WHO IS ACCREDITED?

Private Organization Accreditation

CSS Healthcare Services provides Community based health services to the young, the elderly and to Individuals with Developmental Disability. Founded in 1997, we have the ability to offer a variety of quality community-based services to our clients, which has greatly contributed to our growth and success.
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ORGANIZATION TESTIMONIAL

ClearPoint Credit Counseling Solutions

Tim Spearin, Vice President, Quality Assurance

ClearPoint Credit Counseling Solutions has been accredited by the Council on Accreditation (COA) since 1996.  Reaccreditation attests that a member organization continues to meet the highest national operating standards as set by the COA.  It also provides assurance that ClearPoint Credit Counseling Solutions is performing services which the community needs, conducting its operations and funds successfully.
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Purpose

Juvenile Justice Case Management Services coordinate the services and supervision that can help youth address problems and develop the attitudes and skills needed to make responsible choices, avoid negative behaviors, and become productive, connected, and law-abiding members of their communities.

JJCM 8: Personnel

Personnel have the training, skills, and experience needed to help youth access services, overcome problems, and become productive, connected, and law-abiding citizens.

Rating Indicators
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.
    • Supervisors provide additional support and oversight, as needed, to staff without the listed qualifications.
    • Most staff who do not meet educational requirements are seeking to obtain them.
  • With some exceptions staff have received required training, including applicable specialized training.
    • Training curricula are not fully developed or lack depth.
    • A few personnel have not yet received required training.
    • Training documentation is consistently maintained and kept up-to-date with some exceptions.
  • A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies.
    • Supervisors provide structure and support in relation to service outcomes, organizational culture and staff retention.
  • With a few exceptions caseload sizes are consistently maintained as required by the standards.
  • Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services, and are adjusted as necessary in accord with established workload procedures.
    • Procedures need strengthening.
    • With few exceptions procedures are understood by staff and are being used.
  • With a few exceptions specialized staff are retained as required and possess the required qualifications.
  • 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.,
  • One of the Fundamental Practice Standards received a rating of 3 or 4.
  • A significant number of staff, e.g., 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.
    • 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.
    • Supervisors do not typically provide additional support and oversight to staff without the listed qualifications.
  • A significant number of staff have not received required training, including applicable specialized training.
    • Training documentation is poorly maintained.
  • 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.
  • There are numerous instances where caseload sizes exceed the standards' requirements.
  • Workloads are excessive and the integrity of the service may be compromised. 
    • Procedures need significant strengthening; or
    • Procedures are not well-understood or used appropriately; 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; e.g.,

?For example:
  • Two or more Fundamental Practice Standards received a rating of 3 or 4.

Table of Evidence

Self-Study Evidence On-Site Evidence On-Site Activities
    • Program staffing chart that includes lines of supervision
    • List of program personnel that includes:
      1. name;
      2. title;
      3. degree held and/or other credentials;
      4. FTE or volunteer;
      5. length of service at the organization;
      6. time in current position
    • Table of contents of training curricula
    • Caseload size, per worker, for the past six months
    • Procedures and criteria used for assigning and evaluating workloads
    • Training curricula
    • Documentation of training
    • Job descriptions
    • Documentation of workload assessment
    • Interview:
      1. Supervisors
      2. Personnel
    • Review personnel files

  • JJCM 8.01

    Personnel are competent in:

    1. understanding youth development;
    2. communicating respectfully and effectively with youth;
    3. understanding youths’ rights and responsibilities;
    4. assessing risks and safety;
    5. recognizing and responding to needs, including needs related to health, mental health, and substance use;
    6. conflict management, crisis intervention, and de-escalation techniques;
    7. appropriate disciplinary techniques;
    8. providing services in a culturally competent manner that considers gender, race, ethnicity, sexual orientation, developmental level, disability, and other relevant characteristics; and
    9. collaborating with other providers.

    Interpretation: Competence can be demonstrated through a combination of education, training, and experience.


  • JJCM 8.02

    Direct service personnel are qualified by a bachelor’s degree in a social or human service field, and experience working with youth.


  • JJCM 8.03

    Employee workloads support the achievement of positive outcomes for youth, are regularly reviewed, and are based on an assessment of the following:

    1. the qualifications, competencies, and experience of personnel, including the level of supervision needed;
    2. case complexity and status, including the intensity of youths’ risks and needs;
    3. the work and time required to accomplish assigned tasks, including those associated with individual caseloads and other job responsibilities;
    4. whether youth receive services from multiple team members or professionals, including collaborating service providers; and
    5. service volume.

    Interpretation: Caseloads should be sufficiently small to permit personnel to respond to youths’ risks and needs and provide the level of supervision required, as referenced in JJCM 6.01. Caseloads should generally not exceed 12 to 15 youth for high-intensity cases, 35 youth for medium-intensity cases, and 40 to 50 youth for low-intensity cases. New personnel should not carry independent caseloads prior to the completion of training.


  • JJCM 8.04

    Supervisors are qualified by:

    1. an advanced degree in a social or human service field; or
    2. a bachelor’s degree in a social or human service field and at least two years’ experience working with youth.
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