Formative Instructional Practices: How Core Content Teachers Can Borrow Ideas From IDEA

Kristall J. Graham-Day, Katelyn M. Fishley, Moira Konrad, Mary T. Peters, Virginia A. Ressa

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special educators and can be implemented in classrooms filled with students of all skill and ability levels. Formative instructional practices are the way that teachers and students document evidence of student learning and make instructional decisions based on that evidence. These effective and versatile practices help teachers continuously assess their students, make data-based decisions, and ensure optimal learning. This article suggests that special educators are well positioned to make an important contribution as schools adopt more rigorous standards and the formative instructional practices necessary to guide students to mastery of these standards. An overview of these practices is provided.

Original languageEnglish (US)
Pages (from-to)69-75
Number of pages7
JournalIntervention in School and Clinic
Volume50
Issue number2
DOIs
StatePublished - Nov 8 2014
Externally publishedYes

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2014.

Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.

Keywords

  • academic
  • assessment
  • intervention
  • standards
  • tests/testing

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