CAA/CFCC Update:

1. CAA/CFCC Update: Implementation of the New Certification Standards CAPCSD Annual Meeting April 26, 2002 Palm Springs, CA

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

3. 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

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

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

6. 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

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

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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/CAA_Formative_Assess.cfm • April 2002 - Guidelines for Developing and Evaluating Plans for Assessing Student Achievement (Web address TBD) (c) ASHA 2002

15. 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

16. Key Components Matrix & Assessment Plan Asks the BIG questions - • Where? • When? • Who? • What? • Why? • How? (c) ASHA 2002

17. 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

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

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

20. 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

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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. Component 4 - Record Keeping, Feedback & Remediation • Feedback • Inform students, faculty, staff, and off-campus 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

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

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

36. 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

37. 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

38. Component 6 - Evaluation & Continuous Program Improvement (Std. 1.6) • How will CAA evaluate? (c) ASHA 2002

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

40. Resources: People • CFCC • Richard Matthes, chair (Call him first) • CAA • Earl Seaver, CAA (Call him last) • ASHA National Office Staff • Georgia McMann (Expert!) • gmcmann@asha.org • Director, Certification Administration • Tess Kirsch (Expert!) • tkirsch@asha.org • CAA Program Manager (c) ASHA 2002

41. (c) ASHA 2002