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Workstream 5 Breakout Session

Workstream 5 Breakout Session. Understanding your Workstream and Priority Tests of Change Early Years Collaborative Learning Session Three – Day 2. We’ve been building will & generating ideas for a while. Dr Bruce Perry – neuroscience and brain development EPPE Study –- 2004

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Workstream 5 Breakout Session

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  1. Workstream 5 Breakout Session Understanding your Workstream and Priority Tests of Change Early Years Collaborative Learning Session Three – Day 2

  2. We’ve been building will & generating ideas for a while • Dr Bruce Perry – neuroscience and brain development • EPPE Study –- 2004 • GIRFEC - 2004 • CMO’s report - 2007 • Early Years Framework - 2008 • The Foundation Years - Frank Field – 2010 • Early Intervention - Graham Allen – 2010 • Scottish Government economic modelling (Nov 2010) • Joining the Dots – Report from Professor Susan Deacon (March 2011)

  3. Components of a Learning System • System level measures • Explicit theory or rationale for system changes • Segmentation of the population • Learn by testing changes sequentially • Use informative cases: “Act for the individual learn for the population” • Learning during scale-up and spread with a production plan to go to scale • Periodic review • People to manage and oversee the learning system From Tom Nolan PhD, IHI

  4. Breakout Objectives Build a common understanding of the current theory of what drives the overall aim for this Workstream; Identify where on the Driver Diagram your work is having an impact. Identify and prioritize drivers by areas of highest impact at a local level Reflect on the assets within your community that can help you achieve greater impact in prioritised areas Develop a proposal for Tests of Change to be shared with your CPP.

  5. How we will spend our time …… Refresh on Driver Diagram theory and presentation of current theory for Workstream 5 Review and Reflect on Workstream 5 Driver Diagram Identification of which Drivers you have the biggest impact on Development of a proposed Test of Change to share with CPP.

  6. Conceptual Driver Diagram 2⁰ driver Outcome 1⁰ driver Specific Change Ideas 2⁰ driver 1 Ideas: 1 2 3 4 5 6 7 8 9 . . . . . . N 1⁰ driver 1 2⁰ driver 2 Aim or Outcome 2⁰ driver 3 2⁰ driver 4 1⁰ driver 2 2⁰ driver 5 Process Measure(s) Outcome Measure(s) Local Process Measure(s)

  7. Understanding Our Theory: Early Years Workstream Diagrams

  8. WORKSTREAM 1 (conception to 1 year) Theory of what actions will reduce infant mortality Theory of what drivers infant mortality Improved teamwork, communication and collaboration 2⁰ Aim 1⁰ Poverty Improved uptake of benefits Social Issues Housing Increase rate of breastfed babies Domestic Abuse & Violence Quicker diagnoses of Neonatal Abstinence Syndrome Attachment Improved leadership & culture Health Reduce infant mortality Post-birth actions Improved family centred response Parenting skills Improved stability / permanence for LAC Maternal smoking Detailed Aim: To reduce by 15% the rates of stillbirth & infant mortality by 2015 Improved identification Maternal drinking Increase referrals Maternal misuse of drugs Pre-birth maternal health Improved management of care Maternal Obesity Improved sharing of information Maternal mental health Improved planning Identification & reasons for current resilience

  9. WORKSTREAM 2 (1 year to 30 months) Theory of what actions will ensure developmental milestones are reached Theory of what drivers developmental milestones 2⁰ Aim 1⁰ Improved teamwork, communication and collaboration Poverty Social Issues Improved uptake of benefits Housing Domestic Abuse & Violence Increase child’s dental health Improving child nutrition Improving brain stimulation and physical play Children have all the developmental skills and abilities expected of a 27-30 month year old Health Child’s physical and mental activity Attachment Improved family centred response Improved stability / permanence for LAC Mother’s level of education Improved identification Parental misuse of drugs Increase referrals Detailed Aim: 85% of all children within each CPP have reached all of the expected developmental milestones at the time of the child’s 27-30 month child health review by end-2016 Maternal health and skills Improved management of care Parental obesity Improved sharing of information Maternal mental health Improved planning Parental misuse of drinking Improved leadership & culture Parenting skills Identification & reasons for current resilience

  10. WORKSTREAM 3 (30 months to start of primary school) Theory of what actions will ensure developmental milestones are reached at the start of primary school Theory of what drivers developmental milestones 2⁰ Aim 1⁰ Improved teamwork, communication and collaboration Poverty Social Issues Improved uptake of benefits Housing Domestic Abuse & Violence Increase child’s dental health Improving child nutrition Children have all the developmental skills and abilities expected at the start of primary school Early Learning Improving brain stimulation and physical play Health Child’s physical and mental activity Attachment Improved family centred response Improved stability / permanence for LAC Mother’s level of education Improved identification Parental misuse of drugs Increase referrals Maternal health and skills Detailed Aim: 90% of all children within each CPP have reached all of the expected developmental milestones at the time the child starts primary school, by end-2017 Improved management of care Parental obesity Improved sharing of information Maternal mental health Improved planning Parental misuse of drinking Improved leadership & culture Parenting skills Identification & reasons for current resilience

  11. WORKSTREAM 5

  12. Review of DD and Reflection Step One: Take a few minutes to review the driver diagram and discuss with the person next to you. Step Two: Discuss the driver diagram with your table mates using the following prompts: 1. Yes, I’m glad this was included …… 2. I would add…. 3. I don’t understand …..

  13. Don’t Forget! • If you have a question while at your table… • Raise your GREEN CARD for Improvement Science-related questions • Raise your YELLOWCARDfor Early Years Content-related questions • Raise your BLUECARDfor logistics questions (e.g., Can we have a few more marker pens, please?) • All Worksheets will be collected after the session!

  14. Report Out to the Room “What did you learn that came as a surprise to you?”

  15. Prioritization and Inventory of Assets

  16. Prioritization and Inventory of Assets Step One: Using the worksheet and driver diagram identify which of the drivers you are currently working on and identify the top 3 where you feel you can have the most impact. Step Two: For these areas of highest impact, reflect on the community assets that can help you have maximum impact. You can work alone or team up with others on this exercise, however everyone need to complete the worksheet.

  17. Creating a Test of Change Using your number 1 area of highest impact, reflect on the tests you could run that could make that work even more impactful and record on the worksheet. You can use this to share your proposed test of change with your CPP.

  18. Report out to the Room What intervention are your currently working on, and what is your test of change? Keep all report-outs to a “twitter update” (1-2 sentences!)

  19. Thanks for a great session! Transition to CPP Planning Session (Coffee available to take with you!)

  20. Driver diagram for a new healthier me! Primary drivers Aim Tests of change Secondary drivers Track calories Limit daily intake CALORIES IN Plan meals Substitute low calorie Drink water not coke Limit alcohol A NEW HEALTHIER ME!! Gym 5 x per week Exercise CALORIES OUT Cycle to work Fidgeting Chi balls

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