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!
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
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?
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
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
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
*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
*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
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
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)
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 auditable
document
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

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
Intensity of the service
provided
In some cases, qualifications of the person
providing the service
Which Students Must
Have a Matrix?

ALL ESE students at Support Levels 4 and 5

McKay Scholarship students
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
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?
The Difference between Benchmarks
and Short Term Objectives
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
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
Source: 2012 Developing
Quality IEPs, Pg. 87
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!
2012
Completing the Matrix
Cover 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
Completing the Matrix
Cover 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
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
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
Matrix of Services
Special Considerations
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-one basis
 +3 for Pre-K students earning less
than .5 FTE during survey period

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
Levels
How They Work!
Level 1

The student requires no services or
assistance beyond that which is
normally available to all students
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
Accommodations
vs.
Modifications
When you move beyond Level 2, you are moving
toward more intensive accommodations,
modifications, specialized approaches, and
learning environments that are more involved
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.
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
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.
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 or
approaches
Daily or very frequent services
Assistance needed for majority (greater than
50%) of activities
Level 5

The student is receiving continuous and
intense assistance, multiple services, or
substantial modifications for the majority of
learning 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 majority of the day
Multiple services
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!
Domains & Levels:
How They Work Together!
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
Domain A
Curriculum and Learning Environment
Addresses services provided to
the student in the areas of
curriculum, instructional
strategies, and learning
environment
Domain A
Curriculum and Learning Environment
Level 1 (see page 13)
The student requires no services
or assistance beyond that
which is normally available to all
students
Domain A
Curriculum 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
Domain A
Curriculum 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
Domain A
Curriculum 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
Domain A
Curriculum 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
Domain B
Social/Emotional Development
Addresses positive behavioral
supports, behavioral
interventions, social skills
development, socialization, and
counseling as a related service.
Domain B
Social/Emotional Behavior
Level 1
(see page 21)
The
student requires no
services or assistance beyond
that which is normally available
to all students.
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 selfadvocacy and understanding of exceptionality
Behavior management system in general class
Monthly counseling or guidance
Monthly assessment of behavior or social skills
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
Domain B
Social/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
Domain B
Social/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

Domain C
Independent Functioning
Includes instruction in organizational
strategies, assistance for activities of
daily living and self-care, physical
therapy, occupational therapy,
orientation and mobility training, and
supervision of students to ensure
physical safety.
Domain C
Independent Functioning
Level 1
(see page 28)
The student requires no services
or assistance beyond that
which is normally available to all
students.
Domain C
Independent Functioning
Level 2 - “Requires periodic personal assistance,
monitoring, and/or minor intervention” (see pages
28-29)




Monthly personal assistance with materials or equipment
Consultation on a monthly basis with teachers, family,
therapists, service coordinators, or other providers
Organizational strategies or supports for independent
functioning
Special equipment, furniture, strategies, or supports for
motor control in the classroom
Domain C
Independent Functioning
Level 3 - “Requires weekly personal
assistance, monitoring, and/or intervention”
(see pages 29-30)





Specially designed organizational strategies or supports
for independent functioning
Supervision to ensure physical safety during some daily
activities
Weekly instruction in self-monitoring of independent
living skills
Weekly monitoring of assistance with independent living
skills, materials, or equipment
Weekly collaboration with teachers, family, agencies, or
other providers
Domain C
Independent Functioning
Level 4 - “Requires daily personal assistance,
monitoring, and/or intervention” (see pages 30-31)




Supervision to ensure physical safety during the
majority of activities
Individual assistance or supervision in activities
of daily living, self-care, and self-management
for part of the day
Special equipment/assistive technology for
personal care with frequent assistance
Regularly scheduled occupational therapy (OT),
physical therapy (PT), or orientation and
mobility (O&M) training
Domain C
Independent Functioning
Level 5 - “Requires continuous personal assistance,
monitoring, and/or intervention” (see pages 31-32)




Continuous supervision to ensure physical safety
Individual assistance or supervision in activities of
daily living, self-care, and self-management for the
majority 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)
Domain D
Health Care
Includes services related to
monitoring and assessment of
health conditions, provision of
related health care services, and
interagency collaboration
Domain D
Health Care
Level 1
(see page 33)
The student requires no services
or assistance beyond that
which is normally available to all
students.
Domain D
Health Care
Level 2 - “Requires periodic personal assistance,
monitoring, and/or minor intervention” (see pages 3334)





Monthly personal health care assistance
Consultation on a monthly basis with student,
teachers, family, agencies, or other providers
Monthly monitoring of health status,
procedures, or medication
Specialized administration of medication
Monthly assistance with agency
referrals/coordination
Domain D
Health Care
Level 3 - “Requires weekly personal
assistance, monitoring, and/or intervention”
(see pages 35-36)
 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
 Invasive/specialized administration of
medication
 Weekly collaboration with family, physicians,
agencies, or others
Domain D
Health Care
Level 4 - “Requires daily personal assistance,
monitoring, and/or intervention” (see pages 36-37)

Daily assistance with, or monitoring and assessment of
health status, procedures, or medication

Daily assistance with, or monitoring of, equipment related
to health care needs

Administration of non-oral medication

Daily communication with family, physician, agencies, or
other health-related personnel
Domain D
Health Care
Level 5 - “Requires continuous personal
assistance or monitoring and multiple
interventions” (see page 37)

Daily assistance with procedures such as
catheterization, suctioning, or tube
feeding

Continuous monitoring and assistance
related to health care needs
Domain E
Communication
Includes personal assistance,
instructional interventions,
speech/language therapy, and the
use of alternative and augmentative
communication systems
Domain E
Communication
Level 1
(see pages 38-39)
The student requires no services
or assistance beyond that
which is normally available to all
students
Domain E
Communication
Level 2 - “Requires periodic assistance
and/or minor interventions” (see page 39)
 Monthly assistance with communication

Occasional assistance with personal
amplification or communication system

Consultation on a monthly basis with
teachers, family, agencies, or other
providers
Domain E
Communication
Level 3 - “Requires weekly intervention and/or
assistance which may include alternative and
augmentative communication systems” (see page 40)
 Weekly intervention or assistance with language
or communication
 Weekly speech/language therapy or instruction
 Weekly assistance with personal amplification
or communication system
 Weekly supervision of augmentative or
alternative communication systems
 Weekly collaboration with teachers, family,
agencies, or others
Domain E
Communication
Level 4 - “Requires daily intervention and/or
assistance which may include alternative and
augmentative communication systems” (see page 41)
 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
Domain E
Communication
Level 5 - “Requires multiple interventions and
assistance which may include alternative and
augmentative communication systems” (see pages
42-43)



Continuous assistance and/or instruction with
communication equipment
Interpreting services for the majority or all of the
school day
Multiple, continuous interventions to replace
ineffective communication and establish
appropriate communication
Let’s check our understanding!
Matrix Table Talk
The Top 10…20…30 ???

Only rate services specifically identified on the IEP - if it’s not on the
IEP, don’t rate it on the Matrix.

REMINDER: Rating the Matrix must meet a two prong requirement:
NEED and SERVICE.

Individual student services are driven by present level statements,
goal statements, benchmarks and objectives that are aligned – write
them carefully. 

Review all key sections of the IEP to gather information which
supports the Matrix ratings.

Matrix must be accurate and current.

Student services are based on need regardless of program eligibility.
The Top 10…20…30 ???

Student services are based on individual need regardless of services
provided to ALL students in a particular classroom.

Services identified on the Matrix include only those funded by the
school district.

Each service should only be checked in one domain…..unless that
service is uniquely provided in additional domains (eg. consultation in
academics and behavior).

Always complete your Matrix AFTER you have completed a Quality IEP.

Be sure to remember Special Considerations.

When evaluating an IEP for a Matrix rating, yes/no answers are not
always readily apparent. Clear documentation must be evident in the
IEP and available as described in the Matrix handbook.
 Add Accurately…Calculators are acceptable accommodations.
It’s time for…
Matrix Mayhem
Divide Domain/Level signs to selected
individuals at your table.
 Presenter will provide a descriptor of a
Domain/Level
 Participants may confer on the correct
answer
 Designee holds up sign when instructed

Practice
QUESTIONS