1. Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, North Carolina Presentation prepared for Helping Extend Learning and Practice (HELP) University of Louisville, Louisville, KY, May 29-30, 2012

2. 2 Relationships Among the Two Types of Fidelity and Child/Parent Outcomes Implementation Fidelity Intervention Fidelity Child/Parent Outcomes

3. 3 Methods of Assessing Implementation Fidelity  Implementation fidelity can be gathered through observation to determine if the trainer uses the correct training strategies.  Implementation fidelity data can be collected from trainees about whether the trainer provides the appropriate training content and strategies.  Implementation data ask the trainee to indicate the extent to which they feel competent with the practice content and training strategies they are supposed to use.

4. Tiered Approach to Training to Promote Adoption and Sustained Use of CELL One Many State Resource (Leadership) Team Regional Resource (Cohorts) Team Level I Local/Regional Trainers Level II End Users – Teachers or Parents Interventions to Children

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6. 6 CELL Trainer Feedback Form Content Items 1.The importance of literacy-rich environments was well explained by the trainer. 2.The key characteristics of responsive teaching were described and illustrated in ways that made the instructional practice easy to understand. Training-Method Items 3.The importance of active participation of trainees as a method was made explicitly clear. 4.The training method was described in enough detail to understand its key elements. Practice Items 5.A sufficient amount of time was devoted to each component of the CELL literacy model. 6.The activities for engaging trainees in learning the CELL literacy practices were especially helpful.

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8. 8 Discussion What is hard to do well when doing train the trainer work? What suggestions do you have to meet the challenges?

9. 9 In order to do training well, what do you need to that is hard to get? Different attitudes One-to-one talk time Ability to observe practice Better technology Face-to-face tim e Jump the digital divide Flexible work schedules Less staff turn over

10. 10 Thank you for your participation!

11. 11 References 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 http://dept.washington.edu/isei/iyc/22.3_Dunst.pdf Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91-112. Retrieved from https://w5.hkuspcae.hku.hk/journal/index.php/ijcell/article/view/111. https://w5.hkuspcae.hku.hk/journal/index.php/ijcell/article/view/111 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, No. 2]. Asheville, NC: Winterberry Press. Free download at www.wbpress.comwww.wbpress.com www.puckett.org