Completing the

IEP/Curriculum Planning Matrix

Keep in mind as you use this form that it is meant to be a guideline for the students day, rather than an
inflexible schedule. It is expected that there will be changes based upon student and staff variables,
special events, etc. However, when designing it, try to do so with a typical day in mind.
1. List the students IEP objectives in the left-hand column.
2. Across the top row of boxes, list the separate activities or periods of the regular school day, including
arrival, lunch, recess, study hall, "specials," or any other normal parts of the school routine. These
periods do not need to be in exact chronological order, as some activities change from day to day.
3. As a team, look at the first IEP objective. Going across the row, decide in which activity, activities, or
period(s) the objective could be addressed. Under those headings, indicate that the students IEP
objective will be addressed then by putting an X in the box or shading the box. Continue for each of
the objectives until finished. This will provide you with a picture of all the times throughout the day
when the objective could be addressed.
4. OPTION: In the bottom row or in the box where an IEP objective is indicated, the group may decide if
the student will need assistance other than what the classroom teacher can provide. In the lower
half of the box, one of the following codes may be used:
P peer
A second adult
N no assistance

NOTE: The table will expand as you enter more rows

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

MARYLAND COALITION

FOR INCLUSIVE

IEP/Curriculum Planning Matrix

Student: XXX XXXXX
School

Grade: 9

Schedule and/or Environments:

IEP Objectives:

A
rr
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v
a
l

Date: October 2, 2014 School: Fort Hill High

S
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R
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a
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M
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A
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1

1. Student will read and

comprehend basic Dolch words

2. Student will construct simple

sentences and write and read
these sentences

3. Student will compose a simple

paragraph using vocabulary she
has mastered

4. Student will read the News to

You articles with picture icons and
participate in language arts
activities

5. Student will correctly identify

numerals 1-100

6. Student will complete simple

addition and subtraction facts and
problems

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

S
ci
e
n
c
e
X

P
E

W
r
a
p
U
p

L
u
n
c
h

O
T

E
L
L

P
T

MARYLAND COALITION

FOR INCLUSIVE

7. Student will correctly identify

and use common US coins

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

MARYLAND COALITION

FOR INCLUSIVE

Student: XXX XXXXX

School

IEP/Curriculum Planning Matrix

Grade: 9
Date: October 2, 2014 School: Fort Hill High

Schedule and/or Environments:

IEP Objectives:

A
rr
i
v
a
l

S
il
k
s

R
e
a
d
i
n
g

M
a
t
h

A
rt
1

S
ci
e
n
c
e

P
E

W
r
a
p
U
p

L
u
n
c
h

8. Student will decrease tantrum

like behaviors when she is asked to
complete an undesirable task

9. Student will tell time using both

analog and digital clocks

10. Student will demonstrate age

appropriate ways to gain peer
attention

11. Student will be able to walk

from one destination to another
independently during scheduled
transitions

12. Student will be able to prepare

for her day from her space or
locker

13. Student will complete an age

appropriate task with three or less
reminders without a tantrum

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

O
T

E
L
L

P
T

MARYLAND COALITION

FOR INCLUSIVE

14. Student will perform hand

separation tasks

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

MARYLAND COALITION

FOR INCLUSIVE

IEP/Curriculum Planning Matrix

Student: XXX XXXXX
School

Grade: 9

Schedule and/or Environments:

IEP Objectives:

A
rr
i
v
a
l

Date: October 2, 2014 School: Fort Hill High

S
il
k
s

R
e
a
d
i
n
g

M
a
t
h

A
rt
1

S
ci
e
n
c
e

P
E

W
r
a
p
U
p

L
u
n
c
h

O
T

15. Student will improve her

proprioceptive ability

16. Student will learn proper print

formations and rules of text on
paper

E
L
L

P
T

17. Student will walk up stairs with

a reciprocal pattern and the
handrail while carrying her books

18. Student will walk down stairs

with a reciprocal and the handrail
while carrying her books

19. Student will complete jumping

jacks

20. Student will improve her

balance

21. Student will throw a ball

overhead to target and get
TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES
EDUCATION, 2006

X
MARYLAND COALITION

FOR INCLUSIVE

rebound
22. Student will complete an
obstacle course

TOOLS FOR INCLUDING STUDENTS WITH DISABILITIES

EDUCATION, 2006

MARYLAND COALITION

FOR INCLUSIVE