Matrix of Services Basics 101 Update

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Matrix of Services Basics 101 / Update
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Objectives

• Participants will gain basic knowledge of Florida
  Education Funding Plan (FEFP).
• Participants will gain basic knowledge of the
  Matrix of Services process.
• Participants will learn to appropriately complete
  the Matrix of Services for student funding.
• Participants will provide training for other
  staff members as appropriate.

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Brief Historical Perspective

• FEFP Florida Education Finance Program
• 1973-1997 Funding based on weighted program
  eligibility and minutes of direct service
• Identified as barrier for implementing flexible
  service delivery for students with disabilities
  (SWD)
• In 1997, the Florida legislature adopted the
  revised ESE/FEFP funding model for statewide
  implementation.
• Matrix of Services is the cornerstone of the ESE
  funding model.

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Historical Perspectives

• Since 1997, matrices are required for all
  exceptional education students.
• The Matrix of Services is completed at least
  annually for each student.

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The Revised Handbook 2004

• The handbook is intended to be used with the
  Matrix of Services training and as a reference
  when completing matrices on students.
• Each domain is described in detail.
• Example services are provided.
• Case studies are included throughout the
  handbook.
• Frequently asked questions and their answers are
  found within each section.

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Matrix of Services Overview

• 5 Domains are used to group the types of
  services.
• 5 Levels are used to describe the frequency and
  intensity of services within each domain.
• The total number of points results in a rating of
  Support Level 1 (251), Support Level 2 (252),
  Support Level 3 (253), Support Level 4 (254) and
  Support Level 5 (255).

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Matrix of Services Overview

• Matrix of Services is completed using information
  found in the students IEP. It should reflect the
  individualized services and supports which will
  be provided to each student as documented by the
  IEP committee.
• Districts must ensure that matrices reflect
  current services. If services change as a result
  of an IEP team decision, a new Matrix of Services
  must be completed.
• The Matrix of Services is an official auditable
  document.

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Matrix of Services How It Works!

• The Matrix of Services is divided into five
  sections called Domains that are addressed on the
  IEP. They are
• Curriculum and Learning
• Social / Emotional Behavior
• Independent Functioning
• Health Care
• Communication

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Matrix of Services How It Works!

• Each Domain has five levels
• These levels range from Level 1 (lowest) to Level
  5 (highest)
• The factors that are used to determine the levels
  are
• Frequency of the service provided
• Intensity of the service provided
• In some cases, qualifications of the person
• providing the service.

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Which Students in Duval County Must Have a Matrix?

• ALL ESE students
• McKay Scholarship students
• Students in Department of Juvenile Justice (DJJ)
  receiving exceptional education services
• Students enrolled in charter schools and private
  schools who are receiving Duval exceptional
  education services

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The Matrix of Services
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Completing the Matrix

• When completing the Matrix of Services in
  ENCORE!, the student information will be
  automatically pre-populated.
• In ENCORE!, the Matrix of Services event contains
  a dropdown list of services that address possible
  needs in each domain.

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Completing the Matrix

• The rater should begin by selecting all services
  that will be provided to the student in the area
  of Curriculum and Learning (Domain A) as
  reflected on the completed IEP (via PLOPs, goals
  and objectives, services and supports).
• The same procedures are followed for Domains B-E.

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Special Consideration Points

• Once Domains A-E are completed, the rater should
  determine if any additional points will be added
  by checking the Special Considerations statements
  that apply.
• Special Considerations information can be found
  on pages 85-88 in the handbook.

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LevelsHow They Work!
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Level 1

• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Level 2

• The student is receiving assistance on a periodic
  basis or receives minor adaptations, assistance,
  or services. Terms used in an IEP that reflect
  Level 2 services
• Consultation
• Monthly
• Adaptations
• Simple

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Level 3

• The student is receiving accommodations to the
  learning environment that are more complex or
  services on a more frequent schedule. Terms used
  in an IEP that reflect Level 3 services
• Weekly
• Collaboration
• Assistance for some learning activities
• Accommodations
• Modifications
• Consultation

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Accommodations vs. Modifications
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When you move beyond Level 3, you are moving to
modifications or specialized approaches that are
more involved and are in place for a larger part
of the school day.
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Level 4

• The student is receiving more extensive
  modifications to the learning environment or use
  of specialized approaches, assistance or
  equipment for the majority of learning
  activities. Terms used in an IEP that reflect
  Level 4 services
• Very specialized or different programs
• Daily or very frequent services
• Assistance needed for majority (50 or greater)
  of activities

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Level 5

• The student is receiving continuous and intense
  assistance, multiple services, or substantial
  modifications for most learning activities. Terms
  used in an IEP that reflect Level 5 services
• Continuous, constant intervention/assistance
• Intensive or individualized approaches
• Services for most or all of the day
• Multiple services

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DomainsHow They Work!
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Matrix of Services Handbook

• Turn to pages 25 -26 of the Matrix of Services
  Handbook. The italicized terms are the services
  found on the matrix itself. Below each service
  appears two types of items.
• examples of the service
• ? Required documentation - all
  prerequisites must be evident before you can
  check the service

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Domain A Curriculum and Learning Environment

• Level 1 (see page 27)
• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Domain ACurriculum and Learning Environment

• Level 2 Requires simple adaptations to
  curriculum or learning environment (see page 27)
• Adaptation to the general curriculum
• Curriculum compacting
• Electronic tools
• Adapted textbooks, materials
• Modified assessment procedures/materials
• Specially prepared notes, materials
• Referrals to agencies
• Consultation at least monthly

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Domain ACurriculum and Learning Environment

• Level 3 Requires modified curriculum and / or
  learning environment (see page 29)
• Differentiated curriculum
• Modifications to content, process, product
• Specialized instructional approaches
• Low-vision aids/electronic tools with assistance
• Alternate textbooks, materials, assessments, or
  equipment
• Special assistance in general education classroom
  requiring weekly consultation
• Assistance for some learning activities
• Direct, specialized instruction and/or curriculum
  for some learning activities
• Collaboration with teachers, family, agencies, or
  others

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Domain ACurriculum and Learning Environment

• Level 4 Requires different curriculum and / or
  extensive modification to learning environment
• (see page 32)
• Extensive creation of special materials
• Direct, specialized instruction and/or curriculum
  for the majority of learning activities
• Instruction delivered within the community
• Assistance for the majority of learning
  activities
• Use of assistive technology with supervision for
  majority of learning activities

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Domain ACurriculum and Learning Environment

• Level 5 Requires different curriculum and
  substantial modifications to the learning
  environment (see page 33)
• Instruction in reading Braille
• Intensive curriculum or instructional approach
  for most learning activities
• Group instruction at home or hospital
• Individual instruction at home or hospital
• Ongoing, continuous assistance for participation
  in learning activities

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Domain B Social / Emotional Behavior

• Level 1 (see page 41)
• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Domain B Social/Emotional Behavior

• Level 2 - Requires periodic assistance and / or
  behavior management (see page 41)
• Consultation at least monthly
• Specialized training in self-advocacy and
  understanding of exceptionality
• Special behavior system in general class
• Monthly counseling or guidance
• Monthly assessment of behavior or social skills

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Domain BSocial/Emotional Behavior

• Level 3 - Requires weekly personal assistance,
  behavior management and/or intervention
• (see page 42)
• Small group training in social skills
• Weekly counseling or guidance
• Behavior contract, including behavior outside the
  classroom
• Weekly family counseling, assessment
  interventions
• Referral and follow-up for transitions to and
  from community-based programs
• Weekly assessment of behavior as part of special
  behavior system
• Collaboration with teachers, families, agencies,
  or others

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Domain BSocial/Emotional Behavior

• Level 4 - Requires daily personal assistance,
  monitoring, and/or intervention (see page 44)
• Highly structured behavior management plan
  infused throughout the school day
• Daily counseling or specific instruction on
  social or emotional behavior
• Daily reports to family, agencies, or others

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Domain BSocial/Emotional Behavior

• Level 5 - Requires continuous personal
  assistance, monitoring and intervention
• (see page 45)
• Intensive, individualized behavior management
  plan that requires very small group or one-on-one
  intervention
• Therapeutic treatment infused throughout the
  educational program
• Wraparound services for up to 24-hour care

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Domain C Independent Functioning

• Level 1 (see page 54)
• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Domain C Independent Functioning

• Level 2 - Requires periodic personal assistance,
  monitoring and/or minor intervention (see page
  54)
• Monthly personal assistance with materials or
  equipment
• Consultation on a monthly basis
• Organizational strategies or adaptations for
  independent functioning
• Special equipment, furniture, strategies, or
  adaptations for motor control in the classroom

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Domain CIndependent Functioning

• Level 3 - Requires weekly personal assistance,
  monitoring and/or intervention (see page 55)
• Specially designed organizational strategies or
  adaptations for independent functioning
• Supervision to ensure physical safety during some
  activities
• Weekly training in self-monitoring of independent
  living skills
• Weekly monitoring or assistance with independent
  living skills, materials, or equipment
• Collaboration with teachers, family, agencies, or
  others

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Domain CIndependent Functioning

• Level 4 - Requires daily personal assistance,
  monitoring and/or intervention (see page 57)
• Supervision to ensure physical safety during most
  activities
• Personal assistance or supervision in activities
  of daily living, self-care, and self-management
  for part of the day
• Special equipment/assistance technology for
  personal care with frequent assistance
• Regularly scheduled occupational therapy (OT),
  physical therapy (PT), or orientation and
  mobility (OM) training

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Domain C Independent Functioning

• Level 5 - Requires continuous personal
  assistance, monitoring and/or intervention (see
  page 58)
• Continuous supervision to ensure physical safety
• Personal assistance or supervision in activities
  of daily living, self-care, and self-management
  for most or all of the day
• Occupational therapy (OT), physical therapy (PT),
  or orientation and mobility (OM) training more
  than once a week
• Multiple therapies and services (PT, OT, OM)

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Domain D Health Care

• Level 1 (see page 65)
• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Domain DHealth Care

• Level 2 - Requires periodic personal assistance,
  monitoring and/or minor intervention (see page
  65)
• Monthly personal health care assistance
• Consultation on a monthly basis with teachers,
  family, agencies, or others
• Monthly monitoring of health status, procedures,
  or medication
• Specialized administration of medication
• Monthly assistance with agency referrals/coordinat
  ion

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Domain DHealth Care

• Level 3 - Requires weekly personal assistance,
  monitoring and/or intervention (see page 66)
• Weekly monitoring or assessment of health status,
  procedures, or medication
• Weekly counseling with student or family for
  related health care needs
• Weekly communication with family, physician,
  agencies, or other health-related personnel
• Intrusive/specialized administration of
  medication
• Collaboration with family, physicians, agencies,
  or others

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Domain DHealth Care

• Level 4 - Requires daily personal assistance,
  monitoring and/or intervention (see page 67)
• Daily assistance with, or monitoring and
  assessment or, health status, procedures, or
  medication
• Daily assistance with, or monitoring of,
  equipment related to health care needs
• Administration of parenteral medication
• Daily communication with family, physician,
  agencies, or other health-related personnel

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Domain DHealth Care

• Level 5 - Requires continuous personal
  assistance or monitoring and multiple
  interventions (see page 69)
• Daily assistance with procedures such as
  catheterization, suctioning, tube feeding, or
  other school health services
• Continuous monitoring and assistance related to
  health care needs

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Domain ECommunication

• Level 1 (see page 76)
• The student requires no services or assistance
  beyond that which is normally available to all
  students.

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Domain ECommunication

• Level 2 - Requires periodic assistance and/or
  minor interventions (see page 76)
• Monthly assistance with communication
• Occasional assistance with personal amplification
  or communication system
• Consultation on a monthly basis with teachers,
  family, agencies, or others

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Domain ECommunication

• Level 3 - Requires weekly intervention and/or
  assistance which may include alternative and
  augmentative communication systems (see page 77)
• Weekly intervention or assistance with language
  or communication
• Weekly speech/language therapy or instruction
• Weekly assistance with personal amplification or
  communication system
• Weekly supervision or augmentative or alternative
  communication systems
• Collaboration with teachers, family, agencies, or
  others

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Domain ECommunication

• Level 4 - Requires daily intervention and/or
  assistance which may include alternative and
  augmentative communication systems (see page 78)
• Daily assistance and/or instruction with
  communication equipment
• Daily integrated intervention and assistance
  related to communication needs
• Instruction in sign language for use as the
  primary method of communication
• Interpreting services for part of the school day

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Domain ECommunication

• Level 5 - Requires multiple interventions and
  assistance which may include alternative and
  augmentative communication systems (see page 79)
• Continuous assistance and/or instruction with
  communication equipment
• Interpreting services for most or all of the
  school day
• Multiple, continuous interventions to replace
  ineffective communication and establish
  appropriate communication

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Special Considerations(see page 85)

• 13 for Hospital/Homebound (HH) receiving
  individual instruction at home or hospital
  (face-to-face)
• 13 for Pre-K children being served at home,
  hospital, early learning center or on a
  one-to-one basis
• 3 for Pre-K students earning less than .5 FTE
  during survey period

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Special Considerations

• 3 for students identified as Vision (VI) or Dual
  Sensory Impaired (DSI)
• 1 for students with a score of 17 total points
  and who are rated Level 5 in three of the five
  domains
• 1 for students who have a score of 21 total
  points and who are rated Level 5 in four of the
  five domains

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Notes and Cautions

• Services identified on the Matrix of Services
  should include only those funded by the school
  district. This may include contracted services.
• Do NOT check services on the matrix that were not
  documented on the IEP.
• Do NOT check services offered to all students in
  a particular class or program unless it is based
  on individual need and is identified and
  documented by the IEP committee.
• Program eligibility does not limit services
  provided to a student.

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Notes and Cautions (contd.)

• Appropriate places for documentation on the IEP
• Present level statements
• Measurable annual goals
• Short-term objectives
• Modifications/accommodations section
• Related services section
• Exceptional student education services section

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Key Phrases

• Written phrases that are taken directly from
  the Matrix of Services are not considered
  sufficient documentation.

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Practice
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Tiffany
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Edner
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QUESTIONS