Culturally and Linguistically Appropriate Services Plan



Culturally and Linguistically Appropriate Services PlanClark County Combined Health DistrictThe CLAS PlanContents TOC \o "1-3" \h \z \u Purpose: PAGEREF _Toc496201264 \h 3Standards/Assumptions: PAGEREF _Toc496201265 \h 3Implementation and integration of CLAS at CCCHD PAGEREF _Toc496201266 \h 4Attachment: National CLAS Standards Summarized PAGEREF _Toc496201267 \h 11Attachment: Excerpts from Core Competencies for Public Health Professionals PAGEREF _Toc496201268 \h 12Attachment: Monitoring MCH for Culturally and Linguistically Appropriate Services (CLAS) PAGEREF _Toc496201269 \h 14Attachment: FY2019 RHWP Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic Plan PAGEREF _Toc496201270 \h 19Attachment: FY2018 Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic Plan PAGEREF _Toc496201271 \h 24Attachment: FY2017 Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic Plan PAGEREF _Toc496201272 \h 27Attachment: CLAS Team PAGEREF _Toc496201273 \h 31Attachment Meetings of the CCCHD CLAS Team PAGEREF _Toc496201274 \h 32Attachment: Interpreter Services Procedure PAGEREF _Toc496201275 \h 33Attachment: CCCHD Orientation to CLAS PAGEREF _Toc496201276 \h 37Attachment: CCCHD Trainings Related to CLAS PAGEREF _Toc496201277 \h 38Attachment: CMIST Summary for Clark County, Ohio PAGEREF _Toc496201278 \h 39Attachment: I Speak Language Identification Card PAGEREF _Toc496201279 \h 40Attachment: Front Desk PAGEREF _Toc496201280 \h 41Attachment: Spanish Hotline PAGEREF _Toc496201281 \h 43Attachment: Triadic Interview PAGEREF _Toc496201282 \h 44Attachment: Example Interpreter List PAGEREF _Toc496201283 \h 45Attachment: Communicating With and About People with Disabilities PAGEREF _Toc496201284 \h 46Attachment: Agency Self – Assessment PAGEREF _Toc496201285 \h 47Attachment: Data Collection Regarding Race, Ethnicity and Language PAGEREF _Toc496201286 \h 51Attachment: Racial Ethnic Participation Report PAGEREF _Toc496201287 \h 52Attachment: Resources PAGEREF _Toc496201288 \h 53Attachment: Inventory or Materials Translated PAGEREF _Toc496201289 \h 54DateNotesBy Whom07/12/2016CLAS Work Plan for FY17 reviewed with Core Team (Standards 1-7)C. Conover08/05/2016CLAS Work Plan for FY17 reviewed with Core Team (remaining Standards)C. ConoverJanuary 2017Draft CLAS Work Plan for FY18 sent in with Reproductive Health Grant ApplicationC. Conover02/20/2017Full CLAS Plan (Draft) assembled to include both FY17 and FY18 Work PlansC. Conover10/18/2017Updated CLAS Trainings List in AttachmentsAdded CMIST Summary in AttachmentsUpdated Diverse and Leadership Staff tableAdded MCH Work plan and Proposed FY2019 work planUpdated 2017- 2018 Work planAdded results of 2016 Organizational AssessmentC. Conover10/22/2017Corrected statistics on diverse Staff and Leadership tableC. Conover11/28/2017Made changes to documentCorrected statistics on diverse Staff and Leadership tableCorrected Work Group Members tableUpdated Attachment Meetings of the CCCHD CLAS TeamMade Landscape version of CCCHD Orientation to CLASCorrected Data Collection Regarding Race, Ethnicity and LanguageCorrected footerB. Dorsey/C. ConoverPurpose: Public health departments are responsible for all residents in the health department’s jurisdiction, usually including people of various backgrounds, languages and cultures. It is important for health departments to understand how values, norms and traditions of the populations served affect how individuals perceive, think about and make judgements about health behaviors and public health services. Cultural differences can present serious barriers to receipt of health care services and must be addressed in strategies to improve access to health care services. It is important for public health to understand the gaps in access to health care and barriers to care so that effective strategies can be put in place to address the lack of access to health care and health inequities. Culturally and Linguistically Appropriate Services (CLAS) is a strategy to improve the quality of services provided to all individuals and eliminate health disparities. Ensuring the health department’s policies, programs, services and materials address social, cultural and language differences will enhance the public health system’s ability to provide effective services and will enhance the impact to the health of the population. (Public Health Accreditation Board Standards and Measures; Ver 1.5; Measures 7.2.3A Significance; Measure 11.1.4A Significance) This CLAS Plan will provide guidance for the Clark County Combined Health District workforce. Standards/Assumptions:Scope: This plan assumes an inclusive scope of diversity that includes language, culture, values, socioeconomic status, geography, education, race, gender, age, ethnicity, sexual orientation, profession, religious affiliation, mental and physical abilities, and historical experiences. National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care which can be found at . The National CLAS Standards are intended to advance health equity, improve quality, and help eliminate health care disparities by establishing a blueprint for health and health care organizations. See Attachments for one-page format of the fifteen (15) National CLAS Standards. Core Competencies for Public Health Professionals found here: Core Competencies for Public Health Professionals are a consensus set of skills for the broad practice of public health, as defined by the 10 Essential Public Health Services. Developed by the Council on Linkages between Academia and Public Health Practice the competencies reflect foundational skills desirable for professionals engaging in the practice, education, and research of public health. See Attachments for the Sections of the Core Competency that are relevant to this plan. The Public Health Accreditation Board Standards and Measures found here: . Measure11.1.4A requires, “Policies, processes, programs and interventions provided that are socially, culturally, and linguistically appropriate to specific populations with higher health risks and poorer health outcomes.” Required documentation examples include:11.1.4A-1: Policy or procedure for the development of interventions and materials that address areas of health inequity among the specific populations and are culturally and linguistically appropriate for the population the health department serves in its jurisdiction. 11.1.4A-2: Processes, programs, or interventions provided in a culturally or linguistically competent manner.11.1.4A-3: Assessment of the health department’s cultural competence and knowledge of health equity.11.1.4A-4: Health equity and cultural competency training provided to health department staff.Implementation and integration of CLAS at CCCHDCCCHD uses the National CLAS Standards as guidance for integration of CLAS concepts. See Attachments for the CLAS Work Plans for the current and upcoming fiscal years. The following section uses the fifteen (15) Standards as a framework for discussion: Provide effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs. (Understandable and Respectful Care) Every CCCHD employee is responsible to serve the customer and provide CLAS; however, there are some key components within CCCHD which are responsible for or impact the effectiveness of the organization’s approaches to CLAS.The CCCHD CLAS Team includes representatives from all five CCCHD divisions. See Attachments for a list of the CLAS team members and their responsibilities. A log of the CLAS team meetings is also available in the Attachments. The Core Management Team and the Administrative Team includes the directors and supervisors as well as other administration members who are responsible for oversight of programs and employees, to include the provision of customer service and CLAS. CCCHD has two bilingual staff members. CCCHD workforce includes contracted interpreters in addition to a phone interpreter service. See Attachments for Procedure. The MCH program at CCCHD specifically emphasizes the following expectations for the agency and staff: Does the agency work to make sure that the health care providers and staff understand the cultural context behind: A family’s reaction and approach to health careThe way in which they discipline their childrenTheir expectations for children acquiring self-help skillsTheir attitudes toward foodTheir definition of family and gender rolesTheir views on sexual orientationTheir views on age/life cycle factors Advance and sustain organizational governance and leadership that promotes CLAS and health equity through policy, practices and allocated resources. (Promote CLAS and Health Equity) All CCCHD programs and services have components of customer service and CLAS; however, there are some specific areas of CCCHD that demonstrate CLAS concepts through formal documents or by program design. Community Health Assessment (CHA) and Improvement Planning (CHIP) are strongly supported in Clark County by CCCHD. The CHA includes maps indicating where some of the vulnerable populations live. These maps are largely based off of the census and infrastructure mapping and include determinants of health like access to transportation, language, and education, access to healthcare, health history, and age.Reproductive Health and Wellness Services are funded through ODH and require a CLAS work plan to be maintained and submitted to ODH annually.Moms and Babies First program uses community health workers to reach specific populations in Clark County. Community Health Workers are individuals who, as community representatives, advocate for individuals and groups in the community by assisting them in accessing community health and supportive resources through the provision of education, role modeling, outreach, home visits and referral services. The Community Health Worker Model empowers communities to eliminate disparities by employing professional Community Health Workers to provide a comprehensive link to community resources through family-based services focusing on success in health, education and self-sufficiency. The funding that provides this program requires a formalized CLAS work plan. Women, Infants and Children (WIC) program include the employment of breastfeeding peer counselors. Peer counselors are mothers who have personal experience with breastfeeding and are trained to provide basic breastfeeding information and support to other mothers with whom they share various characteristics, such as language, race/ethnicity, and socioeconomic status. Peer counselors reinforce breastfeeding recommendations in a socially and culturally appropriate context, and promote breastfeeding as an important element in the healthy development of the mother and baby. In WIC, peer counselors are recruited and hired from WIC’s target population undergo training to provide mother-to-mother support in group settings and one-to-one counseling through telephone calls or visits in the home, clinic, or hospital. Public Health Emergency Preparedness Hazard Vulnerability Assessment and Emergency Support Function 6 Plan address aspects of planning that are priorities of both Clark County EMA and CCCHD. The ESF 6 Plan is part of Clark County’s Emergency Operation Plan (EOP) which is maintained by EMA. The plan was jointly rewritten by EMA and CCCHD representatives to address Mass Care and Planning for Functional and Access Needs in March 2015 and is reviewed annually by CCCHD. This plan was informed by multiple conversations with representatives from partner agencies who work with vulnerable populations, as well as guidance documents about mass care planning for functional and access needs in all shelters. Consideration of Special Needs and Functional Needs Populations during Planning was written as a supplement to the ESF 6 Plan to give more detail in defining the scope of the Functional Needs Population as well as lay out a protocol or approach for having informed integration of functional needs planning with other emergency preparedness and response planning. Food Inspection Program depends on effective communication with food service owners. During 2016-2017, efforts have focused on increasing effective communication and relationships between food service owners who may have language barriers and inspectors. This effort is intended to decrease the number of violations on food service inspections. Client Satisfaction Surveys are key to evaluating customer centered services. During 2016, a client satisfaction survey system was revised for environmental health, nursing and health services and vital statistics through a Continuous Quality Improvement (CQI) project. Results from the satisfaction survey will be aggregated no less than two times a year and presented to the core management or administrative team for review and revision as needed. The Divisions of WIC and Early Childhood will continue to evaluate customer satisfaction as per program mandate. Performance Management and Continuous Quality Improvement (CQI) at CCCHD formalize the role of the voice of the customer as a significant input into any CCCHD initiative. Customer Service is one of the six (6) values adopted by CCCHD: Recruit, promote, and support a culturally and linguistically diverse governance, leadership, and workforce that are responsive to the population in the service area. (Diverse Staff and Leadership). The current report is as follows: CategoryCCCHD Workforce(as of 10/16/17)CCCHD Supervisors / ManagersCCCHDBoard of HealthClark County(US census)As of July 1, 2016 est.Total76148134,786GenderFemale67 / 88%11 / 79%5 / 63% 51.5%Male9 / 12%3 / 21%3 / 37%48.5%Race/EthnicityEthnicity Hispanic / Latino0003.3%Ethnicity Non-Hispanic100%100%8 / 100%96.7%American Indian/Alaska Native000.3%Asian001 / 13%.7%Hawaiian/Pacific Islander000.1%African American / Black 12%01/ 13%8.9%Caucasian/ White 88%100%6 / 75%87%Two or more races0002.9%Other0000Educate and train governance, leadership, and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.(Ongoing Education and Training)All new employees of CCCHD complete a worksheet regarding CLAS Standards. See Attachments.All full time and part-time permanent employees participate in trainings related to Cultural Competency on an annual basis. Typically Cross-divisional training or Skillsoft are utilized to deliver the training. See Attachments for a log of training. Offer language assistance to individuals who have limited English proficiency and/or other communication needs, at no cost to them, to facilitate timely access to all health care and services. (Language Assistance Services) Assessment: According to the U.S. Census, the following languages are Identify language assistance needs at first in-person contact. CCCHD employees are advised to carry a language identification tool with them during their business interaction. Two common tools are listed here and found in the Attachments: “I Speak” Poster from Department of Homeland Security; Front Desk ToolProvide assistance in Spanish via phone. Clients who speak Spanish but do not speak English proficiently can still access information about CCCHD services by calling (937) 505-9266. See Attachments for Procedure. Assistance at point of service: Divisions and services that involve matters of personal health, personal care must use an interpreter either in person or over the phone to conduct care. This is a matter of liability and effective and competent care. Digital Translation methods such as Google translator at point of service are discouraged and should only be used in emergencies when no other options are available. Using the patient’s family members to interpret at point of service is highly discouraged and should only be used in emergencies when no other options are available. Divisions and services that do not involve matters of personal health or personal care are encouraged to use interpreters as needed in day to day business, however, at the point of escalated enforcement, interpretation in person or through a phone call must occur. This is a matter of liability. CCCHD contracts with interpreters and with some phone services for interpretation at point of service. See Attachments for the Interpreter Services Procedure. See Attachments for a description of roles in the Triadic Interview. A current list is maintained by the Administrative Assistant to the Health Commissioner and is kept on Common Shared Folders > Contact Lists > Interpreters. See Attachments for example. In addition to bilingual staff, WIC has an ODH supplied Vocalink account that should be used for WIC clients. In addition to bilingual staff, Early Childhood Division has an ODH supplied VocaLink account that should be used for clients enrolled in Early Childhood programs. The following table summarizes the resource options available for each division with regards to interpretation services: DivisionEarly ChildhoodWICNursing and Health ServicesEnvironmental HealthAdministrationOption 1:Utilize in-house Bilingual Staff Member if availableUtilize in-house Bilingual Staff Member if availableUtilize CCCHD Supplied Interpreter List (including Molina and CareSource Options if applicable) orIn non-emergent situations, the director or supervisor of the bilingual staff members in WIC or ECD may be contacted regarding availability Option 2:Utilize ODH Supplied VocaLink for ECD programsUtilize ODH Supplied VocaLink for WIC programsOption 3:Utilize CCCHD Supplied Interpreter List (including Molina and CareSource Options if applicable)Utilize CCCHD Supplied Interpreter List (including Molina and CareSource Options if applicable)Inform all individuals of the availability of language assistance services clearly and in their preferred language, verbally and in writing. (Right to Receive Language Assistance Services)This is a workforce development training emphasis in FY2018. Ensure the competence of individuals providing language assistance, recognizing that the use of untrained individuals and/or minors as interpreters should be avoided. (Competence of Language Assistance)As incorporated into the Interpreter Services Procedure (Attachments) the Interpreter Interest Sheet facilitates the discussion regarding level of comfort and references. Evaluation of certification courses and processes available in Ohio is a planning emphasis in FY2018. Provide easy-to-understand print and multimedia materials and signage in the languages commonly used by the populations in the service area. (Patient- Related Materials)An inventory of materials commonly used by CCCHD that have been translated or are available in other languages is included in the Attachments. As this effort is ongoing, the inventory is only representative of the efforts to make written materials accessible in multiple languages. Health Literacy continues as a training emphasis through FY2017. A Center for Disease Control and Prevention’s, (CDC) Simply Put, is a basis for this workforce development. Penn State’s Symbol Code: Computing with Accents, Symbols and Foreign Scripts is a guide for using appropriate accents and symbols when typing in languages other than English. The full resource is found here: . The document, Communicating With and About People with Disabilities is included in the Attachments as a quick reference for People First Language. Engagement, Continuous Improvement and Accountability: Establish culturally and linguistically appropriate goals, policies, and management accountability, and infuse them throughout the organization's planning and operations. (Written Strategic Plan)The written strategic CLAS work plan for CCCHD is revised and updated annually. This plan contains four (4) work plans, each with similar objectives and activities, but each individualized to meet a specific program need. The plans are as follows:Monitoring MCH for Culturally and Linguistically Appropriate Services (CLAS)This tool is enhanced with specific performance measures requested by MCH.In addition to the performance measures, next steps for 2018 have been included in the document.FY2019 RHWP Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic PlanThis tool reflects the agency’s planned objectives and activities for furthering CLAS integration at CCCHD during calendar year 2018, which includes FY2019. Although this version of the tool is titled specific to Reproductive Health Wellness Program, it also serves as the agency’s plan for 2019, applicable to all programs.FY2018 Culturally Linguistically Appropriate Services (CLAS) Annual Strategic PlanThis tool reflects FY2018 activities and objectives, which is the current plan at the time of this revision.FY2017 Culturally Linguistically Appropriate Services (CLAS) Annual Strategic Plan has been included due to the need for some CCCHD programs to report out on successes and needs improvement at the end of the grant year. This plan was current July 1, 2016 through June 30, 2017. Conduct ongoing assessments of the organization's CLAS-related activities and integrate CLAS-related measures into measurement and continuous quality improvement activities. (Organizational Self-Assessment)The organizational assessment related to CLAS is a section of the Core Competency for Public Health Professionals and is completed by the staff every two years. See Attachments for a summary of results. Collect and maintain accurate and reliable demographic data to monitor and evaluate the impact of CLAS on health equity and outcomes and to inform service delivery. (Patient/Consumer Data)Data collection of patient/consumer’s race, ethnicity and language is a planning emphasis in FY2018. See current of this data collection in Attachments. Conduct regular assessments of community health assets and needs and use the results to plan and implement services that respond to the cultural and linguistic diversity of populations in the service area. (Community Profile)The Community Health Assessment is completed every three (3) years and includes a community profile. The Community Health Assessment is found here: Partner with the community to design, implement, and evaluate policies, practices, and services to ensure cultural and linguistic appropriateness. (Community Partnerships)Partnerships and collaboration is essential to public health service. See Attachment for a graphic of formalized collaborations, processes and coalitions in which public health representatives are currently involved. In Community Preparedness and emergency planning, the Clark EMA is the lead agency on maintaining relationships with representatives and advocates for various populations who may have functional and access needs exacerbated or caused by a disaster or emergency. Information is communicated through the Functional Needs Communication Network via email or meeting no less than two to three (2-3) times a year. Partners include but not limited to: Alzheimer’s Association, Community Services for the Deaf, National Federation of Blind (Springfield), United Senior Services, Clark County Developmental Disabilities, Davita Dialysis, Area Agency on Aging, Mental Health and Rehabilitation Board, Project Woman (Abuse), United Senior Services, Ohio Masonic Home, Salvation Army, Black Stone Health Care, Community Mercy Hospice, Neighborhood Housing Partnership, Springfield Metropolitan Housing Agency, Med Assist (prescription assistance), Interfaith Hospitality, Pathstone (migrant workers), Humane Society, Veterans Administration, Goodwill Easter Seals, Springfield Soup Kitchen. Create conflict and grievance resolution processes that are culturally and linguistically appropriate to identify, prevent, and resolve conflicts or complaints. (Conflict/Grievance Processes)CCCHD’s Grievance Procedure for the agency is located on Common Shared Drive, _CCCHD Dept Wide P&municate the organization's progress in implementing and sustaining CLAS to all stakeholders, constituents, and the general public. (Implementation) Implementation status is reviewed no less than annually by the Performance Management Team and the CLAS team. CLAS team members are asked to communicate implementation status and updates to their divisions. Attachment: National CLAS Standards Summarized Attachment: Excerpts from Core Competencies for Public Health ProfessionalsAttachment: Monitoring MCH for Culturally and Linguistically Appropriate Services (CLAS)StandardObjectiveEvaluationStandard RequirementsStandard #1: Understandable and Respectful CareTo ensure that this agency has worked to integrate understandable and respectful care into their patient encounters.Does this agency work to make sure that the health care providers and staff understand the cultural context behind:A family’s reaction & approach to health care339788578740Choose all that apply00Choose all that applyThe way in which they discipline their childrenTheir expectations for children acquiring self-help skillsTheir attitudes toward foodTheir definition of family & gender rolesTheir views on sexual orientationTheir views on age/life cycle factorsOctober 2018: Areas (a) through (g) will be used to select CLAS trainings for January 2018 – December 2018. Workforce Development or the CLAS team will research best practice approaches to addressing these specific expectations through workforce development.Workforce Development or CLAS team to select training for CCCHD staff that addresses no less than one (1) of these seven areas.Training to be implemented for all full-time and part-time permanent staff prior to December 2018. 8851901524000Met:894715698500Not Met:In Progress: XStandard #2: Diverse Staff and LeadershipTo calculate and analyze the difference in racial makeup between the community and the agency staff.Racial & Ethnic makeup of community (%)Racial & Ethnic makeup of supervisors/managers (%)Racial & Ethnic makeup of staff (%)Met: X 8858252540000Not Met:8858255016500In Progress:RaceWhite: _87.0%___AA/Black: _8.9%___American Indian/Alaskan Native: _0.3%___Asian: _0.7%___Native Hawaiian/Pacific Islander: _0.1%___EthnicityHispanic/Latino: _3.3%___Non-Hispanic/Latino: _96.7%___RaceWhite: _100%___AA/Black: __0__American Indian/Alaskan Native: _0___Asian: _0___Native Hawaiian/Pacific Islander: __0__EthnicityHispanic/Latino: _0___Non-Hispanic/Latino: _100%___RaceWhite: __88%__AA/Black: _12%___American Indian/Alaskan Native: __0__Asian: _0___Native Hawaiian/Pacific Islander: __0__EthnicityHispanic/Latino: _0___Non-Hispanic/Latino: _100%___Standard #3: Ongoing Education and TrainingTo analyze the amount of staff and health care professional training that has been done.Percentage of staff that has participated in cultural competence training: __100%_______Percentage of staff that has requested more training in specific areas: ____0_______Met: X8921752603500Not Met:9010652286000In Progress:Standard # 4: Language Assistance ServicesTo analyze whether the interpreters that the agency provides reflects the languages spoken by the community.Languages spoken in the communityInterpreters available (Through Vocalink)Met: X91630513081000Not Met:91440014351000In Progress:English SpanishFrenchChineseJapaneseArabicHindiPortugueseRussianBengaliASLOtherEnglishSpanish FrenchChineseJapaneseArabicHindiPortugueseRussianBengaliASLOtherStandard #5: Right to Receive Language Assistance ServicesTo ensure that this agency uses the provided methods to make patients aware of their right to receive language assistance services.What methods does this agency employ to make patients/consumers aware of their right to receive language assistance services?Language identification cardsMet: Language identification cards are available for all staff. Signs in regularly encountered languages at all points of entryIn progress: Administrative Assistant to revise the sign document by 10/31/2017; Directors to assure posting of document at points of entry (Front Desk at Home Road an High Street) by 11/05/2017.Uniform procedures for timely and effective telephone communication between staff and LEP personsMet: Interpreter Services Procedure in place. Statements in appropriate non-English languages in brochures, booklets, outreach materialsIn progress: Administrative Assistant to evaluate opportunity to revise primary brochure for Clark County Combined Health District for statement inclusion prior to March 2018. Administrative Assistant to work with Informational Technologist to include applicable statement on CCCHD website prior to March 2018. Other, please explain: __________________________868045508000Met:868045254000Not Met:In Progress: XStandard #6: Competence of Language AssistanceTo assess whether this agency meets the needs of people of limited English proficiency.Does this agency meet the needs of people of:Low literacy skills/not literate: ( Y / N )In progress: December 2017 Cross Divisional or spring 2018 Cross Divisional will include additional Health Literacy Training for all Full-time or Part-time permanent staff. This will occur prior to June 30, 2018. Primary language other than English: ( Y / N )In progress: Interpreter services available and used routinely as per procedure. Inventory of current written materials that are available in languages other than English is in place and will be updated as ongoing efforts make progress to increase the number of documents available. Review and update of the inventory to occur prior to August 31, 2018. Persons with disabilities (impaired vision or hearing): ( Y / N )In progress: Assistance with communication or service access available. Procedure to be created by the Accreditation Coordinator and shared with staff by June 30, 2018. 8921752603500Met: 8966203111500Not Met:In Progress: XStandard #7: Patient-Related MaterialsTo ensure that this agency makes available easily understood patient-related materials.Does this agency make available easily understood patient-related materials that reflect the languages and cultures of the individuals within this community?YesNoIn progressIn progress: Inventory of documents use by CCCHD which are available in languages other than English is in place and is reviewed and revised annually by Core Team and the CLAS team. This review will occur prior to August 31, 2018. 8756652794000Met: 8864601143000Not Met:In Progress: XStandard #8: Written Strategic PlanTo assess whether this agency has a written strategic plan that clearly outlines goals, policies, management, responsibilities, and plans moving forward for the services provided in regards to cultural and linguistic competence.Does this agency currently have a strategic plan in place in regards to cultural and linguistic competence?YesNoIn progressThe CCCHD CLAS plan contains the standards, assessments, procedures related to Cultural and Linguistic Appropriate Services. Within the CLAS plan, work plans such as this one include the priority strategies to be addressed by the agency. The work plans are integrated into the agency’s performance management system for maintenance and monitoring. Met: X9048751524000Not Met:9144002540000In Progress:Standard #9: Organizational Self-AssessmentsTo assess whether this agency employs surveys and/or assessments to measure and evaluate cultural and linguistic competence.Does this agency currently conduct self-assessments to evaluate cultural and linguistic competence?YesNoIn progressAgency Self Assessments have been completed at CCCHD in June 2014, August 2015, and May 2016 and are planned for every two years. The agency will use data from the Core Competency for Public Health Professionals assessment to be completed by August 2018. The Cultural Competency section will be pulled out for analysis. Met: X9048754381500Not Met:9105904318000In Progress:Standard #10: Patient/Consumer DataTo ensure that this agency collects and periodically updates data regarding each individual patients’ race, ethnicity, spoken language, and written language in their health records.Which of the following information is currently collected and stored in each patients’ health records?29413209525Choose all that apply00Choose all that applyRace / Ethnicity (Met)Primary spoken language (Met)Primary written language (Not Met)In progress: Currently the information collected and stored in each patient’s health record does not differentiate between spoken and written primary language. Additionally, new databases are to be implemented within next six (6) months. By December 2018 the agency’s WIC, Nursing and Early Childhood Division management will assess the division’s capabilities to collect this information. 9048753111500Met: 9144002476500Not Met:In Progress: XStandard #11: Community ProfileTo assess whether this agency involves the community in the design and implementation of the community profile and needs assessment.Does this agency utilize community members in creating a:2973070132080Choose all that apply00Choose all that applyCommunity ProfileNeeds AssessmentIn progress: At this time, the taskforces for the current community health improvement plan (CHIP) are reaching out for community member involvement. These community members will be included as desired participants in the upcoming community assessment and improvement plan formation, which is scheduled to occur throughout 2018 and 2019. Note: the Youth Risk Behavior Survey tools which were used to administer the survey during October 2017 were translated into Spanish to allow more comprehensive opportunity for students to participate and inform the community health assessment. 934085-63500Met:93853013462000Not Met:In Progress: XStandard #12: Community PartnershipsTo assess whether this agency develops community partnerships as a means to obtain community input concerning the needs of the cultural groups within their area of service.Does this agency develop community partnerships that allow for community input regarding the needs of the cultural groups within this area of service?YesNoIn the process of establishing these partnershipsIn progress: CCCHD Core Team will designate and assign CCCHD representation to the Welcome Springfield initiative, which represents the immigrant friendly efforts in Clark County. This representation will be in place by June 2018. 896620-63500Met:9150354254500Not Met:In Progress: XStandard #13: Conflict/Grievance ProcessesTo ensure that this agency implements conflict and grievance resolution processes that are culturally and linguistically sound and capable of identifying, preventing, and resolving cross-culturally sensitive conflicts.Has this agency integrated cultural sensitivity and staff diversity into existing complaint and grievance procedures? 345376595250Choose all that apply00Choose all that applyYesNoIn process of developing these featuresIn progress: A complaint and grievance procedure is in place at CCCHD. Accreditation Coordinator to access Think Cultural Health to research recommended practices for assuring cultural sensitivity and staff diversity are integrated into the complaint and grievance process. Research and implementation to be completed by August 31, 2018. Additionally: Workforce Development Team to research and select training for CCCHD staff on how to effectively use an interpreter. Training to be implemented by December 2018. 9239252476500Met:9239251841500Not Met:In Progress: XStandard #14: ImplementationTo assess whether this agency regularly provides information to the public about their progress and successful innovations in regards to implementing cultural competence into their environment.What methods does this agency use to provide information to the public?Documents/FlyersMember publicationsCommunity-targeted newslettersConference presentationsNewspaper articlesBroadcast mediaWebsite/Social media postingsOther: __________________________Not Met: By April 2018, the 2017 CCCHD Annual Report will include a section on the status, goals and progress towards cultural competence of the agency. The Accreditation Coordinator and the Administrative Assistant to the Health Commissioner are responsible for completion. 904875-1841500Met:Not Met: X 9048752794000In Progress:Total Met: 5Total Not Met: 1Total In Progress: 8Attachment: FY2019 RHWP Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic PlanRHWP Sub recipient Agency Name: Clark County Combined Health District (CCCHD) _GMIS #: This document is being submitted as: (please check one) X Initial Plan Annual Progress ReportObjective ActivitiesPerson(s) ResponsibleBegin/End DateEvaluationAccomplishments(See note above)Standard #1: Understandable and Respectful CareThe following areas will be used to select CLAS trainings for January 2018 – December 2018: A family’s reaction & approach to health careThe way in which they discipline their childrenTheir expectations for children acquiring self-help skillsTheir attitudes toward foodTheir definition of family & gender rolesTheir views on sexual orientationTheir views on age/life cycle factorsStep 1: Research best practice approaches to addressing these specific expectations through workforce development.Step 2: Workforce Development or CLAS team to select training for CCCHD staff that addresses no less than one (1) of these seven areas.Step 3: Training to be implemented for all full-time and part-time permanent staff prior to December 2018. CCCHD Workforce Development Team or CLAS TeamBegin: January 2018 End: December 2018Records of training within the CCCHD Workforce Tracking System. Standard #2: Diverse Staff and Leadership Calculate and analyze the difference in racial makeup between the community and the agency staff.Core TeamBegin: 10/16/2017End: 10/31/2018 This information is in the CCCHD CLAS Plan. It was reviewed and updated 10/16/17 and will be reviewed prior to 10/31/2018. Standard #3: Ongoing Education and TrainingOrientation: New Staff will complete the CLAS Standards worksheet.All full-time and permanent part-time staff will complete no less than two (2) trainings per year related to CLAS concepts. Workforce DevelopmentAccreditation CoordinatorBegin:01/01/2017End: 12/31/2018 Records of training within the CCCHD Workforce Tracking System. Standard #4: Language Assistance ServicesAnalyze whether the interpreters that the agency provides reflect the languages spoken by the communityCore TeamBegin:10/16/2017End: 10/31/2018 This information is in the CCCHD CLAS Plan. It was reviewed and updated 10/16/17 and will be reviewed prior to 10/31/2018. Currently, a contract with Vocalink allows CCCHD to meet this standard. Standard #5: Right to Receive Language Assistance ServicesReview current CLAS Plan with Administrative Team during Admin Team Meeting Accreditation CoordinatorBegin 01/01/2018End: 03/31/2018Meeting MinutesStandard #6: Informing About Language AssistanceReview Language identification cards available for all staff to use during client interaction. Revise the sign document by 10/31/2017; assure posting of document at points of entry (Front Desk at Home Road an High Street) Review Interpreter Services and Spanish Hotline Procedure with staff.Evaluate opportunity to revise primary brochure for Clark County Combined Health District for inclusion of a statement making clients aware of their right to receive language assistance services. Include above statement on CCCHD website prior to March 2018. DirectorsAdministrative Assistant and DirectorsDirectorsAdministrative AssistantAdministrative Assistant and Information Technologist01/01/2018 – 06/30/201811/05/201701/01/2018 – 06/30/201803/31/201803/31/2018Division Meeting MinutesSign PostedDivision Meeting MinutesRevised brochureRevised websiteStandard #7: Competence of Language AssistanceInclude additional Health Literacy Training for all Full-time or Part-time permanent staff. This will occur prior to June 30, 2018. Update inventory of current written materials that are available in languages other than English is in place and will be updated as ongoing efforts make progress to increase the number of documents available. Create a procedure to assist persons with disabilities (impaired vision or hearing) with communication or service access assistance.Health CommissionerandWorkforce Development TeamCLAS TeamAccreditation Coordinator12/01/2017 – 06/30/201801/01/2018-08/31/201806/30/2018Cross Divisional AgendaRecord of Change on CLAS PlanProcedure on Common Shared DriveStandard #8: Patient Related MaterialsReview and revise the inventory of documents use by CCCHD which are available in languages other than English. This is part of the CLAS plan. CLAS Team01/01/2018-08/31/2018Record of Change on CLAS PlanStandard #9: Written Strategic PlanMaintain the CCCHD CLAS plan which contains the standards, assessments, procedures related to Cultural and Linguistic Appropriate Services. Within the CLAS plan, work plans such as this one include the priority strategies to be addressed by the agency. The work plans are integrated into the agency’s performance management system for maintenance and monitoring. Administrative Team and CLAS teamOngoingRecord of Change on CLAS Plan and Performance Management System Standard #10: Organizational Self-AssessmentUse data Cultural Competency data from the Core Competency for Public Health Professionals assessment to assess organizational cultural competence. Accreditation CoordinatorTo be completed by 08/2018Assessment reportStandard #11: Patient / Consumer DataStandards to collect: Race / Ethnicity Primary spoken language Primary written language Assess the division’s capabilities to collect this information. Note: Currently the information collected and stored in each patient’s health record does not differentiate between spoken and written primary language. Additionally, new databases are to be implemented within next six (6) months. Management Staff in WIC, Nursing, ECDEnd: 12/31/2017Report out in meeting minutesStandard #12: Community ProfileInvite community members to be participants in the upcoming community assessment and improvement plan formationNote 1: At this time, the taskforces for the current community health improvement plan (CHIP) are reaching out for community member involvement. Note: the Youth Risk Behavior Survey tools which were used to administer the survey during October 2017 were translated into Spanish to allow more comprehensive opportunity for students to participate and inform the community health assessment. CCCHD employees and taskforce liaisonsThroughout 2018 and 2019Sign in sheet of participantsStandard #13: Community PartnershipsDesignate and assign CCCHD representation to the Welcome Springfield initiative. Note: Welcome Springfield represents the immigrant friendly efforts in Clark County. Core Team06/30/2018Meeting minutes from Welcome SpringfieldStandard #14: Conflict/Grievance ProcessesAccess Think Cultural Health to research recommended practices for assuring cultural sensitivity and staff diversity are integrated into the existing complaint and grievance process. Implement. Research and select training for CCCHD staff on how to effectively use an interpreter. Accreditation CoordinatorWorkforce Development Team08/31/201812/31/2018Record of TrainingStandard #15: ImplementationInclude a section in the 2017 Annual Report on the status, goals and progress towards cultural competence of the agency. Accreditation CoordinatorAdministrative Assistant04/30/2018Annual ReportUse this template to create a plan to increase Culturally and Linguistically Appropriate Services (CLAS). Based on what your agency learned from the CLAS self-assessment activities should be identified to improve Culturally Competency of services in FY2019.At the end of the grant cycle, you will submit this form to show what you have accomplished toward each objective.Attachment 5Attachment: FY2018 Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic PlanCFHS Sub grantee Agency Name: Clark County Combined Health District (CCCHD) _GMIS #: Agency Level/Not program SpecificThis document is being submitted as: (please check one) X Initial Plan Annual Progress ReportObjective ActivitiesPerson(s) ResponsibleBegin/End DateEvaluationAccomplishments (See note above)Standard #1: Understandable and Respectful CareTwo (2) agency-wide trainings or tips, specific to Health Literacy will be reviewed by at least 95% of CCCHD staff between 07/01/2017 and 06/30/2018. Client satisfaction surveys or similar evaluation will continue in all CCCHD divisions to assess for effective, equitable, understandable, respectful quality care and services. CCCHD’s CLAS TeamCCCHD workforceBegin 07/01/17 – End 06/30/18Continue 07/01/17 through 06/30/18 Evidence of training through Record of Training Submission to the Workforce Database Tracking or by sign in sheets to division meetings or cross divisional trainings. Evidenced by report of results presented to the staff and managers prior to 06/30/18 Standard #2: Promote CLAS and health equity A team of 5 CCCHD staff members meets to identify opportunities to enhance culturally competent care through CCCHD. The team meets 2 times/ a year and presents recommendations to management about integration.Administrative Team or Core Leadership will review CLAS prior to August 2017. CLAS WorkgroupCCCHD’s Core Leadership Continue 07/01/17 through 06/30/18 August 2017 and ongoing, no less than annuallyEvidence by sign in sheet, meeting minutes, agenda of no less than 2 meetings of the CLAS team. Evidenced by minutes of meetings. Standard #3: Diverse Staff and LeadershipCCCHD’s Accreditation Coordinator will provide a report including the race and ethnicity of the jurisdiction’s population, the race and ethnicity breakdown of the CCCHD workforce, the BOH. The report will be reviewed by the Core Leadership team on an annual basis. Report for FY2018 will be available prior to August 2017. CCCHD’s Accreditation CoordinatorReport prior to 08/01/2017; reviewed no less than annuallyEvidenced by inclusion of report in the minutes of Core Leadership Team. Standard #4: Ongoing Education and TrainingOrient new staff members to cultural competence training. All fulltime and regularly scheduled part-time staff will participate in trainings related to Cultural Competency on an annual basis, typically during cross divisional training or through SkillSoft. Administrative StaffCCCHD Staffcontinue 07/01/17, through 06/30/18Begin 07/01/17, through 06/30/2018 Evidenced by training recordsEvidenced by training recordsStandard #5: Language Assistance ServicesAssure language identification cards are available for use in clinic based, home based, business based and out stationed services. CCCHD StaffBegin 07/01/17, End 06/30/18Evidenced by records of compliance spot checks by the CLAS team. Standard #6: Right to Receive Language Assistance ServicesReview and revise agency wide protocols and procedures for offering and providing Interpretation ServicesCore TeamBegin07/01/17, End 06/30/18.Evidenced by revised protocols made available to CCCHD staff for implementation. Standard #7: Competence of Language AssistanceInvestigate options and procedures used by other organizations to assure competence of language assistance. Core LeadershipBegin 07/01/17, End 06/30/2018Evidenced by Core Leadership meeting minutes prior to 06/30/2018.Standard #8: Patient-Related MaterialsCLAS team to continue to gather a list of written and audiovisual materials used, which are available in languages other than English. Secondarily, the CLAS team will prioritize other materials for translation and make recommendations to the Core Leadership Team who will allocate available resources to translation. CLAS team recommendations due to Core Leadership by 01/31/18.CLAS Team/Core LeadershipContinue 07/01/17, End (report to Leadership Team) by 01/31/18Evidenced by report to Core Leadership and procedure for future documents to be made available in languages other than EnglishStandard #9: Written Strategic PlanCLAS Strategic Plan originated in 03/07 and is updated annually. Core LeadershipContinued 07/01/17 through 06/30/2018Evidenced by annual CLAS Plan. Standard #10: Organizational Self-AssessmentReview June 2016 Cultural Competency Section of the Core Competencies for Public Health Professionals survey completed by CCCHD StaffCore Leadership07/01/2016 through 06/30/2016 then every 2 yearsCore Leadership minutesStandard #11: Patient / Consumer DataCore Leadership team or designees to review and all programs to assure that data is being collected with regards to race, ethnicity, and language according to the Enhanced CLAS standards. This review and corrective action to be completed by 06/30/18. Core LeadershipBegin 07/01/17 – End 06/30/18Evidenced by data collection fields or justification for no collection on all programs.Standard #12: Community ProfileCommunity Health Assessment (CHA) reflects Community Profile. CHA was completed in 2015 and can be viewed at or upon requestEpidemiologistBegin 07/01/17 – End 06/30/18Evidenced by the CHA currently in place.Standard #13: Community PartnershipsThe CCCHD has representative (s) attend the Latino Coalition and/or Welcome Springfield meetings. This will continue through 06/30/18. Core LeadershipBegin 07/01/17 – End 06/30/18 Evidenced by Core Leadership minutesStandard #14: Conflict/Grievance ProcessesComplaint and grievance procedure will be reviewed and revised.Core LeadershipEnd: 12/01/17Evidenced by written procedure readily available. Standard #15: ImplementationImpact of the Implementation of the CLAS plan on practice will be measured by an annual anonymous evaluation of CCCHD staff with results compared to previous years. Core LeadershipFall 2018Evidenced by results review in Core Leadership Use this template to create a plan to increase Culturally and Linguistically Appropriate Services (CLAS). Based on what your agency learned from the CLAS self-assessment (.), activities should be identified to improve Culturally Competency of services in FY2018.At the end of the grant cycle, you will submit this form to show what you have accomplished toward each objective.: FY2017 Culturally and Linguistically Appropriate Services (CLAS) Annual Strategic PlanCFHS Sub grantee Agency Name: Clark County Combined Health District (CCCHD) _GMIS #: Agency Level/Not program SpecificThis document is being submitted as: (please check one) X Initial Plan Annual Progress ReportObjective ActivitiesPerson(s) ResponsibleBegin/End DateEvaluationAccomplishments (See note above)Standard #1: Understandable and Respectful CareTwo (2) agency-wide trainings or tips, specific to Health Literacy will be reviewed by at least 95% of CCCHD staff between 07/01/2016 and 06/30/2017. Client satisfaction surveys or similar evaluation will continue in all CCCHD divisions to assess for effective, equitable, understandable, respectful quality care and services. CCCHD’s CLAS TeamCCCHD workforceBegin 07/01/16 – End 06/30/17Continue 07/01/16 through 06/30/17 Evidence of training through Record of Training Submission to the Workforce Database Tracking or by sign in sheets to division meetings or cross divisional trainings. Evidenced by report of results presented to the staff and managers prior to 06/30/17 Partially met: 2 Health Literacy online trainings completed March- April 2017 by 70% of staff. Partially met: Customer satisfaction survey went through Continuous Quality Improvement process during 2016 through 2017. Procedure revised and regular reviews of results are now available for admin team. Most recently reviewed September 2017. Standard #2: Promote CLAS and health equity A team of 5 CCCHD staff members meets to identify opportunities to enhance culturally competent care through CCCHD. The team meets 2 times/ a year and presents recommendations to management about integration.Administrative Team or Core Leadership will review CLAS prior to August 2016. CLAS WorkgroupCCCHD’s Core Leadership Continue 07/01/16 through 06/30/17 Prior to August 2016 and ongoing, no less than annuallyEvidence by sign in sheet, meeting minutes, agenda of no less than 3 meetings of the CLAS team. Evidenced by minutes of meetings. Partially met: CLAS Team met in February 2017. Met (Late): CLAS plan reviewed by Core Team annually. Most recent review is October 16, 2017Standard #3: Diverse Staff and LeadershipCCCHD’s Accreditation Coordinator will provide a report including the race and ethnicity of the jurisdiction’s population, the race and ethnicity breakdown of the CCCHD workforce, the BOH. The report will be reviewed by the Core Leadership team on an annual basis. Report for FY2017 will be available prior to August 2016. CCCHD’s Accreditation CoordinatorReport prior to 08/01/2016; reviewed no less than annuallyEvidenced by inclusion of report in the minutes of Core Leadership Team. Met (Late): Reviewed this report in February 2017 with Core management Team. Updated in October 2017 and is included in CCCHD’s full CLAS planStandard #4: Ongoing Education and TrainingOrient new staff members to cultural competence training. All fulltime and regularly scheduled part-time staff will participate in trainings related to Cultural Competency on an annual basis, typically during cross divisional training or through SkillSoft. Administrative StaffCCCHD Staffcontinue 07/01/16, through 06/30/17Begin 07/01/16, through 06/30/2017 Evidenced by training recordsEvidenced by training recordsMet: Orientation includes orientation to CLAS Standards Met: Training for full and permanent part-time staff is no less than twice annually. Records included in CLAS plan and Workforce Development. Standard #5: Language Assistance ServicesAssure language identification cards are available for use in clinic based, home based, business based and out stationed services. CCCHD StaffBegin 07/01/16, End 06/30/17Evidenced by records of compliance spot checks by the CLAS team. Met: Language Identification Cards available. Language ID cards being updated and reviewed for posting during October 2017. Standard #6: Right to Receive Language Assistance ServicesReview and revise agency wide protocols and procedures for offering and providing Interpretation ServicesCore TeamBegin07/01/16, End 06/30/17.Evidenced by revised protocols made available to CCCHD staff for implementation. Met: Interpreter Service Procedure completed April 2017. Standard #7: Competence of Language AssistanceInvestigate options and procedures used by other organizations to assure competence of language assistance. Core LeadershipBegin 07/01/16, End 06/30/2017Evidenced by Core Leadership meeting minutes prior to 06/30/2017.Not met: Discussed but investigation found it was cost prohibited at this time. Vocalink should be used if any concern with other methods. Standard #8: Patient-Related MaterialsCLAS team to continue to gather a list of written and audiovisual materials used, which are available in languages other than English. Secondarily, the CLAS team will prioritize other materials for translation and make recommendations to the Core Leadership Team who will allocate available resources to translation. CLAS team recommendations due to Core Leadership by 01/31/17.CLAS Team/Core LeadershipContinue 07/01/16, End (report to Leadership Team) by 01/31/17Evidenced by report to Core Leadership and procedure for future documents to be made available in languages other than EnglishMet (late) Initial inventory of materials completed throughout 2017 and included in CLAS planStandard #9: Written Strategic PlanCLAS Strategic Plan originated in 03/07 and is updated annually. Core LeadershipContinued 07/01/16 through 06/30/2017Evidenced by annual CLAS Plan. Met: CCCHD continues maintaining CLAS Plan no less than annually.Standard #10: Organizational Self-AssessmentReview June 2016 Cultural Competency Section of the Core Competencies for Public Health Professionals survey completed by CCCHD StaffCore Leadership07/01/2016 through 06/30/2016 then every 2 yearsCore Leadership minutesMet: Organizational Assessments completed in June 2014, August 2015, and May 2016. Report included in CLAS plan. Standard #11: Patient / Consumer DataCore Leadership team or designees to review and all programs to assure that data is being collected with regards to race, ethnicity, and language according to the Enhanced CLAS standards. This review and corrective action to be completed by 06/30/17. Core LeadershipBegin 07/01/16 – End 06/30/17Evidenced by data collection fields or justification for no collection on all programs.Met: Inventoried data collected in WIC, Early Childhood and Nursing in March 2017. This information now included in full CCCHD CLAS plan. Standard #12: Community ProfileCommunity Health Assessment (CHA) reflects Community Profile. CHA was completed in 2015 and can be viewed at or upon requestEpidemiologistBegin 07/01/16 – End 06/30/17Evidenced by the CHA currently in place.Met: Continues to be availableStandard #13: Community PartnershipsThe CCCHD has representative (s) attend the Latino Coalition and/or Welcome Springfield meetings. This will continue through 06/30/17. Core LeadershipBegin 07/01/16 – End 06/30/17 Evidenced by Core Leadership minutesNot Met: Coalition and Welcome Springfield not active during much of 2016- 2017. Standard #14: Conflict/Grievance ProcessesComplaint and grievance procedure will be reviewed and revised.Core LeadershipEnd: 12/01/16Evidenced by written procedure readily available. Met (Late): Complaint and grievance procedure created 05/2017. Standard #15: ImplementationImpact of the Implementation of the CLAS plan on practice will be measured by an annual anonymous evaluation of CCCHD staff with results compared to previous years. Core LeadershipFall 2017Evidenced by results review in Core Leadership Not Met: assessment tool changed to align with Public Health Core Competencies and due to multiple staff surveys was scaled back to every 2 years. Use this template to create a plan to increase Culturally and Linguistically Appropriate Services (CLAS). Based on what your agency learned from the CLAS self-assessment (.), activities should be identified to improve Culturally Competency of services in FY2017.At the end of the grant cycle, you will submit this form to show what you have accomplished toward each objective.: CLAS TeamTeam Name:Clark County Combined Health District’s (CCCHD) Culturally and Linguistically Appropriate Services (CLAS) Team Project Mission:It is our mission to support the integration of the National CLAS Standards into the programs and projects of CCCHD.Team Sponsor:Christina ConoverBackground:Although concepts of CLAS have been demonstrated at CCCHD, recent expansion, tracking and organization of the CLAS integration into Health District processes necessitates a more efficient system of peer liaisons between the CLAS expansion efforts and the staff. Expectations:Demonstrate familiarity with the CLAS Standards and CCCHD CLAS Plans.Act as a liaison between the work group and the divisions, providing updates at division meetings.Provide technical assistance to CCCHD employees for individual goals and understanding of CLAS.Identify gaps in understanding and advise regarding necessary staff training regarding CLAS.Assist in the scope expansion of CLAS. Meet no less than two times/year to provide venue for conversation regarding necessary change, resource sharing, and updates to the plan. Review and Revise the CLAS Plan annually.Meeting Frequency:Two times per yearAdditional meetings as calledWork Group FacilitatorChristina ConoverWork Group MembersRita LewisSecretary IIEnvironmentalKellie AdamsNurse IINursingKristen LyBurtusNurse IINursingNatalie OliverCommunity Health WorkerEarly ChildhoodAmanda PerezInterpreter/Secretary IIWICJodi WoodSecretary IIAdministrationChristina ConoverCoordinatorAdministrationBeth DorseySecretary PRNAdministrationScribe: Beth DorseyOther Notes:Attachment Meetings of the CCCHD CLAS Team(As of February 2017)DateContentMinutes Available?Prior to 02/2017Previous meetings held but were not documentedNo02/17/2017National CLAS StandardsRelevant PHAB Standards (Domain 11)Core Competencies for Public Health ProfessionalsFY2017 and FY2018 CLAS Work plansInventory and Sharing of Translated MaterialsYes11/28/2017Overview of the key parts of the CLAS plan, including objectives/plans for 2018Public Health Accreditation Board (PHAB) DomainsYesAttachment: Interpreter Services ProcedureAttachment: CCCHD Orientation to CLASAttachment: CCCHD Trainings Related to CLASDateTrainingVenueTarget Audience01/06/2015 & 01/09/2015View and Discuss: Unnatural Causes: Is Inequality Making Us Sick?Cross DivisionalAll FT and PT permanent CCCHD Staff05/08/2015 & 05/12/2015Harassment PreventionCross DivisionalAll FT and PT permanent CCCHD Staff06/30/2015Improving Communication in Cross- Cultural RelationshipsSkillsoftAll FT and PT permanent CCCHD Staff12/31/2015Building Better Relationships through UnderstandingSkillsoftAll FT and PT permanent CCCHD Staff12/31/2015Improving Your Emotional Intelligence Skills: Self-Awareness and Self-ManagementSkillsoftAll FT and PT permanent CCCHD Staff12/31/2015Reframing Negative SituationsSkill SoftAll FT and PT permanent CCCHD Staff02/26/2016Teach Back Method (health literacy)Cross DivisionalAll FT and PT permanent CCCHD Staff02/26/2016 & 02/26/2016Core Competency Wheel of FortuneCross DivisionalAll FT and PT permanent CCCHD StaffJune 2016Basics of Health Literacy (video)Cross DivisionalAll CCCHD StaffJune 2016Listening Essentials: The Basics of ListeningSkillsoftAll FT and PT permanent CCCHD StaffJune 2016Customer Service ConfrontationSkillsoftAll FT and PT permanent CCCHD StaffJune 2016Effective Team CommunicationSkillsoftAll FT and PT permanent CCCHD Staff11/15/2016 & 11/18/2016CCCHD Bridges Between DivisionsCross DivisionalAll FT and PT permanent CCCHD Staff06/30/2017Communication Challenges: Navigating Choppy WatersSkillsoftAll FT and PT permanent CCCHD Staff06/30/2017Diversity on the Job: The importance of Diversity and the Changing WorkplaceSkillsoftAll FT and PT permanent CCCHD StaffAttachment: CMIST Summary for Clark County, Ohio2059528369CMIST: Communications, Medical, Maintaining functional Independence, Supervision needs, Transportation needs0CMIST: Communications, Medical, Maintaining functional Independence, Supervision needs, Transportation needsAttachment: I Speak Language Identification CardAttachment: Front DeskAttachment: Spanish HotlineAttachment: Triadic InterviewAttachment: Example Interpreter ListAttachment: Communicating With and About People with Disabilities3899768397120 00 Attachment: Agency Self – AssessmentDate of Assessment: May 2016Method: Utilized the Core Competency for Public Health Assessment, Section 4 Survey Administered to CCCHD Frontline StaffResults were anonymousVia Electronic SurveyComment field available Notes on Results:Using this survey to establish baselinePrevious tool used in June 2014 and August 2015 was perceived as leading and controversial by some staff, which prompted the change in assessment tool. Next Steps: Administer survey in 2nd quarter 2018Expand survey to include managerial staffEncourage use of comment field Attachment: Data Collection Regarding Race, Ethnicity and LanguageCurrent as of 11/2017ProgramData: Race CollectedData: Ethnicity CollectedData: Language CollectedEarly Child-hoodMoms and Babies FirstYes; IntakeYes; IntakeYes; IntakeHealth Families AmericaYes; IntakeYes; IntakeYes; IntakeBaby and Me tobacco FreeYes; IntakeYes; IntakeYes; IntakeHelp Me GrowYes; IntakeYes; IntakeYes; IntakeNursingTuberculosis ClinicYes; HDISAbility in HDISLead ScreeningYes; HDISAbility in HDISReproductive Health and Wellness ClinicYes; HDISYes; ALHERS (Hispanic only)Ability in HDISImmunizationsYes; HDISAbility in HDISBCMHYes; HDISAbility in HDISLice ProgramYes; HDISAbility in HDISHIV Testing and CounselingYes; HDIS in clinicAbility in HDISHealth Screenings in ClinicYes; HDISAbility in HDISWICWomen, Infants and ChildrenYes, application and databaseYes, application and databaseYes, application and databaseAttachment: Racial Ethnic Participation ReportDateDivisionHispanic or NonRace/Other EthnicityNumberPercentage10/16/2017WIC DivisionHispanicAfrican American70.23%HispanicAmerican Native/Alaskan150.49%HispanicMulti-Racial170.56%HispanicPacific Islander80.26%HispanicWhite2267.39%Non-HispanicAfrican American47115.41%Non-HispanicAmerican Native/Alaskan20.07%Non-HispanicAsian40.13%Non-HispanicMulti-Racial33510.96%Non-HispanicPacific Islander20.07%Non-HispanicWhite197064.44%Attachment: ResourcesU.S. Department of Health and Human Services; Office of Minority Health; Cultural Health: Put: A Guide for Creating Easy-to-Understand Materials: Centers for Disease Control and Prevention: Disability and Health: for Disease Control and Prevention (CDC). Public Health Workbook: To Define, Locate, and Reach Special, Vulnerable, and At-risk Populations in an Emergency. Federal Emergency Management Agency (FEMA). 2010. Guidance on Planning for Integration of Functional Needs Support Services in General Population Shelter. Attachment: Inventory or Materials TranslatedInventory of Materials/Publications in Other LanguagesClark County Combined Health District (form revised 10/16/2017)Date Item Added to ChartMaterial “name” or “type”What program is it used in?(Example: food, immunizations, etc.)What languages is this document available in (besides English)?Source(Where is document provided from?)6/28/2017Cooking LogFoodChinese6/28/2017Cooling LogFoodChinese6/28/2017Daily Sanitizer ChecklistFoodChinese6/28/2017Chinese Exclusions and Restrictions 2016FoodChinese6/28/2017Food Safety Temperature LogFoodChinese6/28/2017How to Clean-up Vomit and Feces from DiarrheaFoodChinese6/28/2017Clean-up and Disinfection for Norovirus (“Stomach Bug”)FoodChinese6/28/2017Purchased Food Receiving Temperature LogFoodChinese6/28/2017Reheating LogFoodChinese6/28/2017Cooking Food Chinese TranslationFoodChinese6/29/2017Dry Goods-Marinate and Cardboard BoxFoodChinese6/29/2017Dry Goods SignsFoodChinese6/29/2017Employee Illness LogFoodChinese6/29/2017Hanna Checker ph meter manualFoodChineseHanna Instruments6/29/2017Sample HACCP Plan for Acidified White Sushi Rice and Other Sushi RequirementsFoodChineseHACCP6/29/2017Wash, Rinse, SanitizeFoodChineseCCCHD6/29/2017Wash, Rinse, Sanitize-3 Sink PosterFoodChineseCCCHD6/29/2017Calibrate Thermometer PosterFoodChineseCCCHD6/29/2017Food LabelingFoodChinese6/29/2017Thawing InstructionsFoodChinese6/29/2017Consumer Advisory PosterFoodChineseCCCHD6/29/2017Cooking Temperature PosterFoodChineseCCCHD6/29/2017Cooling Food PosterFoodChineseCCCHD6/29/2017Hand Sink PosterFoodChineseCCCHD6/29/2017No Bare Hands PosterFoodChineseCCCHD6/29/2017ph Tester CalibrationFoodChinese6/29/2017RefrigerationFoodChineseCCCHD6/29/2017Wash Hands After PosterFoodChineseCCCHD6/29/2017Fat-Free SewersEnvironmentalSpanishWater Environment Federation6/29/2017Wash SolutionFoodSpanishCCCHD6/29/2017Rinse SolutionFoodSpanishCCCHD6/29/2017Sanitizing SolutionFoodSpanishCCCHD6/29/2017Labeling of Bulk Food ChemicalsFoodSpanish and ChineseCCCHD6/29/2017C Blair InstructionsFoodborne IllnessSpanish6/29/2017Food Allergy PosterFoodSpanish6/29/2017First Aid For Food ChokingFoodSpanishODH6/29/2017Time-In In Lieu of Temperature Logging SheetFoodSpanish6/29/2017Hot Holding/Cold Holding Temperature LogFoodSpanish6/29/2017Receiving Temperature LogFoodSpanish6/29/2017Employee Illness LogFoodSpanish6/29/2017Daily Sanitizer ChecklistFoodSpanish6/29/2017Food Delivery LogFoodSpanish6/29/2017Food Safety Temperature LogFoodSpanish6/29/2017Cooking LogFoodSpanish6/29/2017Cooling LogFoodSpanish6/29/2017Reheating LogFoodSpanish6/29/2017Guide for Reporting Food IllnessFoodborne IllnessSpanishCCCHD6/29/2017Instructions for ConsumingFoodSpanishCCCHD6/29/2017Health Department BrochureHealth DistrictSpanishCCCHD6/29/2017Required Advice for ConsumingFoodSpanishCCCHD6/29/2017No Bare Hand Contact!FoodSpanishCCCHD6/29/2017Refrigeration SafetyFoodSpanishCCCHD6/29/2017Foodborne Illness Reporting Guidelines for RestaurantsFoodborne IllnessSpanishCCCHD6/29/2017Consumer Advisory RequirementsFoodSpanishCCCHD6/29/2017Foodborne IllnessFoodborne IllnessSpanishCCCHD6/29/2017CDC Pool Chemical SafetySafetySpanishCDC6/29/2017CDC Pool Chemical Safety-StorageSafetySpanishCDC6/29/2017CDC Pool Chemical Safety-UseSafetySpanishCDC6/29/2017Basic Radon FactsSafetySpanishEPA6/29/2017Protect Yourself from Biting MosquitosSafetySpanishOSU2/20/2017Materials: print and website from Centers for Disease Control and Prevention (CDC)All Divisions/programsPredominantly Spanish; some publications in other languages02/20/2017Referral CardECDall programsNoneCCCHD6/29/2017Reproductive Health and WellnessNursing/ECD: Reproductive HealthCCCHD6/29/2017Safe SleepECDSafe SleepSpanishODH6/29/2017Services during pregnancyECD/NursingPregnancy /PrenatalSpanishCCCHD6/29/2017Healthy Mommy, Healthy BabyECDHM/HBSpanishCCCHD02/20/2017ECD programsECDAll programsSpanishCCCHD6/29/2017Help Me GrowECDHelp Me GrowSpanishODH6/29/2017Lead Coloring BookECDLeadSpanishODH6/29/2017Quality Childcare/ 6/29/2017Discipline: Limits with Love/6/29/2017The First Years Last Forever/6/29/2017Your Healthy Baby/ 6/29/2017To Be a Father/ 6/29/2017Preparing for Parenthood/ 6/29/2017Safe from the Start/6/29/2017Ready to Learn/6/29/2017Food and Fitness Matter/6/29/2017The Pre-K Promise/6/29/2017For the Child/6/29/2017A Child with Special Needs/6/29/2017Nutrition during Pregnancy/6/29/2017Preparing for Parenthood/6/29/2017Partners for a Healthy Baby Home Visiting Curriculum Prenatal and PostnatalECDSpanish6/29/2017Multiple brochures on various Mother and Child topicsECDSpanishMultiple6/30/2017Green Fee SlipImmunizationsCCCHD6/30/2017Orange Fee SlipImmunizationsCCCHD6/30/2017Pink Fee SlipImmunizationsCCCHD6/30/2017Consent for Services/HIPAAImmunizationsSpanish ConsentsImmunizations6/30/2017Screening QuestionnaireImmunizationsSpanish6/30/2017Vaccine After Care InstructionsImmunizationsCCCHD6/30/2017Customer Service ExerciseImmunizationsCCCHD6/30/2017HIPAA Information SheetImmunizationsSpanish PamphletImmunizationsCCCHD6/30/2017VIS Dtap, Tdap, TdImmunizationsSpanish6/30/2017HibImmunizationsSpanish6/30/2017Hep AImmunizationsSpanish6/30/2017Hep BImmunizationsSpanish6/30/2017HPVImmunizationsSpanish6/30/2017FluImmunizationsSpanish6/30/2017MMRImmunizationsSpanish6/30/2017Meningococcal, Men BImmunizationsSpanish6/30/2017Prevnar 13ImmunizationsSpanish6/30/2017PolioImmunizationsSpanish6/30/2017RotavirusImmunizationsSpanish6/30/2017VaricellaImmunizationsSpanish6/30/2017Pneumovax 23ImmunizationsSpanish6/30/2017ShinglesImmunizationsSpanish6/30/2017Head Lice: Treatment and PreventionLiceSpanish6/30/2017Lice Control and Education ProgramLiceSpanish6/30/2017HIPAA ConsentTBSpanish6/30/2017HIPAA Information SheetTBSpanish6/30/2017Questions and AnswersTBSpanishtb/esp6/30/2017HIPAA ConsentCMH6/30/2017HIPAA Information SheetCMHSpanish6/30/2017CMH General BrochureCMHSpanish6/30/2017Breastfeeding FolderBF6/30/2017HIPAALeadSpanish6/30/2017Risk Factors/Precautions PamphletsLeadSpanish6/30/2017Lead Sources FlyerLeadSpanish6/30/2017ODH HMG ReferralLeadSpanish6/30/2017Postcard-Is Your Teen…Missing a Vaccine Dose?ImmunizationsSpanish6/30/2017Postcard-Is Your Child Fully Protected?ImmunizationsSpanish6/30/2017Postcard-Recommended Vaccines for 12-18 Years of AgeImmunizationsSpanish6/30/2017Gardisil Appointment CardsImmunizationsSpanish6/30/2017Abstinence BrochureSTD/RHWSpanish6/30/2017HIVSTD/RHWSpanishCDC website6/30/2017STD Facts (covers variety of STDs)STD/RHWSpanishpub or 1-800-321-44076/30/2017TrichomoniasisSTD/RHWSpanishCDC website6/30/2017Bacterial VaginosisSTD/RHWSpanishCDC website6/30/2017Pelvic Inflammatory DiseaseSTD/RHW6/30/2017SyphilisSTD/RHWSpanishCDC website6/30/2017Chlamydia-Reduce Your RiskSTD/RHWSpanishCDC website6/30/2017GonorrheaSTD/RHWSpanishCDC website6/30/2017HPVSTD/RHWSpanishCDC website6/30/2017Domestic ViolenceSTD/RHWSpanish or 614-781-96516/30/2017Project Woman-24 Hour Crisis LineSTD/RHWSpanishProject Woman Office6/30/2017Your Birth Control Choices PamphletSTD/RHWSpanish (cost)6/30/2017Zika VirusOtherSpanishCDC website6/30/2017Diabetes-Basic 6/30/2017Counting 6/30/2017Diabetes 6/30/2017Safe Sleep for Your BabySafe Sleep for InfantsSpanish1-800-505-CRIB or SafeSleep.6/30/2017Safe Sleep for Your Baby doorhangerSafe Sleep for InfantsSpanish1-800-505-CRIB or SafeSleep.6/30/2017What Does Safe Sleep Look Like?Safe Sleep for InfantsSpanish1-800-505-CRIB or SafeSleep.6/30/2017Safe Sleep Power PointSafe Sleep for Infants6/30/2017Words From One FatherBereavement6/30/2017Words of One MotherBereavement6/30/2017Putting the Pieces TogetherBereavement6/30/2017Shall Keep Thy TreasureBereavement6/30/2017This Little White BrochureBereavement6/30/2017Fathers Grieve Too BrochureBereavementonline catalog: 6/30/2017Grief Resources Columbus and Franklin Counties FlyerBereavementpublichealth.6/30/2017Clark and Montgomery County Grief Resources FlyerBereavement10/03/2017Information Sharing In the WIC ProgramWICSpanishODH10/03/2017Baby’s First MonthWICSpanishODH10/03/2017Skim and 1% MilkWICSpanishODH10/03/2017Kid SnacksWICSpanishODH10/03/2017Eat a Variety of Vegetables-Especially Dark Green and Dark Orange VegetablesWICSpanishODH10/03/2017Eat More Legumes-Choose Lean Meat and BeansWICSpanishODH10/03/2017Fruits and VegetablesWICSpanishODH10/03/2017Who Needs Iron?WICSpanishODH10/03/2017Whole GrainsWICSpanishODH10/03/2017Tobacco, Alcohol and Other Drugs: How They Can HarmWICSpanishODH10/03/2017Feeding Your Baby: Feeding GuidelinesWICSpanishODH10/03/2017Feeding Your Baby: Bottle Feeding GuidelinesWICSpanishODH10/03/2017Feeding Your Baby: Starting Solid FoodsWICSpanishODH10/03/2017Feeding Your Baby: Vegetables and FruitsWICSpanishODH10/03/2017Feeding Your Baby: Using a CupWICSpanishODH10/03/2017Feeding Your Baby: MeatsWICSpanishODH10/03/2017Feeding Your Baby: 9 to 12 MonthsWICSpanishODH10/03/2017Power-packed Foods for 9 to 12 Months Old: Babies Who Need Extra CaloriesWICSpanishODH10/03/2017Feeding Your One Year OldWICSpanishODH10/03/2017Feeding Your 18 Month OldWICSpanishODH10/03/2017Feeding Your 2 Year OldWICSpanishODH10/03/2017Feeding Your 3 Year OldWICSpanishODH10/03/2017Feeding Your 4 Year OldWICSpanishODH10/03/2017Feeding Your 5 Year OldWICSpanishODH10/03/2017Power-packed Foods for Children and Women Who Need Extra CaloriesWICSpanishODH10/03/2017How to Cope with Your Picky EaterWICSpanishODH10/03/2017Time to Get Off the Bottle!WICSpanishODH10/03/2017“Sippy Cup” or Training CupWICSpanishODH10/03/2017Step it UpWICSpanish10/03/2017Feeding Your Baby: A Guide for the First YearWICSpanishODH10/03/2017Tips for a Healthy PregnancyWICSpanishODH10/03/2017How to Breastfeed Your BabyWICSpanishODH10/03/2017Ohio WIC Program Authorized Foods ListWICSpanishODH10/03/2017Making FormulaWICSpanishODH10/03/2017WIC Program ApplicationWICSpanishODH10/03/2017WIC Health History for Breastfeeding Women and Postpartum WomenWICSpanishODH10/04/2017WIC Health History for Pregnant WomenWICSpanishODH10/04/2017WIC Health History for Children 1-5 YearsWICSpanishODH10/04/2017WIC Health History for InfantsWICSpanishODH10/04/2017Welcome to WIC LetterWICSpanishODH10/04/2017Milk QuestionsWICSpanish10/16/2017YRBS High School Questionnaire and Permission SlipAdministrationSpanishNational Tool; locally translated10/16/2017Electronic Customer Satisfaction SurveyAll ProgramsSpanishCCCHD ................
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