1. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
      2. Introduction
  1. PREFACE
      1.       • PCCG DEFINITIONS
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. DEFINITIONS

 
 


  
 
 


 
 
 
 
 
 
 
 


 

PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
 



PLANNED COURSE ADAPTATIONS/MODIFICATIONS



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 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
§ Give examples. Let students practice doing 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)
   

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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.
 
 
 
               
 

 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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)

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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: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH LITERATURE/COMPOSITION - GRADE 12 HIGHER LEARNING
UNIT LESSON OUTCOME: 1 -
 
The learner will read and examine literary styles, genres, and authors from O.E., M.E., and contemporary authors and will use this as a basis for informing and improving his/her own writing in composing creative, poetic, creative fiction, non-fictional, and academic exposition. The learner will read and examine short non-fiction essays specifically for preparation of the PSSA.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
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                            
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                               
                                               

 
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
 
Arts & Humanities
1   2   3   4                            
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
       
·   Examine a variety of literary genres, including short stories, novels, drama, non-fiction, memoirs, poetry and essays and their attendant uses of literary devices.
·   Investigate periods of British and World Literature (including but not limited to: Anglo-Saxon, Medieval, Renaissance, Romantic, and Victorian periods) and how they relate to the contemporary period.
·   Explain how world events can influence a writer’s imagination and viewpoint.
·   Describe biographical information on each author.
·   Define unfamiliar words in each literary selection by using context clues or a dictionary.
·   Read, discuss, analyze, interpret, and critically appraise selected literary works.
·   Describe how the author and his or her works were affected by the cultural, literary, and historical context of the time period during which the novel was written.
·   Analyze the structure of the literary piece.
·   View and discuss film.
·   Define, identify, and evaluate the use of literary elements, devices, structures and forms.
·   Write effectively in selected critical and creative forms relating to the study of literature.
·   Explain how literature reflects the interest concerns, and problems of society.
·   Identify themes in modern literature.
·   Trace literary techniques utilized in the literature addressed for class.
 
 
  		·   Identify tone, mood, diction, syntax and attitude devises used in selected text.
·   Identify the effective use of foreshadowing, symbolism, metaphor and simile, allegorical figures, narrative structure, setting and characterization in selected texts.
·   Discuss student-selected passages from text.
·   Write reflective pieces which explore or expound upon any of the above.
·   Create posters or other forms of visual art which represent essential content of the unit.
·   Produce cited text of a critical nature related to the readings.
·   Create timed essays explaining the literary aspects of the reading.
·   Write journal entries on topics related to the readings.
·   Write reading logs that identify new vocabulary words, reactions to and questions about the selected text.
 
 
Remediation:
 
 
Use student flashcards.
·   Utilize crossword puzzles and/or word searches to reinforce meaning and spelling.
·   Use reteaching activities.
·   Create word games.
 
 
Extensions:
·   Create word searches.
·   Generate student activities.
·   Use teacher classroom resources.
·   Write stories or essays using new vocabulary words.
·   Research the history of new words.
 
  		·   Portfolios
·   Teacher designed tests and quizzes.
·   Oral and written reports.
·   Observation of development of comprehension, critical thinking and analytical skills as evidenced by class discussion and written report.
·   Teacher and peer response on written work.
·   Daily preparation for class as evidenced by written homework or class participation.
·   Creative projects (group and individual)
  		Required Texts
Ø   Hamlet
Ø   Beowulf and/or Grendel
Ø   Brave New World and/or 1984
Ø   Night
Ø   Angela’s Ashes
Ø   Emma
Ø   Kite Runner and/or, Never Let me Go,
Ø   Selections from “Major Modern Essays”
 
 
At least one of the following:
Ø   Never Let Me Go
Ø   On the Beach
Ø   Shipping News
Ø   Being There
Ø   Remains of the Day
Ø   Canterbury Tales
Ø   The Kite Runner
Ø   Tao of Pooh
Ø   The Life of Pi
Ø   The Accidental Tourist
Ø   Rsoencranz & Guildenstern are Dead
 
 
 
 
Movies:
Remains of the Day
Emma
Shipping News
13th Warrior
Hamlet
Rosencranz and Guildenstern are Dead.
Schindler’s List
Life is Beautiful
The Pianist
Shakespeare in Love
A Knight’s Tale
Accidental Tourist

 

 
 
Subject Title: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH LITERATURE/COMPOSITION - GRADE 12 HIGHER LEARNING
UNIT LESSON OUTCOME: 2 - Vocabulary
 
The learner will define and utilize vocabulary in the areas of reading, writing, and speaking through contextual and standard literature based vocabulary lists.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                               
                                               

 
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
       
·   Infer word meanings from context clues.
·   Recognize example clues and contrast clues.
·   Identify synonyms and antonyms.
·   Determine the correct definition of a word from multiple meanings.
·   Distinguish among formal, informal, and non-standard English.
·   Identify colloquial expressions.
·   Recognize technical jargon.
·   Recognize word parts, including base words and roots, prefixes, and suffixes.
·   Recognize the meaning of common Greek and Latin roots.
·   Determine the meaning of words by using word parts.
·   Identify the differences between formal and informal language.
·   Fill in the blank with the correct words in context.
·   Identify definitions of words from study of roots, prefixes, and suffixes.
·   Transfer vocabulary words in original sentences.
·   Select appropriate words in writing and speaking.
·   Develop skills for improved composition and communication.
·   Use a thesaurus, glossary, footnotes, and dictionary to develop vocabulary.
·   Expand personal vocabulary through listening, reading, content area study, and other experiences.
·   Identify and find alternatives for sexist language.
·   Evaluate language variations and their effect on societal groups.
·   Demonstrate an understanding of the role and influence of the English language within and across countries.
 
 
 
  		·   Write note cards to build words from definitions of prefixes, suffixes, and roots.
·   Make up crossword puzzles.
·   Write paragraphs using vocabulary words.
·   Develop oral quizzes based on word list.
·   Create mnemonic devices to remember any appropriately new words.
·   Fill in the blanks with correct context.
·   Use a thesaurus and a dictionary to define vocabulary found in the readings.
·   Keep personal vocabulary list in a personal notebook.
·   Give students a paragraph and then have them use a thesaurus to substitute as many words as possible.
·   Encourage students to work on using the new words they acquire to expand their active vocabularies.
·   Draw up a list of words. Working with partners, students can write down each word, divide it into identifiable parts, and analyze the parts to determine the word's meaning.
 
Correctives:
·   Use student flashcards.
·   Utilize crossword puzzles and/or word searches to reinforce meaning and spelling.
·   Use reteaching activities.
·   Create word games.
 
 
Extensions:
·   Create word searches.
·   Generate student activities.
·   Use teacher classroom resources.
·   Write stories or essays using new vocabulary words.
·   Research the history of new words.
  		·   Portfolios
·   Teacher designed tests and quizzes.
·   Oral and written reports.
·   Observation of development of comprehension, critical thinking and analytical skills as evidenced by class discussion and written report.
·   Teacher and peer response on written work.
·   Daily preparation for class as evidenced by written homework or class participation.
·   Creative projects (group and individual)
·   PSSA prompts.
·   SAT
 
 
 
 
 
 
 
 
  		 
Required Texts
Ø   Hamlet
Ø   Beowulf and/or Grendel
Ø   Brave New World and/or 1984
Ø   Night
Ø   Angela’s Ashes
Ø   Emma
Ø   Kite Runner and/or, Never Let me Go,
Ø   Selections from “Major Modern Essays”
 
 
At least one of the following:
Ø   Never Let Me Go
Ø   On the Beach
Ø   Shipping News
Ø   Being There
Ø   Remains of the Day
Ø   Canterbury Tales
Ø   The Kite Runner
Ø   Tao of Pooh
Ø   The Life of Pi
Ø   The Accidental Tourist
Ø   Rsoencranz & Guildenstern are Dead
 
 
 
 
Movies:
Remains of the Day
Emma
Shipping News
13th Warrior
Hamlet
Rosencranz and Guildenstern are Dead.
Schindler’s List
Life is Beautiful
The Pianist
Shakespeare in Love
A Knight’s Tale
Accidental Tourist
 
 
 

 

 
Subject Title: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH LITERATURE/COMPOSITION - GRADE 12 HIGHER LEARNING
UNIT LESSON OUTCOME: 3 - The Writing Process
 
The learner will create, organize, analyze, and evaluate writing for a variety of purposes including journal entries, reading logs, narration, description, persuasion, exposition, the creative writing process and PSSA writing.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness 1 2 3 4 5 6                                            
   
 
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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 Arts & Humanities 1 2 3 4 Family & Consumer Science 1 2 Career Education & Work 1 2 3 4 Wellness & Fitness 1 2 3 4 5 6

 
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      
       
·   Analyze and translate a range of written forms, including informal essays, formal essays, selected journalistic types, literary analysis, interpretation, and criticism.
·   Develop a writing interest and ability as well as a body of personal creative writing.
·   Develop a writing voice, tone, attitude, and style.
·   Develop competence in writing clear, correct sentences, coherent and developed paragraphs, and effective essays.
·   Explore different styles and forms in poetry, fiction, drama, and media.
·   Practice writing skills by using persuasive, narrative, descriptive, and expository styles.
·   Follow the steps of the writing process:
·   Prewrite
·   Compose a rough draft
·   Revise a rough draft
·   Self-edit and proofread a rough draft
·   Write a final draft
·   Share writing with others.
·   Select details and arrange in logical order of argumentation.
·   Expand self-expression skills by using poetic forms.
·   Participate in writing workshops that will provide for ongoing revising by students, peers, and teachers.
·   Use computers to create and edit rough drafts and final copies.
·   Revise writing to achieve an effective balance of specificity and generalization.
·   Correct common usage errors in verb tenses, subject pronoun agreement, subject verb agreement, pronoun case and reference, comparative/superlative adjectives and dangling participles.
·   Utilize correct mechanics spelling, capitalization, punctuation, possessives, and contractions.
·   Write concisely by avoiding repetition, wordiness, cliches, and passive voice.
·   Utilize parallel structure.
·   Develop sentence structure by using a variety of sentence structures and lengths.
·   Demonstrate coherence to paragraphs by using transitional words and phrases.
·   Write effective introductions and conclusions.
·   Record personal thoughts, feelings, and experiences a means of self-understanding.
·   Avoid sentence fragments and run on sentences.
·   Critique and edit the words of peers.
·   Express personal attitudes and present and/or defend written work for publication when appropriate.
·   Write short stories, poems, and plays that consciously include varying organizational methods and characteristics, relevant illustrations, dialogue, literary conflict, varying literary characteristics, literary elements, literary devices, and detailed descriptions.
·   Maintain a written record (i.e. portfolio) organized by theme or topic that includes activities, coursework, honors, and interests.
·   Write a personal resume.
 
  		·   Participate in the stages of the writing process by using techniques such as brainstorming, listing, jotting, clustering, mapping, peer editing, conferencing, and other editing procedures.
·   Proofread in groups, pairs, or individually.
·   Incorporate writing assignments with the literature and include the following: persuasion, opinion, argumentation, creative writing, and comparison/contrast essays.
·   Write a journal on topics of interest and responses to the literature.
·   Write mood pieces describing an emotion in the style of an American author.
·   Imitate selected writing styles.
·   Write and design ads to sell a classic American novel.
·   Write essays responding to the works and authors studied.
·   Have students keep a cumulative writing portfolio.
·   Design a jacket cover.
·   Give detailed and highly individualized attention to any weaknesses in grammar or usage.
Correctives:
·   Work in pairs to generate ideas, listen, and evaluate presentations.
·   Use audio/visual reinforcement.
·   Utilize reteaching activities.
 
Extensions:
·   Read supplemental articles.
·   Generate student activities.
·   Create charts of various speech elements.
·   Make use of teacher classroom resources.
 
 
  		·   Portfolios
·   Teacher designed tests and quizzes.
·   Oral and written reports.
·   Observation of development of comprehension, critical thinking and analytical skills as evidenced by class discussion and written report.
·   Teacher and peer response on written work.
·   Daily preparation for class as evidenced by written homework or class participation.
·   Creative projects (group and individual)
·   PSSA prompts.
 
 
 
 
 
 
 
 
  		Required Texts
Ø   Hamlet
Ø   Beowulf and/or Grendel
Ø   Brave New World and/or 1984
Ø   Night
Ø   Angela’s Ashes
Ø   Emma
Ø   Kite Runner and/or, Never Let me Go,
Ø   Selections from “Major Modern Essays”
 
 
At least one of the following:
Ø   Never Let Me Go
Ø   On the Beach
Ø   Shipping News
Ø   Being There
Ø   Remains of the Day
Ø   Canterbury Tales
Ø   The Kite Runner
Ø   Tao of Pooh
Ø   The Life of Pi
Ø   The Accidental Tourist
Ø   Rsoencranz & Guildenstern are Dead
 
 
 
 
Movies:
Remains of the Day
Emma
Shipping News
13th Warrior
Hamlet
Rosencranz and Guildenstern are Dead.
Schindler’s List
Life is Beautiful
The Pianist
Shakespeare in Love
A Knight’s Tale
Accidental Tourist
 
 
 
Technology:
PLATO Software
 

 

 
Subject Title: ENGLISH
 
Discipline/Grade Level: 		 
BRITISH LITERATURE/COMPOSITION - GRADE 12 HIGHER LEARNING
UNIT LESSON OUTCOME: 4 - The Research Paper
 
The learner will complete a computer based research paper following MLA format and writing style.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications 1.1 X 1.2 X 1.3 X 1.4 X 1.5 X 1.6 X 1.7 X 1.8 X 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 Arts & Humanities 1 2 3 4 Family & Consumer Science 1 2 Career Education & Work 1 2 3 4 Wellness & Fitness 1 2 3 4 5 6                                            

 
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)