Correlating Quality Individual Educational Plans
and the Matrix of Services

Funding for students with ESE disabilities is based on ratings on the Matrix of Services forms which provides documentation of the areas in which the student is to receive services and the intensity of those services.  What follows is some Q's and A's from a technical assistance paper developed by the Florida Department of Education on the Matrix of Services.

Can the Matrix of Services be developed before the IEP meeting?

No. The individual educational plan (IEP) determines the services a student will receive. Decisions about these services must be made by the IEP committee. The Matrix of Services is completed based on the IEP and reflects the supports and services included on the student's IEP. The matrix could be completed during the IEP meeting after decisions have been made regarding desired school outcomes, diploma options (as appropriate), present levels of performance and annual goals, short-term objectives, evaluation plan, and the special education and related services to be provided to the student.

Can the Matrix of Services be completed by a single individual, following an IEP meeting?

Yes. This can be done because what is essentially involved is transferring information from the IEP to the matrix document to reflect the services to be delivered to the student. However, some districts have determined that completing the matrix prior to adjourning the IEP committee helps to clarify the services planned and ensure that the matrix is accurately completed. Districts will need to establish procedures for completion of the matrix that meet the needs of the district and ensure accuracy.

The sample IEPs contained in Developing Quality Individual Educational Plans - A Guide For Instructional Personnel, includes a section used to report the title/position of the person responsible for planning and implementing activities related to a specific goal. Should the name of the individual be identified?

It is recommended that the position of the person rather than the name of the individual be identified. Because collaboration across disciplines is so critical in an integrated model of service, it is important to identify the position that assumes lead responsibility, along with other positions that will be supporting implementation of the goals and objectives.

If it is determined that the position identified on the IEP as the "Lead Teacher/Staff" will change, must the IEP committee be convened?

If the supports and services the student receives as described by the IEP will not be changing, it will not be necessary to re-convene the IEP committee. However, if the personnel change is being made because the configuration of services to the child differs from what the IEP describes, then an IEP committee must be convened.

The sample IEP included in Developing Quality Individual Educational Plans - A Guide For Instructional Personnel, contains the following statement: "If student is removed from regular education more than 50% of the school day, please justify." Does completing this statement satisfy the requirement to complete a Least Restrictive Environment (LRE) form?

No. This statement does not replace the required LRE form unless the statement includes information on previous education alternatives, placements and/or modifications considered or previously attempted, factors considered in making the placement decision, and opportunities to participate with nondisabled students.

If the district completes an LRE form, must the statement justifying removal from regular education for more than 50% of the school day be included on the IEP also?

No. This is not a required component of the IEP.

When must the LRE form be completed?

The LRE form must be completed when the student is removed from the regular education classroom for more than 50% of the student's day. However, please note that the determination of whether the student's placement is in the least restrictive environment must be reviewed each time the IEP is reviewed or revised.

How will parents and district staff know how much time a child is receiving services since the number of minutes per week of service may not be included on the IEP?

Including "amount of service" on an IEP remains a required component. However, as we move from a time-based funding model, to a funding model based on intensity of need and services delivered, there will be more ways to define amount of service beyond recording minutes or hours per week. The practice of recording specific time is still recommended for speech/language therapy and related services such as physical therapy, occupational therapy, orientation and mobility, and counseling services. It will be important to ensure that the amount of service to be received is stated in a manner that is clear to all, especially parents, who are involved in the development and implementation of the IEP. Descriptors such as "three times a week," "weekly," or "every day during Algebra class," could provide sufficient description of the amount of service to be received.

Both the Matrix of Services and the IEP forms refer to time the student is with non-disabled persons. How should this be calculated? Does this include an after-school program, or a breakfast that is served before the "first bell."

The Matrix of Services requires the number of minutes in the school week and the number of minutes with non-disabled persons. On the IEP, these numbers are used to calculate the percent of time with non-disabled persons. This- percent of time with non-disabled persons should be based on the total number of minutes in the school week.

The school week includes instructional and non-instructional time. The time with non-disabled persons also should include both instructional and non-instructional time. Therefore lunch, time between classes, elective classes and "homeroom periods" are included in the number of minutes in the school week. Generally, the number of minutes will be the same for all students in the same school and should be agreed upon before completing the matrix at a particular school.

An after-school program, or a breakfast served before the first bell, are not part of the school week.

With the revised calculation of time spent with non-disabled peers, what would constitute a "change in placement?"

The measure for determining a "change in placement" is based on the categories established by the U.S. Department of Education, Office of Special Education Programs, Annual Data Report and the State of Florida reporting requirements. A district must use the following ranges to determine if a change in placement is proposed:

• Placement Percent of Time with Non-disabled Peers

• Regular Classroom More than 79%

• Resource Classroom More than 40% but less than or equal to 79%

• Separate Classroom Less than or equal to 40%

• (Other placement categories include: public separate school, public residential school, homebound/hospital, correctional facility, private separate school, and private residential school.)

A "change in placement" is an IEP committee decision and, therefore, the committee must be convened and the parent must receive prior notice of the change.

The sample IEP contained in Developing Quality Individual Educational Plans - A Guide For Instructional Personnel, specifies participation in regular education as a percent of time. Can the extent of participation with non-disabled peers be expressed as a range of percentages? (e.g., The student will be with non-disabled peers 20% - 40% of the school week)

Yes. The extent of participation can be expressed as a range on the IEP, however, this range should not exceed 20% of the school week. If the range crosses placement categories, this would have to be clearly reflected on the IEP and a Least Restrictive Environment (LRE) form would need to be completed if applicable.

Note, that on the cover sheet of the matrix, the amount of time with non-disabled peers is expressed in minutes. While this may be recorded as a range of minutes not to exceed 20% of the school week, a range of minutes cannot be entered in the data base. Therefore, the specific number of minutes (not a range) that accurately reflect the student's participation with non-disabled peers on December 1, must be reported in Survey 9 for this data element.

If the district elects to describe the amount of services on an IEP in minutes or hours, may a range of minutes or hours be used?

Yes. The amount of service could be expressed as a range of time on the IEP. However, the range of time must not exceed five hours per week except for speech/language therapy, and related services such as physical or occupational therapy and orientation and mobility for which the range must not exceed more than 90 minutes per week.

Can the IEP specifically reference a section of the matrix, with the matrix attached to each copy of the IEP?

Yes. However, if a district elects to do this, in the event of a due process hearing or complaint inquiry, the entire document including the matrix would be considered the IEP and, therefore, subject to all applicable legal requirements.

Does a new matrix have to be completed after every IEP meeting?

A matrix of services must be completed at least once each year for each ESE student. Additionally, each time the exceptional student's IEP, family support plan, or educational plan is reviewed, the Matrix of Services must also be reviewed.

If the IEP reflects an initiation and duration date and level of service for the school year and a different initiation date and level of service for the extended school year, must two matrices be completed?

Yes. To ensure clarity and minimize errors during data input, a district must complete two matrices that reflect the different levels of service for the different time periods.

If the IEP reflects a different level of service each semester for a student on a "block" schedule, must two matrices be completed to reflect the different level of service?

The matrix should reflect the services being delivered during each FTE survey period. If services change between FTE survey periods, a new matrix should be completed.

Must the matrix reflect all the supports and services included on the IEP?

Yes. The matrix must reflect the special education and related services contained in the IEP and provided by the district. The only exception to this is special transportation services, which are not reflected on the Matrix of Services document but are indicated on the IEP. Services not funded by the district are not to be reflected on the matrix.