The Role of Self-Assessment in Achieving Cultural and Linguistic ... MCC CLC Self-A… · Source: Goode, T. D. (2010). A guide for using the cultural and linguistic competence assessment

The Role of Self-Assessment in Achieving Cultural and Linguistic Competence:

Lessons Learned from the UCEDD Network

Tawara D. Goode, DC UCEDDAnthony Antosh, RI UCEDDHarold Kleinert, KY UCEDD

November 17, 2013

Workshop Objectives Participants will:1. Describe benefits of self-assessment for

organizations and the people they serve andsupport.

2. Describe four-step process to conduct self-assessment.

3. Discuss selected items from the CLCADO andtheir applicability for their respective organizationsand programs.

4. Respond to a case study that simulates actionplanning based on the results of an organizationalself-assessment.

Tawara D. Goode

Director, National Center for Cultural CompetenceAssociate Director, University Center for Excellence in Development Disabilities

Georgetown University Center for Child and Human Development Assistant Professor, Department of Pediatrics, Georgetown University Medical Center

November 17, 2013

The Role of Self-Assessment in Achieving Cultural & Linguistic Competence:

Lessons Learned from the UCEDD Network

National Center for Cultural Competence

An essential component of cultural competenceis self-assessment.

We have to take time to reflect and critically look at ourselves and our organizations.

Slide Source:© 2013 - National Center for Cultural Competence

Benefits of Self-Assessment

Gauge the degree to which organizations are effectively addressing the needs and preferences of culturally and linguistically diverse groups

Determine the knowledge, skills, interests, and needs of staff, faculty, students, board members, and organizational membership

Improve access, utilization, outcomes, and satisfaction with services and activities conducted

Establish partnership that involve individuals who experience disabilities that meaningfully involve , their families, and/or friends, community partners, and key allies

Determine strengths and areas for growth for individuals employed by or affiliated

with the organization

Source: Goode, T. D. (2010). A guide for using the cultural and linguistic competence assessment for disability organizations. Washington, DC: National Center for Cultural Competence, Georgetown University Center for Child and Human Development.



What benefits would you list for your UCEDD or organization?

Conceptual Framework for Self‐Assessment

achieving cultural competence is a developmental process at the individual and organizational levels

achieving cultural competence is a developmental process at the individual and organizational levels

with appropriate support individuals can enhance cultural awareness, knowledge, and skills over time

with appropriate support individuals can enhance cultural awareness, knowledge, and skills over time

cultural and linguistic strengths exist within organizations or networks but often go unnoticed and untapped

cultural and linguistic strengths exist within organizations or networks but often go unnoticed and untapped

Slide Source: National Center for Cultural Competence, 2013

Excerpt from A Guide to Planning and Implementing Cultural Competence Organizational Self‐Assessment

Philosophical Construct

Assessing the attitudes, behaviors, policies, structures and practices of an organization, including those of its board, staff, and volunteers, is a necessary, effective, and systematic way to plan for and incorporate cultural and linguistic competence.

Assessing the attitudes, behaviors, policies, structures and practices of an organization, including those of its board, staff, and volunteers, is a necessary, effective, and systematic way to plan for and incorporate cultural and linguistic competence.

Sources: Cultural & Linguistic Competence Self‐Assessment Instrument for Foundations, 2004


NCCC’s Values & Guiding Principlesfor Self‐Assessment

strengths‐based model

safe & non‐judgmental environment

meaningful involvement of individuals who receive services and support or participants in activities

results and enhance and build capacity

diverse dissemination strategies


List guiding values and principles that you feel are essential to CLC assessment.

Important to the future of the organization

Essential to implementing the core functions of the organization

Indispensible to ensuring access, utilization, and achieving quality

It is incumbent upon leadership to convey a clear message that the process of cultural and linguistic competence assessment is:

THE ROLE OF LEADERSHIP

Slide Source:© 2013 ‐ National Center for Cultural Competence

Phase 1• Establish a structure to guide the work.

Phase 2

• Create a shared vision and sharedownership.

Phase 3• Collect, analyze, and disseminate data.

Phase 4 • Develop and implement a plan of action.

NCCC’s Four‐Phases of Self‐Assessment


Cultivating leadership

Getting

“Buy In”

Assuring community

collaborations &

partnerships

Structuring support for the process

Allocating personnel &

fiscal resources

Managing logistics

Analyzing & disseminating

data

Taking “Next Steps”


Useful Steps in Planning & Implementing Self‐Assessment

How will you get “buy-in” from: leadership faculty & staff key constituents


Innovations in Self‐Assessment: NCCC’S LESSONS LEARNED

Sources: Cultural & Linguistic Competence Self-Assessment Instrument for Foundations, 2004.


time & resource intensive

determine organizational readiness

anticipate resistance

the process is as important as the outcome

leadership “buy in” is a necessity

involvement of stakeholders and community is essential

Personal Narratives of Two UCEDD Directors

AKAmy friends and colleagues=

Tony and Harold

A. Anthony Antosh, Ed.D.

Paul V. Sherlock

Center on Disabilities

at Rhode Island College

The Paul V. Sherlock Center

• 80% of Sherlock Center’s activities arecommunity based

• Provide training and technical assistance to100% of Early Intervention providers, 85% ofschools, 90% of adult providers – many of theseare in diverse communities

• Some Sherlock Center staff are closelyconnected to these communities

Rhode Island Census FactsRhode Island RI College

Undergraduates

Sherlock Center

Current

Trainees

Population 1,050,292 7,553 55 17

White Non Hispanic

75.2% 65.4% 76% 76%

Black 7.3% 7.4% 7% 18%

Native American 1.1% .3% 0% 0%

Asian 3.2% 2.4% 2% 0%

Hispanic or Latino 13.2% 10.7% 5% 6%

Two or More

Races

2.5% 1.9%

Unknown 11.9% 10%

Sherlock Center Action Teams

• Core operational structure

• Interdisciplinary, Inter-project Teams –membership includes CAC members andcommunity members

• Charged with identifying needs and trends inthe community and “planning the future” – i.e.,new initiatives, based on the UCEDD corefunctions, to address those needs.

Sherlock Center Action Teams

• Six Action Teams – Early Childhood, SchoolBased, Low Incidence Disabilities,Employment, Self-Determination, Health

• Action teams have been discussing culturalcompetence for “awhile”

• Interdisciplinary Training Team has a projectto recruit high school students with disabilitiesand students from diverse cultures

Process

• Self Assessment was completed by allSherlock Center faculty and staff

• Discussed implications at full staff meetingand at action team meetings

• RI College Diversity Week – invited Tawarato speak to the college community and havean informal discussion with Sherlock staff

• Action Teams follow up discussion and plan

“First” Self Assessment

Will Repeat in One Year

Organizational Values - Expressed

Not at

All

A Little Some

what

Very

Much

Yes No Don’t

Know

Understands and is committed to cultural diversity 0% 10.3% 35.9% 53.9% 61.5% 12.8% 25.6%

Recognizes and respects diversity among people who

experience disability

0% 0% 23.1% 76.9% 61.5% 10.3% 28.2%

Recognizes that perceptions and beliefs about disability

are culturally defined

2.6% 2.6% 56.4% 38.5% 38.5% 18% 43.6%

Acknowledges the importance of culture to people who

experience disability

0% 5.1% 28.2% 66.7% 64% 18% 18%

Is committed to supporting people who experience

disability across all cultural

0% 0% 10.3% 89.7% 69.2% 10.3% 20.5%

Is committed to including people from diverse cultural

and linguistic communities in all aspects of our work

0% 7.7% 30.8% 61.5% 69.2% 12.8% 18%

Is committed to addressing racial and ethnic

disparities……..in education

0% 5.1% 20.5% 74.4% 61.5% 10.3% 28.2%

Is committed to addressing disproportionality...in

education settings

5.1% 10.3% 41% 43.6% 48.7% 20.5% 30.8%

Staff

YES NO IN PROGRESS DON’T KNOW

CULTURAL DIVERSITY

REFLECTED 48.7% 10.3% 35.9% 5.1%

PROVIDES

ORIENTATION ABOUT 20.5% 38.5% 18% 23.1%

PROVIDES REGULAR

INSERVICE 25.6% 51.3% 10.3% 12.8%

PROVIDES

MENTORING

COACHING

23.1% 18% 10.3% 48.7%

Ensures cultural and linguistic competence through organizational:

NEVER SELDOM SOMETIMES ROUTINELY DON’T KNOW

POLICY 2.6% 5.1% 20.5% 30.8% 41%

STRUCTURES 2.6% 7.7% 25.6% 18% 46.2%

PROCEDURES 2.6% 5.1% 30.8% 23.1% 38.5%

PRACTICES 2.6% 5.1% 23.1% 35.9% 33.3%

Significantly Increased Awareness

Embedded into Operational Checklists

Plan Highlights

• Redesigned web site

• Web based translation

• More products in other languages

• More examples and stories

• Include examples of people from manycultures

• Embed into interdisciplinary training

• Each action team develops plan

Renaldy

MEMO

Date: November 7, 2013

From: Jeremy Nascimento

To: Sentinel Core Committee Members

Re: SENTINELS CORE MEETING

Hi Everyone,

Our next core committee meeting is scheduled for Wednesday, November 20, 1:00-2:30 pm. The meeting will be held at the Sherlock Center, Training Room 017 (see below). A light lunch will be provided.

Agenda: Action Team reports; Transportation Universal ID; News and Announcements

Please confirm your attendance at this meeting with Elaine Sollecito, 401-456-2764, [email protected], so that we can make the appropriate catering arrangements

Fecha: 7 de Novembre de 2013

De: Jeremy Nascimento

Para: Miembros del Centinelas central

Re: Reunión

Hola todos,

Nuestra próxima reunión del Comité será miércoles 20 de Novembre de 1:00-2: 30 en el Sherlock Center. Almuerzo será ofrecido.

Agenda: Informes del Equipo de Acción; Transporte ID universal; Noticas y Anuncios

Por favor confirmar su asistencia a esta reunión con Elaine Sollecito, 401-456-2764

Action Teams

• Each Action Team developed strategies toembed cultural concepts into their work

• Example – Early Childhood Action Team isleading an internal initiative to improve thecoaching capacity (based on concepts ofImplementation Science) of all Sherlock staff.Understanding family culture is one of theinitial steps in the coaching process.

Discussion

There have been countless discussions about

the intersection of cultural competence

and self-determination

ApplyingtheCLCADOtoOurWork:HDI’sJourneyHuman Development Institute

University of Kentucky

WhydidweusetheCLCADO?• In the past, we have administered an Internal Staff Survey, tomeasure work‐place climate, work satisfaction, and the extentto which staff believed they contributed to the overall missionof HDI.

• A part of the staff survey included questions about diversity,more specifically, about the ‘internal inclusive environment’within HDI.

• We realized that results from the survey did not really answerquestions about cultural and linguistic competence at anylevel of depth or institutional comprehensiveness.

• The recommendation to use the CLCADO came from the HDIDiversity Committee to the Executive Director and ourLeadership Team.

TheCLCADO:TheCapacitytoCreateSharedOwnership• The CLCADO was designed by an UCEDD.

• It addresses all aspects of our work (each of our mandatoryCore Functions, the role of our Consumer Advisory Council,etc.).

• The CLCADO clearly defines what cultural and linguisticcompetence means.

• We strongly believed the results from the survey would helpHDI become a more culturally and linguistically competentorganization.

AStructuretoGuideourWork:AdministeringCLCADO• The instrument was administered to all HDI in Fall 2011.

• An online instrument was used for accessibility purposes – wereceived permission to administer online.

• Several steps were taken to ensure that there was objectivityin administration, analysis and inference of results, and thatpeople would answer honestly.

• Analysis was conducted by our University Survey Research Center

• Interpretation of results and framing of recommendations wasdone by Dr. Marlene Huff (Associate Professor, College ofMedicine, UK)

• Dr. Huff is an advocate for people with disabilities and has workedwith HDI for many years – she is aware of our mission and ourwork.

Staffreactions• A total of 64 staff responded to the survey (a little over half ofall eligible respondents). However, the response rate variedsignificantly across questions.

• Most of the staff were unable to answer all of the questionsbecause they were not aware of all the work the Institute did!

• What We Did Not Expect: HDI has approximately 30 projects.Staff found it hard to answer for the Institute as a whole andwere not always sure how their project work ‘fit’ into theoverall mission and vision.

• Many staff did not understand the role of the ConsumerAdvisory Council, or its make‐up.

• The survey itself: Only a few commented about the length ofthe survey and the complexity of questions.

CLCADOfindings• Dr. Huff framed specific recommendations for each of the foursections of the survey.

• The report was disseminated to the HDI Management Team.

• The recommendations of the report were discussed atsubsequent meetings.

• From the recommendations, specific action steps wereidentified and taken.

AFewKeyRecommendations• Increase public awareness efforts at the federal governmentlevel, among press/media outlets, and public/policy opinionleaders about the importance of racial and ethnic disparities.

• Increase advocacy efforts in the areas of sexual orientation,gender identity, and/or expressions of religious and spiritualaffiliation.

• Enhance opportunities for employees to establishpartnerships with culturally and linguistically diversecommunities.

• Increase dissemination of information in languages other thanEnglish in all communication forms including:publications/periodicals, website, training materials andresources, multimedia resources, social media/networkingsites.

CreatinganActionPlan:SoWhatDidWeDo?First, we needed to address several organizational issues:

1. We ensured HDI staff members understood the role of ourCAC and who they were!

2. We dedicated ‘professional development’ time, focused onour cultural and linguistic competency, at our quarterly All‐Staff Meetings.

3. We had to revisit and think really intentionally on thedemographics of KY, and the communities in our state thatare currently underserved.

4. We had to broaden our scope to include ‘UnderservedPopulations’.

5. We created an Underserved Population EngagementCommittee that included all parts of HDI.

EnsuringOurStaffUnderstandtheDiversityandRoleofourCAC• We have a very diverse CAC – in a state made up ofapproximately 10% of individuals who are culturally orlinguistically diverse, 36% of our CAC self‐advocates and familymembers are culturally diverse.

• Our CAC presented at our All‐Staff meeting on its make‐up,role, and work within HDI.

• Besides collaborating with the Core Project to develop its ownproducts, our CAC is identifying how individual members cantake a more active role in those HDI projects for which theyhave a specific interest.

TwoBroadRecommendationsThe recommendations from the results of the CLCADO fell into two broad categories:

1. Ensuring that current products are truly accessible to allcommunities

2. Engaging communities and groups who have beentraditionally underserved

To address both of these objectives, in Fall 2012, we created an Engaging Underserved Populations Committee, including representation from each of our Core functions, our CAC, as well as across our three main physical locations.

EngagingUnderservedPopulationsCommitteeWe have defined ‘underserved communities’ as groups of individuals who do not have adequate access to services. They share one or more of these characteristics:

• They may be poor.

• They have limited English language proficiency and/or lackfamiliarity with the service delivery system.

• They may live in locations where providers are not readilyavailable to meet their needs.

• They may be members of ethnic, racial, and other minoritygroups (they are not by definition “underserved”, but areoften disproportionately represented and not well served).

EngagingUnderservedPopulationsCommitteeTo date, the committee has completed the following activities:

• Developed a template of how to align our CORE grant’s goalsand activities to be culturally and linguistically competent.

• Developed an internal virtual (SharePoint) site that containsinformation on how to create products and documents thatare more accessible, with the intent of creating a template forapplication uniformly across the institute.

• Organized expert presentations on how to engage withunderserved Hispanic communities in the state, and ensuringthat all of our products are fully accessible.

AligningOurCoreGrantGoals– InterdisciplinaryTraining

Goal IInterdisciplinary

Pre‐service Training. With consumers and families, to provide interdisciplinary pre‐service training to

promote the independence, productivity, and inclusion of people with disabilities and

their families throughout life

Ensure that trainings, seminars include a diversity of speakers, perspectivesEnsure that the training content is applicable to diverse groupsEnsure that all training materials are accessible‐Development of accessible standards that can be broadly adapted and used.Develop strategies to recruit diverse trainees (Graduate Certificate students, research assistants, etc.) and continue to track these data ‐‐develop standard recruiting strategies that all projects can adopt ‐‐look at both trainees and RAs‐‐First time college students‐‐Diverse courses‐‐ Diverse family mentorships‐‐capacity building to engage all communities within framework of the UCEDD‐‐ By Reaching a more culturally diverse pool of students we are better able to serve underserved communitiesCurrent recruiting practices for online graduate DD programContact office of Institutional diversity

Ongoing review of trainings and seminar scheduleOngoing review of training and seminar contentFormative evaluation data from seminars

AligningOurCoreGrantGoals– InformationDissemination

Goal V

Dissemination. In

collaboration with

consumers and

family members,

to disseminate HDI

products through a

variety of

methods, including

electronic and

alternate formats,

to assure that

multiple audiences

have timely access

to information to

improve services

and results.

Develop/translate most popular informational materials in SpanishEnsure that the materials are ‘vetted’ not only for correct translation but also for cultural competence;UDL principles for learning are employed as well.Ensure that all training materials are accessible.‐Development of accessible standards that can be broadly adapted and used.List of common training materials for ‘audit’ of accessibility to project directors.Validation tool.For some of our products, consider rewriting material in updated language or to include new perspectives; writing a companion document that is in more accessible language for families and self‐advocates*

Facebook and other social media…social discussion groups, moderate of trends…

Look at the

link sent by

Darrell

September

all Staff

Number of materials developed and dissem‐inated‐ NIRS database

EnsuringthatCurrentProductsAreTrulyAccessibletoAllCommunitiesWe currently operationalize ‘accessibility’ as it relates to print and online products three distinct ways:

1. Ensure that the products are accessible to people with visualimpairments. Working on ensuring that people are usingcurrent best practices.

2. Ensuring that the contents of the products are familyfriendly – literacy level, etc.

3. Translating popular materials and major webpages inSpanish.

• Identified staff, consultant, and volunteer certified Spanishtranslators to address the needs of the growing Hispaniccommunity in KY. Worked with a cultural competency “coach”who has advised on specific steps.

EngagingCommunitiesandGroups

• We realized that HDI has to ‘actively’participate in community events.

• HDI staff are participating in organizations thatwork on addressing the issues of ruralAppalachia.

• We are engaging advocates, staff from variouscommunity projects, organizations.

• We administered a survey of our ProjectDirectors to identify underserved communitieswithin the context of each of our projects.

HDIProjectDirectors’Survey• Students with significant intellectual disabilities, includingstudents of color, are dramatically underserved in highereducation – our TPSID project has focused on higherrepresentations of students of color.

• Person with mental illness living in rural and Appalachiansettings , including individuals living in isolated personalcare homes, are underserved in terms of qualitysupported employment services – in collaboration withKY P & A, our Dartmouth Supported Employment Projectis focusing on the needs of these individuals.

• Latino families are underserved in high quality child carecenters. Our bilingual statewide family child care referralcenter is designed to promote referrals to local day careprograms for children both with and without disabilities.

AnHDICaseStudy…HDI’s National Center for Prenatal and Postnatal Down Syndrome Resources: The National Center provides evidence‐based resources for supporting new and expectant parents receiving a prenatal or postnatal diagnosis of Down syndrome

• Evidence‐based and medically‐reviewed information fornew and expectant parents learning about a diagnosis ofDown syndrome is becoming increasingly critical as Non‐Invasive Prenatal Screening or NIPS becomes moreaccurate and available. This obviously means thedevelopment of culturally and linguistically competentmaterials at a critical juncture in families’ lives.

AnHDICaseStudy….AndYetWeKnow…Many Hispanic and African American women who are pregnant or planning to become pregnant “said they only saw or knew of Caucasian persons with Down syndrome and requested culturally diverse educational materials about the condition.” (Levis et al. , 2012)

ReachingouttoHispanicFamilies• The Hispanic population hasthe highest prevalence ofDown syndrome at birth (Shinet al., 2009) while at the sametime the lowest life expectancyof all demographics affectedby Down syndrome (Friedman2001). Experts often attributethis disparity to inadequateaccess to healthcare andsupport services.

OtherDiverseGroups…

• In April 2013, HDI compiled an originalphoto library of individuals with Downsyndrome with a greater background ofethnic and cultural diversity.

• Our Understanding a Down SyndromeDiagnosis, revised this past month toreflect this diversity, and disseminated inEnglish and Spanish (side by side) is usedin 122 countries worldwide.

• We are currently working to developtranslations in French, Russian andJapanese that reflect the services,cultures, and supports in those nations.

BrighterTomorrows– LifestoriesofculturalcompetenceBrighter Tomorrows , part of the National Center, offers online information for medical practitioners and for new and expectant parents in both English and Spanish. The Brighter Tomorrows family website further offers videos and family stories from individuals reflecting different cultural backgrounds and ages. This family’s story was told to us by the Dad in Spanish and then translated into English.

Reflection

• The journey to cultural and linguisticcompetence at an organizational level, thoughessential, is not an easy process.

• We are broadening the conversation, tocollaborators both within and outside theUniversity.

• We have found it challenging to find a singleapproach that all projects can adopt, but we aretrying!


Members of the UCEDD’s Diversity Committee were successful in convincing UCEDD leadership to endorse and provide resources to conduct a CLC organizational self-assessment. After several planning meetings, members of the Diversity Committee were made aware of grumbling from some faculty and staff. Their complaints included: “This is a waste of resources when money is really tight.” “It will take too much time and energy.” “What will we get out of doing this?” “We serve everyone well. Our surveys say so.”

“We don’t have the diversity that other states do.”

What would you do as a member of this Diversity Committee?

CASE STUDY


Cultural and Linguistic Competence Assessment for Disability Organizations INTRODUCING

THE ….The CLCADO and guide were developed by the National Center for Cultural Competence with funding from TASH, as part of its Diversity and Cultural Competency in Disability Advocacy Initiative, through a grant from the W.K. Kellogg Foundation.

http://www.gucchdgeorgetown.net/NCCC/CLCADO/


The CLCADO was designed to support organizations to:

1. Plan for and incorporate culturally and linguisticallycompetent values, policies, structures, andpractices in all aspects of their work.

2. Enhance the quality of services, supports, andadvocacy provided to diverse and underservedcommunities.

3. Effect change in education, training, technicalassistance, research, and public policy.

4. Advance cultural and linguistic competence as anessential approach to address racial and ethnicdisparities and promote equity for people whoexperience disabilities and their families.


CLCADO Key Informant Work Group

American Association of Intellectual and Developmental Disabilities

Association of University Centers on Disabilities

Center for Persons with Disabilities, Utah State University

Council of Parent Attorneys and Advocates, Inc.

Institute for Disability Studies, University of Southern Mississippi

National Association for the Education of African American Children with Learning Disabilities

Missouri Planning Council for Developmental Disabilities

National Down Syndrome Congress

New York State Office of People with Developmental Disabilities

TASH

The Arc of the United States (chapter)

Three Rivers Center for Independent Living


CLCADO PILOT TEST ORGANIZATIONS

American Association of Intellectual and Developmental Disabilities

Association of University Centers on Disabilities

Center for Persons with Disabilities, Utah State University

Council of Parent Attorneys and Advocates, Inc.

National Council on Independent Living

National Down Syndrome Congress

TASH

The Arc of the United States (chapter)


Cultural and Linguistic Competence Assessment for Disability Organizations

Our World View

Asks for perspectives about:

1. the organization’s world view of cultural diversityand approaches to inclusion and equity

2. the extent to which this world view guidesorganizational behavior and is established policy

3. the organization’s philosophy, values,commitment to cultural and linguistic competence



Our World View

In my view, our organization:

1. Recognizes the great degree of diversity among people whoexperience disability

2. Understands that disability is only one aspect of diversityand cultural identity.

3. Raises awareness about racial and ethnic disparitiesexperienced by people with disabilities.

4. Believes it is our responsibility to address bias,discrimination, and racism that impact people whoexperience disabilities from diverse cultural and linguisticgroups and their families.

Not at all A little Somewhat Very much

This value is expressed in our organization’s guiding principles, mission/and or board resolutions.

Yes No Don’t know



Who We Are

1. Examines the cultural diversity of staff, board members,and others who do the work of the organization.

2. Probes training and ongoing professional developmentneeded to support cultural and linguistic competence.



Who We Are

Our organization requires and provides orientation about our philosophy, policies, and practices related to cultural and linguistic competence for:‐ All board members‐ Organizational leadership‐ Staff‐ Faculty ‐ Consultants‐ Contractors‐ Interns & fellows‐ Volunteers

Yes

No

In Progress

Don’t Know

Do not have:___________



What We Do

Examines how cultural and linguistic competence applies to the core functions of the organization.

CONFERENCES, EDUCATION & TRAININGPUBLIC POLICY, LEGISLATION & ADVOCACYCOMMUNITY ENGAGEMENT, PARTNERSHIPS & COLLABORATIONPUBLICATIONS & INFORMATION DISSEMINATION

FUND RAISING & GRANT WRITING

SUPPORTING A RESEARCH AGENDA

DIRECT SERVICES AND SUPPORTS

Never

Seldom

Sometimes

Routinely

Don’t Know



How We Work

STRUCTURE

FUNDING

LEADERSHIP ACTIVITIES

Probes how cultural and linguistic competence is applied to organizational:



How We Work

Our organization:

1. Ensures cultural and linguistic competence throughestablished organizational (policy, structures, procedures,practices).

2. Has dedicated funding it its budge to advance and sustaincultural and linguistic competence.

3. Offers training, mentoring, and other support to staff,faculty, and board members that enable them to lead effortsthat address:

‐ racial and ethnic disparities‐ disproportionality in educational settings diverse

Never Seldom Sometimes Routinely Don’t Know

Cultural and linguistic competence is a journey … not a destination.It is a life‐long commitment to

how we think about and what we do in our respective organizations and programs in support of people who experience disabilities, their families,

and the communities in which they live.

T.D. GoodeSlide Source: National Center for Cultural Competence, 2013


CONTACT US

National Center for Cultural Competencehttp://[email protected]

The content of and this PowerPoint presentation are copyrighted and are protected by Georgetown University's copyright policies.

Permission is granted to use this PowerPoint presentation in its entirety and/or individual slides for non-commercial purposes if:

the material is not to be altered and• proper credit is given to the author(s) and to the National Center for Cultural Competence.

Permission is required if the material is to be:• modified in any way • used in broad distribution.

To request permission and for more information, contact [email protected].

The Role of Self-Assessment in Achieving Cultural and Linguistic ... MCC CLC Self-A… · Source: Goode, T. D. (2010). A guide for using the cultural and linguistic competence assessment

Documents