the Universal Core vocabulary is offered on many commercial communication applications (apps) and speech generating devices (SGDs). Access to open-source formats can be found at: project-core.com/communication-systems. IMPLEMENTATION MODEL COMPONENTS Empowering teachers and classroom staff to successfully implement the Project Core teaching practices involves building background knowledge, creating meaningful opportunities to practice with support and constructive feedback from peer teachers and instructional coaches and ensuring fidelity of implementation by engaging in self-reflection and continued professional growth. A series of 12 professional development modules support this implementation. The modules are avail- able for both group and self-directed learning. The versions for group administration, the facilitated modules, provide detailed facilitator guides with scripted presenter notes, pre-recorded video content and structured activities that promote opportu- nities to practice the new skills and engage in group discussion. The on-demand, self-directed versions of the modules support independent study of the same content through pre-recorded videos and practice activities that are aimed at application of the targeted skills in individual classrooms. Each of the professional development modules, in both the facilitated and self-directed formats, are available at: project-core.com/professional-devel- opment-modules/. Instructional planning guides are provided to support the preparation of lessons that embed the Universal Core vocabu- lary and the evidence-based teaching practices into common academic and daily routines. The Weekly Literacy Academic Routines Planning Form guides teachers in planning lessons that effectively implement the Universal Core vocabulary and communication instruction during five common emergent literacy routines, including (a) shared reading, (b) predictable chart writing, (c) alphabet and phonological awareness activi- ties, (d) independent writing and (e) independent reading. In addition, the Daily Routines Planning Form guides teachers to use their daily schedule to identify opportunities to teach communication across the school day, outline how adults will demonstrate the use of the Universal Core vocabulary to supple- ment their own spoken language, and describe the focus for inviting and supporting students’ expressive use of the Universal Core vocabulary. Self-reflection and observation checklists help teachers, coaches and others interested in monitoring fidelity of imple- mentation. Teachers are directed to use the available checklists to engage in self-reflection, support collaborative discussion with peers and guide observations and feedback from instructional coaches as part of their professional development experience. The available checklists focus on general implementation of the Project Core evidence-based practices across literacy and daily
routines. Each of the instructional planning guides and self-reflec- tion and observation checklists are available for download at: project-core.com/instructional-planning-and-reflection/. DEVELOPMENT AND PILOT TESTING THE PROJECT CORE IMPLEMENTATION MODEL Iterative development of the Project Core implementation model was guided by the field of implementation science. Implementation science seeks to address research-to-practice gaps by leveraging researcher and practitioner collaborations to understand fully the context, potential barriers and neces- sary resources for effective delivery of targeted interventions (Fixsen, Blasé, Metz & VanDyke, 2013). The Project Core research and development team worked in collaboration with teachers across 28 initial classrooms to observe and understand their daily activities and academic routines, along with the challenges they face. The team subsequently engaged in iterative develop- ment and evaluation of an initial implementation model. This implementation model was evaluated through pilot testing in 57 additional classrooms across four school districts in four states. More than 400 classroom observations were completed to inform refinement of all components of the model and gather outcome data related to change in targeted teacher and student behaviors. Outcome data suggests that (a) teachers improved their knowledge, skill and practice, (b) students had dramatically increased personal access to AAC with useful vocabulary (Geist, Erickson, Greer & Dorney, 2018) and (c) students made gains in overall communication ability (Geist, Erickson, Hatch, Dorney, & Benson-Goldberg, 2019). BUILDING BRIDGES: EXTENDING THE PROJECT CORE MODEL Building Bridges from Emergent to Conventional Literacy is a new Stepping-Up Technology Implementation project funded by the United States Department of Education, Office of Special Education Programs (H327190005). Building Bridges will leverage the successful model in Project Core to help students with significant cognitive disabilities and complex communica- tion needs successfully bridge from emergent to conventional literacy and communication, with a specific emphasis on grades third through fifth. This new project will follow the same open- source, universally accessible model established in Project Core to provide effective professional development, implementation and intervention supports that allow classroom teachers to deliver comprehensive communication and literacy interven- tion to their students with significant cognitive disabilities and complex communication needs. The project will build upon the power of the existing Universal Core vocabulary and the bridges to more robust technologies that have been created by AAC device and app manufacturers and developers (e.g., AssistiveWare, CoughDrop, Crick, PRC/Saltillo, Smartbox, Speak
6
www.closingthegap.com/membership | February / March, 2020 Closing The Gap © 2020 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator