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Early Literacy in Part C and Part B(619) Programs: How We Are Doing and How to Move Forward

Early Literacy in Part C and Part B(619) Programs: How We Are Doing and How to Move Forward Carl J. Dunst, Ph.D. Carol M. Trivette. Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, NC Maury McInerney, Ph.D. Rebecca Holland-Coviello, Ph.D. American Institutes for Research

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Early Literacy in Part C and Part B(619) Programs: How We Are Doing and How to Move Forward

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  1. Early Literacy in Part C and Part B(619) Programs: How We Are Doing and How to Move Forward Carl J. Dunst, Ph.D. Carol M. Trivette. Ph.D. Orelena Hawks Puckett Institute Asheville and Morganton, NC Maury McInerney, Ph.D. Rebecca Holland-Coviello, Ph.D. American Institutes for Research Washington, DC Presentation made at the Office of Special Education Programs National Early Childhood Conference, Arlington, VA, December 3, 2007

  2. Describe the major goals of the Center for Early Literacy Learning (CELL) Describe the approach and results to date in terms of the identification of evidence-based early literacy learning practices Describe the approach to providing specialized technical assistance to scale-up the adoption and use of evidence-based early literacy learning practices Purposes of the Presentation

  3. 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 CELL Aims

  4. Alphabet knowledge and print awareness Written language Text comprehension Phonological awareness Oral language Listening comprehension Domains of Early Literacy

  5. National survey of the desired and actual use of early literacy learning practices Study participants 230 parents of preschool children in Part C and Part B(619) programs 508 Part C and Part B(619) practitioners 140 Part C and Part B(619) technical assistance providers/trainers Status of Early Literacy Learning Practices in Part C Early Intervention and Part B(619) Preschool Special Education Programs

  6. Three questions about the importance (desired) of early literacy learning and practices Should talk to parents about early literacy learning practices Early literacy learning practices should be part of early intervention and preschool special education practices Early literacy learning outcomes/objectives should be on IFSPs and IEPs Three questions about how much (actual) early literacy learning is part of Part C and Part B(619) practices Talk to parents about early literacy learning practices Early literacy learning practices are part of early intervention and preschool special education practices IFSPs and IEPs include early literacy learning outcomes and objectives Survey Questions

  7. Part C Early Intervention Program Participants Literacy Learning Is Important Early Literacy Practices Part of EI SURVEY ITEMS (DESIRED PRACTICES) IFSP Literacy Outcomes

  8. Part B(619) Preschool Special Education Program Participants Literacy Learning Is Important Early Literacy Practices Part of ECSE SURVEY ITEMS (DESIRED PRACTICES) IEP Literacy Objectives

  9. Part C Program Parent Respondents

  10. Part B(619) Program Parents

  11. Part C Program Practitioners

  12. Part B(619) Program Practitioners

  13. Part C Program Technical Assistance Providers

  14. Part B(619) Program Technical Assistance Providers

  15. Approximately 900 empirical studies of literacy and literacy-related practices 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. Literature Review of Relevant Studies

  16. The studies identified by the literature search have been sorted by type of practice, type of outcome, and other study and practice factors and characteristics to categorize the studies into logical groups and subgroups. Preliminary analyses of the study results have been used to prepare evidence-based practice guides. Literature Search Results

  17. Procedure for Linking Research to Practice Practice-Based Research Syntheses Isolating the Practice Characteristics That Matter Most Evidence-Based Practice Guides

  18. Framework for Developing Evidence-Based Practice Guides INTERVENOR Practitioner Parent Linguistic Processing Abilities CATEGORIES OF LITERACY LEARNING Print-Related Abilities Preliteracy Emergent Literacy Early Literacy STAGE OF LITERACY LEARNING

  19. What is the practice? What does the practice look like? How do you do the practice? How do you know the practice worked? Framework for Developing Literacy Practice Guides

  20. Draft Practice Guides Developed to Date

  21. Specialized technical assistance will be provided by select states to promote the adoption and sustained use of evidence-based early literacy practices. From Evidence-Based Literacy Practices to Adoption and Use of Practices

  22. CELL definition of scaling-up CELL model for scaling-up CELL state resource teams CELL specialized TA Scaling-Up Early Literacy Learning Practices

  23. 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 CELL Definition of Scaling-Up

  24. CELL Conceptual Model for Scaling-Up National State Regional Vertical Scaling-Up Local End-Users End-Users End-Users End-Users Horizontal Scaling-Up

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

  26. 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 Statewide Training Assistance: individual states develop their own training programs for using CELL Toolkits and Practice Guides to improve early literacy outcomes Specialized Technical Assistance

  27. 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 Distance Learning for CELL Specialized TA

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

  29. Gather feedback on completed practice guides and develop additional guides Establish information-sharing communities and provide training assistance to the first set of states developing their own training programs Next Steps

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