"SUCCESS IN THE GENERAL CURRICULUM" WEBINAR

~ SEPTEMBER 8, 2011 ~



MARTHA RUST: ... in the State of Georgia. And we

are so glad that you able to join us today. You guys are

in for a really great treat.

You have two excellent presenters. Both Pat

Satterfield and Ben Satterfield are going to be going over

some success in the general curriculum today. And you all

are so in luck to hear them present today.

For those that this is the first time using this

webinar system, I wanted to show you some of the features

that we have.

As you can see on the right, we have a public-chat

area, and then there is a little white chat box. If you

would like to do a public chat or have a question, you can

type right into that box and then hit "Enter," and then it

becomes public chat for everyone.

Also, if you would like to record this webinar, you

can go up to "Recording." In the top left of the screen

you'll see a tab that says "Recording." You simply click

on the "Recording" and press "Stop and Start Recording" to

record this webinar.

We also wanted to let you know that this webinar is

being recorded right now and will be up on our website at

www.gatfl.org. In a few weeks you'll have the PowerPoint

as well as the transcript of today's webinar.

We also wanted to let you know that Ben and Pat

have prepared some handouts for you. And I'm going to put

that link right up in the public-chat area. You can click

on this link, and it will take you right to those handouts.

We will be offering credits for today, so if you

are wanting CRC credits or CEUs, continuing education

credits, I will need you to put your first and your last

name in the public-chat-box area and where you work.

And I will be able to send that off to Liz to make

sure that you all get your credits. So again, I'll need

your first, your last name, where you work, as well as an

e-mail address too.

I think that's all I have right now. So I'm going

to pass this over now to both Ben and Pat. And hope you

guys enjoy this great webinar.

BEN SATTERFIELD: Okay. This is Ben Satterfield

speaking. Sorry for the confusion there.

I want to welcome everybody again to our discussion

of what it takes for success in the general curriculum, a

discussion of universal design for learning.

I'm Ben Satterfield, and with me today is my wife,

Pat. We work at CREATE, the Center for Research and

Expansion of Assistive Technology.

This session is a follow-up to an AT thread at the

summer mega conference at the Department of Education in

Alabama from this summer. So we're happy to have all our

friends from Alabama joining us today.

We also want to thank the Georgia Tools For Life

organization for allowing us to use their platform so that

we could accommodate so many participants.

I want to just give you a little background on Pat

and I. We have been in the field of assistive technology

for 28 years.

We're excited to see the dreams that we've had for

decades now becoming reality for people with disabilities.

And we're seeing that the things that we've dreamed about

doing are now being built into the classroom and into the

workplace as part of the design.

Pat comes from a background of curriculum design.

She's got a master's in Christian education. She's been an

AT coordinator for several private schools and serving

their children with disabilities.

Through her duties at Dunamis over the past several

years, she's been a presenter at many conferences on a

regional and national basis. But today she's a consultant

to local school districts and agencies who serve people

with disabilities.

My own background is as a classroom teacher. I

taught for seven years. I have a master's in curriculum

development and a doctorate in instructional technology in

distance education.

I was a software developer and curriculum designer

at Chalkboard, Incorporated and also at Dunamis,

Incorporated. Today I'm a research consultant with several

manufacturers and publishers in the AT field as well as

with some local agencies serving people with disabilities.

I'm going to try to speak up just a little bit

louder.

We're both parents of a child with a disability.

Our son Blake is 20 years old, has Down Syndrome, has just

completed his high school, and is now on a job --

community-based job-training program where he works at a

clothing and a sporting goods store.

So we wear a lot of hats as we approach this

particular discussion. We're interested in things that are

going on in the classroom, about research, and also about

transition.

Our goals in our session today. Our goals are

going to be that, when you come away from today's session,

you'll have a good understanding of the basic principles of

universal design for learning; that you'll also be able to

identify some of the strategies that we're going to talk

about to support people with disabilities, both in the K-12

classroom and in the college, post-secondary classrooms,

but also promoting success in the workplace.

We'll also be talking about the difference and

making a comparison between universal design and

differentiation. And also we'll explore some elements of

assistive technology that support UDL.

Now, as we think about what we're going to be

discussing today, we have to look at the characteristics of

the students that we're serving. There are many challenges

that we are coming up against.

We've made a concerted effort nationally to connect

all students to the general curriculum. We set high

standards.

But we're also encountering the fact that there's

greater diversity among the student population, and there

are all kinds of barriers to the things that we try to do

in the area of instruction. So we have challenges in the

area of classroom management and also effective

instruction.

But today I want to ask you to shift focus a little

bit away from the students themselves and away from the

classroom-management issues to the curriculum itself. And

let's think together.

I wonder if our challenge is not so much how to

modify or adapt curricula for a special few but to design

curriculum from the bottom up in such a way that all

students can succeed and fully access the curriculum with

the tools that are available to them.

There's a considerable amount of research that's

already been done that identifies effective evidence-based

practices for learners, but they're presently in the

margins.

Unfortunately these best practices have not become

available to all learners, and they're typically offered

only after a learner has already failed in the mainstream

curriculum.

They're often offered more in a separate remedial

or a special placement that ties them to the general

curriculum where the high standards have been severed

entirely.

The universal-design-for-learning curriculum should

provide a means to repair those severed ties and promote

the inclusion of all learners.

Obviously we're not there yet, but let's look today

at what principles of universal design are and how we can

use them to our advantage in our local settings. And we'll

start by looking at what works for all students.

PAT SATTERFIELD: Okay. This is Pat. I'm hoping

that you can hear me better. Can y'all give me a little

feedback?

Okay. I'm going to really try to speak loud. And

I'll probably blow Ben's ears off here. But we're going to

really try to get this a little louder.

You all are the experts. You are working every day

with kids with disabilities in the classroom. You are in

the field with kids who are transitioning to college,

trying to make transitions from college to work, life

settings.

So we're going to look at some of the things --

we're going to start in the classroom and try to make the

connections for the kids who are older and transitioning to

work.

The first thing that we know that helps all

students is having choices. And choices work for all of

us. It helps motivate us to have an option. It is great

when we can choose which way we want to go.

That's kind of a no-brainer. We've been doing that

since our kids had options which game they wanted to play

at the birthday party.

But let's look at the other things now that are

sort of standard; they're becoming more standard classroom

practice.

I'm not going to tell you that I see this

everywhere, but people are recognizing that instruction

can't be teacher standing in the front of the classroom

talking to the students. We have too many kids who can't

learn that way.

So one of the things that we have found that really

helps our kids with disabilities in the general curriculum

is previewing. Rather than waiting for our kids to fail or

having to catch them up later, we want to give them a leg

up.

So we want to make sure that we give them a little

information ahead of time. Let them have some of the

vocabulary that's going to be key for this topic. Let them

fill in some background knowledge if they don't have that

background knowledge that they need.

We need to get them ready for the unit to begin

rather than waiting until we've started into the unit, and

they have not been able to participate in the classroom

discussions; they are way behind on the vocabulary.

It's much better for them to preread, preteach

vocabulary. And then they're ready. They feel like

they're part of the classroom activities.

The other things that we want to do is look at --

and we're going to look at the next three things with

individual slides.

So we're going to go on to the next slide that's

about flexible groupings.

You all have probably heard a lot about coteaching.

Don't know how it's working in your area. But in lots of

places that I visit, it's not working very well.

In theory it should be a great way for us to help

kids be successful in general curriculum. You have a

content expert in the classroom that's the general

education teacher. You have a teacher that's got the

expertise for modifying the curriculum, for making the

changes that kids with different disabilities need.

Marrying those two people together as coteachers,

true coteachers in the classroom, ought to give our kids a

lot of support.

Unfortunately, in a lot of places we don't see that

happening. We have coteachers that are assigned to one

another. They may not -- it's kind of like a marriage.

They may not quite get along. The general education

teacher may or may not relinquish control of his or her

classroom to this other teacher.

So it really has to be sort of a marriage, an

acceptance of these two teachers as both of equal stature

and equal importance in the classroom.

The thing that we see most often is that you see

the general education teacher teaching, and you see the

special education teacher walking around the room sort of

helping the students that need help.

The problem with that is that we are again working

from the backside, trying to help support on the back end,

rather than thinking ahead how we can help these kids all

be successful and use these coteaching approaches for

different kinds of classroom activities, for which some are

better suited than others.

For example, one teach, one observe. Might be a

great time to actually look at, take some data on how well

certain students are keeping up with taking notes in class.

That's great.

One teach, one assist. That works when someone is

demonstrating, and the kids are actually at their desks

trying to follow that instruction and reproduce that same

activity at their seat.

Station teaching is one of those things that works

great when students are able to move around the classroom

to different areas. It gets them up out of their seat. It

gets them invested a little bit in what's going on.

They get instruction from one teacher in one area,

instruction from another teacher in another area. Maybe

they're doing independent work in a third area. And it's a

real powerful tool. We see it more in elementary school

than in high school, but I'm going to suggest to you that

it's just as powerful for older students.

Parallel teaching should not be used as "this is

the slow group" and "this is the regular group." We just

want to have two teachers teaching the information so that

you have a smaller group to be able to interact with the

information.

Alternative teaching is something that we see quite

often and misused in that we separate out those students

who have quote, unquote, disabilities, put them in the

small group or slow group, and work with them separately.

That is appropriate at certain times. But there

may be times when you want to take the brightest and the

best out into a smaller group or you want to maybe give one

of the students with a disability an option to work with a

smaller group of really good students so that they're

motivated. So using alternate teaching is a really

powerful tool.

And then teaming, both teachers being experts.

I'm sure everybody would agree that the use of

graphic organizers has come into a more prominent place in

the classroom. In our area I think one of the things that

sort of jump started it was the learning focus schools. I

don't know if y'all are familiar with that in your area.

But in Georgia we had quite a number of schools

that were learning focus schools. And that framework that

they deliver is built around the use of certain graphic

organizers for certain kinds of activities. That students

know that, if I'm going to do a compare-contrast, I pull

this graphic organizer, and I help it to organize my

information before I begin to write.

I think graphic organizers can be used much more

widely and for students with lots of different abilities,

including students who have more significant disabilities.

I put on the screen just an example something that

I did for our own son Blake, who has Down Syndrome. If I

give him a graphic, pretty much any activity that I give

him a graphic, he's going to engage with it more and

remember it better.

So this is just an example of the amendments to the

constitution, and we added some graphics so that he would

be able to have a little bit more to hang onto.

It helps our students with learning disabilities,

helps our students with autism to add those graphics and

make the information in an organized -- provide for them

the structure, the organization, and then let them --

rather than giving them all text, giving them a picture of

the information and helping them to organize that

information in their thinking.

I'll show you an example later that I can't -- in

this platform I don't have a way to go into my own computer

and show you examples, which I'm really sorry about.

But I have some screen shots that I'll show you

later. And one was a graphic organizer that we actually

made into an interactive graphic organizer by the student

being able to click on different parts of the graphic

organizer and get more information.

You'll see this link eduplace.com/graphicorganizer

has tons of different things that you can print out and

use. And I just recommend that to you.

Okay. One of my favorite books is called

"Worksheets Don't Grow Dendrites." It's by Dr. Marcia

Tate.

And I know there's lots of materials out there now

on brain-based learning. But I just -- if you've ever seen

Dr. Tate in person, she's just a ball of fire. She can

teach anybody anything; keeps the students moving; keeps

the mood in the room light; keeps students working in

different groups by interacting with a partner or a partner

across the room.

But basically she's identified 20 different

brain-based learning strategies. I know that you all use

these, that teachers use these in their classrooms every

day.

But as students get older, I think we tend to move

away from some of these things. And we should, in fact,

continue to use them because they are the very things that

will help our students that learn differently to be

successful, to help them show where they really do shine.

Because we have some students who may not be good

readers, but they may be awesome artists or great with

role-play and drama. And we want to make sure that

students have opportunities to use their gifts and their

abilities so that their strengths can shine as well as

their weaker areas.

So here are some of the things that have been

identified. I'm sure you can find different things that

you all use on a regular basis. But I commend this book to

you and hope that you will be able to, as we continue to

talk about UDL, keep these things in mind as we go on

through the session.

Okay. So we were asked to do a session on

universal design for learning. That doesn't necessarily

make us the resident experts on UDL, but we've done a lot

of work, and I feel like one of the things that we need to

do is clarify.

People use the term UDL. We're going to talk about

UDL. And I don't think we all mean the same thing when we

say that. So we are going to go by the definition of the

folks who came up with that terminology, the folks at

CAST.org.

And we are going to define universal design for

learning as a framework. And it's a way of doing

curriculum. It is not just providing digital formats or

just providing accommodations.

We are going to talk a little later about

differentiation and some distinctions. But let's look at

this definition:

It's a framework for individualizing. We are going

to be in a standards-based environment. And we're going to

have flexibility.

So how are we going to do that?

Now, one of our biggest challenges right now is

that a lot of our curriculum -- as we said at the beginning

of this session, our curriculum itself is sort of a

one-size-fits-all curriculum. And so we find ourselves

having to do the changes on the back end.

What we want to recommend to you all is that we

begin to put together curriculum that becomes the kind of

curriculum where most of the things that need to happen are

already there for students with disabilities; we don't have

to make lots and lots of changes.

What we need to do is just get that curriculum in

place, and then we may have to make some modifications for

a few students, but it won't be the number of students

having to have modifications and accommodations on the back

end.

So these two websites, CAST.org and the OSEP

website, which is of course our Office of Special Education

at the federal level, give you great ideas for UDL.

BEN SATTERFIELD: Okay. The federal law also

addresses the definition of UDL. The concept appears

several times in three different laws in particular. The

oldest is the Assistive Technology Act of 1998 in which it

was originally defined.

But the emphasis here is much like what we sort of

get from the barrier-free architecture concept. The idea

is that the emphasis is being placed on equal access to the

curriculum by all students.

And the accountability is what's required under

IDEA and the No Child Left Behind legislation. Basically

they've talked about the fact that we need to create some

best practices, some principles that will accommodate all

learners into the curriculum or in the process of learning.

So we're talking about barrier-free classrooms and

a barrier-free curriculum. We're talking about a

barrier-free workplace and barrier-free access to

information.

So that's kind of the concept that's being

addressed here, is that we're trying to build in a

framework and a foundation that will allow all students

with the tools that are available to them to be able to

access the curriculum and the information that's available

in the work site.

PAT SATTERFIELD: Okay. I have a quote that I'd

like to share with you. It's from Donna Pauly, who is a

special education coordinator. And what we're really

looking at is sort of an intersection of initiatives,

integrated units, multisensory teaching, multiple

intelligences, differentiated instruction, use of

technology in schools, performance-based assessment.

We've got all these things going on, and we really

want to have some curriculum and some opportunities that

are going to give us lots of flexibility and lots of access

for all students. Again, what we would call a barrier-free

environment.

So again, UDL is a framework. It's sort of the

eyeglasses that you put on that you look at curriculum

through. And we're going to give you some actual

step-by-step things that you can say, "Is my curriculum

doing these things for us?"

It's kind of hard to say this is individualized

instruction when we're calling it universal design. But

within the greater design, we are now able for kids to be

individualized more easily.

We certainly are not going to abandon the

standards. We want very high standards for our students,

particularly our students with learning disabilities.

We've got to keep them right up there with everybody else.

We've got to keep them moving forward on the core knowledge

that they need to move to the next level.

But we do need the flexibility, and we need methods

and materials that are available to them quickly and easily

when they need them.

And I think this is one of the biggest challenges,

that we have the means to provide adapted materials or

accommodations for students, but we can't get it done in a

timely fashion.

And so planning ahead is the only way that we're

going to be able to accomplish keeping these kids with

their typical peers.

And then on the end of that, if we need an

additional accommodation for a particular student, it makes

it much easier -- especially the AT people are probably

saying amen to this -- if we build in all these things to

our curriculum, then providing those accommodations for a

few students that need extra will be much easier.

So our three main principles of universal design

for learning is that we are going to provide multiple

flexible methods of presenting information to people, to

students, to employees even.

Students will be able to use a textbook. Students

might be able to use an e-text version of their textbook.

They might have an audio version of their textbook. They

may have ways that we can access prior knowledge, pull in

some background information, or present information via

digital video or movies.

We have so much technology now, that there's really

not an excuse for not having lots of ways -- visual,

auditory, alternate formats -- to give our kids access to

the curriculum.

The strategic learning is the students' ability to

express what they've learned and also organize it in their

thinking, to be able to put it into -- the brain works in a

way where we have hooks that they can hang new information

on. That would be their prior knowledge.

So we have to make sure that we give them -- if

they don't have the hooks, we give them the hooks. But

then that we help them hang the new information on the

right hooks and organize it in a way that makes sense for

them.

And then also be able to work with the material,

continue to learn as they work with information over time,

that multiple delivery and retrieval of information so that

this learning sticks.

And then we also have to support the affective part

of learning, which is getting them interested; giving them

options for being engaged, being motivated.

We know, even for students with very significant

disabilities, if they're not engaged, we're not going to

get anyplace.

So I've given you this slide. Not that I need to

go back and tell you all these words that are on the

screen. I'm not going to read them to you. But we want to

be able to help the students see, hear and read their

information.

So we're going to customize the way we give

information. We're going to definitely clarify vocabulary

for students, support the decoding of text or the giving of

mathematical formulas. We're going to make sure that we

give access through multiple languages where at all

possible. We're going to use multiple media.

We want to make sure that we focus on the big

ideas. And this is one of the most important things that I

think where we sometimes miss the boat.

We have developed essential questions and big

ideas, and yet we really still get down into the

nitty-gritty. And that's okay in some places. But what we

want to make sure is that the kids get the big ideas; they

get the patterns; they get the relationships.

Because in 20th century learning, cooperative

learning is always going to be there. Being able to be

critical about what we're reading and make sure that it

makes sense.

That if we're reading something online, that we

don't just buy that, just because it's online, it's right.

That we actually do the critical thinking part of

our planning, that we work with the information, that we

take information. And we may have to unlearn something and

relearn something else.

So we have to be able to look at relationships but

keep the big ideas the big ideas and make sure that we give

the kids the background knowledge and the content that they

need to take the next step.

So multiple means of action and expression is the

how. So how we perform our tasks.

In AT terms, we've been doing this for a long time.

If a student can't write with a pencil, we give them an

alternative way to produce written text. If we're not good

at taking a test, we might give them an option for an

auditory test.

But we have to build into choices and projects and

presentations the alternate ways that students might

express the fact that they have mastered this information.

An oral presentation, a blog, a posting or a

project online, a multimedia presentation. All of those

things might be ways that students can more creatively show

us what they've learned rather than just a test.

And we want all of those kinds of assessments,

whether it's a test or one of those other kinds of

projects, to be able to be an ongoing learning rather than

just an assessment of what happened. We want it to promote

continued learning.

Okay. And then we're going to talk about

motivation. So how in the classroom do we continue to

motivate students, particularly students who have obstacles

that are posed to them by their disabilities. How do we

keep them engaged? How do we keep them motivated?

One of the best ways is to give them success. We

know that lots of students just quit because it's just too

hard. We don't want them to do that. We want to provide

them with the ability to access the information, to respond

to the information. And that will go a long way into

keeping kids motivated. But we also want to provide some

novelty in the ways that we give them to learn.

And, again, that's more easily done in the

elementary levels. But I think in high school and even in

college we need to keep the novelty of learning by giving

them choices and giving them different ways that they can

access learning while maintaining very high standards.

We want them to learn. We want them to learn at

the highest level that they possibly can.

I'm going to just tell you that our own experience

as parents of a child with a disability, when the standards

have been the highest for our son, he has really risen to

those standards. Even though we had to help provide the

modified curriculum materials for him, he has really risen

to those expectations.

We kept him home for a year, not this last year but

the year before, and really wanted to focus in on reading

comprehension and writing.

But Ben's degree is in American history and in

education. My undergraduate degree was in biology. And so

we really like to do those things. Those are fun kinds of

activities for us. And Blake really enjoyed those things.

So when we sent him back to school last year, his

teacher at the beginning of the year said, "Gosh, he knows

so much about American history."

Well, yeah, because we kept the standards high, and

we really tried to tackle that at the highest level that he

could tackle.

And Blake is a student with a mild to moderate

intellectual disability. So he has a lot more challenges

than students with just learning disabilities or attention

deficits.

But just as a parent, with my parent hat on, I just

really want to punch up that maintaining high expectations.

Okay. So we said that we have to keep this

curriculum-standards based. And so when we look at a

standard and we prepare for instruction, we want to make

sure that there are some standards that have specific

content knowledge that are the key to their learning.

We have other standards that have specific process

goals: writing a paper, writing a compare/contrast or a

certain kind of paper; we have completing a certain kind of

math process.

And for different kinds of processes, different

goals are probably going to be key. For effective goals,

the emotional outcome or the motivation of the student or

the engagement is going to be the key.

So let's look at some examples of standards and how

they will be -- how they will compare to the kinds of

learning that a student will have to do.

So if we said, "Describe the western movement

including emerging concept of manifest destiny," that looks

pretty much like certain particular content knowledge the

student is going to have to learn. In that case we're

going to have to do some -- make sure that the delivery of

the content is key.

Uses organizational structures for conveying

information: chronological order, cause and effect,

similarities and differences.

So organizational structures might refer more to

processes, in which case we're going to have to make sure

that students access the processes by which they can be

most successful.

Reads familiar text with expression. And that is

one of those kind of things that, unless I'm engaged and

unless I'm motivated by this text, I am not going to read

with expression.

Okay. So the next slide that we've given you --

oops. There was a slide -- the UDL slide. We have to go

back a minute.

This slide somehow we skipped. This is your, like,

one-page cheat sheet. Here's your three principles under

the universal design for learning. And under each one you

have several ways to provide options for perception of

information, several ways to provide options for language

and symbols, several ways to provide options for

comprehension.

And you'll notice under the second guideline and

the third guideline you have sort of this one-page cheat

sheet.

This would be those rose-colored glasses that you

might want to put on and look at your curriculum and see

how well you're doing or how well your curriculum delivers

these options for students. How much flexibility is

already built into your curriculum with options for these

different things?

So that's your one-page cheat sheet. If you just

wanted to print one thing and carry it around with you,

that would be the thing to have with you.

Now, Ben, if we could go back to that slide that

said "Let's Look More Closely."

All right. So how many of y'all -- if you could

just by an emoticon or something -- how many of y'all

actually feel like you have access to curriculum that is

universally designed or that you even have some teachers

who get this and provide students options without you as an

AT person having to go in and provide accommodations?

Can anybody just sort of give me an emoticon and

let me know "yes," "no"?

Okay. Not getting a lot of feedback. So I'll just

go on.

This is actually not specifically called

universal-design-for-learning curriculum, but it's an

example from a website called help4teachers.com. And it's

a website by Dr. Kathy Nunley, and it's called layered

curriculum.

And she has done more than anyone else that I have

found online as far as creating units and building in for

students' options.

So you'll notice this is just one section, the

required section, of a file called "Nature of Biology," and

I think this was the genetics section.

If you can see on your screen, you have some

required activities, which are the little heart-shaped

activities, and some optional activities.

This gives students ways to build their number of

points by making choices. And you'll see that in each

section you have to choose one or two assignments or

complete all of the assignments. And again, this is the

required section.

So they're listening to things; they're completing

worksheets; they are going online; they're going to the

library; they're completing activities with partners.

So she has built into these units lots of different

kinds of activities. Students should find that much more

motivating than just having teachers stand in front of the

room and lecture on genetics.

The reason that it's called layered curriculum is

because you can choose layer C, which is basic knowledge

and understanding. It's a certain number of points.

You can choose layer B, which is application and

manipulation of the information learned in layer C. And

that's great because we're beginning to use problem-solving

and higher-order thinking skills, those things that our

20th century classroom should be addressing but all

students may not be really good at.

And then you have layer A, which is really critical

thinking and analysis, which may be much more motivating to

your gifted students or your students who are more capable.

There are also lots of sample lessons for you to

view at the udlcenter.org, the CAST website. Under

"Implementation and Resources," they have lots of samples

for you to view.

Okay. So let's talk a little now and clarify the

difference between -- I'm sorry. I'm going to read a

question.

Yes, Jody. The handouts are available to you. At

the end of the session we'll repost the website where you

can go to download these handouts. Or maybe Martha or Ben

can repost it while I'm talking.

So let's talk about the difference between

differentiation, which we've heard a lot about over a

longer period of time, than UDL. UDL is really still kind

of the new kid on the block. And we need to talk about how

it compares.

Carol Ann Tomlinson is the person who sort of came

up with differentiated instruction. And she talks about

differentiating in content, process, and products. So far

it doesn't sound very much different from universal design

for learning.

Can you advance our slide, please.

Now, this is a nice graphic. Again, it's from the

CAST website but probably not originating there.

But you have your curriculum, and you have your

students. And you try to take those two things into

consideration and make accommodations according to who's in

your class and what you plan to teach, assess, and then

evaluate.

The difference would be that for universal design

for learning, we're going to try to marry the curriculum

and the student needs into one curriculum, whereby the

process of having to create different activities or

accommodations for students with disabilities is less

necessary.

Okay. These are the common classroom tasks that we

talk about students needing to do a different way:

learning vocabulary; previewing; doing word studies, both

for vocabulary purposes and for content purposes; just

reading their assignments; fluency activities to help

increase their reading speed and comprehension; follow-up

comprehension activities; note-taking activities;

test-taking; and writing.

All of those things are things that we have certain

tools, as AT people, in our AT toolbox that we can address

individual student needs.

Wouldn't it be great if some of the things that our

students with disabilities need as accommodations were just

universally available, and we didn't have to think about

differentiation of all these different tasks? We could

just provide them with opportunities where anything that

they needed would be universally available.

And I think this is where we need to again look at

the setup of our kids rather than back-ending the

accommodations.

Okay. Again, our considerations here are going to

be making sure we keep the main thing the main thing; using

assessment as a teaching tool and an extension tool rather

than just "I got it right; I got it wrong"; emphasizing

critical and creative thinking; engaging everybody; and

then providing balance between things the teacher feels are

a necessity and places where students can select their

task.

All right. Assistive technology and universal

design for learning. Our goal for the rest of the session

is probably one of the things that you really wanted to get

to. And sorry I made you sit through all that background

knowledge. But I do want to make sure we were all on the

same page with UDL.

So our goal would be then, instead of individual

solutions for each individual student as considered and

recommended on their IEPs, that we might put in place

flexible technologies and curriculum options where all the

barriers for students are removed or as many barriers as we

can possibly remove for everybody.

So we're not going to be looking so much -- not

that assistive technology is not going to be documented on

the student's IEP and planned for, but that it is also

available for students who don't have IEPs.

So if a student would be benefited by a certain

assistive technology -- for example, I don't have an IEP,

but I am a really bad speller, and word prediction helps me

with my spelling, or being able to access word prediction

just every once in a while helps me with my spelling. Then

it's available to me whether I have an IEP or not.

So flexible technologies that work for all

students. And then for some students we're going to have

to come back and have individualized solutions.

So AT is going to help us by giving us a

barrier-free environment, being able to provide content in

multiple ways.

We're going to have access to streaming digital

video. We're going to have access to audio. We're going

to have access to online materials.

We're going to have students who are able to

provide us work samples in a variety of ways. We're going

to be able to allow them to demonstrate their learning in

different ways. And we're going to engage students in

different ways.

We have lots of -- well, I shouldn't say "lots."

We have more and more emphasis these days on one-to-one

learning. And that would be where actual whole schools or

districts have opted to take their classroom textbook

dollars and spend them -- because the textbooks are sitting

in closets or in warehouses -- and take that textbook

money, buy students laptops, and give them access to all of

the materials that are available in the digital world.

Now, if we do that, we know some students -- we

have our issues with digital access. We all know that

giving kids access to the digital world has downsides.

But we can give them lots of varied learning

experiences: virtual dissection, streaming video, even

YouTube opportunities.

So we could give them lots of opportunities that

are not in a text-based environment that our kids with

disabilities can be very successful with.

We do need to keep in mind that one-to-one learning

may be difficult for some of our students because they

still are going to need direction; they still are going to

need options; they still are going to need to be shown

where to go, or they're going to end up someplace that's

not really going to help them or give them correct

information.

So that one-on-one learning is something to keep in

mind. I did find an article which I'm going to repost on

the CREATE website. It's not something I found before we

posted our handouts. But I am going to post it. It's just

sort of a what-if in the one-to-one learning environment.

And this probably is something that the people who are

supporting students at the college level may want to have

another discussion at a later date in more detail.

But we do want to make sure that we are keeping the

way the general education trends are moving in mind and how

decisions that instructional technology make affect our

students with disabilities and how it affects the

technologies that we use to support them.

Okay. So let's start low tech, assistive

technology low tech. And I have been working as a

consultant in a school district that's not far from us,

Clark County Schools, which is where -- it's in Athens,

Georgia. It's where the University of Georgia is.

And they are doing a really great job at trying to

be very intentional about universal design. So in each

school, to start last year, they have a high-incidence

assistive technology team.

Our low-incidence kids were being pretty well

provided for. Those IEPs really demand assistive

technology in lots of cases.

But our high-incidence kids weren't being

considered quite as frequently. And we were bumping into

roadblocks more in that area.

So we have a high-incidence team. And one of the

first things that was done was we put a low-tech AT tool

kit in every school.

Now, it lives with the person who is the

high-incidence team member. But that person can loan out

to any teacher and any student in the school anything

that's in that box. So we're going to go through the

content of the box in just a second.

But if a student that doesn't have an IEP needs

different writing paper, they can try out the writing paper

in the box. If it works, they keep that tablet of writing

paper, and it will be reordered for that student, and we

will replace in the tool kit that which the student has

taken.

So that tool kit stays continually refreshed. And

any student that needs anything in it has access to it.

You, among your handouts, have an example of

contents of those AT tool kits and the low-tech items that

have been placed in that tool kit.

Some of the things that we included were reading

guides, colored reading filters, highlighter tapes, things

that would help with the actual physical isolation of the

text and color changes.

We have provided adapted pens and pencils, grips,

various kinds of papers, slant boards, low-tech things that

would help with writing.

Math -- we have adapted rulers, number lines and

counters, graph paper for keeping problems lined up

correctly, calculators, adapted clocks. And flexitables

for multiplication, addition table, that kind of thing, in

a flexible sort of laminated format that kids can use as

they need them.

We also provided fidgets, scheduling helpers, desk

clamps, timers. Timers are very big. Vibrating watches

that help some of our kids stay on task, weighted vests and

things like that.

Now, a weighted vest is not a normal low-tech

accommodation. So we would look pretty carefully at some

of these things that are a little more costly. But again,

some of the things that are not as costly, we provide that

to all students.

Okay. Some of the mid-tech things are some of the

handheld, run-on-battery stuff: calculators, some of the

other math tools, handheld dictionaries, all the Franklin

spell check and organizer tools, and digital recorders.

We found that digital recorders are very helpful

for some of our older students as they record information

from lecturers or have the teacher actually record some

information. And then they can go back and, in their own

time, be able to work on that, take notes from it, that

kind of thing. They can back it up, hear it again.

And so it's also a great way for kids to get some

of their ideas out about what they want to write before

they begin writing. And so that's a fairly easy thing for

kids to use and be successful with.

And then we're going to move on to the high-tech

tools. We're going to talk about these high-tech tools as

tools that we can put in place universally that all

students would have access to whether they have IEPs or

not.

So something that provides screen reading with

highlighting would be important. Talking word processors,

word prediction. Some of those online math problem-solving

tools.

Instructional materials. What are accessible

instructional materials? Now, this has been on the radar

now for probably five or more years. And we want multiple

formats to be available for our students with disabilities.

We have to have this discussion because these are

not necessarily available to all students. These are

students who qualify for accessibility instructional

materials.

The reason is they have to meet the qualifications

set by the NIMAS standard. Physically disabled students,

students who are visually impaired or who have a

documented -- that means documented by a doctor or someone

who qualifies as that kind of an expert -- have a

documented organic text disability.

So instructional materials can be provided in large

print, braille, digital text format, auditory recording

format. And we need to talk a little bit about who has

access to those and where you get them.

I know this graphic is not going to be real easy

for you to see, but I'll go over it with you.

So we start here: "Does your student have reading

as an accommodation on their IEP?" Well, if no, then we're

going to assume they can use standard instructional

materials. This doesn't mean that they may not need some

help. Okay?

But if the answer is yes, then "Does your student

have an eligibility that qualifies them for getting

accessible instructional materials?"

No, they don't. They don't have a documented

organic text disability. They don't have a physical

disability. They don't have a visual impairment. So they

do not qualify for the NIMAS files, the things that come

from Bookshare or the things that come from our local state

NIMAC.

In this case these students still have to be

served. They still have to have access to the curriculum.

So you're going to have to figure out how you give them

access. How you get with the publisher maybe to get an

electronic text format of their book; if they have an

electronic text format online that students can access; or

some districts actually take their textbooks apart, they

have them scanned in and have a digital copy made

available.

We still have to be careful that we don't overstep

our copyright bounds that we have. But if a student has a

documented disability, we have to give them access to the

curriculum.

Now, if they do have a disability that meets the

eligibility criteria, then we're going to go on to the

getting them accessible instructional materials. And we

have to decide if it's going to be braille, if it's going

to be DAISY text, if it's going to be e-text, and how we're

going to give them that information.

Okay. If you have a college student that needs

accessible materials, in college the students have to

self-identify. They have to -- and we have to teach our

high school kids how to do this. They have to be able to

tell what their disability is and what they need.

They go to the office of disability services or

whatever it's called on their college campus, and they say,

"I need a digital text format of these books." And the

college is required to provide them with that.

In Georgia those materials come from the office of

disability services at your college, and they are received

through AMAC, which is our Georgia entity which makes

accessible materials for the college-level students.

Accessible materials for the K-12 group can come

through your NIMAC and your state. It can come through

Bookshare. It can come in various formats.

Y'all probably know this, but RFB&D is the company

that's long provided recordings, and they're human voice

recordings, so kids really like them. If your student is

good with auditory learning, then this is a really good

option. And that company is now called Learning Ally.

So if you need instructional materials, if your

curriculum is not UDL yet and you're using textbooks and

you need to have instructional materials created, the

person to contact in Alabama is Teresa Lacy. And her

contact information is given on this slide.

She is at AIDB, so she is -- I'm not going to say

she focuses on accommodations for visual impairment, as far

as the materials that have been more frequently requested,

but she can make digital formats for you.

So if you have students that qualify for accessible

instructional materials, and they have an organic text

disability that does not require visual changes, Teresa can

make those formats for you, and you need to contact her.

In the state of Georgia, for the K-12 materials,

you can go to the Georgia Instructional Materials Center.

It's GIMC.org. And all the registration materials are

online material requests.

Now, the one thing that you all have to think about

when you request instructional materials is the lead time

that has to be given for those materials to be created.

One of the biggest problems is not that we can get

those materials; it's that we can get those materials in a

timely fashion. So be sure that you request materials at

least four to six weeks before they're needed in the

classroom.

Any questions about accessible instructional

materials? That's a little bit of a switch from UDL

because they feed into that having materials available, but

they really are a separate accommodation because students

have to qualify for accessible instructional materials.

Now, how are we giving all the other students that

sort of universal design for learning? I have some

examples of some software programs that we might want to

talk about in terms of the features that they give us for

providing instructional materials.

I know that IntelliTools Classroom Suite is

something that we have in the State of Georgia. Lots of

people have been using this. It's really a K-5 tool. We

use it for older students that have more significant

disabilities. But for UDL I would think it's more a K-5

tool.

Similarly, Clicker would be in probably that same

ballpark.

SOLO is a writing -- reading and writing tool

that's going to be very powerful for students from

beginning elementary all the way through their high school

and possibly into their college careers. We're going to

look some more at SOLO.

Kurzweil and TextHELP are programs that are very

robust. They have scanning capabilities. So a student

could scan in a test and complete it on screen. They could

scan in textbook material. They could scan in newspaper

articles. They could read the web. They could gather

research online and have screen reading online.

They have writing tools, organizing for writing,

and writing supports. So they're very robust programs, and

they're very, very helpful.

I know that, for some of these tools, SOLO, for

example, you can get a whole district license. I don't

know the pricing, but I know you can get it so that it is

available to every student in the district, every computer,

and also every student in the district at home.

So we have sort of what we would call ubiquitous

tools. They are available to all students everywhere.

Kurzweil and TextHELP. Kurzweil I know you can get

what's called kind of a floating license where you have a

certain number of students that can be on it at any one

time.

So if you have a license for a hundred students, a

hundred students can be using the program at once. If for

some reason more students than that need it, it tracks that

information and gives you the feedback that there's more

people on, and we need to get some more licenses.

But it's very cost effective in that you don't have

a lot of licenses sitting around unused. So if you only

needed 25 licenses, you could have different students on at

different times. You could have some people doing whole

group instruction; some people doing individualized reading

and writing and still not be over your number of licenses.

WriteOnLine is an online writing tool, and we're

going to look at that a little bit more.

And we're going to look at Ginger.

I've got some questions here that have come up.

One of them is some clarity is needed. A print disability

versus an organic print disability.

And I think what would be called an organic print

disability is one that would be a brain-based -- and again,

I'm not the expert on this. That's why they have doctors

that do these things -- but a brain-based print disability.

So there's something about the way your brain is wired that

keeps you from being able to perceive text the way most

people perceive text.

I could say that my son has a print disability. He

reads, but he's not the best reader in the world. But just

having an intellectual disability does not qualify him as

having an organic print disability.

I'm not sure if that helps or not. This is why

people are required to have a doctor or an expert certify

that a child has an organic print disability.

And I think this is more to meet the concerns of

publishers who are concerned about their copyrighted

materials being made available to people who don't

necessarily qualify as having a disability.

Let's go on to some of our -- and again, I'm sorry

I can't provide these things in realtime from my laptop.

So I'm just giving you some screen shots.

I think we need to go back a slide. Did we miss

one?

So this is just a little more in-depth look at

these tools that we've recommended.

The first graphic organizer one I mentioned earlier

when we talked about graphic organizers where we have a

graphic organizer that was created in a tool called

Inspiration. I took a screen shot of it. I put it into a

multimedia tool. And I made all of those different places

on the graphic organizer interactive.

So it takes the student to another place where they

get more information and more graphics, a deeper

explanation.

But this was actually a graphic organizer that I

created for my son because there was a lot -- this was the

last election. There was a lot of discussion about the

election and different parts of the election process that

he could not get the organization of that information

without the picture.

He needed to say there's two ways that people

decide to send individuals to the party convention. Some

states have primaries. Some states have caucuses.

Oh, okay. I get it. They're all going to the

convention. That's where they pick their candidates. And

then we go on from there.

And so as soon as it was put in a graphic

organizer, he got it. So this was just a way to make it

more active, more motivating for him.

We have the ability to word process. We have the

ability to give blanks that students can type in or they

can fill in from a button. Word banks with just words or

words with words and pictures, which I think is really

important for some of our students.

We can give them worksheets that some students you

might print that out and hand it to the student, but for

the student they can actually hear it read to them, and

they can complete it on screen.

So by having a worksheet opportunity that's created

in the universal design for learning environment, I now

have multiple options for how different students can access

that worksheet rather than just paper and pencil.

This tool also has the availability of on-screen

keyboards, word prediction, spell checking. I can create

on-screen worksheets with the answers so they can check

their work.

The little red checkmark button is a check-work

button. So I can go in, and I can see how I did. And

that's pretty powerful.

So in their writing environment they can have color

changes, background, text color changes, all the things

that work for different students.

All of those things, including scanning for

students who have physical disabilities, built into this

tool from the get-go so we don't have to retrofit anything.

It's already there. Students have a dwell option. They

have visual enhancement option. They can complete all of

the embedded instruction with a single switch as well as

create with the tool.

So Classroom Suite has tools and embedded

instruction. They have multimedia, graphics, video,

animation.

In that multimedia tool we have all the writing

supports available. There are talking text boxes. So

unlike PowerPoint, I can actually see my highlighted text

and reading in that multimedia tool. Lots of power. Lots

of different kids have access.

Now Clicker 5 and WriteOnLine are from the same

company, Crick Software. And Clicker 5 has, again, one of

those environments that has lots of different looks, lots

of different opportunities.

You have to -- because there's no embedded

instruction in Clicker 5, you have to create the

activities. But there are companies that create in this

tool. Learning Magic is one of those companies.

There are free activity exchanges for both

IntelliTools Classroom Suite and Clicker 5. So you can go

out and get that information.

And then you can have just really easy writing

environments for all students where I just have a word bar

down at the bottom. I have lots of different looks for

that. It can kind of be a word bank, or I can set the

students up with a beginning, middle, end of sentence. So

lots of variety in the ability levels that I can serve.

WriteOnline is a writing environment, but it's very

powerful in terms of being able to create an environment

that students can access at school and at home. And they

can continue -- whatever they started at school, they can

continue from home. They can write offline as well as

online. They can create their own word banks or teachers

can create word banks for them.

One of the things I love is you can highlight a

bunch of text in an online article and pop it into a word

bank and say "Just eliminate the most common 2,000 words,"

and there you've got a word bank for your writing.

And WriteOnLine also has a very wonderful teacher

feature that keeps data on the students' writing where they

actually can go in, see how long it took the student to

complete the assignment; what, if any, misspellings they

had; if they are creating on a regular basis; bumping into

the same problem; did they use word prediction. That kind

of thing.

So it's going to keep a writing sample, if you

will, number of words in the document, writing level, the

kinds of information that we sometimes get from Microsoft

Word as far as the document writing level.

And it's a great way to print out that information

and document writing progress. Writing progress without

writing samples is really difficult. But this is a more

objective way to document writing process. That's right

online.

TextHELP, Kurzweil, some of those more robust

tools -- you can't see this very well, but I just intended

for you to see there's a ton of features in these programs.

I'm not sure that all students would need all of those

tools, but they sure have everything that anybody could

want.

Also want to -- we're getting a little short on

time, so I want to quickly move on to Ginger.

Ginger is kind of the new kid on the block. I saw

it I guess for the first time about a year and a half ago,

maybe two years ago, somewhere in that ballpark.

And I really like it. It piles. It's one of those

things that kind of sits in background mode, kind of on top

of your -- if you're in Microsoft Word, it kind of sits as

a little toolbar on top of Microsoft Word. It doesn't open

unless you click it open.

And basically it lets the individual get their

ideas out on paper and then go back and check their

sentences.

So rather than sort of interrupting, if you will,

the writing process with word prediction, it gives them a

chance to get their information out and then go back.

And you'll see from this example the top sentence

was the way the student wrote the sentence initially, and

then the bottom sentence is this is what Ginger thinks that

you would like to do. So the student then can compare what

they did right above and look at their corrections.

SOLO is one of those tools again -- different

companies are deciding on different ways to provide these

tools to districts so that they can become universal tools.

But SOLO, in some of the districts that I work with, are

available to all students.

I've given you several screen shots to show -- this

is Read Outloud. So this is the reading environment. I

can take one of those accessible digital formats and plop

it right in here. I can have it read to me. I can

highlight text and move them over to my notes section on

the right-hand side of the screen.

As I read I can access vocabulary words and look up

definitions to those words, put those in my notes. I can

look up homonyms and different ways -- well, I think the

homonym actually doesn't come in until the writing section.

But in the reading section I have the ability to

bookmark places on the web so that, if I got that

information that's in my outline from the website, I could

go right back to where I found it. Very, very nice

features.

So if a student has their textbook open and a

website open and another document open, they can go back

and forth between those documents seamlessly in gathering

information.

Then they can take that information from their

outline. They can either print it out and be ready for the

class discussion the next day, they can include notes that

might be questions that they want to ask their teacher, or

they can take it right over into the writing environment,

which is the next slide over to the right, where they can

take that information, flush it out a little bit more, or

they can start from scratch and create a writing document.

They're going to be able to look at that document

in an outline format or in a graphic organizer kind of

format, easily add topics, change them to subtopics, move

them around, and reorganize their information.

And then you can't see this very well, but they

will go from the sort of brainstorming area to adding notes

and then to the draft section. And that's all a pretty

seamless process for them. So they can go from reading to

writing very easily.

Then when they go down to the word processing

program, which is called -- again, reading is Read Outloud.

Writing is the beginning of writing and organizing is Draft

Builder.

And then Write Outloud you all are probably

familiar with. This is the writing environment. They can

do the color changes, text changes. They can get an

on-screen word bank by adding cowriter and word prediction.

And all of that can be enhanced by choosing

particular topic dictionaries that are chosen by the

specific topic that they're writing about that day.

Okay. I know that we're running a little short on

time.

So I want to just quickly let you know that Don

Johnson has also come up with a new format that's available

called Bookstream where you can take your accessible

materials, your digital formats and sort of put them in the

cloud out there in cyberspace. So the student has the

ability to access those e-text formats from multiple kinds

of devices and from any location.

And I think, as we move more and more to digital

formats and computing, rather than carrying around our

heavy textbooks and making accommodations of those

textbooks, this is going to be a really powerful

environment.

I'm going to let Ben talk just really briefly about

freeware and apps. That's something that's changing so

rapidly, it's really hard to keep up with.

But I'm going to let Ben close. If you have

questions, we're going to be on for a little while, and

we'll be happy to take your questions at the end.

BEN SATTERFIELD: Okay. So where do we go next?

If you've got SOLO or Kurzweil or TextHELP or one of these

programs that does all these different things, it would be

great to go back and see how you can plug those in to apply

the principles of UDL.

But if you don't have that or if you just want to

start someplace and try to get some idea about what some of

these things could mean and could do for our students as

they try to access the general curriculum, I have a

suggestion for you.

There is a freeware item called MyStudyBar. And

this is really one of the most amazing examples of UDL, or

at least a tool that supports UDL, that I've been able to

find in the freeware environment.

In preparation for the mega conference, we did a

whole bunch of research on what else was out there that was

free that you could just download and start using.

And we found that there were just tons and tons of

different things. In fact, there's a movement together

that's gaining traction to try to collect these things and

put them in collections or in groups or in applications so

that you can download a number of them at once.

Rather than just get a screen reader or just get a

talking word processer, you could get several things all in

one. And the MyStudyBar represents just such a thing.

Now, there's more than just ten items. I'm just

going to mention ten of the most popular ones that are part

of this.

They have a MindMap, which is called X-Mind, which

is very much like Inspiration or Draft Builder in the sense

that you put together your thoughts in this format, and

then you can export it to your word-processing document.

For kids who have issues with focusing and reading,

they have two items. The Screen Masking T-Bar and the

Screen Ruler Vu-Bar help students who have learning

disabilities with visual discernment thrown in there to

help them with things like the color filter.

That's the screen masking. So you can bring an

orange or a yellow or a blue cover over the word-processing

document that you're reading, and you can see -- it helps

the student who can use that filter to be able to read it

easier.

And then the Vu-Bar is a way to isolate a

particular line on a page or a paragraph but to bring your

vision to focus in one area of the screen. And you can

rotate that or move that along the screen as you read.

This includes a speaking dictionary for looking up

words and getting meanings called Lingoes. It's got a

word-prediction tool called Let Me Type.

There's a talking word processor called Balabolka

so that, as the student is doing a writing assignment, they

are able to use word prediction. They can look up words as

they're going along. They can get the talking word

processor to give them feedback as they go. So tools that

will help with writing as well.

There's a screen magnifier and a cursor ring, which

will help identify where the cursor is on the screen for

our students who have visual impairments.

There's also a screen reader, which is sort of an

early version of JAWS in terms of being able to read

whatever is on the screen.

And then there's a text reader like we see in some

of the larger, more robust systems called Orato.

Now, these are just ten of a number of things that

are built into the study bar. And what you do is you go to

the places from which you can download MyStudyBar, and you

download it on your computer. And you can use that as an

extra toolbar that you can use with a word-processing

program or a piece of information, a document that you

have.

And you just bring it up in conjunction with that

assignment or that activity, and you can bring those tools

to bear on that assignment.

So I've just tried to describe it for you, but it's

eminently available. It doesn't cost anything.

I did notice yesterday -- we had already prepared

these materials. As Pat was just alluding to, this is a

very changing environment.

This particular link will tell you about it, but

you actually can't download it. If you go to Google and

you look for something called eduapps/mystudybar, it's

moved to a different site now to be able to download.

But it is available, and I would look for that

through Google, probably is the best way to find the new

location.

Martha, if you have that new URL for that, could

you put that up when you get a second?

But I thought it would be good to just mention that

this is one example of the kinds of things you can find.

Now, in the handouts there's an Excel spreadsheet

that we prepared that has a whole bunch of these individual

freeware applications or programs that are individual ones

like Balabolka or Orato or Lingoes or Vu-Bar.

But what I'm also suggesting here is that you look

and see if you can get some of these in collections like

MyStudyBar that you can download and get a whole bunch of

them at once. It would be a great way to support a number

of students and a number of different needs at the same

time.

Also, again, as we got to the end of our

preparation, there's a UDL tool kit listing at this

particular URL. It's one of the best collections of these

resources. It's a place that you can go and find more

information about UDL and the ways in which we can use some

of these AT materials to support our students and their

access to the curriculum.

I know we're a little bit past our time today.

Like Pat said, we're going to stick around and see if we

can answer some questions.

But I want to thank everyone for joining us today.

We just appreciate your time. And if there's any way that

we can be of help, I hope you'll feel free to contact Pat

and myself. Our e-mails are part of the first slide in

this presentation. So please don't hesitate to contact us.

At this point let's throw it open and see if there

are any questions. I see that some folks have already had

some difficulty finding that MyStudyBar URL. And I think

I've just asked Martha if she can't find that for us and

put it back up in just a second.

Do we have any other questions? Well, if there are

none right this second, then we'll stick around for a

little bit longer. But if you folks have places to go and

things to do, we just want to thank you for joining us

today.

We wish you the very best in your efforts to help

the kids that you work with connect to the curriculum.

Thanks so much and have a great day.

MARTHA RUST: Thank you so much, Ben and Pat, for

your great presentation.

I do notice that we had some mix-up with the time.

So I just wanted to let everyone know we are recording this

webinar, and it will be available on our website in a

couple of weeks as well as the transcript.

Again, thank you so much.

If you are needing credits, please be sure to

e-mail Liz. And I believe her information is on the flyer.

I'm also going to put her e-mail address right here.

There is a copy of the PowerPoint, and I put that

link up already on our website. And you can go there and

scroll down under "Webinar Archives," and you'll see

today's date. And all the way to the right you will find

the PDF of the webinar.

Thank you again so much, Ben and Pat.

And I hope everyone has a great day. Bye.