Navigation

 ·   Wiki Home
 ·   Wiki Help
 ·   Categories
 ·   Title List
 ·   Uncategorized Pages
 ·   Random Page
 ·   Recent Changes
 ·   RSS
 ·   Atom
 ·   What Links Here

Active Members:

Search:

 

Create or Find Page:

 

View ESE:SCT Manual Matrix

Return to ESE Home

Return to SCT Manual

Table of Contents


Matrix of Services

This section of the SCT Resource addresses SCT support for teams completing matrices for intensive levels of services being provided to individual students. Included are links to the Matrix of Services, DOE audit checklist and the Pasco Matrix Resource.

SCT Matrix Responsibilities

SCT Matrix of Service Completion Procedures for Students Filing a McKay Scholarship Intent with DOE

  • SCT is the designated McKay Matrix contact for assigned schools.
  • Student Services Secretary sends electronic copy of McKay Intent to SCT.
  • SCT prints McKay Intent and completes Matrix based on current T/IEP content; best to use Matrix in PlanMaker for back up documentation.
  1. Date Matrix the actual date you complete it; date of Matrix does NOT have to match date of T/IEP meeting (McKay Intent not known at that time)
  2. Write SCT name as person completing the Matrix
  3. Type “McKay Scholarship for Students with Disabilities” under SCT name
  4. If student already has a Matrix for 254/255 funding, use that Matrix number.
  5. SCT attaches McKay Intent to top of Matrix & files both on top of current T/IEP in cumulative file.
  6. SCT emails Student Services Secretary with 251-255 Matrix funding level for each McKay Intent within 30 day timeline from date of McKay Intent.

Additional McKay Information

  • Parent must go online to complete McKay Intent; district can assist with accessing the website if necessary.

McKay Website Click on “McKay Scholarship” choice.

  • McKay Intent does not indicate the school setting requested. Parents may apply for enrollment in a public school of choice, or a state approved McKay private school.
  • Even though there is no special funding attached to a student participating in the McKay program for public school of choice with transportation, a Matrix needs to be completed for each Intent because intended school location is not indicated on the state database.
  • McKay funding level is not changed once the student withdraws from public school and enters a McKay private school. Although rare, a funding level may change if a T/IEP revision occurs while the student is enrolled in the public school. McKay funding continues for private school enrollment even if student is dismissed from ESE.
  • Once student withdraws and goes to private school, s/he no longer has a T/IEP. When s/he returns to public school, he may need a new T/IEP or reevaluation.
  • McKay funding is reported as 251, 252, 253, 254, or 255 and student receives 100% of funding provided to the district. Parents are responsible for any difference between the McKay payment and private school tuition.

NOTE: Vouchers are issued by the state to parent and private school. There is no district involvement in payment or educational planning. Our district provides all McKay funding from ESE Guaranteed Funds.

NOTE: Student Services addresses FTE, payment verification and periodic DOE updates. Student services will help coordinate reevaluation process which is conducted at zoned school site, if requested.

SCT McKay Matrices

Easy Scoring Matrix – McKay Students

Look at the following to get started

  1. Eligibilities,

  2. Domains (and goal content),

  3. PLS, impact of disability statement & priority educational needs.

  4. Then look for content to support the following areas

  • Curriculum & Learning Environment (includes on task behavior & work completion)

Reference PLS, goals, service page & accommodations.

NOTE: Level 3 & 4: direct, specialized instruction = ESE teacher; assistance = IA; will need to mention somewhere on the T/IEP and how frequently

• Level 3 – “Some” (up to 50%) of day direct service by ESE personnel (CoT, SF, Resource or SC - reference schedule in TERMS)

• Level 4 – “Majority” (more than 50%) of day direct service by ESE personnel (CoT, SF, Resource or SC - reference schedule in TERMS); 3:1 assistance more than 50% of the day

• Level 5 – Continuous assistance with 3:1 ratio for learning needs; Instruction in reading Braille

  • Social/Emotional

Reference PLS, goals, goal reporting, service page & accommodations

NOTE: If there is CoTeach or Support Facilitation (ESE & basic ed working together) and there are goals in the Social/Emotional domain, this is collaboration & counts as a Level 3.

• Level 2 – Self-determination 8X a year

• Level 3 – Weekly instruction in self-determination/advocacy or social skills (includes social interaction for withdrawn or nonverbal or isolated students)

• Level 4 – Daily instruction in self-determination/advocacy or social skills (includes social interaction for withdrawn or nonverbal or isolated students); Daily monitoring / notes home – behavior; Daily counseling (instruction in social skills/social personal course) • Level 5 – Ongoing monitoring of an array of behaviors; hourly data collection – very rare

  • Independent Functioning (includes organization & transition between tasks)

Reference PLS, goals, service page & accommodations.

NOTE: If there is CoTeach or Support Facilitation (ESE & basic ed working together) and there are goals in the Independent Functioning domain this is collaboration & counts as a Level 3.

NOTE: Level 3 is typically the highest level for this domain unless student is eligible for a low incidence eligibility or is receiving PT/OT/O&M services.

• Level 3 – Weekly organizational strategies & materials (includes self-contained students receiving instruction on managing materials); Attendance goal with weekly monitoring; Additional adult supervision less than 50% of day

• Level 4 – Daily organizational strategies & materials; Additional adult supervision more than 50% of day; Self help skill instruction (daily) includes eating & toileting needs; Direct, single therapy (PT, OT, O&M)

• Level 5 – Ongoing adult supervision for personal safety; Multiple, direct therapies (PT, OT, O&M)

  • Health Care Needs

Reference PLS, goals, accommodations & related services

NOTE: Very rare to have Health Care needs for a McKay student.

• Level 2 – Periodic/monthly monitoring or reporting of medical information

• Level 3 – Weekly monitoring or reporting of medical information

• Level 4 – Daily monitoring or reporting of medical information

• Level 5 – Continuous monitoring or reporting of medical information; Invasive medical procedures (tube feeding, catheterization, IV)

  • Communication

Reference PLS, goals, services & related services (Level 4 & 5 MUST include SLP services)

• Level 3 – Weekly speech/language services; Reframing inappropriate dialogue

• Level 4 – Speech services & collaboration with classroom staff (check goals to see if classroom/school wide setting is included; progress monitored by SLP & teacher); Interpreter less than 50% of the day; sign language instruction

• Level 5 – Ongoing support for communication needs; use of assistive technology; Interpreter more than 50% of the day

  • Don’t forget Special Factors if applicable

Pasco County Matrix Resource (Manual)

Matrix Manual

Matrix of Services Document

(Insert Matrix link)

DOE Audit Checklist - Matrix of Services

(Insert Audit checklist)