FOREWORD
ACKNOWLEDGMENTS
ABOUT THE EDITORS
CONTRIBUTING AUTHORS
LEARNING TARGETS
CHAPTER 1: MULTI-TIERED, MULTI-DOMAIN SYSTEM OF SUPPORTS
An Introduction to MTSS in Education
Beginnings in RTI and PBIS
MTSS and School Counseling
Connecting MTSS to School Counseling Domains: MTMDSS
Multi-Tiered, Multi-Domain System of Supports (MTMDSS)
Tier 1: Universal Support—For All Students (100%)
Tier 2: Supplemental Support—For Some Students (~15%–20%)
Tier 3: Intensified Support—For a Few Students (~5%–10%)
Aligning MTMDSS With the ASCA National Model
Aligning MTMDSS With the ASCA School Counselor Professional Standards and Competencies
Aligning MTMDSS With the ASCA Ethical Standards
Aligning MTMDSS With the ASCA Position Statements
CHAPTER 2: NEW APPROACHES TO TIER 2: SHIFTING PARADIGMS AND PDSA
Guidance Versus School Counseling
Data-Driven Versus Referral-Driven
Effective Referral Systems and Forms
Role Clarification and Alignment
From Random Interventions to a Systemic Approach
Plan-Do-Study-Act (PDSA): A Continuous Improvement Cycle
PDSA and School Counseling
Step 1: Plan—Start With Data and Root Cause Analysis
Step 2: Do—Deliver the Intervention With Fidelity
Step 3: Study—Analyze Results and Reflect
Step 4: Act—Decide What to Do Next
Why PDSA Matters for School Counseling
CHAPTER 3: USING DATA AND WRITING GOALS
Data Basics for School Counselors
Hatching Results Conceptual Diagram
“Buckets” for Identifying Tier 2 Needs Through Data
Focusing Our Attention on School and District Priorities
Utilizing Imperfect Data Platforms
Tool for Using Data to Identify Students in Need of Tier 2 Support
Getting Started With the Planning Tool
Bucket and Data Indicator
Targeted Students or Student Groups
Time Frame/Frequency for Reviewing Data
Writing Effective Goals to Drive Equitable Student Outcomes
Developing Inclusive, Equitable SMARTIE Goals
Aligning Goals With School and District Priorities
CHAPTER 4: DETERMINING ROOT CAUSES AND SELECTING INTERVENTIONS
How to Conduct a Root Cause Analysis
Additional Ways to Get to the Root of the Problem
Acquisition Needs, Performance Concerns, and Systemic Issues
Selecting Interventions: Matching Support to the Root Cause
Don’t Just Treat the Visible Symptom
Best Practices for Matching the Root Cause to the Intervention
CHAPTER 5: TYPES OF TIER 2 INTERVENTIONS
Direct Tier 2 Supports and Interventions
Post-Discipline or Post-Suspension Counseling
Restorative Practices and Meetings
Check-In/Check-Out (CICO)
Other Innovative, Direct Tier 2 Programming
Indirect Tier 2 Supports and Interventions
Consultation and Collaboration
Teacher and Staff Education
Targeted Caregiver Support and Education
Referral to In-School and Outside Resources
Tier 2 Services Based on a Demographic Indicator
“Closing the Gap” Interventions
Intervening to Change the System
CHAPTER 6: PLANNING FOR INTERVENTIONS
Beginning a Plan of Action for Tier 2 Interventions
How to Complete a Tier 2 Action Plan: Utilizing a Chapter Case Study
Target Group and SMARTIE Goal
Title/Type of Tier 2 Activity and Content (Process Data)
Materials and Resources Needed (Process Data)
When and For How Long? (Process Data)
Number of Students (Process Data)
ASCA Mindsets and Behaviors (Perception Data)
Attitudes, Knowledge, and Skills to Be Measured (Perception Data)
Achievement-Related and Achievement Data (Outcome Data)
Continuing With the Chapter Case Study for More Intervention Planning
Plan Phase, Part 2: Steps 5–7
Step 5: Select Standards and Write Measurable Objectives
Step 6: Develop a Pre- and Post-Test to Measure Student Learning
Step 7: Write Lesson Plans for the Interventions and Plan for Logistics
Evidence-Based School Counseling and Tier 2 Interventions
EBSC and Research-Based Curriculum/Programs
Collaboration to Create Tier 2 Interventions
The Art and Science of Tier 2 School Counseling Interventions
Putting It All Together: Evidence, Reflection, and Impact
CHAPTER 7: PLANNING FOR SMALL GROUPS
Gender-Specific Groups Versus Mixed-Gender Groups
Family/Caregiver Notification
Informed Consent and Assent
Creating Student Information System Queries to Support Tier 2 Groups
Flex Periods: An Ideal Option
Options for Traditional or Block Schedules
Utilizing Lunch and Break Times: Proceed With Caution
Calendaring Small Groups at the Beginning of the School Year
Small-Group Counseling Toolbox
Knowledge of the Developmental Phases of Groups
Basic Counseling Skills in Small Groups
Setting the Tone and Expectations
Clarifying the Group’s Purpose
Creating and Following Routines
Use of Lesson Plan Templates
Video Recording as an Engagement Strategy
Youth Participatory Action Research
Peer Teaching Through Videos
Positive Language to Redirect Behaviors
Reinforcements and Incentives
Balancing Facilitation and Leadership
Responding to Difficult Behaviors
Collaborating With Educational Partners
Recognizing When Some Students May Need More
CHAPTER 8: TIER 3 INTENSIFIED SUPPORT
Aligning Tier 3 With the PDSA Cycle
Efficient Use of Time for Tier 3 Interventions
Appropriate Use of Time for Tier 3 Interventions
Identifying Students in Need of Tier 3 Supports
Lack of Progress in Tier 2
Targeted Data Identifying a Need for Intensified Intervention
New Student With Tier 3 Data Needs
Examples of Tier 3 Data Indicators for New Students
Referral (Self, Peer, Staff, etc.) Requiring Immediate Action
Crisis Event (Academic, College/Career, Social/Emotional) That Triggers a Tier 3 Response
Tier 3 Support Spans All Three Domains
College and Career Crises
Direct Services in Tier 3
Check-In/Check-Out (Tier 3 Version)
Alternative Placement Reentry Counseling
Intensified Post-Suspension Reentry Meeting
Restorative Counseling and Circles
Student Intent-to-Register Meetings
Intensified Summer Melt Support
Student Study Team Meetings
Protocols and Assessments at Tier 3
Child Protective Services (CPS)
Self-Harm and Suicide Prevention Protocols
Suicide Prevention Protocol
Threat-to-Others Protocols
Crisis Response Protocols and PREPaRE
Student-Centered Meetings
Family/Caregiver Meetings
Academic Intervention Programs
Multi-Tiered System of Supports Meetings
Referral to Outside Resources
Evidence-Based Tier 3 Curriculum and Programs
Developing Trusting Educational Partnerships
Collaboration Within the School System
Collaboration With the Local Educational Agency
Collaboration Outside the School System
Trusting Community Partners
Memoranda of Understanding and Releases of Information
Closing Reflection: Leading Beyond the Intervention
CHAPTER 9: PROGRESS MONITORING AND INTERVENTION EVALUATION
Progress Monitoring at Tiers 2 and 3
Gathering Meaningful Baseline Data
Additional Progress Monitoring Tools
Collecting the Three Types of Data When Progress Monitoring
Evaluating the Intervention
Decision About the Intervention: Adopt, Adapt, or Abandon?
Tool for Evaluating Intervention Effectiveness
Closing: Do What Works—And Let Go of What Doesn’t
CHAPTER 10: SHARING RESULTS
Sharing Results Is Essential
Turning Data Into a Story
Sharing Results: An Ethical and Professional Obligation
Taking Ownership of Results With Professionalism
Making Results Visible: Going Beyond Spreadsheets and Results Reports
Bringing Data to Life With Graphs
Tips for Creating Charts and Graphs
Sharing Results: Meaningful Ways to Inform and Engage Educational Partners
Easy-Ish Lifts (Minimal Prep, Big Visibility)
Medium-Ish Lifts (Takes a Little More Time)
Reach-Fors (High-Impact, Strategic Visibility)
Flashlight Presentations for Tier 2 Interventions
The Flashlight Presentation Template
A Flashlight Presentation One-Pager
ASCA Achievement Gap Plan and Data Report
Presenting at Professional Venues (Board Meetings and Professional Conferences)
Using National School Counseling Week and Other Opportunities to Share Counseling Program Results
Marketing, Advocacy, and Systemic Change
Conclusion: Continuing the Work
INDEX
