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9 TPC Digest Jennifer Betters-Bubon, Todd Brunner, Avery Kansteiner Success For All? The Role of the School Counselor in Creating and Sustaining Culturally-Responsive Positive Behavior Interventions and Supports Programs 9 TPC Digest P ositive Behavior Interventions and Supports (PBIS) is an educational program initiative that has great promise in helping schools promote positive behavior and engaged students. Grounded in the theory of applied behavior analysis, PBIS includes the application of a tiered system of supports to change and improve behavior among students. The primary level (Tier 1) includes establishing preventative systems of support, including forming schoolwide expectations and monitoring student behavioral data. The secondary level (Tier 2) includes the use of systematic and intensive behavior strategies for at- risk students, while the tertiary level (Tier 3) incorporates wraparound interventions for youth and families in crisis. The question remains as to whether PBIS programs provide the same level of success for students from different racial and ethnic backgrounds. School counselors with extensive training in data-informed student intervention and school-level systemic change can play integral roles in PBIS implementation and can serve as leaders in the process. With knowledge of cultural diversity and data-focused interventions to close the achievement gap, school counselors are poised to ensure that these programs are implemented in ways that combat disproportionality. This article extends existing research on culturally responsive PBIS by examining longitudinal data from one elementary school that intentionally engaged in cultural responsive practices within PBIS implementation, highlighting the leadership role of the school counselor. This article uses a participatory action research framework and focuses on one elementary school (grades K–5) located in a suburb of a mid-sized Midwestern town from 2009–2014. Because action research includes a planning and reflective process that is linked to action, the article includes a description of PBIS planning and action stages along with the reflective process that was involved in culturally responsive PBIS implementation. The results reflect research that shows that PBIS is best implemented when considering the specific context of the school and needs of students and families. Staff found that the intentional work was needed to implement culturally responsive PBIS because, while implementation led to fewer behavioral reports for students from Hispanic backgrounds, a disproportionate number of African American students received behavioral reports, even after PBIS implementation. The case study discusses potential reasons and solutions related to these findings. With much at stake at the national, district, school and individual levels, school counselors can play a critical role in ensuring PBIS programs are implemented with fidelity and in culturally responsive ways. School counselors can use their knowledge and recommendations to reduce this very real problem of disproportionality in discipline practices, including implementing culturally responsive PBIS, disaggregating data and implementing accountably policies focused on discipline equity. While it is important to note that culture and context must be considered when planning, developing and teaching important PBIS concepts, it is equally important go beyond the examination of disaggregated data to include conversations around equity, access and success for all. Jennifer Betters-Bubon is an Assistant Professor at the University of Wisconsin-Whitewater. Todd Brunner is the Principal and Avery Kansteiner is a School Counselor at Sugar Creek Elementary School in Verona, WI. Correspondence can be addressed to Jennifer Betters- Bubon, 6039 Winther Hall, Whitewater, WI 53190, bettersj@uww.edu . Read full article and references: Betters-Bubon, J., Brunner, T., & Kansteiner, A. (2016). Success for all? The role of the school counselor in creating and sustaining culturally responsive positive behavior interventions and supports programs. The Professional Counselor , 6 , 263–277. doi : 10.15241/jbb.6.3.263