SAMPLE INTERVENTION PLANNING MATRIX

In the 1st column, enter the IEP-focused learning outcomes and the related district or
state learning outcomes that are developmentally appropriate for the student. Across the
top row, identify routines that occur in the classroom where you provide consultation
services. For EACH of the district or state learning outcomes, identify routines during
which these target skills can be addressed and describe what the child will be expected to
do. A related teaching strategy (s) is then entered in the cell to match the intended
learning outcome.

Routine or Activity
-----------------------
IEP-focused learning outcomes
& District or State learning outcomes
Arrival
(SCIENCE)
Snack
Art
Reading
District/State 1a 1b 1c 1d 1e
Outcome/ IEP Child hangs coat • Child will sit at Choose box w/
Focused in cubby w/ first table with child’s name
Outcome: name label nameplate label
LA(Reading): Materials Cue - • Gestural Limiting Access
recognize first child’s name tag Prompt - peer - child has to
name in print on cubbie has 1st will point to point to or seek
across settings letter of name in appropriate assistance to
RED. chair if child secure his box
Child A will does not from a # of
select items and respond to boxes out of
position in ‘where do you reach.
classroom labeled sit?’
with 1st name.
District/State 2a 2b 2c 2d 2e
Outcome/ IEP Child will ask for Child will When presented
Focused ‘bigger’ of 2 request larger w 2 books,
Outcome: rocks (‘bigger’) child will
Math Insufficient marker. identify smaller
(Measurement): Materials- Insufficient book.
begin to use Child needs Materials - Unexpected
terms to compare bigger rock to provide small Event –
the attributes of complete rock marker while Teacher picks
objects project (glue peers have ‘small’ book
rock to booklet large markers and says ‘
Child A will on outline of Let’s read the
identify which of rock) BIG book!’
two objects is
bigger or smaller.
District/State 3a 3b 3c 3d 3e
Outcome/ IEP After hanging up Child verbally Child responds to
Focused coat, ask child responds to “What do we
Outcome: “What do you “Now it’s time do now?” and
Soc. Studies need to do now?” for …” “What happens
(History): begin Progressive Making next?”
to use or respond Time Delay - Choices– Give Shaping/Successi
to the language ofwait 5 seconds child 2 choices ve
time such for child to (e.g., “…snack Approximatio
as next, before, proceed to next or for n - Child
soon, after, now activity area reading?”) for rewarded for
and later as before providing activity options ‘guessing’
related to assistance activity that
daily schedules will occur
and routines after the next
activity
Child A will use
and respond to
“now” and “next”
to describe
current and future
activities.