Linking Assessment to Instruction in Multi-Tiered Models

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 ModelsChapter 1: Structure of Multi-Tiered Instructional Models Chapter Overview/Key TermsOverview of Multi-Tiered Instructional ModelsConclusion  Chapter 2:  Process of Multi-Tiered Instructional ModelsChapter Overview/Key TermsIntroductionMulti-Tiered Instructional Delivery ProcessMulti-Tiered Assessment ProcessInterpreting Achievement Data ScoresFramework for Making Instructional AdjustmentsUniversal Screening and Progress Monitoring Example: AIMSwebConclusion  Chapter 3: Collaboration to Implement Instructional AdjustmentsChapter Overview/Key TermsIntroductionCollaboration ModelFacilitating ChangeConclusion  Part II: Reading, Writing, and Mathematics Interventions  Chapter 4: Evidence-Based Reading PracticesChapter Overview/Key TermsIntroductionFoundations of Reading InstructionReading InterventionsResearch-Based Comprehensive Reading Programs Teacher and Student Strategies for Differentiated Reading InstructionConclusion  Chapter 5: Evidence-Based Writing PracticesChapter Overview/Key TermsIntroductionWriting as a ProcessFoundational Elements of Effective WritingWriting InterventionsComprehensive Writing ProgramsStrategies for Differentiated Writing InstructionConclusion  Chapter 6: Evidence-Based Mathematics PracticesChapter Overview/Key TermsFoundation of Mathematics InstructionMathematics and Use of Mental ProcessesEvidence-Based Mathematics InstructionComprehensive Mathematics Instructional Support ProgramsStrategies for Differentiated Mathematics InstructionConclusion  Concluding Remarks: Meeting the Classroom Challenges of Multi-Tiered Instruction  References