ࡱ> '`  bjbj @Tyu     7778&8Lr8| 88"999/:/:/:$h S<+:/:S<S<  99ϸ{?{?{?S<v l9 9{?S<{?{?F , ܴ98 PhY(7<vT0Pս?=սܴܴս /:h:J{?:<;6/:/:/:?^/:/:/:S<S<S<S< f *" f *"       ϸ  SUPERVISOR CORE: MANAGING FOR RESULTS - TRAINERS GUIDE - LESSON PLAN TopicMethodologyLearning ObjectiveLearning Point PART 1 1 hour 8:30 9:30 a.m. Welcome, Introductions, and Session Agenda Review Learning Objectives Background and Concepts for Child Welfare Outcomes Data-Informed PracticeWhat do I Care? Key Concepts in Child Welfare Outcomes Welcome and introduction of trainer/trainers, and review of session topics. Brief review of learning objectives for the module. Lecture with PowerPoint slides: Data-informed practice -- why is it important? Flip Chart listing of trainees' thoughts on barriers to using data. Lecture with PowerPoint slides: Key concepts in child welfare outcomesparticularly bias of snapshots versus entry cohort data. Class participation exercise on differences between medians and means. Lecture with PowerPoint slide and discussion of the "Cycle of Experiences" in the child welfare system.K1. The trainee will be able to recognize key concepts and terminology for outcome measurements (e.g., median, point in time, entry cohort, measures, rolling year). K4. The trainee will be able to explain the interrelated nature of the outcome measures for safety, permanency, and well-being that are tracked on the quarterly county-specific outcome reports. K5. The trainee will be able to identify different methods and limits of interpreting data, and how to apply these methods and limits to the supervisory role. V1. The trainee will value the need to supervise and monitor in ways to achieve ASFA outcomes. Historically, the child welfare system did not do well at evaluating its performance. Child welfare policy and practices need to be guided by clear and specific goals, and progress toward those goals requires good data. Overcoming skepticism about the usefulness of data is crucial for better outcomes--and for improving the lives of children and families. Monitoring child welfare agency performance is no longer a good ideait's the law. Point in time snapshots and exit cohorts have inherent biases. Medians are useful when talking about measures such as length of stay that may contain extreme data points. There is no "gold standard" for success on any outcome. Any measure, viewed in isolation, tells you nothing useful about county performance. 15 min 9:30 9:45 a.m. BreakPART 2 30 min 9:45 11:15 a.m. Using Outcome Data in Child Welfare Practice The California Outcomes and Accountability Quarterly County Data Report Taking your First Steps Toward Data Analysis The UCB Child Welfare Dynamic Report System website introduction Brief review of the outcome measures contained on the California Outcomes and Accountability Quarterly report. Lecture with PowerPoint visual aid on difference between federal and state-enhanced measures. Lecture with PowerPoint visual aid on rolling year concept. Pop quiz on rolling year concept. Online demonstration and introduction to the UCB Child Welfare Dynamic website. K2. The trainee will be familiar with the outcome measures on the quarterly, county-specific reports created as part of the C-CFSR process (i.e., the difference between the federal and state-enhanced measures.) K3. The trainee will be able to explain how to navigate the Child Welfare Dynamic Report System website of the UC Berkeley Center for Social Services Research, and understand that all data on the C-CFSR quarterly, county-specific reports (as well as much more detailed information) can be located there. The California Outcomes and Accountability quarterly report contains information on CWS participation rates along with the three federal child welfare domains of safety, permanency, and well-being. The federal standards were created based on the limitations of available federal data (i.e., AFCARS) and have serious flaws. The AB 636 "state enhanced" measures use entry cohort analysis to supplement the federal standards and provide more comprehensive information. A rolling year examines an outcome for a year-long cohort, but the year will not always be equal to the January-December calendar year. All the data on the California Outcomes and Accountability quarterly report are posted on the websites of UCB & CDSS 15 min 11:15 - 11:30 a.m. BreakPART 3 1 hour 11:30-12:30 p.m. Hands-on Data Exercise for Small Groups Report Back & Wrap Up Small groups of 5-7 people will work together to examine and interpret real outcome data. Trainer will circulate among groups to help with process. Class will reconvene as one group after 45 minutes to share results of their work K4. The trainee will be able to explain the interrelated nature of the outcome measures for safety, permanency, and well-being that are tracked on the quarterly county-specific outcome reports. S1. The trainee will be able to demonstrate the ability to ask policy and practice questions related to trends identified in the C-CFSR outcome measures. S2. The trainee will be able to develop a plan to improve the delivery of child welfare services in his or her agency through monitoring outcomes with the C-CFSR process. V2. The trainee will value ongoing recognition of trends identified in the outcome measures that enhance culturally sensitive and responsive practice by helping target services appropriately to ethnic, age, and gender groups. V3. The trainee will value incorporating various practice issues into supervision: A. Outcomes vs. process B. Fairness and equity C. Incorporating dataOpportunity to apply information covered in Parts 1 & 2 and to begin to grapple with examining outcome data, interpreting results, and formulating plans to affect targeted outcomes. Determine which outcomes (and possibly for which subgroups) are high priority and high performance areas. Examine trends in the outcomes over time and by different subgroups (age, ethnicity, gender, placement type). Consider the relationships between outcome measures--recalling the "cycle of experiences" discussion and handout. Identify factors that may be influencing performance. Identify linkages between performance outcomes and practice processes. Determine areas of potential strength and those in need of improvement.      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