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6 TPC Digest The ASCA Model and a Multi-Tiered System of Supports Christopher T. Belser, M. Ann Shillingford, J. Richelle Joe Synthesizing the two frameworks together is a systematic process. As with other programming in education, this process begins with developing a team who will be in charge of planning, carrying out and evaluating the services provided. The next step involves collecting data on all students in the school, which is referred to as universal screening. The planning team can use this data to determine which tier students fall in, which helps with planning services. The article provides a more detailed description of each tier, what services may be appropriate at that level and how the planning team can monitor progress. The final step is to evaluate the process and make plans for subsequent school years. This process provides an avenue for school counselors to be advocates for students by providing services for students who need them and students who are at risk of negative educational outcomes. Additionally, school counselors can be leaders and agents of change within their schools. Enacting data-driven services that are sensitive to the needs of students of color can intervene with the common negative outcomes that these students face and provide a more objective and equitable strategy for educating all students. Christopher T. Belser, NCC, is a doctoral candidate at the University of Central Florida. M. Ann Shillingford is an Associate Professor at the University of Central Florida. J. Richelle Joe, NCC, is an Assistant Professor at the University of Central Florida. Correspondence can be addressed to Christopher Belser, 231B Mathematical Sciences Building, University of Central Florida, Orlando, FL 32816, christopher.belser@ucf.edu . A n analysis of recent education outcome data has shown that students of color in the United States have lower graduation rates, are overrepresented in exceptional education programming and face suspension and expulsion from school at higher rates. Many educators and researchers blame these outcomes on zero tolerance discipline policies that result in students of color being removed from class at a higher rate. A multi-tiered system of supports (MTSS) and the American School Counselor Association (ASCA) National Model have both been offered as strategies that can be used to make positive changes for these students. This article provides a description of how these two frameworks can be used in conjunction to support students of color with problem behavior. Two primary commonalities add to the ease of linking MTSS programs and the ASCA National Model. With both, data drives the planning and decision-making process. Data is collected and analyzed in the beginning to identify strengths, areas for opportunity and at- risk students. The school counselor can periodically collect data throughout the school year to determine which students are benefitting and not benefitting from interventions. Using data provides a method of making decisions that accounts for all students and that is less subject to bias. Another commonality is that both frameworks account for all students. MTSS programs begin with screening all students in order to place them in one of three tiers based on their level of need; the lowest tier provides more generalized prevention-oriented programming, whereas the most intensive tier involves individualized services targeting specific areas of need. Similarly, the ASCA National Model breaks school counselor programming into classroom lessons, small group interventions and individual student planning, which correlate to the three tiers of the MTSS framework. In both, all students can be served by at least one of the levels of care. Read full article and references: Belser, C. T., Shillingford, M. A., & Joe, J. R. (2016). The ASCA model and a multi-tiered system of supports: A framework to support students of color with problem behavior. The Professional Counselor , 6 , 251–262. doi : 10.15241/cb.6.3.251 A Framework to Support Students of Color With Problem Behavior 6