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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
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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
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Center for Early Literacy Learning
Overview and Background
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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:
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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
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CELL Goals
• Conceptualization
• Operationalization
• Field-Testing
• Technical Assistance
• Dissemination
• Evaluation
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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
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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
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EverydayLiteracy
Activities
ResponsiveTeaching
ChildInterests
Literacy-RichEnvironments
CELL Early Literacy Intervention Model
EarlyLiteracyLearning
Outcomes
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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
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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.
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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.
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Research-to-Practice Approach
Research
Syntheses
Practice
Characteristics
Evidence-Based
Practice Guides
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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:
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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.
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CELL Practice Guides
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Practice Guide Hierarchy
• Tier 1: Universal Practice Guides
• Tier 2: Practice Guides with Adaptations
• Tier 3: Individualized Practice Guides
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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
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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
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Technical Assistance
• Generalized Technical Assistance
• Specialized Technical Assistance
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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.
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Partners Generalized Specialized
CELL Partners
Puckett X X
AIR X
PACER X
UCONN X
Technical Assistance
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Generalized Technical Assistance
Parents PACER and Puckett
Technical Assistance UCONN and PuckettProviders
Practitioners Puckett (in collaboration with existing programs and organizations)
Target Audience CELL Partners
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Specialized Technical Assistance
• Capacity-Building Approach
• Scaling-Up Model
• Participatory Training Processes
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Specialized Technical AssistanceImplementation Stages
Stage 1….Exploration and Planning
Stage 2….Initial Implementation
Stage 3….Full Implementation
Stage 4….Practice Adoption
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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
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Specialized Technical Assistance
State-Level Capacity-Building
Implementation
Intervention
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Specialized TA States
• Maine• Montana• Pennsylvania• South Carolina• South Dakota• Utah• Vermont• West Virginia
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CELL Capacity-Building Planning Tool
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Five Components of the CELLCapacity-Building Approach
• Vision
• Leadership Team
• Needs Assessment
• Outreach and Training
• Self-Evaluation
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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
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Specialized Technical Assistance Training Procedures
Preview of CELL
InterventionPractices
ParticipatoryLearning
Opportunities
Reflection and
Understanding
Use of InterventionPractices
Training Methods
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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
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Dissemination
• CELL Web Site
• Conference Presentations
• NECTAC eNotes
• OSEP TA Centers
• National, Regional and State TA Programs
• CELL E-mail Announcements
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Evaluation
• Process Studies
• Social Norm Messages Studies
• Output Studies
• Social Validity Studies
• Fidelity Studies
• Outcome Studies
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Center for Early Literacy Learning
Activities and Accomplishments
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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.
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Distribution of Practices by Literacy DomainN
UM
BE
R O
F P
RA
CT
ICE
S
Alphabet
Knowledge
Oral
Language
Awareness
Written
Language
Phonological
Awareness
Listening
Comprehension
Text
Comprehension
LITERACY DOMAINS
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CELL Products
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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
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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
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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
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Center for Early Literacy Learning
Evaluation
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Evaluation Model
• Process Evaluation
• Output Evaluation
• Outcome Evaluation
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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
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Field-Test Site Case Studies to Identify Exemplary Practices
States Classrooms/
Programs
Practitioner
Interviews
Exemplary
Practices
FIELD-TEST SITES
NU
MB
ER
S
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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
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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
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Social Validity Studies of CELL Practices
• CELL Advisory Board Members
• Web Site Visitors
• Parents
• Practitioners
• Technical Assistance Providers
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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
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Fidelity Studies of CELL Practices
• Field-Test Sites Instructional Practices Literacy Practices Characteristics
• Specialized Technical Assistance Training Procedures Intervention Practices
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Profiles of State Capacity-Building Assessments
CAPACITY-BUILDING AREAS
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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
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Center for Early Literacy Learning
Future Plans and Activities
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Planned Activities
• Complete Practice-Based Research Syntheses
• Finalize CELL Practice Guides and Tool Kits
• Generalized Technical Assistance
• Specialized Technical Assistance
• Evaluation Studies
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Practice-Based Research Syntheses
Complete the final sets of research syntheses.Publish both CELLreviews and CELLnotes onthe CELL Web site.
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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.
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Generalized Technical Assistance
Continue working with existing national, regional andstate parent, practitioner, and technical assistanceprograms and organizations to promote awareness,understanding, adoption, and use of CELL practices.
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Specialized Technical Assistance
Continue provision of specialized technicalassistance to the eight targeted states focusing onsecond generation training and end-user adoptionand use of CELL practices.
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Evaluation Studies
Focus on the completion of the CELL fidelity studiesand the outcome studies of CELL practices.
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Center for Early Literacy Learning
Questions from the Review Panel Members