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It compares teaming structures across tiers—schoolwide core (Tier 1), targeted supports (Tier 2), and intensive supports (Tier 3)—then specifies how an IEP team should determine eligibility, develop an IEP aligned with intensive plans, and monitor effectiveness. It outlines required data sources and recommended data review frequency for academics and behavior.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/how-can-we-ensure-iep-teams-provide-the-most-intensive-supports/535665/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/how-can-we-ensure-iep-teams-provide-the-most-intensive-supports/535665.png","ImageObject",300,407,{"name":92,"@type":93},"นรินทร์","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key questions for Tier 1, Tier 2, Tier 3, and the IEP team?","Question",{"text":112,"@type":113},"Tier 1 asks whether core programming meets most students’ academic/behavioral needs. Tier 2 checks targeted supports for students receiving targeted interventions. Tier 3 evaluates intensive supports for students with intensive needs. The IEP team determines whether special education supports and services meet the needs of students with IEPs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources are used for intensive supports and the IEP team?",{"text":117,"@type":113},"For intensive supports (Tier 3), sources include academic diagnostic assessments, functional behavior assessments, and individual student data across academics and behavior such as work samples and observational or anecdotal data. For the IEP team, it uses data from Tiers 1–3 plus additional requirements for eligibility and programming, including psychoeducational assessments, speech/language assessments, and medical assessments/diagnoses.",{"name":119,"@type":110,"acceptedAnswer":120},"How often should teams collect and review data at each tier?",{"text":121,"@type":113},"Academics and behavior at Tier 1 are reviewed three times per year. Tier 2 reviews academics one or more times per month and behavior one or more times per week. Tier 3 reviews academics one or more times per week and behavior one or more times per day. The IEP must be reviewed at least annually, with progress data collected in various tiers or tied to IEP goals.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},535665,1791689228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},2336475104957,"https://ap-avatar.wpscdn.com/avatar/22000c4c6bd8a5076e1?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787554080175789136","How Can We Ensure IEP Teams Provide the Most Intensive Supports?  \n*See other side for more information!  \nThis resource was produced under the U.S. Department of Education, Office of Special Education Programs, Award Nos. H326Q160001 and H326S130004. Celia Rosenquist and Renee Bradley serves as the project officers. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. Citation recommendation: Goodman, S., & Marx, T. A. (2018, July). How can we ensure IEP teams provide the most intensive supports? Retrieved from [https://intensiveintervention.org/resource/IEP-Teams](https://intensiveintervention.org/resource/IEP-Teams)  \nTeaming Structures Across the Tiers  \n\n| Blank | Schoolwide (Core/Tier 1) | Targeted (Tier 2) | Intensive (Tier 3) | Individualized Education Program (IEP) Team |\n| --- | --- | --- | --- | --- |\n| Key Questions | Is the core programming meeting the academic or behavioral needs of most students (e.g., 80% of students)? | Are the targeted supports meeting the academic or behavioral needs of students receiving targeted interventions? | Are the intensive supports meeting the academic or behavioral needs of students with intensive needs? | Are the special education supports and services appropriate and meeting academic or behavioral needs of students with IEPs? |\n| Relevance to Data-Based Individualization | X | X | | |\n| Team Membership | School/building leadership team, with subcommittees focused on academics and behavior (as needed) | Grade-level or problem-solving teams with representatives from school leadership team subcommittees (as needed) | Student-level team with representatives from problemsolving teams, and personnel with content and data analysis expertise | Similar to intensive support team, with additional members required by IDEA for a multidisciplinary team |\n| Roles and Responsibilities | Develop plan, support implementation, and monitor the effectiveness of Core/Tier 1 programming | Develop plan, support implementation, and monitor the effectiveness of Targeted/Tier 2 programming | Develop plan, support implementation, and monitor the effectiveness of Intensive/Tier 3 programming | Determine special education eligibility, develop an IEP aligned with an intensive support plan, monitor the effectiveness of Intensive programming, and evaluate progress toward IEP goals |\n| Data Sources | Benchmark/universal screening assessments, district\u003Cbr>assessments,\u003Cbr>state assessments, discipline referrals | Benchmark/universal screening assessments, progress monitoring measures, behavior“point sheets,” discipline referrals | Academic diagnostic assessments, functional behavior assessment, individual student data across academicsand behavior (e.g., work samples, anecdotal or observational data) | Use data from Tiers 1–3 with requirements for special education eligibility and programming (e.g., psychoeducational assessments, speech/language assessments, medical assessments and diagnoses) |\n| Frequency of Data Collection/Data Review | Academics and behavior: Three times per year | Academics: One or more times per month\u003Cbr>Behavior: One or more times per week | Academics: One or more times per week\u003Cbr>Behavior: One or more times per day | Progress may use data collected in various tiers of support or may be specific to IEP goals; IEP must be reviewed at least annually |","cbCaisZS9nM8QOcB","https://ap.wps.com/l/cbCaisZS9nM8QOcB","pdf",820434,"English","# Teaming Structures Across the Tiers\n## Schoolwide (Core/Tier 1)","[{\"question\":\"What are the key questions for Tier 1, Tier 2, Tier 3, and the IEP team?\",\"answer\":\"Tier 1 asks whether core programming meets most students’ academic/behavioral needs. Tier 2 checks targeted supports for students receiving targeted interventions. Tier 3 evaluates intensive supports for students with intensive needs. The IEP team determines whether special education supports and services meet the needs of students with IEPs.\"},{\"question\":\"What data sources are used for intensive supports and the IEP team?\",\"answer\":\"For intensive supports (Tier 3), sources include academic diagnostic assessments, functional behavior assessments, and individual student data across academics and behavior such as work samples and observational or anecdotal data. For the IEP team, it uses data from Tiers 1–3 plus additional requirements for eligibility and programming, including psychoeducational assessments, speech/language assessments, and medical assessments/diagnoses.\"},{\"question\":\"How often should teams collect and review data at each tier?\",\"answer\":\"Academics and behavior at Tier 1 are reviewed three times per year. Tier 2 reviews academics one or more times per month and behavior one or more times per week. Tier 3 reviews academics one or more times per week and behavior one or more times per day. The IEP must be reviewed at least annually, with progress data collected in various tiers or tied to IEP goals.\"}]","How Can We Ensure IEP Teams Provide the Most Intensive Supports? | PDF",1791600869]