SAMPLE

INTERVENTION PLANNING MATRIX

In the first column, IEP outcomes related to Ohio Dept. of ED - ELCS standards for Devon are entered. Across the top row, 5 typical
routines that occur in the classroom are identified. For EACH of these IEP/ODE ECLS outcomes, identify 3 routines during which these
target skills can be addressed. A teaching strategy to address these objectives also is entered in this matrix.

Routine Arrival Center Snack Art Reading/Circle

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ODE ELCS
& Child Learning
Outcomes
ODE ELCS:
Child Learning Outcome:
LA(Reading): recognize first
name in print across settings
Devon will select items and
position in classroom
labeled with 1st name.
(SCIENCE)
1a 1b 1c 1d 1e
 Devon hangs coat in  • Devon will sit at table  Choose box w/ 
cubby w/ first name with nameplate Devon‟s name label
label • Gestural Prompt -  Limiting Access -
 Materials Cue - peer will point to child has to point
child‟s name plate on appropriate chair if to or seek
cubbie has 1st letter of child does not respond assistance to secure
name in RED. to „where do you sit?‟ his box from a # of
boxes out of reach.

ODE ELCS:
Child Learning Outcome:
Math (Measurement): begin
to use terms to compare the
attributes of objects
Devon will identify which of
two objects is bigger or
smaller.
2a 2b 2c 2d 2e
  Devon will ask for •  Devon will request  When presented w 2
„bigger‟ of 2 rocks larger („bigger‟) books, Devon will
 Insufficient Materials marker. identify smaller book.
Child needs bigger  Insufficient  Unexpected Event –
rock to complete rock Materials - provide Teacher picks „small‟
project (glue rock to small marker while book and says „ Let‟s
booklet on outline of peers have large read the BIG book!‟
rock) markers
Routine
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ODE ELCS
& Child Learning
Outcomes
ODE ELCS:
Child Learning Outcome:
Soc. Studies (History): begin
to use or respond to the
language of time such
as next, before, soon, after,
now and later as related to
daily schedules and routines
Devon will use and respond
to “now” and “next” to
describe current and future
activities.
Arrival Center Snack Art Reading/Circle
(SCIENCE)
3a 3b 3c 3d 3e
 After hanging up coat,  Devon verbally  Devon responds to
ask Devon “What do responds to “Now “What do we do now?”
you need to do now?” it‟s time for …” and “What happens
 Progressive Time  Making Choices– next?”
Delay - wait 5 seconds Give child 2 choices  Shaping/Successive
for child to proceed (e.g., “…snack or Approximation -
to next activity area for reading?”) for Child rewarded for
before providing activity options „guessing‟ activity
assistance that will occur after
the next activity