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Covering universal screening, progress monitoring, and diagnostic assessment for special education, this resource presents a comprehensive overview of assessment for struggling students within RTI.
- Sales Rank: #1136277 in Books
- Brand: Brand: Corwin
- Published on: 2009-01-13
- Original language: English
- Number of items: 1
- Dimensions: 10.70" h x .70" w x 8.40" l, 1.20 pounds
- Binding: Paperback
- 200 pages
- Used Book in Good Condition
Review
"This book accurately and efficiently provides an all-encompassing plan focused on the RTI model. The reader will find the tools and information necessary to develop or streamline a process within his or her educational setting." (Edward J. Drugo, Retired Principal 2008-06-24)
"An excellent, hands-on, practical guide for school teams implementing multitiered Response to Intervention programs in their schools." (Phyllis N. Levert, School Administrator 2008-06-24)
"This book would be a valuable resource to guide schools through the RTI process." (Kathy Amacher, Special Education Teacher 2008-06-24)
"This book uses a practical approach to early intervention for struggling learners, while keeping in mind the cultural and linguistic considerations for English language learners. Applying the RTI strategies in this book takes the guesswork out of educating students and reduces referrals to special education due to lack of instruction." (Robert Raymond, Senior School Improvement Instruction Specialist 2008-07-24)
About the Author
John J. Hoover is Associate Professor of Research at the University of Colorado Boulder and a former K–12 special educator, teaching diverse students representing multiple languages and cultures in western, southwestern, and mid-western states. He earned a BA in Elementary and Special Education (Intellectual Disabilities), an MA in Learning Disabilities and Emotional Disorders with an emphasis in Reading, and a PhD in Curriculum specializing in Special Education. His research agenda for the past two decades has focused on the topic of culturally and linguistically responsive special education referral and assessment of English language and other diverse learners. He is currently PI on three, multi-year grant funded projects addressing ELs and multi-tiered supports, special education referral and assessment of culturally and linguistically diverse learners, and graduate level teacher preparation for teaching English language and other diverse learners with and without disabilities. Select recent or in-development coauthored/coedited books include: IEPs for ELLs, And other diverse learners (In Development, Corwin), Linking assessment to instruction: Selecting reading, writing and mathematics interventions (Pearson); Differentiating learning differences from learning and behavioral disabilities: Teaching diverse learners through multi-tiered response to intervention (Allyn & Bacon); and Methods for teaching culturally and linguistically diverse exceptional learners (Pearson Merrill). He also is co-author of a nationally normed reading test, Early Reading Assessment (Pro-Ed), and of a research-based educator self-assessment and professional development tool, Core ESL Instructional Practices (CEIP) Guide. Recent referred journal publications include: Increasing usage of ESL instructional practices in a rural county elementary school, Rural Educator (In press); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (In press), and Reducing unnecessary referrals: Guidelines for teachers of diverse learners, Teaching Exceptional Children (2012).
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