Make targeted and intensive support easier to review
Tier 2 and Tier 3 reviews need more than a list of participating students. Teams need to understand the intervention, the student's starting point, the goal, and the evidence collected during support.
- Document the intervention and the responsible practitioner.
- State the goal and starting point using the chosen progress measure.
- Record dated observations or measures consistently.
- Review the pattern alongside whether the planned support was delivered.
Document the reason for the next step
A review might lead a team to continue, adjust, intensify, or conclude a support. The decision should reflect the available evidence and local procedures—not a universal rule based on a single score or a fixed number of weeks.
- Explain what the progress information shows and where information is missing.
- Record the agreed adjustment and who will carry it out.
- Set a next review point appropriate to the intervention.
Frequently asked questions
What is the difference between Tier 2 and Tier 3 tracking?
Tier 2 generally involves targeted support, while Tier 3 involves more intensive, individualized support. Both need clear goals and progress records; the details and review schedule should follow the student's needs and school procedures.
How often should a team review an intervention?
Choose a schedule appropriate to the intervention, the progress measure, and school procedures. Document the schedule so practitioners know when information will be reviewed. There is no single schedule that fits every support.