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: FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES – GRADES 10, 11, 12
UNIT LESSON OUTCOME: 1
 
The learner will construct a garment with attention given to appropriate fabric selection, fit and care.

 
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
X
3.2
 
3.3
 
3.4
 
3.5
 
3.6
X
3.7
 
3.8
X 3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
X 4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
X
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
X
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
 
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 properties of natural and manmade fibers and state the care requirements.
  Compare woven, knit and non-woven fabrics.
  Take accurate body measurements and determine the correct pattern type and size.
  Determine yardage requirements for garment construction.
  Select appropriate fabric and notions for a garment.
  Follow a pattern layout for a selected garment.
  Thread a sewing machine correctly.
  Stitch a seam sample with an appropriate finish.
  Describe the function or use of pattern symbols.
  Interpret and follow the instructions on a guide sheet to complete a garment.
  Demonstrate pressing and finishing techniques.
  Practice safe use of all equipment used in garment construction
 
 
  		  View a variety of natural and manmade fabrics and discuss their construction techniques and fabric properties.
  View a filmstrip on the fiber properties and fabric construction and care.
  Demonstrate several fiber characteristics that will help identify the fiber type, construction technique, and possibly care. (Examples of tests: use burn test, acid test, abrasion test, and crocking test or view through a microscope).
  Demonstrate the procedure for taking body measurements. Have students work in pairs to accurately take body measurements and determine the appropriate pattern group and size.
  Use the back of a pattern envelope to determine the yardage requirements, suggested fabric types, notions and other necessary items for garment construction
  Demonstrate the correct threading of a sewing machine. After practicing, have the student take a threading test.
  Prepare several samples of seams and finishes. Explain the fabric and garment suitability.
  Have the students prepare a seam sample that is suitable for their particular project and fabric type.
  Show how to use a pattern layout guide for various fabric widths.
  Demonstrate several techniques for marking or transferring pattern symbols to the fabric.
  Practice pressing techniques for various fabric types.
  Complete an individual garment on the sewing machine utilizing proper stitching and pressing techniques.
  Complete a checklist evaluation for quality construction and appropriate fit.
 
Correctives:
  Create a sample patch pocket incorporating the following techniques: 5/8" seams; 4/8" basting; pivoting and cutting corners; pressing.
  Make a poster to depict notions, hand sewing, machine parts, grain lines, and equipment for sewing garments.
 
Extensions:
  Design and make an accessory to coordinate with garment using appropriate sewing equipment.
 
 
 
 
 
  		  Teacher designed tests and quizzes
  Activities which demonstrate knowledge of the concepts taught
  Worksheets designed to demonstrate knowledge of the concepts taught
  Self-evaluation rubric
  Portfolio
 
 
  		  Natural and manmade fabric samples
  Filmstrip - fabric construction
  Microscope, fabric, slides
  Charts
  Measuring equipment
  Size, figure charts
  Patterns
  Cutting tools
  Sewing machines
  Sergers
  Marking equipment
  Pressing equipment
  Fabric, patterns and notions for projects
 

 

 
Subject Title: FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES – GRADES 10, 11, 12
UNIT LESSON OUTCOME: 2
 
The learner will demonstrate and practice cooking principles, planning nutritious meals, dining etiquette, and the safe handling of food and equipment during preparation.

 
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
X
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
X
4.3
X
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
X
10.2
X
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 2      
       
  Define and utilize cooking principles and techniques.
  Identify and demonstrate the relationship between nutrition and good health.
  Select and demonstrate appropriate table setting.
  Plan nutritious and attractive meals.
  Demonstrate the use of fruits and practice the principles of fruit preparation.
  Identify vegetables/salad-making principles as part of a meal plan.
  Demonstrate and apply the principles of quick bread preparation.
  Describe and apply the principles of cake and frosting preparation.
  Identify and apply the principles of the six types of cookie making.
 
 
  		  Participate in a "show and tell" of equipment, its storage, use, and care.
  Participate in an equipment hunt.
  Demonstrate measuring techniques for various ingredients and have students participate in a "measuring relay".
  Read through several recipes and discuss the organization needed to complete a lab in a timely fashion.
  Show a filmstrip on kitchen safety and sanitation. Create a list of classroom rules or guidelines for a foods lab situation.
  Create posters showing the safe use of kitchen equipment.
  Demonstrate the proper use of tableware.
  Use technology to locate recipes of interest where a variety of preparation techniques will be practiced.
  Record daily meals and evaluate for nutritive value using the Food Guide Pyramid.
  Design daily meals using the Food Guide Pyramid.
  Compare and contrast nutritive value using actual food labels. Complete a study guide.
  Create posters using current media on nutrition labels and nutrition facts.
  Prepare charts of the Dietary Guidelines for Americans.
  Make a list of all the fruits known. Discuss where and when they grow and group into categories. Discuss nutrition, storage, selection and preparation of all forms. Complete a study guide.
  Cooperative groups prepare fruit recipes with an emphasis on color, flavor, and texture.
  Show the effects of heat, air, water, acids, sugar, etc. on apples. Discuss how to preserve nutrition, shape, texture, and color during preparation.
  Complete a study guide on quick breads after reading about mixing techniques, function of ingredients, baking, and storage.
  Show a filmstrip on quick breads and discuss.
  Prepare quick breads with attention to mixing methods.
  Complete a study guide on cakes and frostings. Discuss mixing methods, baking, cooling, and frosting procedure.
  In cooperative groups prepare, plan, and design a decorative cake ("cut up"), using a shortened cake recipe, and a frosting.
  Discuss the six classifications of cookies, how they are shaped, baked, cooled, and stored. Complete a study guide.
  Prepare cookies in cooperative groups and evaluate the textures, flavors and outcomes of the various types.
  Compare various types of greens used in salads and the various categories of salads (vegetable, protein, fruit, gelatin, and pasta).
  Prepare a variety of salads and serve as part of a meal.
 
Correctives:
  After viewing a video, make a variation of a baking powder biscuit. Prepare using proper measuring and utensils (ex. Buttermilk, cornmeal, etc.)
 
Extensions:
  Interview a supermarket chain manager. Give a presentation of stock refurbishing techniques and display procedures.
 
 
 
 
 
 
  		  Teacher designed tests and quizzes
  Activities which demonstrate knowledge of the concepts taught
  Worksheets designed to demonstrate knowledge of the concepts taught
  Portfolio
  Lab evaluation rubrics
  Checklist score sheets
 
 
 
 
  		  Textbook
  Videos
  Filmstrips
  Small appliances
  Kitchen equipment and utensils
  Food supplies
  Cleaning supplies
  Poster board, construction paper, blue, markers, magazines, etc.
  Computers; printers
  Internet access
 

 

 
Subject Title: FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES – GRADES 10, 11, 12
UNIT LESSON OUTCOME: 3
 
The learner will describe and demonstrate the principles of home decorating to enhance one's living space.

 
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
 
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
 
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
X
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
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
 
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      
       
  Identify a variety of housing styles.
  List the functions of a home.
  Define personal space.
  Draw a floor plan of a bedroom.
  Arrange furniture using templates and graph paper according to guidelines.
  Give examples of home accessories.
  Identify the elements of design as applied in room decorating.
  Compare and contrast interior features used in decorating.
 
 
  		  Discuss the types of homes people live in throughout time and in various countries and areas of the world. Discuss reasons the housing types are suitable for the geographical location.
  Show transparencies of a variety of home styles or collect pictures of homes and identify the styles.
  Discuss the many functions of a home and how individual needs are satisfied through location, style, and space.
  Show several floor plans and discuss the meaning of the symbols.
  Draw a scale drawing of student's bedroom; add templates and illustrate traffic pattern(s). Evaluate efficiency for busy time period(s).
  Create a list of guidelines for arranging furniture.
  Discuss the use of color in decorating and the effects of color on one's personality and mood.
  Following a demonstration on the formation of a color wheel, students will create the color wheel using only the primary colors.
  Create tints, shades and neutrals.
  Discuss color schemes and the guidelines for creating color schemes. Display pictures of the various related and complementary color schemes or color pictures of rooms representing the various color schemes.
  Discuss various types of wall, floor, and window coverings. Display pictures of.
  Create a bedroom in a shoe box considering proportion, color schemes, furniture, accessories, and furniture arrangement.
 
Correctives:
  Create examples of the five types of rhythm used in design.
  Describe two applications of lighting and appropriate uses of each.
  Give two examples of accessories for functional use and two for decorative use in the home.
 
Extensions:
  Interview a real estate representative. Give a presentation on housing prices, housing conditions, and sales relationships.
 
 
 
 
 
  		  Teacher designed tests and quizzes
  Activities which demonstrate knowledge of the concepts taught
  Worksheets designed to demonstrate knowledge of the concepts taught
  Posters of interior features
  Portfolio
 
 
  		  Magazines
  Transparencies
  Photographs
  Floo9r plans
  Graph paper, rulers
  Furniture templates
  Crayons or paint
  Samples of: wall coverings, floor coverings, window coverings
  Community resources: business owners or employees of home interior shops
  Boxes, fabric samples, glue, floor coverings, wallpaper, paint samples, etc.
  Community resources
  Guest speakers
 

 

 
Subject Title: FOUNDATIONS OF FAMILY AND CONSUMER SCIENCES
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES – GRADES 10, 11, 12
UNIT LESSON OUTCOME: 4
 
The learner will apply the positive personal and relationship skills to self-development.

 
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
 
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
X
10.2
X
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
X
13.2
 
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 4      
       
  Describe specific individual social, physical, emotional, and intellectual differences.
  Define peers and state their importance on personality development.
  Recognize the various influences on self-development.
  Define defense mechanisms and state how they are used in protecting the self.
  Identify individual strengths and weaknesses.
  Describe characteristics of self-accepting people.
 
 
  		  Read handout/text on positive relationships.
  Describe ways to develop a positive self-esteem and a positive self-concept.
  After reading the chapter on personality awareness, answer the review questions.
  Participate in an activity where students must state their position of likes and dislikes.
  Complete an activity on emotions from worksheets.
  Write an autobiography.
  Create a personal collage focusing on individual differences and incorporating concepts taught.
  Role-play situations using verbal and non-verbal communication skills.
  Draw/create a personal coat-of-arms.
 
Correctives:
  Describe a person with a positive self-concept.
  Compare/contrast relationship between self-esteem and self-concept.
  List four ways a person could develop socially responsible behavior.
  List eight steps in the decision-making process and site a sample situation.
 
Extensions:
  Visit an employer of high school students and give a presentation of applications, resumes, and expectations of students.
 
 
 
 
  		  Teacher designed tests and quizzes
  Activities which demonstrate knowledge of the concepts taught
  Worksheets designed to demonstrate knowledge of the concepts taught
  Portfolio
  Journal
  		  Textbook
  Family/personal photographs
  Computers/printers
  Videos on interpersonal skills
  Construction paper, markers, paints, glue
 

 
 

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