IEP Implementation: Intervention Plan Matrix & Lesson Designs

This assignment focuses on the implementation of Individualized Education Programs (IEPs) through the creation of an intervention plan matrix and the design of corresponding lessons. It includes an intervention matrix tailored to meet a student's needs by aligning lesson designs and teaching strategies with IEP learning goals. The assignment features sample schedules incorporating activities like story sharing, reading, math exercises, and peer interactions during lunch, all aimed at enhancing communication and comprehension. It outlines strategies for improving skills in language, math, PE, arts, and special education classes, emphasizing the use of tools like calculators and flashcards. Furthermore, the assignment includes two detailed lesson plans focusing on English reading, writing, and grammar, specifying learning objectives, accommodations, differentiation techniques, and assessment methods, including the use of electronic Daily Behavior Report Cards (DBRC) for progress monitoring. The lesson plans detail teaching expectations, opening procedures, and various assessment strategies to ensure comprehensive learning and skill development.

Running head: Implementation of IEP 1
Implementation of IEP

Implementation of IEP 2
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
• Take the items
that are used
during lunch
break such a
plate & one
spoon, take a
tray, eggs, milk

Implementation of IEP 3
the board
game.
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
Through the
use of the
Utilizing a
standard

Implementation of IEP 4
operations with 3
digits.
calculator, the
student
completes a
math problem
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.
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.

Implementation of IEP 5
Erasto needs
improvement in
these areas)
1Lesson 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?

Implementation of IEP 6
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?
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.

Implementation of IEP 7
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.
Lesson plan 1
Lesson Title: English reading and writing.
Planning
CDE Standards:

Implementation of IEP 8
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
1- Students will be able to improve their typing skills by typing 20/25 words correctly
in five minutes.
2- Students will be able to interpret several English words correctly as well as
understand their contextual use
3- Students will be able to apply learned words in different phrases and also write their
spellings correctly.
4- The students should be able to pronounce the learned English grammar words
correctly.
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. Such activities include
Holiday adjustments, revision and lesson engagement time (Echevarria, Vogt & Short,
2008).
Differentiation
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

Implementation of IEP 9
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.
1. Academically – You have to show positive improvement in reading and writing.
2. 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

Implementation of IEP 10
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.

Implementation of IEP 11
The lesson ends here. The next lesson we shall learn the use of types of words in English
grammar.
1Lesson 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?

Implementation of IEP 12
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.