Author: Untiet, Kelly

The CLAS Standards

Culturally and Linguistically Appropriate Services (CLAS) Standards were developed in 2000 in an effort to guide healthcare organizations to compliance with the federal civil rights laws that require communication assistance (Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990). Between 2010 and 2013, the CLAS standards went through an enhancement process. As a result of that process, the definition of health has expanded to include: physical, behavioral, social, and spiritual well-being. The Enhanced CLAS Standards are intended for a broad audience including organizations that provide behavioral and mental health services, and community health and prevention. As school districts look to educate and care for the whole-child in New Hampshire, we see ourselves as one of these organizations. The 15 CLAS standards provide guidance which can be understood as one Principal Standard (or overarching goal) and three main themes: 1) Governance, Leadership, and Workforce, 2) Communication and Language Assistance, and 3) Engagement, Continuous Improvement and Accountability.
CLAS Standards support school districts as they: respond to demographic changes in your community, eliminate longstanding disparities between people of diverse racial, ethnic, and cultural backgrounds, improve educational outcomes, fulfill legislative mandates, decrease the likelihood of liability claims.

www.NHStudentWellness.org

Friend. Tweet. Like. Connect. Download.

This information sheet was developed (in part) under grant number 1H79SM063393-01, 1U79SM06151201 and 1H79SM061875-01 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.

CLAS Standards in Education

What does it look like when a school district adopts the CLAS Standards?

The following list of activities and approaches was collected from nine NH school districts committed to delivering Culturally and Linguistically Appropriate Services and becoming a Culturally Effective Organization. Explore this list and consider what this might look like in your community!

Ensure the necessary fiscal and human resources, tools, skills, and knowledge are allocated and available to support and improve CLAS policies and practices in our district. [standard 2]
Advertise job opportunities to targeted / underrepresented populations (i.e. Free Chronicle, EquityNH listserv), post in multiple languages. [standard 3]
Utilize certifications for paraprofessionals through alternative 5 of credentialing for those who meet the requirements; support diverse staff to meet the requirements. [standard 3]
Administration / management attend CLAS trainings on a regular basis; possibly become trainers themselves for sustainability purposes. [standard 4]
Ensure that all administration, teachers and staff are trained on the availability of communication access services and how they can access them (both face-to-face interpreters and over the phone interpretation) to support their students and parents; ensure all (in person, audio, video and sign-language) interpretation is available free of cost. [standard 4]
Ensure communication access, such as the provision of an interpreter, braille, and/or translated documents, is available to support parents during the registration process, in the special education and/or 504 processes and as needed. [standard 5]
Post ‘I speak’ posters in common areas (office, guidance department, nurses office, main office) to help identify what language interpreter / translator you need. [standard 6]
Hire well-trained interpreters and translators that have completed a training program (preferably at least 60 hrs.). [standard 7]
Provide easy-to-understand print and multimedia materials and signage in the languages commonly used by the students and parents served by the school district. [standard 8]
Staff is aware of the impact of culture on conflict resolution, evaluation process, and communication styles and behaviors. [standard 9]
Schools will evaluate their progress in implementing the CLAS standards through yearly reviews. [standard 10]
Schools will obtain information (race, ethnicity, spoken and written language) about the students and families which will ensure tailored and improved services with periodic updates. [standard 11]
Identify population specific services in your community (deaf, blind, LGBT, refugees, etc.). [standard 12]
Collaborate with youth, families, community organizations, and local stakeholders to create an inclusive approach to developing and reviewing policies, services, and programs to reflect and respond to a variety of community groups/perspectives and that they are inclusive of all cultures. [standard 13]
Conflict and grievance process should be easily understood and accessible by all members of the school community (Aim for a 6th grade reading level when writing these documents). [standard 14]
Publicize regular updates on CLAS Standards progress to School Board, District Management & Leadership Teams, school staff, and to general public via website, district and school newsletters and other forms of communication. [standard 15]