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Confronting the Known Unknown: How the Concept of Opportunity to Learn Can Advance Tier 1 Instruction

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Abstract

In this chapter, I argue that the establishment of Tier 1 quality standards and the conceptual expansion of OTL are interconnected, mutually beneficial activities important for truly accessible instruction. To this end, I focus on my conceptual synthesis of OTL (Kurz, Handbook of accessible achievement tests for all students: Bridging the gaps between research, practice, and policy. NewYork, NY: Springer, 2011) due to its (a) operational definition, (b) application in general and special education, and (c) measurement via an online teacher log. I begin by reviewing what is known about high-quality Tier 1 instruction and OTL, continue by synthesizing both literature bases to identify potential sources of evidence for high-quality Tier 1, elaborate by highlighting possible measurement options via a case example, and conclude by setting a research and development agenda for Tier 1 OTL.

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Authors and Affiliations

  1. Arizona State University, Tempe, AZ, USA

    Alexander Kurz

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  1. Alexander Kurz
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Editors and Affiliations

  1. Arizona State University, Tempe, Arizona, USA

    Stephen N. Elliott

  2. Rutgers, The State University of New Jersey, Piscataway, New Jersey, USA

    Ryan J. Kettler

  3. Accessible Hope, LLC, Nashville, Tennessee, USA

    Peter A. Beddow

  4. Arizona State University, Tempe, Arizona, USA

    Alexander Kurz

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Kurz, A. (2018). Confronting the Known Unknown: How the Concept of Opportunity to Learn Can Advance Tier 1 Instruction. In: Elliott, S., Kettler, R., Beddow, P., Kurz, A. (eds) Handbook of Accessible Instruction and Testing Practices. Springer, Cham. https://doi.org/10.1007/978-3-319-71126-3_9

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