MANUAL FOR ON-SITE REVIEWERSUser Manual for CAPTE Portal which is accessed from your home page of the CAPTE Accreditation Portal under “Access to Additional Information” in your

Last updated: 7/8/2019

Contact: [email protected]

MANUAL

FOR

ON-SITE REVIEWERS

REVISED

June 2019

COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION

American Physical Therapy Association

1111 North Fairfax Street

Alexandria, VA 22314

mailto:[email protected]

TABLE OF CONTENTS

Introduction/Staff Contact ........................................................................................................................ 1

Availability for On-site Visits .................................................................................................................. 2

Conflict of Interest.................................................................................................................................... 2

Expectations for Behavior of the On-site Review Team .......................................................................... 3

General Responsibilities of Members of the On-site Review Team ......................................................... 4

Specific Responsibilities of Members of the On-site Review Team ......................................................... 4

Specific Responsibilities of the Team Leader .......................................................................................... 6

On-site Visit Schedule .............................................................................................................................. 9

The Exit Summary ................................................................................................................................... 9

Consultation Conference .......................................................................................................................... 9

The Visit Report ....................................................................................................................................... 10

Computer Usage ....................................................................................................................................... 11

Training/Refresher Courses ...................................................................................................................... 11

Travel and Reimbursement ...................................................................................................................... 11

Assessment of the Accreditation Process ................................................................................................. 12

APPENDICES

APPENDIX A: Suggested Areas of Responsibility for Members of the On-site Review Team ............ 13

APPENDIX B: Sample Interview Questions ......................................................................................... 14

APPENDIX C: A Decalogue for the On-Site Review Team ................................................................. 15

APPENDIX D: Outline for Exit Summary ............................................................................................ 16

APPENDIX E: Travel Guide ................................................................................................................. 17

APPENDIX F: Assessment of On-site Team Leader (Peer/Self) and ................................................... 18

Assessment of On-site Team Member (Peer/Self)

APPENDIX G: Feedback to On-site Review Team from CAPTE ......................................................... 22

APPENDIX H: On-site Reviewer Critique of the Accreditation Process ............................................... 23

APPENDIX I: Assessment of On-site Team Leader by the Institution and ......................................... 25

Assessment of On-site Team Member by the Institution

APPENDIX_J: Institutional Administration Critique of the Accreditation Process .............................. 29

APPENDIX K: Educational Program Critique of the Accreditation Process ......................................... 30

APPENDIX L: Conflict of Interest Guidelines ..................................................................................... 33

Confidentiality Statement for CAPTE Members, Staff and On-site Reviewers ............ 34

APPENDIX M: Abbreviations .............................................................................................................. 35

APPENDIX N: Access to Additional Needed Materials Link found on Portal ..................................... 37

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INTRODUCTION

This manual is intended to serve as a general guide for individuals who serve as on-site reviewers for the accreditation

process of the Commission on Accreditation in Physical Therapy Education (CAPTE). The information in this manual is

intended to supplement and complement the CAPTE Accreditation Handbook in providing on-site reviewers the

information necessary to conduct on-site visits to physical therapy education programs seeking initial or continued

accreditation status.

On-site reviewers are expected to be familiar with the CAPTE Accreditation Handbook, which is available at

www.capteonline.org/AccreditationHandbook.

Allow the Accreditation staff to thank you in advance for your support and dedication to the accreditation process and to

quality education in physical therapy.

Accreditation Staff Directory

Main Phone Number 1-800-999-2782, ext 3245

E-mail address [email protected]

Sandra Wise, Senior Director (ext 3240)

[email protected]

Candy Bahner, Lead PT Programs Specialist (ext 3242)

[email protected]

Lisa Finnegan, Lead PTA Programs Specialist (ext 3241)

[email protected]

Michael Chevalier, PTA Specialist (ext 3385)

[email protected]

Eva Donley, Accreditation Office Manager (ext 3243)

[email protected]

Tej Chana, Sr. Accreditation Database Specialist (ext 3236)

[email protected]

Tim Artis, Sr. Accreditation Projects Coordinator (ext 3173)

[email protected]

Alicia Dupree, Sr. Accreditation Office Coordinator (ext 3244)

[email protected]

Tasha Johnson, Sr. Accreditation On-site Visit & Travel Coordinator (ext 3247)

[email protected]

http://www.capteonline.org/AccreditationHandbook











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AVAILABILITY FOR ON-SITE VISITS

Once a year the Accreditation Department will send on-site reviewers a list of programs to be visited and a list of on-site

visit dates. On-site reviewers are asked to indicate their availability to visit education programs and to declare any conflict

of interest with programs scheduled for an on-site visit.

CONFLICT OF INTEREST

(also see CAPTE Accreditation Handbook 4.11)

A conflict of interest exists when conditions or circumstances preclude or interfere with an individual's capacity to make an

objective decision. An individual may have a conflict of interest for any of the following reasons:

has a monetary or personal interest in the outcome of the accreditation decision

is an employee of the institution on a full-time or part-time basis

is serving or has recently served in the capacity as clinical faculty or adjunct faculty

is a graduate of the institution

is an employee of an institution that is funded from the same source

has or has had close personal or professional relationships with individuals at the institution

lives or works in close geographical proximity (typically defined as within the same state and does not apply to

staff) has access to “unofficial” program information

has acted as a paid consultant to the program under consideration within the past ten (10) years.

An on-site reviewer will not be assigned to visit a program with which a conflict of interest or a perceived appearance of

conflict (in the view of others) exists. A conflict of interest may be declared by the on-site reviewer, by staff in the

Accreditation Department, or by the program faculty and administrators.

The following reasons are not sufficient to declare a conflict:

served on an APTA committee/task force with a faculty member or administrator from the institution being visited

previously worked with a faculty member (clinical or academic) in which there was a good working relationship, but in

which no personal relationship existed with the individual.

When in doubt about whether to serve on a team, declare a conflict of interest or contact staff. All CAPTE members, staff,

and on-site reviewers must read and sign the Conflict of Interest Guidelines statement (see APPENDIX L).

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EXPECTATIONS FOR BEHAVIOR OF THE ON-SITE REVIEW TEAM

(also see CAPTE Accreditation Handbook Part 6)

1. All information and data associated with accreditation of a program is considered to be confidential and "classified"

information. Use or disclosure of 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 a breach of

confidence.

Team members are privy to a great deal of highly confidential information and individual confidential comments in the

many interviews held. The team should not discuss any aspect of an institution, even positively, with anyone

other than representatives of the accreditation process or the institution.

2. Team members may not engage in personnel recruitment or job application activities/behavior during an on-site visit.

Team members should not suggest their availability for a consultant or guest lecture position, nor should they apply for

a permanent position at the institution being visited until CAPTE has made an accreditation decision and no longer

requires input from the team. If these activities occur after this time period, the team member should notify the

Accreditation Department to declare a conflict of interest.

3. Team members should not request copies of any program or institutional materials for their own use.

4. Team members should not accept gifts, favors or services from personnel of programs visited.

5. Team members should not use the on-site visit or the report to discuss minor problems that can be solved by attention to

minor details (e.g., casters on plinths need to be replaced).

6. Team members should not use the on-site visit to discuss or persuade for their own personal theories or for the

Association's philosophy or policy (e.g., competency-based education, mastery learning, specific format for writing

objectives such as Bloom's Taxonomy, a year long internship, doctoral education).

7. Team members must strive for objective and unbiased judgments that are related to the Standards & Required

Elements. Team members with overly sentimental and sympathetic points of view may be blinded by unwarranted

optimism regarding a program's compliance with CAPTE Standards mistaking "good intentions" for compliance. The

quality of physical therapy education is diminished each time a program review is so compromised. On the other hand,

team members in awe of a large and powerful institution or program may overlook weaknesses or may hesitate to

criticize an obvious problem in the program.

8. Team members' attire should be conservative and businesslike throughout all campus meetings. Suits for both men

and women are expected.

9. The team members’ conduct both on the campus and in the community should be above reproach.

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GENERAL RESPONSIBILITIES

OF MEMBERS OF THE ON-SITE REVIEW TEAM

Each member of an on-site review team is expected to be thoroughly familiar with the Standards and Required Elements,

the interpretive comments and guidelines, the evidence of compliance listings, and the components of the accreditation

process. Each member of the team is expected to complete an in-depth review of the Self-study Report and any

accompanying documents provided for the educational program visited, including appropriate website materials. The

purpose of the on-site review must be kept clearly in mind: TO VALIDATE, CONFIRM, CLARIFY OR ADD TO THE

INFORMATION PROVIDED IN THE SELF-STUDY REPORT and, in the process, provide a comprehensive view of the

physical therapy education program in its particular environment.

All on-site visits to education programs are at least three-day visits that usually take place on a Monday, Tuesday and

Wednesday. Longer visits may be scheduled when multiple sites/programs are involved in the visit. All team members are

expected to arrive in time to begin work on the Sunday preceding the visit and to allow uninterrupted time during the visit

in order to permit attendance at all scheduled conferences. Teams work in the evenings, so no personal activities should be

planned during the visit. Saturday travel may be necessary to take advantage of the low airfares or to arrive in time for the

first team meeting on Sunday. Late arrival to or early departure from the site reduces the efficiency and effectiveness of the

assessment mechanism and can adversely affect the team's ability to objectively assess the total educational program.

Social invitations from host administrators to members of the team during a scheduled site visit should be neither extended

nor accepted. A group social activity following the Exit Summary is acceptable. Experience has shown that team members

need all available time to adequately carry out the required activities, and thus there is little free time for purely social

activities. In addition, every effort must be made to avoid any situation that could lead to or be construed as a potential

basis for a conflict of interest.

SPECIFIC RESPONSIBILITIES

OF MEMBERS OF THE ON-SITE REVIEW TEAM

PRIOR TO THE VISIT:

A. Make travel arrangements in a timely manner; this helps to keep costs down. The program is to provide each team

member with a Travel Information Form once the team is assigned. Please contact the Accreditation Department if

you do not receive the form, which provides information regarding the closest airport(s) and hotel confirmation

information. Any changes to hotel reservations are the responsibility of the team.

B. Thoroughly review the entire Self-study Report which is available on the CAPTE Accreditation Portal; refer to the

User Manual for CAPTE Portal which is accessed from your home page of the CAPTE Accreditation Portal under

“Access to Additional Information” in your Profile Information box. Determine if any additional material will be

required and notify the team leader, who will contact the program director prior to the visit and request materials if

appropriate. See the Visit Report instructions for further information. On-line training is available on the Standards

and Required Elements; in addition, the PowerPoint presentations from the on-line training courses are available on the

webpage OSRs have access to from the Portal, should you need to review expectations for specific elements.

C. Formulate and organize questions for interview sessions focusing on assigned areas of responsibility. Organize

questions according to individuals or groups to be interviewed (e.g., students, graduates). A few sample interview

questions are included in APPENDIX B.

DURING THE SITE VISIT:

A. Participate in the team meetings scheduled on the day preceding the first day of the site visit; this is typically on

Sunday. The first meeting typically occurs very early in the afternoon; a tour of the campus and the program's facilities

typically occurs later in the day.

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B. Review materials and documentation on site being careful not to remove any property of the program during the

review.

C. Participate in interviews as scheduled during the site visit. Ask questions in a manner that indicates that the Self-study

Report has been reviewed and that avoids putting interviewees on the defensive.

D. Participate in formulating the report; begin outlining assigned sections of the draft report at the earliest opportunity

during the visit. Write as you go; don't wait until the third day of the visit to begin this important activity. Recognize

that responses may need to be revised as additional information is obtained.

E. Ensure that the program has provided both an electronic and hard copy of the following three (3) forms; these forms

should be revised as necessary during the visit and sent electronically to the Accreditation Department along with the

Visit Report.

General Information Form (allows program to update information provided in Self-study Report; must be

provided even if no changes are being reported).

Persons Interviewed Form (team revises as necessary based on individuals actually interviewed)

Materials Reviewed On Site Form (team must indicate which materials were reviewed; add any additional

materials if team requested other materials for review during the visit).

F. Sign the report signature page prior to presentation of Exit Summary.

G. Participate in presentation of the Exit Summary according to team plan (including discussion that might follow).

H. Participate in a consultative conference with program or institutional personnel following the completion of the Exit

Summary. Note that this is an optional session offered to the program that may be accepted or refused by the program.

The focus of this conference should be on areas identified by the program. (also see CAPTE Accreditation Handbook

8.9)

I. Create a positive impression of the Commission and of the accreditation process in general.

FOLLOWING THE SITE VISIT:

A. Complete the web survey of the On-site Reviewer Assessment Forms immediately following the visit. Honest critique

of your team members assists their future improvement and effectiveness as an on-site reviewer.

B. Review the completed Visit Report prior to its submission to the Accreditation Department.

C. Submit your expenses for reimbursement using Concur Solutions (https://www.concursolutions.com/).

D. Following receipt of the edited Visit Report with Institution Response from the Accreditation Department, review the

response.

E. Provide clarification to the Commission if contacted by the primary CAPTE reviewer prior to the CAPTE meeting.

FOLLOWING CAPTE DECISION:

A. Following the meeting of the Commission, all team members are emailed a copy of the Summary of Action (SOA) for

the program they have reviewed; the SOA indicates whether further action will be required by the program in the form

of a Compliance Report. If a Compliance Report is requested from the program, the team leader should retain all

materials for use in review of the Compliance Report. All other team members will be instructed to destroy all hard

copy and electronic versions of all materials related to the program, including any emails.

B. The team leader will be asked to submit comments only on the first Compliance Report submitted by the program

unless the first SOA requests a split Compliance Report, in which instance you will be asked to review both submitted

Compliance Reports. Following the Commission’s review of the first Compliance Report (or the second Compliance

https://www.concursolutions.com/

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Report if a split Compliance Report was requested), you must destroy the hard copy and electronic versions of ALL

materials related to the program, including any emails. A reminder to do so will be included with the SOA at the

appropriate time.

C. Complete the web survey of the On-site Reviewer Critique of the Accreditation Process; the URL will be provided by

the Accreditation Department.

SPECIFIC RESPONSIBILITIES OF THE TEAM LEADER

PRIOR TO THE SITE VISIT:

A. Thoroughly review all materials (including correspondence) related to the site visit as soon as possible to determine the

schedule and the time needed for review of materials provided on site.

B. Negotiate the on-site schedule submitted by the program director and agree on a final schedule six (6) weeks prior to

the visit. Please note that there are no 'rules' regarding if the team leader or the program director should initiate this

activity. Click here for further information regarding the schedule, including how to access a sample schedule. Keep in

mind that times scheduled with institutional administrators are not to be changed. Do not request dinner with the

entire faculty either before or during the visit.

C. Contact team members by phone or e-mail to determine additional materials needed on site and to remind them to plan

travel schedules to allow for a Sunday meeting, review of materials, and the consultation session following the Exit

Summary. If a rental car will be necessary, inform the Accreditation Department staff and coordinate the team’s flight

arrival times. If arrival times cannot be coordinated, the team may wish to stay Saturday night at a hotel near the

airport. If that is the preference, arrange for the changes in the hotel. APTA's travel agent can assist with the new

reservation; however it is the team's responsibility to change the hotel reservation made by the program. Please do

not ask the program to make any changes.

D. Prior to the visit and after consultation with team members, request that the program director arrange to have

appropriate additional materials available at the hotel Saturday evening for review on Sunday. One copy of requested

items should be sufficient. This request should be made well in advance of the visit; do not make this request at the

last minute!

E. The Visit Report is available in Microsoft Word and is accessed from your home page of the CAPTE Accreditation

Portal under “Access to Additional Information” in your Profile Information box. Teams must use the most current

version of the Visit Report; therefore, please do not use any previous versions that you might have saved.

F. Plan the meeting agenda prior to the on-site visit to determine the time and place of the pre-visit conference with the

team. Designate areas of primary responsibility for each team member according to their experience and specific

abilities. Notify members of the team accordingly prior to the site visit (See APPENDIX A of this Manual).

PRE-VISIT TEAM CONFERENCE

A. Conduct the meeting of the team scheduled for the day prior to the first day of the site visit.

1) Review important points noted during individual review of the Self-study Report and discuss the agenda for the

first meeting with the program director.

2) Review the visit schedule and note any modifications needed. Careful consideration should be given to any

schedule changes immediately prior to the visit, so as not to cause an unnecessary burden on the program.

An individual’s preference for the order of interviews is not a sufficient reason to change the schedule at this late

date.

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B. Develop basic questions for each interview and designate each interviewer (see APPENDIX B). Identify the team

member who will be responsible for keeping notes of each session and a record of individuals interviewed. The team

leader should also decide how the report will be written and assign areas of responsibilities for the report to each team

member. Care should be given to the triangulation of data and to avoid "jumping" to unfounded conclusions.

C. Make assignments to have the team review materials that will be available on site.

D. Discuss other items as necessary, such as travel to the program and "homework" assignments for the team.

DURING THE SITE VISIT:

A. Address the faculty with regard to the purpose of accreditation, the responsibility of the team, and the anticipated

activities throughout the site visit. Briefly explain, in each interview session, the purpose of the site visit and the

functions of the team, i.e., the team is there for fact-finding to determine the accuracy and completeness of the Self-

study Report; to review the program's effectiveness within the context of its stated objectives (mission) and the

standards; and to provide consultation to the program faculty and administrators as requested on site. It is helpful to

inform those interviewed that the team will be asking similar questions to multiple groups in an effort to triangulate

material and that it is not necessarily an indication of problems. It is also helpful to inform those interviewed that

questions asked and materials requested are based on information in the Self-study Report, so that you are not giving

the impression that the Self-study Report has not been read.

B. Maintain the established schedule insofar as possible. Designate a team member to be the timekeeper during interview

sessions.

C. Request additional clarifying/substantiating data or documents as required. One team member should be assigned the

responsibility of keeping a list of materials requested by the team to be submitted to CAPTE for review after the visit.

D. One team member should be assigned the responsibility of making sure the General Information Form is accurate and

updating the Persons Interviewed Form and Materials Reviewed On Site Form (received from the program).

E. Facilitate, if needed, the interview process during each interview session. Although one team member may be leading

an interview, all team members should participate in the interviews.

F. Schedule an evening meeting of the team (e.g., for reviewing the day's activities and for reviewing the goals for the

following day).

G. At the end of the first day, assign specific areas of responsibility for preparation of the report and determine which of

the team will present which aspects of the Exit Summary (the Exit Summary may be presented by all members of the

team or by one member of the team).

H. Coordinate the completion of the Visit Report.

I. Indicate if you have requested additional material to be forwarded by the program to the Accreditation Department by

completing the last page of the Visit Report. Leave a copy of the additional materials requested with the program

director.

J. Obtain signatures of all members of the team on the Visit Report signature page.

K. Participate in the discussion following presentation of the Exit Summary; guide the discussion to facilitate

accomplishing clarity in questions or comments and understanding on the part of all present.

L. Chair the optional consultative conference for the program director and faculty following the completion of the on-site

review activities and the Exit Summary. If this conference is not scheduled, please advise the other team members as

soon as possible so that they may plan their return trip accordingly.

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FOLLOWING THE SITE VISIT:

A. Put the Visit Report into its final form and submit on the CAPTE Accreditation Portal within ten (10) days following

the completion of the site visit OR email to staff ([email protected]). The written report should be proofread prior

to submission. The Visit Report, the General Information Form, the Persons Interviewed Form, and the

Materials Provided On Site Form should be combined as one Word document and uploaded/submitted on the

CAPTE Accreditation Portal OR emailed to staff ([email protected]). The signature page should be e-mailed

([email protected]) immediately after the visit.

B. Participate in a phone call with the CAPTE primary reviewer. If requested, participate in a conference call with the

Commission on Accreditation in Physical Therapy Education at the time of the CAPTE review of the program.

C. Keep a copy of the Visit Report until you have received a copy of the Summary of Action (SOA) following the

Commission’s review of the first Compliance Report. If the program initially had a split Compliance Report, you

should keep all materials until the SOA following the Commission’s review of the second Compliance Report.

Following the Commission’s review of the first Compliance Report (or the second Compliance Report if a split

Compliance Report was requested), you must destroy the hard copy and electronic versions of ALL materials related

to the program. A reminder to do so will be included with the SOA at the appropriate time.

NOTE: All items listed as specific responsibilities of members of an on-site review team are applicable to the team

leader. In addition to those responsibilities and the responsibilities listed specifically above, the team leader is

responsible for maintaining appropriate communication with the Accreditation Department throughout the

tenure as a designated team leader. This may include the time period when the program is on the CAPTE

agenda for action.




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SAMPLE ON-SITE VISIT SCHEDULE

A sample schedule can be found on the web page that is accessed from the CAPTE Accreditation Portal by clicking the

“Access to Additional Needed Information” link in your Profile Information box. The sample schedule should be adapted

for individual programs following review of the Self-study Report. However, times set by the program for meeting with

administrators, especially the president and provost, should never be changed. Please note that the sample schedule

intentionally schedules meetings with students, clinical education faculty, graduates, and employers prior to meetings with

core faculty members. This will enable the team to explore with the faculty any areas identified by these groups as

weaknesses and to provide additional detail regarding how the curriculum covers the content, which will facilitate CAPTE's

ability to determine compliance.

All team members and the Accreditation Department should receive copies of the final schedule. Please note that there are

no 'rules' regarding if the team leader or the program director should initiate this activity.

THE EXIT SUMMARY

On the last day of the on-site visit, the findings of the team are reported orally to the program director, institutional

administration, and program faculty. The Exit Summary should focus only on the findings that relate directly to the

specific elements of the standards. Members of the team are expected to be objective in comments, reasonable, fair, and

as critical as is necessary to assist the program and the institution to improve the quality of the physical therapy education

program.

The team may all contribute to the oral presentation or, if the team prefers, this responsibility may be delegated to the team

leader.

Initially, a discussion should occur which provides an overview of the CAPTE accreditation process, the roles of the team,

and actions following the site visit (when to expect the written report; the program's opportunity to submit a written

response to the report and to evaluate the activities of the team and the accreditation process; and the expected date of

CAPTE meeting review).

An overview of the program including a brief summary of the findings related to each standard should be provided. A

specific element-by-element report should not be provided. It is recommended that the team be extremely careful to avoid

any use of analogies. All components of the report should be based in fact and clearly articulated. Any major issue

identified in the report should be included in the exit summary – the program should not be surprised when they get the

report. However, general statements should be made. For example, if individual core faculty do not appear to have

contemporary expertise, the exit summary comment should be: On-site review confirmed that most core faculty have

contemporary expertise related to assigned content.

The format for the Exit Summary is made available to the team (see APPENDIX D). Please note: The date for CAPTE

review of the program may be found in the initial team assignment letter; if you are uncertain of this information, please

contact staff in the Accreditation Department.

CONSULTATION CONFERENCE

The on-site review team should offer the program faculty and administration the opportunity for consultation. The program

should be advised that the consultation represents the opinion of the on-site team and that adoption of the advice or

suggestions made as a result of the on-site team's consultation does not ensure compliance with the standards and required

elements. Reference to the consultation should not be included in the Visit Report. Please note that consultation is not a

part of the candidacy visit.

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THE VISIT REPORT

The Visit Report is used as a data source for CAPTE in their decision-making about the program. The report should reflect

the quality of the program and not just whether the parts (elements) are present or absent. An effort should be made in

completing the Visit Report to assist the reader's understanding of the program as a whole and the context of the

environment in which the program operates.

The most current version of the Visit Report can be downloaded from the CAPTE Accreditation Portal

(https://capteportal.capteonline.org/Pages/Login.aspx); click on the “Access to Additional Information” link in your Profile

Information box. ALWAYS download the Visit Report as you begin your review – this must be done for each visit;

please do not use previous copies of the Visit Report as they may not reflect current documents. The Visit Report

has been prepared by staff with attention to the correct format for margins, spacing, indentations and tab settings. It is

imperative that these components of the document not be touched. If you have any questions, please do not hesitate to

contact staff. The work you do is so valuable to the accreditation process. We have tried to make the generation of the

Visit Report as convenient and "user friendly" as possible.

The Visit Report submitted by the team should complement and validate, not duplicate, the Self-study Report submitted

by the education program. The combined reports should provide the Commission with a comprehensive picture of the

education program's activities as they relate to its objectives and to the Standards and Required Elements. The Visit Report

should clarify and interpret questionable areas and explain areas that were unclear or not well developed in the Self-study

Report. Do NOT cut and paste parts of the Self-study Report into the Visit Report – duplicating the Self-study

Report not only doesn't provide the Commission with helpful information, it raises the question as to why the visit

was necessary.

The Visit Report should be concise, but should include enough detail to provide evidence of quality relative to the

standards as a whole. The Visit Report should be free from personal educational philosophy and value-laden terms.

A helpful Visit Report clarifies what is found on site that is not obvious from a review of the Self-study Report.

Assessments made of the required elements that indicate inadequacies should be elaborated under the appropriate section of

the Visit Report. It is important to describe the evidence the team used in making its assessments. However, it is not

necessary to comment upon areas found to be adequate other than to state that the information provided in the Self-study

Report was confirmed through on-site interviews and review of material, identifying the specific materials reviewed and

individuals interviewed that led to that assessment.

The Visit Report should be candid and analytical with a view to providing CAPTE with substance to use in the evaluation

of the quality of the program. Specific guidelines for completing the Visit Report are included with the report.

Evidence that the team believes should be seen by CAPTE but that is too extensive to be included in the Visit

Report should be requested to be sent by the program as additional materials for CAPTE. Please do not interpret

this to mean that all materials that are typically provided on site should be sent (e.g., all exams, examples of student work,

faculty evaluations). The team should direct the program administrator to include the supplementary materials with the

Institution’s Response to the Visit Report. The last page of the Visit Report is the form to request additional materials; if

no materials are being requested, indicate “none” on the form – do not delete. A copy of the form is to be left with the

program. No material which does not already exist should be requested in this manner, unless it was material

originally requested in the Self-study Report. The program should also be requested to resubmit any Self-study Report

Forms that are found to be inaccurate or incomplete.

The Visit Report should address any perceived problems identified in the Self-study Report by either providing evidence

that confirms the existence of the problem or indicates that the problem is not perceived by the team to be of significant

concern. Likewise, any concerns directly related to the required elements identified by the team should be supported with a

summary of evidence that led to this conclusion. The Visit Report should not be prescriptive. Consultative comments that

suggest how a situation could be changed are not to be included in the report; instead these should be provided during the

consultative session. The Visit Report should not include terms such as: “needs to”, “should”, or “must” as the

Commission is not prescriptive in telling a program how to ‘fix’ a compliance issue. Comments unrelated to the standards

and required elements should not be included in the Visit Report.

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The Visit Report is put into final written form by the team leader and shared with the team for final review before

submission to the Accreditation Department. The Visit Report, as well as the three forms in the Materials Provided Onsite

document, should be emailed to the appropriate accreditation staff member or be uploaded on the CAPTE Accreditation

Portal. All documents must be provided as a Word document. The three on-site forms are the General Information,

Persons Interviewed and Material Reviewed On-site forms; update as appropriate prior to submitting them. Only the team's

signature page should be scanned and emailed to the Accreditation Department; alternatively, it may be mailed - please

keep a copy before sending. The Accreditation Department sends a final copy of the Visit Report to the program officials

for their identification of any inaccuracies in factual information and for comments on the Visit Report before the report is

sent to all team members and before the report is acted upon by the Commission.

COMPUTER USAGE

A computer with internet access is needed to review the program’s self-study materials and to complete the Visit Report.

Even if you plan on reviewing the Self-study Report online, you must download and save on your computer at least the full

report and the WinZip file. This provides continuous access to the report should there be Portal problems. If you have a

Mac, check and make sure the full Self-study Report downloaded; if not, then contact Accreditation database specialist for

a PDF of the full report. When writing the Visit Report, all team members are strongly encouraged to frequently

back up the Visit Report.

If you decide to print a portion of the Self-study Report, you can include the following expenses on the Travel and

Reimbursement form under the miscellaneous section: 5 cents per page for a maximum of $15.

If you are using a computer provided by the program, ALL Visit Report materials must be deleted at the end of the

visit. This includes deleting the file in the recycle bin! At no time should electronic materials be provided to

program faculty or staff (for example, for printing).

TRAINING / REFRESHER COURSES

On-line training courses for on-site reviewers are available in APTA's Learning Center; all on-site reviewers are registered

for these courses. There are two sets of online training courses: a series of modules regarding our processes and courses

related to CAPTE's expectation of the standards and required elements. Further information, including how to access these

modules, is available on the CAPTE Accreditation Portal (https://capteportal.capteonline.org/Pages/Login.aspx). After

logging in, click on the Access to Additional Information link.

TRAVEL AND REIMBURSEMENT

The e-mail you receive from the Accreditation Department confirming each site visit to which you have been assigned will

include instructions for making your travel plans. It is the policy of the APTA Board of Directors that all individuals

traveling for APTA make their travel arrangements through Options Travel, APTA's official agency. It is preferred

that you make your travel arrangements using APTA's Travel Portal, which can be accessed at https://concursolutions.com.

However, feel free to call them directly should you have difficulty or if you are unable to find the flights you want (see

APPENDIX E). Directions and log-in information are available from the CAPTE Accreditation Portal; click the Access to

Additional Materials link that is in your profile box. APTA will be billed directly for your airfare. If you have any

questions, please contact the Senior Accreditation On-site Visit & Travel Coordinator.

The program will arrange for hotel accommodations and will communicate that information to you; should any changes

need to be made, it is the responsibility of each team member to make them. Each team member should pay for their

own hotel room; if the hotel indicates it is being direct billed to the school, (1) confirm this with the program director and

(2) confirm that your credit card is not also being charged. The program director is asked to provide the On-site Visit

Travel Information Form to all team members prior to the visit; this form details the local airport(s), hotel arrangements

including confirmation numbers, etc. If you do not receive this form from the program director, please contact staff in

the Accreditation Department for assistance.

https://capteportal.capteonline.org/Pages/Login.aspx

https://concursolutions.com/

12

Travel/expense vouchers should be submitted within thirty (30) days following the on-site visit using the Concur Solutions

web application. You will be reimbursed for per diem expenses (($8.00 breakfast deduction; $10.00 lunch deduction;

$18.00 dinner deduction). Because of a recent IRS ruling on reimbursement, reviewers will only be reimbursed $36.00

dollars per day for meals if receipts are not submitted. If receipts are submitted, the Association will reimburse for the

exact amount of the receipts up to $65.00 dollars per day. In addition, you will receive an honorarium. Trainees will

receive an honorarium of $100.00 per day and team members will receive an honorarium of $150.00 per day. The team

leader will receive $200.00 per day and a team leader with trainee will receive $225.00 per day.

If unusual expenses are anticipated, you should get them approved in advanced by the staff of the Accreditation

Department. Team members may stay an additional night (either at the program site or closer to an airport) to

accommodate flight schedules and the consultative session; no prior approval for this situation is necessary. As a rule

APTA will not reimburse for rental cars; please contact staff for approval should a rental car be necessary.

Complete instructions and information regarding reimbursement using Concur Solutions is available on the OSR webpage

(http://www.capteonline.org/Portal/OSRCR/) and accessible via the CAPTE portal in the SSR/AFC grid of your program

assignment.

ASSESSMENT OF THE ACCREDITATION PROCESS

Assessment is an integral part of CAPTE's accreditation process and all aspects of the process are assessed. Assessment

surveys are web based and URLs to complete the surveys requested are provided to the reviewers as appropriate to our

timelines and processes. Copies of all assessment forms are included in the Appendices of this Manual.

ASSESSMENT OF THE TEAM MEMBERS

Team members are asked to do a self-assessment that they can compare with the peer assessments (Appendix F).

Additionally, the program director, faculty and administrative officers who participated in the on-site visit also are given an

opportunity to assess the team's performance (Appendix I). A summary of assessment feedback will be provided to each

team member by the Accreditation Department. In addition, the Commission will provide feedback to the Team on the

information provided in the Visit Report (Appendix G).

ASSESSMENT OF THE PROCESS

Following each on-site review visit, the team members, the institutional administration and program administrator are asked

to critique the accreditation process (see Appendix H, Appendix J and Appendix K). This feedback is reviewed by CAPTE

at their bi-annual meetings.

http://www.capteonline.org/Portal/OSRCR/

13

Appendix A


Accreditation Department

SUGGESTED AREAS OF RESPONSIBILITY

FOR MEMBERS OF THE ON-SITE REVIEW TEAM

FOR THE REVIEW OF

PHYSICAL THERAPIST

AND

PHYSICAL THERAPIST ASSISTANT PROGRAMS

All team members are responsible for review and assessment of the entire Self-study Report and for contributing to the

decisions related to the Visit Report.

The primary areas of responsibility are designated to utilize the areas of expertise of the team members, expedite interviews

and expedite preparation of the Visit Report. The team leader has the prerogative of making final designations after the

team has been selected. The following are possible assignments

Physical Therapist/Assistant (Educator)

Assessment

Program Faculty

Curricular Plan

Curricular Content

Resources

Clinician

Program Faculty- Clinical Education Coordinator; Clinical Education Faculty

Student policies related to clinical education

Curricular Content

Resources

Non-Physical Therapist

Mission, Goals, Outcomes

Long-term Planning

Institution & Program Integrity

Core Faculty Scholarship (PT Programs Only)

Students

Resources

14

Appendix B

SAMPLE INTERVIEW QUESTIONS

For Clinical Faculty:

1. Describe the interaction that occurred between the school and your facility when you were developing your new contract.

2. Describe the communications prior to the assignment of a student to the clinical facility.

3. How do you learn about curriculum changes?

4. How have your needs for faculty development related to clinical education been met?

5. How accessible is the faculty to you to help with a "difficult" student in the clinic?

6. What type of training has been provided on the use of the student evaluation tool?

7. How do you participate in the program's efforts to study its outcomes?

Students:

1. We have noticed that there are students on committees within the program. How active is your participation? (if

applicable)

2. What is the student's role in the admissions process? (if applicable)

3. How accessible is the faculty to you? Office hours? Clinical Education Coordinator, both when on campus and during

clinical experiences? Research advisor? (if applicable)

4. Describe your supervision during lab sessions.

5. Describe how you feel about your competence when you are in the clinic.

6. If you could change the curriculum, what would you do?

7. How do you know the expectations of the program, such as professional behavior?

For Employers:

1. Do you seek graduates from this program to work at your facility?

2. Compared to other new graduates, how much supervision must you give a graduate from this program?

3. What are your expectations of a graduate of this program?

4. If you could change the curriculum, what would you change?

5. How do you participate in the program's efforts to study its outcomes?

15

Appendix C

A DECALOGUE FOR THE ON-SITE REVIEW TEAM*

1. DON'T SNITCH. A site visitor often learns private matters about an institution that an outsider has no business

knowing; he is privy to "classified" information. Don't "tell tales" or talk about the weaknesses of an institution after a

visit.

2. DON'T STEAL APPLES. A site visitor often discovers promising personnel that he would like to recruit for his own

institution. Don't take advantage of the opportunity afforded by your position on the team to lure good teachers away

from the institution you are visiting.

3. DON'T BE ON THE TAKE. A site visitor is often tempted to accept small favors, services, or gifts from the

institution being visited. Don't accept, or even suggest that you would like to have, a sample of the wares of an

institution, a book it published, a product produced, or a service performed by the institution visited.

4. DON'T BE A CANDIDATE. A site visitor might see an opportunity to suggest himself for a consultantship, a

temporary job, or a permanent position with the institution he is visiting. Don't apply or suggest your availability until

after submission of your comments on the Compliance Report.

5. DON'T BE A NITPICKER. A site visitor often sees small problems that can be solved by attention to minor details.

Don't use the accreditation report, which should deal with major or serious policy-level matters, as the means of

effecting minor reforms.

6. DON'T SHOOT SMALL GAME WITH A BIG GUN. A site visitor often finds that a small, weak or marginal

institution is completely at his mercy. Don't be sadistic or use the power of accreditation to deal heavily with or injure

an institution that may need help more than punishment.

7. DON'T BE A BLEEDING HEART. A site visitor with "do good" impulses may be blinded by good intentions and try

to play the role of Savior for an institution that may not deserve to be saved. Don't compound weaknesses by

sentimental generosity in the hopes that a school's problems will go away if ignored or treated with unwarranted

optimism.

8. DON'T PUSH DOPE. A site visitor often sees an opportunity to recommend his own personal theories, philosophies,

or techniques as the solution to an institution's problems. Don't force an institution to adopt measures that are likely to

be altered or reversed by the Commission on Accreditation in Physical Therapy Education or a subsequent site team.

9. DON'T SHOOT POISON DARTS. A site visitor may be tempted to "tip off" the administration to suspected treachery

or to warn one faction on a campus of hidden enemies. Don't poison the minds of the staff or reveal suspicions to the

administration; there are more wholesome ways to alert an administration to hidden tensions.

10. DON'T WORSHIP SACRED COWS. A site visitor in awe of a large and powerful institution may be reluctant to

criticize an obvious problem in some department. Don't overlook weaknesses because the institution has a great

reputation.

* Adapted from "A Decalogue for the Accreditation Team," Hector Lee (COPA Agenda 2/5/76)

16

Appendix D

Outline for Exit Summary

1. Role of the On-site Team/Candidacy Reviewer a. Fact-finder who verifies and clarifies information provided by the program in the Self-study Report

(SSR)/Application for Candidacy (AFC) b. Reports omissions or discrepancies between SSR (or AFC) and on-site review c. Does NOT determine whether a program is in compliance with an element d. CAPTE’s judgment may differ from the team’s general impression of the program

2. Visit Report

a. Verifies and clarifies the SSR/AFC b. Provides an objective presentation of information c. Utilizes information obtained in

i. Interviews with all involved in program ii. Review of on-site materials iii. Survey of space and equipment

3. CAPTE decision will be made (team leader to insert date) based on the following:

Accreditation Decision Candidacy Decision

Self-study Report Application for Candidacy

Visit Report Candidacy Visit Report

Institution’s Response to the Visit Report Institution’s Response to the Candidacy Visit Report

Additional materials submitted by program (if any) Additional materials submitted by program (if any)

4. Options that CAPTE can take (discuss those that are appropriate for review)

Continuing Accreditation Initial Accreditation Decision Candidacy Decision

Reaffirm Accreditation Grant Accreditation with a Compliance Report

Grant Candidate for Accreditation status

Reaffirm Accreditation with Compliance Report Grant Probationary Accreditation with Compliance Report

Deny Candidate for Accreditation status

Warning with a Compliance Report (notice of impending Probationary Action)

Withhold Accreditation (subject to reconsideration and appeal)

Probationary Accreditation with Compliance Report

5. The OVERVIEW section of the report is used for the Exit Summary; it includes:

a. Brief description of the history of the program b. Brief description of the program c. Summary of each Standard

PTA & PT Standards

1 Mission, Goals, and Outcomes

2 Assessment and Planning

3 Institution and Program Integrity

4 Program Faculty

5 Students

6 Curriculum Plan

7 Curricular Content

8 Resources

d. For a Candidacy Visit: Identify the areas that are well developed and the areas insufficiently developed or areas

in which further development will be needed.

17

Appendix E: APTA Travel Guide

APTA TRAVEL GUIDE ARRANGING AIRLINE TICKETS THROUGH OPTIONS TRAVEL:

To make your air travel arrangements using Options Travel, click on the link: https://www.concursolutions.com. Please use the Username and temporary password that was created by the Accreditation Department. If you forget your password, click on “Forgot Your Password?” link.

To change your password: Click “My Account” (upper right-hand side) Click “Change password” (last option available)

Please be sure to read the Announcements (that are periodically updated) before proceeding to “Book Travel”

Select the flight itinerary that meets your needs and fill out all required fields Then Click “Continue to Purchase”

When you get to “Review Your Itinerary”, you will be asked to choose your APTA Program number and Activity Number as shown below: Trip Specific Information One or more of the items purchased may require you to provide more information. To continue with your reservation, you will need to provide the Program Number and Sub-Activity Number.

6204-002 for candidacy visits 6204-003 for on-site visits 6204-004 for Commissioner Travel 6204-005 for Workshops 6204-006 for OSR Training

Staff Sort

Sponsored Member (631)*

The Staff Sort should be completed as follows:

Sponsored Member(631) for PT/PTAs, Sponsored Non Member(632) for Non PT/PTA/Other

“Select Your Form of Payment” section is always grayed out; you cannot change the credit card information. **Please disregard any request to provide your personal credit card information in your travel profile.

Once you have completed reviewing your Itinerary: Click “Complete Purchase”. Please make sure to name your trip to easily identify and sort your trip history.

CONFIRMATION You will receive a confirmation and e-ticket via email. If you do not receive a confirmation, please use the contact information provided below. OPTIONS TRAVEL HOURS: 8:30 (ET) - 6:30 pm (ET) Monday-Friday TOLL FREE PHONE #: 888-678-7908 EMAIL: [email protected] CONTACTS: Michael Toles (Account Manager) 847-803-4444, Ext: 327 Email: [email protected] Kristen Jackson 847-803-4444, Ext: 147 Email: [email protected] Carole Fetzko 847-803-4444, Ext: 222 Email: [email protected] Susan Nicola 847-803-4444, Ext: 221 Email: [email protected] Janeen Bendis 847-803-4444, Ext: 224 Email: [email protected] Mary Deruz 847-803-4444, Ext: 122 Email: [email protected]

Should any of these agents be unavailable, please know that any travel consultant can assist you!

Online Assistance [email protected] Web chat and Online Booking Tool Traversa www.aptatravelcenter.com

24 Hour Emergency Service (Since there is a fee for this service, it should only be used when their office is closed) Member code is 0YW. (Zero Y W) Domestic: 800-823-1797 International: 303-876-4247

Last updated: 4/2/2019

Contact: [email protected]

https://www.concursolutions.com/









http://www.aptatravelcenter.com/


18

Appendix F

COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY

EDUCATION American Physical Therapy Association

PEER/SELF EVALUATION OF ON-SITE TEAM LEADER

TEAM LEADER:

NAME of INSTITUTION: DATE(s) of VISIT:

This form has two functions (1) self-improvement of the team leader and (2) input to accreditation staff

who assist with development activities for on-site reviewers.

INSTRUCTIONS: For each statement please indicate how well you, if doing a self-evaluation, or the

identified team member performed. Please comment as appropriate. NOTE: the section on team

leadership is to be completed by the team about the team leader. Submit the completed form directly to the

Accreditation Department.

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GENERAL BEHAVIOR

1. Demonstrated a thorough knowledge and understanding of the Standards &

Required Elements

2. Demonstrated a thorough knowledge of the Self-study Report submitted by the

program.

3. Demonstrated effective communication skills throughout the visit.

4. Demonstrated effective interpersonal relations throughout the visit.

5. Demonstrated appropriate stature, credibility and competence as a team leader.

6. Demonstrated integrity.

7. Demonstrated objectivity by comparing the program to the Standards &

Required Elements, not to personal experience.

8. Arrived on time for all assigned sessions.

9. Contributed to an open, honest, and non-threatening atmosphere during

interview and discussion sessions with program faculty, administrators, etc.

10. Raised pertinent, relevant questions during the interview sessions.

11. Requested pertinent additional material to review the program as needed.

12. Gave appropriate attention to the program and to all factors that influence it

relative to compliance with the Standards & Required Elements.

13. Made comments and suggestions that were reasonable, realistic, and

constructive.

14. Actively contributed to the consultative session with the faculty, if requested.

COMMENTS:

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BEHAVIOR AS A TEAM LEADER

15. Communicated in a timely fashion with team members and program director

prior to visit.

16. Managed an appropriate visit schedule.

17. Handled sensitive issues appropriately.

18. Was able to keep discussion focused on relevant issues.

COMMENTS:

RECOMMENDATIONS

19. I would recommend this individual for continued service as a team leader.

20. I would recommend this individual for service on CAPTE.

20

COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY

EDUCATION American Physical Therapy Association

PEER/SELF EVALUATION OF ON-SITE TEAM MEMBER

TEAM MEMBER:

NAME of INSTITUTION: DATE(s) of VISIT:

This is a summary of _1_ Team Peer Evaluation for your on-site visit. It serves two functions (1) self-

improvement of the team member and (2) input to accreditation staff who assist with development

activities for on-site reviewers.

INSTRUCTIONS: For each statement please indicate how well you, if doing a self-evaluation, or the

identified team member performed. Please comment as appropriate. Submit the completed form directly to

the Accreditation Department.

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GENERAL BEHAVIOR

1. Demonstrated a thorough knowledge and understanding of the Standards &

Required Elements.

2. Demonstrated a thorough knowledge of the Self-study Report submitted by the

program.



5. Demonstrated appropriate stature, credibility and competence as a team

member.


7. Demonstrated objectivity by comparing the program to the Standards &

Required Elements, not to personal experience.


9. Contributed to an open, honest, and non-threatening atmosphere during

interview and discussion sessions with program faculty, administrators, etc.



12. Gave appropriate attention to the program and to all factors that influence it

relative to compliance with the Standards & Required Elements.

13. Made comments and suggestions that were reasonable, realistic, and

constructive.

14. Participated in the discussion of the final Exit Summary with the program

administrators, faculty, and students.


COMMENTS:

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BEHAVIOR AS A TEAM MEMBER

16. Communicated with team leader to obtain pertinent, relevant materials prior to

the visit.

17. Came to the visit prepared with questions to ask based on the Self-study Report

and other information presented by the program.

18. Willingly assumed responsibilities assigned by the team leader.

19. Actively participated in team discussions throughout the visit.

20. Wrote clear, succinct responses in the related to Standards & Required

Elements and cited evidence.

21. Behavior reflected a commitment to the goals and objectives of CAPTE.

COMMENTS:

RECOMMENDATIONS

22. I would recommend this individual for continued service as a team member.

23. I would recommend this individual for service as a team leader.

(Note: this option is N/A for the non PT member of the team)


22

Appendix G

TO BE COMPLETED BY PRIMARY REVIEWER ONLY



FEEDBACK to the ON-SITE REVIEW TEAM (from CAPTE)

This form has been developed so that you, as a member of a recent on-site review team, can

receive feedback about the clarity and completeness of the information provided in the Visit

Report. The primary reviewer of the program completed this form following the decision.

Institution Visited:

Date of Visit:

1. An example of an area of the Visit Report that was very helpful to CAPTE’s review is: [insert

element(s) or topic area]. This is because the VR provided the following details that facilitated

determining compliance for this area/element: [insert types of details that facilitated your review]

2. While the majority of Visit Report provided sufficient detail, there were areas that CAPTE

sought additional clarification, information or evidence from the team leader or program

director prior to the Commission meeting. Additional information in the Visit Report or a

request for the program to provide evidence in their response to the Visit Report would have

been helpful. This/These included:

[PT Panel members: please identify all areas in which you needed to ask PD or TL or requested PD to

provide. Please be specific regarding why the additional information/evidence was needed. If none:

indicate none. Staff will identify the relevant element after the meeting if not included in your

response]

3. Any other comments or suggestions about the Visit Report: [note: staff will include a thank you

statement into all forms]

Should there be any other questions on this form??

Thank you for your contributions to the accreditation process and to the quality of physical therapy

education. We hope that this assessment of the Visit Report will assist you in your future

contributions to the accreditation process.

23

Appendix H




ON-SITE REVIEWER

CRITIQUE OF THE ACCREDITATION PROCESS

Please respond to each question, adding your comments as appropriate.

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REGARDING YOUR PREPARATION FOR THE VISIT

1. The Self-study Report was available to me in sufficient time for me to adequately prepare

for the visit.

2. I found the Manual for On-site Reviewers to be helpful as a guide for identification of the

expectations for my functions on the team.

3. The information I received in the on-site reviewer training workshop was sufficient to

provide the needed background for me to function in my role as an on-site reviewer.

REGARDING THE STANDARDS & REQUIRED ELEMENTS

4. The Standards & Required Elements are adequate to assess all aspects of the educational

program.

Please indicate any areas that are not adequately covered:

5. The Standards & Required Elements (including the Evidence lists for the narrative,

appendices and on-site materials) are explicit enough to facilitate the team’s review of the

program.

Please indicate any missing, confusing or duplicative areas:

6. The type of information requested in the Self-study Report is useful in the review process.

Please indicate any areas of concern and suggest a more appropriate way that the information might be presented.

REGARDING THE ASSESSMENT OF MY PERFORMANCE

7. The Summary of the On-site Reviewer Assessment provided helpful feedback.

Comment(s):

8. The feedback from staff and from CAPTE regarding the Visit Report provided

helpful feedback.

Comment(s):

Based on feedback received, behavior changes will be made in the future.

24

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Describe changes that will be made:

REGARDING THE COMMISSION’S DECISION ABOUT THE PROGRAM

1. The status decision made by the Commission is compatible with the team’s assessment

of the program.

Please comment on any disagreement:

2. The specific citations in the Summary of Action are compatible with the team’s

assessment of the program.

Please comment on any disagreement:

REGARDING THE OVER-ALL PROCESS

12. Please provide additional comments regarding the CAPTE accreditation process:

25

Appendix I

COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION American Physical Therapy Association

ASSESSMENT of ON-SITE TEAM LEADER

This is an evaluation of <TL> in <his/her> role as Team Leader during the site visit to

<InstitutionName> on <begin date> through <end date>

The person completing this form is: (circle one) 1. The physical therapy program director/administrator 3. Administrative officer of the institution

2. Physical therapy program faculty member 4. Other (specify) ___________________________

For each item, please evaluate the performance of <TL> as the Team Leader and on-site reviewer during this site visit.

If you feel that you are unable to evaluate this person on a particular behavior, please leave the item blank.

Strongly

agree Agree Undecided Disagree

Strongly

disagree

GENERAL BEHAVIOR

1. Demonstrated a thorough knowledge and understanding of the Standards & Required Elements.

2. Demonstrated a thorough knowledge of the Self-study Report submitted by the program.



5. Demonstrated appropriate stature, credibility and competence as a team leader.


7. Demonstrated objectivity by comparing the program to the Standards & Required Elements, not to

personal experience.


9. Contributed to an open, honest, and non-threatening atmosphere during interview and discussion

sessions with program faculty, administrators, etc.


26

Strongly


Strongly

disagree


12. Gave appropriate attention to the program and to all factors which influence it, relative to

compliance with the Standards & Required Elements.

13. Made comments and suggestions that were reasonable, realistic, and constructive.


COMMENTS:

BEHAVIOR AS A TEAM LEADER

15. Communicated in a timely fashion with the program director prior to visit.

16. Managed an appropriate visit schedule.

17. Handled sensitive issues appropriately.

18. Was able to keep discussion focused on relevant issues.

COMMENTS:

RECOMMENDATIONS

19. I would recommend this individual for continued service as a team leader.


27

COMMISSION ON ACCREDITATION IN PHYSICAL THERAPY EDUCATION American Physical Therapy Association

ASSESSMENT of ON-SITE TEAM MEMBER

This is an evaluation of <TM> in <his/her> role as a Team Member during the site visit to

<InstitutionName> on <begin date> through <end date>

The person completing this form is: (circle one) 1. The physical therapy program director/administrator 3. Administrative officer of the institution

2. Physical therapy program faculty member 4. Other (specify) ____________________________

For each item, please evaluate the performance of <TM> as the Team Member and on-site reviewer during this site visit.

If you feel that you are unable to evaluate this person on a particular behavior, please leave the item blank.

Strongly


Strongly

disagree

GENERAL BEHAVIOR

1. Demonstrated a thorough knowledge and understanding of the Standards & Required Elements.

2. Demonstrated a thorough knowledge of the Self-study Report submitted by the program.



5. Demonstrated appropriate stature, credibility and competence as a team member.


7. Demonstrated objectivity by comparing the program to the Standards & Required Elements, not to

personal experience.


9. Contributed to an open, honest, and non-threatening atmosphere during interview and discussion

sessions with program faculty, administrators, etc.


28

Strongly


Strongly

disagree


12. Gave appropriate attention to the program and to all factors which influence it, relative to

compliance with the Standards & Required Elements.

13. Made comments and suggestions that were reasonable, realistic, and constructive.


COMMENTS:

RECOMMENDATIONS

15. I would recommend this individual for continued service as a team member.

16. I would recommend this individual for service as a team leader.

(Note: this option is N/A for the non PT member of the team)


29

Appendix J




INSTITUTIONAL ADMINISTRATION CRITIQUE OF THE ACCREDITATION PROCESS

This is a report of 13 responses from PT programs received

between September 9, 2018 – February 27, 2019 , for review at the Spring 2019 meeting.

Please respond to each statement, adding your comments as appropriate.

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THE ON-SITE VISIT

1. The team members had an appropriate understanding of institutional context and

mission.

2. The team raised appropriate issues related to the quality of the physical therapy

program.

3. The Exit Summary provided sufficient insight into the team’s findings.

THE VISIT REPORT

4. The Visit Report was consistent with the institution’s assessment of the

program’s compliance with the Standards and Required Elements.

OUTCOME OF THE PROCESS

4. The accreditation process resulted in positive change in the physical therapy

program.

5. The time and effort expended in the process were worth the benefits of the process.

OTHER COMMENTS

6. Please describe the impact of the CAPTE accreditation process on the institution in general.

7. Please make any additional comments or suggestions you have regarding the CAPTE accreditation process:

Date Signature

30

Appendix K




PROGRAM CRITIQUE OF THE ACCREDITATION PROCESS

This is a report of 3 responses from PT programs who hosted an on-site visit between March 11, 2018 – August 8,

2018. These programs were reviewed at CAPTE’s Fall 2018 meeting. Please respond to each statement, adding your comments as appropriate.

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THE SELF-STUDY PROCESS

1. Information provided at the Self-study workshop was helpful in the self-

study process.

2. The information in the CAPTE Accreditation Handbook was useful during

the self-study process.

THE SELF-STUDY REPORT (SSR)

3. The guidelines and instructions in the SSR/Portal were clear and easy to

follow.

Please comment on any areas of confusion.

4. 4. The format of the SSR provided a clear and logical way of evaluating

the physical therapy program.

Please describe any missing, confusing or duplicative areas:

5. The SSR was useful as a self-assessment tool to determine compliance with

the Standards & Required Elements.

6. Please provide recommendations for improvement

THE ON-SITE VISIT

7. Sufficient advance notice of the proposed dates for the on-site visit was

provided.

8. The team members had an appropriate understanding of this type of institution

and program.

9. There was sufficient time scheduled for the on-site visit.

10. The Exit Summary included an accurate summary of the visit.

11. 11. The on-site team provided helpful consultation following the visit (if

requested)

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Str

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gly

Ag

ree

Ag

ree

Un

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ided

Dis

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e

Str

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Dis

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e

Comment(s):

OUTCOME OF THE PROCESS

12. The accreditation process resulted in positive change in the program.

Please explain:

13. The time and effort expended in the process were worth the benefits of the

process.

Please explain:

14. The action taken by the Commission on Accreditation in Physical Therapy

Education was consistent with the information presented in the Visit Report.

GENERAL INFORMATION

15. Staff in the Accreditation Department were helpful to you during the process.

16. Accreditation activities and communications occurred in a timely manner.

OTHER COMMENTS

17. 17. Please provide additional comments regarding the CAPTE accreditation process:

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Appendix L CONFLICT OF INTEREST GUIDELINES AND STATEMENT FOR

CAPTE MEMBERS, STAFF, AND ON-SITE REVIEWERS

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 standards and required elements.

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.

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

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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 CAPTE’s 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

34

Appendix M

Commission on Accreditation in Physical Therapy Education

Abbreviations

AASC Application for Approval of Substantive Change

AAR Annual Accreditation Report

ABD All but dissertation; term applied to individuals that have completed all coursework

towards PhD and have been cleared as a PHD candidate by their university to write and

defend a dissertation; not a degree status

ACCE Academic Coordinator of Clinical Education

AFC Application for Candidacy

CAPTE: Commission on Accreditation in Physical Therapy Education

CCCE Center Coordinator of Clinical Education

CI Clinical Instructor

CHEA Council for Higher Education Accreditation

CSIF Clinical Site Information Form

CR Candidacy Reviewer

CVR Candidacy Visit Report

DCE Director of Clinical Education

FSBPT Federation of State Boards of Physical Therapy

OSV On-site Visit

OSR On-site Reviewer

SOA Summary of Action

SSR Self-study Report

tDPT Transitional DPT program; considered post-professional program & therefore, not

regulated by CAPTE

USDE United States Department of Education

VR Visit Report (previously known as ROSRT, Report of the On-site Review Team)

VRIR Visit Report with Institution Response

The Guide: Guide to Physical Therapist Practice

Minimal Skills refers to Minimum Required Skills of PT Graduate at Entry-level

Normative Model: A Normative Model of Physical Therapist Professional Education

A Normative Model of Physical Therapist Assistant Education

Professional program = entry-level PT program

Per APTA House policy, specialty certification by ABPTS should be spelled out whenever there is room to

accommodate; abbreviations should not be used:

Board-Certified Clinical Specialist in Cardiovascular and Pulmonary Physical Therapy

Board-Certified Clinical Specialist in Clinical Electrophysiology Physical Therapy

Board-Certified Clinical Specialist in Geriatric Physical Therapy

Board-Certified Clinical Specialist in Neurologic Physical Therapy

Board-Certified Clinical Specialist in Oncologic Physical Therapy

Board-Certified Clinical Specialist in Orthopaedic Physical Therapy

Board-Certified Clinical Specialist in Pediatric Physical Therapy

Board-Certified Clinical Specialist in Sports Physical Therapy

Board-Certified Clinical Specialist in Women’s Health Physical Therapy

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Below are the acronyms and names of the regional and national accrediting bodies most commonly

identified in self-study reports as the institutional accrediting agency for the sponsors of pre-accredited and

accredited physical therapy education programs.

Regional Accrediting Organizations

MSCHE Middles States Association of Colleges and Schools

Middle States Commission on Higher Education

NEASC-CIHE New England Association of Colleges and Schools

Commission on Institutions of Higher Education

NEASC-CTCI New England Association of Colleges and Schools

Commission on Technical and Career Institutions

NCA-HLC North Central Association of Colleges and Schools

The Higher Learning Commission

NWCCU Northwest Commission on Colleges and Universities

SACS Southern Association of Colleges and Schools

Commission on Colleges

WASC-ACCJC Western Association of Schools and Colleges

Accrediting Commission for Community and Junior Colleges

WASC-ACSCU Western Association of Schools and Colleges

Accrediting Commission for Senior Colleges and Universities

National Accrediting Agencies

ABHES Accrediting Bureau of Health Education Schools

ACCET Accrediting Council for Continuing Education and Training

ACCSCT Accrediting Commission of Career Schools and Colleges of Technology

ACICS Accrediting Council for Independent Colleges and Schools

COE Council on Occupational Education

DETC Distance Education and Training Council, Accrediting Commission

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Appendix N

Access to Additional Needed Materials Link Found on Portal The following is a list of resources for On-site and Candidacy Reviewers that is to be accessed from the Portal by clicking on the Access to Additional Needed Materials Link found in your Profile box on the Portal: List of Documents Only Available on the CAPTE Accreditation Portal Request Travel Advance form

Visit Report - ALWAYS DOWNLOAD THE MOST CURRENT VERSION Travel Expense Form (Excel Version) Exit Summary Format Instructions for Using CAPTE Accreditation Portal User Manual for CAPTE Portal (pdf) Declare Conflicts with Upcoming Site Visits PT Site Visits / PTA Site Visits Candidacy Reviewer Documents Role of the Candidacy Reviewer Comparison of Candidacy versus Accreditation Requirements

Information about the Candidacy Visit Schedule and Report

On-site Reviewer Documents On-site Visit Preparation Guide

On-site Visit, includes sample visit schedules

Documents for both Candidacy Reviewers and On-site Reviewers Manual for On-site Reviewers APTA Travel Guide Travel Expense Reimbursement Form

Travel Planning and Reimbursement Information PT Standards & Required Elements | PTA Standards & Required Elements PT Cheat Sheet | PTA Cheat Sheets (a single page listing of the Elements)

Travel Info Form (sample copy of blank form) Items Provided On Site

Name Badge Information

CAPTE Training / Refresher Courses Access to Accreditation modules in APTA's Learning Center Access to Accreditation modules

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