The Curriculum Models Selected As a Framework for the Participation Level Were

Acknowledgements:

The curriculum models selected as a framework for the Participation level were:

·  Torrant Center’s SCI/SXI Curriculum, (Jackson County ISD)

·  Wing Lake’s SCI/SXI Curriculum, (Bloomfield Hills Schools)

-  Primary Participation Content Model

·  Living and Learning Center’s SXI/SCI Curriculum, (Bay-Arenac ISD)

-  Primary format model

Each school’s curriculum was selected for a specific function. Decisions for content and format were determined at the Curriculum Development Conference on April 28-29, 2004 at Genesee Intermediate School District’s Davis Educational Center.

The work on this curriculum guide was sponsored by:

Supervisors of Low Incidence Programs (SLIP), a subcommittee of the Michigan Association of Administrators of Special Education (MAASE).

Special gratitude to:

Peg Steeh, Wing Lake, Bloomfield Hills Public Schools, Bonnie Jackson, Heartwood School, Ingham ISD, and Sandy Henry, Beekman Center, Lansing School District, for their work on this project.

August, 2004

HOW TO USE THE PARTICIPATION CURRICULUM GUIDE

This curriculum guide is based on the Michigan Curriculum Frameworks. Participation Level is also the framework for the MI-Access assessment for Participation level students. There are five Performance Expectation areas in the Participation Level:

1. Engage in a Typical Pattern of Leisure and Productivity Activities in Their Homes and Communities. ( I - VI )*

2. Engage in a Typical Pattern of Interactions. ( VII )

3. Participate in Effective Communication Cycles. ( VIII )

4. Participate in Personal Care, Health, and Safety Routines. ( IX - XII )

5. Reach Desired Locations Safely Within Familiar Environments. ( XIII-XIV )

* (I-VI) refers to the sections within this Performance Expectation.

Each section of the curriculum reflects 3 levels: annual goals, short term goals, and performance objectives in these 5 Performance Expectations.

·  The goals may be used 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. 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 II H 9:
Pedals a bike. / PE 1 Section II H. Uses recreational equipment.
Modified by: achievement level / Pedals a bike with maximal physical prompts (80%). / Uses a variety of recreational equipment independently.
Modified by:
time / Pedals a bike for five minutes. / Uses recreational equipment for 15 minutes.
Modified by:
duration/quality / Pedals a bike fifteen feet with no turns. / Uses recreational equipment safely and appropriately.

Format of the Michigan: Curriculum Model – Participation Level

These examples refer to the first section of Performance Expectation I, which is found on page 3 of the Participation Curriculum Guide.

DESCRIPTION / EXAMPLE(S) from Participation Curriculum for PE 1, Pg. 3
In the 1st row of the table is the Domain Name.
(I-VI) refers to the sections within this domain. / DOMAIN: LEISURE AND PRODUCTIVITY (I – VI)
In the 2nd row is the Performance Expectation (PE). / Performance Expectation 1: Engage in Typical Patterns of Leisure and
Productive Activities in the Home and Community.
In the 3rd row down is the first section of this PE, designated by a Roman Numeral and typed in all capital letters. / I. DEVELOPS LEISURE/RECREATIONAL SKILLS.
(On the IEP, this could be used as your Annual Goal or viewed as your instructional area.)
In the 4th and 13th rows down are sub-sections of Section I, designated by a capitol letter and typed in italicized print. / A. Interacts with others during leisure activities.
B. Participates in leisure/recreation routines.
(On the IEP, these could be used as Annual Goals or as Short-Term Objectives.)
To the right under the numbers 1-5 is a cuing system for finding related goals within this curriculum.
This cross referencing is helpful in that it shows you in the guide 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. / Pro / Soc / Com / PC / Mob / Related goals for goal A are found in three areas of the Participation Curriculum:
PE 1 or Leisure and Productivity (Pro) in section II E;
PE 2 or Social Interactions (Soc) in VII C and VII D;
PE 3 or Communication (Com) in section VIII I;
II E / VII C VII D / VIII I
Lines 5-12 are 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. Enjoys physical interaction/play with familiar individual (e.g. laughs, giggles, smiles).
(On the IEP, these could be used as Short-Term Objectives or viewed as your working performance objectives.)
See Goal B. The line below the B goal statement within the same cell (highlighted) is a Performance Expectation and context reference. / B. Participates in leisure/recreation routines.
PE 1 - Interacts with print, completes crafts/hobbies, plays table board games.
Some of these context areas are the context areas assessed with MI-Access.