Facilitating Opportunity to Learn for Students With Disabilities With Instructional Feedback Data

Abstract

Opportunity to learn refers to the extent to which teachers dedicate instructional time and content coverage to the intended curriculum using a range of cognitive processes, instructional practices, and grouping formats. This article describes the My Instructional Learning Opportunities Guidance System, a research-based online teacher log that allows teachers to plan and keep track of their instruction related to content standards, review feedback reports that are based on their own instructional data, and communicate and collaborate with colleagues to promote students’ opportunity to learn. A working example from an actual teacher's instructional data is used to illustrate My Instructional Learning Opportunities Guidance System and its potential to facilitate improved instruction for students with disabilities.

Keywords:

• classroom instruction
• content standards
• curricular access

Additional information

Notes on contributors

Andrew T. Roach

Andrew T. Roach is an associate professor of school psychology and the associate director of the Center for Leadership in Disability at Georgia State University. His research interests include the design and evaluation of educational and community practices that contribute to independent, self-determined, and productive lives for children, adolescents and young adults with disabilities.

Alexander Kurz

Alexander Kurz is an assistant research professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. He conducts research on inclusive assessment issues for students with disabilities including opportunity to learn, access to the general curriculum, alignment, instructional adaptations, and professional development.

Stephen N. Elliott

Stephen N. Elliott is Mickelson Foundation Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. His research focuses on (a) the assessment of children's social skills and academic competence, (b) the use of testing accommodations and alternate assessment methods for evaluating the academic performance of students with disabilities, and (c) students' opportunity to learn.