OT PT SCHOOL CREDENTIAL INITIATIVE WEBINAR

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1 OT PT SCHOOL CREDENTIAL INITIATIVE WEBINAR School-Based Practice Sub-Committee February 1, 2018 Sabrena McCarley, MBA-SL, OTR/L, CLIPP, RAC-CT Jennifer Snyder, Capitol Advocacy Ivan Altamura, Capital Advocacy Julie Bissell, OTD, OTR/L, ATP Lisa Test, OTD, OTR/L

2 Introduction - Webinar Outcomes 1. Understand the legislative process 2. Identify OTAC advocacy on your behalf 3. Describe the importance of the OT PT Credential Initiative 4. Develop personal action plans to contact: CSEA Union Representatives Legislators SELPA Directors 5. Obtain an OTAC membership to support the Initiative

3 Overview of Legislation and Political Climate

4 OT AND PT SCHOOL CREDENTIAL INITIATIVE History and Importance

5 Background - History OTAC explored school based credential options in the past (Bissell et al.,1980 s; Test et al., 1990 s and Lew, 2008). 1980s: OT in schools primarily with Department of Health (California Children s Services) and not viewed as related to services through the Department of Education. 1990s: OTAC focus on state licensure in California. NOW: Seeking legislative mandate for CTC authorization.

6 Who has a credential in California Public Schools? YES Teachers Speech Therapists School Psychologists Counselors School Nurses Audiologists Mobility Instructors NO Paraprofessionals Instructional Assistants Bus Drivers Maintenance School Clerks Cafeteria Workers OT and PT

7 OTAC 2016 OT Survey Results 16,000 OTs in CA (CBOT) 20% Work in Schools (AOTA) School-Based OTs in CA Approximately 3,200 n= 510* Statistically representative sample 87% in favor of school credential 74% interested in leadership roles Employment Status Classified: 32% (165) Classified Management: 14% (73) Certificated, Non-Credentialed: 18% (90) Agency Contract: 18% (91) Self Employed: 5% (26) Other: 9% (43) (Charter school, certificated-credentialed via another field, academia) No response 4% (22)

8 Why OT PT Credential Initiative? Enhance student outcomes in public education. Provide a pathway for OT and PT advancement and administrative leadership. Build awareness of OT and PT qualifications in the school setting. A credential will support systems outcomes. It is the right thing to do and long overdue. A credential will set a standard for highly qualified personnel. The professional gains outweigh challenges (change) for all.

9 Why Credential Now? 1. The level of OT and PT professional education has not been reconciled with status in employment. 2. OT and PT in administration can influence design of programs and the allocation of budgets and personnel to better serve education. 3. OTs and PTs are not able to apply for a multitude of administrative positions due to a lack of a basic credential. 4. OTs, PTs and other stakeholders support the initiative. 5. A credential for OT and PT is long overdue and the time is right.

10 Value Added to Education The educational system is missing the expertise of two key professionals at the leadership planning and decision-making level. OTs and PTs are trained healthcare professionals who have a critical role in supporting students with specific and often complex learning needs. OTs and PTs apply their knowledge not only special education but now in Universal Design for Learning and Multi-Tiered Systems of Support (MTSS).

11 OTAC and CPTA School Credential Initiative Advocacy Progress Survey to document and verify OT and PT support Meetings with CTC and Stakeholders Letter of support from California Department of Education Presentation at CTC Public Hearing to deliver OTAC CPTA Letter of Intent Introduction of AB 1087 (2017) discussions with CSEA, CTA and key committee staff Plan to re-introduce a bill in 2018.

12 Meetings with Key Stakeholders California Commission on Teacher Credentialing (CTC) Association of California School Administrators (ACSA) California County Superintendents Educational Services Association (CCSESA) California School Boards Association (CSBA) Physical Therapy Association of California (CPTA) California Teachers Association (CTA) California Speech-Language Hearing Association (CASHA) California School Employees Association (CSEA) California Department of Education (CDE) - Formal letter of support! SELPA Administrators (SELPA) NOTE: Overall encouragement except CSEA

13 OTAC and CPTA - Recent Legislative Meetings Assembly Member Patrick O Donnell Chair, Education Committee Assembly Senator Ben Allen Chair, Senate Education Committee

14 Barriers to the School Credential Bill The Commission on Teacher Credentialing (CTC) position is that OT and PT credentialing should be mandatory, not optional. CSEA is opposed to mandatory. A grandfathering approach is supported by the CTC but is not supported by the CSEA.

15 Barriers to the School Credential Bill Due to opposition from the California School Employees Association (CSEA)-Classified Union, it is advised that 2017 is not the best time to submit the credential bill (AB 1087) The OTAC School-Based Practice Sub-Committee is working with OTAC lobbyists to secure a new author for legislation in 2018 who is willing to find solutions to the CSEA opposition. Bills need to be introduced by February 16 th

16 Proposed Language for OT PT Credential SECTION 1. Section is added to the Education Code, to read: (a) The commission shall develop a services credential with a specialization in occupational therapy and or physical therapy services. The minimum requirements for the services credential with a specialization in occupational therapy and or physical therapy services shall include all of the following:

17 (1) A baccalaureate degree or higher degree from an accredited institution. (2) A fifth year, or its equivalent of college or university education including, but not limited to, postgraduate continuing education or fieldwork. (3) A valid license issued by the California Board of Occupational Therapy or the Physical Therapy Board of California. (4) Such specialized and professional preparation as the commission may require.

18 NOTE CTC requires that credentials designed for professional groups are mandatory for those who are employed by public schools. CTC supports grandfathering taking into consideration past experience. OTAC, CPTA and California universities with OT and PT programs are planning for strong support for practitioners in the transition process.

19 Next Steps Long Term When the CTC authorizes a credential for OT and PT or a legislative bill is passed to mandate the CTC to authorize a credential, a committee would be nominated by the CTC to research and design the credential requirements. The committee would include stakeholders including OTs and PTs.

20 How can I get involved? Grassroots Advocacy 1. Advocate for OT PT School Credential 2. Refer to: OT Credential in the CA Public Schools Issue Statement and the FAQ 3. Reach out to your local CSEA representative administrator 4. Outreach to local Assembly and Senate representatives 5. Provide updates to Sabrina McCarley, Government Affairs Chairperson gachr@otaconline.org 6. Keep and recruit OTAC Membership

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22 Thank you for your participation and support!

23 OTAC and CAPTA School Credential Initiative DRAFT Frequently Asked Questions The Occupational Therapy Association of California (OTAC) and California Physical Therapy Association support Assembly Bill AB 1087 (Irwin) which will direct the Commission on Teacher Credentialing (CTC) to develop a credential for OTs and PTs practicing in California Public Schools. OTAC and CAPTA are seeking the inclusion of occupational therapists and physical therapists in California Education Code with an option to obtain the Clinical or Rehabilitative Services Credential. The Clinical or Rehabilitative Services credential may be designated by the Commission and can include, but need not be limited to, speech, language, and hearing services. 1. Why Clinical or Rehabilitation Services Credential? Clinical or Rehabilitation Services credential has been identified as the best fit because it closely relates to the expertise and professional preparation of the occupational therapist and physical therapist. OTs and PTs already meet the minimum requirements and qualifications for this credential. 2. Why credentialing now? The educational system is missing the expertise of two key professionals at the leadership planning and decision-making level to address the complex needs and successful outcomes of children in schools. Occupational therapists and physical therapists are trained healthcare professionals who have a critical role in supporting students with specific learning needs. For the past 30 years and even more so after the reauthorization of IDEA 2004, occupational therapists and physical therapists now work directly with the Department of Education supporting not only special education but in Universal Design for Learning and Multi-Tiered Systems of Support (MTSS) in general education access to curriculum. 3. What is the role of the occupational therapist and physical therapist in the School System? Occupational therapy and physical therapy related services are mandated under the Individuals with Disabilities Education Act (IDEA, 2004). Therapists participate in all aspects of Multi-Tiered Systems of Support including Early Intervening Services, Response to Instruction and Intervention and Student Study Teams. Occupational therapists and physical therapists contribute substantially to the implementation of the Rehabilitation Act of 1973, Section 504 providing invaluable modifications and accommodations for special needs. Reference: California Department of Education Guidelines for Occupational Therapy and Physical Therapy in the California Public Schools (2012). OTAC/CPTA Draft January 2018

24 4. What are the educational and licensing requirements for occupational therapists in California? Occupational therapists must possess a master s degree (2007) in occupational therapy from an accredited program verified by the Accreditation Council for Occupational Therapy Education (ACOTE) and a license to practice in California. Included in the occupational therapy education are courses in human anatomy and physiology, human development across the lifespan, kinesiology, neurology, medical diagnoses, physical disabilities, mental health, and activity and skills analysis. Course work includes biometry, qualitative and quantitative analysis, and occupational science. Occupational therapists study the occupations, habits, routines, engagement and participation of children and adults in the context of daily living throughout the lifespan. An OT must successfully complete a minimum of six months mentored clinical fieldwork. Advanced training programs are also available to OTs in specialized practice areas (e.g., sensory integration, school-based practice, assistive technology, social skills, feeding, etc.). Practice requirements include a National Board for Certification in Occupational Therapy (NBCOT) examination and a license in California through the California Board of Occupational Therapy. An occupational therapist must have proof of graduation from an accredited institution and must earn the minimum professional development units and meet professional and ethical standards to maintain licensure (BPC ). 5. What are the educational and licensing requirements for a physical therapist in California? A physical therapist must possess a master s degree (2002) or higher doctor of physical therapy (2015) from an accredited program verified by the Council for Accreditation in Physical Therapy Education (CAPTE). PTs who entered educational programs prior to 2002 may practice with a bachelor s degree or professional certificate. Physical therapists are health professionals with specific training in kinesiology, human development, and the remediation of posture and movement dysfunction. Included in the PT s education are courses in human anatomy and physiology; physical pathophysiology; joint and whole body kinesiology; gait and posture analysis; human development, especially gross motor development and physical growth; motor control and motor learning; physical treatment modalities; and cardiopulmonary, orthopedic, and neurological rehabilitation. Advanced training and/or certification programs are also available to PTs in specialized practice areas. In addition, advanced training and postgraduate certification is available for various specialized areas (e.g., pediatrics, orthopedics, geriatrics, sports, etc.). To practice physical therapy in the state of California, individuals must have graduated from an accredited institution and pass national and state licensure examinations. Minimum continuing education units and maintenance of professional and ethical standards are required to maintain licensure (BPC ). OTAC/CPTA Draft January 2018

25 6. What would be the potential impact of an OT and PT credential on recruitment and retention especially in rural areas? A credential option would likely have a positive effect on recruitment and retention of OTs and PTs in rural and urban areas by providing career mobility and job advancement incentive. 7. What is the potential increase in cost to hire staff? The cost in hiring OT and PT staff would likely be unchanged as this the decision of each Local Education Agency (LEA) hiring practices. 8. Is this the first time that OTAC and CPTA have formally approached the Commission on Teacher Credentialing to request a credential for OT and PT? Yes. The Occupational Therapy Association of California (OTAC) considered a credential initiative for occupational therapists practicing in the California public schools in the 1990 s; however, efforts toward state licensure for occupational therapists became more of a priority. 9. Are the occupational therapists and physical therapists practicing in the California Public Schools in support of the OTAC and CPTA Credential Initiative? Yes, the results of recent surveys from OTAC (87%) and CPTA (76%) showed that the majority of respondents are in favor of the initiative. 10. How will credentialing affect OT and PT in the school system? A credential will ensure continued high quality professional standards to serve the complex needs of children in the California educational system. It has the potential to expand the scope of administrative expertise in the educational system to include two valuable healthcare professionals. The occupational therapists and physical therapists with medical backgrounds and extensive knowledge of child development can significantly contribute to District goals and the California State Performance Plan outcomes impacting success in the least restrictive environment, Part C to Part B transition, secondary transition goals and services, preschool, dropout rates, graduation and post school success. A basic credential is needed to provide an option and pathway for OTs and PTs to contribute to leadership roles in education administration such as Autism Coordinator, Program Specialist, Inclusion Specialist, Transition Specialist, which are currently unavailable. OTAC/CPTA Draft January 2018

26 11. Would an occupational therapy and physical therapy credential to practice in the California public schools be optional or required? The Commission on Teacher Credentialing (CTC) regulations require that when a credential is developed for a professional group it becomes mandatory. The credential would only apply to therapists who are employed by a school district vs. those who contract with districts. 12. Would there be a difference in the occupational therapy school credential and physical therapy school credential? Yes, just as occupational therapy and physical therapy are two separate professions, there will be two separate pathways to obtain Clinical or Rehabilitative Credential based on the unique roles and responsibilities of each profession within the education system. 13. What are anticipated timelines? This is unknown because OTAC and CPTA are pursuing two mechanisms to obtain a school credential for OT and PT, i.e. legislative action and action directly through the CTC. The CTC has the authority to include OT and PT in the Clinical or Rehabilitation Services Credential (California Education Code 44268). Once the CTC is either mandated by a legislative bill or commits to designing the credential without legislative action, it could take a year or more to design the credential and implement the changes. We do not know, but anticipate, that this could be accomplished within the next two to three years. 14. Will the requirement for an OT and PT credential effect the recruitment and retention of therapists in the public schools? The impact of a credential on hiring is uncertain but perceived to be positive. Occupational therapists and physical therapists may have increased interest in working in schools knowing that there are opportunities for promotion and a career pathway available to be involved in management and administrative positions. 15. What would be the cost and benefit of a credential to the individual OT or PT and school districts if OTs and PTs had a credential? It is likely that some educationally related coursework would be required within a given amount of time. The cost involved would likely be the same cost already incurred with OT and PT licensure requirements for continuing education. Benefits include the ability to monitor standards of highly qualified OT and PT personnel in school-based practice. OTAC/CPTA Draft January 2018

27 16. Will the credential be mandatory for all OTs and PTs employed by a public school system in CA? Yes, the credential would be mandatory for all practitioners employed by the school system in CA. There would be a transition process in order to allow time for those currently employed to make this transition. 17. What if I am currently with one retirement system? How will this affect my retirement? There are many provisions in the state retirement system. Employees can decide to switch over or remain with their current retirement system. 18. Where can I find additional resources regarding the role of the occupational therapist and physical therapist in school settings? Additional resources regarding the role of the occupational therapist and physical therapist in the school setting are available from the American Occupational Therapy Association (AOTA) the American Physical Therapy Association (APTA) and through the California Department of Education (CDE) Guidelines for Occupational Therapy and Physical Therapy in the California Public Schools OTAC/CPTA Draft January 2018

28 Occupational Therapy Credential in the California Public Schools Issue Statement RECOMMENDATION The Occupational Therapy Association of California (OTAC) supports authorization that would allow occupational therapists to obtain a Clinical or Rehabilitative Services Credential through the Commission on Teaching Credentialing (CTC). The credential would ensure continued and future high quality occupational therapists who can impact the education and future of California's diverse students, schools, and communities. OTAC Vision A world where all people participate in meaningful occupations to optimize their life experience. BACKGROUND Occupational therapists have been providing educationally related services to students in public schools since the 1970s. Occupational therapy (OT) services are mandated under Individuals with Disabilities Education Act (IDEA, 2004) and designed to help children develop, improve, or restore functional and academic skills, to support access and progress in their educational environment. OT services can be essential for students promoting function and engagement in everyday routines preparing children to be college and career ready. There are approximately 16,000 occupational therapists currently licensed in California, of which nearly 20% (3,065) are estimated to practice in school-based settings. Section of the Education Code authorizes the Commission on Teacher Credentialing (CTC) as the governing body to grant credentials in the state of California. Examples of credentialed personnel are teachers, school psychologists, school counselors, social workers, nurses, audiologists, and speech and language pathologists. General requirements in order to obtain these credentials include: a) baccalaureate degree or higher, b) specialized and professional preparation, c) possession of a valid license, certificate, or registration, and d) mentored practical experience. These requirements are met in occupational therapy professional preparation through accredited programs. PROBLEM The California Commission on Teacher Credentialing offers a wide variety of credentials to ensure high quality instruction, intervention, and opportunities to serve students. Under Education Code provisions occupational therapists do not have an option to obtain a credential and have not been included in the credentialing process. Credentialing affords the professional status that is commensurate with the knowledge base and education of occupational therapists. In order to pursue an administrative credential, educators need to have a prerequisite credential. Under current law, occupational therapists do not have a prerequisite credential option thus limiting opportunities to assume leadership roles, which would be of benefit to schoolwide student outcomes. P.O. Box Sacramento, CA Phone: 916/ Fax: 916/ info@otaconline.org Web site: SOLUTION The Commission on Teacher Credentialing (CTC) has the authority to include occupational therapists under the Clinical or Rehabilitative Credential (Education Code 44268). The Credential would provide the necessary reconciliation between the level of education, preparation, and licensure occupational therapists currently undergo to provide occupational therapy services. Occupational therapists have proven ability to augment student outcomes within the school-based setting while serving as integral and collaborative team members at all levels. END 8/2016

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