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
           • 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 SCIENCE
 
Discipline/Grade Level: 		 
WEB PAGE DESIGN AND CREATION -- GRADE 9-12
UNIT LESSON OUTCOME: 1
 
The learner will list and explain the different components of the Internet.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
 
1.6
X 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
X
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
X
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 and explain the seven- (7) primary components of the Internet (World Wide Web, E-mail, Telnet, Gopher, Usenet Newsgroups, FTP), and how they relate to one another.
  Outline how the Internet developed as a military project originally named Arpanet, and how its background explains its current configuration.
  Compare/contrast multiple web browsers, particularly Microsoft Internet Explorer and Netscape Navigator, and how they display web pages differently.
 
  		  After watching a Classroom Connect video entitled, The History of the Internet, and class discussion, students will describe the components of the Internet.
  Upon viewing a video on the Internet, students will summarize the similarities/differences between the seven different components.
  Students will use a software package called Timeliner to create a timeline of the development of the Internet, tracing it from the late '60s to the present.
 
Correctives:
  Using a word bank that contains the seven- (7) different components and their uses, students will indicate which component would be used to complete a list of activities.
 
Extensions:
  Using an interactive software program entitled, Internet the City, the students will compare/contrast the different components of the Internet and their uses. 		  Worksheets from Classroom Connect video
  Worksheet from the Internet the City tutorials
  Short-answer quiz on the following:
  History of the Internet
  Components of the Internet
  Web Browsers
  Students will design a project that graphically depicts the Internet, its various components, and how they interact.
  Matching worksheet
 
  		  Networked computers
  Classroom © 1997
  PowerPoint presentation on the components of the Internet
  MS Internet Explorer v.4.0
  Netscape Communicator
  Internet the City tutorial
 
 

 

 
Subject Title: COMPUTER SCIENCE
 
Discipline/Grade Level: 		 
WEB PAGE DESIGN AND CREATION -- GRADE 9-12
UNIT LESSON OUTCOME: 2
 
The learner will list the four basic design principles (contrast, repetition, alignment and proximity) and incorporate these principles into a variety of documents, including web pages.

 
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
  1.7 X
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 four- (4) basic design principles (contrast, repetition, alignment, and proximity) and incorporate these principles into a variety of documents and web pages.
 
 
  		  The design principle of alignment will be introduced as students view text aligned to the left, center, right, and full justified. They will compare/contrast the appearance of documents that use alignment to achieve a specific effect.
  The design principle of repetition will be introduced by having students analyze a variety of documents. Students will then reconstruct the documents adding repetitive elements to provide cohesion.
  The design principle of contrast will be introduced to students by having them view documents that incorporate this design element as well as those that do not. Students will then reconstruct the documents using contrast color or typefaces to increase the document appeal and readability.
  Students will be introduced to the design concept of proximity by viewing documents that incorporate this design element and comparing them to those that do not. Students will reconstruct the documents adding proximity among like elements to increase the look and readability of the document.
  Students will synthesize their knowledge of document design by revising a poorly designed web page by incorporating the design principles of contrast, repetition, alignment and proximity where appropriate.
 
Correctives:
  Model using several examples of well-designed documents.
 
Extensions:
  Students will incorporate design principles in the development of a district web site.
 
  		  Students will revise a web page using design principles. This web page will be evaluated on its effectiveness.
  All subsequent web page created will be evaluated to some degree on design and aesthetic appeal.
 
  		  The Non-Designer's Design Book by Robin Williams
  Web Publisher's Design Guide by Mary Jo Fahey and Jeffrey W. Brown
  Laura Lemay's Guide to Sizzling Web Site Design
 
 

 

 
Subject Title: COMPUTER SCIENCE
 
Discipline/Grade Level: 		 
WEB PAGE DESIGN AND CREATION -- GRADE 9-12
UNIT LESSON OUTCOME: 3
 
The learner will demonstrate the ability to critically evaluate hypertext media.

 
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
  1.7 X
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      
       
  Critically evaluate world Wide Web sites by comparing/contrasting sites on the basis of content and design.
  Identify navigational elements consistent to superior web page design.
  Identify the primary differences between print media and hypermedia.
  Compare/contrast web sites with different domain name extensions (gov, com, edu, net, org) and recognize the role that the target audience play sin determining web site design.
 
 
 
 
 
 
  		  Students will develop a rubric for evaluating web sites and then compare/contrast this rubric against two models from Lehigh University and Yale University.
  Students will analyze the elements of an effective web presentation and report their findings.
  Upon reviewing six different web sites (as determined by the instructor) students will compose their own list of design principles for web page creation.
 
Correctives:
  Students will review a list of six elements of effective web page design.
 
Extensions:
  Students will compose a web page policy or acceptable use policy for a fictitious school district.
 
 
 
 
  		  Students will be graded on a rubric they develop to critically evaluate a web site.
  Students will be given a brief quiz about the design elements common to most web sites.
  Portfolios
  Student reports on the elements of effective web presentations will be evaluated. 		  WebWhacker to download web sites for offline browsing.
  Criteria for evaluating web page design from the Lehigh University web site.
  Rubric for evaluating web sites from Yale University.
  Please Valley School District Acceptable Use Policy
  Pleasant Valley School District Web Policy guidelines (to be developed).
 

 

 
Subject Title: COMPUTER SCIENCE
 
Discipline/Grade Level: 		 
WEB PAGE DESIGN AND CREATION --GRADE 9-12
UNIT LESSON OUTCOME: 4
 
The learner will use specialized software and storyboarding techniques to organize web site content.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
 
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
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      
       
  Organize a web site into topics and subtopics.
  Utilize flowcharting software to design the navigational flow of a web site. The learner will distinguish between hierarchical and linear organizational patters.
  Apply storyboarding techniques by outlining the content and graphics layout of a web site.
 
  		  The learner will evaluate three web sites and use flowcharting to demonstrate their organizational structure.
  The learner will use flowcharting software for concept mapping. Given a topic, he/she will break the topic into main topics and subtopics using this software.
  The learner will evaluate five- (5) different web sites and then storyboard ideas for their own site.
 
Correctives:
  Review outlining procedures. Students will use an outline template to break a topic into main topics and subtopics.
 
Extensions:
  Students will use flowcharting and storyboarding in designing and maintaining the district web site. 		  Students will be judged on their ability to break down a topic into smaller subtopics. They will also be evaluated on the ability to organize material.
  Students will present storyboards for their personal web site to the class.
  Students will use flowcharting and storyboarding as the first stage in creating several hypertext projects. Part of the grade of all web site projects in this course will be based on organization and planning. Students must submit either a flo9wchart or storyboard for each web site.
  Portfolios
 
  		  Inspiration 4.0
  Concept mapping software
  Offline browsing software (to download web sites for evaluation)
 

 

 
Subject Title: COMPUTER SCIENCE
 
Discipline/Grade Level: 		 
WEB PAGE DESIGN AND CREATION -- GRADE 9-12
UNIT LESSON OUTCOME: 5
 
The learner will comprehend hypertext markup language (HTML) coding standards and apply this programming language to the creation of a variety of web pages.

 
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
X
3.6
 
3.7
 
3.8
  3.9 X        
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