Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program
First Edition
Whitney Danner Triplett
- Director of Professional Development, Hatching Results, LLC
Vanessa L. Gomez
- Coordinator of Student, Community and Personnel, San Jacinto Unified School District
Danielle Duarte
- Education Leadership Doctoral Candidate, Harvard Graduate School of Education
Trish Hatch
- CEO and President, Hatching Results; San Diego State University, USA
Purchase
eBook
ISBN:
9781071825570
Available from
January 0001
Paperback
ISBN:
9781071825556
Available from
August 2026
Description
Turn "random acts of guidance" into intentional, data-driven practices that support every student
If your office feels more like an emergency room than an educational setting, you aren't alone. Secondary school counselors can get stuck in a cycle of reactivity, putting out fires and responding to the loudest voices rather than preventing issues before they start. But to truly serve all students equitably, we must shift from "who shows up" to "who needs us most."
Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program is your guide to making that shift. Focused on Tier 2 (supplemental) and Tier 3 (intensified) interventions within a Multi-Tiered, Multi-Domain System of Supports, this book helps you move beyond catching students after they fail, offering a systematic approach to getting them back on track. Key features include:
- A breakdown of the Plan-Do-Study-Act (PDSA) cycle to help you implement, evaluate, and improve interventions without the stress of perfectionism
- Actionable strategies for Tier 2 and Tier 3, including step-by-step strategies for running effective small groups, handling crisis response, and managing re-entry meetings
- Practical, downloadable tools such as referral forms, root cause analysis templates, and "Flashlight" presentation guides to showcase your data
- Personal insights from practicing counselors and special sections dedicated to the unique needs of counselors in alternative education settings
Stop guessing and start Hatching Results! This book gives you the structure to ensure that every intervention is intentional, every student is seen, and your impact is undeniable.
Contents
FOREWORD
FOREWORD
ACKNOWLEDGMENTS
ACKNOWLEDGMENTS
ABOUT THE EDITORS
ABOUT THE EDITORS
CONTRIBUTING AUTHORS
CONTRIBUTING AUTHORS
LEARNING TARGETS
LEARNING TARGETS
CHAPTER 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 Assessment
CHAPTER 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 Counseling
CHAPTER 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 Priorities
CHAPTER 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 Intervention
CHAPTER 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 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
- 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
- Conclusion
CHAPTER 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
- Summary
CHAPTER 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’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
- 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 Work
INDEX
INDEX
Additional materials
Description
Turn "random acts of guidance" into intentional, data-driven practices that support every student
If your office feels more like an emergency room than an educational setting, you aren't alone. Secondary school counselors can get stuck in a cycle of reactivity, putting out fires and responding to the loudest voices rather than preventing issues before they start. But to truly serve all students equitably, we must shift from "who shows up" to "who needs us most."
Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program is your guide to making that shift. Focused on Tier 2 (supplemental) and Tier 3 (intensified) interventions within a Multi-Tiered, Multi-Domain System of Supports, this book helps you move beyond catching students after they fail, offering a systematic approach to getting them back on track. Key features include:
- A breakdown of the Plan-Do-Study-Act (PDSA) cycle to help you implement, evaluate, and improve interventions without the stress of perfectionism
- Actionable strategies for Tier 2 and Tier 3, including step-by-step strategies for running effective small groups, handling crisis response, and managing re-entry meetings
- Practical, downloadable tools such as referral forms, root cause analysis templates, and "Flashlight" presentation guides to showcase your data
- Personal insights from practicing counselors and special sections dedicated to the unique needs of counselors in alternative education settings
Stop guessing and start Hatching Results! This book gives you the structure to ensure that every intervention is intentional, every student is seen, and your impact is undeniable.
Contents
FOREWORD
FOREWORD
ACKNOWLEDGMENTS
ACKNOWLEDGMENTS
ABOUT THE EDITORS
ABOUT THE EDITORS
CONTRIBUTING AUTHORS
CONTRIBUTING AUTHORS
LEARNING TARGETS
LEARNING TARGETS
CHAPTER 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 Assessment
CHAPTER 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 Counseling
CHAPTER 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 Priorities
CHAPTER 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 Intervention
CHAPTER 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 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
- 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
- Conclusion
CHAPTER 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
- Summary
CHAPTER 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’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
- 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 Work
INDEX
INDEX
Additional materials
Reviews
Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program
May 2026 | 432 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 28/04/2023 | 9781071825556 | $39.95 |
| Lifetime | 02/02/2026 | 9781071825570 | $36.00 |
Turn "random acts of guidance" into intentional, data-driven practices that support every student
If your office feels more like an emergency room than an educational setting, you aren't alone. Secondary school counselors can get stuck in a cycle of reactivity, putting out fires and responding to the loudest voices rather than preventing issues before they start. But to truly serve all students equitably, we must shift from "who shows up" to "who needs us most."
Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program is your guide to making that shift. Focused on Tier 2 (supplemental) and Tier 3 (intensified) interventions within a Multi-Tiered, Multi-Domain System of Supports, this book helps you move beyond catching students after they fail, offering a systematic approach to getting them back on track. Key features include:
- A breakdown of the Plan-Do-Study-Act (PDSA) cycle to help you implement, evaluate, and improve interventions without the stress of perfectionism
- Actionable strategies for Tier 2 and Tier 3, including step-by-step strategies for running effective small groups, handling crisis response, and managing re-entry meetings
- Practical, downloadable tools such as referral forms, root cause analysis templates, and "Flashlight" presentation guides to showcase your data
- Personal insights from practicing counselors and special sections dedicated to the unique needs of counselors in alternative education settings
Stop guessing and start Hatching Results! This book gives you the structure to ensure that every intervention is intentional, every student is seen, and your impact is undeniable.
Table Of Contents:
- FOREWORD
- ACKNOWLEDGMENTS
- ABOUT THE EDITORS
- CONTRIBUTING AUTHORS
- LEARNING TARGETS
- CHAPTER 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 Assessment
- CHAPTER 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 Counseling
- CHAPTER 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 Priorities
- CHAPTER 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 Intervention
- CHAPTER 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 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
- 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
- Conclusion
- CHAPTER 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
- Summary
- CHAPTER 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’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
- 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 Work
- INDEX
Recent Product Reviews:
"Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program provides a practical and transformative guide for implementing effective tiered supports for youth in schools. Throughout the book there are a range of practices to build a cohesive tiered framework to improve the delivery of services in schools and the outcomes for students. Inclusive data-informed counseling, analytical processes and planning & evaluation tools are provided to help to elevate this book beyond an intervention book to a systems change tool. School counselors will truly benefit from the resources, insights and wisdom in this book to refine or even reimagine their school counseling program, as the continued to support their schools in the most vital ways."
Stephen Sharp, School Counselor and Author of "Lives Worth Living: Applying Zero Suicide as a Prevention Approach for Schools"
"The authors of Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program have provided school counselors and school counselors in-training with an invaluable resource for advancing school counseling practice. Clear examples, tools, and resources are provided throughout the text to advance practices that serve all students in schools. The shift to data-driven practices that identify gaps, focusing on systemic root causes of issues, creating goals that result in interventions that close gaps, and sharing the impact of school counseling interventions on systemic changes and student outcomes will change education systems and practices to support student success. Many books talk about school counseling or describe the 'what' of school counseling. This text links research to practice and illustrates the 'how' of school counseling. It is a valuable addition to any practitioner or school counselor educator's library, and one that folks will use in their daily practice."
Brett Zyromski, PhD, Associate Professor and Program Chair, The Ohio State University, OH
"The Hatching Results group's most recent book, Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program, continues their very successful and accessible series about intentional and impactful school counseling practice. Filled with numerous templates, helpful graphics, and web links, this book is clearly written with specific, concrete ideas for improving school counseling practices that support student well-being and outcomes. The ideas are grounded in the authors' experience, with multiple first person narratives that provide real-life examples of the work. This book is a gift to the profession."
Carey Dimmitt, Director, Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE), and Professor and Program Coordinator, UMass Amherst School Counseling Program, MA
"Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program speaks to the heart and responsibility of school counseling leadership. It equips practitioners to move beyond isolated interventions and toward coherent systems that center students, elevate school counseling leadership, and produce results that matter."
Rebecca Pianta, Coordinator of College and Career Readiness, Santa Ana Unified School District, CA
"This book provides a crucial resource on the Multi-Tiered, Multi-Domain System of Supports (MTMDSS) aligned with the ASCA National Model. By integrating academic, social/emotional, and college/career domains within a tiered framework, the authors offer school counselors an equity-centered approach to meeting students’ diverse needs. As a school counselor and school counselor leader with more than two decades of experience, I would highly recommend this book!"
Priscilla Grijalva, MS, PPS, 2022 National Life Changer of the Year, 2023 California Woman of the Year