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

PREFACE

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:	MATHEMATICS
Discipline/Grade Level:	APPLIED MATHEMATICS III -- GRADES 11 - 12

UNIT LESSON OUTCOME: 1

The learner will use patterns and functions to solve a variety of practical problems.

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

� Decode and extend patterns. � Represent mathematical relationships as tables of data, ordered pairs, graphs, equations and word sentences. � Graph linear and quadratic functions. � Identify the domain and range of mathematical relations and functions. � Distinguish between mathematical relations and functions.	� Finding the relationship between volume and depth of a fluid in a container (lab). � Compare waist height to overall height. � Use functions to determine interests on bank investments or credit card debt. � Journal entry on importance of functions and its application. � "When Are We Ever Gonna Use This." Functions. Correctives: � Reteaching worksheets and supplemental material. � Students work in pairs to graph relations and functions. � Create a coordinate system in classroom. � Student developed flashcards on different types of functions and their graphs. Extensions: � Enrichment worksheets. � Exploration activities. � Portfolio entry on open-ended problem. � Videotape on graphing. � Videotape on patterns and functions. � Word problems found in CORD unit 24.	� Teacher-designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Portfolio assessment � Written and oral presentation of projects � Homework assessment � Cooperative group work assessment � Journal assessment	� Secondary Mathematics: Algebra & Geometry (1995) Addison-Wesley � Integrated Mathematics 2 & 3 (1995) McDougal Littell � Applied Math: Unit 17 and 24 (1988) CORD. Lab resources and video tapes. � Saunders, H. (1988) When Are We Ever Gonna Use This? Dale Seymour publications. � Math Maters, An Integrated Approach - Book #1, 2, and 3 (1993) South Western Publishing Company � Pizzazz: Algebra

Subject Title:	MATHEMATICS
Discipline/Grade Level:	APPLIED MATHEMATICS III -- GRADES 11 - 12

UNIT LESSON OUTCOME: 2

The learner will use quadratic equations to solve practical problems.

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

� Solve quadratic equations by graphing. � Solve quadratic equations by factoring. � Solve quadratic equations with the quadratic formula. � Use graphing, factoring and the quadratic formula to solve the same problem and obtain the same results. � Solve practical problems using quadratic equations.	� "Using a Graphing Calculator" lab to explore and compare similarities and differences between linear and quadratic equations. � Use the CBL to interpret and create numerous quadratic equations base don the bouncing of a ball, the swinging pendulum, and the cooling of water. � "Flight Time" lab used to compare graphs of different objects projected into the air vertically. � Journal entry describing examples where quadratic equations apply to everyday events. � "When Are We Ever Gonna Use This" Quadratic Equations. Correctives: � Student manufactured flashcards with the quadratic Formula on them. � Reteaching worksheets and supplemental materials. � Students work in pairs to create quadratic graphs on the graphing calculator. � Student manufactured word search using key concepts and graphs. Extensions: � Portfolio entry abstractly relating quadratic equations to their lives. � Video on "Quadratics" � Enrichment worksheets � Exploration activities � Word problems found in CORD unit 25.	� Teacher-designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Portfolio assessment � Written and oral presentation of projects � Homework assessment � Cooperative group work assessment � Journal assessment	� Secondary Mathematics: Algebra & Geometry (1995) Addison-Wesley � Integrated Mathematics 2 & 3 (1995) McDougal Littell � Applied Math: Unit 17 and 24 (1988) CORD. Lab resources and video tapes. � Saunders, H. (1988) When Are We Ever Gonna Use This? Dale Seymour publications. � Math Maters, An Integrated Approach - Book #1, 2, and 3 (1993) South Western Publishing Company � Pizzazz: Algebra

Subject Title:	MATHEMATICS
Discipline/Grade Level:	APPLIED MATHEMATICS III -- GRADES 11 - 12

UNIT LESSON OUTCOME: 3

The learner will use systems of equations to solve practical problems.

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

� Solve a system of two equations by graphing. � Solve a system of two equations by substitution. � Solve a system of two equations by addition or subtraction. � Solve a system of two equations by using determinants. � Write appropriate equations in terms of unknowns for problems that involve two unknowns.	� Lab on unmixing a mixture of bolts and nuts found in Unit 26 - CORD. � Lab -- solving systems of equations with a graphing calculator - CORD. � Compare contractors and determine which is the best. (Ex. Houses, garages, pavement, and rental companies). � Journal entry - create a problem of interest to you where systems of equations would be used to solve it. � "When Are We Ever Gonna Use This" - systems of equations. Correctives: � Reteaching worksheets and supplemental materials. � Students develop problems on systems of equations. � Group work on solving systems of equations. � Pizzazz: Algebra. Extensions: � Enrichment worksheets. � Exploration activities. � Portfolio - create a lab in which systems of equations are used. � Videotape on systems of equations. � Word problems found in CORD unit 26.	� Teacher-designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Portfolio assessment � Written and oral presentation of projects � Homework assessment � Cooperative group work assessment � Journal assessment	� Secondary Mathematics: Algebra & Geometry (1995) Addison-Wesley � Integrated Mathematics 2 & 3 (1995) McDougal Littell � Applied Math: Unit 26 (1988) CORD. Lab resources and video tapes. � Saunders, H. (1988) When Are We Ever Gonna Use This? Dale Seymour publications. � Math Maters, An Integrated Approach - Book #1, 2, and 3 (1993) South Western Publishing Company � Pizzazz: Algebra

Subject Title:	MATHEMATICS
Discipline/Grade Level:	APPLIED MATHEMATICS III -- GRADES 11 - 12

UNIT LESSON OUTCOME: 4

The learner will solve practical problems expressed in terms of inequalities.

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

� Order two or more numbers using appropriate symbols such as <, >, =, <, and >. � Solve linear inequalities in one variable and graph their solutions. � Solve combined inequalities. � Solve inequalities that involve absolute values and graph their solutions. � Graph linear inequalities in two variables.	� Class lab involving the "Distribution of Student Heights" within the classroom and the inequalities represented by them. � Graphing calculator lab involving the techniques used to graph linear inequalities. � M & M lab involving the "Equality" or "Inequality" of colors within a bag. � Journal entry describing "what in the world is actually equal?, the relevance of inequality in human life". � "Where are We Ever Gonna Use This" - inequalities. Correctives: � Reteaching worksheets and supplemental materials. � Student manipulated example cards comparing fractions. � Pizzazz: Algebra. � Cooperative interaction involving inequalities in relation to equalities. Extensions: � Enrichment worksheets. � Portfolio concluding the M & M lab in numerous means. � Exploration activities � Students create their own lab comparing objects, products, etc. � Word problems found in CORD unit 27.	� Teacher-designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Portfolio assessment � Written and oral presentation of projects � Homework assessment � Cooperative group work assessment � Journal assessment	� Secondary Mathematics: Algebra & Geometry (1995) Addison-Wesley � Integrated Mathematics 2 & 3 (1995) McDougal Littell � Applied Math: Unit 27 (1988) CORD. Lab resources and video tapes. � Saunders, H. (1988) When Are We Ever Gonna Use This? Dale Seymour publications. � Math Maters, An Integrated Approach - Book #1, 2, and 3 (1993) South Western Publishing Company � Pizzazz: Algebra

Subject Title:	MATHEMATICS
Discipline/Grade Level:	APPLIED MATHEMATICS III -- GRADES 11 - 12

UNIT LESSON OUTCOME: 5

The learner will identify the properties of various types of triangles and apply their characteristics to solve practical problems.

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