Contemporary Issues in Schools –

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

2. Disclosure 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.

3. Session Focus • 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.

4. What is the state of practice in Michigan?

5. Michigan Data • 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

6. Speech and Language Impairment1992 - 2010 Source: Annual Special Education Child Count

7. Autism Spectrum Disorder1992 - 2010 Source: Annual Special Education Child Count

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

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

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

11. Identification Rates By Eligibilityin 2010 Source: Annual Special Education Child Count

12. What are Your issues of Concern?

13. 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.

14. National Issues 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.

15. Let’s Begin • Value Added Assessment • What is it? • Why is it important? • What is ASHA’s alternative?

16. Value Added Assessment 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.

17. 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.

18. 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

19. PACE- Rationale 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

20. Background 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

21. Research • 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 co-teaching environment, as the statistical model cannot determine which or by how much each teacher impacts student learning (Steele et. al., 2010)

22. ASHA’s Alternative to VAA • 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

23. The PACE 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

24. The Objectives 1. Demonstrate knowledge in the subject areas of speech-language pathology and related areas (e.g., literacy, child development ) .

25. The Objectives 2. Provide appropriate and educationally relevant services reflecting evidence-based practices.

26. The Objectives 3. Provide services that are compliant with state and federal regulations for children with IEPs.

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

28. The Objectives 5. Provide appropriate and dynamic service delivery methods consistent with the wide variety of individual student needs.

29. The Objectives 6. Demonstrate collaboration with classroom teachers and other professionals.

30. The Objectives 7. Provide opportunities for families to be involved in the student’s SLP services.

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

32. The Objectives 9. Contribute to various building or district initiatives.

33. Let’s Talk 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.

34. Developing the Portfolio • 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 procedures.

35. Developing the Portfolio 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

36. Developing the Portfolio 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

37. PACE 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/

38. 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?

39. Common Core State Standards 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

40. Why Is CCSS Important?

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

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

43. Adult Literacy

44. Key Points of Reading Standards 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

45. Key points of Writing Standards 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

46. 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.

47. Key Points of Language Standards 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.

48. Common Core State Standards • 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 )

49. CCSS Examples 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.(5th 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 (4th grade speaking and listening standard)

50. CCSS Examples 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)