1. Define areas of concern and verify potential reasons for the concern

1. • Gather and triangulate multiple sources of data through the RIOT process

   • Thoroughly review the learner’s educational history focusing intentionally on the setting, curriculum, instruction, and learner’s performance to develop a learner profile

   • Pinpoint skills and/or behaviors that are not at mastery

   • Develop an observable, measurable concern that has a verifiable standard based on the data gathered

2. Identify strengths, interests and preferences that sustain learner engagement

1. • Identify existing skills in which to build on through specially designed instruction

   • Identify preferences for learning, materials, adult instructional behaviors, and activities that will maximize the likelihood a learner will remain engaged

3. Determine critical supports needed for learner success

1. • Analyze the data collected in order to recommend and outline where specially designed instruction needs to begin

   • Make an instructional match which includes the environment and approach/materials needed for the learner to access and make progress in the Iowa Core

 4. Incorporates evidence-based practices aligned to learner needs

• Apply diagnostic results to select appropriate supports for access, engagement, increasing specific skills

• Explicitly state learner outcomes

• Determine intensity and frequency of alterable variables (e.g. grouping, materials, accommodations, time, etc.)

• Use high leverage instructional practices that match the concept/ skill being taught and the learner’s needs

• Maintain high expectations, is coordinated and is inclusive of the necessary services and supports

5. Aligns to the Iowa Core and is age appropriate

• Align learning targets to grade level, learning progressions and foundational skills

• Align the learner’s IEP goals, progress monitoring, and supports to Iowa Core

• Connect supports and services to instruction the learner is receiving throughout the school day

6. Maximizes opportunities for access and engagement

• Address appropriate accommodations & modifications

• Consider multiple means of engagement, action and expressions, and representation which are matched to learner need

• Provide instruction in the general education environment and removal is considered only if needed for learner success

7. Deliver the instruction as designed and monitor instructional fidelity

• Regularly use implementation fidelity checklists/ walkthroughs/ observations to ensure:

  • All parts of the instructional plan are implemented as intended 

  • The instructional plan is implemented with the frequency/ intensity/ duration as planned

  • Instruction includes evidence-based, high-leverage instructional practices

• Intentionally and regularly engage ongoing implementation support for feedback and guidance (e.g. family, coaches, content experts, PLC, etc.)

8. Monitor learner progress

• Use assessments/ data sources that link directly to skills taught

• Collect and use formative and summative assessments as planned

• Gather data with sufficient frequency to make instructional decision

9. Adjust instruction as necessary based on learner progress and instructional fidelity

• Intentionally collaborate to review/ analyze learner data to enhance instructional practices and materials

• Examine implementation data and progress data to consider:

  • Continue the plan as written

  • Gathering more data 

  • Improve implementation

  • Reduce supports/ services

  • Intensifying/modifying supports