Transcript ADEPT for Speech Therapists Training

ADEPT
for
Speech-Language Therapists
1
ADEPT
Web Site
http://www.scteachers.org
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ADEPT Cycle
Successful
Transition
Quality
Improvement
Quality
Assurance
3
ADEPT Levels
Induction
Formal Evaluation
Diagnostic Assistance (optional)
Informal Evaluation
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South Carolina Department of Education
Teacher Contract Levels
INDUCTION
Transition
Assistance
Effective 7/22/04
Ready
Not Ready
ANNUAL 1
Diagnostic
(Eval. Simulation)
+ Assistance
ANNUAL 1
Formal Eval.
Met
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g.,PACE, C&T)
GBE or
Discretionary
Formal Eval.
Not Met
ANNUAL 2
Diagnostic
(Eval. Simulation)
+ Assistance
Met
ANNUAL 2
Formal Eval.
CONTINUING
GBE or
Discretionary
Formal Eval
Met
ANNUAL 3
Formal Eval.
Met
Not Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL 4
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
CONTINUING
(if eligible for
Professional
Certificate) or
ANNUAL
(e.g., C&T)
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
Not Met
ANNUAL 3
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Met
Not Met
Ineligible to teach
until after 2 years
and stateapproved
remediation plan
completed, then
ANNUAL 4
Formal Eval.
Met
CONTINUING
GBE or
Discretionary
Formal Eval.
Not Met
OUT OF
PROFESSION
Performance Dimensions
Are South Carolina’s professional practice
standards for school-based SLTs.
Were developed by a statewide group of
speech-language professionals
representing public schools and
institutions of higher education
Are aligned with established standards for
the profession.
Apply to SLTs throughout their career
continuum
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Key Considerations
(Evidence Documentation)
Are examples of components of each
performance dimension
Are not necessarily all of equal importance
Are not universally applicable to all SLTs in
all settings
Are context-specific
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PD 1: Long-Range Planning
The speech-language therapist develops a longrange plan that describes and/or references
appropriate procedures for identifying,
assessing, and providing comprehensive
services to speech-language-impaired children
and for establishing and maintaining the ongoing
program operations that are necessary to
effectively address the specific needs of the
students and the school.
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PD 1: Key Considerations
(Evidence Documentation)
Description of students on caseload and/or
in school population.
Methods for identifying students.
Procedures for making program eligibility
and placement decisions.
Considerations in aligning speechlanguage goals and objectives with
curriculum, developmental, and/or
functional standards.
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PD 1: Key Considerations
(Evidence Documentation)
Key assessment and therapy materials.
Methods for evaluating and recording
student progress.
Rules and procedures for managing
student behavior and non-instructional
routines.
Program communications.
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PD 2: Complying with
Guidelines and Regulations
The speech-language therapist follows
applicable federal, state, and local regulations
and guidelines that relate to procedural due
process, program eligibility, Medicaid, and
program documentation.
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PD 2: Key Considerations
(Evidence Documentation)
Complies with due process, program
eligibility, and Medicaid requirements.
Adheres to applicable timelines.
Completes the required paperwork
accurately.
Maintains files in an organized and
confidential manner.
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PD 3: Short-Range Planning
of Therapy
The speech-language therapist develops,
evaluates, and revises short-term objectives—
including aligned treatment strategies,
resources, and schedules—that facilitate the
accomplishment of the IEP goals for each
student.
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PD 3: Key Considerations
(Evidence Documentation)
Develops appropriate student objectives.
Bases objectives on SC curriculum
standards and/or appropriate norms.
Sequences objectives in a logical manner.
Presents a solid rationale for the speech
schedule.
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PD 3: Key Considerations
(Evidence Documentation)
Targets specific student needs in selecting
treatment techniques, activities, and
materials.
Promotes transfer and carryover.
Communicates effectively to IEP team
members and others.
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PD 4: Short-Range Planning
of Assessment
The speech-language therapist demonstrates
the ability to select/develop, interpret, and use
the results of appropriate formal and informal
measures to conduct comprehensive and
ongoing student assessments.
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PD 4: Key Considerations
(Evidence Documentation)
Selects appropriate formal and informal
assessments.
Accurately scores and interprets
assessments.
Makes appropriate program eligibility and
therapy recommendations.
Develops appropriate plans to measure
and record student progress.
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PD 4: Key Considerations
(Evidence Documentation)
Determines appropriate dismissal criteria.
Accurately and effectively communicates
assessment information to others.
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PD 5: Establishing and
Maintaining High
Expectations for Students
The speech-language therapist establishes,
maintains, and reinforces appropriate
expectations for the performance and
participation of each student, both within and
outside of the therapy setting, and appropriately
involves others (e.g., parents, teachers, other
IEP team members) in the various aspects of the
therapy process.
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PD 5: Key Considerations
(Evidence Documentation)
Targets functional, relevant, and important
communication skills in terms of
“educational impact.”
Selects appropriate strategies and
activities.
Facilitates student engagement.
Establishes and conveys appropriate
expectations.
Encourages students to gain
independence in applying their skills.
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PD 6: Using Strategies That
Facilitate Communication
Skills
The speech-language therapist selects and
effectively uses a variety of appropriate
methods, strategies, and techniques to enhance
each student’s communication skills.
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PD 6: Key Considerations
(Evidence Documentation)
Selects a variety appropriate intervention
methods, strategies, and techniques.
Uses methods, strategies, and techniques
effectively.
Uses techniques such as scaffolding to
build student independence.
Ensures that students are actively and
meaningfully engaged.
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PD 7: Monitoring and
Enhancing Communication
The speech-language therapist effectively and
continuously monitors each student’s
performance and uses this information to make
appropriate decisions regarding the immediate
and long-term course of therapy.
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PD 7: Key Considerations
(Evidence Documentation)
Monitors student performance throughout
the session.
Adjusts level of difficulty, strategies, and/or
pace of session, as needed.
Provides effective prompts, cues, and
feedback.
Makes appropriate decisions regarding
future interventions.
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PD 8: Maintaining an
Environment That Promotes
Communication
The speech-language therapist maintains an
engaging physical environment and establishes
a positive, inviting climate that is designed to
enhance each student’s communication
interactions.
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PD 8: Key Considerations
(Evidence Documentation)
Maintains a safe, well-organized therapy
setting.
Arranges therapy setting to facilitate
interactions.
Keeps necessary materials and equipment
accessible and in working order.
Models appropriate oral and written
language.
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PD 8: Key Considerations
(Evidence Documentation)
Displays appropriate verbal and nonverbal
behaviors.
Is confident, positive, enthusiastic, and
patient.
Provides appropriate and effective intrinsic
and extrinsic incentives.
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PD 9: Managing the Therapy
Setting
The speech-language therapist establishes,
communicates, and enforces appropriate rules
for student behavior and procedures for
managing noninstructional routines.
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PD 9: Key Considerations
(Evidence Documentation)
Establishes and clearly communicates
appropriate rules for behavior.
Applies behavior rules fairly and
consistently.
Uses effective methods to prevent and/or
manage discipline problems.
Manages transitions efficiently.
Follows efficient routines for completing
essential tasks.
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PD 10: Fulfilling Professional
Responsibilities
The speech-language therapist consistently
demonstrates ethically based professional
behavior and participates in continuous
professional development.
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PD 10: Key Considerations
(Evidence Documentation)
Maintains positive professional
relationships.
Adheres to ethical standards.
Balances “other assigned duties” with
professional responsibilities.
Demonstrates positive work habits (selfmanagement; quality of work).
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PD 10: Key Considerations
(Evidence Documentation)
Contributes to the well-being of students,
the benefit of the overall school
community, and the advancement of the
profession.
Identifies own professional strengths and
weaknesses.
Displays professional insight and vision.
Sets purposeful professional goals.
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Year 1
Teaching Certificate
Initial Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Induction
One year; nonrenewable.
Provisions of the
Employment and Dismissal
Act do not apply.)
Induction
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Induction
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INDUCTION
(Successful Transition)
ASSISTANCE
(Transitional Support)
EVALUATION
DEVELOPMENT
(Formative Feedback)
(Skill Acquisition/Refinement)
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Induction
Comprehensive orientation
Trained assistance team (building
administrator and SLT mentor)
Regular opportunities to observe and
consult with experienced SLTs
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Induction
Regular opportunities to receive feedback
from and to consult with assistance team
members.
Regular opportunities to meet with other
new professional staff members.
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Year 2 (+)
Teaching Certificate
Initial Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Annual
Up to four years.
Provisions of the
Employment and Dismissal
Act do not apply; teacher may
request informal hearings.
Formal Evaluation
OR
Diagnostic Assistance38
Formal Evaluation
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FORMAL EVALUATION
(Quality Assurance)
“PACT” for SLTs
EVALUATION
(Summative)
DEVELOPMENT
ASSISTANCE
(Remediation of deficiencies)
(Remedial support)
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Formal Evaluation Materials
Available online at http://www.scteachers.org
Include
–
–
–
–
–
–
–
Guidelines
Documentation
Interview Form
Reflection on Speech-Language Therapy Session
Professional Performance Description
Professional Self-Report
Evaluation Summary
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FORMAL EVALUATION
Must address the ten performance
dimensions (PDs) for SLTs.
Must provide clear, convincing evidence of
typical performance relative to each PD.
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Typical Performance
Rationale: Typical performance is the best overall
indicator of an SLT’s knowledge, skills, and
dispositions. Judgments about typical
performance must be based on evidence
obtained from
multiple evaluators,
multiple sources,
multiple samples over time, and
unannounced, as opposed to “showcase,”
samples.
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Evaluation Teams
Each evaluation team must include a
minimum of two members.
All evaluation team members must be
certified ADEPT evaluators.
All evaluation team members must have
successfully completed training in the
ADEPT for Speech-Language Therapists
evaluation process.
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Evaluation Teams
At least one member of the evaluation
team must be a certified speech-language
therapist.
At least one member of the evaluation
team must be qualified to serve as a
district- or school-level supervisor for
speech-language therapists.
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Expert Evaluator
Expert – someone who, through education
or experience, has gained knowledge of a
particular subject so that he or she could
form an opinion that one without that
knowledge could not.
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Orientation
Each speech-language therapist who is
scheduled for formal evaluation must receive a
comprehensive orientation prior to the initiation
of the evaluation process. The orientation must
include, but need not be limited to, written and
oral explanations of
– the performance dimensions,
– the evaluation process,
– the criteria for successfully completing the evaluation,
and
– the intended use of the evaluation results.
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Formal Evaluation
At-A-Glance
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Formal Evaluation Process
SLT
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Review the
Complete the LRP;
LRP
complete the
documenta(PD 1)
tion (PD 1)
Review the
LRP;
complete the
documentation (PD 1)
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Formal Evaluation Process
SLT
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Review
randomly
Make records selected
available for records;
complete the
review
documentation (PD 2)
Review
randomly
selected
records;
complete the
documentation (PD 2)
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Formal Evaluation Process
SLT
Conduct IEP
meetings;
participate in
interviews
(PDs 3 & 4)
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Attend an
IEP meeting;
conduct a
follow-up
interview with
the SLT;
complete the
documentation (PDs 3 &
4)
Attend an
IEP meeting;
conduct a
follow-up
interview with
the SLT;
complete the
documentation (PDs 3 &
4)
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Formal Evaluation Process
SLT
Complete a
written
“Reflection”
following
each
observation
(PD 7)
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Conduct the
observation
Conduct the
observation
Review the
“Reflection”
Review the
“Reflection”
Complete the
documentation (PDs 5,
6, 7, 8, & 9)
Complete the
documentation (PDs 5,
6, 7, 8, & 9)
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Formal Evaluation Process
SLT
Complete the
Professional
Self-Report
(PD 10)
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Review the
Professional
Self-Report
Review the
Professional
Self-Report
Review the
Professional
Performance
Description;
complete the
documentation (PD 10)
Review the
Professional
Performance
Description;
complete the
documentation (PD 10)
Complete the
Professional
Performance
Description
(PD 10)
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Formal Evaluation Process
SLT
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Hold the consensus
meeting; complete the
consensus documentation
and the Evaluation Summary
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Formal Evaluation Process
SLT
Evaluator 1 Evaluator 2
Administrator
(Supervisor)
(SLT)
Participate in the evaluation conference to
discuss the evaluation results
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Evaluation Judgments
Consensus-based for each PD
Issued twice during the year
– Preliminary judgment prior to Winter holiday
break to provide feedback (i.e., a progress
report) to the speech-language therapist
– Final judgment prior to April 15
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Evaluation Judgments
In order to meet the overall competency
standard, the speech-language therapist
must meet the standard on at least nine of
the ten performance dimensions at the
time of the final evaluation.
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EVALUATION CONFERENCES
Conducted twice per year, following each
consensus meeting.
Evaluation team meets with the speechlanguage therapist to discuss
– the SLT’s performance relative to each PD,
and
– The overall evaluation judgment.
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EVALUATION CONFERENCES
The SLT must receive written copies of
– the consensus evidence documentation for
each PD and
– the completed Evaluation Summary form.
If the SLT does not meet the overall
standard at the time of the preliminary
evaluation conference, the evaluation
team must provide an assistance plan.
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Diagnostic Assistance
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Diagnostic Assistance
Provided if needed at the annual contract
level.
One year only.
For SLTs who show potential but who are
not ready for formal evaluation.
May be provided either after the induction
year or after the first unsuccessful formal
evaluation.
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Diagnostic Assistance
Interim Guidelines
Assistance team (mentor and supervisor).
Assistance plan, based on area(s) that
need improvement.
Observations by and formative oral and
written feedback from assistance team.
Other types of assistance, as needed.
Evaluation of the effectiveness of the
diagnostic assistance.
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All Requirements Met
Teaching Certificate
“License” issued by the State
Department of Education.
Contract
Employment agreement
issued by the local school
district.
ADEPT Process
Professional
Certificate
Continuing
Full provisions of the
Employment and Dismissal
Act apply.
Informal Evaluation
(GBE)
OR
Formal Evaluation
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Informal Evaluation
Goals-Based Evaluation
(GBE)
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INFORMAL EVALUATION (GBE)
(Continuous Quality Improvement)
DEVELOPMENT
(Skill advancement)
ASSISTANCE
(Contributions to others
and to the profession)
EVALUATION
(Formative self-analysis)
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GBE
For “successful” SLTs at the continuing
contract level
Goals must relate to
– the performance dimensions for SLTs and
– the overall mission and strategic plan for the
school and district.
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The GBE Process
Identify the need
Articulate the goal (i.e., the vision)
Develop the action plan
Determine the requirements
– Professional development
– Resources
Identify the appropriate evidence for measuring
progress.
Establish ways for determining “success.”
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Professional Growth
Action research
Mentoring
Peer coaching
Self-Directed Professional Growth
Lead Therapist
Supervising Therapist
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For additional information, contact
Kathryn R. Meeks, Ph.D.
Office of Teacher Preparation, Support, and Evaluation
Division of Teacher Quality
South Carolina Department of Education
3700 Forest Drive, Suite 500
Columbia, South Carolina 29204
Telephone: (803) 734-4067
Facsimile: (803) 734-0872
E-Mail: [email protected]
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