Angela Sauaia
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Course: HSMP 6630_001
Basic Grant Writing for Public Health Professionals Syllabus
Instructor: Angela Sauaia, MD, PhD
Associate Professor of Public Health, Medicine, and Surgery
Colorado School of Public Health University of Colorado Denver
3 credits
Time: Tuesdays, Thursdays 1:00 –2:20 pm,
Location: Room P28-2307 in Ed 2 North, EXCEPT FOR FEB 2 IN ROOM L28-1308
Course Overview:
This course focuses on the basic skills required to develop, fund and evaluate data-driven,
evidence-based public health programs, interventions and projects. It is based on the successful
model developed by Project TEACH (http://publichealthpractice.org/community-projectdevelopment/project-teach), which provides targeted training, technical assistance and support
to community based organizations involved in projects that improve health care access and
quality as well as promote healthy living among underserved populations.
Health is taken here in its most global sense, as defined by the WHO: "Health is a state of
complete physical, mental and social well-being and not merely the absence of disease or
infirmity", which includes the achievement of one’s full career potential (e.g. equality of
opportunity for minorities to become public health professionals). We will cover a basic set of
skills that are necessary to plan, fund, implement and evaluate data-driven, public health
evidence-based interventions. Project TEACH developed the current model based on its
experience training over 100 community-based organizations (CBOs) across urban and rural
Colorado, including small health promotion and disease prevention community-based
organizations, tribes and tribe serving organizations, Area Health Education Centers, regional
public health agencies, county health departments, clinics and hospitals. The course is intended
to those who plan to work at these organizations.
Pedagogic Methods:
The course intends to train the participants in the topics proposed below, as well as, using a
train the trainer model, enable them to disseminate these skills to the organizations in which
they come to work. We will employ traditional and non-traditional pedagogic methods including
those proposed by the Brazilian educator Paulo Freire 1, 2, always using an interactive, learnercentered, real life driven educational approach. It requires intense student participation to bring
up topics, present reviews of themes and eventually assume leadership of the meeting with
facilitation by a more seasoned public health professional. Concepts are discussed based on
critical appraisal of available evidence in current literature. Reading references are provided as
suggestions, but participants are encouraged to bring their own readings and critically appraise
them with the group.
Disclaimer: Uncomfortable issues such as racism and discrimination in health and health care
are discussed, respectfully but openly. These issues are never easy to talk about; however,
being too comfortable often means very little change. Being uncomfortable can be a stimulus for
change.
Honor code: Education at the Colorado School of Public Health is conducted under the honor
system. All students who have entered health professional programs should have developed
the qualities of honesty and integrity, and each student should apply these principles to his or
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her academic and subsequent professional career. All students are expected to have achieved
a level of maturity, which is reflected in appropriate conduct at all times. All work done on
exams or other assignments is to be done independently unless specific instruction to the
contrary is provided. For example, work on the small group projects is obviously to be done
collaboratively.
Competencies: The participant should, at the end of this course, gain competencies in the
areas below, as well as feel comfortable providing training to CBOs on these topics:
1. Developing SMART objectives and basic logic models to describe their proposed
projects/programs that include at minimum:
a. Dimensions of the Health Problem or Inputs
b. Evidence –based intervention or Activities
c. Outcomes
2. Define the need for their proposed project
a. By accessing appropriate health statistics at the national, state and regional levels
including:
1. Annual National Health Quality and Health Disparities Reports
2. Colorado Regional Health Profiles and their sources
3. Colorado Regional Health Disparities Profiles and their sources
4. Major data sources: BRFSS, Census, Federal Statistics, Kaiser Family
Foundation
5. Health statistics for specific populations: women, children, elderly,
racial/ethnic minorities (with emphasis on Native American health data
sources), GLBTI populations, and the poor.
b. Basic knowledge on interpretation of health data to include:
1. Health data uses and limitations
2. Explaining measures of data central tendency and dispersion to CBOs
3. Measurement issues related to specific populations (for example: the same
income does not mean the same for different racial groups, small samples,
lack of data, reliability of the race/ethnicity variable)
4. Small numbers or No numbers
3. Understand social determinants of health and their role in public health
4. Basic concepts on evidence-based interventions to include:
a. Defining evidence-based interventions and
b. Teaching communities and community-based organizations about evidence-based
interventions
c. Consult existing catalogs of evidence-based interventions(e.g., Cancer Control
PLANET, Community Guide, SAMHSA, NACCHO, AHRQ, Cochrane Library, etc)
d. Appraise interventions found through usual search engines (e.g. Google)
e. Adapting existing evidence-based interventions to local needs
f. Identifying academic resources to assist in finding, producing or adapting evidencebased interventions
5. Community assessment and engagement:
a. Engaging the community throughout the whole process for their application/program
(inputs, activities, outputs)
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b. Selected techniques to engage/assess the community
1. Asset mapping Vs. Needs assessment
2. Informal interviews
3. Focus Groups
4. Nominal group technique
6. Succession planning and sustainability including:
a. Utilization of Board of Directors
b. Staff development opportunities
c. Internal leadership
d. Delegating responsibilities and creating job descriptions
e. Mentoring staff
f. Create a succession and sustainability plan
7. Partnerships formation and maintenance
a. Identifying partners and initiating relationship with community leaders
b. Define relationship, collaboration vs. partnership
c. Use of community-wide, county, or state political/ social SWAT when considering new
relationship, collaboration, or partnership
d. Process to identify strengths/contribution of your enterprise that can leverage weakness
or challenges being faced by a collaborative effort
e. Use of social networking tools
8. Design an evaluation plan to measure different aspects of a program (reach, implementation
and impact) via a range of tools and design approaches including
a. Reach
b. Implementation measures: Log forms, program documentation forms
c. Impact measures:
1. Validated tools (access catalogs of validated tools)
2. Satisfaction surveys
3. Qualitative approaches
4. Pre/post designs,
5. Intervention/control designs
d. Identifying academic resources to assist in evaluation
9. Have a preliminary understanding of Affordable Care Act of 2010:
a. Major areas
1. Access major trustworthy sites for more information on the ACA: US Dept.
HHS: http://www.healthcare.gov/, Kaiser Family Foundation site at
http://healthreform.kff.org/the-basics.aspx; Families USA at
www.familiesusa.org
b. Understand the implications of the ACA for public health and community-based
organizations
c. Prevention (community transformation grants, navigators, healthy living, chronic
disease mgt., home visiting programs, national diabetes prevention program)
d. Coordination (navigators, transitions program, community health teams, medical
home and integrated care)
e. Quality care (chronic disease mgt, health extension agents, cultural
competency/health disparities/disability) training
f. Grant opportunities
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10.
Identifying potential sources of funding for public health programs
11.
Developing a budget and a budget narrative
12.
Developing a workplan
8/1/2016
Readings:

Articles and other readings are listed by topic below

Data sources: listed below
Basic schedule

30 classes, Tue/Thurs 1:00 to 2:20pm
Assignments: There are 2 (two) major assignments and several smaller assignments
during the course. The major assignments are described below. Please read the
instructions attentively.

Written assignment or “The Grant”: The participants must write a grant proposal to
The Colorado Health Foundation or the Caring for Colorado Foundation. You can also
target a grant opportunity in www.grants.gov that aims at implementing a public health
program, for example from HRSA or CDC. The topics will be defined in the first two
classes using Nominal Group techniques. This will demonstrate the use of a practical,
simple technique to engage communities in determining and prioritizing their needs.



1st assignment: Grant Application Instructions
We will assume that all participants work in County health departments in Colorado or at CDPHE.
Choose a County health department within Colorado or a Division/Section/Program within CDPHE
Be ready to present the different parts of your grant’s logic model using Powerpoint as indicated in
the schedule below. You should take no more than five minutes for the Powerpoint presentation.

These presentations during the course don’t have to be perfect, they are teaching tools.

Your effort in these small presentations during the course will be part of your class participation
grade, taking into consideration: 1) the effort you put into it, 2) use of materials taught in class (or
better ones), and 3) productive participation in the discussion of your colleagues’ presentations
Budget and Budget Narrative must be completed.




Letter of Support and/or MOUs: Write a template that you would give to your partnering
organizations to edit and sign. Submit this template with your assignment. The actual letters of
support or MOUs will NOT be necessary, but please provide a list of the persons or agencies whose
letter of support you would include in your application.
Do not include:
o No need to include institutional financial information or Board of Directors information
(however, the anti-discrimination policy statement is REQUIRED)
o No signatures are necessary
Delivery Due Date: The final part of the assignment must be delivered in HARD COPY to the
instructor by the beginning of class on Thurs May 10th. No exceptions, please.
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Basic Rubric for 1st Written Assignment
Points
1) Did you document the public health need to be addressed by your
project appropriately, i.e., quoted trustworthy data sources, used and
interpreted appropriate data?
2) Did you present existing research and discussed the possible causes /
mechanisms for the public health problem?
3) Did you make a convincing case that the intervention you propose is
likely to be successful in addressing this public health need? (e.g.,
presented research evidence, rationale to justify the likely success of the
intervention)
4) Did you describe the steps and activities involved in implementing the
intervention?
5) Did you establish SMART (Specific, Measurable, Achievable, Realistic,
Time bound) objectives for your intervention?
6) Did you propose a sound evaluation for your intervention?
7) Did you present your strategy for involving the target community and
included appropriate partners in your program?
8) Did you propose a budget? Did you justify each item to the best of your
ability in the budget narrative (AKA budget justification)?
9) Did you follow the guidelines and format instructions of the funding
agency?
10) Did you include a graphic representation of your logic model?
11) Did you present possible challenges and difficulties that you will likely
face as you implement the program and possible solutions for these
anticipated problems?
12) Did you include a sustainability plan?
13) Did you reference in your proposal the national, state or county
strategic plan that relates to your project?
Total
40
40
40
40
40
40
40
40
40
40
10 (extra credit)
10 (extra credit)
10 (extra credit)
430
 Oral assignment:
A final presentation of your proposed project at the end of the course, following this framework
will be the oral assignment. Imagine:



you enter the elevator at Building 500 and you see Bill Gates in the elevator
he is very friendly and tells you he heard about all the good work being done by UCD
folks and that he is looking for good public health related projects to fund.
you have 1 (one) minute to talk to him about your public health project. If you wish, you
can use other media besides talking: for example, you can give him a brochure on your
project. The point here is to at least convince him to listen to you and hopefully fund your
program
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Basic Rubric for 2nd Assignment
Points
1) Were you able to describe “the problem”
2) Where you able to describe “your solution”
3) Did you have a visual aid?
Total
100
100
20 (extra credit)
220
Example: “Community-based organizations provide necessary health services to the
community but desperately need skills on how to write grants to fund their programs. Our
Project TEACH offers a successful solution for this problem. We provide onsite, hands on,
effective training and tools on interventions proven to work, program evaluation and
sustainability. Organizations that took our training tell us that it helped them get more grants.
Here is a brochure with our website. I would love the chance to talk to you about the project.”
Course Grading:


40% preparation for class and class participation
60% assignments (40% for 1st written assignment and 20% for the 2nd oral assignment)
Schedule and readings:
Session
1
Date Topic
Readings
1/24 Course and Assignments Overview
Speaker
Sauaia
Why are you writing a grant?
2
3
Social determinants of health and their
role in public health programs I
1/26 Why are you writing a grant?
Visit
http://www.chd.dphe.state.co.us/Win
Colorado Winnable Battles
nables/Documents/Winnable%20Batt
-Colorado core public health services - les%20factsheet.pdf
new rule
and
Sauaia
Chris
Lindley,
CDPHE
PSD
Director)
http://www.cdphe.state.co.us/opp/res (confirmed)
ources/2011%20Core%20PH%20Ser
vices.pdf
1/31 Choice of grant topic(s) using Nominal Refs 3-6
Group technique / Delphi Method
Social determinants of health and their
role in public health programs II
Sauaia
Angela Sauaia
Session
4
5
6
7
8
Page 7
Date Topic
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Readings
Speaker
SMART objectives and Basic Structure Refs 2, 7
of Logic models
ROOM L28-1308
ROOM L28-1308
2/7 Defining the need I:
 Visit
 Accessing appropriate health
 Colorado regional health
statistics at the national, state and
profiles: county level data on
regional levels
social determinants of health,
 Health data uses and limitations
and major public health
conditions
 Explaining measures of data central
http://www.chd.dphe.state.co.
tendency and dispersion to CBOs
us/default.aspx
 Measurement issues related to
 Colorado health disparities
specific populations (for example: the
profiles: same as above by
same income does not mean the
race/ethnicity
same for different racial or age
http://www.chd.dphe.state.co.
groups, small samples, lack of data,
us/HealthDisparitiesProfiles/di
reliability of the race/ethnicity
spHealthProfiles.aspx
variable)
And see health data sources list
 Small numbers or No numbers
below,
 Refs 8, 9
 Visit CDPHE Guidelines for Using
and Developing Rates for Public
Health Assessment:
http://www.cdphe.state.co.us/cohid/ra
teguidelines.html and
Guidelines for Working with Small
Numbers:
http://www.cdphe.state.co.us/cohid/s
mnumguidelines.html
2/9 Defining the need II
Visit The community toolbox at
(qualitative data, asset mapping,
http://ctb.ku.edu/en/tablecontents/cha
community diagnosis models)
pter_1003.aspx and Ref 10
2/14 Presentations and discussion of
Bring PowerPoint presentation on
“defining the need” box
USB drive
Sauaia
2/16 Presentations and discussion of
“defining the need” box
Sauaia
2/2
Bring PowerPoint presentation on
USB drive
Sauaia
Sauaia
Sauaia
Angela Sauaia
Session
9
10
11
Page 8
Date Topic
Readings
2/21 Evidence-based interventions I:
1. Defining evidence-based
interventions
2. Evidence-based care versus
evidence-based public health
3. Teaching communities and
community-based organizations
about evidence-based
interventions
4. Consult existing catalogs of
evidence-based interventions and
appraise interventions found
through usual search engines (e.g.
Google)
Visit Cancer Control P.L.A.N.E.T.
Sauaia,
(2011). At
Kaufman
http://cancercontrolplanet.cancer.gov/
.
2/23 Evidence-based interventions II:
1. Adapting evidence-based
interventions
2. Identifying academic resources to
assist in finding, producing or
adapting evidence-based
interventions
2/28 Interventions that work
Using social media in public health
Refs 2, 7 plus sources of evidenceSauaia,
based interventions in previous class Kaufman
Powerpoint presentation and TEACH
website at
http://publichealthpractice.org/commu
nity-project-development/projectteach
See PDF documents in Blackboard
Sheanna
Bull
(confirmed)
11-16
Refs
Sauaia
Visit
http://patientnavigatortraining.org/
Visit
Wolf
http://www.ucdenver.edu/academics/ (confirmed)
colleges/medicalschool/centers/canc
ercenter/CommunityAndEducation/co
lorectal/Pages/CCSP.aspx
12
3/1
Interventions that work:
Community-based workers programs
13
3/6
Interventions that work: Colorado
Colorectal Cancer Program
14
3/8
15
16
8/1/2016
Present “defining the need” AND
“evidence-based intervention”
3/13 Present “defining the need” AND
“evidence-based intervention”
3/15 Cultural Competence
Speaker
and
The Community Guide: Evidencebased recommendations for
programs and policies to promote
population health (2008). Centers for
Disease Control and Prevention. At
http://www.thecommunityguide.org/in
dex.html
Bring PowerPoint presentation on
USB drive
Bring PowerPoint presentation on
USB drive
Sauaia
Sauaia
Hunt
3/20 UCD Spring Break: NO CLASS
3/22 UCD Spring Break: NO CLASS
17
3/27 Community assessment and
engagement I:
 Engaging the community
Visit The community toolbox at
Sauaia,
http://ctb.ku.edu/en/tablecontents/cha Ledezmapter_1003.aspx
Amorosi
Angela Sauaia
Session
18
19
20
Page 9
Date Topic
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Readings
throughout the whole process for
their application/program (inputs,
activities, outputs)
 Focus Groups
 Nominal group technique
 Obtaining consensus and
prioritizing
3/29 Developing a budget and a budget
narrative
4/3 Describe organization’s and staff’s
capacity, uniqueness, and niche
4/5
Speaker
Sauaia,
Lindrooth
Sauaia
Visit The community toolbox at Part
D. Developing a Strategic Plan,
Organizational Structure, and
Training System(Chapters 8 - 12)
At
http://ctb.ku.edu/en/tablecontents/ind
ex.aspx
Succession planning and sustainability Visit The community toolbox at
Hunt,
of community based organizations and http://ctb.ku.edu/en/tablecontents/sub Sauaia
their programs I
_section_main_1299.aspx
4/10 INDEPENDENT STUDY, NO
CLASS
4/12 INDEPENDENT STUDY, NO
CLASS
21
22
4/17 Design an evaluation plan II
4/19 Design an evaluation plan II
23
4/24 Present complete logic models
24
4/26 Present complete logic models
25
5/1
The Affordable Care Act of 2010 and
Public Health:
26
5/3
Partnerships and collaborations and
the AHEC system
Project TEACH
27
28
Ref 17
Visit sites in PowerPoint ppt. from
previous class and in Project TEACH
website
Bring PowerPoint presentation on
USB drive
Bring PowerPoint presentation on
USB drive
 US Dept. HHS:
http://www.healthcare.gov/
 Kaiser Family Foundation site at
http://healthreform.kff.org/thebasics.aspx
Families USA at www.familiesusa.org
Project TEACH hand out
Sauaia
Sauaia
Sauaia
Kris
Wenzel
5/8
http://publichealthpractice.org/commu Sauaia
nity-project-development/projectteach
5/10 Identifying potential sources of funding Each student should bring at least
Sauaia
for public health programs
three sources, their websites, their
goals and their deadlines (if
applicable)
1st Written Assignment Due
Angela Sauaia
Session
29
30
Page 10
Date Topic
5/15 2nd assignment presentations and
discussion
5/17 2nd assignment presentations and
discussion
8/1/2016
Readings
Speaker
Sauaia
Sauaia
Angela Sauaia
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Health– Selected Data Sources
by Angela Sauaia, MD, PhD
angela.sauaia@ucdenver.edu


Racial and Ethnic Disparities:
o Census 2000 http://factfinder.census.gov/home/saff/main.html?_lang=en
o Sign up for a weekly disparities report on your area:
http://www.kaisernetwork.org/Daily_reports/rep_disparities.cfm
o Office of Minority Health Reports and Publications at
http://www.cdc.gov/omh/reportspubs.htm
o Agency for Health Care and Quality National Healthcare Disparities Reports, 2003-2006
http://www.ahrq.gov/qual/measurix.htm
o Cancer Disparities: Making Cancer Health Disparities History, Report of the Trans-HHS
Cancer Health Disparities Progress Review Group at
http://www.hhs.gov/chdprg/pdf/chdprg.pdf
o Institute of Medicine Report Unequal Treatment: Confronting Racial and Ethnic
Disparities in Health Care, Report Briefs and Slide presentations available at
http://www.iom.edu/?id=16740
o The Kaiser Family Foundation's updated version of Key Facts: Race, Ethnicity and
Medical Care, 2007 http://www.dhmh.state.md.us/hd/pdf/KeyFacts.pdf
o Get the data for your needs using the Data 2010…the Healthy People 2010 database at:
http://wonder.cdc.gov/data2010/focraceg.htm
o Quick health data by county: http://www.healthstatus2010.com/owh/
o Health, United States, 2006 at http://www.cdc.gov/nchs/hus.htm
o Racial and Ethnic Disparities in Colorado 2005 at
http://www.cdphe.state.co.us/ohd/publications.html
o Census score: trends, maps, segregation, etc: at
http://www.censusscope.org/segregation.html
o Health at a Glance 2007: health statistics on developing countries at
http://www.oecd.org/document/11/0,3343,en_2649_37407_16502667_1_1_1_37407,00.h
tml#TOC
o Cancer statistics by county and race/ethnicity http://statecancerprofiles.cancer.gov/
o Disparities in Tobacco Burden in Colorado:
http://steppcolorado.com/data/files/TABS2005_AdultReportFinal070831.pdf
o Community Health Profile 2009 Urban Indian Health Organizations (UIHO) Aggregate
Urban Counties at http://www.uihi.org/wp-content/uploads/2009/12/UIHO-TotalCommunity-Health-Profile_Final-PDF.pdf
o American Indian Health: http://americanindianhealth.nlm.nih.gov/statistics.html
Children/Youth disparities:
o National Survey of Children’s Health at www.nschdata.org
o Helping America’s Youth at www.helpingamericasyouth.gov, then click on Community
Guide for a variety of resources, including mapping data and resources by region.
o State and County level juvenile data by race, sex, age
http://ojjdp.ncjrs.org/ojstatbb/ezapop/
o Child Health Survey: Child Stats at State level:
http://www.cdphe.state.co.us/hs/yrbs/childhealth.html
o Childhood Obesity in Colorado: A GROWING PROBLEM (report published by the
Colorado Children's Campaign)
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http://www.coloradokids.org/includes/downloads/obesityworkingpaperfinal.pdf?PHPSES
SID=005a69f1e0d735665633f4ee19e8ed77
o

Elderly:
o
o
CDC Healthy Aging and the National Institutes on Aging at
http://www.cdc.gov/aging/data/index.htm
NIH National Institute on Aging at http://www.nia.nih.gov/HealthInformation/

Individuals with disabilities
o Get the data for your needs using the Data 2010…the Healthy People 2010 database at:
http://wonder.cdc.gov/data2010/focraceg.htm
o State Profiles in Disability and Health State Chartbook – 2006 Profiles of Health for
Adults With Disabilities at http://www.cdc.gov/ncbddd/dh/chartbook/default.htm
o Census 2000 Brief Disability Status: 2000 at
http://www.census.gov/prod/2003pubs/c2kbr-17.pdf

Gay, Lesbians, Bisexuals, Transgender and Intersex Individuals
o Gay and Lesbian Medical Association and LGBT health experts. Healthy People 2010
Companion Document for Lesbian, Gay, Bisexual, and Transgender (LGBT) Health. San
Francisco, CA: Gay and Lesbian Medical Association, 2001.
o Gay And Lesbian Medical Association: Guidelines For Care Of Lesbian, Gay, Bisexual,
And Transgender Patients. at
http://www.glma.org/index.cfm?fuseaction=Page.viewPage&pageID=534
o Dean et al. Lesbian, Gay, Bisexual, and Transgender Health: Findings and Concerns.
Journal of the Gay and Lesbian Medical Association, Vol. 4, No. 3, 2000. at
http://www.glma.org/index.cfm?fuseaction=Page.viewPage&pageID=534
o National Women’s Law Center. Making the Grade on Women’s Health 2004 Report
Card at http://www.nwlc.org/pdf/HRC04Chapter_4_KeyHealthDisparities.pdf
o Sell RL, Becker JB. Sexual Orientation Data Collection and Progress Toward Healthy
People 2010(Am J Public Health. 2001;91: 876–882. This articles details the shocking
paucity of data on these populations and provide some recent references with data
o Demographics of the Gay and Lesbian Population in the United States: Evidence from
Available Systematic Data Sources", Dan Black, Gary Gates, Seth Sanders, Lowell
Taylor, Demography, Vol. 37, No. 2 (May, 2000), pp. 139-154 (available on JSTOR at
http://www.jstor.org/stable/2648117)

Low Literacy
o
o
Evidence Report/Technology Assessment: Number 87 Literacy and Health Outcomes
http://www.ahrq.gov/clinic/epcsums/litsum.htm
Linda Potter, DrPH, Family Health Research, and Constance Martin, MHA, Center for
Health Care Strategies Health Literacy Fact
Sheets http://www.chcs.org/usr_doc/Health_Literacy_Fact_Sheets.pdf
A collection of nine fact sheets with data from reliable sources, as follows:
 What is Health Literacy?
 Who has Health Literacy Problems?
 Impact of Low Literacy Skills on Annual Health Care Expenditures
 Health Literacy and Understanding Medical Information
 Strategies to Assist Low-Literate Health Care Consumers
 Preparing Patient Education Materials
Angela Sauaia
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



8/1/2016
Tools to Evaluate Patient Education Materials
Health Communication and Cultural Diversity
Resources for Health Literacy Information and Publications
Regional data:
o Colorado Health Institute
http://www.coloradohealthinstitute.org/resourceOnlineDataLinks/onlinedatalinks.aspx
o Northern Larimer County: http://www.healthdistrict.org/survey/
o State and County level juvenile data: http://ojjdp.ncjrs.org/ojstatbb/ezapop/
o Colorado health data by county: http://www.cdphe.state.co.us/cohid/index.html
o Cancer statistics by county and race/ethnicity http://statecancerprofiles.cancer.gov/
o Quick health data by county: http://www.healthstatus2010.com/owh/
o Demographic data by County http://dola.colorado.gov/demog_webapps/profile_county
o County Profiles prepared by the Colorado Rural Health Center to provide an overview of
the basic health services infrastructure and demographics in Colorado’s fourteen nonmetropolitan counties without a hospital. At
http://www.coruralhealth.org//crhc/resources/countyprofiles.htm
o Colorado Division Of Local Government, State Demographic Office:
http://dola.colorado.gov/dlg/demog/: almost everything by County!
o United Health Foundation - www.unitedhealthfoundation.org state level; most indicators
available for smaller areas)
o Community Health Status Reports- for the U.S. by county:
http://www.communityhealth.hhs.gov/homepage.aspx?j=1
o National Minority Quality Forum's: atlas with Diabetes and Chronic Kidney Disease
statistics by county (other diseases on the way). It requires registration but it is free as
long as you qualify. http://www.nmqf.org/about_atlases.aspx
o The County Health Rankings identify the healthiest and least healthy counties within
every state in the nation. http://www.countyhealthrankings.org/colorado
o Colorado regional health profiles: county level data on social determinants of health, and
major public health conditions http://www.chd.dphe.state.co.us/default.aspx
o Colorado health disparities profiles: same as above by race/ethnicity
http://www.chd.dphe.state.co.us/HealthDisparitiesProfiles/dispHealthProfiles.aspx
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