Tier 2 Intervention Progress Monitoring: A Practical Documentation System

Start with a clear target

A vague goal such as “improve behavior” is hard to monitor. Define the specific skill or behavior the intervention is intended to change and decide what observable data will show progress.

Establish the starting point

Baseline information gives the later data meaning. Record the current level, frequency, accuracy, completion rate, rating, or other measure that fits the target before judging whether the intervention helped.

Document the intervention itself

Progress data cannot be interpreted well if the support was delivered inconsistently. Track the intervention, frequency, duration, setting, staff involved, and whether major planned components actually occurred.

Use repeated data, not one good or bad day

Tier 2 decisions should look for a trend across multiple observations or trials. A single incident can be important, but it should not automatically represent the entire intervention period.

Set a review date in advance

When the intervention begins, decide when the team will review the data. This prevents support from continuing indefinitely without a decision point.

Make the decision rule visible

At review, the team should be able to state whether the student is responding adequately, partially responding, or not responding to the current support—and what will happen next.

A practical Tier 2 record

1. Target skill/behavior
2. Baseline
3. Intervention and implementation schedule
4. Progress measure
5. Repeated data points
6. Fidelity/implementation notes
7. Review date
8. Team decision and next step

Related documentation guidance

• Behavior Documentation for Teachers
• Student Discipline Documentation