Rövid leírás:

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.

Hosszú leírás:

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.

Tartalomjegyzék:

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