In an MTSS model of instruction, what action aligns with responding to students’ progress in Tier 2 intervention groups?

In a Multi-Tiered System of Supports (MTSS) model, the primary focus is on tailoring instruction based on the specific needs of students, particularly in Tier 2 intervention groups. The correct action aligns with the need to adjust instruction for individual students according to their responses to the intervention. This means that if a student is showing progress or struggling with the material, the instruction can be modified to better meet their learning needs.

This responsiveness is critical in an MTSS framework, as it ensures that interventions are effective and that every student receives the appropriate level of support. By analyzing progress and making data-driven changes, educators can provide targeted interventions that facilitate student growth and learning.

In contrast, maintaining the same strategies for all students does not take into account individual differences in learning and progress, which is contrary to the purpose of MTSS. Similarly, assigning additional homework without adjusting the instructional approach does not necessarily address the core issues impacting a student’s learning. Grouping students at the beginning of the year without ongoing adjustment also fails to reflect individual progress and can lead to ineffective support. Thus, the emphasis on adjusting instruction based on student responses is what makes this choice the most appropriate within the context of MTSS.