Hatching Tier Two and Three Interventions in Your Secondary School Counseling Program

About the Book

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

About the Author :
Whitney Triplett is a vision-driven leader committed to advancing equity, access, and the success of all students through highly intentional, comprehensive school counseling programs. As Vice President at Hatching Results, she leads the Partner Services department, setting vision, strategy, and impact goals with a focus on change management and implementation fidelity across districtwide school counseling systems. Whitney is the co-author of the bestselling texts Hatching Results for Secondary School Counseling: Implementing Core Curriculum, Individual Student Planning, and Other Tier One Activities (Hatch, Triplett, Duarte, & Gomez, 2019) and Hatching Tier 2 and 3 Interventions in Your Elementary School Counseling Program (Hatch, Kruger, Pablo, & Triplett, 2019). She brings deep expertise in facilitating professional learning and providing strategic thought partnership to school counselors, site administrators, district leaders, and state education agencies, thereby strengthening student outcomes in measurable and meaningful ways. Before joining Hatching Results, Whitney served in the central office of Chicago Public Schools, where she supported more than 800 school counselors and college and career coaches. During this time, she also served on the board of the Illinois School Counselor Association and chaired its statewide task force to update the Illinois School Counseling Model. For this work, she was recognized as the 2018 Illinois School Counseling Advocate of the Year. Earlier in her career as a high school counselor, Whitney earned RAMP recognition in 2011 and received an Oppenheimer Recognition Award for her collaborative efforts to raise her school’s Freshman On Track rate by developing innovative progress-monitoring tools for student achievement, attendance, and behavior. An Education Pioneers alum, Whitney remains passionate about transforming schools so that every student in the nation has equitable access to a high-quality education—including a comprehensive school counseling program. Vanessa Gomez, Ed.D., is a passionate change agent with three decades of service in education, including 23 years as a school counselor across all levels, from elementary to alternative education. She currently serves as the Director of Equity & Access for San Jacinto Unified School District, where she leads the implementation of the district’s Equity and Access Plan. A recognized leader in school counseling, Vanessa has led award-winning teams and specializes in developing and implementing comprehensive school counseling programs grounded in a Multi-Tiered Multi-Domain System of Support. She has expertise in crisis response, suicide prevention protocol development, and professional development training in social-emotional wellness, cultural proficiency, and trauma-informed practices. Vanessa served as an adjunct faculty member in the School Counseling and School Psychology department at San Diego State University, where she was honored with the Most Influential Faculty Award. During her career as a school counselor, she was named one of the Top 10 School Counselors in the American School Counselor Association. Vanessa earned her doctorate from San Diego State University, where her dissertation focused on implementing trauma-informed approaches in schools. In addition to her leadership role, she has been a Lead Professional Learning Specialist for Hatching Results and co-author of Hatching Results for Secondary School Counselors: Implementing Core Curriculum, Individual Student Planning, and Other Tier One Activities (Hatch, Triplett, Duarte, & Gomez, 2019). In 2024, she was recognized as Advocate of the Year by the California Association of School Counselors.  Earlier in her career as a high school counselor, Whitney earned RAMP recognition in 2011 and received an Oppenheimer Recognition Award for her collaborative efforts to raise her school’s Freshman On Track rate by developing innovative progress-monitoring tools for student achievement, attendance, and behavior. An Education Pioneers alum, Whitney remains passionate about transforming schools so that every student in the nation has equitable access to a high-quality education—including a comprehensive school counseling program. Danielle Duarte, Ed.L.D. is passionate about supporting students’ academic success, college and career readiness, and social-emotional development while using data to demonstrate the impact of comprehensive school counseling programs. A former school counselor, counseling grant project director, and adjunct faculty member, Danielle now serves as President of Hatching Results, where she leads national efforts to strengthen data-driven school counseling systems. She earned her doctorate in Education Leadership (Ed.L.D.) from the Harvard Graduate School of Education, and her doctoral capstone focused on increasing racial equity in advanced coursework within a large, diverse school district. Earlier in her career, Danielle successfully wrote and directed a $1.1 million Elementary and Secondary School Counseling Program Grant for her district – hiring, training, and supporting school counselors in the development of comprehensive programs. She also taught future school counselors as an adjunct professor at San Diego State University and the University of San Francisco. Over the past decade, she has trained thousands of educators nationwide and co-authored two books: Hatching Results for Elementary (2017) and Secondary (2019) School Counseling. Danielle has served on the Board of Directors for the California Association of School Counselors, including as President, and on the Cal Aggie Alumni Association (UC Davis) Board. She is also a certified Harvard Data Wise Coach and AVID Staff Developer. Featured in San Diego Magazine’s “17 Big Ideas for 2017: Let’s Implement More School Counseling Programs,” Danielle believes every student can succeed with the right systems of support and well-trained school counselors leading the way.   Trish Hatch, Ph.D. is a nationally recognized leader in school counseling, known for her work bridging research, practice, and policy. A former school counselor, administrator, and district leader, she joined the faculty at San Diego State University (SDSU), where she directed the School Counseling Program from 2004 to 2015 and was later named Professor Emeritus upon her retirement. As Founder and Board Chair of Hatching Results, Inc., she continues to provide governance leadership while the company delivers nationwide training and consultation on data-driven, evidence-based practices Dr. Hatch is the best-selling author of The Use of Data in School Counseling: Hatching Results for Students, Programs, and the Profession (2014) and co-author, with Julie Hartline, of the Second Edition (2023). She co-authored Evidence-Based School Counseling: Making a Difference With Data-Driven Practices (Dimmitt, Carey, & Hatch, 2007) and The ASCA National Model: A Framework for School Counseling Programs (ASCA, 2003, 2005). This seminal document redefined the role of school counselors nationwide. Additional textsin the Hatching Results series include Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier One Activities (Hatch, Duarte, & De Gregorio, 2018); Hatching Results for Secondary School Counseling: Implementing Core Curriculum, Individual Student Planning, and Other Tier One Activities (Hatch, Triplett, Duarte, & Gomez, 2019); and Hatching Tier Two and Three Interventions in Your Elementary School Counseling Program (Hatch, Kruger, Pablo Roman, & colleagues, 2019) Known for her dynamic leadership, passionate advocacy, and unwavering commitment to the profession, Dr. Hatch served as an expert consultant on school counseling for the Obama administration at the White House and the U.S. Department of Education. She also co-led the 2014 White House Convening on School Counseling at SDSU in partnership with the Office of the First Lady’s Reach Higher Initiative. A former ASCA Vice President and state association president, Dr. Hatch has received numerous honors, including the ASCA Administrator of the Year Award, the Mary Gehrke Lifetime Achievement Award, induction into the H.B. McDaniel Hall of Fame at Stanford University, the NACAC Excellence in Education Award, and recognition by the California Association of School Counselors (CASC) as both School Counselor Educator of the Year and recipient of its Lifetime Achievement Award.

Review :
"This book is a powerful and timely contribution to the field of school counseling. It clearly demonstrates that Tier 2 and 3 services are most effective when they are intentional, structured, and grounded in both evidence and the real-world demands of schools. The authors provide practical, usable strategies and tools that counselors can implement immediately to support students who need targeted intervention.

What makes this work especially compelling is its deep respect for the complexity of students’ lives and the realities counselors face. The Tier 2 and 3 framework presented here bridges research and practice, empowering school counselors to move from reactive support to purposeful, data-informed action.

This book affirms that when Tier 2 and 3 services are thoughtfully designed within an MTMDSS framework, they can be transformative—strengthening student outcomes, promoting equity, and reinforcing the critical role of school counselors as leaders, advocates, and change agents. This is simply a must-read and must-use book."

"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!"

"At a time in our history when we are learning from the ills of the past and the promises of the future, school counselors deserve comprehensive tools to dismantle oppressive systems. This book facilitates educators′ deeper understanding of the complexity inherent in school counselors′ work and underscores the critical reflection and adaptation necessary within school counseling. It serves as a comprehensive resource for educators across disciplines, addressing the nuanced challenges present within the field. The implementation of a multi-tiered, multi-domain system of support within educational settings must be grounded in ethical principles that prioritize equity and respect for all individuals, particularly marginalized groups. Thoughtfully outlined within this book, these systems must be culturally responsive, integrating diverse perspectives to empower students and their communities. Ultimately, students’ lives are influenced by an intricate interplay of factors spanning the school environment, family dynamics, community contexts, and broader societal structures. This resource offers valuable insights and evidence-based strategies to effectively frame the essential role of school counselors in advocacy and collaboration for the greater good." "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." "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." "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." "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."