American Speech-Language-Hearing Association

In This Section:

Developing a Portfolio for the PACE

Performance Assessment of Contributions and Effectiveness

ASHA recommended the Performance Assessment of Contributions and Effectiveness (PACE) as an evaluation tool for speech-language pathologists (SLPs) because the evidence indicates that using multiple measures produces the most accurate evaluation.

The PACE is based on building a portfolio of information for the professional to use when interacting with the evaluator. The portfolio is a comprehensive collection of data, the majority of which is readily available. The portfolio can be organized electronically or in print. A process should be developed and implemented early in the school year to allow for the ongoing collection of data and other information to be presented at the time of the formal evaluation. The process should begin with completion of the self-evaluation in the .

The following table is provided to assist with the data collection process and includes check-off items the SLP can use to track the completion of data collection.

 

Portfolio Development

Completed

Data Collection

_____Case files to be used in the evaluation have been chosen

  1.  
  2.  
  3.  
  4.  
  5.  

Sample case files
Several of the PACE evaluation objectives are based on the review of case files. Choosing a small percentage of your total caseload files and including them in the portfolio is a good first organizational step. The case files will provide evidence of meeting PACE objectives 3, 4, 6, and 7.

The evidence in the files supporting these objectives includes:

  • Multidisciplinary Evaluation Report (MDE)
  • Individualized Education Program (IEP)
  • all parent permission documents
  • progress reports
  • parent and teacher input forms
  • copies of e-mails, telephone logs, or any other evidence of communicating with families
  • standardized assessment protocols
  • other assessment data
    
_____Professional development log form updated regularly
  1. print out of ASHA CEU registry
  2. documentation of other professional development activities
 Professional development log
The professional development log will provide evidence that you are continuing to complete professional development programs. This evidence supports objectives 1 and 8. 		   
_____Copy of therapy schedule inserted into the portfolio
__a. initial schedule
__b. first revision schedule
__c. mid-year schedule
__d. fourth quarter schedule 		Therapy schedules
Include all of the revisions of the therapy schedule to provide evidence of meeting PACE objectives 4, 5, 6, and 9. The changing schedules show that you are varying service delivery based on student progress. It also demonstrates that you are dedicating time to assessment, screening, Response to Intervention (RTI) work, and teacher collaboration. 		   
__Teachers selected
__Parents selected
__Students selected
- - - - - - - - - - - - - - - - - - - - - -
__Teacher survey completed
__Parent survey completed
__Student survey completed 		Teacher, parent, student surveys
Basic teacher, parent, and student surveys have been included as a part of the PACE resource, to allow these individuals to provide input regarding your engagement with these groups. This provides documentation related to PACE objectives 2, 3, 6, 7, and 9. 		   
_____Self-Reflection completed Self-reflection
Completing a self-evaluation provides evidence for all PACE objectives. Within the Professional Performance Review Process for the School-Based Speech-Language Pathologist (2006) is a self-reflection tool that may be used for this purpose. The two appendices in this document provide a framework for you to provide evidence of the specifics of the caseload served, the direct and indirect activities completed, and self-evaluation of the many aspects of successfully completing the wide range of roles and responsibilities. 		   
_____Presentation materials inserted into the portfolio Sample presentation materials
Copies of PowerPoint presentations and handouts provide evidence for objectives 1, 6, and 7. The presentations may have been delivered to small groups of SLPs, classroom teachers, or parents. Materials may also include presentations made at building staff meetings, parent group meetings, or gatherings of other district in-service groups.
Samples of activities and materials used in the RTI process or teacher collaboration provide evidence of collaboration with teachers and of engaging in building and district initiatives. 		   
_____Observation report included in the portfolio Administrator's observation report
An important component of the evaluation is the evaluator’s observing the SLP providing services to students. This allows the evaluator to understand the knowledge and skills regarding behavior, motivation, lesson design and implementation, principles of learning, etc. 		   

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