TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 214 • Students at risk and resiliency issues (i.e., knowledge of early warning signs of school and social-be- havioral problems) • Leadership and advocacy • Mental health issues and associated community services • Models of consultation • Multicultural/diversity (student, family, school, community) and social justice issues • Referral • Special education (e.g., relevant policies, identification procedures, categories of disability) Specific Interventions • Check and Connect (Check In, Check Out) • Individualized positive behavior support (e.g., behavior change plans, individualized education plans) • Peer mentoring/tutoring • Schoolwide classroom guidance (academic and SEL skill related) • Short-term goal-oriented individual and group counseling Systems Work • Collaboration and coordination of services with counseling staff, MTSS constituents, external resourc- es and families • Consultation with caregivers, educational staff and external resources • Staff coaching/liaison work (e.g., conducting workshops and training events to improve conceptual knowledge and understanding as well as skill development) • MTSS (PBIS & RTI) structure and components and associated practices • Resource providers (in-school and out-of-school options) • Policy development addressing improved school environments and barriers to learning for all students • Systems/interdisciplinary collaboration and leadership within context of comprehensive school coun- seling programs Note . Primary sources: Cowan et al. (2013); Forman & Crystal (2015); R. Freeman et al. (2015); Gibbons & Coulter (2016); Goodman-Scott et al. (2016); Horner et al. (2015); Ockerman et al. (2015); Reschly & Coolong-Chaffin (2016). Finally, course syllabi need to be updated to integrate desired curricular changes and appropriate instructional techniques instituted. It is recommended that counselor educators design the MTSS course using a spiral curriculum (Bruner, 1960; Howard, 2007). This theory- and research-based strategy rearranges the course material curriculum and content in such a way that knowledge and skill development and content build upon each another while gradually increasing in complexity and depth. Research informed pedagogy suggests that MTSS course content be taught using a variety of methods, including direct instruction for learning foundational materials and student- centered approaches, such as case studies and problem-based learning (PBL), for the application component (Dumbrigue, Moxley, & Najor-Durack, 2013; Ramsden, 2003; Savery, 2006). Specifically, given that scientific (systematic problem-solving) and data-driven decision making are indispensable educator practices within MTSS frameworks, these skills should be nurtured through “hands on” and highly engaging didactic methods rather than relying on conventional college-level teaching strategies (e.g., recitation, questioning and lecture; Stanford University Center for Teaching and Learning, 2001). Specific activities could be readily implemented during practicum and internship. PBL invites students to tackle complex and authentic (real world) issues that promote understanding of content knowledge as well as interpretation, analytical reasoning, interpersonal communication and self-assessment skills (Amador, Miles, & Peters, 2006; Loyens, Jones, Mikkers, & van Gog, 2015). Problems can take the form of genuine case studies (e.g., a sixth-grader at risk for severe depression),