Creating An Intervention Plan Matrix For IEP Goals And Objectives

IEP assignment, you have already completed a simulated evaluation process and developed IEP goals and objectives based on the needs of the student. The next step is to determine how to implement the IEP so that the student’s needs are met. The IEP will guide
your intervention plan and lesson plans for the student. For this assignment you will create an intervention plan Matrix for your case study student (Erasto or Misha). You will select research-based instructional strategies, complete a written rationale for the chosen strategies, and create and/or adapt two lessons for your student. (Be sure to include citations and references for each research-based instructional strategy.)

In practice, you will have more than one student for whom to plan. Many students plus many IEPs and not enough time to plan can lead to chaos. The key to success is organization. One way to ensure you are incorporating a student’s IEP into daily instruction is to create a matrix similar to the two examples below. Follow the following steps in developing the intervention plan:

1) Look at IEP goals & objectives and the student’s class schedule. The IEP goals and objectives will be taken directly from Section 9 on the IEP.

2) Each school has a specific schedule. The class schedule for this assignment can be one with which you are familiar or you may create one of your own. If your student spends the majority of the day in a single setting, consider dividing the day into time segments that would serve as classes.

3) Since this is not an IEP, condense the goal into a shorter statement that conveys (to you) the focus for the student.

4) Develop an intervention plan Matrix by listing the strategy you will use to address the IEP goal in the scheduled class or activity. This will help you visualize how and where a student’s IEP goals could be incorporated throughout the day. It may not be possible to incorporate every goal into every class. Try to make sure that each goal is incorporated into more than one setting. This will ensure ample opportunities for the student to work on the skills and make progress according to the IEP.

Steps to develop an Intervention plan Matrix

The intervention matrix will help in incorporating the designed lesson into the student environment to ensure that their needs are met by giving the correct information and content. It is the device that will define the lesson designs and teaching strategies in line with IEP learning goals.

Goals/objectives	Schedule or Activity
	Opening	Reading	Math	Lunch
Share a story	• Erasto uses pictures to share a story.   Initiating a communication with the peers	• Using a story card, tell a peer read • Using picture cards to put events in order.		•  Us of pictures to communicate with a friend regarding an activity done in lunch hour time.
Get a  Response From the student	• Erasto hold flash cards and reads words(e.g., one lunch card, one item from home to talk about)		• Counting of objects to answer simple questions. (one digit) + Or – Playing games using the board game.	• Take the items that are used during lunch break such a plate & one spoon, take a tray, eggs, milk during lunch time.
Questions are answered	• Prepare and evaluation an atmosphere for the student to answer questions regarding the subjects being taught.  The use of AT and cards in incorporated.	• Choice of the correct answer in response to the questions asked.		• Student Makes uses of Flashcards devices and engages peers in questions

Goals/objectives	Schedule or Activity
	Language Arts	Math	PE	Special Education Class
Doing and selecting the correct math’s operations with 3 digits.		Through the use of the calculator, the student completes a  math problem		Utilizing a standard calculator, the student completes a simple math’s problem
Appropriate use of social and interpersonal skills in socialization.	Greets teacher & peers. Respects personal space and boundaries.	Ability to greet the teacher and peers. Demonstrate the understanding of personal space and respects social boundaries.	Greets teacher and peers while showing understanding of personal boundaries. Respects them.	Greets teacher & peers. Respects personal space boundaries(This makes the student become more social and confident)
Upgrading comprehension skills through reading and  answering knowledge questions	Reads literature and demonstrates comprehension through various questioning techniques (Evaluates their reading and writing skill. Erasto needs improvement in these areas)	Read and understands words problems that require comprehension.	Reads rules and evaluation is done through various techniques of questioning and assessment.	Reading the text and demonstration of comprehension through answering questions and prompts.

Lesson Preparation 1

Grade Level: Grade 2.

Subject Area: English

Location of the Instruction: Special education classroom

Grouping: small group

Lesson Topic: English reading, writing.

What will IEP goal(s) the lesson address? (Read the feedback from your prior assignments on SMART IEP goals. State an observable and measurable SMART IEP goal below.)

Earsto improves his typing skills by typing 20/25 words correctly in five minutes as measured by the class’s word-per-minute testing software on a weekly.

 What background knowledge do the students have?  What will you do if students lack this knowledge?

The students understand the Basic English skills or reading, writing. Erasto, one of the students who need attention is below the standard grade level in reading and writing. In other subjects, he is also finding it hard to cop up with the peers.

How will you assess students’ learning – pre, during and post?

I will diversify the testing software so that orally, written and spelling is done differently. I will provide a setting that allows different methods of providing responses on tests done.  

What classroom and behavior management/grouping issues do you need to consider?

The considerations for management of the class will be based on student performance, alertness in class, participation, and activity. I will also need to consider the learning patterns of the students and their academic needs such as particular special needs.

What Strategies will you use to teach new content? (I Do)

Motivation strategy, Hook strategy, Activation of learners’ prior knowledge (Employed to students that have background knowledge)

How will the students show you what they learned (this could be a product) (We Do)

The students will need to write several words that we have learned as a confirmation of their comprehension.

How will students practice the new skills they have learned? Independent Practice:  What will this look like? Is there homework? Completion of a product? Practice a skill learned in class?

Doing word puzzles and writing stories will enable the students to practice the learned writing, grammar and English lessons.  They will also play card games that involve learning of the writing.

Re-teaching:  What will you do differently if the student(s) do not understand the concepts in the lesson?

Lesson Preparation 1

I will engage illustrations and examples that will require the student to get involved in the lesson. They will include the use of answer cards and question cards, this gives the students liberate and eager to learn as well as asking and answering questions by writing.

How/where will students be able to integrate (generalize) their learning?

 The students will engage in different activities that build on the skill learned during the English classes. This will improve their comprehension of the skills in the subject aligned with their learning. This will help counter any stress experienced. (Ahnert, Harwardt-Heinecke, Kappler, Eckstein-Madry & Milatz, 2012).

How will you evaluate student learning from this lesson and build review into ongoing instruction?

Evaluation will be done through test questions. This will cover all the aspects of English as learned in the lesson. The tests are relevant to the learning process and give an insight into the learning process of the class. The electronic Daily Behavior Report Cards (DBRC) will be incorporated

Indicate how you will collect data for IEP goal progress reports and include a data collection document.

The use of electronic Daily Behavior Report Cards will be used in monitoring the progress of the students. Data will be collected consistently and analyzed appropriately.  Analyzed data will be instrumental in ensuring that the teacher gets insights into the student progress. 

Planning

CDE Standards:

The student should be able to relate the writing and composition of words as well as phrase. This should help the student improve on English knowledge, comprehension skills as well as communication using the already grasped knowledge. (Bateman & Bateman, 2014).

Learning Objectives: Lesson objectives

• Students will be able to improve their typing skills by typing 20/25 words correctly in five minutes.
• Students will be able to interpret several English words correctly as well as understand their contextual use
• Students will be able to apply learned words in different phrases and also write their spellings correctly.
• The students should be able to pronounce the learned English grammar words correctly.

These include adding more time for assignments, extensions to learning concepts, complete an activity. Lessons alterations some time will be incorporated to engage in activities that are useful but not given consistent chances in the lesson plans. Such activities include Holiday adjustments, revision and lesson engagement time (Echevarria, Vogt & Short, 2008).

I will group students according to their abilities in the classroom work. Those with difficulties in reading and writing will be grouped together. Those with challenges in comprehension and communication will be placed together. Additionally, all difficulties noted in individual students will be addressed.

Materials:  Calculators, Flashcards, answer cards and books, typing software kit.

Teaching

Expectations:

I expect you to perform exceptionally in all discipline areas of your life.

Academically – You have to show positive improvement in reading and writing.

Behaviorally – You must maintain respect for your teacher and your peers. You must display good manners at all times and in respect to where you are and what you are doing. Improvement of communication skills is anticipated.

The relevance of the lesson.

Engaging the IEP and give them ideas for beginning to adopt the teaching style for the IEP program, the student will improve in his writing. What is of assistance and great consideration in regard to learning the English language is the adaptation to the lesson design already adopted into the program (Fish, 2008).    

Opening:  Illustrations by the use of answer and question cards.

Review:  The normal lessons require less energy and intensity of commitment as compared to the IEP program lesson.

Procedures:

I do dictation, modeling, illustration, speaking practice, pronunciation exercises and recaps the English language.

Assessing

Assessments

The assessments will involve engaging the students in a question and answer forum.

The electronic DBRC will be used for the assessments.

Informal

Check for Understanding

High-level questions

1. What happened after the main character began writing the English story? (Knowledge level)
2. Can you provide a definition of what it means to be “mustered” according to the context of the story? (Comprehension level)
3. What do you think about the circumstances that transpired in the story? (Evaluation level).

Low-level questions:

1. Who spoke about “mustering” in the story written by the main character? (Knowledge level)
2. What do you think of the story within the main story we read? What does it depict? ( comprehension level)
3. What factors would you consider to have led the main character to write the English story?(Application level)

Formal (State: formative or summative): 

Guided Practice: We do classroom work through illustration, learning, comprehensive reading, writing and storytelling.

Independent Practice: Homework and playing with other peers.

Closure:  Formally END the lesson.

The lesson ends here. The next lesson we shall learn the use of types of words in English grammar.

Lesson Preparation 2

Grade Level: Grade 2.

Subject Area: English

Location of the Instruction: Special education classroom.

Grouping: small group

Lesson Topic: English Grammar

What will IEP goal(s) the lesson address? (Read the feedback from your prior assignments on SMART IEP goals. State an observable and measurable SMART IEP goal below.)

Erasto will correctly read with 80% accuracy 4 of 5 cards as measured by observational data weekly

What background knowledge do the students have?  What will you do if students lack this knowledge?

The students understand the Basic English skills or reading, writing. Erasto, one of the students who need attention is below the standard grade level in reading and writing. In other subjects, he is also finding it hard to cop up with the peers.

How will you assess students’ learning – pre, during and post?

I will incorporate the eDBRC tool that helps in the continuous assessments for the students as well as ensuring that the teacher monitors the students’ progress.

What classroom and behavior management/grouping issues do you need to consider?

Considerations in the division of the class will fall on the aspects of student performance and reading abilities.

What Strategies will you use to teach new content? (I Do)

Hook strategy, Activities, and procedures, Activation of learners’ prior knowledge.

How will the students show you what they learned (this could be a product) (We Do)

Answering grammar questions in paper and doing exercises will show the level of compression that the students have achieved.  

How will students practice the new skills they have learned? Independent Practice:  What will this look like? Is there homework? Completion of a product? Practice a skill learned in class?

Doing word puzzles and reading stories will enable the students to practice the learned grammar and English lessons and improve their reading.

Re-teaching:  What will you do differently if the student(s) do not understand the concepts in the lesson?

If the students fail to understand the concepts I will employ direct tactics that involve progressively leading the students in each portion of the lesson and ascertaining that they become conversant with all the elements of the lesson.

How/where will students be able to integrate (generalize) their learning?

Incorporating games during classroom work will integrate the students learning and diversity their classroom experiences. Activities outside the classroom such as playing card games, Puzzles and brain games will be efforts of integration in the learning environment.

How will you evaluate student learning from this lesson and build review into ongoing instruction?

Test questions will be employed in the evaluation process. This will cover all the aspects of English as learned in the lesson (Gal, Schreur & Engel-Yeger, 2010). The electronic Daily Behavior Report Cards (DBRC) will be incorporated help in assessment, progress monitoring and evaluation of the student behavior.

Indicate how you will collect data for IEP goal progress reports and include a data collection document.

I will use the Daily Behavior Report Cards will be used in monitoring the progress of the students in reading.

CDE Standards

The lesson has to achieve a high standard of reading exploration and satisfy the standards for international IEP learning environment (Kelley, Bartholomew & Test, 2013).

Second standard.

 Learning Objectives: Lesson objectives

• Students will be able to correctly read with 80% accuracy 4 of 5 cards.
• Students will be able to read the story.
• The student should be able to pronounce words with accuracy.

Accommodations:

These include adding more time for assignments, extensions to learning concepts, complete an activity. Lessons alterations some time will be incorporated to engage in activities that are useful but not given consistent chances in the lesson plans. (Ong-Dean, 2009).

Differentiation

Having different class and grades is an important aspect that keeps the student within their learning domains hence they can easily become affiliated with their lesson designs. The groupings also help in meeting the needs of the students who share the same level of knowledge

Materials:  Paper charts, Puzzles, Flashcards models, and pictures.

I expect you to perform exceptionally in all discipline areas of your life.

Academically – You have to perform to the best of your ability; you entry points will act as a blueprint for your academic performance

Behaviorally – You must maintain respect for your teacher and your peers. You must display good manners at all times and in respect to where you are and what you are doing (Perry & Lewis, 2009).

The lesson adds a myriad of ideas and knowledge of reading skills. This is an important part for Erasto. Getting to know the different elements of reading is a fundamental step in the whole learning process.  

Opening:  Asking a question that prompts the minds of the students to start thinking in line with the lesson.

Review:  Reading lessons require memory alertness and are lively if the teacher keeps within the lesson objectives and often uses humor.

Procedures: Cutting, Modelling, Drawing, Cutting and coloring pictures.

The use of questions for a test of understanding will be undertaken by the student. I will also incorporate the electronic daily behavior report cards to assist in assessment and overall monitoring of the student behavior.

1. What happens to the character in the story we read? (Knowledge level)

• What do you think could have happened if the character had not reacted to the matter in question?  (_Comprehension level)
• How would you have handled this situation if you were the main character? (Evaluation level).

1. Who called the situation in order? (Knowledge level)
2. What do you consider as a hero in the story? ( comprehension level)
3. What reasons could you give for considering your choice in question 2 above? (Application level)

Formal (State: formative or summative): 

Guided Practice: Word charts, word games, word puzzles

Independent Practice: reading skills.

Homework Closure:  Formally END the lesson.

The lesson has ended. The next lesson we look at the use of auxiliary verbs in reading.

The choice of strategies in the lesson plans was dependent on the effectiveness of those strategies in regard to the IEP environments. The objectives have to be in line with the CDE standards and this requires a clear evaluation of the main ideas and forms in the lesson plans (Courey, Tappe, Siker, & LePage, 2013).  This is an important consideration and requires a teacher’s awareness of the needs of the student. I basically considered the needs of Erasto and related them with the available options in the strategies. IEP requires that the lesson plans be an adaptation of the program so that they meet the essential learning needs of the students.  The various accommodations in the IEP classroom considered the needs and the unique behaviors of the students.  These accommodations are important as they give the special needs students a chance to be autonomous and achieve the best of their performance (Vannest, Burke, Payne, Davis & Soares, 2011).

In the lesson plans, I considered the objectives and the lessons division and their compatibility with the classroom environment. The instruments and tools employed for the betterment of the lesson designs should have a clear sense of meaningfulness and relevance to the IEP class. The expectations that I chose for the students also help in waiting for their efforts to meet the objectives of the IEP class as outlined in the IEP legal provisions (Banks & Banks, 2010). The academic and behavioral expectation motivate the students to be aligned with their objectives.  The choice of planning strategies affects the teaching techniques that the teacher's employees in the classroom environment. It also helps the students to integrate their learning with the teachers work hence it becomes easy to interact and share with the teacher regarding any matters in the learning environment.

(Dettmer, Knackendoffel & Thurston, 2013). 

The classroom is prone to having different student capabilities. This was a consideration in both lesson plans because they involved the English language. This means that I will be able to assist students in their capacities through closely relating to the issues that they face. Having students in different grades is the first evidence of the progressive learning activities that take place within the intervention plan schedule. All lesson objectives are assured to be met if I engage students in vigorous exercising to develop their skills and knowledge in order to handle complex classroom tasks in their future grades. Further, the lesson plans are a display of the conceptual frameworks embedded in the lesson preparations (Causton?Theoharis, Theoharis  & Trezek, 2008). I intended that both lessons be associated with English learning hence they contained similar strategies in some sense. However, the disparities that exist in these lesson plans and preparations are entirely intended to fit the relevant subject area of English learning. Both class lesson plans have strategies incorporated to assist in interaction with the learning materials as well as teacher environment in a manner that appropriately satisfies the needs of the students (Jung, Gomez, Baird & Keramidas, 2008).

The main goal in all strategies is to motivate the student to be at peace with the learning process hence open up to learn freely and actively.   I choose the strategies that will marry the concerned lesson topic and trigger as well as seek the students’ attention without any much effort as regards to teacher’s activity. The process of learning is contained in ensuring that the students are conversant with some basic entities of the class subject. Throughout the lesson preparation and planning, I have selected the activities, materials, and strategies that work in the effort to achieve the generalized IEP goals.

References:

Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., & Milatz, A. (2012). Student-teacher relationships and classroom climate in first grade: how do they relate to students’ stress regulation? Attachment & human development, 14(3), 249-263.

Banks, J. A., & Banks, C. A. M. (Eds.). (2010). Multicultural education: Issues and perspectives. John Wiley & Sons.

Bateman, D. F., & Bateman, C. F. (2014). A principal's guide to special education. Council for Exceptional Children.

Causton?Theoharis, J. N., Theoharis, G. T., & Trezek, B. J. (2008). Teaching pre?service teachers to design inclusive instruction: a lesson planning template. International Journal of Inclusive Education, 12(4), 381-399.

Courey, S. J., Tappe, P., Siker, J., & LePage, P. (2013). Improved lesson planning with universal design for learning (UDL). Teacher Education and Special Education, 36(1), 7-27.

Dettmer, P., Knackendoffel, A., & Thurston, L. P. (2013). Collaboration, consultation, and teamwork for students with special needs. Upper Saddle River, NJ: Pearson.

Echevarria, J., Vogt, M., & Short, D. (2008). Making content comprehensible for English learners: The SIOP model.

Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure: Alternative Education for Children and Youth, 53(1), 8-14.

Gal, E., Schreur, N., & Engel-Yeger, B. (2010). The inclusion of Children with Disabilities: Teachers' Attitudes and Requirements for Environmental Accommodations. International Journal of Special Education, 25(2), 89-99.

Jung, L. A., Gomez, C., Baird, S. M., & Keramidas, C. L. G. (2008). Designing intervention plans: Bridging the gap between individualized education programs and implementation. Teaching exceptional children, 41(1), 26-33.

Kelley, K. R., Bartholomew, A., & Test, D. W. (2013). Effects of the self-directed IEP delivered using computer-assisted instruction on student participation in educational planning meetings. Remedial and Special Education, 34(2), 67-77.

Ong-Dean, C. (2009). Distinguishing Disability: Parents, privilege, and special education. University of Chicago Press.

Perry, R. R., & Lewis, C. C. (2009). What is a successful adaptation of lesson study in the US?. Journal of Educational Change, 10(4), 365-391.

Vannest, K. J., Burke, M. D., Payne, T. E., Davis, C. R., & Soares, D. A. (2011). Electronic progress monitoring of IEP goals and objectives. Teaching Exceptional Children, 43(5), 40-51.