TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

203 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. Christopher A. Sink Incorporating a Multi-Tiered System of Supports Into School Counselor Preparation With the advent of a multi-tiered system of supports (MTSS) in schools, counselor preparation programs are once again challenged to further extend the education and training of pre-service and in-service school counselors. To introduce and contextualize this special issue, an MTSS’s intent and foci, as well as its theoretical and research underpinnings, are elucidated. Next, this article aligns MTSS with current profes- sional school counselor standards of the American School Counselor Association’s (ASCA) School Coun- selor Competencies, the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards for School Counselors and the ASCA National Model. Using Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RTI) models as exemplars, recommenda- tions for integrating MTSS into school counselor preparation curriculum and pedagogy are discussed. Keywords: multi-tiered system of supports, school counselor, counselor education, American School Coun- selor Association, Positive Behavioral Interventions and Supports, Response to Intervention When new educational models are introduced into the school system that affect school counseling practice, the training of pre-service and in-service school counselors needs to be updated. A multi- tiered system of supports (MTSS) is one such innovation requiring school counselors to further refine their skill set. In fact, during the school counseling profession’s relatively short history, counselors have experienced several major shifts in foci and best practices (Gysbers & Henderson, 2012). The latest movement surfaced in the 1980s, when school counselors were encouraged to revisit their largely reactive, inefficient and ineffective practices. Specifically, rather than supporting a relatively small proportion of students with their vocational, educational and personal-social goals and concerns, pre-service and in-school practitioners, under the aegis of a comprehensive school counseling program (CSCP) orientation, were called to operate in a more proactive and preventative fashion. Although there are complementary frameworks to choose from, the American School Counselor Association’s (ASCA; 2012a) National Model: A Framework for School Counseling Programs emerged as the standard for professional practice, offering K–12 counselors an operational scaffold to guide their activities, interventions and services. Preliminary survey research suggests that counselors are performing their duties in a more systemic and collaborative fashion to more effectively serve students and their families (Goodman-Scott, 2013, 2015). Other rigorous accountability research examining the efficacy of CSCP practices supports this transformation of counselors’ roles and functions (Martin & Carey, 2014; Sink, Cooney, & Adkins, in press; Wilkerson, Pérusse, & Hughes, 2013). As a consequence of the increased demand for retraining, university-level counselor preparation programs and professional counseling organizations (e.g., American Counseling Association, ASCA, National Board for Certified Counselors) have generally responded in kind. Over the last few decades, K–12 school counselors have been instructed to move from a positional approach to their professional work to one that is programmatic and systemic in nature. The Professional Counselor Volume 6, Issue 3, Pages 203–219 http://tpcjournal.nbcc.org © 2016 NBCC, Inc. and Affiliates doi:10.15241/cs.6.3.203