Linking Assessment to Instruction in Multi-Tiered Models - Hoover, John J.
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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…mehr

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Produktbeschreibung
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.
Autorenporträt
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).