TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 213 MTSS curricular and instructional gaps in their school counseling preparation courses. Curriculum mapping (Jacobs, 1997) is a useful tool to recognize program content deficiencies (Howard, 2007). Es- sentially, the process involves the identification of the content and skills taught in each course at each level. A calendar-based chart, or “map,” is created for each course so that it is easy to see not only what is taught in a course, but when it is taught. Examination of these maps can reveal both gaps in what is taught and repetition among courses, but its value lies in identifying areas for integration and concepts for spiraling. (Howard, 2007, p. 7) Second, the various options for program revision should be weighed. The two most obvious al- ternatives are to either add a separate school counseling-based MTSS course or to augment existing courses and their content. Classes already focusing on topics associated with MTSS theory, research and practice (e.g., special education, at-risk children and adolescents, comprehensive school counsel- ing, strengths-based counseling and advocacy) are perhaps the easiest to modify. Certainly, accredita- tion standards and requirements, funding implications, and logistical concerns must be considered. Third, specific MTSS content and related skills should be reviewed and syllabi revised accordingly. To inform decision making and planning, Table 2 provides sample core MTSS content areas associat- ed with school counselor roles and functions. Curriculum changes might involve strengthening these four broad areas: (a) assessment, data usage and research, (b) general knowledge and practices, (c) specific interventions, and (d) systems work. To alleviate potential redundancies in pre-service edu- cation, it is imperative that any proposed modifications be aligned with current CSCP training (e.g., ASCA’s [2012a] National Model; see Goodman-Scott et al., 2016 for details). Consult the crosswalk provided in Table 1 to ensure that any course changes are consonant with ASCA’s (2012b) School Counselor Competencies and CACREP (2016) standards. Table 2 Core MTSS Content Areas Aligned With School Counselor Roles and Functions Content Areas Assessment, Data Usage and Research • Academic and SEL skill assessment and progress monitoring • Applied experimental analysis of behavior/functional behavior analysis (FBA) • Behavioral consultation assessment • Evidence-based (data-based) decision making and intervention planning (academic and social-behav- ioral issues) • Research methods (e.g., survey, pre/posttest comparison, single subject designs) • Student and classroom assessment/testing • Use of student assessment and schoolwide data to improve MTSS services and interventions General Knowledge and Practices • Best practices in support of academic and social-behavioral development • Integration with comprehensive school counseling programs (e.g., ASCA National Model) • Ethical and legal issues • Educational, developmental and psychological theories (e.g., behaviorism, social learning theory, eco- logical systems theory, cognitive, psychosocial, identity) • Effective communication