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Matrix of Services Training of Trainers

Matrix of Services Training of Trainers. Welcome ! Please sign in and complete your pre-test prior to the start of the workshop. Thank you ~ We’re glad you’re here!. 2012. Objectives:. Participants will demonstrate: knowledge of the ESE/FEFP Matrix of Services process

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Matrix of Services Training of Trainers

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  1. Matrix of ServicesTraining of Trainers Welcome! Please sign in and complete your pre-test prior to the start of the workshop. Thank you ~ We’re glad you’re here! 2012

  2. Objectives: Participants will demonstrate: • knowledge of the ESE/FEFP Matrix of Services process • the ability to appropriately complete the Matrix of Services for student funding

  3. You and the Matrix! I’ve participated in my district’s Matrix Self-assessment process. I’ve conducted Matrix Training. I’ve have completed at least ten Matrixes. I’ve watched the movie “The Matrix”. I’ve reviewed Matrixes for my district. I’m the only one in my district available to come today and don’t know what you’re talking about?

  4. Matrix History • 1997: Florida Legislature adopted revised ESE/FEFP funding model for statewide implementation, with Matrix of Services as cornerstone of new funding model • 1997: Matrix of Services and Matrix of Services Handbook developed • 2000: Deleted program cost factors for support Levels 1,2,3 • 2001: Florida Statutes amended to require completion of Matrix for any student receiving McKay scholarship

  5. Matrix History • 2001: Best practice for districts to complete Matrix for all students with disabilities in charter schools or DJJ programs whose service levels are above Level 1 • 2004: Matrix of Services Handbook revised • 2007: Matrix Training of Trainers was conducted • 2011: Legislature passed HB 1255 and next round of revisions started • 2011-2012: Updating of Matrix of Services Handbook and Form • 2012: Train-the-Trainers and Updating for Current Matrix Trainers

  6. House Bill 1255 • Amended section 1011.62, F.S. Funds for operation of schools, requiring the Department to review and revise descriptions of the services and supports included in the Matrix of services for exceptional students and implement the revisions before the beginning of the 2012-2013 school year

  7. *Matrix of Services Implementation Plan • Gathered feedback for revision in 2010, prior to passage of HB 1255 • Held meetings with DOE internal staff and select project staff through October 2011 to create and develop handbook revisions • Held meetings/conference calls with Project partners and external stakeholders in November 2011 to review proposed draft revisions • Presented proposed draft changes to State Advisory Council in December 2011

  8. *Matrix of Services Implementation Plan • Held meeting with Bureau/district partners to obtain input on proposed draft revisions • Determined field test parameters and issued invitations to select district staff for January field test • Reviewed revisions with key Department staff

  9. Updated 2012 Matrix of Services Handbook • Intended to be used with the Matrix of Services training and as a reference when completing matrices on students • Each domain described in detail • Sample services provided • Q and A document provided for support • Updated Glossary and Introductory Sections

  10. Updated 2012 Matrix of Services Handbook • 5 Domains used to group types of services • 5 Levels 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)

  11. Updated 2012 Matrix of Services Handbook • 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 auditabledocument

  12. 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

  13. Matrix of Services How It Works! • Each Domain has five levels • Levels range from Level 1 (lowest) to Level 5 (highest) • Factors used to determine levels are: • Frequency of the service provided • Intensityof the service provided • In some cases, qualificationsof the person providing the service

  14. Which Students Must Have a Matrix? • ALL ESE students at Support Levels 4 and 5 • McKay Scholarship students

  15. And Remember…. The IEP Drives the Matrix A Quality IEP must contain: • What the student is currently doing: (Present Level Statement) • What is the student able to do? • Use specific language and descriptors…Beware of “generic” language when describing. • What challenges does the student face? • Impact of disability on learning • What will you do to help the student improve? • Educational Need

  16. The IEP Drives the Matrix • What you want the student to do in the future: (Measurable Annual Goals) • What do you want the student to accomplish in a year’s time? • What does the student need to accomplish the goals: (Benchmarks/Short-Term Objectives) • What steps are taken to get the student to achieve the goal in a year’s time?

  17. The Difference between Benchmarks and Short Term Objectives Benchmarks and Short Term Objectives are different in the following ways: STO list specific sub-tests and include measurable aspects Benchmarks describe expected performance levels for specific time periods Benchmarks and Short Term Objectives are similar in the following ways: • provide a map or path the student will take to attain the annual goal • Link the present level of academic achievement and functional performance and the annual goal • Guide the development of instructional strategies Source: 2012 Developing Quality IEPs, Pg. 87

  18. So…..Let’s get started with the Matrix of Services Form The Matrix must only be completed by someone who has been trained in completing the Matrix by a DOE approved Matrix Trainer!

  19. 2012

  20. Completing the MatrixCover Page • Student Information • A name of the person completing the form, but not his/her signature, is required • Areas of Eligibility (P for Primary, check all others) • Parents do not need to be present for Matrix completion

  21. Completing the MatrixCover Page • If an IEP meeting is held, services do not change, and the Matrix is less than 3 years old, a new Matrix does not have to be completed

  22. Directions for Completing and Scoring the Matrix Domains • Open your Matrix Document and locate each domain section • This is where individual domain ratings will be recorded • REMEMBER: all services provided to the student will reflect needs and services documented on the completed IEP

  23. Directions for Completing and Scoring the Matrix Domains • Raters should check all services at each level that are applicable leading up to the highest rating • Raters will check the box indicating the highest level of service • All services must be documented on the IEP

  24. Matrix of Services Special Considerations

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

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

  27. LevelsHow They Work!

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

  29. Level 2 • The student is receiving assistance on a periodic basis or receives minor supports, assistance, or services • Terms associated with Level 2 services include: • Minor Supports • Minimal Accommodations (Curricular or Environmental) • Monthly Services • Consultation

  30. Accommodations vs. Modifications When you move beyond Level 2, you are moving toward more intensive accommodations, modifications, specialized approaches, and learning environments thatare more involved

  31. Let’s take a closer look at terminology • Accommodations~ changes that can be made in the way the student accesses information and demonstrates performance. Accommodations involve the use of various strategies, assistive technologies, flexibility in the schedule or environment or are support from a person to increase, maintain, or improve the performance of the student with disabilities, through general education curriculum standards. Determining the intensity of the accommodations will be critical to determine the appropriate level of rating. • Modifications~ alterations, transformations, and variations provided to curriculum, instruction, materials, or equipment.

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

  33. Virtual Meetings: A New Option to Consider • Virtual Meetings are defined as “real time” where participants are actively involved. A meeting conducted via telephone is also considered a virtual meeting (eg. conference call). Written exchanges (eg. email) among professionals does NOT constitute a virtual meeting. • Written exchange with families IS allowable for consultation at Level 2, but is NOT acceptable for collaboration at Level 3.

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

  35. Level 5 • The student is receiving continuous and intense assistance, multiple services, or substantial modifications for the majority oflearning activities. Terms used to describe Level 5 services include: • Continuous, constant intervention/assistance • Intensive or individualized approaches (3:1 ratio or less) • Services for the majorityof the day • Multipleservices

  36. Special Consideration Reminder: • Once Domains A-E are completed, the rater should determine if any additional points will be added by checking the Special Consideration statements that apply • Special Considerations information can be found on pages 43-44 in the handbook It’s time for……….Level Lingo!

  37. Domains & Levels: How They Work Together!

  38. Matrix of Services Documentation 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 

  39. Domain ACurriculum and Learning Environment Addresses services provided to the student in the areas of curriculum, instructional strategies, and learning environment

  40. Domain A Curriculum and Learning Environment Level 1 (see page 13) The student requires no services or assistance beyondthat which is normally available to all students

  41. Domain ACurriculum and Learning Environment Level 2 – “Requires minimal accommodations/ supports to curriculum or learning environment” (see page 13-16) • Accommodations/Supports to the general curriculum • Curriculum compacting (a strategy used with students identified as gifted) • Differentiated Instruction • Electronic tools used independently • Accessible Instructional Materials (AIM) • Accommodations on assessments/ accessible assessment materials • Assistance with note taking and studying • Referrals to agencies • Consultation at least monthly

  42. Domain ACurriculum and Learning Environment Level 3 – “Requires a differentiated curriculum or extensive use of accommodations. (see pages 16-17) • Differentiated curriculum (a strategy used with students identified as gifted) • Electronic tools and assistive technology used with assistance • Alternative textbooks, materials, assessments, assignments, or equipment • Special assistance in general education class requiring weekly consultation • Assistance for some learning activities in the general education setting • Direct, specialized instruction for some learning activities • Weekly collaboration with family, agencies, and/or other providers

  43. Domain ACurriculum and Learning Environment Level 4 – “Requires specialized instruction, modified curriculum, extensive modification to the learning environment, or assistive technology used with supervision” (see pages 18-19) • 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 • Assistive technology used with supervision for the majority of learning activities

  44. Domain ACurriculum and Learning Environment Level 5 – “Requires modified curriculum and substantial modifications to the learning environment” (see pages 19-20) • Instruction in reading braille • Intensive curriculum or instructional approach for all learning activities • Group instruction at home or hospital • Individual instruction at home or hospital • Ongoing, continuous assistance for participation in learning activities

  45. Domain BSocial/Emotional Development Addresses positive behavioral supports, behavioral interventions, social skills development, socialization, and counseling as a related service.

  46. Domain B Social/Emotional Behavior Level 1(see page 21) • The student requires no services or assistance beyondthat which is normally available to all students.

  47. Domain B Social/Emotional Behavior Level 2 - “Requires periodic assistance and / or behavior supports” (see pages 22-23) • Consultation on a monthly basis with teachers, family, agencies, or other providers • Specialized instruction or activities in self-advocacy and understanding of exceptionality • Behavior management system in general class • Monthly counseling or guidance • Monthly assessment of behavior or social skills

  48. Domain B Social/Emotional Behavior Level 3- “Requires weekly personal assistance, or behavior intervention” (see pages 23-24) • Small group instruction in social skills, self-regulatory behavior, self-advocacy, conflict resolution, dealing with authority, and socialization • Weekly counseling or guidance • Behavior contract, including behavior outside the classroom • Weekly family counseling, assessment or interventions • Referral and follow-up for transitions to and from community-based programs • Weekly assessment of behavior as part of behavioral intervention plan • Weekly collaboration with teachers, families, agencies, or other providers

  49. Domain BSocial/Emotional Behavior Level 4 - “Requires daily personal assistance, monitoring, and/or intervention” (see page 25) • Highly structured individualized behavioral intervention plan infused throughout the school day • Daily counseling or specific instruction on social or emotional behavior • Daily reports to family, agencies, or others

  50. Domain BSocial/Emotional Behavior Level 5 - “Requires continuous personal assistance, monitoring, and intervention” (see page 26) • 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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