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Appendices

Accreditation Handbook

American Physical Therapy Association 1111 North Fairfax Street Alexandria, Virginia 22314 accreditation@apta.org / www.capteonline.org Last updated: 5/6/2011

ADDITIONAL INFORMATION REGARDING THE CANDIDACY PROGRAM (See also CAPTE Rules Part 7) (Revised 10/08, 4/09, 4/10, 11/10) Institutions considering the development of a physical therapy education program are responsible for obtaining the most recent edition of the Application for Candidacy and other pertinent accreditation forms and information from the Department of Accreditation at the American Physical Therapy Association. Responsibilities of the Program Director/Administrator during the Candidacy Process Prior to the Candidacy Visit: A. B. C. D. Fulfill responsibilities related to completion of the Application for Candidacy. Plan tentative schedule and mail to Candidacy Reviewer prior to the visit. Make final schedule after contact with Candidacy Reviewer. Make hotel reservations for the Candidacy Reviewer. Communicate the hotel arrangements to the Candidacy Reviewer and Department of Accreditation staff using the On-site Visit Travel Information Form. Provide the Candidacy Reviewer and Department of Accreditation with a copy of the final schedule. Provide additional material when requested by the Candidacy Reviewer.

E. F.

During the Candidacy Visit: A. Provide the Candidacy Reviewer with copies of the (1) General Information Form, (2) Persons Interviewed Form, and (3) Materials Provided On-site Form in both electronic and hard copy at the start of the visit. Provide a secure location for the Candidacy Reviewer where materials can be left safely and where interviews and discussions will be private. Provide the Candidacy Reviewer with a brief orientation to the program and familiarize him/her with any special arrangements regarding the visit. Provide additional information or insights that might be deemed important but not included in the Application for Candidacy prior to the time the Candidacy Reviewer begins meeting with faculty and administrative personnel. This activity may occur the evening before the site visit is to begin. Provide additional information (orally or in printed form) as requested or required by the Candidacy Reviewer throughout the site visit. Adapt the schedule to fit unforeseen changes and arrange with others for necessary modifications of individual schedules. Facilitate adherence to the schedule and verify appointment times with faculty and administrators as needed. Arrange for noon meal accommodation (authorization to eat in hospital or university dining facility or have lunch sent in, etc.) Supervise tour of program facilities.

B. C.

D. E. F. G. H.

Following the Candidacy Visit: A. B. C. Distribute Candidacy Reviewer Assessment forms to appropriate faculty and administrators for completion after the visit. Return completed assessment forms to the Department of Accreditation. Review the Candidacy Visit Report for accuracy of content and consistency with the Exit Summary and submit four (4) copies of the institutions response to the Candidacy Visit Report in writing and one electronic copy to the Department of Accreditation. Submit four (4) copies of any additional materials requested by the Candidacy Reviewer in writing and one electronic copy to the Department of Accreditation.

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Responsibilities of the Candidacy Reviewer during the Candidacy Process The Candidacy Reviewer is expected to be thoroughly familiar with the Evaluative Criteria for accreditation, the evidence needed to demonstrate compliance, instructions for preparation of the Application for Candidacy, and the Application for Candidacy submitted by the institution and program. The Candidacy Reviewer is expected to carry out an objective and impartial assessment of the program's progress toward compliance with the Evaluative Criteria and their readiness to proceed with the initial accreditation process. Prior to the Candidacy Visit: A. B. C. D. Determine, with input from the program director/administrator, the dates for the visit, keeping within the timelines for the candidacy decision cycle. Make flight arrangements through APTAs travel agency at least three (3) weeks before the visit. Thoroughly review all materials related to the site visit. Request additional materials if deemed necessary. Negotiate the visit schedule submitted by program director/administrator and agree on final schedule several weeks prior to the visit. The program should provide a final schedule to both Candidacy Reviewer and the Department of Accreditation.

During the Candidacy Visit: A. Briefly explain in each interview session the purpose of the site visit and function of the consultant, i.e., to ascertain the program's progress toward compliance with the Evaluative Criteria and to provide consultation to the program faculty and administrators with respect to progress toward compliance with specific criteria. Maintain the established schedule insofar as possible. Request additional clarifying/substantiating documents as required. Facilitate the interview process during each interview session. Develop and present the Exit Summary. Participate in the discussion following presentation of the Exit Summary; guide the discussion to facilitate accomplishing clarity in questions, comments and understanding on the part of all present. Supply a list of any additional materials that the program is requested to submit to CAPTE for review.

B. C. D. E. F.

G.

Following the Candidacy Visit: A. Submit an electronic copy of the Candidacy Visit Report to the Department of Accreditation within ten (10) days of the completion of the site visit. Also submit electronic copies of the (1) General Information Form, (2) Persons Interviewed Form, and (3) Materials Provided On-site Form as provided by the program and verified by you. Provide input, if requested, to clarify the Candidacy Visit Report. Participate in a conference call with CAPTE if requested. Candidacy Visit Schedule The candidacy visit schedule should be arranged by the program director/administrator in collaboration with the Candidacy Reviewer who will conduct the visit. Opportunities on the schedule should provide time for the Candidacy Reviewer to review materials on site, tour facilities on and off campus, meet with all significant individuals involved with the program, and have some breaks for reflection, meals, and organizing the information the Candidacy Reviewer has collected. The initial meeting should be with the program director/administrator to discuss philosophy, goals, curriculum, and organization of educational program within the institution.

B. C.

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A tour of proposed or assigned classrooms, laboratories, faculty office spaces, the library, and spaces for independent study should be arranged. Interviews should be scheduled for the Candidacy Reviewer to assure privacy when meeting with: primary physical therapy faculty (excluding program director/administrator) to discuss their teaching, advisory and administrative responsibilities; the objectives and content of specific courses; the means used to evaluate students' achievement of objectives; and opportunities for professional development. the director of clinical education/academic coordinator of clinical education to discuss his/her role and the clinical education program. clinical instructors to discuss their role in planning and supervising learning experiences, and evaluating student performance. basic sciences faculty responsible for teaching in the program to discuss their role in the program. selected associated/adjunct responsible for teaching in the program to discuss their role in the program. key administrative officials (those to whom the program director/administrator reports) to discuss administrative relationships for the program, plans for the program, and to clarify any issues raised in earlier interviews. Multiple brief opportunities should be scheduled for meetings with the program director/administrator to clarify any questions raised in other sessions. A significant period of time should be scheduled so the Candidacy Reviewer can prepare the outline of their report of findings and his/her impressions. A private meeting should be scheduled so the Candidacy Reviewer can meet with the program director/administrator to discuss the report prior to the final exit meeting with administrative officials and program faculty representatives where the Candidacy Reviewer will review the findings and impressions. Sample Schedule for Two Day Candidacy Visit Evening Before Dinner with program director/administrator and Candidacy Reviewer Day 1 8:00 - 9:00 Initial meeting with program director/administrator to discuss philosophy, goals, curriculum and organization of educational program within the institution Tour classroom, laboratory, faculty office spaces, and library or study center Meet with primary physical therapy faculty (excluding program director/administrator) to discuss their teaching, advisory and administrative responsibilities; the objectives and content of specific courses; the means used to evaluate students' achievement of objectives; and opportunities for professional development Meet with director of clinical education/academic coordinator of clinical education to discuss his/her role and the clinical education program Meet with 2-4 clinical instructors to discuss their role in planning and supervising learning experiences and evaluating student performance Brief meeting with program director/administrator to clarify any questions raised in morning sessions

9:00 - 9:30 9:30 - 11:00

11:00 - 11:30

11:30 - 12:00

12:00 - 12:30

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12:30 - 1:00 1:00 - 1:30

Lunch Meeting with key administrative officials (those to whom program director/administrator reports) to discuss administration relationships, plans for the program, and to clarify any issues raised in earlier interviews Meet with basic sciences faculty responsible for teaching in the program to discuss their role in the program Meet with selected associated/adjunct faculty responsible for teaching in the program to discuss their role in the program Opportunity to review additional materials or meet with program director/administrator to seek additional information or clarify questions raised in earlier sessions Meet with program director/administrator to discuss findings Meet with advisory committee

1:30 - 2:00

2:00 - 2:30

2:30 - 3:30

3:30 - 4:30 4:30 - 5:00

Evening to work on Report Day 2 (Flexible scheduling depending on program's consultation needs) 8:00 - 9:00 9:30 - 10:30 10:30 - 11:00 Breakfast with program director/administrator Preparation time for Exit Summary Meet with administrative officials, program director/administrator and program faculty representatives to review findings and impressions Presentation of Exit Summary Lunch Consultation with program director/administrator and faculty The Exit Summary At the end of the candidacy visit, the findings of the Candidacy Reviewer are reported orally to administrative officials and program representatives. The Exit Summary should focus on the candidacy visit and findings of the Candidacy Reviewer with respect to the program's progress toward compliance with the specific Evaluative Criteria. The Candidacy Reviewer is expected to be objective in comments, as critical as necessary, and as helpful as possible to the program and institution in order to clarify expectations for changes and/or items that must be changed to reflect satisfactory progress toward compliance with the criteria. In addition to reporting the findings, the Candidacy Reviewer may make recommendations specific to portions of the Application for Candidacy or to information obtained on site during the visit. The Candidacy Reviewer should point out that he/she does not recommend whether or not the program should be granted candidacy status, and that the findings of the Candidacy Reviewer are reported to CAPTE, who makes that determination.

11:00 - 12:00 12:00 - 1:00 1:00 - 3:00

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The Written Report The Candidacy Visit Report, along with the Application for Candidacy, is used by the CAPTE in reaching Candidate for Accreditation status decisions. The Candidacy Reviewer identifies areas where the program is or is not making satisfactory progress toward compliance and identifies any criterion where progress toward compliance cannot be determined because of conflicting information or because of a lack of information. In addition, the Candidacy Reviewer identifies issues related to the continued development of the program. The summary is intended to serve as a composite of the findings related to the program's progress toward achieving compliance with the Evaluative Criteria. The report must contain relevant and specific information and supporting evidence for criteria judged as not demonstrating satisfactory progress toward compliance. A copy of the report is sent by the Department of Accreditation to institution and program officials for correction of any factual errors and for comment on the report before the CAPTE takes action on the program.

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ADDITIONAL INFORMATION ABOUT THE ACCREDITATION PROCESS FOR CANDIDATES AND ESTABLISHED PROGRAMS (See also CAPTE Rules, Part 8) (Revised 3/06, 10/06, 4/09)

The Self-study Report All programs with the pre-accreditation status of Candidacy and those programs at the end of an accreditation cycle that wish to maintain an accredited status must prepare and submit a Self-study Report. Information regarding the Self-study Report is provided in Part 8, Sub-Part 8A. The program will be contacted in writing by the Department of Accreditation regarding the format and due date for the Selfstudy Report. The On-site Visit An on-site visit is a routine component of the accreditation process and is conducted by a team selected for the specific purpose of serving as an ad hoc committee of the accrediting agency. The on-site visit consists of an intensive series of conferences with administrative officials, faculty, and students of the program along with visits to selected program facilities and affiliated institutions. In cases of multi-campus programs, all locations will be visited. The primary purpose of the on-site visit is to provide a comprehensive view of the physical therapy education program in its particular environment. In addition, the on-site visit provides a mechanism for verification and supplementation of the information included in the Self-Study Report submitted by the program. It also enables members of the on-site review team to gain insight into relevant data not conducive to the written word. The on-site visit allows and promotes dialogue among all levels of personnel involved in the education program, i.e., administrators, faculty, and students, and it provides a mechanism for consultation if deemed appropriate. Included below are details about general responsibilities of the program director and the usual constituency of an on-site review team. Planning for and completion of an on-site visit requires coordinated efforts among program personnel, members of Department of Accreditation staff, and members of the on-site review team. The cost of the on-site visit is included in annual fees, so there is no additional cost to the institution for the visit. Procedures for a Joint On-site Visit When scheduling the dates for an on-site visit, the physical therapy education program is asked by Department of Accreditation staff to consider the possibility of a coordinated visit with a regional accrediting association or, if several health programs are scheduled in the same year, the institution may be interested in having coordination of the all the visits to those programs at the same time. The Commission is aware of the effort experienced by institutions responding to multiple accrediting agencies and hopes by coordinating visits it is able to provide greater service to institutions and to physical therapy education programs. General Responsibilities of the Program Director During the Accreditation Process Prior to the On-site Visit: A. B. Fulfill responsibilities related to completion and submission of Self-Study Report. Make reservations for the team at a hotel within a reasonable distance to the institution that has food service facilities or is within safe walking distance to food service facilities. Hotel rooms should be large enough so that the team can work comfortably at a table. Staff will advise the program of expense limitations. Communicate the hotel arrangements to the team members and Department of Accreditation staff using the On-site Visit Travel Information Form.

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C. D. E. F.

Plan on-site visit schedule and send to team members eight (8) weeks prior to visit. Ask for their response. Negotiate the final schedule with the team leader no less than six (6) weeks prior to visit. Provide the Department of Accreditation and team members with a copy of the final schedule. Provide additional material when requested by the team leader.

During the On-site Visit: A. B. Provide a secure and private location for team to conduct interviews and where materials can be left safely. Provide the team with a brief orientation to the program and familiarize them with any special arrangements regarding the visit; provide additional, pertinent information requested for review on site to include the updated General Information Form, Persons Interviewed Form, and Materials Provided On-site Form (hard copies and one disk copy to the team leader); provide insights deemed important that were not included in Self-study Report prior to time that team begins meeting with faculty and administrative personnel. This activity may occur the day or the evening before the first day of the site visit. All members of the team should be present. Provide additional information (orally or in printed form) as requested or required by team throughout the site visit. Adapt the schedule to fit unforeseen changes and arrange with others for necessary modifications of individual schedules. Facilitate adherence to the schedule (verifying appointment times with faculty, students, administrators as needed). Arrange for noon meal accommodation (authorization to eat in hospital or university dining facility, or have lunch sent in, etc.). Introduce team to key personnel when team is visiting outside of program area. Supervise tour of teaching/program facilities. Arrange for transportation of team to clinical facility(ies), additional campuses, if appropriate, and outlying areas of campus where visit might be required.

C. D. E. F. G. H. I.

Following the On-site Visit: A. B. C. D. Distribute confidential On-site Reviewer Assessment Forms (one for each member of the team) to appropriate faculty and administrators. Complete On-site Reviewer Assessment Forms for each team member. Please collect these in a group and forward to the Department of Accreditation. Submit three copies of all additional materials listed on the back page of the Visit Report to the Department of Accreditation. Review the Visit Report for accuracy of content. Submit six copies of any response in writing and one electronic copy to the Department of Accreditation. CAPTE will consider this type of response prior to making an accreditation status decision if received in time. Complete the Critique of the Accreditation Process. Submit a Progress Report on schedule if requested by the CAPTE. On-site Review Team An on-site review team usually consists of three members selected by staff in the Department of Accreditation from the pool of on-site reviewers. Each team is tailored specifically for the particular on-site visit. Factors considered in selecting members for a team include the following: type of institution, type of program, i.e., for the physical therapist or for the physical therapist assistant; type of expertise needed; and, geographic proximity. A member of the team is designated as the team leader for each selected team. The on-site team for a physical therapist education program consists of two physical therapists (an educator and a practitioner) and either a non-physical therapist basic scientist, an educator from another health discipline, or a non-physical therapist higher education administrator selected to offer balance in

E. F.

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expertise among areas of clinical physical therapy, clinical medicine, education, educational administration, and the basic sciences. The on-site team for a physical therapist assistant education program consists of one physical therapist who is an educator in a physical therapist assistant program, one physical therapist assistant practitioner, and one non-physical therapist higher education administrator from a two-year institution selected to offer balance in expertise among areas of education for the physical therapist assistant and employment roles of the physical therapist assistant. For a coordinated site visit that involves two or more accrediting agencies reviewing two or more specialized programs sponsored by a given institution, the team appointed might be modified according to the general format of that particular site visit. The team selected for an on-site visit of an education program that does not yet have accreditation status will be comprised of persons who have had considerable experience as on-site reviewers. Confidentiality All information and data associated with accreditation of a program is considered to be confidential and privileged information. Use or disclosure of all information obtained as a result of serving with any appointed or elected group or in an employed position involved in the accreditation process is not authorized and is considered to be breach of confidence.

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Preferred Schedule On-site Visit to a Physical Therapist Education Program The underlying philosophy of the following schedule is that there is value in hearing from students, clinical education faculty, graduates, and employers early in the visit so that the insights gained from those interviews can be used to enhance the interviews with faculty and others. The following schedule, while preferred, is subject to change based on its feasibility and the availability of the individuals to be interviewed. Sunday Pre Day #1 The team meets with the program director (PD). Tour o Classrooms o Laboratories and equipment o Faculty offices o Research space/equipment o Student areas lounge, lockers, changing facilities o Library o Learning resource areas Review schedule with PD. PD to identify topics for consultative session, if scheduled. Executive session for team to review on campus materials. (Materials that can leave the campus can be at the hotel) Monday Day #1 8:00 AM Program administrator with team (may be breakfast meeting; may start earlier) 9:00 AM Core faculty (including program director). Team leader introduces team, provides overview of accreditation process, purpose and value of accreditation, and objectives of on-site visit. 9:30 AM Students enrolled in the early phase (e.g. first year students) of the program (six to ten students) 10:00 AM Students enrolled in the mid phase (e.g., second year students) of the program (six to ten students) 10:45 AM Break 11:00 AM Students enrolled in the late phase (e.g., third year students; may be on internships or longterm clinical experiences) (six to ten students, if possible allow for conference call or videoconference access) 11:45 PM Lunch; Executive Session for team to review on campus materials 1:00 PM Concurrent sessions: ACCE/DCE Support personnel Admissions Committee or Chairman of Admissions Committee 2:00 PM Established programs: Recent graduates (minimum of 5; teleconference acceptable) New programs: Advisory or curriculum committee members or individuals who were instrumental in developing and evaluating the curriculum and implementing the program 3:00 PM Clinical education faculty (CIs and CCCEs) The program director and DCE/ACCE should not be present during the interviews) (minimum of 5; teleconference acceptable) 4:00 PM Employers of graduates (established programs) (minimum of 5; teleconference acceptable) 5:00 PM Program administrator: Discuss additional information needed, review next day schedule and revise if needed.

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Tuesday Day #2 8:00 AM Team meets with Program administrator 9:00 AM Travel to Presidents office 9:15 AM President ( hour meeting; adjust schedule to allow travel to and from offices) 9:45 AM Provost or Vice President for Academic Affairs ( hour meeting; adjust schedule to allow travel to and from offices) 10:15 AM Dean of college/school (person the PD reports to; PD not present) ( hour meeting; adjust schedule to allow travel to and from offices) 10:45 AM Break (and/or adjustments for Travel time) 11:00 AM Faculty: individual core faculty or concurrent sessions with individual faculty (session one) 11:30 AM Faculty: individual core faculty or concurrent sessions with individual faculty (session two) 12:00 PM Lunch; Executive Session to review material 1:30 PM Faculty: individual core faculty or concurrent sessions with individual faculty (session three) 2:00 PM Faculty: individual core faculty or concurrent sessions with individual faculty (session four) 2:30 PM Faculty: individual core faculty or concurrent sessions with individual faculty (session five) if needed OR Executive Session 3:00 PM Executive Session to review material 3:30 PM Associated faculty (concurrent sessions may be scheduled) 4:00 PM Open opportunity for others to meet with the team 5:00 PM Program administrator review additional material needed

Wednesday Day #3 8:00 AM Program administrator clarify findings/request additional information. 8:30 AM Executive session for team reach consensus on recommendations to be included; finalize report; prepare presentation of exit summary 11:30 AM Preview exit summary with program administrator 12:00 PM Exit summary to institutional administrators, program administrator, and core faculty regarding overall findings 12:30 PM Lunch and consultation (if desired by program): on-site review team, program administrator, core faculty and institutional administrators 3:00 PM Consultation session ends and team leaves Note: It is not always possible to have the entire team doing the same thing at the same time. When preparing the schedule, concurrent sessions may need to be scheduled where the team is divided and concurrently reviews materials, tours physical facilities, or conducts interviews. However, all team members should be present for meetings with institutional administrators, the program administrator, program faculty (as a group), students, and employers of graduates.

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Preferred Schedule On-site Visit to a Physical Therapist Assistant Education Program The underlying philosophy of the following schedule is that there is value in hearing from students, clinical education faculty, graduates, and employers early in the visit so that the insights gained from those interviews can be used to enhance the interviews with faculty and others. The following schedule, while preferred, is subject to change based on its feasibility and the availability of the individuals to be interviewed. Sunday Pre Day #1 (when possible) The team meets with the program director (PD) Tour o Classrooms o Laboratories and equipment o Faculty offices o Student areas lounge, lockers, changing facilities o Library o Learning resource areas Review schedule with PD to identify topics for consultative session if scheduled Executive session for team to review on-campus materials (Materials that can leave the campus can be at the hotel) Monday Day #1 8:00 AM Program Director with team (may be breakfast meeting, may start earlier) 8:30 AM Core faculty (including program director). Team leader introduces team, provides overview of accreditation process, purpose and value of accreditation, and objectives of the on-site visit. 9:00 AM Travel to Presidents office 9:15 AM President 10:00 AM Students enrolled in first year of program (six to ten students) 10:45 AM Students enrolled in the second year of the program (six to ten students; teleconference acceptable) 11:30 AM Tour of facilities (if not completed on Sunday) OR Executive Session 12:00 PM Lunch: Executive Session for team to review on-campus materials 1:30 PM Administrative Officials I: Division chair and dean(s) or vice-president(s) and provost. Interviews may be conducted in a group or individually. All team members should be present with all administrators. 2:00 PM Clinical education faculty (CIs and CCCEs) (minimum of 5; teleconference acceptable) The program director and ACCE should not be present during the interviews. 3:00 PM Established program: Recent graduates (minimum of 5; teleconference acceptable) New program: Advisory committee members, individuals instrumental in developing and evaluating the curriculum and implementing the program 4:00 PM Established program: Employers of graduates (minimum of 5; teleconference acceptable) 5:00 PM Program Director: Discuss additional information needed, review next day schedule and revise if needed Tuesday Day #2 8:00 AM Program Director meeting with team 8:30 AM Administrative Officials II: Division chair and dean(s) or vice-president(s) and provost (whichever individuals were not scheduled on Day #1). Interviews may be conducted in a group or individually. All team members should be present with all administrators. 9:15 AM Executive Session 10:30 AM Faculty: other core faculty individually or as a group and general education faculty If a group meeting, the Program Director is not present 12:00 PM Lunch: Executive Session

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1:00 PM 2:30 PM

3:30 PM 5:00 PM

ACCE meeting with team (without the Program Director) Concurrent sessions: Support Staff for program Student services personnel: Admissions, Financial Aid, Career Services, Tutoring-Testing Services, Library, etc. Open opportunity for others to meet with team Program director review additional materials needed

Wednesday Day #3 8:00 AM Program Director clarify findings/request additional information 8:30 AM Executive session for team- reach consensus on recommendations to be included; finalize summary; prepare presentation of exit summary 11:30 AM Preview exit summary with Program Director 12:00 PM Exit summary 12:30 PM Lunch and consultation (if desired by program): on-site review team, program director, core faculty and institutional administrators. 3:00 PM Consultation session ends Note: It is not always possible to have the entire team doing the same thing at the same time. When preparing the schedule, concurrent sessions may need to be scheduled where the team is divided and concurrently reviews materials, tours physical facilities, or conducts interviews. However, all team members should be present for meetings with institutional administrators, the program director, program faculty (as a group), students, and employers of graduates.

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CONFLICT OF INTEREST GUIDELINES AND STATEMENT FOR CAPTE MEMBERS, STAFF, AND ON-SITE REVIEWERS (See also CAPTE Rules, Part 4) (Adopted 10-03)

In order to avoid actual conflicts of interest, or even the appearance of such conflicts, the following procedural standards have been adopted and will be enforced by the Commission on Accreditation in Physical Therapy Education (CAPTE). 1. A CAPTE Representative will not participate in a site visit, in discussions during CAPTE meetings, or in a vote regarding any of the following: a. A program/institution from which the CAPTE Representative graduated or with which the CAPTE Representative or an Immediate Family Member is or recently has been connected as a student, faculty member, administrative officer, staff member, or agent; or has interviewed for a job within the past three years. b. Another program/institution in the member's system or located in the same jurisdiction as the program/institution of the CAPTE Representative. c. A program/institution that has substantial cooperative or contractual arrangements with the program/institution of the CAPTE Representative or an Immediate Family Member. d. A program/institution which has engaged the CAPTE Representative or an Immediate Family Member to act as a consultant on behalf of the program/institution within the past three years. e. A program/institution in which the CAPTE Representative or an Immediate Family Member has any financial, political, professional or other interest that may conflict with the interests of CAPTE. f. A program/institution that has identified a CAPTE representative as being in conflict with the program/institution. g. A program/institution with which the CAPTE Representative has deemed him/herself to be in conflict. Reasons for this determination include, but are not limited to, participation in accreditation or other review activities for other agencies, close personal relationships with individuals at the program, etc. 2. Additionally, a CAPTE member will absent him/herself from formal deliberation of his/her own program and will not participate in any discussion of his/her program with other Commissioners while the program is under review by CAPTE. 3. A CAPTE member will not act as an external consultant on any topic to any program during the term of appointment. 4. A CAPTE Representative will not act as an external consultant on any topic to a program that they have visited or reviewed until that program has been determined to be in compliance with all criteria. 5. Definitions a. CAPTE Representative: A CAPTE member, staff member, or on-site reviewer. b. Immediate Family Member: A spouse, life partner, child, parent, or sibling of a CAPTE Representative. c. Consultation: The provision of advice on such matters as program development or evaluation, organizational structure or design, and institutional management or financing; however, this term is not meant to exclude the provision of short term educational services, e.g., as guest lecturer. Consultation does not include the advice about the accreditation process provided by staff. 6. CAPTE Discretion. Whenever in these guidelines a term is not expressly defined, the definition of such term and its potential for creating a conflict of interest shall be at the discretion of the CAPTE staff or, upon the staff's determination, at the discretion of CAPTE.
Conflict of Interest Guidelines Accreditation Handbook

F-1

Each CAPTE representative will sign the following declaration: I HAVE READ THE POLICY TITLED CONFLICT OF INTEREST GUIDELINES FOR CAPTE REPRESENTATIVES. I UNDERSTAND THE POLICY AND I AGREE TO BE BOUND BY ITS TERMS. ____________________________________ Name ____________________________________ Signature ____________________________________ Date

Conflict of Interest Guidelines Accreditation Handbook

F-2

Confidentiality Statement for CAPTE Members, Staff, and On-site Reviewers

I understand that in connection with my membership on or service to the Commission on Accreditation in Physical Therapy Education (CAPTE), I will be exposed to confidential information related to the accreditation of physical therapy education programs (the Confidential Information). In order to protect the Confidential Information, and CAPTEs interest in maintaining the confidentiality of the Confidential Information, I hereby promise that I will not make copies of, disclose, discuss, describe, distribute or disseminate, in any manner whatsoever, either orally or in written form, any Confidential Information that I receive or generate, or any part of it, and I will not use such Confidential Information for personal benefit or any other reason, except directly in connection with my service to CAPTE. I acknowledge that a breach of this promise of confidentiality could result in irreparable damage to CAPTE and its mission, as well as to the public.

Name __________________________________

Signature _______________________________

Date ___________________________________

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CAPTES RELATIONSHIP WITH APTA


(Created 4/09; revised 7/09)

History of Accreditation in Physical Therapy Education programs for the preparation of physical therapists have been recognized in some manner since 1928, when the American Physical Therapy Association (APTA) first published a list of approved programs in the June 1928 Physiotherapy Review and continued to publish such a list through 1933. Then, at the request of the APTA, the American Medical Associations (AMA) Council on Medical Education and Hospitals agreed to become involved in accreditation and recognition of programs in physical therapy. During 1934-35 no programs were approved nor had approval withdrawn by either organization. The AMA/CME inspected and approved thirteen programs in physical therapy and published an annual list of approved programs in the Journal of the American Medical Association beginning August 29, 1936. From 1936 to 1956 the AMA was solely responsible for accreditation activities. From 1957 to 1963, the AMA and the APTA shared an informal arrangement and, but from 1964 to 1976, a formal collaborative arrangement existed for accreditation of only physical therapist education programs. The APTA House of Delegates (HOD) first authorized the education of physical therapist assistants at the 1967 Annual Conference by adopting The Policy Statement of Training and Utilization of the Physical Therapist Assistant. Standards for educational programs for the physical therapist assistant were developed and approval procedures were established. After discussion with representatives from the National Commission on Accreditation, the US Department of Education and the American Association of Community and Junior Colleges, the APTA Board of Directors adopted the Statement of Interpretations and implemented the Interim Approval Program for Education programs for the Physical Therapist Assistant. The first interim approval decisions were granted by APTA in 1971 with effective dates that retroactively included graduates of the first class from each approved program. The first published lists of APTA interim approved programs for the physical therapist assistant appeared in Physical Therapy, Journal of the American Physical Therapy Association in 1972. In June 1976 the APTA House of Delegates (HOD) passed a resolution to terminate the collaborative arrangement with the American Medical Association for the accreditation of programs for the physical therapists. In 1977, after APTA withdrew from the formal collaborative arrangement, the Commission on Accreditation in Education (CAE) was recognized as an independent accrediting body by the US Department of Education and the Council on Postsecondary Accreditation. In 1979, the CAE changed its name to the Commission on Accreditation in Physical Therapy Education. Today, the Commission on Accreditation in Physical Therapy Education (hereinafter "CAPTE" or "the Commission") is recognized by the US Department of Education and the Council for Higher Education Accreditation as the sole agency in the United States to accredit education programs for the preparation of physical therapists and physical therapist assistants. CAPTE makes autonomous decisions concerning the accreditation status of education programs for the preparation of physical therapists and physical therapist assistants. In 1989 the APTA House of Delegates voted to change the purpose and function of CAPTE to include the formulation, adoption, and timely revision of the evaluative criteria for accreditation of all professional and paraprofessional education programs in physical therapy. Previously responsibility for those functions had been shared with the APTA House of Delegates and the APTA Board of Directors. The members of CAPTE represent the communities of interest, including physical therapy educators, clinicians, consumers, employers, representatives of institutions of higher education, physicians, and the public. Accreditation standards are periodically reviewed to assure their responsiveness to the changing and expanding nature of physical therapy. The development and promulgation of the Evaluative Criteria involve participation of the constituencies affected by the process.

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CAPTES Predecessors In July 1964, the Committee on Basic Education was established by APTA; its name was changed to the Committee on Accreditation in Basic Education in June 1971. The original scope, size, and charge of the committee was revised in June 1973 and again in June 1974, at which time its name was changed to the Committee on Accreditation in Education. It was determined at this time that, as a matter of policy, all accreditation processes of APTA should be coordinated by a single review committee to prevent fragmentation and to encourage consistency. Changes in the composition of the CAE were made in February 1976; February 1977; November 1981 (at which time one additional member was added to the Committee); November 1982 (additional member added to Committee); March 1983 (additional member added to Committee); November 1983, when the Board of Directors approved a name change to the Commission on Accreditation in Education. At this time the Commission was divided into two panels effective January 1984 in order to focus the deliberation on each type of educational program under the purview of the CAE. In March 1984, the Commission grew in size with the addition of another member; and in March 1987, with the addition of another member. In November 1988, and in November 1991, the size of the Commission was increased bringing the membership to 17 and the Board of Directors approved a name change to the Commission on Accreditation in Physical Therapy Education. In 1995 the number of commissioners was expanded to 19 to accommodate the increase in the number of physical therapy education programs. In January 1999 CAPTE membership was increased and reorganized to include a Central Panel of 6 members and one additional member of the PTA Panel that increased the size to 26 commissioners. Types, Organization and Operations of APTA Appointed Groups CAPTE is an appointed group of APTA. APTA's Board of Directors Governance Manual, APTA 2005, describes the types, organization, and operations of appointed groups specifically as related to commissions as follows: TYPES, ORGANIZATION, AND OPERATIONS OF APPOINTED GROUPS BOD Y03-03-30-86 (Program 10) [Amended BOD 03-95-08-17; BOD 03-92-46-159] [Policy] An appointed group may be created by the Board of Directors to comply with certain provisions in the Association's bylaws; to advise or assist the Board in fulfilling the object and functions of the Association; and/or to advise or assist the Board in responding to mandates from the House of Delegates, implementing Association policies, and fulfilling Association goals and objectives. D. Commission or Board (other than Board of Directors) A commission or board is a group which ordinarily includes representation from one or more communities of interest outside of physical therapy and which is appointed either: 1. As a commission or board to make decisions on behalf of the Association and in accordance with Association policy but independent of, and not subject to intervention by, the House of Delegates and Board of Directors; or 2. As a commission to address a major issue in a manner not governed by directives or charges from the Board of Directors. The Board of Directors may create, appoint, and fund the work of a commission to address a major issue, but control over the work of such a commission lies only in the Board decision to fund or not to fund the commission's work. Balance Of Responsibility In Accreditation And Decision-Making Bodies Functions of the APTA that focus on education include a variety of activities. Responsibility for these activities includes sponsorship of the Commission on Accreditation in Physical Therapy Education, an independent accrediting body recognized by the CHEA and USDE. The balance of responsibility between groups and decision-making bodies within the accreditation process are identified in the following section along with a brief description of composition and functions of each.

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APTA House of Delegates (HOD): comprised of elected delegations from all state chapters and sections of the Association; "has all legislative and elective powers and authority to determine policies of the Association." (Article VIII, Sec. l, APTA Bylaws) The four hundred member body represents academic and clinical educators, employers, and practitioners of physical therapy. Previous versions of HOD policy (HOD 06-94-27-04) authorized the establishment of the agency and assure its continued support by the Association. The House of Delegates may make recommendations to CAPTE for revisions of the Evaluative Criteria and for other issues related to accreditation. APTA Board of Directors (BOD): comprised of fifteen (15) members of the Association; elected by the House of Delegates and, among other duties, charged to carry out the mandates and policies as determined by the House of Delegates and to create, appoint, determine functions of, and establish priorities for such committees as it deems necessary; responsible for approving the funding of ongoing and special activities of the accrediting agency and for appointing the members of CAPTE from those qualified individuals recommended for service on the Commission. The Board of Directors may make recommendations to CAPTE for revisions of the Evaluative Criteria and for other issues related to accreditation and they have, from time to time, asked CAPTE for advice regarding educational issues. Commission on Accreditation in Physical Therapy Education (CAPTE): comprised of twenty-seven (27) individuals appointed by the BOD: 24 are experienced on-site reviewers and serve in the following categories: one physical therapist assistant, four institutional representatives, six physical therapy educators with varying expertise and backgrounds, one PT clinical educator, one PT clinician, five PTA educators, one PT practitioner who supervises PTA's. In addition, two individuals who are representatives of the public at large and one individual who is a consumer of accreditation services (i.e., a program director who is not a member of the on-site reviewer pool) make up the balance of the membership of the group that is responsible for all accreditation status decisions and for establishing Commission and accreditation process procedures; formulating, adopting and managing the timely revision of the evaluative criteria for accreditation. The entire group meets twice a year. Cadre of On-site Reviewers: consists of persons who have expertise in physical therapy education, educational administration, clinical practice, or medical and basic sciences; includes educators and clinicians who meet the criteria established by CAPTE; serves as a source from which members of on-site review teams are appointed. Included in the Cadre are a number of Candidacy Reviewers. Candidacy reviewers have expertise in educational planning, curriculum development, and the accreditation process; they are appointed to review materials submitted by developing programs during the preaccreditation (Candidacy) phase of the accreditation process. On-site Review Team: consists of a minimum of three persons who are selected from the Pool of On-site Reviewers to constitute a team for review of any given education program; upon appointment assumes the responsibility for carrying out, in accordance with the procedures outlined, an on-site review of the designated program(s) for which appointed; includes a designated team leader. Usual composition of an on-site team for a physical therapist education program: two physical therapists and one physician, basic scientist, or non-PT educational administrator; usual composition of an on-site team for a physical therapist assistant education program: one physical therapist assistant educator, one physical therapist assistant and one non-physical therapist educational administrator. Department of Accreditation/APTA: comprised of professional and administrative staff members; a department in the headquarters office of the APTA located at 1111 N. Fairfax Street, Alexandria, VA 22314; provides staff support for the accreditation program and CAPTE; coordinates the activities for the continuing sponsorship by the APTA and the continuing recognition by CHEA and USDE. Telephone (703) 706-3245; Fax (703) 706-3387.

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BALANCE OF RESPONSIBILITY DIAGRAM Commission on Accreditation in Physical Therapy Education

APTA Department of Accreditation

Adopts the Evaluative Criteria for accrediting programs in physical therapy Reviews all pertinent data sources Makes all accreditation status and candidacy decisions and communicates those to the educational institution Adopts its Rules and Procedures Recommends specific accreditation activities to staff and the APTA Board of Directors Implements methods of increasing the effectiveness of the accreditation program Investigates all formal complaints about a CAPTE accredited program May represent CAPTE and APTA at national accreditation meetings Develops and adopts all materials and forms to be used in the accreditation process

Educational Institution

APTA House of Delegates


Votes to have APTA maintain an accreditation program Maintains Association Bylaws related to educational quality May pass policy related to accreditation May recommend revisions of the Evaluative Criteria to CAPTE for consideration for adoption

Voluntarily seeks accreditation from the CAPTE Prepares and submits all reports and materials to be reviewed by persons assigned to the process Schedules all interviews for the on-site team Pays the appropriate accreditation fees and dues Maintains educational program quality May recommend revisions of the Evaluative Criteria to CAPTE for consideration for adoption

Manages the daily activities required to maintain the accreditation agency Trains all volunteers in the accreditation process Provides self-study workshops for program faculty members Maintains recognition and represents CAPTE at CHEA and USDE meetings and/or hearings Manages the evaluation of the accreditation program Provides the public and state licensing boards with lists of accredited programs Develops and manages the annual budget for accreditation and bills for accreditation dues and fees Assists CAPTE in developing all materials and forms to be used in the accreditation program Provides consultation and assistance to developing and established education programs

APTA Board of Directors

Approves the funding of ongoing and special activities of the accreditation program Appoints the members of CAPTE May recommend revisions of the Evaluative Criteria to CAPTE for consideration for adoption Appoints the Appeal Panel in appeals of status decisions and/or formal complaints (Executive Committee)

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CAPTEs Independence In addition to being responsible for the evaluative criteria, CAPTE functions as an independent and autonomous entity in all accreditation status decisions and in determining its own rules of practice and procedure. CAPTE provides regular reports of its actions to the APTA Board of Directors and to the House of Delegates upon request. CAPTEs Rules of Practice and Procedure contained in this document are considered a public document and are provided, upon request, to any interested party as well as to the governing groups of the APTA. At no time are the status decisions or the policies of CAPTE questioned, nor do they require ratification, by any Association group. Applicable Association Policy The following APTA House of Delegates policies related to accreditation include: ACCREDITATION CAPTE/APTA HOD P06-97-11-07 (Program 63) [Amended HOD 06-94-27-04; HOD 06-91-07-09; HOD 06-90-13-24; HOD 06-77-05-04; HOD 06-76-14-39; HOD 06-75-14-24; HOD 06-7411-16; 1955] [Policy] There should be but one agency, the Commission on Accreditation in Physical Therapy Education (CAPTE) of the American Physical Therapy Association (APTA), recognized to accredit physical therapy education programs that reaffirms the Associations philosophy of opposition to duplication and fragmentation of physical therapy education. The APTA supports the maintenance of the recognition of the CAPTE by the U.S. Department of Education and the Council for Higher Education Accreditation as the accrediting agency for physical therapy professional and paraprofessional education programs. The APTA seeks to collaborate with other recognized organizational and accrediting agencies for the purpose of advancing the quality, improving the efficiency, and enhancing the coordination of the accrediting process. The APTA membership, collectively and individually, will render appropriate support to insure accomplishment of the purpose of the accreditation program. ACCREDITING AGENCY AGREEMENTS HOD Y06-82-11-35 (Program 63) [Initial HOD 06-77-05-04] [Policy] No agreements concerning accreditation of physical therapy education shall be entered into with any accrediting agency(ies) without the consent of the House of Delegates. CAPTE RESPONSIBILITIES HOD Y06-89-33-73(Program 63) [Policy] The Commission on Accreditation in Physical Therapy Education (CAPTE) shall be responsible for formulating, revising, adopting, and implementing the evaluative criteria for the accreditation of physical therapist assistant and physical therapist professional education programs.

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