1. Matrix of Services Basics 101 / Update

2. 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.

3. 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.

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

5. 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.

6. 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).

7. Matrix of Services Overview:  Matrix of Services is completed using information found in the student’s 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.

8. 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

9. 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. providing the service.

10. 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

11. The Matrix of Services

12. 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.

13. 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.

14. 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.

15. Levels How They Work!

16. Level 1  The student requires no services or assistance beyond that which is normally available to all students.

17. Level 2  The student is receiving assistance on a basis or receives adaptations, assistance, or services. Terms used in an IEP that reflect Level 2 services:  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

18. 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

19. Accommodations vs. Modifications

20. 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.

21. Level 4  The student is receiving more modifications to the learning environment or use of specialized approaches, assistance or equipment for the of learning activities. Terms used in an IEP that reflect Level 4 services:  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

22. Level 5  The student is receiving and assistance, services, or substantial modifications for learning activities. Terms used in an IEP that reflect Level 5 services:  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

23. Domains How They Work!

24. 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

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

26. Domain A Curriculum 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

27. Domain A Curriculum 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

28. Domain A Curriculum and Learning Environment Level 4 – “Requires different curriculum and / or extensive modification to learning environment” (see page 32) (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

29. Domain A Curriculum 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

30. 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.

31. 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

32. Domain B Social/Emotional Behavior Level 3 - “Requires weekly personal assistance, behavior management and/or intervention” (see page 42) (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

33. Domain B Social/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

34. Domain B Social/Emotional Behavior Level 5 - “Requires continuous personal assistance, monitoring and intervention” (see page 45) (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

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

36. 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

37. Domain C Independent 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

38. Domain C Independent 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 (O&M) training

39. 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 (O&M) training more than once a week  Multiple therapies and services (PT, OT, O&M)

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

41. Domain D Health 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/coordination

42. Domain D Health 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

43. Domain D Health 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

44. Domain D Health 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

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

46. Domain E Communication 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

47. Domain E Communication 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

48. Domain E Communication 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

49. Domain E Communication 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

50. 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

51. 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

52. 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.

53. Notes and Cautions (cont’d.) 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

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

55. Practice

66. QUESTIONS