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Improving Outcomes for Children and Families: The IDEAS Impact Framework

October 30, 2023 | 3:00 pm 4:30 pm EDT

ECDHS: Evidence to Impact Center


This webinar will introduce how to build evidence of impact for early childhood programs, services, and system-building efforts. Presenters will provide an overview of strategies to build evidence to promote shared learning and continuous improvement.
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Join the Early Childhood Developmental Health Systems (ECDHS): Evidence to Impact for our next webinar on Monday, October 30, 2023 from 3-4:30 pm EDT – “Improving Program Outcomes for Children and Families: The IDEAS Impact Framework.” Registration is free, and continuing education units (CEUs) will be available for participants who attend the live webinar.

To achieve breakthrough outcomes at the population level, we need a structured but flexible approach that facilitates early childhood program development, implementation, testing, evaluation, and fast-cycle iteration. The IDEAS Impact Framework, housed within the Center on the Developing Child at Harvard, is a rigorous design process for developing, testing, deploying, and iterating early childhood programs.

IDEAS stands for:  

  • Innovate to solve unmet challenges. 
  • Develop a usable program with a clear and precise theory of change. 
  • Evaluate the theory of change to determine what works for whom and why. 
  • Adapt in rapid-cycle iterations. 
  • Scale promising programs. 

This webinar will be the first in a series of webinars as part of a learning community focused on continuous quality improvement and data-driven decision making for early childhood programs and systems. In this initial event, presenters from the Institute for Child Success (ICS) will introduce participants to the IDEAS Impact Framework and the core components of implementing the framework.  

This webinar is for early childhood professionals responsible for making data-driven decisions. An equity lens will be applied to this webinar and future events under this learning community. Specifically, presenters will focus on cultural and linguistic appropriateness in the design of programs, as well as strategies to understand variation in outcomes using a strength-based approach. At the end of the learning community, participants will be able to answer the following questions about their early childhood programs and services: What works about our program or systems change efforts? How do our systems change efforts work? For whom is our approach working best for?

Presenters for this webinar are: 

  • Tyson Barker, PhD
    Chief Science and Innovation Officer, ICS 
  • Aimée Drouin Duncan, PhD
    Vice President of Impact and Practice, ICS
  • Caroline Martin, PhD
    Research Specialist, ICS

Speaker Bios

Tyson Barker

Dr. Tyson Barker (he/him) directs ICS’s science and innovation strategy by developing innovative tools and strategic initiatives that scale the impact of early childhood programs and policies. He also consults with government, nonprofits, and foundations around measurement and evaluation. Tyson received his PhD in Human Development from the University of Maryland, MA in Special Education and Risk Studies from the University of California, Santa Barbara, and BA in Psychology from the University of California, Davis. 

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Aimée Drouin Duncan

Aimée Drouin Duncan, PhD, EdM, leads the Impact and Practice program area of ICS and related sector-based strategies that serve early childhood practitioners and providers in early learning and care, health and well-being, home visiting, child welfare, government, programs, nonprofits, and foundations. Impact and Practice provides professional empowerment services, systems-level research, and evaluation services, and it manages the IMPACT Measures Tool. IMPACT aims to empower early childhood professionals by harnessing measurement and evaluation practices to fit the needs of their children, families, and professionals.

Aimée has almost two decades of experience partnering with early childhood organizations and state agencies in research and evaluation and professional empowerment. She is dedicated to the development of equity and access within early childhood systems regardless of age, race, ethnicity, or gender to create generational change. Aimée received her PhD in Human Development from the University of Maryland, College Park, EdM in Developmental Studies from Boston University in Boston, MA, and BA in Law & Society from American University in Washington, DC.

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Caroline Martin

Dr. Caroline Martin (she/her) is a Research Specialist in the Impact and Practice program area of ICS, responsible for promoting equity-focused professional empowerment of early childhood professionals and systems-level research, evaluation, and technical assistance. Dr. Martin is a licensed clinical psychologist with specialty training in infant and early childhood mental health, bringing extensive experience in direct service, consultation, and research/evaluation across early care and education, home visiting, and pediatric medical settings.

Her past research has involved partnering with community stakeholders to develop, implement, and evaluate prevention-oriented interventions that promote young children’s social-emotional development, with a particular emphasis on supporting underserved and historically marginalized communities. Dr. Martin earned her PhD from the University of Vermont and a BA from Oberlin College. She is currently based in Philadelphia, PA.

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