Deborah Dixon, M.A., CCC-SLP
ASHA Director of School Services
March 21, 2013
Dearborn, Michigan
1


Deborah Dixon, Director of School Services, ASHA

Financial: I am a paid employee of ASHA

Non-Financial: I am an ASHA member, and participate in the
School Finance Committee which supports increased financial support and other non-financial initiatives for school-based ASHA members. I am also a member of Special
Interest Group 16, Schools. I support ASHA’s policy agenda which includes most advocacy initiatives supported by the organization. Although I gain no financial benefit, I am an author of RTI In Action , Oral and Written Language Activities
for K-2 Classrooms and the upcoming publication RTI in Action,
Grades 3-5, Oral and Written Language Activities for the
Common Core State Standards.
2


The session will focus on :

PACE, ASHA’s alternative to Value Added Assessment

Changes that integration of Common Core State
Standards will have on speech-language services in the school

Information on the changing roles and responsibilities of
SLPs in school practice.

Response to Intervention

Other Important issues members are facing in their current employment setting.
3

4


State department of education officials report that shortages of SLPs is a critical issue, especially in the more rural areas of the state.

Other evolving issues in the state include

Teacher assessment ( Value Added Assessment)

Engagement in Response to Intervention

Adopting Common Core State Standards
5

Speech and Language Impairment
1992 - 2010
Source: Annual Special Education Child Count
6

Autism Spectrum Disorder
1992 - 2010
Source: Annual Special Education Child Count
7

Educational Environment
Students with IEPs Ages 6-12 in 2010
Source: Annual Special Education Child Count
8

Educational Environment
Students with IEPs Ages 13-21 in 2010
Source: Annual Special Education Child Count
9

Educational Environment
Students with IEPs Ages 6-21 in 2010
Source: Annual Special Education Child Count
10

Identification Rates By Eligibility in 2010
11
Source: Annual Special Education Child Count

12

What are the Issues Challenging You?

Turn and talk to the person to your left for about 3 minutes.

Discuss the top three issues that are impacting your practice in the schools

Consider volunteering to share the results of your discussion at the end of the discussion period.
13


Teacher Assessment- Value Added Assessment

SLP and Response to Intervention

Common Core State Standards

Caseloads/workload

Changing roles and responsibilities

Shortages

Dynamic service delivery models

Budget cuts

Paperwork

Lack of time for planning, collaboration, etc.
14


Value Added Assessment

What is it?

Why is it important?

What is ASHA’s alternative?
15


Value-added assessment, or VAA is 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, using results of high stakes testing as well as other measures.

VAA is a statistical method of analyzing test data to measure teaching and learning outcomes. Teacher contributions to student learning are determined by calculating student growth on standardized tests.
16

How is VAA being used?

VAA systems are being utilized to measure teacher effectiveness through a variety of indicators, including improved student test scores.

VAA results are used to make decisions about retention, salary, bonuses, assignments, etc.
17

What about the evaluation of SLPs and other school professionals?

To our knowledge very few if any states have developed VAA measures for SLPs and other specialized instructional support personnel (SISPs)

Many are considering or have begun to develop evaluation measures for SLPs including LA and OK
18


No systems have been developed specifically for SLPs or other support personnel

Systems fail to differentiate between effective and ineffective teachers

Systems are unrelated to professional development and do not incorporate information about specific teacher impact on student performance (Weisberg,
Sexton, Mulhern, & Keeling,2009)

Current systems are not accounting for innovative models of instructional organization
19


The research that exists about these models indicates they are only reliable over time (i.e., based on several years of data) with larger student populations and when the underlying assessment instruments are fair, accurate, and reliable . (CEC Position on Special
Education Teacher Evaluation, 2012)

Current systems do not account for the differences in assignments and responsibilities of various service providers
20


Current research has focused on classroom teachers

Concerns

Linking student outcomes to one teacher

Accuracy of models

Statistical techniques used to analyze student data

Separating student factors

Research has determined that value-added calculations are invalid for two teachers in a coteaching environment, as the statistical model cannot determine which or by how much each teacher impacts student learning (Steele et. al.,
2010)
21


Performance Assessment of Contributions and
Effectiveness of SLPs Resource

A portfolio based assessment process designed to show the value and contributions of school based SLPs.

It involves

Self assessment

Administrative observation

Portfolio of evidence

Parent and teacher input
22


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
23

1. Demonstrate knowledge in the subject areas of speechlanguage pathology and related areas (e.g., literacy, child development ) .
24

25

26

4. Demonstrate ability to conduct appropriate comprehensive evaluations for students who may be experiencing a variety of communication disorders.
27

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8. Earn continuing education or professional development units sufficient to meet ASHA requirements for certification maintenance as well as state certification and licensing requirements.
31

32


Gather into groups of 4-5

Discuss how you are currently evaluated within your school district.

What are the pros and cons of your current evaluation system

Would the PACE be a viable alterative for you? Why or why not?

Please discuss for 5 minutes and be ready to report back a summary of your discussion.
33


The portfolio is a comprehensive collection of data, the majority of which is readily available. It should include:

Case files to show evidence of
 report writing ( IEPs and MDEs)
 progress reports
 parent and teacher input

Indication of meeting regulatory timelines and procedure s.
34

Portfolio should also include:

Professional development log to show participation in a variety of professional development activities

Therapy schedules for objectives 4, 5, 6 and 9, showing dynamic service delivery, RTI efforts, teacher collaboration and assessment work

Teacher, parent and student surveys
35

The portfolio should include:

Self reflection from the Professional Performance Review
Process for the School-Based Speech-Language
Pathologist (2006)

Sample presentation materials to show evidence for objectives 1,6, and 7

Administrator's observation report
36


For more information, including samples of teacher, parent and student checklists, information for evaluators, power points etc. search “PACE” on the
ASHA website

Or go to http://www.asha.org/Advocacy/state/Performance-
Assessment-of-Contributions-and-Effectiveness/
37

Common Core State Standards
(CCSS)

What are they?

Why are they important?

What do they look like?

What is expected of students with special needs?

What is the role of the SLP in integrating CCSS?
38


Common Core State Standards (CCSS) have been adopted by most states across the country.

States are in the process of adjusting curriculums and assessments to reflect the adoption of the standards

The purpose of the CCSS is to provide a clear set of shared goals and expectations of the knowledge and skills needed to succeed in a global society
39

40

National Assessment of Educational Progress (NAEP) 4th grade reading proficiency rates for 2009 in the 50 states and the District of Columbia
41


Dyslexia affects one out of every
____ children – ten million in
America alone. Sally Shaywitz,
M.D.,2004
The answer is five
42

43


The standards establish a “staircase” of increasing complexity in what students must be able to read.

The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective
44


The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument— extending down into the earliest grades

Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research is emphasized strongly in this set of standards
45

Key Points of Speaking and Listening

The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media

An important focus of the speaking and listening standards is academic discussion in one‐on‐one, small‐group, and whole‐class settings.
46


The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
47


Examples of CCSS

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (reading standards for Literature, grade 2 )

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. (Reading standards for literature, grade 5 )

Determine the main idea of a text; recount the key details and explain how they support the main idea.(Reading standards for informational text, grade 3 )
48


Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.(5 th grade writing standard)

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly
(4 th grade speaking and listening standard)
49


Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
(language standard, grade 1 )

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.(Reading standard for
Literature , grade 8)

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone (Reading standard for literature , grade 6)
50


Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation (Speaking and Listening, grade 7)
51


Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference.
For example, directly compare the heights of two children and describe one child as taller/shorter.
(Math standard , grade K)

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.(Math standard, grade 1)
52

CCSS and Students with Special
Needs

Students with disabilities…must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers.
53

For Students with Special Needs to
Meet Standards they Require

High-quality, evidence-based instruction

Accessible instructional materials

Embedded supports

Universal Design for Learning

Appropriate accommodations and adaptations

Assistive technology

Positive behavior supports
54

For Students with Special Needs to Meet
Standards they Require

Collaborative teaching

Interpersonal collaboration is a style for
direct interaction between at least two co
equal parties voluntarily engaged in
shared decision making as they work
toward a common goal -Friend 2007Friend and Cook, 2007
55

For Students with Special Needs to Meet
Standards they Require

Service delivery options

Dynamic service delivery- changing the frequency, location and time of service as student’s needs change.
56


The SLP interfaces with the CCSS in two ways:

Through general education interventions like Response to
Intervention

Providing educationally relevant services to students with IEPs.
57


Develop deep knowledge of the content of the standards

Determine the foundational skills, or underpinnings necessary to achieve the standards

Develop IEP goals focused on each student’s need for support and instruction on foundational skills related to their communication disorder
58


Strong collaborative skills

Ability to interpret research to practice

Analytical skills

Subject area expertise (i.e..
Communication)
59


Analyze the student’s assessment results in terms

Where is the student now?

Why are they experiencing the weaknesses diagnosed?

What do we want them to achieve this year?
60


Recommend goals that support the “prerequisite” skills for the standard

Determine how progress will be measured

Determine what general education supports need to be in place for student achievement

Determine how services will be delivered dynamically, responding to the student’s progress throughout the school year

Discuss the roles and responsibilities of all team members necessary to facilitate student progress on the goal and on the standard.
61


Look at the student’s specific areas of weakness.

Determine which standards are impacted by the deficit.

Analyze those standards to determine the underpinnings necessary for success on that standard.

Develop the IEP goals to support that standard and teach the underpinnings.
62


Sally – 6 th grade student with weaknesses in understanding and use of vocabulary
63


Language skills are scattered

Age-level skills in syntax

Teacher reports

Masters vocabulary taught in class in a limited way

Difficulty with vocabulary understood by other students

Always completes class and homework assignments

Uses simple, concrete vocabulary in writing

Written answers to questions showed misunderstanding of terminology and misuse of new vocabulary from class
64

CCSS in
Language and Vocabulary for Grade 6

L.6.3
. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Vary sentence patterns for meaning, reader/listener interest, and style.

Maintain consistency in style and tone.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Interpret figures of speech (e.g., personification) in context.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, thrifty).
65

Potential Causes of Her Vocabulary
Difficulties

Limited exposure to experiences that build base vocabulary

Limited direct instruction on the metalinguistic skills necessary for learning new vocabulary

Weak categorization and classification skills

Memory and processing issues

Hearing loss

Difficulties understanding figurative language

Difficulty with base words , prefixes and suffixes
66


SLP can pre-teach meanings of common prefixes in individual and/or small group sessions

Collaborate with teacher to identify vocabulary from curriculum to focus on that contained prefixes

Identify figurative language forms in literature

Pre-read selected sections with Sally and highlight figurative language

Provide in class lesson on figurative language and relation to text for class

Provide home practice materials for parents to reinforce vocabulary skills
67


TIMEFRAME - By June 18, 2012

CONDITION - Given sixth grade curriculum related vocabulary

BEHAVIOR - Sally will explain the meanings of words containing common, grade-level prefixes and

CRITERIA suffixes
- In 4/5 opportunities

TIMEFRAME - In 18 instructional weeks

CONDITION - Given sentences from fourth grade level texts

BEHAVIOR - Sally will explain the meanings of similes and

CRITERIA metaphors
- with 80% accuracy
68


Cards with different standards have been placed around the room.

Please form into small groups to discuss the standard

Choose a note taker and a speaker for your group.

Design a set of goals that would address the foundational skills necessary to achieve that standard.

Be prepared to share your goals with the full group.
69

Does ASHA offer Common Core information and support?

Webpage on CCSS

Journal articles

Leader and Perspectives articles

Presentations

Technical assistance
70


SLPS need the following to successfully integrate
CCSS into treatment:

Appropriate workload

Time for collaboration (joint planning periods)

Access to appropriate materials including text books, lesson plans, supplementary items

Training

Mentoring

Opportunity for engagement in RTI and other general education initiatives
71

Response To Intervention

Core principles

Tiers of instruction

Case studies

Instructional considerations

Role of the SLP
72

What’s Your Comfort Level with RTI?
73

RTI is a Framework
74

RTI involves:
 universal screening,
 high-quality evidence based instruction
 interventions matched to student need
 frequent measures of progress
 use of child’s response data to make educational decisions.
75

Core Principles of RtI
(NASDE, 2005)

All students can learn with effective instruction utilizing scientifically research based instruction
 intervene early
 use a multi-tier model – intervention must be differentiated in nature and intensity
76


We must use a problem-solving model based on data to make decisions within a multi-tier model
• Is there a problem and what is it?
(Identification)
• Why is it happening? (Analysis)
• What are we going to do about it? (Plan)
• Did our intervention work? (Review and
Revise)
77


Primary instruction in the general education classroom.

High quality instruction

Assessment at least 3 times a year

Ongoing professional development

Team agreement to implement identified interventions.
78

79

Tier 2Problem Solving With Other
Resources and Supp orts
Supplemental
Specialized Intervention
Targeted for Individual Student
80


Teacher consults with other professionals and/or parent(s).

Additional support needed by students struggling with learning

Frequent progress monitoring is expected.

Supplementary
81

82


Problem Solving with Student
Improvement Team; Intensive Supplemental
Interventions provided – needed by 5% of the students
83

Intense
Sustained
Specifically
Focused
Differentiated
84

85

Problem
Identification
Problem Analysis
Intervention
Planning
Implementation
86
Monitoring and
Evaluation

Behavior of Concern:
Intervention:
Who’s responsible:
Date to be collected:
Intervention start date:
Intervention review Date:
87


Grouping

Direct teaching needs
 How the student’s communication issues are addressed

How expectations for learning are stated

Consideration of accommodations and assistive technology supports
88






89

90


91


Missing prior knowledge

Limited prerequisite vocabulary

Number of directions the student can handle at one time

Need for multiple repetitions
92





93

 Expansion of the SLP’s assessment “tool kit” to include more instructionally relevant , contextually based procedures

Engagement in prevention and identification of at risk students as well as direct support and services
94

Define “treatment” more globallyconsultation, collaboration, team teaching, engaging parents, assistants, teachers in treatment process
95

Reallocation of time to offer prevention and early intervening services* in a more naturalistic setting with decrease in number of students requiring “direct” treatment, SLPs will have time to address those needs
96

Conduct staff training on instructional models
Observe student/teacher interactions
Model instruction
Provide materials
Assist with screenings and progress monitoring
Conduct classroom-based lessons
97

-Continue supports from Tier 1, with increased collaboration with and coordination of support services
-
Conduct short-term remediation with students in increasingly intensive levels, including small groups and individual work
98


Interventions of increased intensity and /or frequency

Conduct dynamic assessment

Serve as team member considering child for special education
99


Explaining the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design

Explaining the interconnection between spoken and written language

Identifying and analyzing existing literature on scientifically based literacy assessment and intervention approaches

Assisting in the selection of screening measures
100


Identify systemic patterns of student need with respect to language skills

Select scientifically based literacy intervention

Conduct professional development on the language basis of literacy and learning
 Interpret school’s progress in meeting the intervention needs of its students
101


Suggest strategies to the classroom teacher or to the parent that will make the difference for the student.

Provide short-term, focused, direct instruction , to help the student . This also provides valuable information to the educational team

Provide parents with support strategies and materia l
102

103


104

105

Dynamic Service Delivery
 dy·nam·ic /da ɪˈ næm ɪ k/. pertaining to or characterized by energy or effective action; vigorously active or forceful; energetic: the dynamic president of the firm.
106


Service Delivery is becoming a dynamic process in terms of

Frequency

Duration

Location
All three of these should change throughout the course of treatment based on student progress and need. Evidence based practice should also be foundation to decision making.
107

108

Use of Technology
109


Mobile Devices,

Wikispaces

Applications (APPs),

Bloglines

SmartBoards,

Online projects

Podcasts,

Geographic information


Moodle, systems

Social networks
Cloud technology

Personal websites

Skype

Telepractice
110


Collect data

Record conversational samples

Motivate and engage students

Provide augmentative assistive for communication

Offers another modality for assessing, treating and engaging students
111

112
Advantages
•
Improved communication
•
Cost and time saving
•
Adaptability
•
Motivating
•
Dynamic
•
Models appropriate use of technology
•
Accesses monumental amounts of information
Disadvantages
•
Initial cost
•
Connectivity/Security limitations

Finding the “right” technology

Distractibility

Need for ongoing training www.asha.org/SLP/schools/Applications-for-Speech-Language-
Pathology-Practice/

How Shall we Respond to these
Issues?

Demonstrate strong leadership with and without the “official” titles

Form partnerships

Innovate with procedures, policies and service delivery

Change roles and responsibilities

Control our destiny through involvement in local, state and federal organizations.
113


Providing input whenever possible

Creating new partnerships

Participating in the process

Innovating

Advocating
114


You are not “ JUST ” the building
SLP

You are an educational leader who is engaged in shaping services for students with communication disorders

You are an “expert” with much to offer students, staff, parents and community
115

116

117


Kovaleski, J., & Prasse, D. P. (2004,
February). Response to instruction in the identification of learning disabilities: A guide for school teams.
Communiqué, 32 (5), insert. Available: www.nasponline.org/resources/principals/nasp_ rti.pdf

Klinger, J. & Edwards, P. (2006). Cultural considerations with Response to Intervention models.
Reading Research Quarterly. 41/1, 108-117.
118


Kratcoski , A. M.
(1998). Guidelines for using portfolios in assessment and evaluation. Language, Speech, and
Hearing Services in Schools , 29 , 3 –10

Troia , G. A.
(2005). Responsiveness to intervention:
Roles for speech-language pathologists in the prevention and identification of learning disabilities. Topics in
Language Disorders , 25 , 106 –119.
119


Montgomery, Judy K.
Models of RTI for SLPs: Is This What We Have
Been Waiting for?
Perspectives on Language Learning and Education
2008 15: 13-21
 Peña , E.
, Quinn , R.
, & Iglesias , A.
(1992). The application of dynamic methods to language assessment: A nonbiased procedure. The Journal of
Special Education , 26 , 269 –280.
120


Responsiveness to Intervention: New Roles for
Speech-Language Pathologists
By Barbara J. Ehren, EdD, CCC-SLP, Judy
Montgomery, PhD, CCC-SLP, Judy Rudebusch,
EdD, CCC-SLP, and Kathleen Whitmire, PhD, CCC-
SLP
American Speech-Language-Hearing Association
121


Staskowski , M.
, & Rivera , E. A.
(2005). Speechlanguage pathologists' involvement in responsiveness to intervention activities: A complement to curriculumrelevant practice. Topics in Language Disorders , 25 , 132 –
147.

Tomblin , J. B.
, Zhang , X.
, Buckwalter , P.
, & O'Brien , M.
(2003). The stability of primary language disorder: Four years after kindergarten diagnosis. Journal of Speech,
Language, and Hearing Research , 46 , 1283 –1296.
[
122


Ukrainetz, Teresa A.
The Implications of RTI and EBP for SLPs:
Commentary on L. M. Justice
Lang Speech Hear Serv Sch 2006 37: 298-
303

Implementing IDEA 2004 Part I:
Conducting Educationally Relevant
Evaluations, Technical Assistance for
Speech-Language Pathologists
(ASHA product)
123


Ukrainetz , T. A.
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