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Author:   John Hoover
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780132542678

ISBN 10:   0132542676
Pages:   192
Publication Date:   19 February 2013
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

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

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Author Information

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).

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