Accreditation Workshop Part II: CAPTE’s Expectations for Select 2016 Standards & Elements NEXT...

Accreditation WorkshopPart II:

CAPTE’s Expectations for Select 2016 Standards & Elements

NEXT 2015

Claire Peel, PT, PhD, FAPTAEllen Price, PT, MEd

Purpose of Workshop

5/18/15 2©APTA Department of Accreditation

Keep in Mind


Be Careful What You Write

Did they really mean that? •“The faculty have made the following change to program policies in order to ensure students are prepared for clinical experiences:

– Eliminated safety, professional behavior and communication from the policy; keeping knowledge and adding, ‘and successfully completed all previously required courses in the curriculum’. ”

5/18/15 ©APTA Department of Accreditation 4

Be Concise But Provide Requested Detail


6

Commissioners can only make good decisions if they’re given good

information

5/18/15 ©APTA Department of Accreditation

Candidacy: Bold = ≥ 20% Continuing: Bold = ≥ 20%

expected outcomesassessmentcore faculty expertisescholarshipqualified PDfaculty assessmentassociated expertisePhilosophyorganized curriculumbehavioral objectivescurriculum evaluationclin ed evaluationfoundational scienceclin edCurric content: fiduciary

assessmentlong term planningcore faculty expertisescholarshipqualified PDsufficient # core facultyassociated expertisebehavioral objectivesMeeting expected

outcomes


Most Frequently Cited Criteria: Do It Now or Do It Later….


2016 Standards

1 Mission, Goals, & Outcomes2 Assessment, Planning3 Institution & Program Integrity4 Program Faculty5 Students6 Curriculum Plan7 Curricular Content8 Resources

New Elements

9

New standards – what changed?

Raised thresholds for graduate outcomes More explicit faculty qualifications Minimum program length and clinical education hours Distance education requirements

Similar format/language for PT & PTA programs Organized into 8 standards with multiple elements Some revised terminology

“Standards” vs. “Evaluative Criteria”“Standards” vs. “Evaluative Criteria”

More specificityMore specificity

Program enrollment addresses workforce needs Basic sciences include genetics and nutrition Learning experiences that foster interprofessional collaboration Use of health informatics

New elementsNew elements


2016 Standards

• Standards includes Narrative Evidence List• Appendices: Not listed in Standards

– Included in instructions / Forms Packet– An item is listed only once

• With the identification of all related Elements• Portal: Must attach item to each related Element• Portal: Must name file as instructed

• On-site Material also listed only in instructions/forms packet


Preface: Serves as Intro to AFC/SSR

SSR:•Brief historical overview of the program

AFC:•Describe process & information used to determine the need for the program, including summary of needs assessment•On-site: actual needs assessment•Identify # students per class & planned timelines to admit each cohort •Describe contingency plan for students if program should fail to achieve accreditation status, including how & when this plan is communicated to prospective students5/18/15 11©APTA Department of Accreditation

Attach appendices; access only in

downloaded report

Standard 1 The program meets graduate achievement measures and program outcomes related to its mission and goals.1A Mission1B Goals1C Student Achievement & Program Outcomes1C1 Graduation Rates1C2 Licensure Pass Rates1C3 Employment Rates1C4 Entry-level Performance1C5 Graduate Outcomes1C6 Other Program Outcomes5/18/15 12©APTA Department of Accreditation

Interrelationship Between Standard 1 Elements


Program Mission & Goals


Student Achievement Measures (required by USDE)

1C1 Graduation Rate•At least 80% averaged over 2 years•% matriculated in 1st term after drop/add period & who completed program

1C2 Licensure Pass Rate•At least 85% averaged over 2 years•% grads who take & pass NPTE, regardless of # of attempts

1C3 Employment Rate•At least 90% averaged over 2 years•Of those who sought employment that were employed within 1 year following graduation5/18/15 15©APTA Department of Accreditation

NEW

1C1-1C3 Graduation, Licensure & Employment Rate (SSR)

If admit more than 1 cohort/year, the 2-year rate for each cohort must meet the expectation of the Element. If 2 year data is not available, the 1 year rate must be sufficient to allow program to meet expected 2-year rate Initial Accreditation: •Indicate no graduates & provide timeline to collect•1C1 Appendix: Retention Rate Table (Forms Packet)Licensure Pass Rate:•Provide most current 2 year data for stabilized data•On-site: FSBPT reports•Also provide 1st time rate•If students don’t routinely take FSBPT exam, provide equivalent data


• CAPTE Expects: – Thorough and timely assessment of all possible causes

(assessment addressed in 2B1-2B5)– Identification of strategies consistent with identified

factors contributing to performance deficits– Timeline for changes to effect outcomes– Timeline to reassess if changes are effective

• CAPTE reviews student achievement data from AAR & FSBPT reports– Don’t delay addressing a decrease in student

achievement as could effect accreditation status

1C1-1C3 If Rate Is Below Threshold or Trending Downward


• Not explicit in current Criteria but was expected• Describe mechanisms used to determine entry-level

performance prior to graduation; provide evidence• Initial Accreditation: See §8.12 (d) of Rules

– Provide timeline to collect & analyze data for charter class– No later than 30 days prior to CAPTE meeting, provide:

• List of placements/type of experience for each student• Copy of summary page of each student’s most recent

evaluation (midterm or final)• Analysis of student performance in clin ed, in

aggregate, based on CI feedback

1C4 Students Demonstrate Entry-Level Performance Prior to

Graduation


Which of the following mechanisms do you think provide evidence that your students are performing at entry-level when they graduate?____ admissions criteria____ passing grades in each didactic course____ passing grades in each clinical course____ clinical instructors’ VAS ratings (on CPI)____ student self-assessments of essential behaviors____ aggregate class GPA____ final GPA of each student____ log of clinical placements & hours for each student____ performance on a comprehensive exam____ copies of their diplomas 19

1C4 What Mechanisms Provide Evidence


1C5 Program Graduates Meet Expected Outcomes (EO) Defined By

Program


1C6 Program Meets Expected Outcomes (EO)Related to its Mission & Goals


For Multiple Cohorts:Evidence Outcomes Are Comparable


Meeting Program Mission


APTA Outcome Assessment Resource


Time for your CAPTE

The program’s mission must be _______ the mission of the institution.

a) an expanded version of…b) different from…c) compatible with…d) nearly identical to…


Standard 1: Element 1A

The 2-year NPTE pass rate must be:a)80% or higherb)85% or higherc)90% or higherd)no less than 1 SD

below the mean


Do your graduates clear this bar?

Standard 1: Element 1C2

Standard 2The program is engaged in effective, on-going, formal, comprehensive processes for self-assessment and planning for the purpose of program improvement

2A Ongoing, Formal Assessment Process2B Assessment of:2B1 Admission 2B4 Resources2B2 Enrollment 2B5 Policies2B3 Faculty 2C Curriculum Assessment2D Planning5/18/15 28©APTA Department of Accreditation

ss2A Program Has Documented & Implemented Ongoing, Formal, &

Comprehensive Assessment Processes Processes are designed to determine program effectiveness and used to foster program improvementNarrative:•Describe overall process that summarizes the information in the program assessment matrix (AFC & SSR)•Describe overall strengths & weaknesses identified through analysis of cumulative data (SSR)•Provide 2 examples of changes in last 4 years, include rationale, how resulted in program improvement; & timeline to reassess (SSR)5/18/15 29©APTA Department of Accreditation

2A Assessment Matrix in Appendix

• Intended to provide an outline of process (AFC & SSR)

• Must:• Use the matrix found in Forms Packet• Name the File: Assessment Matrix.pdf• On-site evidence: • Minutes of meetings where assessment is discussed• Summary of assessment data collected in the last 4

years


©APTA Department of Accreditation

2B1-2B5 Assessment Process Is Used To Determine Extent To Which The Following Meet Program

Needs

5/18/15 31

new


2B SSR: Assessment for Each Element (2B1-2B5) Includes

5/18/15 32

Don’t delay!

Critique This ResponseSample SSR Response for 2B1The admission process, and the assessment of the process, is handled by the university's Admission Office. Core faculty review the admissions criteria and prerequisites at the annual retreat. A review of the prerequisites indicates that they are similar to other PT programs in the state, which allows us to be competitive for students. Although our 2 year graduation rate is lower than CAPTE's threshold, our 2 year licensure pass rate is 98%. Some of the students who have been academically dismissed were working 10-20 hours per week. Discussions regarding changing admissions criteria are ongoing.


Critique This Response

Sample SSR Response for 2B2Our planned class size, which has been 36 students for the past 10 years, was increased this AY to 42 students since our 100% employment rate indicates available jobs and our applicant pool has significantly increased when we started to use PTCAS.

Does response address narrative bullet points?•Analysis to determine optimum program enrollment considering resources, program outcomes & workforce needs. •If below expected level of achievement (CAPTE or program), request for assessment process, data, and conclusions for low rate & changes to address, with timeline to come into compliance.


2B2 Program Enrollment (AFC)AFC Narrative Evidence Requests: •Summary of Needs Assessment the institution did to determine need for the program•Appendix copy of the needs assessment is requested as an appendix to the Preface•Will need to also attach it AGAIN to this Element in order for it to be available in the appendix list &/or the WinZip file


Assess if policies:• Meet program needs (AFC & SSR) • If practice matches policy (SSR)

2B5 Policies, Procedures & Practices



2C Curriculum Assessment

5/18/15 37

Evidence List for SSR is entire list; AFC: just items in red font•Describe how considers changing roles & dynamic nature of profession & health care •Provide evidence includes assessment of Elements 6A-6M•Identify stakeholders & process•Provide summary of most recent evaluation including clin ed•Describe changes within last 4 yrs with rationale for changes•Appendix

– Data collection instruments (eg., alumni & employer surveys)– Curriculum Assessment Matrix (developed by program)

•On-site: – Summary of data collected in past 4 years– Meeting minutes in which curriculum is addressed

2C Assessment of

Curriculum (AFC & SSR)



2C Clin Ed Assessment Cited When Not Comprehensive (AFC & SSR)

5/18/15 39

2C Expect Multi-faceted

Clin Ed Assessment (AFC & SSR)


2A-2C Citations Occur When


2D Strategic Planning Program has implemented a strategic plan that guides its future development. The plan takes into account program assessment results, changes in higher education, the health care environment and the nature of contemporary physical therapy practice

Expect:1.Formal process with core faculty involvement that meets program’s needs2.Long-term planning (3-5 years)3.Planned activities tied to needed resources4.On-site evidence that process is ongoing•Planning documents•Minutes of meetings in which strategic planning is discussed5/18/15 42©APTA Department of Accreditation

2D Long-Term Planning

Definition:•Exercise aimed at formulating a long-term plan to meet future needs that are usually determined by extrapolation of present or known needs. It begins with the current status and charts a path to projected status. Generally includes short-term plans for achieving interim goals. •Long-term planning goals are NOT typically the same as program goals delineated in 1BAdapted from: http://www.businessdictionary.com/definition/long-term-planning.html#ixzz3MOZEYgG7


http://www.businessdictionary.com/definition/long-term-planning.html#ixzz3MOZEYgG7

http://www.businessdictionary.com/definition/long-term-planning.html#ixzz3MOZEYgG7

Time for your CAPTE

The overall assessment process must be documented in a:

a) narrative descriptionb) diagramc) chartd) required matrix format



Which element of the assessment plan is NEW in the 2016 standards?

Element 2B2: Program enrollment appropriately reflects available resources, program outcomes, and workforce needs.


Standard 2

The curriculum assessment plan should address: a)Data collection from a variety of stakeholdersb)Identified strengths and weaknesses from most recent curriculum evaluationc)Rationale for recent curriculum changes (within last 4 years)d)Analysis of the curriculum’s compatibility with the changing NPTE blueprinte)Review of all the elements list under Standard 6f) All of the above


Standard 2: Element 2C

Standard 3The institution and program operate with integrity

3A State Authorization3B Institutional Accreditation3C Policies: Workload & Academic Standards3D Policies: Nondiscrimination3E Policies: Faculty & Staff3F Policies: Outside of Due Process3G Policies: Compatibility3H Policies: Accreditation Compliance (3H1-3H5)


3B3A State Authorization• Institution authorized under applicable state law or

other acceptable authority to provide post secondary education

• Has degree granting authority• Approved to offer the program• New narrative evidence: indicate if institution has authorization to

provide clinical education experiences in other states, where required

3B Institutional Accreditation

• Institution is accredited by regional accrediting agency recognized by USDE or Council for Higher Education Accreditation (CHEA)


3A & 3B AFC Now Require With Initial Notification of Intent to Develop Program

• Institution of higher education with degree granting authority• * State approval to offer program/degree• * Regional accreditation by agency recognized by USDE or CHEA• Institution deemed by its accrediting agency to be in compliance with all

accreditation requirements• Has, or has applied for, approval from institutional accreditor to offer

program• For Private Institutions: USDE Financial Responsibility Composite Score

above 0

* If approval to offer program is not needed: statement to that effect on letterhead of agency is required!

Effective 12/2/2014, institutions that have not submitted an Application for Candidacy will be required to provide the information noted in §7.10(c)(2) no later than March 1, 2015.

5/18/15 50©APTA Department of Accreditationnew

3C Policies: Workload & Academic Standards (1 of 2)

Institution’s application of policies recognizes program as professional and academic disciplineCAPTE is looking for evidence:•Institution supports professional judgment•Of how roles and workload expectations take needs into consideration•Contact hours vs credit hours•Scholarship; maintain clinical expertise•Reduction in teaching load for administrative functions


3C Policies: Workload & Academic Standards (2 of 2)

Portal Fields on Faculty Detail Page for EACH person:•Faculty workload data includes:•Contact hours/term•% time spent in listed areas•Use consistent formula across faculty to determine %s•Explain any inconsistencies•PT AFC: for first year of curriculum•Identify responsibilities in the Qualification boxPortal Fields on Course Detail Page for EACH course:•Identify faculty & their role for each course


3D -3H5 Policies3D Policies: equal opportunity and nondiscrimination for faculty,

staff, and prospective/enrolled students3E Policies: faculty & staff3F Policies: handling complaints outside of due process, including

prohibition of retaliation following complaint submission3G Program policies are compatible with institutional policies &

applicable law3H Policies: maintaining accreditation compliance (3H1-3H5)

CAPTE’s expectations:•Policies are written, disseminated, and applied consistently & equitably. •Policy for complaints outside due process has to be available, doesn’t have to be published•Can be program or institutional policies•3H1-3H5 can be in program director’s job description5/18/15 53©APTA Department of Accreditation

• Use Chart to identify where program / institutional policies & procedures are found– For all specifically requested policies– Identify all places where located– Specific page #s– Specific URLs

• URLs by themselves are insufficient• No HTML coding is necessary for URLs

• If not in supporting document, provide a copy in:– Other Policies.pdf: BOOKMARKED!!


Appendix:Policy Location Chart & Other Policies

Time for your CAPTE

The following would be deemed an adequate response for Element 3F:

“We have never had a complaint that falls outside of due process. Due process policies are found in student and faculty handbooks.”


If a program is deemed out of compliance with one or more accreditation standards, how long does it have to come into compliance?a)1 yearb)2 yearsc)5 yearsd)before the next scheduled site visit

18 months


Standard 3: Element 3H5

How long can a program be out of compliance before CAPTE places the program on Probation?

Standard 4The program faculty are qualified for their roles and effective in carrying out their responsibilities


4A Core: Qualifications 4H Clin Ed Coordinator: Qualifications

4B Core: Scholarship 4J Clin Ed Coordinator: Effective

4C Core: Services 4K Collective Faculty: Blend

4D Associated: Qualifications 4L Collective: Academic Regulations

4E Core: Assessment 4M Collective: Curriculum

4F Associated: Assessment 4N Collective: Determine Readiness

4G PD: Qualifications 4O Clin Ed Faculty

4H PD: Effective Leadership

Core Associated

Employed primarily in entry level program

Adjunct & supportive faculty

Includes program administrator & ACCE/DCE

Anyone who is NOT core or clin ed faculty

Responsibility & authority for curriculum

Can include those with F/T appointments in unit

Typically F/T but can be P/T

Definitions: Core versus Associated Faculty


4A Individual Core Faculty Qualifications (AFC & SSR)

Each core faculty member has:• Doctoral preparation• Effective 1/1/2020; unless enrolled in academic doctoral program, in

which case extended to 12/31/2025) • License as PT in jurisdiction where program exists, if teaching

PT clinical content • Contemporary expertise in assigned areas• Demonstrated effectiveness in teaching & student evaluation

AFC: Effective with submissions after Jan 2016, applies to faculty implementing 1st 2 years of the curriculum.


new

new

4A narrative response goes here

Part of Core or Associated Faculty Detail Page

Upload


CV & Scholarship Form accessed by reviewers under qualification box for each person in the downloaded report

4A Contemporary Expertise (AFC & SSR)

• Identify courses & content responsible for; include:• Prefix, #, title, content assigned, role in course• Provide specific content expertise directly related to assigned

content (Key word! contemporary expertise)• Identify education pertinent to content• If academic preparation is not evident, describe how expertise was/will be

obtained; refer to evidence list• For clinical courses, describe relevant clinical experiences including dates

of practice; be specific• See Evidence of Compliance List for other ways to demonstrate

• Additional evidence provided through CVs, syllabi, exams, & on-site course materials

• CV: CAPTE format required; in Forms Packet5/18/15 62©APTA Department of Accreditation

• Beverly Swain, PT, PhD, OCS has been a physical therapist since 1997, and has practiced in a variety of clinical settings. She has a PT license in VA (#222222). She became a board certified Orthopedic Clinical Specialist (OCS) in 2000 and received her PhD degree in 2012. She has been a core faculty member since 2005. Her expertise is widely known and appreciated here in Virginia. She is well qualified to teach musculoskeletal content, evidence-based practice, and pain sciences content.

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4A Critique These Narrative Examples


• Thomas Kelly, PT, MPT earned a BS in Psychology and MPT degrees in 2000 and 2001 respectively from the University of the Rockies. He is a licensed and practicing PT in the State of Colorado. Mr. Kelly has 12 years of varied inpatient experience at Ski Slope Medical Center, in Aspen, CO. He has served as a new employee mentor and clinical instructor for the past 5 years. He has taught PT 655 Pathology and PT 616 Clinical Decision Making for the past 4 years. Previously, he taught pathology for the PT program at Mountaintop University for 3 years.

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4A Critique These Narrative Examples


4A Citations

Can Occur When


Dr. Goldcup is a PT who is assigned to teach the pharmacology course. Which of the following do YOU think would be acceptable as evidence of his contemporary expertise?

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4A “Quik Quiz”

Dr. G practiced in a military setting for 16 years where PTs were allowed to prescribe

analgesics, NSAIDs, and muscle relaxants to their

patients.

Dr. G has been married to a

pharmacist for almost 30 years.

Dr. G recently audited six courses taught by

faculty in the university’s College of

Pharmacy. These courses included…

Dr. G is self-taught through a series of online

modules by Dr. Charles Ciccone, a leading expert and textbook author in pharmacology for PTs.

Dr. G took a pharmacology course in his

transitional DPT program.

Dr. G had first-hand experience with multiple

pharmaceutical agents due to his drug addiction and rehab 10 years ago.


• Dr. Goldcup’s role in the Clinical Pharmacology course is to coordinate a series of lectures that are delivered by visiting faculty, primarily local pharmacists and faculty members from our Pharmacy School (see guest lecturer list under 4D). These lectures address various types of medications and their physiological effects as outlined in the course syllabus. Dr. Goldcup leads the physical therapy case scenario discussions that follow these content presentations and develops the course exams (with input from visiting faculty).

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Another acceptable response…


4B Scholarship: Individual Core Faculty (AFC & SSR)

Each core faculty member has well-defined, ongoing scholarly agenda that reflects contributions to:

1. Development of new knowledge; OR2. Critical analysis & review of knowledge or creative

synthesis of insights; OR3. Application of findings; OR4. Development of critically reflective knowledge

about teaching and learning; OR5. Identification/resolution of pressing social, civic or

ethical problems (scholarship of engagement)5/18/15 68©APTA Department of Accreditation

4B Required

Documentation (AFC & SSR )


4B CAPTE

Is Looking For (AFC & SSR)


Hinman MR, Price E: How to keep your sanity while writing a self-study report. Presented at the American Association of Educational Lunatics Annual Meeting, Loco, NM, 2006. Abstract published in the Archives of Nutty Professors, 6(3):15, 2011.

4B Format Example of

Presentation with Abstract Citation


Which of the following is considered a scholarly product?

72

4B “Quik Quiz”

Article you published in a peer-reviewed

journal

Textbook you co-authored or edited

NIH grant proposal you submitted, but

was not funded

In-service presentation you

gave to hospital staff

Poster presentation at national APTA

conference

Continuing education course you developed

and taught

Textbook reviewer for a publisher

Coordinating the Self-study Report

PPT presentations you developed for a

new course


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4B Let’s critique some sample scholarly agendas…


If you use them, CAPTE looking for:• Contemporary expertise related to teaching responsibilities• Teaching effectiveness• Information on all individuals involved in a course

– Regardless of terminology used: guest lecturers, adjuncts, support• IF involved in 50% or > of course contact hours:

– Add to faculty list on Portal, which creates Associated Faculty Detail Page

– Provide CV (Forms Packet)– Qualifications field: same information as for core faculty!

• If in <50% of course content hours, use 4D Portal field:– Name, credentials, applicable course #/name; total contact hours;

content taught, contemporary expertise in content taught

4D Associated Faculty(AFC & SSR)


4E & 4F Evaluation of Faculty (AFC & SSR)


AFC: ProcessSSR: Process & Recent examples of development activities

4G Program DirectorQualifications (AFC & SSR)


4H Program Director Effective Leader (AFC & SSR)


4I Clinical Education Coordinator (AFC & SSR)


4J Clinical Education Coordinator (AFC & SSR)


Refer to Narrative Evidence List – What’s missing?

Information from the following sources is used to assess the DCE’s effectiveness. This includes student feedback collected after each experience (DCE Evaluation by Student form) and the biannual assessment by clinical education faculty (DCE Evaluation by CCCE form) both located in the Clinical Education Handbook.pdf, page 25 and 28 respectively. All parties indicated satisfaction with the services provided by the DCE. Detailed results will be available for on-site review. Information about the clinical education program is communicated to all stakeholders in the Clinical Education Manual (Clinical Education Handbook.pdf), which is also available on our website (Policy Location Chart.pdf). This document includes the rights & responsibilities of CIs.

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4J Critique this response


• Collective core & associated faculty include an effective blend of individuals with:– At least 50% of core holding an earned academic

doctoral degree• If necessary, provide detailed plan

– Individuals with clinical specialization– Blend sufficient to meet goals and expected

outcomes related to mission, institutional expectations & assigned responsibilities

4K Collective Academic

Faculty (AFC & SSR)


4L-4M Collective Core Faculty Responsibilities (AFC & SSR)


• Determine each student’s readiness to engage in clinical education, including review of:– Performance deficits– Unsafe practices of students

• CAPTE looking for:– Mechanisms used (SSR) or planned mechanisms (AFC)

to make this determination• How ensure students are prepared to be safe• Expect program to not send into clinic if know will fail

– On-site evidence of faculty discussions

4N Collective CoreFaculty (AFC & SSR)


4O Clinical Education Faculty (AFC & SSR)


Time for your CAPTE

Which of the following provides evidence of contemporary expertise in pediatrics?a)Worked with pediatric clients in NICU, as a school-based PT, and home health PT for past 15 yearsb)Taught content previously in a PT programc)Currently ABPTS board-certified in pediatricsd)Attended pediatric programming at last year’s CSM conference.e)Raised a family with 5 children (none of who appear to be normal!)

86



How many years of prior higher education must a program director have?a)None is requiredb)At least 3 yearsc)At least 6 yearsd)10 or more years

Minimum of three years of F/T experience87

Standard 4: Element 4G

How many of those years must be in a PT program?


A local neurologist teaches the neuroscience course in your program and provides one guest lecture in your clinical neuro course. How would you classify this person?a)Associated facultyb)Core facultyc)Clinical facultyd)A glutton for punishment

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Standard 4: Element 4D


FALSE - Applies only to program director, clinical education coordinator, and any faculty teaching PT clinical content

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Standard 4: Elements 4A, 4G & 4I

Every core faculty member must be licensed as a PT in the program’s jurisdiction.


Which of the following is a required qualification for clinical education faculty?a)3 years of F/T post-licensure experienceb)Licensed as a PT in the jurisdiction in which he/she practicesc)APTA-credentialed as a clinical instructord)Possesses a graduate E-L degree in physical therapy (i.e., MPT or DPT)

90

Standard 4: Element 4O


Standard 5The program recruits, admits & graduates students consistent with the missions and goals of the institution & program and consistent with societal needs for physical therapy services for a diverse population

5A Policies: Recruitment & Admission5B Provided Relevant Info5C Enrollment Agreements5D Policies: Students5E Policies: Retention & Progression


Recruitment & Admission P&P are:– Appropriate, equitable, applicable law– Written & available to prospective students– Designed to enhance diversity* of student body

•Narrative– Planned class size and rationale for it

How will you ensure that you maintain planned size (i.e., don’t over-enroll students)?

– Recruitment procedures Describe efforts to recruit diverse student body

– Admission criteria & procedures How will you ensure these are applied equitably?

– Process to determine transfer credits, if applicable

5A Student Policies, Procedures, & Practices


*Diversity doesnot just referto racial/ethnicdiversity.

Prospective & enrolled students provided relevant information that is comprehensive, current and timely•Element contains list of what at a minimum must be provided•Includes process for filing complaint with CAPTE•MUST be on website:•Student Achievement Data (Accredited Programs)

– Graduation, Licensure & Employment Rates– Currently 3 years of data; as of 1/2016, 2 years– Must be current & identify the years!

•Required accreditation statement (AFC & SSR)– Must at least have link on each relevant webpage for

developing programs

5B Student Policies, Procedures, & Practices (AFC & SSR)


5C-5E Student Policies, Procedures, & Practices


The narrative on admissions must address how the program will ensure CAPTE that it will not over-enroll its projected class size.

95



Policies related to retention must describe:a)How students are informed of their progressb)How students are remediated for sub-standard performancec)Resources available to support student retentiond)All of the above


Standard 5: Element 5E

Must include in Policy Location Chart and must provide a copy in the appendix named ‘Other Policies.pdf’ if not found in documents provided

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Standard 5: Student Policies


The program has a comprehensive curriculum plan.

6G Course syllabi 6H Course objectives6I Instructional methods 6J Evaluation methods6K Distance education 6L Clinical education6M Curriculum length 6N Degree awarded


Standard 6

6A Based on contemporary documents

6B Enter with BS degree or upper division coursework

6C Specific prerequisites6D Curriculum model6E Organization6F Interprofessional

education

Standards 6 & 7 Initial Accreditation

**Decision Based On:•Program experienced by charter class•ALL responses, syllabi & exams must be for charter class

• Includes all 7D responses

If there have been changes:• Provide summary/rationale in 2C for changes• As 2C Appendix: Provide revised syllabi/exams

• File name MUST include: Revised and class of• S_PT999 Revised Class of 2015

• If insufficient space to provide 7D response for both charter & current, upload as an appendix the current response


6A Curriculum Plan (AFC & SSR)


6B Prerequisites:Breadth & Depth (AFC & SSR)

Students enter professional program with a BS degree. Alternatively, may have 3 years undergrad education that includes upper division study in 1 area comparable to a minor at the institutionCAPTE Looking For:

• If require BS, only need to state that• If don’t require BS, evidence that ALL students enter with

upper division courses in at least 1 discipline equivalent to a minor at your institution

• Even when this is your alternate model


6C Prerequisites:Specific Courses (AFC & SSR)

Specific prerequisite course work is determined by program’s curriculum plan

CAPTE Looking For:

• Identification of specific prerequisite courses• Rationale for inclusion of these courses, including expected

entry knowledge & skills• Analysis of adequacy of prereqs to prepare students to be

successful in professional program (SSR)


6D CurriculumModel (AFC & SSR)

Curriculum plan includes description of model and educational principles upon which it is built• Provide examples of how model and educational principles

translate into learning experiences


ModelsCase Based System Based

Life Span Based Guide Based

Problem Based Traditional

Modified Problem Based Hybrid (most common)

6E Organization of theCurriculum (AFC & SSR)

Series of organized, sequential & integrated courses designed to facilitate achievement of the expected student outcomes, including Standard 7 outcomes Prepares students to provide care to individuals:•With diseases/disorders involving major systems;•With multiple system disorders; &•Across the lifespan & continuum of care, including those with chronic illnessClin ed is coordinated with didactic & includes both integrated and full-time terminal experiences5/18/15 104©APTA Department of Accreditation

6E Organization of theCurriculum (AFC & SSR)

CAPTE looking for a curriculum that is appropriately organized, sequenced & integrated. Evidence includes:

• Appendix: One page plan of study• Prefix, #, title, credits, student content hrs: lec/lab/clin ed• If curriculum change, then separate page for new• Description of how organized, sequenced, & integrated• Rationale for organization, including integration of clin ed and

how curriculum prepares students for each clin ed experience• And how facilitates • Examples of sequential & integrated learning experiences that

prepares students to provide care to:• Individuals with orthopedic, neuro and cardiopulm conditions• Geriatric and pediatric populations


6F Interprofessional Education (AFC & SSR)

Element effective as of 1/1/18

•Didactic & clinical curriculum includes interprofessional education•Learning activities are directed toward the development of interprofessional competencies including but not limited to, values/ethics, communication, professional roles and responsibilities, and teamworkInterprofessional Education Defined: When two or more professions learn with, from and about each other to improve collaboration and the quality of care. (WHO, 2002)


New

107

“Yet few medical and nursing programs train students in how to work effectively in teams, despite a wealth of evidence that has shown this is key to improving safety and quality of care. When I was in medical school I spent hundreds of hours looking into a microscope – a skill I never needed to know or ever use. Yet I didn’t have a single class that taught me communication and teamwork skills – something I need every day I walk into the hospital.”

from Safe Patients, Smart Hospitalsby Pronovost & Vohr, 2010

What’s all the fuss about IPE?


6F Interprofessional Education

• Describe learning activities involving students, faculty, clinicians from other health care professions

• Describe the effectiveness of these learning activities in preparing students for team-based collaborative care.


CAPTE looking for more than just students from multiple disciplines taking a course together. Need to describe learning activities within those courses that promote collaboration.

6G Course Syllabi: AFC & SSR

• New in terms of separate element but expectation is not new

• Only response needed: refer reader to syllabi • Program attaches syllabi on course detail page• Reviewers can ONLY access in WinZip file• Expect comprehensive syllabi, inclusive of all items

listed on next page. – If institution requires different format, provide additional

items as an addendum• To make it easier for reviewer, use same order • *New for AFC: complete syllabi for entire

curriculum


6G Expected items on ALL syllabi: SSR & AFC!

• course title & number• course description• department offering course• credit hours• Instructor(s)• clock hours (lec & lab) and

schedule– Contact hours– Time & day(s) taught

• course prerequisites• course objectives

• outline of content & assigned instructor– daily course schedule is

acceptable• description of teaching

methods & learning experiences

• methods of student evaluation/grading breakdown (and scale)

• textbook and other learning resources


6H Course Objectives (AFC & SSR)

Learning objectives stated in behavioral terms that reflect the breadth & depth of course content & describe level of expected student performanceCAPTE Looking For:• Objectives written in measurable & observable terms• Reflect the breadth & depth of content, reflective of

• of entry level practice• program’s expected student outcomes

• CAPTE looks at your exam questions to assess this!• AFC: Objectives sufficiently developed to demonstrate that

all the practice expectations delineated in 7D are covered5/18/15 111©APTA Department of Accreditation

1. Mager, Robert F. Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction. The Center for Effective Performance, Atlanta, GA, 1997.

2. Johnson G and Woodruff, L. Taxonomy of Physical Therapist Behaviors, Vol III. Darbonne and Bartolett Publishers, Baton Rouge, LA, 2003.

3. Learning Domains or Bloom’s Taxonomy: http://www.nwlink.com/~donclark/hrd/bloom.html

6H References:

Writing Behavioral Objectives


6I InstructionalMethods (AFC & SSR)

Includes variety of instructional methods selected to maximize learning. Instructional methods are chosen based on nature of content, needs of learners & defined expected student outcomes

CAPTE Looking For:• Use of a variety of methods, including student directed

learning to foster independent learning• Description of variety of instructional methods used to

facilitate student achievement of objectives• Rationale for the selection of instructional methods

Note: Do not address for each course!


6J Evaluation Processes (AFC & SSR)Includes variety of effective mechanisms to determine if students achieve learning objectives•Regular, individual assessment of student performance in cognitive, psychomotor & affective domains directly related to objectives

•Includes expectation for safe practice during clinical experiences.

Do NOT address for each course; describe or identify:• Mechanisms used, including formative & summative to measure

achievement of objects• Timing across curriculum including the assessment of performance

based competencies prior to clinical performance• Instruments used during clinical education• How ensure students achieve stated clinical education objectivesAppendix• Don’t upload CPI or PT MAC• AFC: Provide 1 sample practical exam and grading rubric attached to 6J•SSR: sample exam/course for every course; uploaded on course detail page•Use required naming format•Combine written, practical & grading rubric as 1 PDF• If no exam: assignment & grading rubric5/18/15 114©APTA Department of Accreditation

6K If Use Distance Education, Provide Evidence That: (AFC & SSR)


6K1: Faculty teaching by distance are effective6K2: Rigor of DE courses is equivalent to that of site-based courses6K3: Student performance meets expectations described in course

syllabi & demonstrated in student assessment6K4: There is mechanism for determining student identity during

course activities and when testing is at a distance 6K5: There is a mechanism for maintaining test security & integrity

when testing is at a distance6K6: There is a mechanism for maintaining student privacy6K7: Students have been informed of any additional fees6K8: DE students have access to academic, health, counseling,

disability & financial aid services commensurate with services students receive on campus

6L Clinical Education Experiences


The curriculum plan includes clinical education experiences for each student that encompass, but are not limited to:

6L1: Management of patients with diseases and conditions representative of those commonly seen in practice across lifespan and continuum of care;6L2: Practice settings representative of those in which PT is commonly practiced.

6L Clinical Education Experiences


6L3: Involvement in interprofessional practice

6L4: Direction and supervision of the PTA and other physical therapy personnel; and

6L5: Other experiences that lead to the achievement of the program’s defined expected student outcomes (provide evidence that all students have had these experiences)

6M & 6N Program Length & Degree

Conferred (AFC & SSR)


New

Time for your CAPTE

A new curriculum element under this standard requires inclusion of ____________________ in the curriculum plan.a)Distance educationb)Interprofessional learning activitiesc)Pro bono clinical experiencesd)40 or more weeks of F/T clinical education experiences


Standard 6: Element 6F

Learning objectives in each course must:a)Address cognitive, affective, and psychomotor behaviors (all 3)b)Include a list of global behaviors related to the program’s outcomesc)Include all levels of Bloom’s taxonomyd)Be stated in observable and measurable terms


Standard 6: Element 6H

Which of the following items is NOT a required element on a course syllabus?a)# credit hoursb)Course descriptionc)Instructor’s credentialsd)Topical outline/schedule

122



Each syllabus in the AFC must include a content outline

123



3+3 programs must demonstrate that students enter program with upper division courses in at least 1 content area equivalent to a minor

124

Standard 6: Element 6B


Standard 7 (SSR & AFC unless otherwise indicated)

The curriculum includes content, learning experiences, and student testing & evaluation processes designed to prepare students to achieve educational outcomes required for initial practice in PT and for lifelong learning necessary for functioning within an ever-changing environment.

7A Biological, Physical, Behavioral and Movement Sciences7B Communication, Ethics and Values, Management, Finance,

Teaching & Learning, Clinical Reasoning, EBP, Applied Statistics

7C Clinical Sciences7D Practice Expectations


7A Biological, Physical, Behavioral and Movement Sciences

Curriculum1 includes content and learning experiences in biological, physical, behavioral and movement sciences necessary for entry-level practice.

Anatomy PhysiologyGenetics Exercise ScienceBiomechanics KinesiologyNeuroscience PathologyPharmacology HistologyNutrition Psychosocial Aspects of 1(Not in prereqs) Health and Disability5/18/15 127©APTA Department of Accreditation

It is expected that the student admitted to the Program possesses a background in the biological and physical science necessary for the initial practice of physical therapy. Required pre-requisite foundational sciences (or their equivalent) consist of BIO 110, 111 (Principles of Biology); BIO 121, 221 (Human Anatomy and Physiology); CHM 120, 121 (General Chemistry); and PHY 221, 222 (General Physics). Each of these courses includes laboratory experiences as well. Other foundational sciences are strictly didactic in nature including MATH 163 (Statistics).


Critique this response

7B Other Foundational Content

Curriculum includes content and learning experiences in…

Clinical ReasoningCommunication LawManagementTeaching and Learning Evidenced-based Practice Applied StatisticsFinance5/18/15 129©APTA Department of Accreditation

7C Clinical SciencesCurriculum includes content and learning experiences about the following systems:

Cardiovascular Endocrine & MetabolicGastrointestinal Genital & ReproductiveHematologic Hepatic and BiliaryImmune IntegumentaryLymphatic MusculoskeletalNervous RespiratoryRenal Urologic

In addition, it includes:System interactions, differential diagnosis, medical and surgical conditions across the lifespan commonly seen in PT practice


7A, 7B & 7C Evidence of Compliance

Narrative:• Describe where & how each content area is covered

in professional curriculum• Do NOT include prerequisite courses• Example of What Not To Do:• The curriculum covers biological & physical sciences

in the following courses: & list the coursesAppendices:• Course syllabi attached to each course detail page• One page plan of study lists courses by term &

includes prefix, #, title, credits & student contact hrs (lecture, lab, clinical)


7D Practice Expectation Content

Curriculum includes content & learning experiences designed to prepare students to achieve educational outcomes required for initial practice of physical therapy. Courses include content designed to prepare students to: [see list of practice expectations]•CC-5s = 66 + practice expectations•7Ds = 43+ Practice expectations•Tests & measures & interventions from GuideFOR EACH 7D ELEMENT:AFC: Address first 2 narrative bulletsSSR: Address all 3 narrative bullets•including each test & measure (7D19) and each intervention (7D27)5/18/15 132©APTA Department of Accreditation

7D Practice Expectation Content First Narrative Bullet

1. Describe where content is covered and give examples of learning experiences• NOT just for objectives listed• Provide narrative, don’t just list!!


Did you hear that?

7D Practice Expectation Content Second Narrative Bullet

2. Provide maximum of 5 EXAMPLES of course objectives that show highest expected level:

• Include • Prefix & #;• Course Title;• Objective #, and • Full wording of objective• Should not be objectives exclusively from clin ed

courses• Global objectives are INSUFFICIENT


7D Practice Expectation Content Third Narrative Bullet: SSR ONLY

3. Describe outcome data, where available, that demonstrates actual level of achievement

• Place generalized comments (e.g., pass exams, pass course, maintain GPA) under 7D

• Do not repeat the same thing 43+ times!!• Provide specific data under each 7D• What type of data do you have?• CPI (appendix will be revised to match to 7Ds)• Graduate and employer surveys• ? • Initial Accreditation: identify planned outcome data



Normative Model May Still Be Helpful But Elements No Longer An Exact Match

5/18/15 136

Do it now or do it later…7D6 Implement, in response to an ethical situation, a plan of action that demonstrates sound moral reasoning congruent with core professional ethics and values

7D12 Effectively educate others using teaching methods that are commensurate with the needs of the learner, including participation in the clinical education of students

7D39 Participate in patient-centered interprofessional collaborative practice

7D Ensure Your Curriculum Explicitly Covers All Elements


new

new

Do it now or do it later7D25 Determine those components of the plan of care that may, or may not, be directed to the physical therapist assistant (PTA) based on (a) the needs of the patient/client, (b) the role, education, and training of the PTA, (c) competence of the individual PTA, (d) jurisdictional law, (e) practice guidelines policies, and (f) facility policies.

7D29 Delineate, communicate and supervise those areas of the plan of care that will be directed to the PTA.

7D Ensure Your Curriculum Explicitly Covers All

Elements


• Expect skill development related to thrust and nonthrust techniques

• Resource: Manipulation Education Manualhttp://www.apta.org/uploadedFiles/APTAorg/Educators/

Curriculum_Resources/APTA/Manipulation/ManipulationEducationManual.pdf#search=%22Manipulation Education Manual%22

Developed by the APTA Manipulation Task Force, jointly sponsored by: Education Section, Orthopedic Section, & American Academy of Orthopedic Manual PTs

7D27 f InterventionsManual Therapy Techniques


New wording and emphasis in some elements:•Patient safety•Quality improvement•Patient-centered interprofessional collaborative practice•Use health informatics•Assess impact of health care policies on practice

7D37-41 Participation in health care environment


Respond in Visit Report:– Address how similar or different this is from the

program’s assessment – If the program’s assessment did not identify issue:

• Why you think it is or is not a problem• ** If believe sufficiently covered, describe in more

detail what and how you teach this content

7D If Visit Report IdentifiesCurriculum Issues


Time for your CAPTE

Is this a Good or Bad Answer for the 1st bullet (describe where and how content is covered) to 7D4 (Practice in a manner consistent with the APTA Code of Ethics)?

Lecture, lab, reading assignments, case studies, practical exams

BAD….NOT HELPFUL AT ALL5/18/15 ©APTA Department of Accreditation 143

Standard 7

Providing care through direct access is now listed as specific element under this standard.

144

Standard 7: Element 7D

(See element 7D35)


Standard 8The program resources are sufficient to meet the current and projected needs of the program8A Core faculty8B Administrative/Secretarial & Technical Support8C Financial Resources8D Space, Equipment, Technology, & Materials8E Library &Learning Resource Centers8F Clinical Education Sites8G Written Clinical Education Agreements8H Student Services


• Describe how program determined needed faculty to accomplish all activities delineated in criterion– For ALL activities delineated in the criterion – Provide current and expected core faculty: student ratio and the average

faculty:student lab ratio– Evidence core faculty workloads are within defined workload policies

• Documentation of hiring plans through full implementation– Projected size & composition– Plans & timelines for hiring – Evidence of budget support– Analysis of adequacy of planned # core faculty to do it all…

Effective with submissions after 1/1/16:• At least 3 full time core faculty employed, including Program

Director and Clinical Education Coordinator• Identified qualified faculty for ALL courses in 1st TWO years of

program (core and associated)

8A Sufficient # Collective Faculty: AFC CHANGES


Important

• Describe how determines the # of core faculty needed to accomplish all program activities delineated in the element

• Describe core faculty resources for program• Identify the core faculty:student ratio and the average faculty:student lab ratio• Evidence that core faculty workloads are within defined workload policies• Describe how the faculty teaching and workloads for the program faculty are adequate

to meet the program needs with regard to: – teaching;– scholarship;– program administration;– administration of the clinical education program;– institutional and program committee and governance activities;– student advising;– any expectations related to student recruitment and admissions process; and– other institutional and program responsibilities.

8A Sufficient # Collective Faculty To Meet All Needs (SSR)


Core Faculty Workload Distribution and Course List are developed from data entered into Portal fields

– Have individual pages for each person & each course– USE CONSISTENT MANNER TO DETERMINE % workload

times• Explain formula used or way in which % determined

– If have faculty FTE not totally devoted to the entry-level program, provide breakdown:

8A Sufficient # of Core FacultyTo Meet All Needs


Faculty FTE University FTE Program

Ellen Price 1 FTE .25 FTE

Field Options, if applicable

First Name

Last Name

Credentials

Faculty Type • Pre-fills• If status has changed, delete and recreate based on correct faculty type.

Core or Associated

Position Chair/Director; ACCE, Other Faculty; Chair/Director & ACCENote: Use ACCE for DCE

Scholarly Productivity Not involved in scholarshipActively engaged but product(s) not disseminatedActively engaged, some peer-reviewed disseminated products (< than 5 products last 10 yrs)Actively engaged, numerous peer-reviewed disseminated products (5 or > products last 10 years)

Months Appointed Per Academic Year

PT or PTA PT PTA Both Neither

FTE

USE!!

12 month appointment = 1.00 FTE 5 month appointment = 0.42 FTE11 month appointment = 0.92 FTE 4.5 month appointment = 0.37 FTE10 month appointment = 0.83 FTE 4 month appointment = 0.33 FTE 9 month appointment = 0.75 FTE 3 month appointment = 0.25 FTE 8 month appointment = 0.67 FTE 2 month appointment = 0.17 FTE 7 month appointment = 0.58 FTE 1 month appointment = 0.08 FTE 6 month appointment = 0.50 FTE

Sex

Entry-Level PT/PTA Degree Associate Certificate + Transition DPTBaccalaureate Bachelor + Transition DPTCertificate Master + Transition DPTMaster Not ApplicableDPT

Core Faculty Information (1 of 3)All fields required, except where otherwise noted.

** Print & carefully review and revise; previously submitted AAR responses will pre-populate


Include tDPT here

Highest Earned Degree

(That does NOT represent entry-level PT education )

use NONE/Not Applicable if no degree higher than one that represents entry level

BaccalaureateMaster (advanced)Professional Doctorate (EdD, DrPH, DSc, etc.)Doctor of PhilosophyPost Professional DPT (not tDPT; refers to DPT that is not a tDPT – this is NOT common)

Other (NOT DPT or tDPT)Not Applicable (please use this option if no degree higher than entry level degree or tDPT)

Discipline of Highest Earned Degree Administration Medicine, Other Health DisciplineAnatomy Motor Learning Education (adult ed, allied health, Neuroscience; Neuroanatomyhigher ed, higher ed admin, etc.) Not ApplicableEthics; Humanistic Studies OtherExercise Physiology; Ex Science; Sports Med Pediatric PT; Special EdGerontology Physical TherapyHealth Sciences; Allied Health PhysiologyKinesiology; Biomechanics; Pathokinesiology Public Health

Rank

Total Years as Faculty

Total Years as Faculty in Program

Primary Area of Expertise Taught in Program

Administration/Management NeuroscienceAnatomy NoneCardiopulmonary OtherClinical Education PathologyClinical Medicine PediatricsEducation PhysiologyElectrotherapy/Modalities Professional issues, incl communications, ethicsGeriatrics Psychosocial Aspects of CareIntegumentary ResearchMusculoskeletal Therapeutic ExerciseNeuromuscular

Core Faculty Information (2 of 3)All fields required, except where otherwise noted.

** Print & carefully review and revise; previously submitted AAR responses will pre-populate


Secondary Area of Expertise Taught in Program

Administration/Management NeuroscienceAnatomy NoneCardiopulmonary OtherClinical Education PathologyClinical Medicine PediatricsEducation PhysiologyElectrotherapy/Modalities Professional issues, include communications, ethicsGeriatrics Psychosocial Aspects of CareIntegumentary ResearchMusculoskeletal Therapeutic ExerciseNeuromuscular

Enrolled in Degree Program

Yes (Bachelors Program)Yes (Masters Program)Yes (DPT program – this refers to a tDPT program)Yes (other Doctoral program)No

Certified Clinical Specialist Yes No Not Applicable

Workload Distribution(Core Faculty only) (Provide % time involved in each area listed – total MUST equal 100%)

Teaching (%): Entry level program Other ProgramsService (%): Clinical Practice Committee Work/General Advising, etc; Other (%) Administrative Scholarship

Total Classroom Contact Hours in Program Seeking AccreditationNote: Core and Associated Faculty

Fall WinterSpring Summer

Note: This was not an AAR question, no data will pre-populate

CV/Resume Upload CV for the individual (required for both core and associated faculty)

Scholarship Form (Core only) Upload Core Faculty Scholarship Form for Core faculty ONLY

Qualifications (5,000 character limit)

NOT an AAR question, no data will pre-populate

Narrative: 4A(core)/4D(associated); Identify content taught! Be specific re: contemporary expertise

Core Faculty Information (3 of 3)

All fields required, except where otherwise noted. ** Print & carefully review and revise; previously submitted AAR responses will pre-populate


Be consistent

across faculty!

What is wrong with the following table?


Elements 3C & 8A

8B Secretarial & Technical Support

The program has, or has ensured access to, adequate secretarial/administrative and technical support services to meet expected program outcomes.•Describe secretarial, administrative, and/or technical support available to program, including support for clinical education program.


8C FinancialResources (AFC & SSR)

• AFC: Provide data for • Academic year of the visit. If portal won’t let you…• Each academic year through full implementation of

program– Should reflect increasing demands as program is

implemented• Self-study Report: Provide data for

• Academic year of the visit• Previous academic year• Projected next academic year

– Even if you haven’t requested this yet from your institution


8C FinancialResources (AFC & SSR)

• Income = Allocations to Program• Don’t indicate no income!• Don’t provide total tuition dollars

• Describe in 8C narrative field:– Revenue sources & how each is used if applicable– Adequacy of budget to meet program needs– Process to determine short & long term budget needs that

are tied to strategic planning – If monies come from a budget other than the program’s,

identify• On-site: actual program budget documents5/18/15 155©APTA Department of Accreditation

156

CATEGORY PREVIOUS YEAR CURRENT YEAR(year of visit)

PROPOSED NEXT YEAR

ACTUALIdentify Year:

BUDGETEDIdentify Year:

BUDGETEDIdentify Year:

ALLOCATIONSSource:Source:

$$

$$

$$

TOTAL INCOME $: $ $ $

OPERATING EXPENSES

SALARY EXPENSES, excluding benefitsCore Faculty (FTEs:_____)Associated Faculty (FTEs: _____)Staff

$$$

$$$

$$$

TOTAL $ $ $ $

FACULTY DEVELOPMENT $ $ $

TOTAL $ $ $ $

CLINICAL EDUCATION

Development, Travel, Other

$

$

$

TOTAL $ $ $ $

OPERATIONALSupplies, Communication, Xerox

$$

$$

$$

TOTAL $ $ $ $

EQUIPMENTRepairs, Acquisition, Rental

$ $ $

TOTAL $ $ $ $

OTHER (Specify) $ $ $

TOTAL $ $ $ $

TOTAL OPERATING EXPENSES $ $ $

USE FORM TO COLLECT DATA; ENTER IN PORTAL FIELDS


ALLOCATIONS!Don’t say “no income”!

The program has, or has ensured access to, space, equipment, technology, & materials of sufficient quality & quantity to meet program goals related to teaching, scholarship & services8D1 Classroom and laboratory environments 8D2 Office space 8D3 Lab space available outside of scheduled class time8D4 Equipment & materials8D5 Technology resources8D6 Space & equipment for faculty scholarship

8D Space, Equipment, Technology & Materials (AFC & SSR)


Space must be suitable for all activities. •Classroom and laboratory space is:

– supportive of effective teaching and learning– has access to current technology and safety features

(e.g., internet access, fire extinguishers)– clean, in good repair, temperature controlled, etc.– accessible to students outside scheduled class time

•Office space for faculty and staff:– allows for private conversations/confidential meetings– has secure storage for office equipment, student files,

and other confidential materials

8D1, 8D2, 8D3 Classroom/Lab Space & Office Space


If space is not completely ready for occupancy at the time of the Candidacy Visit, provide a detailed back up plan should renovations not be completed as scheduledRepeated for a reason…..•Space must be suitable for all activities•Office space needs to allow for private conversations and secure storage of student files

8D1 & 8D2 AFC: Classroom/Lab Space & Office Space


• Equipment and materials are:– Typical of those used in contemporary PT practice– In good working condition (indicate maintenance

agreements and inspection frequency)– Of sufficient number/availability – (Program does not have to own all equipment)

• AFC: own or have ordered what need for first year

• Technology resources:– Meet the instructional needs of the program

8D4 & 8D5 Equipment & Technology


• Identify space and equipment needs for each core faculty member to carry out agenda; for example:

The following space and equipment needs are met:– Ann Smith: Northern Digital Motion Analysis System and

access to a biomechanics lab– Joe Brown: Computer, no specific space neededAFC:– address scholarship needs of current faculty– document plans for acquiring space & equipment

as additional faculty are hired

8D6 Relate To Individual

Faculty Needs (AFC & SSR)


Clinical sites available to the program are sufficient to provide the quality, quantity and variety of expected experiences to prepare students for their roles & responsibilities as PTs

In addition to sufficient sites, CAPTE is looking for:•Process to determine that clin ed sites offer experiences consistent with goals of clin ed portion of curriculum & with objectives of individual clin ed courses•How ensure a sufficient # & variety of clin ed sites to support clin ed goals & to meet objectives of individual clin ed courses

8F Clinical Sites (AFC & SSR)


new

Appendices: •Clinical Education Placements Available Form (forms packet)

– # sites needed; # of sites available based on aggregate results of requests for clinical education placements

•For most recent graduating class, table demonstrating each student had experiences required by the program & 6L1-5•List clinical education sites that have accepted at least 1 student annually in the last 2 years

On-site Materials•Clinical education files, including signed written agreements

8F Clinical Sites (SSR)


8F Clinical Sites (AFC)

Eligibility Requirement:•Sufficient placements for 1st F/T clinical experience & any P/T experiences that precedes it •For at least 125% of charter cohort•Placements that are appropriate for these experiences•So identify what type is needed! •125% does NOT represent # of placements needed to support clin ed program•Will need > significantly more, even for 1st experience


8F Clinical Sites (AFC)

Appendices: FOLLOW latest INSTRUCTIONS

• Available Clinical Education Placement Table• PDF with signed Letters of Intent to support

Table• PDF with 1st & last page of executed clinical

education written agreements/contracts to support Table

• Clin Ed Placements Needed at Full Program Implementation (New)


Signed and dated Letters of Intent to provide one or more clinical education placement. Letters of Intent MUST(1) be on the letterhead of the site, (2) be signed by a physical therapist who is located at the site that is agreeing to provide the clinical education experience (additional signatures may be provided if necessary but may not substitute for this expectation) and (3) include the title and credentials of the individual who signs it.


8F Letters of Intent (AFC)

8F Clinical Sites (AFC)Reasons Eligibility Requirements Are Not Met:•Data in table doesn’t match LOI•LOI but no contract; Contract but no LOI•LOI identifies a range of students•CAPTE counts/uses smallest #•Clinical experience not appropriate for 1st FT or PT preceding it•LOI not on letterhead of site•LOI not signed by PT located at site that is agreeing to provide clin ed experience. Additional signatures may be provided, but does not substitute for this expectation NOTE: Health care systems with multiple sites and health care companies that provide physical therapy services at multiple sites must provide individual, site-specific Letters of Intent that meet the above requirements.5/18/15 167©APTA Department of Accreditation

8H Student Support ServicesAcademic services, counseling services, health services, disability services, and financial aid services are available to program students.• Describe available services (listed above)• Element 6K8: If there is a distance component to program,

explain how those students have access to these support services at their location.


Time for your CAPTE

CAPTE now requires each core faculty member to have a private office.

Standard 8

170

TRUE & FALSE: Expect PD & DCE to have private offices. At the very least, other core faculty must have private meeting space AVAILABLE when needed


Which of the following is NOT a CAPTE expectation for the program’s lab space?a)Accessible to students outside scheduled class timeb)Furnished with contemporary equipment/materialsc)Includes designated area for students to change clothes and store personal items d)Has mechanisms to ensure safety, cleanliness, and general maintenance of space and equipment

Standard 8


How many years of financial data (i.e., budget years) must be submitted with the SSR?a)1 - Current year only b)2 – Current year and projected budget for next yearc)3 – Previous year, current year, and projected next yeard)5 – Past 4 years plus the current year

Standard 8

172

AFC: It varies. Must provide current year & every year through graduation of charter class


What is the minimal # of clinical education sites required by CAPTE for established programs?a)3 for every 1 student who matriculates into programb)125% of the size of each classc)150% of the aggregate class sized)Enough to provide the quality and variety of experiences expected by the program for each student

Standard 8


• Feel free to call or email questions– Ellen Price

• [email protected]• 800-999-2782 extension 3242

– Eva Donley• [email protected]• 800-999-2782 extension 3243

– Tasha Johnson (site visits)• [email protected]• 800-999-2782 extension 3247

Thank You!


Accreditation Workshop Part II: CAPTE’s Expectations for Select 2016 Standards & Elements NEXT...

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