What’s New with PACE? Janet Deppe, MS CCC-SLP Director, State Advocacy Government Relations and Public Policy Janet- first 5 slides Deb slides 6-9

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

PACE Introduction/background/overview 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 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.

What is included in the 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 Any assessment system should be: Comprehensive Using multiple measures Demonstrating valid and reliable findings Providing data for professional development objectives Linking to the specific roles and responsibilities of the specific job

Developing a Portfolio 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.

Self Reflection Tool 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 activity

Matrix 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. Deb

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

Evidence for Portfolio 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

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

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

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

Evidence for Portfolio 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

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

Evidence for Portfolio 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

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

Evidence for Portfolio 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

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

Evidence for Portfolio 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

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

Evidence for Portfolio 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

Performance Objective Earn continuing education or professional development units sufficient to meet ASHA requirements for certification maintenance as well as state certification and licensing requirements

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

Performance Objectives Contribute to various building or district initiatives

Evidence for Portfolio 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 Deb

Matrix Activity

Checklists 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

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

Step by Step Guide 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) Deb

Step 1- Late Summer 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

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

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

Step 4 Additional observations conducted and results discussed

SLP Toolkit 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] Deb Developing the portfolio is new – provides suggestions as to what to include in the portfolio as evidence for each objective Self reflection tool is totally revamped, shorted and related to the matrix objectives - slp evaluates slef as strength, appropriately developed or in need of further development – is a good basis from which to develop the professional development plan for the year Checklists have remained the same

Evaluator Toolkit Purpose Components Role of the evaluator Matrix Observation form Deb Role of the Evaluator provides a context for non-SLPs who are conducting evaluations. – updated Matrix- specific objectives have been revised somewhat and includes portfolio evidence for each objective along with the observational evidence listed in the observation form. The observation form is a new tool that provides the evaluator with specific “look fors” they can use to analyze the SLPs performance on each objective of the Matic

PACE Framework JanetPresents all of the considerations of the evaluation process- objectives, indicators, portfolio evidence, look fors and admin support in one document

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

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 Janet

Advocating for the Adoption of the PACE 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

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

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

Let’s Share 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

Additional Resources 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

For More Information jdeppe@asha.org ddixon@asha.org