1. Orelena Hawks Puckett Institute American Institutes for Research PACER Center University of Connecticut Center for Excellence in Disabilities Presentation prepared for the Center for Early Literacy Learning Advisory Board Meeting, Washington, DC, October 11, 2007 Center for Early Literacy Learning

2. CELL Aims Synthesize research evidence on effective early literacy learning interventions Identify evidence-based practices from the findings of this research Implement and evaluate the use of evidence-based practices Conduct general and specialized technical assistance promoting the adoption and use of evidence-based early literacy learning practices

3. Advisory Board Focus Early literacy learning practices and outcomes Parent and family perspectives of early literacy learning Scaling-up early literacy learning practices Inservice training and technical assistance to States

4. Early Literacy Learning Practices and Outcomes Domains of early literacy learning Literature review and study identification Practice-based research syntheses Evidence-based practice guides and tool kits

5. Domains of Early Literacy Alphabet and print awareness Written language Reading comprehension Phonological awareness Oral language Listening comprehension

6. Literature Review of Relevant Studies Approximately 900 empirical studies of literacy and literacy-related studies have been identified that included infants, toddlers, or preschoolers. About 30% of the studies included or were investigations of young children with identified disabilities or developmental delays.

7. Literature Search Results The studies identified by the literature search have been sorted by type of practice, type of outcome, and other study and practice factors to categorize the studies into logical groups and subgroups.

8. Linking Research to Practice Practice-Based Research Syntheses Isolating the Practice Characteristics That Matter Most Evidence-Based Practices

9. Disentangling and Unpacking What Matters Most Any practice, intervention, or experience afforded a child is made up of different features or elements that can either have development- enhancing or development-impeding characteristics and consequences. Sorting out which development-enhancing elements and features are most important is the main goal of a practice-based research synthesis so that one can make informed decisions about what evidence-based practices should look like.

10. Key Components of CELL Literacy Learning Practice Guides Literacy-Rich Environments and Experiences Instructional Practices Child Interest-Based Learning Literacy Skills

11. Framework for Developing Literacy 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?

12. Parent and Family Perspectives of Early Literacy Learning Social marketing survey findings Using the survey findings for promoting parents knowledge and awareness of early literacy learning opportunities Procedures of promoting inclusion of literacy outcomes and objectives on IFSPs and IEPs Collaborations with PTIs, CPRPs, and other parent organizations to get the word out

13. Social Marketing Survey Questions It is important for young children with disabilities to learn prewriting and prereading skills Prewriting and prereading activities should be part of early intervention and preschool special education practices Prewriting and prereading outcomes and objectives should be on IFSPs and IEPs

14. Respondents Strongly Agreeing to Each Item Statement ImportanceIFSPs/IEPsPractices 80 70 60 50 40 30 20 10 0 SURVEY ITEMS PERCENT OF PARENTS

15. Differences Between Parent Endorsed and Experienced Practices ImportanceIFSPs/IEPsPractices 80 70 60 50 40 30 20 10 0 SURVEY ITEMS PERCENT OF PARENTS Strongly EndorseRoutinely Experience

16. Scaling-Up Early Literacy Learning Practices CELL definition of scaling-up CELL model for scaling-up CELL state resource teams CELL TA approaches – Specialized TA – Generalized Training and TA

17. CELL Definition of Scaling-Up The adoption of policies, practices, and implementation strategies that promote widespread, sustained use of evidence-based early literacy learning practices by early childhood intervention programs and practitioners serving young children, birth to 5 years of age, and their families to achieve outcomes that are socially and developmentally important and valued

18. CELL Conceptual Model for Scaling-Up V e r t i c a l S c a l i n g - U p Horizontal Scaling-Up Local End- Users End- Users End- Users End- Users Regional State National

19. CELL Resource Teams State Resource (Leadership) Team Regional Resource Teams Local Resource Teams One Number of Teams Many

20. Specialized Technical Assistance Helps stakeholders adopt policies, practices, and implementation strategies that promote the effective and sustained use of CELL practices – Information Sharing Communities: states share experiences, discuss needs, and explore solutions to early literacy learning challenges 5-7 states per year – Statewide Training Assistance: individual states develop their own training programs for using CELL Toolkits and Practice Guides to improve early literacy outcomes 2-3 states per year

21. Distance Learning for CELL Specialized TA Website in which groups of users can privately: – Discuss – Share documents – Maintain a calendar, learn about upcoming and past events Examples of distance learning vehicles: – Conference calls – Online chats/discussions with experts or leaders – Webinars – Events and documents archived on the website

22. CELL Capacity-Building Strategy State vision Leadership team Needs assessment Outreach and training Self evaluation

23. Generalized Training and Technical Assistance Mapping state, regional, and local Part C and Part B (619) technical assistance and training initiatives CELL partnerships with NECTAC, Regional Resource Centers, Parent Organizations, etc. CELL website CELL dissemination activities (email databases) CELL presentations and publications

24. Advisory Board Members Feedback Questions Comments Suggestions