Developing Program
Workshop
Commission on Accreditation in
Physical Therapy Education
Structure of the Workshop
 PART 1
Describe the pre-accreditation process
Early development activities
Some discussion of requirements for the AFC
 Part 2
The Candidacy Visit
CAPTE’s approach to on-site reviews
What to expect in interactions with reviewers on-site
What is good vs. bad evidence
 Part 3
 Discussion of the standards and required elements and the
expectations for Candidacy
3/22/2016
Purposes of this Workshop
1. For programs in the very early stages of development:
description of current context for PT education
2. Briefly introduce CAPTE
3. Demystify the CAPTE pre-accreditation process (informally
referred to as “Candidacy”)
4. Discuss the general expectations for achievement of
Candidate for Accreditation Status
5. Provide guidance on how to develop an Application for
Candidacy (AFC)
6. Describe some of the reasons for denial and citations
7. Answer questions
3/22/2016
You may think you know about
accreditation, but
you haven’t met CAPTE yet!
3/22/2016
Important Takeaways
 This is a rigorous process designed to foster quality from
the beginning
 We’ve given you a roadmap, follow the directions
 The burden of proof is on the program
 Doing it right the first time increases the chances of
success
 The Rules change frequently, keep up with them
3/22/2016
DPW Resources
 Slides: DPW/SSW
 Part 7 of the Rules of Practice and Procedure
 Info about Candidacy Visit & Report
 2016 Standards and Required Elements for the AFC
 Conducting and Writing a Needs Assessment
3/22/2016
CURRENT CONTEXT
1. Number of Programs
2. Students
3. Faculty Availability
4. Clinical Site Availability
5. PT/PTA job market
6. Regulatory environment
7. Discussions in the profession re:
expansion of types of support personnel
8. Changes in reimbursement
3/22/2016
Number of Accredited Programs
1990-2020 (projected)
3/22/2016
Number of US Programs
PT Programs
PTA
Programs
TOTAL
Accredited
230
348
580
Developing
29
46
75
259
394
655
As of 2/2/16
TOTAL
3/22/2016
Students
PT students
31,426 enrolled
Avg class size = 43
62.6% are female
77.5% are White
Avg age at admit =
24
PTA Students
13,272 enrolled
Avg class size = 23
64.5% are female
73.5% are White
Avg age at admit
= 27
tend to be place
bound
F
3/22/2016
Graduates 2004-2019
3/22/2016
Faculty Availability
(based on AAR data)
PT Programs
•Current faculty (2015-16)
PTA Programs
•Current faculty (2015-16)
2782 full-time
 923 full-time
319 part-time
 274 part-time
Student to Faculty ratio: 11.5 to
1 (core), 13.1 to 1 (lab)
 Student to Faculty ratio 14.9 to 1
(core), 11.4 to 1 (lab)
 Open positions in existing
candidate & accredited
programs
 Open positions in existing
candidate and accredited
programs
168 current
 33 current
173 projected
 34 projected
3/22/2016
Clinical Site Availability
Educational experience, not OJT
Course, with credit attached
CEC is responsible faculty member
Issues
CI qualifications
Productivity expectations
# available placements
Variety issues
Before or after accreditation?
3/22/2016
PT/PTA Job Market
BLS data
• PT: 73,500 increase 2012-2022
• PTA: 29,300 increase 2012-2022
APTA prediction model
Shortage or mal-distribution?
Anecdotal evidence of shrinking PTA job
market in some areas
Development of new programs:
 PT programs more than doubled by 2017
 PTA programs more than tripled by 2017
3/22/2016
Group Activity
Defend or reject the following market justification provided by
developing programs and previously submitted AFC's:
 The demand for additional students by clinical sites and the availability
of sites for the purposes of clinical education in the area necessitates
the need for the college to develop a PT/PTA program in an effort to
meet local, regional, and national workforce needs.
Discuss the following:
 What other factors are important considerations when conducting a
market survey for the development of any professional or
occupational program of study?
 Which are the most important factors in making a determination about
the feasibility of developing and offering a new program at your
institution?
3/22/2016
BREAK
3/22/2016
Regulatory Environment
 USDE expectations related to assuring student
achievement
 CAPTE sets thresholds for student achievement:
 Graduation rates
 Licensure pass rates
 Employment rates
 “Gainful employment” issues
 Transparency and accuracy of information
3/22/2016
APTA discussions
APTA in midst of discussions
regarding
the use of supportive personnel,
including the PTA.
Change role of PTA?
Change curricular content of PT? PTA?
Change in educational level of PTA?
3/22/2016
Payment Issues
Questions being raised regarding the
level of payment for services provided
by PTAs
Medicare/Medicaid do not pay for
care provided by students at either
level
3/22/2016
New Standards
New Standards and Required Elements
adopted by CAPTE November 2014
Effective January 1, 2016
All Candidacy decisions beginning with
2015C
3/22/2016
Meet CAPTE
Recognized specialized/programmatic
accrediting organization
Recognized since 1977, but APTA involved in education QA
since 1928
31 Commissioners/3 working groups
Meets in April & November (& July)
Candidacy & Accreditation decisions
Central Panel meeting in late July/early August for
Candidacy decisions and other business
3/22/2016
Accreditation
Voluntary, nongovernmental, process
of external peer review used by US higher
education to scrutinize colleges,
universities, and educational programs for
quality assurance and quality
improvement.
3/22/2016
CAPTE Accreditation
Voluntary
You have voluntarily decided to develop a PT/PTA
program
CAPTE accreditation required for licensure and federal
student grants
Thereby, requires programs to abide by CAPTE standards
and procedures
Nongovernmental
Process of external peer review
For quality assurance and quality improvement
3/22/2016
Standards & Required Elements
Minimum, but not minimal, expectations
Specific, but not prescriptive,
expectations
• A few prescriptive criteria do exist
Describe what programs need to do, but
not how it is to be accomplished
3/22/2016
2016 Standards
1. Mission, goals, and outcomes
2. Assessment & Planning
3. Institution and Program Integrity
4. Faculty
5. Students
6. Curriculum Plan
7. Curriculum Content
8. Resources
3/22/2016
T H E N E W S TA N DA R D S
What’s NEW exactly?
Expectations for faculty
Curriculum
Assessment
Format for evidence
26
The CAPTE Candidacy Process
A process based on evidence
• Application for Candidacy
• Other documents
• Interviews
• Observation
Purpose
Develop a relationship with CAPTE/staff
Demonstrate institution’s commitment to
development of a quality program
Promote good planning for the proposed
program
Ensure sufficient readiness for implementation of
the proposed program
Increase the chances for a positive accreditation
decision
3/22/2016
Underlying Philosophy
The charter class deserves the same
level of educational quality as
subsequent classes.
 Qualified faculty
 Curricular content / delivery
 Clinical education experiences
 Overall educational experience
 Ability to pass the licensure exam
And, so do the patients/clients that new
graduates will care for.
3/22/2016
Context: Continuum of development
Same standards/elements, different expectations
Plan program
Achieve Candidacy
Satisfactory Progress Toward Compliance,
Based on expectations specified in AFC
Implement program with continued development &
submission of annual reports
Achieve (initial) Accreditation
Compliance
Report outcomes / continued compliance
3/22/2016
Candidacy vs Accreditation
Satisfactory Progress toward Compliance
Varying levels of development related to individual
criteria: specified in AFC instructions
Compliance
Has the program provided evidence that it meets the
standards?
Have the students received an appropriate education
to prepare them for practice?
3/22/2016
Early Activities
(1 of 2)
 Assessment of Feasibility & Need
May be different for PT or PTA programs
Local, regional data, national data for PT
Local, regional for PTA (not just BLS data or a few local
clinical providers)
Lots of prospective students does NOT equal need for program
Implications of regulations re: outcomes
Are there physical therapy jobs where grads want to work?
FORMAL NEEDS ASSESSMENT IS REQUIRED
CAPTE defined process
3/22/2016
Early Activities
(2 of 2)
Approvals Required (program & degree)
Institutional (at highest level required)
State Higher Ed Regulatory Agency
Board of Higher Education?
Institutional licensing/authorizing body?
Charter / statute
Institutional Accreditor
3/22/2016
Planning for Program Development and Implementation
Factors to consider: Timing
Which candidacy review cycle to seek
When the charter class is planned to begin
professional/technical courses
When the charter class will be enrolled in the
penultimate term of the program
When charter class is scheduled to graduate
Timing (fixed dates) of licensure examination following
graduation.
3/22/2016
Planning for Program Implementation
Timing of licensure examinations
FSBPT controls administration of the NPTE
Four administrations per year (began 2013)
PTA Dates: early January, April, July, October
PT Dates: late January, April, July, October
Students cannot register until CAPTE grants
accreditation; must register at least 5 weeks prior to
testing date
3/22/2016
Planning for Program Implementation
Timing of penultimate term of charter
class enrollment…
Determines when the on-site visit for initial
accreditation will occur:
Typically late in the term
3/22/2016
Planning for Program Implementation
Timing of graduation of charter class…
Determines when CAPTE will make the
accreditation decision (April or November)
CAPTE decision prior to graduation (or no more
than 30 days after)
At least 10 weeks between on-site visit and CAPTE
decision
3/22/2016
Planning for Program Implementation
Timing of matriculation into the program…
Candidacy decision needs to be made at least 3
weeks prior to matriculation.
Allows time after the decision to address issues that
could arise if there is a negative decision.
3/22/2016
Planning for Program Implementation
Selection of Candidacy Cycle
 Determined by planned matriculation of students into the
technical/professional phase of the program
Planned Enrollment
Decision
Submission Date
Fall
Jul/Aug
March 1
Spring
Nov
June 1
Summer
April
December 1
 Submit Developing Program Information Form (DPIF)
 7 programs per cycle limit; if a requested cycle is full, the
program will be placed on the next available cycle. Ties
will be broken by date/time of receipt of DPIF
 Currently working on 2017A (March 1 AFC submission)
3/22/2016
BREAK
3/22/2016
Candidacy Process: 7 Steps
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by
Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 1: Notification of Intent
 Letter of intent to seek accreditation
 Accompanied by documentation that the institution
 is approved to offer post-secondary education and is degree granting
 is accredited by a recognized accreditor and in compliance with all
expectations
 has approval to develop/offer the proposed program from
 Institution (highest level required)
 State authorizing agency
 Institutional accreditor (at least applied for)
 USDE financial responsibility score > 0
 Includes contact info of administrative officials
 Include contact info for state authorities and institutional
accreditor
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 2A: Employ a Program Director
 This step can occur simultaneously with Step 1
 PD should be employed at least 6-9 months prior to
planned date for submission of AFC
 Employed means “on board” working at/for the
institution on a full-time basis to develop the program
 PD meets qualifications specified in Standards
3/22/2016
PTA PD Qualifications
4G The program director is a physical therapist or physical therapist assistant who demonstrates an
understanding of education and contemporary clinical practice appropriate for leadership in physical
therapist assistant education. These qualifications include all of the following:
 a minimum of a master’s degree;
 holds a current license/certification to practice as a PT or PTA in any United States jurisdiction; Note: If
clinical practice is required for licensure and the individual is not engaged in clinical practice, provide
a statement to that effect and provide the reference in the State Practice Act that would preclude
licensure;
 a minimum of five years (or equivalent), full-time, post licensure experience that includes a minimum
of three years (or equivalent) of full-time clinical experience;
 didactic and/or clinical teaching experience;
 experience in administration/management;
 experience in educational theory and methodology, instructional design, student evaluation and
outcome assessment, including the equivalent of nine academic credits of coursework in
educational foundations. NOTE: if the program director does not have nine academic credits of
coursework in educational foundations, and the program wishes to seek an exemption, provide a
rationale for the equivalency of the program director’s qualifications to meet the intent of this
expectation.
3/22/2016
 NOTE: Completion of APTA’s Education Leadership Institute constitutes 9 academic credits.
Step 2B: Notify Accreditation that PD has been Employed
Official Notification (i.e., on institutional letterhead)
Include
Copy of the PD’s CV that justifies qualifications
Copy of PD contract (salary info redacted)
Copy of existing policies re: full-time employment
Statement, signed by CEO and PD, that PD is indeed
employed full-time by the institution in accordance with the
existing policies
PD Contact information, incl. email and phone # at the
institution
3/22/2016
Step 2B: Notify Accreditation that PD
has been Employed
When all required information has been received,
but not before, we will
Respond with a request for some information about
plans for development (DPIF)
Provide the Program Director with a username and
password for the Portal and instructions for its use,
including submission of conflicts
Add the program to the list of developing programs on
CAPTE’s web site
3/22/2016
NEW Requirements to Establish a Review Cycle
49
Needs Assessment
Examines local, regional, and national data
Statement of Implications of a Summer
Graduation
To prospective students prior to enrollment
©APTA Department of Accreditation
12/2015
Step 2C: Employ a CEC (SOONER RATHER THAN LATER)
Clinical Education Coordinator MUST be employed at
time of AFC submission
Development of the clinical education component of
the program is important and time-consuming
Much work needs to be done PRIOR to submission of
the AFC
An eligible AFC rests in large part on the availability of
sufficient clinical placements
Support for the PD in decision-making and program
development
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review by
Candidacy
Reviewer / Visit
to program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 3A: Develop the program
 Contingency Plan
 Mission, goals of the program (relate to institution)
 Expected program outcomes
 Student related policies, procedures, practices
 Faculty related policies, procedures, practices
3/22/2016
Step 3A: Develop the program
Curriculum
 Expected student outcomes
 Curriculum plan: organization, sequence, integration, detailed
objectives
 Syllabi for all courses in the technical/professional portion
Resources: faculty, space, equipment,
learning resources, etc.
Clinical Education program
All other aspects of the program
3/22/2016
Useful Resources
 APTA documents
Considerations for Developing Programs
Normative Models of PT/PTA education
Minimum Required Skills.... documents
Guide to Physical Therapist Practice (web-based only)
Outcomes Assessment in Physical Therapy Education
CPI: Clinical Performance Instrument
CSIF: Clinical Site Information Form
 Consultants
Contact libbyross@apta.org
3/22/2016
More Useful & Necessary Resources
CAPTE Accreditation Handbook
Rules of Practice and Procedure
Part 7: Candidacy process
Part 8: Accreditation process
Part 13: Reconsideration of Adverse Decisions
Part 14: Appeals
Standards and Required Elements
Additional information about process
Position Papers
Principles of Good Practice for Distance Learning in Physical Therapy Education
Role and Qualifications of PTA Program Director
Expectations and Intent for Full-time Core Faculty in PTA Programs
The Doctor of Physical Therapy (DPT) as a Faculty Credential
Physical Therapy Faculty and Scholarship
3/22/2016
Role of Staff
Primary role is to facilitate the
process
Staff are NOT consultants to
the program
3/22/2016
Step 3B: Identify Conflicts of Interest
Access to Portal gives access to list of members of the
Cadre of On-site Reviewers (includes current CAPTE
members)
Within 2 months of being granted access to the
Portal, must identify members of the Cadre in conflict
with the program
If you do not do this we will stop the process.
3/22/2016
Step 3D: Reconfirm Planned Submission
Due 90 days prior to planned submission
On or before
Dec 1 for Mar 1 submission
Mar 1 for Jun 1 submission
Sep 1 for Dec 1 submission
VIP: if you do not do this, we will stop the
process
We need the information for planning purposes
3/22/2016
Step 3C: Develop the AFC
Current process requires electronic submission
using the CAPTE Accreditation Portal
The AFC has three components:
1. Narrative responses/Portal fields
2. Uploaded Appendices
3. On-site materials
3/22/2016
60
Formats for Evidence
Portal fields
Narrative
Appendices &
Onsite
©APTA Department of Accreditation
• Programs enter data that creates forms in
report
• Written description intended to describe how
meeting the Element
• NEW: Lists found in instructions
• Each item identified only once
• Required naming convention for Appendices!!
12/2015
The AFC: Narrative
Description of the plan for program in relationship to
each of the Standards and to program’s unique
mission
Addresses every required element, including each
of the elements under Standard 7 (Curriculum
Content)
Must be more than re-statement of the element;
provide evidence of current level of compliance
and describe how the program plans to meet the
element
Compose in word processor, cut & paste to portal
3/22/2016
In the AFC Narrative...
The requested evidence is intended to answer
these generic questions:
 what’s in place now in preparation for student matriculation?
 what still needs to be done to be in full compliance?
 how will full compliance be achieved?
Provide the information requested in the evidence
list for each element.
3/22/2016
Standards Structure
Eight Standards
Required Elements for each Standard
Evidence of Compliance
Portal fields
Narrative
Appendices (Uploaded Documents)
On-site materials
3/22/2016
The AFC Appendices
Provide the evidence, i.e., the details, that
supports or expands upon the statements
made in the narrative
Required appendices are listed in the AFC instructions.
Provide (upload to portal) the requested information.
Required naming conventions*
Other information can be uploaded at the discretion of
the program
3/22/2016
The AFC: Specified Appendices
 Relevant catalog(s)
 Institutional Faculty and Student Handbook
 Faculty/staff union contract, if applicable
 Program Policies and Procedures manual (if available)
 Program Faculty Handbook (if available)
 Program Student Handbook (if available)
 Clinical Education Handbook
 Needs Assessment
 Content Chart
 Curriculum Map
 Policy Location Chart
 Scholarship Form
 Etc., etc.
3/22/2016
66
What’s New: Portal
Appendix Forms
and Names
Course List
Syllabi & Exams
CVs & Scholarship
©APTA Department of Accreditation
•Required naming conventions
and forms
•Divided by terms
•Found only in WinZip file
•Placed after faculty
qualification
12/2015
The AFC: On-site materials
Additional evidence to support
the program’s current or
planned progress toward
compliance with the elements
 Required information listed in the AFC
instructions. Make this information available to
the Candidacy Reviewer during the visit.
 Other information at the discretion of the
program.
 Cannot be new materials unless requested by
the Candidacy Reviewer
3/22/2016
Making Friends of the CR and CAPTE
Follow the instructions for creating the Application
for Candidacy on-line
Appendices in .pdf format
Using required names
Bookmarked
Large .pdf documents with appropriate bookmarks are
preferable to multiple single page documents
Page numbers noted in narrative also required
3/22/2016
BREAK
 (too much work/no play)
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
The CAPTE
Accreditation Portal
Access Login Page
www.capteonline.org
Step 4A: Submit the AFC
 Deadlines for submission
 On or before Mar 1, Jun 1, Dec 1 regardless of whether
it is a work day.
 Have until 11:59 pm ET to click the Submit button
 Signature Page is due ON OR BEFORE the submission
deadline.
 Fee is due 2 weeks prior to AFC deadline
 Send it directly to Anastasia DiCicco in an envelope
that does not have a window
 Pre-accreditation fee is described in Part 16 of Rules
Deadlines are firm. No exceptions.
3/22/2016
Step 4B: Is it eligible for review?
Rules PART 7: §7.10(b)
 Met the deadline
 Two representatives, PD and administrator, have
attended a DPW; PD attended SSW
 Submitted by the institution where program is to be
housed, degree awarded
 One electronic copy (in addition to portal)
 Document is complete:
 In English
 Includes responses to all elements, all required forms,
documents, etc.
3/22/2016
Step 4B: Is it eligible for review?
 Signed by CEO, CAO, Dean, PD
 Agree not to enroll students in professional/technical courses
until Candidacy is achieved
 Agree not to increase class size or enroll more than one
cohort per year until Accreditation has been achieved &
eligible to seek substantive change
 Acknowledge CAPTE’s rules about the timing of the initial
accreditation visit
 Candidacy Fee & conflict list have been submitted by
the deadlines
3/22/2016
Step 4B: Is it eligible for review?
AFC includes
AFC eligibility checklist and specified appendices
Signature page
Preface with all required information
Why program is a fit with the institution
Process and info used to determine need for program & class
size
Contingency plan
If not provided with Notice of Intent, evidence that the
institutional accrediting agency has approved the
offering of the physical therapy education
program/degree.
If institutional accrediting agency approval is not
necessary, an explanation of why it is not required.
3/22/2016
Step 4B: Is it eligible for review?
AFC includes evidence of
PT: at least 3 qualified full-time faculty employed
Identification of all faculty needed to implement first 2 years
for PT programs
PTA: at least 2 qualified full-time faculty employed
Identification of all faculty needed to implement first year
Program Director meets qualifications
Integrated and terminal full-time clinical experiences
PTA programs:
Program (incl gen ed, pre-reqs) can be completed in 5
semesters or 80 academic weeks or 104 calendar weeks
Sufficient clinical education placements to meet
requirement
3/22/2016
Sufficient Placements
Expectation has five parts:
 Contractual access to sites
 Fully executed contracts (copy of 1st pg & sig pg in AFC)
 If multiple locations identified in contract, include copy of info
 Adequate number of placements available as per LOIs
 LOIs for each site, on clinical site letterhead
 Signed by PT at the site, with credentials noted
 For first full-time experience AND any part-time clinical experiences that
precede it
 Only this data needed for AFC
 BUT, should be looking for placements for all experiences
 Available prior to accreditation granted
 Appropriate variety
3/22/2016
Sufficient Placements
Variety issues that need to be addressed
Program expectation for types of experiences
Clinical Education sequenced and integrated into the
curriculum
There are reasons for length/timing of CE experience
Students NOT placed in sites they are NOT prepared for
Appropriate supervision
Educational experience, not OJT or solely observation
Complies with state law
 Supervision provided by PTs (or PTAs if allowable)
 Level of supervision meets state law
3/22/2016
Determining Sufficient Placements
The “150% Rule”
For the purpose of determining that the “150% rule” has been met,
we will only count placements that have
 Fully executed contracts, i.e., signed by all parties
 Letters of Intent
Signed by a contact located at the PT site that will be
providing the clinical experiences
 It is acceptable for this signature to be in addition to the signature of
another individual who is organizationally responsible for the CE
program
Sets a definitive number of placements
 If a range is indicated, we will consider only the lower number for
purposes of determining whether the “150% rule” has been met
3/22/2016
Determining Sufficient Placements
Lack of inclusion of placements in our count
 means ONLY that the program has not provided
sufficient evidence that those placements can be
used to determine that the “150% rule” has been
met, which is a requirement for eligibility for review.
 is NOT a statement about the quality or
appropriateness of any individual placement
 does NOT mean that the program cannot use those
placements
3/22/2016
Sample Table (with unacceptable info)
Name of Institution:
Date:
# students enrolled charter class:
150% of the # students enrolled charter class:
Name (on contract)
City, State
ABC College
Date Contract
Fully Executed
12/10/15
20
30
PT Contact AT SITE
(signed LOI)
Date LOI Signed
Type of
Experiences
11/12/15
OP Ortho
# Anticipated Placements as documented in LOI –
PT 644
PT 666
Counted
Part time
Full time
4
4
4 P-T
4 F-T
Associated PT
Santa Fe, NM
11/10/15
Jane Doe, PT
Karen Jones, PT/CCE
Body Works
Taos, NM
1/6/15
George Jackson, Owner, Joe 1/7/15
Smith, PT,
OP Ortho
4
4-5
4 P-T
4 F-T
Sally Finn, PT
9/12/15
SNF
1
1
0
10/1/15
Frank Stein, PT
8/1/15
OP Ortho
5
4
5 P-T
4 F-T
HealthNorth Corp,
Brookhaven PT,
Taos, NM
10/1/15
Bob Harris, PT
6/7/15
SNF
3
4
0
HealthNorth Corp
Ruidoso GH, Ruidoso, NM
10/1/15
Frank Stein, PT
4/2/15
OP Ortho
3
3
0
HealthNorth Corp
Santa Fe Acute Care, Santa Fe, NM
10/1/15
Bob Harris, PT
7/7/15
IP Acute Care
4
4
4 P-T
4 F-T
HealthNorth Corp – TrueCare, Santa Fe, NM
Ann Brown, OT
Home Care
4
3
0
6/1/15
Mercy Hospital
Albuquerque, NM
6/20/15
Peter Green, PT
OP Ortho
4
3
0
Mercy Hospital
Santa Fe, NM
4/1/15
Helen Foster, PT
Acute Care
2-3
2-3
Care First Nursing Home
Sante Fe, NM
HealthNorth Corp
Bellport Nursing & Rehab, Albuquerque, NM
5/1/15
35
Reduced class size of 12
2 P-T
3/22/2016
2 F-T
34
19 P-T
18 F-T
BREAK
3/22/2016
If determined to be NOT eligible for review...
Program notified of missing information
Opportunity to provide within two hours
If still not eligible, opportunity to challenge the
determination by informing staff of the challenge.
Staff will immediately consult with the Chair of
CAPTE (or a designee) to decide whether the
staff determination should stand and will inform
the program of the final determination (if not eligible,
can request next available candidacy cycle)
3/22/2016
AFC of Record
Once determined to be eligible for review, the AFC
submitted on the Portal is considered to be the
Application For Candidacy of Record
Except for the response to the Candidacy Visit
Report, no additional information may be added to
it unless specifically requested by the Candidacy
Reviewer, CAPTE or staff
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 5A: CR Assignment
Candidacy Reviewer assigned by
staff
Experienced on-site reviewers
Application for Candidacy made
available to CR on portal
3/22/2016
Step 5B: CR Visit
 CR reviews document
 Under no obligation to review additional material
provided before or during the visit unless requested
 CR makes 2-day (spread over 3) visit to verify
that what is reported in the AFC is accurate.
 Dates negotiated between CR and PD
 Half-day, Full-day, Half-day
 Interviews with pertinent individuals at institution
 Review of space, support services
 Review of on-site documents
 Brief Exit Summary
3/22/2016
Step 5C: CR Visit Report
CR submits a written report to CAPTE for
review and editing.
Report sent to Program
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 6: Respond to Visit Report
Program has opportunity to respond to the
Candidacy Visit Report
Correct errors of fact
Correct misinterpretations
Provide information requested by the Candidacy
Reviewer
Response due 30 days after receipt of report;
4-5 weeks prior to CAPTE review
No additional material accepted before the
meeting, unless specifically requested by
CAPTE or staff.
3/22/2016
Candidacy Process
Notification of
intent to seek
accreditation
Notification
that a PD has
been
employed to
develop the
program.
Development
of program /
AFC
•Conflict List
•Confirm review
cycle
Submission of
AFC & Staff
screen to
determine
bona fides
AFC Review
by Candidacy
Reviewer /
Visit to
program /
Candidacy
Visit Report
Respond to
visit report
CAPTE
decision
3/22/2016
Step 7: CAPTE decision
 Decision based on review of
 AFC
 Candidacy Visit Report with Institution Comments
 Candidacy Visit Report
 Response to the visit report
 Additional materials provided on request
 Third-party comment, if any, & program response
 Decision made in light of established expectations for
Candidacy
 Options:
 Grant Candidate for Accreditation
 Deny Candidate for Accreditation
3/22/2016
Summary of Action
Feedback about progress to date
 Unsatisfactory progress
 Other areas in need of further development
 Suggestions for development
All elements must be addressed in the program’s
Self-study Report whether or not CAPTE has made
a comment in the Candidacy SOA
3/22/2016
What happens after Candidacy
Implementation of Program
Annual Report submission (abbreviated)
Reporting other changes
Prepare Self-study Report
Submit SSR and initial accreditation fee
On-site visit
 Penultimate term that charter class is enrolled
CAPTE Accreditation Decision
 Before graduation of charter class
3/22/2016
Common Issues that lead to Denial
Faculty not qualified
No development plan(s), or inappropriate plans,
for questionably qualified faculty
Curriculum issues
Incomplete/poorly constructed curriculum
 Inappropriate sequencing of courses
 Poorly written objectives
 Objectives don’t indicate highest level of learning
 Lack of connection between content and objectives
No PT in the picture (PTA programs)
Skills beyond scope of PTA
3/22/2016
Common Issues that lead to Denial
Safety issues
Critical safety indicators missing or non-specific
Practical examinations
Under-developed / inappropriate assessment
plans
Clinical Education program/sites lacking
Failure to follow directions
Missing information
3/22/2016
Due Process after Denial
Reconsideration of decision by CAPTE
At either of the next two meetings
Appeal of reconsideration decision to
APTA
Appeal Panel appointed by APTA
Executive Committee
3/22/2016
Withdrawal of Candidacy
CAPTE reserves right to withdraw candidacy if
situation changes such that CAPTE believes that
the quality of the program is compromised
 Most common reason is faculty leave and are not replaced in a
timely manner or with qualified individuals
Adverse Decision subject to reconsideration and
appeal
Expect program to suspend classes at end of
term and until situation is resolved
3/22/2016
Communication
Most communication with programs is via
email only
Candidacy Decision lists posted on web
approximately 10 days after decisions
 All decisions are reflected
 Reasons for final adverse decisions (which
includes deny candidacy when final)
What’s New (on web page)
3/22/2016
Takeaways Revisited
 This is a rigorous process designed to foster quality from
the beginning
 We’ve given you a roadmap, follow the directions
 The burden of proof is on the program
 Doing it right the first time increases chance of success
 The Rules change frequently, keep up with them
3/22/2016
101
Candidate for Accreditation
It is a pre-accreditation status, awarded prior to enrollment of
students in the technical/professional phase of the program, which
indicates that the physical therapy education program is
progressing toward accreditation
 Pre-accreditation process ensures program
implemented following adequate planning
 Attainment of Candidate for Accreditation status does
not assure accreditation by CAPTE
The Role of the Candidacy Reviewer (CR)
(1 of 3)
Is a representative of CAPTE, not a consultant to the
program
Possesses a firm understanding of the standards and
elements and required evidence for Candidacy
12/2015
The Role of the Candidacy Reviewer (2 of 3)
Reviews the Application for Candidacy (AFC) in detail
prior to the visit
Contacts the program director prior to visit for
additional materials as appropriate
12/2015
The Role of the Candidacy Reviewer (3 of 3)
 Submits a report of findings within 2 weeks after the
visit
 Interviews and Exit Summary (presented on site)
Verifies & clarifies the AFC
Triangulation of data
Identifies missing/incomplete/insufficient items in CVR
12/2015
What CAPTE
105
needs…
Evidence!
 Sufficient information to determine that the
education to be provided will lead to
competent PTs/PTAs
 Specific/Detailed information
2016 Standards
106
1 Mission, Goals, & Outcomes
2 Assessment, Planning
3 Institution & Program Integrity
4 Program Faculty
5 Students
6 Curriculum Plan
7 Curricular Content
8 Resources
©APTA Department of Accreditation
12/2015
Standard 1
107
The program meets graduate achievement measures
and program outcomes related to its mission and goals.
1A Mission
1B Goals
1C Student Achievement & Program Outcomes
1C1 Graduation Rates
1C2 Licensure Pass Rates
1C3 Employment Rates
1C4 Entry-level Performance
1C5 Graduate Outcomes
1C6 Other Program Outcomes
©APTA Department of Accreditation
108
1C4 Students Demonstrate Entry-Level
Performance Prior to Graduation
Minimum Expectation: Processes developed to determine
that each student achieves entry level clinical performance
prior to graduation.
Describe the processes that will be used to determine
that each student achieves entry level clinical
performance prior to graduation.
©APTA Department of Accreditation
12/2015
109
1C5 & 1C6 Expected Program Outcomes
Minimum Expectation: A written statement of the
program's expected graduate outcomes.
Minimum Expectation: A written statement of the
expected program outcomes that are based on the
goals.
©APTA Department of Accreditation
12/2015
Standard 2
110
The program is engaged in effective, on-going,
formal, comprehensive processes for selfassessment and planning for the purpose of program
improvement
2A Ongoing, Formal Assessment Process
2B Assessment of:
2B1 Admission
2B4 Resources
2B2 Enrollment
2B5 Policies
2B3 Faculty
2C Curriculum Assessment
2D Long-term Planning
©APTA Department of Accreditation
12/2015
Standard 3
The institution and program operate with integrity
3A
3B
3C
3D
3E
3F
3G
3H
State Authorization
Institutional Accreditation
Policies: Workload & Academic Standards
Policies: Nondiscrimination
Policies: Faculty & Staff
Policies: Outside of Due Process
Policies: Compatibility
Policies: Accreditation Compliance (3H1-3H5)
©APTA Department of Accreditation
12/2015
STANDARD 4
Standard 4
112
The program faculty are qualified for their roles and effective in
carrying out their responsibilities
4A Core Faculty Qualifications
4I Clinical Education Coordinator
Qualifications
4B Core Faculty: PTA: clinical experience; 4J Clin Ed Coordinator: Effectiveness
PT: Scholarship
4C Core Faculty: Services
4K Collective Faculty: Blend
4D Associated Faculty Qualifications
4L Collective: Academic Regulations
4E Core Faculty: Assessment
4M Collective: Curriculum
4F Associated Faculty: Assessment
4N Collective: Determine Readiness
4G PD: Qualifications
4O Clinical Education Faculty
©APTA Department of Accreditation
4H PD: Effective Leadership
12/2015
Core versus Associated Faculty
113
Core
Associated
Employed primarily in entry-level
program
Adjunct and/or supportive
faculty
Includes program administrator &
ACCE/DCE as well as clinical
education faculty
Anyone who is NOT core or
clinical education faculty
Responsibility & authority for
curriculum
Plays a supportive role in the
implementation of curriculum
Typically F/T but can be P/T
Can include those with F/T
appointments in unit
©APTA Department of Accreditation
12/15/15
4A Individual Core Faculty Qualifications
114
 Requires evidence that all program faculty are
qualified for all aspects of the program for which they
are responsible
 Identify current expertise in content areas, including
academic preparation beyond entry level.
 Describe any existing formal development plan(s)
12/2015
4A Individual Core Faculty Qualifications
115
 Student assessment and evaluation
 Core faculty teaching clinical content must be
licensed
 For PT programs: each core faculty member
must have doctoral preparation, effective
1/1/2020 unless enrolled in academic doctoral
program, in which case the time is extended to
12/31/2025. The DPT or tDPT satisfies this
requirement.
12/2015
116
4B PTA: Post-licensure Clinical Experience;
PT: Scholarship
 PTA: minimum of 3 years of post-licensure
clinical experience
 PT: evidence of a well-defined, ongoing
scholarly agenda
12/2015
117
4C Each Core Faculty Member Record of Service
And
4D Associated Faculty Contemporary Expertise
 Service activities
 Associated faculty expertise (required of
anyone that teaches content in the
program other than core or clinical
education faculty)
12/2015
118
4E and 4F Formal and Regular Evaluation of
Core Faculty
Evaluation and Assessment expected for:
 Core Faculty
 Associated faculty
12/2015
4G Program Director Qualifications - PTA
119
 Minimum for PTA programs:
 Must be a licensed PT or PTA
 Minimum of 5 years, F/T, post licensure experience
with a minimum of 3 years of F/T clinical experience;
or equivalent; didactic and/or clinical teaching
experience; experience in
administration/management
 Experience in educational theory & methodology,
instructional design, student evaluation and
outcome assessment. As of 2018, will have to include
equivalent of 9 credits of academic coursework in
educational foundations.
12/2015
4G Program Director Qualifications - PT
120
 Minimum for PT programs:
 Must be a licensed PT
 Earned academic doctoral degree; may seek an
exemption
 Minimum of 6 years higher education experience; 3
years F/T in PT Program
 Rank of: Professor or Associate Professor (clinical track is
acceptable)
12/2015
4H Program Director- Leadership
121
Expectation for evidence of the PD as an effective:




Communicator
Planner
Manager of human and fiscal resources
Promoter of professional development
Demonstrated through such things as:




Strategic planning
Advocating for program support within institution
Understanding curriculum content, design and evaluation
Active service to profession
12/2015
4I Clinical Education Director
122
 Must be licensed (can be a PTA for a PTA
program)
 Experience must include experiences as CCCE
or CI,
OR
 Experience teaching, curriculum development
& administration in a PT or PTA education
program (PTA) / in a PT education program (PT)
12/2015
4J Clinical Education Director - Effectiveness
123
Need evidence that the clinical education
director is effective in their role
 For developing programs, evidence will focus on
planning
12/2015
4K, 4 L-N Collective Core Faculty
124
 4K – Blend
 collective ability to meet program needs
 For PT: expectation for at least 50% of core faculty to
have academic degrees
 4L – policies
 Collective core adopt, uphold, develop policies
 4M – Ownership of curriculum
 Collective core develop and implement curriculum
 4N – ensures student readiness to engage in clinical
education
12/2015
4O Clinical Education Faculty
125
 Minimum requirement: licensed, PTs (or PTAs for
PTA programs); one year of full-time (or
equivalent) post-licensure clinical experience;
and are effective role models and teachers
 Evidence of planned mechanisms to determine
qualifications and effectiveness of clinical instructors
12/2015
Standard 5
126
The program recruits, admits and graduates students
consistent with the missions and goals of the institution
and the program and consistent with societal needs for
physical therapy services for a diverse population.





5A
5B
5C
5D
5E
Policies: Recruitment & Admission
Communication of Policies
Enrollment Agreements
Policies: Students
Policies: Student Retention & Progression
12/2015
127
Standard 6
The program has a comprehensive
curriculum plan.
12/2015
32
 6A The Curriculum Plan is Based on
Contemporary Knowledge and Practice
 6B General Education (PTA), Bachelor’s Degree
or Upper Division Academic Coursework (PT)
 6C (PT) Rationale for Prerequisites
12/2015
32
6C (PTA)/6D (PT)
Curriculum Model and Foundational Principles
6D (PTA)/6E (PT)
Organized, Sequential, Integrated Courses
12/2015
130
6E (PTA) and 6G (PT)
Syllabi
 The narrative response will only refer reader to syllabi
 Syllabi must be complete according to the bulleted
evidence list
 Syllabi attached to Course Details page and accessed
through WinZip file
12/2015
131
PTA
PT
Appendices
©APTA Department of Accreditation
• 6F: Objectives
• 6G: Instructional Methods
• 6H: Tests and Measures
• 6F: Interprofessional Education
• 6H: Objectives
• Example of Practical Exam and Grading Rubric
• Skills Check
• CE Tool Assess Student (if not the CPI or PT/PTA MACS)
12/2015
132
6I (PTA) and 6K (PT)
Distance Education
Faculty are Effective
Rigor of Courses is Comparable to Site-Based Programs
 Integrity of Tests
 Appropriate Policies and Procedures
12/2015
6J (PTA) and 6L (PT) Clinical Education Experiences
133
 Management of patients with diseases and conditions
representative of those commonly seen in practice across
lifespan and continuum of care;
 Practice settings representative of those in which physical
therapy is commonly practiced.
12/2015
6J (PTA) and 6L (PT) Clinical Education Experiences
(continued…)
134
 (NEW!): involvement in interprofessional practice
 Practice settings representative of those in which physical therapy is
commonly practiced.
 PTA: participation as a member of the PT and PTA team;
 PT: provides direction and supervision of the physical therapist assistant
and other physical therapy personnel;
 Other experiences that lead to achievement of the program’s expected
outcomes
12/2015
135
Program Length & Degree
6K and 6L (PTA) / 6M and 6N (PT)
 PTA:
Program completed in no more than 5 semesters, 80 academic weeks, OR
104 calendar weeks;
Associate’s degree is awarded
 PT:
Program comprised of at least 90 semester credit hours (or equivalent) in
no less than 6 semesters (or equivalent); clinical education is a minimum of
30 weeks; DPT is awarded
12/2015
136
STANDARD 7 – PT
Foundational Content 7A, 7B, 7C
7A: biological, physical, behavioral, and movement sciences
7B: communication, ethics and values, management, finance, teaching and
learning, law, clinical reasoning, evidenced-based practice, and applied
statistics
7C: clinical sciences
12/2015
137
STANDARD 7 – PTA
General Education and the Role of the PTA
7A, 7B, 7C
7A: Academic General Education
7B: Curriculum includes cardiovascular, endocrine and metabolic,
gastrointestinal, genital and reproductive, hematologic, hepatic and biliary,
immune, integumentary, lymphatic, musculoskeletal, nervous, respiratory, and
renal and urologic systems; and the medical and surgical conditions across
the lifespan commonly seen by physical therapist assistants.
7C: Curriculum content and learning experiences prepare students to work
under the direction and supervision of the PT
12/2015
138
The 7Ds
Practice Expectations
7D1-7D31 for PTA; 7D1-7D43 for PT
All elements should be covered.
The narrative must describe where and how content
is covered.
The Curriculum Map appendix will support (not
substitute) the narrative.
12/2015
STANDARD 8
139
Resources
The program resources are sufficient to meet the current and projected
needs of the program with respect to the following:
8A Core faculty
8B Administrative/Secretarial & Technical Support
8C Financial Resources
12/2015
STANDARD 8
140
Resources (continued…)
The program resources are sufficient to meet the current and projected
needs of the program with respect to the following:
8D Space, Equipment, Technology, & Materials
8E Library & Learning Resource Centers
12/2015
STANDARD 8
141
Resources (continued…)
The program resources are sufficient to meet the current and projected
needs of the program with respect to the following:
8F Clinical Education Sites
8G Written Clinical Education Agreements
8H Student Services
12/2015
Questions?
Anastasia DiCicco
Preaccreditation Specialist
anastasiadicicco@apta.org
For Portal Questions:
Tej Chana
Database Specialist
tejchana@apta.org
©APTA Department of Accreditation
12/2015