Linking Assessment to Instruction in Multi-Tiered Models A Teacher's Guide to Selecting, Reading, Writing, and Mathematics Interventions

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).

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

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

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