Transcript CAA/CFCC Update: Implementation of the New Certification

CAA/CFCC Update:
Implementation
of the
New Certification
Standards
CAPCSD Annual Meeting
April 26, 2002
Palm Springs, CA
Council for Clinical Certification
(CFCC)
What’s New and Different?
Approaches to
Documentation/Application
Answers to Your Questions
Time Frame
(c) ASHA 2002
2
What’s New & Different
Demonstration of
knowledge and skills
No categorical
minimums for credit
hours or clock hours
Learning goals and
ongoing assessment
emphasized
(c) ASHA 2002
3
PRAC
TICUM
OTHER
(e.g.
labs,
resear
ch)
DATE
COU
RSE
#
DATE
STANDARDS
DATE
Approaches to Documentation:
Knowledge Areas
NAME OF
RESPONSIBLE
INSTRUCTOR(s)/
OTHER
ASSESSOR(s)
Standard III-C. The applicant must
Demonstrate knowledge of the nature
of speech, language, hearing, and
communication disorders and
differences and swallowing disorders,
including the etiologies, characteristics,
anatomical/ physiological, acoustic,
psychological, developmental, and
linguistic and cultural correlates.
Specific knowledge must be
demonstrated in the following areas:
Articulation …
Fluency…
(c) ASHA 2002
4
STANDARD
disorder
category
Approaches to Documentation:
Skill Areas
age
range
CLD
course
popula
tion
practic
um
other Assessor
(& date?)
Standard IV-F. The
applicant for
certification must
complete a program
of study that includes
supervised clinical
experiences sufficient
in breadth and depth
to achieve the
following skills
outcomes:
1. Evaluation …
2. Intervention …
3. Interaction and
Personal Qualities …
(c) ASHA 2002
5
Questions Answered:
SLP & A
Transcript credit for 4 courses to meet principles
of math and science:
biological/life; physical; mathematics;
social/behavioral (SCCC-A IV-A2/ SCCC-SLP III-A)
No minimum or maximum number of credit or
clock hours in any category, including research,
practicum, etc.
Tele-observation and two-way video
conferencing may be counted toward practicum
(c) ASHA 2002
6
Questions Answered: Audiology
12 months FTE =
52 weeks @ 35hours/wk
(SCCC-A III)
(c) ASHA 2002
7
Questions Answered
When will the final
implementation be
completed?
What can I tell my
students now?
(c) ASHA 2002
8
Council on Academic
Accreditation (CAA)
 What’s Different with
Accreditation
 Philosophy & Purpose of
New SCCC
 Guidelines & Report
Addendum
 Key Components Matrix &
Assessment Plan
 Resources
(c) ASHA 2002
9
What’s Different with Accreditation
Common Goals (Standard
1.2)
Students will be able to
complete graduate degree
Students will be eligible to
meet other appropriate
professional credentialing
requirements (e.g., licensure,
teacher certification)
Students will be eligible for
ASHA certification (CAA
Student outcome standard)
(c) ASHA 2002
10
What’s Different with Accreditation
Standard 1.6 – Ongoing & systematic
assessment of academic & clinical
education
Standard 3.1 – Curriculum is sufficient to
permit student to meet ASHA-recognized
national standard for entry into
professional practice
(c) ASHA 2002
11
Philosophy & Purpose of
New Certification Standards
Program flexibility
Increased communication between
academic & clinical curriculum re.
formative assessments & specific learning goals
how goals are determined
formalized mechanisms for communication
students’ awareness of this relationship
(c) ASHA 2002
12
Philosophy & Purpose of
New Certification Standards
Focus on Inter-relationship of knowledge
in classes, clinical experiences, research
projects, labs towards acquisition of skills
Assessed throughout the program
Opportunity to document/formalize
processes already in place
(c) ASHA 2002
13
Guidelines
October 2001 - Guidelines for Developing
Formative Assessment Plans for
Implementation of New Standards for the
Certificate of Clinical Competence
http://professional.asha.org/academic/CA
A_Formative_Assess.cfm
April 2002 - Guidelines for Developing and
Evaluating Plans for Assessing Student
Achievement (Web address TBD)
(c) ASHA 2002
14
Report Addendum
(July 2002 - June 2003)
Opportunity to document/formalize practices
& processes already in place
Requires program to indicate progress
related to accreditation standards:
1.2 - mission, goals, and objectives consistent
with national standards for entry into professional
practice
1.6 - ongoing and systematic assessment of
students, graduates, program
3.1 - curriculum consistent with goals and
objectives and sufficient to meet ASHA-recognized
standards for entry into professional practice
(c) ASHA 2002
15
Key Components Matrix &
Assessment Plan
Asks the BIG questions Where?
When?
Who?
What?
Why?
How?
(c) ASHA 2002
16
Component 1:
Examination of Curriculum
Where is each knowledge and skill
addressed in academic or clinical
curriculum/How are students exposed?
Review academic & clinical curriculum
Could be covered in one course or multiple
courses, clinical experiences, etc.
Include specifics stated in standards
Narrative: Tell us what you’ve done, not
specifics
(c) ASHA 2002
17
#
PRACT
ICUM
OTHER
(e.g.
labs,
resear
ch)
DATE
COU
RSE
DATE
STANDARDS
DATE
Approaches to Documentation:
Knowledge Areas
NAME OF
RESPONSIBLE
INSTRUCTOR(s)/
OTHER
ASSESSOR(s)
Standard III-C. The applicant must
Demonstrate knowledge of the
nature of speech, language, hearing,
and communication disorders and
differences and swallowing disorders,
including the etiologies, characteristics,
anatomical/physiological, acoustic,
psychological, developmental, and
linguistic and cultural correlates.
Specific knowledge must be demonstrated in the
following areas:
Articulation …
Fluency…
(c) ASHA 2002
18
STANDARD
disorder
category
Approaches to Documentation:
Skill Areas
age
range
CLD
popula
tion
course
practic
um
other Assessor
(& date?)
Standard IV-F. The
applicant for
certification must
complete a program
of study that includes
supervised clinical
experiences sufficient
in breadth and depth
to achieve the
following skills
outcomes:
1. Evaluation …
2. Intervention …
3. Interaction and
Personal Qualities
…
(c) ASHA 2002
19
Component 2 – Behaviorally Defined
Indicators of Achievement/Learning Goals
Define the level of success for student
demonstration of each knowledge and skill.
What are the indicators of achievement or level
of mastery?
Passing grades? Measurement scales? Performance
Evaluations?
Look at Existing Goals – Course Goals, Clinic
Practicum Expectations, Presentations, etc...
(c) ASHA 2002
20
Component 2 – Behaviorally Defined
Indicators of Achievement/ Learning Goals
Are the learning
goals linked to your
program goals?
(c) ASHA 2002
21
Std. 1.2 - Setting Goals
Programmatic goals could
include:
Students will be qualified to work in
public schools
Students will be prepared for
employment in a medical facility
Students will be prepared for
admission into doctoral level
program
Students will be prepared to
assume leadership positions in
professional
organizations
(c) ASHA 2002
22
Setting Behaviorally Defined
Objectives/ Learning Goals
 How specific? Are they measurable?
 What process used?
 What evidence? (Scope of Practice,
published information/guidelines/position
statements [Preferred Practice Patterns,
Practice policy documents] )
 Relationship to Knowledge & Skills?
(c) ASHA 2002
23
Setting Behaviorally Defined
Objectives/ Learning Goals
Assess students in terms of:
accuracy
consistency
independence/supervisory guidance required
critical thinking, decision-making and
problem-solving skills
(c) ASHA 2002
24
Component 2 – Behaviorally Defined
Indicators of Achievement/ Learning Goals
Describe in Narrative:
Process used
Progress, not specific goals
Which certification
standards have you
addressed?
(c) ASHA 2002
25
Component 3 - Mechanisms/Instruments to
Assess Student Achievement
Mechanisms and instruments used to assess
students’ progress in reaching defined indicators
of achievement for each learning goal
(Component 2)
(c) ASHA 2002
26
Assessment Mechanisms
Effective Assessments must include
good evidence
triangulation of data (multiple sources)
Principles of Evidence (Ewell, 2001)
 Be comprehensive
 Include multiple judgements
 Include multiple dimensions
 Be a direct measure of student performance
(c) ASHA 2002
27
Characteristics of Good Evidence
Programs should consider the differences
between student learning, other outcomes or
outputs of the program, and quality
assurance processes.
Evidence of student learning should be:
Relevant
Verifiable
Representative
Cumulative
Actionable
(c) ASHA 2002
28
Component 3 – Mechanisms/Instruments
to Assess Student Achievement
Think About:
Types of assessment you use
(e.g., papers, exams [written,
practical, oral], presentations,
demonstrations)
Why did you choose these
instruments?
What evidence will you look
for?
(c) ASHA 2002
29
Component 3 - Mechanisms/Instruments to
Assess Student Achievement
When/how frequently will you assess the
student on a knowledge or skill to determine
retention?
Will there be multiple modes of demonstration?
Who will be involved in the assessment? Are there
multiple evaluators for clinical skills? Are conditions
consistent across evaluators and settings?
How does the program integrate the
assessments of academic faculty, clinical faculty,
and off-campus supervisors?
(c) ASHA 2002
30
Methods to Assess Achievement
Passing Grades
Performance Evaluations
Portfolios
Number/variety of clients
Clinical Records
Journal/Research Articles
Grand Round Presentations
Praxis Results
(c) ASHA 2002
31
Component 4 - Record Keeping,
Feedback & Remediation
Develop systems to document
students’ progress toward each
indicator of achievement of each
knowledge & skill
 What documentation will you
maintain on each student? What type
of experience? Who assessed?
When?
 Determine how long you should keep
the information and in what format.
(c) ASHA 2002
32
Component 4 - Record Keeping,
Feedback & Remediation
 Feedback
 Inform students, faculty, staff, and offcampus supervisors re. the indicators of
achievement for each knowledge and skill and
assessment procedures
 How will you provide feedback to students,
faculty, and clinical supervisors re. Student’s
level of achievement related to each
knowledge and skill?
 How often?
(c) ASHA 2002
33
Component 4 - Record Keeping,
Feedback & Remediation
Remediation
Plans for remediation if
student does not achieve
the knowledge, skill, or
outcomes?
(c) ASHA 2002
34
Component 5
Validation of Indicators
Related to goalsetting
Are your goals
appropriate?
What data will be
gathered?
Must be appropriate
to entry-level practice
(c) ASHA 2002
35
Component 6 - Evaluation & Continuous
Program Improvement (Std. 1.6)
Plan & Mechanisms to evaluate the
effectiveness of the program related to
student learning outcomes and the ability
to prepare students to enter professional
practice
Must have Assessment Plan that is
ongoing and systematic
(c) ASHA 2002
36
Component 6 - Evaluation & Continuous
Program Improvement (Std. 1.6)
What activities have you engaged in to evaluate your program?
What data have you collected?
How are data used to improve program?
From where/whom have you sought input (e.g., students, alumni,
employers, others)?
 Have you identified patterns of strengths and weaknesses in
student achievement, your assessment plan, or program
effectiveness?
 Is the design of your assessment plan capable of credibly
demonstrating that established learning goals are being attained?
 Have you identified corrective measures and/or revised your
assessment plan or the academic and clinical curriculum, as needed,
to strengthen or improve the program




(c) ASHA 2002
37
Component 6 - Evaluation & Continuous
Program Improvement (Std. 1.6)
How will CAA
evaluate?
(c) ASHA 2002
38
Resources: Places & Things
CAPCSD
Chicago: September 2002
ASHA
Web
CAA Mailings
Newsletter
(c) ASHA 2002
39
Resources: People
 CFCC
Richard Matthes, chair (Call him first)
 CAA
Earl Seaver, CAA (Call him last)
 ASHA National Office Staff
Georgia McMann (Expert!)
[email protected]
Director, Certification Administration
Tess Kirsch (Expert!)
[email protected]
CAA Program Manager
(c) ASHA 2002
40
(c) ASHA 2002
41