1. Poster Print Size: This poster template is 21” high by 30” wide and is printed at 200% for a 42” high by 60” wide poster. It can be used to print any poster with a 7:10 aspect ratio. Placeholders: The various elements included in this poster are ones we often see in medical, research, and scientific posters. Feel free to edit, move, add, and delete items, or change the layout to suit your needs. Always check with your conference organizer for specific requirements. Image Quality: You can place digital photos or logo art in your poster file by selecting the Insert, Picture command, or by using standard copy & paste. For best results, all graphic elements should be at least 150-200 pixels per inch in their final printed size. For instance, a 1600 x 1200 pixel photo will usually look fine up to 8“-10” wide on your printed poster. To preview the print quality of images, select a magnification of 100% when previewing your poster. This will give you a good idea of what it will look like in print. If you are laying out a large poster and using half-scale dimensions, be sure to preview your graphics at 200% to see them at their final printed size. Please note that graphics from websites (such as the logo on your hospital's or university's home page) will only be 72dpi and not suitable for printing. [This sidebar area does not print.] Change Color Theme: This template is designed to use the built-in color themes in the newer versions of PowerPoint. To change the color theme, select the Design tab, then select the Colors drop-down list. The default color theme for this template is “Office”, so you can always return to that after trying some of the alternatives. Printing Your Poster: Once your poster file is ready, visit www.genigraphics.com to order a high-quality, affordable poster print. Every order receives a free design review and we can deliver as fast as next business day within the US and Canada. Genigraphics® has been producing output from PowerPoint® longer than anyone in the industry; dating back to when we helped Microsoft® design the PowerPoint® software. US and Canada: 1-800-790-4001 Email: info@genigraphics.com [This sidebar area does not print.] Trish Knight, MPP Muskie School, University of Southern Maine Email: teknight@usm.maine.edu Phone: 207-780-4433 ContactReferences Child welfare agency staff involved in the design and implementation of projects were interviewed at three points in time: beginning, midpoint, and at the end of the project. Questions included what state agency staff expected to occur as a result of their project, and how they would assess whether improvements had been made. Interviews were coded based on proposed facilitators to evaluation and outcome measurement within community based organizations (Botcheva, 2002) with additional codes developed from agency descriptions of barriers and facilitators in data use, and types of outcomes. Interviews were analyzed using qualitative data analysis software (NVivo). Research Questions  All states identified several types of outcomes. Practice change was the link from processes and products to agency and child and family outcomes.  States differed in the frequency of their descriptions of data use components. States that described more components of a data culture also described a wider variety of data use components; conversely, states describing fewer aspects of a data culture described fewer data use components.  Assessing an agency’s data use components, and data culture, could help identify the likely barriers to using data to improve outcomes. Further research is needed to determine the extent to which these components help agencies achieve their desired outcomes. Conclusions As child welfare agencies work to improve their services to children and families, they are under increasing pressure to demonstrate outcomes. Yet the identification of outcomes in child welfare can be challenging given the complexity of the work, the public nature of the organization, limited staff data capacity, and the impact of negative feedback. Methods 1.What types of outcomes are identified by Child Welfare agency staff during large scale system change efforts? 2.What components of data use are described by child welfare agency staff? 3.What facilitates data use, and what are the barriers? Types of Outcomes Described Searching for Outcomes: How Child Welfare Agencies Describe the Use of Data and the Intended Impact of Systems Change Efforts in their Organizations Trish Knight, MPP, Tammy Richards, MEd, David Lambert, PhD, Muskie School of Public Service, University of Southern Maine Facilitators: A dedicated staff person (in-house position or external evaluator) for research and evaluation Commitment of resources for evaluation (IT staff time, incorporating evaluation into meetings) Barriers: Lack of capacity - inability to add research/evaluation tasks to existing staff responsibilities Lack of understanding of skills, time resources, and role of evaluator “Support from leadership and area directors... There were built in check-ins with leadership; that reinforcement meant a lot.” Facilitators: Clear message from leadership to all staff that agency values data Training staff in using data Involving staff in data collection Using “live”, “real” data that is meaningful to the field and day- to-day work Collecting and using feedback from staff Sharing the results of evaluation activities with staff Barriers: Lack of a quick turnaround between data collection and sharing the results back with the field “Folks felt like it was present. People could choose to get on the bandwagon, to start to learn about it…having the data there, having it discussed at meetings.” Facilitators: Relevant data collection instruments A data system for storage IT support Ability to draw relevant reports from the system “Rich” data sets in child welfare Barriers Lack of resources Lack of qualified staff Competing priorities for IT staff and the agency overall “There was also buy-in and support from the technical people…we were learning the technical skills, but also how to bring it back into the offices.” Facilitators Management support of data for the purpose of ongoing improvement Relationships with funders and federal partners, open and honest communication Data is collected and shared back to the field Results are used to improve practice and celebrate successes Use of a “lets learn together approach” Barriers Difficulty differentiating between meeting targets and doing quality work Changing culture takes time Difficulty obtaining buy in to the idea that the CFSR and other data drives practice “We are open to feedback. We can hear when they give us some suggestions, letting us know what we need to tweak…we hear the feedback, and we can incorporate it.” Botcheva, L., Roller White, C., & Huffman, L. C. (2002). Learning culture and outcomes measurement practices in community agencies. American Journal of Evaluation, 23(4): 421-434. Poertner, J., McDonald, T.P., & Murray, C. (2000). Child welfare outcomes revisited. Children and Youth Services Review, 22(9/10): 789-810. Components of Data Use Described Introduction Technology & Infrastructure: Systems are in place to store and access needed data and information, staff have the technical skills and support to utilize the systems Data Culture: Staff attitudes toward data usage, overall desire to “challenge the status quo” and learn from data to improve practice Staff Involvement: Field staff through executive management are aware of how data is used, contribute to data collection, analysis, and/or interpretation of data Management Support: Executive & mid-level support collection and use of data, are interested in evaluation results, and dedicates appropriate resources Early Outcomes are Linked to Later Outcomes “I want my workers, when they are visiting children and families, to have a toolbox that they can draw on to do the work… aligned so that it reinforces the work that we want them to do, and allows them to refine and reflect on the work.” Process Outcomes “It’s flowing outward…folks are hungry to grow these skills, to use data. Everyone has heard about the project, and has integrated it into other work.” “what we hope to accomplish is to have a cadre of people who understand data…and how to use the diagnostic process to improve outcomes.” Product Outcomes Agency Outcomes Child & Family Outcomes Practice Outcomes Products Process Practice Agency PRODUCTS: Tangible items produced to support agency processes and practices. Examples include: curriculum, policies, practice guidelines, data systems, tools developed to promote changes in practice. PROCESS: Events and processes meant to support changes in practice. Examples include: training to increase staff competence, revision of hiring practices, involving youth in decision making. CHILD AND FAMILY: How children and families feel the effect of system change. Examples include: Increasing permanent connections for children and youth, increased reunifications. AGENCY: Changes related to the agency’s mission, vision and goals, culture that supports new practices Examples include: curriculum, policies, practice guidelines, data systems, tools developed to promote changes in practice. PRACTICE: Changing staff practice, creating consistency in practice across the organization. Examples include: increasing staff use of data, increased occurrence and quality of supervision. Child & Family