Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.

2.  Instructional Decisions are made to identify
student’s instructional needs. This is a general
education initiative, and focuses on instruction by
using data about student’s responses to past
instruction to guide future educational decisions.
Decisions are proactive approaches of providing
early assistance to students with instructional needs
and matching the amount of resources to the
nature of the student’s needs.

3. 1. Screening all students to ensure early
identification of students needing
extra assistance;
2. Seamless integration of general and
special education services; and
3. A focus on research based practices
that match students needs.

4.  Teachers are constantly collecting informal and
formal information about what and how their
student’s are learning. They check student test and
assignments, listen to small-group activities, and
observe students engaged in structured and
unstructured activities. They use this information for
a variety of purposes, ranging from communicating
with parents to meeting standards and benchmarks.
However, when teachers systematically collect the
right kinds of information and use it effectively, they
can help their student’s grow as thinkers and learners
( Angelo and Cross, 2007 )

5. 1. The need for a complete review of the
material;
2. Class discussion may reveal
misunderstanding that must be corrected
on the spot; and
3. Interest in a topic may suggest that more
time should be spent on it than originally
planned.