Acknowledgements:

The curriculum models selected as a framework for the AUEN Supported Independence Level were:

  • CFI (Community Focused Instruction) Curriculum,

JacksonCountyISD

-Primary Supported Independence Content Model

  • BeekmanCenter, Young Adult Checklist for Vocational, LansingSchool District
  • HeartwoodSchool Supported Independence Curriculum, Ingham ISD
  • OldVillageSchool Supported Independence Curriculum, Special Education

Vocational Curriculum, NorthvillePublic Schools

  • Webster School’s Performance Expectation 9: General Ed. Core Curriculum, LivoniaPublic Schools
  • Living and LearningCenter’s SXI/SCI Curriculum, (Bay-Arenac ISD)

-Primary format model

The work on this curriculum guide was sponsored by:

Michigan Association of Administrators of Special Education (MAASE), with particular involvement from the subcommittee, Supervisors of Low Incidence Programs (SLIP).
Teachers/Administrators/Curriculum Coordinators from various school districts from around the state contributed to the editing of this curriculum, including the following:

  • Bay-Arenac I.S.D., Living and LearningCenter
  • Berrien I.S.D., BlossomLearningCenter
  • Calhoun I.S.D., DorisKlaussenDevelopmentCenter
  • Charlevoix- Emmet I.S.D.
  • Cheboygan-Otsego-Presque IsleESD
  • ClintonCountyRESA, ClintonCountyEducationCenter
  • Eaton I.S.D., MeadowviewSchool
  • Genesee I.S.D, ElmerA.KnopfLearningCenter
  • Ingham I.S.D, HeartwoodSchool
  • Jackson I.S.D., LyleA.TorrantCenter
  • JacksonPublic Schools
  • Lamphere Public Schools
  • LansingSchool District, BeekmanCenter
  • Livonia Public Schools, Webster School
  • Midland Public Schools
  • Muskegon Area I.S.D., WesleySchool
  • NorthvillePublic Schools, CookeSchool
  • Oakland Schools
  • Ottawa Area ISD, OttawaAreaCenter
  • Rochester Community Schools
  • Royal Oak Public Schools
  • Saginaw I.S.D.
  • St. Joseph ISD, PathfinderCenter
  • WyandottePublic Schools, Madison Trainable Center

Thanks for everyone’s support and contribution.

Special gratitude to: Marcia O’Brien, Bonnie Jackson, Chris Kleimola, and Sandy Henry

Date draft completed, August, 2005

HOW TO USE THE SUPPORTED INDEPENDENCE CURRICULUM GUIDE

This curriculum guide was based on the AUEN Supported Independence Guide (Addressing Unique Educational Needs). AUEN Supported Independence Level is also the framework for the MI-Access assessment for Supported Independence level students. There are eight Performance Expectation areas in the Supported Independence Level:

1.Complete personal care, health and fitness activities.

2.Complete domestic activities in personal living environments.

3.Manage personal work assignments.

4.Complete activities requiring transactions in the community.

5.Participate effectively in group situations.

6.Respond effectively to unexpected events and potentially harmful situations.

7.Manage unstructured time.

8.Proceed appropriately toward the fulfillment of personal desires.

Each section of the curriculum reflects 3 levels: annual goals, short term goals, and performance objectives in these 8 Performance Expectations and an additional section #9 for General Education Core Curriculum (Academics) – modified for students with cognitive impairments.

  • The goals may be varied according to each student’s individualized needs. Some students will have the annual goal statements from the curriculum as their Short-Term Objectives on their IEP and other students may have the performance goals as their Short-Term Objectives on their IEP.
  • Any goal or performance objective statement can be modified to meet a students needs. This may be done by incorporating the achievement level, or by another type of qualifier such as duration or time (measurable unit).

Types
of modifications / Examples for modifying
a performance objective statement
to be used as the
Short-Term Objective on the IEP. / Examples for modifying
a short term goal statement
to be used as the
Short-Term Objective on the IEP.
Original wording from curriculum / PE 1; Section IIID 6
Pedals a bicycle. / PE 1 Section IIID.
Increases Physical Fitness.
Modified by:achievement level / Pedals a bike with maximal physical prompts (80%). / Participates in physical fitness routines independently.
Modified by:
time / Pedals a bike for five minutes. / Participates in physical fitness routines for 15 min.per day.
Modified by:
duration/quality / Pedals a bike fifteen feet with no turns. / Completes physical fitness routines safely and appropriately.

Format of the Supported Independence Curriculum Guide

These examples refer to the first section of Performance Expectation I, which isfound on page 3 of the Supported Independence Curriculum Guide.

DESCRIPTION / EXAMPLE(S) from Supported Independence Curriculum for PE 1, Pg. 3 & 4
In the 1st row of the table is the Domain Name.
(I-III) refers to the sections within this domain. / DOMAIN: PERSONAL CARE, HEALTH AND FITNESS (I-III)
In the 2nd row is the Performance Expectation (PE) from AUEN. / Performance Expectation 1: Complete Personal Care, Health and Fitness Activities.
In the 3rd row down is the first section of this PE, designated by a Roman numeral and typed in all capital letters. / I.IMPROVES PERSONAL CARE SKILLS.
(On the IEP, this could be used as your Annual Goal, or viewed as your instructional area.)
In the 4th row down is the first sub-section of Section I, designated by a capitol letter and typed in italicized print. / A.Increases Eating//Drinking Skills.
(On the IEP, this could be used as anAnnual Goal or as a Short-Term Objective.)
In the 5th row down is a category in the sub-section A, designated by capitol letter and numeral, (A1).
Not all sub-sections are divided into categories. / A1 – Eating/drinking.
To the right under the numbers 1-9 is a cuing system for finding related goals within the Supported Independence Curriculum.
This cross referencing is helpful in that it shows you in the curriculum where you can find similar goals in a sequence that may also be appropriate for your student. It may also give you additional ideas as to other ways of working on a similar goal. / PC / Dom / Work / Com / Grp / PoH / UnT / FPD / Ac / Related goals for Goal A are found in three other areas of the Supported Independence Curriculum:
PE 1 Personal Care
Sec II B – Nutrition
PE 2 Domestic Activities
Sec II B – Food Prep.
PE 4 Community
Sec II C – Eating Out
II B / II B / II C
The rest of the rows on this page contain the performance objectives, designated by numerals (1, 2, 3,…).
These are not always developmentally sequenced and do not need to be used in any particular order. / 1. Coordinates sucking/swallowing/breathing.
(On the IEP, these could be used as Short-Term Objectives or viewed as your working performance objectives.)
See Goal B on page 5. The line below the B goal statement within the same cell (highlighted) is an AUEN Performance Expectation and context reference.
In some instances there is not an AUEN reference, meaning the goal isn’t found in the AUEN PerformanceContext listings. / B.Increases Toileting Skills.
AUEN: PE 1 - Toileting.
Some of these AUEN context areas are the context areas assessed with MI-Access.