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Parents as Teachers Engaging Families to support school readiness.

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1 Parents as Teachers Engaging Families to support school readiness

2 Parents as Teachers 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 SCHOOL READINESS

3 Parents as Teachers 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 Parents as Teachers... A partnership! HomeSchoolCommunity

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

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

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

8 Parents as Teachers




12 2005 EDITION

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

14 Parents as Teachers 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 PAT Personal Visit Plans

15 Parents as Teachers 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 Parents as Teachers 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

17 Parents as Teachers

18 Research-based Proven Theory of Change Quality Standards Commitment to Evaluation and Research Add picture

19 Parents as Teachers Continuous Quality Improvement

20 Parents as Teachers 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 Parents as Teachers 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.

22 Parents as Teachers 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 1 st -4 th grades.

23 Parents as Teachers Missouri School Entry Assessments Project (1999)

24 Parents as Teachers Promoting School Readiness: The Role of the Parents as Teachers Program Comparisonhigh-plow-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

25 Parents as Teachers 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.

26 Parents as Teachers (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 3 rd grade Missouri Assessment Program (MAP) scores The Parents As Teachers Program: Impact on School Readiness and Third Grade Achievement

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

28 Parents as Teachers 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 2 nd grade (Drazen & Haust, 1996) *Individual Educational Program

29 Parents as Teachers 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 Parents as Teachers National model — local program


32 Parents as Teachers 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) Diverse Programs

33 Parents as Teachers 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 Parents as Teachers North Carolina PAT Network 81 programs in 75 counties Data 9078 children 6943 families PAT programs No PAT

35 Parents as Teachers

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 Parents as Teachers







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

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

50 Parents as Teachers 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 Parents as Teachers 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

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

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