1. Supported Independence Curriculum Guidelines
Shiawassee RESD
Supported Independence
Curriculum Guidelines

2. Curriculum Guidelines
Color coding determined by two programs
- lower elementary and upper elementary
-upper elementary and middle school
-middle school and high school
-high school and young adult
When the teachers first received the curriculum they were overwhelmed with the volume of skills included. I talked to them about the fact that they were already teaching many of the skills but perhaps not in a sequential or organized, intentional manner. They also reported to me that there was a lot of overlap and they all taught all those skills and found it very difficult to sort out what each level should teach. We always started with the upper levels and asked the question, in the ideal world what would you like your students to have mastered by the time they come to your program. Much like the AUEN information. The lower elementary teachers had the most difficulty because they felt that they exposed the students to all the skills. Once the teachers realized that they were not expected to cover all the information themselves they were better able to embrace the curriculum and begin using it. So that was the manner in which we began to break it down.

3. Curriculum Color Codes
Lower Elementary
Upper Elementary
Middle School
High School
Young Adult
We began from the beginning and went through each performance expectation and began color coding by program.

4. Age Guidelines Lower Elementary 6-10* Upper Elementary 10-13*
Middle School *
High School *
Young Adult *
*Must be the upper age by Dec. 1 of the following year
We also determined what age levels should be at each program to better help us determine the appropriateness of the skill being taught. Of course these are just guidelines and there may always be exceptions.

5. Using the Curriculum Skill Development Introduce a new skill
Continue to teach the skill
Re-teach the skill
Maintain the skill
There was also confusion about all of the overlap within programs and what would happen if a student hadn’t mastered the skill prior to moving on. We talked about the lower elementary would always be introducing new skills. As they moved through the programs each program would continue to introduce new skills, they would continue to teach previously learned skills or re-teach those skills and they maintain the mastered skills.

6. Viewing the Curriculum
Go to color coded curriculum

7. Performance Reviews Lessons Plans Available Student IEP’s Available
Appropriate Curriculum Available

8. Curriculum Guidelines

10. IEP’s

11. Curriculum
IEP’s and Lesson Plans are then compared to curriculum to assure skills taught are directly tied to the curriculum EGLCE’s and EHSCE’s

12. Assessment
Teachers determined what assessment would be used for all programs
Each student has a notebook that travels with them through the programs
Documentation is recorded in each notebook that indicates which skills were taught and the level at which the student has learned the skill
The assessment is directly tied to the curriculum