Frontiers of Innovation (FOI) GA Understanding the Science and - - PowerPoint PPT Presentation

Frontiers of Innovation (FOI) – GA

Understanding the Science and Supporting Innovation in Georgia

Ellyn Cochran GEEARS: the Georgia Early Education Alliance for Ready Students

The Foundation of a Successful Society is Built in Early Childhood

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Educational Achievem ent Econom ic Productivity Responsible Citizenship Lifelong Health Successful Parenting of Next Generation

Slide courtesy of the Center on the Developing Child at Harvard University.

Three Core Concepts of Developm ent

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1 2 3

Brain Architecture Is Established Early in Life and Supports Lifelong Learning, Behavior, and Health Stable, Caring Relationships and “Serve and Return” Interaction Shape Brain Architecture Toxic Stress in the Early Years of Life Can Derail Healthy Development

Slide courtesy of the Center on the Developing Child at Harvard University.

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Play Video: http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/ brain_architecture/

Brain Architecture Supports Lifelong Learning, Behavior, and Health

• Early experiences shape brain

architecture.

• Simple skills come first; more

complex skills build on top of them.

• A strong foundation in the early

years improves the odds for positive outcomes and a weak foundation increases the odds of problems later in life.

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Experiences Shape Brain Architecture

70 0 neural connections per second in the early years

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Birth 6 years 14 years

Image source: Conel, JL.

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Play Video: http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts /serve_and_return/

Serve & Return Builds Brains and Skills

• Ongoing, reliable interaction with trusted

adults is essential for the development of healthy brain circuits.

• Systems that support the quality
• f relationships in early care

settings, communities, and homes help build brain architecture.

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Barriers to Educational Achievement Emerge at a Very Young Age

9 16 m os. 24 m os. 36 m os.

Cum ulative Vocabulary (Words)

College Educated Parents Working Class Parents Welfare Parents

Child’s Age (Months)

20 0 6 0 0 120 0 4 0 0 8 0 0 10 0 0

Graph Courtesy: Center on the Developing Child at Harvard University Data Source: Hart & Risley (1995)

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Relationships Buffer Toxic Stress

• Learning how to cope with moderate, short-lived

stress can build a healthy stress response system.

• Toxic stress—when the body’s

stress response system is activated excessively—can weaken brain architecture.

• Without caring adults to buffer

children, toxic stress can have long-term consequences for learning, behavior, and both physical and mental health.

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Significant Adversity Impairs Development in the First Three Years

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Num ber of Risk Factors Children with Developm ental Delays

1-2 3 5 4 6 7 20% 40% 60% 80% 100%

Graph Courtesy: Center on the Developing Child at Harvard University Data Source: Barth, et al. (2008)

Chronic Diseases Associated W ith Childhood Adversity Dom inate U.S. Health Care Costs

Slide courtesy of the Center on the Developing Child. Source: Agency for Healthcare Research and Quality (2010)

Annual Cost

$20 billion $40 billion $60 billion $80 billion $100 billion

Diabetes # 7 Mental Disorders # 4 Hypertension # 8 Heart Conditions # 1

Four of Top Ten Most Costly Diagnoses = $ 2 7 4 billion

Cancer $81 billion $ 7 3 billion $ 4 3 billon $ 5 1 billion $ 1 0 7 billion

Applying the Science to Our Policies The FOI Approach

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Play Video: http://developingchild.harvard.edu/resources/multimedia/videos/theory_of_change /

Vertical I ntegration

I nnovating Com m unities I nnovating States & Provinces I nnovating Program s

Building a Learning Com m unity to Design, Test, Refine, and Scale New I deas

Horizontal Netw orking Horizontal Netw orking Horizontal Netw orking

Vertical Alignm ent W orking Groups ( I ncubators & Engines) Researchers Practitioners Policym akers Philanthropists

Slide courtesy of the Center on the Developing Child at Harvard University.

Georgia as ‘Innovation by Design’ State

Desired Outcom e: Georgia as a thriving science-based innovation system that is:

• Achieving breakthroughs in early childhood outcomes

in Georgia

• A major contributor – through its ideas, people,

capabilities and experience – to advancing science- based innovation in the early childhood field more broadly

• A compelling example for other states of what a

thriving science-based innovation system can look like and the potential pathways to get there

Enhance quality and take effective models to scale Build strong systems for coordinated service delivery and data management Science-base innovation: Formulate enhanced theories of change, test new ideas, and learn from interventions that don’t work

Increasing the Impact of Current Investments in Georgia Requires Three Strategies (Campaign for Grade Level Reading)

• Currently in Charter Development Process
• Charter Development Team Members
• three state agencies (Governor’s Office, Early Care and Learning, and

Public Health)

• Child development advocacy group (Center contact – facilitator)
• Representative from site-based FOI partnership in state
• End Result Identified: All students in Georgia reading at grade-

level in third grade

• Group is identifying a target issue – Problem to solve
• Development of social-emotional (SE) skills and early identification of

social-emotional challenges in early childhood

FOI Process in Georgia System s Scan

Planting the Seeds of Innovation

Laggards Early Majority Late Majority

Adapted from Everett Rogers, Diffusion of Innovations (2003)

I nnovators Early Adopters Basic capability issues that need to be fixed Status Quo Until Proven Otherwise Generate & Test New Ideas Adopt & Adapt New Ideas Get to State

• f the Art

Next Steps

Design W orkshop Solution Collaboration

• Include local and FOI national researchers with state

agencies, practitioners, and philanthropists

• Craft initial set of strategies to achieve desired results,

grounded in science, able to be implemented.

• Translate strategy to practice using rapid-cycle learning

while holding fast to intended results

• Will be setting innovations partners inside Early

Education Empowerment Zones (E3Zs)

Assistance from Other Agencies