How I Organize TAH Daily Curriculum

I am excited to show you how I organize TAH’s Leveled Daily Curriculum in my self-contained classroom!

Finding a curriculum that fit the needs of all of my diverse students was difficult in my first few years of teaching.  But then I found the Leveled Daily Curriculum from The Autism Helper, which changed my life! 

Setting it Up

This student is doing a daily curriculum placement test from the autism helper.
When getting my curriculum ready for the year, I first need to assess my students to see which level to place them at.  To do this, I use the Placement Assessments that are found within Curriculum Access. Read this post to learn more about Curriculum Access.

If you do not have Curriculum Access, then you won’t have access to the Placement Assessments and that’s ok!  You can make your own placement assessments by picking a level and a page or two from some of the units.  See how your students do with those to determine if it would be a good level for them to start at.  If the level is too easy for them (scoring 90-100%)  move up a level. Also, if the level is too hard for them (scoring below 50%), move down a level. 

Next, I print out at least the first four units of the levels and make booklets using my coil binding machine. Then, it’s time for me to determine my center groups.

Creating Center Groups

One of the most difficult parts of teaching a self-contained classroom can be figuring out how to group students together for small-group instruction. Not anymore!  With TAH Leveled Daily Curriculum, I am able to group my students according to which levels they are working at. I try to keep my small group instruction at 2-3 students per group.  Right now, I have 12 students, so this works out because I have six centers. If I have a group of 3 students, I try to put 2 of my more independent working students with one student who needs a little more support.

Most of my students are in levels 1 and 1.5 for language arts and math, so I keep them together by levels. Also, I have two students who are in level 2 for math so they are grouped together.  Last, I try to keep in mind student abilities, personalities, and behaviors when grouping my students.  Because of numbers, I have to have some students who are working at different levels in the same group but so far, it has worked out for us. 


Booklets and Anchor Charts

For time efficiency, I keep all of my anchor charts for each level organized in a binder with the Implementation Guide (found in Curriculum Access).  This allows me to quickly pull each anchor chart depending on the level my center group is working at.  

Additionally, I need to be able to pull my curriculum quickly therefore, I keep my student booklets organized in this file rack from Ikea.  My student booklets are organized by center rotations so the first row is my center rotation 1, the second row is center rotation 2, and so on.

The Data

Keeping track of data and progress is an essential part of the curriculum.  We are BUSY and need simple ways to take data.  I keep the grading rubrics within the students’ booklets.  This way, I know where to find my data and it is easy for my paraprofessionals to take as well.
To see another perspective on how to organize the Leveled Daily Curriculum, read this post from Sasha.

If you have any questions or comments on organizing TAH Leveled Daily Curriculum, please leave them below and we will get back to you!  Thanks for reading!


Michelle Lindenmuth, M.Ed.
Latest posts by Michelle Lindenmuth, M.Ed. (see all)


  1. Are the pre and post tests for each unit different from the placement test that is mentioned as being part of the Curriculum Access?

    • Hi Megan! Yes – they are different! The Placement Test helps determine where each student should start. The pre/post tests measure their learning on each unit’s content.


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