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More About This Textbook
Overview
With a unique classroom focus, Linking Assessment to Instruction in Multi-Tiered Models, 1e shows teachers how to direct multi-tiered instruction and adjust their teaching based on screening, monitoring and diagnostic achievement scores. Beyond a theoretical perspective, this two-part text explores the multi-tiered instructional model found within the RTI framework and how to best implement it in the classroom setting. It includes reading, writing, and mathematics interventions that can be used for core Tier 1 instruction, supplemental Tier 2 supports and intensive Tier 3 interventions. Throughout the book, its emphasis is on using assessment data to make important instructional decisions that meet learner needs.
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Meet the Author
Dr. John J. Hoover is Associate Research Professor in the Graduate School of Education at the University of Colorado at Boulder specializing in multicultural special education instruction and assessment. He is a former special education teacher and supervisor instructing students with learning, intellectual and emotional disabilities in grades K-12. He also has numerous years of administrative and supervisory experiences in research and teacher training in multicultural and special education over that past 30 years. His work in the field of education is well-documented as he has over 65 publications in multicultural, special and general education. Since 2008, Dr. Hoover has authored or co-authored 4 journal articles, 4 books, and 3 textbook chapters in addition to delivering numerous workshop and conference sessions on multi-tiered response to intervention addressing the interrelated topics of evidence-based interventions, RTI and special education, progress monitoring data collection, and school RTI team decision-making. Recent publications include: Early Reading Assessment Diagnostic Test (2012, Pro-Ed) Response to intervention: Curricular implications and interventions (2011, Pearson); RTI assessment essentials for struggling learners (2009, Corwin Press); and Differentiating learning differences from disabilities: Meeting diverse needs through multi-tiered response to intervention (2009, Pearson).
Table of Contents
PART I – Framework, Process and Collaboration in Multi-tiered Instructional Models
Chapter 1: Structure of Multi-Tiered Instructional Models
Chapter Overview/Key Terms
Overview of Multi-Tiered Instructional Models
Conclusion
Chapter 2: Process of Multi-Tiered Instructional Models
Chapter Overview/Key Terms
Introduction
Multi-Tiered Instructional Delivery Process
Multi-Tiered Assessment Process
Interpreting Achievement Data Scores
Framework for Making Instructional Adjustments
Universal Screening and Progress Monitoring Example: AIMSweb
Conclusion
Chapter 3: Collaboration to Implement Instructional Adjustments
Chapter Overview/Key Terms
Introduction
Collaboration Model
Facilitating Change
Conclusion
Part II: Reading, Writing, and Mathematics Interventions
Chapter 4: Evidence-Based Reading Practices
Chapter Overview/Key Terms
Introduction
Foundations of Reading Instruction
Reading Interventions
Research-Based Comprehensive Reading Programs
Teacher and Student Strategies for Differentiated Reading Instruction
Conclusion
Chapter 5: Evidence-Based Writing Practices
Chapter Overview/Key Terms
Introduction
Writing as a Process
Foundational Elements of Effective Writing
Writing Interventions
Comprehensive Writing Programs
Strategies for Differentiated Writing Instruction
Conclusion
Chapter 6: Evidence-Based Mathematics Practices
Chapter Overview/Key Terms
Foundation of Mathematics Instruction
Mathematics and Use of Mental Processes
Evidence-Based Mathematics Instruction
Comprehensive Mathematics Instructional Support Programs
Strategies for Differentiated Mathematics Instruction
Conclusion
Concluding Remarks: Meeting the Classroom Challenges of Multi-Tiered Instruction
References