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Slide 1
APH and UEB Presented by: Cathy Senft-Graves and Robin
Wingell
Slide 2
Agenda Introductions 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 BOP
Slide 3
Steps Toward Transition November 2012: BANA adopts UEB October
2013: BANAs first UEB Transition Forum chooses January 4, 2016
implementation date November 2013: BANA affirms implementation date
July 2014: APH announces transition plan
Slide 4
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 APHs policy of not
duplicating previously transcribed textbooks and supplementary
materials.
Slide 5
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.
Slide 6
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.
Slide 7
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.
Slide 8
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 transcribers
UEB certification. Braille Transcribers Apprentice Program (BTAP)
First transcriber starts in March, one more in June
Slide 9
New Products Being Produced in UEB or UEB and Nemeth Emergent
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 booklet
Slide 10
New Products Being Produced in UEB or UEB and Nemeth Touch,
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 Supplements
Slide 11
Building on Patterns Revision
Slide 12
Building on Patterns Only basal reading series for teaching
braille reading and writing Building 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 program
Slide 13
Building on Patterns 2 nd Revision began immediately after
completion of BOP 2 nd 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 entry
Slide 14
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 Survey
Slide 15
Online survey conducted 11/14/12 12/20/12 75 respondents from
22 states and the US Virgin Islands 97% of respondents TVIs
Participants were asked: What is taught in BOP-K that should be
taught in a pre-kindergarten early literacy program?
Slide 16
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.
Slide 17
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 Vocabulary
Slide 18
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 memory
Slide 19
Quality Literacy Instruction Study Skill AreasConsistency Total
Time per Day Time SpanDuration 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) Daily1-2 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.
Slide 20
Need for BOP Pre-K BOP-K survey confirmed a need for Pre-K
braille literacy material Pre-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 names
Slide 21
Selected BOP Principles BOP will be a part of a comprehensive
program Importance 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 dislikes
Slide 22
Components of BOP Pre-K Reading 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 Graphics
Slide 23
Purposes of Pilot Field Test Ask for feedback from Pre-K
teachers on Lessons 2, 3, and 4 Get 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 lessons
Slide 24
Our Pilot Testers 3 sites Kentucky, New Mexico, and Florida 2
service delivery models Center based and Itinerant Participants 7
teachers and 7+ children
Slide 25
Key Findings Stories (trade books) are interesting but some are
a little long; children responded more (and better) to the second
reading of the book Vocabulary wordsgood balance between simple and
challenging words Comprehensionthese young children had some
difficulty with open ended questions and questions that asked
children to personalize something in the story
Slide 26
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)
Slide 27
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 them
Slide 28
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 teachers
Slide 29
In Every Lesson Reading of Authentic Literature Story
Comprehension and Vocabulary Tactile Storybook Writing: Practice
Exercises and Modeled/Interactive Phonological Awareness Knowledge
and Concept Development Letter Recognition and Phonics Number
Recognition Reading Continuous Text
Slide 30
Additional Lesson Features Daily reading of alphabet Regular
reading of numbers 1-10 Enrichment: Music Other enrichment
activities such as art or movement Parent Letter Letter Bank
Slide 31
Authentic Literature Pete the Cat and His Four Groovy Buttons
by Eric Litwin
Slide 32
Vocabulary groovy: really cool; great; awesome favorite: the
one he liked best popped: came off or fell off buttonless: without
buttons, no buttons
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, [email protected]
Slide 37
Building on Patterns UEB Teacher Supplements and Updated
Student Materials
Slide 38
Components Student textbooks and worksheets in UEB Posttest
materials for First Grade and Second Grade in UEB Free,
downloadable supplements for the existing teachers editions with
information on what changes for UEB
Slide 39
Changes Being Made Now Stopped production of student materials
in old code Retranslating 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 supplements
Slide 40
Teacher Supplements Content Introductory page of information
How to read the charts General changes not listed in the charts
Chart of changes for each Lesson Page number in Teachers 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 change
Slide 41
GRADE 1: UNIT 5, LESSON 25 TE Page Location TE / WS /
STChangeSentenceSpacing RuleOmissions 61ST 19 last linewith a 62ST
20 line 5for a 66WS25-3 #4 of the / with the 72ST 24 last lineand a
73ST 25 line 1of the ST 25 line 2of the 77ST 29 line 5and a 78ST 30
UEB does not have a contraction for "com."line 2 come: com omitted
ST 30 line 2for a 87WS25-8 UEB does not have a contraction for
"to."#3 to
Slide 42
Ordering Taking fax orders for new kits and student materials
for Kindergarten and First Grade levels Orders 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;
teachers editions sold separately First and Second Grade Posttests
will also be updated to UEB; only asking for orders on First Grade
Posttest at this time
Slide 43
Questions?
Slide 44
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, [email protected]