The Commission on Accreditation of Allied Health Education Programs (CAAHEP) accredits programs upon the recommendation of ACATE.

The ACATE is sponsored by the American Art Therapy Association (AATA).

Prepared by the Accreditation Council for Art Therapy Education (ACATE) 4875 Eisenhower Avenue, Suite 240, Alexandria, VA 22304

http://www.caahep.org/ACATE | acatecouncil@gmail.com | (724) 830-1140

updated – July 2021 and Jan 2022 areas updated include: - clarifications on pp. 32-34 & 48 - 49 regarding syllabi requirements

- example info on annual report process to provide context for future, p.41 - clarifications on p. 54 regarding course content coverage by credentialed faculty

- notification of new document on ACATE website providing further guidelines on Outcomes Data collection

HANDBOOK FOR COMPLETING A SELF-STUDY FOR INITIAL ACCREDITATION

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If you have any questions during the preparation of this Self-Study Report, please e-mail or call ACATE for assistance: ACATE Coordinator - Dana Elmendorf

E-mail: acatecouncil@gmail.com | Phone: (724) 830-1140

PART I: INTRODUCTION The members of the Accreditation Council for Art Therapy Education (ACATE) welcome you to the Initial Self Study Report (ISSR) Handbook for programs seeking Initial Accreditation. This Handbook serves as your guide to program Self-Study Reports as part of the Initial accreditation application. Please follow the procedures closely. If you have questions at any time during your self-study process, you may contact ACATE. The Commission on Accreditation of Allied Health Education Programs (CAAHEP) and the Accreditation Council for Art Therapy Education (ACATE) cooperate with the American Art Therapy Association (AATA) to establish, maintain and promote appropriate standards of quality for educational programs that meet or exceed the minimum standards. **Prior to reviewing the steps below, programs are asked to review materials on the CAAHEP website. (www.caahep.org). Review the “Program Directors” tab for resources, paying particular attention to “Accreditation Process”, “Accreditation ABC’s” and “Frequently Asked Questions”. Topics listed will answer many of your questions. ** Specific instructions for preparing the Initial Self-Study Report are contained in this Handbook, which is intended to be a guide. It is important to distinguish between the Self-Study Analysis Process and the Self-Study Report writing. Although a self-study analysis is comprehensive, the Self-Study Report need contain only enough documentation to substantiate compliance with the Standards. The report must contain a qualitative and documented self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program.

**************************** A template for the Self-Study Report is provided separately.***************************** * Eligible art therapy programs also must have provided graduate-level instruction in art therapy on a continuous basis for at least three (3) academic years and achieved at least one (1) master’s degree graduate class prior to submission of the ISSR. Programs may submit the Request for Accreditation Services (RAS), which is considered the launch of the period of self-study period prior to submission of ISSR, at the end of the second (2nd) academic year of graduate instruction as long as they have achieved one graduating class by time of RAS submission.

* If your program offers more than one degree, or is planning to begin offering more than one degree, this information must be communicated to ACATE in advance of submission of your ISSR and Site Visit. Additional materials specific to the additional degree will be received in order for the degree to be reviewed as part of your program offerings. CAAHEP accredits programs, and any degree(s) being offered by the program fall under ACATE review as part of applying to be an accredited program. If a program is planning to begin students in the additional degree option within one year of the site visit occuring, the additional degree must be reviewed by ACATE at time of ISSR submission

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and related Site Visit. If the start of students in the additional degree offering would occur after this one year window, the degree is instead submitted as a substantial change report and must meet the CAAHEP standards for the accreditation of art therapy programs (2016). A specific policy for post-graduate masters degrees, meanwhile, is also available via the ACATE website.

STEPS TO APPLY FOR ACCREDITATION

a) Request for Accreditation Services Programs should first submit a Request for Accreditation Services (RAS), which is available on the CAAHEP) website (www.caahep.org). You may find the link for the “Request for Accreditation Services” under the “Program Directors” tab. The RAS form is sent to ACATE automatically when it is completed online and the individual from the program that is completing the form provides their email so that a copy of the form is also automatically sent to them through the system. At time of submission of self –study report you will then include the RAS with the submitted self-study report materials.

The main purpose of the RAS is to confirm assurance there is support from Administration of an institution to pursue accreditation. The RAS also provides contact information for CEO, Dean and Program Director. (It is unlikely art therapy programs will have a medical director, and thus this item does not likely need to be completed). If you have more than one art therapy degree for which you wish to pursue accreditation, you will submit just one RAS, but will still need to contact the ACATE chair to inform them of the number of degrees for which you are pursuing accreditation.

Upon successful processing of the request, the program director will be forwarded an Invoice along with a request for current student emails for the Student Survey (survey questions are established by ACATE). ACATE staff create the survey in online form and share the link with the Program Director. This assures student responsiveness to requests to complete the survey (as it then comes from someone they know) but individual results are reviewed only by ACATE staff and are then compiled into a summary report provided to the Program Director (this offers students the assurance of anonymity). This summary report is then included in a program’s self-study analysis and related report materials. **According to FERPA, student information may be released for matters related to accreditation.

b) Fees Payment of half of the non-refundable registration fee is required upon submission of the Request for Accreditation Services (RAS). ACATE staff will forward an invoice for payment to the program upon receipt of the RAS. Please see the ACATE Policy & Procedures Manual and/ or the ACATE Fee Structure document on the ACATE website for the specified fee: http://www.caahep.org/ACATE. Payment of HALF of the required application fee covers establishing/updating the program record/file and ACATE responding to program questions about the preparation of the ISSR, as needed.

Payment of the remaining half of the application fee is then required with completed submission of the Initial Self Study Report. This fee covers ACATE processing, reviewing, and commenting on the ISSR. A completed report and payment of this remaining half of the application fee will constitute a formal application for accreditation review Upon receipt of the program’s Self-Study Report, ACATE will review all materials and if complete, schedule a site visit date with the program.

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Additional materials for program directors will be provided at that time If materials are noted to be missing or incomplete, the ACATE Coordinator will contact the program director by way of a Clarification Letter to offer consultation on what is needed. PLEASE NOTE THAT ALL COSTS FOR A SITE VISIT ARE BORN BY THE INSTITUTION WHICH HOUSES THE ART THERAPY PROGRAM. Note: Once accredited by CAAHEP, CAAHEP charges an annual institutional fee. Each of the CAAHEP committees on accreditation ( such as ACATE) also has its own set of fees. In addition to reviewing the fee structures on the ACATE website, be sure to also review information on the CAAHEP website regarding additional Fees associated with CAAHEP accreditation, including the annual institutional fee to CAAHEP, along with other questions commonly asked. You may find important information for Program Directors under the “Program Directors” link on the CAAHEP website, including “Frequently Asked Questions”.

c) Completion of the Self-Study Analysis (Note this step is completed prior to writing your report)

Begin by reviewing the Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (2016). The Standards are available on the CAAHEP and ACATE webpages http://www.caahep.org/ACATE and were approved after a multi-year

period of development. They are meant to reflect national aims for entry-level competency of art therapists and minimum requirements for programs. Programs are also encouraged to develop their own unique focus and teaching practices in their planning while including, at minimum, areas and elements detailed in the Standards.

* After reviewing the Standards and Guidelines, you may wish to go on to review the related template for submission of the Initial Self-Study Report (ISSR Template). Programs may complete their self-study analysis in whatever way they determine most effectively covers all areas of analysis of the program and each of the elements listed in the Standards, even as a template for report responses is provided to ensure ACATE review consistency.

d) Writing and Submission of the Initial Self Study Report (ISSR) While programs are encouraged to develop their own self-study analysis processes, the written report will be submitted according to the template and structure requested. The template provides a clear structure for programs to compile their self-study materials and narrative in a logical way, as the documents follow each area of the Standards and Guidelines and detail what to consider, provide or describe.

e) Next Steps – Timing of the On-Site Visit Upon submission of the ISSR, payment of the remaining application fee and assurance that all materials have been provided, two ACATE Readers who are council members will review the report. The timeline for this reader review generally aims for completion 6 -8 weeks after submission of the ISSR. If all is complete and no further information is needed, an on-site visit will then be scheduled (according to the site visitor’s and program’s schedule availability). Site visit evaluators then observe, verify, and clarify evidence that the program is substantially in compliance with the standards while reviewing the ACATE Readers initial assessment as well. The site visit is typically completed in two days and includes interviews with the program director, administrators, faculty, students, the advisory committee and related representatives of internship supervisors, employers and graduates. More information on the Site Visit process may be found by reviewing the document entitled “Site Visitors R Coming!” which ACATE will provide to program directors and which is posted to the ACATE website.

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f) Program Response to Site Visit Report During and after the on-site review, the site visit evaluators will then prepare a report which is presented to ACATE. The education program, along with the institution President, is then provided site visit findings in the form of a Findings Letter and given a chance to respond to the findings.

g) ACATE Review and CAAHEP Accreditation Action Based on the material submitted through Self-Study, the Site Visit report and the Findings Letter Response, ACATE will forward a recommendation to either grant Initial Accreditation or Withhold Accreditation to the CAAHEP Board of Directors. CAAHEP is the agency that grants accreditation and accreditation of the program is not final until the CAAHEP Board of Directors acts on the recommendation of ACATE during its regularly scheduled board meetings which occur six times per year.

CONDUCTING A SELF-STUDY ANALYSIS (Prior to writing the report) A self-study analysis is considered a holistic internal review, analysis and assessment of the entire range of educational operations that contribute to accomplishing program objectives. It should be considered a partnership conducted by program faculty with input from administrators, students, employers of graduates, and others identifiable as representing the “broad community of interests” of the program. The self-study analysis process begins well in advance of submission of the program’s ISSR, although survey results and other compiled data should be current to the year of self-study analysis so that your report data is relevant to your analysis. The conducting institution should appoint a committee for overseeing the completion of the self-study analysis, as well as a project director to coordinate all aspects of this self-assessment. The project director is often the director of the art therapy program. Many programs assign specific sections of the Standards to a sub-committee, which then reports back to the full committee for further discussion and analysis. The broad areas of the Standards you may wish to assign to subcommittees include: I. Sponsorship (but no committee needed here) II. Program Goals III. Resources (personnel, facility, instructional supports) III.C. Curriculum IV. Student and Graduate Evaluation/Assessment V. Fair Practices Before beginning to prepare your ISSR, you will need to gather the data necessary for documenting the compliance of your program with the Standards and Guidelines. It is suggested that you begin with establishment of your Program Goals to which your Student Learning Outcomes are mapped. Student Learning Outcomes (SLO’s) are connected to the required curriculum and are chosen by program faculty to represent the knowledge, skills and attitudes related to program goals. For more information on why SLO’s are important, see the related section at end of this document entitled Outcomes-Based Learning and Program Development in Art Therapy This information will offer explanations to assist with establishment of your Student Learning Outcomes and begin to answer the question, What do students know and what are they able to do as a result of their participation in the program? What is the story, from beginning to end, of how we get our students there and what is our shared story in art therapy? In accreditation – and therefore, in the planning for your educational program – you want to impact students in three domains of learning to include knowledge, skills and professional attitudes/values. The Standards clearly

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outline these three areas to attend to while your Student Learning Outcomes will allow you to collect data (submitted as part of ongoing annual reports once accredited) that reflects outcomes on these kinds of domains and act as key performance indicators. Move on to reviewing all course syllabi to ensure that they are in compliance with and include the curriculum content and competency requirements for art therapy along with clinical education experiences. There must be evidence that the required curriculum knowledge and competencies, as documented in Appendix B of the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy, are included in actual existing coursework. Each syllabus for each class offered in the program must be submitted with the ISSR and will be evaluated to determine compliance , along with curriculum mapping that will be submitted. Remember that according to Section III.C.1. of the Standards and Guidelines, course syllabi must include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. Your Curriculum Content Assessment (chart found at end of this Handbook) will convey which courses address each of the required content areas listed in Appendix B of the Standards. In addition, your Competencies Matrix (chart found at end of this Handbook) will convey which courses address each of the required competencies listed in Appendix B of the Standards and where a sampling of those are assessed as students’ progress through the curriculum. The provided chart template at the end of this handbook, Mapping Your SLO Assessment Plans, may also assist you to plan and present an integrated curriculum and to show how your coursework links to overall student learning outcomes and program goals. By way of reminder, the Standards cover minimum required areas and programs are encouraged to also develop their own unique focus that is responsive to their particular program goals. * Note that all charts given as examples in this Handbook may be requested in fillable form from ACATE if you prefer. Email the ACATE Coordinator at acatecouncil@gmail.com to make this request.

Additionally, for purposes of the Initial Self –Study analysis and report, feedback data in the form of Surveys is requested from faculty, current students and your advisory committee. If able to obtain responses, a Graduate Survey and Employer Survey are also included (these are not required for the initial self –study but will become part of the Annual Reporting process once accredited) This feedback is obtained through surveys which cover program effectiveness and two additional surveys which cover program resources. The purpose of each survey is identified on each document. You should collect this data prior to writing your self-study report as the results will inform your assessment of your program. Sample survey forms are provided for program use in all survey areas and you may request fillable versions which can be emailed or convert them to an online tool such as Survey Monkey or Qualtrix. The questions contained in each of the sample surveys MUST be used, but you may add your own questions as well if you would find that helpful. Additional questions are not required by ACATE. We are particularly encouraging each program to develop additional questions for the employer survey, in order to foster a sense of the needs of your employers in your specific region of the country. You will be asked to include an example of your survey instruments in your self-study report, along with an analysis of results you obtain in aggregate. * Reminder: a link to the Student Survey will be sent to the Program Director by ACATE staff, in order to provide anonymity to current students. Once you submit the RAS, you will be contacted by ACATE staff with an invoice and also a request for current student emails. As noted previously, according to FERPA, student information may be released for matters related to accreditation. Programs will be provided with a summary report of the results to assist their self-study analysis. The purpose of the Self-Study Report is to present information demonstrating the program’s substantial compliance with the current accreditation standards. These standards are outcomes-based and require that programs applying for CAAHEP accreditation identify and demonstrate the following:

• A planned sequence of study that supports achievement of program goals and corresponding student learning outcomes

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• Assessment processes in place to measure outcomes and to also evaluate student support services, curriculum and teaching/learning practices, fiscal and physical resources, technological resources and instructional and clinical resources which support program goals and student learning outcomes.

• Plans to use date from outcomes-based assessments to enhance and improve the program on a continuous basis.

• Note that aggregated data from Student Learning Outcomes and some of the specifically requested Outcomes Data is not required as part of the initial Self-Study Report, but will be included in a program’s Annual Report once accredited. In the planning for your educational program you will need to consider how you intend, once accredited, to collect data and review it in aggregate to reflect outcomes and to inform program improvement.

Once accredited, programs will then annually report on specific Outcomes Data, (and will also include ongoing collection of and the results of the data in their yearly discussions about areas of improvement needed in the program). Please see the section on Outcomes Data later in this handbook, for explanation of the Outcomes Data collection, analysis, and reporting system that will be part of an accredited program’s Annual Report. Eventually, as a program matures and collects the data over a three year trending period, ACATE will be better able to assess compliance with the threshold percentages identified and the program will be better able to use the Outcomes data in a meaningful way. Annual review of data and ongoing program improvement efforts are an essential part of accreditation. All programs submitting their ISSR must have held a minimum of one advisory committee meeting prior to submission of the ISSR and provide evidence of meeting with self-study report submission. If you have not yet established an Advisory Committee for your program, begin immediately to do so as the Advisory Committee will become an invaluable part of your program’s process of continual quality improvement. The accreditation process involves developing the idea of what it means to engage in “ongoing program improvement” in partnership with an advisory board of individuals who are working, consuming, funding or administrating in the program’s efforts. Programs are expected to utilize feedback from an Advisory Committee on an annual basis. Information on the composition of your committee can be obtained in the Standards and Guidelines and is further clarified in this Handbook. NOTE: Programs submitting an ISSR should be able to provide a roster for their Advisory Committee that includes confirmed representatives from all Communities of Interest listed in the Standards. The communities of interest are listed in II. A. to include: Students, Graduates, Faculty, Administration, Employers (may also function as Practicum/Internship Supervisors if the agency employs art therapists) , Public member, Others if determined by the program. Programs must submit dates of when the Advisory Committee has met and minutes from that meeting. Programs must also submit dates of future meetings for the coming year . Minutes of the Advisory Committee will then be submitted each year with the accredited program’s Annual Report. Finally, there is administrative information and data you will be required to submit in your ISSR, so begin compiling information on the number of students enrolled in your program, number of graduates annually, accreditation of your institution, etc. You will also need to familiarize yourself with the Standards and Guidelines, the Curriculum Competency Requirements, and each form required for the Self-Study prior to writing the report. The Self-Study Committee should closely review the Standards and determine what data it may also wish to provide. Remember that this Handbook along with the ISSR Template laid alongside the Standards and Guidelines, will allow you to review the self-study analysis and report writing process.

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DESCRIPTION OF THE INITIAL SELF-STUDY REPORT (ISSR)

INTRODUCTION TO TEMPLATE FORMAT. A template for the Self-Study Report is provided separately.

The Initial Self-Study Report (ISSR) is designed to provide programs with a tool by which they can describe the quality of their program and its educational activities in relation to the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. The program is asked to evaluate itself, as outlined in the Standards by considering national educational standards, their institution’s mission, the program’s goals and objectives, the appropriateness of the curriculum, direct and indirect data which supports conclusions and a plan for measured outcomes once accredited. The internal review process of the self-study analysis then culminates in the writing of an Initial Self-Study Report (ISSR). ACATE will use the report, and any additional information submitted during the site visit, to assess the Art Therapy program’s degree of compliance with the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. The ISSR report must contain a qualitative self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program. This report provides the Program an opportunity to compile materials that will include a narrative description and to also include pdf documents or URL hyperlinks which serve as data to support the narrative description. This Initial Self-Study Report format is designed to provide programs with an opportunity to assess and document qualitative and quantitative educational assets and to demonstrate how students are helped to learn effectively. The ISSR is a tool by which programs assess and record the quality of their program and its educational activities in relation to national standards. Criteria established by the Standards assure the program is functioning under sound administrative, budgetary, curricular and ethical policies. Each program is asked, in this self-study report, to describe and provide data and documentation as to how they are meeting each area of the Standards. By way of review, two ACATE council members will review the ISSR and any additional documentation for completeness and conduct an analysis of the report prior to a site visit being scheduled. Programs will be notified of any missing information and will have the opportunity to complete their submission prior to the site visit, although any updated information which occurs after submission of the ISSR is deemed complete is then submitted at time of site visit.

FEES: Upon receipt of your report, you will receive an invoice for the remaining portion of your application fee. By way of reminder, according to ACATE Policies and Procedures, one-half (½) of the application fee was paid with initial submission of your Request for Accreditation Services (RAS) form with the second half of the fee payable within 30 days of submission of your ISSR report. Please see the ACATE website http://www.caahep.org/ACATE for ACATE Policies and Procedures/Fees. Submission of the ISSR and payment of the remaining fee is considered a formal application for accreditation. According to the CAAHEP Policies and Procedures Manual, only once a site visit has been scheduled by the appropriate Committee on Accreditation, a program may publish the following statement: “The [name of program] at [institution] has a site visit scheduled for pursuing initial accreditation by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org). This step in the process is neither a status of accreditation nor a guarantee that accreditation will be granted.” There should be no claims of when accreditation will be achieved.

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INSTRUCTIONS AND REPORT FORMAT: A template for the Self-Study Report is provided separately. Expectations of each Narrative Description response: 1) Is written on a criterion-by-criterion basis, with both the Standard number and the Standard statement preceding each narrative response. The narrative

response is an explanation of how the program meets each Standard. 2) The Self-Study Report need contain only enough documentation to substantiate compliance with the Standards. The report must contain a qualitative and

documented self-analysis summary based on application of the Standards and conclude with changes anticipated to strengthen the program. 3) Provides any data/documentation (i.e. URL hyperlink or pdf in subfolder) which directly supports the narrative responses to a specific Standard. 4) Remember that a Standard is written in regular type, and is a requirement that educational programs must meet to be accredited. Guidelines are written

in italics and are descriptions, examples, or recommendations that elaborate on the Standards. Guidelines are not required, but can assist with interpretation of the Standards. More on this and a wealth of other information can be found on the CAAHEP website www.caahep.org.

5) Other materials are not precluded from being included by the program. The key word is “essential”. The Initial Self-Study Report itself should define the program activities as they relate to specific Standards, and be stated clearly, cogently and succinctly. Supportive materials should be included only to the extent that they are needed to provide substantive clarification of program activities. Select only those additional documents which lend support to and/or provide verification for what is being discussed in your narrative responses.

CHECKLIST FOR ORGANIZATION OF SUB-FOLDERS CHECKLIST OF DOCUMENTATION TO COMPILE OR HAVE AVAILABLE AS YOU COMPLETE YOUR SELF-STUDY ANALYSIS AND REPORT: THIS CHECKLIST MIRRORS THE CHECKLIST PROVIDED WITH ISSR TEMPLATE IN TERMS OF ORDER OF MATERIALS SUBMITTED WITH REPORT. Main Folder: Narrative ISSR Report

(includes complete ISSR narrative report to include Introduction /Program Overview narrative, Institutional/Programmatic Demographic Information narrative, Program Modality and Distance Education narrative, Analysis of Compliance by Standard narrative )

Sub-Folders (hold related documents as data to support narrative) Sub-Folder 1: Introduction a) Signed copy of CAAHEP RAS. Please make sure all names and contact info are current and if not, update prior to submission. b) Form A – Title Page - Verification c) Any relevant explanatory charts per institutional/programmatic demographics data. May be provided in chart, list or in narrative format. d) Any relevant explanatory documents per Program Modality and Distance Education /Online Learning practices

Sub-Folder 2: Sponsorship

a) Copy of letter or certificate of institutional accreditation b) If applicable, copy of consortium agreement

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c) Organizational chart reflecting administrative location of art therapy program. Institutional Organizational Chart demonstrates a clear chain of communication between the President/CEO/other individual of similar capacity, the program [Program Director and faculty] and other administrative and non-administrative personnel. If your institution does not provide a single chart indicating this information, you will need to either create your own, select several relevant charts available, or develop a way to convey the information without use of a chart.

Sub-Folder 3: Program Goals a) Program publications or hyperlinks indicating Institutional Mission, Program Goals and Student Learning Outcomes. Include hyperlink to program

website. b) Program document indicating “minimum expectations goal” in writing somewhere in formal program materials, in order to serve as a goal

defining statement. c) Form D “Mapping Your SLO Assessment Plan” chart or program developed mapping chart. Must ensure Student Learning Outcomes that are

connected to the required curriculum and that program faculty have chosen, along with consideration of ACATE a-o learning outcomes in Appendix B, pp. 12 & 13 of the Standards.

d) Form G “Advisory Committee Agenda and Checklist” or own documents with the required information (including member list and stakeholder area each represents, meeting minutes and future planned agenda) . If submitting minutes and agenda in own program preferred format, all required areas shown on sample ACATE provided agenda must be included.

e) List of confirmed Advisory Committee members, including required stakeholder area they represent, must be submitted in list form within narrative, along with inclusion on sample agenda.

e) Faculty meeting minutes or other material evidencing art therapy faculty involvement in program development and evaluation and as relevant to support narrative info. If none available, begin keeping once accredited as a way of confirming faculty involvement in program development.

Sub-Folder 4: Resources/Resource Assessment a) Form C completed “Resource Assessment Matrix” in order to provide stated process for evaluation of sufficiency of resources b) Aggregate summary report results for Student Survey on Program Effectiveness (ACATE staff sends) c) Aggregate results for Faculty and Advisory Committee Survey on Program Effectiveness d) Aggregate results for Personnel Survey of Program Resources e) Aggregate results for Student Survey of Program Resources f) Aggregated data from “Graduate Survey” and “Employer Survey” if able to obtain (not required for ISSR) g) Program budget from last, current and next projected year. Programs may use Form I “Program Budget” if they prefer. Information on individual

faculty salaries is not required. Budget information is requested to offer data on sufficiency of program resources to meet student learning needs year of study and two-to-three years hence while current cohorts move through program.

h) Instructional Reference Materials (library/online) report on holdings i) Evidence faculty and clinical instructors show involvement in continuing education, professional development and/or scholarly pursuits or have

opportunity to do so by way of policy (Faculty CV may suffice) j) Clinical education/practicum and clinical internships/field placements for the past three academic years k) Practicum/Internship Handbook/Manual, indicating criteria for student placements and resources of program to support site supervisor

understanding of program goals and student learning outcomes

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l) If not provided in narrative statement, document or narrative indicating stated policies/processes for providing for an annual review and potential revision of resources listed in the standards

Sub-Folder 5: Personnel a) A copy of the detailed job description, mutual agreement written and signed by program officials, or other comparable documents indicating

responsibilities of the program director, art therapy faculty members, related professions faculty members and the practicum/internship coordinator

b) Copies of CV’s for Program Director, each art therapy faculty member and each related professions faculty member for year of self-study analysis c) Copies of current art therapy faculty certificates of ATCB Board Certification, indicating ATR-BC credential is current d) Form B - Chart indicating which faculty, with their related credentials, teach specific content areas listed in the standards. e) Materials documenting training for effectiveness in distance education if not detailed in narrative portion f) Related documentation and other materials which offer data on processes of program to determine teaching effectiveness . Evaluations of

individual faculty are not submitted. g) Note that updated information per faculty CV , credentials and assignments will be requested to be provided at time of site visit, if changes have

occurred since submission of ISSR.

Sub-Folder 6: Curriculum/Clinicals a) A copy of or url link to program course requirements b) Chart of the logical program course sequencing c) All syllabi for all courses in the program. Ensure they include all required areas. d) Form E – “Curriculum Content Assessment” chart e) Form F – “Competencies Matrix” f) Program Student manual/handbook g) Indication of ways assessment of readiness to begin clinical work occurs if not provided in narrative h) Practicum/Internship Handbook or Manual evidencing site supervisors, students and faculty supervisors are being oriented to their roles and

responsibilities i) Examples of clinical training or orientation materials that may not be provided in the handbook j) Listing of all clinical practicum/internship placements for each of the last three years, including name, degree and credentials of site supervisors

along with site name. k) Copy of license (if not ATR) or ATR credentialing certificate must be submitted for site supervisors current at time of ISSR submission and Site

Visit. l) Examples of unsigned affiliation agreements, memorandum of understanding or placement agreement forms (signed, completed forms for last

three years may be requested for review by site visitors) m) Examples or sampling of student time sheet logs if not referenced in related documents, indicating structure and duration of internship n) Note that evidence of site supervisory expertise such as student evaluations of site supervisors or dates of faculty/supervisor meetings may be

requested by site visit evaluators.

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Sub-Folder 7: Student/Graduate Evaluation/Assessment * Individual student assessments with student names are not requested with submission of report. May be requested for review by site evaluators as assurance of process.

a) Examples of a sampling of assessments tools/rubrics used by art therapy faculty and related professions faculty in assessment of students at benchmark formative and summative points across the curriculum

b) Examples of assessment tools/rubrics used by art therapy faculty supervisors and site supervisors in assessment of students during clinical experiences

c) Example of assessment tools and related rubrics used to assess students during their integrative culminating project d) Note: examples of tracking mechanisms for each student in attendance during time of self-study analysis, in order to indicate ongoing student

advising and individual student records per admission, advisement, counseling and evaluation may be requested by site visit evaluators. Site visit evaluators may request to be able to view location and storage of individual student records such as transcripts and advising worksheets.

Sub-Folder 8: Outcomes Assessment

a) Examples of each ACATE provided survey tools the program will use to collect outcomes data along with examples of any program developed tools that link to data collection and direct/indirect measurement of the variables.

b) Provide a detailed chart or program developed material to depict and provide evidence for a Formal Outcomes Assessment Plan to be conducted annually once accredited. The Formal Outcomes Assessment Plan must depict the required outcomes that will be measured, mechanisms used to collect data, timeline for collection, ways scores will be used as indicators for program improvement, how/when/ to whom the data will be reported (to include review by advisory committee and submission to ACATE with Annual Report. Per Standard IV. B. Outcomes Assessment includes Student Retention, Positive Placement, Graduate Satisfaction, Employer Satisfaction, Summative measures (SLO analysis). See ACATE

ISSR Template, the ACATE Annual Report outline and the section later in this Handbook titled OUTCOMES DATA: DEVELOPING YOUR FORMAL OUTCOMES ASSESSMENT PLAN for visual information to assist your understanding of what a Formal Outcomes Assessment Plan will entail.

Sub-Folder 9: Fair Practices

a) Form H “Publications and Disclosure Chart” if information not provided in other program developed format or within hyperlink in narrative b) If not using Form H, provide url links with p. # to the following in your narrative or actual documents: University Catalogue, student handbook

indicating overall student learning outcomes and criteria for successful graduation and clinical readiness, health safeguards the program requires, policy on student employment, program website, announcements, grievance policies, non-discrimination statements, program application and admissions process

c) Links or examples of program marketing announcements, publications, handbooks and advertising

Sub-Folder 10: Additional Materials Program may have updated materials to provide prior to site visit, or other essential materials the program has developed and which do not fit logically into specific subfolders. Material may include Annual Report of program is relevant to narrative, Institutional policy regarding data management of confidential student information, etc.

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SELF-STUDY REPORT FORMAT

THE ISSR TEMPLATE IS AVAILABLE ON THE ACATE WEBSITE AND IS PROVIDED AS A WORD DOCUMENT TO PROGRAMS WITH SUBMISSION OF THE RAS. AT THIS TIME THE ISSR IS SUBMITTED TO ACATE TRHOUGH DROPBOX BUT PLEASE NOTE THAT LAUNCH OF AN CAAHEP WEBSITE ONLINE PORTAL FOR SUBMISSION OF THE ISSR IS IN DEVELOPMENT AND WILL ALLOW A MORE STREAMLINED PROCESS OF ISSR SUBMISSION IN THE FUTURE. THE PROVIDED TEMPLATE WILL ALLOW PROGRAMS TO RESPOND TO EACH AREA OF THE STANDARDS AS THEY COMPILE THEIR REPORT, FOLLOWING THEIR INTERNAL SELF-STUDY ANALYSIS. The ISSR Template provides the program the opportunity for verification of compliance with the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy. This verification should be supported by information or data. For each standard area, document and provide narrative of how the standard is met at your institution and in your program and provide related supporting documents. The ISSR Template will walk you through each area for which to include narrative and acts as a guiding checklist of your program’s compliance with the Standards as you write your report. INSTRUCTIONS FOR UNDERSTANDING SPECIFIC AREAS OF THE TEMPLATE AND STANDARDS: Please review this information after having reviewed the Standards and while viewing the ISSR template alongside. The Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (2016) are available on the CAAHEP and ACATE webpages http://www.caahep.org/ACATE

INTRODUCTION AND PROGRAM OVERVIEW Your narrative in this section is not meant to be extensive, but rather a brief overview to offer contextual understanding of the program and introducing ACATE and site reviewers to the program and its goals.

INSTITUTIONAL/PROGRAMMATIC DEMOGRAPHIC INFORMATION Your analysis of demographic information allows a program to look at the overall program picture for cross measures of what contributes to or impedes student success. Each institution (generally the Registrar) compiles particular types of demographic information for a program and the institution as a whole. How might this factual information inform your program goals and structure?

PROGRAM MODALITY AND DISTANCE EDUCATION This method of course delivery is identified as distance/online if the institution defines the course as such. Hybrid courses with some blend of online and seated teaching and learning activities are not considered specifically if not defined as a distance education/online course by the institution. It is important to note that the same educational Standards would be required to be met and the same evidence would be gathered by the site visit and would not vary for on-ground vs. distance/online teaching and learning. For example, collecting data on student learning outcomes would not vary. However, there may be some elements of some Standards that require additional descriptors to supplement the narrative.

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I. Sponsorship A. Sponsoring Educational Institution

A list of approved accrediting organizations for institutions can be found on the US Department of Education’s website although your institution administration would be expected to have this material available. An official letter certifying the institution’s accreditation status will be submitted with the ISSR materials.

Distance/Online learning Programs that provide distance education/online learning (not online classes just offered to students within an institution) should also provide a listing of states from which students attend and approvals for each state or show membership in a consortium that covers those states. Example: SARA is the State Authorization Reciprocity Agreement, which is an agreement among member states, districts and territories that establishes national standards for interstate offering of postsecondary distance education courses and programs: http://www.nc-sara.org/ SARA may

oversee distance clinical training across state lines but most typically

oversees distance education (not online classes just offered to students within

an institution)

B. Consortium Sponsor

A consortium agreement is generally established between a hospital and educational institution and is not part of any current art therapy programs, as far as ACATE is aware. A consortium agreement is an agreement, contract, or memorandum of understanding between two entities to provide governance of a program. The members of the consortium set up a separate Board to establish and run an educational program. The governance, lines of authority, roles of each partner must be established in the agreement, and have an organizational chart.

C. Responsibilities of Sponsor

The sponsoring institution should demonstrate a clear chain of communication between the President/CEO/other individual of similar capacity, the program seeking accreditation[Program Director and faculty] and other administrative and non-administrative personnel. The sponsoring institution/school’s President, Chief Executive Officer (CEO), or another individual in a similar capacity is ultimately responsible for assuring that the art therapy program demonstrates compliance with CAAHEP Standards.

II. Program Goals A. Program Goals and Outcomes

The program’s established Student Learning Outcomes (SLO’s) are chosen by faculty to represent student knowledge, skills and attitudes related to program goals.

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Program Goals then become representative of aims of the program overall . Course objectives, summative student learning outcomes and program assessments are then developed to support the overall program goals. A needs assessment can assist with determining the focus of the program goals statements and the maximum capacity for the program. Consider the needs and expectations of your communities of interest when it comes to outcomes of the program and development of program goals. What outcomes are the most important for that specific community of interest? As the program is applying for initial accreditation, and may be learning about the needs and expectations, it may find that it can be a good and fruitful discussion to focus on expectations and needs around outcomes for these groups. The communities of interest are listed in II. A.

B. Appropriateness of Goals and Learning Domains

In the plan, describe how feedback from identified communities of interest will be utilized to continuously improve program goals and learning outcomes. Standard II.B also requires that a program have an active assessment plan of it’s program goals in place. Assessment plans vary in structure, but should reflect an annual assessment cycle that analyzes outcomes related to the program’s goals and a process of continuous feedback and improvement. Data will be collected, once accredited, for outcomes related to summative student learning outcomes, graduate achievement and employment statistics. (see Outcomes Section of this ISSR Handbook for more information). Describe how you plan to use collected data for a feedback loop towards continuous program improvement.

An advisory committee, which is representative of at least each of the communities of interest named in these Standards, must be designated and charged with the responsibility of meeting at least annually to assist program and sponsor personnel in formulating and periodically revising appropriate goals and learning domains, monitoring needs and expectations, and ensuring program responsiveness to change.

Has the advisory committee met at least once per requirements? In addition, describe the planned frequency of future advisory committee meetings and how it will assist with program review, monitor needs and expectations, and ensure appropriate change as part of your feedback loop. Also ensure that a list of confirmed advisory committee members, with all required stakeholder areas that must be represented, is included in your narrative report along with being included on the agenda/minutes submitted. Per the Standards and the list of communities of interest, in II.A., the required stakeholder groups on the Advisory Committee are:

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• Graduates

• Students

• Faculty

• Administration

• Employers (may also function as Practicum/Internship Supervisors if the agency also employs art therapists)

• Public (The Public Member role represents the public or non-employer consumer interest in order to support how the public interest is routinely represented and protected.)

• Others

This component of Standard II.B requires that the Advisory Committee which is part of the assessment plan/cycle, meet once within a twelve (12) month period (annually) to provide feedback and assess annual program outcomes data and curricular issues. The Advisory Committee should maintain an active role in the continued assessment and revision of program goals and learning domains (see Standard II.C) review of program resources (see Standard III.D) and review of program outcomes (see Standard IV.B.1). The Advisory Committee will conduct analysis of the goals, action plan, and results of action where appropriate and review the annual report and other objective data that supports program evaluation. The Advisory Committee meetings must have Minutes reflecting the attendees, and meaningful discussion and actions during the meetings.

Advisory committee meetings may include participation by synchronous electronic means

Please note, items italicized are Guidelines offering clarification to the Standard. Comments and documentation do not need to be provided for an italicized Guideline specifically as it is meant to serve as a clarification or recommendation only. Guidelines are embedded at various areas throughout the Standards.

C. Minimum Expectations

Every program needs to develop goals in order to best evaluate the specific needs for program planning, implementation and evaluation. Every program responds to this differently but one goal must be the “minimum expectation” that is outlined in standard II.C. “To prepare competent entry-level Art Therapists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.” This goal delineates that the program is preparing entry-level art therapy clinicians as its primary aim. It must be in writing in official program materials (a handbook, for example) and provides a contextual explanation for how the specific program goals

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are informed by the development of entry-level art therapists. It can be stated in the academic catalogue, the student handbook, or the strategic plan and one option is to provide it as an opening statement then specify the specific program goals under that in official program materials. The location can vary but it does need to be documented that the program will support the development of entry-level art therapists and intends to impact students through the 3 domains of learning. Because ACATE is reading through a significant amount of material, it will be essential that your report explicitly points ACATE to the location in program materials of this minimum expectations goal.

Programs adopting educational goals beyond entry-level competence must clearly delineate this intent and provide evidence that all students have achieved the basic competencies prior to entry into the field.

It is unlikely that programs will have any additional educational aims beyond entry-level practice. Examples of additional aims would be programs also offering advanced specialties, for example. If the program does not have objectives beyond entry level, simply indicate “not applicable”

III.Resources A. Type and Amount

There are no ACATE established required numbers for resources as sufficiency can vary by program, based on enrollment capacity. There is, however, the requirement that the resources are sufficient to meet program goals and educational outcomes as documented by ongoing resource review and ability to meet required outcomes threshholds. (See Standard III.D and IV.B) and other objective data. Resources should be assessed for adequacy based on the program’s maximum enrollment capacity and should provide for all aspects/needs of the art therapy program, and therefore ensure achievement of the goals and learning outcomes of the program. Self-Study analysis and the ISSR report will allow a program to determine and demonstrate it has sufficient resources to fulfill its obligation to the students who are enrolled, including what they will need two to three years hence during their entire time in the program.

Laboratory should include art studios.

Reminder, italicized items are Guidelines offering clarification to the Standard. The Guidelines are offered to assist you with understanding and being able to meet the Standard. Clarification on this Guideline: The same space can be used for class and lab/studio space provided the space is adequate for the number of students and can accommodate the required artmaking activity. Also make note of how, if students are working at a distance, you provide studio (lab) experiences and art-making interactions to students online so they can interact and create art.

Continuing education may consist of..... This is a guideline to offer clarification to what is meant by “continuing education”. As you provide narrative for section III.A Resources, you will

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describe how the program environment encourages faculty continuing education/professional development/scholarly pursuits. Program faculty should have a current and working knowledge of innovative changes within art therapy education in order to achieve program goals and be responsive to their communities of interest.

Programs should also provide continuing education opportunities for Practicum/Internship Site Supervisors.

When completing your report, you will indicate ways site supervisors are oriented to an understanding of art therapy practice and your student learning outcomes. The training media may take many forms: written documents, formal course, PowerPoint presentation, video, on-line, or a representative of the program may meet with the potential supervisor at that location. The program should tailor the method of delivery to the type of site setting.

B. Personnel The sponsor must appoint sufficient faculty and staff with the necessary qualifications to perform the functions identified in documented job descriptions and to achieve the program’s stated goals and outcomes.

The sponsor should be able to document that faculty and staff have sufficient time from other responsibilities to accomplish the day-to-day teaching, education, and administrative duties of their positions. That time may be documented through detailed job descriptions, mutual agreements written and signed by program officials, or other comparable documents

“Instructional Faculty” includes full-time, part-time, or adjunct faculty associated with the responsibilities for the instruction and assessment of the student in classes and clinical supervision groups, including any teaching responsibilities of the Program Director. As you respond to this entire section of the Standards, you will be offering narrative and data regarding the extent to which faculty qualifications and the number of faculty appointed impact the program’s ability to achieve its goals and learning outcomes, including faculty achievement of position responsibilities. If official job descriptions are not permitted at your institution, typically due to union rules, provide a position announcement, blank faculty evaluation or other official document that can ensure a process for clarifying role responsibilities. Go on to mention in your narrative comments that an alternative document to a job description has been provided. If any portion of the curriculum is provided through distance education/online teaching and learning methods, your narrative will convey how the program ensures personnel are qualified/experienced to provide distance education/online learning and what training in online teaching methods and curriculum development faculty receive. Art Therapy curriculum content and competencies described in Appendix B, 1 of the Standards and Guidelines for Art Therapy Education include areas which MUST be taught by credentialed art therapy faculty and areas that

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MAY be taught by Related Professions Faculty, though they may be taught by credentialed Art Therapy Faculty if the program prefers. A chart (Form B) indicating courses and content taught and which faculty, with their credentials, teach the content embedded in the course objectives, is required with submission of report documents.

B. 1. a) 1.Attention should be given to the number of practicum/internship students in each supervision group assigned to Art Therapy faculty to assure that each student receives....

This is a guideline to offer clarification to what is meant by Program Director responsibilities towards “ensuring program effectiveness.” Comment in your narrative for B. 1.a. the process used to determine the program director is able to provide attention to the number of students in each supervision group in order to ensure achievement of program goals and student learning outcomes.

B.1. a) 2. develop criteria for selection of Comment on what the Program Director does to provide leadership in development of practicum/internship settings, in conjunction with the Practicum/Internship Coordinator if that role is fulfilled by a separate individual.

B. 1. a) 3. and 4. advise students, ensure achievement of program’s goals and outcomes

Describe processes for advising students throughout their progression in the program. If the Program Director does not provide all student advisement, explain in your narrative how the director ultimately ensures student advising is occurring sufficiently by overseeing the process of student advisement. Also describe the overall processes and procedures for director oversight of the program and how these assist in the accomplishment of program goals and student learning outcomes.

References throughout the Standards, including Appendix B which refer to “national certification in the field of Art Therapy by an organization accredited by the National Commission for Certifying Agencies (NCCA)”.

At this time, the Art Therapy Credentials Board (ATCB) is the sole national credentialing organization for art therapy which meets these requirements and thus any references in this document for art therapy faculty to possess national certification in the field of Art Therapy are referencing ATCB credentialing and the ATR-BC

B. 3. b) A field related or complementary to Art Therapy may include Creative Arts Therapy, Counseling, Psychology, Psychiatry, Social Work, and Marriage and Family Therapy.

This guideline is offered for clarification and this list of possible fields does not preclude additional fields that may be considered complementary or related mental health fields, for teaching purposes, with sufficient explanation.

B.3.b) 2. be knowledgeable in course content and effective in teaching their assigned subjects....

The purpose of including aggregate data from ACATE provided surveys will be to offer demonstration of faculty effectiveness in support of program mission, goals and outcomes, not to evaluate particular individual teaching styles. ACATE does not accept course evaluations on individual faculty.

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B. 5. b) Qualifications . Practicum/internship site supervisors must: 2) possess registration or national certification in the field of Art Therapy by an organization accredited by the National Commission for Certifying Agencies (NCCA) or possess a master’s level professional license or certification in a related mental health field. A related mental health field may include Creative Arts Therapy, Counseling, Psychology, Psychiatry, Social Work, and Marriage and Family Therapy

Reference within the Standards to an organization accredited by the National Commission for Certifying Agencies (NCCA) is referring to the Art Therapy Credentials Board (ATR or ATR-BC credentialing for site supervisors). If a site supervisor is not a credentialed art therapist, a master’s level professional license is allowed. Provisional or equivalent temporary status for a registration, certification, or licensure does not meet the standard III.B.5.b for on-site supervision.

C. Curriculum Refer to the ATCB website and current ATR handbook for educational requirements in terms of types of clinical practice opportunities, adequate mentoring of students through direct observation, types of supervision structure (individual/group), student-supervisor ratios for individual supervision, overall duration of clinical experiences and amount of

supervisionper individual/group supervision formats as relates to direct client contact oversight. The CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy reference ATCB requirements for Practicum/Internship experiences.

If applicable, be sure to review the process for submission of additional degrees , which is communicated at beginning of this Handbook, as these degrees may need to be reviewed as part of your program offerings.

1. The curriculum must ensure the achievement of program goals and learning domains. Instruction must be an appropriate sequence of classroom, laboratory, and clinical activities.

Consider “Backward process” steps: 1. Program Goal – what the program intends to achieve 2. Student Learning Outcomes (SLO) – what students are

expected to do by completion of degree and which represent key performance measures and domains related to program goals.

3. Measurable SLO’s across a series of courses or series of course assignments to provide a summative outcomes measure. SLO’s are connected to the required curriculum but according to best practice, measured at two or more points throughout a students’ learning with Key Performance Indicators.

4. Course purpose 5. Course level objectives 6. Course level assessment steps (summative (final) and formative

(daily/weekly)

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• Alignment must be appropriate – objectives, materials, activities, technology, and assessment must line up

• Curriculum Maps provide (some) evidence for CAAHEP Standard III. C. Curriculum, Standard IV. A. Student evaluation, Standard IV. B. 1. and 2. Outcomes

1. Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic

outline, and competencies required for graduation.

Later in this Handbook there is essential information on this item, which is summarized here but it is important to fully review per later example material regarding what is to be included on course syllabi: Course syllabi include selected program SLO’s that are connected to the course objectives and also the relevant core competencies fostered by the course (as required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy) The purpose of these syllabi requirements is so that course reflects the connections to summative learning outcomes and program goals, along with the steps students will be taking on their journey as mirrored by the competencies. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. These syllabi elements include, at minimum, (1) course description, (2) specific course objectives (3) methods of evaluation, (4) topic outline, (5) overall SLO’s the course is connected to ( (6) competencies required for graduation to include a reference to the specific item # and designation of each ACATE competency, as listed Appendix B, Section 1 of the CAAHEP Standards and Guidelines for Art Therapy Education. The syllabus must typically include the full wording of the competency item(s) the course will cover (for example, Standard a.K.1. Identify major contributors and contributions that shaped the field of Art Therapy). Inclusion of SLO’s and competencies on syllabi will allow programs to show they are sufficiently ensuring students understand and are being assessed on performance required to progress through the program and to gain nationally recognized entry-level skills for art therapists.

2. The program must demonstrate by comparison that the curriculum offered meets or exceeds the content and competencies of the Curriculum Competency Requirements for Educational Programs in Art Therapy (Appendix B)

In addition to the Content Chart and Competencies Matrix mapping you will provide, your ISSR narrative will describe the methods used by the program to determine that its curriculum is aligned with the requirements stated in Appendix B of the CAAHEP Standards and Guidelines for Art Therapy Education. Results of the self-study analysis and its related data will be expected to indicate the program is planned to be of sufficient length to ensure

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Program length and number of credits should be sufficient to ensure achievement of the cognitive (knowledge), psychomotor (skills), and affective (attitudes and behaviors) competencies described in Appendix B.

achievement of student learning outcomes and their related benchmark indicators, while student’s progress in a logical sequence. This guideline is offered for clarification as to determination of “sufficient” and how programs must demonstrate required entry-level competency and student learning outcomes are being met. Competence must be measured and evaluated and program length must support achievement of that. Please also note that in terms of clinical experiences (practicum/internship) programs must attend to current Art Therapy Credentials Board (ATCB) educational requirements for practicum/internship hours, type, and supervision. Programs must also collect and provide data indicating the intensity and structure of the clinical component supports demonstration of student learning outcomes

CAAHEP is committed to the inclusion of emergency preparedness (EP) content in the curriculum.....

This area has been integrated into the required curriculum for art therapy programs as delineated in Appendix B. In essence, training provided on trauma-informed care, risk assessment, etc, is considered to address this area. See relevant curriculum competency requirements relating to emergency management, risk assessment, crisis intervention, trauma-informed care, community wellness, inter-organizational collaboration, and cultural and social diversity in Appendix B for guidance on how the curriculum will likely address this content.

D. Resource Assessment

The program should provide evidence of a plan for annual resource assessment. Programs may use ACATE survey instruments or may also develop their own resource assessment tool with benchmark targets associated with each area to be assessed. While not required for each Annual Report once accredited, programs must use the two ACATE surveys on program resources, the “Student Survey of Program Resources” and the “Personnel Survey of Program Resources” to collect data on resources which is then submitted with the year four (4) Annual Report.

IV. Student and Graduate Evaluation/Assessment A.Student Evaluation

1. Frequency and Purpose Evaluation of students must be conducted on a recurrent basis and with sufficient frequency to provide both the students and program faculty with valid and timely indications of the students’ progress toward and achievement of the competencies and learning domains

The Competencies Matrix (Form F) is used to provide a mapping of examples of recurring assessment processes. Course syllabi along with submitted examples of a sampling of student assignments and related rubrics attached to assessment also provide documentation of sufficiently meeting this area. It is important to note that according to institutional autonomy and respect for faculty expertise, ACATE does not determine HOW assessment should occur, but rather focuses on the need for programs to provide evidence it occurs with valid frequency and on a recurrent basis so students and faculty understand and can monitor progress through the program.

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B. Outcomes 1. Outcomes Assessment

This component of Standard IV focuses on program outcomes assessment rather than methods of evaluating individual students. Program outcomes involve direct or indirect, summative measurement of indicators of the program’s ability to achieve its stated goals. Outcomes Data and reporting will be part of the Annual Report submitted after a program is granted accreditation. However, for purposes of this self-study, a system should be identified where the program will convey its Formal Outcomes Assessment Plan for collecting, analyzing and recording the required data in aggregate as the program matures. Begin by reviewing the document on the ACATE website titled “Guidance to Program Directors on CAAHEP/ACATE Outcomes Standards” Use the information in this document to understand what outcomes must be collected and reported as part of your Program’s Formal Outcomes Assessment Plan once accredited. For your ISSR Report you will discuss in narrative and also provide a chart or program developed material to depict and provide evidence for a Formal Outcomes Assessment Plan to be completed annually once accredited. Per Standard IV. B. Outcomes Assessment includes Student Retention, Positive Placement, Graduate Satisfaction, Employer Satisfaction, Summative measures (SLO analysis). Your Formal Outcomes Assessment Plan must depict a) the above mentioned variables that will be measured, b) mechanisms and tools to be used to collect data, c) timeline for collection, d) ways scores will be used as indicators for program improvement, e) how/when/ to whom the data will be reported to include review by advisory committee and submission to ACATE with Annual Report.

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It is important you also review information provided in the following section of this handbook entitled OUTCOMES DATA: BEGINNING STEPS TO COMMIT TO COMPILING ON AN ANNUAL BASIS. Programs seeking Initial Accreditation are not required to yet have outcomes data, but must have a Formal Outcomes Assessment Plan as to how they will collect and analyze the data upon achieving Initial Accreditation. Review of the ACATE Annual Report Outline, which can be located on the ACATE website, will also assist you in understanding what must be part of your Annual Report, in addition to the document entitled “Guidance to Program Directors on CAAHEP/ACATE Outcomes Standards”

“Positive placement” means that the graduate is employed full or part-time in Art Therapy or in a related field; or continuing his/her education; or serving in the military. A related field is one in which the individual is using cognitive, psychomotor, and affective competencies acquired in the educational program.

Clarification on this Guideline: When reporting graduate placement statistics (graduates 6-12 months after any graduating cohorts during the period of annual report review July 1st- June 30th), graduates should only be listed once, using the following categories:

• Placed in the field of art therapy or a related field* or on active military duty

• Continuing their education

• Placed in field of art therapy or related field* AND continuing their education

• Placed in a volunteer capacity related to art therapy or a related field* and under clinical supervision for the work

*Placement in a related field requires use of a majority of knowledge and skills acquired via the curriculum offered in the art therapy program.

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V. Fair Practices A. Publications and Disclosure

Programs are required to publish their policies and practices so that students and the public (prospective students) are aware of the institutional and program’s policies.

2. Policies on credits for experiential learning. Experiential learning refers to opportunities to gain knowledge/skills outside the traditional academic setting - for example, internships, on the job training, work experience, etc. Programs are expected to identify their policy related to credits awarded / accepted (or not awarded/accepted) for learning activities that are completed outside the academic setting. An indication, in program materials, of how many credits are awarded for Internship will suffice here. Form H provides a section to provide the location of this information.

4. The sponsor must maintain, and make available to the public current and consistent summary information about student/graduate achievement that includes the results of one or more of the outcomes assessments required in these Standards

ACATE policy regarding what outcomes data must be available to the public includes a) employment statistics of recent graduates and b) retention/graduation rates . These statistics must be published and available to the public, preferably in a readily accessible place on a program’s website. As part of the Annual Report the program must state the website link (or other publication available through an online link from the website) where employment and graduation statistics results are published in order to foster full disclosure of program outcomes to constituents. This information is not required to be posted until the program is accredited although the program ISSR narrative must indicate understanding of and a plan to commit to this policy once accredited.

B. Lawful and Non-discriminatory Practices All activities associated with the program, including student and faculty recruitment, student admission, and faculty employment practices, must be non-discriminatory and in accord with federal and state statutes, rules, and regulations.

Programs and the institutions which sponsor them must have written policy which addresses aspects covered under non-discrimination laws. Due to variations in state laws, CAAHEP Standards cannot fully mandate what a program’s non-discrimination statement entails however, the Multicultural/Diversity Competencies and the Code of Ethics of the American Art Therapy Association are encouraged to be taken into account when developing identities and aspects addressed in a non-discrimination statement. Assessment of sufficiency in meeting this standard occurs through evaluating program surveys data, review of program materials and during site visit interviews to determine a) if the program is communicating a non-discrimination policy clearly and b) if it is doing what it says it is doing in regards to said policy.

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C. Safeguards The health and safety of patients, clients, students, faculty, and other participants associated with the educational activities of the students must be adequately safeguarded.

While there are many ways a program may address the physical and mental health care needs of it’s program participants, overarching industry-wide standards which do not vary state-by-state are used to assess sufficiency in meeting this standard. These include the need for liability insurance for students during their clinical experiences at practicum/internship and proper venting of kilns used by students in program classroom spaces. Clinical sites may require proper criminal clearance checks and vaccinations but since these requirements may vary, ACATE will not require these items from all programs, although your program must meet site requirements in its contracts or affiliation agreements. International students completing internship at an international site will be exempt from the need for liability insurance coverage if that host country does not require or provide such coverage. This must be addressed in narrative in your ISSR if this applies.

C. Safeguards All activities required in the program must be educational and students must not be substituted for staff.

The intent of this Standard is to prevent “abuse” of students as labor and to delineate the role of student vs. employee at internship site. The student is considered an additional person and staffing levels at an agency must remain the same regardless if the student is present or not. There is nothing to either prevent or require paid internships but any work performed by students should be educational in its focus. Every program must have a policy that defines their “rules” around students performing clinical work – for example – under what conditions can they perform work (after specific training has occurred, after a specific course has been taken, etc.), what type of work they can perform, and that they cannot be used for substitute staff (for example someone calls in sick so a student covers that staff’s responsibilities for the day). The policy which clearly states, at minimum, exact wording from this Standard, “ All activities required in the program must be educational and students must not be substituted for staff” must be included in written form in program materials such as the Internship Handbook or other relevant materials.

E. Substantive Change

Note: The Annual Report Process further clarifies material to be submitted on an annual basis, and ways to document program improvements, significant substantive changes and less substantive changes. However, for purposes of the ISSR, review the areas that are considered substantive change areas per this section of the Standards, along with information included in Appendix A of the Standards.

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For programs providing Distance Education/Online Learning, you will certify that state approval has been obtained for any new states in which there are enrolled students.

F. Agreements There must be a formal affiliation agreement or memorandum of understanding between the sponsor and all other entities that participate in the education of the students describing the relationship, roles, and responsibilities of the sponsor and that entity.

In narrative, reference if there are affiliation agreements /memorandum of understanding / formal contracts between the sponsor and any other entities that participate in the program ( internship sites) . How are agreements reviewed and changed? How is this documented? Do agreements or MOU describe all relationships, roles and responsibilities of all parties?

APPENDIX A Application, Maintenance and Administration of Accreditation

Narrative and documentation per Appendix A is not required for the ISSR. This section of the Standards is informational for program review. Programs are also asked to review the separate fee table, located in the ACATE Policies and Procedures Manual, along with additional explanations of application, maintenance, and administration of accreditation located in that document. Note: Any student who completes a program that was accredited by CAAHEP at any time during his/her matriculation is deemed by CAAHEP to be a graduate of a CAAHEP-accredited program.

APPENDIX B Curriculum Competency Requirements for Educational Programs in Art Therapy

Required Student Learning Outcomes, Curriculum Content, and Competencies are addressed in the Curriculum Section of your Self-Study Report, Section III.C. and additional prior sections on program goals, curriculum effectiveness, and student measures Data will also be collected from the Annual Reports collected by ACATE looking for trends and potential thresholds to best determine program effectiveness and a process of continual improvement

2. Foundational Learning Content Areas

As part of your Self-Study Analysis and narrative submitted earlier in your Self-Study Report, you will have identified the places within the curriculum where this content learning takes place and explain how it is sequential, comprehensive, substantive and foundational. Programs are also encouraged to attend to current ATCB educational learning requirements, including prerequisites to graduate study, for future credentialing of their graduates.

a. Studio art proficiency in 2- and 3-dimensional art media

techniques and processes; and....

This content does not double count for both foundational and core content. Foundational studio areas taken within a graduate program, if they are not prerequisites established by the program for admission, do not count as

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Equivalency in non-academic studio art experience may be accepted

part of the studio content of section O. Studio content O. is considered advanced studio learning as part of the core curriculum and does not double count for ACATE foundational learning, nor, if this is relevant to your program design, for ATCB prerequisite needs.

Programs may combine content into a single course or distribute content over multiple courses as they develop curriculum to address program mission, goals, and outcomes. Attention to state licensing requirements also may assist in determining course structure and content.

This guideline is offered to clarify content areas vs. course titles and the contexts that inform your programs educational planning. Appendix B required curriculum covers content areas and competencies, not required course titles.

A note on Content Areas of Appendix B . It is important to note that the Content Areas of Appendix B are NOT course titles, but rather cover content that must be addressed as part of the curriculum, and may be spread into various classes, rather than just one class. While some Content Areas must be taught by credentialed art therapists in full, some may be taught by related professions faculty. In five of these instances, however, there are a few sub-items within these content areas that must be addressed by credentialed art therapy faculty. The five areas to pay special attention to are listed to the right. It is important to note that the list to right does not cover all content that must be taught by credentialled faculty, but only addresses those areas that are included within content sections that may also be taught by Related Professions Faculty, and thus are often experienced as a point of confusion.

Content are H: Human Growth and Development Faculty members with instructional responsibility for content related to developmental stages in artwork must be taught by ATR-BC Content Area I. Helping Relationships and Applications Content related to art therapist’s characteristics that promote the therapeutic process, utilization of art materials and processes within the context of building the therapeutic relationship, implications for incorporating one’s own art making into session, trauma-focused art therapy approaches, sensory-based art therapy interventions and development of a personal approach to the practice of art therapy must by taught by ATR-BC Content Area J: Psychopathology and Diagnostics Content related to the applications of neuroscience theory and research to art therapy practice and also content related to art-based indicators of mental disorders/psychopathology in patient/client artwork must be taught by ATR-BC Content Area M: Research Content specific to art-based research methodologies as related to art therapy must be taught by ATR-BC Content Area N: Cultural and Social Issues Content related to the role of the arts in social justice, advocacy and conflict resolution and also an overview of AATA’s Multicultural and Diversity Competencies must be taught by ATR-BC.

4. Clinical Education Experiences a) The curriculum must include clinical education experiences that provide students with opportunities to practice the cognitive, psychomotor, and affective/behavior competencies that Art Therapy students must develop through their coursework and which lead to

An experiential component must be a part of the educational process. Programs are asked to indicate the ways student site options are linked to learning outcomes and offered on a consistent basis to all students as prepared through a sequential course of learning.

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overall student learning outcomes. Clinical education experience should allow students opportunities to practice with varied client populations and practice settings.

b) Clinical education experiences must include.... Describe how students receive appropriate and adequate mentoring during clinical experiences. These experiences must include a face-to-face component of supervision by a site supervisor and consultation with observable data by faculty supervisors (e.g. client artwork, site visits, video recording of observation of student work are options to be considered per observable data). Requirements per site supervision of students during their clinical experiences are addressed in the CAAHEP Standards, Section 5.a. and 5.b. (page 6) , Section III. B. 2. 4. (page 4) and also in Appendix B. 4. Clinical Education Experiences. (p. 29). According to the Standards, Practicum and Internship must include oversight by both a site supervisor and a faculty supervisor. Both site supervisors and faculty must assess students. Site supervision must include 1:1 or triadic supervision and the site supervisor must either be ATR, or possess a master's level license or certification in a related field and must regularly consult with a program faculty member. There may, however, be cases where a site is not able to provide a site supervisor that meets the required credentials. In these cases, it may be possible for an art therapy faculty member to provide the 1:1 or triadic site supervision, as long as this individual is not the same person providing the group supervision on campus. The need for several perspectives in assessing student skills entails both assessment from the site supervisor providing 1:1 or triadic supervision and assessment from art therapy faculty providing group supervision. In these cases where an art therapy faculty member may be providing the 1:1 site supervision, an individual must also be available at site to respond to student needs and the faculty member providing site supervision must be able to access the site either in-person or through video observation on regular basis in order to be able to assess student work at the site.

d) The structure and duration of clinical education experiences must meet educational program clinical experience requirements for

Programs must attend to current Art Therapy Credentials Board (ATCB) educational requirements for practicum/internship hours, type, and

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credentialing and entry level practice as an Art Therapist supervision. Programs must also collect and provide data indicating the intensity and structure of the clinical component supports demonstration of student learning outcomes. The ISSR report will ask for a description of how the program uses a supervisor-student ratio as a factor in determining supervisor sufficiency to meet its program goals and outcomes. Also describe how supervisory resources both in number and performance are evaluated on an ongoing basis and revised as needed specifically to support program outcomes. Note that ATCB requires student-supervisor ratios at site, but neither ACATE nor ATCB require a specific ratio during campus group supervision. Programs are thus asked to provide a stated process for evaluating ongoing supervision sufficiency provided by faculty

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PART II: INSTRUCTIONS & EXPLANATIONS FOR SUPPORTING DOCUMENTS This section contains instructions for documents and materials which will be submitted as data to support the report narrative. This Handbook is to be reviewed in conjunction with these related supporting documents.

SURVEYS (See sample surveys posted to the ACATE website and which may be requested in fillable form) At a minimum, the intent of the use of the surveys is to allow programs to provide data that relates to measuring achievement of program goals and objectives. In applying for initial accreditation, the program is attesting that is has begun the process of collecting information in order to demonstrate that it is achieving three specific aims:

1. Adhering to the practice of collecting and maintaining data 2. Evaluating its processes in order to best achieve the outcomes 3. Considering what resources the program has that affects its outcomes

Surveys provide data to document the program and compliance with the Standards. You must use, but may add to, the Survey data forms provided by ACATE. See the ACATE website for these survey forms and they may also be requested as fillable forms if you prefer not to convert them to an online tool yourself such as Survey Monkey or Qualtrix.

• Student Survey on Program Effectiveness (required for self-study). Will be sent to students by ACATE staff for anonymous responses. Programs submit email contact list for students to ACATE staff and program directors are provided with a summary report of results. Required for Self-Study, not required for annual report though may be used to provide additional feedback to program on an annual basis if desired)

• Faculty and Advisory Committee Survey on Program Effectiveness (required for self-study. Not required for annual report though may be used to provide additional feedback to program on an annual basis)

• Personnel Survey of Program Resources (required for self-study. Not required every year of annual report though may be used to provide additional feedback to program on an annual basis ). Required year four of accreditation.

• Student Survey of Program Resources (required for self-study. Not required every year of annual report though may be used to provide additional feedback to program on an annual basis ) ) . Required year four of accreditation. * Note that for purposes of the Initial Self-Study Report (ISSR), faculty and advisory committee members complete the two above surveys, one on program effectiveness, and one on perceptions of program resources. Students also complete two surveys for the Initial Self-Study Report, one on program effectiveness and one on program resources.

• Graduate Survey (highly recommended, though not required for self-study as a feedback loop. Required for annual report)

• Survey of Employer Satisfaction (highly recommended, though not required for self-study as a feedback loop. Required for annual report)

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Additional questions may be added to all surveys provided that minimum information as displayed in the sample surveys is included. For each survey, be sure to insert a “blank” copy of the survey forms used as you submit your ISSR documents in order to indicate understanding of what questions, at minimum, are used by the Program to collect required outcomes data on an ongoing basis.

To review:

Surveys REQUIRED for Self-Study Report (survey questions may be added to).

SEE BELOW

Surveys required for Annual Report once accredited (survey questions may be added to)

SEE BELOW

Student Survey on Program Effectiveness (ACATE staff sends) – required for ISSR

May be used though not required for Annual Report. Feedback from students is likely obtained annually through course evaluations and other methods determined by the University.

Faculty and Advisory Committee Survey on Program Effectiveness – required for ISSR

May be used though not required for Annual Report. Faculty meetings and Advisory Committee meetings will allow for ongoing review of the program annually

Personnel Survey of Program Resources - required for ISSR

Not required every year of annual report though may be used to provide additional feedback to program on an annual basis ). However, at minimum, this survey must be used to collect data which is then analyzed and reported as part of the year four (4) Annual Report. Programs must , however, have a stated process for annual review of resources in place regardless of whether they choose to use the ACATE Resource surveys every year or not.

Student Survey of Program Resources – required for ISSR

Not required every year of annual report though may be used to provide additional feedback to program on an annual basis ). However, at minimum, this survey must be used to collect data which is then analyzed and reported as part of the year four (4) Annual Report. Programs must , however, have a stated process for annual review of resources in place regardless of whether they choose to use the ACATE Resource surveys every year or not.

Graduate Survey - Recommended though not required for ISSR

Required for Annual Report

Employer Survey - Recommended though not required for ISSR

Required for Annual Report- please consider also adding program identified questions to the survey in order to highlight and assess regional needs

ADVISORY COMMITTEE MEETINGS See explanation in this Handbook and example of an agenda/minutes with required areas of discussion at the end of this Handbook.

RESOURCE ASSESSMENT MATRIX See template at the end of this Handbook. Related surveys and program budget information compliment the completion of this matrix. It is important to note that while this matrix chart and system allows programs to collect data to support their decisions about resources, neither ACATE nor CAAHEP establish a required cut score or threshold for data results as a program analyzes the sufficiency of its resources. The concept is that the program must demonstrate that it has adequate resources to achieve its program goals and student learning outcomes. This relates to "institutional autonomy" which is a guiding CAAHEP policy,

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so determinations about resources may vary from program to program. Data, however, ensures that programs, and ACATE reviewers, have measured data to back up and inform decisions about adequacy of resources, and that determinations are not made in a biased or uninformed way, while any assessed needs for additional resource support can be made with data to back up the conclusion.

INFORMATION ON FACULTY

Faculty CV’s are submitted and allow for review of faculty credentials, expertise and participation in ongoing professional development opportunities. In order to ensure up-to-date certification, as required by the Standards according to content areas faculty teach, a current copy of ATR-BC board certification certificate , with expiration date included, must be provided for each faculty teaching any content required to be taught by credentialed art therapy faculty . Information on faculty newly hired after ISSR submission will be provided at time of site visit. **ACATE accepts either uploaded certificates of credentialing/state licensure or uploaded screen shots confirming this info.

CURRICULUM Five (5) types of documents will provide programs with the opportunity to identify places in the curriculum where the required content learning and competencies assessment takes place and how students are mastering achievement of overall student learning outcomes. Some of the forms provided by ACATE must be utilized, while others may be adapted according to program preference. Submitting the documents and information listed below will provide data to support your analysis of curriculum sufficiency. Consider the following questions as part of your analysis of your program in advance of writing your report:

• How does curriculum help support development of formative competencies which in turn support summative practice behaviors and eventual attainment of overall Student Learning Outcomes (SLOs)?

• What gaps in depth or scope of coverage exist?

• How do students progress through the program, what is the logic behind sequencing of courses/program requirements and what ways do Program Goals and Student Learning Outcomes provide a rational for the structure?

• In your planning are you impacting students in 3 domains of learning – knowledge, skills and professional attitudes? • What is the type and frequency of evaluations students receive as they move through didactic, lab (studio) and clinical aspects of the curriculum? How

are preparatory classroom and studio experiences linked to field practice and how does the program inform students of the academic progress they are making as they move through didactic, studio and clinical experiences?

• How are students tracked and assessed through the courses and internships? How and where is their competency development measured?

• How is data on the program’s overall Student Learning Outcomes (SLO’s) collected to serve as formative and summative performance indicators related to program objectives ?

1. Course Syllabi

Section III.C. of the art therapy Standards states Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. This reference to the “competencies required for graduation” allow us to return to an essential question: What do students know and what are they able to do as a result of their participation in the program? Course syllabi include selected program SLO’s that are connected to the course objectives and also the relevant core competencies

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fostered by the course (as required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy) The purpose of these syllabi requirements is so that course reflects the connections to summative learning outcomes and program goals, along with the steps students will be taking on their journey as mirrored by the competencies. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. These syllabi elements include, at minimum, (1) course description, (2) specific course objectives (3) methods of evaluation, (4) topic outline, (5) overall SLO’s the course is connected to ( (6) competencies required for graduation to include a reference to the specific item # and designation of each ACATE competency, as listed Appendix B, Section 1 of the CAAHEP Standards and Guidelines for Art Therapy Education. In addition to the program SLO’s the course is mapped to, each syllabus must also include the full wording of the competency item(s) the course will foster (for example, Standard a.K.1. Identify major contributors and contributions that shaped the field of Art Therapy). Inclusion of SLO’s and competencies on syllabi will allow programs to show they are sufficiently ensuring students understand and are being assessed on performance required to progress through the program and to gain nationally recognized entry-level skills for art therapists. Visual examples of potential syllabi formatting which include these required minimum areas are provided later in this Handbook.

2. Clarifications to Course Syllabi requirements a) Updated ACATE Policy clarifies that: For courses provided by academic departments outside of the Art Therapy Department, any of the required syllabus elements not provided in the standard course syllabus ( the overall program SLO's the course is connected to and competencies to include reference to the specific item# and wording of each designated ACATE competency ) may instead be provided to the art therapy students enrolled in the course in the form of a syllabus addendum provided by the Art Therapy Department. Again, this relates only to courses provided by departments outside of the Art Therapy Department. Any courses provided by the Art Therapy Department itself must continue to provide all required areas right on the syllabus. The context of this change is that some art therapy programs include courses in their curriculum which are overseen by departments outside of the art therapy program. For example, a shared Counseling program, , Psychology Department or Art Department may be responsible for oversight of the course and hiring of faculty for the course, which art therapy students also take along with students from the other department. The course is part of the required curriculum for art therapy students, but historically for some institutions, there have been barriers for the art therapy program director in terms of having authority for how syllabi from other departments look. The intent was always to ensure art therapy students are being taught by faculty who understand and support their learning goals, but revised ACATE processes will allow that to occur in a more streamlined and helpful way. b) We also frequently receive questions on electives courses and how they should appear per syllabus requirements. There are several possibilities when it comes to elective syllabi. If the electives content is an "extra” and not part of the Standards Appendix B content requirements, the syllabi for any electives do not need to include the required content and you just need to convey clearly it is an extra elective course in the program’s design, providing content that is in addition to required content of Appendix B. Secondly, if it is an elective course that does indeed address Appendix B curricular content, but falls under the "syllabi from another department", provide students with an addendum to the syllabi.

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c) Clinical experiences of internship are most commonly reflective of an integration and application of all competencies fostered in prior didactic coursework. As such, Internship syllabi must include the program’s SLO’s as summative aims but are not expected to include competencies as otherwise each and every competency would be on Internship syllabi, which becomes unhelpful and unwieldy.

3. Program Modality and Distance Education /Online Learning Information ( will be provided as narrative explanation in the ISSR) This chart is provided here to inform your thinking about what will be addressed in your narrative regarding online teaching and learning practices

Is any portion of the program or courses offered via distance education/online teaching? Note that teaching and learning practices are increasingly including a blend of online and seated learning. For purposes of the Self-Study Report and ACATE review, distance education is identified as such if the university your program is housed in defines the course as a distance education/online course.

If yes, describe what content is offered through distance modality/online learning.

If so, what percentage of the program is offered through distance education? (Excluding required face-to-face site supervision during Practicum/Internship)

Please explain. Reminder to include only courses identified as distance/online by your university.

If your program includes distance education/online courses according to the definition given above, how are interpersonal and relational skills taught and assessed via online methods?

Please explain.

What training in online teaching methods have your faculty received? What resources and supports do they participate in on an ongoing basis in order to foster effective online teaching?

Please explain

What technology supports and resources are offered to students who participate in distance education/online learning courses?

Please explain

4. Curriculum Content Assessment Chart - see example provided in Handbook To assess a program’s compliance with required content of the CAAHEP Standards and Guidelines for Art Therapy Education, complete and submit a Curriculum Content Assessment Chart. This submission will allow a program to identify places in the curriculum where required content learning takes place and allow program faculty and reviewers to identify gaps in delivery.

5. Competencies Matrix - see example provided in Handbook A Competencies Matrix will allow programs to give examples of how student progress is tracked through the courses and how students are regularly informed of their progress throughout the program. Programs are encouraged to develop their own processes for assessment of student learning and to be engaged in ongoing improvement of their assessment tools while also providing evidence the program is ensuring all graduates

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are being validly and regularly assessed as to their performance and progress towards overall Student Learning Outcomes (SLO’s).

6. Mapping Your SLO Assessment Plans - see example provided in this Handbook Further information provided in the section in this Handbook entitled Outcome-Based Learning and Program Development in Art Therapy.

CLINICAL EDUCATION & EXPERIENCES

Programs create their own forms/charts/templates for some of these items to supplement narratives provided in Self Study Report. Your narrative per the ISSR will provide information about clinical experiences including:

• A chart of clinical education/practicum and clinical internships/field placements for the past three years which also includes names, degrees and credentials of site supervisors;

• ATR certificate and/or license certificate of site supervisors overseeing students at time of ISSR submission and site visit. **ACATE accepts either uploaded certificates of credentialing/state licensure or uploaded screen shots confirming this info.

• description of how practicums/internships are established;

• the process for orientation and interactions with clinical supervisors of the clinical education/practicum and clinical internships/field placements;

• information on processes for verification of qualifications, credentials and experience of clinical site supervisors;

• policies for placing students

• types (individual and group) and hours of supervision being provided:

• maximum size of supervision groups overseen by art therapy faculty;

• specifications of activities and tasks that allow a student to demonstrate art therapy competencies during clinical experiences ; and

• policy on how students are evaluated throughout their experience with examples of rubrics used for evaluation

• (examples of student product and assessments must be saved in a file for potential review by site visitors).

• In your narrative, discuss how the program’s practicum/internship policies, criteria and procedures for selecting settings and supervisors; placing and monitoring students; maintaining contact with settings and evaluating student learning and site effectiveness are congruent with achievement of the program’s goals and overall student learning outcomes.

• Discuss your program’s integration of curriculum and competencies being mastered in earlier coursework with field assignments during supervised clinical experiences. How are you effectively ensuring a pathway to student achievement of overall student learning outcomes and what are the linkages of classroom to field activity?

OUTCOMES DATA: DEVELOPING YOUR FORMAL OUTCOMES ASSESSMENT PLAN IMPORTANT: Begin by reviewing the document on the ACATE website titled “Guidance to Program Directors on CAAHEP/ACATE Outcomes Standards” Use the information in this document to understand what outcomes must be collected and reported as part of your Program’s Formal Outcomes Assessment Plan once accredited.

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This component of Standard IV focuses on program outcomes assessment rather than specific student evaluation methods. Program outcomes involve direct or indirect, summative measurement of indicators of the program’s ability to achieve its stated goals. Outcomes Data and reporting will be part of the Annual Report submitted after a program is granted accreditation. However, for purposes of this self-study, a system should be identified where the program will convey its Formal Outcomes Assessment Plan for collecting, analyzing and recording the required data in aggregate as the program matures.

For your self-study report, the program will be expected to have at least a system in place to begin its collection of outcomes data to then use for later annual follow-up and to attest that is has begun the process of collecting information in order to demonstrate that it is engaged in a process of continuous quality improvement. Your Initial Self-Study Report narrative will describe the process you plan to use to collect and analyze data along with indicating how you plan to apply the results to discussion of program improvement. Remember that in order to be truly useful, analysis of this data will be based on a 3-year period of compilation in order to identify trends; one year’s data is not sufficient to drive curricular or program changes. A program will gather data each year, and report the info as part of the Annual Report once accredited, but analyze and compare data across the 3-year trending period to then determine over a sufficient window of time if the program is achieving its goals and objectives and if not, to inform program improvements that have been discussed with the Advisory Committee and faculty. In CAAHEP accreditation, and therefore in the planning for your educational program, you want to demonstrate the impact you are making on students through measurements that review specific outcomes. Your analysis of data in the following areas will lead to program improvement. Data should demonstrate that the program is meeting its objectives. If data reviewed over a three year trending period indicates the program is not meeting the required threshold aims you will be required to provide a Progress Report indicating what plans the program has for meeting or modifying its goals. For more information about the thresholds and the importance of outcomes, see the ACATE Policies and Procedures Manual, (Policy IX.B.C.), Section IV.B.1 of the Standards and Guidelines, and information provided below. The Outcomes are:

1) Student Retention Average by Graduation Year 2) Positive Placement 3) Graduate Satisfaction 4) Employer Satisfaction 5) Summative Measures (summative evaluation focused on Student Learning Outcomes (SLO’s) used to assess whether desired summative learning goals

are achieved and in turn whether the program is meeting its objectives. Please note specific surveys are provided to collect some of the outcomes data (see the Surveys section of this handbook for additional explanation). As part of the ongoing annual report process, programs will gather, analyze, and compare data across the three (3) year trending period to:

• Determine if graduates are demonstrating intended learning experiences and outcomes

• Adhere to the practice of collecting data and using it for program improvement • Evaluate the impact of teaching and learning practices in order to best achieve thresholds required per outcomes areas

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For your ISSR Report you will discuss in narrative and also provide a chart or program developed material to depict and provide evidence for a Formal Outcomes Assessment Plan to be completed annually once accredited. Per Standard IV. B. Outcomes Assessment includes Student Retention, Positive Placement, Graduate Satisfaction, Employer Satisfaction, Summative measures (SLO analysis). Your Formal Outcomes Assessment Plan must depict a) The above mentioned variables as listed in the Standards that will be measured b) Mechanisms and tools to be used to collect data and measure the variables. Standardized institutional procedures and qualitative methods in the form of ACATE provided surveys are required to be used at minimum. c) Timeline for annual collection within the ACATE annual reporting term which is July 1st- June 30th with a written report due Sept. 15th. d) Ways scores will be used as indicators for program improvement. Indicate understanding of the required thresholds and how cut scores trending below these thresholds will indicate a need for program changes e) how/when/ to whom the data will be reported (to include annual review by Advisory Committee and submission to ACATE with Annual Report). According to CAAHEP Policy 206A4: Initial accreditation recommendations should not include citations of Standards IV.B. (Outcomes) for which the program has not had sufficient time, due to the formative stage of the program, to collect and assess the data needed to demonstrate compliance. Lack of a system in place to collect and assess the data may result in a citation. In other words, Programs seeking Initial Accreditation are not required to yet have outcomes data, but must have a Formal Outcomes Assessment Plan as to how they will go on to collect and analyze the data upon achieving Initial Accreditation NOTE: The ACATE Annual Reporting term is July 1st - June 30th and is defined as a full academic year with the end date of the last term on or prior to June 30. If the end of the term is after June 30, that term will be included on the next annual report. The written Annual Report is due to ACATE by September 15th with payment for the following year of accreditation also due at that time. See the Annual Report Outline posted to the ACATE website and provided on request for an overview of the Annual Report Process, and to offer information to guide your development of your Formal Outcomes Assessment Plan . **A Webinar of the Annual Report submission process is available upon request from ACATE. This Webinar is applicable to programs only once accredited, but may be of interest to programs completing their Initial Self-Study Report and thinking through their Formal Outcomes Assessment Plan. Remember to also begin by reviewing the document on the ACATE website titled “Guidance to Program Directors on CAAHEP/ACATE Outcomes Standards” Use the information in this document to understand what outcomes must be collected and reported as part of your Program’s Formal Outcomes Assessment Plan once accredited.

Outcomes Thresholds for Accredited Programs in Art Therapy

The program annually tracks and/or collects the raw data as part of its Formal Outcomes Assessment Plan. Remember, in addition to use of ACATE provided surveys, feedback from your advisory committee and faculty which will be included as part of the Annual Report in coming years will allow you to show examples of your ongoing review of Outcomes Data results. In other words, how will you annually collect and use this information as a feedback loop to improve your program as you look at annual data results over a three year range in order to identify trends?

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Student Retention Average by Graduation Year. The threshold for student retention is (>80%) 80% of students admitted into the program will graduate. Programs whose 3-year averaged outcomes do not meet the threshold must complete and submit a Standardized Progress Report for Retention in conjunction with the Annual Report.

The annual report will ask for retention rates for your program, based on student graduation year.

Positive Placement. The threshold for Positive Placement is (>80%) 80% or more of a program’s graduating cohort(s) will be positively placed within 6 -12 months after graduation. Programs whose 3-year averaged outcomes do not meet the threshold must complete and submit a Standardized Progress Report for Placement in conjunction with the

Annual Report.

An important measure of an academic program’s performance is reflected by outcomes measures such as employment placement. Programs should institute methods to track graduates 6-12 months after graduation in terms of their post-graduate placement and preparedness. The sample Graduate Survey provided by ACATE should be used in addition to measures the program develops

Graduate Survey Return Rate. (Participation) The threshold for the Graduate Survey return rate is (>35%) 35% or more of the programs graduating cohort(s) will complete and return the Graduate Survey.

The sample Graduate Survey provided by ACATE should be used at minimum. This survey should be administered to students who have recently graduated approximately six months to no more than one year after graduation. Institutions should report the survey return rate as well as document efforts to reach a majority of their graduates for the preceding year. While this data is required as part of the annual report once accredited, it is highly recommended, though not required for the self-study analysis as well. Programs able to secure this data will find it a helpful feedback loop for their self-study.

Graduate Satisfaction. (Success) The threshold for Graduate Satisfaction is (>85%). Every question will have at least 85% of the responses rated 3 or better on a 5- point Likert scale, 1 being considered poor and 5 being considered excellent. Programs whose 3-year averaged outcomes do not meet the threshold must complete and submit a Standardized Progress Report for Graduate Satisfaction in conjunction with the Annual Report. Programs must use at least all the questions in the ACATE Graduate Survey and may add more at its discretion. Surveys should be distributed 6-12 months after graduation (although keep in mind results must be compiled and discussed with your Advisory

See “Graduate Survey” provided by ACATE. The program may add additional questions to the survey in order to determine success of its graduates. This information is required as part of the outcomes–based Annual Report once accredited. It may be collected for the ISSR but is not required at that time.

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Committee in enough time to then submit with your Annual Report)

Employer Satisfaction. The threshold for employer satisfaction is (>85%). The threshold for send rate is 100% of those graduates who give permission on their survey for their employer to be contacted. Every question will have at least 85% of the responses rated 3 or better on a 5- point Likert scale, 1 being considered poor and 5 being considered excellent. Programs whose 3-year averaged outcomes do not meet the threshold must complete and submit a Standardized Progress Report for Employer Satisfaction in conjunction with the Annual Report. Programs must use at least all the questions in the ACATE Employer Survey and may add more at its discretion. Surveys should be distributed 6-12 months after graduation (although keep in mind results must be compiled and discussed with your Advisory Committee in enough time to then submit with your Annual Report)

This information is designed to help program faculty determine their program’s strengths and those areas that need improvement in order to ensure success of its graduates, not to evaluate individual graduates. The questions on the employer survey are linked to the Student Learning Outcomes of Appendix B of the Standards and Guidelines and are meant to provide assessment of entry-level achievement of those from an employer perspective.

Summative Measures. Student Learning Outcomes (SLO) data is collected at two or more points in time throughout a student’s journey in the program, then reviewed in aggregate to inform program outcomes data and improvements. The program will document student competency in the program's established Student Learning Outcomes (SLO's). A minimum of 3 SLO's a year are to be analyzed and documented, with the entirety of a programs SLO's reviewed over a three-year period. ACATE does not establish cut scores for aggregate collection and analysis

of program SLO's, but the program establishes a cut

score indicating sufficiency in meeting program

objectives. ACATE has reviewed and approved the program's approach to this as detailed in the Formal Outcomes Assessment Plan submitted with your program’s Initial Self-Study Report and reviewed along

with your Site Visit discussions.

What is the evidence students are learning and developing entry level skills? Describe how the program will annually analyze SLO data in aggregate in order to assess whether the data indicates students are achieving expected SLOs or to apply to program improvement measures.

For purposes of the Formal Outcomes Assessment Plan, three (3) overall Student Learning Outcomes (SLO’s) at minimum must be chosen each year to review in aggregate, with review of the entire program SLO’s to occur over a three year span at maximum.

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Outcomes-Based Assessment and Program Development in Art Therapy

What is Outcomes-Based Assessment? Art Therapy education has been on a learning curve along with much of higher education in regard to establishing meaningful indicators that programs are effective in training entry level practitioners, that students are learning, and that programs have processes for continuous improvement. Outcome-based assessment is a means of focusing on performance indicators and achievements as a measure of program quality. It is a way of showing that programs are doing what they say they can do or if not, using that information for program improvement. The 2016 CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy (the Standards”) have shifted education for art therapy programs to this outcomes-based focus. The shift is the result of US Dept. of Education requirements that accreditors move toward outcome-based assessment rather than being input based. What this means is that there is now more of an emphasis on core competencies through which students demonstrate their abilities and summative skill sets (student learning outcomes) rather than just what teachers or the program do (inputs).The change gives programs the opportunity to demonstrate success with what they are doing with students, to comprehensively monitor what’s working, and to also review what needs changed. Most measures of quality are reviewed through outcomes, although some inputs continue to be considered.

What do students know and what are they able to do as a result of their participation in the program? What is the story, from beginning to end, of how we get our students there and what is our shared story in art therapy? As art therapy education standards have begun this shift to an outcomes-based focus, programs are working to determine the measures that will best provide useful data or indicators of student achievement of skills and program accomplishment of its goals. Meaningful application of what is learned by the data can allow education programs across the country to participate in the development of not only their students, but also their program and the profession as a whole. What makes a quality entry-level art therapist? What makes a program unique and effective and what unites us as we aim for the development of art therapy practitioners of the future? Rather than thinking about the need for outcomes-based assessment in accreditation as a need to report and defend your practices, programs are encouraged to consider the focus on outcomes as a way of developing internal practices for ongoing quality improvement. How does your program support student development towards necessary entry-level skills? How do your student outcomes inform your unique program goals and how you determine what works in your program? The outcomes data a program collects, including summative Student Learning Outcomes, are being used to promote quality teaching and learning practices. Outcomes-based assessment and the annual report for programs (once they are accredited) is a way of telling the story of the student’s journey through your program, coupled with a desire to improve on the process. What other cross-measures can give the big picture of the program’s achievement of its objectives? Outcomes-based assessment will also look at the overall program picture for cross measures. What other program processes contribute to student success? Do admissions processes, course sequencing, advising, etc.? How might graduate achievement and employment statistics inform? How might governance processes in terms of implementing, reviewing and changing the program contribute? How might data from retention inform? How might faculty meetings and advisory committee meetings assist with ongoing review and development? Your Formal Outcomes Assessment Plan will detail the measures and processes you will use to include these cross-measures in your analysis of the program each year.

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Rather than making this an added burden, how can it be truly useful to faculty in a way that sparks curiosity? Keeping with the metaphor of a journey allows us to ask, “Do I know where I am going? Do I know how to get there?” Something you might find very useful is a webinar about the Annual Report process which ACATE provided May 2021. Providing this webinar in advance of accreditation is not meant to overwhelm with too much information that is not yet relevant, but to offer a visual/auditory example of what would occur after a program is accredited. We hope that it does not create anxiety (as it may be experienced as TMI) but rather on the plus side, will help you to understand what we mean by the "Formal Outcomes Assessment Plan"

and the Annual Report process that accredited programs undergo to provide their Outcomes each year (after being accredited) IMPORTANT: Begin by reviewing the document on the ACATE website titled “Guidance to Program Directors on CAAHEP/ACATE Outcomes Standards” Use the information in this document to understand what outcomes must be collected and reported as part of your Program’s Formal Outcomes Assessment Plan once accredited. Here also is a link to the webinar that was provided May 2021 with the launch of the new online portal for Annual report submission. You are welcome to watch it, just to familiarize yourself with how the Annual Report process will work once an accredited program begins submitting reports (the year following initial year of accreditation). The Annual Report Portal Instructions which accompany this webinar may be located on the ACATE website. https://www.caahep.org/ACATE Access Passcode for webinar on Annual Report Process: 7nP.quF0 https://us02web.zoom.us/rec/play/nk1hMrX8f13HbgRNuzHLftJ8yD9bRz87vffSfdtUcr7Sj2cRPLK8L7vAeh6b_BAFm1HmNB10iEF1CWqP.MfepoLYc7lC_F8Ng?continueMode=true

I see a particular focus on “Summative Measures” referred to as Student Learning Outcomes. The Student Learning Outcomes you establish are the destination of the graduate and student progress is tracked at benchmarks along the way. The steps students take along the path are, at minimum, the competencies and content domains established by the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy and which are included on course syllabi, so students know the steps that are part of a class and how the steps link to overall objectives. Overall program goals are broad areas that could be considered a map of the territory, while the reasons for the travel include the program and institutional values that inform the mission. What does a graduate of your unique program look like, even as they also demonstrate skills consistent with entry -level art therapists across the country? What story can you tell about the students who travel through your program? What measures help you understand what students know and can do as a result of their education? What works to get them there? Along the way, what measures will you use

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at pause points to determine if students are getting to these points or if not, to determine where improvement is needed in classes, in the program, or at an institutional level?

Begin with the end in mind. “Do I know where I am going? Do I know how to get there? Are we getting them there?” Broadly speaking, overall or summative Student Learning Outcomes (SLO’s) describe what students are expected to demonstrate by point of graduation. Student Learning Outcomes (SLO’s) represent the entry-level knowledge, skills and values that indicate the graduate is capable and competent. Why are SLOs important? • Communicate expectations to learners • Act as a template for course design • Guide selection/design of appropriate assessments • Allow faculty, staff, and institutional researchers to assess the impact of instruction • Clearly communicate graduates’ skills to prospective employers • Provide benchmark aims for formative, summative and prior learning assessment If you wish to develop your understanding of outcomes and how they are assessed, a significant amount of material is available via online resources through a search that includes the terms “writing measurable learning outcomes”. Several of these resources clarify the distinction between student learning outcomes and program outcomes/goals, specifically http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf. Osters and Tiu (2003), provide a thoughtful framework to faculty who are considering how they wish to collect data about their program’s mission, goals, curriculum, students and learning outcomes. According to the authors:

Student Learning outcomes describe what students are able to demonstrate in terms of knowledge, skills, and values/attitudes upon completion of a course, a span of several courses, or a program. Clear articulation of learning outcomes serves as the foundation to evaluating the effectiveness of the teaching and learning process.

Program and performance outcomes/goals/objectives describe what you want a program to do or accomplish rather than what you want students to know, do or value. The Components of a Measurable Program Outcomes/Goals are the same as for student learning outcomes except the actor is the program not the student.

In accreditation, and therefore in the planning for your educational program, you want to be thinking about how you impact students in necessary knowledge/skills/professional attitudes and you want to collect data that reflects these kinds of outcomes. How programs analyze the data and how they use the data to make improvements in the overall program and student learning will be a key part of the annual report process for accredited art therapy programs. Section II of the CAAHEP Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy requires the following: Program- specific statements of goals and learning domains provide the basis for program planning, implementation, and evaluation. Such goals and learning domains must be compatible with the mission of the sponsoring institution, the expectations of the communities of interest, and nationally accepted standards of roles and functions. As Osters and Tiu (2003) further describe, assessment is then a systematic and on-going process of collecting, interpreting, and acting on information relating to the goals and outcomes developed to support the institution’s mission and purpose.

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Student learning outcomes (SLO’s) are established to cover the span of courses across the program as a whole. Overall student learning outcomes (SLO’s) should be measurable and have clear benchmarks (shorter and longer-range stops along the way) that allow the program to collect data in aggregate at two or more points in time throughout the program, to determine whether the students are making progress towards achieving the desired summative outcomes. Also include other cross-validation measures to review achievement of program goals. In addition to evaluating students, according to section IV of the art therapy Standards the program must periodically assess its effectiveness in achieving its stated goals and learning domains by also measuring a range of outcomes such as programmatic retention/attrition, graduate satisfaction, employer satisfaction, job (positive) placement, along with summative measures of student learning. The results and evaluation of this data must be reflected in the review and timely revision of the program. In other words, cross validation measures with data from graduates, employers, job placement, etc. allow programs to determine how well they are achieving their goals and are reviewed alongside data on student learning outcomes in a cycle of continuous quality improvement But first let’s start with mapping the journey. What is a curriculum map? Before asking the question “Do students know this?” we need to ask “Are we providing this experience?” Curriculum Mapping can help determine degree of coverage of SLOs Benefits of Curriculum Mapping • Shows where gaps are (i.e., if SLOs are not being addressed sufficiently) • Can result in the refinement of SLOs and assessment methods • Points to where, when, and how assessment can take place • Can identify already-existing sources of data embedded in assignments or identify signature assignments that may not be course related • Contributes to a foundation of a program assessment plan • Provides an overview of curriculum Further information on and SLO Curriculum Mapping can be found via Roberts, J.E. (2008) Writing and mapping student learning outcomes. Retrieved from: https://www.nvcc.edu/assessment/_docs/PS2.writingandmappingSLOs-1.pdf

Program assessment processes begin with identifying questions of interest – what does a student who is successful in the program know, value and is able to do? What are the characteristics of effective teaching and supervision? Programs must then have mechanisms in place for evaluating and reviewing student learning outcomes. Measurable outcomes are essential to this process as is mapping the curriculum to ensure needed learning experiences are being provided in order to answer – Are we getting them there?. The challenge for art therapy education at this point in time is that as we attempt to develop a shared vision for new education standards, we are also in a process of identifying learning outcomes and competencies that are sufficient and effective. The transition to a learner centered, outcomes-based pedagogy in art therapy has not been without its challenges. Due in part to the learning curve caused by this shift to an outcomes-based focus , some of the Appendix B, Section 1.a-o, Learning Outcomes of the Standards and Guidelines for the Accreditation of Educational Programs in Art Therapy can be difficult to measure as they are not written in fully quantifiable terms. (See pp. 12 & 13 of Appendix B of the Standards for this item) These learning outcomes were meant to serve as a more general compilation of Key Performance Indicators of content and competencies listed in the Standards ( pp. 14 of Appendix B onward) .

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A solution to the difficulty of working with the more generally worded learning outcomes on pp. 12 &13 in the art therapy Standards is possible if it is noted that rather than being comprehensive or directive, these learning outcomes are broad categories or key performance indicators of the more specific competencies and content areas then provided in Appendix B . Given that measurable outcomes are essential to effective processes, programs may interpret and use the listed a-o outcomes on pp. 12 &13 of Appendix B of the Standards as guides to establish their OWN more measurable and specific Program SLO’s. In other words, programs may “marry” or integrate various Appendix B , a-o general learning outcomes with their own wording to form their own more measurable SLO’s/ Key Performance Indicators established by the program, and in doing so will be aligning nationally established professional aims with learning outcomes of specific interest to their faculty. Program established SLO’s might incorporate concepts or reflect wording from specific Appendix B general learning outcomes, or programs can develop SLO’s that clearly retain the wording of one or more of these Appendix B learning outcomes. Once establishing program SLO’s, it is then up to the program to state how they measure them and to, as part of their annual reports, compile the data in aggregate in order to determine if they are achieving their aims.

In summary: Align your program Student Learning Outcomes (SLO’s) with the more general, overarching outcomes identified in Appendix B, section 1 of the art therapy Standards on pp. 12&13. Establish your SLO’s with your own program interests, values and unique expertise even as you also use/integrate the more general learning outcomes/key performance indicators in the art therapy Standards on pp. 12 &13.

What then should be included on course syllabi?

Section III.C. of the art therapy Standards states Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. This reference to the “competencies required for graduation” allow us to return to an essential question: What do students know and what are they able to do as a result of their participation in the program? Course syllabi include at minimum selected program SLO’s and also, at minimum, the competencies required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy which are being developed in the course. Benefits for students of including overall program SLO’s as well as competencies are so that the course syllabi reflects the motivations for its course objectives , along with the steps students are taking on their journey. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. If the SLO’s and Competencies listed on course syllabi describe an answer to, “What are we trying to do?” how does a program then go about determining “How well are we doing it?” Accreditation requirements do not tell programs HOW to assess students or what assessments to use, but rather require programs to gather valid data as indicators of learning, which is then compiled in aggregate for program evaluation purposes. SLO data is collected, according to best practice, at minimum at introductory and advanced (formative and summative) levels that are determined by the program to be most beneficial. In other words, after SLO’s are established and curricula is intentionally planned, the next step is to determine how the program will go about assessing student learning early on and closer to graduation. Providing early review and then repeating with more summative mastery assessment of each SLO by way of Key Performance Indictors allows programs to show they are achieving program aims.

The program’s SLO’s are assessed along the way by using assessments that are distributed throughout the program (yours to design) and centralized at key benchmarks. Returning once again to the metaphor of a journey, each and every step along the way does not need to be reported, but rather key points that

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became highlights or stops early on and as one comes to the end, at minimum. Programs provide a description of processes and procedures they are using to ensure and monitor student progress across the program, and use specific data in aggregate from these benchmark points to inform program improvement.

Direct and indirect methods provide for the program-level assessment.

Direct Methods with rubrics Indirect Methods

Standardized tests Comprehensive exams Portfolios Signature Assignments that may not be course related Essays/Papers Internship skills assessments Exam questions Capstone projects Performances/Presentations Portfolios of student work

Surveys Student Alumni Employer Exit interviews Focus groups Job placement rates Course evaluations

Consider the example of an overarching program SLO being to “Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change.” How do you monitor student progress towards this and assess a student has arrived at mastery of this? The when of assessment is fairly straightforward as students, at minimum, learn about and practice skills in this area in an introductory course and implement theory closer to graduation, likely in internship. Your program designs the assessments you use but does so in a way that includes attention to chosen core competencies which seem to be meaningful indicators of mastery of the SLO and the assessments you design are linked to SLO’s in an intentional way. Your benchmark assessments might be an exam in a class early on that measures knowledge of early art therapy history and development of a visual chart that conceptualizes the continuum of practice that has developed. At a summative level, this may include a personal application paper in which a student explores resonance to a particular art therapy approach and application to work with a client in Internship. TO SUMMARIZE:

• Step 1: Identify Program Goals, informed by institutional mission, stakeholders and communities of interest of the program.

• Step 2: Establish Program developed SLO’s connected to program goals (and incorporating, though you may reword or combine, learning outcomes from Appendix B, pp. 12 &13 of the art therapy Standards.) Step 3: Provide chart indicating how Appendix B, pp. 12 & 13 learning outcomes have been utilized to develop your program SLO’s. (See possible chart template below)

• Step 4: After identifying student learning outcomes for your program, determine practices used to achieve outcomes through curriculum mapping. Map the program SLO’s to curriculum and signature assignments in intentional ways. (See possible chart template below)

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• Step 5: Determine methods of assessment. Plan how to monitor and evaluate student progress across the program and how you will gather evidence. Develop direct and indirect measures of student achievement that link to target SLO’s, including ways to collect measures at two or more benchmarks along the way, ideally formative and summative evaluations.

• Step 7: Close the loop. As part of your Self-Study Report, describe your intended plan to use the collected data to promote program improvement on an ongoing basis. ( Once accredited, at least annually faculty members and the advisory committee will review the data collected, discuss it in relation to the overall program objectives, and determine what, if any, changes need to be made to the program)

• Step 8: Analyze cross-measures. Outcomes-based assessment will also look at the overall program picture for cross measures. What other program processes contribute to student success? Do admissions processes, course sequencing, advising, etc.? How might graduate achievement and employment statistics inform? How might governance processes in terms of implementing, reviewing and changing the program contribute? How might data from retention inform? How might faculty meetings and advisory committee meetings assist with ongoing review and development?

• Step 9: Measure effectiveness of changes. As part of the formal Annual Report once your program is accredited, you will describe how aggregate data from measured student learning outcomes (SLO’s) and other required outcomes was analyzed and applied to program improvement. This analysis will include consideration of the importance of a three-year trending range for the analysis.

Example of Mapping of your SLO Assessment plans (example): Assessment Mapping is a visual way to represent the links between learning outcomes, assessments, analysis and use of findings.

START here by writing Program Goal #1:

Example: To develop practitioners that are able to apply theory to practice

Go on to write Program written Student Learning Outcome(s) (SLO’s) that relate to program goal. Should be clear, simple; measurable and serve as key performance indicators of program goals

Example: Program SLO 1) “Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change”

List associated Appendix B, a-o , pp, 12 &13 general learning outcomes , indicating alignment of your faculty chosen SLO’s to the performance indicators listed in our professional Standards

Example: Related ACATE/CAAHEP Competencies a. Understand the historical development of Art Therapy as a profession, Art Therapy theories and techniques, as a foundation for contemporary Art Therapy professional practice. b. Continuously deepen self-understanding through personal growth experiences, reflective practice, and personal art-making to strengthen a personal connection to the creative process, assist in self-awareness, promote well-being, and guide professional practice.

List chosen sampling of associated competencies from Standards which are used to inform measurable performance indicators of your SLO’s.

Example: a.K.1. Identify major contributors and contributions that shaped the field of art therapy a.A.1. Value the historical antecedents to current professional Art Therapy practice.

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d.A.1. Demonstrate belief in the value of using art-making as a method for exploring personal symbolic language

Associated course/clinical experiences that include learning experiences and assessments connected to the overall program SLO 1). It is also fine to include signature assessments that are not specifically connected to a course, such as a midpoint portfolio, for example

Example: AT 555 Introduction to Art Therapy Practice AT875 Integrative Theories in Art Therapy AT 800 Culminating Project Also connected to portfolio review at midpoint of program.

How will data be collected and reviewed? What is the indicator of success that Student Learning Outcomes connected to this program have been achieved? Describe the measurement systems being used to assess, when used, who collects. Formative evaluation examines strengths and deficiencies earlier on while summative evaluation is used to assess whether desired learning outcomes are achieved.

Example: Course based formative assessment end of first term during AT555 through exam and visual chart and per faculty evaluation of summative case paper during Internship AT800

What is the indicator of success of student achievement of SLO?

Example: Success analyzed by student scoring 4 or more out of a five-point likert scale on all components of the rubric for assessment. Areas scoring below a four, when analyzed in aggregate across students, will be further evaluated as part of ongoing program review.

Can what we do in the arts and therapy really be measured? As art therapy programs make the shift to outcomes based pedagogy, many are asking what tools and techniques might be used to determine the extent to which stated competencies, student learning outcomes and program goals are achieved. In particular, are there direct or indirect assessment methods useful to art-based learning? A few resources we know of at this time which offer significant information that may be useful to art therapy programs:

1. Osters, S. and Tiu, S. (2003), Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf (Contains wonderful examples of direct and indirect measures and assessments to use for course assignments, in addition to helpful information on writing learning outcomes)

2. Minton, C., Gibson, D., Wachter Morris, C. (2016). Evaluating student learning outcomes in counselor education. American Counseling Association: Alexandria, VA. (Excellent overview of the SLO movement in higher education along with examples of assessments and rubrics ties to SLO’s in counselor education)

3. The AATA Education Committee has dedicated itself to working with ACATE and program faculty to develop a sharing of resources and training materials on student assessment tools in art therapy education.

4. Using a Logic Model for your program may help you to clearly articulate intended outcomes and focus evaluation efforts where they will provide the most useful feedback. A Logic Model is essentially a way of engaging in backwards thinking.

5. Material from related professions that can inform art therapy efforts to shift to an outcomes focused, competency-based education pedagogy: Gehart,D. (2011) The core competencies and mft education: Practical aspects of transitioning to a learning-centered, outcome-based

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pedagogy. Journal of Marital and Family Therapy, vol. 37, no. 3, 344–354 doi: 10.1111/j.1752-0606.2010.00205 Minton, C., Gibson,D., Morris, C. (2016). Evaluating student learning outcomes in counselor education. Alexandria, VA: American Counseling

Association Sperry, L. (2010) Core competencies in counseling and psychotherapy: Becoming a highly competent and effective therapist. New York, NY:

Routledge Stasson, M. L. A., Doherty, K. & Poe, M. (2001). Program-based review and assessment: Tools and techniques for program improvement.

Amherst, MA: Office of Academic Planning & Assessment, University of Massachusetts, Amherst. University of Connecticut Assessment Related Resources http://assessment.uconn.edu/

EXAMPLES OF POSSIBLE FORMATTING ON SYLLABI TO SHOW PROGRAM SLO’S and CAAHEP/ACATE COMPETENCIES with THEIR CONNECTION TO COURSE OBJECTIVES

By way of review:

1. Course Syllabi Section III.C. of the art therapy Standards states Instruction must be based on clearly written course syllabi that include course description, course objectives, methods of evaluation, topic outline, and competencies required for graduation. This reference to the “competencies required for graduation” allow us to return to an essential question: What do students know and what are they able to do as a result of their participation in the program? Course syllabi include selected program SLO’s that are connected to the course objectives and also the relevant core competencies fostered by the course (as required by Appendix B of the CAAHEP Standards and Guidelines for Educational Programs in Art Therapy) The purpose of these syllabi requirements is so that course reflects the connections to summative learning outcomes and program goals, along with the steps students will be taking on their journey as mirrored by the competencies. Each syllabi helps to tell the story of the student’s overall journey across the program and allows students to understand the progress they will be making. These syllabi elements include, at minimum, (1) course description, (2) specific course objectives (3) methods of evaluation, (4) topic outline, (5) overall SLO’s the course is connected to ( (6) competencies required for graduation to include a reference to the specific item # and designation of each ACATE competency, as listed Appendix B, Section 1 of the CAAHEP Standards and Guidelines for Art Therapy Education. In addition to the program SLO’s the course is mapped to, each syllabus must also include the full wording of the competency item(s) the course will foster (for example, Standard a.K.1. Identify major contributors and contributions that shaped the field of Art Therapy). Inclusion of SLO’s and competencies on syllabi will allow programs to show they are sufficiently ensuring students understand and are being assessed on performance required to progress through the program and to gain nationally recognized entry-level skills for art therapists. Visual examples of potential syllabi formatting which include these required minimum areas are provided later in this Handbook.

2. Clarifications to Course Syllabi requirements a) Updated ACATE Policy clarifies that: For courses provided by academic departments outside of the Art Therapy Department, any of the required syllabus elements not provided in the standard course syllabus ( the overall program SLO's the course is connected to and competencies to include

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reference to the specific item# and wording of each designated ACATE competency ) may instead be provided to the art therapy students enrolled in the course in the form of a syllabus addendum provided by the Art Therapy Department. Again, this relates only to courses provided by departments outside of the Art Therapy Department. Any courses provided by the Art Therapy Department itself must continue to provide all required areas right on the syllabus. The context of this change is that some art therapy programs include courses in their curriculum which are overseen by departments outside of the art therapy program. For example, a shared Counseling program, , Psychology Department or Art Department may be responsible for oversight of the course and hiring of faculty for the course, which art therapy students also take along with students from the other department. The course is part of the required curriculum for art therapy students, but historically for some institutions, there have been barriers for the art therapy program director in terms of having authority for how syllabi from other departments look. The intent was always to ensure art therapy students are being taught by faculty who understand and support their learning goals, but revised ACATE processes will allow that to occur in a more streamlined and helpful way. b) We also frequently receive questions on electives courses and how they should appear per syllabus requirements. There are several possibilities when it comes to elective syllabi. If the electives content is an "extra” and not part of the Standards Appendix B content requirements, the syllabi for any electives do not need to include the required content and you just need to convey clearly it is an extra elective course in the program’s design, providing content that is in addition to required content of Appendix B. Secondly, if it is an elective course that does indeed address Appendix B curricular content, but falls under the "syllabi from another department", provide students with an addendum to the syllabi. c) Clinical experiences of internship are most commonly reflective of an integration and application of all competencies fostered in prior didactic coursework. As such, Internship syllabi must include the program’s SLO’s as summative aims but are not expected to include all competencies as otherwise each and every one of the 147 competencies would be on Internship syllabi, which becomes unhelpful and unwieldy. Include those that are most directly relevant.

SAMPLE 1: Course Description: _________________________________________________________________________________________________________

Course Objectives, related student learning outcomes and competencies:

By the end of the course, students will Overall Student Learning Outcomes (SLO) which are connected to the course with related core competencies developed by the course

Assessment methods

Understand the historical development of Art Therapy as a profession and art therapy theories and techniques as a foundation for practice

SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change. Related CAAHEP/ACATE Competencies: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice

- Exam - Visual chart completion - Reflection Paper

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Etc. Etc. to link to other SLO’s and competencies

SAMPLE 2

Course Description: _________________________________________________________________________________________________________

Course Objectives: By the end of this course, students will: 1)Understand the historical development of Art Therapy as a profession and art therapy theories and techniques as a foundation for practice 2) Etc. Student Learning Outcomes Out of the nine SLO’s in the Art Therapy Program, the following SLO’s will be addressed in this course: SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change SLO 2: Etc.

Related CAAHEP /ACATE Competencies. More specifically, by successfully completing the requirements for this course, students will be able to: Standard a.K.1. Identify major contributors and contributions that shaped the field of art therapy Standard a.A.1. Value the historical antecedents to current professional Art Therapy practice Etc. to link to other SLO’s

Assessments: - Exam - Visual chart completion - Reflection Paper

SAMPLE 3 Course Description: _________________________________________________________________________________________________________

Course Specific Objectives: By the end of this course, students will: 1)Understand the historical development of Art Therapy as a profession and art therapy theories and techniques as a foundation for practice 2) Etc This course will foster the following overall student learning outcomes: SLO 1: Demonstrate a broad knowledge of art therapy theory in order to develop a guiding theory of change SLO 2: Etc. SLO 3: Etc.

Course competencies: This course will focus on development of the following core competencies:

• Students will be able to Identify major contributors and contributions that shaped the field of art therapy (Standard a.K.1)

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• Students will value the historical antecedents to current professional Art Therapy practice (Standard a.A.1)

• Etc.

Assessments: - Exam - Visual chart completion - Reflection Paper

DOCUMENTS & FORMS This following section contains examples for the following supporting documents:

A. Title Page: Verification B. Chart Comparing Content with Faculty Credentials C. Resource Assessment Matrix D. Mapping Your SLO Assessment Plan Chart (Provided for example of mapping, program may provide its own

curriculum and SLO mapping chart instead if preferred) E. Curriculum Content Assessment Chart F. Competencies Matrix G. Advisory Committee Agenda and Checklist Template H. Publications and Disclosures Chart I. Program Budget Chart J. Surveys (Provided as separate documents in fillable form or for use in constructing online survey tool)

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Example Form A. Title Page –Verification (available as a fillable form)

1. Program Sponsor Contact Information Name of Institution: Address: City, State Zip: Phone: Institution Website: Art Therapy Program Website:

2. Contact Information for Person(s) Responsible for Report Preparation Name: Title: Phone: E-mail:

3. Chief Administrator /President of the Program Sponsor Name: Credentials: Title: Address: Phone: e-mail:

4. Dean or Comparable Director Name: Credentials: Title: Address: Phone: e-mail:

5. Program Director Name: Credentials: Title: Address: Phone: e-mail

6. Billing Contact Name: Contact information:

7. Type of Award Upon Program Completion: Master’s Degree

By signing the Self-Study Report Verification, we attest that the information in this submission is true and correct, and an accurate description of the art therapy program. Submitting the Initial Accreditation Self-Study Report (ISSR) is authorization for initiating the accreditation process. ________________________________________________________________ Director of the Art Therapy Program, Signature and Title ________________________________________________________________ Date ________________________________________________________________ Dean and/or Director, Signature and Title

Date

Chief Administrator /President of the program institution, Signature and Title

Date

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Example Form B. – Chart comparing content with faculty credentials May be requested as word document for completion

Remember: It is important to note that the Content Areas of Appendix B are NOT course titles, but rather cover content that must be addressed as part of the curriculum, and may even be spread into various classes rather than just one class. While some Content Areas must be taught by credentialed art therapists in full, some Content Areas may be taught by Related Professions faculty. However, in five of these instances there are a few sub-items within the core content areas that must be addressed by credentialed art therapy faculty, even as Related Professions faculty may teach the remaining areas of the content. Because these areas are experienced as frequent points of confusion, they are mentioned here: Content Areas A, B, C, D, E, F, G: Must be fully taught by board-certified art therapy faculty Content are H: Human Growth and Development Faculty members with instructional responsibility for content related to developmental stages in artwork must be taught by board-certified art therapy faculty Content Area I. Helping Relationships and Applications Content related to art therapist’s characteristics that promote the therapeutic process, utilization of art materials and processes within the context of building the therapeutic relationship, implications for incorporating one’s own art making into session, trauma-focused art therapy approaches, sensory-based art therapy interventions and development of a personal approach to the practice of art therapy must be taught by board-certified art therapy faculty Content Area J: Psychopathology and Diagnostics Content related to the applications of neuroscience theory and research to art therapy practice and also content related to art-based indicators of mental disorders/psychopathology in patient/client artwork must be taught by board-certified art therapy faculty Content Area M: Research Content specific to art-based research methodologies as related to art therapy must be taught by board-certified art therapy faculty Content Area N: Cultural and Social Issues Content related to the role of the arts in social justice, advocacy and conflict resolution and also an overview of AATA’s Multicultural and Diversity Competencies must be taught by board-certified art therapy faculty

Content Area Name, degree and credentials of faculty teaching specified content

Course(s) in which content is addressed

3.a. History and Theory of Art Therapy To be taught by credentialed faculty per III.B.2:

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3.b Professional Orientation, Ethical, and Legal Issues To be taught by credentialed faculty per III.B.2:

3.c. Materials and Techniques of Art Therapy Practice To be taught by credentialed faculty per III.B.2:

3.d. Creativity, Symbolism, and Metaphor To be taught by credentialed faculty per III.B.2:

3.e. Group Work To be taught by credentialed faculty per III.B.2:

3.f. Art Therapy Assessments To be taught by credentialed faculty per III.B.2:

3.g. Thesis or Culminating Project To be taught by credentialed faculty per III.B.2:

3.h. Human Growth and Development May be taught by related professions faculty:

3.h. Human Growth and Development To be taught by credentialed faculty per III.B.2: Developmental stages in artwork

3.i. Helping Relationships and Applications To be taught by credentialed faculty per III.B.2:

• Therapeutic benefits of art processes and media, strategies and interventions

• Culturally-appropriate, collaborative, and productive applications to the treatment process

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• Importance of and processes for the therapist’s own responsive art-making to reflect on treatment, evaluate progress and build self-awareness

• Art therapist’s characteristics that promote the therapeutic process

• Utilization of art materials and processes within the context of building the therapeutic relationship

• Implications for incorporating one’s own art making into session,

• Trauma-focused art therapy approaches,

• Sensory-based art therapy interventions Development of a personal approach to the practice of art therapy

• May be taught by related professions faculty: Content which supports the development of helping relationships competencies not addressed above

3.j. Psychopathology and Diagnosis May be taught by related professions faculty:

• Major categories of mental illness using the DSM and/or the ICD

• Diagnostic processes

• Commonly prescribed psychopharmacological medications

• Effects that culture, society, and crisis have on individuals with mental illness

• Ongoing conceptual developments in neuroscience

3.j. Psychopathology and Diagnosis

• To be taught by credentialed faculty per III.B.2:

• Applications of neuroscience theory and research to art therapy practice

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Possible art-based indicators of mental disorders/psychopathology in patient/client artwork

3.k. Psychological and Counseling Theories May be taught by related professions faculty:

3.l. Appraisal and Evaluation May be taught by related professions faculty:

3.m. Research May be taught by related professions faculty:

3.m. Research To be taught by credentialed faculty per III.B.2: Art-based research methodologies as related to art therapy

3.n. Cultural and Social Issues May be taught by related professions faculty:

• Relevance of cultural competence to strategies for working with diverse communities

• Understanding of privilege and oppression Reflective thinking in regards to the therapist’s own attitudes and beliefs

3.n. Cultural and Social Issues

• To be taught by credentialed faculty per III.B.2:

• Role of the arts in social justice, advocacy and conflict resolution

• Overview of AATA’s Multicultural and Diversity Competencies

3.o. Studio Art May be taught by related professions faculty:

3.p. Specializations May be taught by related professions faculty:

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One or more areas of treatment specialization with specific clinical populations, settings, and interventions that recognize their unique characteristics To be taught by credentialed faculty per III.B.2: Content specific to art therapy theory and practice

3.q. Career Development (Optional) May be taught by related professions faculty

Clinical Experiences - Faculty supervision must meet ATCB requirements: The course must be taught, supervised or advised by a current ATR, ATR-BC and/or ATCS.

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Example Form C. Resource Assessment Matrix – available as fillable form Two Resource surveys are compiled from Personnel and Students as a required part of Initial Accreditation application. and analysis submitted by way of this chart. The surveys are then optional for use until beginning preparations for your year four Annual Report in order to serve as a mid-point resource review and analysis. Programs must, however, have a stated process for annual review and analysis of resources, once accredited. It is important to note that while this matrix chart and system allows programs to collect data to support their decisions about resources, neither ACATE nor CAAHEP establish a required cut score or threshold for data results. The concept is that the program must demonstrate that it has adequate resources to achieve its goals and outcomes. This relates to "institutional autonomy" which is a guiding CAAHEP policy, so determinations about resources may vary from program to program. Data, however, ensures that programs, and ACATE reviewers, have measured data to back up and inform decisions about adequacy of resources, and that determinations are not made in a biased or uninformed way, while any assessed needs for additional resource support can be made with data to back up the conclusion.

# A. RESOURCE B. PURPOSE(S) Role(s) of the Resource in the

Program

C. MEASUREMENT SYSTEM Types of Measurements *

* Programs are required to use the questions/items in the ACATE “Personnel Survey of Program

Resources” and also the “Student Survey of Program Resources”

instruments and incorporate the results into the assessment of all of

the resource categories . Programs are also encouraged to use other instruments and mechanisms to provide additional information about

the status of program resources.

D. DATE(S) OF MEASUREMENT

E. RESULTS & ANALYSIS

Include the # meeting, the

cut score, and the # that fell below the cut

score.

F. ACTION PLAN/ FOLLOW

UP What is to be done? Who is responsible? Due date? Expected result?

1 FACULTY Provide instruction, supervision and timely assessments of student progress in meeting program requirements. Work with advisory committee, administration, clinical/internship sites and communities of interest to enhance the program.

1. Program Personnel Resource Survey

2. Student Resource Survey Any additional systems being used by program

2 SUPPORT PERSONNEL Clerical, Academic, Ancillary

Provide support personnel/services to ensure achievement of program goals and outcomes (e.g. admissions, registrar, disability services, clerical).

1. Program Personnel Resource Survey

2. Student Resource Survey Any additional systems being used by program

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3 CURRICULUM Provide foundational and core courses to ensure achievement of program goals, learning domains and student learning outcomes Meet or exceed the content and competency demands of the latest edition of the documents referenced in Standard III.C.

1. Program Personnel Resource Survey

2. Student Resource Survey 3. Any additional systems being

used by program

4 FINANCIAL RESOURCES

Provide fiscal support for personnel, acquisition and maintenance of equipment/supplies, and faculty/staff continuing education.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

5 FACILITIES and EQUIPMENT/

SUPPLIES Classroom, Studio Lab (Includes physical and online

learning spaces)

Provide adequate classroom, lab (studio) and ancillary facilities and lab supplies for students and faculty.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

6 CLINICAL/ INTERNSHIP RESOURCES

Provide a variety of clinical practicum/internship experiences to achieve the program’s goals and outcomes.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

7 LEARNING RESOURCES Print,

Electronic Reference Materials, Computer

Resources

Provide learning resources to support student learning and faculty instruction.

1. Program Personnel Resource Survey

2. Student Resource Survey. Any additional systems being used by program

8 FACULTY/ STAFF CONTINUING

EDUCATION

Provide time and resources for faculty and staff continuing education, as described in Section III.A of the Standards, to maintain current knowledge and practice.

1. Program Personnel Resource Survey

2. Any additional systems being used by program

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Example Form D: Example of mapping your SLO Assessment plan Use this as an example of assessment mapping or use this format for your own mapping. Assessment Mapping is a visual way to represent the links between learning outcomes, assessments, analysis and use of findings. Chart provided as an example of mapping but your program may have its own preferred method for providing a visual mapping of the overall assessment of student learning to program outcomes .

Program Goal #1:

Insert Program Goal #1 here

Program written Student Learning Outcome(s) (SLO’s) that relate to program goal. Should be clear, simple; measurable and serve as key performance indicators of program goals

Insert Student Learning Outcome(s) related to Program Goal #1 here

List associated Appendix B, a-o general learning outcomes indicating alignment of your faculty chosen SLO’s to the professional Standards

Insert associated Appendix B, pp. 12 &13 learning outcomes here

List chosen sampling of associated competencies from Standards, Appendix B, which are used to inform measurable performance indicators of your SLO’s.

Associated course/clinical experiences that connects to student learning outcomes.

.

How will data be collected and reviewed? What is the indicator of success that Student Learning Outcomes connected to this program goal been achieved? Describe the measurement systems being used to assess, when used, who collects. Formative evaluation examines strengths and deficiencies earlier on while summative evaluation is used to assess whether desired learning outcomes are achieved. Note that SLO benchmark assessment may also occur through portfolio review , comprehensive exams or other mechanisms outside of class-based assessments. Include listing of other types of benchmark assessments utilized for collecting SLO data, if relevant

What is the indicator of success of student achievement of SLO?

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Example Form E. Curriculum Content Assessment – (available as fillable form) Identify places in the curriculum where the following content learning takes place and explain in your narrative analysis how it is sufficient to ensure achievement of program goals and learning domains. NOTE: Remember, as stated in the Standards, these are not course titles but are rather content areas to be covered in either one or through multiple courses. Clarification added Oct 2017, in response to questions received> Programs may determine for themselves how they define a primary and secondary course, based on how they are structuring the placement of content in their courses. There is not requirement to have a secondary course addressing content areas. Additionally, reminder per Standards Appendix B, Section 3, the following Guideline is delineated> Programs may combine content into a single course or distribute content over multiple courses as they develop curriculum to address program mission, goals and outcomes. Attention to state licensing requirements also may assist in determining course structure and content.

REQUIRED CONTENT AREA PRIMARY COURSE ADDRESSING THE AREA List Course Number: Course Title (List as course appears on the syllabus.)

COURSE; NUMBER

OF CREDITS

SECONDARY COURSE(S) ADDRESSING THE AREA

(If applicable.) List Course Number(s): Course Title(s) as appears on syllabus.)

COURSE; NUMBER

OF CREDITS

2.a. Foundational Learning Studio Art proficiency in 2-D media techniques and processes

(If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.a. Foundational Learning Studio Art proficiency in 3-D media techniques and processes

(If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Foundational Theories in Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Developmental Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

2.b. Abnormal Psychology (If met through prior coursework or demonstrated competency, reference link to program admissions policies.)

3.a. History and Theory of Art Therapy To be taught by credentialed faculty per III.B.2:

• Historical antecedents of the field

• Ongoing conceptual development of the field,

• Overview of approaches and theory from related fields,

• The continuum of art therapy practice,

• The development of Art Therapy as a distinct therapeutic profession.

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3.b. Professional Orientation, Ethical, and Legal Issues To be taught by credentialed faculty per III.B.2:

• Professional identity as an art therapist

• Ethical, professional, and legally principled practices while performing roles and responsibilities in mental health and community-based settings

• Importance of supervision

• Benefits of professional organizations and credentialing

• Collaboration, advocacy for the profession

• Advocacy for clients and their access to mental health services.

3.c. Materials and Techniques of Art Therapy Practice To be taught by credentialed faculty per III.B.2:

• Safety, psychological properties, and ethical and cultural implication of art-making processes and materials selections in order to design art therapy strategies which address therapeutic goals

3.d. Creativity, Symbolism, and Metaphor To be taught by credentialed faculty per III.B.2:

• Knowledge of creativity, symbolism, metaphor, and artistic language to the practice of Art Therapy

• Applications to work with individuals, groups, families and/or communities of diverse cultures

3.e. Group Work To be taught by credentialed faculty per III.B.2:

• Theory, processes, and dynamics of group work

• Knowledge to form and facilitate ethically and culturally responsive art therapy groups that have been designed with a clear purpose and goals

• Principles of group dynamics • Therapeutic factors

• Member roles and behaviors

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• Leadership styles and approaches

• Selection criteria

• Art-based communication

• Short and long-term group process

3.f. Art Therapy Assessments To be taught by credentialed faculty per III.B.2:

• Art therapy instruments and procedures used in appraisal and evaluation

• Selection of assessments with clients/patients as the basis for treatment planning

• Establishing treatment effects

• Evaluating assessment validity and reliability

• Documentation of assessment results

• Ethical, cultural, and legal considerations in their use

3.g. Thesis or Culminating Project To be taught by credentialed faculty per III.B.2:

• Integration of knowledge in the profession of Art Therapy Literature in the field

• Use of established research methods (e.g., quantitative, qualitative, mixed methods, arts-based), innovative methods of inquiry, clinical practice, or a synthesis of clinically-based personal and professional may be included in keeping with the program mission and goals, along with established education standards

3.h. Human Growth and Development May be taught by related professions faculty:

• Stages of human growth and development in assessment and treatment of typical and atypical client and patient populations

• Contextual/ecological factors that impact these groups

• Recognition that development exists along a continuum

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• The feasibility of health across the lifespan

To be taught by credentialed faculty per III.B.2:

• Developmental stages in artwork

3.i. Helping Relationships and Applications To be taught by credentialed faculty per III.B.2:

• Therapeutic benefits of art processes and media, strategies and interventions

• Culturally-appropriate, collaborative, and productive applications to the treatment process

• Importance of and processes for the therapist’s own responsive art-making to reflect on treatment, evaluate progress and build self-awareness

• Art therapist’s characteristics that promote the therapeutic process

• Utilization of art materials and processes within the context of building the therapeutic relationship

• Implications for incorporating one’s own art making into session,

• Trauma-focused art therapy approaches,

• Sensory-based art therapy interventions

• Development of a personal approach to the practice of art therapy May be taught by related professions faculty:

• Content which supports the development of helping relationships competencies not addressed above

3.j. Psychopathology and Diagnosis May be taught by related professions faculty:

• Major categories of mental illness using the DSM and/or the ICD

• Diagnostic processes

• Commonly prescribed psychopharmacological medications

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• Effects that culture, society, and crisis have on individuals with mental illness

• Ongoing conceptual developments in neuroscience

To be taught by credentialed faculty per III.B.2:

• Applications of neuroscience theory and research to art therapy practice

• Possible art-based indicators of mental disorders/psychopathology in patient/client artwork

3.k. Psychological and Counseling Theories May be taught by related professions faculty:

• Major psychological and counseling theories

• Applications to practice

3.l. Appraisal and Evaluation May be taught by related professions faculty:

• Culturally and developmentally appropriate assessment and evaluation methods

• Administration and interpretation of results to identify individual or familial challenges, strengths, resilience, and resources for art therapy treatment planning

3.m. Research May be taught by related professions faculty:

• Purposes, methods, and ethical, legal, and cultural considerations of research

• Skills to design and conduct a research study

• Use of research to assess effectiveness of mental health and art therapy services

• Becoming an informed consumer of art therapy research

To be taught by credentialed faculty per III.B.2:

• Art-based research methodologies as related to art therapy

3.n. Cultural and Social Issues May be taught by related professions faculty:

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• Relevance of cultural competence to strategies for working with diverse communities

• Understanding of privilege and oppression

• Reflective thinking in regards to the therapist’s own attitudes and beliefs

To be taught by credentialed faculty per III.B.2:

• Role of the arts in social justice, advocacy and conflict resolution

• Overview of AATA’s Multicultural and Diversity Competencies

3.o. Studio Art May be taught by related professions faculty:

• Maintain contact with the discipline of art making

• Continuously engage in a personal creative process

• Expand knowledge and skills via ongoing explorations of media potentials

• Understanding personal symbolic language

• Integrative thinking in regards to intellectual, emotional, artistic, and interpersonal knowledge

3.p. Specializations May be taught by related professions faculty: One or more areas of treatment specialization with specific clinical populations, settings, and interventions that recognize their unique characteristics To be taught by credentialed faculty per III.B.2:

• Content specific to art therapy theory and practice

3.q. Career Development (Optional) May be taught by related professions faculty • Enabling individuals and organizations to

positively affect career development and aptitude

• Methods of assessment and strategies to facilitate career development with diverse clients

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*Clarification reminder: Note per Standards, Appendix B, Clinical Education Experiences, Section 4.d: The structure and duration of clinical education experiences must meet educational program clinical experience requirements for credentialing and entry level practice as an Art Therapist. The structure, duration and supervision type of practicum/internship experiences required during education experiences may be found by reviewing the current edition of the ATR Handbook, which can be located on the Art Therapy Credentials Board (ATCB) website.

Clinical Education Experiences Course(s) Providing Individual and Group Supervision Number of Clinical Hours Number of Credits

Practicum and Supervision

Internship and Supervision

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Example Form F. Competencies Matrix – available as a fillable form

This Competencies Matrix is meant to provide an overall framework for student assessment. It is meant to foster a beginning process of evidence a program is monitoring student progress across the program in three domains of learning (knowledge/skills/professional attitudes). It is comprehensive in showing where the Standards are being met, while indicating a sampling of the related benchmarks data programs will use to assess student learning outcomes.

COMPETENCY OBJECTIVES COURSE NUMBER WHERE MASTERY

INTRODUCED (e.g. SAT 501, SAT 507)

COURSE NUMBER WHERE MASTERY

REINFORCED (e.g. SAT 501, SAT 507) In some instances, may be same as introductory course. Pract/Internship clinical experiences may also be listed

KEY ASSESSMENT ELEMENTS Use a sampling approach. Select two competencies from each content area, at minimum. List the type of assessment tools being used to measure a student’s demonstration of competence at the introductory then at the more advanced level for your chosen sampling of competencies. Be detailed (quizzes, essay, presentation, report, paper, portfolio, analysis, art response with verbal explanation, etc.) and indicate if used for Introductory (formative) or advanced (summative) assessment

a. History and Theory of Art Therapy

a.K.1 Identify major contributors and contributions that shaped the field of Art Therapy

a.K.2 Identify the relationship between art therapy approaches and theories from psychology, counseling

a.K.3 Compare and contrast approaches to Art Therapy unique to the field: a) Art psychotherapy b) art-as-therapy c) open studio and studio-based approaches d) art-based clinical theories e) community-based approaches

a.S.1 Demonstrate how theory informs art therapy assessment and treatment planning

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a.A.1 Value the historical antecedents to current professional Art Therapy practice

b. Professional Orientation, Ethical, and Legal Issues

b.K.1 Define the professional role and function of an Art Therapist

b.K.2 Recognize the ethical principles for practice of the American Art Therapy Association and the Art Therapy Credentials Board, as well as those of related fields as applicable (e.g., American Counseling Association)

b.K.3 Describe the purpose and goals of supervision, including models, practices, and processes

b.K.4 Define the role and process of professional Art Therapists advocating on behalf of the profession

b.K.5 Identify professional organizations and membership benefits, activities, services to members, and current issues

b.K.6 Summarize roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams

b.K.7 Describe how ethical principles guide the use of technology in professional practice (i.e., electronic records, professional and social networking, and distance therapy and supervision)

b.S.1 Demonstrate how to apply decision-making models and legal principles to ethical dilemmas

b.S.2 Demonstrate how to complete professional documentation required in clinical mental health settings such as treatment plans and progress notes

b.S.3 Practice conducting a job search, resume writing and professional interviewing skills to prepare for the transition from student role to professional practice

b.A.1 Acknowledge the value of developing a strong professional Art Therapist identity founded in ethical practice

b.A.2 Recognize the importance and impact of professional credentialing (e.g., Registration, Board Certification, and Licensure) and the effects of public policy on these issues

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b.A.3 Value advocacy processes necessary to address barriers that block access and equity to mental health and related services for patients/clients

b.A.4 Recognize the need for collaboration and consultation within and among organizations, including interagency and inter-organizational collaboration

b.A.5 Recognize the impact of personal and professional development through supervision, self-care practices appropriate to the Art Therapist professional role, and continuing education

c. Materials and Techniques of Art Therapy Practice

c.K.1 Describe theory of specific properties and effects of art processes and materials informed by current research such as Expressive Therapies Continuum

c.K.2 Identify toxic materials, safety issues with select populations, allergic reactions

c.K.3 Identify requirements for studio set-up and maintenance

c.K.4 Identify resources and programs for using technology as it relates to creating artwork

c.K.5 Identify ethical and safe storage methods for client artwork

c.S.1 Develop therapeutic goals and art-based intervention strategies based on the therapeutic effect of art making, including benefits, limitations and contraindications of art materials

c.S.2 Develop strategies to effectively manage resistance to creative expression

c.S.3 Demonstrate understanding of therapeutic utility and psychological properties of a wide range of art processes and materials (i.e., traditional materials, recyclable materials, crafts) in the selection of processes and materials for delivery of art therapy services

c.S.4 Adapt tools and materials for clients with disabilities

c.SA1 Incorporate ethical and cultural considerations in materials selection and therapeutic applications

c.A.2 Formulate the potential value of and contraindications for public display of client artwork

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c.A.3 Evaluate the potential appropriateness of various venues for display of artwork

d. Creativity, Symbolism, and Metaphor

d.K.1 Describe theories and models of creativity

d.K.2 Describe theories and models for understanding symbolism, metaphor, and artistic language

d.S.1 Apply understanding of artistic language, symbolism, metaphoric properties of media and meaning across cultures and within a diverse society

d.S.2 Practice skills for developing awareness and insight into art processes and images

d.A.1 Demonstrate belief in the value of using art-making as a method for exploring personal symbolic language

d.A.2 Recognize the need for awareness of and sensitivity to cultural elements which may impact a client’s participation, choice of materials and creation of imagery

d.A.3 Value the benefits of student/therapist reflective art-making to inform clinical practice

e. Group Work

e.K.1 Describe the theoretical foundations of group work with an emphasis on group art therapy

e.K.2 Explain dynamics associated with group process and development

e.K.3 List therapeutic factors and how they influence group development and effectiveness

e.K.4 Identify types of groups and formats

e.S.1 Develop approaches to forming groups, including recruiting, screening, and selecting members

e.S.2 Demonstrate characteristics, skills, and functions of an effective group leader

e.S.3 Consider purpose, goals, population characteristics, when designing art therapy groups in a variety of settings

e.S.4 Facilitate ethical and culturally responsive group practices, including informed approaches for designing and facilitating diverse groups

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e.A.1 Incorporate critical thinking skills and defend rational of art processes and media selection for the group therapy context

e.A.2 Evaluate the experience of art-making on group development and effectiveness

e.A.3 Recognize the value of participating in a group and engaging in group process, group stages, and group dynamics

f. Art Therapy Assessments

f.K.1 Discuss definitions and purpose of Art Therapy assessments

f.K.2 Describe historical development of Art Therapy assessments and current assessments and applications

f.K.3 Compare and contrast terminology used in Art Therapy assessments such as, but not limited to, tests and assessments that are standardized, non-standardized, norm-referenced, criterion-referenced, group and individual testing and assessment, behavioral observations, and symptom checklists

f.S.1 Differentiate between assessment and testing, and appropriate applications of each

f.S.2 Demonstrate the ability to administer and apply appropriate Art Therapy assessments

f.S.3 Present purposes of summative and formative assessment in art therapy practice and research

f.S.4 Assess purposes of Art Therapy assessments to establish treatment goals

f.S.5 Cite methods to determine validity and reliability of Art Therapy assessments

f.S.6 Execute methods to interpret data from Art Therapy assessments

f.A.1 Display ethical, cultural, and legal considerations when selecting, conducting, and interpreting art therapy and related mental health fields’ assessments

f.A.2 Incorporate critical thinking skills when determining the role of assessment in diagnosis and diagnosing in the field of Art Therapy

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g. Thesis or Culminating Project

g.K.1 Organize research on the literature in the field as the basis for an extensive thesis or culminating project

g.S.1 Create an in-depth study of one aspect of Art Therapy or an integration of knowledge and clinical skill in Art Therapy

g.S.2 Complete a thesis or culminating project based on established research methods (e.g., quantitative, qualitative, mixed methods, arts-based), innovative methods of inquiry, clinical practice, or a synthesis of clinically-based personal and professional growth (e.g., service learning, designing a program, designing a “tool kit” for art therapists)

g.A.1 Participate in opportunities and support for sharing thesis or culminating project outcomes in a public forum (e.g., thesis presentations, written article for publication, submission of grant application)

h. Human Growth and Development

h.K.1 Compare and contrast theories of individual and family development across the lifespan, including, but not limited to typical and atypical cognition, personality, human sexuality, moral and creative capacities

h.K.2 Examine theoretical and biopsychosocial roots of developmental crises, trauma, disabilities, addictions, and exceptionality on development across the lifespan

h.S.1 Assess developmental stages in artwork, including typical, atypical, and exceptional characteristics for all age groups

h.S.2 Integrate contextual/ ecological factors bearing on human development such as cultural identities, spiritual, systemic within and outside family nucleus, physical, neurological, biological, and physiological

h.A.1 Justify methods of advancing wellness and actualization of potential, coping capacity, creativity, and optimal development throughout life

i. Helping Relationships and Applications

i.K.1 Identify evidence-based strategies and clinically-grounded approaches for assessment and treatment

i.K.2 Describe approaches to crisis intervention

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i.K.3 Describe trauma-focused art therapy interventions

i.K.4 Describe theories, assessment, and treatment of addictive behaviors and disorders

i.K.5 Review therapeutic process (relationship building; mid-phase; termination)

i.K.6 Identify theories of effective programs in various settings including strategies for program development and evaluation

i.K.7 Understand a systems approach (family, community, political)

i.S.1 Utilize art materials and processes within the context of building the therapeutic relationship

i.S.2 Perform interviewing skills

i.S.3 Demonstrate case conceptualization skills i.S.4 Formulate treatment planning/goal setting

i.S.5 Identify the steps of suicide risk assessment

i.S.6 Develop relevant sensory-based art therapy interventions

i.S.7 Integrate evaluation of treatment

i.S.8 Provide examples of referral processes and accessing community resources

i.S.9 Plan clinical interventions for the treatment of children, adolescents, adults, couples, and families in a variety of settings including inpatient, outpatient, partial treatment, aftercare

i.A.1 Recognize and display a professional commitment to Art Therapist characteristics that promote the therapeutic process

i.A.2 Respond to clinical and ethical implications for incorporating one’s own art-making process in a session to develop therapeutic rapport, facilitate creative expression, and promote the therapeutic process

i.A.3 Value the development of a personal approach to the practice of Art Therapy

I.A.4 Acknowledge transference and counter-transference

i.A.5 Value consultation, collaboration and inter-professional teamwork

j. Psychopathology and Diagnosis

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j.K.1 Identify major categories and criteria of mental disorders according to the current Diagnostic and Statistical Manual (DSM) and/or the International Classification of Diseases (ICD)

j.K.2 Understand potential for substance use disorders to mimic and/or co-occur with a variety of neurological, medical, and psychological disorders

j.K.3 Describe basic classifications, indications and contraindications among commonly prescribed psychopharmacological medications for appropriate referral and consultation

j.K.4 Understand neuroscience theory as applied to art therapy interventions

j.S.1 Apply use of the diagnostic process in treatment planning j.S.2 Exhibit a basic understanding of art-based indicators of

mental disorders/ psychopathology in patient/client artwork

j.S.3 Demonstrate understanding of basic diagnostic process, including differential diagnosis

j.S.4 Demonstrate use of behavioral observations as indicators of mental disorders

j.S.5 Describe applications of neuroscience theory and research to art therapy practice

j.A.1 Value cultural factors impacting the diagnostic process and

j.A.2 Critique use of diagnostic categories in treatment and intervention

j.A.3 Display sensitivity to the prevalence of mental illness and impact on individuals and society

j.A.4 Display sensitivity when considering the impact of crisis on individuals with mental health diagnoses

k. Psychological and Counseling Theories

k.K.1 Describe basic tenets of psychotherapy and counseling theories (including psychodynamic, humanistic, cognitive-behavioral, systemic)

k.S.1 Apply theory to practice through case analysis or critique of clinical scenarios

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k.A.1 Recognize the implications of applying theoretical foundations to therapeutic practice

l. Appraisal and Evaluation

l.K.1 Understand historical perspectives of assessment procedures in treatment

l.K.2 Describe concepts of standardized and non-standardized testing and assessment throughout treatment process (intake, treatment planning, diagnoses, termination)

l.K.3 Demonstrate knowledge of rudimentary statistical concepts related to assessment and testing

l.K.4 Understand procedures for identifying/reporting suspected abuse

l.S.1 Apply risk assessment strategies and tools (danger to self, others)

l.S.2 Display skills for conducting bio-psychosocial assessment, mental status exam, and substance abuse disorder assessments

l.S.3 Recognize cultural, social, and co-occurring issues that affect assessment outcomes

l.A.1 Value culturally and developmentally appropriate assessment tools and applications to utilization and interpretation of results

m. Research

m.K.1 Recognize foundational purposes of research with emphasis on applications to the field

m.K.2 Define research methodologies (e.g., quantitative, qualitative, mixed-methods) and research design formats used in the field

m.K.3 Describe art-based research methodologies as related to art therapy

m.K.4 Understand concepts of validity and reliability and applications to selection and application of assessments and tests

m.S.1 Apply methods used to conduct a review and critique of the literature on a topic of interest

m.S.2 Perform basic steps required to design and conduct a research study

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m.S.3 Demonstrate basic statistical concepts such as scales of measurement, measures of central tendency, variability, distribution of data, and relationships among data as applied in research studies

m.A.1 Recognize ethical and legal considerations used to design, conduct, interpret, and report research

m.A.2 Recognize cultural considerations used when conducting, interpreting, and reporting research

n. Cultural and Social Issues

n.K.1 Identify research addressing characteristics of help-seeking behaviors of diverse cultural and social groups and implications for responsive practice

n.K.2 Demonstrate an understanding of current issues and trends in a multicultural society

n.K.3 Describe cultural and social diversity theories and competency models including AATA’s Multicultural and Diversity Competencies

n.S.1 Plan strategies for identifying the impact of oppression and privilege on individuals and groups and eliminating barriers, prejudices, intentional and unintentional oppression, and discrimination

n.S.2 Make use of experiential learning activities (e.g., cultural genogram) designed to explore and develop student cultural and social self-awareness including self-assessment of attitudes, beliefs, and acculturative experiences

n.S.3 Apply cultural and social diversity theories and competency models to an understanding of identity development, empowerment, collaboration, advocacy, and social justice

n.A.1 Value strategies for collaborating with and advocating for wellness within diverse communities

n.A.2 Display a professional commitment to AATA’s Multicultural and Diversity competencies

n.A.3 Justify the role of arts in social justice, advocacy, and conflict resolution

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n.A.4 Contrast connections of student cultural and social self-awareness to their view of others, including their cultural assumptions and biases

o. Studio Art

o.K.1 Identify methods and venues for displaying artwork

o.S.1 Incorporate knowledge and skills about art materials and processes

o.S.2 Demonstrate personal, hands-on contact with the discipline of art making

o.S.3 Recognize personal symbolic language (student recognition of their own imagery as opposed to client imagery)

o.A.1 Display connections to a personal creative process and artist identity

p. Specializations p.K.1 Demonstrate advanced knowledge of a well-defined,

specialized area of clinical or community-based practice

p.S.1 Describe in-depth experience with specific patient/client populations, practice settings and methods of interventions

p.A.1 Display cultural competence in consideration of unique characteristics of specific populations and settings

q. Career Development (recommended but not required)

q.K.1 Define theories and models of career planning and decision-making

q.K.2 Understand assessment tools and techniques, including art therapy assessments, relevant to career development

q.S.1 Apply information/resources available to support client choice

q.S.2 Use approaches for assessing the relationship between career development and client match in terms of lifestyle, life roles and mental health factors

q.A.1 Value multicultural and ethical strategies for facilitating career and educational planning and development with diverse clients

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Example Form G. Advisory Committee Agenda and Checklist – available as a fillable form Standards II.B state: The program must regularly assess its goals and learning domains. Program personnel must identify and respond to the changes in the needs and/or expectations of its communities of interest. The Advisory Committee must meet at least annually to discuss how the program mission and feedback from its various communities of interest are incorporated into program goals, assessment of effectiveness of the program, and program improvements to better ensure achievement of outcomes. This Advisory Committee Agenda and Checklist Template is provided for the use of the Program Directors in order to help them cover the substantive issues outlined in the Standards and Guidelines. This form is optional, and it certainly can be revised and adopted according to your preferred format for minutes as long as your Advisory Committee agenda and meetings include all needed agenda items and confirmed committee members with the communities of interest.

SPONSORING INSTITUTION DATE, TIME, LOCATION OF MEETING

COMMUNITY OF INTEREST NAME(S) List all in attendance with the Community they represent. It is acceptable to have multiple names in a category.

AGENCY/ORGANIZATION

● Current Student ● Graduate ● Employer(s) of graduates - representative may also

be functioning as an internship supervisor but should, if this is the case, also be in an agency employing graduates of the program.

● Public Member – Represents the public or non-employer consumer interest in order to support how the public interest is routinely represented and protected.

● Faculty ● Program Director ● Sponsor Administration ● Other

List confirmed name and the community of representation each of them represents, to cover all needed areas

AGENDA ITEM REVIEWED? DISCUSSION ACTION REQUIRED LEAD PERSON GOAL DATE 1. Sharing News and Knowledge

2. Follow-up from Last Advisory Meeting

• Previous suggestions explored

• Changes Achieved

• Shifts in changes

3. Program Goals & Learning Objectives: Reviewing and Revising

4. Annual Report and Outcomes: Monitoring

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Needs and Expectations

• Graduate Surveys

• Resource Assessments

• Outcomes Thresholds

5. Other Assessment Results: Monitoring Needs and Expectations

• Student

• Faculty

• Program Employer/Intern Site Feedback

• Other

6. Program Changes (possible): Responsiveness to Change

• Course changes

• Practicum/Internship changes

• Curriculum o Content o Sequencing o Competencies o Other (???)

7. Substantive Change (possible changes): Responsiveness to Change • Program Status

• Sponsorship

• Sponsor Administrator Personnel

• Program Personnel

• Change in Instruction Modality (Distance, Hybrid)

• Additional practicum/internship sites

8. Other Identified Strengths

9. Other Identified Weaknesses

10. Action Plan for Improvement: Responsiveness to Change

11. Other Business

12. Future Meetings

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Example Form H. Publications & Disclosure – available as fillable form

ITEM PUBLISHED LOCATION Where is this published (e.g. catalogue, student handbook, brochure, website, other)?

PAGE NUMBER OR SPECIFIC WEB ADDRESS

Institutional Accreditation Status Including name, address, and phone number of accrediting agency

Program Accreditation Status (If accredited by organization other than CAAHEP at time of ACATE review) Including name, address, website address, and phone number of accrediting agency

Academic Calendar

Admissions Policies and Practices

Policy on Advanced Placement (if applicable)

Policy on Transfer of Credits (ensure this is graduate policy, not undergraduate)

Institution/Program Non-Discrimination Policy

Criteria for Graduation

Practicum/Internship Policies (Supervision, non-remuneration, number of credits that will be earned)

Number of Credits Required for Completion of the Program

Tuition/Fees and Other Costs Required to Complete the Program

Policies and Processes for Student Withdrawal from Program

Policies and Processes for Refunds

Student Grievance Policy

Faculty Grievance Procedure

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Example Form I. Program Budget – available as fillable form. Provide budget information for next academic year if available. If not available at time of analysis, current and prior years are accepted along with your projection for the future budget. The purpose of requesting budget information is to demonstrate the support the program has received from your sponsoring institution and to allow financial resources provided to the program to be assessed for adequacy based on the program’s maximum enrollment capacity and to demonstrate it has sufficient resources to fulfill its obligation to the students who are enrolled, including what they will need two to three years hence during their entire time in the program in order to achieve learning outcomes and program goals.

DESCRIPTION PAST YEAR CURRENT YEAR PROJECTED YEAR

SALARIES & WAGES: Full-Time Faculty (overall, not for individual faculty)

SALARIES & WAGES: Part-Time /Adjunct Faculty (overall, not for individuals)

SALARIES & WAGES: Full-Time Staff

SALARIES & WAGES: All Other Salaries/Wages

SALARIES & WAGES: Fringe Benefits

INSTRUCTIONAL SUPPLIES Including books, journals, art supplies, software, minor equipment

TRAVEL

CAPITAL EXPENDITURES Including major equipment, building renovations

TOTAL BUDGET

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PART IV: GLOSSARY OF TERMS

Also refer to the CAAHEP website, under the Accreditation Tab, for a Glossary of Accreditation Terms

Accreditation is granted when a program is in substantial compliance with the accreditation Standards and remains in effect until due process has demonstrated cause for its withdrawal. Only the CAAHEP Board of Directors has the authority to remove accreditation. Accreditation is a systematic and ongoing process of asking and answering the question "How good is this educational program?" Accreditation Standards are qualitative and quantitative measures used in assessing a health care education program's compliance with established national norms. In the CAAHEP system, the Standards for all professions accredited by CAAHEP are described in a document called Standards and Guidelines for an Educational Program in (name of profession) and are found on the CAAHEP website. Adverse Accreditation Decision is a CAAHEP action of Probation, Withhold Accreditation or Withdraw Accreditation. A program may Appeal an accreditation decision if the decision resulted in a withdrawal or withhold of accreditation. The program sponsor must show that regarding CAAHEP’s decision:

1. The record does not support the decision; and/or 2. Due process and proper procedure were not followed. Programs recommended for probation are not eligible for appeal nor are programs in an initial

status of accreditation when that status is allowed to expire. Annual Report: An annual outcomes=-based assessment of a program’s ability to demonstrate compliance with the Standards and Guidelines; includes three (3) sections – Current Program Information for the current academic year; Program Outcomes and Graduate Outcomes. CoA is an acronym for Committee on Accreditation which is the organization that serves as the content experts in a given profession and works in cooperation with CAAHEP to manage documentation related to accreditation and makes recommendations to CAAHEP regarding accreditation actions. They work in cooperation with CAAHEP by managing the accreditation process in their respective professions and then forwarding recommendations for accreditation to CAAHEP. Each is also responsible for providing CAAHEP with the draft language for Standards and Guidelines in their specific profession. Commission on Accreditation of Allied Health Education Programs (CAAHEP) or, simply, the Commission, currently accredits over 2200 education programs in 20 health care fields. CAAHEP is an accreditor of programs at the entry level of each profession. CAAHEP was formed in 1995. Its predecessor organization was the Committee on Allied Health Education and Accreditation CAHEA. CAHEA was part of the American Medical Association (AMA). CAAHEP is a Section 501(c)3 tax exempt organization. Continuing Accreditation is awarded after a program has already been initially accredited and then subsequently reviewed by the CoA at specified intervals. Continuing accreditation remains in place until the CAAHEP Board votes otherwise. Continuing accreditation is not time limited. The Degree Awarded refers to the type of “degree” awarded upon completion of the program (Diploma, Certificate, Associate Degree, and Baccalaureate Degree). The type of degree offered is dependent on the type of institution within which the program is housed.

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Distance education. Per use of this term for CAAHEP website listing of “online programs”, distance education is defined as a formal educational process in which the majority of synchronous and asynchronous instruction occurs when student and instructor are not in the same place. Distance education includes, but is not limited to, correspondence study or audio, video and/or computer/internet technologies. A Distance Education Program is defined as the delivery of the complete program that allows the completion of the entire curriculum without the need to attend any instruction on a campus location. NOTE: This delivery is not hybrid or partial e-learning delivery. Per ACATE program review, Distance Education/Online classes are identified according to whether the course is defined as such by the University. A face-to-face, seated component from site supervision is required for clinical aspects of the program. Guidelines are descriptions, examples, or recommendations that elaborate on the Standards. Guidelines are not required, but can assist with interpretation of the Standards. CoAs develop language for Guidelines as well as Standards; the CAAHEP Board approves and adopts Guidelines as well as Standards. The Standards and Guidelines document published by CAAHEP for each profession includes all the Standards and all the Guidelines. Initial Accreditation is the accreditation status given the first time a program receives accreditation in the CAAHEP system. It is granted only after a program has demonstrated substantial compliance with CAAHEP Standards. A program is only awarded initial accreditation once and each subsequent accreditation award is then referred to as "continuing." Involuntary Withdrawal of Accreditation occurs when a program is no longer in compliance with the accreditation Standards and all attempts to remedy the deficiencies have failed. Probationary Accreditation is a temporary status of accreditation for programs that are not currently in substantial compliance with the accreditation Standards but are expected to be able to meet them within a specified time. CAAHEP is a Programmatic Accreditor. This means that CAAHEP reviews programs not institutions. Each program that wishes to achieve CAAHEP accreditation must apply for and receive accreditation separately. A Satellite program is off-campus location(s) that are advertised or otherwise made known to individuals outside the sponsor. The off-campus location(s) must offer all of the professional didactic and laboratory content of the program. A satellite does not pertain to the sites used by completing on-line/distance education program for individual students. Satellite(s) are included in the CAAHEP accreditation of the sponsor and function under the direction of the Key Personnel of the program. Committees on Accreditation may establish additional requirements that are consistent with CAAHEP Standards and policies. Site Supervisor A credentialed employee of the internship agency or an art therapy faculty member who provides 1:1 or triadic supervision of a student. If an art therapy faculty member, this individual is not the same person providing the group supervision on campus. A site supervisor must be able to observe a student either in-person or through video observation in order to be able to assess student work at the site. Sponsoring Organizations are associations of professionals that, among their many activities, sponsor CAAHEP and CoAs. Some associations sponsor more than one CoA.

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A Standard is a requirement that educational programs must meet to be accredited. Voluntary Withdrawal of Accreditation occurs when a sponsoring institution requests that its program(s) be removed from the CAAHEP system of accreditation. A program may request voluntarily withdrawal from the CAAHEP system of accreditation at any time. Withhold of Accreditation occurs when a program seeking initial accreditation is not in compliance with the accreditation Standards making it impossible for the CoA is to forward a positive accreditation recommendation.