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

How To Effectively usePAT Data

Alison Gee, MPH—Director, Public Policy & Advocacy

Ann Young, MAT—Manager, Missouri Affiilations

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

Today: Evidence-Based Model In 50 states, 107 tribal comms, 6 countries In program year 2012-13:

US MO

Home visits 1.6M 207K

Families 170K 51K

Kids 211K 69K

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)

Early Years Are Critical

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’

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

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

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”

CQI Cycle of Improvement

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”

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)

Outputs and Reach: APR

# home visits, groups, screenings # children, # families Family characteristics Child characteristics

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

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

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

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

Questions?

Alison Gee, MPH—Director, Public Policy & Advocacy

[email protected]

314.432.4330 ext 1297

Ann Young, MAT—Manager, Missouri Affiilations

[email protected]

314.432.4330 ext 1211