It must be a sign

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>	Are we on the air? By Linda Buchanan Wagner ’79
>	A generation in search by Nancy Obrien ’94
>	For you, A.J. by Ed Ziegler ’72
>	Whit one day, world the next by Marie Ranoia Alonso ’90
>	My brother’s keepers by Jim Koscs ’85
>	Can you say, “College is super-dee-dupor?” by Moira Jablon-Bernstein ’92
>	Project Santa from a New Perspective by Lisa Shea Linden ’86
>	The train to college by Dorothy Ciryak Clark Leonard ’76, ’84
>	Debating the future by Ron Weisberger ’65
>	A deeply-rooted relationship by Harriet Clevenger Lockwood ’88
>	Curtain or copy: a major decision by Susan Goodman Magod
>	The bear necessities of friendship by Qraig R. de Groot ’93
>	Special delivery by Darlene Beck-Jacobson ’74
>	A room of my own by Melissa F. Sherman ’86
>	The diploma by Ros Psolka ’90
>	Remembering Sabrina by Ros Psolka ’90
>	Who wants my 33s? By Jim Koscs ’85
>	Looking for a sign By Wendy Weber Crawford ’75, ’79, ’88
>	An ode to 27A South Main Street By Keith Forrest ’88
>	Our flag in the window By Lori Marshall ’92
>	Mail, mortality and American mettle By Brian Kass’85
>	Christmas trees in the Kremlin By Don Dunnington’97
>	Aimless and malcontent no more By Tim Zatzariny, Jr. ’94
>	Bringing the family By Susan Parker ’74
>	A little too soon for golden oldies By Keith Forrest ’88
>	Tale of a tile man By Sabatino Mangini ’01
>	Remembering Reagan By David Coyle ’81
>	Time well spent By Leigh Koebert ’97
>	Still a college kid... By Gregg Clayton ’81
>	What’s at the end of your “If only…”? By Carol Servino ’75
>	Catching the moment and the meaning By Casey Christy ’92, M’03
>	Starting at Glassboro, finishing at Rowan By Lori Samlin Miller ’77
>	Room to grow By Casey Christy ’92, M’03
>	Lifelong friends in spite of themselves By Patricia Quigley ’78, M’03

It must be a sign
by Wendy Weber Crawford ’75, ’79, ’88

he want ad caught my eye—but I was not in the market for a job. Why would I want to leave behind tenure and begin again in a new district? Yet I was fascinated: principal of an early childhood center and director of the district adult school. Where else would I be the first and last principal a student might ever have? The position was a mirage during the interview process, in view, but not quite attainable. I drove past the building. I pictured my car in the principal’s spot. I called the current principal to inquire about curriculum. I toured the facility. I read articles on early childhood and adult literacy—just in case. And then it happened. They offered me the job! Was it the right job for me? If only there was a sign!

That’s when I read an article by Laura Felzer, describing her experience using sign language with hearing children with significant developmental delays and their incredible success. Success that, like my new job, had previously been nothing but a mirage—in sight, but out of reach. The author wondered what sign language might do for hearing children without developmental delays. I wondered, too.

As soon as I arrived at my new job in mid-May, I shared the article and concept with the director of elementary curriculum and the staff. I e-mailed the author, and then I heard from another researcher in the field, Marilyn Daniels. I was thrilled. Here I was in my new job in my own South Jersey town, corresponding with a researcher on each coast about an exciting literacy approach for early childhood! A reading specialist at heart and by trade, I could not contain my excitement.

One thing led to another, and soon several of my teachers were including sign in their classes. Some had previous experience with signing due to personal or professional experiences and were wonderful resources for the rest of us. Gratefully, central administration allowed latitude in designing our own in-service and Marilyn Daniels spent an entire day with our school, sharing knowledge, stories and practical ideas.

What else could I do to support my staff in this exciting project? As the director of the adult school, I was able to offer a course called “American Sign Language for Teachers” right in the early childhood center, immediately after school. I dreamed of starting one class and filled four such classes, with still more students spilling over into the more traditional signing class offered at night. We became a community of learners in the truest sense, helping each other with homework and practicing signing as we passed each other in the hall.

It was all coming together. Sixteen days into the new school year, I found myself in a class where five-year-olds were reading words such as kindergarten, September and school. They interchangeably gave the sign as the teacher showed the word, or read the word as triggered by the sign.

Any day at our school, children were signing color words, number words, days of the week and months of the year. Class directions were being signed: line up, sit down and please be quiet. Words of encouragement were being signed: good job, thank you and applause. Schedules were being signed: Today we have library (or art, gym or music). Children passed me going to the buses or in the hall and proudly showed a sign, thrilled when I knew it! Teachers videotaped each other, sharing ideas and success stories during ‘in house’ in-service. We were all signing for literacy!

We won’t have the test results for a while, but the soft data is in—signing for literacy builds excitement, confidence and reading skills!

And about that new job? Great children, a talented staff, receptive parents and support from central administration welcomed me. And almost 700 little hands are the ‘sign’ that I needed!

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Wendy Crawford is principal of Grenloch Terrace Early Childhood Center and director of Washington Township Adult School in Washington Township, Gloucester County.