Archive for the ‘Athletic Trainer Certification’ Category

Practicing Responsibly: Understanding Athletic Training Regulation and State Practice Acts

Tuesday, June 7th, 2016

Posted June 7, 2016

Nicole T. Wasylyk

Nicole T. Wasylyk, MSEd, LAT, ATC

Athletic training regulation varies across the United States from no regulation to registration, certification and licensure. Understanding the laws that regulate athletic training services within your area is key to responsible practice.

So what’s the difference between certification, registration and licensure?

The least restrictive form of government regulation is registration; these states require individuals to submit information prior to practicing as an Athletic Trainer (AT). Registration usually requires name and qualifications, but this can vary based on the state. Next is certification; certification protects the titled use of the term Athletic Trainer and is granted to those who meet predetermined standards. In a state where certification is the only requirement, an uncertified individual may perform the duties of an AT but they may not use the title Athletic Trainer. Finally there is licensure, which is the most restrictive form of government regulation. In a state that requires licensure it is illegal to practice athletic training without first obtaining a license.

With ATs employed in clinics, hospitals, collegiate and interscholastic roles, it’s important to understand the language of laws and practice acts. Some states contain restrictive wording that may, unfortunately, limit an AT’s ability to perform services for certain populations. Alaska, for example, states ATs may provide services to athletes; their definition of an athlete “means an individual who participates in an athletic or sport-related exercise or activity, including interscholastic, intercollegiate, intramural, semiprofessional, and professional sports activities.”1 Although not completely restrictive, the act does reveal concerns about use of language and how it can limit an AT’s ability to practice in certain settings.

An example of non-restrictive language includes that from the state of Wisconsin. ATs in this state may evaluate and treat individuals who participate in physical activity with the definition of physical activity being “vigorous participation in exercise, sports, games, and recreation, wellness, fitness, or employment activities.”2  This definition is inclusive of a myriad of patient populations, allowing ATs to practice in any number of settings.

ATs are growing into more dynamic and diverse roles; we provide services to individuals indiscriminate of athletic ability. Rethinking the way our practice acts are written may be critical in the coming years as we progress as a profession so as not to restrict our services to athletes and athletic populations. Some practice acts may not yet be reflective of our new roles or may contain legislation that is over a decade old with minimal amendments since inception.

If you’ve ever seen the Schoolhouse Rock “How a Bill Becomes a Law,” you’ll understand how it takes time and significant effort and support to pass legislation. Similar effort is needed when amending these laws. The National Athletic Trainers’ Association (NATA) and Board of Certification (BOC) have made strong efforts to improve the practice of athletic training, both through support of state licensure and bills related to athletic training practice. Current legislative efforts include the Sports Medicine Licensure Clarity Act (H.R.921 / S. 689), which seeks to provide legal protection for ATs or sports medicine professionals who travel to another state with an athletic team solely to provide care for their team. Currently, medical liability insurance does not cover an AT when they travel with their respective team to states where they are not licensed to practice.3

Be sure to access your state practice act and read through it in its entirety. Even though licensure is required for the vast majority of states, not all practice acts are created equal. Scope of practice is not entirely determined by a practice act, but it is crucial to know exclusions to practicing that may be described within the document. Access your state practice act through the NATA or BOC websites.

References and Resources:




State Regulation

NATA Scope of Practice Webinar

Sports Medicine Licensure Clarity Act

About the Author

Nicole Wasylyk works as an Athletic Trainer in a physician practice at Dartmouth-Hitchcock Medical Center (DHMC) in Lebanon, New Hampshire. Prior to DHMC she resided in Madison, Wisconsin and was an Athletic Trainer in a physician practice at Meriter-Unity Point Health. Wasylyk obtained her Bachelor of Science in Athletic Training from Boston University and Masters of Science in Education from Old Dominion University. She has completed a residency program for healthcare providers who extend the services of a physician at UW Health. Wasylyk also obtained her orthopedic technician certification. Her professional interests include injury surveillance and prevention, standardization of best practices and patient reported outcomes collection. 


Year End Time Management Tips

Friday, August 28th, 2015

By: Cherie Trimberger

BOC Communications Coordinator

It’s hard to believe summer is coming to an end.  As the leaves turn colors, the weather become colder and pumpkin-flavored everything becomes available everywhere, from Starbucks to The Cheesecake Factory. Meanwhile, an important deadline for Athletic Trainers (ATs) is swiftly approaching.  There are only a few months left for ATs to complete their continuing education (CE) requirements.  The current reporting period ends December 31, 2015.

Applying an effective time management strategy is important in maintaining your certification.  Here are some tips to help you to manage your time and prepare for the end of the year.

Know Your Certification Requirements

Athletic Trainers (ATs) are required to complete the following to maintain their certification:

- Standards of Professional Practice
ATs are required to comply with the BOC Standards of Professional Practice, which consists of Practice Standards and the Code of Professional Responsibility.

- Emergency Cardiac Care
ATs must maintain ongoing Emergency Cardiac Care (ECC) certification at the Basic Life Support/Professional Rescuer level or beyond.

- Certification Maintenance Fee
ATs are required to pay an annual certification maintenance fee.

- Continuing Education
ATs must complete a predetermined number of continuing education units (CEUs) during the certification maintenance period. The current period ends December 31, 2015.

- ATs certified in 2013 or before must complete 50 CEUs, which must include at least 10 Evidence Based Practice (EBP) CEUs.

- ATs certified in 2014 must complete 25 CEUs, which must include at least 5 Evidence Based Practice (EBP) CEUs

Stay Organized with 2015 Certification Requirement To-Do List

There are lots of great resources on the BOC website,, to help you find CE courses and get answers to questions about your CE requirements.  One very helpful tool is the 2015 Certification Requirement To-Do List.

A great way to stay organized is to print this to-do list and place it in some place you’ll be able to see  every day, whether it be your office at work or refrigerator at home.  As you complete your requirements, start checking them off the list.

Don’t Forget your Evidence Based Practice Requirements

The EBP category deserves a second look as you work through your CE plan.  As you may know, the BOC announced the EBP requirement in 2012, so ATs must now complete a minimum number of continuing education units (CEUs) in this category.

Fortunately, fulfilling your EBP CE requirement is just like completing any other CE program.  Simply make sure that, out of your total CEUs due, you have completed the minimum amount required from the EBP category.

You can find EBP CEs on the BOC website at (Hint: You can filter by several criteria by clicking the column headers.)  Click on the provider name for contact information for the program you want to take. Some course titles also contain links for additional information.

Approved CEs include both live and home study courses, so there are plenty of opportunities for you to check this requirement off your to-do list.  Begin with a Foundations of EBP program if you’re new to EBP principles.  Then, or if you are already familiar with EBP principles, move on to Clinical EBP programs in your areas of interest.

Don’t Wait to Record Your CEUs

Just imagine, it’s New Years Eve December 31, 2015, you log onto your computer to record your CEUs and the power goes out.  Or maybe your computer crashes, anything can happen when you wait last minute.  Maintaining your CE requirements is paramount to keeping your certification and your ability to work in the athletic training profession.  Don’t take this responsibility lightly and be proactive about recording your CEUs.

An AT who has reported CE activity online can log in to his/her personal profile in BOC Central™ and see the number of CEUs they have entered.  ATs who mail their CE reports to the BOC will not be able to see the CEUs entered in BOC Central™ until the CE report is received and processed by the BOC.

Here is how to record your CEUs online on BOC Central™

1. Log in to BOC Central™

2. Complete AT203 - Continuing Education Reporting Form (due by 12/31/2015)

- In the "Forms" section, click "Enter/Report CE Activities"

- In the "New Forms" tab, select AT203

- Enter details of CE activities

- Click "Save for Later" button until you have met the minimum CE requirements and are ready to submit your final report

- Return to the form in the "In-Process" tab to enter additional CE

- Click "Submit" button ONLY IF you are completely done entering CE and ECC for the current reporting period and have validated the confirmation statements

Just don’t forget to record your CEUs online or by mail by December 31, 2015.

Don’t Be Afraid to Contact the BOC with Questions

Questions? Comments? Email us at or give us a call at (877) 262-3926 (877-BOC-EXAM). You can also leave your thoughts below or send us a message via Facebook or Twitter.  We want to hear from you and answer your questions.  Don’t wait.  Contact us today!

FAQ: What Approved Providers Need to Know About EBP Program Approval

Tuesday, December 2nd, 2014

As a current or aspiring BOC Approved Provider, you may have questions about how to offer BOC Approved Evidence Based Practice (EBP) Programs. Here are a few frequently asked questions with answers to help you through the application process.

Q: How do I apply for EBP program approval?

To be eligible for approval as an EBP event, the program must adhere to at least one of the following application formats: 1) Clinical EBP and/or 2) Foundations of EBP. There are three applications, one for each format and one for an integrated format that includes both clinical and foundations of EBP. Diversity among topics is encouraged in order to provide appropriate content for all clinicians relative to their level of expertise with EBP.

Q: What is the difference between Clinical EBP and Foundations of EBP Programs?

A: Clinical EBP programs are organized around a clinically oriented topic. Examples: Glenohumeral assessment, ACL rehabilitation, sport-related concussion. Foundations of EBP programs promote EBP within the profession by enhancing a clinician’s ability to find and evaluate evidence and apply it to their clinical practice; by defining EBP and how to use it; and by suggesting methods of integrating EBP into practice or teaching.

Q: How long does the EBP approval process take?

A: Providers will be notified of the initial application outcome within 10-16 weeks, depending on the length of the program and/or number of applications pending review.

Q: When does an EBP course expire?

A: Clinical EBP courses expire after two years. Foundations of EBP courses expire after five years. Course expiration date is always December 31st.

Q: What is considered “contemporary” experience on the EBP Faculty Qualification Form?

A: The term “contemporary” is not defined by dates. Qualified speakers must demonstrate current or recent examples of expertise.

Q: What format is required for the EBP home study course assessment?

A: As long as the evaluation activities demonstrate measurement of all learning outcomes of the course, the assessment can be varied and administered in an assortment of formats. For example:

  • - An exam using multiple choice questions and or other question formats. Questions would be based upon learning outcomes/content of the course.
  • - An EBP case study where students are asked to answer various questions based upon the case. Questions are related to course learning outcomes. These questions could be in a multiple choice or open-ended format.
  • - An assignment such as the following: The purpose of this assignment is three fold: 1) to demonstrate the ability to develop a clinical question using the PICO format, 2) to demonstrate the ability to search the CSR and other databases to find literature related to the clinical question and 3) to analyze, synthesize and create an outline of findings that answer the clinical question based upon the literature.
  • - Cochran Systematic Review/other databases: Participants will each develop a clinical question on a topic and research it using the Cochran library system and other databases. Students will develop an outline of their findings based upon the evidence.

Task Force and Panel Begin Work on Practice Analysis Study

Wednesday, October 15th, 2014
Members of the Practice Analysis Task Force and the Practice Analysis Panel

Members of the Practice Analysis Task Force and the Practice Analysis Panel met in Omaha in October to review the practice standards for BOC Certified ATs.

By Amanda Webster, ATC

For three days, a group consisting of six Practice Analysis Task Force members and 17 panelists met at the Board of Certification headquarters in Omaha, Nebraska, with the objective of reviewing practice standards for Certified Athletic Trainers (ATs).

It was the intention of the BOC to form a group that would represent ATs in a variety of settings and geographical locations. Panelists and task force members were selected based on their experience, education and the region in which they practice. Members of the group would have the knowledge of experienced ATs as well as the fresh perspective of newly-minted ATs.  ATs in the high school, college, military, hospital, physician practice, therapy clinic and performing arts settings were represented.

Under the guidance of James Henderson, a psychometrician, the group debated previous existing domains, tasks, knowledge and skills.  A psychometrician (in case you have never heard the term) designs, administers and interprets quantitative tests.  Dr. Henderson served as a mediator for discussions, recorded agreed-upon statements and aided in defining terminology.  When all is said and done, he will use the information gathered to help develop the next step in the process of the practice analysis study.

The task proved tedious at times with respect to discussions about the growth of our profession and advancements in sports medicine.  The last practice analysis study was performed six years ago.  Major topics of discussion were traumatic brain injury management, Evidence Based Practice and patient population.  We were able to reach a consensus on domains, terms and definitions by respecting everyone’s background and maintaining a professional and team-oriented view.

As a panelist, my biggest takeaway from this meeting was the vast knowledge and skills a Certified Athletic Trainer is required to have.  When you put it on paper, the list seems endless! Working in the company of distinguished ATs was truly encouraging.  I have no doubt I will be applying to participate in future BOC events, and I encourage young professionals like myself to do the same.

Even if you were not a part of the meeting, you will have the opportunity to be involved in the next step of the practice analysis study.  The newly established domains and task statements will be validated by an online survey, which a stratified random sample of Certified ATs will be invited to participate in.  This will serve as the blueprint for the BOC exam as well as for continuing education program development.

4 Steps to Getting the EBP Credits You Need

Tuesday, October 7th, 2014

We’re already nearly halfway through the current reporting period. Are you on track to meet your continuing education (CE) requirements? More importantly, do you know how to meet your CE requirements?

The new Evidence Based Practice (EBP) category deserves a second look as you work through your CE plan. As you may know, the BOC added the EBP requirement just this year, so Athletic Trainers must now complete a certain of continuing education units (CEUs) in this new category. These requirements must be met and reported by December 31, 2015.

Fortunately, fulfilling your EBP continuing education requirement is just like completing any other CE program. Simply make sure that, out of your total CEUs due, you have completed the minimum amount required from the EBP category.

So … how many CEUs is that?

How Many EBP CEUs Do I Need to Do?

The number of EBP CEUs required depends on when you were certified. Let’s break it down:

  • If you were certified in 2013 or before, you must complete 50 total CEUs. Of those, at least 10 must be in EBP
  • If you were certified in 2014, you must complete 25 total CEUs. Of those, at least 5 must be in EBP

Great! Now let’s go find some EBP CEUs.

Where Do I Find EBP Programs?

On the BOC website!

The BOC has approved more than 210 CEUs in the EBP category. Approved CEUs include both live and home study courses, so there are plenty of opportunities for you to check this requirement off your to-do list.

Here is how to get the EBP CEUs you need:

  1. Use the BOC’s online program listing to browse current courses. (Hint: You can filter by several criteria by clicking the column headers)
  2. Click on the provider name for contact information for the program you want to take. Some course titles also contain links for additional information
  3. Begin with a Foundations of EBP program if you’re new to EBP principles
  4. Then, or if you are already familiar with EBP principles, move on to Clinical EBP programs in your areas of interest

That’s all there is to it! Just don’t forget to record your CE in BOC CentralTM by December 31, 2015.

Questions? Comments? Leave your thoughts below or send us a message via Facebook or Twitter.


Hip Impingement at a Young Age

Tuesday, April 22nd, 2014

April is National Youth Sports Safety Month. New research has surfaced showing that youth soccer players are at increased risk of developing hip impingement. The study looked at plain radiographs taken at baseline and at a two-year follow up to determine what structural changes occurred.

The article was based on the abstract, so not all the research information was available. Methodology questions include the following:

  • Were they all single sport athletes?
  • What was the frequency, duration and intensity of the practice?
  • What did a typical practice look like?

Without that additional information it is hard to truly evaluate the research and draw meaningful conclusions. But, nevertheless, it is a concern that our younger athletes are developing these changes at a young age. If these athletes are all single sport athletes, then it would improve our ability to talk with parents and coaches about the risks of playing one sport on their maturing body and the benefits of participating in other activities.

It is also important to learn more about what would decrease the chances of developing impingement. Would there be fewer changes if they were playing multiple sports throughout the year that focused on different motions? Would a training program that emphasized deceleration, pivoting and lateral strength decrease these changes? If they are playing competitively year round, would there be fewer changes if the season was shorter and more emphasis was placed on skill development?

Have you noticed an increase in hip pain in youth soccer players? Have you successfully implemented programs that have reduced that incidence?

Written By:

Highlights from the 5th Annual Youth Sports Safety Alliance Summit

Tuesday, April 8th, 2014

The Youth Sport Safety Alliance (YSSA) is a growing group of healthcare, sports organizations and parent activists who have one goal: make America’s sports programs safer for young athletes.1Organized by the National Athletic Trainers’ Association (NATA) in 2010, the Alliance has grown to over 140 members. I had the opportunity to attend the YSSA’s 5th Annual Summit, and I’d like to share some highlights.

First was the presentation by former student-athletes Lauren Long and Samantha Sanderson. These two young women suffered career-ending and life-changing brain injuries as the result of their competitive soccer careers. They shared their injury history and their recovery and rehabilitation journeys with the audience. It’s so powerful to hear from someone who has walked the walk, and these two ladies were great. What was more powerful was how they are creating a place for injured athletes to share their stories – so athletes, parents and others supporting brain injured athletic patients can see they’re not alone. Their organization Concussion Connection is just getting off the ground. I urge you to browse the page and read the stories. Besides the one-on-one interviews with World Champion goalie Briana Scurry and former NFL offensive lineman Kyle Turley, the site allows injured athletes to share their personal stories.

Dr. Brian Hainline, MD, the first Chief Medical Officer of the National Collegiate Athletic Association (NCAA), shared his thoughts on the current initiatives of the NCAA in the areas of student-athlete safety. He reminded the audience that the NCAA was formed as the result of President Theodore Roosevelt’s push for rule changes in football – to protect the student-athletes, due to the increasing number of injuries in college football. In "1906 the Intercollegiate Athletic Association of the United States aka IAAUS was formed. In 1910 the IAAUS became the NCAA".2 Look for proposed legislation this summer from the NCAA regarding the accountability and reporting structure of the healthcare team at NCAA member institutions.

Riana Pryor, MS, ATC, Director of Research for the Korey Stringer Institute (KSI), shared the current status of KSI’s project CATCH ON - Collaboration for Athletic Training Coverage at High schools: an Ongoing National survey - Public Schools. This is a huge project providing a much needed update to the previous estimate that 42% of high schools had access to an AT. They are moving on to their second phase – surveying private schools.

Groups such as SafeKids, Simon’s Fund, the Nick of Time Foundation and the Kendrick Fincher Hydration Foundation shared their organizations’ work in promoting awareness of safety, sudden cardiac arrest and hydration risks in concurrent sessions. The work by these foundations and smaller groups are no less important than those of the NCAA, NATA and NFL in raising awareness. Their stories are often more powerful because of the unfortunate loss that served as their motivation for creating these groups, which is to carry the message that this does not have to happen again!

Written By:
Denise Fandel, MBA, CAE

1 National Action Plan for Sports Safety
2 Article Source: accessed 4-3-2014   


Putting the BOC Facility Principles Document to Use

Wednesday, April 2nd, 2014

The BOC Facility Principles document has become quite useful to the Athletic Training Program at Catawba College.  It is being integrated into our Athletic Training Policies and Procedures document.  The document contains many of the "checklist items" we have been performing all along as an athletic training staff and with our athletic training students but have never really "written down" and documented on paper.  One area that we have been doing great all along is having our therapeutic modalities inspected on an annual basis and maintaining that documentation, along with having our campus maintenance department inspect our electrical outlets.  We have documented these inspections via a letter kept on file from the facilities director.  One area that never had formal documentation was in educating our staff and students per slips, trips and falls prevention. This is being addressed with a Power Point education component and a handout with educational tips for preventing falls.  Areas that we strengthened were our Exposure Control Plan and Adverse Medical Event Reporting.  I researched more thoroughly what should be included in both of these sections and made changes as needed.

My personal goal is: Should there ever be ‘formal accreditation’ of collegiate athletic training facilities per the BOC Facility Principles, Catawba College gets that "gold star" next to our name.  Should BOC Facility Principles become a required or a mandated standard for CAATE accredited institutions, Catawba College is ahead of the curve and has the "facilities accreditation status"!  In addition, should the BOC Facility Principles be included or required in the next go-around of CAATE accreditation documentation, again we are ahead of the curve with our document done and ready to go.  By using the BOC Facility Principles, we are finding some areas that may be weak or need further enhancement per our athletic training operations, policies and procedures. This document is helping us recognize those areas to be addressed.

Also, if there is an item that requires additional funding or resources, this document can serve as an ‘avenue of proof and justification’ to our administration showing a need for such financial assistance.  As I am putting the BOC Facility Principles document together, I am treating this similarly to the CAATE accreditation process.  I am collating materials into a three-ring binder and creating appendices with the supporting documentation items and forms for each section. My plan is for the athletic training staff every May and December to review this document per our "compliance" and to make any necessary changes or adjustments as needed.  Also, we can review our educational components for ourselves as a staff and what we need to review and teach the athletic training students and/or work-study students.  Some of the items have already been included as part of the clinical experiences for the athletic training students.

Written By:

Bob Casmus, MS, LAT, ATC
Head Athletic Trainer
Catawba College

Improve Patient Outcomes with Evidence Based Practice

Monday, March 31st, 2014

Providing the best possible patient care involves staying up-to-date on advances in the healthcare profession. That’s why the BOC added a new continuing education (CE) category beginning in 2014. The Evidence Based Practice (EBP) category helps Athletic Trainers (ATs) infuse the best new evidence into clinical decision-making, with the goal of improving patient outcomes.

By completing activities in the EBP category, ATs learn how to find and analyze the most current research evidence available. Then, with research in hand, ATs can use clinical expertise and their patients’ own values to make healthcare decisions.

To assure that ATs have the opportunity to learn about new healthcare research, the BOC now requires a certain number of EBP continuing education units (CEUs) to maintain certification.

Requirements for Certification Maintenance

ATs are required to complete a minimum number of EBP CEUs to maintain their BOC certification. All CEUs are due by December 31, 2015.

  • ATs certified before 2014 must complete 50 CEUs, including at least 10 EBP CEUs
  • ATs certified in 2014 must complete 25 CEUs, including at least five EBP CEUs

BOC Approved EBP programs are listed on the BOC website. Approved programs are updated monthly

Two types of EBP programs are available:

  • Foundations of EBP - programs help clinicians understand EBP methodology, find and evaluate evidence, and apply it to their clinical practice
  • Clinical EBP - programs are organized around a clinically appraised topic, such as evaluation, treatment and rehabilitation of injuries and illnesses. These programs follow a five-step EBP process

Only those programs listed on the BOC website are eligible for EBP Category CEUs, and programs are only eligible for credit on or after their approval date.

EBP Course Approval

Some CE programs may appear to follow EBP principles. However, only programs that have been approved by the BOC for the EBP Category are eligible for credit in this category. Providers, not ATs, are responsible for getting BOC approval.

BOC Approved Providers who would like to offer EBP Category programs are invited to submit the activity for BOC approval. The application asks providers to follow a five-step EBP process during program development to ensure that basic EBP principles are followed.

Once a program is submitted, it will undergo peer review to ensure basic EBP principles are incorporated into the program. The BOC then lists approved programs on its website .

For complete information on the EBP category, check out the new 2014-2015 Certification Maintenance Requirements document.

Written By:
Melissa Breazile

Program Director Highlights: Christine Odell

Tuesday, March 18th, 2014

Program Director Highlights from the Spring 2014 PD Update Program Director – Christine Odell
Metropolitan State University of Denver

1) What is the name of your institution? 

Metropolitan State University of Denver

2) How long have you been a PD at this institution? Seven years

3) How many students are currently in your program(s)? There are 32 students in the clinical portion.

4) Do you teach any class(es)?  If so, which one(s)? I teach Upper Extremity Injury Evaluation, Foundations of Athletic Health Care, Anatomical Kinesiology, General Medical Topics in Athletic Training, Therapeutic Modalities in Athletic Training and Administrative and Research Topics in Athletic Training.

5) Do you use the BOC Self Assessment Exam(s) as tools to assist your students in preparing for the exam? How? Yes. I encourage my students to purchase at least one, and I use the small free example to show students how questions are formatted. We go through these as a group and discuss how the question is written. I try to focus their attention away from wanting to know their ‘score’ on these exams.

6) How do you prepare your students for the BOC exam?

I actually bring up the BOC web site and I do NOT log in. I then take them through all the information that is public. I start with the Candidate Handbook, move to the scheduling area and then the style guide. We discuss the style guide in depth. After this, all students are required to purchase the RD/PA6 because we use it to create assignments. I do not hold study/review sessions. I only hold reviews in content delivery. I feel when they reach this point, they have to learn how to organize their own studying. Therefore, my job is to focus on what they cannot control: knowing what they can and cannot take into the exam room, how the exam is formatted, etc. I take that unknown out of the equation so they can focus on studying the actual content.

7) What study materials do you recommend to your students? I recommend all the text books used in our curriculum and having access to the RD/PA6 and a good medical dictionary – either Tabor’s or Steadman’s. Otherwise I feel it is very overwhelming for students.

8) Please provide some tips for how you prepare your students for entering the real world (e.g. completing the BOC paperwork post-exam; state licensure/registration/certification; NPI numbers).

During the admin class this is actually one of our final discussions. I go over the BOC web site again and go through the "Certified" section and log in with my credentials and show them what I have to do.

9) Do you have any tips, suggestions or questions for other PDs? If you have not already, explore the BOC web page. It holds all essential information. If you do not understand something, call the BOC office. It is always surprising when you think you have very unique situation and they say, "It happens all the time. Here is what you need to do…"  They are extremely approachable and helpful.

If you are a PD who would like to be considered for inclusion in the Featured Program Highlights, please submit an email with your interest to