1. How To Effectively use PAT Data Alison Gee, MPH—Director, Public Policy & Advocacy Ann Young, MAT—Manager, Missouri Affiilations

2. First, A Little History  1982: Pilots—Farmington, Independence, Francis Howell, Ferguson-Florissant  1984: Legislature funds PAT through all school districts  1985, 1989: DESE effectiveness studies  2007: PAT subject of 3 key national studies & Zigler/Pfannenstiel school readiness study

3. Today:  Evidence-Based Model  In 50 states, 107 tribal comms, 6 countries  In program year 2012-13: USMO Home visits1.6M207K Families170K51K Kids211K69K

4. Brain Development  Brain research definitively supports the critical importance of the early years  Brain plasticity is positive and negative  POS: young brain more open to learning and to enriching influences  NEG: young brain more vulnerable to developmental problems due to environmental poverty, violence, toxic stress (ACES)

5. Early Years Are Critical

7. PAT Model Developed  Ongoing brain research prompts program review and revision  PAT approach deepened, services delivered with greater intensity, greater frequency, and to more vulnerable (high risk) families  Model requires shift with parents from ‘teacher’ to ‘partner’

9. Missouri’s ‘Perfect Storm’  MO FY2010 appropriations cut by 67%; means program, staff, services cuts  Deepened approach means fewer families served, but with more intensity  MO is birthplace of PAT  National Center commitment to MO and to delivering impactful services

10. National Center’s Role in MO  Regional meetings of affiliate program coordinators x 2 years  Model fidelity/essential requirements  Intensive technical assistance  Continuous Quality Improvement  Data/outcomes  Advocacy

11. Data is Central to CQI  CQI evaluates the effectiveness and efficiency of services  Quality improvement is a process, not an event  A process by which all staff look at data and develop ways to improve  Rapid cycle improvement model  “Learning Organization”

12. CQI Cycle of Improvement

13. Outputs, Outcomes, Impact  Outputs are a report out of what you did  Outcomes refer to changes in knowledge, attitudes, behavior, skills, etc … the results of what you did  Impact refers to longer term, deeper changes…not typically from one program… “collective impact”

14. Sources of Data  APR  Parent Satisfaction Survey  Parenting Reflection  School Readiness Milestones  Accomplishment of Goals  Kindergarten Readiness Assessments  Success Stories (use the family’s voice)

15. Outputs and Reach: APR  # home visits, groups, screenings  # children, # families  Family characteristics  Child characteristics

17. Outcomes/Results  Screenings → early intervention → delays remediated → costs reduced  Parents read more to their children  Parents more confident & more involved in school/child’s learning  Developmental Milestones reached in  Math  Reading

18. Impact  Reduction in child abuse & neglect  Lowered pre-K, K-12 suspensions  Reduction in juvenile delinquency & crime  Healthier families  Greater success in school; school accreditation

19. Advocating for PAT Funders want to know:  Number of families/children served  Types of services provided  Cost/ROI  Quality of services  Outcomes—reading, math, school readiness, parental involvement & skills  Impact

20. Share Your Successes  Know your audience  Describe your program so it comes to life  Summarize families’ participation in services  Provide evidence that your program is making a difference  Describe successes and challenges

21. Questions?

22. Alison Gee, MPH—Director, Public Policy & Advocacy alison.gee@parentsasteachers.org 314.432.4330 ext 1297 Ann Young, MAT—Manager, Missouri Affiilations ann.young@parentsasteachers.org 314.432.4330 ext 1211