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ERIC Number: EJ941927
Record Type: Journal
Publication Date: 2011-Nov
Pages: 9
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1053-4512
Making Informed Instructional Adjustments in RTI Models: Essentials for Practitioners
Hoover, John J.
Intervention in School and Clinic, v47 n2 p82-90 Nov 2011
School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making multitiered decisions in RTI models. In addition to these quantified results, several key qualitative instructional aspects exist in every teaching and learning environment that warrant consideration when making instructional decisions. This article describes key quantitative and qualitative instructional essentials necessary to make informed academic adjustments for struggling learners. Identification of the essentials discussed is based on literature review and fieldwork completed with school-based RTI problem-solving teams in their efforts to implement RTI. (Contains 2 tables and 1 figure.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A