Development of the
Performance
Assessment of
Contributions and
Effectiveness of
Speech-Language Pathologists
Purpose
This power point is designed to
familiarize SLPs with components of the
PACE and why it was developed.
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Process
• Established a working group to produce a document
regarding value-added assessment (VAA)
Collected research data
Consulted with members through virtual focus group,
e-mail, phone conferences, peer reviews, etc.
Developed a resource
Sent the resource for peer review
Revised the resource based on feedback
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Working Group
Janet Deppe, co-chair,
director, state advocacy
Deborah Dixon, co-chair,
director, school services
Jaumeiko Coleman,
associate director, N-CEP
Susan Karr, associate director,
school services
Neil Snyder,
director, federal advocacy
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What is Value-Added Assessment?
• Value-added assessment a process to
accurately and fairly assess a
professional’s impact on student
performance and overall success of
the school community.
• A comprehensive, statistical method
of analyzing test data that measures
teaching and learning.
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Why is VAA Important?
• Federal grant programs encourage states to
include VAA in grant applications
• VAA is viewed as an important
accountability measure
• VAA is being adopted in many states
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An Assessment Model For SLPs
• Ensures that the evaluation
measures accurately reflect the
speech-language pathologist’s
(SLP) unique role in
contributing to a child’s overall
performance.
• Ensures that the SLP is
contributing to the success of
the school community.
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Unique Roles of SLPs
• Provide appropriate assessment and treatment of
students in all educational settings ranging from
pre-kindergarten through high school, including
transitional programs.
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Unique Role of SLPs
• Serve students exhibiting a full
range of communication
disorders involving speech,
spoken language, written
language, swallowing, and
hearing, as well as those who are
at risk for developing a
communication disorder.
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Unique Role of SLPs
• Address personal, social, and
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academic issues that have an
impact on a student’s educational
outcome.
Work with teachers and other
school staff
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SLPs offer assistance in addressing the linguistic
foundations of the curriculum for students with disabilities
as well as those at risk for school failure, including
struggling learners in general education.
Research
• To date, research has primarily focused on
implications of use of VAA with classroom
teachers.
• Notable concerns surfaced, such as difficulty
linking student outcomes to one teacher and
uncertainty about the accuracy of imputation
models for missing student data.
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Research Considerations
• Evaluating the value that an SLP brings to the
school or connecting their value to specific
student performance is a challenge when
compared to a classroom teacher.
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An elementary classroom teacher spends between 4-5
hours a day providing direct instruction to the same
group of students.
The SLP typically spends approximately 1 hour per
week with students on the caseload.
Research
ASHA’s Value-Added Working Team was not
able to identify any VAA models that specifically
incorporated SLPs.
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Research
• Given the dearth of research on the
use of VAA with SLPs, other
accountability mechanisms were
reviewed:
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classroom observation
principal evaluation
instructional artifact
portfolio assessment
teacher self-report
value-added models
Research
• Optimal features in accountability measures
include
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a comprehensive and rich overview of classroom
activities and behaviors
application across teachers, subjects, and contexts for
both formative and summative assessments
Research
• Of all of the measures reviewed, the
following stood out as the most flexible
measures of the unique role of the SLP
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portfolio assessment
“classroom” observation
“teacher” self-report
Considerations
• The goals of both teachers and SLPs are related, but…
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SLP goals typically address foundational skills that support
learning
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Teacher goals focus on targeting specific subject areas
• Collaboration limits
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Classroom teachers have the opportunity to collaborate and
consult with others teaching the same grade or subjects
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Typically there is only one SLP in a school and that SLP often
serves a variety of students across teachers and may be
assigned to multiple schools
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PACE
• ASHA recommends the use of Performance
Assessment of Contributions and Effectiveness of
Speech-Language Pathologists (PACE)
• PACE considers:
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Specific and unique roles and responsibilities of a the
school-based SLP as presented in the ASHA document
Roles and Responsibilities of Speech-Language
Pathologists in the Schools (ASHA,2010)
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Unique working environment of SLPs
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Multiple measures of performance
PACE Elements
• The PACE system is comprised of:
1.
Professional Performance Review Process for the SchoolBased Speech-Language Pathologist (ASHA, 2006)
• Classroom” observation
• “teacher” self-report
2.
Performance Assessment of Contributions and Effectiveness
of SLPs (PACE) Matrix
• Portfolio assessment
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PACE Assessed Goals
Demonstrate knowledge in the subject area of
speech-language pathology and related areas
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PACE Assessed Goals
Provide appropriate,
educationally relevant
services reflecting
evidenced-based
practices.
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PACE Assessed Goals
• Provide services that are compliant with state
and federal regulations for children with IEPs
• Provide a variety of appropriate and dynamic
service delivery methods
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PACE Assessed Goals
• Demonstrate the ability
to conduct appropriate
comprehensive
evaluations and
assessments of students
experiencing or at risk
for a variety of speech,
language, and
swallowing disorders.
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PACE Assessed Goals
Demonstrate the ability
to work with classroom
teachers and other
professionals.
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PACE Assessed Goals
Provide opportunities for families to be
involved in the student’s SLP services.
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PACE Assessed Goals
Earn sufficient continuing
education or professional
development units necessary
to meet ASHA requirements
for certification maintenance
as well as state requirements.
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PACE Assessed Goals
• Contribute to various building or district
initiatives
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RTI
District committees
Presentations to teachers, parents, etc.
Resources
• A PACE document will be posted on the ASHA
website shortly.
• The team will continue to review emerging
research and will update the document if new
information becomes available.
• Continue to provide ASHA with input on the
document and VAA in your school district.
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What’s Next?
Familiarize yourself with the following
documents
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
PACE

Roles and Responsibilities of Speech-Language
Pathologists in Schools

Professional Performance Review Process for
the School-Based Speech-Language Pathologist
What’s Next?
• Determine how PACE can be adopted in your
specific setting.
• Establish procedures for developing the portfolio
assessment portion of PACE for your district.
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What’s Next
Become actively involved in the development
of an assessment system to ensure it is
appropriate for SLPs.
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Advocate for PACE
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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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Our Future
“Everyone here has the sense that right now is one of
those moments when we are influencing the future.”
-Steve Jobs
“The future rewards those who press on. I don't have
time to feel sorry for myself. I don't have time to
complain. I'm going to press on.”
-Barack Obama
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Questions
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