In a Tier 2 intervention for small-group instruction in mathematics, how can a teacher best ensure the intervention achieves its intended outcome?

Monitoring and documenting students' progress frequently is essential in a Tier 2 intervention for several reasons. This approach allows the teacher to gather data on each student's understanding and mastery of the mathematical concepts being taught. Frequent progress monitoring helps identify what is working and what is not, enabling adjustments to the instructional strategies as needed.

Additionally, it provides timely feedback to both the teacher and the students, which can foster motivation and accountability. If a student is struggling, the teacher can intervene more swiftly and provide targeted support. Conversely, if a student shows sufficient progress, the intervention can be adjusted to provide more challenging material or to transition them to different instructional settings.

In the context of the other choices, implementing the intervention without assessment would leave the teacher blind to the effectiveness of their strategies. Using the same materials for all students ignores the diverse needs and learning styles within the group. Avoiding individual support dismisses the value of tailored instruction, which is crucial for addressing specific gaps in understanding. Therefore, focusing on monitoring and documenting progress is pivotal in achieving the desired outcomes of the intervention.