1. 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

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.
American Speech-Language-Hearing Association

3. 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

4. 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.

5. 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.

6. 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

7. 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.

8. 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

9. Self reflection tool activity

10. 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

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

12. 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

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

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

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. 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 s, telephone logs, or any other evidence of communicating with families
standardized assessment protocols
other assessment data

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

18. 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

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

20. 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

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

22. 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

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

24. 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

25. 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

26. 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

27. Performance Objectives
Contribute to various building or district initiatives

28. 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

29. Matrix Activity

30. 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

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 s and other communication promptly and satisfactorily
Gives me suggestions for helping my child to communicate better

32. 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

33. 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

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

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

36. Step 4
Additional observations conducted and results discussed

37. 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

38. 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

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

40. 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

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
Janet

42. 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

43. 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

44. 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

45. 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

46. Additional Resources
The PACE documents are located at:
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

47. For More Information