SAMPLE: Evidence Classification and Reflection (ECR) Form
NOTE: This form must be included with each piece of evidence. If the evidence will be used for more than one
Accomplished Practice plus a Standard and/or Outcome, a separate ECR must be completed for each of the
appropriate Accomplished Practices, Standards, and Outcomes. Each artifact may be used a maximum of two
times for the Accomplished Practices, one time for standards, and referenced for one Program Goal.
Student Name: _____Sara Sample _____________________ Student ID #: _____012345678 _______
Date Evidence Created: ____09-12-03 __________________ Associated Course:____CD6112 _______
Accomplished Practice
Check One:
Standard for CCC
Check One:
____ 1. Assessment
____ 2. Intervention Skills
____ 3. Communication
____ 4. Continuous Improvement
____ 5. Diversity
____ 6. Ethics
____ 7. Human Dev. and Learning
X 8. Knowledge of Course Content
____ 9. Technology
____ 10. Planning
____ III-B
____ III-C
____ III-D
____ III-E
____ III-F
____ III-G
____ III-H
____ IV-B
____ IV-C
____ IV-G (1)
X IV-G (2)
____ IV-G (3)
Program Goal
Check One:
____ PG #1
____ PG #2
X PG #3
____ PG #4
____ PG #5
____ PG #6
____ PG #7
____ PG #8
____ PG #9
Clinical Category
Check One:
____Articulation
X Fluency
____Voice
____Rec/Exp. Comm.
____Social Comm.
____Cognitive Comm.
____Comm. Modalities
____Swallowing
____Hearing
Title of Evidence: ____ Fluency Lesson Plan/Worksheet ___________________________________
Type of Evidence (Circle or Underline One): Performance, Product, Tests and Records, Clinical Outcomes,
Testimonials, Professional Values and Commitments
1. Brief Description (In one or two sentences, describe the artifact in clear and simple terms):
Example: This is a lesson plan, with related worksheet I developed for a group of second
grade students enrolled in fluency therapy at their elementary school.
2. Description of Context for Which Evidence Was Created:
Example: The lesson was developed during my public school externship. The students were
working on facilitating the transfer of the feeling of fluency control from the therapy resource
room in the classroom.
(ECR form continued on next page)
Nov 2005
3. Accomplished Practice, Standard, and/or Outcome Demonstrated: Precisely explain how the artifact is used
as evidence for the Accomplished Practice/Standard/Outcome identified under “Types of Evidence” noted
above. In this section, you must convince the evaluator that the artifact chosen is appropriate evidence for
the identified Accomplished Practice, Standard, and/or Program Goal.
Example: The fluency lesson plan and worksheet, which I designed, incorporates information
from the students’ Language Arts vocabulary list into the fluency treatment session. Using
their classroom vocabulary enables students to link what is learned in therapy to what is
learned in their classroom curriculum. Not only does the lesson become more meaningful to
the students, but using school vocabulary provides or additional practice of fluency control
when the children use the target words in the classroom. The intervention strategies
demonstrate my knowledge of fluency and my ability to develop and implement appropriate
intervention strategies for children who stutter.
4. Growth and Knowledge of Professional Competence: Explain the increase in knowledge and professional
competence you experienced through this particular piece of evidence as an Accomplished Practice,
Standard, and/or Program Goal.
Example: Before I began developing this product, I was unaware of the importance and
impact of using curriculum-based materials to facilitate the transfer of the feeling of fluency
control. I was also unfamiliar with the elementary school Language Arts curriculum. This
activity enables me to apply clinical skills to the real world school setting. The activity taught
me to expand my role as a school-based speech-language pathologist.
5. Areas of Improvement: Discuss ways in which you would improve upon this evidence if given the
opportunity to develop and use it again. How would you change what you did? (Note: “Continuous
Improvement” implies that there is always room to make something better. Even if you were satisfied with
the results and the evidence, there are ways to improve.)
Example: When I use this activity again, I will ask the children to take a more active part in
selecting the vocabulary words. Providing the students with more opportunities for taking
responsibility for identifying the words they practice will help the students to become more
responsible for and more involved in the therapy process.
Evaluator’s Signature: _______________________________________________ Date: __________________
Evaluator’s Position/Title: ____________________________________________________________________
Nov 2005