TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 243 words, if school counselors (a) perceived building-level leaders as knowledgeable and positively pre- disposed to RTI, and (b) were confident about understanding their roles and responsibilities within an RTI model, as well as the anticipated benefits of the RTI framework, they were more likely to view RTI as a vehicle to drive improvements in academic and behavioral outcomes for all students. Table 6 includes standardized coefficients (β), unstandardized coefficients (B), and standard errors (SE) for all variables in the model. Table 6 Estimated Coefficients of Full Model With White’s Correction for Standard Errors Variable Name B SE B β Age -.081 .033 -.138 Sex -.064 .058 -.052 Ethnicity -.133 .063 -.096 Total years in practice -.020 .029 -.046 Years since final degree conferral .219 .026 .045 Number of RTI trainings received -.029 .026 -.061 Year of RTI implementation -.044 .035 -.060 Leadership competence .183 .035 .261** RTI background information .012 .023 .028 Data collection and management .080 .050 .145 Tier service model delivery -.069 .050 -.107 Counseling interventions -.006 .034 -.012 Collaborative practices .042 .050 .075 Responsibilities and benefits .165 .056 .253* F 9.056 ** R 2 .26 Adjusted R 2 .23 * p < .01; ** p < .001 These results provided a descriptive picture of school counselors’ beliefs and practices regarding RTI/MTSS, as well as their level of perceived preparedness to complete tasks inherent in a multi- tiered framework of student support. For example, school counselors indicated they were directly