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Engaging Families to support school readiness

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1 Engaging Families to support school readiness
Parents as Teachers Engaging Families to support school readiness

2 SCHOOL READINESS To ensure children enter school ready to succeed,
services and supports for young children at risk and their families should be provided beginning at birth and continuing until they enter school. Families are critical to their child’s success and should have access to information and support as their child’s first teachers. Early care and education must be of high quality and work together with families and the public schools to support children’s development. Recommendations from the Fall 2000 North Carolina School Readiness Assessment

3 How do programs build knowledge of parenting and child development?
Use informal daily interactions with parents to discuss specific issues. Provide parent education workshops, handouts or discussions. Allow parents to observe their children interacting with others, both children and adults. Visit with families in their homes to plan educational goals for their children Strengthening Families Initiative

4 Parents as Teachers... Home School Community A partnership!

5 PAT National Center Vision Statement
All children will learn, grow, and develop to realize their full potential.

6 Program Goals for the Born To Learn™ Model
Increase parents’ knowledge of early childhood development and improve parenting practices Provide for early detection of developmental delays and health issues Prevent child abuse and neglect Increase children’s school readiness and school success

7 PAT Born To Learn Model Components
Personal Visits Health / Developmental Screenings Group Meetings Resource Network





12 2005 EDITION Key to the goals of PAT is a research-based curriculum that encompasses child development information, neuroscience information as it relates to early childhood development and brain development, and activities that promote healthy child development, positive parent-child relationships, and a literacy–rich environment. The 2005 Edition was developed in collaboration with neuroscientists from the Washington Univ. School of Medicine in STL and shares information with parents that is not anecdotal, but is content, based on the key characteristics of reliable research. The PAT curriculum introduces parents to core concepts of language and literacy development In every monthly and weekly lesson, including book sharing

13 PAT Born To Learn™ Curriculum
Personal Visit Plans Parent Educator Resources Parent Handouts Child Developmental handouts Group meeting plans Resources on Human Diversity & Cultural Competence

14 PAT Personal Visit Plans
Detailed plans available in weekly, bi-weekly, and monthly format Parenting information on child development, attachment, discipline, safety, sleep, toileting, parent stress, etc. Step by step directions for age appropriate activities that promote positive parent-child interaction Literacy activities incorporated into each visit

15 PAT and Literacy PAT recognizes early literacy as an
important foundation for school readiness. The PAT curriculum introduces parents to core concepts of language and literacy development In every monthly and weekly lesson, including book sharing.

16 PAT and Literacy The University of Idaho performed a literacy content analysis of the PAT Born to Learn curriculum and found – “The Parents as Teachers program uses a well designed curriculum to help parents build strong literacy environments for their children from the first days of life.” This parent education program (PAT) with a sound foundation in research in early literacy has the potential to prepare parent and child alike in the concepts and skills for literacy competence.” - Shaklee, Hardin, Demarest, 2007 Univ. of Idaho 2004 Research Study analyzed the BTL Curriculum P-3 for the literacy and language content presented to parents. Results show that: From the very first lessons, the PAT curriculum introduces parents to core concepts of language and literacy development, including the 4 major areas of neuroscience, oral language development, print awareness and understanding, and literacy-related development. In fact, every monthly and weekly lesson over the 3 year period includes literacy content within at least 3 of those 4 areas. PAT provides all the necessary elements to equip parents of young children for this important role. The extensive emergent literacy content combines with effective strategies for adult learning. Parent-child literacy activities are included in every personal visit lesson plan.

17 "Research consistently demonstrates that the more children know about language and literacy before they begin formal schooling, the better equipped they are to succeed in reading," note Burns, Griffin, and Snow (1999, p. 8). Parents, caregivers, and teachers need to ensure that young children are exposed to literacy-rich environments and receive developmentally appropriate literacy instruction. Such environments and experiences have a profound effect on children's literacy development by providing opportunities and encouragement for children to become successful readers. Parents as Teachers supports parents in this role through a comprehensive approach

18 Parents as Teachers Research-based Proven Theory of Change
Add picture Research-based Proven Theory of Change Quality Standards Commitment to Evaluation and Research Parents as Teachers National Center believes that research and program quality go hand-in-hand. Our nationally recognized Born to LearnTM model has a strong research foundation and many years of demonstrated outcomes. We work together with our program sites nationally and internationally to maximize our positive impact on children and families because accountability and learning are a priority for us. Research shows that positive outcomes for families and children are the result of interventions that are faithful to the model. Program quality provides the foundation for the demonstration of impact. Over the past several years, we have developed quality standards and self-assessment process for our Born to Learn programs. These program quality resources, along with resources for outcomes measurement, are designed to help local programs provide evidence of their quality and effectiveness.

19 Continuous Quality Improvement
Quality services begin with clear program design, goals and objectives. The PAT standards provide clear guidelines for initiation and delivery of services. Because programs and communities change over time, a continuous improvement model encourages programs to continuously adapt their service delivery strategies in order to effectively meet their goals and the needs of their communities. Through continuous program improvement, there is constant growth in program’s capacity to help parents support their child’s optimal development and meet the challenges of parenting. Programs can use self-assessment and evaluation findings to revisit your program’s goals and objectives and to design strategies for further improvement. As you can see from this continuous quality improvement diagram, developing and implementing a quality program is a cyclical and ongoing process that requires both self-assessment of quality and evaluation of impact. Ultimately improvements in program quality translate into positive changes for children and families. Your evaluation results can generate support for your program and invigorate yourself, fellow staff and other program stakeholders as you go about creating the best possible program- one that can have a very positive impact on young children and their families.

20 PAT National Center’s Commitment to Research
Established and emerging research should be the foundation of parent education and family support curricula, training, materials and services. Since the original Pilot Study, outcome evaluation has been central to Parents as Teachers.

21 Evaluation Outcomes for Families
PAT parents engage in more language and literacy promoting behaviors with their children. PAT parents are more knowledgeable about child-rearing practices and child development. PAT parents are more involved in their children’s schooling. PAT is highly effective in helping impoverished parents prepare their children to enter school. PAT engages parents in their child’s education from the earliest years and has proven effective in increasing parental involvement once the child reaches school age. PAT supports the NCLB program goals of assisting young children and their parents to prepare for academic success. PAT has positive effects on children’s school readiness scores PAT focuses on the optimal development of the whole child as the foundation for school readiness. The school readiness scores of children in high poverty schools who participated in PAT were equivalent to those of children in low poverty schools.

22 Evaluation Outcomes for Families (continued)
PAT children at age 3 are more advanced than comparison children in language, problem-solving and other cognitive abilities, and social-emotional development. PAT children score higher on kindergarten readiness tests and on standardized measures of reading, math and language in 1st-4th grades.

23 Missouri School Entry Assessments Project (1999)

24 Promoting School Readiness: The Role of the Parents as Teachers Program
Comparison high-p low-p Neither PAT nor preschool PAT, no preschool No PAT, preschool PAT plus preschool NHSA Dialog, 6, No.1, pp.71-86, 2002 Pfannenstiel, Sietz, Zigler When the 2 sets of data are compared the most significant finding is that although children in low poverty schools have higher readiness scores, PAT alone can level the playing field by bringing those in high poverty schools to the same level as the low poverty schools.

25 2002 Promoting School Readiness Study
Report Conclusion Parent participation in the Parents as Teachers program has important effects on children’s school readiness, and PAT is “highly effective in helping impoverished parents prepare their children to enter school.” *2002, Peer reviewed published article by Pfannenestiel, Seitz, and Zigler, based on data from the Missouri School Entry Assessment Project (Pfannenstiel, 1999) This was a study of 2,375 kindergarteners. 2002, Peer reviewed published article by Pfannenestiel, Seitz, and Zigler, based on data from the Missouri School Entry Assessment Project (Pfannenstiel, 1999) This was a study of 2,375 kindergarteners. Parent participation in the Parents as Teachers program has important effects on children’s school readiness, and PAT is “highly effective in helping impoverished parents prepare their children to enter school.”

26 The Parents As Teachers Program:
Impact on School Readiness and Third Grade Achievement (Judy Pfannenstiel, Edward Zigler, Vicki Seitz) Measured school readiness of 1999, 2000, 2001 cohorts of Missouri kindergarteners to see if results were consistent with findings from 1998 cohort Looked at sustained effects of PAT on 3rd grade Missouri Assessment Program (MAP) scores Measured school readiness of 1999, 2000, 2001 cohorts of Missouri kindergarteners to see if results were consistent with findings from 1998 cohort. Looked at sustained effects of PAT on 3rd grade Missouri Assessment Program (MAP) scores. It should be noted that the original study was not able to measure poverty of the families as accurately as this replication study.

27 Findings of Sustained Effects
Length of PAT participation is a significant predictor of 3rd grade achievement on the MAP Communication Arts test. Length of PAT participation, which predicts school readiness, indicates significantly less likelihood of an IEP at 3rd grade.

28 Positive Impact on Children’s Need for Special Education Programs
Participation significantly reduces the likelihood of an IEP* for 3rd graders (Pfannenstiel, Zigler, & Seitz, 2006) Half as many kindergartners required IEPs. (O’Brien, Garnett, & Proctor, 2002) Fewer special and remedial education placements in kindergarten and 2nd grade (Drazen & Haust, 1996) *Individual Educational Program

29 Positive Impact on Children’s Social-Emotional Development
Statistically significant positive outcomes in social skills for low-income children (Drotar, 2005) More likely to display positive social and self-help behaviors. (Wagner, et al, 2001) Higher scores on measures of social and self-help development (Wagner, et al., 1999) Note: All 3 studies are random assignment studies with control groups. Children were assessed at age 3

30 National model — local program
V. Conclusion A. Parents as Teachers believes that investing in good beginnings for children pays long-term benefits for families, schools, and society. B. Parents as Teachers is a national model, but a local program. The Parents as Teachers National Center provides a researched and evaluated model with solid curriculum and design. You and your community give it breath and life, and make it fit the families where you live. C. Former United States Secretary of Education Richard Riley said, “While children are only 20% of our population, they are 100% of our future.” We must invest in the future of our children, as they are the messengers to a time and place we will never see!! National model — local program


32 Diverse Programs 49% blended
324 Even Start; 252 Early Head Start; 221 Head Start; 133 Healthy Families America 64% provide additional services to some or all PAT families 40% family literacy 24% case management 21% child care 28% health services 15% visits to care providers (duplicate count)

33 Similarities between PAT Standards and Other Home Visiting Organizations
Professionals Enter Research and Quality Quality Improvement Similarities in Quality Similarities in quality existing among the leading home visiting organizations Select comparison at bottom of page

34 North Carolina PAT Network
81 programs in 75 counties Data 9078 children 6943 families PAT programs No PAT


36 Diverse programs in North Carolina
26% blended (for example) 3 Even Start; 5 Early Head Start; 2 Head Start; 2 Healthy Families America; 6 More at Four 74% provide additional services to some or all PAT families (duplicate count) 44% family literacy 30 25% case management 17 18% child care 12 18% health services 12 26% visits to care providers 18

37 74% 0-3 26% 4-5+

38 76% of families have at least one risk characteristic

39 22% speak Spanish fluently
24% AA families 42% EA families 24% HL families



42 On average over 95% of parents participating report an increase in their knowledge of child development 97% of parents state they use better ways to handle their children’s behavior

43 94% 0f 2 year olds are up-to-date on immunizations while statewide only 82% are fully immunized
15% of those screened were identified with potential delays or health problems 70% were referred - Referred primarily for developmental issues but also heath, vision, hearing, physical, social emotions 89% of children referred for further evaluation or services have received services

44 Alignment of the Foundations: Early Learning Standards for North Carolina Preschoolers with Parents as Teachers Born to Learn 3-Kindergarten Entry Curriculum

45 Foundations: Early Learning Standards for North Carolina Preschoolers and Strategies for Guiding Their Success Designed to help early educators, parents and others to create an environment and experiences that promote growth and learning during the early years. Describes particular skills and abilities that are important for children’s success and proving ideas for fostering their development.

46 Widely Held Expectations
Serve as a common vision for early childhood programs Provide a common set of expectations for preschool children’s development and, at the same time, validate the individual differences that should be expected in children Promote development of the whole child

47 Parents as Teachers Born to Learn 3 – K Entry Curriculum
Comprehensive curriculum guiding parents and caregivers of children ages 3, 4, and 5 years to be involved in their child’s learning and growth Provides child development information and parent-child activities in all areas of development 38 personal visit plans: Art, Construction, Games, Literacy, Math, Motor, Music, Pretend Play, Science and Social Emotional Units

48 Foundations and BTL 3-K Alignment
Demonstrate high level of alignment between the Foundations and 3-K curriculum Includes a rationale and levels of development connecting the Widely Held Expectations with lesson plans Not comprehensive – provides an example of a lesson plan that addresses each Widely Held Expectation

49 Sample Visit Plan from Born to Learn 3-K Entry Curriculum
Home page Right hand column Alignment with NC Foundations For PAT professionals on left hand column Supporting Documents on left hand column

50 PATNC Requirements Five day intensive training for P-3
Follow-up training: Four to six months after BTL training Additional Two day training for 3-K Continued training: 20 hours in-service first year 15 hours year 2 and 10 hours year 3+ Annual Program Report

51 NC Parents as Teachers Network
4 P-3 Born to Learn Institutes and at least one 3-K Born to Learn Training offered annually State Coordinator NC PAT Network website Statewide database Statewide coordinator’s meetings Supplemental trainings and professional development opportunities Quarterly Newsletter State Advisory Board Technical Assistance Team The PAT Network was established to provide support and communication between programs. As a NC PAT program you will be a part of this network. Through the network you will have access to trainings and in-services offered in NC. A state coordinator is available to answer question and provide support to the local programs. this position we are working to develop an evaluation plan that is currently being piloted, a website that provides info for the public as well as parent educators and increases communication across the state via a message board, and a statewide database that provides a picture of PAT in NC. The state coordinator is also the state affiliate which means she is the link between the local program and the national center. The national center requires that the recertification and renewal process be done through the state affiliates office. You will receive a quarterly newsletter that highlights NC programs, pertinent information on the state and national level, and provides a parent page that compliments the curriculum. A state advisory board provides direction for PAT on the state level and works to improve/expand collaborations for PAT. Technical assistance is available and encouraged. The NC national trainers will come to your program and spend time reviewing the implementation of your program, record keeping, and observing parent educators on personal visits. PAT is multi-faceted and can be overwhelming in the early stages. TA provides the feedback and reassurance to the local program that keeps them on–track with the PAT model and assists in problem-solving. The parent educator receives support and assistance in carrying out their varied responsibilities within the overall program.

52 Parents as Teacher Network
Parents as Teachers National Center North Carolina Parents as Teacher Network

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