33
Ensuring Longevity and Sustainability Wisconsin’s Deaf Mentor Program:
Ensuring Longevity and Sustainability
Wisconsin’s Deaf Mentor Program:
• History and Background of the DMP
• More about DMP in Wisconsin
• Challenges to the Program
• Ensuring Success and Sustainability – Changes to the Program
Overview of Today’s Presentation
DMP was established in 1999….
– Original Vision/Purpose
– Community involvement
– Program Funding
– Program Leadership
– Program design
History and Background of Wisconsin’s DMP
• Evolution since 1999
– Shifts in Overseeing agency
– Fiscal Agent Changes
– Mentor Hiring
– Mentor Training
– Fun Days
– Paperwork
History and Background of Wisconsin’s DMP
• As a native user of the language
• As an adult role model
• As a support to families
• As a connect to the Deaf Community
Role of the Deaf Mentor in Wisconsin
As native users of ASL…
As Role Models…
As Role Models (comments from a “graduate” of DMP)
As a support to families….
• Annual Trainings are provided• Determining content of Trainings• Topics and Speakers
– Reading to Your Deaf Child
– Using Digital Materials
– Handshapes/Classifiers
– Stages of ASL Development
– Home Visit Routines
– Deaf Identity
– Communication Considerations
– Communication Rubrics
Keeping Up to Date….
Changes over the years are in response to program challenges
– Budget Challenges• Need to reimburse for all travel and mileage• Budget has not increased in past five years• NEW: Good news!
– Gaps in Services • Serving children who are deaf-blind• Serving children who are over 6 years of age• Serving families in remote areas of Wisconsin
– Family Commitment• Service is free and ongoing; is it valued? • Conflicting messages from professional community
Ensuring Sustainability….
– Benefits
• Saves money
• Saves travel time
• Easier scheduling
– Challenges
• Building connection
and rapport with
families
• Rural families with
limited internet access
• Deaf Mentor training
to teach via
technology
Ensuring Sustainability
Incorporating Technology
Program Changes - Incorporating Technology DMP now has two distinct parts
- Deaf Mentor Program First Step (DMPFS)
- First step towards learning sign language
- 16 week vocabulary instruction, using Brava family
curriculum, via technology
- Modeled after TSD Family Signs Program
- Document sessions using DMPFS Weekly Log Sheet
- Also offered to the child’s early childhood teachers who
would also like sign language instruction
Ensuring Sustainability
Program Changes - Incorporating Technology DMP now has two distinct parts
- Deaf Mentor Program (DMP)- Teaches ASL through an immersion approach,
modeling interactions with the child- Modeled after the SKI-HI Deaf Mentor Program, and
uses the SKI-HI curriculum- For families committed to learning sign language- Services provides in-home and via technology for two
years- Document home visits using DMP Home Visit Log
Sheet, includes 3 goals for 3 months
Ensuring Sustainability
Meeting the needs of families with children who are deaf-blind
– Funding – DMP and WDBTAP
– Program Adaptations
• Ages served (Birth – 21)
• Continuation for older children
dependent on progress made
– Evaluation Tool:
Communication Matrix
– Specialized Training
of Deaf Mentors
Ensuring Sustainability
Working with families of children who are deaf-blind…
Weaving Deaf Mentors into all Outreach Programs– Family Conference
– Teen Getaway Weekends
– Deaf Mentors as Role Models; Group Leaders; Childcare
Volunteers; Conference Photographer; Exhibitors;
Presenters; Program Booklet; etc.
Ensuring Sustainability
• Evaluating Child Progress
– Communication Matrix (pre-linguistic)
• Developed by Charity Rowland, PhD – measures pre-
symbolic communication
(https://www.designtolearn.com)
– Communication Rubrics (linguistic)
• Developed by a team within the Wisconsin Deaf
Mentor Program and local ASL experts
Program Evaluation
• Developed a “survey monkey” for easy completion by mentors and comparison of data
• Categories of Measurement:– Ways to REFUSE things
– Ways to OBTAIN things
– Ways to engage in SOCIAL interaction
– Ways to provide or seek INFORMATION
More About the Communication Matrix
Child is deaf-blind and 9 years old.Ways to REFUSE things that you don't want ... **Expresses discomfort**
What does the child do to make you think he is uncomfortable?
Pre-Intentional behavior responses may include:
May 11, 2013
Feb. 24, 2014
Ways to REFUSE things you don't want... **Protests**
What does the child do to make you think she doesn't want
something? Intentional behavior responses may include:
May 11, 2013
Feb. 24, 2014
• Measures Expressive and Receptive Sign Communication
Skills
• Does not measure language levels, but does look at the range
of development for components of ASL, including eye gaze,
sign movement, classifiers, facial expression, understanding
and use of questions, etc.
• Developed a “survey monkey” for easy completion my
mentors and comparison of data
More about the
Communication Rubrics
Nov. 11, 2013
April 1, 2014
Child is 5 years old and started DMP Oct, 2013.
“Expressive”
Child is 3 years old and just start DMP Feb. 2013
“Receptive”
May 1, 2013
Oct. 24, 2013
• Evaluating Family Progress and Program Efficacy
– Pre/Post DMPFS Survey (DMPFS) – data not yet available– Pre/Post Communication Survey (DMP) – some questions
include:• What percentage of time do you sign with your child?• How often do you understand your child?• Approximately, how many signs do you know?
– Annual Program Survey
• Evaluating Deaf Mentor Job Performance
– Annual Review will contain two parts:• Home visit supervision and feedback (qualitative)
– Provide written report and set annual goals• NEW: Deaf Mentor Self-Evaluation (specific skills)
– Mentor and Supervisor will complete
Program Evaluation
Parent Testimony is the best evaluation!
• Program cannot “fix” a broken system• Longevity of Deaf Mentors
• Message from medical community• Isolation of Deaf Mentors
• State Policy Issues• Language used in the home
Challenges
• Deaf/Hard of Hearing “Role Model” Program• Ages of Children Served• Parallel program for families that want to focus on
listening and spoken language development
Ensuring Sustainability – Future Changes
Based on feedback from Families and Mentors
Thinking about our future….
Always evolving!
DMP bridges the gap….
Bridging the gap…..
Deaf/Hard of Hearing and Hearing
Worlds
• Bonnie Eldred, Deaf Mentor Program Coordinator Wisconsin Educational Services Program for the Deaf and Hard of Hearing (WESP-DHH) VP 262-725-0252 [email protected]
• Marcy Dicker, Outreach Director Wisconsin Educational Services Program for the Deaf and Hard of Hearing (WESP-DHH) Voice 262-787-9540VP 262-725-0523 [email protected]
A special thanks to Lindsay Crawford, WESP-DHH Outreach Technology Coordinator for editing, creating, and captioning
the video clips.
Presenters
