pact june13 two

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.

Heartland AEA 11 Assistive Technology Services 2

Schedule- Day 2

8:00-9:00- Review of Day One

9:00-10:15- Write About Module

10:15-12:00- Plan and develop Write About Activities

12:00-1:00- Lunch

1:00- 2:30- Talk About Module

2:30- 3:15- Plan and develop Talk About Activities

3:15-4:30- Sharing


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.


T.H.E P.A.C.T Review


Assistive Technology Supports


Case Study

Jenny Springer, Berg Elementary


Expressive

Visually yellow

Writing is the act of representing language in a set of signs or symbols

Writing is a means of recording information

Write About Module


Three categoriesNote-taking Messaging Formal writing

Four phases of writingBrainstorming Composing Editing Publishing

Write About Module


Decreased prompting, More student independence

Check for comprehension, re-teach as necessary

Take data for IEP Progress Monitoring and Alternate Assessment

Employ a multi-sensory approach Visual, auditory, tactile, kinetic

Write About Module


Objective: Student will select a vocabulary item from an array of 4-8 content-based choices to complete a character map in a brainstorming writing lesson.

Write About:Build a Character Map


Circles on the left-hand sideNumber sentences in order Adhere talking labels

Lines in the middleWrite sentences in the listAttach sentence strips

Boxes on the right-hand sideTo check off ideas

Write About: Make A List


Name the curriculum topic, “______.”

Write four correct facts about the topic and four incorrect facts on sentence strips

Display the facts

Review all the sentences

Read one sentence strip at a time & instruct the learner to determine whether that sentence is related to the topic, if so, place it in the list

Write About: Make a List Facts I Learned


“Time to write about (topic name) and complete a sentence worksheet”

Write the vocabulary answers on blank word cards stored inside of the writing folder

Review the vocabulary answers with the learner.

Write a sentence starter on the worksheet

Read the sentence starter to the learner who writes the answer by selecting the correct word card or picture and placing it on the line

Write About: Complete Sentences About a Topic


Complete a series of sentencesWrite a three sentence paragraph

Write About


Write About: Build a Character Map


Boardmaker Write About


Clicker 6 Write About


There’s an App for That Write About


Three categories of writing, note taking, messaging, formal writing

Four stages of writing process

Product that can be shared

Same format different color

Learner goals, preferences, challenges, available AT supports

Jane’s Write About Activities


Use Learner Challenges, Learner Activity Interest Profile, & Available AT Support to plan the objectives & learning activities for each module for the targeted student

Fill-in the top box of the Write About with the type of writing activities the student will use to express what they have learned

Next, fill-in the bottom box with specific Write About Activities the student will use with each new unit

Write About Plan for Success


Write Abou

t Checklist


Make Write About Activities


Case Study

Heather Annis,Westridge ElementaryWest Des Moines


Visually Red

Expressive

Sharing knowledge about what was learned and increasing meaningful participation

Expands learner’s expressive language skills to various communication intents and social language competencies

Talk About Module


Demonstrating comprehension

Communicate what learner thinks or knows using targeted set of vocabulary

Shares knowledge using visual or auditory supports

Focus on increasing learner’s participation

Talk About Module


Write & name the topic, “Talk about (Topic)”

Write a target vocabulary word in each box on the form

Review a sentence-based definition of each vocabulary word as you point to it on the form

Explain to the learner that he will use this Talk About board to help when giving an answer in class or in a work group

Practice this by asking the learner 2-3 questions and having him use the form to respond

Generalize this to a small group or classroom setting

Talk About:Give a One Word Answer


Using assistive technology supports, the student will

Take three consecutive turnsTo state three facts on a curriculum-based

topic using content vocabulary

Talk About: State Three Facts


Share knowledge about what was learned

Participate in meaningful curriculum discussion

Model a metacognitive task to match what student thinks with what they say

Talk About: Thought Talk


Maintain topic during discussion

Demonstrate appropriate turn-taking

Sharing knowledge they have learned in previous modules

Talk About: Share Two Ideas That Go Together


Make a Thought Talk Activity


Boardmaker Talk About


Clicker 6 Talk About


There’s an App for That Talk About


Support her communication needs

Same format different color

Learner goals, preferences, challenges, available AT supports

Jane’s Talk About Activities


Use Learner Challenges, Learner Activity Interest Profile, & Available AT Supports to plan the objectives, learning activities & AT supports for each module in THE PACT framework the targeted student

Fill in the top box of the Talk About module with type of supports the student will need to express what they have learned

Next fill in the bottom box with specific Talk About Activities the student will use with each new unit

Talk About Plan for Sucess


Talk

Abou

t Checklist


Make Talk About Activities


T.H.E. P.A.C.T. Making it work day to dayYou have created activities for each module

and determined the step by step order in which to use them

Determine the curriculum unit you will start with, select vocabulary and create the content to put in T.H.E. P.A.C.T. activities

Determine when in the student’s day the activities will be used

Determine how you will work collaboratively as a team to change the content for new curriculum topics


T.H.E. P.A.C.T. ResourcesThe 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 newsletterWatch the video interview with Phyl T. Macomber

Boardmakersharehttp://www.boardmakershare.com/Search for “quick actions” to find setups

Learninggrids, Clicker 6 https://www.learninggrids.com/us/WelcomePage.aspx

http://www.aboutthepact.com/

http://www.aboutthepact.com/

http://www.boardmakershare.com/

https://www.learninggrids.com/us/WelcomePage.aspx

https://www.learninggrids.com/us/WelcomePage.aspx


References

Macomber, P. T. (2010). The power of t.h.e. p.a.c.t.. West Windsor, Vermont: Make A Difference, Inc.

pact june13 two

Education