Parents as Teachers Engaging Families to support school
readiness Slide 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 childs success and should have access to information and
support as their childs first teachers. Early care and education
must be of high quality and work together with families and the
public schools to support childrens development. Recommendations
from the Fall 2000 North Carolina School Readiness Assessment
SCHOOL READINESS Slide 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 Slide
4 Parents as Teachers Parents as Teachers... A partnership!
HomeSchoolCommunity Slide 5 Parents as Teachers PAT National Center
Vision Statement All children will learn, grow, and develop to
realize their full potential. Slide 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 childrens school
readiness and school success Slide 7 Parents as Teachers PAT Born
To Learn Model Components Personal Visits Health / Developmental
Screenings Group Meetings Resource Network Slide 8 Parents as
Teachers Slide 9 Slide 10 Slide 11 Slide 12 2005 EDITION Slide 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 Slide 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 Slide 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. Slide 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 Slide 17
Parents as Teachers Slide 18 Research-based Proven Theory of Change
Quality Standards Commitment to Evaluation and Research Add picture
Slide 19 Parents as Teachers Continuous Quality Improvement Slide
20 Parents as Teachers PAT National Centers 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. Slide 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
childrens schooling. Slide 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. Slide 23 Parents as Teachers Missouri School Entry
Assessments Project (1999) Slide 24 Parents as Teachers Promoting
School Readiness: The Role of the Parents as Teachers Program
Comparisonhigh-plow-p Neither PAT nor preschool118.6123.3 PAT, no
preschool123.9131.8 No PAT, preschool120.5127.5 PAT plus
preschool129.5134.1 NHSA Dialog, 6, No.1, pp.71-86, 2002
Pfannenstiel, Sietz, Zigler Slide 25 Parents as Teachers 2002
Promoting School Readiness Study Report Conclusion Parent
participation in the Parents as Teachers program has important
effects on childrens 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. Slide 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 Slide 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 Slide 28 Parents as Teachers Positive Impact on
Childrens 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. (OBrien, Garnett, & Proctor,
2002) Fewer special and remedial education placements in
kindergarten and 2 nd grade (Drazen & Haust, 1996) *Individual
Educational Program Slide 29 Parents as Teachers Positive Impact on
Childrens 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 Slide 30 Parents as Teachers National model
local program Slide 31 Parents as Teachers PARENTS AS TEACHERS
AROUND THE WORLD Slide 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 Slide 33 Parents as Teachers Similarities between PAT
Standards and Other Home Visiting Organizations
www.parentsasteachers.org 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 Slide 34 Parents as Teachers North
Carolina PAT Network 81 programs in 75 counties 2006-2007 Data 9078
children 6943 families PAT programs No PAT Slide 35 Parents as
Teachers Slide 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 Slide 37 Parents as
Teachers Slide 38 Slide 39 Slide 40 Slide 41 Slide 42 Slide 43
Slide 44 Alignment of the Foundations: Early Learning Standards for
North Carolina Preschoolers with Parents as Teachers Born to Learn
3-Kindergarten Entry Curriculum Slide 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 childrens success and proving ideas for fostering their
development. Slide 46 Parents as Teachers Widely Held Expectations
Serve as a common vision for early childhood programs Provide a
common set of expectations for preschool childrens development and,
at the same time, validate the individual differences that should
be expected in children Promote development of the whole child
Slide 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 childs 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
Slide 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 Slide 49 Parents as Teachers Sample
Visit Plan from Born to Learn 3-K Entry Curriculum
www.parentsasteachers.org Home page Right hand column Alignment
with NC Foundations www.ncpat,org Home page For PAT professionals
on left hand column Supporting Documents on left hand column Slide
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 Slide 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 coordinators
meetings Supplemental trainings and professional development
opportunities Quarterly Newsletter State Advisory Board Technical
Assistance Team Slide 52 Parents as Teachers National Center
www.parentsasteachers.org North Carolina Parents as Teacher Network
www.ncpat.org
