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Pact june13 one
- 1. A 4-Step Color-Coded Framework to Adapt Curriculum June 19-20, 2013 Heartland AEA 11 Assistive Technology Services T.H.E. P.A.C.T .
- 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 & Read About Modules 2Heartland AEA 11 Assistive Technology Services
- 3. Objectives Participants will demonstrate understanding of the four modules in T.H.E. P.A.C.T. systematic framework as it relates to adapting curriculum for special needs students. Participants will write activity descriptions and mini lesson plans for each module. Participants will integrate resources to adapt general education curriculum using T.H.E. P.A.C.T. in a variety of formats such as low- tech, computer-based, and mobile technology. 3Heartland AEA 11 Assistive Technology Services
- 4. Adapting Instruction For learners of any age or any disability For learners at any level of literacy development Mini Presentation for Colleagues PhylMacomber 4Heartland AEA 11 Assistive Technology Services
- 5. Getting Started You do not have to start from scratch! Consider student’s strengths and preferences Use materials already available to fit into THE PACT system Connect THE PACT to current IEP goals and curriculum Believe you can do it 5Heartland AEA 11 Assistive Technology Services
- 6. T.H.E. P.A.C.T. Framework The learning objectives for each module Consistent learning activities and formats used for each objective Corresponding assistive technology solution for each learning activity in each module 6Heartland AEA 11 Assistive Technology Services
- 7. Learner Interest Profile Available AT Supports 7Heartland AEA 11 Assistive Technology Services
- 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 language 8Heartland AEA 11 Assistive Technology Services
- 9. LearnerInterestProfile 9Heartland AEA 11 Assistive Technology Services
- 10. Integrated Assistive Technology 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 student and the team 10Heartland AEA 11 Assistive Technology Services
- 11. AvailableATSupports 11Heartland AEA 11 Assistive Technology Services
- 12. Visually green Border Container Background Receptive Building word knowledge and meaning Vocabulary bank account Determine an appropriate range of vocabulary words for your target student 12Heartland AEA 11 Assistive Technology Services Learn About Module
- 13. Uses explicit & implicit teaching methods Errorless learning or skill based formats Teaching not testing not asking questions here! Relate to the individual’s personal experience and prior knowledge when teaching vocabulary related to the curriculum unit Need to be matched to the learner’s interest 13Heartland AEA 11 Assistive Technology Services Learn About Module
- 14. Make a My Words Dictionary Objective: Using assistive technology supports, the student will match up to10 curriculum-based vocabulary words to a definition by placing a picture-word card with the definition on the page. 14Heartland AEA 11 Assistive Technology Services Errorless Learn About
- 15. 15Heartland AEA 11 Assistive Technology Services Learn About: My Words Dictionary
- 16. Script: Name the curriculum topic, “Time to learn about the life cycle of the frog.” Point to and name each vocabulary item:, “tadpole, hatch, algae, frog.” Instruct the learner to select a picture and place it on the scene Name the picture as you point to it, giving descriptive feedback in a meaningful sentence, “The tadpole hatches from an egg.” 16Heartland AEA 11 Assistive Technology Services Learn About: Build a Scene
- 17. Skill Based Formats Memory/Concentration Play Bingo Play Tic-Tac-Toe Label a Picture Word Searches Sorting 17Heartland AEA 11 Assistive Technology Services Learn About: Skill Based
- 18. Lesson Script: Set up the game board Name each vocabulary item as you put it on the board, “Time to learn about Abe Lincoln.” Roll the adapted die that has pictures on it. Name the item rolled and review a definition of the vocabulary word, e.g., “Log cabin, a log cabin is the building that was Abe Lincoln’s home.” 18Heartland AEA 11 Assistive Technology Services Learn About: Play a Board Game
- 19. 19Heartland AEA 11 Assistive Technology Services Make a Vocabulary Game
- 20. 20Heartland AEA 11 Assistive Technology Services Boardmaker Learn About
- 21. 21Heartland AEA 11 Assistive Technology Services Clicker 6 Learn About
- 22. www.unique.n2y.com Unique Learning System is an online, dynamic, standards-based curriculum specifically designed for special learners. Six grade bands- purchase separately. (IEC pricing discount) Subscribers download monthly instructional thematic units. Each unit contains 30 lesson plans and downloadable materials. Materials are created using SymbolStix graphics. Unit lesson plans define three levels of differentiation to accommodate the diversity of learners. Heartland AEA 11 Assistive Technology Services 22 Unique Curriculum Learn About
- 23. 23Heartland AEA 11 Assistive Technology Services There’s an App for That Learn About
- 24. 4 years old, attends preschool four days per week IEP goals for social interaction and play skills, functional communication, math and literacy Relies on structure and routine for security and to know expectations; relies on visual supports for schedule, communication and play Strengths: visual problem-solving skills, physical and verbal imitation skills Preferences: iPad, being outside, music, cars and trucks 24Heartland AEA 11 Assistive Technology Services Learn About Sample: Cayden
- 25. ModuleActivitiesPlan 25Heartland AEA 11 Assistive Technology Services MyWords Dictionary Matching- Bits Board app Memory King Listen to a Story Match the picture to the book Listen to a Story Summary Watch a video,Listen to a Book Write a Sentence Write a Word Name the Picture Answer WH Questions ComprehensionBuildstoExpression
- 26. Type of dictionary Number of vocabulary words Other Learn About formats based on learning challenges, preferences & learning goals 26Heartland AEA 11 Assistive Technology Services Example Learn About: Jane
- 27. Plan the objectives and learning activities for the Learn About module for your targeted student. Learner Challenges, Learner Activity Interest Profile, and Available AT Supports First, fill-in the top box in the Learn About module with the number of vocabulary words the student will learn in each new curriculum unit Next, fill-in the bottom box with Learn About Activities the student will use to learn single word vocabulary at the beginning of each new unit 27Heartland AEA 11 Assistive Technology Services Learn About Plan for Success
- 28. LearnAboutChecklist 28Heartland AEA 11 Assistive Technology Services
- 29. 29Heartland AEA 11 Assistive Technology Services Learn About Activities
- 30. Receptive language based module Visually blue Border Container Background Receptive Listen to or read about vocabulary in phrases, sentences, and paragraphs to gain more knowledge on the topic Acquires further knowledge on the curriculum content despite literacy challenges 30Heartland AEA 11 Assistive Technology Services Read About Module
- 31. Matched to student strengths &preferences Can be set up with “reading to learn” activities as well as “learning to read” activity formats Consider formats that can be used across modules “Developing a library of resources for our learners to complement their explicit in-person instruction establishes and sets up independent learning opportunities and formats for the review and practice of curriculum material.” (Macomber 2010) 31Heartland AEA 11 Assistive Technology Services Read About Module
- 32. Decrease the student’s dependence 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 books 32Heartland AEA 11 Assistive Technology Services Technology Enhances Read About
- 33. Individualize the Activities Design & format activities based on the student’s expressive &receptive language levels and overall cognitive development. Increase the chance of learner “buy-in” by making a personal connection to their life. 33Heartland AEA 11 Assistive Technology Services
- 34. Lesson Script: Name the curriculum topic. “Time to read about ___. Let’s build your book.” Review the target vocabulary instruct the learner to place a picture on each page of the book. Write the sight word in the blank on the page. Start at the beginning of the book and read the page sets to the learner. Heartland AEA 11 Assistive Technology Services 34 Read About: Build a Book
- 35. Learning Objective Student will preview an adapted book summary using a talking pen to activate a talking label. Student will listen to sentence- based information on curriculum topics related to academics & life skills. Heartland AEA 11 Assistive Technology Services 35 Read About: Hear a Storyboard
- 36. Instruct the learner to activate each target and listen to therecorded message Model as needed Heartland AEA 11 Assistive Technology Services 36 Read About: Hear an Idea Map
- 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 Prediction 37Heartland AEA 11 Assistive Technology Services More Read About Ideas
- 38. 38Heartland AEA 11 Assistive Technology Services Make a Hear an Idea Map
- 39. 39Heartland AEA 11 Assistive Technology Services Boardmaker Read About
- 40. 40Heartland AEA 11 Assistive Technology Services Clicker 6 Read About
- 41. 41Heartland AEA 11 Assistive Technology Services There’s an App for That Read About
- 42. Tarheel Reader www.tarheelreader.com Bookflix, Trueflix, Tales2Go, http://media.aea11.k12.ia.us/HAEA11Media/ ReadWriteThink http://www.readwritethink.org/ Special Education Techology http://www.setbc.org/curriculumset/default.aspx Teacher tube http://teachertube.com/ 42Heartland AEA 11 Assistive Technology Services Read About Resources
- 43. Carrie Tibben, Audubon High School 43Heartland AEA 11 Assistive Technology Services Case Example
- 44. Reading to learn and learning to read Multi-sensory Active and involved Same format different color Learner goals, preferences, challenges and available AT supports 44Heartland AEA 11 Assistive Technology Services Jane’s Read About
- 45. Use the Learner Challenges, Learner Activity Interest Profile, & Available AT Support to plan objectives & learning activities for each module For each new curriculum unit & for each student fill-in the Read About with the type of reading activities that will expand their comprehension Specific Read About Activities the student will use 45Heartland AEA 11 Assistive Technology Services Read About Plan for Success
- 46. ReadAboutChecklist 46Heartland AEA 11 Assistive Technology Services
- 47. 47Heartland AEA 11 Assistive Technology Services Make Read About Activities
- 48. T.H.E. P.A.C.T. Resources The Power of T.H.E. P.A.C.T. book is in Heartland’s Professional Library About T.H.E. P.A.C.T. http://www.aboutthepact.com/ Subscribe to the newsletter Watch the video interview with Phyl T. Macomber Boardmakershare http://www.boardmakershare.com/ Search for “quick actions” to find setups Learninggrids, Clicker 6 https://www.learninggrids.com/us/WelcomePage.aspx 48Heartland AEA 11 Assistive Technology Services
- 49. References Macomber, P. T. (2010). The power of t.h.e. p.a.c.t.. West Windsor, Vermont: Make A Difference, Inc. 49Heartland AEA 11 Assistive Technology Services
Editor's Notes
- 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. www.AdventuresinspeechPathology.com
- 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.