Project Core - Zoom Meetings - Event Information
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This monthly professional learning series is designed for SLPs and teachers working with students with significant cognitive disabilities who have little or no communication. Project Core was developed by the Center for Literacy and Disability Studies, a unit in the Allied Health Sciences Department at the University of North Carolina at Chapel Hill. It is an evidence-based training aimed at developing teaching practices to target communication and literacy using universal core vocabulary through augmentative alternative communication (AAC). These one-hour sessions (2:00 PM to 3:00 PM) will occur using an online virtual meeting platform. Act 48 hours (total of 36 hours) can be obtained by completing both in-session and outside assignments. Attendance and assignment completion is required for all days of the series. Sessions will be recorded for those who cannot attend during live sessions. It is recommended that a team of two (SLP and special education teacher) work together to complete this training. Sessions: 1. September 10, 2019 - Modules 1, 2, & 3 2. October 15, 2019 - Modules 4 & 5 3. November 12, 2019 - Module 6 4. December 10, 2019 - Module 7 5. January 10, 2020 - Module 8 6. February 11, 2020 – Module 9 7. March 14, 2020 – Module 10 8. May 12, 2020 – Module 11 & 12 Module 1 – Project Core Overview • Participants will be able to recall the educational philosophy that underlies the work of Project Core. • Participants will be able to identify the instructional components that support the learning of symbolic language. Module 2 – Universal Core Vocabulary • Participants will be able to describe three ways core words are different from activity specific words. • Participants will be able to describe four ways students can access Universal Core vocabulary. Module 3 – Beginner Communicators • Participants will be able to describe students who are beginning communicators and the variety of ways they communicate. • Participants will be able to describe how educators can work with beginning communicators to help them move toward intentional communication using symbols. Module 4 – Aided Language Input • Participants will be able to identify 3 examples of early communication behaviors that could be used to teach symbols. • Participants will be able to describe 3 benefits of demonstrating use of core vocabulary symbols. Module 5 – Supporting Individual Access to Universal Core • Participants will explain the rationale for providing individualized access to Universal Core vocabulary. • Participants will explain the rationale for identifying an initial Universal Core vocabulary format for each student. Module 6 – Teaching Communication During Daily Routines and Activities • Participants will be able to recall the importance of incorporating Universal core vocabulary into the daily instructional routines across a variety of academic content areas. • Participants will be able to describe the 3 strategies used in supporting communication development during instructional routines across a variety of academic content areas. • Participants will be able to discuss building students’ receptive understanding of content-specific vocabulary and concepts while using Universal Core vocabulary to communicate about those words and concepts. Module 7 – Teaching Communication During Academic Instruction • Participants will be able to describe how to use Universal Core vocabulary to communicate across academic instruction. • Participants will recall the four instructional strategies embedded in the approach to teaching Universal Core vocabulary. Module 8 – Shared Reading • Participants will be able to define shared reading. • Participants will be able describe the CAR method used to support student interaction. Module 9 – Predictable Chart Writing • Participants will learn how to facilitate a predictable chart-writing lesson. • Participants will learn how to emphasize core vocabulary during predictable chart writing. Module 10 – Alphabet Knowledge and Phonemic Awareness • Participants will be able to identify 4 components of alphabet and phonological awareness instruction to support the development of symbolic communication. • Participants will be able to describe 4 instructional activities associated with alphabet and phonological awareness. Module 11 – Independent Reading • Participants will be able to explain how to support communication during independent reading. Module 12: Independent Writing • Participants will be able to explain how to support communication during independent reading.
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