1. Implementing Professional Development To Promote Literacy Practices Center for Early Literacy Learning Presentation prepared for the Tenth National Early Childhood Inclusion Institute May 17-19, 2010, Chapel Hill, North Carolina Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina

2. 2 Topics for Discussion  End Users of Training  Scaling Up  Training Model for Training Trainers and End Users  Cool Real-Life Explanations of Drilling Down  Oh Yeah! Fidelity  Roles for Trainers and Trainees

3. 3 What is CELL?  The Center for Early Literacy Learning  CELL is a research-to-practice technical assistance center funded by the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division.

4. 4 What is CELL? The main goal of CELL is to promote the adoption and sustained use of evidence-based early literacy learning practices by early childhood intervention practitioners, parents, and other caregivers of young children, birth to five years of age, with identified disabilities, developmental delays, and those at-risk for poor outcomes.

5. 5 Discussion  Who are the other early childhood caregivers you have tried to include as “end users” in professional development activities?  How did that “work” for you?

6. 6 CELL Early Literacy Learning Model Literacy-Rich Environments Everyday Literacy Activities Responsive Teaching Early Literacy Learning Indicators Child Interests

7. 7 How Is CELL Content Implemented?  Generalized Technical Assistance  Web-based products and support  Specialized Technical Assistance  Scaling up and Drilling down

8. 8 Scaling Up Early Childhood Intervention Literacy Learning Practices

9. 9 Multi-tiered approach to scaling-up the adoption and sustained use of evidence-based early literacy learning practices State Leadership Team State–Level Technical Assistance Providers Regional and Local Technical Assistance Providers End-Users (Practitioners and Parents) Number of Trainers Many Few

10. 10 Key Components Implementing Environments Valued Outcomes Literacy Learning Practices End Users Resource Teams

11. 11 Discussion  What is a different “scaling up” model you have used?  How did it work?

12. 12 Adult Learner Training Model

13. 13 Adult Learning Research Syntheses a  Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in-time-training  58 randomized control design studies and 21 comparison group studies  3,152 experimental group participants and 2,988 control or comparison group participants  Combination of studies in college and noncollege settings  Learner outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs  Weighted average Cohen’s d effect sizes for the post test differences between the intervention and nonintervention or comparison groups were used for assessing the impact of the adult learning methods. a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.

14. 14 Six Characteristics Identified in How People Learn a Were Used To Code and Evaluate the Adult Learning Methods Planning 1. Introduce Engage the learner in a preview of the material, knowledge or practice that is the focus of instruction or training 2. Illustrate Demonstrate or illustrate the use or applicability of the material, knowledge or practice for the learner Application 3. Practice Engage the learner in the use of the material, knowledge or practice 4. Evaluate Engage the learner in a process of evaluating the consequence or outcome of the application of the material, knowledge or practice Deep Understanding 5. Reflection Engage the learner in self-assessment of his or her acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process 6. Mastery Engage the learner in a process of assessing his or her experience in the context of some conceptual or practical model or framework, or some external set of standards or criteria a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

15. 15 Efficiency of the Four Adult Learning Methods MEAN EFFECT SIZE (d) ADULT LEARNING METHOD Just-In-Time Training CoachingGuided DesignAccelerated Learning 1.2 1.0.8.6.4.2 0

16. 16 Effect Sizes for the Six Adult Learning Characteristics Planning Application Understanding MEAN EFFECT SIZE (d) 1.2 1.0.8.6.4.2 0 1.4 IntroduceIllustratePracticeEvaluateReflectionMastery

17. 17 Cumulative Effects of the Adult Learning Characteristics NUMBER OF ADULT LEARNING METHOD CHARACTERISTICS MEAN EFFECT SIZE (d) 123456 2.0 1.8 1.6 1.4 1.2 1.0.8.6.4.2 0

18. 18 Introduce  Engage learners in a preview of the material, knowledge, or practice  For instance, provide what is needed to understand the illustration and do the practice activity; usually descriptive information on a slide, handout, presentation, pre-presentation assignment Illustrate  Demonstrate or illustrate the use of the material, knowledge, or practice for learners  For instance, describe information that was introduced, show DVDs, read practice guides, model through role play Components of the PALS Approach

19. 19 Practice  Engage learners in the use of the material, knowledge, or practice with one or more activities  For instance, use CELL DVD, practice guides, apply material to trainee’s personal situation, problem-solving activities Evaluate  Engage learners in a process of evaluating the consequence or outcome of the practice activity  For instance, small or large group discussions focused on questions about the activity (e.g., what was learned, what could this mean for your work?), trainer feedback Components of the PALS Approach, continued

20. 20 Reflect  Engage learners in self-assessment of their acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process  For instance, could use a checklist to make this self- assessment, group reflection, performance improvement reviews Mastery  Engage learners in a process of assessing their experience in the context of some criteria or reference as foundation for identifying new learning opportunities.  For instance, provide customized follow-up support (e.g., phone and e-mail with state team and TA liaison, conference calls with other CELL trainers) Components of the PALS Approach, continued

21. 21 Components of the PALS Approach Introduce Illustrate Evaluate Deep Understanding: Reflection and Mastery Practice

22. 22 Discussion  What adult learning model have you found most helpful in professional settings?  Which of the PALS components did that model use?  What other components did that model have?

23. 23 Drilling Down

24. 24 State 1 Organizational Chart

25. 25 Specialized States State 1 Leadership Team established that consists of both Part B, Preschool, Part C, Child Welfare Drilling Down Process One Cohort trained and beginning to implement at the local level. The cohort consists of Family Preservation Group, Early Intervention Technical Assistance Group, State Pre-K Programs, Childcare, Head Start, and Early Head Start.

26. 26 State 1 State Team CELL Training Cohort 1 Cohort 2 Cohort 3 County Home Visitors State Preschool Classrooms FamiliesTeachers

27. 27 Specialized States Organized by Cohorts Each year a new Cohort is trained on CELL. The cohort consists of trainers, coaches, and technical assistance providers. The cohorts represent Childcare, Head Start, and Early Head Start  Cohorts will train home visitors and teaching staff  Home Visitors will train parents State 2 Leadership Team established that consists of both Part B and Part C

28. 28 State 2 State Team CELL Training Region 1Region 2Region 3 TA Trainers TA Trainers Program End Users Program End Users

29. 29 Discussion  What unexpected “cool” things have happened during the “drilling down” process?  Why did you think they happened?

30. 30 Oh Yeah! We must do it with Fidelity from the top to the bottom

31. 31 Model for differentiating among different types of fidelity and the relationship between the fidelity measures and desired evidence-based practices outcomes Implementation Fidelity Diffusion Fidelity Intervention Fidelity Practice Outcomes

32. 32 Discussion  What have you found that enhances fidelity across all the levels?  Is it for sale?

33. 33 Roles of Trainers and Trainees

34. 34 PALS PhasesTrainer RolesTrainee Roles IntroductionPreview learning topicComplete pretraining preview Describe key elementsPre-class/workshop exercises Provide examplesProvide input on the learning topic Include trainee inputIn-class/workshop warm-up exercises ApplicationFacilitate applicationProvide examples of application Observe trainee applicationTrainee role playing, games, etc. Provide in vivo feedback/guidance Implement/practice use of the subject matter Facilitate learner assessment of options Evaluate use of the knowledge or practice Trainer and Trainee Roles in the Different Phases of PALS continued

35. 35 PALS PhasesTrainer RolesTrainee Roles Informed Understanding Establish learning standardsStandards-based evaluation Engage learners in self- assessment Conduct self-assessment Provide guidance to learnersTrainer-guided learner reflection Provide behavioral suggestions Journaling Group discussions of understanding Repeat Learning Process Joint planning Trainer guidanceIdentify needed information/experiences Trainer/trainee mentoring Trainer and Trainee Roles in the Different Phases of PALS, continued

36. 36 CELL Liaisons’ Role with Specialized States A CELL Liaison is assigned to each specialized state. The Liaison provides technical assistance providers and trainers with the additional training, materials, and overall support necessary for them to train others on CELL practices.

37. 37 CELL Liaisons’ Role with Specialized States  Face-to-face training and technical assistance  Webinars GoToMeeting  Pre-Planned Routine conference calls with cohort (Community of Practice)  Video “Skype”ing  E-mails, group and individual  Individual phone calls  Creating specialized products for the states

38. 38 Conclusion  It is hard work to do it with quality and fidelity.  And it is GREAT Fun!

39. 39 References and Resources Trivette, C.M., Dunst, C.J., Hamby, D.W., & O’Herin, C.E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press. Free download at www.wbpress.com Dunst, C.J., & Trivette, C.M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants and Young Children, 22, 163-175. Free download at http://dept.washington.edu/isei/iyc/22.3_Dunst.pdf Website: www.puckett.org

40. 40 Carol M. Trivette, Ph.D. Carl J. Dunst, Ph.D. Orelena Hawks Puckett Institute 128 South Sterling Street Morganton, NC 28655 828/432-0065 (p) 828/432-0068 (f) Email: trivette@puckett.org; cdunst@puckett.org www.earlyliteracylearning.org Center for Early Literacy Learning