APH and UEB - PowerPoint Presentation

Slide1

APH and UEB

Presented by:

Cathy Senft-Graves

and

Robin WingellSlide2

AgendaIntroductions

Policies regarding UEB Transition at the American Printing House for the Blind (APH)

APH products which are or will soon be UEB compliant

Plans for and progress on the revision of the Building on Patterns (BOP) curriculum

Interim plans to incorporate UEB in BOPSlide3

Steps Toward TransitionNovember 2012: BANA adopts UEB

October 2013: BANA’s first UEB Transition Forum chooses January 4, 2016 implementation date

November 2013: BANA affirms implementation date

July 2014: APH announces transition planSlide4

Policies Regarding UEB Transition at APH

Orders for textbooks in subjects using literary braille (i.e., social studies and language arts), not previously transcribed, will be produced in UEB for the 2015-16 school year.

Orders for textbooks in technical subjects (i.e., science and mathematics), not previously transcribed, will be produced in UEB and/or UEB with Nemeth Code for the 2015-16 school year.

Textbooks previously transcribed will be available in their original codes, following APH’s policy of not duplicating previously transcribed textbooks and supplementary materials

.Slide5

Policies Regarding UEB Transition at APH

APH will transcribe assessment materials in the codes requested by customers who contract with APH to make assessments accessible in hardcopy and/or refreshable braille. APH recognizes that assessment materials must be available in the code that is used most efficiently by each test taker (as indicated on his/her Individual Education Plan or 504 Plan). APH is committed to providing multiple formats for these high stakes assessments.Slide6

Policies Regarding UEB Transition at APH

APH will gradually transition instructional and assessment-related catalog products and materials to UEB and UEB with Nemeth Code throughout the next several years.Slide7

Implementing UEB Transition at APH

Braille Transcription

All transcribers have completed or are in the process of completing the Australian UEB Online (AUO) course.

Newly hired transcribers (approx. 6) are training with the AUO course and the NLS lessons made available this year.

Proofreaders are training with the AUO course.

Accessible Tests

All personnel have completed or are in the process of completing the Australian UEB Online (AUO) course.Slide8

Implementing UEB Transition at APH

Accessible Textbooks

All in-house personnel have completed the AUO course.

All of the prison programs we are working with have either all completed a UEB course or have a plan to complete it by the end of May 2015.

When we outsource new transcriptions, we request a copy of the transcriber’s UEB certification.

Braille Transcribers Apprentice Program (BTAP)

First transcriber starts in March, one more in JuneSlide9

New Products Being Produced in UEB or UEB and NemethEmergent Literacy

VIPS@Home

: Power At Your Fingertips

VIPS@Home

: Emergent Literacy

PAIVI (Parents and Their Infants With Visual Impairments) Second Edition Practitioners Manual

PAIVI Learning Together booklet

PAIVI Getting Ready for Preschool bookletSlide10

New Products Being Produced in UEB or UEB and NemethTouch, Label, and Learn Poster: Human Skeleton (Anterior View)

Instruction sheets for Nemeth Numbers Feel ‘N Peel stickers UEB Basic Math Symbols and Nemeth Basic Math Symbols

All Aboard! The Sight Word Activity Express

Building on Patterns, Prekindergarten

Building on Patterns UEB SupplementsSlide11

Building on Patterns RevisionSlide12

Building on PatternsOnly “basal reading series” for teaching braille reading and writingBuilding on Patterns Team

External Writing Teams from Arkansas, California, and Oregon

(All members of the writing teams are experienced teachers of students with visual impairments.)

APH Staff

Consultants to the programSlide13

Building on Patterns2nd Revision began immediately after completion of BOP 2nd

Grade (original Patterns went through 3

rd

grade)

Original intent to begin revising BOP Kindergarten

Writers and consultants determined a need for Prekindergarten BOP to lead into Kindergarten based on state standards and checklists for Kindergarten entrySlide14

Research to Support Need for

Pre-K Program

National Early Literacy Panel Report

Common Core and Pre-K State Standards

National Association for the Education of Young Children (NAEYC) Early Learning Standards

Quality Literacy Instruction Study

Current BOP-K SurveySlide15

Current BOP-K SurveyOnline survey conducted 11/14/12 – 12/20/1275 respondents from 22 states and the US Virgin Islands97% of respondents TVIs

Participants were asked:

What is taught in BOP-K that should be taught in a pre-kindergarten early literacy program?Slide16

BOP-K Survey Results:Teach Before Kindergarten

When asked what is taught in BOP-K that should be taught in a Pre-K emergent literacy program, the top three responses were:

phonemic

awareness and

phonics

the

alphabet, or an introduction to the alphabet

contractions

at

least the first 12 lessons of

BOP-K

should be taught earlier

. Slide17

BOP-K Survey Results:Teach Before Kindergarten

Other specific skills that received multiple mentions were:

Tracking, reading with both hands

Rhyming

Introduction of braille cell

Capital sign

Period

Spatial awareness/directionality: left to right; top, bottom, middle

Concepts/concept development

Tactile identification as fun activities

Listening comprehension

VocabularySlide18

NELP Variables for Literacy Development

Alphabet knowledge

Phonological awareness

Rapid Automatic Naming of letters or digits

Rapid Automatic Naming of objects or colors

Writing or writing name

Phonological memorySlide19

Quality Literacy Instruction Study

Skill Areas

Consistency

Total Time per Day

Time Span

Duration

Emergent Braille Literacy Skills

1 to 5 days/week

1/2 to

1

hour

Infancy to

Preschool

At least

one school year

Early Formal Literacy Skills ("

prebraille

")

Daily

1/2

to

1

hour

Preschool-

Kindergarten

At least one school year

Beginning Braille Literacy Skills

Daily

1-2 hours per day

Kindergarten-

Grade

3

At least one school year

Beginning Literacy Skills in Dual Media (Print and Braille)

Daily

1-2 hours

per day Kindergarten-Grade 3 At least one school year

Project SLATE /Framework for Braille

Professional Consensus on Instructional Considerations for Students in Braille Literacy Programs

Koenig, A. J., & Holbrook, M. C. (2000). Assuring quality literacy instruction in braille literacy programs.

Journal of Visual Impairment and Blindness, 94

(11), 677-694.Slide20

Need for BOP Pre-K BOP-K survey confirmed a need for Pre-K braille literacy materialPre-K will be a separate curriculum as is available in general education programs

Maryland Common Core State

Curriculum Frameworks

for Braille includes Pre-K skills

Keeping pace with peers: many entering kindergarteners recognize letters & numbers, read and write their namesSlide21

Selected BOP PrinciplesBOP will be a part of a comprehensive programImportance of consistent literacy instruction from qualified TVI

Service delivery is diverse

Literacy instruction should be evidence-grounded and on-going research should be conducted

Value of authentic literature

Concept development through literacy instruction

Connections to the

ECC

Students have individual needs, likes and dislikesSlide22

Components of BOP Pre-KReading and Writing Braille

Letters and Numbers

Reading and Writing Simple Connected Text

Dialogic Reading with Authentic Literature

Comprehension and Vocabulary

Phonological Awareness and Phonics

Knowledge and Concept Development

Tactile Skills, including GraphicsSlide23

Purposes of Pilot Field TestAsk for feedback from Pre-K teachers on Lessons 2, 3, and 4Get video examples of Pre-K children working through parts of lessons

Check length of lessons and activities within lessons

Gather information about service delivery impact on completion of lessonsSlide24

Our Pilot Testers3 sitesKentucky, New Mexico, and Florida2 service delivery models

Center based and Itinerant

Participants

7 teachers and 7+ childrenSlide25

Key FindingsStories (trade books) are interesting but some are a little long; children responded more (and better) to the second reading of the bookVocabulary words—good balance between simple and challenging words

Comprehension—these young children had some difficulty with “open ended” questions and questions that asked children to “personalize” something in the storySlide26

Key Findings (continued)Children have difficulty producing written work on the braille writer (Perkins) but teachers saw value in ongoing practice to encourage finger strength, finger isolation and span [writers are including consistent practice in lessons]

Largest issue was lesson length and consistency. Writers have made major changes to plans for the lessons that addresses these concerns

Children liked songs and other enrichment activities (The Wheels on the Bus; art projects) Slide27

Key Findings (continued)Children liked the Tactile Storybooks Discovered issues that need to be addressed in some way: Rhyming Words

Comprehension Questions

Introduction of the Swing Cell

Enjoyment of tactile graphics symbols

Teachers reported that even if their student has trouble with some things (e.g., finger strength) it is good to work on themSlide28

Pre-K Changes Based on Field Testing

BOP Pre-k writers have reviewed results of the pilot field test and are working to:

Shorten and/or reduce the number of activities within the lesson

Decrease the length of the curriculum by shortening the length of review and assessment lessons

Attend to needed practice in areas of concern to teachersSlide29

In Every LessonReading of Authentic Literature StoryComprehension and VocabularyTactile Storybook

Writing: Practice Exercises and Modeled/Interactive

Phonological Awareness

Knowledge and Concept Development

Letter Recognition and Phonics

Number Recognition

Reading Continuous TextSlide30

Additional Lesson FeaturesDaily reading of alphabet Regular reading of numbers 1-10

Enrichment: Music

Other enrichment activities such as art or movement

Parent Letter

Letter BankSlide31

Authentic LiteraturePete the Cat

and

His

Four

Groovy Buttons

by

Eric

LitwinSlide32

Vocabulary

groovy

: really cool; great;

awesome

favorite

: the one he liked

best

popped

: came off or fell

off

buttonless

: without buttons,

no buttonsSlide33

Tactile Storybook Cover: Pete’s ButtonsSlide34

Tactile Storybook Page

#

a

3333 = 333 = 3333 = 333 = 33

3333333333333333 #d 33333333

333333333 pop 33333333333333Slide35

Fun Learning Activities!Slide36

Field TestingAPH uses the comments and recommendations gathered from

experts in

the field to refine and improve products before actual production.

Complete form available at:

http://

www.aph.org

/

edresearch

/

Contact Laura

Zierer

, Research Assistant,

lzierer@aph.orgSlide37

Building on PatternsUEB Teacher SupplementsandUpdated Student MaterialsSlide38

ComponentsStudent textbooks and worksheets in UEBPosttest materials for First Grade and Second Grade in UEBFree, downloadable supplements for the existing teacher’s editions with information on what changes for UEBSlide39

Changes Being Made NowStopped production of student materials in old codeRetranslating student materials in UEB as needed

Only 4 pages in one BOP Kindergarten book changes

Student Textbooks for Units 1 and 2 of First Grade do not change

All worksheets in First and Second Grade change due to page numbering (WS24-6 is now

,,

ws#bd

-

#

f

)

Writing teacher supplementsSlide40

Teacher Supplements ContentIntroductory page of informationHow to read the chartsGeneral changes not listed in the charts

Chart of changes for each Lesson

Page number in Teacher’s Edition (TE)

Location: Where on page in TE, or Student Textbook page number, or Worksheet page number

Description of change

Additional location information and type of changeSlide41

GRADE 1: UNIT 5, LESSON 25

TE Page

Location

TE / WS / ST

Change

Sentence

Spacing Rule

Omissions

61

ST 19

last line

with a

62

ST 20

line 5

for a

66

WS25-3

#4

of the / with the

72

ST 24

last line

and a

73

ST 25

line 1

of the

ST 25

line 2

of the

77

ST 29

line 5

and a

78

ST 30

UEB does not have a contraction for "com."

line 2

come

:

com omitted

ST 30

line 2

for a

87

WS25-8

UEB does not have a contraction for "to."

#3

to Slide42

OrderingTaking fax orders for new kits and student materials for Kindergarten and First Grade levelsOrders have to be accompanied by Federal Quota Funds Order Form (APH website)

Asking for orders to be placed by April 15

Kits will now be “student kits”; teacher’s editions sold separately

First and Second Grade Posttests will also be updated to UEB; only asking for orders on First Grade Posttest at this timeSlide43

Questions?Slide44

Please Consider Field Testing!APH uses the comments and recommendations gathered from

experts in

the field to refine and improve products before actual production.

Complete form available at:

http://

www.aph.org

/

edresearch

/

Contact Laura

Zierer

, Research Assistant,

lzierer@aph.org