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“The highest destiny of the individual is to serve rather than to rule.” --Albert Einstein

 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 Just to refresh our memories…

 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  2011: Legislature passed HB 1255 and next round of revisions started  : Updating of Matrix of Services Handbook and Form  2012: Train-the-Trainers and Updating for Current Matrix Trainers Just to refresh our memories…

 Amended section , 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 Handbook for Exceptional Students and implement the revisions before the beginning of the school year.

 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

 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

Are you ready to change the world today? (Or at least a few changes to the Matrix?) Mark Sanborn, The Fred Factor

 Removed case studies from Handbook - Case studies removed, IEPS to be used in training  Updated auditory-oral references and examples EXAMPLE: - Daily speech/language therapy (e.g., auditory-oral education services, articulation)  Made changes to allow for virtual meetings for consultation services

 Support Sections - Updated Introduction, Instructions for Use of Matrix, Q and A Section, Glossary, and Revised Form

 Required documentation for each category under the levels is now listed first  References to brand names have been removed  Acronyms have been more clearly defined  Duplicative verbiage has been deleted

 Updated terminology and examples EXAMPLES: - Common Core and Next Generation Sunshine State Standards - Physically impaired to orthopedically impaired  Updated technology references and examples EXAMPLES: - Tape recorders to audio or video recording devices - Word processors to digital writing tools  Reference to “assistive technology evaluations” has been revised to “assistive technology assessments”

Level 1  No changes Level 2  Few changes made  Clarified that in order for consultation to be checked on the Matrix, it must be consistently documented  Terms used to describe Level 2 services include supports, minimal accommodations to assist in accessing curriculum or learning environment, monthly services, and consultation

Level 3  Clarified that in order for collaboration to be checked on the Matrix, it must be consistently documented  Changed “modifications” to “accommodations” Level 4  Few changes made  Clarified existing language referencing Level 4 indicates that for the majority of learning activities, the student is receiving specialized approaches, assistance, or equipment, or is receiving more extensive modifications to the learning environment Level 5 - Few changes made

 Updated and added terminology and examples EXAMPLES: - Added definition and references to accessible instructional materials (AIM) - Added definition and references to modified curriculum - Replaced “adaptations” with “accommodations/supports” - Expanded Matrix Glossary

 Added section on Differentiated Instruction ◦ The goal of differentiated instruction is for teachers to determine the way that each child in the class learns best and adapt instruction to cover all learners. EXAMPLES: - Vary the schedule to include easy and hard tasks - Increase instructional time spent on the learning goal/target  Updated agency examples to which referrals are made

 Updated terminology EXAMPLES: - Changed use of “behavior management plan” to “behavior intervention plan” -Changed ”emotionally handicapped or severely emotionally disturbed” to “emotional/behavioral disability”  Updated examples EXAMPLE: - In some requirements, added the need for evidence/ documentation of a functional behavioral assessment  Added definition of counseling as a related service

 Updated terminology EXAMPLE: - Changed “physically impaired” to “orthopedic impairment” -Changed “adaptations” to “supports”  Updated examples EXAMPLE: - Added integration of classroom strategies and instructional materials as example of collaboration with teachers of physical education classes and others -Changed requirement for assistive technology from requiring written assistive technology evaluation to a written assessment and report for special equipment/assistive technology

 Updated terminology EXAMPLE: - Changed “Epi-Pen” to “epinephrine injections”  Updated examples EXAMPLE: -Added use, with assistance, of insulin pump and intravenous pump to list of medical supplies and equipment that are examples of specialized administration of medication -Where evidence of weekly or daily reports are required, clarified that these reports can be electronic or hand-recorded -Now reference “health care service providers” in place of “health providers” to support the provision of services by a variety of personnel

 Updated terminology Example: - Updated assistive technology references to remove references to brand name equipment/software  Updated examples EXAMPLES: -Added Listening and Spoken Language Specialist™ as one of the required collaborators that must be included at levels 3,4, and 5 (under weekly/daily collaboration with teachers, family, agencies, or others) -Added clarification for settings in which interpreting services at levels 4 and 5 take place - Added references to auditory-oral - Added references to cochlear implants

2012

Handbook Post-its Highlighter

Please grab your paddles and appoint a table responder.

 Impact of new 2012 Matrix of Services Handbook on your current delivery of Matrix training  Helpful Training Tips – Round Robin/Select One

 Review the Sample IEP and complete a Matrix individually, highlighting key elements as you go.  At your table, share your ratings and highlighted evidence on the IEP which you believe support your Matrix rating.  As a group, complete a single Matrix and come to consensus on the final rating. Be sure to check all services which apply under each level.  Prepare to present your rating and rationale to the large group.

- Replicable Workshop Template - Trainer’s Kit available through FDLRS - Sample Activities - Sharing of Participant Training Tips

 Thank you very much for your participation and willingness to spend the day with us. Your efforts are truly appreciated! Have a safe trip home!