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Scaling-Up Early Childhood Intervention Literacy Learning Practices Maurice McInerney, Ph.D. American Institutes for Research Presentation prepared for an Office of Special Education Programs meeting, Washington, DC, November 16, 2006.
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Scaling-Up Early Childhood Intervention Literacy Learning Practices

Feb 08, 2016

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Scaling-Up Early Childhood Intervention Literacy Learning Practices. Maurice McInerney, Ph.D. American Institutes for Research. Presentation prepared for an Office of Special Education Programs meeting, Washington, DC, November 16, 2006. - PowerPoint PPT Presentation
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Page 1: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Scaling-Up Early Childhood Intervention Literacy Learning

PracticesMaurice McInerney, Ph.D.

American Institutes for Research

Presentation prepared for an Office of Special Education Programs meeting, Washington, DC,

November 16, 2006.

Page 2: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Scaling-Up Challenges• Availability and quality of state TA systems

vary greatly across the 50 states.  • Programs and services are administered by

different state agencies (e.g., education and health), each with its own organizational culture and standards of practice. 

• Typically, there are a large number of local providers within a given state. 

• Providers are drawn from multiple professional disciplines and are employed by a variety of local programs.

Page 3: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Lessons Learned About Successful Scaling-Up

ProgramsLesson # 1: Targeted practices should be --

• Based on sound evidence• Observable• Relevant • Seen as improving existing practices• Compatible with users’ values, norms, & facilities• Testable without requiring complete adoption• Easy to understand and use• Have positive impacts that are valued

Page 4: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Lessons Learned About Successful Scaling-Up

ProgramsLesson # 2: Members of state and local implementation teams should --

• Be effective, motivated leaders with a unifying vision

• Be knowledgeable about:– Organization’s strengths and limitations– Political, social, and cultural environments where

scaling-up will take place• Have access to needed resources:

– Technical expertise– Training capacity– Management capacity– TA financial resources

Page 5: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Lessons Learned About Successful Scaling-Up

ProgramsLesson # 3: End-users (practitioners & parents) should --

• Agree that the new practice: – Is needed– Will meet their needs

• Feel empowered to:– Own the new practice– Use the new practice

• Have ready access to:– Implementation and maintenance supports– Evidence that the new practice works for them

Page 6: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Lessons Learned About Successful Scaling-Up

ProgramsLesson # 4: Scaling-up strategies should include –

• Clear messages• Personal contact and informal communication• End-users who:

– Are involved early in planning the new practice– Actively participate in using the new practice – Feel ownership of the new practice– Self-evaluate their own use of the new practice

• Implementation activities that:– Focus on sustainability– Adapt new practices to local environments and contexts– Include strong diffusion channels– Systematically communicate evidence that the scaling-up process

and its outcomes are working

Page 7: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Definition of Scaling-UpThe adoption of policies, practices, and implementation strategies

that promote widespread, sustained use of evidence-based early literacy learning practicesby early childhood intervention programs serving young children, birth to five years of age, and their families,

to achieve outcomes that are socially and developmentally important and valued.

Page 8: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Conceptual Model for Scaling-Up

Horizontal Scaling-Up

Vert

ical

Sca

ling-

Up

Regional

State

Local

National

End-Users

End-Users

End-Users

End-Users

Page 9: Scaling-Up Early Childhood Intervention Literacy Learning Practices

XXXXResearch and Evaluation

XReplications

XXXCapacity Building

XXXResource Teams

XXXXDissemination

Research to Practice

XXPolicy and Incentives

Levels

XXXXSocial Marketing

End-Users

TAProvidersStateFederalFunctions

CELL Scaling-Up Functions and Levels

X

Page 10: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Scaling-Up ElementsTypes of Technical Assistance

• General TA– CELL strategic partnerships– CELL website– CELL presentations

• Specialized TA– State resource teams– Regional resource teams– Local resource teams

Page 11: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Resource Teams

Local Resource Teams

Regional Resource Teams

StateResource(Leaders

hip)Team

Many

One

Num

ber of Team

s

Page 12: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Scaling-Up Elements

Distinguishing Characteristics• Guided scaling-up

– Leverage political, policy, or legal incentives– Map CELL TA onto existing, statewide TA

systems• “Replications of replications”

– Spreads CELL practices across end-users– Builds statewide momentum for scaling-up

• Grafting and embedded practices– Strengthens the end-users’ existing practices– Avoids increasing the end-users’ burden

Page 13: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Scaling-Up Elements

Scaling-up Methods• Flexible and adaptive• Active participatory involvement• Gradual adoption• Capacity building and follow-up

support

Page 14: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Capacity Building Strategies

• CELL resource teams are state and local stakeholders whose support for scaling-up is critical

• Support resource teams in developing:– Sound rationale for their end-users to use CELL

practices– Problem solving strategies to reduce policy and

practice barriers• Develop implementation strategies that

support end-users in learning to:– Value CELL practices– Adopt CELL practices– Sustain CELL practices

Page 15: Scaling-Up Early Childhood Intervention Literacy Learning Practices

CELL Scaling-Up ElementsResource Management

• CELL Resources– Research-to-practice experts (Puckett staff)– Literacy experts (CELL Resource Bank)– TA liaisons (AIR staff)

• State Resources– Policies– Incentives– Support for adoption, implementation and follow-up

activities• Local Resources

– Policies– Incentives– Support for adoption, implementation and follow-up

activities

Page 16: Scaling-Up Early Childhood Intervention Literacy Learning Practices

Scale-up CELL Literacy

LearningPractices

 

EstablishResource

Teams•State

•Regional•Local

Value & Support

ImprovedOutcomes

 

EmpowerEnd-Users•Practitioners

•Families 

Accommodate ImplementationEnvironments

 

CELL Commitments