Acknowledgements:
The curriculum models selected as a framework for the AUEN Participation level were:



Torrant Center’s SCI/SXI Curriculum, (Jackson County ISD)
Wing Lake’s SCI/SXI AUEN-based 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 was based on the AUEN Participation Guide (Addressing Unique Educational Needs). AUEN 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
Original wording from
curriculum
Modified by:
achievement level
Modified by:
time
Modified by:
duration/quality
Examples for modifying
a performance objective statement
to be used as the
Short-Term Objective on the IEP.
PE 1; Section II H 9:
Pedals a bike.
Pedals a bike with maximal physical
prompts (80%).
Pedals a bike for five minutes.
Pedals a bike fifteen feet with no
turns.
Examples for modifying
a short term goal statement
to be used as the
Short-Term Objective on the IEP.
PE 1 Section II H.
Uses recreational equipment.
Uses a variety of recreational
equipment independently.
Uses recreational equipment for 15
minutes.
Uses recreational equipment safely
and appropriately.
Format of the Michigan: Curriculum Model – AUEN 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
In the 1 row of the table is the Domain Name.
(I-VI) refers to the sections within this domain.
In the 2nd row is the Performance Expectation
(PE) from AUEN.
In the 3rd row down is the first section of this PE,
designated by a Roman Numeral and typed in all
capital letters.
In the 4th and 13th rows down are sub-sections of
Section I, designated by a capitol letter and
typed in italicized print.
To the right under the numbers 1-5 is a cuing
system for finding related goals within this
curriculum.
EXAMPLE(S) from Participation Curriculum for PE 1, Pg. 3
DOMAIN: LEISURE AND PRODUCTIVITY (I – VI)
Pro
Soc
Com
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.
II E
VII C
VII D
VIII I
st
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.
Performance Expectation 1: Engage in Typical Patterns of Leisure and
Productive Activities in the Home and Community.
I.
DEVELOPS LEISURE/RECREATIONAL SKILLS.
(On the IEP, this could be used as your Annual Goal or viewed as your instructional area.)
A.
B.
Interacts with others during leisure activities.
Participates in leisure/recreation routines.
(On the IEP, these could be used as Annual Goals or as Short-Term Objectives.)
1.
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;
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.)
B.
Participates in leisure/recreation routines.
See Goal B. The line below the B goal
statement within the same cell (highlighted) is an
AUEN: PE 1 - Interacts with print, completes crafts/hobbies, plays table board games.
AUEN Performance Expectation and context
reference.
In some instances there is not an AUEN reference,
meaning the goal isn’t found in the AUEN Performance
Context listings.
Some of these AUEN context areas are the context areas assessed with MI-Access.