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Case Management Definition
Purpose
Individuals and families who receive Case Management services access and use resources and supports that build on their strengths and meet their service needs.Definition
Intensive Case Management services are provided by a case manager who has an established relationship with the person served and delivers and/or coordinates a comprehensive array of services through ongoing support and frequent contact.
Note:COA's Case Management standards apply to stand-alone case management programs. Organizations that provide Foster Care Case Management Services are accredited under COA's Family Foster Care and Kinship Care (FKC) standards and not Case Management.
Note: Please see CM Reference List for a list of resources that informed the development of these standards.
Note:For information about changes made in the 2020 Edition, please see the CM Crosswalk.
Case Management (CM) 1: Person-Centered Logic Model
Logic models have been implemented for all programs and the organization has identified at least two outcomes for all its programs.
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- Logic models need improvement or clarification; or
- Logic models are still under development for some of its programs, but are completed for all high-risk programs such as protective services, foster care, residential treatment, etc.; or
- At least one client outcome has been identified for all of its programs; or
- All but a few staff have been trained on use of therapeutic interventions and training is scheduled for the rest; or
- With few exceptions the policy on prohibited interventions is understood by staff, or the written policy needs minor clarification.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Logic models need significant improvement; or
- Logic models are still under development for a majority of programs; or
- A logic model has not been developed for one or more high-risk programs; or
- Outcomes have not been identified for one or more programs; or
- Several staff have not been trained on the use of therapeutic interventions; or
- There are gaps in monitoring of therapeutic interventions, as required; or
- There is no process for identifying risks associated with use of therapeutic interventions; or
- Policy on prohibited interventions does not include at least one of the required elements.
- Logic models have not been developed or implemented; or
- Outcomes have not been identified for any programs; or
- There is no written policy or procedures for the use of therapeutic interventions; or
- Procedures are clearly inadequate or not being used; or
- Documentation on therapeutic interventions is routinely incomplete and/or missing; or
- There is evidence that clients have been harmed by inappropriate or unmonitored use of therapeutic interventions.
CM 1.01
- needs the program will address;
- available human, financial, organizational, and community resources (i.e. inputs);
- program activities intended to bring about desired results;
- program outputs (i.e. the size and scope of services delivered);
- desired outcomes (i.e. the changes you expect to see in service recipients); and
- expected long-term impact on the organization, community, and/or system.
Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to:
- needs assessments and periodic reassessments; and
- the best available evidence of service effectiveness.
CM 1.02
- change in clinical status;
- change in functional status;
- health, welfare, and safety;
- permanency of life situation;
- quality of life;
- achievement of individual service goals; and
- other outcomes as appropriate to the program or service population.
Interpretation: Outcomes data should be disaggregated to identify patterns of disparity or inequity that can be masked by aggregate data reporting. See PQI 5.02 for more information on disaggregating data to track and monitor identified outcomes.
Case Management (CM) 2: Personnel
- With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
- Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or
- Most staff who do not meet educational requirements are seeking to obtain them; or
- With few exceptions, staff have received required training, including applicable specialized training; or
- Training curricula are not fully developed or lack depth; or
- Training documentation is consistently maintained and kept up-to-date with some exceptions; or
- A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
- With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
- Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
- Specialized services are obtained as required by the standards.
- A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
- Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or
- Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
- A significant number of staff have not received required training, including applicable specialized training; or
- Training documentation is poorly maintained; or
- A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
- There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
- Workloads are excessive, and the integrity of the service may be compromised; or
- Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
- Specialized services are infrequently obtained as required by the standards.
CM 2.01
- a bachelor’s degree in a human service field;
- case management certification; or
- a bachelor’s degree in a field other than a human service, with appropriate experience.
CM 2.02
- an advanced degree in social work or a comparable human service field and a minimum of two years’ experience in direct services or case management;
- a bachelor’s degree in a human service field and four years' experience in direct services or case management; and/or
- licensure or certification in case management and four years' experience in direct services or case management.
CM 2.03
- coordinating services as part of a team;
- linking service recipients, and making referrals to, community services; and
- knowledge of public assistance programs, eligibility requirements, and benefits.
CM 2.04
- assigning a worker early in the contact, when appropriate; and
- minimizing the number of workers assigned to persons served over the course of their contact with the organization.
CM 2.05
- the qualifications, competencies, and experience of the worker, including the level of supervision needed;
- the work and time required to accomplish assigned tasks and job responsibilities; and
- service volume, accounting for assessed level of needs of persons served.
Case Management (CM) 3: Intake and Assessment
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- In a few rare instances, urgent needs were not prioritized; or
- For the most part, established timeframes are met; or
- Culturally responsive assessments are the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Urgent needs are often not prioritized; or
- Services are frequently not initiated in a timely manner; or
- Applicants are not receiving referrals, as appropriate; or
- Assessment and reassessment timeframes are often missed; or
- Assessments are sometimes not sufficiently individualized;
- Culturally responsive assessments are not the norm, and this is not being addressed in supervision or training; or
- Several client records are missing important information; or
- Client participation is inconsistent; or
- Intake or assessment is done by another organization or referral source and no documentation and/or summary of required information is present in case record.
- There are no written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
CM 3.01
- how well the request matches the organization's services; and
- what services will be available and when.
CM 3.02
- include screening for level or intensity of service;
- gather information necessary to identify critical service needs and/or determine when a more intensive service is necessary;
- give priority to urgent needs and emergency situations;
- support timely initiation of services; and
- provide for placement on a waiting list or referral to appropriate resources when individuals and families cannot be served or cannot be served promptly.
CM 3.03
- completed within established timeframes;
- updated as needed based on the needs of persons served; and
- focused on information pertinent for meeting service requests and objectives.
Interpretation: The Assessment Matrix - Private, Public, Canadian, Network determines which level of assessment is required for COA’s Service Sections. The assessment elements of the Matrix can be tailored according to the needs of specific individuals or service design.
CM 3.04
- includes assessment of natural supports and helping networks; and
- promptly provides or makes arrangements for specialized assessments, as needed.
CM 3.05
- within five working days of a precipitating event;
- when there is a change in their status or circumstances, or a new issue arises; and
- within 48 hours of notification that hospital or institutional discharge is imminent.
Case Management (CM) 4: Service Planning and Monitoring
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- In a few instances, client or staff signatures are missing and/or not dated; or
- With few exceptions, staff work with persons served, when appropriate, to help them receive needed support, access services, mediate barriers, etc.; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- In several instances, client or staff signatures are missing and/or not dated; or
- Quarterly reviews are not being done consistently; or
- Level of care for some clients is clearly inappropriate; or
- Service planning is often done without full client participation; or
- Appropriate family involvement is not documented; or
- Documentation is routinely incomplete and/or missing; or
- Individual staff members work with persons served, when appropriate, to help them receive needed support, access services, mediate barriers, etc., but this is the exception.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
CM 4.01
- agreed upon goals, desired outcomes, and timeframes for achieving them;
- services and supports to be provided, and by whom;
- possibilities for maintaining and strengthening family relationships and other informal social networks;
- procedures for expedited service planning when crisis or urgent need is identified; and
- the individual’s signature.
CM 4.02
- directly provide, or arrange for necessary services;
- provide case coordination and monitoring of services;
- ensure that they receive appropriate advocacy support;
- assist with access to the full array of services to which they are eligible; and
- mediate barriers to services within the service delivery system.
- sensitivity to their needs and personal goals;
- a non-threatening manner;
- respect for their autonomy, confidentiality, sociocultural values, lifestyle choices, and complex family interactions;
- flexibility; and
- appropriate boundaries.
CM 4.03
CM 4.04
- confirmation, usually within one or two working days, that a service has been initiated as scheduled;
- verification, usually within 15 working days, that the service is appropriate and satisfactory;
- follow-up every three months; and
- immediate response to any complaints or problems that develop in the delivery of services or with the individual or family receiving services.
CM 4.05
- service plan implementation;
- the individual’s or family’s progress toward achieving goals and desired outcomes; and
- the continuing appropriateness of agreed upon service goals.
CM 4.06
- review progress toward achievement of agreed upon service goals; and
- sign revisions to service goals and plans.
Case Management (CM) 5: Intensive Case Management
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- For the most part, established timeframes are met; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- Active client participation occurs to a considerable extent.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Timeframes are often missed; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
CM 5.01
- 24-hour crisis intervention;
- psychiatric services;
- housing services;
- medical and dental services;
- alcohol and other drug education and treatment;
- public assistance and income maintenance;
- family support services;
- vocational training and job placements; and
- transportation.
CM 5.02
- initiating change agent activities;
- teaching problem solving skills; and
- modeling productive behaviors.
CM 5.03
CM 5.04
CM 5.05
Case Management (CM) 6: Case Closing and Aftercare
Currently viewing: CASE CLOSING AND AFTERCARE
VIEW THE STANDARDS
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Administration and Management Standards
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For-Profit Administration and Financial Management (AFM)
- AFM - Introduction
- AFM 1 - Purpose
- AFM 2 - Strategic and Annual Planning
- AFM 3 - Community Involvement and Advocacy
- AFM 4 - Administrative Oversight
- AFM 5 - Conflict of Interest
- AFM 6 - Protection of Reporters of Suspected Misconduct
- AFM 7 - Internal Control Environment
- AFM 8 - Revenue and Investments
- AFM 9 - Financial Planning
- AFM 10 - Financial Accountability
- AFM 11 - Financial Management
- AFM 12 - Fundraising
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Administration & Management for Child and Youth Development Programs (CYD)
- CYD - Introduction
- CYD 1 - Program Guidance and Oversight
- CYD 2 - Mission and Long-Term Planning
- CYD 3 - Legal and Regulatory Compliance
- CYD 4 - Ethical Practices
- CYD 5 - Financial Planning and Management
- CYD 6 - Risk Prevention and Management
- CYD 7 - Information Management and Security
- CYD 8 - Continuous Quality Improvement
- CYD 9 - Medication Control and Administration
- Financial Management (FIN)
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Governance (GOV)
- GOV - Introduction
- GOV 1 - Mission
- GOV 2 - Strategic and Annual Planning
- GOV 3 - Community Involvement and Advocacy
- GOV 4 - Organization of the Governing Body
- GOV 5 - Governing Body Responsibilities
- GOV 6 - Organization Leadership
- GOV 7 - Conflict of Interest
- GOV 8 - Protection of Reporters of Suspected Misconduct
- Human Resources (HR)
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Network Administration (NET)
- NET - Introduction
- NET 1 - Network Characteristics
- NET 2 - Network Organization
- NET 3 - Planning
- NET 4 - Network Services
- NET 5 - Access to Network Services
- NET 6 - Screening
- NET 7 - Utilization Management
- NET 8 - Outcomes Measurement
- NET 9 - Members and Community Partners
- NET 10 - Network Application Process
- NET 11 - Network Training
- Performance and Quality Improvement (PQI)
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Risk Prevention and Management (RPM)
- RPM - Introduction
- RPM 1 - Legal and Regulatory Compliance
- RPM 2 - Risk Prevention and Management
- RPM 3 - Insurance Protection
- RPM 4 - Technology and Information Management
- RPM 5 - Security of Information
- RPM 6 - Contracts and Service Agreements
- RPM 7 - Quality Monitoring of Contracted Social and Human Services
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For-Profit Administration and Financial Management (AFM)
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Service Delivery Administration Standards
- Administrative and Service Environment (ASE)
- Behavior Support and Management (BSM)
- Client Rights (CR)
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Program Administration (PRG)
- PRG - Introduction
- PRG 1 - Case Records
- PRG 2 - Access to Case Records
- PRG 3 - Medication Control and Administration
- PRG 4 - Technology-based Service Delivery
- PRG 5 - Services for Persons with Intellectual and Developmental Disabilities
- PRG 6 - Personnel Training for Intellectual and Developmental Disabilities Services
- Training and Supervision (TS)
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Service Standards
- Adult Day Services (AD)
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Adult Foster Care (AFC)
- AFC - Definition
- AFC 1 - Person-Centered Logic Model
- AFC 2 - Personnel
- AFC 3 - Intake and Assessment
- AFC 4 - Caregiver Recruitment and Assessment
- AFC 5 - Home Assessment
- AFC 6 - Placement Planning
- AFC 7 - Caregiver Training and Support
- AFC 8 - Placement Monitoring and Reassessment
- AFC 9 - Case Closing and Aftercare
- Adult Guardianship (AG)
- Adult Protective Services (APS)
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Adoption Services (AS)
- AS - Definition
- AS 1 - Person-Centered Logic Model
- AS 2 - Personnel
- AS 3 - Recruitment and Orientation
- AS 4 - Service and Permanency Planning and Adoption Service Contracts
- AS 5 - Birth Parent Assessments and Child Background Studies
- AS 6 - Home Study Practice
- AS 7 - Training for Prospective Adoptive Parents
- AS 8 - Consents, Matching, Referral, and Placement
- AS 9 - Preparation and Support for Placement
- AS 10 - Temporary Care for Children Awaiting Placement
- AS 11 - Post-Placement and Post-Adoption Support and Family Preservation
- AS 12 - Adoption Program Administration
- AS 13 - Intercountry Adoption Program Administration
- Community Change Initiatives (CCI)
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Child and Family Development and Support Services (CFD)
- CFD - Definition
- CFD 1 - Person-Centered Logic Model
- CFD 2 - Personnel
- CFD 3 - Intake and Assessment
- CFD 4 - Service Planning and Monitoring
- CFD 5 - Family-Focused Approach to Service
- CFD 6 - Parent Education Services
- CFD 7 - Family Support Services
- CFD 8 - Health Services
- CFD 9 - Early Intervention Services
- CFD 10 - Case Closing and Aftercare
- Case Management (CM)
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Crisis Response and Information Services (CRI)
- CRI - Definition
- CRI 1 - Person-Centered Logic Model
- CRI 2 - Personnel
- CRI 3 - Intake and Assessment
- CRI 4 - Crisis Intervention Service Elements
- CRI 5 - Crisis Call Services
- CRI 6 - Mobile Crisis Response Services
- CRI 7 - Crisis Receiving and Stabilization Services
- CRI 8 - Crisis Receiving and Stabilization Facilities
- CRI 9 - Community Connections and Coordination
- Coaching, Support, and Education Services (CSE)
- Disaster Recovery Case Management (DRCM)
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Day Treatment Services (DTX)
- DTX - Definition
- DTX 1 - Person-Centered Logic Model
- DTX 2 - Personnel
- DTX 3 - Intake and Assessment
- DTX 4 - Service Planning and Monitoring
- DTX 5 - Interdisciplinary Program
- DTX 6 - Services for Families
- DTX 7 - Education Services
- DTX 8 - Substance Use Services
- DTX 9 - Office-Based Opioid Treatment
- DTX 10 - Care and Supervision
- DTX 11 - Case Closing and Aftercare
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Domestic Violence Services (DV)
- DV - Definition
- DV 1 - Person-Centered Logic Model
- DV 2 - Personnel
- DV 3 - Intake and Assessment
- DV 4 - Safety Planning
- DV 5 - Service Planning and Monitoring
- DV 6 - Advocacy and Support Services
- DV 7 - Promoting the Well-Being of Children and Youth
- DV 8 - Crisis Hotline
- DV 9 - Rights of Shelter and Safe Home Residents
- DV 10 - Shelter and Safe Home Facilities
- DV 11 - Case Closing and Aftercare
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Employee Assistance Program Services (EAP)
- EAP - Definition
- EAP 1 - Person-Centered Logic Model
- EAP 2 - Personnel
- EAP 3 - Access to Service
- EAP 4 - Internal EAP/Parent Company Relations
- EAP 5 - Program Implementation and Contract Management
- EAP 6 - Contractor Accountability
- EAP 7 - Record-Keeping
- EAP 8 - Assessment and Action Planning
- EAP 9 - Service Elements
- EAP 10 - Work-Life Services
- EAP 11 - Case Closing
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Early Childhood Education (ECE)
- ECE - Definition
- ECE 1 - Person-Centered Logic Model
- ECE 2 - Personnel
- ECE 3 - Enrollment
- ECE 4 - Parental Involvement and Support
- ECE 5 - Health and Safety
- ECE 6 - Classroom Environment
- ECE 7 - Promoting Quality Relationships with Teaching Staff and Peers
- ECE 8 - Developmental and Educational Activities
- ECE 9 - Caring for Children with Special Needs
- ECE 10 - Child Supervision
- ECE 11 - Transition
- ECE 12 - Oversight of Family Child Care Homes
- Experiential Education Supplement (EES)
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Financial Education and Counseling Services (FEC)
- FEC - Definition
- FEC 1 - Person-Centered Logic Model
- FEC 2 - Personnel
- FEC 3 - Service Initiation
- FEC 4 - Development of an Action Plan
- FEC 5 - Financial Education and Counseling Services
- FEC 6 - Housing Counseling and Education Services
- FEC 7 - Debt Management Plans
- FEC 8 - Administration of the Debt Management Plan
- FEC 9 - Creditor Relations
- FEC 10 - Referrals and System Collaborations
- FEC 11 - Client File Review
- FEC 12 - Business Ethics
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Family Foster Care and Kinship Care (FKC)
- FKC - Definition
- FKC 1 - Person-Centered Logic Model
- FKC 2 - Personnel
- FKC 3 - Initial Assessment
- FKC 4 - Comprehensive Assessment
- FKC 5 - Service Planning
- FKC 6 - Child Permanency
- FKC 7 - Child Placement
- FKC 8 - Developing and Maintaining Connections
- FKC 9 - Services for Parents
- FKC 10 - Services for Children and Youth
- FKC 11 - Physical and Mental Healthcare
- FKC 12 - Supports and Services for Expectant and Parenting Youth
- FKC 13 - Treatment Foster Care
- FKC 14 - Worker Contact and Monitoring
- FKC 15 - Transition to Adulthood
- FKC 16 - Family Reunification
- FKC 17 - Resource Family Recruitment
- FKC 18 - Resource Family Assessment and Approval
- FKC 19 - Resource Family Training and Preparation
- FKC 20 - Resource Family Use of Physical Interventions
- FKC 21 - Resource Family Development, Support, and Retention
- FKC 22 - Respite Care
- FKC 23 - Case Closing and Aftercare
- Family Preservation and Stabilization Services (FPS)
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Group Living Services (GLS)
- GLS - Definition
- GLS 1 - Person-Centered Logic Model
- GLS 2 - Personnel
- GLS 3 - Access to Service
- GLS 4 - Intake and Assessment
- GLS 5 - Family Involvement
- GLS 6 - Service Planning and Monitoring
- GLS 7 - Child Permanency
- GLS 8 - Group Living Program
- GLS 9 - Healthcare Services
- GLS 10 - Education Services
- GLS 11 - Community and Social Connections
- GLS 12 - Services for Pregnant and Parenting Residents
- GLS 13 - Substance Use Services
- GLS 14 - Residential Facilities
- GLS 15 - Recovery Homes
- GLS 16 - Privacy Provisions
- GLS 17 - Care and Supervision
- GLS 18 - Transition from the Service System
- GLS 19 - Case Closing and Aftercare
- Generic Service Summary Supplement (GSS)
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Home Care and Support Services (HCS)
- HCS - Definition
- HCS 1 - Person-Centered Logic Model
- HCS 2 - Personnel
- HCS 3 - Requirements for Personnel Providing Services to Individuals with Special Needs
- HCS 4 - Access to Services
- HCS 5 - Intake
- HCS 6 - Assessment-Based Care Planning and Coordination
- HCS 7 - Care Monitoring
- HCS 8 - Coordinated Home Management, Activities of Daily Living, and Health Services
- HCS 9 - Case Closing and Aftercare
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Housing Stabilization and Community Living Services (HSCL)
- HSCL - Definition
- HSCL 1 - Person-Centered Logic Model
- HSCL 2 - Personnel
- HSCL 3 - Intake and Assessment
- HSCL 4 - Service Planning and Monitoring
- HSCL 5 - Service Components
- HSCL 6 - Services for Pregnant and Parenting Families
- HSCL 7 - The Rights of Persons Served
- HSCL 8 - Recovery Homes
- HSCL 9 - Case Closing and Aftercare
- Integrated Care; Health Homes (ICHH)
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Intellectual and Developmental Disabilities Services (IDDS)
- IDDS - Definition
- IDDS 1 - Person-Centered Logic Model
- IDDS 2 - Personnel
- IDDS 3 - Intake and Assessment
- IDDS 4 - Service Planning and Monitoring
- IDDS 5 - Therapeutic Services
- IDDS 6 - Community and Social Connections
- IDDS 7 - Assistive Technology
- IDDS 8 - Support Services for Family and Caregivers
- IDDS 9 - Case Closing and Aftercare
- Juvenile Justice Case Management Services (JJCM)
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Juvenile Justice Day Services (JJD)
- JJD - Definition
- JJD 1 - Person-Centered Logic Model
- JJD 2 - Personnel
- JJD 3 - Engagement and Assessment
- JJD 4 - Service Planning and Monitoring
- JJD 5 - Family Involvement and Services
- JJD 6 - Service Environment and Culture
- JJD 7 - Developing Life Skills and Connections
- JJD 8 - Education Services
- JJD 9 - Maintaining Safety and Security
- JJD 10 - Planning for Transition and Aftercare
- JJD 11 - Case Closing and Follow-Up
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Juvenile Justice Residential Services (JJR)
- JJR - Definition
- JJR 1 - Person-Centered Logic Model
- JJR 2 - Personnel
- JJR 3 - Intake and Assessment
- JJR 4 - Service Planning and Monitoring
- JJR 5 - Family Connections and Involvement
- JJR 6 - Service Culture
- JJR 7 - Health Services
- JJR 8 - Mental Health Services
- JJR 9 - Services for Substance Use Conditions
- JJR 10 - Education Services
- JJR 11 - Development of Social and Independent Living Skills
- JJR 12 - Workforce Development Services
- JJR 13 - Living and Service Environment
- JJR 14 - Maintaining Safety and Security
- JJR 15 - Planning for Reentry and Aftercare
- JJR 16 - Case Closing and Aftercare
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Mental Health and/or Substance Use Services (MHSU)
- MHSU - Definition
- MHSU 1 - Person-Centered Logic Model
- MHSU 2 - Personnel
- MHSU 3 - Intake and Assessment
- MHSU 4 - Service Planning and Monitoring
- MHSU 5 - Clinical Counseling
- MHSU 6 - Therapeutic Services
- MHSU 7 - Medical Care and Clinical Support Team
- MHSU 8 - Outpatient Withdrawal Management
- MHSU 9 - Office-Based Opioid Treatment
- MHSU 10 - Care Coordination
- MHSU 11 - Certified Community Behavioral Health Clinics (CCBHC)
- MHSU 12 - Support Services
- MHSU 13 - Case Closing and Aftercare
- Mentoring Services (MS)
- Outreach Services (OS)
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Out-of-School Time Services (OST)
- OST - Definition
- OST 1 - Person-Centered Logic Model
- OST 2 - Personnel
- OST 3 - Access and Enrollment
- OST 4 - Building Supportive Relationships Between Program Participants and Adults
- OST 5 - Promoting Positive Behaviors and Healthy Peer Relationships
- OST 6 - Positive Approaches to Guiding Behavior
- OST 7 - Family Connections
- OST 8 - Community Relationships and Partnerships
- OST 9 - Programming and Activities
- OST 10 - Programming and Activities: Arts Education and Enrichment
- OST 11 - Programming and Activities: Health and Wellness
- OST 12 - Programming and Activities: Academic Enrichment and Skill Development
- OST 13 - Programming and Activities: Homework Help and/or Tutoring
- OST 14 - Programming and Activities: College and Career Readiness
- OST 15 - Programming and Activities: Mentoring
- OST 16 - Indoor Environment and Materials
- OST 17 - Outdoor Environment and Materials
- OST 18 - Health and Safety
- OST 19 - Supervision
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Opioid Treatment (OTP)
- OTP - Definition
- OTP 1 - Person-Centered Logic Model
- OTP 2 - Personnel
- OTP 3 - Access to Service
- OTP 4 - Intake and Assessment
- OTP 5 - Service Planning and Monitoring
- OTP 6 - Community Services
- OTP 7 - Service Elements
- OTP 8 - Medical Services
- OTP 9 - Toxicology Testing for Continued Drug Use
- OTP 10 - Take-Home Privileges for Unsupervised Use of Medication
- OTP 11 - Dosage Requirements
- OTP 12 - Detoxification Treatment
- OTP 13 - Interim Maintenance Treatment
- OTP 14 - Opioid Treatment During Pregnancy
- OTP 15 - Withdrawal
- OTP 16 - Case Closing and Aftercare
- OTP 17 - Diversion Control
- OTP 18 - Program Administration
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Pregnancy Support Services (PS)
- PS - Definition
- PS 1 - Person-Centered Logic Model
- PS 2 - Personnel
- PS 3 - Intake and Assessment
- PS 4 - Service Planning and Monitoring
- PS 5 - Pregnancy Options Counseling/Birth Options Counseling
- PS 6 - Health Services
- PS 7 - Education Services
- PS 8 - Support Services
- PS 9 - Case Closing and Aftercare
- Psychiatric Rehabilitation Services (PSR)
- Respite Care (RC)
- Refugee Resettlement Services (RRS)
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Residential Treatment Services (RTX)
- RTX - Definition
- RTX 1 - Person-Centered Logic Model
- RTX 2 - Personnel
- RTX 3 - Admission
- RTX 4 - Assessment
- RTX 5 - Service Planning and Monitoring
- RTX 6 - Family Connections and Involvement
- RTX 7 - Child Permanency
- RTX 8 - Service Culture
- RTX 9 - Therapeutic and Skill-Building Services
- RTX 10 - Healthcare Services
- RTX 11 - Education Services
- RTX 12 - Community and Social Connections
- RTX 13 - Crisis Stabilization
- RTX 14 - Services for Pregnant and Parenting Individuals
- RTX 15 - Substance Use Services
- RTX 16 - Residential Facilities
- RTX 17 - Privacy Provisions
- RTX 18 - Care and Supervision
- RTX 19 - Planning for Transition
- RTX 20 - Case Closing and Aftercare
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Shelter Services (SH)
- SH - Definition
- SH 1 - Person-Centered Logic Model
- SH 2 - Personnel
- SH 3 - Intake and Assessment
- SH 4 - Service Planning and Monitoring
- SH 5 - The Rights of Service Recipients
- SH 6 - Program Facilities
- SH 7 - Service Components
- SH 8 - Supportive Services
- SH 9 - Youth Shelter Services
- SH 10 - Case Closing and Aftercare
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Supervised Visitation and Exchange Services (SVE)
- SVE - Definition
- SVE 1 - Person-Centered Logic Model
- SVE 2 - Personnel
- SVE 3 - Referral and Screening
- SVE 4 - Intake and Orientation
- SVE 5 - Service Environment
- SVE 6 - Off-Site Supervision
- SVE 7 - Visit and Exchange Management
- SVE 8 - Therapeutic Supervised Visitation
- SVE 9 - Case Documentation, Review, and Reporting
- SVE 10 - Case Closing
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Unaccompanied Children Services (UC)
- UC - Definition
- UC 1 - Person-Centered Logic Model
- UC 2 - Personnel
- UC 3 - Initial Assessment
- UC 4 - Comprehensive Assessment
- UC 5 - Service Planning and Monitoring
- UC 6 - Service Array
- UC 7 - Services for Pregnant and Parenting Youth
- UC 8 - Program Facilities
- UC 9 - Privacy Provisions
- UC 10 - Care and Supervision
- UC 11 - Sponsorship and Family Involvement
- UC 12 - Home Study
- UC 13 - Transfer of Care and Custody
- UC 14 - Post-Release Services
- UC 15 - Case Closing and Aftercare
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Vocational Rehabilitation Services (VOC)
- VOC - Definition
- VOC 1 - Person-Centered Logic Model
- VOC 2 - Personnel
- VOC 3 - Intake and Assessment
- VOC 4 - Vocational Planning and Monitoring
- VOC 5 - Skill-Development Training
- VOC 6 - Vocational Evaluation Services
- VOC 7 - Work Adjustment Services
- VOC 8 - Job Development Placement Services
- VOC 9 - Supported Employment Services
- VOC 10 - Work Services
- VOC 11 - Case Closing and Aftercare
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Workforce Development and Support Services (WDS)
- WDS - Definition
- WDS 1 - Person-Centered Logic Model
- WDS 2 - Personnel
- WDS 3 - Community Partnerships
- WDS 4 - Assessment-Based Employment Planning and Monitoring
- WDS 5 - Training and Personal Development Services
- WDS 6 - Job Development and Placement Services
- WDS 7 - Financial Literacy
- WDS 8 - Financial Asset Building Services
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Wilderness and Adventure-Based Therapeutic Outdoor Services (WT)
- WT - Definition
- WT 1 - Person-Centered Logic Model
- WT 2 - Personnel
- WT 3 - Access to Service
- WT 4 - Intake and Assessment
- WT 5 - Service Planning and Monitoring
- WT 6 - Family Connections and Involvement
- WT 7 - Program Activities
- WT 8 - Healthcare Services
- WT 9 - Education Services
- WT 10 - Privacy Provisions
- WT 11 - Safety and Risk Management
- WT 12 - Physical Environment
- WT 13 - Equipment Safety
- WT 14 - Activity Technical and Safety Requirements
- WT 15 - Care and Supervision
- WT 16 - Transition to Independent Living
- WT 17 - Case Closing and Aftercare
- Ways to Work (WtW)
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Youth Independent Living Services (YIL)
- YIL - Definition
- YIL 1 - Person-Centered Logic Model
- YIL 2 - Personnel
- YIL 3 - Intake and Assessment
- YIL 4 - Service Planning and Monitoring
- YIL 5 - Service Coordination for Youth with Special Needs
- YIL 6 - Supportive Housing for Youth in Transition
- YIL 7 - Family, Community, and Workplace Connections
- YIL 8 - Transition from the Service System
- YIL 9 - Case Closing and Aftercare
- Youth Psychosocial Services (YPS)
- Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
- Procedures need strengthening; or
- With few exceptions, procedures are understood by staff and are being used; or
- Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
- In a few instances, the organization terminated services inappropriately; or
- Active client participation occurs to a considerable extent; or
- A formal case closing evaluation is not consistently provided to the public authority per the requirements of the standard.
- Procedures and/or case record documentation need significant strengthening; or
- Procedures are not well-understood or used appropriately; or
- Services are frequently terminated inappropriately; or
- Aftercare planning is not initiated early enough to ensure orderly transitions; or
- A formal case closing summary and assessment is seldom provided to the public authority per the requirements of the standard; or
- Several client records are missing important information; or
- Client participation is inconsistent.
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
CM 6.01
- is a clearly defined process that includes assignment of staff responsibility;
- begins at intake; and
- involves the worker, persons served, and others as appropriate to the needs and wishes of the consumer.
CM 6.02
CM 6.03
CM 6.04
- develop an aftercare plan, sufficiently in advance of case closing, that identifies short- and long-term needs and facilitates the initiation or continuation of needed supports and services; or
- conduct a formal case closing evaluation, including an assessment of unmet need, when the organization has a contract with a public authority that does not include aftercare planning or follow-up.