Learn a research-informed framework for agencies to explore implementation of CQI systems across seven areas, including leadership support and modeling, staff and stakeholder engagement, communication, administrative structure, use of quality data, case record review process, and application of CQI findings.

Explore how child welfare leaders and decision makers can communicate data effectively. 

Explore additional resources to learn about key considerations to sustain research and evaluation partnerships with people with lived expertise and minimize harm. 

Explore how having access to the right information at the right time can improve assessment and decision-making at the child/family level, and how aggregate data can be used to support system improvements. 

Learn how continuous quality improvement (CQI) processes can improve implementation fidelity and enhance program outcomes at a child welfare agency.

Discover strategies for using data to build evidence, engage youth, families, and other partners, and move toward racial equity in child welfare. ​

Learn about the Indiana Department of Child Services’ upstream prevention approach to training and development, expanding the service array, and collaborating with system partners and providers in this recorded webinar.

Engage staff and partners with activities in this guide to start a dialogue and create a vision for a more prevention-focused child welfare system.

Hear practical advice about transforming partnerships from the team implementing a holistic prevention program in North Carolina in this short podcast.

Learn how the Children’s Home Society of Washington’s Parents for Parents program aligns with Family First Prevention Plan goals in this recorded webinar.

Discover how data sharing can improve the child welfare court system.

Addressed developmentally appropriate services for youth in foster care and identified best practices for Federal support of States and territories in implementing provisions of the Preventing Sex Trafficking and Strengthening Families Act (P.L. 113-183).

Brandon is a 21-year-old alumnus of the foster care system. He was in the foster care system for about 10 years and serves as a foster care advocate, working in State government for the last 3 years. He feels that normal activities for all youth in foster care should include getting a driver’s license, going on out-of-State and overnight trips, and participating in sports.

Desiree is an alumna of the foster care system. She lived with the same foster care family for 14 years. She entered foster care with three of her siblings, and wants to use her experiences growing up in foster care to make a difference for those still in the system.

Illustrates the four thematic pillars necessary for organizational capacity supporting engagement with young people currently and formerly in foster care. Each of the four segments succinctly defines an element of organizational capacity building for youth engagement.