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. 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.
 
 
 
               
 
 
 

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
 
 
 
 
 
 
 

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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: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
ACCOUNTING I -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 1 - Accounting as a Career
 
The learner will define accounting terms related to accounting careers, identify how accounting serves as a basis for careers, and identify the tasks of various accounting occupations.

 
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
             
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 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
X
5.2
 
5.3
 
5.4
X                            
Economics
 
6.1
 
6.2
 
6.3
X
6.4
 
6.5
X                        
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
X
13.2
X
13.3
X
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      
       
  Identify terminology related to accounting careers.
  Cite examples describing how accounting serves as a basis for careers.
  Evaluate the differences in the work tasks of different accounting workers.
  Describe the career ladder in accounting.
  Identify the goals of accounting in business application.
  Identify the goals of accounting in personal use applications.
  Describe the function of accounting concepts.
  Cite examples of the application of accounting concepts.
 
 
  		  Group designed questions for interview with visiting CPA.
  Oral reports on accounting related classified advertisements.
  "Field Trip" visit to district business office to interview accounting related employees.
  Problem solving matching of accounting concepts to practical applications.
  Paraphrasing accounting concepts in layman's language.
  Developing list of personal use applications of accounting knowledge.
  Mapping accounting career paths.
 
Correctives:
  Think, pair, and share applications of accounting concepts.
 
Extensions:
  Internet search on accounting careers to identify current trends.
 
 
 
 
  		  Diagnostic
1.  Pretest students prior knowledge
2.  Teacher guided questions
3.  Why I took this course composition
 
  Formative
1.  Interview questions
2.  Career path charts
3.  Accounting concepts problem solving
4.  Presentations on career ladder.
 
  Summative
1.  Objective format quiz
2.  Subjective format quiz
3.  Portfolio entry
 
  		  Course Text Book
  Course Work Book
  Community Resource Persons; CPA and business office personnel
  Classified Advertisements
  Teacher generated application problems
  Accounting Career Databases
  Internet search engines
  Library resources
 
 
 
 
 

 

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
ACCOUNTING I -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 2 - Accounting for a Service Business Organized as a Proprietorship
 
The learner will apply accounting concepts and develop the skills necessary to keep accounting records of a service business organized as a proprietorship.

 
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  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
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 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
X
5.2
 
5.3
 
5.4
X                            
Economics
 
6.1
 
6.2
X
6.3
 
6.4
X
6.5
X                        
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
X
13.3
X
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      
       
  Define accounting terms related to keeping records for a service business organized as a proprietorship.
  Identify accounting concepts and practices related to keeping records of a service business organized as a proprietorship.
  Classify accounts as assets, liabilities, or owner's equity.
  Analyze how transactions effect the accounting equation.
  Prepare a balance sheet.
  Identify accounting concepts related to analyzing transactions into debit and credit parts.
  Use "T" accounts to analyze transactions into debit and credit parts.
  Identify accounting concepts and practices related to journalizing transactions.
  Record transactions in a multi-column journal.
  Identify accounting concepts related to posting from a journal to a ledger.
  Post from a multi-column journal to a simple general ledger.
  Prepare business papers related to keeping a checking account.
  Identify accounting concepts related to a work sheet.
  Prepare a worksheet.
  Identify accounting concepts related to preparing financial statements.
  Prepare and analyze an income statement.
  Prepare and analyze a balance sheet.
  Identify accounting concepts related to end-of-period activities.
  Adjust and close a general ledger.
  Prepare a post-closing trial balance.
  Use an automated accounting system to prepare the records of a small service business organized as a proprietorship.
  Compare and contrast manual and automated accounting systems for a service business organized as a proprietorship.
 
 
  		  Cooperative group analysis of accounting concepts related to accounting for a service business organized as a proprietorship.
  Cooperative group "jigsaw" of worksheets and financial statements.
  Think, pair, and share on analysis of transaction.
  Paired drill remediation of posting.
  Discussion/note taking relationship of accounting records.
  Guided practice applying procedures to creating records.
  Individual application of accounting concepts to the preparation of records.
  Demonstrate and drill use of automated system to record daily truncations.
  Individualized practice applying skills to automated system.
  Demonstration and drill use of automated system to perform end-of-period activities.
  Individualized practice applying skills to automated system.
 
Correctives:
  Multi-media "Interactive Accounting" software chapter specific.
 
 
Extensions:
  Oral presentation to class on interview with local proprietor of service business.
 
 
 
 
 
 
  		  Diagnostic
1.  Teacher guided questions
2.  Results of previous quiz
 
  Formative
1.  Application drills
2.  Application problems
3.  Challenge problems
4.  Automated topics
 
  Summative
1.  Theory quizzes/tests
2.  Problem quizzes/tests
3.  Combination quizzes/tests
4.  Automated topic printouts
 
  		  Course Text Book
  Course Work Book
  Community Resource Persons; CPA and business office personnel
  Classified Advertisements
  Teacher generated application problems
  Accounting Career Databases
  Internet search engines
  Library resources
 
 
 
 
 

 

 
Subject Title: BUSINESS EDUCATION
 
Discipline/Grade Level: 		 
ACCOUNTING I -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 3 - Accounting for a Merchandising Business Organized as a Partnership
 
The learner will apply accounting concepts and develop the skills necessary to keep accounting records of a merchandising business organized as a partnership.

 
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
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
 
2.8
X 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 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
X
5.2
 
5.3
 
5.4
X                            
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
X
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
X
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      
       
  Define accounting terms related to keeping records for a merchandising business organized as a partnership.
  Identify accounting concepts and practices related to keeping records of a merchandising business organized as a partnership.
  Classify accounts as Assets, Liabilities, Owner's Equity, Revenue, Cost or Expense.
  Analyze how merchandising transactions effect the accounting equation.
  Record merchandising transactions in a multi-column journal.
  Identify concepts related to posting from a multi-column journal to a General Ledger.
  Identify accounting concepts related t the relationship between General and Subsidiary Ledgers.
  Identify accounting concepts related to end-of-period activities.
  Post from a multi-column journal to subsidiary ledgers for customers and vendors.
  Compare and contrast worksheets for service and merchandising businesses.
  Identify concepts related to adjusting the merchandise inventory account.
  Complete a worksheet for a merchandising business organized as a partnership.
  Identify accounting concepts related to preparing financial statements.
  Analyze the similarities and differences between financial statements.
  Identify accounting concepts related to the determination of Cost of Goods Sold.
  Identify accounting concepts related to determining Gross Profit.
  Prepare and analyze an income statement for a merchandising business organized as a partnership.
  Analyze the need for and uses of a distribution of net income statement.
  Prepare a distribution of net income statement for a merchandising business organized as a partnership.
  Analyze the need for and uses of a Statement of Owner's Equity.
  Prepare a Statement of Owner's Equity for a merchandising business organized as a partnership.
  Analyze the need for and uses of a Balance Sheet.
  Prepare a Balance Sheet for a merchandising business organized as a partnership.
  Identify accounting concepts related to the use of supporting schedules.
  Analyze the need for and uses of a Balance Sheet.
  Prepare a Balance Sheet for a merchandising business organized as a partnership.
  Identify accounting concepts related to the use of supporting schedules.
  Analyze the need for adjusting and closing the ledger.
  Identify accounting concepts related to adjusting and closing the ledger.
  Journalize and post adjusting and closing entries for a merchandising business organized as a partnership.
  Analyze the need for and uses of a Post-Closing Trial Balance.
  Prepare a Post-Closing Trial Balance for a merchandising business organized as a partnership.
  Use an automated accounting system to perform accounting functions for a merchandising business organized as a partnership.
  Compare and contrast manual and automated accounting for a merchandising partnership.
 
 
  		  Cooperative group analysis of accounting concepts related to accounting for a merchandising business organized as a partnership.
  Cooperative group "jigsaw" of worksheets and financial statements.
  Think, pair, and share on analysis of transactions.
  Paired drill remediation of posting.
  Discussion/note taking relationship of accounting records.
  Guided practice applying procedures to creating records.
  Individual application of accounting concepts to the preparation of records.
  Demonstrate and drill use of automated system to record daily truncations.
  Individualized practice applying skills to automated system.
  Demonstration and drill use of automated system to perform end-of-period activities.
  Individualized practice applying skills to automated system.
 
Correctives:
  Multi-media "Interactive Accounting" software chapter specific.
 
 
Extensions:
  Oral presentation to class on interview with local proprietor of merchandising business.
 
 
 
 
 
  		  Diagnostic:
1.  Teacher guided questions
2.  Results of previous quiz
 
  Formative:
1.  Application drills
2.  Application problems
3.  Challenge problems
4.  Automated topics
 
  Summative:
1.  Theory quizzes/tests
2.  Problem quizzes/tests
3.  Combination quizzes/tests
4.  Automated topic printouts
 
  		  Course Text Book
  Course Work Book
  Community Resource Persons; CPA and business office personnel
  Classified Advertisements
  Teacher generated application problems
  Accounting Career Databases
  Internet search engines
  Library resources
 
 
 
 
 

 
 

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