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

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

PACE Framework

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

jdeppe@asha.org ddixon@asha.org

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For More Information