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

Hoover (multicultural special education and assessment, U. of Colorado at Boulder) draws on his research and experiences with evidence-based practice in reading, writing, and math, and feedback from discussion and focus groups of classroom teachers to show current and future teachers how to direct multi-tiered instruction within the response-to-intervention framework and adjust their teaching based on screening, monitoring, and diagnostic achievement scores. He explains the structure and process of multi-tiered instructional models, collaborating as a team to implement instructional adjustments, and 96 interventions that include classroom and instructional management techniques; evidence-based reading, writing, and math interventions for Tier 1 instruction, as well as supplemental Tier 2 supports and intensive Tier 3 interventions; and student study skills and strategies. Descriptions address each intervention's instructional type, target population and content area, usage, research-based evidence, expected outcomes, steps to implementation, and checks for implementation fidelity and effectiveness. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

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).