Using an Activities Planning Matrix

Mary Reed

…not a place.

All students should have access

to the general education curriculum.

“…the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general curriculum to the

maximum extent possible.”

Individuals with Disabilities

Education Act,

1997

Special education is a resource….

The general education classroom is the first consideration for all

students.

serve same function as the problem behavior

Instructional Priorities for Students with Autism

• Replacement Skills:

• General Skills:

• Coping and Tolerance Skills:

broad skills that alter problem behaviors and prevent the need for additional support

learning to tolerate difficult situations and cope with frustration

“It’s difficult to create an individualized, yet

predictable schedule for Miguel that provides a

suitable balance of participation in the

community, vocational, social and academic

activities. How can this be achieved?”

“I am accountable for the learning of all my students, including Maria, though her educational goals are very different from those of the

others.

How can I make sure Maria has enough opportunities and

support to meet her goals throughout the activities of our weekly schedule, but without compromising the learning of

the other students?”

Reactions from Teachers

“There are many times I feel Nicole could learn

things so much better if I could just provide more

individual instruction and additional practice for her.

But with so many other students in class each

day, it’s nearly impossible to make this happen.”

“James needs to learn so many skills

that aren’t addressed specifically in our

academic curriculum.

How do I determine which of his targeted skills to focus on for

each activity?

What adaptations will James need to meet his academic goals?”

What is an Activities Matrix?

 

….a tool that can be used to identify opportunities and plan for

the instruction of students with individual educational goals within the context of typical educational

activities.

Targeted Individual Skills Instructional Circumstances

Time/Activity

Morning circle

8:00-8:30

Reading Readines

s8;30-10:15Specials10:15-10:45

Math10:45-11:30

Science/Social

Studies12:00-1:00

Lunch11:30-12:00

Activity choice

1:00 – 1:30Story timeAfternoon

circle1:30-2:05

Instructional

Outcomes

Same as other

students Recognizes

all vocabulary

wordsSame as

other

students Rote

count by 10’s to

100

State 3 requirements

for plant growth

Same as other

students Respondin

g to specific

questions

Asking for helpor

materials

Sharing materials/t

oys with peers

Speaking in full

sentences

Initiating social

exchange

with peers

completing cooperative

group

activities

• Emphasizes the benefits of inclusion

• Clarifies successful outcomes for all students

Identify potential opportunities to address specific educational goalsInstructional

Outcomes

Same as other

students Recognizes

all vocabulary

wordsSame as

other

students Rote

count by 10’s to

100

State 3 requirements

for plant growth

Same as other

students Respondin

g to specific

questions

Asking for helpor

materials

Sharing materials/t

oys with peers

Speaking in full

sentences

Initiating social

exchange with peers

completing cooperative

group activities

Targeted Individual Skills Instructional Circumstances

Time/Activity

Morning circle

8:00-8:30

Reading Readines

s8;30-10:15Specials10:15-10:45

Math10:45-11:30

Science/Social

Studies12:00-1:00

Lunch11:30-12:00

Activity choice

1:00 – 1:30Story timeAfternoon

circle1:30-2:05

Participate in lunch

conversation

• Plan instructional activities

• Develop curricular adaptations

• Utilize environmental supports

Individualizing the activity for the learning

characteristics and needs of the focus student.

“Because I used an activity planning matrix, I knew our seed planting activity would be a good opportunity to address Maria’s social goals.

The activity planning matrix made it a lot easier

to then think about the supports she would need

in it to be successful in the activity.”

• Environmental supports

• Curricular adaptations

leaves

stem

roots

Identify opportunities to incorporate the student’s

unique strengths and interests into instructional activities

James JANUARY 20-25, 2008

Language arts

Reading

spelling

Specials

Math

Social studies

Science

Working independen

tly

Record assignments in planner

Gather work

materials

Raise hand to

particpate or

respond

Work without

disruptions

• Academics goals

• Self management goals

• Social goals

James JANUARY 20-25

Insure all goals and objectives have been addressed

adequately

Language arts

Reading

spelling

Specials

Math

Social studies

Science

Working independen

tly

Raise hand to

particpate or

respond

Work without

disruptions

Completing work on the computer

Gather work

materials

Record assignments in planner

Manage Additional Resources and Supports

Nicole October 15-20

Instructional Circumstances Targeted Individual Skills

Instructional

Outcomes Time/Activity

Reading

Specials

Math

Science/

Lunch

Social studies

Language arts

Learning centers

Responding to

questions

Remaining in seat or area

Attending to printed materials

Working

quietly

Raising hand for help or

attention

ESE teacher,

MWF

ESE teacher, 9:15-9:30 Tu, Th, Fr

Speech pathologist 1:10 – 1:20, Mon, Wed, Fri

Classroom paraprofessional, 2:00-2:10, Mon-Thurs

What is an Activities Matrix?

 

….a tool that can be used to identify opportunities and plan for

the instruction of students with individual educational goals within the context of typical educational

activities.

Targeted Individual Skills Instructional Circumstances

Time/Activity

Morning circle

8:00-8:30

Reading Readines

s8;30-10:15Specials10:15-10:45

Math10:45-11:30

Science/Social

Studies12:00-1:00

Lunch11:30-12:00

Activity choice

1:00 – 1:30Story timeAfternoon

circle1:30-2:05

Instructional

Outcomes

Same as other

students Recognizes

all vocabulary

wordsSame as

other

students Rote

count by 10’s to

100

State 3 requirements

for plant growth

Same as other

students Respondin

g to specific

questions

Remains with peers

Manipulates variety

of materials

Req/offers

materials to peers

Uses writing utensil w/ modified

grip

Physically navigates

environment

SLP OT PT

Develop an individualized schedule for the student

• Supports individualized scheduling

• Insures balance across instructional areas

• Promotes team based planning

Provide Accountability

• Consistent supervision and instruction across team members

• Provides a written record

“How Do I Do It?”

• A blank activity planning matrix

• The daily classroom schedule

• Student’s IEP

• A curriculum guide

• Time

• Include any regularly occurring, non-instructional activities

• Specialized services

• Instructional activities outside the classroom

• Community participation activities

• Work experience

List the sequence of daily school activities down the left hand column

Activity choice

1:30-2:05

Instructional Circumstances

Time Activity

8:00-8:30Morning

circle

8;30-10:15Reading

Readiness

10:15-10:45 Specials

10:45-11:30 Lunch

12:00-1:00Science/Social

Studies

1:00 – 1:30

Story timeAfternoon

circle

2:02-2:15 Dismissal

• Address current top priorities

• Address others as needed

• Some goals and objectives will be addressed consistently across all activities

• Others are associated with very specific times and places

List the student’s instructional goals and objectives across the top

Instructional Circumstances

Time Activity

8:00-8:30

Morning circle

8;30-10:15

Reading Readines

s

10:15-10:45

Specials

10:45-11:30

Lunch

12:00-1:00

Science/Social

Studies

1:00 – 1:30

Story timeAfternoon

circle

2:02-2:15

Dismissal

1:30-2:05

Activity choice

Sharing material

s/t

Speaking in full

sentences

Initiating social

exchange

completing group activities

Asking for help or

materials

Targeted Individual Skills

Decide the student’s level of participation in each activity

• Determine extent top learning priorities can be addressed within the proposed activity

• Not every activity will provide the right circumstances

• Creative solutions

• Alternative activity or setting

• Instruction at home

• How can the student’s learning priorities, such a making friends or gaining better independence, be addressed through this activity?

• What changes either in the activity itself or the classroom environment, may be needed to meet the student’s instructional goal?

• Are there any other supports that will be necessary in order for the student to be successful?

Determine the necessary accommodations, modifications

and supports

“How Do I Know If It’s Working?”

• Is the student meeting the learning outcomes you’ve set for them in each activity?

• Do you feel the accommodations, modifications and supports you’ve created are promoting the student’s learning and success?

• Have you gathered data that demonstrates an increase in targeted skills?

• Do other team members feel the student is being successful in their activities and interactions?

• Do you and your team members feel the Activities Planning Matrix allows you to plan in a more precise, efficient yet creative manner?

Doyle, M.B. (1997). The paraprofessional’s guide to the inclusive classroom: working as a team. Baltimore: Paul H. Brookes.Falvey, M., Coots, J., Bishop, K., & Grenot-Scheyer, M. (1989). Educational and curricular adaptations. In S. Stainback, W. Stainback & M. Forest. (Eds.). Educating all Students in the mainstream of regular education (pp. 143-158). Baltimore, MD: Brookes.

Giangreco, M.F., Cloninger, C.J., & Iverson, V.S. (1993). Choosing options and accommodations for children: a guide to planning inclusive education. Baltimore, MD: Brookes.

Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with severe disabilities. Baltimore, MD: Brookes.

Williams, W. & Fox, T. (1989). Individual program design series. Burlington: Center for Developmental Disabilities, University of Vermont.

“Where Can I Learn More?”

Blank Forms

• Planning matrix• Completed example

• Planning matrix with instructional outcomes• Completed example

• Planning matrix with support codes • Completed example