School-Based SLPs Report Greater Participation in Key Initiatives Data from the 2014 ASHA Schools Survey show significant practice changes for school-based speech-language pathologists in some areas. At a Glance
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At a Glance  |   September 01, 2014
School-Based SLPs Report Greater Participation in Key Initiatives
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School-Based Settings / At a Glance
At a Glance   |   September 01, 2014
School-Based SLPs Report Greater Participation in Key Initiatives
The ASHA Leader, September 2014, Vol. 19, 32. doi:10.1044/leader.AAG.19092014.32
The ASHA Leader, September 2014, Vol. 19, 32. doi:10.1044/leader.AAG.19092014.32
Common Core State Standards
School-based SLPs are integrating the Common Core State Standards into their work with students. This year, almost 70 percent report involvement with the standards, as compared with about 40 percent in 2012. Members report that they are connecting individualized education program goals to the standards. They are also working in the classroom and collaborating with teachers to ensure that speech and language goals and services help achieve the standards, and that students are ready for college and careers.
Universal Design for Learning
As a part of their work on the standards, SLPs also report greater use of Universal Design for Learning: 23 percent now, as compared with about 6 percent in 2012. The UDL framework provides options for educators to adapt how they present information, and how they evaluate and motivate students. SLPs are positioned to help teachers integrate UDL principles into the classroom—especially for students with communication disorders.
Value-added assessment
In 2012, about 4 percent of SLPs indicated they were involved in value-added assessment. Now, slightly more than 25 percent say they are. In response, ASHA developed an alternative evaluation system designed specifically for SLPs—the Performance Assessment of Contributions and Effectiveness of SLPs—that is available on the ASHA website. Results of professional evaluations are used for job retention, raises, assignments and many decisions about an educator’s work life.
In which initiatives do SLPs participate?
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September 2014
Volume 19, Issue 9