FOREWORDACKNOWLEDGMENTSABOUT THE EDITORSCONTRIBUTING AUTHORSLEARNING TARGETSCHAPTER 1: MULTI-TIERED, MULTI-DOMAIN SYSTEM OF SUPPORTS A Framework for Tier 2 An Introduction to MTSS in Education Beginnings in RTI and PBIS MTSS 101 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%) MTMDSS Alignment to Text 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 MTMDSS AssessmentCHAPTER 2: NEW APPROACHES TO TIER 2: SHIFTING PARADIGMS AND PDSA Shifting Paradigms Guidance Versus School Counseling Data-Driven Versus Referral-Driven Effective Referral Systems and Forms Role Clarification and Alignment Districtwide Alignment From Random Interventions to a Systemic Approach Plan-Do-Study-Act (PDSA): A Continuous Improvement Cycle The Four Steps in PDSA 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 CounselingCHAPTER 3: USING DATA AND WRITING GOALS Data Basics for School Counselors Process Data Perception Data Outcome Data Hatching Results Conceptual Diagram "Buckets" for Identifying Tier 2 Needs Through Data Demonstrated Needs Missed Opportunities Student Groups Word Choices Matter Fishnet Approach Focusing Our Attention on School and District Priorities Disaggregating Data 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 Specific Data Cut Points Targeted Students or Student Groups Time Frame/Frequency for Reviewing Data Writing Effective Goals to Drive Equitable Student Outcomes Developing Inclusive, Equitable SMARTIE Goals Inclusive Goals Equitable Goals Aligning Goals With School and District PrioritiesCHAPTER 4: DETERMINING ROOT CAUSES AND SELECTING INTERVENTIONS Determining Root Causes Identifying the "Why" How to Conduct a Root Cause Analysis The 5 Whys Technique Pre-Intervention Surveys Minute Meetings Empathy Interviews 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 InterventionCHAPTER 5: TYPES OF TIER 2 INTERVENTIONS Direct Tier 2 Supports and Interventions Small-Group Counseling Workshops or Seminars Individual Counseling Post-Discipline or Post-Suspension Counseling Restorative Practices and Meetings Conflict Mediation 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 SystemCHAPTER 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 ImpactCHAPTER 7: PLANNING FOR SMALL GROUPS Why Small Groups Matter Planning for Logistics Group Composition Gender-Specific Groups Versus Mixed-Gender Groups Family/Caregiver Notification Informed Consent and Assent Active Consent Passive Consent Creating Student Information System Queries to Support Tier 2 Groups Scheduling 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 Cultural Considerations Creating Structure Effective Screening Setting the Tone and Expectations Clarifying the Group''s Purpose Establishing Group Norms Creating and Following Routines Use of Lesson Plan Templates Engagement Strategies Using Movement and Music Games and Competitions Peer teaching Video Recording as an Engagement Strategy Youth Participatory Action Research Peer Teaching Through Videos Management Strategies Effective Use of Space Positive Language to Redirect Behaviors Reinforcements and Incentives Other Considerations Balancing Facilitation and Leadership Responding to Difficult Behaviors Collaborating With Educational Partners Allowing for Flexibility Recognizing When Some Students May Need More ConclusionCHAPTER 8: TIER 3 INTENSIFIED SUPPORT From Crisis to Systems What Is Tier 3? Aligning Tier 3 With the PDSA Cycle Three Domains in Tier 3 Efficient Use of Time for Tier 3 Interventions Short-Term Support 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 Social/Emotional Crisis Academic Crisis College and Career Crises Direct Services in Tier 3 Individual Counseling Check-In/Check-Out (Tier 3 Version) Small-Group Counseling 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 IEPs and 504 Plans 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 Indirect Tier 3 Services Student-Centered Meetings Family/Caregiver Meetings Academic Intervention Programs Multi-Tiered System of Supports Meetings Alternative Placement College Bridge Programs Case Management 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 Family Partnerships Trusting Community Partners Memoranda of Understanding and Releases of Information Resource Mapping Closing Reflection: Leading Beyond the Intervention SummaryCHAPTER 9: PROGRESS MONITORING AND INTERVENTION EVALUATION Progress Monitoring at Tiers 2 and 3 Impact Monitoring Gathering Meaningful Baseline Data Fidelity Monitoring 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''tCHAPTER 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 When to Share Results 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 WorkINDEX.