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·Select an academic area to focus on through assessment.

·Research multi-tiered interventions appropriate for the selected academic area.

·Examine elements of a comprehensive assessment system.

·Consider important aspects influencing academics and achievement, such as climate. How would the assessment system look within an MTSS?


Collaboration in MTSS

The MTSS is a system that ensures proactive and preventive measures to ensure that education systems maximize the level at which the students achieve in class. There are institutions that, despite the various intervention strategies, there is less improvement in the performance of many students with disabilities. Students with disabilities require more personalized intervention strategies depending on their needs. School teams must set up programs and measures that lead to inclusive learning by merging the efforts of people from different levels to improve all students.

The major element of a compressive assessment system would be there is differentiated learning in class environments. A school system that ensures room for redesigning to support students would be helpful ( Lemons et al., 2019). The School system must adopt differentiated instructions that cater to all student’s levels of understanding and ability. Positive behavioral support can lead students to adapt to learning situations and changes and attain maximum results.

The departments of students with disabilities have faced challenges in achieving intensive behavioral interventions. The challenge of large special education classes leads to many special students being unable to get enough attention in class to achieve their academic goals. Increasing resources for special education schools have helped many students achieve their academic potential (Poed & Bruin, 2022). Having more teachers in the schools would ensure teachers have enough time to oversee all students’ activities. Fewer teachers lead to teachers getting overwhelmed, which might limit the students from reaching their full potential.

The major challenge to many schools is limited time and money for the schools to achieve the full potential in the student’s outcomes. There is a need to consider the climatic conditions of the schools so that the school system can understand which needs more intervention. Positivity in school would ensure that the school environment is conducive to student learning.

Teachers require more training to understand to promote equity in schools and understand how to make students feel valued. Reviewing and reflecting on their previous intervention strategies is essential in ensuring that students’ academic problems are solved in the process of learning. School teams have a big role in ensuring that the intervention strategies in schools meet the needs of the students.


Poed, S., & De Bruin, K. (2022). Tier 2: Targeted approaches, interventions, and supports. In School-Wide Positive Behaviour Support (pp. 64-85). Routledge.

Lemons, C. J., Sinclair, A. C., Gesel, S., Gandhi, A. G., & Danielson, L. (2019). Integrating Intensive Intervention into Special Education Services: Guidance for Special Education Administrators. Journal of Special Education Leadership, 32(1), 29-38.