Addressing Barriers to Culturally Responsive and Sustaining MTSS Implementation and School Counseling Program Alignment

Strategies to Enhance Implementation Fidelity in School-Counselor-Led, Culturally Affirming Tier 2 Groups

“…A common practice is to give students “homework” to practice their new skills (e.g., managing emotions, addressing conflict through calm conversation) in real-world situations and report back to the small group. Effective Tier 2 interventions are derived from evidence-based or research-informed sources (Berger, 2013; Olsen, Levy, & Pianta, 2023b). School counselors are encouraged to select culturally affirming Tier 2 interventions that have been the subject of multiple credible studies.…”

“…Although professional organizations such as ASCA clearly define the school counselor’s role in implementing Tier 2 interventions (ASCA, 2021b; Olsen, Levy, & Pianta, 2023b), school counselors still face challenges successfully intervening at the Tier 2 level. School counselors often complete master’s-level programs feeling ill prepared to facilitate effective groups given the lack of focus on this aspect of their role in their graduate training (Ieva et al, 2021).…”

“…MTSS Tier 2 teams work collaboratively to develop appropriate interventions. They engage in professional development to design an effective and efficient process for identifying and supporting students in small groups (Fox et al, 2021; Olsen, Levy, & Pianta, 2023b). They review data on a regular basis to ensure that students are getting the targeted help they need.…”

Is It Students or the System? Infusing a Culturally Sustaining Approach to Tier 2 Groups Within Multi-Tiered Systems of Support

“…The purpose of MTSS is to establish effective and efficient systems and practices for school staff, prevent academic and behavioral challenges, and facilitate varied intensities of support to meet student needs (Ihlo & Nantais, 2010; Sugai & Horner, 2009). Core features of MTSS include (a) team-based processes, (b) a tiered continuum of systems and evidence-based practices, (c) data-based decision making, and (d) continuous progress monitoring (Olsen et al, 2023). Within MTSS, school-wide efforts (i.e., Tier 1) include quality, evidence-based instruction for all students and behavior expectations and acknowledgment systems that are developed, taught, and practiced to establish a safe and predictable social culture (Horner et al, 2010).…”

“…Within MTSS, school-wide efforts (i.e., Tier 1) include quality, evidence-based instruction for all students and behavior expectations and acknowledgment systems that are developed, taught, and practiced to establish a safe and predictable social culture (Horner et al, 2010). When students have elevated needs, Tier 2 supports, including groups, are provided in addition to Tier 1 supports (Olsen et al, 2023). Finally, function-based and individualized wraparound supports (i.e., Tier 3) are provided for students with intensive needs (Ziomek-Daigle et al, 2019).…”