The learner is who is Student’s current Product vs. peer product Student about: Student’s learning style “Things to Look For” and being taught. knowledge, or ‘prior Self-perceived strengths/talents match for instruction “Ask About” Cumulative file/ records knowledge’ Self-perceived challenges Use of supportive Standardized academic Health records, including This is the last Academic performance technology assessments vision and hearing Ideas about what s/he needs domain that is data Target behavior, Cognitive assessments Teacher’s grade book Personal adjustment considered and is Attendance record antecedents, conditions, Preference/ interest Assignment notebook Beliefs, self-determination only addressed when Social/behavioral consequences inventories Previous interventions if Peer group/friends the curriculum and performance data Dimensions and nature of Motivation scales available Mentoring opportunities instruction are found the problem Student’s skills and Personal adjustment & Patterns of performance, Club involvement to be appropriate and motivation Student/group transitions behavior rating scales including attendance, Community Involvement the environment is Curriculum and Large group instruction retention, and moves Progress monitoring Home responsibility accommodating. instruction are Error analysis of permanent Small group instruction Response to Goals and aspirations appropriate product Independent work time interventions Variables include Student’s ‘ability’ group work time Response to interventions FBA - nature and Parents about: motivation, Family history as reflected by systematic Time on task dimensions of behavior Health issues impacting learning prerequisite skills, Demographic factors progress monitoring (frequency, duration, External supports organization/study Orthopedic or neurological issues Learner latency, intensity), Behavior history necessary to sustain habits, abilities, Hearing/vision checks including anecdotal notes engagement impairments, and Perceptions on learning, behavior, Processing directions Physical fitness history of instruction. speech, or motor difficulties Physical health Cultural factors Family engagement in school activities Social emotional Access barriers (e.g., homework support) Interactions Student effort checklist
Learner The learner is who is being taught. This is the last domain that is considered and is only addressed when the curriculum and instruction are found to be appropriate and the environment is accommodating. Variables include motivation, prerequisite skills, organization/study habits, abilities, impairments, and history of instruction. Student’s current knowledge, or ‘prior knowledge’ Academic performance data Attendance record Social/behavioral performance data Student’s skills and motivation Curriculum and instruction are appropriate Student’s ‘ability’ Family history Demographic factors Product vs. peer product Cumulative file/ records Health records, including vision and hearing Teacher’s grade book Assignment notebook Previous interventions if available Patterns of performance, including attendance, retention, and moves Error analysis of permanent product Response to interventions as reflected by systematic progress monitoring Behavior history Student about: Self-perceived strengths/talents Self-perceived challenges Ideas about what s/he needs Personal adjustment Beliefs, self-determination Peer group/friends Mentoring opportunities Club involvement Community Involvement Home responsibility Goals and aspirations Parents about: Health issues impacting learning Orthopedic or neurological issues Hearing/vision checks Perceptions on learning, behavior, speech, or motor difficulties Family engagement in school activities (e.g., homework support) Student’s learning style match for instruction Use of supportive technology Target behavior, antecedents, conditions, consequences Dimensions and nature of the problem Student/group transitions Large group instruction Small group instruction Independent work time group work time Time on task External supports necessary to sustain engagement Processing directions Cultural factors Access barriers Interactions “Things to Look For” and “Ask About” Standardized academic assessments Cognitive assessments Preference/ interest inventories Motivation scales Personal adjustment & behavior rating scales Progress monitoring Response to interventions FBA - nature and dimensions of behavior (frequency, duration, latency, intensity), including anecdotal notes Physical fitness Physical health Social emotional Student effort checklist
ICEL%20RIOT%20Matrix%20January%202015%20(1).docx