Site Visitor Training
Policies & Procedures
NATA Annual Meeting
St. Louis, MO
June 22-23, 2015
Agenda
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•
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Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
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PROFESSION
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Introductions
• Welcome
• Introductions
• Site Visit Committee
• Commissioners
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Executive Committee
Mark Laursen, MS, ATC
President
Boston University
Mark Merrick, PhD, ATC, FNATA
President Elect
The Ohio State University
Jack Weakley
Secretary/Treasurer
Public Member
LesLee Taylor, PhD, ATC
President-Elect (August)
Texas Tech University Health
Sciences
Athletic Training Members
Ray Castle, PhD ,ATC
Louisiana State University
Eric Sauers, PhD, ATC, FNATA
A.T. Still University
Paula Maxwell, PhD, ATC
James Madison University
Chad Starkey, PhD, ATC
Ohio University
Valerie Herzog, PhD, ATC
Weber State University
Commissioner-Elect
Administrative Member
Physician Members
Joseph Guettler, MD
AOSSM Representative
Oakland University
William Beaumont School of Medicine
Gregory Frazer, PhD
Administrative Member
Dean and Professor
Rangos School of Health Sciences
Duquesne University
Bernard Griesmer, MD
American Academy of Pediatrics Representative
HealthTracks Center, Springfield, MO
LaMont Cavanagh, MD
American Academy of Family Physicians Representative
University of Oklahoma School of Medicine
CAATE Office
Micki Cuppett, EdD, ATC
Executive Director
Pamela Hansen, PhD, ATC
Director of Accreditation
Ashley Ahearn, MS, ATC
Manager, Stakeholder
Services
Julie Cavallario, MS Ed, ATC
Accreditation Associate &
Communications Coordinator
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Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
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PROFESSION
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QUALITY
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CAATE Mission Statement
Defining, measuring, and continually improving AT Education.
TRANSFORMING
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CAATE Commission
CAATE Executive Director
& Staff
Site Visit Committee
Review Committee
(Robin Ploeger)
(Barb Long)
Annual Report
Ethics &
Standards
Committee
Committee
(Rob Sipes)
(Sara Brown)
Prof. Standards
Committee
(Mike Hudson)
Site Visitors
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Understanding the SV Process - Overview
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Site Visitor Training
Conflict of Interest Forms (via Survey Monkey)
Program submit materials via eAccreditation
SV Teams assigned for each institution (site visit committee)
Institution notified and accepts/reject team
Site visitors notified of assignment
Site visit conducted
Report submitted via eAccreditation
Review Committee process
Program rejoinder if non-compliant standards
Rejoinder Returned & reviewed by Review Committee
Report to Commission for Accreditation Action
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Site Visit Numbers (estimates)
20142015
20152016
20162017
20172018
20182019
Professional (Bac & Post Bac)
22
29
27
52
83
Post-Professional Degree
--
5
5
4
--
Residency
--
--
--
2
--
Professional
6
9
--
--
--
Post-Professional Degree
--
2
1
--
--
Professional (Bac & Post Bac)
4
13
2
--
--
Post-Professional Degree
--
--
--
--
--
3
2 T H R O U G H1 Q U A L I T Y --E D U C A T I O--N
Continuing Accreditation
Substantive Change – Level of Degree
Initial Accreditation
Residency
TRANSFORMING
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PROFESSION
Total
Numberbeginning
of Visits with 2015-2016 subject35to change 60
35 submitted.
58
* All numbers
until documents
83
Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Roles & Responsibilities
Site Visit Team
• Site Visit Chair
• Site Visit Member
• Site Visit Reader
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Roles & Responsibilities
Site Visit Chair
• Communicate with the institution
• Questions pertaining to self-study and documentation submitted
• Requests for additional information
• Setting the agenda
• Thoroughly review self-study materials in eAccreditation
• Complete the Pre-Site Visit Module
• Communicate with site visit team member/reader on all
matters pertaining to the site visit
• Set timelines and action plan for review of self-study
materials
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Roles & Responsibilities
Site Visit Chair
• Communicate with the CAATE office on questions regarding
self-study and site visit process.
• Work with team members to coordinate plans for interviews
• Discuss interview questions as they relate to standards
• Who is taking lead on interview sessions
• Work with team members to write Site Visit Report (SVR)
• All team members must approve the report before it is submitted via
eAccreditation
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Roles & Responsibilities
Site Visit Chair
• Submit the completed SVR within one (1) week of the site visit
• Evaluate fellow site visit team member and reader.
• Work with Review Team to finalize Site Visit Report
• Communicate via emails or phone calls
• Consult team members on questions from Review Team as all team
members are responsible for the report
• Ensure that all members of site visit team adhere to CAATE
policies/procedures
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Roles & Responsibilities
Site Visit Team Member
• Assist in establishing timelines and plan for evaluation of selfstudy materials
• Thoroughly review self-study materials in eAccreditation
• Complete the Pre-Site Visit Module
• Travel with site visit chair to on-site visit
• Assist the site visit chair in reviewing on-site materials and
conducting interviews
• Assist the site visit chair and reader in writing the SVR
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Roles & Responsibilities
Site Visit Team Member
• Evaluate fellow site visit team members (chair and reader)
• Communicate with the Review Team when appropriate.
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Roles & Responsibilities
Site Visit Reader
• Assist team members in establishing timelines and action plan
for review of the self-study materials
• Thoroughly review self-study materials in eAccreditation
– Complete the Pre-Site Visit Module
• Be available the dates of the site visit in case the team chair or
member cannot travel due to an unforeseen emergency
• Be available during site visit for questions from the chair or
team member
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Roles & Responsibilities
Site Visit Reader
• Assist the SV team in writing the SVR
• The SV Reader is ONLY reading the report and confirming those things
they have read within the self-study, in addition to generalized
copyediting. The reader cannot validate the findings of the team
beyond the aforementioned.
• Evaluate fellow SV team members (chair and member)
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Honorarium
Each member of the site visit team will receive an honorarium.
• Comprehensive review
• Site visit chair – $500
• Site visit member – $350
• Site visit reader – $200
• Substantive Change – Level of Degree
• Site visit chair – $300
• Site visit member – $200
• Site visit reader – $200
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Honorarium
• Prior to receiving the honorarium, the CAATE office must
receive the following documents from each member of the
site visit team:
• Site Visit Report (submitted via eAccreditation by the SV chair)
• Expense report with receipts
• Peer evaluation of fellow team members
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Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
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PROFESSION
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Confidentiality
In order to maintain confidentiality, SVers, subcommittees,
volunteers and staff will not disclose the following documents
and/or information:
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Applications for Accreditation
Self-study reports
Site Visit Reports
All Progress and Annual Reports
All correspondence between CAATE and the program which relates to
the accreditation process.
• BOC documents
• NATA Education Council Documents
• NATA Documents
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Confidentiality
• The CAATE will not make public any of these documents
without the permission of the institution, unless an institution
misrepresents the information either through public
statements or release of selected sections of documents.
• Sign a Confidentiality Statement during training
• indicating they will hold all information regarding institutional reports
confidential.
• Any breech in confidentiality may result in dismissal as a SVer
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Travel
Travel Arrangements
• CAATE will cover all associated site visit expenses
– Programs are charged a set fee to cover expenses
• Egencia – travel agency used by CAATE
– Egencia.com
– Will be issued log-on information
– For travel problems, see phone numbers on contact list or SV
Handbook
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Travel
CAATE Debit Card (Global Cash Card)
• Will be issued a card
• Use for all site visit related expenses
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Travel
Airfare
• Book all airfare through Egencia
• Will be billed directly to CAATE through central billing
• If a flight is out of policy, a small red flag will pop up next to
the flight.
• SV will write a small explanation about why that flight was chosen
instead of one in policy (i.e. flight times needed, location of airport).
The request will be sent to staff for approval.
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Travel
Scheduling Flights
• Should have a tentative schedule of Site Visit prior to making
flight reservations
• No return departures should be made that requires a SVer to
leave the Institution before the conclusion of the Exit
Conference.
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Travel
Hotel Reservations
• Ask program director for recommendations regarding hotels
• Site visitors will make their own hotel reservations
• Hotel reservations can be made through Egencia, another
agency, or the hotel directly.
• Can use the CAATE cash card or personal credit card to reserve the
room
• If reservations are made in Egencia, the hotel will be reserved with the
CAATE central billing credit card
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Travel
Payment for Hotel
• Must use CAATE cash card to pay for hotel, if not already
billed through CAATE
• Must get receipt when checking out of hotel to turn in with
the expense form (even if already billed through CAATE)
– Each site visitor will need his/her own receipt
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Travel
Meals
• SVers allowed a daily meal allowance of $75
• If traveling to an area that has a significantly higher cost for meals
(www.gsa.gov/), contact the CAATE office about extending the amount
• Meals can be paid for with the CAATE cash card
• CAATE will not reimburse for alcoholic beverages
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Travel
Meals
• SVers will pay for their own lunch, not the institution
– Discuss options with Program Director to make arrangements for
lunch (i.e. order in if there is a restaurant that is fast and close or if the
institution has a cafeteria or food court)
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Travel
Rental Cars
• Consult with program director to determine if a rental car will
be necessary (i.e. long drive from airport to institution)
• Reservations can be made through Egencia or other agency
• Use personal credit card to pick up the car
• Charges can be put on CAATE cash card when returning the car
• Accept the Liability Damage Waiver (LDW) insurance coverage
offered by rental car company
• Unless you have a credit card or status with the company to cover the
car in the event of an accident
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Reimbursement
Receipts
• All receipts and Travel Expense Form (Handbook Appendix A)
must be submitted electronically within two weeks after the
site visit
– Receipts for all expenses incurred including those on the CAATE cash
card will be required in order for the site visitor to receive his/her
honorarium
– Receipts can be scanned and sent electronically
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Address
City, State, Zip
email:
Details
Reason for
Travel
Date
CAATE
6836 Austin Center Blvd
Austin, TX 78731
accounting@caate.net
Accomodations
City
Hotel
Approvals
$
Meals
-
$
Statement No:
Report Period: From 1/0/00 to 1/0/00
Mileage Rate:
Transportation
Air/Ground
-
$
Mileage
Cost
-
Traveler:
Date Submitted:
Authorized by:
Date Approved:
Check # __________________________
TRANSFORMING
$0.55
(per mile)
Other
Miles
(Personal
Car)
Location
Totals
Purpose:
Report
Information
Name:
Company
Information
Traveler
Information
Travel Expense Form
Tips
$
-
$
-
$
$
Misc
Personal CC or
Cash
Total
$
-
$
-
$
-
$
-
$
-
$
-
$
-
$
-
-
$
-
$
-
$
-
$
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$
-
$
-
$
-
$
-
$
-
$
-
$
-
$
0 $
-
$
$
-
$
-
$
$
-
Total for Trip: $
-
Less Prepaid/GCC or AmEx: $
-
Total to be reimbursedl: $
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$
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Prepaid/GCC
-
$
-
Date: ______________
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Dress Code
Essential for all SVers to look professional when arriving at the
site and throughout the visit
• Each SVer is an individual, however, there are certain required
behaviors and dress criteria.
• SVer’s appearance and hygiene should be consistent with the
professional image of the SVer.
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Dress Code
Expected dress code
• Travel to the site visit location (on flight and drive to
institution)
– Business Casual (khakis, slacks, golf shirts, sweaters) …at
minimum.
• No Jeans
• All site visit related meetings with program individuals
– Business Attire (suits, dresses, pant suits)
• CAATE nametag must be worn during all aspects of the on-site
visit
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Dress Code
Appearance
• Hair – neat and out of the way
– Facial hair must be kept neatly trimmed
• Make-up, perfume, cologne, and jewelry – use discretion
• No visible body piercings beyond those in the ears
• Additional body piercings must be removed during the site visit (that
includes clear plastic spacers)
• Visible tattoos are prohibited
• Must be covered during a site visit via tape, clothing or make-up
TRANSFORMING
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Cell Phone/Tablet Use
• Cell phones / tablets should not be used for personal use
while conducting CAATE business on a site visit (e.g.
interviews, meals with program personnel, time on campus
when institution personnel may see you, etc.)
– Tablets can be used to access eAccreditation and take notes
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Professionalism
Expectations
• Professional behavior at all times during the on-site visit
• Is competent, considerate, empathetic, courteous,
cooperative, and committed
• Is approachable and respectful when communicating with all
program personnel
• Focus and attention must be directed towards the mission of
the site visit
Professionalism is often judged by communication skills (verbal,
non-verbal and listening), appearance, competence, and
demeanor
TRANSFORMING
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Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Site Visit Process
Purpose of Site Visit
• Validate the self-study report
• Validate compliance with the appropriate CAATE Standards
• To aid CAATE in reaching an accreditation decision that
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is defined
is consistent
is free of personal biases
is free of conflicts of interest
is free of non-sanctioned interpretations
upholds respect for institutional autonomy
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Site Visit Process
Overview
• The scope of the on-site visit process is to assess and validate
the information provided within the self-study:
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understanding of the curriculum
the program objectives and philosophies
outcomes
course objectives
operational procedures
student selection criteria
student evaluation protocols
processes for monitoring progress in the development of student
knowledge and skills
• success of program graduates
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Site Visit Process
Overview
• Expectations of Site Visitors
• Conduct the evaluation in a manner that is free and absent of personal
biases and opinions
• Conduct the visit with respect for the sponsoring institution’s
autonomy, self-governance and self-management within the scope of
the appropriate Standards
• SVers do not make accreditation recommendations
• SVers should not provide specifics on how the institution may
rectify non-compliances
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Conflict of Interest
• Conflict of Interest survey sent to SVers in May listing all
institutions hosting a SV for that year
• Disclose any circumstances where a conflict of interest may
occur.
• Questions about demographics and availability for visits
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Conflict of Interest
 Justifications for conflicts of interest include, but are not
limited to:
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–
–
–
–
–
The institution is in the same state as the SVer
Has worked or interviewed at the institution
Was a SVer at the institution for most recent site visit
Attended the institution
Has served as a consultant to the institution
Worked closely with the Program Director previously (i.e. previous
position, graduate school)
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Site Visit Process
Site Visitor Notification
• Site Visit Committee makes SV team assignments
• Programs notified of SV team; can reject SVers
• An email will be sent to the SV team members indicating their
role and identifying the institution with all program contact
information
• Each site visitor must accept his/her assignment in
eAccreditation
• Within one week of receiving the SV assignment, the SV chair
must make contact with team members and the program
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Site Visit Process
Review of Self Study
• Each team member is responsible for reviewing the materials
in eAcccreditation independently prior to the on-site visit
– Complete the Pre-Site Visit Module in eAccreditation
• All standards and supporting materials should be discussed
among all team members a minimum of one month prior to
the visit
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Site Visit Process
Review of Self Study
• When reviewing the standards, attempt to determine a
preliminary degree of compliance/non-compliance with the
Standards
• Compliant, Non-Compliant, Needs Discussion, Need More Information,
Follow-up on Site Visit, Reopen
• If needed, the SV chair should contact the program to request
any additional materials or to clarify areas of question
• Reopen specific standards via eAccreditation
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Site Visit Process
Site Visit Agenda
• All professional program site visits will use the 3 day agenda
(Appendix D)
– Post-Professional and Residency may have a shorter visit
• Established by the Program Director SV Chair in consultation
with team members
• Expectations
• Site visitors are expected to remain throughout the entire visit
• The reader should be available for consultation during the visit or
travel in case of an emergency
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Site Visit Process
Site Visit Agenda
• Will include sessions with representatives from:
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•
•
•
•
Institution’s administration
Faculty
Program officials
Clinical personnel
Students
• Review student records; visit labs and clinical sites
• A conference room or office, with internet access, should be
available for the SV team to use throughout the entire visit
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Site Visit Process
Initial Meeting
• Should be a small group and includes the Program Director,
Clinical Coordinator, Chair, and Dean
• Introduce team and share an overview of the process for the
next three days
• Reinforce the process as a fair and unbiased assessment of the
program
• Alleviate any fears about the process
• Preliminary Conference Script is available in the Site Visitor
Handbook (Appendix E)
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Site Visit Process
On-Site Visit
• Use the Site Visit Checklist and Site Visitor Interviewee and
Standard Correlations (Appendix B and C)
• Standards are the minimum requirements that a program
must meet
• Triangulate the information from the self-study, interviews with
various personnel, and what is viewed during the on-site visit
• Only report the findings!
• Avoid imposing personal judgments or opinions and focus on the facts
• Meet with the program director daily to keep him/her
apprised of concerns, areas of non-compliance, etc.
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Site Visit Process
Exit Conference
• A time for the program to receive validations of the data
gathered
• Most program officials are not surprised at the findings
• If program officials are surprised or become defensive, reiterate that
they will have an opportunity to respond to the concerns through the
rejoinder
• Review the findings with the Program Director prior to the exit
conference; a forewarning of potential concerns and/or noncompliances
• The sponsoring institution determines who may attend the
exit conference
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Site Visit Process
Exit Conference
• Exit Conference Script is available in the Site Visitor Handbook
(Appendix E)
•
•
•
•
Express thanks for help received
Description of programmatic strengths
List non-compliance(s) with rationale from the Standards
Recommendations that may strengthen the program
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Site Visit Process
Writing the Site Visit Report (SVR)
• A confidential report completed jointly by members of the SV
team
• Only the chair has access to write within eAccreditation
• Ensure there are no typos and grammatical errors
• If there are issues within a program that cannot be directly
related to a Standard, write those comments in the “Notes”
section of the site visit report
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Site Visit Process
Hints for Completing the SVR
• Formal/proper names for people, places, or institutions can
be used when specifically identifying non-compliances but not
when referring to an individual’s comments during an
interview
• Check every Standard!
• Unsure if it should be cited?
– Cite it as Non-Compliance and provide a thorough description of the
situation for the Review Team to consider
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Site Visit Process
Site Visit Report (SVR)
• Introduction – Brief History of the Program
• Strengths – Positive Aspects of the Program
• Standards – Report areas of non-compliance with a rationale
• Recommendations – Suggestions that might strengthen the
program
• Individuals interviewed – List name, credentials, and role in
program
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Site Visit Process
Overview of the Program
• Introduction/Brief history should include:
• where the program is housed within the university/college structure
• when the program received initial accreditation
• any additional background that may be relevant to understanding the
mission and goals of the program
• Strengths – a numerical list of statements that reflect the
positive aspects of the program
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Site Visit Process
Example of Brief History
Starkey State University (SSU) is one of the oldest institutions of higher
education in the country and is the oldest in the state. The institution
emphasizes undergraduate liberal arts and professional education. Starkey
State University has an enrollment of approximately 1800 full-time
undergraduate students. Small in size and student numbers, SSU is described
as quaint with a family-like atmosphere. The college has undergone multiple
renovations to update its facilities and is currently building a new dormitory.
Starkey State University prides itself in offering quality education and is
committed to maintaining a low instructor to student ratio.
The Athletic Training Program has a rich history and long-standing tradition
within the Department of Kinesiology. The Department also houses programs
in Recreation, Health Education, and Physical Education. The program boasts
outstanding educators as their founding fathers, with the inception of the
program in 1972. Initial accreditation was granted in 2000 by CAAHEP.
Continuing accreditation by CAAHEP occurred in 2005 and again by CAATE in
2010.
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Site Visit Process
Example of Strengths
1. The support of the university administration and their
knowledge of the program are to be commended.
2. The variety of clinical experiences available in the Lake’s area
is an asset to the program and students.
3. The availability, openness and “family” feeling of the faculty is
heralded by the students.
4. Involvement of the alumni and quality of the preceptors
provide the students with educational and mentoring
opportunities.
5. The motivation of the students is admired by the clinicians
and viewed as optimistic for the future of the program.
TRANSFORMING
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EDUCATION
Site Visit Process
Standards
• If the institution has NOT provided evidence or documentation
for compliance, it is a non-compliance
• Each Standard stands alone
• Remember:
• Programs must meet the Standard; they don’t have to be “excellent”
• Poor athletic training practice does not constitute non-compliance
• Remember that if it is a “plan” or “will happen”, it has NOT been
implemented; therefore it is a Non-Compliance
TRANSFORMING
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EDUCATION
Site Visit Process
Writing the Rationale
• Make certain that the rationale/ evidence for the NC is
complete, appropriate, and consistent based on the content
of the Standard!
• No PERSONAL OPINIONS!
• Must be thorough enough for the institution to understand exactly
what the CAATE is requiring
• Be general when necessary “Interview with students ...” as
opposed to “Mary Smith said…”
• Provide specific and detailed rationales that include course
numbers, identify affiliate site, ATC name, etc. (i.e. state the
facts, not the emotion).
• Do not refer to another Standard and do not use same
rationale for multiple Standards.
TRANSFORMING
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PROFESSION
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QUALITY
EDUCATION
Site Visit Process
Example of writing a Rationale
• “Several course syllabi did not include course objectives.”
– (This statement is not a complete rationale since neither the program
nor the Review Team will know to which course syllabi the Site Visit
Report is referring.)
• Programs should not be required to submit all their course
syllabi if only some were non-compliant. Thus, the more
complete rationale would be …
– “The following course syllabi did not include course objectives: ATP
100, ATP 102, ATP 204, ATP 301, ATP 450.”
TRANSFORMING
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QUALITY
EDUCATION
Site Visit Process
Recommendations
• Are not designed to replace compliance with the Standards
• Must demonstrate compliance with a Standard first;
recommendations should only serve to strengthen the
academic program
• Recommendations that could be construed as noncompliances should be stated that “although compliant, …” or
some other similar language to indicate they are truly
compliant with the Standard but there is a recommendation
for improvement
• Must be listed numerically and reflect the Standards and not
personal opinions or biases
TRANSFORMING
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PROFESSION
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QUALITY
EDUCATION
Site Visit Process
Recommendations
• Items pertaining to the Standards:
• For areas that are already compliant, these recommendations would
strengthen the program in a particular area (example: they have two
physicians, but have access to several others that would really
strengthen the students’ education).
• Inconsistencies between programs at the institution:
• These recommendations would assist with bringing more consistency
between programs at the institution (for example: other programs are
listed on the Provost’s website but the AT program is not).
• The Program’s identified weaknesses:
• The program identified these areas as weaknesses in their self-study.
The SVers, however, felt they were compliant.
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EDUCATION
Site Visit Process
Individuals Interviewed
• List the individuals interviewed during the on-site visit.
• List the highest administrator interviewed first (i.e. President,
Dean), following order of hierarchy
• Include the first name, last name, credentials (i.e. PhD, EdD,
MS, ATC), and position (e.g. Head Athletic Trainer at Ghost
College) in relation to the program
• Joe Smith, Ph.D., ATC
• Document will be uploaded into eAccreditation
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EDUCATION
Site Visit Process
Submitting the SVR
• Submitted by SV chair via eAccreditation no later than one (1)
week following the site visit
• Must be approved by all site visitors
• DO NOT discard any materials until after you have been
notified of the final SVR being sent to the program
TRANSFORMING
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EDUCATION
Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Quality Assurance
• Purpose:
– Improve the SV process and increase the quality of its site visits. An
integral part of our quality assurance process is obtaining valid
feedback from all individuals (peer, program, and review team)
involved in the site visit process.
• Cumulative data will be collected and sent to all site visitors
– Will allow the site visitor to see his/her status compared to other site
visitors
• Appendix F – Questions on evaluation surveys
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Quality Assurance
Peer Evaluation
• Completed by site visitors on the site visit team member(s).
• Evaluation includes professionalism, knowledge of Standards, and
preparedness for visit (i.e. fair and objective, maintained
confidentiality, unbiased, and appropriately dressed).
Program Director Evaluation
• Completed by the Program Director on the site visit team members.
• Evaluation includes professionalism, knowledge of Standards, and
preparedness for visit (i.e. fair and objective, maintained
confidentiality, unbiased, and appropriately dressed).
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Quality Assurance
Site Visitor Summary of All Evaluations:
• Completed and sent to the Site Visit Committee for review
Evaluation and Feedback Process
• After all evaluation surveys are received by the CAATE office,
site visitor data is compiled and sent to the Site Visit
Committee chair
• After all data has been reviewed by the Site Visit Committee:
• Feedback sent to individual site visitors
• Summary data of all site visits sent to the site visitors
TRANSFORMING
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Quality Assurance
Site Visitor Dismissal Policy
• Although the CAATE site visitor is receiving an honorarium, it
is considered a volunteer position. Dismissal of a site visitor
may take place if:
• A site visitor is unprofessional, has poor evaluations, demonstrates
inappropriate behavior, or fails to adhere to established policies and
procedures.
• The CAATE Site Visit Committee reserves the right to
recommend dismissal of a site visitor to the CAATE Executive
Committee for any reason.
• In this event, the site visitor will be notified in writing.
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Quality Assurance
• The Site Visit committee will continue to analyze all data and
re-evaluate the Quality Assurance process.
• Updates will be made as appropriate.
TRANSFORMING
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Quality Assurance
Summary
Mean 4.81
Standard Dev 0.224
Minimum 3.750
Maximum 5.000
Peer
Mean
Standard Dev
Minimum
Maximum
TRANSFORMING
THE
Admin
4.80
0.237
3.750
5.000
PROFESSION
Mean 4.89
Standard Dev 0.166
Minimum 4.375
Maximum 5.000
THROUGH
QUALITY
EDUCATION
Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
• The SVR is submitted via eAccreditation to the CAATE office
and checked for typos, grammatical errors and proper format
prior to being sent to a Review Team.
• The CAATE office provides access to the SVR to a pre-assigned
Review Team in eAccreditation.
• All members of the primary review team examine the report
and make an initial assessment of the report’s findings.
TRANSFORMING
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QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
• When necessary, the report is forwarded to a secondary
Review Team to comment on the findings of the primary
Review Team.
• The report is then finalized by the primary review team.
• Report sent to Review Committee Chair
• The finalized report is then submitted via eAccreditation to
the CAATE office. The Review Teams complete their review
and submit the report to the CAATE office within 6-8 weeks
from its receipt.
TRANSFORMING
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PROFESSION
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QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
The Review Team will assure that each SVR is complete.
1. Review the first page to ensure all information (e.g. the
institution name and administrators, dates of the site visit,
SVers’ names, type of program, and title of major) is correct.
2. Review and edit for clarity, appropriately cited noncompliances, grammatical and typographical errors, wellwritten program history, strengths, and recommendations.
Both the strengths and recommendations should be placed in
numerical order.
TRANSFORMING
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PROFESSION
THROUGH
QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
3. The review team will assure the list of names is formatted
appropriately as indicated above.
4. The Review Team will analyze each Standard to determine its
level of compliance. If a Standard is deemed “non-compliant,”
the Review Team will assure there is adequate evidence and
sufficient description to provide the program with a detailed
understanding of why the Standard did not meet the
benchmark for compliance.
TRANSFORMING
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PROFESSION
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QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
4. Determining compliance cont.
• If the preliminary SVR is changed from that submitted by the SV team,
the Review Team will add or delete the narratives and change the
compliant/non-compliant nomenclature as needed. The SVR must
contain thorough information regarding the non-compliance.
• If the report is incomplete (or if there are any concerns or
discrepancies in the report), a Review Team member will discuss the
concerns with the SV chair (or SV team member if the SV chair cannot
be reached within a reasonable timeframe i.e. 1-2 days).
TRANSFORMING
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QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
5. Review Team members will contact the SV chair during the
review of each report.
• Additionally, the SVers may get contacted whenever information
regarding non-compliances or recommendations are unclear.
• Clarifications in the SVR can be done by phone, e-mail or
eAccreditation.
• A message may be left in advance to allow the SVer to prepare for the
call (i.e. have the SVR ready for the call).
TRANSFORMING
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PROFESSION
THROUGH
QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
5. Review Team members will contact the SV chair cont.
• At times, the Review Team member or CAATE liaison may have a
conversation with the SVer to explain a Standard or change a
compliance/NC. Occasionally a conversation may get awkward if the
Review Team member is attempting to clarify the rationale of a
compliance/non-compliance.
• Remember, these conversations are not a personal affront and should
always be professional. Also remember that while the SV team was the
CAATE’s representative on-site, the report comes from the CAATE, and the
final determination of the appropriateness of a citation is determined by
the CAATE. Thus, the final decisions may ultimately conflict with the
Svers’ analysis.
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Review Team Process
Reviewing Site Visit Reports
5. Review Team members will contact the SV chair cont.
• It is the job of Review Team members to converse with the SVers,
analyze the Svers’ written explanation and then compare that
information with the Standard to determine a program’s level of
compliance.
• Reports requiring greater detail/information or poorly written in
multiple areas can be returned to the SVer for correction. In this case,
the Review Team will contact the CAATE office and the CAATE office
will return the reports to the SVer for correction.
TRANSFORMING
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PROFESSION
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EDUCATION
Review Team Process
Once the primary and secondary Review Teams come to
consensus on the report, it is sent to the Review Committee
Chair who returns it to the CAATE office via eAccreditation. The
CAATE office will then send the final report to the program and
SVers via eAccreditation.
A similar process is used for the Rejoinders and Progress Reports;
reports are passed through two Review Teams before the reports
are returned to the CAATE office.
• SVers are not contacted during review of the Rejoinders or Progress
Reports.
TRANSFORMING
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PROFESSION
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QUALITY
EDUCATION
Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
PURPOSE
• The Substantive Change – Level of Degree Process is designed
for Programs that are mid‐accreditation cycle and wish to
voluntarily change the level of the degree without completing
an entire self-study. (Professional & Post-Professional Degree)
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ELIGIBILITY
• This process is available annually to programs that are midaccreditation cycle and are in good standing (i.e., not on
probation).
• Coinciding Substantive Change – Level of Degree Process and
Comprehensive Program Review (April 23, 2014 Release)
– Early comprehensive review – no more than 2 years
– Delay comprehensive review – will not be granted
– All requests subject to available Commission resources
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Review Process
• Chair should contact PD and introduce – just like typical site visit
• Only reviewing the specific standards that are part of the
Substantive Change document
• Professional Programs: 38/109
• Post-Professional Degree: 20/83
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EDUCATION
Professional Programs (38/109)
Standards Sections
Standards Numbers
Sponsorship
1, 2
Outcomes
4, 5, 6
Personnel
14, 15, 16, 17, 18, 25, 26, 30, 31, 32,
33, 34,
Program Delivery
42, 43, 44, 45, 46, 53, 54, 55, 56,
Health & Safety
none
Financial Resources
81, 82
Facilities & Instructional Resources
none
Operational Policies & Fair Practices
88, 89, 90
Program Description &
Requirements
TRANSFORMING
91, 92, 93, 94, 95, 96, 97
Student Records
THE
PROFESSION
none
THROUGH
QUALITY
EDUCATION
Post-Professional Programs (20/83)
Standards Sections
Standards Numbers
Sponsorship
1, 3
Outcomes
8, 9, 12, 13, 14
Personnel
none
Program Delivery
41, 42, 51, 55, 56
Financial Resources
60
Facilities & Instructional
Resources
Operational Policies & Fair
Practices
Program Description &
Requirements
Student Records
TRANSFORMING
61
69, 70
72, 73, 74, 75,
THE
PROFESSION
none
THROUGH
QUALITY
EDUCATION
Review Process
• Document Review
– Request Additional Information
• Only material related to Selected Standards – may not request
information for Standards not included in the Substantive
Change Document
TRANSFORMING
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QUALITY
EDUCATION
Review Process
• Recommendation for a Site Visit
– Work with Site Visit Committee Chair & CAATE office
• Rationale must be provided related to Substantive Change–
Level of Degree Document
• On-Site Visit
– Not an automatic occurrence
– If needed, focused visit on area(s) of concern
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Agenda
•
•
•
•
•
•
•
•
Welcome/Introductions
Understanding CAATE
Roles and Responsibilities
Policies
Site Visit Process
Quality Assurance
Review Team Process
Substantive Change – Level
of Degree
• Closing Remarks
TRANSFORMING
THE
PROFESSION
THROUGH
QUALITY
EDUCATION
Questions