Was the support delivered? Is the student making progress?
Review both questions together. Link an intervention to a measured goal, record delivery and missed sessions, and bring the evidence to the team’s next decision.
No credit card. Start with your own classroom or caseload.
Read delivery and progress side by side.
A record of support tells you what the team did. A measured goal tells you how the student responded. Both belong in the review.
What support actually happened?
The plan
Name the intervention, link the measured goal, identify the responsible staff, and set the planned support days.
The delivery record
Record delivered, changed, or missed sessions. Keep unrecorded days visible as missing evidence.
What changed for the student?
The measure
Use the goal’s baseline, target, and dated results. Set a measurement interval and a review rule the team understands.
The context
Read observations and delivery history beside the results before deciding whether to continue, adjust, or end the cycle.
Put the evidence in front of the team.
This sample brings planned support, recorded delivery, and measured reading progress into a review your team can check.
Check the period and evidence.
Choose which dated records belong in the review. A missing measurement stays a gap rather than becoming an invented result.
Record the team’s decision.
Keep the rationale, the person responsible for the next step, and the next review date with the intervention.
Review before sharing.
Check the summary and audience. Staff intervention records and family updates have different purposes and access boundaries.
Give staff a clear plan and a manageable way to record.
Keep observations, measured goals, and support records on the student’s record. Staff can contribute the part they observed; the coordinator brings the evidence back to the team.
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Common questions
Does a teacher note count as a progress measurement?
No. Notes add context. Progress trends use separately recorded measurements linked to a goal. The review keeps those sources distinct.
How do we distinguish missed support from ineffective support?
Record delivery for planned support days, including changed or missed sessions. Compare that history with measured goal results. An unrecorded day is a gap in the evidence, not proof that support was delivered or that the student failed.
What happens at the end of a review cycle?
Record the team's decision and rationale, assign the next step, and set the next review date. The decision remains with your team.
Can classroom staff contribute without managing the plan?
Use the student's sharing roles to separate plan management from recording. Staff with recording access can contribute observations and delivery records while plan edits remain with the people authorized to make them.
Can we inspect a sample before creating an account?
Yes. This page includes a downloadable, product-generated MTSS review with fictional intervention delivery and measured reading progress.
Start with the intervention you’ll review next.
Choose the measured goal, name the support and responsible staff, and set the review date. Record delivery and progress separately as the cycle runs.
See how your team uses the same record.
Teachers
Daily goals, useful observations, and family updates that fit the school day.
Special education case managers
Measured progress, team contributions, and review dates across your caseload.
School & district leaders
Find records that need attention and follow through with the team responsible.
Counselors & student support
Confidential session notes, a working caseload, and dated follow-ups.
Behavior analysts
Staff instructions, attributed observations, and reviewed program changes.