FOREWORDACKNOWLEDGMENTSABOUT THE EDITORSABOUT THE CONTRIBUTORSLEARNING TARGETSCHAPTER 1: MULTI-TIERED, MULTI-DOMAIN SYSTEM OF SUPPORTSA Framework for Tier 2An Introduction to MTSS in EducationBeginnings in RTI and PBISMTSS 101MTSS and School CounselingConnecting MTSS to School Counseling Domains: MTMDSSMulti-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%)MTMDSS Alignment to TextAligning MTMDSS With the ASCA National ModelAligning MTMDSS With the ASCA School Counselor Professional Standards and CompetenciesAligning MTMDSS With the ASCA Ethical StandardsAligning MTMDSS With the ASCA Position StatementsMTMDSS AssessmentCHAPTER 2: NEW APPROACHES TO TIER 2: SHIFTING PARADIGMS AND PDSAShifting ParadigmsGuidance Versus School CounselingData-Driven Versus Referral-DrivenEffective Referral Systems and FormsRole Clarification and AlignmentDistrictwide AlignmentFrom Random Interventions to a Systemic ApproachPlan-Do-Study-Act (PDSA): A Continuous Improvement CycleThe Four Steps in PDSAPDSA and School CounselingStep 1: Plan--Start With Data and Root Cause AnalysisStep 2: Do--Deliver the Intervention With FidelityStep 3: Study--Analyze Results and ReflectStep 4: Act--Decide What to Do NextWhy PDSA Matters for School CounselingCHAPTER 3: USING DATA AND WRITING GOALSData Basics for School CounselorsProcess DataPerception DataOutcome DataHatching Results Conceptual Diagram"Buckets" for Identifying Tier 2 Needs Through DataDemonstrated NeedsMissed OpportunitiesStudent GroupsWord Choices MatterFishnet ApproachFocusing Our Attention on School and District PrioritiesDisaggregating DataUtilizing Imperfect Data PlatformsTool for Using Data to Identify Students in Need of Tier 2 SupportGetting Started With the Planning ToolBucket and Data IndicatorSpecific Data Cut PointsTargeted Students or Student GroupsTime Frame/Frequency for Reviewing DataWriting Effective Goals to Drive Equitable Student OutcomesDeveloping Inclusive, Equitable SMARTIE GoalsInclusive GoalsEquitable GoalsAligning Goals With School and District PrioritiesCHAPTER 4: DETERMINING ROOT CAUSES AND SELECTING INTERVENTIONSDetermining Root CausesIdentifying the "Why"How to Conduct a Root Cause AnalysisThe 5 Whys TechniquePre-Intervention SurveysMinute MeetingsEmpathy InterviewsAdditional Ways to Get to the Root of the ProblemAcquisition Needs, Performance Concerns, and Systemic IssuesSelecting Interventions: Matching Support to the Root CauseDon''t Just Treat the Visible SymptomBest Practices for Matching the Root Cause to the InterventionCHAPTER 5: TYPES OF TIER 2 INTERVENTIONSDirect Tier 2 Supports and InterventionsSmall-Group CounselingWorkshops or SeminarsIndividual CounselingPost-Discipline or Post-Suspension CounselingRestorative Practices and MeetingsConflict MediationCheck-In/Check-Out (CICO)Other Innovative, Direct Tier 2 ProgrammingIndirect Tier 2 Supports and InterventionsConsultation and CollaborationTeacher and Staff EducationTargeted Caregiver Support and EducationReferral to In-School and Outside ResourcesTier 2 Services Based on a Demographic Indicator"Closing the Gap" InterventionsIntervening to Change the SystemCHAPTER 6: PLANNING FOR INTERVENTIONSBeginning a Plan of Action for Tier 2 InterventionsHow to Complete a Tier 2 Action Plan: Utilizing a Chapter Case StudyTarget Group and SMARTIE GoalTitle/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 PlanningPlan Phase, Part 2: Steps 5-7Step 5: Select Standards and Write Measurable ObjectivesStep 6: Develop a Pre- and Post-Test to Measure Student LearningStep 7: Write Lesson Plans for the Interventions and Plan for LogisticsEvidence-Based School Counseling and Tier 2 InterventionsEBSC and Research-Based Curriculum/ProgramsCollaboration to Create Tier 2 InterventionsThe Art and Science of Tier 2 School Counseling InterventionsPutting It All Together: Evidence, Reflection, and ImpactCHAPTER 7: PLANNING FOR SMALL GROUPSWhy Small Groups MatterPlanning for LogisticsGroup CompositionGender-Specific Groups Versus Mixed-Gender GroupsFamily/Caregiver NotificationInformed Consent and AssentActive ConsentPassive ConsentCreating Student Information System Queries to Support Tier 2 GroupsScheduling GroupsFlex Periods: An Ideal OptionOptions for Traditional or Block SchedulesUtilizing Lunch and Break Times: Proceed With CautionCalendaring Small Groups at the Beginning of the School YearSmall-Group Counseling ToolboxKnowledge of the Developmental Phases of GroupsBasic Counseling Skills in Small GroupsCultural ConsiderationsCreating StructureEffective ScreeningSetting the Tone and ExpectationsClarifying the Group''s PurposeEstablishing Group NormsCreating and Following RoutinesUse of Lesson Plan TemplatesEngagement StrategiesUsing Movement and MusicGames and CompetitionsPeer teachingVideo Recording as an Engagement StrategyYouth Participatory Action ResearchPeer Teaching Through VideosManagement StrategiesEffective Use of SpacePositive Language to Redirect BehaviorsReinforcements and IncentivesOther ConsiderationsBalancing Facilitation and LeadershipResponding to Difficult BehaviorsCollaborating With Educational PartnersAllowing for FlexibilityRecognizing When Some Students May Need MoreConclusionCHAPTER 8: TIER 3 INTENSIFIED SUPPORTFrom Crisis to SystemsWhat Is Tier 3?Aligning Tier 3 With the PDSA CycleThree Domains in Tier 3Efficient Use of Time for Tier 3 InterventionsShort-Term SupportAppropriate Use of Time for Tier 3 InterventionsIdentifying Students in Need of Tier 3 SupportsLack of Progress in Tier 2Targeted Data Indicators in Three DomainsNew Student With a Tier 3 Data NeedExamples of Tier 3 Data Indicators for New StudentsStudent Self-Referral and Peer ReferralCrisis Response (Academic, College/Career, Social/Emotional)Tier 3 Support Spans All Three DomainsSocial/Emotional CrisisAcademic CrisisCollege and Career CrisesDirect Services in Tier 3Individual CounselingCheck-In/Check-Out (Tier 3 Version)Small-Group CounselingAlternative Placement Reentry CounselingIntensified Post-Suspension Reentry MeetingRestorative Counseling and CirclesStudent Intent-to-Register MeetingsIntensified Summer Melt SupportStudent Study Team MeetingsIEPs and 504 PlansProtocols and Assessments at Tier 3Child Protective ServicesSelf-Harm and Suicide Prevention ProtocolsSuicide Prevention ProtocolThreat-to-Others ProtocolsCrisis Response Protocols and PREPaREIndirect Tier 3 ServicesStudent-Centered MeetingsFamily/Caregiver MeetingsAcademic Intervention ProgramsMulti-Tiered System of Supports MeetingsAlternative PlacementCollege Bridge ProgramsCase ManagementReferral to Outside ResourcesEvidence-Based Tier 3 Curriculum and ProgramsDeveloping Trusting Educational PartnershipsCollaboration Within the School SystemCollaboration With the Local Educational AgencyCollaboration Outside the School SystemFamily PartnershipsTrusting Community PartnersMemoranda of Understanding and Releases of InformationResource MappingClosing Reflection: Leading Beyond the InterventionSummaryCHAPTER 9: PROGRESS MONITORING AND INTERVENTION EVALUATIONProgress Monitoring at Tiers 2 and 3Impact MonitoringGathering Meaningful Baseline DataFidelity MonitoringAdditional Progress Monitoring ToolsCollecting the Three Types of Data When Progress MonitoringEvaluating the InterventionDecision About the Intervention: Adopt, Adapt, or Abandon?Tool for Evaluating Intervention EffectivenessClosing: Do What Works--And Let Go of What Doesn''tCHAPTER 10: SHARING RESULTSSharing Results Is EssentialTurning Data Into a StorySharing Results: An Ethical and Professional ObligationTaking Ownership of Results With ProfessionalismMaking Results Visible: Going Beyond Spreadsheets and Results ReportsBringing Data to Life With GraphsTips for Creating Charts and GraphsSharing Results: Meaningful Ways to Inform and Engage Educational PartnersEasy-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 InterventionsThe Flashlight Presentation TemplateA Flashlight Presentation One-PagerASCA Achievement Gap Plan and Data ReportWhen to Share ResultsPresenting at Professional Venues (Board Meetings and Professional Conferences)Using National School Counseling Week and Other Opportunities to Share Counseling Program ResultsMarketing, Advocacy, and Systemic ChangeConclusion: Continuing the WorkINDEX.