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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 |Extended test time |

|Cooperative learning among peers |Test read to student by teacher or peer |

|Modeling |Oral testing (i.e., student retelling of information) |

|Development of Information Organizer |Open book/note test |

|Development of Graphic Organizer |Alternate testing (any demonstration of a student's understanding of concepts) |

|Development of structured study guides |Retesting |

|Student selection of instructional material (i.e., reading, writing, math) |Reduce the number of responses required on tests |

|Taped lessons |Use of curriculum based assessment |

|Copy notes (peer or teacher) |Vary test format |

|Student conferencing |Objectively define mastery as related to each task. Tasks should be learned to mastery |

|Combine and vary modes of lesson presentation |Reduce or remove distracting stimuli |

|Adjust language level to match the developmental and intellectual levels of students |Use of concrete objects and manipulatives in all stages of instruction and assessment |

|Let student practice given examples first. Then assign tasks to be completed. |Emphasize important information |

|Provide opportunity for guided and independent practice in a variety of situations |Allow extra time to complete assignments/projects |

|Limit number and length of directions |Limit the number of assigned tasks in the initial stages of learning. As the student's competency |

|Have students repeat/review directions (i.e., peer to peer, student to teacher) |increases, expect the student to complete the same number of tasks as the rest of the class |

|Give feedback that is as immediate, specific, and objective as possible |Use supplemental materials |

|Clarify error responses so that students do not make the same errors over and over again |Alternate assignments accepted (i.e., modification to homework assignments) |

|Reinforce progress towards desired outcomes |Flexible grouping/individual assistance |

|Breakdown complex tasks into smaller, more manageable units |Seating to accommodate needs |

|Use verbal prompts to elicit desired results |Teacher proximity |

|Use manual guidance (i.e., hand over hand) to facilitate correct responses |Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |

|Computer assisted instruction | |

|Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, | |

|projects) | |

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

PLANNED COURSE CURRICULUM GUIDE (PCCG)

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: |MATHEMATICS |

| | |

|Discipline/Grade Level: |GRADE 8 |

|UNIT LESSON OUTCOME: 1 |

| |

|The learner will be able to recognize and use different problem-solving techniques and identify the need for methods of solution. Critical thinking skills and strategies will be life long. |

|RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |

|Communications |1.1 |X |1.2 |

|STANDARD 1 | | | |

| | | | |

|Seek different methods to solve the same problem. |Write in daily notebooks or journals a summary |Teacher designed tests and quizzes |District approved texts |

|Develop cooperative learning skills in problem |about the day's activities. |Activities and projects which demonstrate knowledge|Teacher made worksheets |

|solving. |Read assigned pages in the textbook and formulate |of the concepts taught |Calculator |

|Display and present the problem solving technique |questions. |Work sheets designed to demonstrate knowledge of |Current newspapers |

|used. |Demonstrate the uses of the mathematical concepts |the concepts taught |Teacher devised instructional aids |

|Build a model, draw a picture or make a graph. |in everyday situations. |Cooperative learning activities, projects, quizzes,|Hands on materials |

|Classify and organize data. |Computers and appropriate software will be used |and tests | |

|Act out the problem. |where applicable. |Notebooks and journals | |

|Use a table or chart to find a relationship. |Estimation skills will be used whenever appropriate|Presentations | |

|Guess and check an answer (use trial and error). |to check for reasonableness of an answer. |Portfolios | |

|Make up a simpler but similar problem. |Classroom time and homework time will be allotted |PSSA Preparation | |

|Eliminate extraneous information. |for the development of problem solving and critical|Types of tests: | |

|Gather and analyze additional data. |thinking skills. |Multiple choice | |

|Brainstorm problem solving techniques. |Operations of arithmetic will be reviewed with word|Open ended questions | |

|Work backward or forward. |problems, story problems, and problems that call |Real life word problems | |

|Write an equation or use a formula to solve a |for critical thinking skills. Students will be |Graphing | |

|problem. |encouraged to check for reasonableness via mental |Essay questions | |

| |math skills, rounding, and estimation where | | |

| |applicable. | | |

| |Resource books are available through members of the| | |

| |math department, through the library, and in NCTM | | |

| |(National Council Teacher of Math) publications. | | |

| |Newspapers and magazines are often good sources for| | |

| |these problems. | | |

| |The following activity will help students | | |

| |understand that a visual representation often helps| | |

| |to solve a problem. Twist a strip of paper once | | |

| |and join the ends (Mobius strip). Have students | | |

| |predict what will happen if the ring is cut along | | |

| |its entire length. Cut along the center line, | | |

| |showing that a single ring results. This activity | | |

| |can be extended; divide the strip into thirds or | | |

| |fourths and ask students to predict what will | | |

| |happen. Have the students model the result. An | | |

| |alternate activity would be to join two strips of | | |

| |paper without twisting (like in a Xmas chain) and | | |

| |predict what will happen if you cut through the | | |

| |center of both strips. | | |

| | | | |

| |Correctives: | | |

| |Use calculators for computation when appropriate. | | |

| |Sample problems modeled after PSSA open-ended | | |

| |questions. | | |

| |One-to-one instruction. | | |

| | | | |

| |Extensions: | | |

| |Teachers will assign challenging problems through | | |

| |all objectives in this curriculum. These | | |

| |activities will include problems assigned to small | | |

| |groups, large groups, and students individually. | | |

| |Have students create their own selection of | | |

| |multi-step problems. | | |

|Subject Title: |MATHEMATICS |

| | |

|Discipline/Grade Level: |GRADE 8 |

|UNIT LESSON OUTCOME: 2 |

| |

|The learner will be able to understand and use different measurement systems to prepare for the study of science. |

|RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |

|Communications |1.1 |X |1.2 |

|STANDARD 2 | | | |

| | | | |

|Identify, read, and write numbers in standard and |Write in daily notebooks or journals a summary |Teacher designed tests and quizzes |District approved texts |

|exponential form. |about the day's activities. |Activities and projects which demonstrate knowledge|Teacher made worksheets |

|Compare two numbers using greater than or less |Read assigned pages in the textbook and formulate |of the concepts taught |Calculator |

|than. |questions. |Work sheets designed to demonstrate knowledge of |Current newspapers |

|Round numbers. |Estimation skills will be used whenever appropriate|the concepts taught |Teacher devised instructional aids |

|Read and write numbers in scientific notation. |to check for reasonableness of an answer. |Cooperative learning activities, projects, quizzes,|Hands on materials |

|Find squares and square roots. |Write the numbers 1 through 9 on the board, place |and tests | |

|Write numbers using an exponent for numbers given |the letters A through Z under the numbers in rows |Notebooks and journals | |

|in factored form. |(the letters, A, J, and S are under 1). Students |Presentations | |

|Write numbers in factored form when given in |then code their names into whole numbers, write |Portfolios | |

|exponential form. |them on index cards, and read them aloud. Pick a |PSSA Preparation | |

|Arrange a set of five numbers in increasing or |few students at random and line them up from |Types of tests: | |

|decreasing order. |smallest to largest. Have students then place a |Multiple choice | |

|Use >, ................
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