Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
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
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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.
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4. Adapting Instruction
For learners of any age or any disability
For learners at any level of
literacy development
Mini Presentation for Colleagues
PhylMacomber
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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
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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
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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
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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
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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
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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
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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.
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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.”
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Learn About: Build a Scene
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.”
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Learn About:
Play a Board Game
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.
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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
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Learn About Sample: Cayden
25. ModuleActivitiesPlan
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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
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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
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Learn About Plan for Success
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
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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)
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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
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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.
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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.
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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.
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Read About:
Hear a Storyboard
36. Instruct the learner to activate each
target and listen to therecorded message
Model as needed
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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
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More Read About Ideas
38. 38Heartland AEA 11 Assistive Technology Services
Make a Hear an Idea Map
43. Carrie Tibben, Audubon High School
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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
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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
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Read About Plan for Success
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
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49. References
Macomber, P. T. (2010). The power of
t.h.e. p.a.c.t.. West Windsor, Vermont:
Make A Difference, Inc.
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Notes de l'éditeur
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.