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
           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.
 
 
 
               
 
 
 

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: FAMILY AND COMMUNITY CONNECTIONS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 1
 
The learner will demonstrate the practice of safety and sanitation; planning meals; manners while dining, and nutritional food preparation through the use of appropriate equipment.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
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
 
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
X
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
X
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
X
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 career opportunities in the food industry.
·   State the nutritional importance of foods.
·   Describe proper dining manners, table service, dining styles and menu preparation.
·   Identify and illustrate safe food handling and safety habit procedures.
·   Select, read, follow, and evaluate recipes for food preparation incorporating the use of proper utensils for soups, casseroles and alternatives, candy, design an “original” recipe.
 
 
 
 
 
 
 
  		·   Interview a person who has a career in a related field
·   Track diet for a 24-hour period and compare with USDA recommendations.
·   Journal writing of daily food choices; emphasis on positives versus negative choices.
·   Role-play scenarios of emergencies that may occur in the kitchen.
·   Scavenger hunt of commonly used equipment.
 
Correctives:
·   Choose recipe from samples provided. Correct and improve the recipe using proper format.
Extensions:
·   Prepare food in cooperation with English or foreign language department.
·   In cooperative groups, select a recipe and prepare.
·   Journal writing explaining positive aspects of this career and something you did not realize.
·   Review label for meals for a day and calculate calories, fats, sodium, and sugar.
·   Make a chart of food-borne bacteria and how to prevent this circumstance.
 
 
 
 
 
  		·   Teacher designed tests and quizzes
·   Worksheets designed to demonstrate knowledge of the concepts taught
·   Portfolio assessment (recipes, etc.)
·   Student evaluation of labs by rubric
·   Activities which demonstrate knowledge of the concepts taught (posters and/or graphs)
 
 
 
 
 
 
 
 
 
  		Ř   Textbooks
Ř   Videos
Ř   Filmstrips
Ř   Small appliances
Ř   Kitchen equipment and utensils
Ř   Food supplies
Ř   Cleaning/disinfecting supplies
Ř   Poster boards, construction paper, glue, markers, magazines, etc.
Ř   Computers, printers, programs
Ř   Internet access
Ř   Tested recipes (ex. Betty Crocker, library resources, etc.)
 
 
 
 
 

 

 
Subject Title: FAMILY AND COMMUNITY CONNECTIONS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 2
 
The learner will read labels and hang tags for daily clothing care techniques; selection of fabrics and notions to create a garment using sewing equipment, small equipment, the sewing machine and the serger.
 

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
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
 
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
X
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
X
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 2      
       
·   Interpret the characteristics, quality and durability of clothing.
·   Assess a pattern envelope.
·   Compare seam finishes.
·   Compare hand stitches.
·   Expand functions of special needs projects: collar, zipper, set-in sleeve, buttonholes.
·   Incorporate use of specialty equipment.
 
 
 
 
 
 
 
  		·   Categorize personal clothing by doing a clothing inventory.
·   Make a chart of the characteristics of quality clothing.
·   In cooperative groups, identify laundering and care of clothing.
·   Select fabric and notions appropriate for selected pattern.
·   Construct samples of hand stitches, methods to transfer pattern symbols, stitching.
·   Use a guide sheet to perpendicular pin, cut, transfer pattern symbols and construct a garment.
Correctives:
·   Alter length of sleeve and/or hem of selected project.
Extensions:
·   Make a stuffed animal for a toddler.
·   Design a bulletin board/showcase showing steps to complete a garment.
·   Create a greeting card for a friend or family member, using textiles as supplies.
 
 
 
  		·   Teacher designed tests and quizzes
·   Worksheets designed to demonstrate knowledge of the concepts taught
·   Portfolio assessment
·   Homework assessment
·   Activities that demonstrate knowledge of the concepts taught.
 
 
 
 
 
 
 
 
 
  		Ř   Natural/manmade fabric samples
Ř   Magnification, fabric/fiber
Ř   Charts
Ř   Measuring equipment
Ř   Size, figure charts
Ř   Patterns
Ř   Sewing equipment
Ř   Sewing machines sergers
Ř   Fabric, patterns, and notions for projects
 
 
 
 
 


 
Subject Title: FAMILY AND COMMUNITY CONNECTIONS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10, 11, 12
UNIT LESSON OUTCOME: 3
 
The learner will explore socially acceptable responsible behavior to balance family, work, and community responsibility.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
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
X
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
X
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
X
10.2
X
10.3
X
10.4
X
10.5
X                        
Family & Consumer Science
 
11.1
X
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
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 3      
       
·   Identify roles and functions of families and their changing structures.
·   State the factors to consider for parenthood, their responsibilities and problems.
·   Compare and contrast hereditary influences and environmental influences on the family.
·   Select various guidelines for a safe, healthy and positive environment.
·   Select and classify activities that will safely stimulate toddlers and preschoolers intellectually.
 
 
 
 
 
 
 
  		·   In cooperative groups, identify family roles from selected situations.
·   Choose a lifestyle, answer questions on that lifestyle; each student uses a different lifestyle.
·   In cooperative groups, describe the effects of marriage success for teen parents using situations or case studies of having children.
·   Select supplies needed for first year of an infant, and calculate their cost by the use of catalogs; brainstorm some of the basic needs for a child on an overhead transparency (crib, diapers, newborn, 3-month, 6-month clothes, etc.)
·   In cooperative groups, restate finger plays and rhymes for toddlers.
·   Speaker on children’s literature (Dora Tartar or elementary librarian)
Correctives:
·   Read children’s literature and list terms and/or visuals that would make them age appropriate for a toddler.
 
 
Extensions:
·   Volunteer for a community group that distressed families (Ecumenical Network)
·   Make a nutritious snack for toddler.
 
 
 
 
  		·   Teacher designed tests and quizzes
·   Worksheets designed to demonstrate knowledge of the concepts taught
·   Portfolio assessment
·   Homework assessment
·   Activities that demonstrate knowledge of the concepts taught.
 
 
 
 
 
 
 
 
 
 
 
  		Ř   Textbook
Ř   Family/personal photographs
Ř   Computers/printers
Ř   Community resources (child care, church, etc)
Ř   Construction paper, glue, markers, paints, etc.
Ř   Magazines
 
 
 
 
 

 
 
 
 

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