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Our team completed the RIOT. We reviewed current IEP and previous IEP. We reviewed behavior support plan and all documentation involving the student's behavior.
We were able to interview the BCBA and the parents to see how the behaviors have changed from previous years.
The student was observed engaging in maladaptive behaviors to determine next steps.
Our staff contact Oakland Schools Aspire Program and a 5 point behavioral script was developed.

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We were able to complete the RIOT for a recent IEP evaluation with a middle school student. At this time as we learn RIOT we are using older students to help with the interview process. This student was being seen for articulation specifically their /r/ phoneme. The review portion allowed us to see how the student has progressed, what their IEP history looked like and we were able to look at the student's successes in school and where they are having difficulty. We interviewed the teachers of the subject where the student was struggling as well as the student. This provided insight into why they were having difficulty. It also showed us how the student is emotionally impacted by this. By meeting and interviewing teachers and the student it made our observations more meaningful. Lastly, while trying out new ways to support the student we were able to identify the subjects where the most help was needed.

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I have teachers that reach out to me for additional ideas, tools and supports for their students.  I love using the RIOT to help me get more information.  Recently I met with a teacher about a student who is transitioning to the middle school next year and needs some tools to help with reading independence in the gen. ed classroom.
R- I reviewed the most current IEP and evaluation results to get a baseline of the students independent reading abilities.
I- I met with the elementary SE teacher to discuss with her what she currently sees and where some tools might be helpful in preparing him for middle school.
O- I will observe the student in the SE and GE classrooms to see what a typical day or environment is for the student.
T- I have scheduled a time with the SE teacher to work with the student and some of his peers who may also benefit from the reading supports before they go to middle school next year.

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I was able to interview my paras and speech pathologist about the needs of one of my students (ASD) who is struggling to express frustration appropriately without headbutting.

I was looking for low-tech options but our discussion was very good!  It was great to hear from all stakeholders and to see how he was behaving differently for me than he was for the paras and speech pathologist.  We were able to determine some different visuals and a social story.

The child was able to read them and use them when he was calm. We have not had success yet with him using it independently, but I think we can!

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Our team was able to complete the RIOT process. We choose to look at ninth grader with reading a writing concerns.  After interviewing her current caseload teacher, we focused on the student's reading needs.  This is the area the teacher asked us to focus on.  An observation was completed during ELA class as well as her support hour. The student did use technology such as an audio of the book but that was because the entire class used it.  The observation reflected that the student did not use technology independently.

It was a good experience to go through. It was difficult not to just jump in with suggestions during the interview process. I found it helpful to look at questions that I had prepared for the interview process.

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I have a student who struggles to remain focused on tasks. He knows the material but is very distracted and often sensory seeking to complete tasks. I reviewed his most recent IEP and his COR data to see his progress on his goals and key developmental indicators.

I inteviewed his classroom teacher to see what she thought of the students progress.   His teacher reported that we have tried weighted vests, theraputty, and step by step visuals of his routines.  The tools/AT worked for a while but she said that the student is still struggling with these supports in place. The student seemed more and more distracted. We both shared concerns about him progressing in kindergarten.

We asked ourselves which tools will help the child take ownership. So we have started asking the child which tool they want to use during recall, small group and read aloud and we observed. The offer of a choice seems to be providing ownership for the child to be motivated to complete tasks. We are trying to allow the student to have choice between the items implemented that will best support the child at the time.

SW

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Using a student in our ASD program on another teacher’s caseload. This student is a 3rd grade student.

Review Documentation: For this process, I reviewed the student’s IEP, goal data, behavior data, and recent evaluations from ABA.

Interview Stakeholders: I interviewed the caseload teacher, speech pathologist, social worker, and occupational therapist.  I asked questions about student strengths, interests, and we went through the areas the student needs support.  Work independence was the most needed item from the team. The student typically screams and cries and wants adult to step by step work with him.  Fine motor seems to be the issue that is holding him back.

Observe the Student: The student was observed two times.  Once during academic centers and once during OT. During the academic time,  He was observed working independently on tasks with an adult in close proximity.  He needed help at one point and screamed instead of indicating he needed help. He tried putting the pencil in the adult's hand and cried until the adult helped him.  He needed help coming up with words for his story.   OT, the student was able to form letters but needed assistance with word spacing.  He was able to hold the pencil with a tripod grasp.

Try Things Out: possibly try out word prediction such as co-writer, first author software,  or clicker 8

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I have a student who had her 3-year re-eval, where it was determined that her reading comprehension was critically low. The Review and Interview steps revealed incredibly surprising results. Although she is a straight A student in gen. ed 11th grade English, after interviews, psychologist reports, and work sample reviews, we found that she had been cheating on all reading comprehension assignments this year. The currently tools in place were not being used, and the student reported not understanding the classroom text at all. Parents reported that the student spent almost 4 hours a night completing homework for her classes as well. During the observation portion, it was confirmed that the student was not utilizing the tools and supports in place, and would complete minimal to no work while in class. During the IEP meeting, we introduced two new tools: speech to text and graphic organizers for reading. We created a plan to teach the student to use the speech to text, and helped her download her current novel on LearningAlly. She has been working with her resource room teacher on utilizing graphic organizers to understand the novel better. Only one week has passed since the IEP, so not enough time to determine if the tools are effective.

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I was able to try RIOT for a student who struggles with handwriting on worksheets. I REVIEWed his IEP documents which include a history of significant fine motor skill difficulties and hand/finger placement on writing utensils. He receives direct services from the OT. His most recent IEP includes accommodations such as: “alternative to written response (scribe, verbal response, speech-to-text software)” and “access to assistive technology with speech-to-text and word processing software)”.   I INTERVIEWed the special education teacher and OT and learned that a number of pencil grips have been tried. I OBSERVEd that the student is tech savvy and can independently access extensions, Google Drive, email, etc after an initial session of modeling.  I decided to TRY to have the student use Kami on the Chromebook to access worksheets for his general education Social Studies class.  A staff member scanned in the worksheets and organized them in a Google Drive folder that was shared with the student. He was able to independently access the documents in Google Drive, open them with Kami, and use the typing tool to input his answers. Yesterday, he received a new worksheet packet for the new unit in Social Studies and he asked the special education teacher to scan it so he could utilize Kami to input his answers! :)

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R: I reviewed my selected ECSE student and looped in other team members as part of the RIOT process. His review generated a present level that I shared with the team and added to his new IEP
I: As part of my Interview process for this student, I asked team members about the student’s preferences, strengths and areas of need. I shared that I was planning to change my service delivery from direct Speech to consult and inquired whether the team was in support.
O: I observed the student in class and in a 1:1 setting as well as asked for observations from others. My observations documented that this child is a 3 year old who interacts with his world like a much younger child. I observed that he likes to bang on toys in the classroom and can activate some of them, but may not be doing so internationally.
T: I contacted Oakland Schools and collaborated with my AAC consultant and team members to select more cause and effect type toys. A toy was selected with team input and I will be selecting more after doing more research. I will be trying servicing this child via consult as well as that service model matches his present level.

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We used the RIOT determining how to write with alternative pencils. Still TRYING tools out but we definitely get more interaction scribing with our student

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Describe the situation:  Students most recent IEP states that student is eligible under ECDD, all evaluation reports, progress notes and teacher notes show that student is struggling emotionally.  Student has zero communication except behavior and screaming.  His behavior is increasingly becoming more violent daily.

Where you able to try all 4 RIOT steps?
Our team REVIEWed: this students case. We looked at all data available. We INTERVIEWed:  We called a parent meeting as well to be sure we weren't missing any information that would help us determine LRE as we move forward with his transition plan.  OBSERVing : Was done by the complete team in all areas of his day, from arrival to departure. Try: We tried to use more sensory integration into his day to see if it helped with the unwanted behaviors.
What was the student able to try?  The student was able to try some of the new sensory fidgets and heavy work loads before spring break. We will have a better data collection on how it will work after we return and can take true data for a few weeks.

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Our team was able to complete all of the steps in the RIOT. A review of the IEP and evaluation was done by the team. We interviewed the student's caseload teacher and the student.  The teacher and student indicated that they would like to use audio where it is not a computer-synthesized voice. They also said that they did not know how to change the voices or speed of the audio if they were to use the onboard chrome accessibility tools. An observation was conducted during ELA class because they needed to be reading during class. After the evaluation, we showed the student some AT tools to try that are built into her Chromebook.  We are aware that the student's preference is not synthesized voices and we indicated that our available options are not human readers right now but the team is working with the district to change this. In the meantime hopefully changing the voice and speed makes this a feasible option for the student. It was also recommended that she can look for these audios on youtube to see if they are available to use. 

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Our team was able to complete all of the steps in the RIOT. A review of the IEP and evaluation was done by the team. We interviewed the student's caseload teacher and the student.  The teacher and student indicated that they would like to use audio where it is not a computer-synthesized voice. They also said that they did not know how to change the voices or speed of the audio if they were to use the onboard chrome accessibility tools. An observation was conducted during ELA class because they needed to be reading during class. After the evaluation, we showed the student some AT tools to try that are built into her Chromebook.  We are aware that the student's preference is not synthesized voices and we indicated that our available options are not human readers right now but the team is working with the district to change this. In the meantime hopefully changing the voice and speed makes this a feasible option for the student. It was also recommended that she can look for these audios on youtube to see if they are available to use. 

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Our team was able to complete all the steps in the RIOT. We started by reviewing the current IEP and evaluation documents that were sent to us from our student's previous school. We interviewed the student's caseload teacher who works with her in the resource room. The teacher said that she would like us to focus on providing AT tools such as a screen reader and voice to text. An observation was conducted during our student's general education ELA class. After the evaluation we showed the student some AT tools to try that are built into her Chromebook.

Overall it was really nice to see the whole process. Our team agreed that the hardest part was trying not to be too quick to offer suggestions during the interview part of the process. It seems so natural to want to jump in and offer solutions quickly when what we really should be doing during the interview process is listen and ask guiding questions.

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I was working with a student who uses voice typing with Google Docs. The student was working on a Google Slides. The student was able to use dictation on google slides. It was great to see the student use the Google Docs.

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I was able to try RIOT with a student last week who was struggling with logging into his Chromebook. I reviewed his IEP documents, met with his Resource Room Teacher, Gen Ed Teacher, and OT. I then observed him in the RR trying to login and access Clever. After exploring some options and inquiring with the IT department, we decided to make the student a visual cue card to help him focus and break down the steps of logging in. The teachers have been trying it with him, and when I spoke to the OT yesterday, she informed me that he is now able to log in successfully!