ERIC Number: EJ1079415
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction
Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.
Remedial and Special Education, v36 n6 p361-373 Nov-Dec 2015
Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI decisions being made without sufficient evidence. Recent advancements in the conceptualization and measurement of opportunity-to-learn (OTL) can operationalize and assess key aspects of Tier 1 instruction in ways that are scalable and formative for teacher practice. In this article, we provide a rationale for collecting and using OTL data via an online teacher log called MyiLOGS (My Instructional Learning Opportunities Guidance System). We summarize three MyiLOGS studies focusing on general and special education classrooms and students with and without disabilities. We conclude by contextualizing these studies' findings for purposes of Tier 1 instructional data collection and discuss the need for future research.
Descriptors: Response to Intervention, Data, Data Collection, Special Education, Disabilities, Computer Uses in Education, Measurement, Individualized Instruction, Psychometrics, Academic Achievement, Educational Research, Regular and Special Education Relationship, Middle Schools, Elementary Schools
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education
Sponsor: National Center on Assessment and Accountability for Special Education (NCAASE); Department of Education (ED)
Authoring Institution: N/A
Identifiers - Location: Arizona; Oregon
Grant or Contract Numbers: R324C110004; CFDA84.324C; CFDA84.368