DIGEST-V6i3

1 TPC Digest 1 TPC Digest A multi-tiered system of supports (MTSS) is now a pervasive educational program in American PreK–12 schools. In brief, these programs are holistic frameworks designed to more effectively serve all children and youth by improving their academic, behavioral and social-emotional functioning. Applied in a three tier system, MTSS models initially attempt to assist struggling students in their regular education classrooms (Tier 1). If these learners continue to exhibit substantial deficits following low-intensive interventions, students may then receive more concentrated services (Tier 2) in the regular education classroom and perhaps in special learning milieus. In most cases, only students with severe learning and behavioral challenges (high-risk students) are provided the most intensive Tier 3 interventions and services. Tier 3 programming tends to be conducted in special learning environments tailored to students’ particular issues. Pupils at Tier 3 may also be referred to mental health clinics or other highly individualized programs better equipped to provide the requisite support services. MTSS programs are currently operationalized by two relatively similar research-based, systemic frameworks: Positive Behavioral Supports and Responses (PBIS) and Response to Intervention (RtI). Both use a three tier system of graduated interventions for students with learning or behavioral challenges. School-based counselors are faced with an ever-increasing list of responsibilities. This inventory now includes MTSS collaboration with pertinent staff and faculty. In fact, the American School Counselor Association’s School Counselor Competencies, the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards for School Counselors, and the American School Counselor Association National Model provide guidelines for doing so. Research suggests, however, that school- based counseling professionals are ill-equipped to successfully handle the complex responsibilities associated with this difficult work. It is therefore essential that graduate- level counselor education programs provide more intentional training on MTSS roles and functions. Pre-service counselors should be well-educated on MTSS theory, research and best practice. Specific recommendations for school counselor preparation programs to retool their MTSS curriculum and pedagogy are summarized here. First, counselor educators should conduct a program audit, looking for MTSS curricular and instructional gaps in their current school counseling preparation courses. For example, a curriculum map could be used to uncover MTSS content deficiencies. Second, the various options for revising the educational program should be considered. Graduate programs could develop a separate counseling- based MTSS course or supplement existing classes and their content. Next, specific MTSS content and allied skills should be well understood. Fundamental MTSS content areas should be carefully aligned with current school counselor roles and functions. The final step requires counselor educators to update their course syllabi incorporating desired MTSS curricular modifications and use effective teaching methods to deliver the course material. It is recommended that counselor educators design their MTSS courses using a spiral curriculum and their pedagogy include a variety of efficacious methods (e.g., direct instruction for learning foundational materials and student-centered approaches for the application, including case studies and problem-based learning). In conclusion, K–12 school counselors must continue to be responsive to societal changes and educational reforms. Such restructurings necessitate that university-level counselor preparation programs continue to be malleable and receptive to new research-based educational models, theories and practices. Because schools have instituted MTSS as a way to better serve all students with their academic and social and emotional problems, pre-service counselor education programs should in turn revise their curriculum and instruction to meet this growing need. A number of useful refinements are suggested. Christopher A. Sink, NCC, is a Professor at Old Dominion University. Correspondence can be addressed to Christopher Sink, Darden College of Education, 5115 Hampton Blvd, Norfolk, VA 23529, csink@odu.edu .