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REACH OUT AND READ CAROLINAS Crea%ng New Opportuni%es for Data Collec%on
Callee Boulware, Execu/ve Director
What We Know
BOOKS BUILD BETTER BRAINS
Being read to, and growing up with books, literacy, and language are major components essen/al to eventual academic success for
children.
What?
What is Reach Out and Read? What are we doing to help children get to school ready for success?
Reach Out and Read
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Our Mission To prepare America’s youngest children to succeed
in school by partnering with doctors to prescribe books and encourage families to read together.
Our Vision We are working toward the day when all children enter kindergarten
with highly-‐engaged parents, performing at grade level, and prepared to excel.
Velocity = AcceleraCon x Cme
Access to our youngest children and families.
Why are we here? How are we helping?
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How We Reach Families • Leverage pediatric care providers’ unique access • 90% of children ages 6 months through 5 years visit their healthcare provider regularly
• Influence parental behavior • Parents view pediatrician as a trusted advisor
• Reach Out and Read engages children early, before learning deficits are accrued
PrevenCon Works – Immunizing Children Against Illiteracy
“Furthermore, it has been shown that
interven/ons for at-‐risk children are most effec/ve when they begin during infancy.”
Preschool founda%ons of early reading acquisi%on Susan Rvachew, PhD S-‐LP(C)1 and Robert Savage, PhD2
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Evidence-‐Based, Research-‐Tested
FiYeen published, peer-‐reviewed research studies support the efficacy of our model, a more extensive body of research than for any other psychosocial interven/on in general pediatrics.
Longitudinal Research Outcomes
• Parents served by Reach Out and Read are four /mes more likely to read aloud with their children.
• Reach Out and Read reaches the child through effec/vely teaching the parent to start lifelong learning in the home.
• During the preschool years, children served by Reach Out and Read score three to six months ahead of their non-‐Reach Out and Read peers on vocabulary tests. These early founda/onal language skills help start children on a path of success when they enter school.
We (RORC) needed AND wanted more…
How can a local nonprofit balance the demand for local outcomes with the responsible use of resources/capacity for longitudinal research?
Local Outcomes
• Short-‐term outcomes – how we are “moving the needle”
• Model fidelity and quality implementa/on
Once upon a %me, there was a clinic…
Assistance of Experts
• Nonprofit Finance Fund – With the help of the i(c)s 1. What is our mission? 2. What data do we collect? 3. What results we actually commit to?
Review/update of Theory of Change Theory of Change (ToC) is a specific type of methodology for planning, par%cipa%on, and evalua%on that is used in the philanthropy, not-‐for-‐profit and government sectors to promote social change. Theory of Change defines long-‐term goals and then maps backward to iden%fy necessary precondi%ons.[1] Theory of Change explains the process of change by outlining causal linkages in an ini%a%ve, i.e., its shorter-‐term, intermediate, and longer-‐term outcomes.
What data do we collect? • Review of all evalua/on tools
– Semi-‐annual progress report – Site observa/on assessment – Parent Survey – Provider Survey
• Matrix of what data we collect – Outputs
• Children • Quality/model fidelity
– Short-‐term outcomes? • Iden/fy holes in our current evalua/on methods
Results…
1. New Theory of Change 2. New Logic Model 3. New Parent Survey tool 4. New Quality Matrix/Evalua/on methodology
Parent Survey
• Did not find old survey useful (Na/onally designed)
• Reviewed NCPC survey tool • Goal: design a tool that will fulfill the needs of our partners (NCPC) and ROR Carolinas AND answer the ques/ons that we wanted to ask
Parent Survey 1. Ease of implementa/on • Parents • ROR Clinical Loca/ons 2. Meaningful Data 3. Historical Knowledge of program
Reach Out and Read Parent Feedback Survey 1) How old is the child who had a check-up today? Check one answer.
O 6-12 months O 1-2 years O 3-5 years 2) Did the child receive a book during today’s visit? Check one answer.
O Yes O No 3) Is this the first time this child has received a book at the doctor’s office? Check one answer.
O Yes O No O I don’t know 4) Did the medical provider talk to you about reading or looking at books with the child?
O Yes O No 5) About how often do you read or look at books with this child? Check one answer.
O O O O O O Never Several times
a year Several times
a month Once a week Several times
a week Every day
6) Do you think you will try any of these reading activities with this child?
Check one answer for each activity. Yes, I will try this.
Maybe, I might try this.
No, I don’t
think so. I already do this.
a. Let the child turn the pages. O O O O
b. Make up stories about what is happening in the pictures. O O O O
c. Ask the child to tell you what is happening in the pictures. O O O O
d. Help the child to identify shapes, colors, numbers, letters, or things in the pictures. O O O O
e. Read to the child at least 30 minutes every day – for example: during meals or baths, before naps or bedtime O O O O
f. Take the child to the library. O O O O 7) What type of health insurance does this child have? Check one answer.
O O O O O None Medicaid TRICARE/
Military Private
Insurance I don’t know
8) What is the highest level of education or schooling you have completed? Check one answer.
O O O O Less than
high school High
school/ GED
Some college/ vocational
training
4-year college degree
or higher
Thank you! We appreciate your input!
For office use only
Medical Practice ID:
Methodology • How ohen to administer? • In-‐clinic administra/on/instruc/ons? • How many surveys to collect? • How to tally data? • How to interpret data? • How to house data for ins/tu/onal memory and future evalua/on?
• How to share and use data with providers in the clinic?
What are we learning?
Quality/Model Fidelity
• How do we consistently quan/fy? • Quan/ta/ve Data? • Qualita/ve Data? • Correlate with short-‐term outcomes?
…needed a new sohware to manage -‐
How to implement in our day-‐to-‐day operaCons?
1. Adop/on of and training in new evalua/on matrix/methodology
2. Educa/on to our programs and providers 3. Shih in organiza/onal culture = Data Driven
Decisions
What we can now do…
1. Provide quan/ta/ve measures of program quality and model fidelity
2. Relate this data to short-‐term outcomes with parents and families
3. Establish individualized ac/on plans for each program
4. More successfully allocate resources across program needs
Benefits of new soYware system
1. Track all quality and evalua/on data in one place 2. Trending in program quality 3. Relate this trending to parent survey data and interven/ons by program specialists 4. Ins/tu/onal memory
…and ulCmately…
• With confidence, provide data around local short-‐term outcomes and model fidelity.
• Understand the data sets that we CAN provide, and make more appropriate commitments to our investors around accountability for these pieces of data.
Do we need long-‐term outcomes data locally?
• Evalua/on goals moving forward – Maternal depression and ROR – ROR impact on well-‐visit compliance – ROR impact on quality clinical environments and rela/onships between providers/families
– Con/nued focus on parent engagement and behavior change
QuesCons?
