1-Day Intro – 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."

1-Day-Photo-2a — Participants Get Hands-On Examination of Tools for Each of the 4 Modules

The Power of T.H.E. P.A.C.T.: Research-Based Implementation
Strategies for “Connect-The-Dots” Differentiated Instruction

In this course, learn how to systematically teach ANY content to students of varying abilities – from gifted to special needs aligned to each strand of the Common Core Standards in the areas of language, reading for informational text and literature, writing, and speaking and listening. Walk away with “connect-the-dots” lessons for your students to:

Build strong vocabulary skills.
Expand their knowledge in interactive reading-to-learn activities.
Scaffold the writing process for brainstorming and composing.
Increase their meaningful participation in formal speaking roles in small groups and in the classroom.

See how this simple, 4-step delivery system of instruction is a blueprint for Universal Design for Learning and a staircase of differentiated instruction for students of any age or ability.

In-Person Training

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

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

1-Day-Photo-3b — Get Direct Access to Phyl No Matter Where You Live

Phyl-2 — Get Direct Access to Phyl No Matter Where You Live

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

Morning Training Block: (A morning break will be schedule for 15 minutes)
8:00 AM	Registration
8:20 AM	Introduction & Opening Announcements
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)
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.

Course Participant Feedback

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."

Amy Highstrom, Speech-Language Pathologist, attended a course in Claremont, New Hampshire and describes the day by saying:

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."

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!"

Bonnie Vaillancourt, President and Owner of Simplified Speech Solutions, LLC, shares:

T.H.E. P.A.C.T. Multimedia System is a systematically organized, hierarchically-based tool that is a simple and amazing resource! It puts an end to any guess work of implementing this program - it is a solution to everyone's individual needs."

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!"

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!"

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!"

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!"

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."