DOCUMENT RiSUME

ED 369 198 EC 302 925

TITLE Special Education Training and Resource Center(SETRC) 1992-93. OREA Report.

INSTITUTION New York City Board of Education, Brooklyn, NY.Office of Research, Evaluation, :Ind Assessment.

PUB DATE 93NOTE 92p.; The evaluation was conducted by the Student

Progress Evaluation Unit. For related documents, seeED 281 338, ED 302 050, and ED 320 353.

AVAILABLE FROM Student Progress Evaluation Unit, 110 Livingston St.,Room 734, Brooklyn, NY 11201.

PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Administrator Attitudes; *Disabilities; Elementary

Secondary Education; *Inservice Teacher Education;Libraries; Program Effectiveness; Program Evaluation;*Resource Centers; Special Education; *StaffDevelopment; *Technical Assistance; Workshops

IDENTIFIERS New York City Board of Education

ABSTRACT.The Special Education Training and Resource Center

(SETRC) of the New York City Board of Education organizesprofessional development workshops on special education issues andoperates seven Resource Center libraries that provide materials andtechnical assistance to enhance student services. Interviewsconducted with school administrators concerning SETRC trainingactivities revealed that respondents were pleased with the qualityand availability of the training and the majority felt that SETRC hadmet the needs of their districts. Workshop participants, as well asevaluators, rated the workshops as clear, concise, well-organized,and interactive. Users' perceptions of the Resource Center librarieswere also positive. The SETRC provided 12,790 training hours during

the 1992-93 school year. It did not meet its mandate of 17,000 hours,due in part to the difficulty in hiring enough qualified bilingualtrainers and constraints on providing clinical training.Recommendations for program improvement are offered. Appendicesprovide evaluative data resulting from the study. (JDD)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made*

from the original document.*

*****.c*****************************************************************

111111111111111 IP I II

U 3 DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC;

gliThis document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes have been made to improvereproduction quality

Points of view or opinions stated in this document do not necessarily represent officialOERI position or policy

SPECIAL EDUCATION TRAINING ANDRESOURCE CENTER (SETRC) 1992-93

"

"PERMISSION TO REPRODUCE THISMATE HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).

SPECIAL EDUCATION TRAINING ANDRESOURCE CENTER (SETRC) 1992-93

NEW YORK CITY BOARD OF EDUCATION

Carol A. GresserPresident

Irene H. hnprAzzeriVice President

Victor GotbaumMichael J. Petrides

Lu Is 0. ReyesNinfa Segarra-VélezDennis M. Walcott

Membeis

Andrea SchlesingerStudent Advisory Member

Ramon C. CortinesChancellor

9/13/93

It is the polky of the New York City Board of Education not to discriminate on the basis of race, color, creed,national odGin. age, handicapping condition, marital status, sexual orientation, or sex in Ma educational programs,activEts, and employment pokia. and to maintain an environment free of sexual harassment, as required bylaw. Inquiries regaxdIngcompUancewki appropriate laws may be directed to Mercedes A. fiesfleid, Director, Officeof Equal Opportunity, 110 LMngston Street, Room 601, Brooklyn, New York 11201, Telephone (718) 935-3320.

SUMMARY

The Special Education Training and Resource Center (SETRC)program is supported by a New York State Education Department(S.E.D.) grant funded by Part B of the Education For AllHandicapped Act. The program organizes professional developmentworkshops on special education issues and runs seven ResourceCenter libraries that provide materials and technical assistanceto enhance student services.

The Office of Research, Evaluation, and Assessment fOREA)evaluated the effectiveness of the 1992-93 SETRC trainingactivities in meeting the S.E.D. mandate and the needs identifiedby the community school districts (C.S.D.$). Interviews with asample of District Administrators of Special Education (DASEs)and Committee on Special Education (C.S.E.) administratorsindicated that they were pleased with the quality andavailability of the SETRC training and felt that, in the majorityof cases, SETRC had met the needs of their districts.

OREA evaluators were very positive about the sample of 23workshops they attended, describing them as clear, concise, well-organized, and interactive. Workshop participants rated theworkshops pcsitively. Overall, the trainers were well-preparedfor their workshops, and had targeted goals which coincided withthe objectives mandated by S.E.D.

A survey of Resource Center Library users found thatperceptions of the library and the librarians were generallypositive. Users' expectations of the library were met, and theyconsidered the services offered exemplary.

During the 1992-93 school year, SETRC provided 12,790.5training hours (an increase over the previous year's 10,059hours) to 66,705 participants. The training hours did not meetthe mandate of 17,000 hours, due in part to the difficulty inhiring enough qualified bilingual trainers and constraints onproviding clinical training.

OREA evaluators recomend that the program:

continue to provide a wide variety of training workshops toall staff and parents who need assistance, using the needsassessments conducted by district administrators as planningguidelines;

consider relocating some of the SETRC Resource Centers toareas easily accessible to a majority of users;

5

adjust the hours of the Resource Centers to accommodatethe schedules of teachers, school staff, and parents inorder to encourage greater utilization of these libraries;and

continue efforts to recruit additional bilingual trainers toenable non-English speaking parents to benefit from theSETRC workshops.

ii

ACKNOWLEDGEMENTS

This evaluation was prepared by the Office of Research,Evaluation, and Assessment (OREA), Student Progress EvaluationUnit under the direction of Dr. Henry Solomon. Susan Greenserved as the project coordinator and wrote the report.

Thanks are due to Irma Godlin, PEAK Director, and EllenSonkin of SETRC who gave generously of their time and expertisethroughout every phase of the evaluation. Assistance with fieldobservations was offered by David Miller, Abe Strum, and MattieBialer. Pang Chu and Shaun Britton organized the tables andcharts, and Carol Meyer provided invaluable editorial assistance.

Additional copies are available by writing to:

Dr. Henry SolomonStudent Progress Evaluation Unit110 Livingston Street, Room 734BrOoklyn, N.Y. 11201

iii

7

TABLE OF CONTENTS

I. Introduction

Program BackgroundEvaluation QuestionsEvaluation ActivitiesScope of This Report

II. Implementation and Findings

DASE InterviewsC.S.E. InterviewsStaffingWorkshop ObservationsSurvey of TrainersSurvey of ParticipantsWorkshop Follow-upP.I.T. Follow-upResource Center LibrariesTrainer Staff DevelopmentS.E.D. Mandate

III. Conclusions and Recommendations

LIST OF TABLES

Table 1 Summary of 1992-93 SETRCTraining Activities

APPENDICES

A Summary of DASE Interviews

Summary of C.S.E. Interviews

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix

Appendix I

Page

1

1

2

2

4

5

5

6

6

7

8

8

8

9

101213

16

14

18

20

Observers' Report on 23 Workshops 22

SETRC Trainer Survey Summary 35

Ratings of Workshops by Participants 36

Summary of Follow-up Surveys 41

Workshop Follow-up Survey (PIT) 52

Library Users' Ratings of Services 53

Library Users' Answers to 54Materials/Services

iv

I. INTRODUCTION

PROGRAM BACKGROUND

The Special Education Training and Resource Center (SETRC)

program is supported by a New York State Education Department

(S.E.D.) grant funded by Part B of the Education For All

Handicapped Children Act. SETRC is designed to further

professional development opportunities through workshops on

special and general education issues, and establish Resource

Center Libraries that provide materials and technical aFsistance

designed to enhance the services offered to students.

In 1992-93, its thirteenth year of operation, the program's

foci were to continue to improve workshop offerings, offer

bilingual trainers to assist with workshop activities,

disseminate information about workshop offerings to school and

district personnel and parents, and add to the Resource Center

Library materials.

Training topics were based on objectives mandated by S.E.D.,

plua needs assessments conducted by District Administrators of

Special Education (DASEs) in each community school district

(C.S.D.). The 1992-93 training was designed to address

objectives in five general categories: educational personnel,

local needs, parent needs, technical assistance, and information

disseminLtion. To fulfill S.E.D.'s mandate, SETRC was to provide

a minimum of 17,000 training hours in 1992-93.

9

EVALUATION QUESTIONS

The evaluation conducted by the Office of Research,

Evaluation, and Assessment (OREA) focused on the following

questions:

How effective were SETRC training activities in meetingthe needs expressed by C.S.D.s?

How effective were individual workshops in meeting theirtraining goals and the needs of participants?

How effective were SETRC Resource Center Libraries inmeeting the needs of users?

How effective were the bilingual trainers in serving theneeds of parents?

How effective was SETRC in meeting the number of traininghours mandated by S.E.D.?

EVALUATION ACTIVITIES

OREA evaluators selected a representative sample of five

C.S.D.s and conducted interviews with the D.A.S.E.s about SETRC

training activities in their district and the extent to which

district training needs had been achieved. Similarly, OREA-

interviewed five Committee on Special Education (C.S.E.)

administrators from different districts about their views of

SETRC clinical training offerings.

OREA evaluators selected 23 workshops for evaluation from

among those offered during the 1992-93 academic year. In

selecting workshops, OREA evaluators attempted to include a

cross-section of topics, such as the prevention of child abuse,

behavior management, and cooperative learning. OREA evaluators

also tried to include workshops conducted by all trainers, as

2

well as workshops serving a range of target populations, such as

teachers, paraprofessionals, and parents.

OREA evaluators handed out questionnaires to the trainers

and participants at the end of each sampled workshop and sent out

a follow-up questionnaire to workshop participants several months

after the workshop to elicit participants' ratings of the

usefulness of the information and training provided. In

addition, follow-up surveys were collected from participants in

the Psychologist-In-Training (P.I.T.) program, and the PIT

Coordinator was interviewed.

OREA evaluators also designed a questionnaire that they left

with the librarians at the SETRC Resource Center Libraries.

Library users were asked to fill out the questionnaires, which

they did on a voluntary and on-going basis throughout the year.

Library users rated their satisfaction with library services and

listed suggestions for improvement.

A focus group was conducted with SETRC trainers midway

through the academic year about trainers' awareness of the

availability of training resources,within and outside the Board

of Education.

SETRC librarians frequently offered Resource Center

orientation sessions to personnel from the districts that they

served and who were likely to utilize the facilities once they

were familiarized with them. Three such sessions were observed

by OREA evaluators, to gain a sense of what materials and

assistance were available at the Resource Centers.

3

11

Finally, toward the end of the academic year, OREA

evaluators obtained data from the SETRC central office regarding

the number of training workshops ccnducted during the year and

the number of participants served. OREA evaluators also

interviewed the SETRC director and training program coordinator

for additional information in these areas.

SCOPE OF THIS REPORT .

Program implementation and evaluation findings are provided

in Chapter II, and OREA's conclusions and recommendations are

presented in Chapter III.

4

12

II. IMPLEMENTATION AND FINDINGS

DASE INTERVIEWS

Three of the five DASEs interviewed by OREA (see Appendix A)

indicated that needs assessment instruments were distributed

among administrative and teaching staff. Four of the five DASEs

reported that they attempted to coordinate SETRC activities with

other district training efforts, such as the Quality Improvement

Program (QUIPP),* and two reported involving community-based

organizations (C.B.O.$).

Ways in which the program was publicized included

distributing flyers with a menu of training offerings,

announcements at school and district-level meetings, and

articulation with other school pr-,grams. All five DASEs reported

that the training workshops were generally well-attended, and

four DASEs cited the availability and quality of the training

provided and the trainers themselves as among the program's

greatest strengths.

Four of the five DASEs reported that the SETRC libraries

were still in somewhat inaccessible neighborhoods and were

therefore underutilized. They also reported that the training

program needed additional trainers, longer hours at the Resource

Center, more publicity, and training sessions which are

customized to the specific needs of the workshop participants.

The Quality Improvement Program Plan for Special Educators(QUIPP) provides supplemental professional development trainingto spccial education staff.

5

.1 3

C.S.E. INTERVIEWS

Five Committee on Special Education (C.S.E.) administrators,

four of whom were very familiar with SETRC activities, were

interviewed to get their impressions of the clinical training

offered by SETRC (see Appendix B). Two of the C.S.E.s felt that

the program made good efforts in the areas of publicity, and

three noted that the training efforts were successful. They

praised the quality of SETRC's activities, especially the small

group sessions and the hands-on activities that took place, The

C.S.E.s felt that the trail 1-1(g attendance would benefit from more

extensive advertisement of course offerings and some statement of

the qualifications and background of the trainers. They also

wanted more workshop offerings directed at social workers and

administrators of special educations Suggestions for topics for

future workshops included a yearly I.E.P. refresher course,

information on inclusion (mainstreaming of special education

students), alternative high school programs, and a more extensive

choice of clinical training topics.

STAFFING

Workshops were conducted by 36 SETRC and SESP (Special

Educator Support Program) trainers who were experts in many areas

of staff development including behavior management, child abuse

prevention, and parent involvement. A total of 22 monolingual

and bilingual trainers were based in the five special education

regions, two trainers worked out of the High School BASIS office,

six trainers worked out of the SESP division, one trainer was

6

14

based at the SETRC central office, one trainer worked with

alternative high schools, and one trainer worked with high

schools in each of the following regions: Queens, Manhattan,

Bronx, and Brooklyn. Eleven of the trainers provided on-site

technical assistance and facilitation to staff at sites

participating in the Consultant Teacher initiative. Trainers

also collected data on the project and were participants in

training provided by SETRC on consultative collaboration. Not

included in the 36 SETRC trainers was one trainer who worked in

the Psychologist-In-Training (P.I.T.) program, which was not

directly funded by but was affiliated with SETRC.

WORKSHOP OBSERVATIONS

As noted earlier, OREA evaluators attended a sample of 23

workshops. These workshops covered such topics as orienting

teachers to cooperative learning methodology, helping

paraprofessionals define their role, learning to work effectively

with parents and students, and helping parents make informed

decisions in choosing creative toys.

OREA evaluators gave 22 of the 23 workshops a rating of 4 or

5 on a 5-point Likert scale (see Appendix C). Although

presentation strategies varied among workshops, they were all

considered to be effective for their particular topics and

audience. In general, evaluators described the workshops as

being clear, concise, well-organized, and interactive.

7

15

Survey of Trainers

SETRC trainers were surveyed at the conclusion of their

workshop presentations. Trainers had considerable experience

with the training topics: 18 of the 24 trainers had provided the

same training previously. Most of the trainers stated that they

had extensive knowledge of the workshop's topic. Trainers were

clear about what they expected to accomplish in the workshop and

what the participants were expected to gain. They mentioned a

number of specific outcomes for participants, including the

ability to write an effective I.E.P., learning to cope with

different personality types and learning styles, and gaining

knowledge and confidence in their teaching ability (see Appendix

D).

Survey of Participants

More information on workshop topics and participants was

obtained through a short survey completed by participants in the

observed workshops, and is presented in Appendix E. Eleven of

the observed workshops were for teachers, seven included

administrators, 11 included related service personnel, three

included parents, and seven workshops were for paraprofessionals.

Overall, most of the participants rated the 21 sample

workshops very highly, with an average overall workshop rating of

5.1 (on a 6-point scale) (See Appendix E).

Workshop Follow-up.

A follow-up questionnaire was sent to those workshop

participants who filled out self-addressed envelopes at the end

8

of the presentation they attended. The purpose of the follow-up

survey was to determine whether the skills, materials, and

techniques taught at the workshops were utilized in the months

following the presentation. Participants from 21 of the 23

workshops returned follow-up questionnaires. Of the 146

respondents to the follow-up survey (see Appendix F), 86 percent

felt that the workshops were useful in day-to-day activities.

Some felt that more up-to-date materials, equipment, or

additional training would improve the quality of the offerings.

PIT Participant Follow-up.

In the fall of 1993, separate follow-up surveys were created

for the participants in the Psychologists-In-Training (P.I.T.$)

program which had been conducted during the 1992-93 academic year

(see Appendix G). Those P.I.T.s who completed follow-up surveys

rated the program's effectiveness as 3.6 and the usefulness of

what they learned as 3.7 (on 5-point Likert scales). Among the

training topics that the P.I.T.s found especially useful were

information on Board of Education procedures, multilingual and

multicultural issues, abuse reporting, and crisis intervention.

They reported that they used their training in death counseling,

child abuse, and home/school collaboration to resolve problems

that arose. P.I.T.s also commented on the need for additional

activities such as follow-up sessions, dissemination of the most

recent literature, more information on testing preschoolers, and

more training in hands-on techniques.

9

17

The coordinator of the P.I.T. program was interviewed by an

OREA evaluator. A total of 14 staff development sessions were

held in spring 1993 by the coordinator, who began her job in

January of 1993. Among the topics covered by these training

sessions were bilingual assessment, school consultations, crisis

intervention, and preschool assessment. The coordinator felt

that the linkage between the B.O.E. and the colleges that the

P.I.T.s attended during the P.I.T. internships, the diverse

school populations that the P.I.T.s work with, and the field

mentoring that they are offered all work to create a positive

environment in which the P.I.T.s learn their craft and aid the

NYC public school population at the same time.

RESOURCE CENTER LIBRARIES

SETRC had seven Resource Center libraries in 1992-93: one

each in the Bronx, Staten Island, Manhattan, and Queens, and

three in Brooklyn. These libraries provided books, audiovisual

materials, software, other materials, and guidance in material

selection to special education personnel, as well as to other

persons interested in obtaining this information.

Seven paraprofessional librarians staffed the Resource

Centers. Aside from their library functions, librarians provided

specific training on materials available at the Centers. Tese

librarians were kept up to date on materials and resource

availabilities by various publishers who conducted workshops in-

house, providing information on current publications. In

addition, the librarians received ongoing training and technical

assistance from the SETRC director and coordinator.

10

18

Selected SETRC librarians made field visits to schools to

give a hands-on presentation of materials available at the SETRC

libraries. They also accompanied trainers and shared resources

related to training topics. Three SETRC librarians were observed

by OREA evaluators during orientation sessions for the SETRC

libraries. These observations demonstrated that the librarians

had extensive knowledge of the books, materials, and equipment

they handle. In addition, the librarians were interviewed about

who uses their services (NYC public schools clinical and

instructional staff, parents, private school staff), what kind of

services they provide (tours of the library, information on

appropriate materials, demonstration of materials, individual

consultations, preparation of statistical reports), what their

other job duties include (ordering materials, cataloguing and

shelving materials, assisting personnel with audiovisual

equipment, preparation and distribution of newsletters), and what

suggestions they had for improving the services they provide

(increase the budget for ordering, install a phone in the

library, move the library to a more centralized location, hire a

library coordinator to oversee the materials in all the

libraries).

A salkiple of library users, including teachers,

paraprofessionals, and parents, was surveyed by OREA for their

overall rating of library services and materials (see Appendix

H), and services they would like to see added to the library (see

Appendix I). 14(..st users indicated that the quality and

11

19

availability of the materials was high, giving these aspects an

overall rating of 3 or greater on a 4-point Likert scale, with 4

as the most positive rating. Similar ratings for hours of

operation, location, and staff helpfulness were consistently

greater than 3.

Respondents most frequently reported that they would like

to see more recent materials, more books, more materials for the

handicapped, and more science materials. Overall, users seemed

satisfied with library services provided by the program.

SETRC TRAINER STAFF DEVELOPMENT SESSIONS

Monthly meetings were held at the Board of Education's

Central Headquarters for the SETRC trainers. At one of these

meetings, midway through the program year, a focus group was

conducted by OREA. Participating SETRC trainers collectively

focused on the resources that they were familiar with both within

and outside of the Board of Education. The goal was to create

awareness of a network of resources to share with the schools and

districts that they served, and with one another. The outcome

of the focus group sessions provided clear evidence that the

trainers were quite knowledgeable about the rich resources

available in their respective fields. In addition, they were

also well aware of, and often drew on, the resources available at

the Board of Education and outside in providing training

opportunities for their constituencies. In general, the trainers

indicated familiarity with an average of six resources within the

Board of Education besides SETRC, and an average of six resources

outside of the Board of Education.

12

20

S.E.D. MANDATE

As noted at the outset, S.E.D. mandated a minimum of 17,000

training hours to be shared by all the SETRC trainers over the

academic year. Table 1 lists categories of staff and parents

that received training during the program year. Workshops served

educational personnel, responded to local needs, and targeted

preschool, elementary, and secondary school parents as well as

those parents who were hard to reach. As seen in Table 1, the

program benefitted a total of 66,705 participants through 3,036

workshops. SETRC conducted 12,790 hours of training in 1992-93,

a significant increase over the previous year's 10,059 hours of

training. SETRC administrators were unable to expand the

program due to the lack of bilingual trainers (although some

trainers were added during the academic year) and constraints

about providing additional clinical training for them. Therefore

the program fell short of the targeted 17,000 hours of training

mandated by S.E.D. Despite this, SETRC administrators felt that,

overall, the 1992-93 program was quite successful.

The Director of PEAK, the umbrella program under which SETRC

operates, and the SETRC coordinator were interviewed by an OREA

evaluator. They were questioned about the overall success of the

SETRC program during the 1992-93 academic year. It was their

belief that SETRC's strength during the program year came from

the diversity of training offerings made by the trainers, and the

extensive staff development that was offered to the trainers

themselves by outside consultants and the State Education

13

21

TABLE 1

1992-93 SETRC TRAINING HOURS PROGRESS REPORT SUMMARY

Goal: 17,000 Hours

OBJECTIVE EFFORTS HOURS PEOPLE

1.1 Preschool Reg Ed Personnel 70 212.5 1380

1.2 Elementary Reg Ed Personnel 140 416.5 2361

1.3 Secondary Reg Ed personnel 204 796.5 4414

1.4 Occupational Ed Personnel 56 221.5 947

1.5 Support Staff 390 1223.5 9065

1.6 Preschool Spec Ed Personnel 77 374.5 2016

1.7 Elementary Spec Ed Personnel 211 710.5 3618

1.8 Secondary Spec Ed Personnel 310 1226.j 5225

3.1 Local Needs 1002 3523.0 24033

3.2 Limited English Proficient 228 728.5 5595

4.1 Parents of Preschool Age 95 245.0 1920Students With Disabilities

4.2 Parents of Elementary Age 59 2525.0 1555Students With Disabilities

4.3 Parents of Secondary Age 124 399.5 3213Students With Disabilities

4.4 Hard to Reach Parents 70 187.5 1363

TOTALS 3,036 12,790.5 66,705

14

9 2

Department. Also, the addition of four bilingual trainers had

enhanced the program by helpina to meet the needs of the diverse

ethnic groups that are served by SETRC.

15

23

IV. CONCLUSIONS AND RECOMMENDATIONS

The 1992-93 SETRC program was well-implemented and appeared

to meet the needs of most of its constituents. According to the

DASEs, the needs of the districts were met by providing high

quality training. The C.S.E. personnel interviewed by OREA

stated that SETRC was successful in meeting clinical training

needs. The training workshop participants surveyed by OREA

responded positively to the workshdps they attended. A majority

of SETRC Resource Center library users felt that the materials

and assistance they received were helpful. Given these

responses, SETRC was considered to be a success.

OREA recommends that SETRC program administrators:

continue to provide a wide variety of training workshops toall staff and parents who need assistance, using the needsassessments conducted by district administrators as planningguidelines;

consider relocating some of the SETRC Resource Centers toareas easily accessible to a majority of users;

adjust the hours of the Resource Centers to accommodatethe schedules of teachers, school staff, and parents inorder to encourage greater utilization of these libraries;and

continue efforts to recruit additional bilingual trainers toenable non-English speaking parents to benefit from theSETRC workshops.

16

()4

APPENDIX

17

App

endi

x A

-119

92-9

3 D

AS

E In

terv

iew

Sum

mar

y

Dis

tric

tP

erso

nnel

Res

pond

ing

to N

eeds

Coo

rdin

atio

n of

Act

iviti

es B

etw

een

SE

TR

C &

Oth

ers

.....m

......

......

...

Pub

liciz

ing

SE

TR

C A

ctiv

ities

Ass

essm

ent

(a)

Oth

er D

istr

ict T

rain

ing

Effo

rts

(b)

Out

side

Age

ncie

s

2i.tz

Tes

cher

s, P

arap

rofe

ssio

nals

,S

peec

h T

each

ers.

QU

IP?

coor

dina

ted

activ

ities

with

SE

TR

C.

NF

lyer

s w

ry.*

sen

t out

7XN

o ne

eds

asse

ssm

ent o

r in

tere

stin

vent

ory

was

use

d.N

one

A p

rofe

ssor

from

the

Uni

vers

ity o

fC

olor

ado

ran

bilin

gual

spe

cial

educ

atio

n m

odul

es in

con

iunc

tion

tvith

SE

TR

C.

Fly

ert,

wer

e se

nt. o

ut w

hene

ver

a w

orks

hop

was

sche

ckie

d.

2MS

taff

deve

lope

rs a

nd te

ache

rsco

mpl

eted

QU

IPP

inve

ntor

ies,

and

SE

TR

C e

xam

ined

them

.

QU

IPP

coo

rdin

ated

act

iviti

es w

ithS

ET

RC

.N

one

*Fly

ers

wer

e di

strib

uted

, and

lette

rs a

nd .r

taT

ios

wer

e se

nt to

teac

hers

.*O

UIP

P p

ut a

boo

klet

of t

rain

ing

activ

ities

toge

ther

for

dist

ribut

ion

to te

ache

rs a

nd p

orap

rofe

ssio

nals

.

6MA

ll te

ache

rs. p

arap

rofe

ssio

nals

.an

d ot

her

spec

ial e

duca

tion

staf

fw

ens

inve

ntor

ied.

SE

TR

C w

as p

art o

f the

dis

tric

t'sbi

lingu

al p

lan,

whi

ch m

anda

ted

7.5

hour

s of

trai

lliA

g.It

WW

Ilin

ked

toQ

UIP

P in

this

end

oavo

r. D

istr

ict

trai

ners

ran

hea

lth tr

aini

ng s

ciss

ions

for

para

prof

essi

onal

s.

Out

side

con

sulta

nts

wer

e us

ed in

the

read

ing

prog

ram

.*S

ET

RC

ect

:viti

es IN

Gre

ann

ounc

ed th

roug

h th

eD

.A.C

. via

sch

ool-l

evel

cor

timun

icaf

ion.

*The

mon

thly

mee

tings

with

SE

TR

C tr

aine

rs,

assi

stan

t prin

cipa

ls, &

spe

cial

edu

catio

n su

perv

isor

sw

ere

used

to d

iuem

inst

s in

form

atio

n.*S

peci

al e

duca

tion/

reg

ular

edu

catio

n ar

ticul

atio

ni

took

pie

ce.

6MN

o fo

rmal

inte

rest

inve

ntor

y. T

heas

sist

ant D

AS

E a

nd th

e la

ngua

geco

ordi

nato

r w

orke

d w

ith S

ET

RC

on o

n on

goin

g ba

sis

for

info

rmal

plan

ning

.

SE

TR

C tr

aine

r dr

ew o

n di

stric

t tra

inin

gre

sour

ces

whe

neve

r ns

cess

ary.

Non

ej F

lyer

s an

d br

ochu

res

wer

e di

strib

uted

mon

thly

.*T

he S

UR

C tr

aine

r pr

omot

ed th

e w

orks

hop

pers

onal

ly.

00

BE

ST C

OPY

MA

ILA

BL

E

2 7

318V1IV

AV

M03 E

N

R?,

umlo

Also V

I *4P M

MI loo44 A

MP

9** komlO

wl

suml z om

Am

mo m

a, NM

. rt. umm

omP

ismo Law

4 mom

3uas 44+ tom

.

'mom

OuloO

tro u ue mam

mon

ilo mine.11 rm

. tom ipJ A

m %

alp *maw

stomp.

&to O

w gaupw

own ibto w

e 01 root;sq w

ow,

omm

it YA

W 1,14110T

I441 04 411 P

ow 'M

O m

ll 01 001000.4P

4 Ma ' A

mm

m m

umm

31/13 mu

'amm

o bi ouselA

rum m

g m paw

; es pimp.

,11//0 muit P

oofMw

m44 m

*mu

.1001ate NI 01 1011001001 A

wl

pap umm

embe m

&w

arm m

uquoism

oo umq sem

seumpur.-A

yP

X/

Appost

.0119n 01 Ww

.101,

A010111

'PW

O /K

m m

A/P

App

06001 3%11311 A

ll PsoM

s 4014111141110n 041

045401141A 19:

wW

/0110 p poihuromm

IpAillm

0414,441AN

I Wg

us pim m

eamm

mum

4., mom

mA

ng

.

On

mm

tlimpo

Wm

m m

um/4~

'141 4446.114043 esm

ON

elniopla$V, 0q1

PO

wil ow

l 411/4 eaIIM

Ium M

R IO

W A

lm, S

tAftni

IMM

O,

wow

s Mem

ma

some Isofqn6 pp

m oM

pumpom

Am

psmb sow

4i onlii141Do

101410, 1150, $01 00010,1 man &

Aim

.m

*row rini

31113S 141 01 0110001 1000 w

41

imp ip m

ells.mm

mes A

ppume

;mim

e"tieriolip N

Y 141110/# Itirj

PP

M W

4 Muw

Oom

mor m

oo ipla empI

Ihmisim

liormagro m

g 51 , sense sm

eilfomm

oug be Hsi Im

mm

omom

msom

u numm

emsi 011m

ome m

n0,113$ 040

Allilflm

Oi P

w A

OM

PW

A 0411

.111114141

pomm

y% el

a 1.6~141 IfvO

INS

11 .0110110111 'AD

M A

P 10

s011401 PP

S, 04011 w

as ins wo

*MI*

Mia M

implm

o ppmil sm

okeO

we/

WU

.-dn smm

em m

aaso m

ull m w

omen

ifq Mom

P O

W 0011w

w1140/114

MO

041 la04/ im

Puott°

pm A

m* ear suam

mw

s mu

-m

e emum

tme be m

om apm

p mm

ea

OW

IMM

,mum

umm

i k pow vollem

NM

pomp5 m

is islp swim

/m

oo 04,14 OuP

PM

4 'W04 M

oolleWO

+0

Imem

o

IR m

ow M

Iumm

,m

a em sm

. es Isms. m

ow 5$

mosm

omus m

y m w

ises, Atom

P 4 W

mfullolw

PIW

Pm

o/m

tly lmM

OIN

mm

oslossX

LIm

mm

t WP

Wo tom

PW

O 4101444

p &A

PIsO

mP

ol44 "WW

M w

ow, 5.5404

MW

m0 M

odomm

SW

OP

m./ M

O

imia m

e summ

em m

oP

umm

el moods uom

m,m

muip m

o so1eumispe sem

wigs

wIlIM

MO

d 540 Po W

4044 MM

54omm

tu54111umum

erom pu S

upuum.'

Imm

tmim

emom

usymm

omm

a sap wpm

prom um

mam

kud'1

fihmigA

mom

Arm

.

*eel emg le 1101$0100

'um A

q foram Ira A

emy

ow

P11/W

p mm

imps m

e am prom

s mm

i.4M

oo 4 somM

M N

o mm

ieem m

u101109*In m

seessem pim

mm

y mow

poem.

surlyti m

own 31d131 5 um

o /mow

ftem4

amm

usumm

mos sam

s ims

mo ut lom

mue A

ram m

o mw

mP

OW

P4%

*4 Aiw

a «apeen

MIO

04I1 114111loW

ormw

m/ 311.136

gyp pp ts/Wine im

p mm

m m

om oz m

um m

emu

mom

". mm

Nun

'ftmlIM

Oom

mod P

o 0.411 NW

ramlos A

fti.

Iw

on...Insil

lomm

umm

om

ouppy cm tw

oofm

pliumm

l emu/m

g

IIMIIIIM

ISN,

111118181114

worm

g Aram

p mm

umpsn

OW

IMM

IMA

(P040000) A

omoonS

0104454101cs-zest

El/ X

ION

3AdY

1,a400vA /iffyi oft

App

endi

x 8-

119

92-9

3 C

SE

Inte

rvie

w S

umm

ary

rims,

Dis

tric

tC

MF

amili

arity

& In

volv

emen

t with

Pro

gram

s

Suc

cess

in M

eetin

g C

linic

alT

rain

ing

Nee

ds

. 1

Pub

licity

of S

ET

RC

's

31D

irect

or o

f Chi

ldA

ssis

tanc

e rt

ogra

rn12

.5 y

ears

in th

ispo

sitio

n)

kivo

lvem

ent r

eally

beg

an d

urin

g th

isac

adem

ic y

ear.

Sta

ff D

evel

opm

ent

Sup

ervi

eor

conf

erre

d ab

out w

hat

trai

ning

was

nee

ded.

SE

IM a

lso

aske

d w

hat t

rain

ing

was

nee

ded.

SE

TR

C tr

aine

rs e

re ta

lent

ed p

eopl

e,bu

t the

ir ar

ea o

f exp

ertis

e is

not

clin

ical

trai

ning

. The

y w

ere

succ

eesf

ul in

thei

r in

stru

ctio

nal

trai

ning

end

eavo

rs.

A m

enu

of w

orks

hops

was

sen

t out

to a

ilel

igib

le p

ertic

ipen

ts.

Fly

ers

was

dis

trib

uted

tot

thos

e w

orks

hop.

not

incl

uded

in th

e m

enu.

CA

P C

Utr

ief s

ervi

ce d

id th

e di

strib

utio

n to

the

S8S

T's

. BA

SE

. wer

e re

spon

sibl

e fo

r ge

tting

thei

r pe

ople

invo

lved

in th

e tr

aini

ng.

8A

dmin

istr

ativ

e C

SE

/te

ache

rIS

yea

rs in

this

peah

en)

Not

ver

y fa

miN

ar w

ith S

ET

RC

; kno

ws

it is

a r

esou

rce

for

pers

onne

l.

?

SE

TR

C's

trai

ning

offe

rines

wer

eno

t wid

ely

adve

rtis

ed.

The

refo

re,

they

wer

en't

as w

xlet

y ut

ilize

d se

they

cou

ld b

e. T

here

isla

ck o

ftim

e fo

r pe

rson

nel t

o at

tend

wor

ksho

p*. a

nd m

aybe

ther

e er

eto

o m

any

wor

ksho

p ch

oice

*.

The

pub

licity

is fa

r. C

SE

kno

ws

SE

TR

C is

good

ree

ourc

e an

d its

peo

ple

ere

herd

wor

king

,bu

t som

ethi

ng is

lack

ing

in th

e cl

inic

al p

ert o

f,

SE

TR

C.

.

29A

sais

tent

CS

EC

hasp

erso

n (9

mon

ths

in M

oepo

atio

n)

For

tifie

r w

ith S

ET

RC

hon

ing

prog

ram

s on

regi

onal

bas

is, b

ut n

otye

t fam

ilia

with

them

In th

is d

istr

ict.

Has

con

sulte

d w

ith th

e tr

aine

rsab

out w

hat t

he c

linic

ians

nee

d.

Mor

s w

orks

hops

wer

e he

ld o

nre

gion

al b

..isi

s fo

r py

scho

logi

cal a

nded

ucat

iona

l eva

luat

ors,

but

not

enou

gh h

ad fo

r so

cial

wak

es,

supe

rvis

ors,

and

adm

inis

trat

ors.

The

usg

iona

l offi

ce w

as r

espo

nsib

le fo

rpu

blic

izin

g th

e of

ferin

gs.

Hie

was

man

ly d

one

with

Nee

s.

25A

mou

nt C

SE

Chi

rper

son

IS y

eas

in th

ispo

sitio

n)

Ver

y fa

mili

ar w

ith S

ET

RC

for

som

eta

mp

now

. Sits

dow

n an

d (R

aoul

.***

trai

ning

topi

cs w

ith tr

aine

rs a

t the

star

t of t

he s

choo

l yea

r.

SE

TR

C'e

trai

ners

re

won

derf

ulre

sour

ce p

eopl

e. T

hey

help

trai

ncl

inic

ians

with

stim

ulat

ing

CO

WS

*of

ferin

gs.

The

pub

licity

is g

ood.

The

trai

ners

adv

ertis

edth

eir

own

offe

rings

, end

sup

ervi

sor.

als

opu

blic

ized

.

23S

feaa

Edu

catio

nS

uper

vieo

r11

5 ye

ws

in th

ispo

sitio

n)

Vet

y fil

mie

r w

ith S

ET

RC

afte

r li

thee

* ye

ars

in th

e di

stric

t.C

oneu

lted

abou

t SE

TR

C p

lann

ing

for

the

dist

rict,

Clin

ical

sup

ervi

sors

hav

e no

tta

pped

SE

TR

C's

ros

ourc

ss a

sm

uch

es th

ey c

ouid

.In

the

futu

reth

e di

stric

t will

util

ize

SE

TR

C's

offe

rings

mor

e fr

eque

ntly

, and

they

expe

ct S

ET

RC

will

then

be

tota

llysu

cces

sful

in m

eetin

g ai

l the

clin

ical

trai

ning

nee

ds.

The

pub

licity

wee

ede

quat

e. T

here

was

writ

ten

listin

g of

cou

rse

choi

ce*,

and

the

clin

ical

adm

inis

trat

ors

wer

e in

vite

d to

part

icip

ate

end

and

othe

rs.

30

dEST

CO

PY A

VA

ILA

BL

E

31

Wat

tkiN

4 00

*i

AP

PE

ND

IX B

-2C

SE

inte

rvie

w S

umm

ary

(p.2

of 2

)

Dis

tric

tW

orks

hop

Atte

ndan

ceP

rogr

ans'

s S

tren

gths

Issu

es to

Add

ress

Add

. Ser

vice

s to

be

Offe

red

byS

ET

RC

/Com

men

ts &

Sug

gest

ions

Com

men

tsS

ugge

stio

ns

31W

orks

hops

wer

e w

ell

atte

nded

. The

re e

re 1

30cl

inic

ians

und

er th

e C

AP

Dire

ctor

. The

san

ew

orks

hop

is d

one

seve

ral

times

in s

mal

l gro

ups.

Chi

ldab

use

trai

ning

is th

e m

ost

popu

lar

wor

ksho

p.

Sm

all g

roup

ses

sion

s pe

rmit

the

mix

of

clin

ical

gro

ups

toge

ther

. Thi

s pr

omot

esba

tter

ques

tion/

answ

er s

essi

ons.

Mul

tiple

set

tings

are

ava

ilabl

e, a

llow

ing

psyc

holo

gist

s an

d ot

her

clin

icia

ns to

find

conv

enie

nt ti

m to

atte

nd.

Exp

erie

nced

clin

icia

ns s

houl

d be

recr

uite

d to

run

clin

ical

wor

ksho

ps. F

amili

arity

with

the

proc

ess

shou

ld b

e m

anda

tory

for

beco

min

g a

trai

ner

of c

linic

ians

.T

here

is a

nee

d fo

r m

ote

dive

rsity

in tr

aine

rs.

A y

early

IEP

ref

resh

er c

ours

e sh

ould

be o

ffere

dT

h. n

eed

is g

roat

s( fo

r cl

inic

altr

aini

ng, l

eas

for

inst

ruct

iona

l tra

inin

gC

SE

and

DA

SE

nee

d to

hav

e a

year

ly m

enu

of a

l the

thin

gs th

atS

ET

RC

can

do

for

them

, whi

ch w

illcr

eate

gre

ater

util

izat

ion

CS

Es

and

LAS

Es

need

to k

now

wha

tot

her

thin

gs c

m a

vaila

ble

thro

ugh

SE

TF

1C*T

he b

ackg

roun

d of

eac

h tr

aine

r sh

ould

be k

now

n so

that

true

pic

ture

of

SE

TR

C's

res

ourc

es c

an b

e se

en

8D

on't

know

Bel

ieve

s th

at th

e w

orks

hop

offe

rings

wer

e ad

equa

te.

sErl

ictr

aine

rs n

eed

to b

e m

ore

aggr

essi

ve in

the

adve

ctis

ing

and

pres

enta

tion

ofth

e w

orks

hops

.

No

spec

ific

topi

cs w

ere

men

tione

d.*E

duca

te S

ET

RC

trai

ners

in th

e in

tric

acie

sof

CS

E m

echa

nics

so

that

they

can

offe

rm

ore

soph

istic

ated

wor

ksho

ps to

clin

icia

ns

29D

on't

know

abo

ut th

ispa

rtic

ular

dis

tric

t'sat

tend

ance

, but

the

entir

ere

gion

had

goo

d at

tend

ance

over

all a

t wor

ksho

ps.

Han

ds-o

n w

orks

hops

ere

the

stro

nges

ton

es. b

posi

cers

hav

e be

en g

ood,

too,

Soc

ial w

orke

rs a

nd a

dmin

istr

atom

of s

peci

al e

duca

tion

need

to b

ead

dres

sed.

Giy

e tr

aini

ng s

essi

ons

for

soci

alw

orke

rsG

ive

trai

ning

ses

sion

s fo

rad

min

istr

ator

s/su

perv

isor

s*C

ontin

ue to

offe

r an

ext

ensi

vem

enu

of w

orks

hop

choi

ces

SE

TR

C o

ffers

a m

enu

of in

tere

stin

gto

pics

.

26V

ery

wel

l atte

nded

bec

ause

the

trai

ning

ses

sion

s ta

kepl

ace

at s

taff

mee

tings

. The

men

u I.

wel

l rec

eive

d,

Tre

inen

t Ole

wel

l res

pect

ed in

this

dist

rict.

The

k w

orks

hops

are

enj

oyed

.It

a th

e fe

elin

g of

the,

inte

rvie

wee

that

the

SE

TR

C tr

aine

rs e

reun

deru

tiliz

ed. T

hey

aro

able

totr

ain

clin

icia

ns o

n di

vers

ified

topi

cs.

Son

sis

poss

ible

topi

cs th

at w

ere

men

tione

d in

clud

ed in

clus

ion,

tran

sitio

n (I

TP

), a

nd a

ltern

ativ

e hi

ghsc

hool

pro

gram

.

SE

TR

C d

id e

very

thin

g w

ell,

but t

hey

wer

e un

deru

tiliz

ed b

y th

e di

stric

t.T

his

has

to b

e re

med

ied.

23T

he fu

ll cl

inic

al s

taff

atte

nded

the

trai

ning

sess

ions

. Pre

scho

ol p

aren

tsal

so a

ttend

ed w

orks

hops

.

Han

ds-o

n tr

aini

ng b

y S

ET

RC

took

pla

ce.

Whe

n th

ere

was

larg

e cl

inic

al g

roup

(app

roxi

mat

eiy

60 p

eopl

e), t

hew

orks

hops

wer

e W

oken

up

into

sm

alle

rgr

oups

for

mor

e ef

fect

ive

trai

ning

.

NO

NE

The

SE

TR

C tr

aine

r-E

. sho

uld

beho

used

reg

iona

lly a

s th

ey w

ere

in th

epa

st. T

he tr

aine

rs s

houl

d be

mor

eav

aila

ble

to th

e re

gion

al c

linic

al

PeP

le.

Offe

r m

ore

of th

e sa

me

soct

of

trai

ning

that

is o

ffere

d no

w

No

othe

t com

men

ts o

r su

gges

tions

wer

eof

fere

d

14 ,

3 3

AP

PE

ND

IX C

1992

-93

Obs

erve

rs R

epor

t on

Tw

enty

-Thr

ee S

ET

RC

wor

ksho

ps

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-no

es o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

stra

tegi

esT

rain

er's

Pre

sent

atio

nC

once

rns

ofP

artic

ipan

tsP

hysi

cal

Con

ditio

nsR

atin

g'

1

The

aim

of t

hew

orks

hop

was

to tr

ain

tmic

hors

In e

n al

tern

ativ

ehi

gh s

choo

lsu

perin

tend

ency

abou

t IE

Ps.

Tea

cher

s

.

*1E

12 fo

rms

dist

ribut

ed*S

toP

-by-

step

Inst

ruct

ions

give

n fo

rco

mpl

etin

g IE

Ps

Hyp

othe

tical

case

stu

dy u

sed

for

trai

ning

purp

oses

Act

ivel

yin

volv

ed a

ndat

tend

vepa

rtic

ipan

ts,

Use

of h

ypo-

thet

ical

stud

ent t

ofo

rmul

ate

annu

al g

oal

and

shor

t-te

rmob

ject

ives

,*T

rain

ing

activ

ity d

on.

as a

gro

upef

fort

.

Ove

rhea

dpr

ojec

tor

was

out o

f ord

er,

mak

ing

the

visu

alpr

esen

tatio

ndi

fficu

lt.

A v

ery

clea

r an

dw

ill-o

rgan

ized

pres

enta

tion.

Mor

e tim

e co

uld

have

bee

n sp

ent

havi

ng s

mal

lgr

oups

form

ulat

eob

ject

ives

inad

ditio

nal c

onte

ntar

eas.

The

Boa

rd o

fE

duca

tion

need

sto

cre

ate

guid

esfo

r le

arni

ngob

ject

ives

and

goal

s fo

r al

lco

nten

t are

as.

The

wor

ksho

pto

ok p

lace

in a

clas

sroo

m, e

ndw

as a

dequ

atel

yve

ntila

ted.

3

....

2T

he w

orks

hop

help

ed R

elat

edS

ervi

ceP

erso

nnel

lear

nho

w to

dea

lw

ith d

iffic

ult

peop

le.

,

Rel

ated

Ser

vice

Per

sonn

elIS

peoc

hT

hera

pist

s)

*Cat

egor

ized

10

pers

onal

ityty

pos,

giv

ing

them

totte

rna

mes

*Use

d sl

ides

tode

scrib

epe

rson

ality

trai

ts*C

opin

gst

rate

gies

offe

red

for

diffe

rent

pers

onal

itych

arac

teris

tics

Gro

up w

asve

ryre

spon

sive

,as

king

man

yqu

estio

ns.

Gro

up w

asen

thus

iast

ican

d an

imat

ed.

*Sm

all g

roup

activ

ities

wor

em

ost e

ffect

ive

Lect

ure

was

inte

rest

ing

Lect

ure

time

shou

ld h

ave

been

sho

rten

edto

allo

w fo

rm

ore

time

with

smal

l gro

upac

tiviti

es,

A c

lear

end

conc

ise

pres

enta

tion

usin

ga

mul

ti-m

odia

appr

oach

to h

old

the

part

icip

ants

'in

tere

st.

.

The

par

ticip

ants

expr

esse

d no

spec

ific

conc

erns

.

No

spec

ific

conc

erns

wer

eex

pres

sed.

5

' Obs

erve

rs' r

atin

g of

the

wor

ksho

p w

as o

n a

5-po

int s

cale

,fr

om 1

(in

effe

ctiv

e")

to 5

("V

ery

effe

ctiv

e").

3435

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

2 o

f 13)

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

se o

fP

artic

ipan

ts

Mos

tE

ffect

ive

Str

ateg

ies

Leas

t Effe

ctiv

eS

trat

egie

sT

rain

er's

Pre

sent

atio

nC

once

rns

ofP

artic

ipan

tsP

hysi

cal

Con

ditio

nsR

atin

g

3T

he a

im o

f the

wor

ksho

p w

asto

sho

w p

aren

tsan

d re

late

dse

rvic

epe

rson

nel h

owto

hel

p ch

ildre

nle

arn

thro

ugh

Pla

y.

Par

ents

and

Rel

ated

Ser

vice

Per

sonn

el

*Des

crip

tion

ofva

rious

type

s of

play

act

iviti

es,

deve

lopm

enta

lsk

ills

and

conc

epts

*Crit

eria

for

solo

ctlo

g to

ysdi

scus

sed

Par

ticip

ants

wer

e ve

ntat

tent

ive,

aski

ngnu

mer

ous

ques

tions

and

mak

ing

owl/s

lot

com

men

ts,

Use

of l

arge

char

t on

II la

s411

1

to li

st th

ings

*Spe

cific

info

rmat

ion

give

n on

stag

es o

fch

ildde

velo

pmen

tan

dap

prop

riate

mat

eria

ls a

ndac

tiviti

es

No

inef

fect

ive

stra

tftfil

ls w

ere

note

d by

the

obse

rver

.

Ver

y co

ncis

ela

ngua

ge w

asus

ed. w

hich

pare

nts

coul

dco

mpr

ehen

d.Q

uest

ions

wer

een

cour

aged

.

Saf

ety

labe

ls o

nto

ys m

ay n

otal

way

s be

adeq

uate

.

Sm

all,

wel

l-lit

room

with

com

fort

able

chai

rs, b

ut n

ota

bles

.

5

4T

he a

im o

f the

wor

ksho

p w

asto

sho

w s

tude

ntte

ache

rs h

ow to

effe

ctiv

ely

use

the

SE

TR

Clib

rary

.

Stu

dent

teac

hers

avy-

view

of

SE

TR

CeT

oUr

of li

brar

yS

elec

tion

ofm

ater

ials

per

used

-an

d bo

rrow

ing

arra

nged

*Que

stio

n an

dan

swer

per

iod

Stu

dent

teac

hers

wer

ehi

ghly

mot

ivat

ed to

borr

owm

ater

ials

end

use

them

whi

lest

uden

tte

achi

ng.

Tra

nsla

tor

was

avai

labl

e.

Der

nons

trat

-io

n of

asso

ned

mat

eria

lsav

aila

ble

for

loan *Act

usl

loan

ing

ofm

ater

ials

No

inef

fect

ive

stra

tegi

es w

ere

note

d by

the

obse

rver

,

Exc

elle

ntpr

esen

tatio

n us

ing

hand

s-on

act

iviti

esan

d of

ferin

g a

varie

ty o

f use

s fo

rm

ater

ials

ava

ilabl

ein

the

SE

TR

Clib

rary

.

The

re w

ere

requ

ests

for

mat

eria

ls fo

rsp

ecifi

c su

bjec

tson

spe

cific

leve

ls,

A c

lass

room

and

the

libra

ryw

ere

used

for

this

wor

ksho

p,an

d bo

th w

ere

com

fort

able

.

5

3 i ;

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

3 o

f 13)

Wor

ksh

opN

umbe

r

Aim

of

Wod

csho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

se o

fP

ertic

iinnt

*

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

Str

ateg

ies

Tra

iner

'sP

rese

rnat

ion

Con

cern

s of

Par

ticip

entz

Phy

sica

lC

ondi

tions

Rat

ing

6T

he a

im o

f the

wor

ksho

p w

eele

arni

ng to

mak

s sc

ienc

eac

tiviti

es fu

n fo

rel

emen

tary

scho

o4 c

hild

ren.

Tea

cher

sT

each

ers

wer

eas

sign

ed a

wel

lch

art t

o tie

ew

hen

answ

erin

gqu

estio

ns in

an

impr

ompt

usc

ienc

e qu

izA

bra

inst

orm

ing

sess

ion

took

plac

e*T

each

ers

aest

ed m

odel

scie

nce

proi

ects

Tea

cher

s w

ere

very

resp

onsi

ve to

hand

s-on

activ

ities

.E

very

mom

ent

of th

ew

orks

hop

was

fille

d.

sHan

ds-o

nac

tivity

was

mai

n st

rate

gyB

rain

stor

min

ga

succ

essf

ulac

tivity

Not

hing

don

ed4

ring

this

wor

ksho

p w

asin

effe

ctiv

e.

The

two

trai

ners

wor

ked

as a

team

to k

eep

the

wor

ksho

pco

nsta

ntly

mov

ing

forw

ard.

Act

iviti

es w

ere

clea

rly s

ndco

ncis

eiy

pres

ente

d.

Man

dato

rym

idte

rms

wer

edi

scus

sed,

as

was

the

conc

ern

abou

tw

ritin

g m

eani

ngfu

lte

sts.

The

trai

ners

offe

red

assi

stan

ce w

ithth

is is

sue.

Ver

yco

mfo

rtab

le,

wel

l-ven

tilat

ed.

room

.

6

6T

he a

im o

f the

wod

tali0

0 w

eeto

Mic

hst

illt8

(010

tom

eet t

he n

eeds

of y

oung

chik

iren

expo

sed

toal

coho

l and

othe

rsu

bsta

nces

in1,

1101

0.

Clin

icia

ns(s

choo

lps

ycho

iogi

sts,

scho

ol s

ocia

lw

ater

s)

*Lec

ture

xpla

inin

gte

rmin

olog

yin

volv

ed in

the

wor

ksho

pG

roup

disc

ussi

on/

shar

ino

of id

eas

Vid

eota

pe o

f an

sPis

ode

of"2

0/20

on

Fet

alA

lcoh

olS

yndr

ome

show

n

Par

dciii

ilins

wer

e ve

ryre

spon

sive

,as

king

ques

tions

and

shar

ing

idea

s.T

his

wor

ksho

pw

as n

eede

dfo

r th

eir

CS

Epo

sitio

ns,

Vid

eota

pe o

f a20

120*

tele

visi

on s

how

on a

ddic

tion

was

sho

wn

*Act

ive

disc

ussi

on o

fdr

ug/a

koho

lad

dict

ion

and

itsph

ysic

al a

ndem

otio

nal t

oll

on c

hild

ren

No

inef

fect

ive

stra

tpie

s w

ere

obse

rved

.

Ver

y w

ell

orga

nize

d, w

ell

plan

ned

wor

ksho

pof

ferin

g m

any

hand

-out

s,

The

par

ticip

ants

expr

esse

d a

stro

ng n

eed

toid

entif

y ch

ildre

nsu

fferin

g fr

om th

eef

fect

s of

alc

ohol

and

drug

abu

se in

uter

i:), a

nd o

ffer

thos

e ch

ildre

n th

eilO

ixop

riate

serv

ices

. In

addi

tion,

the

atte

ndee

s sa

idth

at th

isy

won

ted

pare

nts

and

pros

pect

ive

pare

nts

still

in th

ech

ildbe

arin

g ye

ars

to b

e al

erte

d to

thos

e pr

oble

ms.

The

envi

ronm

ent

was

ver

yco

mfo

rtab

ie.

5

38

&S

T C

OP

Y M

AIL

AB

LE39

hft

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

4 o

f 13)

r-W

ork

Akn

of

Par

ticip

ants

Act

ivity

Res

pons

ive-

Mos

t Effe

ctiv

eLe

ast E

ffect

ive

Tra

iner

'sC

once

rns

ofP

hysi

cal

Rat

ing

Sho

pW

orks

hop

nese

of

Str

ateg

ies

stra

tegi

esP

rese

ntat

ion

Par

ticip

ants

Con

ditio

nsN

umbe

rP

artic

ipan

ts

The

aim

(If

the

Par

ents

and

Exh

ibita

The

Roi

e-pl

ayin

gT

here

wer

e no

The

trai

ner

used

The

hig

h co

st o

fT

he w

orks

hop

7w

cwits

hop

was

Rel

ated

Ser

vice

educ

atio

nal t

oys

part

icip

ants

*Han

dlin

g th

ein

effe

ctiv

edi

ffere

ntto

ys w

as th

ew

as h

eld

in a

4to

hel

p pa

rent

sP

erso

nnel

revi

ewed

by

wer

e ve

ryto

ys *

Gro

upst

rate

gies

use

dm

odal

ities

tom

ajor

con

cern

of

larg

e,pu

rcha

se s

afe,

trai

ner

resp

onsi

ve.

disc

ussi

ons

durin

g th

isac

hiev

e th

e ai

m o

fth

e pa

rtic

ipan

ts.

com

fort

able

Inex

pens

ive,

*Dis

cuss

ion

ofT

hey

got

Den

tens

trat

-w

oits

holi.

the

sess

ion.

The

room

that

wee

aile

**P

Onc

riats

crite

ria fo

rIn

volv

ed in

the

ions

and

pres

ent/a

non

was

wel

l-lit.

educ

atio

nal

sele

ctio

n of

toys

vario

usle

ctur

es b

y th

ecl

ear,

con

cise

, and

toys

.A

ctiv

ity s

heet

sac

tiviti

es w

ithtr

aine

rin

tere

stin

g to

the

desi

gned

toW

ait

part

icip

ants

.ev

alua

te a

nd ta

nken

thus

iasm

.to

ys

4)

Obs

erve

rs R

epor

t on

SE

TR

C w

orks

hops

(p.

5 o

f 13)

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

ss o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

Str

ateg

ies

Trio

iner

'sP

rese

ntat

ion

Con

cern

s of

Par

ticip

ants

Phy

sica

lC

ondi

tions

Rat

ing

8T

he a

im o

f the

wor

ksho

p w

asto

teac

h te

amco

nfor

imic

ing

tech

niqu

es,

whi

ch is

str

ansi

tion

initi

ativ

em

anda

ted

byth

e st

ate

for

high

sch

ool

stud

ents

.

Spe

cial

Edu

catio

nA

ssis

tant

Prin

cipa

ls,

SB

ST

team

mem

bers

,R

elat

edS

ervi

ceP

erso

nnel

,D

eans

, and

Coo

rdin

ator

s

*Bac

kgro

und

Info

rmat

ion

ontr

ansi

tion

team

give

n*D

emon

stra

tion

of a

moc

kco

nfer

onci

ngse

ssio

n gi

ven

Dis

cuss

ion

perio

d

The

gro

up w

asss

entie

llyre

spon

sive

, but

dist

ract

ing

whi

sper

ing

wen

t on

for

part

ot t

hese

ssio

n.

Dom

onst

rat-

ion

of te

amco

nter

onci

ng*D

iscu

ssio

n of

vario

us w

ays

to h

andl

est

uden

tpr

oble

ms

in th

ete

amco

nfer

enci

ngse

tting

Whe

n le

ctur

ing

took

pla

cew

ithou

tdi

scus

sion

, it

was

not

as

effe

ctiv

e as

the

dem

onst

ratio

nan

d di

scus

sion

part

s of

the

wor

ksho

p,

A v

ery

clea

r an

dw

ell-o

rgan

ized

pres

enta

tion.

The

larg

e si

ze o

f the

grou

p an

d th

ehu

ge c

afet

eria

whe

re th

ew

orks

hop

took

plac

e m

ade

the

pres

enta

tion

mor

ech

alle

ngin

g fo

r th

etr

aine

r,

Pap

erw

ork

over

load

was

am

aior

con

cern

of

the

part

icip

ants

,al

ong

with

the

time

cons

trai

nts

that

mak

eco

verin

g en

ough

stud

ents

dur

ing

the

45 m

inut

eco

nfer

enci

ngpe

riod

diffi

cult.

The

roo

m w

asve

ry la

rge,

with

a co

mfo

rtab

lete

mpe

ratu

re a

ndgo

od li

ght.

The

cafe

teria

benc

hes

wer

eba

ckle

ss a

ndun

com

fort

able

to s

it on

for

long

per

iods

of

time.

4

I

9T

he w

orks

hop

trai

ned

clin

icia

nsto

iden

tity

and

repo

rt c

ases

of

child

abu

se, a

ndse

rved

as

are

quire

men

t for

cert

ifica

tion

byth

e S

tate

of

Nw

Yor

k.

Clin

icia

ns*V

ideo

use

d to

mot

ivat

epa

rtic

ipan

tsR

elev

ant

stat

istic

spr

esen

ted

and

disc

usse

d*S

harin

g of

prof

essi

onal

expe

rienc

esD

ispl

ay a

ndde

mon

stra

tion

ofap

prop

riate

mat

eria

ls

Nin

e of

the

elev

enpa

rtic

ipan

tsre

spon

ded

eage

rly a

ndsh

ared

thei

rpr

ofes

sion

alex

pert

ise,

*Use

of t

hevi

deo

tost

imul

ate

inte

rest

at t

hebe

ginn

ing

ofth

e w

orks

hop

*Dis

cuss

ions

that

per

mitt

edth

e op

port

unity

to s

hare

expe

rienc

esw

ere

enjo

yed

All

activ

ities

appe

ared

to b

eex

trem

ely

effe

ctiv

e.

All

activ

ities

appe

ared

to b

eex

trem

ely

effe

ctiv

e.

All

conc

erns

wer

epr

ompt

lyad

dres

sed

by th

etr

aine

r. S

uppo

rt,

conc

ern,

and

enco

urag

emen

tw

as o

ffere

d,

The

roo

m w

asve

ryco

mfo

rtab

le.

'Hor

sesh

oe'

seat

ing

arra

ngem

ent

was

util

ized

.

5

4 2,

43

Obs

erve

rs R

epor

t on

SET

RC

wor

ksho

ps (

p. 6

of

13)

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pPa

rtic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

se o

fPa

rtic

ipen

ts

Mos

tE

ffec

tive

Stra

tegi

es

Lea

st E

ffec

tive

stra

tegi

**T

rain

er's

Pres

enta

tion

Con

cern

s of

Part

icip

ants

Phys

ical

Con

ditio

nsR

atin

g

10T

he la

m o

f th

ew

orks

hop

was

to h

elp

perd

Oip

ents

reco

gniz

e th

ene

eds

and

deve

lopm

enta

lst

ages

of

ESL

stud

ents

.

Tea

cher

s an

dR

elat

ed S

WA

Ppe

rson

nel

Rev

iew

of

the

stag

es o

fIm

mun

ede

velo

pmen

t and

activ

ities

that

can

be u

sed

with

ESL

stu

dent

s at

thee

* st

apes

laue

stio

ns a

ndw

awa*

*Gam

es a

ndqu

izze

s us

ed to

mot

ivat

e th

ew

orks

hop

Part

ici P

ante

Act

ive

and

resp

onsi

vegr

oup.

The

yre

spon

ded

wel

lto

the

gam

esan

d ot

her

activ

ities

,

Gam

es a

ndqu

izze

s he

ldth

e at

tent

ion

of th

epa

rtic

ipan

ts.

No

inef

fect

ive

stra

tegi

es w

ere

obse

rved

.

A v

ery

clea

r an

dco

ncis

epr

esen

tatio

n. T

hesp

eake

ref

fect

ivel

yre

view

ed th

e 4

stri

pes

ofle

ntiu

liOs

deve

lopm

ent,

cite

d ex

ampl

es,

and

fiel

ded

ques

tions

.

No

spec

ific

conc

erns

wer

eci

ted

by th

eob

serv

er,

Cle

an,

com

fort

able

,w

ell-

lit r

oom

that

was

a li

ttle

smal

l for

the

num

ber

ofpa

rtic

iPen

ts

5

11T

he e

lm o

f th

ew

orks

hop

was

to e

xam

ine

the

role

of

the

para

prof

essi

onal

In th

ecl

assr

oom

, and

to le

arn

how

tow

ait w

ithpa

rent

s an

dst

uden

ts.

Pare

prof

ess-

.io

nsls

Tra

iner

desc

ribe

dap

prop

riat

eac

tiviti

es f

orpa

rapr

ofes

sion

als

in th

e cl

assr

oom

Iniip

prop

rist

eta

sks

for

para

prof

essi

onal

/to

do

wer

ede

scri

bed

*Rol

e pl

ayin

gto

ok p

lace

Rol

e pl

ayin

gw

as e

njoy

edby

the

part

icip

ants

,T

hey

part

icip

ated

eege

dy in

this

activ

ity,

'Rol

e pl

ayin

gw

aspo

sitiv

ely

resp

onde

d to

Lec

turi

ng to

okup

mos

t of

the

sess

ion.

The

smal

lnes

s of

the

grou

p co

uld

have

bee

n us

edm

ore

for

smal

lgr

oup

disc

ussi

on,

Cle

ar a

nd c

onci

sepr

esen

tatio

n. T

hetr

aine

r w

asre

spon

sive

toqu

estio

ns a

ndof

fere

d pr

actic

also

lutio

ns to

prob

lem

s,

The

para

prof

essi

onal

sex

pres

sed

adi

scom

fort

with

som

e of

the

inap

prop

riat

e jo

bsth

at th

ey h

ave

been

cal

led

upon

to d

o.

The

roo

m w

asla

rge,

com

fort

able

,an

d w

ell-

lit.

Com

fort

able

seal

ing

was

prov

ided

.

4

4 5

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

7 o

f 13)

-W

ork

shop

Num

ber

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

ss o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

Str

ateg

ies

Tra

iner

'sP

rese

ntat

ion

Con

cern

s of

Par

ticip

ants

Phy

sica

lC

ondi

tions

Rat

ing*

12T

he a

im o

f the

wor

ksho

p w

uto

sho

w th

ete

ache

rs h

owm

usic

and

sing

ing

to c

anbe

use

d to

teac

h E

SL.

Tea

cher

s-S

ing-

Alo

ng"

exer

cise

s w

ere

used

tode

mor

tsua

te h

owm

usic

can

be

used

to fa

cilit

ate

lang

uage

deve

lopm

ent

loR

ote

play

ing

and

visu

al a

ids

also

use

d

Ver

yre

spon

sive

,re

laxe

d, a

ndac

tive

grou

p.

Aud

ienc

epa

rtic

ipat

ion

Vis

ual a

ids

No

inef

fect

ive

stra

tegi

es w

ere

empl

oyed

,

Ver

y cl

ear

and

conc

ise

pres

enta

tion.

The

gro

up w

asve

ry r

espo

nsiv

eto

the

trai

ner.

No

part

icul

arco

ncer

ns w

ere

expr

esse

d.

The

roo

m w

asw

ell-l

it an

d th

ete

mpe

ratu

rew

asco

mfo

rtab

le.

How

ever

, the

r001

11 w

as&

tittle

sm

all f

or17

peo

ple

who

wer

e in

volv

edin

the

activ

ities

.D

iffic

ufty

inad

just

ing

the

tem

pera

ture

tosa

tisfy

all

(win

dow

sop

ened

/clo

aed

freq

uent

ly).

5

13T

he a

im o

f the

wor

ksho

p w

asto

pro

vide

an

over

view

of t

heel

emen

ts o

fco

oper

ativ

ele

arni

ng.

Tea

cher

s,pa

rapr

ofes

s-io

nals

, and

Rel

ated

Ser

vice

Per

sonn

el

Ove

rvie

w o

f the

tech

niqu

es,

met

hodo

logy

,an

d ph

iloso

phy

of c

oope

rativ

ele

arni

ngeI

land

s-on

sm

all

grou

p ac

tivity

sim

ulat

ing

coop

erat

ive

team

ing

Par

ticip

ants

wer

e ve

ryac

tivel

yen

gage

d In

disc

ussi

ng,

ques

tions

/an

swer

s, a

ndsm

all g

roup

activ

ities

. The

rspo

nse

was

enth

usia

stic

.

_

'Sm

all g

roup

activ

ities

(gro

ups

of 3

)eU

se o

fau

diov

isua

l aid

sol

lso

of h

and-

outs

Oue

stio

n an

dan

swer

per

iod

No

Inef

fect

ive

stra

tegi

es w

ere

obse

rved

,

A v

ery

clea

r an

dco

ncis

epr

esen

tatio

n.T

he tr

aine

r w

asve

ry r

espo

nsiv

eto

the

need

s an

din

tere

sts

of th

ew

orks

hop

part

icip

ants

.

The

par

ticip

ants

wer

e co

ncer

ned

that

coo

pera

tive

lear

ning

req

uire

sex

tens

ive

clas

spr

epar

atio

n, a

ndca

nnot

be

used

inm

any

situ

atio

ns.

The

envi

ronm

ent

was

ver

yco

mfo

rtab

le a

ndw

ell-l

it.

5

47

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p. 8

of 1

3)

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

ss o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

stra

tegi

esT

rain

er's

Pre

sent

atio

nC

once

rns

ofP

artic

ipan

tsP

hysi

cal

Con

ditio

nsR

aton

?'

14T

he a

im o

f the

Tea

cher

s an

dV

isua

l aid

s us

edT

he n

atur

e of

*Han

ds-o

nN

oA

cle

ar a

ndN

o co

ncer

ns w

ere

The

roo

m w

as

wor

ksho

p w

asR

elat

edto

exp

lain

the

the

sctiv

ities

smal

l gro

upin

effe

ctiv

eco

ncis

eex

pres

sed

by th

eve

ry5

to s

ensi

tize

Ser

vice

theo

ry o

f lea

rnin

gle

d to

act

ive

activ

ities

stra

tegi

espr

esen

tatio

n w

ithpa

rtic

ipan

ts.

com

fort

able

.

educ

ator

s to

diffe

rent

lear

ning

sty

les

so th

at th

ey w

illad

iust

teac

hing

met

hods

for

at-

risk

stud

ents

.

pers

onne

lst

yles

*Car

ouse

lbr

ains

torm

ing

activ

ity w

orke

d on

open

-end

edqu

estio

nsP

artic

ipan

tsco

mpl

eted

rat

ing

scal

e to

cat

egor

ize

them

selv

es in

tole

arni

ng s

tyle

invo

lvem

ent b

yal

l par

ticip

ants

.T

he g

roup

was

very

resp

onsi

ve,

*Dis

cuss

ing

pers

onal

ized

lear

ning

expe

rienc

esan

d ap

plyi

ngth

ese

expe

rienc

es to

clas

sroo

mac

tiviti

es

cite

d,m

any

diffe

rent

activ

ities

that

wer

e w

ell-

coor

dina

ted.

grou

ps, d

iscu

ssin

gho

w th

ey w

ould

like

to b

e ta

ught

The

aim

of t

heC

linic

al40

A v

ideo

Gro

up w

asT

he g

roup

was

No

inef

fect

ive

The

trai

ner

had

aN

o sp

ecifi

cS

paci

ous,

wel

d-

1 5

wor

ksho

p w

aspe

rson

nel

intr

oduc

tion

was

very

enco

urag

ed to

trai

ning

mar

velo

us s

ense

conc

erns

wer

elit

roo

m.

5

4

to le

arn

abou

tge

nder

diffe

renc

es in

the

self-

cont

aine

dcl

assr

oom

.

(Soc

ial

Wor

kers

,S

choo

lP

sych

o-lo

gist

s, a

ndE

duca

tiona

lE

valu

ator

s)

give

n sh

owin

gho

w g

ende

r-re

late

d la

ngua

geha

s ch

ange

dth

roug

h th

e ye

ars

*Dis

cuss

ion

ofdi

ffere

nces

and

sim

ilarit

ies

ofpe

rcep

tions

of

gend

er d

iffer

ence

s

resp

onsi

ve,

The

y w

are

eage

r to

sha

reth

eir

own

xper

ienc

esw

ith g

ende

rdi

ffere

nces

.

part

icip

ate

inth

e w

orks

hop

by r

elat

ing

pers

onal

expe

rienc

esre

leva

nt to

the

topi

c. T

hegr

oup

was

som

ewha

tpa

ssiv

e at

firs

t,bu

t the

trai

ner

effe

ctiv

ely

used

her

expe

rienc

e to

elic

itre

spon

ses

activ

ities

or

stra

tegi

es w

ere

obse

rved

,

of h

umor

, and

her

wel

l-org

aniz

ed a

ndcl

ear

pres

enta

tion,

whi

ch w

asac

com

pani

ed b

yse

vera

l han

d-ou

ts,

met

with

gre

atsu

cces

s.

expr

esse

d by

the

part

icip

ants

.

4 J

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(P

. 9 o

f 13)

Wor

k-sh

opN

umbe

r

Alm

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

se o

fP

artic

ipan

ts

Mos

tE

ffect

ive

Str

ateg

ies

Leas

t Effe

ctiv

est

rate

gies

Tra

iner

'sP

rese

ntat

ion

Con

cern

s ot

Par

ticip

ants

Phy

sica

lC

ondi

tions

Rat

ing

leT

he a

im o

f the

wor

ksho

p w

asto

hel

p cl

arify

wha

t it m

eans

to b

e pa

rt o

f ate

am.

Rot

ated

Ser

vice

Per

sonn

elP

anic

/Pan

tsiiv

ided

into

sm

ell

grou

psE

valu

atio

n of

whe

t con

stitu

tes

a Le

arn

WU

mad

eD

evel

opm

ent o

fa

char

t def

inin

gth

e gr

oup

proc

ess

*Use

of r

ole

Pla

ying

and

gain

al

The

gro

up w

asve

ryre

spon

sive

,es

P0c

iagy

toth

e ro

le p

layi

ngan

d ga

me

activ

ities

par

tsof

the

wor

ksho

p,

The

han

ds-

on, g

ame-

play

ing,

and

role

pla

ying

part

s of

the

wor

ksho

pap

pear

ed to

be th

e m

ost

effe

ctiv

e.

The

gro

up's

task

was

not

clea

r at

firs

t,bu

t it b

ecam

ecl

aare

r as

tim

epa

ssed

and

the

trai

ner

wal

ked

the

grou

pth

roug

h th

ein

itial

act

iviti

es.

The

trai

ner's

pres

enta

tion

was

clea

r, a

nd s

he h

adth

e ch

alle

nge

ofw

orki

ng th

epa

rtic

ipan

tsth

roug

h a

very

abst

ract

act

ivity

.

No

conc

erns

wer

eex

pres

sed

by th

epa

rtic

ipan

ts.

Roo

m w

as w

a-lit

, had

larg

ota

bles

, and

the

tem

pera

ture

Was

com

fort

able

.

,

5

1 7

The

aim

of t

hew

orks

hop

was

to b

uild

com

mun

icat

ion

skill

s fo

rte

ache

rs a

ndpa

re-

prof

essi

onal

s,

Par

a-pr

ofes

sion

als

'Par

ticip

ants

wer

e di

vide

d in

togr

oups

of t

wo

and

took

par

t in

an a

ctiv

ityIn

volv

ing

givi

ng/r

ecei

ving

dire

ctio

nseD

iscu

ssio

n of

com

mun

icat

ions

skill

s to

ok p

lace

Par

ticip

ants

wor

e ve

ryre

spon

sive

,es

peci

ally

beca

use

the

activ

ities

invo

lved

eve

rym

embe

r of

the

grou

p.

"Han

ds-o

nex

perie

nce

Sm

all g

roup

inte

ract

ions

Ent

irese

ssio

n w

aspa

rtic

ipan

t-ce

nter

ed

The

re w

ere

noin

effe

ctiv

est

rate

gies

cite

dby

the

obse

rver

.

Ext

rem

ely

clea

r,or

gani

zed,

and

appe

alin

gpr

esen

tatio

n. T

hetr

aine

r m

anag

edto

invo

lvev

eryo

ne in

all

the

activ

ities

.

The

par

ticip

ants

,w

ho w

ere

para

prof

essi

onal

s,ex

pres

sed

a de

sire

for

teac

hers

toan

ond

this

type

of

wor

ksho

p w

ithth

em to

giv

ete

ache

rs a

nop

port

unity

tow

ork

witt

i the

m

Larg

eau

dito

rium

with

smal

l cha

irs th

atw

ere

som

ewha

tun

com

fort

able

.T

he li

ghtin

g w

asgo

od.

5

i

on c

omm

unic

atio

npr

oble

ms.

5

BE

ST

CO

PY

AV

AIL

AB

LE

51

1.?F

t;;r

1145

to v

Air

IIoi

l:

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

10

of 1

3)

..... W

ork

shop

Num

ber

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ns

e of

Par

ticip

ants

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

Str

ateg

ies

Tra

inee

sP

rese

ntat

ion

Con

cern

s of

Par

ticip

ants

Phy

sica

lC

ondi

tions

Rat

ing

18T

he a

im o

f the

wor

ksho

p w

asto

pro

vide

ES

Lst

rate

gies

for

Eng

lish

and

othe

r co

nten

tar

ea c

lass

es.

Tea

cher

s,P

arep

rofe

ssio

n-al

s, a

ndR

elat

ed S

ervi

cepe

rcO

nnei

Han

d-ou

ts w

ere

dist

ribut

ed a

ndre

view

edD

iscu

ssio

n of

met

hods

of

teac

hing

ES

Lst

uden

ts

Ver

yre

spon

sive

grou

p w

ithac

tive

disc

ussi

on a

ndpa

rtic

ipat

ion

bya

pres

ent.

*Dis

trib

utio

nan

d di

scus

sion

of h

and-

outs

*Que

stio

n an

dan

swer

tim

eD

emon

stra

tion

of s

eman

ticm

appi

ng

No

inef

fect

ive

stra

tegi

es w

ere

obse

rved

,

Ver

y cl

ear

and

conc

ise

pres

enta

tion.

Tra

iner

was

ver

yre

spon

sive

to th

ene

eds

of th

ew

orks

hop

part

icip

ants

.

The

par

ticip

ants

stat

ed th

at th

eyof

ten

lack

suffi

cien

t vis

ual

aid

equi

pmen

t.

Ver

yco

mfo

rtab

lecl

assr

oom

that

was

qui

et a

ndw

ell-l

it.

4

)19

,

The

aim

of t

hew

orks

hop

was

to te

ach

pare

nts

that

mat

hga

mes

can

be

play

ed a

t hom

e,an

d ca

n he

lppr

e-sc

hool

child

ren

deve

lop

mat

h co

ncep

ts.

Par

ents

Dis

trib

utio

n en

ddi

scus

sion

of

mat

h ga

mes

and

puzz

les

*Str

ateg

ies

for

play

ing

gam

esw

ith y

oung

child

ren

Wer

eta

ught

eSim

uham

ous

tran

slat

ion

of th

etr

aine

espr

esen

tatio

n in

toS

pani

sh w

asof

fere

d

Par

ticip

ants

MV

Ove

ryen

thus

iast

ican

d In

volv

ed in

all t

heac

tiviti

es,

Han

ds-o

nac

tiviti

esT

rans

latio

n of

the

pres

enta

tion

into

Spa

..sh

No

inef

fect

ive

stra

tegi

es w

ere

obse

rved

,

Con

cise

and

clea

rpr

esen

tatio

n w

ithth

e tr

aine

rre

actin

gre

spon

sive

ly to

the

need

s of

the

wor

ksho

ppa

rtic

ipan

ts,

No

conc

erns

wer

eex

pres

sed

by th

epa

rtic

ipan

ts.

The

envi

ronm

ent

was

exc

elle

nt.

The

roo

m w

as a

larg

e pl

ayro

omin

the

scho

ol.

Tab

les

and

chai

rs w

ere

grou

ped

in a

man

ner

cond

uciv

e to

com

mun

icat

ion.

5

)

Utk

,'

Obs

erve

rs' R

epor

t on

SE

TR

C w

orks

hops

(p.

11

of 1

3)

Wor

kS

hop

Num

ber

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-ne

se o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

stra

tegi

esT

rain

er's

Pre

sent

atio

nC

once

rns

ofP

artic

ipan

tsP

hysi

cal

Con

ditio

nsR

atin

g

20T

he a

im o

f the

wor

ksho

p w

asto

cla

rify

the

role

of t

hepa

rapr

ofes

sion

alan

d to

teac

h th

epa

rtic

ipan

tsco

mm

unic

atio

nte

chni

ques

.

Sub

stitu

teS

peci

alE

duca

tion

Par

apro

fess

-io

nals

*Cre

atio

n of

alis

t to

help

def

ine

the

part

icip

ants

'io

b*P

artic

ipat

ion

inco

mm

unic

atio

nsac

tiviti

es

Par

ticip

ants

wer

e ex

trem

ely

resp

onsi

ve a

ndm

ade

thou

ghtfu

lco

ntrib

utio

ns,

The

y en

gage

din

the

grou

pac

tiviti

esen

thus

iast

ic-

ally

.

Pai

red

and

smal

l gro

upac

tiviti

es in

whi

chpa

rtic

ipan

tspr

actic

edco

mm

un-

icat

ions

tech

niqu

es

No

stra

tegi

esw

ere

note

d as

inef

fect

ive

byth

e ob

serv

er.

The

trai

ner

'wal

ked

the

part

icip

ants

thro

ugh

the

activ

ities

. The

pres

enta

tion

was

very

cle

ar,

Any

con

cern

sex

pres

sed

wer

eim

med

iate

ly a

ndse

nsiti

vely

resp

onde

d to

by

tha

trai

ner.

The

hor

sesh

oese

atin

gar

rang

emen

tan

d th

e ph

ysic

alas

pect

s of

the

r00f

e W

are

com

fort

able

and

cond

uciv

e to

apo

sitiv

e se

ssio

n.

5

i

C.4

Obs

erve

r's R

epor

t on

SE

TR

C W

orks

hops

(p.

12

of 1

3)

Wor

k-sh

opN

umbe

r

Aim

of

Wor

ksho

pP

artic

ipan

tsA

ctiv

ityR

espo

nsiv

e-no

se o

fP

artic

ipan

ts

Mos

t Effe

ctiv

eS

trat

egie

sLe

ast E

ffect

ive

Str

ateg

ies

Tra

iner

'sP

rese

ntat

ion

Con

cern

s of

Par

ticip

ants

Phy

sica

lC

ondi

tions

Rat

ing

21T

his

was

the

Tea

cher

s*L

ectu

re o

nT

his

was

Spo

ntan

eous

'Div

idin

g th

eT

he tr

aine

rS

ome

conc

ern

The

roo

m

seco

nd p

art o

fa

two-

part

wor

ksho

p on

and

Sub

stitu

teT

each

ers

wha

tco

oper

ativ

ele

arni

ng is

shy,

qui

etgr

oup

that

need

ed to

be

ques

tion/

answ

erpe

riod

*Gro

up

grou

p in

tosm

alle

r gr

oups

(the

par

ticip

ants

spok

e qu

ietly

,bu

t cle

arly

. The

trai

ner

was

ver

y

was

exp

ress

edab

out h

ow to

deal

with

was

spac

ious

,bu

t a li

ttle

4

c000

erat

ive

Dis

cuss

ion

draw

n ou

t by

disc

ussi

ons

ofw

ante

d to

sta

yw

ell p

repa

red

diffe

rent

too

cool

.le

arni

ng. T

heai

m w

as to

thor

ough

lyin

form

the

part

icip

ants

abou

t how

to

abou

t per

sona

lte

achi

ngex

perie

nces

"Gro

ups

crea

ted

to w

ork

onco

oper

ativ

e

the

trai

ner

and

enco

urag

ed to

part

icip

ate,

Eve

ntua

lly a

llP

artic

ipan

tsoo

t inv

olve

d

mat

eria

l cov

ered

*Bet

tor

com

mun

icat

ion

and

mor

ein

votv

eman

tna

tura

lly

with

thei

rfr

iend

s)fo

r th

e se

ssio

n,pe

rson

sliti

esw

hen

stud

ents

form

gro

ups

for

coop

erat

ive

lear

ning

sess

ions

.us

ele

arni

ngan

d m

ost m

ade

evol

ved

as th

ei

coop

erat

ive

lear

ning

in th

eir

clas

sroo

ms.

exer

cise

sco

mm

ents

.se

ssio

n m

oved

on

1

I22

The

aim

of t

ileP

areP

rofe

se-

*Tra

iner

ree

d to

The

"Han

ds-o

nN

o in

effe

ctiv

eT

his

was

a v

ery

No

conc

erns

The

roo

mw

orks

hop

was

lona

lsth

e gr

oup

in a

npa

rtic

ipan

tsac

tiviti

es w

ithst

rate

gies

wer

ecl

ear

and

wer

exp

ress

edw

as la

rge

5

I

to le

arn

how

tohe

lp c

hild

ren

effo

rt to

dem

onst

rate

the

wor

e ve

ryre

spon

sive

.ro

le p

layi

ngC

oope

rativ

eci

ted

by th

eob

serv

er.

conc

ise

pres

enta

tion,

by th

epa

rtic

ipan

ts,

and

very

com

fort

able

.us

e lit

erat

ure

linka

ges

The

y as

ked

lear

ning

with

the

trai

ner

1

to m

ake

conn

ectio

ns in

cont

ent

Mel

.

betw

een

liter

atur

e an

dco

nten

t are

a*T

rain

orde

mon

stra

ted

how

chi

ldre

nca

n 'm

ake

text

', w

ith th

epa

rtic

ipan

tsac

tual

lysi

mul

atin

g th

eac

tivity

man

yqu

estio

ns,

activ

ities

bein

g ve

ryse

nsiti

ve to

the

need

s an

din

tere

sts

of th

epa

rtic

ipan

ts.

'

BE

ST

CO

PY

NIM

BLE

Obs

erve

rs' R

epor

t on

SET

RC

Wor

ksho

ps (

p.13

Of

13)

Wor

ksho

pN

umbe

rA

lm o

fW

orks

hop

Part

icip

ants

Act

ivky

Res

pons

ive-

nese

of

Part

icip

ants

Mos

t Eff

ectiv

eSu

lite

gi01

1L

east

Eff

ectiv

eSt

rate

giee

Tra

iner

'sPr

esen

tatio

nC

once

rns

ofPa

rtic

ipen

tsPh

ysic

alC

ondi

tions

Rat

ing

23T

he a

lm o

f th

uw

orks

hop

was

to g

ive

the

pani

cipa

nts

anov

ervi

ew o

fth

e pl

ace

that

mul

ticul

tura

led

ucat

ion

has

in th

eir

scho

olan

d in

the

futu

re o

f th

eir

stud

ents

,

Tea

cher

s an

dA

ssis

tant

Tea

cher

s

..

*Des

crip

tion

of m

ulti-

cultu

ral

educ

atio

ngi

ven

Gro

updi

scus

sion

of

'Rai

nbow

Cur

ricu

lum

'an

d ot

her

appr

oach

es to

teac

hing

child

ren

abou

t"d

iffe

renc

es"

Part

icip

ants

wer

e ac

tivel

yin

volv

ed in

the

disc

ussi

ons.

Tra

iner

trie

d to

elic

itco

mm

ents

from

any

one

not i

nvol

ved

Inth co

nver

satio

n.

*Gro

updi

scus

sion

,es

peci

ally

on

cont

rove

rsia

lis

sue

like

the

'Rai

nbow

Cur

ricu

lum

Tra

ines

appr

oach

of

elic

iting

ques

tions

fro

mth

e au

dien

ce

Lec

turi

ngai

one

Tra

iner

was

wel

l-pr

epar

ed,

end

mad

e an

effo

rt to

expl

ain

all t

heco

ncep

ts (

e.g.

mul

tieth

nic

vs.

mul

ticul

tura

l).

Part

icip

ants

wer

eco

ncer

ned

with

how

you

can

're-w

rite

hist

ory'

. Aft

erpe

ople

haw

been

taug

ht to

belie

ve th

athi

stor

y bo

oks

are

accu

rate

inth

eir

port

raye

lof

WI

the

ethn

icco

mm

uniti

es,

tesc

hers

are

unco

mfo

rtab

leab

out c

hang

es.

The

roo

m w

assm

el, w

arm

,en

dov

ercr

owde

d.

4

58

BE

ST C

OPY

AV

AIL

AB

LE

59

APPENDIX D199.2-93 SETRC TRAINER SURVEY SUMMARY (N=24)

EXPERIENCE WITH TRAININGTOPIC'

TRAINER EXPECTATIONS OFWORKSHOP ACCOMPLISHMENTS

*18 trainers have provided thesame training previously*3 trainers hold a degreerelated to the workshop'ssubject matter13 trainers have formaltraining on the subject of theworkshop*17 trainers have extensiveknowledge of the workshop'stopic*1 trainer does turnkeytraining on the subject of theworkshop01 trainer assisted in thedevelopment of a manual on thetopic of the workshop*10 trainers have had recenttraining on the workshop'stopic

Concrete Accomplishments:

*Workshop participants willhave the ability to write aneffective I.E.P.*Identification of childrensuffering from Fetal AlcoholSyndrome and child abuse*Learning to establishfunctioning teams which holdconf..xences in their owndepartments*How to use music to teachlanguage development*How to instate cooperativelearning in the classroom*To use games andmanipulatives to teach math tochildren and their families*Using childrens' literatureto make connections in contentareas*How to integrate multi-cultural issues into thecurriculum

Abstract Accomplishments:

*Learning to cope withdifferent personalitytypes/learning styles*Learning to evaluate toys andsee the value of play in achild's life*Being able to selectmaterials appropriate to atarget populationGaining knowledge andconfidence in teaching ability*Learning to recognize theneeds of ESL students*Learning what the role of theparaprofessional is

tip e answers y any trainer were possib e.

6035

APPENDIX E1992-93 Ratings of Workshops by Participants

Work-shopTopic

Attendees OverallWorkshop

Rating

KnowledgeGained

Percent WhoSaidWorkshopMet Profess-ionalInterests

I.E.P. Review TeachersParasAdmin-istrators(N =12)

4.8 +1.3 92%

Coping WithDifficultPeople

*TeachersAdmin-istrators*RelatedServiceProviders(N = 15)

5.8 +2.1 87%

LearningThrough Play

RelatedServiceProvidersParentsOther(N = 8)

5.7 +1.5 75%

Effective Useof SETRCLibrary

*Other(N =14) 4.7 +.6 100%

MakingScience Fun

*Teachers(N=3) 5.9 +1.0 100%

SubstanceAbuse

RelatedServiceProviders(N=4)

5.5 +.5 75%

61

36

Work-shopTopic

Attendees OverallWorkshop

Rating

KnowledgeGained

Percent WhoSaidWorkshopMet Profess-ionalInterests

Safe andEduca-tional Toys

RelatedServiceProvidersParentsOther(N=5)

5.4 +3.0 100%

Team Confer-encing

TeachersAdmin-istratorsRelatedServiceProvidersOther(N =44)

4.5 + .3 66%

Child Abuse Admin-istrators*RelatedServiceProviders*Other(N = 11)

5.4 + .7 82%

Facil-itatingSecondLanguageAcquisi-tion

'Teachers*RelatedServiceProviders(N = 14)

4.9 +2.1 86%

Job of thePara In theClassroom

Paras(N = 4) 4.9 +1.5 100%

ESL ThroughMusic

TeachersRelatedServiceProviders(N=15)

5.3 +.7 80%

tvri

37

Work- .

shopTopic

Attendees OverallWorkshop

Rating'

KnowledgeGained

Percent WhoSaidWorkshopMet Profess-ionalInterests

CooperativeLearning

TeachersParasAdmin-istrators(N =14)

4.5 +.5 86%

LearningStyles

TeachersAdmin-istratorsRelatedServiceProviders(N=17)

5.4 +1.2 100%

GenderDiffer-ences

RelatedServiceProviders(N =12)

4.9 +1.3 i100% ,

Team Buildingfor GuidanceCounselors

Admin-istratorsRelatedServiceProviders(N=14)

5.6 +.6 86%

Team Buildingfor Pares

Paras*Other(N=22)

5.1 +2.1 91%

ESLStrategies

*Teachers(N=18) 4.2 +.2 56%

Family Math Parents(N=7) 5.3 +.8

,

100%

SubstitutePara Training

Paras(N =11) 5.7 +1.9 100%

. .

Work-shopTopic

Attendees OverallWorkshop

Rating°

KnowledgeGained

Percent WhoSaidWorkshopMet Profess-ionalInterests

Cooperat-ive Learning

TeachersParas(N =15)

4.9 +1.6 93%

HelpingChildren UseLiterature

Paras(N = 17) 5.5 +1.2 100%

Multi-CulturalEducation

TeachersParasOther(N = 22)

3.7 + .3 59%

a Summed scores of individual workshop questions divided by the number ofquestions to result in a 6 point scale from 1 low"- 6 "high".

6 4 39

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob`

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

I.E.P

. Rev

iew

(n =

7)3.

471

.4H

elps

with

I.E.P

.s in

Mat

hlie

lps

to s

etda

ily o

bjec

tives

for

Res

ourc

eR

oom

stu

dent

s

3.4

Run

follo

wup

wor

ksho

ps/ g

oov

er I.

E.P

.s in

grea

ter

dept

hS

ee a

n ac

tual

I.E.P

. ove

r 2-

3ye

ar p

erio

d

Cop

ing

With

Diff

icul

tP

eopl

e(n

=8)

4.1

_

100

aWor

king

with

stud

ents

and

co-

wor

kers

Wor

king

with

an

itine

rant

supe

rvis

or &

diffi

cult

stud

ents

4.0

Add

ition

alsp

ecifi

csi

tuat

ions

&vi

gnet

tes

ofdi

ificu

lt pe

ople

66

)4=

6

r;

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

i

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob"

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

f

Lear

ning

Thr

ough

Pla

y1

(n=

3)1

4.3

100

Hel

ping

par

ents

clar

ify o

ptio

nsU

nder

stan

ding

how

chi

ldre

nin

tera

ct w

ith o

nean

othe

r an

d by

them

selv

es

4.3

NO

NE

Effe

ctiv

e U

seof

SE

TR

CLi

brar

y(n

=6)

3.3

33.3

Lear

ned

abou

tth

e lib

rary

and

told

oth

ers

abou

tit U

se th

e lib

rary

to g

et m

ater

ials

for

a sp

ecifi

cle

sson

3.1

Wou

ld li

ke a

.

year

ly s

umm

ary

of m

ater

ials

on

file

Get

mor

e up

-to-

date

mat

eria

ls

Mak

ing

Sci

ence

Fun

(n=

2)3.

510

0W

hi le

pre

parin

gfo

r ou

r S

cien

ceT

our

4A

ny a

dditi

onal

trai

ning

/mat

-er

ials

/in-

form

atio

n w

ould

be h

elpf

ul

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(hi

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

Sub

stan

ceA

buse

(n=

2)3.

510

001

am

mor

eat

tune

d to

sub

tlesi

gns

than

I w

aspr

evio

usly

4M

ore

spec

ifics

for

diag

nost

icpu

rpos

es

Saf

e an

dE

duca

tiona

lT

oys

(n=

2)

5.0

100

Pic

ked

safe

toys

for

Chr

istm

asLe

arne

d ab

out

safe

ty in

pla

ying

with

toys

4.5

Tea

m C

onfe

r-en

cing

(n=

27)

3.3

66.6

In s

taff

conf

eren

ceW

e w

ere

able

tom

odel

our

selv

esaf

ter

the

sim

ulat

ed c

ase

conf

eren

ce

3.4

Mor

e tr

aini

ng in

clos

ure

and

the

desi

gnat

ion

ofre

spon

sib-

ility

Oth

er m

odel

s'of

cas

eco

nfer

enci

ng

6970

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

146)

Wor

ksho

pM

ean

Effe

ctiv

e-%

Who

Sai

dS

ituat

ions

Whe

reM

ean

Add

ition

alT

opic

ness

Rat

ing

ofW

hat L

earn

edW

hat W

asE

ffect

iven

ess

Mat

eria

ls/

Wor

ksho

pA

t Wor

ksho

pLe

arne

d A

tR

atin

g O

fT

rain

ing

To

Ove

rall

Was

Use

ful I

nW

orks

hop

Was

Tec

hniq

ues/

Fos

ter

Wor

ksho

pD

ay-T

o-D

ayU

sefu

lM

ater

ials

ImpI

emen

t-at

ion

Act

iv-it

ies

Intr

oduc

ed A

tW

orks

hop

And

Use

d A

t Job

'

Chi

ld A

buse

Pas

sed

Mor

e(n

=8)

4.6

,

87.5

info

rmat

ion

on to

field

sta

ff th

roug

htu

rnke

yw

orks

hops

lein

forc

ed r

ole

as r

epor

ter

toap

prop

riate

auth

oriti

esIn

crea

sed

sens

itivi

ty to

this

issu

e

4.2

info

rmat

ion

onw

hen

com

plai

nts

aren

't ac

cept

edM

eet t

hepe

ople

you

cal

lw

ith r

efer

rals

rrai

ning

on

tech

niqu

esin

volv

ed in

ther

apy

with

sexu

ally

abu

sed

child

ren

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

.146

)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

plm

plem

ent-

atio

n

Fac

ilita

ting

Sec

ond

Lang

uage

Acq

uisi

tion

(n =

5)

4.6

.

100

Tea

chin

gla

ngua

ge a

ndm

usic

Abl

e to

app

lym

any

of th

ete

chni

ques

taug

htin

spe

ech

ther

apy

Tea

chin

g th

eal

phab

et th

roug

hm

usic

4.2

A s

econ

dw

orks

hop

wou

ldbe

hel

pful

Sup

ply

mor

ebo

oks

we

can

use

in c

lass

Job

of th

eP

ara

In th

eC

lass

room

(n =

1)

To

effe

ctiv

ely

deal

with

disc

iplin

ary

prob

lem

s in

the

Res

ourc

e R

oom

Add

ition

alin

form

atio

n on

disc

iplin

ary

prob

lem

s in

the

clas

sroo

m

7374

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffact

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n.

ES

L T

hrou

ghM

usic

(n =

6)4.

310

0T

each

ing

abou

tth

e bo

dy p

arts

usin

g m

usic

Usi

ng r

hym

esw

ith a

n ap

hasi

cst

uden

tU

sing

rhy

thm

san

d m

usic

for

spee

ch p

atte

rns

4.2

Tra

inin

g on

cultu

ral

diffe

renc

esE

quip

men

t suc

has

tape

rec

orde

rsS

ome

expa

nsio

n on

the

tech

niqu

es

Lear

ning

Sty

les

(n =

14)

3.3

100

Wor

ksho

pus

eful

inas

sess

ing

lear

ning

and

pers

onal

ityst

yles

of s

tude

nts

and

co-w

orke

rsT

rain

er w

asin

vite

d to

do

apr

esen

tatio

n at

part

icip

ant's

scho

ol

4.5

Tea

ch a

spec

ific

topi

cus

ing

diffe

rent

lear

ning

sty

les

Less

on p

lan

idea

sM

ore

info

rmat

ion

onin

stru

ctio

nal

stra

tegi

es

AP

P7N

IDIX

FS

UM

MA

RY

OF

199

2-93

SE

TE

-; F

OLL

OW

-UP

SU

RV

EY

S (

N =

146

)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall"

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

,

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pim

plem

ent-

atio

n

Gen

der

Diff

eren

ces

(n =

10)

4.3

90I t

ry to

ref

lect

whe

ther

dec

isio

nsar

e ba

sed

onso

ciet

alex

pect

atio

nsin

stea

d of

the

child

's n

eeds

Ref

er b

ack

toin

form

atio

n w

hen

cons

ider

ing

are

com

men

datio

nA

s a

CS

Em

embe

r I'm

mor

een

light

ened

abo

utM

IS ll

pla

cem

ents

4.0

Thi

s tr

aini

ngsh

ould

be

requ

ired

for

plac

emen

tpe

rson

nel

at th

e C

SE

Giv

epa

rtic

ipan

tson

goin

gst

atis

tics

abou

tcu

rren

ten

rollm

ent i

nS

peci

al E

d

78

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

ralr

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

Tea

mB

uild

ing

(n =

5)

3.5

80*D

urin

g P

upil

Per

sonn

elC

omm

ittee

mee

tings

In in

tera

ctio

nsw

ith a

dults

shar

ing

idea

s an

dre

spon

sibi

l-itie

s

3.4

Offe

r th

isw

orks

hop

tote

ache

rs (

toen

hanc

e th

eir

com

mun

icat

ion

skill

s)H

ave

mor

eac

tiviti

es w

hich

stre

ss th

eim

port

ance

of

team

bui

ldin

g*D

emon

stra

teho

w y

ou c

an u

seth

is m

odel

in a

grou

p of

chi

ldre

n

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

EIR

C F

OLL

OW

-UP

SU

RV

EY

S (

N .

146)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

. % W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

Tea

mB

uild

ing

For

Par

as a

ndT

each

ers

(n =

3)

3.0

67

-

I've

been

abl

eto

avo

id c

lass

conf

licts

bet

wee

nte

ache

rs &

par

as,

and

stud

ents

&pa

ras

3.3

Add

ition

altr

aini

ng in

mul

tiple

pers

onal

ities

,

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

ES

LS

trat

egie

s in

Eng

lish

(n =

13)

3.4

61I w

as a

ble

tous

e w

ebbi

ng to

expa

nd a

n E

SL

conc

ept

My

rela

tions

hips

with

stu

dent

sha

ve im

peov

ed*I

was

abl

e to

mod

ify m

y us

e of

lang

uage

toco

mm

unic

ate

with

an

ES

Lst

uden

t

3.3

Use

of v

ideo

or

com

pute

rs/

audi

o-vi

sual

equi

pmen

tA

dditi

onal

bilin

gual

mat

eria

ls

3

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pM

ean

Effe

ctiv

e-%

Who

Sai

dS

ituat

ions

Whe

reM

ean

Add

ition

al

T o

pic

ness

Rat

ing

ofW

hat L

earn

edW

hat W

asE

ffect

iven

ess

Mat

eria

ls/

Wor

ksho

pA

t Wor

ksho

pLe

arne

d A

tR

atin

g O

fT

rain

ing

To

Ove

rall

Was

Use

ful I

nW

orks

hop

Was

Tec

hniq

ues/

Fos

ter

Wor

ksho

pD

ay-T

o-D

ayU

sefu

lM

ater

ials

Impl

emen

t-at

ion

Act

iv-it

ies

Intr

oduc

ed A

tW

orks

hop

And

Use

d A

t Job

'

Par

apro

-*I

'm u

sing

Som

e re

cent

fess

iond

Tra

inin

g(n

= 6

)

4.5

100

wor

ksho

pin

form

atio

n in

ever

yday

activ

ities

4.0

artic

les

on th

eB

oard

's id

eas

onha

ndlin

g be

havi

or

I lea

rned

how

toha

ndle

beh

avio

ral

prob

lem

s

Coo

pera

tive

Lear

ning

(n =

1)

I've

enco

urag

edm

ore

coop

erat

ive

lear

ning

in m

ycl

assr

oom

Mor

e ha

nds-

onm

anip

ulat

ive

mat

eria

ls

86

AP

PE

ND

IX F

SU

MM

AR

Y O

F 1

992-

93 S

ET

RC

FO

LLO

W-U

P S

UR

VE

YS

(N

= 1

46)

Wor

ksho

pT

opic

Mea

n E

ffect

ive-

ness

Rat

ing

ofW

orks

hop

Ove

rall

% W

ho S

aid

Wha

t Lea

rned

At W

orks

hop

Was

Use

ful I

nD

ay-T

o-D

ayA

ctiv

-itie

s

Situ

atio

ns W

here

Wha

t Was

Lear

ned

At

Wor

ksho

p W

asU

sefu

l

Mea

nE

ffect

iven

ess

Rat

ing

Of

Tec

hniq

ues/

Mat

eria

lsIn

trod

uced

At

Wor

ksho

p A

ndU

sed

At J

ob'

Add

ition

alM

ater

ials

/T

rain

ing

To

Fos

ter

Wor

ksho

pIm

plem

ent-

atio

n

,

Hel

ping

Chi

ldre

n U

seLi

ter-

atur

e (P

aras

)(n

= 1

5)

4.9

93I l

earn

ed h

ow to

deal

with

chi

ldre

npo

sitiv

ely

Use

d te

chni

ques

in le

sson

pla

nnin

gT

he in

form

atio

npa

cket

s an

dpa

mph

lets

cam

ein

han

dy

4.7

Info

rmat

ion

onw

orki

ng w

ithnu

mbe

rsV

isua

l cul

tura

lm

ater

ials

and

gam

esLe

arn

abou

tdi

ffere

nt c

hild

beha

vior

s

Mul

ti-C

ultu

ral

Less

ons

(n =

6)

3.2

832.

8In

form

atio

nre

gard

ing

food

,dr

ess

& r

elig

ion

Mor

e up

date

dm

ater

ials

Film

strip

sR

ated

(ve

ry in

effe

ctiv

e) 1

-5 (

very

effe

ctiv

e)

b i

6

AP

PE

ND

IXF

ollo

w-u

p S

urve

y of

199

2-93

PIT

Pro

gram

Pan

iclp

ants

Mea

n'ffe

ctiv

enes

s ra

ting

of tr

aini

ng

n=20

Mea

n/ u

sefu

lnes

sra

ting

of th

e tr

aini

ngte

ceiv

ed

n20

Top

ics/

tech

niqu

es/

mat

eria

ls fr

om P

IT tr

aini

ngth

at h

ave

been

par

ticul

arly

usef

uln=

20

Add

ition

al tr

aini

ng./

mat

eria

ls/in

form

atio

ntr

aini

ng w

ould

be

help

ful i

nyo

ur w

ork

n =

17

Spe

cific

Gftu

atio

ns w

here

you

used

PIT

trai

ning

info

mia

tion

n 10

i

Com

men

ts a

ndsu

gges

tions

n16

Tot

alre

spon

dent

.N

- 2

0

3.13

3.7

Info

rmat

ion

on B

oard

of

Ed

proc

edun

tsM

ultii

ingu

al/m

ultl-

cultu

ral

lesu

asT

estin

gte

chni

ques

/inte

rpre

tatio

nof

test

res

ults

Info

nnat

ion

on S

BS

TC

fli In

terv

entio

n*A

bu.*

rep

ortin

g*A

ltern

ativ

e pl

acem

ents

InS

peci

e/ E

d.C

omm

unity

/pub

ilc11

9101

MC

111

Issu

es o

n de

ath

and

dyin

gS

choo

l-bas

ed c

ouns

eiin

gin

fonn

atio

nP

nsve

ntiv

e se

rvic

es

Hav

e m

ost r

ecen

t iite

ratu

redi

ssem

inat

ed to

PIT

`*M

ore

trai

ning

in te

stin

terp

reta

tion

Net

wor

k w

ith P

ITco

lleag

ues

*inf

orm

atio

n ab

out

nego

tiatin

g w

ith th

e B

oard

of E

duce

tion

Tra

inin

g in

effe

ctiv

eco

nsul

tatio

n*M

ore

hand

s-on

activ

ities

/pla

y th

erep

yIn

form

atio

n on

edu

catio

nal

evel

uatio

nP

resc

hool

ass

essm

ent

info

nnat

ion

*Wor

k on

par

ent

inte

rect

ion

*Wor

k on

the

rela

tions

hip

betw

een

regu

lar

and

spec

ial

educ

atio

nF

ollo

w-u

p w

orks

hops

Tlm

e m

aneg

emen

tC

ompl

ianc

e la

ws

*Use

d kn

owle

dge

ofho

rne/

scho

olco

llabo

ratio

nLe

ctur

e on

'How

toC

hang

e th

e R

ulse

" he

lped

with

cou

nsel

ing

Use

d kn

owle

dge

gain

edab

out b

icul

ture

d/bi

lingu

alis

sues

Use

d 'T

eam

Bui

ldin

g'in

form

atio

n w

ith S

BS

T*I

nfor

mat

ion

on d

eath

coun

selin

g w

as u

sefu

l for

child

who

lost

par

ent t

oA

IDS

*Han

dout

on

cuitu

ral

equi

vale

nce

inst

anda

rdiz

ed te

ns u

sefu

lIn

form

atio

n on

chi

ldab

use

holp

ful i

n w

orki

ngw

ith te

ens

Info

rmat

ion

on u

sing

inte

rpre

ters

hel

pful

Incr

esso

aka

vis

its d

urin

gtr

aini

ngE

nioy

ed th

e tr

aini

ngse

ssio

nsD

iver

sify

the

topi

cs th

atth

e sp

eake

rs c

over

Offe

r m

ore

info

rmat

ion

than

wha

t Is

lear

ned

in th

eco

llege

cla

ssro

om b

y th

eP

ITs

Offe

r ad

ditio

nal h

ands

-on

1

and

smel

l gro

up a

ctM

ties

*Enc

oura

geco

nfet

enci

ng/p

eer

men

torin

g am

ong

the

PIT

.G

ive

addi

tiona

lIn

fonn

atio

n on

asse

ssm

ent o

f pre

-sc

hool

ere

*Arr

ange

sch

edul

es o

fsp

ooki

er*

to a

llow

for

othe

r ac

tiviti

es b

etw

een

lect

ures

Spl

it fie

ld p

lace

men

tsbe

twm

on e

lem

ente

ry a

ndhi

gh s

choo

ls to

div

ersi

fyex

perie

nce

Offe

r ed

ditio

nal

coun

selin

g st

rate

gies

/cas

etu

dies

'lis

ted

(ver

y in

effe

ctiv

e) I

5 (v

ery

effe

ctiv

e) o

r (n

ot v

ery

usef

ill)

1-5

(ver

y us

eful

)

2 or

mor

e re

spon

ses

BE

ST C

OPY

AV

AIL

AB

LE

90

Appendix H

Library Users' Mean R3tingsof Library Services (N =158)

Ratings ofLibraryMaterials'

Availability

Quality

Newness

Mean

3.5

3.5

3.3

Ratings ofLibraryFunctionalCharacteristics'

Hours

Location

3.4

3.5

Staff helpfulness 3.8

Workshop ratings' 3.5

' The rating scale for services ranged from 1 (poor) to 4(excellent)

Appendix ILibrary Users'' Most Frequent Answers to the Question"Are there any materials and/or services that you would

like to see made available?"

Materials/services

Percent ofRespondents')

(n=134)

More recent materials

More manipulatives

More science materials

Additional computers

More books

More workshops

More native/foreign languagematerials

Materials for handicapped

History materials

More Special Ed. materials

Library was convenient

16.1

5.4

8.9

7.1

12.5

1.8

3.6

12.5

5.4

1.8

1.8espondents Inc us - s : teac ers . percent, parapro essional 1 .9 percent,

parents 4.5 percent, college students 9.0 percent, and other 11.1 percent.'More than one respouse was possible.