In accordance with California Code of Regulations, Title 6, Division 18, Article
8, Section 1887.4.3 Continuing Education Providers are responsible for meeting
all applicable local, state and federal standards, including the Americans
with Disabilities Act of 1990 (ADA), 42 U.S.C. §§ 12101-12213 (2008).
This means CE Providers are responsible for ensuring that attendees with special
needs receive reasonable accommodations when a request for reasonable accommodations
is made. Therefore, all CE Providers must have a policy for handling ADA-related
requests and any materials intended to promote and advertise CE courses should
contain information about how participants may request reasonable accommodations
to address their special needs issues.
The following is an example of language which may be used on promotional materials:
"Facilities and programs are accessible to persons with disabilities.
If you have a special need and plan to attend the workshop, please contact
(insert the name of the Program Administrator) at (insert contact information).
Please allow as much advance notice as is possible to ensure we have ample
opportunity to meet your needs."
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Writing Measurable Learning Objectives
This section is currently being revised. Please check back soon for the revised copy of Writing Measurable Learning Objectives.
Determining Course Credit for Distance Learning Coursework
For programs where instructional time is difficult to calculate, providers
must have a method for determining the number of credits to offer and a
rationale for this method. CAMFT suggests using one of the following methods
- Pilot test of the representative completion time
A sample group of intended professional participants is selected to test
program materials in an environment and manner similar to that in which
is to be presented. CE credit must be recommended based on the representative
completion time for the sample. Completion time includes the time spend
taking the post-test and does not include the time spent completing the course
- Computation using a word count formula
Based on the U.S. Department of Education standards for adult learners, 240
words per minute is the average rate of reading for most college level adults.
Depending on factors such as font size, learning environment and the level
of technical complexity of the content, the reading rate for adult learners
may vary from 120-250 words per minute. Therefore, a provider may reasonably
decide to require any self-study reading material to consist of at least
9,250 words for one (1) hour of continuing education credit. This type of
CE credit requires a post-test.
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Compiling a Post-test
The following guidelines were developed to assist providers in preparing
and creating post-test that accurately assess participant learning.
How to write a test question:
- Match a test item to a specific learning objective, or an important
idea in the course content.
- Ask question that do not assess a learning
or important point in the course content.
- Write each question clearly and understandably for the target
- Focus on trivial issues that promote the shallow memorization
- Write succinct questions.
- Make test items intentionally
difficult or tricky.
- Include a variety of test question formats (e.g., T/F, multiple
choice, essay). Be sure that each test question has one undisputedly
questions provided by a publisher’s test bank without reviewing
each item for its relevance to course-specific learning objectives
- Write test questions at a level of difficulty matching the level
of the course learning objectives.
- Include more test items than can be answered by the average participant
in the designated amount of time.
- Have a consistent number of response options.
- Use the responses “all of the above ” or “none
of the above. ”
- Create test questions that require participants to have completed the
Tips to improve the overall quality of test assessments:
- Prepare more test questions than you need; review and delete ineffective
questions before giving the test
- Review all test questions once they are compiled to ensure the wording
of one question does not give away the answers to another question
- Field test questions to identify points of confusion or grammatical errors
- Avoid negatively worded items (e.g., Convicted sex offenders should not
be registered in the community in which they live. T/F)
- Avoid biased questions (e.g., those that subtly or not so subtly, encourage
one response over another)
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Creating a Refund/Cancellation Policy
Your refund/cancellation policy must acknowledge cases of non-attendance
by a registrant, and should also include:
- How a request for a refund/cancellation should be submitted (e.g., in
writing, email, by phone).
- Your policy should clearly state how many days a registrant must notify
you in advance in order to obtain a refund or cancel, and whether an
administrative fee will be assessed.
- Specify the type of refunds you will provide (i.e., full refund,
partial refund, no refund).
- Indicate the timeframe for issuing of refunds (e.g., 3-5 business
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Writing a Grievance Policy
CAMFT-approved providers must have written policies and procedures for complaint
and grievance management. Be sure your grievance policy acknowledges the
- Refund requests
- Complaints about course content
- Complaints about facilities
- Complaints about non-receipt of certificates
- Complaints about miscellaneous occurrences
Grievance policy usually applies to complaints or disputes occurring between
a CE participant and CE provider.
Providers must response to all complaints received by the provider, the BBS,
or CAMFT in a timely and ethical manner.
A record of each complaint and the resolution must be kept and reported to
CAMFT in the initial and subsequent renewal applications.
A grievance statement must be included in promotional materials: “If
you have questions or to report grievances please contact _____________.”
For a sample grievance policy and procedures, please review CAMFT’s at
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