PLANNING MATRIX

PREPARATION
MATRIX OF SERVICES
Written Report in SPED 207 | Razel L. Fernandez | MAED-SPED I
Table of Contents

Overview ......................................................................1

How it Works.................................................................2

Completing the Matrix ..............................................3

Special Consideration Points ...................................4

Levels: How they Work .......................................... 5-6

Accommodations vs. Modifications ......................7

Domains: How they Work ................................... 8-18

Special Considerations ...........................................19

Notes and Cautions ................................................20

 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).
 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.

PAGE 1
 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
 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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 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.

 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.

PAGE 4
 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 adaptations, assistance, or services. Terms
used in an IEP that reflect Level 2 services:
 Consultation  Adaptations
 Monthly  Simple

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

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  Modifications
 Consultation

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

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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 Accommodations
vs.
Modifications

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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 Domains: How They Work
Domain A: Curriculum and Learning Environment

Level 1-The student requires no services or assistance

beyond that which is normally available to all students.

Level 2-“Requires simple adaptations to curriculum or

learning environment”
 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

Level 3-“Requires modified curriculum and / or learning

environment”
 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

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  Assistance for some learning activities
 Direct, specialized instruction and/or curriculum
for some learning activities
 Collaboration with teachers, family, agencies, or
others

Level 4-“Requires different curriculum and / or extensive

modification to learning environment”
 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

Level 5-“Requires different curriculum and substantial

modifications to the learning environment”
 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-The student requires no services or assistance

beyond that which is normally available to all students.

Level 2 - “Requires periodic assistance and / or behavior

management”
 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

Level 3 - “Requires weekly personal assistance, behavior

management and/or intervention”
 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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Level 4 - “Requires daily personal assistance, monitoring,
and/or intervention”
 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

Level 5 - “Requires continuous personal assistance,

monitoring and intervention”
 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

Level 1- The student requires no services or assistance

beyond that which is normally available to all students.

Level 2 - “Requires periodic personal assistance,

monitoring and/or minor intervention”
 Monthly personal assistance with materials or
equipment

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  Consultation on a monthly basis
 Organizational strategies or adaptations for
independent functioning
 Special equipment, furniture, strategies, or
adaptations for motor control in the classroom

Level 3 - “Requires weekly personal assistance, monitoring

and/or intervention”
 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

Level 4 - “Requires daily personal assistance, monitoring

and/or intervention”

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  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

Level 5 - “Requires continuous personal assistance,

monitoring and/or intervention”
 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)

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Domain D: Health Care

Level 1-The student requires no services or assistance

beyond that which is normally available to all students.

Level 2 - “Requires periodic personal assistance,

monitoring and/or minor intervention”
 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

Level 3 - “Requires weekly personal assistance, monitoring

and/or intervention”
 Weekly monitoring or assessment of health status,
procedures, or medication

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  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

Level 4 - “Requires daily personal assistance, monitoring

and/or intervention”
 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

Level 5 - “Requires continuous personal assistance or

monitoring and multiple interventions”

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  Daily assistance with procedures such as
catheterization, suctioning, tube feeding, or other
school health services
 Continuous monitoring and assistance related to
health care needs

Domain E Communication

Level 1-The student requires no services or assistance

beyond that which is normally available to all students.

Level 2 - “Requires periodic assistance and/or minor

interventions”
 Monthly assistance with communication
 Occasional assistance with personal amplification
or communication system
 Consultation on a monthly basis with teachers,
family, agencies, or others

PAGE 16
Level 3 - “Requires weekly intervention and/or assistance
which may include alternative and augmentative
communication systems”
 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

Level 4 - “Requires daily intervention and/or assistance

which may include alternative and augmentative
communication systems”
 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

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  Interpreting services for part of the school day

Level 5 - “Requires multiple interventions and assistance

which may include alternative and augmentative
communication systems”
 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

 +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
 +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.
 Appropriate places for documentation on the IEP
1. Present level statements
2. Measurable annual goals
3. Short-term objectives
4. Modifications/accommodations section
5. Related services section
6. Exceptional student education services section

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