1. Center for Early Literacy Learning (CELL): Achieving Adoption and Use of Evidence-Based Early Literacy Learning Practices for Young Children Carol M. Trivette Carl J. Dunst Orelena Hawks Puckett Institute Asheville and Morganton, NC Presentation made at the OSEP Project Director Meeting Washington, DC July 23, 2008

2. Center for Early Literacy Learning (CELL) gratefully acknowledges the support of the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division (H326B060010).

3. Purposes of the Presentation Describe briefly the partners and aims of the Center for Early Literacy Learning (CELL) Describe parents & practitioners perspectives about early literacy learning Describe the key characteristics of the CELL early literacy learning practices (intervention model) Describe CELL practice guides developed to support the implementation of early literacy practices Describe the CELL specialized training model Describe the CELL generalized training

4. Center for Early Literacy Learning Partners: Orelena Hawks Puckett Institute www.puckett.org American Institutes for Research www.air.org PACER Center www.pacer.org AJ Pappanikou Center for Excellence in Developmental Disabilities, University of Connecticut www.uconnucedd.org OSEP staff

5. CELL Aims Synthesize research evidence on 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.

6. Parents of Children Receiving Part C and Part B(619) Services

7. Early Intervention and Preschool Special Education Practitioners

8. Early Literacy Skills by Domain Speech Processing Skills Oral Language Phonological Awareness Listening Comprehension Print-Related Skills Print Awareness Written Language Alphabet Knowledge Text Comprehension

9. Oral Language

10. Phonological Awareness

11. Listening Comprehension

12. Print Awareness

13. Written Language

14. Alphabet Knowledge

15. Text Comprehension

16. Everyday Literacy Activities Responsive Teaching Child Interests Literacy-Rich Environments Overview of CELL Early Literacy Learning Model Early Literacy Learning Outcomes

17. Child Interests All children, with and without disabilities, have interests and preferences. A childs interests form the basis of CELL early literacy practices.

18. Interest-Based Cycle of Mastery Mastery Interests Engagement Competence Literacy Activities

19. Types of Childrens Interests Children have different types of interests: Personal interests can form the basis of activities (e.g., stuffed animals, balls, action figures) Natural interests in talking, reading, and writing Situational interests are triggered by features or interestingness of the context (e.g., street fair, table with art supplies, new classroom play area)

20. Examples of Interests Across Developmental Ages Infants Cooing or babbling, rocking, rattles, musical toys, grasping, bright colors, new people Toddlers Music, special story or book, riding toys, colored markers, special friend, bugs Preschoolers Dress-up, books, pets, eating out, painting, games, rhymes, balls

21. CELL Tools for Linking Interests and Activities

22. Everyday Literacy Activities Everyday literacy activities provide the specific experiences and opportunities that enhance and expand early literacy learning because of the frequency with which they can occur for children with and without disabilities, and the functionality of the learning in a real life context.

23. Literacy Activity Continuum Many literacy activities can be informal or formal depending on the context and the level of the childs development and participation Informal Activities Formal Activities

24. Responsive Teaching Strategies Engage the child in interest-based everyday literacy activities. Respond to child behaviors to maintain engagement. Support child literacy-related behaviors and elaborate on child responses.

25. Adaptations for Children With Disabilities Adaptations ensure that children with disabilities: Can express their interests and have them interpreted correctly Can engage in early literacy activities Can become skillful and competent in early literacy activities and behaviors Can master early literacy skills Adaptations provide just enough assistance so that children with disabilities can proceed through the same process of mastery as do children without disabilities.

26. Adaptation Continuum Adapt Environment Adapt Activity Adapt Materials Adapt Instruction Provide Assistance Source: Caras Kit, Milbourne & Campbell, 2007 Least Intrusive Most Intrusive

27. Hierarchy of Intervention Practices Specialized Practices Adaptations & Instructional Practices Literacy-Rich Learning Opportunities

28. CELL Practice Guides

29. What is the practice? What does the practice look like? How do you do the practice? How do you know the practice worked? Vignettes that illustrate the early literacy practice described Adaptations

30. Examples of Practice Guides by Early Literacy Domains Phonological Awareness Fingerplays and Action Rhymes Sound Advice Oral Language Babble On Talk Is Fun Listening Comprehension Time to Rhyme Hear This Speech Processing Skills Print Awareness One for the Books First ABC Books Written Language Scribble, Scribble Get Write on It! Alphabet Knowledge Stamps of Approval Exploring Magazines & Catalogs Text Comprehension Read It Again! Tuning Into Tales Print - Related Skills

31. CELL Technical Assistance Specialized Technical Assistance AIR, Puckett Generalized Technical Assistance Puckett, PACER, UCONN

32. CELL Specialized TA States Maine Montana Pennsylvania South Carolina South Dakota Utah Vermont West Virginia

33. Everyday Literacy Activities Responsive Teaching Child Interests Literacy-Rich Environments Overview of CELL Early Literacy Learning Model Early Literacy Learning Outcomes

34. CELL Conceptual Model for Scaling Up

35. Overview of CELL Training Procedures Preview of CELL Practices Participatory Learning Opportunities Reflection and Understanding Use of Early Literacy Practices Training Procedures

36. Relationship Between CELL Training Procedures and CELL Early Literacy Learning Model CELL Training Procedures Child Interests Everyday Literacy Activities Responsive Teaching Literacy-Rich Environments Preview CELL Practices Participatory Learning Opportunities Reflection and Understanding CELL Early Literacy Learning Model

37. CELL Practice Adoption Process

38. State-Level CELL Capacity-Building Checklist

39. Building Capacity to Scale Up CELL Practices Vision Leadership Team Needs Assessment Outreach and Training Self-Evaluation

40. CELL Generalized Technical Assistance Development of CELL products Web-based dissemination of products (NETAC e-notes) Presentations at regional and national conferences Targeted dissemination to parents through PACER and Alliance Targeted dissemination to TA providers through variety of TA systems for example Head Start TA system

41. CELL Products

42. CELLpapers

43. CELLreviews & CELLnotes

44. CELL Web Site: www.earlyliteracylearning.org What youll find there: CELLpapers provide background information about the conceptual frameworks used to guide Center for Early Literacy Learning activities and the results of evaluation and research studies conducted by CELL staff. CELLreviews are practice-based research syntheses of early communication, language, and literacy development. These syntheses analyze and integrate small bodies of research that have investigated the same or similar practices having the same or similar outcomes. CELLnotes are one- to two-page summaries of the findings from practice-based research syntheses. These summaries, written in a user-friendly format, are designed specifically for practitioners and parents. CELLpractices and CELLtoolkits as they become available.

45. Conclusions