Broward County Public Schools Diversity, Prevention & Intervention Department X RIOT ICEL An organizing framework to guide effective data collection and problem analysis during the 4 Step Problem Solving Process. R I O T Review Interview Observe Test Permanent products: Teacher about: Teacher: Checklists & questionnaires Classroom schedule Expectations Antecedent conditions Classroom environment scales I Lesson Plans Curriculum materials Consequences Self -reports Pacing & sequence Expectations Student opinions & responses Instruction Projects Use of effective teaching and Pace about instruction and teacher “How?” Worksheets evaluation practices Practices Written pieces & Tests Permanent products: District staff/coaches about: Alignment of assignments with Level of assignment and Books Effective implementation and goals and objectives curriculum material difficulty C Curriculum guides expectations of curriculum Alignment of teacher talk with Opportunity to learn Materials Teacher about: curriculum Student’s opinions about what Curriculum Scope & sequence Use of curriculum Curriculum modification is taught “What?” Standards/Benchmarks Content & application Student interaction with Text readability Worksheets Scope & sequence materials & tasks Class size & demographics Parents, principal, teachers, Distractions Aggregated peer performance Classroom/School rules support about: Health/safety violations Checklists & questionnaires E Local achievement data Behavior management plans Interactions and causal Classroom environment scales Environment Procedures & routines Class rules relationships Established local academic School policies routines Setting conditions norms “Where?” Social & cultural norms Student, peers, teachers Attendance & health records Parents, principal, teachers, Dimensions and nature of the Curriculum-based assessment Error analysis support staff about: problem Discrepancy between setting Permanent records: educational How they perceive the problem Knowledge of expectations demands (instruction, L history, onset & duration of Student’s through: Response to Intervention curriculum, environment) and problem Behavioral rating scales and Target behaviors student performance Learner Teacher perceptions of the structured interviews Functional hypothesis of “Who?” problem, pattern of behavior performance deficit Test performance Student performance (adapted from Howell & Nolet, 1999)
Broward County Public Schools Diversity, Prevention & Intervention Department RIOT X ICEL An organizing framework to guide effective data collection and problem analysis during the 4 Step Problem Solving Process. R Review I Interview O Observe T Test I Instruction “How?” Permanent products: Classroom schedule Lesson Plans Pacing Projects Worksheets Written pieces & Tests Teacher about: Expectations Curriculum materials & sequence Use of effective teaching and evaluation practices Teacher: Antecedent conditions Consequences Expectations Pace Practices Checklists & questionnaires Classroom environment scales Self -reports Student opinions & responses about instruction and teacher C Curriculum “What?” Permanent products: Books Curriculum guides Materials Scope & sequence Standards/Benchmarks Worksheets District staff/coaches about: Effective implementation and expectations of curriculum Teacher about: Use of curriculum Content & application Scope & sequence Alignment of assignments with goals and objectives Alignment of teacher talk with curriculum Curriculum modification Student interaction with materials & tasks Level of assignment and curriculum material difficulty Opportunity to learn Student’s opinions about what is taught Text readability E Environment “Where?” Class size & demographics Classroom/School rules Local achievement data Procedures & routines School policies Social & cultural norms Parents, principal, teachers, support about: Behavior management plans Class rules routines Distractions Health/safety violations Interactions and causal relationships Setting conditions Student, peers, teachers Aggregated peer performance Checklists & questionnaires Classroom environment scales Established local academic norms L Learner “Who?” Attendance & health records Error analysis Permanent records: educational history, onset & duration of problem Teacher perceptions of the problem, pattern of behavior Test performance Parents, principal, teachers, support staff about: How they perceive the problem Student’s through: Behavioral rating scales and structured interviews Dimensions and nature of the problem Knowledge of expectations Response to Intervention Target behaviors Curriculum-based assessment Discrepancy between setting demands (instruction, curriculum, environment) and student performance Functional hypothesis of performance deficit Student performance (adapted from Howell & Nolet, 1999)
BrowardRIOT_X_ICEL_Poster.docx