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
314.432.4330 ext 1297
Ann Young, MAT—Manager, Missouri Affiilations
314.432.4330 ext 1211
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