APH and UEB

1. APH and UEB Presented by: Cathy Senft-Graves and Robin Wingell

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

3. Steps Toward Transition • November 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 plan

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 APH’s policy of not duplicating previously transcribed textbooks and supplementary materials.

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.

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.

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.

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 transcriber’s UEB certification. • Braille Transcribers Apprentice Program (BTAP) • First transcriber starts in March, one more in June

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

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

11. Building on Patterns Revision

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

13. Building on Patterns • 2nd Revision began immediately after completion of BOP 2nd Grade (original Patterns went through 3rd 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

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

15. Current BOP-K Survey • 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?

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.

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

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

19. Quality Literacy Instruction Study 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.

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

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

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

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

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

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 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 story

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)

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

28. Pre-K ChangesBased 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

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

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

31. Authentic Literature Pete the Cat and His Four Groovy Buttons by Eric Litwin

32. Vocabulary groovy: really cool; great; awesome favorite: the one he liked best popped: came off or fell off buttonless: without buttons, no buttons

33. Tactile Storybook Cover: Pete’s Buttons

34. Tactile Storybook Page #a 3333 = 333 = 3333 = 333 = 33 3333333333333333 #d 33333333 333333333 pop 33333333333333

35. Fun Learning Activities!

36. 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

37. Building on PatternsUEB Teacher SupplementsandUpdated Student Materials

38. Components • Student textbooks and worksheets in UEB • Posttest materials for First Grade and Second Grade in UEB • Free, downloadable supplements for the existing teacher’s editions with information on what changes for UEB

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

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 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 change

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”; 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 time

43. Questions?

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, lzierer@aph.org