Trish Hatch - Hatching Tier Two and Three Interventions in Your Elementary School Counseling Program

Foreword by

• Carey Dimmitt

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ISBN 978-1-5443-4528-4

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Trish Hatch is a force of nature. Her excitement and love for the school counseling profession are evident, whether you are engaging in professional development with her, attending a conference session shes leading, or just talking with her casually. She has been working for continuous improvement in our field for decades now, and her passion for supporting students success and well-being is unparalleled.

In this book, Trish Hatch and her co-authors Ashley Kruger, Nicole Pablo, and Whitney Triplett take on the critical task of integrating school counseling practice with Multi-Tiered System of Supports (MTSS) practices. MTSS is a widely used data-based framework for assessing and providing services for all students in schools (Sugai & Horner, 2009). As increasing numbers of schools and districts adopt MTSS, school counseling is well-positioned to identify how to work within the structures of MTSS and develop school counseling program components that coordinate with the work being done by others in the building using this framework.

Schools are constantly evolving institutions, requiring ongoing systemic changes that respond to the research about educational best practices and about current student needs. Sometimes educational models emerge that seem to be fads, and other times there is widespread adoption of ways of working that completely shift the paradigm. MTSS has evolved over time in ways that demonstrate its utility, and it is clearly here to stay. Multiple scholars in the field are writing about school counseling and MTSS (Goodman-Scott, Betters-Bubon, & Donohue, 2016; Sink & Ockerman, 2016; Ziomek-Daigle, Goodman-Scott, Cavin, & Donohue, 2016, to name a few), providing a valuable range of perspectives and insights about how to do this work. It is critical that school counselors understand the ideas behind MTSS as well as the benefits of collaborating with other school professionals using these ways of working with students.

A strength of the approach taken in this book is its integration with the American School Counselor Associations Comprehensive Model for School Counseling Programs (ASCA National Model) (American School Counselor Association, 2012). Aligning the goals and structures of the ASCA National Model with MTSS ensures that the work done by school counselors is integrated into the schoolwide practices being adopted by all other school professionals in the building. The school counseling focus on ensuring that students social-emotional and career development needs are met as well as their academic needs is critical for students, for schools, and for our society in general, and is often missing from other books on MTSS. This book articulates a vision for how to do all this, in clear and practical ways that are a hallmark of the work that Trish and her practitioner collaborators are known for. This book has Trishs signature passion and aspirations for effective school counseling programs, along with Ashleys, Nicoles and Whitneys insights and stories from their current school counseling practicean effective model for learning new ways of working!

Carey Dimmitt, PhD
Director, Fredrickson Center for School Counseling Outcome Research and Evaluation (CSCORE)
Co-founder and Co-chair, National Evidence-Based School Counseling Conference (EBSCC)
Professor and Coordinator, School Counselor Education Program
Furcolo Hall S116
University of Massachusetts, Amherst
Amherst, MA 01003
www.cscor.org
www.ebscc.org
cdimmitt@educ.umass.edu