Enhance students' access to the general curriculum.

Research Questions and Key Findings

My Instructional Learning Opportunities Guidance System

MyiLOGS is online teacher log that is intended to be completed concurrently with teachers instructional planning and implementation routines. MyiLOGS allows teachers to document their instructional provisions for the overall class and/or individual students. MyiLOGS can further account for instructional provisions that are fragmented across multiple teachers or settings, so-called additive instructional scenarios. As such, MyiLOGS allows researchers to address a range of unique and important research questions. Below are several questions that researchers are addressing via MyiLOGS:

  1. How much allocated class time is used for instruction on the academic standards?
  2. How much allocated class time cannot be used for instruction due to non-instructional activities (e.g., transitions, announcements)?
  3. What percentage of academic standards are typically addressed during the school year?
  4. What are the cognitive processes, instructional practices, and grouping formats teachers emphasize during the school year?
  5. What are the differences in OTL indices related to instructional time, content, and quality between the overall class and specific students (i.e., students with disabilities)?
Pending additional research with larger samples, initial findings for the overall class indicated that general and special education teachers spend about two-thirds of their allocated class time on teaching the academic standards of the general curriculum, another fourth on custom skills/activities, and about one twentieth on non-instructional activities/tasks. In addition, teachers cover approximately two-thirds of the academic standards based on an average of about 151 school days. More importantly, an initial comparison between the overall class (in general education) and students with disabilities situated within that class indicated students with disabilities experienced less instructional time on academic standards, more non-instructional time, and less content coverage. These peer-reviewed findings have been published by Kurz et al. (2014) in Assessment for Effective Intervention (doi:10.1177/1534508414522685).

The answers to these and other research questions assume that MyiLOGS has sufficient reliability and validity evidence that supports intended inferences about teachers’ instruction and the concept of OTL. Initial peer-reviewed evidence has been published by Kurz, Elliott, Kettler, & Yel (2014) in Educational Assessment (doi:10.1080/10627197.2014.934606).