PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS

PLEASANT VALLEY SCHOOL DISTRICT

Brodheadsville, Pennsylvania 18322

Brodheadsville, Pennsylvania 18322

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

PLANNED COURSE ADAPTATIONS/MODIFICATIONS

Introduction

Introduction

The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.

These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed.

Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.

� Peer Support
� Cooperative learning among peers
� Modeling
� Development of Information Organizer
� Development of Graphic Organizer
� Development of structured study guides
� Student selection of instructional material (i.e., reading, writing, math)
� Taped lessons
� Copy notes (peer or teacher)
� Student conferencing
� Combine and vary modes of lesson presentation
� Adjust language level to match the developmental and intellectual levels of students
� Let student practice given examples first. Then assign tasks to be completed.
� Provide opportunity for guided and independent practice in a variety of situations
� Limit number and length of directions
� Have students repeat/review directions (i.e., peer to peer, student to teacher)
� Give feedback that is as immediate, specific, and objective as possible
� Clarify error responses so that students do not make the same errors over and over again
� Reinforce progress towards desired outcomes
� Breakdown complex tasks into smaller, more manageable units
� Use verbal prompts to elicit desired results
� Use manual guidance (i.e., hand over hand) to facilitate correct responses
� Computer assisted instruction
� Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects)

� Extended test time
� Test read to student by teacher or peer
� Oral testing (i.e., student retelling of information)
� Open book/note test
� Alternate testing (any demonstration of a student's understanding of concepts)
� Retesting
� Reduce the number of responses required on tests
� Use of curriculum based assessment
� Vary test format
� Objectively define mastery as related to each task. Tasks should be learned to mastery
� Reduce or remove distracting stimuli
� Use of concrete objects and manipulatives in all stages of instruction and assessment
� Emphasize important information
� Allow extra time to complete assignments/projects
� Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class
� Use supplemental materials
� Alternate assignments accepted (i.e., modification to homework assignments)
� Flexible grouping/individual assistance
� Seating to accommodate needs
� Teacher proximity
� Use behavioral management techniques (i.e., contracts, time-out, token system, charts)

PREFACE

Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:

• PCCG PURPOSE AND INTENT
• PCCG DEFINITIONS

The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.

The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students.

This PCCG is designed as an ACTIVE document capable of technological modification as required.

The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.

PLANNED COURSE CURRICULUM GUIDE (PCCG)

PURPOSE AND INTENT

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:

• All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum

• A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]

• Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum

•• Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources

• Staff development areas for curriculum improvement are provided

• The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide

• Content and subject format remain flexible and adaptable to modification - an “active” document

• Special Pennsylvania Department of Education [PDE] legislation is identified

• Parents and students are provided with an overview of the instructional program and each course in particular

PLANNED COURSE CURRICULUM GUIDE (PCCG)

DEFINITIONS

• Course Description and Intent: a brief overview of the course and program goals

• Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level

• Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course

• Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education

• Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards

• Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain

• Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content

• Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

Subject Title:	DRIVER EDUCATION
Discipline/Grade Level:	GRADE 10

UNIT LESSON OUTCOME: 1

The learner will identify the physical and psychological factors that play an important role in becoming a safe, responsible driver.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 1

� List the five senses and relative role of each in driving. � Identify the eyes as the “center” of driving. � Describe several eye functions and acceptable limits to each. � List and define ten terms associated with the eyes. � Differentiate between correction and compensation. � Define psychological stress, impairment, and their causes. � List factors involved in emotional fatigue and mental alertness. � Identify several physical handicaps that can be overcome in order to drive.	� Teacher designed tests containing multiple choice, matching, true/false and essay. � Book prepared tests containing multiple choice, matching, true/false, and essays. � Activities (20/20 vision etc.) which demonstrate knowledge and understanding of concepts taught. � Teacher and textbook worksheets using multiple choice, true/false, completion, matching and essay to enhance and demonstrate knowledge of concepts taught. Correctives: � Student manufactured flash cards. � Utilize crossword puzzle to reinforce material. Extensions: � Student generated activities.	� Teacher designed tests and quizzes containing multiple choice, matching true/false and essay. � Student constructed word searches, cross word puzzles, etc. � Peer editing papers and impressions. � Activities and demonstrations involving students (field sobriety test, etc.) � Book prepared tests containing multiple choice, true/false, completion and essay. � Guidesheets/worksheets teacher and text prepared that are used as homework and classwork. � Graphs that students read and/or construct to show an understanding of a concept (BAC vs. time).	� Textbook � Workbook � Tapes (DUI and Thinking About Drinking). � Teacher/text prepared tests. � Magazine articles � Newspapers � Posters � Guest Speakers � Public Service pamphlets � DUI arrest tapes

Subject Title:	DRIVER EDUCATION
Discipline/Grade Level:	GRADE 10

UNIT LESSON OUTCOME: 2

The learner will explain the effects of alcohol and drugs, and identify the role they play in the overall accident picture on the highway.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 2

� List the effects of alcohol on the body. � Trace the flow of alcohol through the bloodstream. � List detrimental effects of alcohol on driving. � Identify alcohol as a drug. � Use an intoxication chart to find their “limit” of drinks. � Describe various drugs and their effects. � Contrast current drunk driving laws with older drunk driving laws. � Use statistical information to correlate the use of alcohol with the accident rate. � List and define terms related to drugs and alcohol (B.A.C., etc.). � Describe alcohol detection methods and the legal status of each. � Give a simple explanation of how a breathalyzer works.	� Locate themselves on a drinks/body weight chart. � Use a drinks/time chart to determine risk and limits for alcohol � Follow alcohol through a diagram of the human body and explain effects a each step. � Students take common roadside sobriety tests. � Tape on DUI arrests and convictions. � Students formulate their own DUI law. � Students write a story using BAC terms and peer edit the story. � Students construct crossword puzzle using legal terms from supplied list. Correctives: � Audiovisual reinforcement. � Utilization of graphs from Liquor Control Board. Extensions: � Research three state police in current penalties for DUI.	� Teacher designed tests and quizzes containing multiple choice, matching true/false and essay. � Student constructed word searches, cross word puzzles, etc. � Peer editing papers and impressions. � Activities and demonstrations involving students (field sobriety test, etc.) � Book prepared tests containing multiple choice, true/false, completion and essay. � Guidesheets/worksheets teacher and text prepared that are used as homework and classwork. � Graphs that students read and/or construct to show an understanding of a concept (BAC vs. time).	� Textbook � Workbook � Tapes (DUI and Thinking About Drinking). � Teacher/text prepared tests. � Magazine articles � Newspapers � Posters � Guest Speakers � Public Service pamphlets � DUI arrest tapes

Subject Title:	DRIVER EDUCATION
Discipline/Grade Level:	GRADE 10

UNIT LESSON OUTCOME: 3

The learner will list and explain the natural laws that act on a moving vehicle and the types of emergencies that a driver might encounter on the road..

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 3

� Explain each part of, and total meaning of the formula RD+BD=SD. � Differentiate potential energy from kinetic energy and describe the transformation process from one form to another. � Diagram safety zone, danger zone, and death zone around a car. � State simple formulas used to calculate energy changes. � Explain the importance of projecting ahead in time and space as it relates to natural laws of motion, energy and force. � List factors involved in impact force and how they can be used to lessen impact. � Calculate impact force using simple formulas of mass, time and distance. � List the major forces acting on a moving car.	� Diagram stopping zones. � Work out simple fps/mph and KE/PE problems. � Graph MPH against stopping distance. � Graph MPH against impact force. � Diagram primary, secondary impact and rebound force. Correctives: � Audiovisual reinforcement. Extensions: � Research in library to support key concepts.	� Teacher designed test and quizzes containing x-choice, matching, true/false and essay. � Activities involving friction, centrifugal force etc. � Student written papers expressing opinions and impressions. � Demonstrations of natural law (momentum etc.) � Book prepared tests containing multiple choice true/false completion and essay. � Guidesheets/worksheets teacher and text prepared that are used as homework and classwork. � Graphs that students read and/or construct to show an understanding of a concept (BAC vs. Time)	� Textbook � Workbook � Tapes (DUI and Thinking About Drinking). � Teacher/text prepared tests. � Magazine articles � Newspapers � Posters � Guest Speakers � Public Service pamphlets � DUI arrest tapes

Subject Title:	DRIVER EDUCATION
Discipline/Grade Level:	GRADE 10

UNIT LESSON OUTCOME: 4

The learner will explain the relationship between the driver and law, including individual rights vs. the “protection” of society, and the psychological, financial, and emotional penalties for failure to act in a responsible manner.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8

Mathematics

2.1

2.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9

2.10

2.11

Science & Technology

3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

3.9

Environment & Ecology

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

4.9

Civics & Government

5.1

5.2

5.3

5.4

Economics

6.1

6.2

6.3

6.4

6.5

Geography

7.1

7.2

7.3

7.4

History

8.1

8.2

8.3

8.4

Arts & Humanities

9.1

9.2

9.3

9.4

Health, Safety & PE

10.1

10.2

10.3

10.4

10.5

Family & Consumer Science

11.1

11.2

11.3

11.4

World Language

12.1

12.2

12.3

12.4

12.5

12.6

Career Education & Work

13.1

13.2

13.3

13.4

ESSENTIAL CONTENT OUTCOMES/STANDARD	CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS *(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:*	ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT	RESOURCES AND MATERIALS
STANDARD 4

� Debate current law effectiveness. � Compare the different levels of jurisdiction. � List several examples of the Uniform Vehicle Code � Debate the value of penalties for law violators. � Contrast the state’s use of “force of law” to protect society with the individuals’ rights. � Predict the consequences of a failed system of highway laws. � Present examples of both responsible and irresponsible behavior on the highway. � Discuss current changes in the law and how it bears on the current trends in society. � Discuss lawsuits and their use in society especially with respect to driving.	� Use PA points system to access penalties. � Revise point system penalties. � Create a new set of rules and penalties for same. � Write about how you would feel if you hit/killed someone (or) someone hit/killed a close friend. � Explain accountability to jurisdiction of law. � Write a paragraph explaining the statement “law protects society and therefore the individual”. � Determine loss of driver’s license based on record and PA points system. � Make up a form for recording information at the scene of an accident. � List the steps to follow at the scene of an accident. � Chart the dos and don’ts of a police pullover. � Flow chart of first aid response at scene of accident. � Write a paragraph contrasting appropriate behavior under the “Good Samaritan” law with “gross negligence” in response to an accident victim. Correctives: � Students work in pairs to quiz content. Extensions: � Create a chart for various infractions and penalties (points) for each violation.	� Written work from students (including charts, graphs, diagrams etc.). � Teacher and text prepared tests using multiple choice, true/false, and completion and essay questions. � Read and underline articles on search and seizure etc. � Peers edit papers on topics dealing with man’s law and levels or jurisdiction. � Group/individual work leading to class presentation of law related concept or topics. � Work team poster on a law concept.	� Text prepared tests. � Teacher prepared tests. � Textbook � Public service/police pamphlets. � Tapes-law concepts, police pullover etc. � PA point system. � PA state police � Tape on law suits and accident re-hab time. � Newspapers � Magazine articles � Daily newscasts � Chapter guidesheets

Subject Title:	DRIVER EDUCATION
Discipline/Grade Level:	GRADE 10

UNIT LESSON OUTCOME: 5

The learner will describe common road emergencies and how to prepare for and respond to them.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

1.7

1.8