Download the complete issue - Gallaudet University

More documents

Recommendations

Info

Lori Lutz, M.Ed., is a program evaluation associate in the Office of Exemplary Programs and Research, part of the Laurent Clerc National Deaf Education Center at Gallaudet University. She invites comments about this article: Lori.Lutz@gallaudet.edu. 4 0 A N E VA L UAT I O N first year is critical TRAINING FOR SITE CO O R D I NATORS SOMETIMES LEADS TO PROGRAM IMPLEMENTAT I ON By Lori Lutz More than 210 people from schools for the deaf, public schools, and organizations have participated in the Laurent Clerc National Deaf Education Center’s Shared Reading Project: Keys to Success—Training for Site Coordinators, a week-long training course to help interested teachers, parent leaders, and professionals establish the Shared Reading Project at their school or program. An evaluation of the training program occurred through surveying those who attended the training any time during 1999-2001. The Shared Reading Project is a home-based literacy program designed to help hearing parents read storybooks to their deaf and hard of hearing children. The training program for those interested in setting up a Shared Reading program within their own school or program enables participants to: • Learn and apply principles for reading to deaf and hard of hearing children • Recruit, hire, and train deaf adults to be tutors • Market the Shared Reading Project to families • Work effectively with parents, caregivers, educators, and tutors • Plan for and manage the Shared Reading Project budget, personnel needs, and program evaluation The Clerc Center trainers initiated the training in 1999. After the pilot launch, the Clerc Center trainers worked with the Gallaudet University Regional Centers to offer the training course in California, Colorado, Florida, Georgia, Illinois, Kansas, Massachusetts, New York, and Washington, D.C. Enrollment in the training course ranged from 9 to 25 people. Looking at the Preparation of Site Coordinators The Clerc Center evaluated the training to assess its impact on participants six months and one year after training. We needed to understand how prepared the new site coordinators felt O DY S S E Y FALL/WIN 2006
to implement the Shared Reading Project at their site after training. The six-month evaluation asked training participants to describe their readiness and their progression with the program’s implementation. We also needed to better understand the processes site coordinators went through as they set up the Shared Reading Project in their community and their experiences as they worked with families. The year follow-up evaluation asked training participants to describe their experiences in implementing a Shared Reading Project and working with families. Did the training help? Overall, participants found the training to be very enjoyable and challenging, and most of those who participated felt very wellprepared to implement the Shared Reading Project after training. “This was an EXCELLENT training—I learned so much! Excellent presentations, handouts, activities. This was a most worthwhile week— Thank you!” – Site coordinator from a school for the deaf “The workshop was well-organized and thought out. I was pleasantly surprised at how much of the information benefited my site.” – Site coordinator at a public school FA L L / W I N 2 0 0 6 O DY S S E Y 4 1
Page 1 and 2: N E W D I R E C T I O N S I N D E A
Page 3 and 4: The Shared Reading Project Reading
Page 5 and 6: 3 0 …IN N E W D I R E C T I O N S
Page 7 and 8: FA L L / W I N 2 0 0 6 O DY S S E Y
Page 9 and 10: We were determined to represent the
Page 11 and 12: their tutors, to the site coordinat
Page 13 and 14: Translate stories using American Si
Page 15 and 16: Sharing the Book As a tutor, my mai
Page 17 and 18: FA L L / W I N 2 0 0 6 O DY S S E Y
Page 19 and 20: children who sign.” Recent survey
Page 21 and 22: Sometimes Michaela would join Jimmy
Page 23 and 24: References Aardema, V. (1975). Why
Page 25 and 26: I found a class and slowly began le
Page 27 and 28: management. She became a mentor and
Page 29 and 30: to travel, mileage is provided, and
Page 31 and 32: children on the weekends. A teacher
Page 33 and 34: Within a week of arrival, Alison ha
Page 35 and 36: Ap p ro a c h e s The site coordina
Page 37 and 38: In Search of… Tutors, Tutors, Tut
Page 39 and 40: Our first year in Seattle was both
Page 41: girl appeared in a nice dress with
Page 45 and 46: and children: reading, sign languag
Page 47 and 48: Resources Galore Participants in th
Page 49 and 50: was the only option. •“Who will
Page 51 and 52: N E W S R A I S I N G F L O W ERS A
Page 53 and 54: evacuees had also traveled all thro
Page 55 and 56: Summer Camp Opportunities It’s no
Page 57 and 58: EARLY CHILDHOOD June 19-21. . . . .
Page 59 and 60: Shared Reading Bookmarks! Share the

Download the complete issue - Gallaudet University

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?