Hatching Results for Elementary School Counseling: Implementing Core Curriculum and Other Tier One Activities

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 2)

“…A progressive conceptual framework for an MTSS approach is to emphasize the notion of a multi-dimensional (and thus multi-sided) pyramid to account for greater heterogeneity as well as clinical and research avenues for a certain population (Dulaney et al, 2013). An example is a multi-tiered, multi-domain system of supports (MTMDSS) model (Hatch et al, 2018). In an MTMDSS model, various tiers of support are associated with multiple domains such as school counselor efforts to address, simultaneously and yet differently, the academic, career readiness, and social/emotional needs of their students (Hatch et al, 2019).…”

“…An example is a multi-tiered, multi-domain system of supports (MTMDSS) model (Hatch et al, 2018). In an MTMDSS model, various tiers of support are associated with multiple domains such as school counselor efforts to address, simultaneously and yet differently, the academic, career readiness, and social/emotional needs of their students (Hatch et al, 2019). These tiers of support remain similar to the three levels of an MTSS model but the presence of multiple sides means the tiers can apply variously and flexibly to different domains.…”

Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons

“…Hatch, Duarte, and De Gregorio (2018) described how standardized core curriculum was delivered in schools so that within a state, and especially a district, teachers agreed on power standards (i.e., the top priority standards) for each grade level. ASCA (2018) specifies that, as districts expand MTSS, school counselors need to provide all students with a standards-based school counseling core curriculum to address universal academic, career, and social/emotional development.…”

“…ASCA (2018) specifies that, as districts expand MTSS, school counselors need to provide all students with a standards-based school counseling core curriculum to address universal academic, career, and social/emotional development. According to Hatch et al (2018), school counselors must agree on the power standards that would comprise 80% of the district’s core curriculum, school to school, with the remaining 20% developed by the counselors in each school to address specific local needs.…”

“…The district created a multiyear process to franchise its Tier 1 counseling core curriculum in the social/emotional domain using evidence-based interventions across all schools. Our goal was that approximately 80% of the school counseling core curriculum would be consistent from school to school (Hatch, Duarte, & De Gregorio, 2018). This article examines the transition to an adopted SEL counseling core curriculum and proposes using the data to improve the program districtwide. The district created a multiyear process to franchise its Tier 1 counseling core curriculum in the social/emotional domain using evidence-based interventions across all schools .…”