1. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
      2. Introduction
  1. PREFACE
      1.       • PCCG DEFINITIONS
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. 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
§ Give examples. Let students practice doing 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)
   

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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
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 KEYBOARDING
 
Discipline/Grade Level: 		 
GRADE 4
UNIT LESSON OUTCOME: 1
 
The learner will familiarize students with keyboard layout and reach a 12 word per minute proficiency in touch-typing.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
1.1
 
1.2
 
1.3
 
1.4
 
1.5
 
1.6
  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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
 
6
                     
                                               
                                               

 
PLEASANT VALLEY SCHOOL DISTRICT TRANSITIONAL OUTCOME BY GRADE LEVEL (Indicate Page Number of Transitional Outcomes)
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
                             
Arts & Humanities
1
 
2
 
3
 
4
                             
Family & Consumer Science
1
 
2
                                     
Career Education & Work
1
 
2
 
3
 
4
                             
Wellness & Fitness
1
 
2
 
3
 
4
 
5
  6                      

 

 
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      
 
·   Students will become familiar with the way in which a computer operates.
·   Students will be able to :
1.  Identify the location of alphabet and punctuation keys.
2.  Use the correct finger to strike each key.
3.  Use proper technique when striking keys.
All without looking at the keyboard. 		·   Identify parts of a computer.
·   Demonstrate proper handling of software and floppy disks.
·   Identify commonly used keys on the keyboard.
·   Save to a floppy disk.
·   Retrieve a file from a floppy disk.
·   Locate alphabetic keys.
·   Locate special keys.
·   Demonstrate proper key reach techniques.
·   Demonstrate correct body and hand position.
·   Build speed and accuracy through drills and timings in text and in the computer program. 		Type at 12 words per minute without looking at the keyboard. This will be assessed in the part of the program called timed keyboarding. (not formally graded)
·   A printed report shows completed exercised, words per minute on each lesson and keystroke accuracy. Report may be placed in student’s portfolio.
  		Ø   MicroType- The Wonderful World of PAWS.
Ø   PAWS Presents Typing for The Computer.

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