Making the Grade—Using Outcomes Data for Advocacy Back in August 2000, ASHA’s National Center for Treatment Effectiveness in Communication Disorders (NCTECD) released the first National Data Report for the K-6 Schools component of the National Outcomes Measurement System (NOMS). This report highlighted the findings from the first year of data collection and gave school-based speech-language pathologists, for ... Article
Article  |   April 01, 2001
Making the Grade—Using Outcomes Data for Advocacy
Author Affiliations & Notes
  • Tracy Schooling
    National Center for Treatment Effectiveness in Communication Disorders, Rockville, MD
Article Information
School-Based Settings / Articles
Article   |   April 01, 2001
Making the Grade—Using Outcomes Data for Advocacy
SIG 16 Perspectives on School-Based Issues, April 2001, Vol. 2, 19-20. doi:10.1044/sbi2.1.19
SIG 16 Perspectives on School-Based Issues, April 2001, Vol. 2, 19-20. doi:10.1044/sbi2.1.19
Back in August 2000, ASHA’s National Center for Treatment Effectiveness in Communication Disorders (NCTECD) released the first National Data Report for the K-6 Schools component of the National Outcomes Measurement System (NOMS). This report highlighted the findings from the first year of data collection and gave school-based speech-language pathologists, for the first time, some hard data on the impact of their services on students’ ability to perform in the classroom. This report also illustrated how various factors including caseload size and amount of treatment affect student outcomes.
By now, many of you have either heard of this report or, better yet, read this report. Perhaps you have even shared these results with some of your colleagues. However, reading about these findings it not enough. To truly benefit from these data, you must translate this vital information into action.
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