Pact june13 one


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T.H.E. P.A.C.T. Day One- Learn About, Read About
Heartland AEA 11 Professional Development

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  • understand the structured teaching model of the packunderstand how to adapt any Creek your material using the pack for a particular students preferred learning styleplan for how to organize your pack materials plan for how the pack fits into your lesson plans for your targetEd students.
  • Use a print out of the vocabulary words and definitions and a Green Learn about module to review vocabulary in pairs. 10 minutes.
  • Today you will see and hear examples of using THE PACT framework with a wide variety of students, from 3 year olds to 17 year olds, from students with severe and profound learning challenges to students in all regular education classes.Learner Challenges chapter and worksheet.
  • THE PACT outlines a roadmap in the form of a workbook. It delineates for the team a handful of manageable learning formats – based on the interests of the learner – along with matching assistive technology supports aligned with each targeted IEP objective.
  • The majority of independent or adult assisted learning formats will be selected from the high preference column. This ensures cooperation and maximizes learning performance. When the student may be in a small group of peers, a handful of medium-preference formats may work because being a part of the group may increase the interest of the student.Jane’s interests and available AT supportsRead Examples of Customized Activity Formats: Learner One and Learner Two, page 46-48.Complete worksheets BREAK
  • Through out the day we will have case examples – that is the “I do” part of the this instructional training.Jane is the “we do” – together we will build a PACT framework to use to modify curriculum for JaneAs you already know – you will have time for “you do” to build the framework for one of your own students.(large post-it sheets and marker)
  • Assistive Technology is any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. Integrated means: Parts that have been blended into a harmonious whole. The design formats and tools selected when adapting the curriculum need to be easy to use and practical for both the team and the learner.When making your list of AT supports, refer back to the list of student challenges you completed earlier.
  • We can not express what we do not understand.The vocabulary set is presented at a single word level in a variety of learning formats.We will be more active, more motivated if the material is meaningful to us, if we are highly interested, and if we enjoy the process. For kids who are able, consider involving them in the process of choosing target vocabulary words to learn. For example, you could have the list of possible words and definitions, after reviewing each, let the student decide which they want to learn. This increased involvement can lead to increased interest and a more active involvement in learning.
  • Implicit learning is a passive process in which a person is exposed to information and learning content and acquires knowledge of that information basically through that exposure. There is no direct teaching method, “leaning by osmosis” Explicit learning is an active or interactive process in which the individual is active and involved as the information is presented to them. The student is participating and as active as possible in the learning activity. Errorless means that there is no correct answer or no language demand placed on the learner to perform.One way to ensure personal experience is to have a LA activity such as “Experiential Same and Different” where the student will participate in a fun, unexpected teaching lesson to “experience” the topic and then do a compare and contrast language based activity. This “experiential same and different lesson is completed every time in the same step of the sequence before moving on to the next Learn About activity in the module, the student has a consistent approach and so knows what to expect and when each time he needs to learn something new.
  • This sample objective is not what you would write in an IEP goal, but describes the method adults and students will use to interact with the curriculum. POWER words are often incorporated into IEP goals.The sample objective is written to be student specific not topic specific. Matches specific students strengths and needs. Objective doesn’t have to be rewritten for each topic area but will be adjusted when student skills or needs change.
  • A variety of formats can be use based on student interests & needs
  • Also errorlessReason the lesson plan or activity description, focus on student’s strengths, interests and needs. So everyone does the lesson the same wayBuild a scene can also be made using Boardmaker plus software, Clicker software, or iPad apps. The focus is hearing and interacting with the single word vocabulary during an activity that is fun and interesting for the learner.
  • Having both errorless and skill based formats is beneficial for the student learning. There are many websites that make it easier to create both errorless and skill-based Learn About activities. Also consider having students create some of these materials for either themselves or other students to use as study materials prior to the test.
  • Can use Random app as a way to move on a game board
  • Refer to electronic copy of: Build a Vocabulary Game, Build a Scene, My Words Dictionary,
  • LearnAboutBoardgame example.Pay attention to if you have Boardmaker Plus or Boardmaker StudioSpinner, Many of these same activities can be created using Clicker as well.
  • Yes, it is read, but do you see how it could be quickly changed to a green? Using the same format but changing the way it is is used is powerful for learning. It allows the student to build their knowledge and know based on the color what their role is. When it is green they focus on learning new vocabulary, blue they will be reading or listening, yellow means they need to write and red means it is their turn to talk as we listen.
  • Look at apps you already have an know how to use – can they be customized and used as PACT activities? Also OK to have a step in the framework that will be an app of some kind – perhaps specific to the curriculum topic – similar to always having a video or book related to the topic.Clicker sentences – all 4 Little Match ups, Tiny TapStory KitNotability
  • His IEP goals outline his learning challenges.Learner solutions include increasing visual supports, limited number of words spoken, increasing repetition of key words, and consistent feedback
  • It is your turn to plan for success Although it is easier to have a topic in mind when designing activities, it can often distract you from picking activities that is matched to the student’s preferences, learning needs and can be used with ANY topic.
  • Pass out sample planning pages and green checklist
  • The Read About module is color coded blue and highlights the importance of using a targeted set of vocabulary – which was taught in the Learn About module – in specialized reading formats using more sophisticated language structures in “reading to Learn” activities.Reading about the single word vocabulary embedded in phrases, sentences and paragraphs is the next step in building the students receptive language skills related to the comprehension of the curriculum material.Everyone ‘reads’ at some level – examples: stop sign, restaurant and store signs, restroom signs.
  • Non-readers may need “listen to learn” formats instead of read to learn. Ensure the activities are still as interactive as possible and enjoyable to the student.Consider if your student would benefit from reading or listening to a model of what they are going to write about or talk about in a later module.Consider the power of print. Print is permanent – it is not like dialogue or conversation, where unless you record it, there is not way to review it later. With print, the student can refer back to it later to retrieve or recall information and as an aid to answering questions or problem solving. Keep this principle in mind as you design learning activities for your student – the activities should be made to be used over and over by the student to support their independence and provide them support as they participate in other classroom activities related to the curriculum topic.
  • TarHeel Reader, Book Flix, TruFlix, Bookshare,Kurzweil 3000, Read Outload, apps, Microsoft Word, Safari, Boardmaker, Clicker, TarHeel Reader, apps, talking photo albumDon’t forget - the technology needs to be easy to use for both the student to use and the team to set up!
  • If the learner only follows single step directions and comprehends 4-5 words in a sentence, you might consider using repeated line books where each page has a consistent sentence format.Use the student’s picture in the design, design an activity that visualized how the content is connected to their life These principles are just as important to higher level learners – help them see and make connections to prior learning.
  • Be as creative as you want – but remember to match the learning material to student’s interest, learning level and needs. Be sure you will be able to reuse this activity with different curriculum content.
  • StoryKItClicker SentencesTinyTapSpeak Selection in Pages or notes or iBooks
  • Heartlands online data bases include Learn 360, bookflix and truflixPriorywoods has interactive books and many more resources for kids with significant disabilities.ReadWriteThink has K-12 standard-based lessons, web resources, literacy based activities and printoutsSetbccurriculumSET is a collection of resources that facilitate the sharing of customized technology-based content among educators working with students who use assistive technology. This searchable database enables educators to find, download, and customize activities, templates and public domain accessible books based on the ten areas of the curriculum as set out by the BC Ministry of Education.
  • Heartlands online data bases include Learn 360, bookflix and truflixPriorywoods has interactive books and many more resources for kids with significant disabilities.ReadWriteThink has K-12 standard-based lessons, web resources, literacy based activities and printoutsSetbccurriculumSET is a collection of resources that facilitate the sharing of customized technology-based content among educators working with students who use assistive technology. This searchable database enables educators to find, download, and customize activities, templates and public domain accessible books based on the ten areas of the curriculum as set out by the BC Ministry of Education.
  • Pact june13 one

    1. 1. A 4-Step Color-Coded Frameworkto Adapt CurriculumJune 19-20, 2013Heartland AEA 11 Assistive Technology ServicesT.H.E.P.A.C.T.
    2. 2. Schedule- Day 1 8:30-10:00- Basic Principles of T.H.E. P.A.C.T.framework 10:00-10:15- Break and look at examples 10:15-12:00- Learn About Module 12:00-1:00- Lunch 1:00-2:30- Read About Modules 2:30-4:30- Plan and develop Learn About & ReadAbout Modules2Heartland AEA 11 Assistive Technology Services
    3. 3. ObjectivesParticipants will demonstrate understandingof the four modules in T.H.E. P.A.C.T.systematic framework as it relates toadapting curriculum for special needs students.Participants will write activity descriptions andmini lesson plans for each module.Participants will integrate resources to adaptgeneral education curriculum using T.H.E.P.A.C.T. in a variety of formats such as low-tech, computer-based, and mobiletechnology.3Heartland AEA 11 Assistive Technology Services
    4. 4. Adapting InstructionFor learners of any age or any disabilityFor learners at any level ofliteracy developmentMini Presentation for ColleaguesPhylMacomber4Heartland AEA 11 Assistive Technology Services
    5. 5. Getting StartedYou do not have tostart from scratch!Consider student’s strengthsand preferencesUse materials already available to fit intoTHE PACT systemConnect THE PACT to current IEP goalsand curriculumBelieve you can do it5Heartland AEA 11 Assistive Technology Services
    6. 6. T.H.E. P.A.C.T. FrameworkThe learning objectives for each moduleConsistent learning activities and formatsused for each objectiveCorresponding assistive technology solutionfor each learning activity in each module6Heartland AEA 11 Assistive Technology Services
    7. 7. Learner Interest ProfileAvailable AT Supports7Heartland AEA 11 Assistive Technology Services
    8. 8. JaneFifth gradeLearner challenges Reads at 1st grade level Listening comprehension at 3rd grade level Handwriting is slow, large, laborious DistractibleCurriculum 5th grade gen ed collaborative classroom One period daily with a special ed teacherIEP goals- reading & written language8Heartland AEA 11 Assistive Technology Services
    9. 9. LearnerInterestProfile9Heartland AEA 11 Assistive Technology Services
    10. 10. Integrated AssistiveTechnology SupportsDo not start from scratch Use what you have What works for the studentBlend of high and low tech supportsMatched to student interests and needsEasy to use for the studentand the team10Heartland AEA 11 Assistive Technology Services
    11. 11. AvailableATSupports11Heartland AEA 11 Assistive Technology Services
    12. 12. Visually green Border Container BackgroundReceptiveBuilding word knowledge and meaningVocabulary bank accountDetermine an appropriate range ofvocabulary words for your target student12Heartland AEA 11 Assistive Technology ServicesLearn About Module
    13. 13. Uses explicit & implicit teaching methodsErrorless learning or skill based formatsTeaching not testingnot asking questions here!Relate to the individual’s personalexperience and prior knowledge whenteaching vocabulary related to thecurriculum unitNeed to be matched to the learner’s interest13Heartland AEA 11 Assistive Technology ServicesLearn About Module
    14. 14. Make a My Words DictionaryObjective: Using assistive technologysupports, the student will match up to10curriculum-based vocabulary words to adefinition by placing a picture-word cardwith the definition on the page.14Heartland AEA 11 Assistive Technology ServicesErrorless Learn About
    15. 15. 15Heartland AEA 11 Assistive Technology ServicesLearn About:My Words Dictionary
    16. 16.  Script: Name the curriculumtopic, “Time to learn about the lifecycle of the frog.” Point to and name each vocabularyitem:, “tadpole, hatch, algae, frog.” Instruct the learner to select a picture and place iton the scene Name the picture as you pointto it, giving descriptive feedbackin a meaningfulsentence, “The tadpolehatches from an egg.”16Heartland AEA 11 Assistive Technology ServicesLearn About: Build a Scene
    17. 17. Skill Based FormatsMemory/ConcentrationPlay BingoPlay Tic-Tac-ToeLabel a PictureWord SearchesSorting17Heartland AEA 11 Assistive Technology ServicesLearn About: Skill Based
    18. 18. Lesson Script: Set up the game boardName each vocabulary item as you putit on the board, “Time tolearn about Abe Lincoln.” Roll the adapted diethat has pictures on it.Name the item rolled andreview a definition of the vocabularyword, e.g., “Log cabin, a log cabin is thebuilding that was Abe Lincoln’s home.”18Heartland AEA 11 Assistive Technology ServicesLearn About:Play a Board Game
    19. 19. 19Heartland AEA 11 Assistive Technology ServicesMake a Vocabulary Game
    20. 20. 20Heartland AEA 11 Assistive Technology ServicesBoardmaker Learn About
    21. 21. 21Heartland AEA 11 Assistive Technology ServicesClicker 6 Learn About
    22. 22.  Unique Learning System is anonline, dynamic, standards-based curriculumspecifically designed for special learners. Six gradebands- purchase separately. (IEC pricing discount) Subscribers download monthly instructionalthematic units. Each unit contains 30 lesson plansand downloadable materials. Materials are created using SymbolStix graphics.Unit lesson plans define three levels ofdifferentiation to accommodate the diversity oflearners.Heartland AEA 11 Assistive Technology Services 22Unique CurriculumLearn About
    23. 23. 23Heartland AEA 11 Assistive Technology ServicesThere’s an App for ThatLearn About
    24. 24.  4 years old, attends preschool fourdays per week IEP goals for social interaction and playskills, functional communication, math and literacy Relies on structure and routine for security and to knowexpectations; relies on visual supports forschedule, communication and play Strengths: visual problem-solving skills, physical andverbal imitation skills Preferences: iPad, being outside, music, carsand trucks24Heartland AEA 11 Assistive Technology ServicesLearn About Sample: Cayden
    25. 25. ModuleActivitiesPlan25Heartland AEA 11 Assistive Technology ServicesMyWords DictionaryMatching- Bits Board appMemory KingListen to a StoryMatch the picture to the bookListen to a Story SummaryWatch a video,Listen to a BookWrite a SentenceWrite a WordName thePictureAnswer WHQuestionsComprehensionBuildstoExpression
    26. 26. Type of dictionaryNumber ofvocabulary wordsOther Learn Aboutformats based onlearningchallenges, preferences& learning goals26Heartland AEA 11 Assistive Technology ServicesExample Learn About: Jane
    27. 27. Plan the objectives and learningactivities for the Learn About modulefor your targeted student. Learner Challenges, Learner Activity InterestProfile, and Available AT SupportsFirst, fill-in the top box in the Learn Aboutmodule with the number of vocabulary wordsthe student will learn in each new curriculumunitNext, fill-in the bottom box with Learn AboutActivities the student will use to learn singleword vocabulary at the beginning of eachnew unit27Heartland AEA 11 Assistive Technology ServicesLearn About Plan for Success
    28. 28. LearnAboutChecklist28Heartland AEA 11 Assistive Technology Services
    29. 29. 29Heartland AEA 11 Assistive Technology ServicesLearn About Activities
    30. 30. Receptive language based moduleVisually blueBorderContainerBackground ReceptiveListen to or read about vocabulary inphrases, sentences, and paragraphs to gainmore knowledge on the topicAcquires further knowledge on the curriculumcontent despite literacy challenges30Heartland AEA 11 Assistive Technology ServicesRead About Module
    31. 31. Matched to student strengths &preferencesCan be set up with “reading to learn” activitiesas well as “learning to read” activity formatsConsider formats that can be usedacross modules“Developing a library of resources for our learnersto complement their explicit in-person instructionestablishes and sets up independent learningopportunities and formats for the review andpractice of curriculum material.”(Macomber 2010)31Heartland AEA 11 Assistive Technology ServicesRead About Module
    32. 32. Decrease the student’sdependence on adults Increase learningBuild independenceIncrease self confidenceExamples E-books with reading software Text to speech software Apps with built-in readers Create customized books32Heartland AEA 11 Assistive Technology ServicesTechnology EnhancesRead About
    33. 33. Individualize the ActivitiesDesign & format activities based on thestudent’s expressive &receptive languagelevels and overall cognitive development.Increase the chance of learner “buy-in” bymaking a personal connection to their life.33Heartland AEA 11 Assistive Technology Services
    34. 34. Lesson Script: Name the curriculum topic.“Time to read about ___. Let’s build your book.”Review the target vocabulary instruct thelearner to place a picture on each pageof the book.Write the sight word inthe blank on the page.Start at the beginning ofthe book and read the page sets to the learner.Heartland AEA 11 Assistive Technology Services 34Read About: Build a Book
    35. 35. Learning Objective Student will preview an adapted book summaryusing a talking pen to activate a talking label. Student will listen to sentence-based information on curriculum topicsrelated to academics & life skills.Heartland AEA 11 Assistive Technology Services 35Read About:Hear a Storyboard
    36. 36. Instruct the learner to activate eachtarget and listen to therecorded messageModel as neededHeartland AEA 11 Assistive Technology Services 36Read About:Hear an Idea Map
    37. 37. Listen to a SummaryListen to a Character MapRead a Time Line, Sequence, or HierarchyBuild a Venn DiagramMatching/Naming/Selecting WordsListen to or Read a Prediction37Heartland AEA 11 Assistive Technology ServicesMore Read About Ideas
    38. 38. 38Heartland AEA 11 Assistive Technology ServicesMake a Hear an Idea Map
    39. 39. 39Heartland AEA 11 Assistive Technology ServicesBoardmaker Read About
    40. 40. 40Heartland AEA 11 Assistive Technology ServicesClicker 6 Read About
    41. 41. 41Heartland AEA 11 Assistive Technology ServicesThere’s an App for ThatRead About
    42. 42. Tarheel ReaderBookflix, Trueflix, Tales2Go,ReadWriteThinkSpecial Education TechologyTeacher tube AEA 11 Assistive Technology ServicesRead About Resources
    43. 43. Carrie Tibben, Audubon High School43Heartland AEA 11 Assistive Technology ServicesCase Example
    44. 44. Reading to learn andlearning to readMulti-sensoryActive and involvedSame format different colorLearner goals, preferences, challenges andavailable AT supports44Heartland AEA 11 Assistive Technology ServicesJane’s Read About
    45. 45. Use the Learner Challenges, LearnerActivity Interest Profile, & Available ATSupport to plan objectives & learningactivities for each moduleFor each new curriculum unit& for each student fill-in the Read About with the typeof reading activities that willexpand their comprehension Specific Read About Activitiesthe student will use45Heartland AEA 11 Assistive Technology ServicesRead About Plan for Success
    46. 46. ReadAboutChecklist46Heartland AEA 11 Assistive Technology Services
    47. 47. 47Heartland AEA 11 Assistive Technology ServicesMake Read About Activities
    48. 48. T.H.E. P.A.C.T. ResourcesThe Power of T.H.E. P.A.C.T. book is inHeartland’s Professional LibraryAbout T.H.E. P.A.C.T. Subscribe to the newsletter Watch the video interview with Phyl T. MacomberBoardmakershare Search for “quick actions” to find setupsLearninggrids, Clicker 6 AEA 11 Assistive Technology Services
    49. 49. ReferencesMacomber, P. T. (2010). The power oft.h.e. p.a.c.t.. West Windsor, Vermont:Make A Difference, Inc.49Heartland AEA 11 Assistive Technology Services