CAA CFCC Update Implementation of the New Certification Standards

CAA/CFCC Update: Implementation of the New Certification Standards CAPCSD Annual Meeting April 26, 2002 Palm Springs, CA (c) ASHA 2002

Council for Clinical Certification (CFCC) z What’s New and Different? z Approaches to Documentation/Application z Answers to Your Questions z Time Frame (c) ASHA 2002 2

What’s New & Different z Demonstration of knowledge and skills z No categorical minimums for credit hours or clock hours z Learning goals and ongoing assessment emphasized (c) ASHA 2002 3

Approaches to Documentation: Knowledge Areas (c) ASHA 2002 4

Approaches to Documentation: Skill Areas (c) ASHA 2002 5

Questions Answered: SLP & A z Transcript credit for 4 courses to meet principles of math and science: ybiological/life; physical; mathematics; social/behavioral (SCCC-A IV-A 2/ SCCC-SLP III-A) z No minimum or maximum number of credit or clock hours in any category, including research, practicum, etc. z Tele-observation and two-way video conferencing may be counted toward practicum (c) ASHA 2002 6

Questions Answered: Audiology z 12 months FTE = 52 weeks @ 35 hours/wk (SCCC-A III) (c) ASHA 2002 7

Questions Answered z When will the final implementation be completed? z What can I tell my students now? (c) ASHA 2002 8

Council on Academic Accreditation (CAA) z What’s Different with Accreditation z Philosophy & Purpose of New SCCC z Guidelines & Report Addendum z Key Components Matrix & Assessment Plan z Resources (c) ASHA 2002 9

What’s Different with Accreditation z. Common Goals (Standard 1. 2) x. Students will be able to complete graduate degree x. Students will be eligible to meet other appropriate professional credentialing requirements (e. g. , licensure, teacher certification) x. Students will be eligible for ASHA certification (CAA Student outcome standard) (c) ASHA 2002 10

What’s Different with Accreditation z. Standard 1. 6 – Ongoing & systematic assessment of academic & clinical education z. 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 z. Program flexibility z. Increased communication between academic & clinical curriculum re. yformative assessments & specific learning goals yhow goals are determined yformalized mechanisms for communication ystudents’ awareness of this relationship (c) ASHA 2002 12

Philosophy & Purpose of New Certification Standards z. Focus on Inter-relationship of knowledge in classes, clinical experiences, research projects, labs towards acquisition of skills z. Assessed throughout the program z. Opportunity to document/formalize processes already in place (c) ASHA 2002 13

Guidelines y. October 2001 - Guidelines for Developing Formative Assessment Plans for Implementation of New Standards for the Certificate of Clinical Competence xhttp: //professional. asha. org/academic/CA A_Formative_Assess. cfm y. 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) z Opportunity to document/formalize practices & processes already in place z Requires program to indicate progress related to accreditation standards: y 1. 2 - mission, goals, and objectives consistent with national standards for entry into professional practice y 1. 6 - ongoing and systematic assessment of students, graduates, program y 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 z Where? z When? z Who? z What? z Why? z How? (c) ASHA 2002 16

Component 1: Examination of Curriculum z. Where is each knowledge and skill addressed in academic or clinical curriculum/How are students exposed? y. Review academic & clinical curriculum x. Could be covered in one course or multiple courses, clinical experiences, etc. x. Include specifics stated in standards y. Narrative: Tell us what you’ve done, not specifics (c) ASHA 2002 17

Approaches to Documentation: Knowledge Areas (c) ASHA 2002 18

Approaches to Documentation: Skill Areas (c) ASHA 2002 19

Component 2 – Behaviorally Defined Indicators of Achievement/Learning Goals z Define the level of success for student demonstration of each knowledge and skill. What are the indicators of achievement or level of mastery? z. Passing grades? Measurement scales? Performance Evaluations? z. Look at Existing Goals – Course Goals, Clinic Practicum Expectations, Presentations, etc. . . (c) ASHA 2002 20

Component 2 – Behaviorally Defined Indicators of Achievement/ Learning Goals z. Are the learning goals linked to your program goals? (c) ASHA 2002 21

Std. 1. 2 - Setting Goals z. Programmatic goals could include: y. Students will be qualified to work in public schools y. Students will be prepared for employment in a medical facility y. Students will be prepared for admission into doctoral level program y. 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 z. Assess students in terms of: yaccuracy yconsistency yindependence/supervisory guidance required ycritical thinking, decision-making and problem -solving skills (c) ASHA 2002 24

Component 2 – Behaviorally Defined Indicators of Achievement/ Learning Goals z. Describe in Narrative: y. Process used y. Progress, not specific goals y. Which certification standards have you addressed? (c) ASHA 2002 25

Component 3 - Mechanisms/Instruments to Assess Student Achievement z 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 z Effective Assessments must include ygood evidence ytriangulation of data (multiple sources) z 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 z Programs should consider the differences between student learning, other outcomes or outputs of the program, and quality assurance processes. z Evidence of student learning should be: y. Relevant y. Verifiable y. Representative y. Cumulative y. Actionable (c) ASHA 2002 28

Component 3 – Mechanisms/Instruments to Assess Student Achievement z. Think About: z. Types of assessment you use (e. g. , papers, exams [written, practical, oral], presentations, demonstrations) z. Why did you choose these instruments? z. What evidence will you look for? (c) ASHA 2002 29

Component 3 - Mechanisms/Instruments to Assess Student Achievement z When/how frequently will you assess the student on a knowledge or skill to determine retention? z. Will there be multiple modes of demonstration? z. Who will be involved in the assessment? Are there multiple evaluators for clinical skills? Are conditions consistent across evaluators and settings? z How does the program integrate the assessments of academic faculty, clinical faculty, and off-campus supervisors? (c) ASHA 2002 30

Methods to Assess Achievement z Passing Grades z Performance Evaluations z Portfolios z Number/variety of clients z Clinical Records z Journal/Research Articles z Grand Round Presentations z Praxis Results (c) ASHA 2002 31

Component 4 - Record Keeping, Feedback & Remediation z 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 z. Remediation y. Plans for remediation if student does not achieve the knowledge, skill, or outcomes? (c) ASHA 2002 34

Component 5 Validation of Indicators z. Related to goalsetting z. Are your goals appropriate? z. What data will be gathered? y. Must be appropriate to entry-level practice (c) ASHA 2002 35

Component 6 - Evaluation & Continuous Program Improvement (Std. 1. 6) z. Plan & Mechanisms to evaluate the effectiveness of the program related to student learning outcomes and the ability to prepare students to enter professional practice z. 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) z How will CAA evaluate? (c) ASHA 2002 38

Resources: Places & Things z CAPCSD z Chicago: September 2002 z ASHA z Web z CAA Mailings z Newsletter (c) ASHA 2002 39

Resources: People z CFCC y Richard Matthes, chair (Call him first) z CAA y Earl Seaver, CAA (Call him last) z ASHA National Office Staff y Georgia Mc. Mann (Expert!) xgmcmann@asha. org x. Director, Certification Administration y Tess Kirsch (Expert!) xtkirsch@asha. org x. CAA Program Manager (c) ASHA 2002 40

(c) ASHA 2002 41