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

 
 


 
 
 
 


 
 
 
 
 
 
 


 



PLEASANT VALLEY SCHOOL DISTRICT



Brodheadsville, Pennsylvania 18322



PLANNED COURSE ADAPTATIONS/MODIFICATIONS
 



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: INDUSTRIAL TECHNOLOGY EDUCATION
 
Discipline/Grade Level: 		 
EXPLORING TECHNOLOGY -- GRADES 9 - 12
UNIT LESSON OUTCOME: 1
 
The learner will be able to read, understand, and use technical writing from manuals, textbooks, and computer aided instruction programs.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
 
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9 X 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
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
 
11.3
 
11.4
                             
World Language
  		                                           
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      
       
·   Read & understand information in textbooks, technical manuals, and computer aided instruction programs.
·   Complete tasks and experiments involving computer software and hardware.
·   Explain these tasks and experiments to other students, and the instructor.
 
 
 
 
 
 
 
 
 
  		·   Two students will follow an assignment guide on each of 12 modules. The assignment guide will give them essential information needed to complete each task.
·   Students will complete an inventory and a pre-test before starting each module.
·   Students will participate in completing certain tasks designed to give them “hands on experience” about a particular concept or skill.
·   Together, students will answer ‘multiple choice’ and ‘short answer’ questions on the computer.
·   Each pair of students will spend 5 days completing 10 - 16 assignments in each module (depending on the difficulty), and take a multiple choice/short answer quiz on the 6th day. Students will be assigned a different module with a different partner every 6 days, until all students have completed the 12 modules.
·   Some of the examples of the various assignments in each module include:
·   Electronic Communications  
·   experiment with walkie talkies and microwave transmitters   
·   view computer aided instruction on cellular, microwave, and internet communications
·   use search tools on the internet
·   view computer aided instruction on radar technology
 
·   Pneumatics
·   experiment with regulators, cylinders, and multiport valves and switches
·   experiment with various types of pressure gauges
·   do algebraic computations on atmospheric pressure, absolute pressure, and force
·   build circuits using electronic switches that use logic circuits
 
·   Computer Applications
·   view computer aided instruction on the different parts of a computer
·   perform word processing, and paintbrush exercises
·   view instructions on how to store, and open files on a 3 1 ” floppy disk
·   use printers and scanners
 
·   Mechanisms
·   experiment with levers, pulleys, belts, and gears
·   do algebraic computations used to compute load, effort, and mechanical advantage
·   experiment with gear ratios
·   experiment with cams
 
·   Construction Technology
·   experiment with forces such as stress, strain, torsion, tension, shear, and compression
·   experiment with a thermal chamber and different insulating materials
·   experiment with an earthquake simulator
·   build a geodesic dome, wood beams, basic construction shapes, and a bridge
·   test the bridge on the “Buster”
 
·   Computer Aided Design
·   use the “Auto CAD Lite” C.A.D. program to construct basic shapes
·   draw floor plans for a kitchen
·   draw a machine part using orthographic projection
·   draw a machine part in 3-D
 
·   Multimedia Production
·   view and experiment with sample multimedia program
·   view computer aided instruction on how to create different effects
·   create at least 5 frames that include: title, menu, poster, audio, and video frames
·   create links between the different frames
 
·   Video Production
·   experiment by taking different types of shots with an 8mm video camera
·   create a storyboard for a video
·   edit the shots with the computer editor
·   add sound, dubbing, and titles to the video
 
·   Research and Design
·   experiment with a magnetic levitation track
·   view computer aided instruction on research and design
·   calculate velocity, acceleration, and deceleration
·   write a program for the magnetic levitation track, and test it
 
·   Robotics
·   experiment with the different pivot points of a robotic arm
·   experiment with robotic programs that solder, move blocks, and draw
·   edit a robotic program
·   write a simple robotic program and test it
 
·   Computer Aided Publishing
·   read the section on ‘Overview of Graphic Communications’ in The Printed Image text
·   view computer aided instruction on “Microsoft Publisher”
·   use a hand held scanner and a color printer
·   use a link program to edit an illustration
 
·   Graphics and Animation
·   view, experiment with, and dissect a sample animation
·   create a short animation
·   add a background, other actors, sound, and titles to the animation
·   create at least one actor for the animation
 
Correctives
·   As students answer questions on the computer, the computer will not allow them to proceed to the next assignment until they score at least a 75% on each assignment. Some of these students may not be able to complete all 10 assignments in each module.
·   Students with reading problems will have to rely on an aid or another student to help them read most of the assignments.
 
·   Extensions:
·   If students finish the required assignments in the 10 assignment guides early, they can start the 30 assignment guides.
·   At the end of the marking period, students who have completed 6 modules can work as far as they choose on the 30 assignment guides.
·   Students can investigate and research further into each module on the internet.
  
   		 ·   Students will answer questions on the computer while they are working on the modules.
·   Students will complete written tasks in a notebook as instructed by the assignment guide. Students will be assessed on the neatness, accuracy, and thoroughness of these notebooks.
·   Some modules ask the student to produce a product or presentation. Students will be assessed on these end products.
·   At the end of each module, each student will take an individual multiple choice, matching, and short answer test.
 
 
 
 
 
 
 
  		Ø   Each module will have:
a table or desk with lockable drawers and a key
an inventory sheet
materials, equipment, and software needed to complete assignments on each module
a notebook
an assignment guide
a computer hooked up to a network that feeds all information to a host computer
 
Ø   The room will have:
a printer
a flatbed scanner
access to the internet
a host computer with a management system that can store all work coming from each module computer
2 TV / VCR combo’s for student to view video tapes
 
 
 
 
 
 
 

 

 
Subject Title: INDUSTRIAL TECHNOLOGY EDUCATION  
 
Discipline/Grade Level: 		 
EXPLORING TECHNOLOGY -- GRADES 9 - 12  		  
UNIT LESSON OUTCOME: 2
 
The learner will be able to give technical information and directions that can be understood and followed by other people.

 
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
  1.7 X
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
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          
  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
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
 
11.3
 
11.4
                             
World Language
  		                                           
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 2      
       
·   Students will write text (and talk) about technical subjects that describe how things work.
·   Students will draw simple diagrams used to illustrate a technical concept.
·   Students will write algebraic formulas used to solve technical equations.
·   Students will compose (and orally describe) directions needed to perform technical tasks.
 
 
 
 
 
 
 
 
 
  		·   Each module has directions at various times to make entries into a notebook. These entries may include:
1.  verbal descriptions of what they learned
2.  lists of items or parts of a program, equipment, or control panel
3.  algebraic formulas
4.  ‘how to do’ instructions
5.  simple pictures or diagrams
 
Correctives:
·   These students may need a list or example of the types of entries that should be made in the notebook.
·   Also, they may not finish as many assignments.
 
Extensions:
·   If these students wish to research a topic further, they will produce a short report on that topic. This may include text, pictures, diagrams, and demonstrations.
 
 
  		·   Students will answer question on the computer while they are working on the modules.
·   Students will complete written tasks in a notebook as instructed by the assignment guide. Students will be assessed on the neatness, accuracy, and thoroughness of these notebooks.
·   Some modules ask the student to produce a product or presentation. Students will be assessed on these end products.
·   At the end of each module, each student will take an individual multiple choice, matching, and short answer test.
 
 
 
 
 
  		Ø   Each module should have:
a table or desk with lockable drawers and a key
an inventory sheet
materials, equipment, and software needed to complete assignments on each module
a notebook
an assignment guide
a computer hooked up to a network that feeds all information to a host computer
 
Ø   The room must have:
a printer
a flatbed scanner
access to the internet
a host computer with a management system that can store all work coming from each module computer
2 TV / VCR combo’s for student to view video tapes

 

 
Subject Title: INDUSTRIAL TECHNOLOGY EDUCATION  
 
Discipline/Grade Level: 		 
EXPLORING TECHNOLOGY -- GRADES 9 - 12  		  
UNIT LESSON OUTCOME: 3
 
The learner will be able to follow technical directions.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
 
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
 
2.5
 
2.6
X
2.7
X
2.8
X 2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
X
3.8
X 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
 
11.3
 
11.4
                             
World Language
  		                                           

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 3      
       
·   Students will read written directions that must be followed thoroughly in order to complete a technical task.
·   Each student will complete tasks using pictures, diagrams, and schematics as guides.
·   Students will follow oral directions.
·   Students will follow visual directions.
 
 
 
 
 
 
 
 
  		·   Students will read the assignment guide’s step by step instructions to draw a picture, build an object, or run a computer task. If they miss one small part of any direction, they will not succeed in their task.
·   Students will hook up or assemble experiments by following instructions on a schematic, diagram, or picture. If they miss one part or hook up, or if they assemble anything in reverse or the wrong order, the experiment will not work.
·   At various times, the assignment guides will have students watch a video. Students will be asked questions on these videos, and they will be expected to perform tasks. They may review parts of the video several times, but they must follow instructions thoroughly in order to complete the task.
·   Students will be given oral directions by the instructor on the best methods of how to learn from the modules, and use the equipment. They will be more successful if they follow these directions.
 
Correctives:  
·   Some students may have to be monitored more closely when doing experiments.
·   These students may need to see examples of completed tasks before starting work.
Extensions:
·   These students will succeed faster and have time to do more assignments
 
 
 
  		·   Students will answer question on the computer while they are working on the modules.
·   Students will complete written tasks in a notebook as instructed by the assignment guide. Students will be assessed on the neatness, accuracy, and thoroughness of these notebooks.
·   Some modules ask the student to produce a product or presentation. Students will be assessed on these end products.
·   At the end of each module, each student will take an individual multiple choice, matching, and short answer test.
 
 
 
 
 
 
 
 
 
 
  		Ø   Each module should have:
a table or desk with lockable drawers and a key
an inventory sheet
materials, equipment, and software needed to complete assignments on each module
a notebook
an assignment guide
a computer hooked up to a network that feeds all information to a host computer
 
Ø   The room must have:
a printer
a flatbed scanner
access to the internet
a host computer with a management system that can store all work coming from each module computer
2 TV / VCR combo’s for student to view video tapes
 
 
 
 
 
 

 
 
 

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