Not observed
Check access, motivation, communication, sensory and physical needs, and task validity before judging learning.
My Journey CurriculumEnquire or purchase Assessment, IEP alignment & evidence
Plan with purpose.
Respond to evidence.
My Journey is a curriculum framework—not an IEP, placement decision, alternate-assessment determination, or legal checklist. It supports teams in turning individualized priorities into accessible, meaningful instruction.
The assessment cycle
Evidence that leads
to a useful next step.
- 01
Know the learner
Review present levels, IEP goals, previous data, communication, access, behavior as communication, interests, culture, and transition assessments.
- 02
Define the essential concept
Name the understanding that stays constant across Journey Routes and response modes.
- 03
Set an observable outcome
Include the condition, behavior, criterion, and how independence and generalization will be judged.
- 04
Teach and sample
Collect brief evidence during authentic instruction—not only isolated tests or worksheets.
- 05
Moderate the evidence
Separate content knowledge from motor, speech, reading, writing, and compliance demands that are not the target.
- 06
Decide the next step
Maintain, fade support, extend complexity, generalize, reteach through a new representation, or revise access.
My Journey independence scale
See the support.
See the growth.
The scale records both performance and the level of support, so progress can guide prompt fading, transfer, and future instruction.
Participates with intensive support
Repeat with consistent cues and identify the earliest prompt that can be faded.
Performs with targeted support
Fade one prompt dimension, vary the example slightly, and increase initiation or sequence length.
Independent in a familiar context
Use fresh material, a new person or new wording, and invite explanation or self-check.
Generalizes and self-monitors
Increase complexity, authentic responsibility, leadership, or connection to a new outcome.
Unit planning essentials
Make access visible
before teaching begins.
Essential question and authentic outcome
Grade-level or state standards and alternate elements, when applicable
Essential concepts shared by all three Journey Routes
Student IEP and transition priorities naturally addressed
Priority vocabulary and AAC additions
Age-respectful texts, media, objects, and community partners
Sensory, physical, vision, hearing, behavior, language, and AT access
Authentic applications and inclusive or peer opportunities
Assessment task, evidence type, prompt plan, and generalization probe
Family and cultural connection, permissions, safety, and risk assessment
Generalization in real settings
Practice where
life happens.
Evidence becomes more useful when learners apply communication, safety, navigation, and self-advocacy across people, places, and situations.
Implementation readiness
A whole-team
commitment to access.
Leadership
Name a curriculum owner and protect time for multidisciplinary planning, moderation, and community coordination.
Standards
Complete the current state and district crosswalk and review course, credit, diploma, and credential implications.
IEPs
Keep present levels, goals, services, accommodations, and specially designed instruction individualized.
Communication
Make AAC and AT systems available and modeled; prepare vocabulary and response-repair strategies ahead.
Access
Review sensory, vision, hearing, physical, language, and technology access with the relevant specialists.
Instruction
Use age-respectful resources, an explicit lesson route, planned prompting and fading, repetition, and generalization.
Assessment
Capture response mode, context, prompt level, accuracy, and generalization—then act on the evidence.
Belonging
Plan student voice, culturally responsive content, authentic peer opportunities, and no public ability labels.
Safety
Complete risk assessments, medical plans, consent and media permissions, and safeguarding procedures.
Transition
Coordinate student participation, postsecondary goals, agencies, family partnership, and community experiences on the state timeline.
Important guardrail
Curriculum supports the IEP.
It never replaces it.
District teams should complete an exact standards and local-policy crosswalk before adoption. Each learner’s IEP team determines goals, services, accommodations, assessment participation, and least restrictive environment using current official requirements.