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2024 Edition
Outreach Services Definition
Purpose
Outreach Services identify and engage youth, adults, and families experiencing homelessness as a first step to accepting care for immediate health and safety needs, gaining access to community services and resources, taking steps toward community integration, and connecting to safe and stable housing.Definition
Street Outreach Services/Mobile Outreach Services are offered to youth, adults, and families experiencing homelessness, including those who are not served or are underserved by existing community service delivery systems.
Drop-In Centers are fixed-site programs that meet basic needs and connect individuals to community services in an environment that is safe, secure, comfortable, and non-stigmatizing.
Drop-In Centers are fixed-site programs that meet basic needs and connect individuals to community services in an environment that is safe, secure, comfortable, and non-stigmatizing.
Note:Programs that provide case management will also complete COA's Case Management standards (CM). Programs that provide mental health or substance use services will also complete COA's standards for Mental Health and/or Substance Use Services (MHSU).
Note:Please see OS Reference List for the research that informed the development of these standards.
Note:For information about changes made in the 2020 Edition, please see the OS Crosswalk.
2024 Edition
Outreach Services (OS) 1: Person-Centered Logic Model
The organization implements a program logic model that describes how resources and program activities will support the achievement of positive outcomes.
Note: Please see the Logic Model Template for additional guidance on this standard.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Logic models have been implemented for all programs and the organization has identified at least two outcomes for all its programs.
Logic models have been implemented for all programs and the organization has identified at least two outcomes for all its programs.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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 outcome has been identified for all of its programs.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- Logic models have not been developed or implemented; or
- Outcomes have not been identified for any programs.
OS 1.01
The program logic model, or equivalent framework, identifies:
- 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 persons served); and
- expected long-term impact on the organization, community, and/or system.
Examples: Please see the W.K. Kellogg Foundation Logic Model Development Guide and COA Accreditation’s PQI Tool Kit for more information on developing and using program logic models.
Examples: Information that may be used to inform the development of the program logic model includes, but is not limited to:
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;
- risks assessments conducted for specific interventions; and
- the best available evidence of service effectiveness.
OS 1.02
The logic model identifies desired outcomes in at least two of the following areas:
- change in functional status;
- connection to formal and informal support systems;
- health, welfare, and safety;
- achievement of individual service goals;
- community awareness of services provided or topics relevant to the service population; 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.
Interpretation: COA Accreditation recognizes that it may be difficult to track individual outcomes given the nature and duration of OS services. If individual outcomes are not being tracked, the organization must be prepared to demonstrate how program-level outputs are used to build capacity, improve programs, and positively impact persons served. Additionally, the organization may speak to how it uses community-wide outcomes data collected by outside entities to make data-informed decisions within its program when appropriate.
Interpretation: COA Accreditation recognizes that it may be difficult to track individual outcomes given the nature and duration of OS services. If individual outcomes are not being tracked, the organization must be prepared to demonstrate how program-level outputs are used to build capacity, improve programs, and positively impact persons served. Additionally, the organization may speak to how it uses community-wide outcomes data collected by outside entities to make data-informed decisions within its program when appropriate.
2024 Edition
Outreach Services (OS) 2: Personnel
Program personnel have the competency and support needed to provide services and meet the needs of youth, adults, and families experiencing homelessness.
Interpretation: Competency can be demonstrated through education, training, or experience. Support can be provided through supervision or other learning activities to improve understanding or skill development in specific areas.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
OS 2.01
Supervisors are qualified by:
- an advanced degree in social work or a comparable human service field and at least two years of direct care experience in human services; or
- a bachelor’s degree in social work or a comparable human service field and at least four years of direct care experience in human services.
OS 2.02
Personnel who have frequent contact with individuals living with mental health and/or substance use conditions have clinical skills and/or are supervised by personnel with such skills.
OS 2.03
All direct service personnel are trained on, or demonstrate competency in:
- understanding homelessness, including the causes and effects of homelessness, overrepresented and vulnerable populations, impact of homelessness on child development, barriers to exiting homelessness, and service needs;
- the ability to handle rejection;
- recognizing and responding to signs of suicide risk;
- making linkages and referrals to community and housing services; and
- implementing the organization’s plans for managing medical or psychiatric emergencies.
Interpretation: Peer outreach workers should be trained on or demonstrate competency in these areas as needed based on their job responsibilities.
OS 2.04
All direct service personnel are trained on, or demonstrate competency in, understanding the special service needs of service recipients, including, as appropriate:
- individuals coping with substance use and/or mental health issues, including dual diagnosis;
- individuals coping with trauma, including how to recognize trauma and appropriate interventions for addressing the acute needs of trauma victims;
- individuals with HIV/AIDS;
- individuals who identify as lesbian, gay, bisexual, transgender, or gender non-conforming;
- individuals and families who have been victims of violence, abuse, or neglect;
- individuals who may be the victims of human trafficking or sexual exploitation, including how to identify potential victims;
- pregnant and parenting mothers and/or fathers with young children;
- runaway and homeless children and youth;
- persons with current or past criminal justice system involvement;
- persons with current or past child welfare system involvement;
- persons with developmental disabilities; and
- older adults.
Interpretation: Peer outreach workers should be trained on or demonstrate competency in these areas as needed based on their job responsibilities.
Fundamental Practice
OS 2.05
The organization ensures the safety of street outreach personnel by:
- developing procedures and trainings that address how to recognize and respond to street safety risks; and
- deploying at least a two-person team when necessary due to safety concerns.
NA The organization does not provide street outreach.
OS 2.06
Peer outreach workers receive pre- and in-service training and ongoing supervision and support around:
- the role of a peer outreach worker, including skills, concepts, and philosophies related to peer support; and
- established ethical guidelines, including setting appropriate boundaries and maintaining confidentiality.
Interpretation: Peer outreach workers establish relationships with service recipients that are based on mutual respect and trust and support bidirectional learning and reciprocity.
NA The organization does not utilize peer outreach workers.
OS 2.07
Employee workloads support the achievement of client outcomes and are regularly reviewed.
Examples: Factors that may be considered when determining employee workloads include, but are not limited to:
- 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.
2024 Edition
Outreach Services (OS) 3: Engagement and Assessment
The organization’s engagement and assessment practices enable workers to build trust with individuals experiencing homelessness and ensure they receive prompt and responsive access to appropriate services.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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
- Assessment 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- There are no written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
OS 3.01
Engagement and assessment are:
- non-stigmatizing and non-judgmental;
- sensitive to the willingness of the individual or family to be engaged;
- culturally and linguistically responsive;
- non-threatening;
- respectful of the person's autonomy and confidentiality;
- focused on information pertinent for meeting service requests and objectives;
- trauma-informed;
- flexible; and
- persistent.
Interpretation: To ensure that transgender and gender non-conforming service recipients are treated with respect and feel safe, service recipient choice regarding their first names and pronouns should be respected and forms and procedures should allow individuals to self-identify their gender and receive access to services accordingly, in accordance with applicable federal and state laws.
Fundamental Practice
OS 3.02
Personnel use standardized, evidence-based instruments to assess:
- safety, including potentially life-threatening situations and risk for suicide in order to determine if a more intensive service is necessary;
- immediate needs;
- level of functioning;
- overall mental and physical health; and
- strengths and capacities, including the capacity for making decisions.
Interpretation: Depending on the qualifications of staff doing street outreach, the assessment process may be a two-phased process with elements (a) and (b) addressed by outreach workers in the locales where connections are made with service recipients, and elements (c), (d), and (e) addressed by a case manager or other qualified staff once the service recipient has agreed to accept services at a shelter or drop-in center. Assessments should be updated as needed based on the needs of persons served.
Examples: Organizations can respond to identified suicide risk by connecting individuals to more intensive services; facilitating the development of a safety and/or crisis plan; or contacting emergency responders, 24-hour mobile crisis teams, emergency crisis intervention services, crisis stabilization, or 24-hour crisis hotlines, as appropriate.
OS 3.03
Programs facilitate access to the continuum of services through active collaboration with other homelessness service providers and community resources.
Examples: Organizations may collaborate through their community's coordinated entry processes, if available. Coordinated entry provides equal, nondiscriminatory access to appropriate services regardless of where service recipients present for assistance, and connects service recipients to all available community programs and services, as appropriate. Coordinated entry processes provide access to providers delivering a wide range of services, including both homeless-specific programs and services for the general population. Examples include shelters for domestic violence survivors, runaway and homeless youth programs, street outreach services, homelessness prevention programs, emergency shelters, transitional housing, permanent supportive housing, rapid re-housing, programs for veterans, LGBTQ-affirming services and supports, providers of mainstream benefits and services, health and mental health clinics, employment services, and child development programs.
2024 Edition
Outreach Services (OS) 4: Service Provision
Outreach services link individuals and families with needed services and housing.
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Viewing: OS 4 - Service Provision
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
-
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)
-
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
-
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
-
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
-
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
-
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
-
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
-
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)
-
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)
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
OS 4.01
The organization works in active partnership with persons served to:
- assume a service coordination role, as appropriate, when the need has been identified and no other organization has assumed that responsibility;
- 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.
Example: Personnel can facilitate and improve access to services by personally introducing service recipients to health, mental health, social service, and mainstream benefit providers.
OS 4.02
Outreach services are flexible and respond to the unique needs of youth, adults, and families experiencing homelessness.
OS 4.03
Outreach services provide, either directly or through referral, an array of services that meet basic needs and help integrate the person or family into the community.
Examples: Needed services may include:
- services to meet basic needs, including food, clothing, shelter, hygiene, and laundry;
- crisis intervention;
- medical/dental evaluation and care;
- behavioral health care;
- housing assistance;
- substance use education and treatment;
- legal assistance;
- help obtaining documentation, for example birth certificate, photo identification, and/or social security card;
- help with mainstream benefit enrollment and renewal applications;
- case management;
- social support services;
- medical respite care services; and
- health information, including information about harm reduction, STDs, HIV/AIDS, and pregnancy prevention.
Fundamental Practice
OS 4.04
When the outreach team has the authority to transport a person involuntarily to an emergency facility, the organization follows written procedures that protect the safety, dignity, and legal rights of the service recipient.
NA The organization does not have the required authority.
2024 Edition
Outreach Services (OS) 5: Drop-In Centers
Drop-in centers for individuals experiencing homelessness provide basic services in a safe, supportive, minimally-intrusive environment.
NA The organization does not provide a drop-in center for individuals experiencing homelessness.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
OS 5.01
Drop-in centers are located in areas where they can be easily accessed by individuals experiencing homelessness, and provide:
- comfortable seating;
- food or snacks;
- a telephone;
- a mailing address;
- a computer with internet access;
- a safe, lockable place to keep personal belongings and valuables;
- clothing;
- laundry facilities or laundromat tokens; and
- bathroom facilities with showers, including personal hygiene supplies.
Fundamental Practice
OS 5.02
Drop-in centers provide, directly or by referral:
- crisis intervention;
- information and referrals;
- medical and dental services;
- behavioral health services;
- legal services;
- housing services;
- employment services; and
- support, programming, and education on a range of topics, when serving youth.
Examples: Support, programming, and education for youth may include workshops on topics, such as independent living skills, education, employment, health, and relationships, as well as opportunities for socialization and recreation.
OS 5.03
In order to ensure the needs of service recipients are met:
- personnel are available during operating hours to provide ongoing services and overall supervision; and
- operating hours are clearly posted on or near the front door, and include information on alternative service locations that are accessible when the drop-in center is closed.
Fundamental Practice
OS 5.04
Written expulsion policies and procedures:
- are posted or otherwise provided to individuals using the service;
- are clear and simple, avoiding overly rigid and bureaucratic language and rules;
- define specific behaviors, conditions, or circumstances that may result in expulsion, and limit expulsion to extreme situations;
- include timely due process provisions;
- describe the conditions or process for re-admission to the facility; and
- require that all reasonable efforts be made to provide an appropriate referral.
Examples: Examples of reasons for expulsion include when a service recipient exhibits severely disruptive behavior or is violent toward self or others.
2024 Edition
Outreach Services (OS) 6: Follow-Up
Personnel follow-up, to the greatest extent possible, with each person or family regarding their short- and long-term progress and stability.
1
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
- 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.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
- 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.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
- No written procedures, or procedures are clearly inadequate or not being used; or
- Documentation is routinely incomplete and/or missing.
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