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STAAR State of Texas Assessments ofAcademic Readiness


Assessing Process Skills

Calculator Policy

Graph Paper

Griddable Item Format

Reference Materials

Performance Level Descriptors

Performance Standards

Performance Standards

Progress Measures

STAAR Progress Measure

STAAR On-Track Measure

ELL Progress Measure

Raw Score Conversion Tables

Raw Score Conversion Tables

Reading (Grades 3–8)

Dictionary Policy

Test Design Schematic

Performance Level Descriptors

Released Test Questions

Test Forms

Sample Questions


Assessing Process Skills

Calculator Policy

Griddable Item Format

Reference Materials

Performance Level Descriptors

Social Studies

Assessing Process Skills

Clarification on Social Studies TEKS for State-mandated Assessment

Performance Level Descriptors

Statewide Item Analysis Reports

Statewide Item Analysis Reports

Statewide Summary Reports

Statewide Summary Reports

Student Expectations Tested

Student Expectations Tested

Test Administration

District and Campus Coordinator Manual

Test Administrator Manuals

Test Security Supplement

Writing and English I, II, III

Dictionary Policy

Example of Lined Page

Example of Response Box


Scoring Guides

Test Design Schematics

Performance Level Descriptors

Grades 3–8 Assessments

Assessed Curriculum Blueprint Released Test Questions

Grade 3 Reading | Mathematics Reading | Mathematics

Released Test Questions

Grade 4 Reading | Mathematics | Writing Reading | Mathematics | Writing

Grade 5 Reading | Mathematics | Science Reading | Mathematics | Science

Grade 6 Reading | Mathematics Reading | Mathematics

Grade 7 Reading | Mathematics | Writing Reading | Mathematics | Writing

Grade 8 Reading | Mathematics | Science |

Social Studies Reading | Mathematics | Science |

Social Studies

State of Texas Assessments ofAcademic Readiness
Certification-Board Assessments thinking
Killexams : Certification-Board Assessments thinking - BingNews Search results Killexams : Certification-Board Assessments thinking - BingNews Killexams : Board is lax in collection of assessments

Q: Our condominium board has a collections problem. There is one unit in arrears of $4,000. No legal actions have been taken and our property manager doesn't do a good job of getting timely payments.

The collection process involves issuing a violation notice and providing a hearing, and eventually it gets turned over to an attorney for collections. The board is considering using a collection agency to collect unpaid assessments. What are your thoughts on this?

A: The issue here is probably more about the process and timeline the board uses to initiate a collection than anything else. That is, the board needs to be more aggressive and streamline the collection process.

If the board wants to send a reminder letter to the owner when the owner is delinquent for 30 days, for example, that is fine. However, and importantly, it is not necessary to send a notice of violation and provide an opportunity for a hearing in connection with assessment collections.

Simply put, a unit owner should be turned over to an attorney to pursue collection if the owner is in arrears for 60 days. In Illinois, this collection action would be an eviction action. This aggressive process should result in better results faster, and encourage owners to make timely payments of assessments.

And, per state law, the association is entitled to seek recovery of its attorney's fees from the delinquent unit owner. That is the process I suggest.

Q: The board of our association was presented a petition signed by about 25% of the owners. The petition requests the board to install a dog run at the back of the building. This dog run would provide residents with a location to let their dogs exercise and go outside. The board has expressed some reluctance, indicating it is not visually appealing, but has not made a decision. Is the board required to have this dog run installed based on the petition of the owners?

A: The board is not required to have this dog run installed. Whether or not to do so is a business decision of the board. Because beauty is in the eye of the beholder, the board may want to take a poll of the owners on the issue. The poll is nonbinding and is advisory only, but may assist the board in reaching a decision on an issue of this nature.

Q: I reside in a common interest community association. Can you comment on whether an association board can continue to meet over Zoom now that the pandemic is "officially" over? While I'm OK with Zoom meetings, it's certainly not ideal and doesn't promote any sort of community camaraderie. I know people who simply will not participate in a Zoom call.

A: The ability of a board of directors to conduct board meetings via use of acceptable technological means, like video meetings, predated the pandemic. Specifically, board members may participate in and act at any meeting of the board of managers in person, by telephonic means, or by use of any acceptable technological means whereby all people participating in the meeting can communicate with each other. Such participation constitutes attendance and presence in person at the meeting.


That said, many boards did not become aware of this until the pandemic. Nonetheless, many association boards continue to conduct board meetings via video, for a variety of reasons and importantly because it allows board members to participate from wherever they may actually be.

I am advised that owner turnout for video board meetings is much higher than for in person board meetings. Many would contend that creates greater camaraderie and involvement.

• David M. Bendoff is an attorney with Kovitz Shifrin Nesbit in the Chicago suburbs. Send questions for the column to him at The firm provides legal service to condominium, townhouse, homeowner associations and housing cooperatives. This column is not a substitute for consultation with legal counsel.

Thu, 03 Aug 2023 19:00:00 -0500 David M. Bendoff en-US text/html
Killexams : National Board Certification FAQs

Should I take EDCI 5515 or EDCI 5959 credits?

EDCI 5515 credits should be taken if you want to use the National Board Certification toward your Master's degree in Curriculum & Instruction. EDCI 5959 credits are for continuing education only and will NOT be accepted on your Program of Study for the Master's degree in C&I. 

Will there be classes offered to help me proceed through the National Board Certification process?

Yes, a series of seminars and workshops are offered through the Wyoming National Board Certification Initiative each semester. Information about these seminars and workshops is posted and updated on the Wyoming NBC website. Graduate level Curriculum and Instruction credit is available for these seminars (courses listed as EDCI 5515). These courses are designed to support teachers as they grow as professionals and simultaneously proceed through the Board Certification process and the UW Master’s program.  

Where will the classes be offered?

The classes are offered around the state of Wyoming to allow participation across the state. Dates and locations for upcoming seminars and workshops can be found on the Wyoming NBC website. Participants enroll in the courses through UW Outreach Credit Programs (toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives in the Curriculum and Instruction Master’s program.  

Who will teach these classes?

The seminars are taught by Barbara Maguire, a Nationally Board Certified teacher and expert in the NBC process.

How many times can I take the NBC class?

Graduate students/National Board Candidates can enroll in the seminars as many times as necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s committee approval.

What about tuition?

Students will pay regular graduate tuition for the seminar classes. View the current UW fee schedule

Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio confidentiality has been reached between UW and the NBPTS (National Board for Professional Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the student’s graduate committee) prior to initial submission to the NBPTS.  The committee’s portfolio copies will be destroyed after the defense.

Note: The Rubric for Assessment of the presentation  is provided below.

If I am already a National Board Certified teacher, can I apply my NBC work retroactively to a graduate degree?

No, the program is designed for those working on National Board Certification and a C&I Master’s degree simultaneously.

How do I apply for a UW Curriculum and Instruction Graduate Program?

 The graduate application and other information can be found here.

What if I have Additional Questions?

 If you have additional questions, please contact the UW Department of Curriculum and Instruction (; 307-766-6371).

Assessment Checklist for National Board Certification (NBC)

Portfolio & Presentation 

Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned  for each area, and an overall evaluation of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.  

______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B

paper/project and defense

Presentation of NBC Portfolio to Master’s Committee:

______Student provides a brief overview of National Board Certification process and portfolio

______Student describes process of working on the portfolio (including connections to C&I courses

taken, time commitment, assessments and data analysis, and reflections)

______ Student presents at least one explicit connection between the portfolio documentation and

his/her C&I Master’s Degree coursework (e.g. assessment strategy learned in literacy specific

course was used to evaluate student work included in NBC portfolio), and explains ways processes informed each other

_____ Student describes challenges, pleasures, difficulties associated with the NBC process

_____Student summarizes learning derived from portfolio process and completion


 More information on National Board Certification:

Visit our Course Schedule page to view projected MA core and emphasis course offerings

Fri, 24 Dec 2021 20:13:00 -0600 en text/html
Killexams : Certification Grievances Appeal Process

If an ISA CAP® or CCST® applicant feels he/she was wrongly denied certification, original or renewal, from the CAP or CCST program, then he/she has the right to appeal.

Appeals Procedures

All appeals shall be in writing.

  1. The notice of appeal must be delivered to the Certification Board, addressed to the attention of the ISA Executive Director, by the close of business on the 21st day after the receipt date of the notice of denied certification.
  2. The appeal should include the date the notice of denied certification was received and must state the reasons the applicant believes the denied certification was in error.
  3. The appeal should indicate whether or not the applicant requests a hearing.
    1. If a hearing is requested, the applicant must explain why a hearing is needed, identify the issues to be resolved at a hearing, list names of prospective witnesses, and identify documentation and other evidence to be introduced at the hearing before the Board.
  4. The Chair of the Certification Board will select a three-member panel of the Board to become the Review Panel, one of whom shall be appointed Chair and will be the final vote in the event of a tie during the ruling.


The Review Panel will review the appeal and any request for a hearing. The Review Panel will grant a hearing in connection with the appeal, if requested.


  1. The Chair of the Review Panel will determine the time and location of the hearing within 90 days after determination that a hearing is warranted and will notify the applicant within the first 21 days. The applicant will be notified of the hearing time and location at least 20 days prior to the time determined for the hearing.
  2. The applicant may be represented by counsel or represent him/herself at the hearing. The applicant may offer witnesses and documents and may cross-examine any witness.
  3. The Review Panel may consider any evidence it deems relevant without regard to strict application of legal rules of evidence.
  4. The applicant is urged to submit a written brief (four copies) 10 days prior to the hearing to the Certification Board, addressed to the attention of the ISA Executive Director, for distribution to the panel in support of his/her position. However, written briefs are not required.


  1. If the applicant or Review Panel desires to take a deposition prior to the hearing of any voluntary witnesses who cannot attend the hearing, the deposition of a witness may be applied for in writing to the Chair of the Review Panel together with a written consent signed by the potential witness that he or she will provide a deposition for one party and a statement to the effect that the witness cannot attend the hearing along with the reason for such unavailability.
  2. The party seeking to take the deposition of a witness shall state in detail as to what the witness is expected to testify.
  3. If the Chair of the Review Panel is satisfied that such deposition from a possible witness will be relevant to the issue in question before the Panel, then the Chair will authorize the taking of the deposition. The Chair will also designate a member of the Panel to be present at the deposition.
  4. The deposition may be taken orally or by video. Any refusal of the taking of the deposition by the Chair shall be reviewed by the Panel at the request of the applicant.
  5. The party requesting the deposition will pay for the cost connected with taking the deposition.

The applicant will be notified of the result of the Review Panel within 30 days of the meeting.

Final Review

  1. If the Review Panel makes a decision adverse to the applicant, the applicant may appeal to the full Certification Board for a final review by the close of business on the 21st day after the notice of decision is issued. Such appeal shall follow the same procedures as the initial appeal to the extent possible with the Chair of the Board serving as the Chair of the Final Review Panel. The Chair will once again select a three-member panel, one of whom shall be himself, to become the Review Panel, and the final vote in the event of a tie during the ruling shall be his.
  2. If the applicant does not petition the Board for review or request a hearing before the Board regarding the recommendation of rejection of the application within the time allowed by these rules, the original decision by the Review Panel shall stand.
Mon, 03 Jul 2023 20:58:00 -0500 en text/html
Killexams : Board Certified Behavior Analyst (BCBA) vs Registered Behavior Technician (RBT) Career Paths

Drexel University School of Education

Board Certified Behavior Analyst (BCBA) and Registered Behavior Technician (RBT) are two distinct credentials within the field of Applied Behavior Analysis (ABA) therapy, a category of therapy that employs positive reinforcement practices to treat individuals with behavioral and developmental issues, such as autism, ADHD, traumatic brain injury, and dementia. RBTs and BCBAs often work together, and both roles offer opportunities for a rewarding career making a difference in the lives of those needing treatment. However, there are key differences between the two professions in terms of level of education, certification requirements, and job responsibilities. When thinking about a career as a RBT vs BCBA, understanding the differences will help you select the pathway that’s right for you.

What is a Board Certified Behavior Analyst (BCBA)?

BCBAs are behavior therapists with a graduate-level certification, who assess individuals’ behavioral issues and then develop treatment strategies for improving targeted behaviors. Using positive reinforcement tools, the goal of their work is to teach individuals academic and/or behavioral skills to acquire as much independence in their personal and professional lives. BCBAs work with individuals of all ages and practice across a range of settings, but education and healthcare are the most common industries for the profession. Because of their level of training and certification, BCBAs are qualified to supervise the work of Registered Behavior Technicians (RBTs).

What is a Registered Behavior Technician (RBT)?

An RBT is a paraprofessional within the field of ABA therapy who has received the training and demonstrated competency to become certified to support the work of a board certified behavior analyst (BCBA). Under the supervision of a BCBA, RBTs provide important ABA services, helping to implement behavioral interventions and other teaching strategies to help individuals struggling with behavioral challenges. The RBT is an entry-level role in the field of ABA, and while many RBTs continue their education and work toward their BCBA certification, others may choose to remain at the paraprofessional level.

What's the Difference Between RBTs and BCBAs?

The main difference between RBTs and BCBAs is that BCBAs are trained and certified to practice independently, while RBTs are trained and certified to only provide ABA services designed by and under the supervision of BCBAs. An RBT is an entry-level position in the field of ABA and does not require as much education and training, while a BCBA requires an advanced degree and a higher level of training and certification.

Job Responsibilities

RBTs help implement behavioral treatment strategies but are not responsible for assessing individuals’ behaviors, designing treatment plans or providing supervision. RBTs support BCBAs by implementing learning goals and behavior support plans and assisting with data collection. They may also be responsible for providing notes on observations of individuals’ experiences and progress.

BCBAs are responsible for a broader scope of tasks. Depending on the setting, BCBAs may be responsible for conducting intake interviews and screenings and functional behavior and skills assessments and designing, training and monitoring data collection systems and behavioral and skills interventions. BCBAs also are responsible for communicating progress or changes in treatment strategies with the appropriate stakeholders. BCBAs work with parents, administrators and other professional disciplines to develop goals and behavior support plans. In school settings, BCBAs may not only provide services for individual students but also to the school through school-wide positive behavior support programs.

Education and Training Requirements

Aspiring RBTs must hold a high school diploma (or equivalent), be able to demonstrate basic math and literacy skills, and pass a background check. Eligible individuals must also complete a 40-hour RBT training program and acquire and demonstrate competencies, which must be overseen by a BCBA or a qualified Board Certified Assistant Behavior Analyst (BCaBA). The 40-hour RBT training program provides instruction on basic ABA assessment and measurement techniques, programming for skill acquisition, behavior reduction procedures, proper documentation, and ethical standards and requirements. Upon completion of the RBT training program, individuals must pass a RBT Competency Assessment demonstrating their skills in the field.

BCBA candidates must hold a master’s degree and complete 315 hours of coursework in ABA. Graduate degree programs, like Drexel’s MS in Applied Behavior Analysis and Applied Behavior Analysis certificate, that are ABAI-verified provide the coursework necessary to the take the Board Certified Behavior Analyst® examination. Aspiring BCBAs must also complete 1,500-2,000 hours of fieldwork supervised by a qualified BCBA.

Certification and Licensure

To become certified, RBTs and BCBAs must pass qualifying examinations. The 90-minute RBT certification exam covers the same content areas included in the 40-hour training program, and upon passing the exam, individuals will be listed in the RBT registry and can begin applying to jobs using the RBT title. RBT certification must be renewed every year, and the renewal process includes documentation of supervision, adherence to the RBT code of ethics, and completion of a renewal competency assessment. The four-hour BCBA certification exam covers the content areas of behavior-analytic skills and client-centered responsibilities, and after successful completion of the exam, individuals are considered board certified and can apply for positions using the BCBA title. BCBA certification must be renewed every two years, and the renewal process includes continuing education requirements and adherence to the BCBA code of ethics.

Certified RBTs do not need to obtain a state license in order to practice, and BCBA licensing requirements vary from state to state. Some states do not require a license, some states require BCBA certification for licensure. Individuals should visit the APBA Licensure and Other Regulation of ABA Practitioners page to learn about the requirements of their state. Currently, Pennsylvania’s licensing law for the practice of ABA therapy does not require BCBA certification, and individuals must apply for the Behavior Specialist license through the State Board of Medicine. Requirements for Pennsylvania’s Behavior Specialist license include a master’s degree, background checks, and documentation of 1,000 hours of supervised clinical experience, among other criteria.


When working with individuals with behavioral and development issues, successful RBTs and BCBAs exhibit qualities that lead to compassionate and holistic care. Both RBTs and BCBAs must display empathy, so that patients feel understood and respected, and adaptability because patients’ needs, personalities, and treatment strategies are unique and can evolve over time. RBTs and BCBAs must also create calm environments and exhibit patience, as treatment strategies are implemented over the long term and progress can take time.

In addition to these critical qualities, BCBAs must possess additional skills, including analytical and data collection skills to identify behavioral patterns, design research-based and individualized treatment strategies, and track progress over time. Successful BCBAs have advanced communication skills to work effectively with patients and to explain diagnoses and treatment strategies with patients’ partners, families, and other stakeholders. When working with children, BCBAs must also be skilled in parent education, minimizing any confusion about causes for behavioral issues, diagnoses, treatment plans, and expectations for progress.

Salary and Job Outlook

The average salary for an RBT in the U.S. is $36,218, or $17.76 per hour, according to Payscale. The average salary for a BCBA in the U.S. is $68,554, also according to Payscale. For both RBTs and BCBAs, salaries may vary based on location and years of experience. In the field of ABA therapy as a whole, individuals can build a career in many settings and industries, so there is an equally wide range of earnings potential.

The demand for trained and certified RBTs and BCBAs has increased dramatically in exact years and continues to grow year over year. According to the Bureau of Labor Statistics, employment for positions similar to RBTs is expected to grow 9% between 2021 and 2031, especially as the U.S.’s aging population faces cognitive issues related to Alzheimer’s disease and dementia. The demand for BCBAs has increased 5,852% between 2010-2021, with the greatest increase in California, Massachusetts, Texas, Florida, and Illinois.

Pursuing a Career in Applied Behavior Analysis

RBTs and BCBAs are both essential roles in the field of ABA therapy, and both professions are experiencing exponential growth. As you consider the career path that’s right for you, it’s important to select the academic program or programs that will best prepare you for the specific responsibilities you will perform. Some RBTs work to become BCBAs while gaining important professional experience at the same time. Gathering the right credentials means earning a bachelor’s degree and then selecting a graduate program, like Drexel’s Master of Science (MS) in Applied Behavior Analysis (ABA).

Drexel’s MS program equips students with the skills and knowledge they need for a successful career in the ABA profession and provides the required courses for taking the Behavior Analyst Certification Board (BACB) exam. For those with a master’s degree but not in ABA, Drexel offers a certificate in Applied Behavior Analysis that provides the ABAI-verified coursework necessary for taking the BACB exam.

Interested in a career as a BCBA? Take the first step by applying or requesting more information about our ABA programs.

Sat, 04 Mar 2023 16:56:00 -0600 en text/html
Killexams : CAE and Otus Team Up to Provide Assessment Tool for K-12 Educators to Strengthen Student Outcomes

NEW YORK  The  Council for Aid to Education, Inc. (CAE), a leader in designing innovative performance tasks for measurement and instruction of higher order skills and for subject area assessments, announced a new partnership with Otus, an integrated platform that gathers student data from its own or any third-party assessment, and enables educators to monitor and plan for academic growth, social-emotional development, and personalized learning goals.

Under this partnership, educators using both Otus and CAE’s College and Career Readiness Assessment (CCRA+) will have a holistic picture of student performance by combining CCRA+ data with other assessment data districts are collecting – all in one platform, which will ultimately help them make instructional decisions to Strengthen student outcomes.

“Partnering with Otus, a true industry leader, will help CAE make a positive impact on the lives of more students across the country,” said Bob Yayac, president and chief executive officer of CAE. “CCRA+ is a valuable tool that can help educators identify students’ strengths and opportunities for improvement in critical thinking, problem solving, and written communication. With this relationship, educators will have a more comprehensive view of their students’ needs and the support required to succeed.”

CCRA+ is a performance-based assessment that measures student proficiency in critical thinking, problem solving, and written communication – skills that are predictive of positive academic and career success. These higher order skills are highlighted in many states’ and districts’ Portrait of a Graduate initiatives, yet most do not have an objective measure of student progress.

With the integration, CCRA+ results will go directly into the Otus platform, allowing educators to create custom reports to analyze performance trends over time by student groups such as race/ethnicity, special education status, and English language learners. Educators can also identify students who are performing below expectations and add them to a personalized learning plan that supports their growth towards future readiness.

“We are excited to join forces with CAE to introduce CCRA+ to the Otus community,” said Chris Hull, president and co-founder of Otus. “CCRA+ is a highly effective assessment tool that empowers educators to better understand how students’ skills can be applied in real-world scenarios. This partnership underscores our commitment to preparing every student for their future, equipping them with the necessary tools to navigate their path to success.”

The partnership is a significant step forward for both CAE and Otus. For CAE, it will help to expand the reach of CCRA+ to a wider audience of educators and students across the country. The collaboration will provide Otus educators with a valuable new tool to measure their students’ future readiness and Strengthen outcomes.

A performance-based assessment, CCRA+ situates students in real-world scenarios where they must define the problem, organize information, address issues, consider and evaluate solutions, and recommend and defend a course of action. Student scores reflect a range of plausible and effective response strategies – a process that, by design, mimics real-world, decision environments.

CCRA+ can be used for formative, interim, and summative purposes, including establishing a baseline for students, evaluating how their essential skills have progressed, and showcasing their skills upon graduation. The assessment’s results include norm and criterion reference data as well as detailed subscores to provide a more complete picture of students’ progress towards Portrait of a Graduate skills mastery. CCRA+ results can be aggregated and analyzed at all levels – student, class, school, district, and state – to identify opportunities for improvement and to evaluate the effectiveness of interventions and curriculum changes.

To learn more about CAE, please visit

For more information about Otus, please visit

About CAE

As a nonprofit whose mission is to help Strengthen the academic and career outcomes of secondary and higher education students, CAE is the leader in designing innovative performance tasks for measurement and instruction of higher order skills and within subject areas.

Over the past 20 years, CAE has helped over 825,000 students globally understand and Strengthen their proficiency in critical thinking, problem solving and effective written communication. Additionally, CAE’s subject area assessments have helped millions of K12 students across the US. Supported by best practices in assessment development, administration and psychometrics, CAE’s performance-based assessments include the Collegiate Learning Assessment (CLA+) and College and Career Readiness Assessment (CCRA+). To learn more, please visit and connect with us on  LinkedIn and  YouTube.

About Otus

Otus significantly improves the way we support students by providing an all-in-one platform for educators to gather, visualize, and act on student data to ensure every child – no matter their learning level or background – is on a trajectory to achieve their true potential. 

Otus was created and built for teachers, by teachers. It saves educators time through the streamlined integration of assessment, performance tracking, and third-party data, while its gradebook and dashboard reports make it easy for teachers, administrators, and families to understand each student’s growth. Otus has delivered improved results for more than 1 million learners. Learn more at

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Mon, 21 Aug 2023 23:59:00 -0500 eSchool News Staff en-US text/html
Killexams : Class 11, 12 students need to study two languages, at least one must be Indian: NCF No result found, try new keyword!The new National Curriculum Framework (NCF) for school education in India recommends several key changes, including the study of three languages till class X, with at least two being native Indian ... Tue, 22 Aug 2023 22:04:00 -0500 en-us text/html Killexams : As MOC Debate Heats Up, Cardiology Societies Weigh In

It's no secret that many physicians question the value of Maintenance of Certification (MOC) requirements and are concerned about the amount of time, effort, and money the process takes. Now, they and at least two cardiology societies are starting to speak up.

MOC is an initiative from the American Board of Internal Medicine (ABIM) that requires an initial certification that costs thousands of dollars and must be repeated every 10 years. Annual MOC requirements involve tests that cost $220 for the first certificate a physician holds and about $120 for each subsequent one.

Interventional cardiologists (ICs) and other subspecialists have additional fees and requirements.

MOC 'Burdensome,' 'Costly,' 'Complex'

On July 21, hematologist-oncologist Aaron Goodman, MD, an associate professor at the University of California, San Diego, posted a petition on behalf of ABIM diplomates. It calls on ABIM to eliminate the MOC requirement because it is "burdensome," "costly," and "complex and time-consuming." 

As of August 22, the petition had garnered more than 18,000 signatures. 

Goodman recently debated ABIM President and Chief Executive Officer Richard J. Baron, MD, in a Healthcare Unfiltered podcast. Before the debate, host Chadi Nabhan, MD, MBA, tweeted that he could not find a single physician who would defend the MOC and recertification.

photo of Healthcare United Podcast
L to R: Aaron Goodman, MD; Richard Baron, MD; and Chadi Nabhan, MD, MBA, discuss MOC on the Healthcare Unfiltered podcast.

The debate touched on subjects such as fees, evidence of value, the certification test format, and the cost and requirements to maintain more than one board certification. Overall, Goodman made the analogy to giving a patient chemotherapy: Because there are harms, he better know that there are also benefits. He cited that the harms associated with MOC include "financial toxicity, time toxicity, and stress toxicity," with the latter being particularly toxic to him personally.

Though the podcast gave both participants ample opportunities to express their views, it's not clear that either participant persuaded the other.

Cardiologists who are unhappy with MOC are speaking up on X (formerly Twitter). IC Matthew Sample, MD, listed five things he's done to Strengthen his practice since IC graduation, for which he received no MOC points.

In response, internist Artem Minalyan, MD, asked, "Hypothetically, if Dr Baron required an IC procedure, I wonder if he would request you to get all your MOC points prior to consenting."

SCAI and HRS Weigh In

Some professional societies have responded to the ABIM's threat to revoke the certifications of cardiologists who don't participate in periodic MOC activities. 

The Society for Cardiovascular Angiography & Interventions (SCAI) published its "Position on ABIM Revocation of Certification for Not Participating in MOC." In it, SCAI states that ABIM diplomates who pass their exams and report procedural volumes as required should be "indisputably" recognized as "certified" for the relevant time frame (eg, 10 years), regardless of whether they participate in any other MOC activities.

SCAI President George D. Dangas, MD, PhD, told | Medscape Cardiology that "Many of our members have expressed their frustration surrounding the confusion regarding their MOC requirements, including myself. We felt that this confusion could endanger the certified status of members, which would inevitably impact patient care, which is our greatest concern."

photo of
George D. Dangas, MD, PhD

The society has received an "overwhelmingly positive response" to its statement, he said. "Our hope is that ABIM will consider simpler, transparent regulations that are reflective of the feedback received from their constituents." 

In response to the COVID-19 pandemic, ABIM extended the deadline for diplomates whose certificate expired in 2020 or 2021 until the end of 2022; Dangas suggests that ABIM further extend the deadline to enroll in or renew your MOC to the end of 2024 and that ABIM should "develop a recertification program that can be explained in a single slide/page."

Other subspecialty groups are following SCAI's lead including the EP Advocacy Foundation, and the Heart Rhythm Society (HRS).

MOC Alternatives

The ABIM touts the value of MOC on its website, stating: "There is compelling evidence showing that MOC improves value of care without sacrificing quality and that board certified physicians command higher salaries."

Alternative options that are arguably less arduous are available.

In collaboration with ABIM, the American College of Cardiology (ACC) launched the ABIM/ACC Collaborative Maintenance Pathway (CMP) in 2019 as an alternative MOC assessment option. 

The CMP "focuses on one or a small group of subjects within cardiology each year, incorporating learning activities as well as a pre-/post-formative knowledge assessment," Janice Sibley, ACC's executive vice president of Education and Publishing told | Medscape Cardiology. The program continues to evolve, she said. 

In 2022, she noted that the ACC increased the flexibility of the CMP by removing the 7-hour learning engagement requirement, allowing users to choose how much time to spend learning in the CMP program. They also extended the performance assessment windows from 7 to 9 days each, covering 2 weekends for each.

She said that to date, more than "6400 learners" are enrolled in the CMP program. 

Though the collaboration seems to make MOC less onerous, some cardiologists think it makes the ACC "complicit."

A certification program that is independent of the ABIM launched in 2015. The National Board of Physicians and Surgeons (NBPAS) is a nonprofit organization led by an advisory board of unpaid physicians (including Medscape's editor-in-chief, Eric Topol, MD). NBPAS seems to be gaining momentum and acceptance

Cardiologist Melissa Walton-Shirley, MD, recounted her recertification experience with the NBPAS late last year. She now maintains a "hybrid" certification with both ABIM and NBPAS. Though she wants to support the latter, she found that the alternative certification option still requires an initial ABIM certification and is not recognized in all states or by many insurers and hospitals.

Will MOC ever disappear? Sibley said that the ACC is always looking to Strengthen and enhance their offerings. "It is time to lead a change in the conversation from certification to continuous competency, from punitive to supportive options, from random knowledge testing to focused assessing knowledge gaps and lifelong learning. This will require innovation, technology, and new ways of thinking that offer cardiologists flexibility, relevance, and value and ultimately benefit the patients they serve."

Many physicians, including cardiologists, are hoping that the Goodman petition and further pressure from professional societies may finally translate into action.

Medscape LLC provides educational content including MOC. Medscape's editorial content, including news, features is developed independently of the educational content available on Medscape. 

Follow Marilynn Larkin on Twitter: @MarilynnL.

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Tue, 22 Aug 2023 08:55:00 -0500 en text/html
Killexams : Counseling Licensure Certification

Counseling Licensure Certification


Master in Addiction Counseling

It has been determined that the Master of Science in Addiction Counseling curriculum has been designed to meet the requirements in most states needed to sit for the Advanced Alcohol and Drug Counselor (AADC) or Master Addictions Counselor (MAC) certification exams. However, each state may have additional requirements that must be satisfied, and prospective applicants should review the links above.

Master in Addiction Counseling Licensure Information (PDF)

Master of Family Therapy 

It has been determined that the Master of Family Therapy (MFT) program meets the educational requirements needed to pursue professional licensure in all fifty states and the District of Columbia.  However, each state may have additional requirements that must be satisfied. Prospective applicants intending to seek licensure should contact the professional licensing board in the state or territory prior to applying to the MFT program. 

Master of Family Therapy Licensure Information (PDF)

Master of Arts in Art Therapy 

It has been determined that the Master of Arts in Art Therapy program meets the educational requirements needed to meet the Pennsylvania Licensed Professional Counselor (LPC) educational requirements.  However, each state may have additional requirements that must be satisfied. Prospective applicants intending to seek licensure should contact the professional licensing board in the state or territory prior to applying to the MA in Art Therapy & Counseling program.

Master of Arts in Art Therapy Licensure Information (PDF)

Master of Arts in Dance/Movement Therapy and Counseling

It has been determined that the Master of Dance/Movement Therapy and Counseling program meets the educational requirements needed to meet the Pennsylvania Licensed Professional Counselor (LPC) educational requirements.  However, each state may have additional requirements that must be satisfied. Prospective applicants intending to seek licensure should contact the professional licensing board in the state or territory prior to applying to the MA in Dance/Movement Therapy & Counseling program. 

Master of Arts in Dance/Movement Therapy and Counseling Licensure Information (PDF)

Master of Arts in Music Therapy & Counseling

It has been determined that the Music Therapy and Counseling Curriculum meets the Pennsylvania Licensed Professional Counselor (LPC) education requirements. However, each state may have additional requirements that must be satisfied. Prospective applicants intending to seek licensure should contact the professional licensing board in the state or territory prior to applying to Master of Arts in Music Therapy & Counseling program. 

Master of Arts in Music Therapy & Counseling Licensure Information (PDF)

Tue, 25 Apr 2023 02:13:00 -0500 en text/html
Killexams : Columbia Public School leaders outline safety plan, including role of officers on campus No result found, try new keyword!Keeping students safe was the main focus of Monday's Columbia Board of Education meeting, with school resource officers a key element of that. Tue, 15 Aug 2023 04:22:58 -0500 en-us text/html
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