From Tears to Tiers: Making School Counseling Matter

Do most of your “referrals” happen when a teacher catches you in the hallway between classes? You’re not alone. A comprehensive counseling program uses a tiered system of support—moving us from reactive “firefighting” to intentional, meaningful interventions.

Setting Expectations at the Start of the Year

At the beginning of the year, I share examples of what my Tiers look like with staff and administrators. This helps clarify how I spend my time, and why Tier 1—supports for all students—should always be the majority of it. We also discuss the referral process for students who may need Tier 2 or Tier 3 services.

As Sara Carlo said in her workshop, “We could argue that all kids need our services, but which ones will benefit?”

tiered-level-of-support-1 Download

Whole Child Support Team

At our school, the Whole Child Support Team meets monthly to review student behavior, academics, attendance, and social/personal-emotional needs. Together, we identify student needs and develop interventions across all tiers.

To determine Tier 2 supports, I cross-reference:

Referrals
Attendance reports
RTI data
School goals

Some students in Tier 2 may require outside referrals, which fall under Tier 3. It’s important to remember: school counselors do not provide long-term therapy or weekly counseling sessions. Focusing only on individual sessions can confuse stakeholders and ultimately shortchange the student. Instead, prioritize short-term, skills-based interventions that students can use in both school and home settings.

I created this chart with sample interventions at each stage to assist our decision-making.

You can make your own copy and edit it by clicking here.

You can find my documentation forms here.

Understanding the Tiers

Tier 1: Universal interventions for all students (e.g., classroom lessons, preventive programming). Think of going to your doctor for your yearly physical.

Tier 2: Targeted interventions for small groups or individuals based on a specific concern (e.g., short-term counseling, small groups). Think of going to the doctor when you have a cold that can be treated quickly and may only require a 1 time follow up.

Tier 3: Intensive, individualized support that often involves consultation with outside agencies (e.g., crisis support, specialized interventions). Think of your doctor referring you to a specialist for additional scans or treatment.

Tier 2 Intervention Considerations:

Data trends, skill deficits, and group dynamics
Time, motivators, and resources
Appropriateness of Tier 1 tweaks or Tier 2 support
Staff training and expertise

Reflection Questions for Effective Support

When looking at my programming, I often reflect mid-year and at the end of the year to take inventory of what’s working, what needs to be changed, and what can go. Here are some guiding questions:

Am I making a difference?

What does the data say?
Where are the needs and trends?
Which students require more support?

Is this program meaningful?

Why am I doing it?
Is it more than checking a box?
Is the benefit worth the time?

Team Support:

Are there other team members or agencies who can assist?

Protecting Your Time and Impact

It’s easy to get pulled into individual student requests—but remember, Tier 2/3 services are not your default. Let data and professional knowledge guide interventions, not individual requests.

Questions to ask teachers:

Are you venting?
Do you need support?
Do you want me to see the student?

Thoughtful responses—rather than reactive ones—help protect your time, strengthen your program, and provide meaningful support where it truly matters.

When I pause to clarify, I prevent confusion, protect my time, and strengthen relationships—for both staff and students.

From Tears To Tiers (2)Download

Making Incremental Change

You don’t have to reinvent the wheel. Take your time, observe what works, and make slow, informed, responsive changes that align with your students’ needs.