Curriculum and Instruction in a Multitiered System of Support (MTTS)

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To prepare for the Assignment, review the scenario provided.
For Maria, a sophomore in high school, English is a second language. She puts in a great deal of effort into her schoolwork, but she is barely passing English and history. Testing reveals below grade level reading and writing skills. The student support team has met and devised a plan for Maria to have differentiated instruction that would allow her to improve in reading and writing. The English and history teachers have been pairing her with a more successful student to help her with her assignments. In addition, her teachers give her extra time to submit her assignments. After 3 months, Maria’s grades have not significantly improved on her report card. To prepare for this Assignment, consider what curricula and instructional strategies are needed for Maria to succeed.
• Investigate an English (may also be known by other terms such as integrated language arts) curriculum used for sophomores in your local school district or professional setting. Evaluate how the needs of students who are English language learners (or non-native speakers) are accommodated.
• Research appropriate instructional strategies for high school ELLs or non-native speakers in the areas of reading and writing.
• Suggest how curriculum and instruction might be integrated following best practices in an MTSS to address this student’s challenges. Expand on this by providing examples of best-practice strategies for students who are ELLs at Tier 1 and Tier 2.
• Buffum, A., Mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IN: Solution Tree Press.
o Chapter 4, “Concentrated Instruction: Where Do We Need to Go?” (pp. 45–76)
Chapter 6, “Creating a System of Interventions” (pp. 129–158)
Chapter 7, “Certain Access: How Do We Get Every Child There?” (pp. 159–190)
• Howell, R., Patton, S., & Deiotte, M. (2008). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press. Chapter 4, “Interventions” (pp. 57–74)
• Bailey, J. P., & Williams-Black, T. H. (2008). Differentiated instruction: Three teacher’s perspectives.Yearbook of the College Reading Association, 29, 133–151.
• Walker-Dalhouse, D., Risko, V. J., Esworthy, C., Grasely, E., Kaisler, G., McIlvain, D., & Stephan, M. (2009). Crossing boundaries and initiating conversations about RTI: Understanding and applying differentiated classroom instruction. Reading Teacher, 63(1), 84–87.
• Demirsky Allan, S., & Goddard, Y. L. (2010). Differentiated instruction and RtI: A natural fit. Educational Leadership, 68(2). Retrieved from
• Goodman, S., McIntosh, K., &Bohanon, H. (2011). Integrating academic and behavior supports within an RtI framework, Part 2: Universal supports. Washington, DC: RtI Action Network.Retrieved from
• Colorado Department of Education. (2009). Twice-exceptional students: Gifted students with disabilities. Level 1: An introductory resource book (2nd ed.). Denver, CO: Author.
o “Twice-Exceptional Students: Strengths and Challenges”
o “Characteristics of Twice-Exceptional Students Identification”
o “A Continuum of Services”
o “Seven Steps to Strategic Planning for Twice-Exceptional Students
Your assignment must follow these formatting requirements:
• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
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