Roundtables – Every Child Can Learn

Clinical Feedback

Alisha Natelle, Special Educator from a school district in Connecticut, 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."

Alisha Natelle, Special Educator from a school district in Connecticut, 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."

Angela Dougher, Special Educator from the Hartford Autism Regional Program, remarks:

"When educators ask me how I adapt curriculum for my intensive needs population, I simply tell them that I use T.H.E. P.A.C.T. Framework. T.H.E. P.A.C.T. is the answer to adapting curriculum. I will never use anything else!"

Annette Meier, Special Education Teacher from AEA 8 in Iowa, says:

"T.H.E. P.A.C.T. has been eye opening and mind blowing!"

Becky Longley, Special Educator from the Hartford Autism Regional Program, remarks:

"Following T.H.E. P.A.C.T. format for designing literacy units has made learning fun for the students and decreased hours of preparation time for me."

Bevin Early, Special Education Teacher from St. Louis, Missouri, describes:

"T.H.E. P.A.C.T. offers incredible ideas for adapting teaching - especially writing - and I appreciate that finally someone has introduced a SYSTEM for instruction."

Cara Leckwold, AAC Specialist from Anchorage, Alaska, finds that:

"T.H.E. P.A.C.T. is an easy framework for adapting any curriculum to any individual using the tools that are already available to you. Learners will have a practical framework to understand new information and communicate their new knowledge. You will have consistent tools to record progress, capitalize on a learner's strengths, and target areas for remediation."

Cynthia Gomez, Teacher from Montpelier, Vermont, comments:

"Using T.H.E. P.A.C.T. has brought a new micro-focus to my curriculum planning. I have always known what I want my students to understand, now I know how to get them there."

Florelia Baldizon, Speech-Language Pathologist in Connecticut, remarks:

"T.H.E. P.A.C.T. is the (T) hottest (H) example (E) of how to provide strategies and skills to our students based on their individual intelligence through a progressive (P), accessible (A), comprehensive (C), and transferrable (T) framework."

Hillary Jellison, AAC Specialist and co-owner of Communicare in western Massachusetts, shares:

"T.H.E. P.A.C.T. is real-life knowledge that is just successful!"

Jane Fetty, Speech-Language Pathologist from Johnston, Iowa, shares:

"I love that Phyl actually works with real students and knows the structure and limitations of the school setting!"

Jean Chute, Assistive Technology Coordinator from South Burlington School District in Vermont, explains:

"I listen to and read about technology in education every day. This system makes complete sense for all teachers. This is an excellent example of an instructional method that is necessary for some and good for ALL."

Jennifer Luckhart, Speech-Language Pathologist from Bridgeport, Connecticut, finds that:

"T.H.E. P.A.C.T. is the answer to your prayers. You'll never wonder 'Hmmm, what should we do today?'"

Julie Bassi, Psychologist from Bow, New Hampshire, describes:

"I truly feel that this system is beneficial for regular education instruction - particularly in the area of writing. Phyl, your energy, enthusiasm, and commitment to this project are contagious!"

Karen Hrank, Assistive Technology Specialist from North Branch New Jersey, explains:

"By using T.H.E. P.A.C.T., math skills can be improved using consistent learning activities and predictable AT supports for the required methods of drill, practice, and repetition. T.H.E. P.A.C.T. provides a consistent framework for presenting math concepts in a clear, concise format, allowing for varied activities and differentiated learning."

Karen L. Johnson, Speech-Language Pathologist from New England, exclaims:

"T.H.E. P.A.C.T. will revolutionize how I interact with my students! It is so practical and well-organized."

Kim Pier, AT Coordinator & AT Specialist from a school district in Connecticut, describes:

"T.H.E. P.A.C.T. brings differentiated instruction to a great new level!"

Laurie Giacomazzi, Special Educator in southern New England, shares:

"T.H.E. P.A.C.T. is a great way to make grade level curriculum accessible to all learners."

Lesley Mc Gilligan, AAC Specialist from Special School District in St. Louis, Missouri, says:

"Phyl's color-coded framework is genius for busy teachers and struggling students. T.H.E. P.A.C.T. just makes good sense!"

Linda Orr, Speech-Language Pathologist, from Bethel, Vermont, explains:

"T.H.E. P.A.C.T. has streamlined the preparation of adapted age-appropriate curriculum materials and allowed for the usage of the same Learn About, Read About, Write About, Talk About presentation formats across the different topic areas. T.H.E.P.A.C.T. is the best!"

Lisa Munroe, 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.'"

Lynette Kaschker, Special Education Teacher from the state of Connecticut, 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."

Margaret M. Oliveri, Speech-Language Pathologist from the state of Connecticut, describes:

"Learning about T.H.E. P.A.C.T. gave me new motivation and clearly shows the 'how to do whatever needs to be done' for ALL students in a comprehensive and easy manner."

Mary Creeden, Speech-Language Pathologist from Montpelier, Vermont, 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!"

Mary Holland, Speech-Language Pathologist from AEA 11 in Central Iowa, shares:

"Phyl's passion is infectious. Phyl 'walks the walk' and her credibility is very high as she speaks from experience. Phyl's corporation title - Make A Difference, Inc. - says it all!"

Matt Girosky, AT Specialist from southern New England, states:

"I work with older students with learning disabilities and the concepts of T.H.E. P.A.C.T. will be effective and a good influence."

Maureen C Briggs, Special Education Teacher from New England, describes:

"T.H.E. P.A.C.T. provides multisensory learning in a very teacher-friendly manner. The sequential Learn About, Read About, Write About, and Talk About modules provide the necessary repetition of concepts using various low and high tech tools - it is excellent."

Michelle Mitchell, Special Education Teacher from western Connecticut, says:

"T.H.E. P.A.C.T. is like the KWL (Know, Want, Learn) chart for effective teaching! It encompasses all the key elements of essential instruction."

Nancy Dalley, Special Ed Teacher from Boise, Idaho, states:

"T.H.E. P.A.C.T. has re-stimulated my commitment to my profession."

Nancy Farrerr, Special Educator from the State of Idaho, declares:

"This is doable and I CAN DO IT."

Nerissa Hall, AAC Specialist and co-owner of Communicare in western Massachusetts, shares:

"With T.H.E. P.A.C.T., you can use the ideas tomorrow!"

Noelle Bellucci, Speech-Language Pathologist from the state of Connecticut, explains:

"T.H.E. P.A.C.T. is a logical way to organize instruction across all language strands and developmental levels."

Noelle Bellucci, Speech-Language Pathologist from the state of Connecticut, suggests:

"T.H.E. P.A.C.T. can be applied to all areas of the curriculum and the repetition of formats will reduce the cognitive demands on the students and the staff."

Pam Galow, Special Education Teacher from Idaho, states:

"You have taken all of the things that those of us in the field do and made it so organized, individualized, and systematic. I LOVE IT. It makes so much sense!"

Rita Astalosch, Regular Education Teacher from the Edmonton, Alberta area, describes:

"I love that I can use the resources that I already have within T.H.E. P.A.C.T. framework!"

Skye Forest, Special Educator from Montpelier, Vermont, comments:

"Each module of T.H.E. P.A.C.T. has been designed with empirical evidence about optimal instruction and learning, and the results are proof positive."

Stacie Gay, Speech-Language Assistant from Fall Mountain School District in New Hampshire, comments:

"I love it when I am able to witness an 'ah-ha' moment - when teachers and paraprofessionals recognize that T.H.E. P.A.C.T. is exactly what their student needs."

Stephanie LaRose, Classroom Teacher from Sherwood Park, Alberta, states:

"T.H.E. P.A.C.T. has endless possibilities for ALL students - not just those with disabilities."

Susan Ayers, Speech-Language Pathologist and AT Specialist from southern New England, explains:

"The feature of the program that I find to be the most beneficial is that fact that is melds old forms with new functions to target receptive and expressive language development."

Tamara Tinder, Special Educator from Johnston, Iowa, shares:

"I have used T.H.E. P.A.C.T. and purchased resources on the framework. It has helped me dramatically improve the learning experiences of my students, as well as give my paraeducators and myself a common approach to utilize. I love the simplicity behind T.H.E. P.A.C.T."

Tammy Carlson, Special Educator from New England, shares:

"I went to bed last night hearing your repeated words ... Learn About, Read About, Write About, and Talk About! T.H.E. P.A.C.T. makes so much sense. I have attended many workshops, but this, I must say, has topped them all!!! Your personal touch to your presentation was exceptional. I loved it. I went to the principal today to personally thank her for helping to make it happen for me to attend. She asked what I thought, and I told her how wonderful it is to attend a training and walk away with GREAT insight."

Terry Tierney, Speech-Language Pathologist in New England, remarks:

"Phyl is giving us our 'outside of school' life back! No more working late into the evening modifying and creating for every curriculum topic."

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.

Roundtable Training Discussions Feedback

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."

Gail Woolridge, Classroom Teacher, comments:

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."

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!"

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."

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."

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."

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."