1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  5. DEFINITIONS

  
 
 
 

 
 
 
 
 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



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)


 

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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
           â€˘ 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
 
 
 
 
 
 
 

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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: COMPUTER TECHNOLOGY
 
Discipline/Grade Level: 		 
GRADE 7
UNIT LESSON OUTCOME: 1
 
The learner will

 
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
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      
       
·   Demonstrate proper body position.
·   Demonstrate proper techniques and home row positioning.
·   Demonstrate proper techniques QWERTY.
·   Demonstrate proper reaches and techniques for special keys and numbers. 		·   Use keyboards to model and demonstrate proper keying techniques.
·   Use question and answer drills to reinforce number and letter key technique within 5 minute time frame.
·   Use story starter to reinforce proper technique and on-screen compositions within a 25-minute time frame.
·   Use “Type to Learn” program to reinforce proper technique and improve speed and accuracy.
 
Correctives:
·   Have students close eyes and key each letter or word as directed
 
Extensions:
·   Continue “Type to Learn” program at own pace, moving on to next lesson upon completion of each lesson 		·   Successful completion of “Type to Learn” lessons
·   Improvement of speed and accuracy by at least 5 wpm
·   Timed writing-Quiz based on a 2-minute time limit and observation of body position
·   Review drill 1(Q&A) completion grade within given time
·   Review drill 2 (story starter) completion within given time frame
·   Portfolio 		·   Computers
·   Type to Learn program
·   Stopwatch
·   Review drills

 

 
Subject Title: COMPUTER TECHNOLOGY
 
Discipline/Grade Level: 		 
GRADE 7
UNIT LESSON OUTCOME: 2
 
The learner will

 
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
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      
       
·   Name, identify, and explain the parts of a computer system.
·   Boot to Windows 3.11/Windows 95
·   Properly shut down a computer system.
·   Load and exit Windows programs.
·   Manipulate Windows (open, close, resize, layout on desktop).
·   Use menus.
·   Use mouse (click/double click/right click/drag/point) or equivalent keystrokes to perform basic Windows functions.
·   Compare/contrast Windows 3.11/Windows 95.
  		·   Show and label parts of a computer.
·   Guided and independent practice booting and shutting down computer system.
·   Guided/independent practice opening and closing programs.
·   Complete tutorial using Windows 3.11/Windows 95 tutorial and worksheet.
·   Complete Windows Basics worksheet using article/handout.
·   Complete pull-down menu worksheet using multiple programs.
·   Complete parts of a window worksheet using handouts and windows program.
·   Explain and demonstrate Windows use and terminology.
 
Correctives:
·   Have students repeat back the stated objectives in their own words.
·   Have students point out the parts of a computer as directed.
 
Extensions:
·   Extra credit activities. 		·   Draw a computer system and label the parts
·   Monitor students as they practice independently
·   Grade tutorial worksheet for completion
·   Grade Windows Basics worksheet for completion
·   Grade pull-down worksheet for completion
·   Grade parts of a window worksheet for completion
·   Quiz-Windows 3.11/Windows 95 		·   Computers
·   Handouts
·   Overhead
·   PowerPoint presentation
·   PC/TV combo
·   LCD panel
·   Visual aids
·   Remote control keyboard and mouse
·   Windows 95 for Beginners text

 

 
Subject Title: COMPUTER TECHNOLOGY
 
Discipline/Grade Level: 		 
GRADE 7
UNIT LESSON OUTCOME: 3
 
The learner will

 
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
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      
       
·   Demonstrate use of file manager or Windows Explorer to format disks, create directories, locate, copy, delete, rename, and move files.
·   Compare and contrast storage devices and types.
·   Describe and demonstrate proper disk handling and care.
·   Open, save, create, load, and print documents in selected standard Windows programs.
 
 
 
 
  		·   Explain and discuss disk care and handling.
·   Explain the differences between different types of storage mediums, capacities, and size conversions using storage terminology.
·   Format and label a disk.
·   Copy, move, and rename files.
·   Identify programs available for use under program manager or start menu.
·   Independent practice using file manager or Windows Explorer attributes.
·   Identify selected programs/applications to create, save, load, and print documents.
·   Use selected programs/applications to create save, load, and print documents.
·   Use paintbrush or paint to create wallpaper that is then applied to the desktop.
 
Correctives:
·   Give students clear, explicit directions that clarify expectations
·   Have students repeat back in their own words, the stated objective
Extensions:
·   Create a logo with slogan for a fictional company, using word/wordpad, paint/paintbrush.
 
 
 
 
 
 
  		·   Monitor students as they practice independently
·   Paintbrush/paint activity printout graded for completion
·   Create wallpaper graded through observation
·   Format and label a blank disk, graded for correctness
·   Quiz 		·   Computers
·   Handouts
·   Overhead
·   PowerPoint presentation
·   PC/TV combo
·   LCD panel
·   Visual aids
·   Remote control keyboard and mouse
·   Windows 95 for Beginners text
·   Tips for Upgrades Win 95 CD-ROM
·   Disks


 
Subject Title: COMPUTER TECHNOLOGY
 
Discipline/Grade Level: 		 
GRADE 7
UNIT LESSON OUTCOME: 4
 
The learner will

 
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
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      
       
·   Name, identify, and define Word Processing tools and uses.
·   Identify, compare, and contrast 2 word processing programs.
·   Proofread and edit word processing document.
·   Define cut and paste terminology.
·   Open, save, create, load, and print documents.
·   Use centering and alignment tools.
·   Insert ready and self made clip art, pictures, and word art.
·   Use MLA format appropriately in a document. 		·   Guided and independent practice using editing tools.
·   Guided and independent practice using cut and paste tools.
·   Independent practice proofreading.
·   Apply MLA format to create and print a title page.
·   Apply MLA format to create and print a title page.
·   Create a summary/response
·   Compose at the keyboard using a story starter.
 
Correctives:
·   Give students clear, explicit directions that clarify expectations.
·   Have students repeat back in their own words, the stated objective.
 
Extensions:
·   Create a cover sheet for the project, using clip art and proper MLA format, using word processing tools. 		·   Monitor students as they practice independently
·   Graded activities for accuracy
·   Editing a document for
·   Spacing
·   Spelling
·   Alignment
·   Order
·   Grammar
·   Reorder using cut and paste
·   Create title page using MLA format
·   Create works cited using MLA format
·   Change style of fonts 		·   Computers
·   Handouts
·   Overhead
·   PowerPoint presentation
·   PC/TV combo
·   LCD panel
·   Visual aids
·   Remote control keyboard and mouse
·   Disks
·   Word processing software

 

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