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Tier 2 Attendance: Targeted Support Based on Identified Need
Tier 2 Attendance: Targeted Support Based on Identified Need
Tier 2 attendance support is for students who need more than universal attendance practices alone to consistently access school.
Attendance data can help us identify who may need additional support — but the data alone do not tell us what support a student needs.
Before selecting an intervention, teams work to understand the factors influencing attendance and match support to the student's identified needs, strengths, and circumstances.
Tier 1 + Tier 2 = More Support, Not a Different System
Tier 2 builds upon strong Tier 1 practices. Continue creating welcoming, engaging, predictable learning environments while adding targeted support based on what is getting in the way.
From Attendance Concern → Responsive Support
From Attendance Concern → Responsive Support
1. NOTICE
1. NOTICE
What pattern are we seeing?
Look beyond the overall attendance percentage.
Consider:
Frequency and duration
Days of the week
Time of day/class periods
Changes over time
Excused and unexcused absences
Patterns connected to courses, activities, transitions, transportation, etc.
2. UNDERSTAND
2. UNDERSTAND
What might be getting in the way?
Gather information with, not just about, the student and family.
Consider:
Student perspective
Family perspective
Relationships and belonging
Academic experience
Physical/mental health needs
Transportation/basic needs
Peer or safety concerns
School practices or conditions
3. MATCH
3. MATCH
What support directly addresses the identified need?
Select the smallest reasonable increase in support likely to address the barrier.
Don't ask: “What attendance intervention should we use?”
Ask: “What is getting in the way, and what support would help address it?”
4. MONITOR
4. MONITOR
How will we know whether the support is helping?
Identify:
What will change?
How much change are we hoping to see?
What data will we review?
How often?
Who will check in with the student/family?
5. ADJUST
5. ADJUST
What is the student's response telling us?
If attendance improves → continue, reinforce and gradually fade support when appropriate.
If attendance doesn't improve → don't simply intensify the same strategy. Revisit the hypothesis:
Did we correctly understand what was getting in the way?
Match the Support to the Need
Match the Support to the Need
Tier 2 attendance supports should be selected based on the identified barriers and needs, not simply the number of absences. The examples below are starting points for problem-solving, not a prescribed intervention menu.
Connection & Belonging
When a student needs a stronger connection to school.
Consider: A trusted adult or mentor, Check-In/Check-Out (CICO), peer connections, extracurricular activities, or relationship mapping.
Academic Access & Success
When academic difficulty contributes to avoidance.
Consider: Targeted academic intervention, tutoring, instructional adjustments, organizational support, or a personalized academic success plan.
Peer Relationships & School Climate
When peer conflict, safety concerns, or school climate contribute to absences.
Consider: Facilitated problem-solving, restorative approaches when appropriate, peer support, trusted-adult connections, or individualized safety planning.
Family Partnership & Routines
When family routines, communication, or competing responsibilities affect attendance.
Consider: Collaborative attendance planning, personalized outreach, family check-ins, problem-solving around routines, or connections to family support services.
Access & Basic Needs
When transportation, housing, or unmet basic needs create barriers.
Consider: Transportation assistance, community-school partnerships, resource navigation, basic-needs support, or coordination with community agencies.
Physical & Mental Health
When health-related needs interfere with consistent attendance.
Consider: Coordinated school and community supports, individualized accommodations, appropriate health or mental-health services, or a gradual re-entry plan when appropriate.
Routines, Goal Setting & Self-Monitoring
When a student needs additional structure to establish consistent attendance habits.
Consider: An individualized attendance success plan, achievable goals, self-monitoring, structured check-ins, or recognition of progress.
An important MTSS reminder
The same strategy may be used at different tiers. What makes a support Tier 2 is the additional structure, intensity, targeted purpose, and ongoing monitoring—not simply the name of the intervention.
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