Phyl Teaches How to Embrace Tools and Resources That Are Straightforward to Use, Time-Efficient, & Produce Results
Skill-Building Training
"Results-Oriented Professional
Development: In-Person
and Online Options"
Research shows that instructor quality is the most significant influence on a learner's achievement.
Professional development that is most effective in improving any practice is results-oriented.
Make A Difference, Inc. provides practical, action-plan oriented courses that get you "off the bench" and "in the game" - using proven methods that produce measurable outcomes.
All Educational Sessions are available in an In-Person or Online format.
All In-Person Full-Day Trainings are available through a series of online classes - with the exception of the hands-on Make & Takes.
Comprehensive Courses on T.H.E. P.A.C.T.
– Both In-Person and Online Options
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In-depth courses that will take "good ideas" and put them into a "Can-Do" action plan |
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Gain detailed insight into foundational principles, the important connection between language tasks, and learner case examples |
All In-Person Full-Day Trainings are available through a series of Online classes – with the exception of the hands-on Make & Takes.
Keynote Speaker: Phyl T. Macomber
Author, Trainer, and Curriculum Strategist, Phyl T. Macomber is known for her empowering, practical, and "action-plan" oriented programs.
Phyl Delivers a Powerhouse Address as the Keynote
Speaker of the Tools for Schools Conference
Phyl provides dynamic keynote addresses and customized breakout sessions - that are combined with creative and research-based approaches - for people who want to move beyond the limitations of their work and day-to-day problems and on to realistic "solutions."
Roundtable Training Discussions
"On-the-Spot Problem-Solving"
Customized Problem-Solving Linked to the
Common Core Initiative
In this interactive series of conferences - offered online or in-person - a group of participants brings their questions "to the table" regarding systemizing instruction and communication.
Get your questions answered "on-the-spot" when differentiating instruction, tying to the Common Core Initiative, and learning new technology tools.
Leave with immediate solutions to your problems - in "real-time" - so that you can put them into a practical starting action plan for T.H.E. P.A.C.T.
A minimum of 4 Roundtables are scheduled in this training package.
NOTE: Completing the free introductory webinar on T.H.E. P.A.C.T. is a prerequisite to participating in the Roundtables.
Conference Appearances
Phyl's work has been nationally and internationally recognized at leading conferences in the field of education, special education, augmentative communication, speech and language, and assistive technology.
Her conference appearances have been in the form of teaching educational sessions, instructing pre-conference workshops, and giving keynote addresses.
Clinical Feedback
Marcia Zurich-Thompson, Speech-Language Pathologist from southern New Hampshire, comments:
"Phyl’s presentation style was beautifully organized, delivered with dynamic fervor, and of course, a great deal of heart gleaned from her extensive knowledge base and years of field and research experience."
Linda Murphy, Educational Assistant from Edmonton, Alberta, shares:
"Phyl was an amazing presenter! There was never a dull moment and I got a rainbow of ideas. Phyl is very positive and energetic and provides a lot of visual examples along with apps and multimedia tools to use within the framework."
Mary Asper, President of Codding Hollow & Associates in Vermont, remarks:
"Phyl, you did an OUTSTANDING training. The SLPs who attended were very pleased with all the information you shared. T.H.E. P.A.C.T. is perfect for what we do at 'any' grade level. It is such a wonderful tool to use - as well as to explain to teachers and staff that will then help carry-over activities SLPs implement."
Steve Bender, Special Educator, took a course in North Branch, New Jersey and shares:
"It was so helpful to see how many components of T.H.E. P.A.C.T. could be created on a shoe-string budget!"
Deirdre Pierce, parent of a child with a disability from New England, remarks:
"Phyl, YOU AMAZE ME! I am so happy to have shared the day with you. Congratulations on an inspiring successful day!"
Meagan Moakley, consultant from Crick Software, shares:
"Phyl, you did a fantastic job, and everyone was completely in awe of your enthusiasm and dedication to your field - myself included!
Mary Sue Crowley, Learning Specialist, who attended a course in Central Vermont, states:
“Phyl's training sessions are extremely informative, exciting, and above all, everyone leaves with skills that can be immediately put to use. She always communicates her goals clearly and states her expectations in a way that leaves no questions."
Ann Bailey, Special Educator, took a course in Boston, Massachusetts and states:
"I am able to begin immediately implementing these ideas from the wealth of resources presented. And, I learned more about resources that I already utilize!"
Carrie Peterson, Classroom Teacher from the province of Alberta, says:
"Phyl is a strong presenter who explains information thoroughly for a variety of technology to apply in the classroom setting using T.H.E. P.A.C.T."
Jane Duffy, Occupational Therapist from Windsor Southeast Supervisory Union in Vermont, explains:
"Phyl, you have taken your many years of experience and put it into a comprehensive program that can be used from a very basic level to a high level. T.H.E. P.A.C.T. can be implemented from low tech to high tech and can be adapted to ALL levels of cognitive ability. The training was EXCELLENT and it makes sense!"
Debbie Sawyer, Classroom Teacher, who was at a training in Sherwood Park, Alberta feels:
“Phyl, you are personable and so full of knowledge! T.H.E. P.A.C.T. is a practical and sensible approach to instruction and I love that you are a practicing professional in the field."
Laura Houle, Special Educator from northern New England, comments:
"What an inspiring day it was! I am blessed to meet people like you in my life's journey who share tools to help me make a difference.
Connie Ryan, Speech-Language Pathologist from Massachusetts, explains:
"We've been asking the wrong question in Special Education! We have been asking 'How do I teach this thing?' Instead, we should have been asking is 'What activities and tools does this student need to learn anything?' T.H.E. P.A.C.T. is practical and user-friendly which may make it easier to get regular education teachers to buy in. Thank you for creating this approach and thank you for sharing it so effectively through this workshop."
Amy Shaw, Speech-Language Pathologist, who attended a workshop in Killington, Vermont, remarks:
"Phyl is a fantastic presenter and has a gift. She is so good at making each person 'on the train' feel valuable. Everyone got a compliment and recognition from her at some point in the training. We all left, parents and providers, with high self-esteem and confidence and renewed energy for the work that lay ahead."
Educational Sessions
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Receive concentrated information in a short period of time |
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Easily fit training into your existing work day |
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Sessions are either 1 hour or 1.5 hours in length |
All Educational Sessions are available In-Person or Online in a live Webinar format. A listing of archived recorded webinars coming soon.
Phyl Hits the Ground Running & Delivers Creative
Teaching Lessons in an Educational Session
FREE Recorded Intro
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The Power Of T.H.E. P.A.C.T.
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The Power of T.H.E. P.A.C.T. 1-Day Course
"Building the Roadmap for Systemized Instruction"
In this introductory course, learn how to set up 4 essential language-based modules to systematically teach ANY content for learners with or without a disability tied to the Common Core Standards in the areas of language, reading related to literature and informational text, writing, and speaking and listening.
This course is offered for 0.6 ASHA CEUs (Intermediate level, Professional area).
Disclosure: Phyl T. Macomber has a relevant financial relationship as the author of T.H.E. P.A.C.T. framework that will be discussed as part of this presentation. She has served as a paid presenter, consultant, & researcher for T.H.E. P.A.C.T. as President of Make A Difference, Inc. She has also authored resources related to T.H.E. P.A.C.T. for both teaching staff & learners addressed in this course. Phyl has no relevant non-financial relationships to disclose.
Participants Get Hands-On Examination of
Tools for Each of the 4 Modules
Learner profiles are reviewed with numerous examples using photo and video for teaching vocabulary and word knowledge, reading to learn activities, scaffolded writing lessons, active participation and speaking roles, and more!
Walk away with a tool chest of ideas of how to:
Use apps for more than one language task
Set up free Web tools to meet multiple learning objectives
Create activities in minutes using integrated software templates
Construct simple, reusable low tech solutions using inexpensive office supplies
Course Participant Feedback
Val Baker, Special Education Consultant, who attended a course at Buena Vista University in northwest Iowa, states:
"I came into today with no idea of what T.H.E. P.A.C.T. was, and leaving today, I feel that I not only have a good understanding of the framework, but could go home and implement many strategies. Yay!"
Amy Highstrom, Speech-Language Pathologist, attended a course in Claremont, New Hampshire and describes the day by saying:
"This course provided a great overview to this practical and comprehensive system of instruction. Phyl, you clearly have spent a tremendous amount of time on this. Thank you for your enthusiasm and the contribution to education you have truly made."
Jennifer Caldwell, Occupational Therapist, attended a course at the Tools for Schools Conference in Hartford, Connecticut and concludes:
"This was a very comprehensive workshop. It provided a structure to curriculum as well and high and low tech strategies that can be used with a variety of learners. I will definitely use the program to structure curriculum lessons and adapt materials for teachers!"
Betsy Hawkins-Chernof, Computer Access Facilitator & Occupational Therapist from a St. Louis, Missouri Course, says:
"I liked that Phyl brought numerous visual aids and examples to St. Louis for us to try and she customized her examples to our group. Phyl was SO responsive to our questions!"
Shawna Shappy, Autism Behavior Consultant in northern Vermont, feels:
"This course was not biased to one field and you are clearly knowledgeable, Phyl. You are a well-rounded presenter!"
Wanda Chaulk, Classroom Support Teacher, explains:
"The 1-Day Course on T.H.E. P.A.C.T. provided multiple tips on websites, apps, and educational resources! Phyl, you have authored a very practical framework to add to our current practice in teaching all children with diverse needs."
Anne Moore Odell, Classroom Teacher, attended a course in Sherwood Park, Alberta and shares:
"Thank you for your personal and moving examples of students and teams. The color-coding really helps. T.H.E. P.A.C.T. is useful for all learners – regular ed and special ed."
Pat Schnieders, Special Educator, who attended a Storm Lake, Iowa training says:
"I loved all the concrete examples of diverse learners and I have a good overall picture of T.H.E. P.A.C.T. after this first day of training!"
In-Person Training
Phyl Provides "Real-Time" Demonstrations of Instruction
The Power of T.H.E. P.A.C.T. 1-Day Course is offered for an unlimited number of registrants to get the most out of your training budget.
During this in-person event - available in a private or public venue - participants:
Get the chance to have direct, in-person access to the author
Can touch, feel, and interface with real-life learner examples of instructional lessons and tools
Have the opportunity to take photos and/or videos of the multiple tools demonstrated and displayed throughout this course
Online Training
Get Direct Access to Phyl
No Matter Where You Live
The Power of T.H.E. P.A.C.T. 1-Day Course is offered in an online format through a series of six 1-hour Web classes for an individual or group for cost-effective use of professional development funds.
The online format is scheduled in a live webinar series, with recorded Web courses to be offered in the future.
During the live online course, participants will:
Be shown examples of instructional lessons and tools of real-life learner cases
View photos and videos of instructional tools and methods for the modules of T.H.E. P.A.C.T.
Get the chance to have a live online dialogue with the author in a structured question and answer block for each class
In-Person Training Course Agenda
| 8:00 AM | Registration |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
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| 8:30 AM | The Common Core Initiative, Universal Design for Leaning, & the Principles of T.H.E. P.A.C.T. |
| 9:30 AM | The Learn About Module: Building Word Knowledge |
| 11:00 AM | The Read About Module: Improving Reading to Learn |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
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| 1:00 PM | The Write About Module: Brainstorming & Composing |
| 2:30 PM | The Talk About Module: Increasing Meaningful Participation & Improving Speaking Roles |
| 3:30 PM | The Results of Systemized Instruction Using T.H.E. P.A.C.T. & Next Steps |
| 4:00 PM | Course Ends |
Online Course Agenda
| Class 1: | The Common Core Initiative, Universal Design for Leaning, & the Principles of T.H.E. P.A.C.T. |
|---|---|
| Class 2: | The Learn About Module: Building Word Knowledge |
| Class 3: | The Read About Module: Improving Reading to Learn |
| Class 4: | The Write About Module: Brainstorming & Composing |
| Class 5: | The Talk About Module: Increasing Meaningful Participation & Improving Speaking Roles |
| Class 6: | The Results of Systemized Instruction Using T.H.E. P.A.C.T. & Next Steps |
Learning Objectives
At the conclusion of the course, the participants will be able to:
State four underlying principles of T.H.E. P.A.C.T. framework which are essential when teaching academic, life skills, or social language curriculum.
Give two reasons why it is critical to use consistent teaching formats & predictable instructional materials when teaching any curriculum content tied to the Common Core Standards.
Outline and describe the four modules of T.H.E. P.A.C.T. framework & link each module to the Common Core Initiative for a learner of any age or ability.
When building comprehension, list three examples of teaching activities & corresponding instructional materials for the Learn About module when teaching vocabulary & for the Read About module when providing literacy-based materials.
When improving expression, list three examples of teaching activities & corresponding instructional materials for the Write About module for scaffolded writing tasks & for the Talk About module to increase participation & expand speaking roles.
The Power of T.H.E. P.A.C.T.
1-Day Make & Take Course
"The Quick Start Guide to Using T.H.E. P.A.C.T. the Next Day"
Participants Create Instructional Tools to Use the Next Day
Course Prerequisite: Completion of The Power of T.H.E. P.A.C.T. 1-Day Course
In this practical, hands-on course, you will learn imaginative teaching formats for each of the modules of T.H.E. P.A.C.T. and create instructional tools to take home using T.H.E. P.A.C.T. 1-Day Make & Take Kit.
Walk out the door with learning objectives, teaching tools, mini-lessons plans, and more!
This Make & Take course is not available in an online format.
T.H.E. P.A.C.T. 1-Day Make & Take Kit
Course Participant Feedback
Shanie Mantz, Special Ed Teacher, attended a course in Boise, Idaho and says:
"This course gave me great reusable tools, wonderful I.E.P. objectives, and realistic lesson plans!"
Lesley Mc Gilligan, AAC Specialist from St. Louis, Missouri, who attended an ATIA Pre-Conference Session in Chicago declares:
"I have never attended a national conference "Make and Take" session where I have left with so many practical materials that I could take back and use the next day with students until I attended this course on T.H.E. P.A.C.T."
Sarah A. Burns, Paraeducator, who attended a Hartford, Connecticut course, tells:
"The Make & Take brought things to life! I liked that Phyl showed examples of actual educators using T.H.E. P.A.C.T. in the classroom. Phyl"s energy always reminds me of how exciting teaching can be, and that anyone can be a learner."
Megan Zabelski, Speech-Language Assistant, who attended a course at the Coast Edmonton East Hotel in Alberta, explains:
"A good amount of time is spent on each Make & Take project so we were not bored between each, but not rushed either. I loved the images of the real-life applications of children that are using these materials as examples for us."
Mary Asper, Communication Specialist of Codding Hollow Associates in Vermont, says:
"Having the experience of actually making things showed how really easy it is and gave me tools I could quickly share with people I teach and train."
Mary Robinson, Special Education Teacher, attended a course in Boise, Idaho and exclaims:
"This is the best training that I have ever been to and I"ve been at this for 20 years!"
Jackie Ohl, Speech-Language Pathologist from northwest Iowa, shares:
"I"ve had several "ah-ha" moments and love the framework to keep me focused! I think that these tools will help me explain to teachers the why of therapy and give structure to engage paraprofessionals in the learning process."
Cathy Hoag, a Special Educator and Reading Recovery Teacher, attended a course at Buena Vista University in Storm Lake Iowa and says:
"I am not normally a "Make & Take" kind of person, but I really enjoyed today! These are essential materials and Phyl provided explicit instructions laid out step-by-step."
Nerissa Hall, AAC Specialist and co-owner of Communicare in western Massachusetts, shares:
"I love how much we go home with - that we really can use tomorrow."
Cindy LaTreille, Educational Assistant, who attended a Sherwood Park, Alberta training says:
"I love, love, love how we come away with fantastic reusable tools! Phyl has great energy that wears off on me and now I am excited to use this in my classroom!"
Jennie Caldwell, Occupational Therapist, who attended a course at the New England Assistive Technology Marketplace, describes:
"I loved getting examples of I.E.P. objectives and leaving the course with items I can use right away. I want to bring the course to our agency."
Carrie Belisle, Regular Education Teacher from the province of Alberta, states:
"I loved the Make & Take! What an amazing way to connect this information from the 1-Day Course to make total sense out of the framework."
Tara Pagliaro, Speech-Language Pathologist from eastern Connecticut, declares:
"I am leaving wanting more! I wish I could pocket you and take you with me!"
Michelle Symes, Special Educator from Edmonton, Alberta, says:
"I simply loved all the lesson plans that correspond with the Make & Take items!"
In-Person Training
Each participant:
Receives samples of learning objectives using POWER words for each module of T.H.E. P.A.C.T. to streamline I.E.P. writing
Creates numerous instructional tools to use immediately following the course
Obtains "to the point" activity descriptions & sample mini lesson plans to simplify differentiated instruction for any learner
Participants are able to purchase and leave with additional Make & Take Kits onsite at the training.
This Make & Take course is not available in an online format.
Online Training
Not Available for Make & Take
Participants Design Instructional Tools Customized to Their Learners
In-Person Training Course Agenda
| 8:00 AM | Registration |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
|---|---|
| 8:30 AM | Review of the Highlights of T.H.E. P.A.C.T. Framework An Introduction to T.H.E. P.A.C.T. 1-Day Make & Take Kit |
| 9:00 AM | The Learn About Module: Objectives, Lessons, & Creating Instructional Tools |
| 10:45 AM | The Read About Module: Objectives, Lessons, & Creating Instructional Tools |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:00 PM | The Write About Module: Objectives, Lessons, & Creating Instructional Tools |
| 2:45 PM | The Talk About Module: Objectives, Lessons, & Creating Instructional Tools |
| 4:00 PM | Course Ends |
Learning Objectives
At the conclusion of the course, the participants will be able to:
Use "POWER" words to write meaningful objectives for teaching vocabulary, accessing accessible literacy materials, instructing writing, and improving communication for diverse learners.
Write concise instructional plans for language-learning activities in Learn About, Read About, Write About, & Talk About modules.
Design, illustrate, & create simple low technology AT solutions during 4 "Make-and-Take" module sessions throughout the course for diverse learner profiles.
List ways to explicitly teach vocabulary using language-based, differentiated instruction.
Describe how to adapt literacy materials for literacy-challenged learners with developmental disabilities & varying levels of learning disabilities.
Describe customized strategies when setting up adapted writing tasks for brainstorming, composing, & editing using simple AT solutions.
List ways to improve participation of learners in a small group, classroom setting, & vocational tasks for learners using augmentative communication supports, having word-finding problems, & demonstrating word retrieval issues.
The Power of T.H.E. P.A.C.T.
2-Day Intensive "Make & Take" Lab
"A Jumpstart, In-Depth Action Plan for T.H.E. P.A.C.T. "
Phyl Models Each Teaching Format
to use with Diverse Learners
Course Prerequisite: Completion of
The Power of T.H.E. P.A.C.T. 1-Day Course
In this intensive, hands-on lab, you will plunge into applying step-by-step teaching formats for each of the modules of T.H.E. P.A.C.T. and create instructional tools using T.H.E. P.A.C.T. 2-Day Make & Take Kit.
Participants Match Objectives to
Instructional Tools They Actually Create
Leave with:
- Power Word Charts
- Multiple learning objectives
- Actual teaching tools
- Scaffolded lessons plans
- A jam-packed Lab Resource CD
- And more!
This Make & Take Lab is not available in an online format.
Course Participant Feedback
Aggie Erschen, Special Educator from West Middle School in Iowa, shares:
"This was an amazing course! I will go back to school with great ideas and materials I made."
Bob Hamilton, Speech-Language Pathologist from Keene, New Hampshire, attended the lab and feels:
"It was a TRULY practical workshop. It was not filled with pie-in-the-sky ideas. We walked away with materials and methods to use for putting all previous and future workshop ideas into practice."
Ann Glime, Special Educator from the Department of Education, attended a Des Moines, Iowa Course Series Lab and shares:
"It was good to do this lab with the 1-Day Course and to have great examples of instruction for each activity with the AT tools to take home - ALL READY TO USE!"
Ashley Rich, Educational Assistant from White River Junction, Vermont, describes:
"It helped form an IEP and simplify it so we could better serve our students with clear, precise and simplified activities without taking away curriculum."
Marcia Boberg, AT Resource Coordinator from the state of Iowa says:
"Nice job of teaching how the modules work together. I loved the opportunity to actually produce the materials."
Debbie Reilly, Special Educator from SAU 29 in Keene, NH, remarkes:
"Phyl, you are truly amazing. I think it is unusual to find one person who has high tech knowledge and so many creative low tech ideas too. Also, having solutions for all ages and ideas for different ranges of ability - WOW! It was lots of fun making all your versatile activities in the 2-Day Intensive Lab."
Mary Asper, Speech-Language Pathologist from the state of Vermont, remarks:
"These were amazing materials and getting the Resource CD was beyond fantastic!"
Cathy Doane, Special Educator in southern New Hampshire, concludes:
"It was the BEST training that I've been to in years!"
Barb Long, Special Education Coach from a school district in Iowa, describes:
"T.H.E. P.A.C.T. is a great way to tie standards and general ed curriculum to instruction for students and alternative assessment."
Charlene Albee, Special Educator from Windsor Southeast Supervisory Union in New England, shares:
"I loved the examples of all the different lesson plans in this lab!"
Sandrine Gabriel, Special Educator from Altoona, Iowa, remarks:
"I loved the listing of all the materials in the Make & Take Kit and where to get them! I am leaving with a variety of tools that can be used immediately."
Liz Mott, Special Educator from Oxbow High School in Bradford, Vermont, states:
"It's the first training I've been to where we didn't just get ideas; we got things we could actually use. Doing and seeing made the ideas and the modules much more accessible."
Rhonda Baker, Special Education Teacher in central Iowa, describes:
"I am excited to leave here with things to use to teach! You have not only touched my life, Phyl but have had a huge impact for my students and me in our daily battles in school."
Candace Crosby-Rogers, Learning Specialist in northern New England, says:
"Thanks so much for an creating a positive and practical process for helping our students. This is the best training I have ever attended!!"
Jody Goudreau, Occupational Therapist who attended a West Lebanon, New Hampshire lab, says:
"The Make and Take is an OT's dream: visually clear - and I love how the materials transition from one module to the next."
Jean Chute, Assistive Technology Coordinator from South Burlington School District in Vermont, feels:
"T.H.E. P.A.C.T. is simplicity - this program is about education. Period."
Lee Ann Peschong, AT Consultant from AEA 26 in the state of Iowa, shares:
"I loved the consistency of the modules, the sample objectives, making the tools, and the walk through on the instruction of how to use them! This was a wonderful course."
Catherine Woods, Director of Student Services in SAU 29 in New Hampshire, explains:
"T.H.E. P.A.C.T. is a fabulous, easy, and practical system for universal design that de-mystifies differentiated instruction for all “teachers” and all learners - whether they be typically developing learners, learners with disabilities, your own children, or you're your grandchildren!"
Polly Bonnano, Special Educator from a school district in New England, shares:
"Being a visual learner myself, the Make & Take really helped me to reign in and organize many of the jobs I spend countless hours on modifying curriculum for my learners. I was always playing catch up - but not anymore!”
In-Person Training
Each participant:
Gets POWER Word Charts for drafting goals and learning objectives
Receives multiple learning objectives for each module of T.H.E. P.A.C.T. using POWER words to streamline I.E.P. writing
Views step-by-step demonstrations by Phyl of all instructional formats
Creates numerous instructional tools to use immediately following the course
Obtains "to the point" activity descriptions & sample mini lesson plans to simplify differentiated instruction for any learner
Walks away with a Lab Resource CD containing a sample set of T.H.E. P.A.C.T. Planning Forms, 49 reproducible module activity templates, 217 sample curriculum images, 61 samples of writing paper, and 365 free curriculum coloring pages
Participants are able to purchase and walk away with additional Make & Take Kits onsite at the training.
This Make & Take Lab is not available in an online format.
Online Training
Not Available for Lab
Participants Walk Away with a System of Instruction
In-Person Training Course Agenda
| DAY 1 | |
|---|---|
| 8:00 AM | Registration & Setup |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
| 8:30 AM | Review of the Highlights of T.H.E. P.A.C.T. Framework An Introduction to T.H.E. P.A.C.T. 2-Day Make & Take Kit |
| 9:00 AM | The Learn About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:00 PM | The Read About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans |
| 4:00 PM | Course Ends |
| DAY 2 | |
|---|---|
| 8:00 AM | Check-In & Setup |
| 8:20 AM | Follow-Up & Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
| 8:30 AM | The Write About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:00 PM | The Talk About Module: Power Words, Learning Objectives, Demonstration of Instruction, Creating Instructional Tools, & Explanation of Lesson Plans |
| 4:00 PM | Course Ends |
Learning Objectives
At the conclusion of the course, the participants will be able to:
Use "POWER" words to write meaningful objectives for teaching vocabulary, accessing accessible literacy materials, instructing writing, and improving communication for diverse learners.
-
Write concise instructional plans for language-learning activities in Learn About, Read About, Write About, & Talk About modules.
Design, illustrate, & create simple low technology AT solutions during 4 "Make-and-Take" module sessions throughout the course for diverse learner profiles.
List ways to explicitly teach vocabulary using language-based, differentiated instruction.
Describe how to adapt literacy materials for literacy-challenged learners with developmental disabilities & varying levels of learning disabilities.
Describe customized strategies when setting up adapted writing tasks for brainstorming, composing, & editing using simple AT solutions.
List ways to improve participation of learners in a small group, classroom setting, & vocational tasks for learners using augmentative communication supports, having word-finding problems, & demonstrating word retrieval issues.
T.H.E. P.A.C.T. Power Tools™ Collection for Clicker 5 & Clicker 6
"A Quick Start Guide for Using 341 Templates for Systemized Instruction"
A Reusable and Reproducible Collection of
341 Easy-to-Use Interactive Templates
for T.H.E. P.A.C.T.™
NEW!
Course Prerequisite: Completion of An Introduction to T.H.E. P.A.C.T. Free Webinar on the Home Page
T.H.E. P.A.C.T. Power Tools™ Collection for Clicker is an empowering add-on collection for Crick Software's award-winning, educational software, Clicker 5 and Clicker 6 using T.H.E. P.A.C.T.™ framework.
Discover how to create activities in minutes on ANY topic to teach vocabulary, adapt literacy formats, customize writing lessons, & improve communication!
See how to use your favorite remote access app to have easy access to the T.H.E. P.A.C.T. Power Tools™ on your iPad or Tablet
Course Participant Feedback
Christine Walsh, Speech-Language Pathologist, describes:
"T.H.E. P.A.C.T. Power Tools offer easy access to language activities! It allows students to use technology to learn at a highly accessible level."
Nancy Mulkerin, Special Education Resource Teacher, says:
"The feature I find to be most beneficial is how easy T.H.E. P.A.C.T. Power Tools are to use!"
Nancy L. Taylor, Educational Consultant, shares:
"T.H.E. P.A.C.T. Power Tools provide a new and easy way to use Clicker for instruction!"
Sarah A. Burns, Paraeducator, states:
"This is an out of the world technology resource that is so useful to use with ALL students. This is too amazing not to share."
Lois Aginsky, Special Educator, says:
"T.H.E. P.A.C.T. Power Tools for Clicker give empowerment to all students and provides them with strategies to enhance their learning."
Tricia Lemieux, Speech-Language Assistant, remarks:
"This software collection is so easy to use and workable. It is amazing!"
Kathryn Beaudoin, Special Educator, shares:
"I love the T.H.E. P.A.C.T. Power Tools and really enjoyed seeing ALL the activities and templates available for instruction."
Shauna Benedict-Baier, Educational Specialist, tells:
"Above and beyond! It is so helpful to see how T.H.E. P.A.C.T. Power Tools can be easily used for instruction. It is the '1, 2, 3s' of easy instruction!"
Deborah Kavanaugh, Special Education Teacher, describes:
"T.H.E. P.A.C.T. Power Tools for Clicker is extremely beneficial to any program and I love how it could be used with any student in a whole group or classroom activity!"
Jennifer Lalla, Special Education Teacher, shares:
"I was so impressed with this software collection!"
Paula Saucier, Teacher, exclaims:
"I love, love, love T.H.E. P.A.C.T. Power Tools!"
Alison Wade, Speech-Language Pathologist, shares:
"T.H.E. P.A.C.T. Power Tools are easy-to-use templates, which incorporate both receptive AND expressive language strategies."
In-Person Training
During this in-person event - available in a private or public venue - participants:
Get the opportunity to have direct, step-by-step instruction in this hands-on lab with T.H.E. P.A.C.T. Power Tools™
Learn how to quickly link your I.E.P. objectives and Common Core Standards to each of the activities in the T.H.E. P.A.C.T. Power Tools™ Collection
Practice a handful of simple activity setup "strategies" as a result of advanced, behind-the-scenes programming features so that you can IMMEDIATELY start using the collection - whether you are an existing Clicker user or new to the software!
Participants Get Hands-On Training Using Four
Basic Steps to Create Activities in Minutes!
Online Training
Get Direct Access to Phyl
or Power Tools Team Member,
Fio Quinn, AT Specialist
- No Matter Where You Live
T.H.E. P.A.C.T. Power Tools™ Collection for Clicker 5 & Clicker 6 Course is offered in an online format through a series of six 1-hour Web classes for an individual or group for cost-effective use of professional development funds.
The online format is scheduled in a live webinar series, with recorded Web courses to be offered in the future.
During the live online course, participants will:
Get the opportunity to view step-by-step instructions on how to setup and use T.H.E. P.A.C.T. Power Tools™
Learn how to quickly link your I.E.P. objectives and Common Core Standards to each of the activities in the T.H.E. P.A.C.T. Power Tools™ collection
See detailed demonstrations of a handful of simple activity setup "strategies" as a result of advanced, behind-the-scenes programming features so that you can IMMEDIATELY start using the collection - whether you are an existing Clicker user or new to the software!
In-Person Training Course Agenda
| 8:00 AM | Registration |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
|---|---|
| 8:30 AM | The Foundational Principles of T.H.E. P.A.C.T. An Introduction to the Scaffolded, Language-Based Templates of the T.H.E. P.A.C.T. Power Tools Collection for Clicker |
| 9:00 AM | Creating Topic-Based Folders for Instruction The Key to Efficiency- The Quick & Easy Setup of the T.H.E. P.A.C.T. Power Tools Vocabulary Pop-Ups |
| 9:45 AM | Language Activities in the Learn About Module |
| 11:00 AM | Language Activities in the Read About Module |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:00 PM | Language Activities in the Write About Module |
| 2:15 PM | Language Activities in the Talk About Module |
| 3:15 PM | Next Steps of Curriculum Planning & Implementation |
| 3:30 PM | Course Ends |
Online Course Agenda
| Class 1: | The Foundational Principles of T.H.E. P.A.C.T. An Introduction to the Scaffolded, Language-Based Templates of the T.H.E. P.A.C.T. Power Tools Collection for Clicker |
|---|---|
| Class 2: | Creating Topic-Based Folders for Instruction The Key to Efficiency - The Quick & Easy Setup of the T.H.E. P.A.C.T. Power Tools Vocabulary Pop-Ups |
| Class 3: | Language Activities in the Learn About Module |
| Class 4: | Language Activities in the Read About Module |
| Class 5: | Language Activities in the Write About Module |
| Class 6: | Language Activities in the Talk About Module |
Learning Objectives
Participants will list and define each of the four modules of T.H.E. P.A.C.T.
Participants will name the four basic steps to using T.H.E. P.A.C.T. Power Tools Collection for Clicker.
Participants will describe and demonstrate four examples of instructional lessons to build comprehension of language concepts and vocabulary using T.H.E. P.A.C.T. Power Tools language-based templates in the Learn About Module.
Participants will describe and demonstrate four examples of instructional lessons to expand comprehension in “reading to learn” literacy activities using T.H.E. P.A.C.T. Power Tools language-based templates in the Read About Module.
Participants will describe and demonstrate four examples of instructional lessons to support writing using T.H.E. P.A.C.T. Power Tools language-based templates in the Write About Module.
Participants will describe four examples of instructional lessons to expand communication using T.H.E. P.A.C.T. Power Tools language-based templates in the Talk About Module.
Participants will explain how each of the language-based activity examples aligns to skill-building learning objectives in each module content area.
Increase your App-titude Using T.H.E. P.A.C.T.
"Bringing Apps to the Essential Next Level for Instruction"
NEW!
Course Prerequisite:
Completion of An Introduction to T.H.E. P.A.C.T. Free Webinar on the Home Page
Participants Learn How to Use an App for More
than One Language Task Using T.H.E. P.A.C.T.
Tired of list, lists, and more lists?
Go to ESSENTIAL next level of organizing your iPad solutions - all while meeting stadards-based instruction tied to the Common Core using T.H.E. P.A.C.T.
Leave with T.H.E. P.A.C.T. App Activity Guides for Learn About, Read About, Write About, & Talk About Modules.
Walk away with T.H.E. P.A.C.T. App Idea Charts - resources outlining how to use one app for more than one module activity to REDUCE the number of apps you need to use.
Course Participant Feedback
Jaime Kamel, Classroom Teacher, comments:
"I love seeing how T.H.E. P.A.C.T. and these apps can connect in the general education classroom. I am now better prepared as a teacher to use T.H.E. P.A.C.T. with my ENTIRE CLASS!"
Erica Herbert, Occupational Therapist, shares:
"I LOVED the links to the Common Core and threading apps through various aspects of curriculum using T.H.E. P.A.C.T."
Roni McGill, Special Education Teacher, describes:
"I loved the explicit connection with the Common Core. This was seamless integration of technology and T.H.E. P.A.C.T."
Paula Saucier, Special Education Teacher, shares:
"I love, love, love how T.H.E. P.A.C.T. is incorporated into apps in this practical course – it all makes sense! Phyl and Nicole are awesome."
Jeanne Tuthill, AT Specialist, explains:
"The WHAT, the HOW, and especially the WHY was well-organized and presented in a way that helped us apply what we learned ON THE SPOT. Great apps were demonstrated in this course on T.H.E. P.A.C.T.!"
Laurie Sanborn, Special Education Teacher, comments:
"I loved ALL the charts provided in our training manual tied to the Common Core, T.H.E. P.A.C.T., and apps!"
Anna Turner, Special Educator, describes:
"I loved seeing how each app supports the Common Core and how it fits into each of T.H.E. P.A.C.T. modules! I really liked the differentiated instruction examples."
Dawn Loughery-Symonds, Classroom Teacher, shares:
"This is my 3rd workshop on T.H.E. P.A.C.T. and I love that I have learned new material each time that is invaluable!"
Kristy Symonds, Classroom Teacher, describes:
"I loved being given a hands-on opportunity to use a list of apps that I can ACTUALLY USE in my classroom everyday!"
Dale Garner-Fox, AT Specialist, exclaims:
"This was an EXCELLENT workshop!"
Janice Ricketts, Special Education Teacher, comments:
"I LOVED the apps you selected – I thought they were wonderful and I cannot wait to get started!"
Linda Dean Orr, Speech-Language Pathologist, states:
"I loved the resource manual for this course on T.H.E. P.A.C.T. – the WHAT, the HOW, and the WHY!"
Nerissa Hall, AAC Specialist, shares:
"I loved working with a small set of well-picked apps and the connection to real-life examples."
Lisa Notti, Occupational Therapist, states:
"It was great to see how to use these apps in a variety of ways within T.H.E. P.A.C.T. I loved the App Index and tally of characteristics of each with great hands-on time!"
Tracy Schultz, Special Educator, comments:
"I liked the variation of apps presented that can be used to fit the complex profiles of learners and their abilities using T.H.E. P.A.C.T. I loved the ease of using this for the process to teach real skills!"
Linda LaMarre, Special Needs Teacher, describes:
"I loved the wonderful personalities of the presenters and the GREAT organization system with the note-taking resources provided."
Kelly Ricci, Occupational Therapist, comments:
"Phyl and Nicole were DYNAMIC speakers! I walked away with lots of helpful and useful information for instruction using T.H.E. P.A.C.T."
Margaret Dean, Speech-Language Pathologist, shares:
"This was a great practical workshop! It was a relief to be able to follow along using technology and not get totally lost – thank you!"
Jackie Crawford, Special Education Teacher, says:
"I loved the clear connections to the Common Core and the creativity of the apps tied to T.H.E. P.A.C.T."
Elizabeth Bigelow, Speech-Language Pathologist, states:
"I really liked the multimodal information and step-by-step hands on teaching."
Charlene Beers, AT Coordinator, comments:
"I loved the hands-on work with the apps and the excitement of the presenters! It was so much fun!"
Andrea Giannatti, Special Education Teacher, explains:
"I loved breaking down the teaching process using T.H.E. P.A.C.T. and the samples provided tied to the Common Core. I really liked learning how to use these apps ACROSS CURRICULUM."
Katie Borek, Speech-Language Pathologist, says:
"It was so helpful to have the note-taking pages in the detailed training notebook on T.H.E. P.A.C.T."
Sue Clarke, Early Childhood Special Educator, explains:
"You did a great job with meeting ALL LEVELS of ability in this course with a good variety of apps crossing many different levels of development."
Lori Pleines, Special Education Teacher, describes:
"You are opening up a whole new world for me!"
Colleen Occhino, Speech-Language Pathologist, comments:
"Well done conference and I am so excited to sign up for another in the future!"
Elizabeth Jury, Speech-Language Pathologist, shares:
"As always, concise and useful!"
Kara Cote, Special Educator, explains:
"There was great camaraderie between Phyl and Nicole. As usual, the material was very useful and I learned so much!"
Stephanie Betit-Hancock, states:
"You really covered so many areas! This course had a manageable number of apps to learn and use."
Crystal Richter, Development Services Case Manager, explains:
"I loved the fact that we were walked through a productive way to use each app in a focused and engaged method."
Jennifer Jardine, Special Educator, describes:
"Phyl and Nicole were so energetic in their delivery and I learned a great deal about integrating apps into T.H.E. P.A.C.T."
Jim Morse, Parent of a Child with a Disability, comments:
"I liked that there were lots of possibilities and this course was very organized with the flow of material."
Rosemary Brown, Special Education Teacher, shares:
"So many ideas using apps connecting to the modules of T.H.E. P.A.C.T.!"
Cilla Bouchard, Special Educator, states:
"Great presentation by Phyl and Nicole. I learned so much about using the apps with T.H.E. P.A.C.T. and using my iPad."
In-Person Training
Phyl - along with Co-Presenter,
Nicole Feeney of the New
England Assistive Technology
Center at Oakhill - Answer
Questions in Live App
Trainings for T.H.E. P.A.C.T.
During this in-person event - available in a private or public venue - participants:
Get the opportunity to have direct, step-by-step instruction on their iPads and have in-person access to the author
Gain insight about how to use an app for more than one language task or instructional activity
Leave with a game plan for organizing and systemizing their apps for language-based instruction
For an in-person event, the Increase Your App-titude Course is offered for an unlimited number of registrants.
Note: This course is a B.Y.O. D. format - bring your own device. Participants are encouraged to bring their fully-charged iPads to this training, as they will not be provided.
Online Training
Get Direct Access to Phyl
along with Co-Presenter,
Nicole Feeney of the New
England Assistive Technology
Marketplace at Oakhill
- No Matter Where You Live
The Increase Your App-titude Course is offered in an online format through a series of six 1-hour Web classes for an individual or group for cost-effective use of professional development funds.
The online format is scheduled in a live webinar series, with recorded Web courses to be offered in the future.
During the live online course, participants will:-
View step-by-step instructions of specific apps related to structured teaching for each of the 4 modules of T.H.E. P.A.C.T.
Get the chance to have a live online dialogue with the author related to organizing and systemizing their apps for instruction in a structured question-and-answer block for each class
Gain insight about how to use an app for more than one language task or instructional activity
In-Person Training Course Agenda
| 8:00 AM | Registration |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
|---|---|
| 8:30 AM | The Research Behind Structured Teaching, the Foundational Principles of T.H.E. P.A.C.T., & Using Mobile Technologies |
| 9:30 AM | Using an App for More Than One Language Task: The Learn About Module |
| 11:00 AM | Using an App for More Than One Language Task: The Learn About & Read About Modules |
| 12:00 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:00 PM | Using an App for More Than One Language Task: The Read About & Write About Modules |
| 2:00 PM | Using an App for More Than One Language Task: The Talk About Module |
| 3:15 PM | Increasing your App-titude: The System for Using Apps for Instruction & Skill-Building |
| 4:00 PM | Course Ends |
Online Course Agenda
| Class 1: | The Research Behind Structured Teaching, the Foundational Principles of T.H.E. P.A.C.T., & Using Mobile Technologies |
|---|---|
| Class 2: | Using an App for More Than One Language Task: The Learn About Module |
| Class 3: | Using an App for More Than One Language Task: The Learn About & Read About Modules |
| Class 4: | Using an App for More Than One Language Task: The Read About & Write About Modules |
| Class 5: | Using an App for More Than One Language Task: The Talk About Module |
| Class 6: | Increasing your App-titude: The System for Using Apps for Instruction & Skill-Building |
Learning Objectives
Participants will list four key research-based elements that are essential to structured teaching.
Participants will list and define each of the four modules of T.H.E. P.A.C.T.
Participants will describe two clinical outcomes for using an app for more than one language task in instruction.
Participants will list two examples of instructional lessons and apps for teaching tools to build comprehension of language concepts and curriculum content in the Learn About Module - followed by how those same teaching tools will be used in different instructional lessons for at least one other module of T.H.E. P.A.C.T.
Participants will list two examples of instructional lessons and apps for teaching tools to expand comprehension of language concepts and curriculum content in the Read About Module - followed by how those same teaching tools will be used in different instructional lessons for at least one other module of T.H.E. P.A.C.T.
Participants will list two examples of instructional lessons and apps for teaching tools to support writing using language concepts and curriculum content in the Write About Module - followed by how those same teaching tools will be used in different instructional lessons for at least one other module of T.H.E. P.A.C.T.
Participants will list two examples of instructional lessons and apps for teaching tools to support communication using language concepts and curriculum content in the Talk About Module - followed by how those same teaching tools will be used in different instructional lessons for at least one other module of T.H.E. P.A.C.T.
The Power of Power Point & T.H.E. P.A.C.T.
"Materials in Minutes for Structured Teaching"
NEW!
Course Prerequisite: Completion of
An Introduction to T.H.E. P.A.C.T. Free Webinar on the Home Page
Phyl Teaches How to Turn One Free Instructional
Download into 18 Different Instructional Activities!
Learn how to systemize countless free instructional downloads for teaching any curriculum content using a 4-step, language-based structured teaching model
Receive step-by-step instruction about how to quickly turn free Power Point downloads into:
- Vocabulary Flashcards
- Language-Based Games
- Pocket Dictionaries & Thesauruses
- Onscreen Talking Glossaries
- Talking Storyboards
- Book Summaries
- Interactive Knowledge Books
- Modified Worksheets
- Writing Activities
- Oral presentations
- Recordable Timelines
- And more...
Walk away with a Materials in Minutes Using Power Point with T.H.E. P.A.C.T. Resource CD containing reproducible “How-To” Guides” - along with a multitude of “getting started” samples - that you can begin using immediately to build comprehension and improve expression
This Computer Lab Course is not available in an online format.
Course Participant Feedback
Laura Rivera, Speech-Language Pathologist, shares:
"One of the most useful aspects of T.H.E. P.A.C.T. is its adaptability and ability to use creative ways to meet curriculum goals and objectives. I cannot think of any way this program can be improved."
Alisha Natelle, Special Educator, shares:
"T.H.E. P.A.C.T. allows us to keep lessons fresh without needing to reinvent the wheel for each concept with consistent and predictable lessons."
Lisa Monroe, Classroom Teacher from Keene, New Hampshire, says:
"T.H.E. P.A.C.T. is an amazing tool that is beyond the intended audience of special education. It should be implemented for all students in regular ed classrooms to enhance study skills and gain strategies to be a learner. It is clearly considered to be 'best teaching practices."
Susan Toner, Speech-Language Pathologist, states:
"This makes so much sense! It is like opening a door to pull all of the pieces together – it is so simple, yet a comprehensive and consistent approach. T.H.E. P.A.C.T. is very practical and functional."
Becky Longley, Special Educator, describes:
"T.H.E. P.A.C.T.'s predictable format provides a positive learning foundation that is easily adaptable for all levels of learners. It is an honor to be able to work with Phyl in hands-on teaching with students and training sessions. Thank you, Phyl, for the difference you have helped me make as a special education teacher and implementing T.H.E. P.A.C.T."
Brenda H. Williams, Speech-Language Pathologist, remarks:
"T.H.E. P.A.C.T. is empowering to both teachers and students of ANY LEVEL."
Doreen Tilt, Special Education Administrator, comments:
'T.H.E. P.A.C.T. is an excellent framework and system for planning instruction using practical ideas."
Karen T. Brown, AT Specialist & Speech-Language Pathologist, describes:
"I feel like a weight has been lifted. It is now very clear as to how teams should be planning and instructing all students."
Teresa Cherry Cruz, Director of Speech-Language Services, describes:
"T.H.E. P.A.C.T. is a great design and interpretation of differentiated instruction for all students!"
Jennifer Luckhart, Speech-Language Pathologist, describes:
"T.H.E. P.A.C.T. will change 'how' you teach your students."
Mary Creeden, Speech-Language Pathologist, explains:
"I have worked in the public school systems that embraced the full inclusion model for over 20 years. The biggest challenge is adapting curriculum so that all students can be successful leaners as well as successful participants in the classroom. Phyl has it figured out!"
In-Person Training
Get hands-on computer experience in this lab to utilize no-cost and practical teaching activities using Power Point with T.H.E. P.A.C.T.
Receive step-by-step instruction on their laptops about how to quickly turn one free download into multiple teaching tools to:
Build comprehension of curriculum content in the Learn About and Read About Modules of T.H.E. P.A.C.T.
Improve expression of curriculum content in the Write About and Talk About Modules of T.H.E. P.A.C.T.
Gain direct, in-person access to the author for instructional problem-solving
For an in-person event, The Power of Power Point & T.H.E. P.A.C.T. Lab is offered for an unlimited number of registrants.
Note: Participants are required to bring their fully-charged laptops and power cords to this training, as they will not be provided.
Online Training
Not Available for this Computer Lab Course
Phyl Provides Step-By-Step Instruction to Participants
for Each Module of T.H.E. P.A.C.T. Framework
In-Person Training Course Agenda
| 8:00 AM | Registration |
| 8:20 AM | Introduction & Opening Announcements |
| Morning Training Block: (A morning break will be schedule for 15 minutes) |
|
|---|---|
| 8:30 AM | The Research Behind the Foundational Principles of T.H.E. P.A.C.T. |
| 9:15 AM | The Power of Power Point & T.H.E. P.A.C.T. Searching the Internet for Power Point Downloads |
| 10:15 AM | Using Power Point & T.H.E. P.A.C.T. to Teach Vocabulary & Word Meaning in the Learn About Module |
| 11:15 AM | Using Power Point & T.H.E. P.A.C.T. to Expand Comprehension in the Read About Module |
| 12:15 PM | Lunch Break |
| Afternoon Training Block: (An afternoon break will be schedule for 15 minutes) |
|
| 1:15 PM | Using Power Point & T.H.E. P.A.C.T. to Express Knowledge in the Write About Module |
| 2:30 PM | Using Power Point & T.H.E. P.A.C.T. to Improve Communication in the Talk About Module |
| 3:00 PM | The Systemized Action Plan for Materials in Minutes |
| 4:00 PM | Course Ends |
Learning Objectives
Participants will list three key research-based elements that are underpinnings of T.H.E. P.A.C.T. framework.
Participants will list and define each of the four modules of T.H.E. P.A.C.T.
Participants will list three URLs or Web sites to utilize for Power Point instructional downloads.
Participants will list three examples of teaching activities to create using Power Point to build comprehension of language concepts and curriculum content in the Learn About Module.
Participants will list three examples of teaching activities to create using Power Point to expand comprehension of language concepts and curriculum content in the Read About Module.
Participants will list three examples of teaching activities to create using Power Point to support writing using language concepts and curriculum content in the Write About Module.
Participants will list three examples of teaching activities to create using Power Point to support communication using language concepts and curriculum content in the Talk About Module.
Keynote Address Feedback
Margaret M. Oliveri,Speech-Language Pathologist, describes:
"This has been the best conference I've attended in 15 years of practicing. I was considering resigning out of frustration, but now, I cannot wait to begin!"
Mindy Brodecki,AT Specialist, describes:
"Phyl has awesome energy and enthusiasm that is contagious! I love the organization and structure of T.H.E. P.A.C.T. as a method of teaching and concrete way of differentiating instruction."
Marianne Desmond, Speech-Language Pathologist, feels that:
"It was inspiring, enlightening, and EMPOWERING!"
Matt Girosky, AT Specialist, states:
"Phyl's passion and dedication to her field is a TRUE inspiration to educators! The care she exhibits to empower people is clearly evident."
Marianne Owens, Occupational Therapist, exclaims:
"Energetic! Exciting! Empowering! Phyl taught me how to motivate and empower others in our field!"
Diane Dolan, Speech-Language Pathologist, says:
"This was a POWERFUL presentation of a structure to support students with a range of technology and abilities. T.H.E. P.A.C.T. uses activities and materials with real-life application."
Eric Feeney, Classroom Teacher, states:
"I see T.H.E. P.A.C.T. working wonders inside ANY classroom. Phyl is a very knowledgeable presenter."
Brenda Eno, Occupational Therapy Assistant, remarks:
"Phyl is great as always and keeps giving more and more resources to make our job easier!"
Lisa Desautels, Speech-Language Pathologist, states:
"I loved it all - Phyl's enthusiasm, clear presentation style, explanation of all activities, and the tie to technology! Phyl is an inspiring and powerful presenter."
Deborah Fielding, Physical Therapist, shares:
"Phyl is an inspiring teacher. T.H.E. P.A.C.T. addresses education for all populations in a way that is accessible for all students."
Laura Giovanetti, Speech-Language Pathologist & AT Specialist, tells:
"Awesome! Phyl has so much energy and great ideas!"
Lisa Hellen, Speech-Language Pathologist, , describes:
"Phyl gave a very comprehensive outline of T.H.E. P.A.C.T. framework. I really benefited from her thoroughness and enthusiasm."
Alisha Natelle, Special Educator, shares:
"We are leaving with real ideas that can be replicated easily within any classroom!"
Nancy L. Taylor, Educational Consultant, shares:
"This was an energetic and fun session filled with a variety of wonderful ways to modify curriculum."
Brenda H. Williams, Speech-Language Pathologist, remarks:
"T.H.E. P.A.C.T. is empowering to both teachers and students of ANY LEVEL."
Kim Pier, AT Coordinator & Occupational Therapist, shares:
"Phyl gave a great introduction to T.H.E. P.A.C.T., which is a fantastic teaching tool that all teachers, special educators and related service providers need to use."
Karen T. Brown, AT Specialist & Speech-Language Pathologist, describes:
"I feel like a weight has been lifted. It is now very clear as to how teams should be planning and instructing all students."
Florelia Baldizon, Speech-Language Pathologist, says:
"T.H.E. P.A.C.T. should be used with regular education learners since it is embraces multisensory teaching methods and also English language learners would really benefit from this!"
Nerissa Hall, AAC Specialist, remarks:
"This presentation was brilliantly coordinated. It was informative, relevant, and innovative. Phyl Macomber certainly is empowering."
Jennifer Luckhart, Speech-Language Pathologist, describes:
"T.H.E. P.A.C.T. will change 'how' you teach your students."
Laura Rivera, Speech-Language Pathologist, shares:
"One of the most useful aspects of T.H.E. P.A.C.T. is its adaptability and ability to use creative ways to meet curriculum goals and objectives. I cannot think of any way this program can be improved."
Terry Tierney, Speech-Language Pathologist, asks:
"Why would other educators not want to be empowered using T.H.E. P.A.C.T. so that they can enjoy teaching again and no longer feel overwhelmed with a daunting task of differentiating?!"
Cheryl Jones,Occupational Therapy Assistant, describes:
"I love your energy and dedication, Phyl. Thank you for all that you do for our learners. You are such an inspiration."
Tami Trowell, Sign Language Consultant, shares:
"T.H.E. P.A.C.T. builds collaborative relationships. I am T.H.E. P.A.C.T. believer!"
Roundtable Training Discussions Feedback
Catherine Woods, Special Education Administrator, explains:
"The use of a guided practice process from the author - like the Roundtables - is extremely valuable to all staff when implementing something new and when continuing to implement something. The ability to try out new things, and then also bounce ideas off other professionals, helps the implementation. The Roundtable conversation is valuable to me - even though I, as an administrator, am implementing T.H.E. P.A.C.T. in a very different setting than the others."
Mary Creeden, Speech-Language Pathologist, describes:
"Phyl’s way of defining barriers to learning and developing solutions creates positive team energy and positive outcomes for all students."
Lynette Kaschker, Special Education Teacher, concludes:
"T.H.E. P.A.C.T. is long overdue. It is an empowering tool for those who teach because it is easy, comprehensive, and covers ALL areas."
Laurie Giacomazzi, Special Educator, shares:
"T.H.E. P.A.C.T. is a great way to make grade level curriculum accessible to all learners."
Gail Woolridge, Classroom Teacher, comments:
"The Roundtables are immensely valuable to me as a classroom teacher. Having the opportunity to sit down and discuss ways to use T.H.E. P.A.C.T. with other educators, administrators, AND Phyl is beneficial to me as I use this curriculum format in my classroom. I am so excited about this new school year! I love working with Phyl and I appreciate her enthusiasm, expertise, and methods to help our team ensure all students' success."
Lisa Anderson, Occupational Therapist, shares:
"T.H.E. P.A.C.T. Roundtables provide valuable, pertinent, and specific ideas and suggestions for IMMEDIATE functional application to student programming. In addition, the Roundtables give us the opportunity to meet and know peers that are also using T.H.E. P.A.C.T. framework!"
Margaret G. Dean, Speech-Language Pathologist, explains:
"T.H.E. P.A.C.T. Roundtables have helped me to envision how T.H.E. P.A.C.T. could be used successfully with ALL children, not just those who need curriculum modifications. When you are able to share and see examples of how other colleagues use T.H.E. P.A.C.T., and bounce ideas off of one another with Phyl, it helps to validate your efforts and spark your creativity - leading to educational activities and solutions that you never imagined."
Testimonials
Margaret M. Oliveri,Speech-Language Pathologist, describes:
"This has been the best conference I've attended in 15 years of practicing. I was considering resigning out of frustration, but now, I cannot wait to begin!"
Mindy Brodecki,AT Specialist, describes:
"Phyl has awesome energy and enthusiasm that is contagious! I love the organization and structure of T.H.E. P.A.C.T. as a method of teaching and concrete way of differentiating instruction."
Marianne Desmond, Speech-Language Pathologist, feels that:
"It was inspiring, enlightening, and EMPOWERING!"
Matt Girosky, AT Specialist, states:
"Phyl's passion and dedication to her field is a TRUE inspiration to educators! The care she exhibits to empower people is clearly evident."
Marianne Owens, Occupational Therapist, exclaims:
"Energetic! Exciting! Empowering! Phyl taught me how to motivate and empower others in our field!"
Diane Dolan, Speech-Language Pathologist, says:
"This was a POWERFUL presentation of a structure to support students with a range of technology and abilities. T.H.E. P.A.C.T. uses activities and materials with real-life application."
Eric Feeney, Classroom Teacher, states:
"I see T.H.E. P.A.C.T. working wonders inside ANY classroom. Phyl is a very knowledgeable presenter."
Brenda Eno, Occupational Therapy Assistant, remarks:
"Phyl is great as always and keeps giving more and more resources to make our job easier!"
Lisa Desautels, Speech-Language Pathologist, states:
"I loved it all - Phyl's enthusiasm, clear presentation style, explanation of all activities, and the tie to technology! Phyl is an inspiring and powerful presenter."
Deborah Fielding, Physical Therapist, shares:
"Phyl is an inspiring teacher. T.H.E. P.A.C.T. addresses education for all populations in a way that is accessible for all students."
Laura Giovanetti, Speech-Language Pathologist & AT Specialist, tells:
"Awesome! Phyl has so much energy and great ideas!"
Lisa Hellen, Speech-Language Pathologist, , describes:
"Phyl gave a very comprehensive outline of T.H.E. P.A.C.T. framework. I really benefited from her thoroughness and enthusiasm."
Alisha Natelle, Special Educator, shares:
"We are leaving with real ideas that can be replicated easily within any classroom!"
Nancy L. Taylor, Educational Consultant, shares:
"This was an energetic and fun session filled with a variety of wonderful ways to modify curriculum."
Brenda H. Williams, Speech-Language Pathologist, remarks:
"T.H.E. P.A.C.T. is empowering to both teachers and students of ANY LEVEL."
Kim Pier, AT Coordinator & Occupational Therapist, shares:
"Phyl gave a great introduction to T.H.E. P.A.C.T., which is a fantastic teaching tool that all teachers, special educators and related service providers need to use."
Karen T. Brown, AT Specialist & Speech-Language Pathologist, describes:
"I feel like a weight has been lifted. It is now very clear as to how teams should be planning and instructing all students."
Florelia Baldizon, Speech-Language Pathologist, says:
"T.H.E. P.A.C.T. should be used with regular education learners since it is embraces multisensory teaching methods and also English language learners would really benefit from this!"
Nerissa Hall, AAC Specialist, remarks:
"This presentation was brilliantly coordinated. It was informative, relevant, and innovative. Phyl Macomber certainly is empowering."
Jennifer Luckhart, Speech-Language Pathologist, describes:
"T.H.E. P.A.C.T. will change 'how' you teach your students."
Laura Rivera, Speech-Language Pathologist, shares:
"One of the most useful aspects of T.H.E. P.A.C.T. is its adaptability and ability to use creative ways to meet curriculum goals and objectives. I cannot think of any way this program can be improved."
Terry Tierney, Speech-Language Pathologist, asks:
"Why would other educators not want to be empowered using T.H.E. P.A.C.T. so that they can enjoy teaching again and no longer feel overwhelmed with a daunting task of differentiating?!"
Cheryl Jones,Occupational Therapy Assistant, describes:
"I love your energy and dedication, Phyl. Thank you for all that you do for our learners. You are such an inspiration."
Tami Trowell, Sign Language Consultant, shares:
"T.H.E. P.A.C.T. builds collaborative relationships. I am T.H.E. P.A.C.T. believer!"
Conference Listings to learn more about T.H.E. P.A.C.T.
Council For Exceptional Children (CEC) 2013San Antonio, Texas |
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| More Meaningful Inclusion and Learning Outcomes for Complex Students Using Systematic Structured Teaching | |||
|---|---|---|---|
| Date: | Saturday, April 6, 2013 9:15 AM |
Presenters: | Lorraine McPherson-Court Inclusive Technology Consultant from Sherwood Park, Alberta Phyl T. Macomber Make A Difference, Inc. |
Teaching Social Communication Using T.H.E. P.A.C.T.: Level 1
"Creative Lessons & Innovative AT Solutions for Increasing Social Inclusion"
NEW!
Course Prerequisite: Completion of
An Introduction to T.H.E. P.A.C.T. Free Webinar on the Home Page
This course is offered for 0.6 ASHA CEUs (Intermediate level, Professional area).
Disclosure: Phyl T. Macomber has a relevant financial relationship as the author of T.H.E. P.A.C.T. framework that will be discussed as part of this presentation. She has served as a paid presenter, consultant, & researcher for T.H.E. P.A.C.T. as President of Make A Difference, Inc. She has also authored resources related to T.H.E. P.A.C.T. for both teaching staff & learners addressed in this course. Phyl has no relevant non-financial relationships to disclose.
Participants Learn the Key Components of Teaching
Conversation Skills and the Developmental Stages of Discourse
Specific to improving social language skills, discover how to build a learner's understanding of essential social communication skills.
See creative instructional tools using apps, free web tools, and easy-to-replicate low-tech solutions.
Walk away with:
T.H.E. P.A.C.T. Talk About Conversational Analysis Profile to pinpoint your learner's discourse skill levels and identify goals and key objectives
A free Social Communication Resource CD containing multiple ready-to-print templates to boost your social language instruction to the next level
Creative lesson plans and sample I.E.P. objectives for social communication instruction
A resource library of instructional supports for social language games, literacy-based social supports, comic strips, social mapping tools, and more ...
Course Participant Feedback
Cindy Gustafson, Special Educator in Keene, New Hampshire comments:
"I loved the link between social skills and academic performance that was highlighted, along with the variety of resources you presented, and the constant link back to the four modules of T.H.E. P.A.C.T."
Jeanne Lucas, Speech-Language Pathologist from the Heartland AEA 11 in Iowa, says:
"Thanks so much for the course Resource CD with all the templates and the conversation profile samples! I have middle school social communication groups that I am excited to teach in a different way now using T.H.E. P.A.C.T. I love the way you made is easy for the special educators that I was with to understand. Great training!"
Andrea Crabb-Elkin, Preschool Teacher from Johnston, Iowa, shares:
"I loved the free examples in this course on the course Resource CD, along with how to use apps for language instruction – not just receiving a list of apps. I cannot wait to use the charts for the development stages of conversations with my associate as well as T.H.E. P.A.C.T. Talk About Conversational Analysis Profile. The I.E.P. samples are perfect!"
Christine Walsh, Speech-Language Pathologist in southern New Hampshire, states:
"This course was very useful to me as it relates to Autism Spectrum Disorders. I loved the examples of T.H.E. P.A.C.T. Talk About Conversational Analysis Profile!"
Cathy Hoag, Special Educator and Reading Recovery Teacher from AEA 8 in northwest Iowa, shares:
"I liked how Phyl used a variety of examples of students with various disabilities. It gave me a greater understanding of social skills and language."
Yvette Bardole, Augmentative Communication Specialist from the State of Iowa, describes:
"This course pulled together what I know about communication and how to teach it in sequence. I loved the modeling of the apps and web tools – WOW! Will you move to Iowa, Phyl?"
In-Person Training
During this in-person event - available in a private or public venue - participants:
Get the chance to have direct, in-person access to the author to review learner cases
Can touch, feel, and interface with real-life learner examples of T.H.E. P.A.C.T. Talk About Conversational Analysis Profile and integration of apps, Web tools, and low-tech teaching tools
Have the opportunity to take photos and/or videos of the multiple social communication tools demonstrated and displayed throughout this course
For an in-person event, the Teaching Social Communication Using T.H.E. P.A.C.T. Course is offered for an unlimited number of registrants.
Phyl Answers Questions from Participants About Learner
Profiles in the Four Key Areas of Social Communication
Online Training
Get Direct Access to Phyl
No Matter Where You Live
The Teaching Social Communication Using T.H.E. P.A.C.T. Course is offered in an online format through a series of six 1-hour Web classes for an individual or group for cost-effective use of professional development funds.
The online format is scheduled in a live webinar series, with recorded Web courses to be offered in the future.
During the live online course, participants will:
Be shown examples of T.H.E. P.A.C.T. Talk About Conversational Analysis Profile of real-life learner cases
View photos and videos of instructional tools and methods for the structured teaching of social communication - incorporating apps, Web tools, and low-tech teaching tools for each of the modules of T.H.E. P.A.C.T.
Get the chance to have a live online dialogue with the author related to teaching social language skills in a structured question and answer block for each social communication class
In-Person Training Course Agenda
(A morning break will be schedule for 15 minutes)
(An afternoon break will be schedule for 15 minutes)
Online Course Agenda
Learning Objectives
Participants will list four key research-based elements that are essential to social communication intervention.
Participants will name the four key components of interpersonal communication and give two examples of language skills for each of the four components.
Participants will list and define each of the four modules of T.H.E. P.A.C.T.
Participants will list and describe each of the five developmental stages of discourse related to conversation skills.
Participants will explain the clinical rationale of T.H.E. P.A.C.T. Talk About Conversational Analysis Profile and list two outcomes of the information gained from the analysis related to goal planning.
Participants will list two examples of instructional lessons and teaching tools for building comprehension of social communication concepts in the Learn About and Read About Modules of T.H.E. P.A.C.T.
Participants will list two examples of instructional lessons and teaching tools for improving expression of social communication concepts in the Write About and Talk About Modules of T.H.E. P.A.C.T.