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Purpose of this Resource BriefThe Office of Minority Health (OMH), U.S. Department of Health and Human Services has placed an increasing emphasis on implementing the National Standards for Culturally and Linguistically Appropriate Services (CLAS Standards). For example, in August, 2015, they rolled out a Guide to Providing Effective Communications and Language Assistance Services.1 We have designed this brief to supplement the Guide released by the OMH with a focus on behavioral health organizations. It is tailored to aid you in developing and implementing policies, providing services and supports, and conducting on-going quality improvement activities for organizations in your system of care to meet the CLAS Standards. The brief will cover the background of the CLAS Standards, including the legal and regulatory history. It will then discuss why it is important to effectively implement the CLAS Standards. Finally, it will provide you with resources to get started implementing the CLAS Standards or improving CLAS Standard in the behavioral health context.
What are the CLAS Standards?In 2000, based on Title VI of the Civil Rights Act and Presidential Executive Order 13166, the Office of Minority Health (OMH) published the National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health Care. According to the Office of Minority Health, the CLAS Standards “are intended to advance health equity, improve quality, and help eliminate care disparities by providing a blueprint for individuals and health care organizations to implement culturally and linguistically appropriate services.”2 In 2010, the OMH began an enhancement initiative that concluded in the publication of the Enhanced National CLAS Standards for Health and Health Care in 2013.
The CLAS Standards are not laws. However, they contain mandates, guidelines and suggestions. The mandates included in the CLAS Standards are those that include activities that are covered under Title VI of the Civil Rights Act of 1964 Policy Guidance. The mandates in the CLAS Standards are found in Standards 4, 5, 6, 7, and 10.3
Title VI of the Civil Rights Act of 1964 and its accompanying Executive Order 13166 prohibit recipients of federal financial assistance from discriminating based on national origin (among other things) by failing to provide meaningful access to persons with Limited English Proficiency (LEP).4 The Executive Order requires each federal agency to issue guidance on how recipients can provide meaningful access to individuals with Limited English Proficiency and thus comply with Title VI. The U.S. Department of Health and Human Services (DHHS) published their guidelines on August 8, 2003.5 The DHHS guidelines define who qualifies as an individual with Limited English Proficiency. It details how to determine the extent of an organization’s obligation to provide LEP services. In addition, the guidelines explain what language assistance
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Prepared By:Catalina Booth, J.D. Kathy Lazear, M.A.
Published by:The Cultural & Linguistic Competence (CLC) Hub of the Technical Assistance Network for Children’s Behavioral Health (TA Network)
Resource Briefs are generated in response to a technical assistance request from System of Care grantees and the larger children’s behavioral health field.
A Core Partner of THE TA NETWORK
the technical assistance network for children’s behavioral health
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services should be provided and how they should be selected. Finally, the guidelines outline the requirement that recipients of federal funds must have an effective written plan for language assistance for individuals with Limited English Proficiency. The Enhanced CLAS Standards give further guidance on complying with these requirement to provide meaningful access to individuals with Limited English Proficiency.
Why It’s Important to Effectively Implement CLAS StandardsIt is necessary to provide culturally and linguistically competent services in order to respond to current and projected demographic changes in the United States. The number of cultural and linguistic minorities in the United States continues to grow. For example, a rural school district in Arkansas reported having 2,237 English language learners who spoke 16 different languages. Meanwhile, one of the nation’s largest school districts (Houston Independent School District) served 58,000 English language learners representing more than 80 languages.6 The national statistics are similar. For example, in 2011, 9% of the U.S. population age 5 and over (25.3 million people) does not speak English in their home and rates their English-speaking abilities as “not at all” or “not well.”7
With such a growing diverse population, culturally and linguistically competent services are needed to eliminate behavioral health disparities. According to the Surgeon General’s Report, Mental Health: Culture, Race and Ethnicity, minorities are less likely to have access to available mental health services; are less likely to receive necessary mental health care; often receive a poorer quality of treatment; and are significantly underrepresented in mental health research.8 Financial barriers, alone, do not explain these gaps. For example, studies have found that Hispanics/Latinos are less likely to use behavioral health services even when insurance coverage and socio-economic status are held constant. Experts believe that language barriers, socioeconomic restraints, and a “mismatch between a program’s goals and the cultural values and beliefs of the target population” likely cause these differences.9 The cultural and linguistic competence techniques and standards
discussed in the Enhanced CLAS Standards improve communication, increase trust, improve culturally specific knowledge that improves service delivery and outcomes, and expand understanding of participant’s cultural behaviors and environments.10 Therefore, CLAS standards work to reduce health disparities.
In addition, culturally and linguistically competent services are needed to improve the quality of behavioral health because culture plays an important role at each step of the access, diagnosis and treatment stages.11 More specifically, the CLAS Standards help to ensure that the care provided is effective, equitable, understandable and respectful.12 By implementing the CLAS Standards, organizations will address the following objectives:
» Ensure that all have access to health services
» Improve family and youth health satisfaction
» Increase staff competence and confidence
» Become more viable for grants and contracts
» Reduce costs
» Prepare to meet federal and state requirements
» Increase emphasis on cultural identity, which encompasses and exceeds race, ethnicity or language
» Increase cultural competence
Getting Started and Moving Forward with CLAS ImplementationCLAS implementation must be structured – that is, deliberate and not left to happenstance. The principles and activities of CLAS should be integrated throughout an organization and system of care and undertaken in partnership with the families, youth and communities being served. More specifically, CLAS Standards need to be integrated into and implemented at all levels of a system of care, policy making, management, community and service (or front line practice) levels. Therefore, multiple strategies are necessary to implement CLAS Standards.13
In their CLAS Implementation Manual, the Massachusetts Department of Public Health presents
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a comprehensive strategy for getting started with CLAS.14 They summarize their strategy into a 12 step process that involves the following steps:
1. Implement a diversity plan.
2. Assess cultural competence.
3. Know the populations you serve.
4. Become familiar with their cultures.
5. Plan and evaluate.
6. Make services accessible.
7. Match services to needs.
8. Reflect community diversity in your workforce.
9. Offer diversity training.
10. Involve the community.
11. Monitor progress.
12. Share what you’ve learned.
This list provides an excellent starting point for any organization implementing the CLAS standards or reviewing their CLAS implementation. The manual then groups the 15 CLAS standards into six categories and provides tools and promising practices for each of
the six areas. These six categories should help organize and focus CLAS Implementation efforts.
The successful implementation of the CLAS Standards depends on-going dialogue with key stakeholders within the community. Work with partners to share information, such as training agendas, jobs openings, and interpreting services. Your agency is just one of many agents of change. Collaboration benefits everyone.
In an effort to assist you in your CLAS implementation efforts, we have created a chart that lists each CLAS standard and provides resources, ideas or promising practices for each standard. The CLAS Standard Resource Chart is attached as Appendix A. This list of resources and ideas is designed to help you effectively implement CLAS standards so that your organization can provide meaningful access to behavioral health care services to culturally diverse populations.
If you need additional technical assistance please contact the authors of this brief:
» Catalina Booth at [email protected] or » Kathy Lazear at [email protected]
Foster Cultural
Competence
CLAS
Build Community
Relationships
Collect Diversity Data
Ensure Language
Access
Reflect and Respect Diversity
Benchmark: Plan and Evaluate
Adapted from Massachusetts Department of Public Health. 2013. Making CLAS Happen: Six Areas for Action.
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Endnotes1 https://hclsig.thinkculturalhealth.hhs.gov/2 https://www.thinkculturalhealth.hhs.gov/content/
clas.asp (accessed July 2015).3 Jane Perkins, National Health Law Program,
Ensuring Linguistic Access In Health Care Settings: An Overview of Current Legal Rights and Responsibilities (available from The Kaiser Family Foundation, August 2003).
4 http://www.lep.gov/faqs/faqs.html#Two_EO13166_FAQ.
5 65 FR 153 (August 8, 2003. Accessed in July 2014 at http://www.justice.gov/crt/about/cor/lep/hhsrevisedlepguidance.pdf.
6 http://www.sedl.org/pubs/sedletter/v12n02/2.html. Accessed July 2015.
7 http://www.migrationpolicy.org/article/limited-english-proficient-population-united-states (accessed July 2015).
8 Cultural Competence in Mental Health, University of Pennsylvania Collaborative on Community Integration. http://tucollaborative.org/pdfs/Toolkits_Monographs_Guidebooks/community_inclusion/Cultural_Competence_in_MH.pdf.
9 McCabe, K.M., Yeh, M., Garland, A.F., Lau, A.S., & Chavez G. (2005). The GANA Program: A Tailoring Approach to Adapting Parent Child Interaction Therapy for Mexican Americans. Education and Treatment of Children, 28, 111-129.
10 Brach, C., & Fraser, I. (2011). Reducing Disparities through Culturally Competent Health Care: An Analysis of the Business Case. Alliance for CLAS. .
11 U.S. Department of Health and Human Services. (2001) Mental Health: Culture, Race, and Ethnicity-A Supplement to Mental Health: A Report of the Surgeon General. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services.
12 U.S. Department of Health and Human Services. (2013). National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care: A Blueprint for Advancing and Sustaining CLAS Policy and Practice. U.S. Department of Health and Human Services, Office of Minority Health.
13 Lazear, K.J. (2015). Implementing CLAS: Meeting the Behavioral Health Needs of Diverse Populations. Presentation for Families & Communities Empowered for Success. Miami Dade County’s Child Mental Health Initiative
14 Massachusetts Department of Public Health. 2013. Making CLAS Happen: Six Areas for Action. http://www.mass.gov/eohhs/gov/departments/dph/programs/admin/health-equity/clas/making-clas-happen.html (accessed July 2015).
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CLAS STANDARD IMPLEMENTATION IDEAS AND RESOURCES1. Provide effective, equitable,
understandable and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy and other communication needs.
» Create a cultural and linguistic competence plan. See attached sample plan from FACES in Appendix B.
» Evaluate access to service and create a plan to increase access. See page 20 of : http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-1-foster-cultural-competence.pdf
» Assess cultural and health beliefs of each participant and incorporate into the care/service plan.
» Review educational and written materials provided to participants. Assess the language literacy level of the materials. Include participants in the review.
» Create a cultural and linguistic competence committee that includes participants and other community members.
» Review Lessons Learned on the Implementation of the National CLAS Standards in Behavioral Health Settings at http://gucchdtacenter.georgetown.edu/resources/Webinar%20and%20Audio%20Files/June182015WebinarPPT.pdf.
2. Advance and sustain organizational governance and leadership that promotes CLAS and health equity through policy, practices and allocated resources.
» Include CLAS compliance and regular evaluation of CLAS implementation in contracts for service providers.
» Include CLAS implementation and compliance steps into work plan.
3. Recruit, promote and support a culturally and linguistically diverse governance, leadership and workforce that are responsive to the populations and service area.
» Recruit at minority health fairs.
» Develop relationships with minority affairs office and career placement office at local colleges and universities.
» Advertise job opportunities in minority publications and news sources and post information in multiple languages.
» Utilize community members as volunteers or paid staff to serve as interpreters, cultural mediators, trainers, community health workers, etc.
4. Educate and train governance, leadership and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.
» Utilize Language Assistance and Health Beliefs Toolkits developed by TA Network and Covian Consulting.
• http://cfs.cbcs.usf.edu/projects-research/_docs/2015-01HealthBeliefToolkit.pdf
• http://cfs.cbcs.usf.edu/projects-research/_docs/2015-01LanguageToolkit.pdf
» Ensure that all training is culturally and linguistically competent. Utilize the checklist in Attachment B.
» Identify cultural mediators/translators that can provide seminars or trainings on unique issues in their local communities. Use the session to round-table/brainstorm ideas on how to serve the identified population.
» Provide incentives for staff and leadership to volunteer in the community and learn about the community members and other cultures.
APPENDIX A
CLAS Implementation Resources
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CLAS STANDARD IMPLEMENTATION IDEAS AND RESOURCES5. Offer language assistance to individuals
who have limited English proficiency and/or other communications needs at no cost to them, to facilitate timely access to all health care and services.
» Create language access plan, policies and procedures. Some samples can be found under the subheading CLAS Implementation: Language Access and Communication in the CLC Hub Library which can be accessed at: http://cfs.cbcs.usf.edu/projects-research/CLChub_CLAS.cfm
» Create signs for use at reception, intake or meeting areas that simply state available language assistance. Provide the signs in the different languages of the populations served.
» Provide voice mail or automated phone messages in multiple languages.
» Utilize the Ensure Language Access Checklist developed by the Massachusetts Department of Public Health http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-6-ensure-language-access.pdf See page 155-168 for additional resources.
6. Inform all individuals of the availability of language assistance services clearly and in their preferred language, verbally and in writing.
» See No. 5.
» When appointments are made or participants are invited to meetings or events, remind them of availability of language assistance services.
7. Ensure the competence of individuals providing language assistance, recognizing that the use of untrained individuals and/or minors as interpreters should be avoided.
» Observe interpreters on a regular basis to assess their language skills, cultural competency, and other communication skills.
» Review the TA Network CLC Hub webinar on Using Interpreters: https://theinstitute.adobeconnect.com/p1fg28q1016/
» See Interpreter Competencies and Screening Questions at page 160 of the Mass. Department of Public Health Manual http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-6-ensure-language-access.pdf
» See resources for working with interpreters found under the subheading CLAS Implementation: Language Access and Communication. http://cfs.cbcs.usf.edu/projects-research/CLChub_CLAS.cfm
8. Provide easy-to-understand print and multi media materials and signage in the languages commonly used by the populations in the service area.
» See resources from Vanguard Communications at www.vancomm.com.
9. Establish culturally and linguistically appropriate goals, policies and management accountability, and infuse them throughout the organization’s planning and operations.
» See sample manuals, policies and procedures.
• http://cfs.cbcs.usf.edu/projects-research/CLChub_generaltools.cfm
• http://cfs.cbcs.usf.edu/projects-research/CLChub_CLAS.cfm
• http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-4-benchmark-plan-and-evaluate.pdf (see pages 103-106 for Cultural Competence Planning Worksheets)
» Involve the CLC Committee in goal and policy setting. Ensure that the CLC Committee includes leadership/executives, staff members, key community members and stakeholders such as clients or participants.
» Include CLC plans, activities and resources in the organization’s budget. Include funding for interpretation and translation needs.
» Include these CLC goals, policies and procedures in contract language with partner agencies and service providers.
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CLAS STANDARD IMPLEMENTATION IDEAS AND RESOURCES10. Conduct ongoing assessments of the
organization’s CLAS-related activities and integrate CLAS-related measures into assessment measurement and continuous quality improvement activities.
» See resources found at: http://cfs.cbcs.usf.edu/projects-research/CLChub_assessments.cfm
» See example of self assessment tool crated by the Massachusetts Department of Public Health: http://www.mass.gov/eohhs/docs/dph/health-equity/clas-self-assessment-fy15.pdf
» See attached sample assessment to be completed by participants. See Appendix D for a sample Self Assessments.
11. Collect and maintain accurate and reliable demographic data to monitor and evaluate the impact of CLAS on health equity and outcomes and to inform service delivery.
» Complete training on Behavioral Impact Statement and data collection. One resource is a webinar put on by TA Network which can be accessed at: https://www.youtube.com/watch?v=JNKSjDWp3s0
» Collect data beyond race, ethnicity and language. Include disability status, mobility needs, gender identity, sexual orientation, educational level, and religion or spirituality.
» For additional resources and ideas see: http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-3-collect-civersity-data.pdf
12. Conduct regular assessments of community health assets and needs and use the results to plan and implement services that respond to the cultural and linguistic diversity of populations in the service area.
» Conduct a survey of community assets using community members as information sources. See the following resources:
• Appendix D of http://communityscience.com/knowledge4equity/AssetMappingToolkit.pdf
• http://www2.nami.org/Content/NavigationMenu/Find_Support/Child_and_Teen_Support/CIT_for_Youth/CITYouthWorkbook_Web_Step2.pdf
13. Partner with the community to design, implement and evaluate policies, practices and services to ensure cultural and linguistic appropriateness.
» Involve community stakeholders and utilize community health workers or cultural brokers, mediators or interpreters.
» Use the Community Collaboration Checklist created by the Massachusetts Department of Public Health. See pages 41-52. http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-2-build-community-partnerships.pdf
» For additional information on cultural brokers:
• http://culturalbroker.info/1_overview/index.html
• http://www.cebc4cw.org/program/cultural-broker-program/detailed
• https://www.fresnostate.edu/chhs/ccassc/documents/TheRoleofaCulturalbrokerrevpubvers.pdf
14. Create conflict and grievance resolution processes that are culturally and linguistically appropriate to identify, prevent and resolve conflicts or complaints.
» Appoint a cultural competence committee to hear and address grievances.
» Implement a grievance policy. See pages 136-139 of the Massachusetts Department of Public Health CLAS Manual http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-5-reflect-and-respect-diversity.pdf
15. Communicate the organization’s progress in implementing and sustaining CLAS to all stakeholders, constituents and the general public.
» Create a list of media sources that includes media from all the populations of focus.
» Develop social marketing resources. For ideas and resources on this topic see page 53 of: http://www.mass.gov/eohhs/docs/dph/health-equity/chapter-2-build-community-partnerships.pdf
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APPENDIX B
CLC Plan 2013-2015 FACES ExpansionThe Cultural and Linguistic Competence Plan has been divided on three different parts:
I. Introduction
II. Tasks on Process to be Accomplished
III. Task accomplished
I. Introduction Core Agreements/ DefinitionsFor the purpose of this document, the cultural and linguistic competence definitions have been adapted from Cross, Bazron, Dennis & Isaaac’s (1989) Toward Cultural Competent System of Care: A Monograph on Effective Services for Minority Children Who are Severely Emotionally Disturbed.
Cultural Competence is a set of congruent behaviors, attitudes, knowledge, responsiveness, wiliness, skills and policies that come together in a system, agency or among professionals that enables effective work in multicultural and cross-cultural contexts.
The word culture refers to integrated patterns of human behaviors that include the language, strengths, thoughts, world perceptions, communications patterns, literacy, actions, customs, rituals, traditions, norms, rituals, beliefs, values and institutions of racial, ethnic, religious, generational, intergenerational differences or groups.
The word competence implies having the capacity to function effectively as an individual and an organization within the context of the cultural beliefs, behaviors, strengths and needs presented by consumers and their communities.
Cultural Competent Care: organizations should ensure that participants receive from all the staff members’ effective, understandable, and respectful care that is provided in a manner compatible with the cultural health beliefs and practice and preferred language. Participants should be educated and advocated for.
Values and Principles4. Holding a person in a positive high regard
5. Person Centered
6. Creating safety
7. Valuing the person
8. Respect and validate for individuals and communities
F.A.C.E.S Cultural and Linguistic Competence Plan The Cultural and Linguistic Competence Plan (CLCP) is designed to ensure that all of the services and strategies are designed and implemented within the cultural and linguistic context of the children, youth and families to be served. The overarching goal of the CLCP is to ensure that the system of care adopts a systemic, systematic and strategic approach to increasing the cultural responsiveness of services and supports delivered to children, youth and families, and a sensitivity and appreciation for diversity and cultural issues throughout the system of care.
This document contains specific tasks and responsibilities that should be addressed within six critical domains related to cultural and linguistic competence. They are:
1. Governance and organizational infrastructure
2. Services and supports
3. Planning and continuous quality improvement
4. Collaboration
5. Communication and
6. Workforce development.
The CLCP is structured such that specific tasks and action steps from the six domains are provided for all levels of accountability within the system of care, including the policy and governance, administrative, practice, child, youth and family levels of service. This format also reflects the importance of a team approach and shared responsibilities in working
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towards the development of a culturally and linguistically competent system of care. Everyone on the system of care team, including the governance body, is responsible for infusing cultural and linguistic competence throughout the system of care.
The following guidelines are provided for understanding the format and completing this template:
» Action Steps: This column explicitly states the measurable and time-sensitive tasks to be completed within a year’s time by the responsible members of the system of care community at each level of accountability.
» Benchmarks: This section provides observable indicators of progress in reaching or measuring the goal. For instance, a benchmark related to the provision of training on cultural and linguistic competence might be: 100% of system of care staff has received mandated CLC training by January, or within 6 months of hiring.
» Responsible Party: This area should be used to indicate the specific individuals, teams, agencies and/or systems responsible for completing the task.
GB: Governance Board
CLC: Cultural and Linguistic Competence
CLCP: Cultural and Linguistic Competence Plan
CLCSb: Cultural and Linguistic Competence Subcommittee
E-CLAS Standards: Enhanced – Culturally and Linguistically Appropriate Services
FOF: Federation of Families
PD: Program Director
PS: Program Subcommittee
SM: Social Marketing Subcommittee
SFBHN: South Florida Behavioral Health Network
YM: Youth Move
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II. T
ASK
S O
N P
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licy
and
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FY
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–prim
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me
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ltura
l defi
nitio
ns st
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Enha
nces
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rds.
As N
ov. 2
014
the
new
grid
fo
r FO
F/YM
has
bee
n im
plem
ente
d
GB
prim
ary
CLCS
b -s
econ
dary
1.3
Sel
ect f
amily
mem
bers
to se
rve
on
the
gove
rnan
ce b
oard
with
spec
ific
pref
eren
ce fo
r fam
ilies
with
chi
ldre
n an
d yo
uth
curr
ently
rece
ivin
g sy
stem
of c
are
serv
ices
.
By a
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1, 2
, 3
1. R
evie
w fa
mily
mem
bers
list
and
mak
e re
com
men
datio
ns to
ens
ure
that
CLC
val
ues
and
prin
cipl
es a
re in
clud
ed in
the
sele
ctio
n of
fa
mily
mem
bers
to se
rve
on th
e go
vern
ance
bo
ard.
2. R
ecru
it H
aitia
n fa
mily
mem
bers
to se
rve
on
the
gove
rnan
ce b
oard
201
3-20
15
1. C
onta
cts w
ith L
GBT
QI -
2S a
nd H
aitia
ns fa
mily
m
embe
rs a
re ta
king
pla
ce. O
ne H
aitia
n fa
mily
m
embe
r bel
ongs
to th
e FO
F Bo
ard.
2. H
aitia
n co
mm
unity
eng
agem
ent p
lan
was
dev
elop
.
The
Lead
Fam
ily C
onta
ct a
nd th
e Ex
ecut
ive
Dire
ctor
of
FOF
is e
ngag
ing
fam
ilies
invo
lved
in se
rvic
es. T
hey
also
at
tend
fam
ily m
eetin
gs a
t eac
h pr
ovid
er si
te a
nd d
iscu
ss
oppo
rtun
ities
for i
nvol
vem
ent i
n th
e in
itiat
ive.
Whi
le
fam
ilies
can
see
the
over
all b
enefi
t to
thei
r ow
n fa
mily
an
d th
e sy
stem
, the
fam
ilies
are
ove
rwhe
lmed
by
thei
r ow
n ch
alle
nges
and
nee
d m
ore
time
to a
chie
ve st
abili
ty
befo
re th
ey c
an sh
are
thei
r exp
erie
nce.
Con
tinue
d to
en
gage
and
supp
ort f
amili
es. T
rain
ings
will
be
offer
ed to
fa
mili
es a
nd w
hen
they
are
ava
ilabl
e to
par
ticip
ate
FOF
will
supp
ort t
heir
invo
lvem
ent.
PD, F
OF,
YM –
pr
imar
y
CLC
Sub.
–
seco
ndar
y
11
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
1.4
Dev
elop
and
impl
emen
t str
ateg
ies
to su
ppor
t and
reta
in d
iver
se b
oard
m
embe
rs th
roug
h th
e pr
ovis
ion
of
supp
ort s
ervi
ces,
as in
dica
ted.
(i.e
. in
clud
ing
men
torin
g an
d pa
rtne
ring)
.
On
goin
g- R
evie
w b
y an
nual
ly
Enha
nced
CLA
S St
anda
rd #
1, 2
, 3
1. R
evie
w st
rate
gies
and
mak
e re
com
men
datio
ns
to e
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e im
plem
enta
tion
of st
rate
gies
to
supp
ort a
nd re
tain
div
erse
boa
rd m
embe
rs.
FOF
cont
inue
s giv
ing
trai
ning
and
supp
ort t
o th
e fa
mily
an
d yo
uth
repr
esen
tativ
es o
n th
e BD
’s su
bcom
mitt
ees
or w
ork
grou
ps.
Lead
ersh
ip 1
took
pla
ce M
arch
, Jul
y an
d Se
ptem
ber
2015
. The
trai
ning
s will
be
in E
nglis
h fo
r you
th, C
reol
e,
and
Span
ish.
Lea
ders
hip
2, h
as b
een
sche
dule
d fo
r D
ecem
ber,
2015
GB
- prim
ary
CLC
Sub.
and
PS
1.6.
Dev
elop
crit
eria
for r
evie
win
g ex
istin
g po
licie
s to
ensu
re th
at th
ey su
ppor
t the
de
velo
pmen
t and
impl
emen
tatio
n of
a
cultu
rally
and
ling
uist
ical
ly c
ompe
tent
sy
stem
of c
are.
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1,2
1. D
evel
op c
riter
ia, J
anua
ry 3
1, 2
011.
Add
cr
iteria
to p
rovi
ders
“con
trac
tual
agr
eem
ents
,” Se
ptem
ber 2
011.
Impl
emen
t crit
eria
, Feb
ruar
y 28
, 201
1. R
evie
w c
riter
ia fo
r new
con
trac
t ag
reem
ents
, Apr
il 20
12
2. D
evel
op n
ew c
riter
ia in
clud
ing
the
Enha
nced
CL
AS S
tand
ards
, Aug
ust 2
013
1. C
ontr
actu
al a
gree
men
ts w
ere
revi
ewed
.
2. S
umm
ary
of th
e ne
w st
anda
rds w
as p
rese
nted
to th
e CL
C Su
bcom
mitt
ee o
n M
ay, 2
8 20
13. T
he E
xecu
tive
Sum
mar
y of
the
stan
dard
s was
als
o in
clud
ed o
n th
e CL
C Tr
aini
ng o
f Jun
e 10
, 201
3.
PD -
prim
ary
Prog
ram
Sub
–
seco
ndar
y
CLC
S. S
econ
dary
1.7
Cond
uct a
n or
gani
zatio
nal C
LC se
lf-as
sess
men
t
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1, 1
0
1. S
ecur
e re
com
men
datio
n fr
om th
e CL
C gr
oup
2. P
ropo
se to
ol fo
r the
CLC
self
asse
ssm
ent t
o pr
ogra
m su
bcom
mitt
ee &
GB
3. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e as
sess
men
t
4. E
nsur
e th
at C
LAS
rela
ted
mea
sure
s are
in
tegr
ated
into
the
Actio
n Pl
ans.
5. Im
plem
ent C
LC S
elf-
Asse
ssm
ent t
ool.
6. U
nfol
d pl
an Ja
nuar
y 20
14
7. R
evis
e se
lf as
sess
men
t for
yr.
2014
-201
5 ap
plic
atio
n
1-4
CLC
Self
Asse
ssm
ents
repo
rts h
ave
been
pre
sent
ed
to th
e CL
C Su
bcom
mitt
ee.
The
CLC
asse
ssm
ent i
dent
ified
the
need
s and
st
reng
ths i
n or
der t
o fo
rmul
ate
a pl
an fo
r the
trai
ning
ne
eds o
f the
staff
, sys
tem
par
tner
s, fa
mili
es a
nd
yout
h.
5. A
dra
ft o
f a g
ener
ic A
ctio
n pl
an w
ill b
e pr
esen
ted
to
the
CLC
subc
omm
ittee
on
Augu
st, 2
013
CLC
Subc
omm
ittee
Eval
uatio
n
Team
/Spe
ctru
m
Prog
ram
- pr
imar
y
Polic
y an
d G
over
nanc
e Le
vel T
asks
(con
tinued)
12
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
1.8
Reco
mm
end
adeq
uate
spec
ific
fund
s to
supp
ort a
ctiv
ities
rela
ted
to c
ultu
ral a
nd
lingu
istic
com
pete
nce,
incl
udin
g fu
ndin
g th
e CL
C co
ordi
nato
r pos
ition
.
On
goin
g - R
evie
w a
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1,2,
9
1. E
xplo
re a
ltern
ativ
es fo
r pos
sibl
e bu
dget
2. E
nsur
e th
at C
LC li
ne it
em b
udge
t is i
nclu
ded
on
the
budg
et
3. R
evie
w b
udge
t –Fe
brua
ry 2
014
4. P
rese
nt B
udge
t on
May
, 201
4 CL
C Su
bcom
mitt
ee.
1-3
The
FACE
S pr
ojec
t allo
cate
d fu
nds w
ithin
bud
get
to su
ppor
t the
requ
irem
ents
of t
he C
LC P
lan,
for
such
thin
gs a
s CLC
trai
ning
, dia
logu
es, a
nti s
tigm
a gr
oups
and
cam
paig
n, C
LC c
omm
unic
atio
n, c
apac
ity
build
ing
of th
e Pe
ers S
uppo
rt w
orke
rs.
4. T
he 2
014
Budg
et w
as p
rese
nted
to th
e CL
C Su
b. Ju
ly
2014
Fina
nces
-prim
ary
CLC
Subc
omm
ittee
- se
cond
ary
1.12
Con
duct
ann
ual d
emog
raph
ic a
naly
sis
and
need
s ass
essm
ent.
A. P
opul
atio
n Fo
cus:
B. B
G, p
rovi
ders
, sta
ff
Annu
ally
Enha
nced
CLA
S St
anda
rd #
1, 3
,12
1. F
inal
ize
stak
ehol
ders
grid
ana
lysi
s
2 .P
rese
nt g
rid to
CLC
com
mitt
ee
3. C
ompl
ete
asse
ssm
ent
4. E
xplo
re n
eed
of c
ondu
ctin
g a
new
dem
ogra
phic
an
alys
is.
5. A
pply
surv
ey a
nnua
lly
Augu
st 2
014
1-3
Dat
a co
llect
ed fr
om th
e gr
id y
ield
ed in
form
atio
n th
at h
as b
een
used
, am
ong
activ
e pa
rtic
ipan
ts in
the
SOC
plan
ning
mee
tings
.
4. A
revi
sed
grid
will
be
deve
lop
inte
grat
ing
the
Enha
nced
CLA
S St
anda
rds d
efini
tion
of C
ultu
re b
y Au
gust
201
4
CLC
Subc
omm
ittee
an
d Ev
alua
tion
- pr
imar
y
Polic
y an
d G
over
nanc
e Le
vel T
asks
(con
tinued)
13
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
2.1
Wor
k cl
osel
y w
ith p
rogr
am
subc
omm
ittee
and
GB
to e
nsur
e im
plem
enta
tion
of C
LC se
rvic
es.
Ong
oing
Rev
iew
ann
ually
Enha
nced
CLA
S St
anda
rd #
1, 2
,3
1. A
ssig
n a
CLCS
b m
embe
r to
atte
nd to
repo
rt a
ll su
bcom
mitt
ee a
nd B
D m
eetin
g.
2. D
isse
min
ate
info
rmat
ion
in /
out i
n ad
vanc
e
April
201
3
1-2.
On
goin
g m
eetin
gs w
ith P
D to
giv
e an
d re
ceiv
ed
feed
back
rela
ted
to th
e im
plem
enta
tion
of C
LC se
rvic
es.
PD, a
nd C
LC S
b -
prim
ary
2.2
Ser
vice
s are
loca
ted
geog
raph
ical
ly su
ch
that
they
are
acc
essi
ble
and
acce
ptab
le
to th
e po
pula
tion.
Ong
oing
Enha
nced
CLA
S St
anda
rd #
1, 2
Ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re
impl
emen
ted
at a
ll th
e se
rvic
e pr
ovid
ers’
loca
tions
.FO
F is
con
side
ring
the
optio
n of
hav
ing
mob
ile F
OF
at
the
diffe
rent
pro
vide
rs re
crui
ting
non-
Latin
o fa
mili
es b
y es
tabl
ishi
ng c
hapt
ers a
t the
pro
vide
r age
ncie
s.
Prog
ram
Su
bcom
mitt
ee -
prim
ary
2.3.
Rec
ruit
yout
h an
d th
eir f
amili
es re
flect
ing
the
dive
rsity
of t
he se
rvic
e po
pula
tion
to
activ
ely
part
icip
ate
in th
e de
velo
pmen
t an
d ev
alua
tion
of th
e se
rvic
e ar
ray.
Ong
oing
Enha
nced
CLA
S St
anda
rd #
1, 2
,3
Ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re in
clud
ed
in th
e re
crui
tmen
t of y
outh
and
fam
ilies
who
ar
e go
ing
to p
artic
ipat
e in
the
deve
lopm
ent a
nd
eval
uatio
n of
the
serv
ice
arra
y
Revi
ew p
roce
ss A
pril
2014
FOF
crea
ted
a CL
C pl
an b
ased
on
thei
r ow
n CL
C Se
lf As
sess
men
t. Th
e pl
an a
ddre
sses
the
recr
uitm
ent
of d
iver
se fa
mily
mem
bers
and
FO
F an
d YM
are
at
tend
ing
fam
ily m
eetin
gs a
t eac
h pr
ovid
er a
nd d
iscu
ss
oppo
rtun
ities
for i
nvol
vem
ent i
n FA
CES.
Recr
uitm
ent o
f Hai
tian
fam
ilies
is in
pro
gres
s.
PD, F
OF,
YM -
prim
ary
2.4
Dev
elop
and
impl
emen
t a c
ontin
uous
qu
ality
impr
ovem
ent p
lan,
staff
ev
alua
tion,
and
cus
tom
er sa
tisfa
ctio
n su
rvey
.
Ong
oing
Enha
nced
CLA
S St
anda
rd #
1, 2
,4,5
1. R
evie
w jo
b de
scrip
tions
and
giv
e re
com
men
datio
ns
2. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e re
visi
on a
nd m
odifi
catio
n of
job
desc
riptio
ns fo
r CCS
T
Revi
ew p
roce
ss b
y Ju
ly 2
014
1. C
ostu
mer
Sat
isfa
ctio
n su
rvey
is re
view
ed a
nd
appr
oved
by
Talla
hass
ee.
2. T
he jo
b de
scrip
tions
will
be
revi
ew b
y th
e pr
ogra
m
subc
omm
ittee
aft
er w
e m
eet w
ith P
I abo
ut F
OF.
At
the
next
pro
gram
subc
omm
ittee
, we
are
goin
g to
di
scus
s how
the
new
reim
burs
emen
t met
hods
will
aff
ect a
ll as
pect
s of t
he F
ACES
mod
el.
PD, P
rogr
am
Subc
omm
ittee
, and
SF
BHN
- pr
imar
y
2.5
Rev
iew
and
mod
ify jo
b de
scrip
tions
fo
r SFB
HN
and
pro
ject
staff
to in
clud
e re
quire
men
ts fo
r dev
elop
men
t of c
ultu
ral
know
ledg
e an
d cr
oss-
cultu
ral p
ract
ice
skill
s.
On
goin
g
Enha
nced
CLA
S St
anda
rd #
1, 2
, 4
Ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re in
clud
ed
in th
e de
velo
pmen
t of j
ob d
escr
iptio
ns.
Revi
ew p
roce
ss b
y Ju
ly 2
013
The
prov
ider
s’ CL
C ac
tion
plan
s inc
lude
the
deve
lopm
ent o
f cul
tura
l kno
wle
dge
and
cros
s-cu
ltura
l pr
actic
e sk
ills f
or th
e pr
ovid
ers a
nd th
e pr
ojec
t sta
ff.
Prog
ram
Su
bcom
mitt
ee, a
nd
SFBH
N –
prim
ary
CLC
Sub.
- se
cond
ary
Adm
inis
trat
ion
/ Man
agem
ent L
evel
Tas
ksRo
le/R
esp
onsi
bili
ty: D
evel
op a
n or
gani
zatio
nal s
truc
ture
, adm
inist
rativ
e gu
idel
ines
and
syste
m o
f eva
luat
ion
to e
nsur
e th
at e
ffect
ive,
effi
cien
t, ac
cess
ible
and
hig
h qu
ality
serv
ices
are
pro
vide
d to
the
popu
latio
n(s)
of f
ocus
. This
sect
ion
refe
rs
spec
ifica
lly to
Pro
ject
Dire
ctor
s, C
linic
al D
irect
ors a
nd o
ther
SO
C a
dmin
istra
tors
.
14
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
2.6.
Dev
elop
per
form
ance
indi
cato
rs re
late
d to
the
deliv
ery
of c
ultu
ral a
nd li
ngui
stic
co
mpe
tenc
e an
d in
clud
e th
em in
pe
rfor
man
ce re
view
s and
pro
fess
iona
l de
velo
pmen
t pla
ns.
On
goin
g
Enha
nced
CLA
S St
anda
rd #
1, 4
, 9, 1
0
Ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re in
clud
ed
in th
e de
velo
pmen
t of p
erfo
rman
ce
in
dica
tors
.
Revi
ew p
roce
ss b
y Se
ptem
ber 2
014
The
PD w
ill re
view
the
resu
lts o
f the
CLC
Sel
f-as
sess
men
t. So
me
perf
orm
ance
indi
cato
rs b
ased
on
the
Enha
nced
CLA
SS st
anda
rds w
ill b
e de
velo
ped.
Prog
ram
Su
bcom
mitt
ee, a
nd
SFBH
N -
prim
ary
2.7.
Pro
vide
trai
ning
in c
ultu
ral a
nd li
ngui
stic
co
mpe
tenc
e to
all
pers
onne
l, in
clud
ing
supp
ort s
taff.
The
trai
ning
shou
ld b
e ta
ilore
d to
the
need
s of t
he st
aff a
nd
base
d on
job
func
tion
and
leve
l of
know
ledg
e an
d ex
pert
ise.
On
goin
g
Enha
nced
CLA
S St
anda
rd #
1, 2
, 4
Ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re in
clud
ed
in th
e tr
aini
ng to
all
pers
onal
.
Revi
ew p
roce
ss b
y O
ctob
er, 2
014
SFBH
N st
aff h
as a
tten
ded
CLC
rele
vant
wor
ksho
ps su
ch
as H
ealth
Bel
iefs
and
Hea
ling,
and
San
teria
and
Voo
doo.
Trai
ning
on
the
CLAS
Sta
ndar
ds h
as b
een
sche
dule
d fo
r D
ecem
ber,
2014
PD, P
rogr
am
Subc
omm
ittee
, and
SF
BHN
- pr
imar
y
2.8
In c
onju
nctio
n w
ith p
rogr
am
subc
omm
ittee
, rev
iew
and
reco
mm
end
cultu
rally
and
ling
uist
ical
ly a
ppro
pria
te
evid
ence
bas
ed p
ract
ice.
Thi
s sho
uld
incl
ude
appr
opria
tely
nor
med
and
st
anda
rdiz
ed e
vide
nce-
base
d tr
eatm
ents
an
d pr
actic
es, i
nclu
ding
the
need
for
appr
opria
te c
ultu
ral a
dapt
atio
ns.
On
goin
g
1. R
evie
w a
nd e
nsur
e th
at C
LC v
alue
s and
pr
inci
ples
are
incl
uded
in th
e pr
ovis
ion
of
trai
ning
for y
outh
and
fam
ilies
.
Ong
oing
.PD
, Pro
gram
Su
bcom
mitt
ee, a
nd
SFBH
N -
prim
ary
2.9
Hire
cul
tura
lly a
nd li
ngui
stic
ally
div
erse
fa
mily
mem
bers
at a
ll le
vels
of t
he sy
stem
of
car
e.
Enha
nced
CLA
S St
anda
rd #
1, 2
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e hi
ring
of e
mpl
oyee
s in
key
lead
ersh
ip p
ositi
ons.
2. R
evie
w d
emog
raph
ic g
rid a
nd im
plem
ent.
Augu
st, 2
013
The
Fede
ratio
n of
Fam
ilies
dev
elop
ed a
non
- di
scrim
inat
ion
polic
y ta
king
into
con
side
ratio
n th
e la
ngua
ge re
com
men
ded
by th
e CL
AS S
tand
ards
Proj
ect D
irect
or
CCST
pro
vide
rs,
man
ager
s
Adm
inis
trat
ion
/ Man
agem
ent L
evel
Tas
ks (con
tinued)
15
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
2.10
Pro
vide
spec
ific
trai
ning
to y
outh
and
fa
mili
es re
flect
ive
of th
e di
vers
ity o
f the
se
rvic
e po
pula
tion
to e
nsur
e m
eani
ngfu
l pa
rtic
ipat
ion
at a
ll le
vels
with
in th
e sy
stem
of c
are.
Enha
nced
CLA
S St
anda
rd #
1, 2
, 4
Crea
te a
pla
n fo
r the
trai
ning
, men
torin
g an
d co
uchi
ng o
f you
th a
nd fa
mily
.
Revi
ew p
lan
Janu
ary
2013
-201
4
CRPS
trai
ning
s wer
e he
ld N
ov 2
0-22
, 201
3 an
d Se
pt
30-O
ct 2
, 201
4N
icol
e At
tong
Myr
iam
Mon
salv
e Se
rna,
FO
F
2.11
Hire
em
ploy
ees i
n ke
y le
ader
ship
po
sitio
ns a
nd d
irect
serv
ice
posi
tions
w
ho re
flect
the
popu
latio
ns o
f foc
us.
Enha
nced
CLA
S St
anda
rd #
1, 3
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e em
ploy
men
t of k
ey le
ader
ship
po
sitio
ns.
2. R
evie
w a
nd im
plem
ent a
revi
sed
grid
.
Prov
ider
s hav
e de
velo
ped
a CL
C pl
an to
add
ress
all
stan
dard
s. SF
BHN
Mon
itor U
nit
Cont
ract
man
ager
Hum
an re
sour
ces
2.12
Est
ablis
h a
plan
for r
eten
tion
of d
iver
se
wor
kfor
ce; r
evie
w a
nd re
vise
as i
ndic
ated
.
Enha
nced
CLA
S St
anda
rd #
1, 3
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e pl
an fo
r ret
entio
n of
div
erse
w
orkf
orce
A pl
an to
add
ress
the
rete
ntio
n of
the
FACE
S w
ork
forc
e ha
s bee
n in
corp
orat
ed in
to th
e FA
CES
Exhi
bit.
SFBH
N M
onito
r Uni
t
Cont
ract
man
ager
Hum
an re
sour
ces
2.13
Est
ablis
h a
plan
to tr
ain,
and
supp
ort
supe
rvis
ors a
nd p
rogr
am m
anag
ers i
n th
eir r
ole
of p
rom
otin
g cu
ltura
lly a
nd
lingu
istic
ally
com
pete
nt se
rvic
e de
liver
y on
a d
aily
bas
is; r
evie
w a
nd re
vise
as
indi
cate
d.
Enha
nced
CLA
S St
anda
rd #
1, 3
, 4
1. C
ompl
ete
CLC
asse
ssm
ent
2. D
evel
op in
divi
dual
/age
ncy
TA a
nd su
ppor
t pla
n ba
sed
on re
sults
3. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
impl
emen
ted
and
prov
ider
s “W
alk
the
Talk
”
April
201
3
1, 2
.Ass
essm
ent w
as c
ompl
eted
. Res
ults
wer
e pr
esen
ted
to th
e CL
C su
bcom
mitt
ee, a
nd th
e pr
ovid
ers.
An
indi
vidu
al/a
genc
y TA
and
supp
ort p
lan,
was
dev
elop
ed.
A ge
neric
CLC
Act
ion
Plan
has
bee
n dr
afte
d.
CLC
Subc
omm
ittee
- pr
imar
y
Eval
uatio
n te
am -
seco
ndar
y
2.14
Ens
ure
that
the
com
mitm
ent t
o CL
C is
re
flect
ed in
the
cele
brat
ion
of c
ultu
ral
holid
ays.
Enha
nced
CLA
S St
anda
rd #
1, 3
, 4
Intr
oduc
e cu
ltura
l cel
ebra
tions
as p
art o
f the
ag
ency
act
iviti
es.
Dec
embe
r 201
4
A dr
aft h
as b
een
pres
ente
d on
the
cultu
ral a
nd re
ligio
us
holid
ays w
e m
ight
like
to c
eleb
rate
Adm
inis
trat
ion
/ Man
agem
ent L
evel
Tas
ks (con
tinued)
16
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Prac
titi
oner
Lev
el T
asks
Role
/Res
pon
sib
ility
: Im
plem
ent o
utre
ach,
eng
agem
ent,
asse
ssm
ent,
diag
nosis
, tre
atm
ent p
roce
sses
and
pro
cedu
res,
and
supp
ort s
ervi
ces w
hich
are
resp
onsiv
e to
and
resp
ectfu
l of t
he fa
mily
’s ra
cial
and
eth
nic
cultu
ral t
radi
tions
, bel
iefs,
val
ues,
and
pref
erre
d la
ngua
ge. Th
is se
ctio
n re
fers
to b
oth
clin
ical
and
non
-clin
ical
serv
ice
prov
ider
s
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
3.1
Rea
d an
d si
gn w
ritte
n ag
reem
ent t
hat
CLC
plan
has
bee
n re
ad, a
nd p
ract
ices
will
be
impl
emen
ted
with
in th
e de
sign
ated
tim
e pe
riod.
End
Sept
embe
r 201
3
Enha
nced
CLA
S St
anda
rd #
1, 2
1. D
isse
min
ate
CLCP
to y
outh
& fa
mily
pro
vide
rs,
Sept
embe
r 201
4
2. R
evie
w li
st o
f pro
vide
rs w
ho h
ad si
gned
the
agre
emen
ts
New
con
trac
ts c
onta
in th
e la
ngua
ge o
f the
CLC
pla
n.PD
--pr
imar
y
CLCS
b –s
econ
dary
3.2
Dra
ft tr
eatm
ent/
serv
ice
plan
s whi
ch
incl
ude
the
iden
tifica
tion
of fa
mili
al
pref
eren
ces f
or a
nd a
vaila
bilit
y of
tr
aditi
onal
hea
lers
, rel
igio
us a
nd sp
iritu
al
reso
urce
s, al
tern
ativ
e or
com
plem
enta
ry
heal
ing
prac
tices
, nat
ural
supp
orts
, bi
lingu
al se
rvic
es, s
elf-
help
gro
ups,
and
cons
ulta
tion
from
cul
tura
lly a
nd
lingu
istic
ally
com
pete
nt in
depe
nden
t pr
ovid
ers,
exce
pt w
hen
clin
ical
ly o
r cu
ltura
lly c
ontr
aind
icat
ed.
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1,4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e dr
aftin
g of
the
trea
tmen
t/se
rvic
e pl
an.
Due
to c
hang
ing
DCF
requ
irem
ents
SFB
HN
is e
xplo
ring
seve
ral m
etho
ds to
mai
ntai
n fid
elity
.PS
—pr
imar
y
CLC
Sb –
seco
ndar
y
3.7
Dev
elop
pro
fess
iona
l dev
elop
men
t go
als r
elat
ed to
cul
tura
l and
ling
uist
ic
com
pete
nce
and
incl
ude
them
in th
e pe
rfor
man
ce a
ppra
isal
revi
ew p
lan.
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e cr
eatio
n of
goa
ls re
late
d to
the
prof
essi
onal
dev
elop
men
t pla
n an
d pe
rfor
man
ce a
ppra
isal
pro
cess
.
Indi
vidu
al p
rovi
ders
act
ion
plan
s will
be
deve
lope
d af
ter
resu
lts fr
om th
e CL
C Se
lf As
sess
men
t are
pre
sent
ed to
th
e pr
ovid
ers.
PD –
prim
ary
CLCC
, and
CLC
Sb
---s
econ
dary
17
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Prac
titi
oner
Lev
el T
asks
Role
/Res
pon
sib
ility
: Im
plem
ent o
utre
ach,
eng
agem
ent,
asse
ssm
ent,
diag
nosis
, tre
atm
ent p
roce
sses
and
pro
cedu
res,
and
supp
ort s
ervi
ces w
hich
are
resp
onsiv
e to
and
resp
ectfu
l of t
he fa
mily
’s ra
cial
and
eth
nic
cultu
ral t
radi
tions
, bel
iefs,
val
ues,
and
pref
erre
d la
ngua
ge. Th
is se
ctio
n re
fers
to b
oth
clin
ical
and
non
-clin
ical
serv
ice
prov
ider
s
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
3.1
Rea
d an
d si
gn w
ritte
n ag
reem
ent t
hat
CLC
plan
has
bee
n re
ad, a
nd p
ract
ices
will
be
impl
emen
ted
with
in th
e de
sign
ated
tim
e pe
riod.
End
Sept
embe
r 201
3
Enha
nced
CLA
S St
anda
rd #
1, 2
1. D
isse
min
ate
CLCP
to y
outh
& fa
mily
pro
vide
rs,
Sept
embe
r 201
4
2. R
evie
w li
st o
f pro
vide
rs w
ho h
ad si
gned
the
agre
emen
ts
New
con
trac
ts c
onta
in th
e la
ngua
ge o
f the
CLC
pla
n.PD
--pr
imar
y
CLCS
b –s
econ
dary
3.2
Dra
ft tr
eatm
ent/
serv
ice
plan
s whi
ch
incl
ude
the
iden
tifica
tion
of fa
mili
al
pref
eren
ces f
or a
nd a
vaila
bilit
y of
tr
aditi
onal
hea
lers
, rel
igio
us a
nd sp
iritu
al
reso
urce
s, al
tern
ativ
e or
com
plem
enta
ry
heal
ing
prac
tices
, nat
ural
supp
orts
, bi
lingu
al se
rvic
es, s
elf-
help
gro
ups,
and
cons
ulta
tion
from
cul
tura
lly a
nd
lingu
istic
ally
com
pete
nt in
depe
nden
t pr
ovid
ers,
exce
pt w
hen
clin
ical
ly o
r cu
ltura
lly c
ontr
aind
icat
ed.
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1,4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e dr
aftin
g of
the
trea
tmen
t/se
rvic
e pl
an.
Due
to c
hang
ing
DCF
requ
irem
ents
SFB
HN
is e
xplo
ring
seve
ral m
etho
ds to
mai
ntai
n fid
elity
.PS
—pr
imar
y
CLC
Sb –
seco
ndar
y
3.7
Dev
elop
pro
fess
iona
l dev
elop
men
t go
als r
elat
ed to
cul
tura
l and
ling
uist
ic
com
pete
nce
and
incl
ude
them
in th
e pe
rfor
man
ce a
ppra
isal
revi
ew p
lan.
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e cr
eatio
n of
goa
ls re
late
d to
the
prof
essi
onal
dev
elop
men
t pla
n an
d pe
rfor
man
ce a
ppra
isal
pro
cess
.
Indi
vidu
al p
rovi
ders
act
ion
plan
s will
be
deve
lope
d af
ter
resu
lts fr
om th
e CL
C Se
lf As
sess
men
t are
pre
sent
ed to
th
e pr
ovid
ers.
PD –
prim
ary
CLCC
, and
CLC
Sb
---s
econ
dary
Yout
h / F
amily
Lev
el T
asks
Role
/Res
pon
sib
ility
: Pro
visio
n of
cultu
ral i
nfor
mat
ion
artic
ulat
ion
of co
mm
unity
stre
ngth
s, id
entifi
catio
n of
com
mun
ity
supp
orts,
and
assis
ting
in th
e dev
elopm
ent o
f col
labor
ativ
e rela
tions
hips
amon
g th
e sys
tem
of c
are;
prov
ider
s; ch
ildre
n, y
outh
an
d fa
mili
es; c
ultu
ral c
omm
uniti
es, a
nd th
e com
mun
ity at
larg
e in
way
s tha
t pro
mot
e cul
tura
l and
ling
uisti
c com
pete
nce.
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
4.1
Att
end
and
part
icip
ate
in C
ultu
ral a
nd
Ling
uist
ic C
ompe
tenc
e Co
mm
ittee
m
eetin
gs
Revi
ew A
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1, 2
, 13,
14
1. D
evel
op st
rate
gies
for t
he e
ngag
emen
t of y
outh
an
d fa
mili
es.
2. R
evie
w st
rate
gies
to e
nsur
e th
at C
LC v
alue
s and
pr
inci
ples
are
incl
uded
in th
e st
rate
gies
.
1. P
lan
to e
ngag
e H
aitia
n co
mm
unity
is in
pla
ce. R
esul
ts
will
be
eval
uate
d.
Stra
tegi
es to
eng
age
LGBT
QI c
omm
unity
hav
e be
en
deve
lope
d an
d w
ill b
e im
plem
ente
d du
ring
the
Sum
mer
an
d Fa
ll, 2
013.
Stra
tegi
es to
eng
age
nont
radi
tiona
l pro
vide
rs h
ave
been
dev
elop
ed. N
on tr
aditi
onal
pro
vide
rs h
ave
cont
ract
s to
trai
n pa
rent
s and
CCS
T st
aff. O
n go
ing.
FOF,
Yout
h M
ove-
- pr
imar
y
CLCS
b –s
econ
dary
4.5
Iden
tify
and
prov
ide
outr
each
to sp
ecifi
c gr
oups
with
in th
e co
mm
unity
to e
ngag
e in
dev
elop
men
t and
impl
emen
tatio
n of
the
CLC
plan
, inc
ludi
ng e
mer
ging
po
pula
tions
, fai
th-b
ased
org
aniz
atio
ns,
etc.
Revi
ew A
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1, 3
, 6, 1
3
1. Id
entif
y gr
oups
/ lis
t of p
eopl
e to
be
enga
ged.
2. R
evie
w li
st to
ens
ure
that
CLC
val
ues a
nd
prin
cipl
es a
re in
clud
ed in
the
prov
isio
n of
out
reac
h to
spec
ific
grou
ps w
ithin
the
com
mun
ity.
1. E
ngag
emen
t pla
n fo
r the
Hai
tian
com
mun
ity is
bee
n im
plem
ente
d.PD
--pr
imar
y
CLCS
b –
CLCC
, and
SM
seco
ndar
y
Revi
sed
0703
13
Acce
pted
by
the
CLC
Subc
omm
ittee
mee
ting
on 0
7/09
/13
Revi
ewed
: 1/0
7/14
: 11/
10/1
4
18
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
II. T
ASK
S A
CCO
MPL
ISH
ED 2
011-
2013
Polic
y an
d G
over
nanc
e Le
vel
Role
/Res
pon
sib
ility
: Dev
elop
a g
over
nanc
e str
uctu
re, l
eade
rshi
p an
d in
frastr
uctu
re su
ppor
ts re
quire
d to
del
iver
or f
acili
tate
the
deliv
ery
of c
ultu
rally
and
ling
uisti
cally
com
pete
nt c
are.
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
1.5
Cre
ate
and/
or re
vise
the
mis
sion
st
atem
ent t
o affi
rm su
ppor
t of a
CLC
pe
rspe
ctiv
e to
gov
erna
nce,
man
agem
ent
and
serv
ice
deliv
ery.
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1, 2
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e cr
eatio
n an
d re
visi
on o
f the
m
issi
on st
atem
ent 2
011
2. R
evis
e m
issi
on st
atem
ent a
nd p
rovi
de su
ppor
t. N
ext S
trat
egic
pla
nnin
g m
eetin
g to
take
pla
ce
on 2
013
Acco
mpl
ishe
d
1. T
he c
ultu
ral a
nd L
ingu
istic
com
pete
nce
valu
es a
nd
prin
cipl
es a
re in
clud
ed in
the
mis
sion
stat
emen
t.
2. C
LC su
bcom
mitt
ee m
embe
rs p
artic
ipat
ed o
n th
e St
rate
gic
plan
mee
tings
.
GB
- prim
ary
CLC
Sub.
and
PS
1.9
Dev
elop
em
ploy
men
t crit
eria
for
the
proj
ect d
irect
or w
hich
incl
udes
re
quire
men
ts fo
r dem
onst
rate
d sk
ills i
n w
orki
ng w
ith th
e po
pula
tions
of f
ocus
an
d di
vers
e po
pula
tions
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1, 2
,3
1. R
evie
w jo
b de
scrip
tion
to e
nsur
e th
at C
LC
valu
es a
nd p
rinci
ples
are
incl
uded
in a
ll th
e em
ploy
men
t crit
eria
2.. M
odify
job
desc
riptio
n as
nec
essa
ry Ja
nuar
y 31
, 20
11
Acco
mpl
ishe
dPe
rson
ass
igne
d by
GB/
SFB
HN
pe
rson
nel o
ffice
- pr
imar
y
1.10
Rev
iew
and
giv
e fe
edba
ck to
a
com
mun
icat
ions
pol
icy
that
will
ens
ure
an
effec
tive,
con
siste
nt, a
nd b
imod
al fl
ow o
f in
form
atio
n be
twee
n th
e sy
stem
of c
are
and
com
mun
ity st
akeh
olde
rs (i
nclu
sive
of th
ose
stak
ehol
ders
repr
esen
ting
the
dive
rsity
of t
he c
omm
unity
) inc
ludi
ng
fam
ily m
embe
rs a
nd y
outh
.
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1,2,
3,14
1. R
evie
w a
nd p
rovi
de fe
edba
ck fo
r com
plia
nce
with
CLC
gui
delin
es
2. P
rese
nt c
omm
unic
atio
ns p
olic
y to
GB
Janu
ary
31, 2
011
3.Re
view
pol
icy
2013
Acco
mpl
ishe
d
1-2.
The
FAC
ES p
roje
ct im
plem
ente
d eff
ectiv
e co
mm
unic
atio
n pr
oces
ses t
o re
ach
dive
rse
audi
ence
s su
ch a
s per
son
with
lim
ited
Engl
ish
profi
cien
cy.
The
soci
al m
arke
ting
is w
orki
ng to
dev
elop
mos
t eff
ectiv
e in
tern
al c
omm
unic
atio
n to
ols a
nd p
artic
ipan
t re
crui
tmen
t str
ateg
ies.
Soci
al M
arke
ting
Subc
omm
ittee
–
prim
ary
CLC
S - s
econ
dary
1.11
Dev
elop
form
al p
artn
ersh
ips,
MO
U’s,
M
OA’
s, et
c. w
ith c
ultu
ral c
omm
unity
ag
enci
es, f
aith
-bas
ed e
ntiti
es, t
radi
tiona
l cu
ltura
l pro
vide
rs, a
nd o
ther
org
aniz
atio
ns
with
a d
istin
ctiv
e cu
lture
focu
s.
On
goin
g
Enha
nced
CLA
S St
anda
rd #
, 1, 2
,3
1. R
evie
w M
OU
’s, M
OA’
s Affi
liate
s Agr
eem
ents
to
ens
ure
that
CLC
val
ues a
nd p
rinci
ples
are
in
clud
ed
2.. G
et a
list
of i
dent
ified
age
ncie
s
3. S
ecur
e M
OU
’s an
d/ o
r con
trac
ts w
ith c
ultu
ral
rele
vant
org
aniz
atio
ns M
arch
201
3
Acco
mpl
ishe
d
1-3
FACE
S an
d Fe
dera
tion
of F
amili
es h
as d
evel
op
MO
U’s
and
cont
ract
s with
org
aniz
atio
ns a
nd p
rovi
ders
, bo
th tr
aditi
onal
and
non
trad
ition
al p
rovi
ders
with
a
dist
inct
ive
cultu
re fo
cus,
such
as M
issi
on A
rco
Iris,
Eyes
W
ide
Ope
n, Ja
ckel
ine
Rips
tein
, “Aw
aken
ing”
, Cat
alys
t M
iam
i, Co
nnec
tFam
ilias
, Art
isan
Lou
nge
unde
r the
um
brel
la o
f Chr
ist F
ello
wsh
ip.
Cont
ract
s SFB
HN
Subc
omm
ittee
pr
imar
y
19
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
1.13
Dev
elop
a p
olic
y fo
r the
tim
ely
prov
isio
n of
tran
slat
ion
of m
ater
ial,
inte
rpre
tatio
n se
rvic
es a
nd a
lloca
tion
of m
ultil
ingu
al
staff
.
Ever
y ot
her y
ear
Enha
nced
CLA
S St
anda
rd #
1, 2
,3,5
,6,7
1.D
evel
op p
roce
dure
, Mar
ch 2
011
2.Re
fine
proc
ess –
Ensu
re th
at C
LC v
alue
s and
pr
inci
ples
are
incl
uded
in a
ll th
e po
licie
s rel
ated
to
the
tran
slat
ion
of m
ater
ial,
inte
rpre
tatio
n of
se
rvic
es a
nd a
lloca
tion
of m
ultip
le st
aff- A
pril
2011
3.D
evel
op p
olic
y
4.Re
view
pol
icy
2013
Acco
mpl
ishe
d
1- 3
Sta
ff de
brie
f, w
ith fa
mili
es a
nd y
outh
, aft
er
mee
tings
to fi
nd o
ut th
e qu
ality
of t
he tr
ansl
atio
ns.
Acco
rdin
g to
feed
back
som
e ch
ange
s of t
rans
lato
rs h
as
take
n pl
aced
.
CCST
pro
vide
rs h
ave
dive
rsifi
ed th
e m
ake
up o
f the
staff
ac
cord
ing
with
pop
ulat
ion
of fo
cus.
PD –
prim
ary
CLC
and
Prog
ram
Su
bcom
mitt
ees -
se
cond
ary,
1.14
Dev
elop
pol
icy
for r
eim
burs
emen
t of
serv
ices
pro
vide
d by
you
th a
nd fa
mili
es
on b
oard
s, co
mm
ittee
s, ad
voca
cy,
outr
each
and
the
deve
lopm
ent o
f se
rvic
es.
Annu
ally
Enha
nced
CLA
S St
anda
rd #
1, 2
,3
1.D
evel
op p
olic
y/pr
oced
ure
Mar
ch 2
011
2.Re
fine
proc
ess A
pril
2012
3.En
sure
that
CLC
val
ues a
nd p
rinci
ples
ar
e in
clud
ed in
all
the
Polic
ies r
elat
ed to
re
imbu
rsem
ent o
f ser
vice
pro
vide
d by
you
th
and
fam
ilies
Apr
il 20
11
4.Re
view
stip
ends
pol
icy
Augu
st 2
013
Acco
mpl
ishe
d
1-3
An st
ipen
d po
licy
was
cre
ated
and
revi
ewed
by
the
PS.
PD/ P
S
1.15
Dev
elop
pol
icy
rega
rdin
g th
e pr
ovis
ion
of C
LC se
rvic
es
Annu
ally
Enha
nced
CLA
S St
anda
rd #
1, 2
1. D
evel
op p
olic
y su
ppor
ting
the
deliv
ery
of C
LC
serv
ices
, Feb
ruar
y 31
, 201
2
2. S
ubm
it po
licy
to th
e Pr
ogra
ms s
ubco
mm
ittee
fo
r app
rova
l, Fe
brua
ry 2
013
Acco
mpl
ishe
d
1. P
olic
y re
view
ed b
y CL
C su
bcom
mitt
ee.
2. A
ppro
ved
by P
rogr
am S
ubco
mm
ittee
Subc
omm
ittee
.
CLC
Subc
omm
ittee
an
d PS
Task
s Ac
com
plis
hed
— P
olic
y an
d G
over
nanc
e Le
vel (continued)
20
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Task
s Ac
com
plis
hed
— P
ract
itio
ner L
evel
Role
/Res
pon
sib
ility
: Im
plem
ent o
utre
ach,
eng
agem
ent,
asse
ssm
ent,
diag
nosis
, tre
atm
ent p
roce
sses
and
pro
cedu
res,
and
supp
ort s
ervi
ces w
hich
are
resp
onsiv
e to
and
resp
ectfu
l of t
he fa
mily
’s ra
cial
and
eth
nic
cultu
ral t
radi
tions
, bel
iefs,
val
ues,
and
pref
erre
d la
ngua
ge. Th
is se
ctio
n re
fers
to b
oth
clin
ical
and
non
-clin
ical
serv
ice
prov
ider
s
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
3.3
Ensu
re th
at c
hild
, you
th a
nd fa
mily
dat
a on
race
, age
, et
hnic
ity a
nd p
rimar
y la
ngua
ge is
in tr
eatm
ent r
ecor
ds
and
with
in th
e m
anag
emen
t inf
orm
atio
n sy
stem
(M
IS).
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 6
, 10,
11
1. R
evie
w a
nd p
rovi
de fe
edba
ck o
n th
e da
ta
colle
cted
to e
nsur
e th
at C
LC v
alue
s and
pr
inci
ples
are
incl
uded
in th
e da
ta c
olle
ctio
n of
chi
ld, y
outh
, and
fam
ily.
2. M
onito
r and
eva
luat
e th
e im
pact
of C
LAS
on h
ealth
equ
ity a
nd o
utco
mes
to in
form
se
rvic
e de
liver
y (P
S)
Acco
mpl
ishe
d
Reco
rds h
ave
been
revi
ewed
.
MIS
and
Eval
uatio
n Su
bcom
mitt
ee
--pr
imar
y
CLCS
b –s
econ
dary
3.4
Colla
bora
te w
ith so
cial
mar
ketin
g, p
roje
ct
Man
agem
ent t
eam
, to
orga
nize
and
impl
emen
t one
co
mm
unity
eng
agem
ent a
nd/o
r out
reac
h ac
tivity
at
leas
t sem
i-ann
ually
to fa
cilit
ate
awar
enes
s of m
enta
l he
alth
issu
es a
nd se
rvic
es w
ithin
the
com
mun
ity.
Revi
ew A
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1, 3
, 6
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es
are
incl
uded
in th
e im
plem
enta
tion
of
com
mun
ity e
ngag
emen
t and
out
reac
h ac
tiviti
es.
June
30,
201
1
June
, 201
2
Oct
ober
, 201
3
Acco
mpl
ishe
d w
ith C
arin
g4Ki
ds in
Oct
. 201
2,
and
Awar
enes
s Day
in M
ay 2
012
SM
3.5
Dev
elop
a m
enta
l hea
lth d
irect
ory
of lo
cal p
rovi
ders
, or
gani
zatio
ns, a
nd o
ther
com
mun
ity su
ppor
ts.
Revi
ew A
nnua
lly
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 2
1. D
evel
op n
ew d
irect
ory
with
all
prov
ider
s to
ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e de
velo
pmen
t of a
men
tal
heal
th d
irect
ory
– Se
ptem
ber 2
011
Acco
mpl
ishe
d
The
Child
ren’
s Tru
st a
nd S
witc
hboa
rd o
f Mia
mi
have
dev
elop
ed li
st o
f pro
vide
rs u
sed
by
FACE
S.
Prog
ram
Su
bcom
mitt
ee a
nd
Soci
al M
arke
ting
--
prim
ary
CLCS
b –s
econ
dary
3.6
Atte
nd c
ultu
ral a
nd li
ngui
stic
com
pete
nce
educ
atio
n an
d tr
aini
ng o
n an
ann
ual b
asis
at a
min
imum
.
Annu
ally
Enha
nced
CLA
S St
anda
rd #
1, 4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e Po
licy
rela
ted
to a
tten
danc
e to
CLC
trai
ning
Acco
mpl
ishe
d
CCST
pro
vide
rs h
ave
atte
nded
wor
ksho
ps
on S
ante
ria, G
ende
r Dia
logu
es, G
ende
r and
Co
mm
unic
atio
n, H
ealth
Bel
iefs
.
Trai
ning
su
bcom
mitt
ee
--pr
imar
y
CLCS
Bb—
seco
ndar
y
21
Implementing the CLAS Standards
APPENDIX Br e s o u r c eb r i e f 2
c l c h u b
Task
s Ac
com
plis
hed
— P
ract
itio
ner L
evel
Role
/Res
pon
sib
ility
: Im
plem
ent o
utre
ach,
eng
agem
ent,
asse
ssm
ent,
diag
nosis
, tre
atm
ent p
roce
sses
and
pro
cedu
res,
and
supp
ort s
ervi
ces w
hich
are
resp
onsiv
e to
and
resp
ectfu
l of t
he fa
mily
’s ra
cial
and
eth
nic
cultu
ral t
radi
tions
, bel
iefs,
val
ues,
and
pref
erre
d la
ngua
ge. Th
is se
ctio
n re
fers
to b
oth
clin
ical
and
non
-clin
ical
serv
ice
prov
ider
s
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
3.3
Ensu
re th
at c
hild
, you
th a
nd fa
mily
dat
a on
race
, age
, et
hnic
ity a
nd p
rimar
y la
ngua
ge is
in tr
eatm
ent r
ecor
ds
and
with
in th
e m
anag
emen
t inf
orm
atio
n sy
stem
(M
IS).
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 6
, 10,
11
1. R
evie
w a
nd p
rovi
de fe
edba
ck o
n th
e da
ta
colle
cted
to e
nsur
e th
at C
LC v
alue
s and
pr
inci
ples
are
incl
uded
in th
e da
ta c
olle
ctio
n of
chi
ld, y
outh
, and
fam
ily.
2. M
onito
r and
eva
luat
e th
e im
pact
of C
LAS
on h
ealth
equ
ity a
nd o
utco
mes
to in
form
se
rvic
e de
liver
y (P
S)
Acco
mpl
ishe
d
Reco
rds h
ave
been
revi
ewed
.
MIS
and
Eval
uatio
n Su
bcom
mitt
ee
--pr
imar
y
CLCS
b –s
econ
dary
3.4
Colla
bora
te w
ith so
cial
mar
ketin
g, p
roje
ct
Man
agem
ent t
eam
, to
orga
nize
and
impl
emen
t one
co
mm
unity
eng
agem
ent a
nd/o
r out
reac
h ac
tivity
at
leas
t sem
i-ann
ually
to fa
cilit
ate
awar
enes
s of m
enta
l he
alth
issu
es a
nd se
rvic
es w
ithin
the
com
mun
ity.
Revi
ew A
nnua
lly
Enha
nced
CLA
S St
anda
rd #
1, 3
, 6
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es
are
incl
uded
in th
e im
plem
enta
tion
of
com
mun
ity e
ngag
emen
t and
out
reac
h ac
tiviti
es.
June
30,
201
1
June
, 201
2
Oct
ober
, 201
3
Acco
mpl
ishe
d w
ith C
arin
g4Ki
ds in
Oct
. 201
2,
and
Awar
enes
s Day
in M
ay 2
012
SM
3.5
Dev
elop
a m
enta
l hea
lth d
irect
ory
of lo
cal p
rovi
ders
, or
gani
zatio
ns, a
nd o
ther
com
mun
ity su
ppor
ts.
Revi
ew A
nnua
lly
End
Sept
embe
r 201
1
Enha
nced
CLA
S St
anda
rd #
1, 2
1. D
evel
op n
ew d
irect
ory
with
all
prov
ider
s to
ensu
re th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e de
velo
pmen
t of a
men
tal
heal
th d
irect
ory
– Se
ptem
ber 2
011
Acco
mpl
ishe
d
The
Child
ren’
s Tru
st a
nd S
witc
hboa
rd o
f Mia
mi
have
dev
elop
ed li
st o
f pro
vide
rs u
sed
by
FACE
S.
Prog
ram
Su
bcom
mitt
ee a
nd
Soci
al M
arke
ting
--
prim
ary
CLCS
b –s
econ
dary
3.6
Atte
nd c
ultu
ral a
nd li
ngui
stic
com
pete
nce
educ
atio
n an
d tr
aini
ng o
n an
ann
ual b
asis
at a
min
imum
.
Annu
ally
Enha
nced
CLA
S St
anda
rd #
1, 4
1. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e Po
licy
rela
ted
to a
tten
danc
e to
CLC
trai
ning
Acco
mpl
ishe
d
CCST
pro
vide
rs h
ave
atte
nded
wor
ksho
ps
on S
ante
ria, G
ende
r Dia
logu
es, G
ende
r and
Co
mm
unic
atio
n, H
ealth
Bel
iefs
.
Trai
ning
su
bcom
mitt
ee
--pr
imar
y
CLCS
Bb—
seco
ndar
y
Task
s Ac
com
plis
hed
— Y
outh
/ Fa
mily
Lev
elRo
le/R
esp
onsi
bili
ty: P
rovi
sion
of cu
ltura
l inf
orm
atio
n ar
ticul
atio
n of
com
mun
ity st
reng
ths,
iden
tifica
tion
of co
mm
unity
su
ppor
ts, an
d as
sistin
g in
the d
evelo
pmen
t of c
ollab
orat
ive r
elatio
nshi
ps am
ong
the s
yste
m o
f car
e; pr
ovid
ers;
child
ren,
you
th
and
fam
ilies
; cul
tura
l com
mun
ities
, and
the c
omm
unity
at la
rge i
n w
ays t
hat p
rom
ote c
ultu
ral a
nd li
ngui
stic c
ompe
tenc
e.
Acti
on S
teps
Benc
hmar
ks/T
ime
Fram
eSt
atus
Resp
onsi
ble
Part
y
4.2
Iden
tify
and
link
syst
em o
f car
e to
co
mm
unity
bas
e
indi
vidu
als w
ho c
ould
serv
e as
Fam
ily P
eer t
o Pe
er S
peci
alis
t
On-
goin
g
Enha
nced
CLA
S St
anda
rd #
1, 5
, 13
1. C
ontin
ue re
crui
ting
part
icip
ants
Tr
ain
Part
icip
ants
– N
ovem
ber 2
010,
Dec
embe
r 20
11, A
pril
and
Nov
embe
r, 20
13
2. C
ouch
par
ticip
ants
for C
ertifi
catio
n
3. P
rovi
de o
ngoi
ng TA
to fa
mili
es to
ens
ure
that
CL
C va
lues
and
prin
cipl
es a
re in
clud
ed in
the
Iden
tifica
tion
of F
amily
Pee
r to
Peer
Spe
cial
ist.
Acco
mpl
ishe
d
2. A
ccom
plis
hed
– 30
pee
rs h
ave
take
n th
e tr
aini
ng, a
nd
14 C
CST/
Sta
ff
3. In
pro
gres
s. By
mon
thly
mee
tings
are
in p
lace
.
Eigh
t Pee
rs h
ave
been
cer
tified
as C
RPS-
F.
FACE
S pr
ovid
ers
--pr
imar
y
FOF,
Yout
h M
ove,
TS
, and
CLC
C –
seco
ndar
y
4.3
Rev
iew
all
pert
inen
t writ
ten
and
oral
an
d sy
mbo
lic y
outh
and
fam
ily m
ater
ials
(in
clud
ing
cons
ent f
orm
s, st
atem
ent o
f rig
hts f
orm
s, po
ster
s, si
gns,
and
audi
o ta
pe re
cord
ings
) to
ensu
re th
at th
ey a
re
inte
rpre
ted
from
the
appr
opria
te c
ultu
ral
pers
pect
ive.
On
goin
g
Enha
nced
CLA
S St
anda
rd #
1, 5
, 6, 8
1. A
ll m
ater
ial r
evie
wed
by
fam
ilies
and
you
th to
en
sure
the
use
of si
mpl
e la
ngua
ge, a
nd th
at
CLC
valu
es a
nd p
rinci
ples
are
incl
uded
in th
e de
velo
pmen
t of w
ritte
n, o
ral a
nd sy
mbo
lic
mat
eria
l.
2.Cr
eate
pro
cess
to re
view
and
app
rove
d m
ater
ial.
1-2.
Acc
ompl
ishe
d.
Prot
ocol
s hav
e be
en c
reat
ed fo
r the
par
ents
and
you
th
to re
view
tran
slat
ed m
ater
ial.
CLCS
b --
prim
ary
Soci
al M
arke
ting
--se
cond
ary
4.4
Par
ticip
ate
in th
e de
velo
pmen
t and
de
liver
y of
cul
tura
l and
ling
uist
ic
com
pete
ncy
trai
ning
act
iviti
es.
End
Sept
embe
r 201
3
Enha
nced
CLA
S St
anda
rd #
1, 4
1. E
xplo
re n
eeds
2. D
esig
n tr
aini
ng
3. Im
plem
ent t
rain
ing
4. E
nsur
e th
at C
LC v
alue
s and
prin
cipl
es a
re
incl
uded
in th
e de
velo
pmen
t and
del
iver
y of
tr
aini
ng a
ctiv
ities
Acco
mpl
ishe
d
1-5
FOF
pare
nts h
ave
atte
nded
trai
ning
of A
ltern
ativ
e H
ealin
g, C
ircle
s of H
ealin
g, A
wak
enin
g, G
ende
r D
ialo
gues
, Gen
der a
nd C
omm
unic
atio
n.
Serie
s of r
elat
ed tr
aini
ngs h
ave
been
sche
dule
for J
uly
and
Augu
st 2
013
Trai
ning
Su
bcom
mitt
ee
--pr
imar
y
CLCS
b an
d Ev
alua
tion
Subc
omm
ittee
--
seco
ndar
y
Revi
sed
and
Acce
pted
by
the
CLC
Subc
omm
ittee
on
07/0
9/13
22
Implementing the CLAS Standards
APPENDIX Cr e s o u r c eb r i e f 2
c l c h u b
APPENDIX C
Training ChecklistCultural and Linguistic Competence Checklist for TrainingThis tool was created in response to a request for technical assistance from the One Community Partnsership 2 (OCP2) in Broward County, Florida. OCP2 requested assistance developing a checklist to assess the cultural and linguistic competence of training provided by the agency. The attached checklist was adapted from the following resources previously developed by the Technical Assistance Network: Cultural and Linguistic Competence (CLC) Training Rubric (2014-draft), developed by Dr. Maria Avila for the CLC Hub of the Technical Assistance Network; and Language Assistance Toolkit, Villar, M.E. Concha, M. & Azevedo, L. (2014), Technical Assistance Network for Children’s Behavioral Health, University of Maryland, Baltimore, MD.
Language AssistanceThe following should be completed before the day of the training:
� Identify audience
� Consider need for interpreter
� If an interpreter is needed, use qualified interpreter
� Notify audience of the availability of an interpreter
� Provide printed material and multi media materials in the language commonly used by the populations in the service area
Cultural Competence Components The training discusses components of cultural competence:
� Acknowledging cultural differences
� Understanding one’s own culture
� Engaging in self-assessment
� Acquiring cultural knowledge and skills
� Viewing behavior within a cultural context
Specific Cultural Competence TopicsThe training addresses specific issues regarding cultural competence:
� Definition of culture that is consistent with the CLAS standards
� Identifying and correcting biases
� Behavioral health disparities
� Discusses racial, ethnic, religious, spiritual, biological, geographical or sociological characteristics of the service population. This includes topics such as: age, cognitive ability or limitations, country of origin, degree of acculturation, educational level attained, environment and surroundings, family and household composition, gender identity, health beliefs and practices, language spoken, literacy level, and military affiliation.
Specific PopulationsAddresses specific populations of focus in these categories:
� LGBTQI2S
� Racial/ethnic groups
� Racial minorities
� Religious/spiritual beliefs
� Disability status
� Limited English Proficiency
� Immigration status
� Geographic location (rural, urban, suburban, frontier or border area)
� Socioeconomic status
� Social class
Adapted from the following resources: Cultural and Linguistic Competence (CLC) Training
Rubric (2014-draft), developed by Dr. Maria Avila for the CLC Hub of the Technical Assistance Network.
Language Assistance Toolkit, Villar, M.E. Concha, M. & Azevedo, L. (2014), Technical Assistance Network for Children’s Behavioral Health, University of Maryland, Baltimore, MD.
The Cultural & Linguistic Competence (CLC) Hub of the Technical Technical Assistance
Network for Children’s Behavioral Health
(TA Network)
A Core Partner of THE TA NETWORK
the technical assistance network for children’s behavioral health
This document was prepared for the Technical Assistance Network for Children’s Behavioral Health under contract with the U.S. Department of Health and Human Services, Substance Abuse and Mental
Health Services Administration, Contract #HHSS280201300002C. However, these contents do not necessarily represent the policy of the U.S. Department of Health and Human Services, and you should
not assume endorsement by the Federal Government.
