Major Activities, Accomplishments and Next Steps Orelena Hawks Puckett Institute PACER Center American Institutes for Research University of Connecticut

Major Activities, Accomplishments and Next Steps

Orelena Hawks Puckett Institute

PACER Center

American Institutes for Research

University of Connecticut Health Center

Presentation prepared for the Office of Special Education Programs

“3+2” evaluation of the Center for Early Literacy LearningWashington, DC, August 19, 2008

Center for Early Literacy Learning

Funding Period ……………………………………..... 10/1/06 to 9/30/11

Months Completed to Date …………………………………. 22 months

Research Syntheses/Practice Guide Development ……... 20 months

Dissemination (Web site) …………………………………… 18 months

Generalized Technical Assistance ………………………… 18 months

Specialized Technical Assistance …………………………. 8 months


Overview and Background

The Center for Early Literacy Learning

• Orelena Hawks Puckett Institute Asheville & Morganton, NC

• American Institutes for Research Washington, DC

• PACER Center Bloomington, MN

• UCONN Center for Excellence in Disabilities Farmington, CT

(CELL) is a collaboration among the:

CELL Aims

• Synthesize research evidence to identify effective early literacy learning practices and interventions

• Develop evidence-based practices from the findings of this research

• Implement and evaluate the use of evidence-based practice guides

• Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices

CELL Goals

• Conceptualization

• Operationalization

• Field-Testing

• Technical Assistance

• Dissemination

• Evaluation

Conceptualization

• Define the domains of pre-literacy, emergent literacy, and early literacy development constituting the focus of CELL

• Define the key components of the CELL early literacy learning intervention model

Domains of Early Literacy Learning

• Speech Processing Skills Oral Language Phonological Awareness Listening Comprehension

• Print-Related Skills Print Awareness Written Language Alphabet Knowledge Text Comprehension

Adapted from A. van Kleeck (1998). Pre-literacy domains and stages.

Journal of Children’s Communication Development, 20, 33-51.

a

a

EverydayLiteracy

Activities

ResponsiveTeaching

ChildInterests

Literacy-RichEnvironments

CELL Early Literacy Intervention Model

EarlyLiteracyLearning

Outcomes

Operationalization

• Conduct practice-based research syntheses of early literacy learning experiences and practices

• Develop evidence-based practice guides using findings from the research syntheses to inform the content of the practices

Practice-Based Research Syntheses

A practice-based research synthesis attempts to identify, unpack, and disentangle those characteristics of environmental experiences (practices, interventions, treatments, etc.) that have development-enhancing features and elements.

Disentangling and Unpacking the Characteristics that Matter Most

As many practice characteristics as possible of an intervention are coded and analyzed, and the presence and absence of the characteristics are related to the study outcomes to identify those characteristics that “stand out” as most important.

Research-to-Practice Approach

Research

Syntheses

Practice

Characteristics

Evidence-Based

Practice Guides

Evidence-Based Practice Guides

• What is the practice?

• What does the practice look like?

• How do you do the practice?

• How do you know the practice worked?

CELL practices (paper, DVDs, PPP, etc.) are prepared

in a manner that provides end-users (practitioners and

parents) information about four elements of a practice:

CELL Practice Guides

All CELL practice guides include the four “how to” elements and “real life” examples of the practices being implemented by practitioners or parents. At least one vignette includes descriptions of how the practice can be modified or adapted for a child with a disability.

CELL Practice Guides

Practice Guide Hierarchy

• Tier 1: Universal Practice Guides

• Tier 2: Practice Guides with Adaptations

• Tier 3: Individualized Practice Guides

MostIntrusive

Adaptation Continuum

• Adapt Environment

• Adapt Activity

• Adapt Materials

• Adapt Instruction

• Provide Assistance

Source: S. Milbourne & P. Campbell (2007). Cara’s kit. Philadelphia: Thomas Jefferson University.

LeastIntrusive

Field-Tests of CELL Practices

Field-tests of CELL practices are being conductedin early intervention, preschool special education,Early Head Start, Head Start, and other earlychildhood programs in four states. The kinds of field-test studies being implemented are:

• Process studies of exemplary practices

• Social validity studies of CELL practice guides

• Fidelity studies of the use of CELL practice guides

• Outcome studies of child, parent, and practitioner benefits

Technical Assistance

• Generalized Technical Assistance

• Specialized Technical Assistance

Generalized Technical Assistance

Generalized technical assistance is accomplished by the inclusion of CELL materials and products into the provision of training opportunities through existing national, regional, and state programs and organizations working with children with disabilities and their families.

Partners Generalized Specialized

CELL Partners

Puckett X X

AIR X

PACER X

UCONN X

Technical Assistance


Parents PACER and Puckett

Technical Assistance UCONN and PuckettProviders

Practitioners Puckett (in collaboration with existing programs and organizations)

Target Audience CELL Partners

Specialized Technical Assistance

• Capacity-Building Approach

• Scaling-Up Model

• Participatory Training Processes

Specialized Technical AssistanceImplementation Stages

Stage 1….Exploration and Planning

Stage 2….Initial Implementation

Stage 3….Full Implementation

Stage 4….Practice Adoption

State Leadership

Team

State-Level TechnicalAssistance Providers

Regional and LocalTechnical Assistance Providers

End-Users (Practitioners and Parents)

Multi-level approach to scaling-up the adoption and use of evidence-based early literacy learning practices


State-Level Capacity-Building

Implementation

Intervention

Specialized TA States

• Maine• Montana• Pennsylvania• South Carolina• South Dakota• Utah• Vermont• West Virginia

CELL Capacity-Building Planning Tool

Five Components of the CELLCapacity-Building Approach

• Vision

• Leadership Team

• Needs Assessment

• Outreach and Training

• Self-Evaluation

Relationship Between CELL Implementationand Intervention Practices

Implementation(Training methods used

with end-users)

Intervention(CELL practices you want

end-users to do)

CELL Training Methods CELL Practices

Specialized Technical Assistance Training Procedures

Preview of CELL

InterventionPractices

ParticipatoryLearning

Opportunities

Reflection and

Understanding

Use of InterventionPractices

Training Methods

CELL Training Methods

• Previews of Targeted Practices (Knowledge Transmission)

• Participatory Involvement (Learning by Doing)

• Reflection and Mastery (Internalization)

Adapted from D. Molnar (2001). Accelerated learning. Unpublished paper, and J. Bransford et al. (2001). How people learn. Washington, DC, National Academy Press.

a

a

Dissemination

• CELL Web Site

• Conference Presentations

• NECTAC eNotes

• OSEP TA Centers

• National, Regional and State TA Programs

• CELL E-mail Announcements

Evaluation

• Process Studies

• Social Norm Messages Studies

• Output Studies

• Social Validity Studies

• Fidelity Studies

• Outcome Studies


Activities and Accomplishments

Numbers of CELL Research-to-Practice Activities

CELL Activity Indicator Outcome

Literature Searches Number of Located Studies 1200+

Research Syntheses Number of Synthesis Topicsa 25

Evidence-Based Practices Number of Practice Guidesb 100+

a In process. b Completed and in process.

Distribution of Practices by Literacy DomainN

UM

BE

R O

F P

RA

CT

ICE

S

Alphabet

Knowledge

Oral

Language

Print

Awareness

Written

Language

Phonological

Awareness

Listening

Comprehension

Text

Comprehension

LITERACY DOMAINS

CELL Products

CELL Products

Products Completed In-Process Total

CELLpapers

CELLreviews

CELLnotes

CELLpractices

CELLdvds

CELLscales

5

3

2

68

3

8

2

5

6

78

3

2

7

8

8

146

6

10

Additional CELL Accomplishments

Web Site Products 78

Web Site Visits 13,000 +

Web Pages Viewed 58,000 +

Conference Presentations 16

Specialized Technical Assistance 3

Field-Test Case Studies 24

Dissemination and Technical Assistance Activities

16 347 67

200

750

0

200

400

600

800

Conference Presentations Specialized Technical Assistance

NU

MB

ER

OF

EV

EN

TS

AN

D P

AR

TIC

IPA

NT

SNumber of Events

Number of Participants

Average Number Per Event

TYPE OF ACTIVITY


Evaluation

Evaluation Model

• Process Evaluation

• Output Evaluation

• Outcome Evaluation

Types of Evaluation Studies

• Process Studies of Exemplary Practices

• Social Norm Messages Studies

• Web Site Visits Study

• Social Validity Studies

• Fidelity of Training Studies

• Fidelity of Practice Adoption Studies

• Child, Parent and Practitioner Outcome Studies

Field-Test Site Case Studies to Identify Exemplary Practices

States Classrooms/

Programs

Practitioner

Interviews

Exemplary

Practices

FIELD-TEST SITES

NU

MB

ER

S

Social Norms Messages Survey Resultsof the Importance of Early Literacy Learning

40

60

80

100

Birth-to-Three Preschool

PROGRAM TYPE

PE

RC

EN

T O

F R

ES

PO

ND

AN

TS

A

GR

EE

ING

/ST

RO

NG

LY

AG

RE

EIN

G Parents Practitioners Technical Assistance Providers

Effects of Different Events Influencing Web Site Visits

50 100 150 200 250 300 350 400 450 500 550 600

Days

0

1

2

3

4

5

6

7

8

9

10

11

12

13

14

Tota

l Num

b er

o f V

i sit s

(T

hou s

a nds

)

A: New York PTA Announcement

B: Survey Monkey (I) Announcement

C: Part C/Part B (619)/PACER E-mail Announcement

D: Survey Monkey (II) Announcement

E: Practice Guides Posted on Web Site

A

B

C

D

E

Social Validity Studies of CELL Practices

• CELL Advisory Board Members

• Web Site Visitors

• Parents

• Practitioners

• Technical Assistance Providers

Social Validity Studies Framework

Practices Outcomes

Typ

e of

Val

idity

App

rais

als

Acceptability

a

Adapted from S. Foster & E. Mash (1999). Assessing social validity in clinical treatment Research: Issues and procedures. Journal of Consulting and Clinical Psychology, 67, 308-319.

a

Targets of Appraisals

Importance

Fidelity Studies of CELL Practices

• Field-Test Sites Instructional Practices Literacy Practices Characteristics

• Specialized Technical Assistance Training Procedures Intervention Practices

Profiles of State Capacity-Building Assessments

CAPACITY-BUILDING AREAS

Outcome Studies

• Field-Test Sites Parent Confidence and Competence Practitioner Confidence and Competence Child Learning and Behavior

• Specialized Technical Assistance Parent Confidence and Competence Practitioner Confidence and Competence Child Learning and Behavior


Future Plans and Activities

Planned Activities

• Complete Practice-Based Research Syntheses

• Finalize CELL Practice Guides and Tool Kits

• Generalized Technical Assistance

• Specialized Technical Assistance

• Evaluation Studies

Practice-Based Research Syntheses

Complete the final sets of research syntheses.Publish both CELLreviews and CELLnotes onthe CELL Web site.

CELL Tool Kits

Make final changes to the CELL practice guides andproduce CELL tool kits of different sets of practices.Make the tool kits available to parents, practitioners,and technical assistance providers on DVDs.


Continue working with existing national, regional andstate parent, practitioner, and technical assistanceprograms and organizations to promote awareness,understanding, adoption, and use of CELL practices.


Continue provision of specialized technicalassistance to the eight targeted states focusing onsecond generation training and end-user adoptionand use of CELL practices.

Evaluation Studies

Focus on the completion of the CELL fidelity studiesand the outcome studies of CELL practices.


Questions from the Review Panel Members

Documents

Major Activities, Accomplishments and Next Steps Orelena Hawks Puckett Institute PACER Center American Institutes for Research University of Connecticut