TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 246 data, as it is central to RTI and many educational reforms. School counselors must be well-prepared to understand the utility of data rather than be stymied by it. If school counselors are to play a piv- otal role in dismantling the achievement gap, which is now an ethical obligation (ASCA, 2010) rather than a laudable goal, they must be able to critically analyze data to ensure all students are served equitably. Moreover, if school counselors are active members of the RTI team, as many indicated in this survey that they are, they must be able to determine how their efforts are helping or thwarting a young person’s ability to succeed. While RTI may or may not be a welcome mandate in schools, school counselors can leverage its emphasis on data collection and management to ensure students are receiving evidence-based interventions (Ockerman et al., 2012). The inability to do so not only jeopardizes school counselors’ job security, but also shortchanges their students. Fortunately, there are several resources that school counselors and counselor educators can em- ploy to meet this dire need. Hatch’s recent text, The Use of Data in School Counseling (2014), centers on this subject and complements other publications including Kaffenberger and Young’s Making Data Work (2013), and Dimmitt et al.’s seminal text, Evidence-Based School Counseling: Making a Differ- ence With Data-Driven Practices (2007). School counselors also can advocate for evidence-based small and large group counseling interventions, including Second Step: Skills for Social and Academic Success (Committee for Children, 2010) and Student Success Skills (Brigman & Webb, 2007). School counselors and counselor educators can hone and refine their data skills by attending the annual Evidence-Based National School Counseling Conference and becoming familiar with the burgeoning research con- ducted at the Ronald H. Frederickson Center for School Counseling Outcome Research and Evalua- tion. Moreover, counselor educators need to ensure this topic is discussed and evaluated in both their core school counseling and clinical courses so as to best prepare future school counselors to be ac- countable and data savvy (Hatch, 2014; Studer & Diambra, 2016). Needs: Defining Roles and Leadership Opportunities School counselors were most likely to view RTI as a means of positively impacting academic and behavioral outcomes for all students when they (a) had leaders who were knowledgeable and posi- tive about RTI; and (b) were clear about their own roles and responsibilities, as well as the anticipated benefits of the model. These results support findings from state-level surveys of RTI preparedness and beliefs across both school counselors and school psychologists (Hollenbeck & Patrikakou, 2014; Ockerman et al., 2015). Thus, school counselors should work to ensure role clarity and consider how best to utilize their skills and knowledge in support of change. There are several ways in which school counselors can leverage their unique skill sets to optimize their collaborative relationships with school administration and staff. This may involve meeting with the principal to discuss roles and responsibilities, advocating for a leadership role in relation to col- laborative practices or data-based decision making, and working with parents to ensure they are engaged and informed. School counselors also can better define their roles in relation to RTI by docu- menting these duties in their annual agreement (ASCA, 2012). By working collaboratively with school personnel to harness their strengths and create common goals, school counselors can build capacity and thereby increase their ability to reach more students. Additionally, school counselors should work with their building leaders to create professional development aimed at increasing staff knowl- edge about RTI in positive, proactive ways. As such, school staff can begin to view school counselors as leaders within this area and collaborative partners for creating systemic change. School counselor educators also must infuse leadership competence and role clarity within their coursework and evaluate pre-service students’ understanding and aptitudes as requisites for advanc- ing into the profession (Chen-Hayes, Ockerman, & Mason, 2014). Introductory and foundational