Covering universal screening, progress monitoring, and diagnostic assessment for special education, this resource presents a comprehensive overview of assessment for struggling students within RTI.

List of Forms
Acknowledgments
About the Author
Introduction
Assessment Perspective in Today¿s Instructional Environment
Part I. Foundation of Assessment in Multi-Tier Response to Intervention
1. Overview of Multi-Tiered Response to Intervention for Struggling Learners
2. Continuum of Assessment in Multi-Tiered Response to Intervention
3. Ecological Framework Within Multi-Tiered Response to Intervention
Part II. Implementing Effective Multi-Tiered RTI Assessment
4. Fidelity of Assessment Implementation
5. Evidence-Based Assessment and Assessment Accommodations
6. RTI Assessment and Special Education
Part III. Making Effective Multi-Tiered RTI Assessment Decisions
7. Assessment Decision-Making Process in Multi-Tiered RTI
8. Reducing Misinterpretations of Learning Differences as Disabilities in Assessment
9. Future Challenges in Implementing Multi-Tiered Instructional Assessment for Struggling Learners
Appendix: PowerPoint Presentation: Assessment Essentials in Multi-Tiered Response to Intervention: Overview of Key Concepts
References
Index

John J. Hoover is Associate Research Professor 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 a multi-year grant funded project 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 coauthored/coedited books include: Why do English learners struggle with reading: Distinguishing language acquisition from learning disabilities (Pearson); Linking assessment to instruction in multi-tiered models: A teacher's guide to 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 (2015); Culturally responsive special education referrals of English learners in one rural county school district: Pilot project, Rural Special Education Quarterly (2015), and Reducing unnecessary referrals: Guidelines for teachers of diverse learners, Teaching Exceptional Children (2012).