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Intercultural Practice and Equity · Capstone
Lead a team through choosing a real recurring process, analyzing it with the Equity Analysis Toolkit, co-designing a change with the people affected and presenting an accountable decision request.
About 48 minutes, plus optional practice · 4 lessons · Voluntary learning
Select a recurring DHS or DSD process that affects communities and that the team can influence.
Apply the criteria of the State of Minnesota Equity Analysis Toolkit to the chosen process.
Select and state an honest level of participation using the IAP2 Spectrum of Public Participation.
Draft an implementation plan with a named owner, measures, resources and a review date.
Draft your team's one-page decision request using the structure in the job aid. Ask a colleague outside the team to read it in five minutes and tell you what decision you are asking for. Revise until they can answer.
Lead a team through choosing a real recurring process, analyzing it with the Equity Analysis Toolkit, co-designing a change with the people affected and presenting an accountable decision request.
Draft your team's one-page decision request using the structure in the job aid. Ask a colleague outside the team to read it in five minutes and tell you what decision you are asking for. Revise until they can answer.
Participation and course completion in this program do not count toward DHS-required training credits unless management, a director, or DHS leadership expressly approves an exception.
The seven criteria and sample questions used as the capstone's analysis frame, including Tribal and urban Native consultation, disaggregated data, access and accessibility, monitoring and accountability.
Requires covered agencies, including DHS, to have Tribal consultation policies and liaisons, and defines consultation. Consultation is separate from community co-design.
Voluntary national standards on language assistance, community partnership and reporting progress. Used as a practice framework, not a statement of legal requirements.
Five organizational elements of cultural competence, including self-assessment and managing the dynamics of difference, and a definition of linguistic competence.
Goals and promises for the inform, consult, involve, collaborate and empower levels of participation.
Title II duty for state and local governments to communicate effectively with people with disabilities, auxiliary aids and services, and primary consideration to the person's choice.