parent-child

1. parent-child.org

2. Our Vision and Mission 2

3. Our Vision Our Mission The Parent-Child Home Program’s (PCHP) nationwide network of program sites provides low-income families with the necessary skills and tools to ensure their children achieve their greatest potential in school and in life. The National Center assists underserved communities in replicating and expanding our proven school readiness program, which builds early parent-child verbal interaction and learning at home. Together we are strengthening families and communities, and building the workforce of the future. Imagine a World Where... Every child enters school ready to succeed because every parent has the knowledge, skills and resources to build school readiness where it starts: the home. 3

4. Our Challenge 4

5. 40%of 2–5 year-olds lack basic school readiness Children who enter kindergarten unprepared are likely to: • Be behind in 1st Grade • Remain behind in 3rd Grade • Drop out of school at a higher rate than their “ready” peers • Cannot count to 10 • Do not know the alphabet • Have never read a book • Have never played with a puzzle 5

6. AVERAGE LOW-INCOME AVERAGE HIGHER-INCOME VS.

7. AVERAGE LOW-INCOME AVERAGE HIGHER-INCOME VS.

8. AVERAGE LOW-INCOME AVERAGE HIGHER-INCOME VS.

9. The Solution 9

10. Parent Child Home-Program Proven Outcomes 17 Point Increase on average, on IQ assessments 10 Points Increase on the Peabody Picture Vocabulary Test 50% Less Likely to be referred to special education classes by the 3rd grade 30% Higher graduation rate than their socioeconomic peers 10

11. How We Do It The Parent-Child Home Program has extensive experience partnering with a diverse range of organizations including school districts, schools, social service agencies, and faith-based and community-based organizations. Our early literacy specialists are hired from within the community, making them uniquely suited to understand the culture and language of the diverse families they serve. 25% of our early literacy specialists are former participants 11

12. Our Process Our rigorously trained and supervised community-based early literacy specialists provide: • 46 books and educational toys as permanent learning tools in the home • 1-on-1 modeling of reading and play activities with parent and child together • 92 home visits over a 2-year period • Connections to other needed social and educational services • Assistance in enrolling graduates in center-based preschool 12

13. Our Process Our national model requires: • Twice-a-week visits that last 30 minutes each. • The first visit each week involves the introduction of a new book or educational toy. • The second visit each week is a review visit, when no new curricular materials are brought. • The goal of the review visit is that the parent begins to implement the play or reading on her/his own. • We serve families with children ages 2 or 3; the program model allows children as young as 16 months to be served. 13

14. Our Process Why this age group? • We first target children at an age when their language is blossoming. • The child is capable of “leading” and will often lead the reluctant parent. 14

15. Our Process Assessments • Pre and post each program year. • Child Behavior Traits (CBT) • Parent and Child Together (PACT) • Ages and Stages Questionnaire (ASQ) • Other assessments may be added 15

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17. Our Proven Success 17

18. The Parent-Child Home Program • Increases parent-child interaction • Builds literacy-rich home environments • Develops the literacy, language, cognitive, and social-emotional skills children need for school success • Reduces the need for special education services by 50% by third grade • Improves student engagement and performance in school 18

19. High School Graduation Rates The Parent-Child Home Program increases high school graduation rates by 30% Rate for low income students in the study with no PCHP National rate for low income students Rate for low income students who received 2 yearsof PCHP National rate for medium income students

20. Jewish Family and Children’s Services of Minneapolis Shows The Power of PCHP https://www.youtube.com/watch?v=8rjtq-kw4xE

21. PCHP Implementation 21

22. Steps to Implementation • Identify partner agency • Obtain and plan funding • Sign the Replication Agreement • Hire the Site Coordinator • Site Coordinator attends training • Plan the program year • Hire Home Visitors • Train Home Visitors • Outreach/enroll families 22

23. Who is the Site Coordinator? • Minimum of a Bachelor’s Degree • Usually has an Early Childhood, Elementary Education, or Social Work background • Can oversee a program with up to 50 families 23

24. Who are the Home Visitors? • Community-based • Matches the cultural/language background of the families served, when possible • No educational requirement, although partner agency might set minimum requirement • Must be literate, capable of writing anecdotal reports and completing observational assessments • Non-judgmental • Likes to work with young children and adults • Wants to give back to the community • Life-long learner 24

25. Who are the Home Visitors? • Reliable • Can work independently • Open to being self-reflective and accepts supervision • Supportive to others on staff • Playful • Joyous • Capable of mature judgment in sometimes difficult situations 25

26. Who are the Home Visitors? • Part time paid • Part time volunteer • Part time student intern • Full time paid • Full time AmeriCorps • Part time usually serves 4-12 families • Full time usually serves 14-15 families • All Home Visitors go through the same training and must attend 2-hour weekly group supervision 26

27. Who are the Program Families? • Low income • Low educational level of parent • Immigrant • Refugee • Homeless • Resident in low income housing • Other risk factors: teen parent, lack of stimulation in home environment, sibling in need of special education services, mental health issues 27

28. Supervision and Training • Site Coordinator trains Home Visitors • 16 hours minimum initial training • Two hours weekly group supervision • Additional one-on-one supervision • Reflective supervision • Parallel process 28

29. Program Fidelity • Minimum “dosage” required • Management Information System (MIS) • KEEP (Key Elements of Establishing Program) • Initial site certification after two years • Recertification every four years 29

30. Coordinator Training • Three days of initial training • Management Information System (MIS) webinar – 2 part • One day of follow-up training, within first year of implementation • Includes training toolkit: Implementation Manual, Coordinator Manual, Home Visitor Manual, Guide to Training Videos, Home Visits DVD, Staff Meetings DVD, all administrative forms • Unlimited technical/program support from PCHP National Center 30

31. PCHP Core Lessons Learned • The parent-child relationship is paramount. • Cultural and linguistic sensitivity allows us to build a relationship with the family. • The evidence supports the importance of the child having mastery of the home language first in homes where English is not spoken. • The home is the child’s “first classroom”. • The social-emotional growth of young children is intertwined with their cognitive growth. 31

32. PCHP Core Lessons Learned • School readiness consists of a wide range of skills, including all the aspects of Executive Function, such as self-regulation of behavior and the ability to multi-task. • Play is just as important as reading in terms of early literacy and early numeracy. • Play, art, and music and movement activities have a therapeutic function for parents struggling with post-trauma. • The activities and approach of PCHP can prevent or alleviate “toxic stress.” • “Serve and return” of verbal and non-verbal interaction between parent and child is critical. 32

33. PCHP Core Lessons Learned • Reflective supervision and intensive training are crucial. • Home Visitors need to be taught and guided through self reflection. • Always keep a family strengths perspective. • The role of the Home Visitor has strict boundaries. • Parallel process: “Do unto others as you’d have others do unto others”. 33

34. PCHP For Family Child Care 34

35. Home-based Care: Overview Regulated State-licensed Registered family, group 61% of children under five are in some form of non-parental care 14 “Transmitter of culture.” Available Affordable Flexible Families identified as “at risk” are more likely to use home-based care 1 Unregulated Family, friend, neighbor Before the age of 3, more children are in FFN care than center-based care 14 35

36. Our Challenge 36

37. Our Solution Building on PCHP’s research-based model for family home visiting, this intervention provides child care providers with the tools, skills, and support they need to create literacy-rich environments for the children in their care. • 12 books and educational toys as permanent learning tools in the child care setting • Books and toys, paired with curricular guide sheets, for children in care to bring home and share with parent(s) • Modeling of reading and play activities with provider and children together • Support for parent and family outreach/engagement • Connections to other child care providers and educational services 37

38. Target Population Providers in low-income areas, serving low-income families Providers serving children in the PCHP target range Licensed providers who have limited educational/professional opportunities Unlicensed providers caring for children informally 38

39. Target Outcomes Provider Environment Increase quality & quantity of verbal interactions Inform & enhance developmentally appropriate practice Advance early childhood education & development knowledge Empower & build confidence Provide accessible books and toys that are developmentally, linguistically, and culturally appropriate Conceptualize ideas and materials for activities linked to books and toys Foster parent and family outreach and engagement Children Physical Cognitive Linguistic Social-Emotional 39

40. Curriculum Week 2 Week 1 Two-visitsequence Introductory Extension Repeat Four-visitsequence Review Summation • Open-ended, process-based activities • Age, ability differentiation • Group management The two pathways are fluid. 40

41. Assessment Family Child Care Environmental Rating Scale Caregiver Interaction Scale Assesses content and quality of provider-child interactions. Assesses overall quality of Family Child Care homes. • Measures: • Space & Furnishings • Personal Care Routines • Listening & Talking • Activities • Interaction • Program Structure • Parents & Provider • Measures: • Positive Interaction • Punitiveness (harshness) • Detachment (involvement) • Permissiveness 41

42. PCHP for Family Child Care Over 100 providers reached • Increased FCCERS scores • Increased CIS scores • Increased verbal interaction, sensitivity • Curricular enrichment • Parent engagement • Consistent attendance • Connection to Kindergarten enrollment • Special services referrals • Increased book reading at home • Provider enrollment in further professional development • School readiness awareness • Community building Massachusetts Somerville Wareham South Carolina Georgetown Florida Monticello New York Bronx Long Island Westchester Washington Yakima 42

43. Yakima, WA Each week, over the course of a 24-week program year, providers receive a developmentally appropriate book or trio of educational toys to keep in their care. Children received copies of all books and a selection of toys to bring home and share with parents. At the beginning of the program year, providers each received child-sized, accessible furniture and storage units to increase the structural quality of the care environment. Home Visitors work with providers and children together to engage with the books and toys in verbally interactive, developmentally appropriate, and cognitively stimulating ways. 43

44. Yakima, WA 44

45. The Power of PCHP https://www.youtube.com/watch?v=ez2SVWs47mE

46. Contact • Michele Morrison • Director of Training and Program Support • Parent-Child Home Program National Center • Phone: 516-883-7480 • E-mail: mmorrison@parent-child.org 46