialized Instructional Support Personnel: Supplement to the Practical Guide to Designing Comprehensive Teacher Evaluation Systems  Missouri’s system Missouri’s system Examples from Around the Country

41 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

42  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 42 Advocating for the Adoption of the PACE

43  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 43 Advocating for the Adoption of the PACE

44  What is happening in your region regarding the evaluation of SLPs ? Q and A

45  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

46  The PACE documents are located at: Contributions-and-Effectiveness/ 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 46 Additional Resources

47    47 For More Information

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