Linking Assessment to Instruction in Multi-Tiered Models

Description

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

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

• Speaks directly to the classroom teacher by showing them which evidence-based interventions should be attempted in multi-tiered models prior to referral to special education.

• Links achievement data with evidence-based interventions so teachers know how to adjust their instruction once assessment information is available.

• Covers reading, writing, and mathematics interventions in a single volume so teachers have numerous, structured instruction strategies right at their fingertips.

• Includes chapter overviews, key terms, and numerous figures, tables, charts and guides to make strategies more applicable.

• Offers 96 interventions to use in multi-tiered instruction including:

            o       16 proven classroom and instructional management techniques

            o       27 evidence-based reading, writing, mathematics structured interventions

            o       30 proven student study skills and strategies

            o       23 research-based reading, writing, mathematics curricula to meet learning needs

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.

Features

• Speaks directly to the classroom teacher by showing them which evidence-based interventions should be attempted in multi-tiered models prior to referral to special education.
• Links achievement data with evidence-based interventions so teachers know how to adjust their instruction once assessment information is available.
• Covers reading, writing, and mathematics interventions in a single volume so teachers have numerous, structured instruction strategies right at their fingertips.
• Includes chapter overviews, key terms, and numerous figures, tables, charts and guides to make strategies more applicable.
• Offers 96 interventions to use in multi-tiered instruction including:

o 16 proven classroom and instructional management techniques

o 27 evidence-based reading, writing, mathematics structured interventions

o 30 proven student study skills and strategies

o 23 research-based reading, writing, mathematics curricula to meet learning needs

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.

For courses in General Methods and Response to Intervention.

This book shows classroom teachers how to direct multi-tiered instruction by linking screening, monitoring and diagnostic achievement scores with evidence-based interventions in reading, writing, and mathematics.

Organized in two parts, it explores the multi-tiered instructional model found within the RTI framework and how to best implement it in the classroom setting. Beyond a theoretical perspective, it shows teachers which evidence-based interventions should be attempted based on specific achievement data and related progress scores. 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.