TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 215 encouraging pre-service counselors to reflect on issues they will face in MTSS schools. Succinctly stated, when developing a new course or refining existing courses to include MTSS elements, counselor educators are encouraged to use research-based methods of curriculum design and student-centered pedagogy. Conclusion School counselor roles and functions must be responsive to societal changes and educational reforms. These shifts require university-level counselor preparation programs to be adaptable and open to new practices. K–12 schools around the nation are committed to instituting MTSS (PBIS and RTI) to better educate all students as well as to reduce the number of learners at risk for academic and social and emotional problems. School counselors largely indicate that they require further training on these MTSS frameworks and best practice (Goodman-Scott et al., 2016; Ockerman et al., 2015). It is therefore incumbent upon counselor education programs to revise their curriculum and instruction to meet this growing need. This article provides a clear rationale for instituting pre-service program changes, as well as summarizes MTSS’s theoretical and research foundation. Literature- based recommendations for pre-service course and curricular modifications have been offered. Preparation courses are encouraged to align their MTSS curriculum and content with ASCA’s (2012b) and CACREP’s (2016) school counseling standards, and the role requirements of comprehensive school counseling programs. Subsequent research is needed to determine whether this added level of pre-service education support actually impacts school counselor MTSS competency perceptions, and more importantly, whether schoolchildren and youth are positively impacted by better trained professional school counselors. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Amador, J. A., Miles, L., & Peters, C. B. (2006). The practice of problem-based learning: A guide to implementing PBL in the college classroom . Boston, MA: Anker Publishing. American School Counselor Association. (2012a). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2012b). ASCA school counselor competencies . Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf American School Counselor Association. (2014). The school counselor and multitiered system of supports. American School Counselor Association Position Statement . Retrieved from http://schoolcounselor.org/asca/ media/asca/PositionStatements/PS_MultitieredSupportSystem.pdf Bradley, R., Danielson, L., & Doolittle, J. (2007). Responsiveness to intervention: 1997 to 2007. Teaching Exceptional Children , 39 (5), 8–12. doi:10.1177/004005990703900502 Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press. Burnham, J. J., & Jackson, C. M. (2000). School counselor roles: Discrepancies between actual practice and exist- ing models. Professional School Counseling , 4 , 41–49. Carter, D. R., & Van Norman, R. K. (2010). Class-wide positive behavior support in preschool: Improving teacher implementation through consultation. Early Childhood Education Journal , 38 , 279–288. Childs, K. E., Kincaid, D., George, H. P., & Gage, N. A. (2015). The relationship between school-wide imple-