Addressing the missing instructional data problem : Using a teacher log to document tier 1 instruction

Journal article

Kurz, Alexander, Elliott, Stephen and Roach, Andrew. (2015). Addressing the missing instructional data problem : Using a teacher log to document tier 1 instruction. Remedial and Special Education. 36(6), pp. 361 - 373. https://doi.org/10.1177/0741932514567365
AuthorsKurz, Alexander, Elliott, Stephen and Roach, Andrew
Abstract

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.

Year2015
JournalRemedial and Special Education
Journal citation36 (6), pp. 361 - 373
ISSN0741-9325
Digital Object Identifier (DOI)https://doi.org/10.1177/0741932514567365
Page range361 - 373
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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