the 1-Day Course
T.H.E. P.A.C.T. 1-Day
"Make & Take" Course: Level 1
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 I 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. Having been in the field for over 25 years, this is THE way to implement curriculum and support students with disabilities. Thank you so much for helping us get started implementing the program in the Make & Take...It should make a real difference in what we do and how we do it.
- Suzanne G. Jahn
I've seen exponential rewards in my teachers' skills and enthusiasm and really positive outcomes for our learners because of T.H.E. P.A.C.T. You've given us the framework that we've needed to work with our fascinating, challenging students that we teach. This is not a hollow polite thank you that I'm talking about Phyl! Your work with us has made us better teachers, thinkers and a better school overall. It has steered us in a good direction and now that we have our model established, I would like to focus on doing a few things very well. My goal for the upcoming school year is that we implement T.H.E. P.A.C.T. framework as we embrace it even further as a school beyond our informed language-based lessons as we think and frame learning in a new way as a school community. I feel so fortunate to have this opportunity to work with you.
- Diane Baker
During The Power of T.H.E. P.A.C.T. 1-Day "Make & Take" Course, you will implement the principles you learned during the 1-Day Course to put into place a step-by-step system for language-based instruction that you can begin implementing on Monday morning.
T.H.E. P.A.C.T. is EMPOWERING because it is so doable and fast! Phyl is giving us our "outside of school" life back. No more working late into the evenings creating everything and no longer feeling overwhelmed.
- Terry Tierney
T.H.E. P.A.C.T. is an excellent example of a simple to use, repeatable approach to learning with visual and kinesthetic supports!
- Dawn Mendoza
Who Will Benefit from Attending?
Anyone who is struggling with not enough time to customize and adapt content for academic, life skills, or social skills training & needs a systematic way for this to be done for a learner of any age with a disability
Special education teachers & case managers
Speech-language pathologists & assistants
Occupational therapists & assistants
Teachers & curriculum specialists
AAC & AT consultants
Instructional assistants & paraprofessionals
Behavioral consultants & autism specialists
Vocational rehabilitation & employment staff
Early intervention staff
Undergraduate & graduate students
Phyl's ability to organize learning for ALL students is so easy. This makes so much sense.
- Teresa Mazik
T.H.E. P.A.C.T. is the answer to your prayers. You'll never wonder 'Hmmn, what should we do today?'
- Jennifer Luckhart
The Power of T.H.E. P.A.C.T.
1-Day "Make & Take" Course Will Make Your Job Easier
|Walk away with a comprehensive list of objectives for teaching vocabulary, accessing literacy materials, instructing writing, and improving communication for learners with developmental disabilities and varying learning disabilities.|
|Set up a consistent structure when handing in Alternative Assessments and Portfolios by having a systematic approach to language-based instruction and data collection.|
|Obtain POWER Words Reference Lists to assist you in writing your own learning objectives for each module of T.H.E. P.A.C.T.|
|Create predictable, reusable AT solutions in four "Make &Take" sessions for each module of T.H.E. P.A.C.T.|
|Leave with customized and "to-the-point" activity descriptions tied to your objectives that are reasonable to implement in a given day.|
|Walk away with new ideas for teaching vocabulary in the Learn About module that build strong word knowledge in a "one size does NOT fit all" approach.|
|Leave with reusable adapted literacy ideas for "ready to read" and "reading to learn" activities in the Read About module that do not always require a computer.|
|Depart with practical writing lessons about how to teach brainstorming, outlining, and composing in the Write About module for learners with developmental disabilities and learning disabilities.|
|Walk away with creative strategies of how to set up simple visual and auditory communication supports for improving a learner's ability to give basic answers, take turns in a work group, state facts, provide describing details, & give oral presentations in the Talk About module.|
|Save money in your budget by incorporating the use of color-coded office supplies that are inexpensive and easy to find that you can pair with more sophisticated AT solutions.|
If I could summarize T.H.E. P.A.C.T. in one or two sentences, I would say:
T = The
H = Hottest
E = Example ... of how to provide strategies and skills to our students based on their individual intelligences through a ...
P = Progressive
A = Accessible
C = Comprehensive
T = Transferrable ... Framework!
- Florelia Bladizon
Phyl's passion and dedication to her field is a TRUE inspiration to educators! The care she exhibits to EMPOWER people is clearly evident!
- Matt Girosky
T.H.E. P.A.C.T. is a great way to make grade level curriculum accessible to ALL learners!
- Laurie Giacomazzi
1-Day Make & Take Course Schedule
|8:00 - 8:30||Registration|
|8:30 - 10:30||The Learn About Module|
|(Morning Break 10:30 – 10:45)|
|10:45 - 12:15||The Read About Module|
|(Lunch Break 12:15 – 1:00)|
|1:00 - 2:15||The Write About Module|
|(Afternoon Break 2:15 – 2:30)|
|2:30 - 4:00||The Talk About Module|
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.|