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Designed as a blueprint for improving abilities and to provide research-based curriculum and evidence-based interventions to all K-12 learners, this new book empowers educators to select, implement, differentiate and evaluate the curricula and interventions necessary to meet the needs of all learners.
The nine chapters in this book are designed to collectively produce six primary outcomes:
Describe the critical role of curriculum implementation in RTI models
Deliver research-based curriculum and evidence-based interventions with fidelity
Lead or contribute to RTI curriculum implementation decision-making teams
Apply learner progress data to make necessary curriculum adjustments
Apply five key components of curriculum in teaching and learning
Describe connections between response to intervention and special education decisions.
The book's three sections I. discuss the foundation for implementing multi-tiered RTI curriculum, II. Provides models for making effective RTI team decisions through collaboration among educators, and III. Emphasize the critical role differentiated instruction assumes within multi-tiered instruction, along with the significance of study skills, learning strategies and culturally responsive teaching to meet the RTI curricular needs of all learners.
The book features several highly practical features: Learner outcomes listed at the beginning of each chapter; Application suggestions provided at the end of each chapter; Numerous tables and figures to visually illustrate important concepts; Twenty-five reproducible forms and guides for application of the book's content in the classroom and school environments; and Presentation of numerous evidence-based interventions, screening and assessment practices, and study skills and learning strategies.
Written for educators most directly involved in classroom instruction, Response to Intervention Models: Curricular Implications and Interventions will equip teachers with the tools they need to successfully deliver high-quality core instruction to all students, with a strong knowledge of RTI and the expertise about curriculum under their belt.
John J. Hoover is a Research Associate and Adjunct Faculty in the Graduate School of Education at the University of Colorado, Boulder. He is a former special education teacher and supervisor, having taught learners with high- and low-incidence disabilities in grades K-12 in the public schools and also alternative educational settings. Some of his recent books, in which he is a author or co-author, include RTI Assessment Essentials for Struggling Learners (2009, Corwin Press), Differentiating Learning Differences from Disabilities: Meeting Diverse Needs through Multi-Tiered Instruction (2008, Pearson), English Language Learners who Struggle with Reading: Language Acquisition or Learning Disabilities (Corwin Press, 2008), and Methods for Teaching Culturally and
Linguistically Diverse Exceptional Learners (Pearson Merrill, 2008). Dr. Hoover’s current research, writing and professional development topics of interest include: response to intervention, curriculum differentiation, and the assessment of culturally and linguistically diverse learners.