Problem-­‐Solving

 using  the  ICEL/RIOT  Matrix  

 One  tool  that  can  assist  schools  in  their  quest  to  sample  information  from  a  
Key  Domains  of  Learning  
Instruction  is  how  the  curriculum  is  taught  and  
broad  range  of  sources  and  to  investigate  all  likely  explanations  for  academic  or  
behavioral  problems  is  the  ICEL/RIOT  matrix.  This  matrix  helps  schools  to  work   I   Instruction  
can  vary  in  many  different  ways  including:    
level  of  Instruction,  rate  of  Instruction,  and  
presentation  of  Instruction  
efficiently  and  quickly  to  decide  what  relevant  information  to  collect  on   Curriculum  refers  to  what  is  taught.  Curriculum  

academic  performance  and  behavior—and  also  how  to  organize  that   C   Curriculum   would  include  scope,  sequencing,  pacing,  
materials,  rigor,  format,  relevance  
information  to  identify  probable  reasons  why  the  student  groups  are  not   The  environment  is  where  the  instruction  takes  

E  
place.    Variables  in  the  environment  include  
experiencing  academic  or  behavioral  success.   Environment   classroom  expectations,  beliefs/attitudes,  
peers,  school  culture,  facilities,  class  size,  
 The  ICEL/RIOT  matrix  is  not  itself  a  data  collection  instrument.  Instead,  it  is  an   attendance/tardies,  management  
The  learner  is  who  is  being  taught.    This  is  the  
organizing  framework  that  increases  schools’  confidence  both  in  the  quality  of   last  domain  that  is  considered  and  is  only  
the  data  that  they  collect  and  the  findings  that  emerge  from  the  data  (Hosp,   addressed  when  the  curriculum  and  instruction  

2006,  May).    The  leftmost  vertical  column  of  the  ICEL/RIOT  table  includes  four   L  
Learner  
are  found  to  appropriate  and  the  environment  
accommodating.    Variables  include  motivation  
prerequisite  skills,  organization/study  habits,  
key  domains  of  learning  to  be  assessed:  Instruction,  Curriculum,  Environment,   abilities,  impairments,  and  history  of  
and  Learner  (ICEL).  A  common  mistake  that  schools  often  make  is  to  assume   instruction.  

that  student  learning  problems  exist  primarily  in  the  learner  and  to  underestimate  the  degree  to  which  teacher  instructional  strategies,  
curriculum  demands,  and  environmental  influences  impact  the  learner’s  academic  performance.  The  ICEL  elements  ensure  that  a  full  
range  of  relevant  explanations  for  student  problems  are  examined.  
Potential  Sources  of  Information  
The  top  horizontal  row  of  the  ICEL/RIOT  table  includes  four  potential  sources  of  student  
information:  Review,  Interview,  Observation,  and  Test  (RIOT).  Schools  should  attempt  to  
collect  information  from  a  range  of  sources  to  control  for  potential  bias  from  any  one  source.  
R   Review  of  historical  records  and  
products  

The  power  of  the  ICEL/RIOT  matrix  lies  in  its  use  as  a  cognitive  strategy,  one  that  helps  
educators  to  verify  that  they  have  asked  the  right  questions  and  sampled  from  a  sufficiently  
I   Interview  of  key  stakeholders  

broad  range  of  data  sources  to  increase  the  probability  that  they  will  correctly  understand  the  
student’s  presenting  concern(s).  Viewed  in  this  way,  the  matrix  is  not  a  rigid  approach  but  
O   Observe  performance  in  real  time  
functional  settings  
Test  student  through  careful  use  
rather  serves  as  a  flexible  framework  for  exploratory  problem-­‐solving.  
 
T   of  appropriately  matched  
measurement  technologies  
Adapted  from  http://www.inghamisd.org/downloads/iisd_se_supportservices/problem_solving_facilitator_guide_11-­‐12.pdf    and      
http://ncspaonline.com/files/conference2012/cusumano-­‐problemsolving/Hypotheses%20and%20Possible%20Targeted%20Strategies%20during%20Problem%20Solving.pdf    
 
 
 
 
 Problem-­‐Solving  using  the  ICEL/RIOT  Matrix  
 

Domain   Variables   Review   Interview   Observe   Test  

Instruction  is  how   Group/System   • Unit/Lessons  Plans   Stakeholders  about:     • Teachers’  instructional   Classroom    
curriculum  is  taught.     • Instructional  decision   • Permanent  products  (e.g.   • Effective  teaching  practices     styles/preferred  styles  of   environment  survey  
How  content  is   making  regarding   written  pieces,   • Instructional  decision  making  regarding   presenting      
presented  to   selection  and  use  of   worksheets,  projects)  for   choice  of  materials,  placement  of   • Clarity  of  instructions/   Develop    
students  can  vary  in   materials   skill/degree  of  difficulty   students,  instructional  strategies     directions     checklists  on    
many  different  ways:   requirements     • Sequencing/pacing  of  instruction     • Effective  teaching   effective  instruction  
• Use  of  progress  
Level  of  Instruction   • Benchmarks  /  standards     • Choice  of  screening,  diagnostic  and   practices      
monitoring  
Rate  of  Instruction   • Assignments    (calculate  %   formative  assessments     • Communication  of   “Things  to  Look  For”  and  
• Explicit  Instruction  
Presentation  of   of  assign  turned  in,   • Product  methods  (e.g.  dictation,  oral   benchmarks/expectations   “Ask  About”  
• Differentiated  Instruction  
Instruction   average  amount-­‐%-­‐  of   retell,  paper  pencil,  projects)     and  criteria  for  success    
• Sequencing  of  lesson  
  assignments  completed),     • Grouping  structures  used     • How  new  information  is  
designs  to  promote  
Is  the  curriculum   • Length/time  required  to   • Accommodations/  modifications  used     presented    
success  
being  differentiated   complete  assignments  
Instruction  

• Use  of  a  variety  of  practice   • Reinforcement  management/   • Percent  of  time  with  
to  meet  the  needs  of     engagement  strategies     direct  instruction,  whole  
and  application  activities  
the  learners?     • Allowable  repetition  for  mastery/   group  instruction,  
  • Pace  and  presentation  of  
new  content   understanding     practice  time,  
Consider:   differentiated  instruction,  
• Block  of  time  allotted  per   • Who  is  providing  the  supplemental/  
• instructional   intensive  instruction     etc.    
techniques   subject  
  • Use  of  supportive  technology   • How  teachers  gain/  
• presentation  style   maintain  student  
  • Student/group  performance  compared  to  
• clarity  of   peers     attention    
instruction   Individual   • Patterns  of  performance  errors/  behavior     • Academic  engaged  time  
• questioning   • Instructional  decision   • Transitions    
• Setting(s)  where  behavior  is  problematic  
• feedback  technique   making  regarding   • Large  group  instruction    
• Significance  of  academic,  speech,  social,  
• cooperative   placement  of  the  student     • Small  group  instruction    
task  or  motor  difficulties    
learning   • in  groups   • Independent  work  time  
• Onset  and  duration  of  problem    
• use  of  graphic   • Use  of  progress   • Group  work  time  
• Consistency  from  day  to  day,  subject  to  
organizers   monitoring   • Teachers  use  of  positive  
subject    
• instructional   Communication  of   reinforcement,  student-­‐
• Interference  with  personal,  interpersonal,  
conversations   expectations  and  criteria   teacher  interaction  
and  academic  adjustment    
• development  of   for  success   quality/quantity,  (use  of  
• Performance  using  different  modes  of  
academic   • Differentiated  Instruction   direct  observation  
expression  (e.g.  verbal,  written,  
language/     • Direct  instruction  with   protocols)  
kinesthetic)  
vocabulary   explanations  and  cues   • Time  on  task  
• Teacher  perceptions/hypotheses  
  • Use  of  a  variety  of  practice   • External  supports  
regarding  why  the  student  is  unable  to  
and  application  activities   necessary  to  sustain  
demonstrate  the  desired  behaviors-­‐
• Pace  and  presentation  of   engagement  
academic  and/or  behavioral  
new  content  
• Philosophical  orientation  of  curriculum  
(e.g.  whole  language,  phonics)    
• Expectations  of  district  for  
pacing/coverage  of  curriculum  
 Problem-­‐Solving  using  the  ICEL/RIOT  Matrix  
Domain   Variables   Review   Interview   Observe   Test  
Curriculum  refers  to   Group/System   Curriculum  selected     Stakeholders  about:   • Peer  group  response  to   Readability/  level  of  text  
what  is  taught.   • Presence  of  Core   • scientific  researched   • Core  curriculum     curricular  demands     books  and  other  resources  
Scope  and  sequence   Curriculum   based     • Support  curricula  used  for  supplemental   • Target  student  group    
would  be  included   • implemented  with   and  intensive  instruction     response  to  curricular   Readability  
• Universal  behavior    
here  as  well  as  pacing   integrity   • Supplemental  teaching  materials     demands   level/difficulties  of  tests  
expectations/PBIS  
within  and  between   • integration  of   • Expanded  core  curriculum  (e.g.   • Variety  of  practice    
• Staff  training  in  curriculum  
Curriculum  

topics.     supplemental  and   community  skills,  study  skills)     opportunities     “Things  to  Look  For”  and  
• Percentage  of  students  at    
  intensive  curriculum,  as   • Flexibility  for  teacher  to  modify  curriculum   • Allowance  for  peer  sharing/   “Ask  About”  
benchmark/meeting  
Is  curriculum   appropriate   • Use  of  data-­‐based  decision  making   mentoring  during  work  
grade  level  expectations    
appropriate  for     • Philosophical  orientation  of  curriculum   time  
• Long-­‐range  direction  for  
student?     Scope  and  sequence  of   (e.g.  whole  language,  phonics,  direct   • Student/peer  response  to  
instruction  
  textbooks  and  other   instruction)     curricular  materials    
Consider:   • Alignment  to  standards  
resources   • Expectations  of  district  for  pacing           • Types  of  student  
• sequencing  of     • Instructional  
  /coverage  of  curriculum   performance  options:    how  
philosophy/approaches  
objectives   Permanent  products     • Content/outcomes  of  course     are  students  expected  to  
• Instructional  materials  
• teaching  methods   (e.g.  books,  worksheets,   • Modifications  of  benchmarks  made  for   demonstrate  the  
• materials  provided   • Stated  outcomes  for  the   curriculum  guides)     students     skill/standards?  
course  of  study    
• difficulty   • Readability  of  textbook  and  other  
 
• presentation   Benchmarks/  Standards   resources  
• length   • Individual   • Prerequisite  skills/prior  understanding  
• format   • Accommodations     needed  for  success    
• relevance   • Supplementary  instruction   • Allowable  repetition  for  
• Interventions   mastery/understanding    
• Access  to  instruction   • Technology  integration    
(time,  attention,  behavior,   • Cultural  competency/relevance  of  the  
attendance)   curricular  content  to  student  
• Instructional  materials   demographics  
• Arrangement  of  the      
content/instruction    

 
 
 
 
 
 
 
 
 
   
 Problem-­‐Solving  using  the  ICEL/RIOT  Matrix  
 

Domain   Variables   Review   Interview   Observe   Test  

The  classroom/school   • Physical  arrangement  of   • School/  classroom  rules     Stakeholders  about:   • The  physical   Classroom  mapping    
environment  is  where   the  classroom  or  other   • Physical  layouts  of  school,   • Classroom  routines,  rules,  behavior   layout/arrangement  of    
Classroom/School  
instruction  takes   problem  location   classrooms,  property,  and   management  plans,  situational  expectations   learning  spaces   Systematic    
place.     • Furniture/equipment   buses  as  appropriate     (e.g.  classroom  vs.  hallway,  PE,  recess)  and   • Lighting/sound  sources,   Observation    
  • Rules   • Daily  schedule-­‐amount  of   how  rules  were  developed     temperature,  noise  levels      
How  is  the   • Management  Plans   time  allocated  to   • Make-­‐up  of  peers     • Environmental/other   Teacher  Working  
environment   • Routines   instruction  in  areas  of   • (Re)organization  of  room’s  layout  (e.g.  desk   student  distractions     Conditions  Survey  
impacting  learning?     • Expectations   concern.   location  selection,  changes)     • Posting  of  rules,  clocks,    
  • Peer  context   • Out  of  classroom  time  for   • Limited  distractions  area     and/or  daily  schedule       Student  Surveys  
Consider:   • Peer  and  family   other  instruction/     • Signal  for  transitions      
• what  may  distract  or   influence   supports   School-­‐based  personnel:   • Social  expectations     “Things  to  Look  For”  
inhibit  student   and  “Ask  About”  
Environment  

• Task  pressure   • School  wide  discipline     • Established  routines  

learning   • Adult  supervision   • In-­‐school  behavior   versus  new/novel  
• peers   • Peer  to  peer  mentoring  programs   expectations    
• classroom/school   • Adult  to  peer  mentoring   • Peer  makeup    
• expectations   • Counselors,  school  psychologists  supports   • Interaction  patterns    
• beliefs/attitudes   • Teachers   • How  students  handle  
• attendance/tardies   • Level  of  family/school  engagement   transitions  in  schedule  
• class  size  

The  family/community   • Resources  to  support   • Student  attendance  record   Parents  about:   • Community  Activities   NOTE:    Direct  
environment  is  where   learning   • Parent/guardian   • Sleep  habits   • Club/Sports  Activities   assessments  may  
student  spends  time   • Parent  involvement   participation  in  school   • Nutrition/eating  habits   • Peer  interactions   not  be  available  for  
outside  of  the   including  talking  to   open  house,  parent   • Homework  space/time  allocation   • Adult-­‐student   this  Domain  
Family/Community  

classroom   students  about  school,   conferences,  volunteer   • Supervision   interactions  

environment.     checking  homework,     opportunities   • Use  of  out  of  school  time  (e.g.,  physical  
  attending  events,  and   • Mobility  rate   activity)  
How  is  the   volunteering  at  school   • Transportation  from  home   • Home  responsibilities  
environment   • Rules  and  expectations   to  school  (e.g.,  time  on   • Peers  
impacting  learning?     at  home   bus)   • Siblings  
  • Routines   • Discipline  records     • Out  of  school  mentoring  (e.g.,  Big  
Consider:   • Peer  and  family   • Student  support  services   Brother/Sister,  church  involvement,  clubs)  
• what  may  distract  or   influence   being  delivered  (e.g.,   • Interference  of  identified  difficulty  on  outside  
inhibit  student   • Adult  supervision   integrated,  coordinated,   of  school  activities    
learning   • Cultural  factors   offered)   • Social  expectations  at  home    
• home/family  support   • Parent  availability  for   • Cultural  factors  influencing  child  
• expectations   support  (parent  work   • Consistency  between  parent  expectations  for  
• beliefs/attitudes   schedule)   performance  and  school  expectations  for  
• transience   • Other  siblings  in  the  home   performance  
• attendance/tardies   and  their  performance  at   • Consistency  between  levels  of  support  to  
school  and  availability  to   complete  homework  and  levels  of  support  in  
support/mentor  target   class    
student   • Level  of  family/school  engagement  

 
 
 
 Problem-­‐Solving  using  the  ICEL/RIOT  Matrix  
 

Domain   Variables   Review   Interview   Observe   Test  

The  peer  environment   • Belonging  at  school:   • Attendance  records  (e.g.,   Peers  about:   • Classroom  behavior  (e.g.,    Note:    Direct  
is  where  the   feeling  accepted,   tardy  to  school/classes,   • Beliefs,  self-­‐determination   class  participation,  work   assessments  may  
Environment  
instruction  takes   respected,  and  included   absences)   • Peer  group/friends   completion,   not  be  available  for  
place.     at  school   • Discipline  records   • Mentoring  opportunities   engagement)   this  Domain  
  • Resources  and   • Academic  performance   • Club  involvement   • Social  Settings  (e.g.,  in-­‐
How  is  the  peer   structures    to  support   and  proficiency  of  peers   • Community  Involvement   school/hall/Cafeteria  
environment   achievement   (similar  demographics)   • Home  responsibility   behavior  and  interactions  
impacting  learning?     • Rules  and  social     • Identify  peer  supports,   • Goals  and  aspirations   • Interaction  of  peer  to  
  expectations     friends,  problem   • Self-­‐perceived  strengths/talents   peer  
Consider:  
Peers  

• Peer  pressure   relationships   • Self-­‐perceived  challenges   • Interaction  of  target  

• what  may  distract  or   • Routines     student  with  peers  
inhibit  student   • Peer  and  family   Teacher  about:   • Observation  protocols  to  
learning   influence   • Perception  of  student/peer  group   compare  performance  
• peers   • Cultural  factors   interaction   (e.g.,  on  task,  work  
• expectations   • Peer  reinforcement  of  compliance  or   completed,  questions  
• beliefs/attitudes   noncompliance   asked,  compliance)  to  
• transience     same  demographic  
• attendance/tardies   Student  about  Peer  Factors:   peers.  
• The  degree  to  which  peers  influence  work   • Compare  peer  time  to  
completion,  compliance,  motivation,  target   complete  work  to  target  
behavior   student  time  to  complete  
work.  

   
 Problem-­‐Solving  using  the  ICEL/RIOT  Matrix  
 
Domain   Variables   Review   Interview   Observe   Test  
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   • Cumulative  file/  records     • Self-­‐perceived  strengths/talents   match  for  instruction     “Ask  About”  
knowledge’     • Health  records,  including   • Self-­‐perceived  challenges   • Use  of  supportive   •Standardized  academic  
This  is  the  last  
• Academic  performance   vision  and  hearing     • Ideas  about  what  s/he  needs     technology     assessments    
domain  that  is  
data   • Teacher’s  grade  book     • Personal  adjustment     • Target  behavior,   • Cognitive  assessments    
considered  and  is  
Learner  

• Attendance  record   • Assignment  notebook     • Beliefs,  self-­‐determination   antecedents,    conditions,   • Preference/  interest  
only  addressed  when  
• Social/behavioral   • Previous  interventions  if   • Peer  group/friends   consequences     inventories    
the  curriculum  and  
instruction  are  found   performance  data   available     • Mentoring  opportunities   • Dimensions  and  nature  of   • Motivation  scales    
to  be  appropriate  and   • Student’s  skills  and   • Patterns  of  performance,   • Club  involvement   the  problem     • Personal  adjustment  &  
the  environment  is   motivation     including  attendance,   • Community  Involvement   • Student/group  transitions     behavior  rating  scales    
accommodating.     • Curriculum  and   retention,  and  moves     • Home  responsibility   • Large  group  instruction     • Progress  monitoring    
  instruction  are   • Error  analysis  of  permanent   • Goals  and  aspirations   • Small  group  instruction     • Response  to  
Variables  include   appropriate     product       • Independent  work  time     interventions    
motivation,   • Student’s  ‘ability’,  race,   • Response  to  interventions   Parents  about:   group  work  time     • FBA  -­‐  nature  and  
prerequisite  skills,   gender  or  family  history   as  reflected  by  systematic   • Health  issues  impacting  learning     • Time  on  task   dimensions  of  behavior  
organization/study   progress  monitoring     • Orthopedic  or  neurological  issues     • External  supports   (frequency,  duration,  
habits,  abilities,   • Behavior  history   • Hearing/vision  checks     necessary  to  sustain   latency,  intensity),  
impairments,  and   • Perceptions  on  learning,  behavior,   engagement   including  anecdotal  notes    
history  of  instruction.   speech,  or  motor  difficulties     • Processing  directions     • Physical  fitness    
• Family  engagement  in  school  activities   • Cultural  factors     • Physical  health  
(e.g.,  homework  support)     • Access  barriers     • Social  emotional  well-­‐
  • Interactions   being  
• Student  effort  checklist