TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

251 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. Christopher T. Belser, M. Ann Shillingford, J. Richelle Joe The ASCA Model and a Multi-Tiered System of Supports: A Framework to Support Students of Color With Problem Behavior The American School Counselor Association (ASCA) National Model and a multi-tiered system of supports (MTSS) both provide frameworks for systematically solving problems in schools, including student behavior concerns. The authors outline a model that integrates overlapping elements of the National Model and MTSS as a support for marginalized students of color exhibiting problem behaviors. Individually, the frameworks employ data-driven decision making as well as prevention services for all students and intervention services for at-risk students. Thus, the integrated model allows schools to provide objective alternatives to exclusionary disciplinary actions (e.g., suspensions and expulsions) that are being assigned to students of color at a disproportionate rate. The manuscript outlines the steps within the integrated model and provides implications for school counselors and counselor educators. Keywords: ASCA National Model, multi-tiered system of supports, school counselors, marginalized students, students of color Educational disparities are well documented for students of color in the United States (Delpit, 2006; Ford & Moore, 2013; U.S. Department of Education [USDOE], 2014). Today’s students of color are facing lower graduation rates, overuse of exclusionary disciplinary action, overrepresentation in exceptional education programming and school policies that negatively impact students of color rather than support them (Moore, Henfield, & Owens, 2008; USDOE, 2014; R. Palmer & Maramba, 2010; Toldson & Lewis, 2012). School discipline policies based on a framework of zero tolerance have not reduced suspensions or expulsions as initially intended. Instead, these policies have resulted in more students being excluded from the classroom due to reactive disciplinary action (Skiba, 2014). Bernstein (2014) posited that these policies are increasing the educational achievement gap and negatively impacting the development of students of color. What then can be done as an alternative to or as a measure to prevent exclusionary disciplinary actions such as suspensions and expulsions? A multi-tiered system of supports (MTSS) is a systematic data-driven program designed to address academic concerns and problem behavior by utilizing both prevention and intervention strategies (Sugai & Horner, 2009). Specific to behavior-related concerns, MTSS programs offer a structured method for providing both universal and individual support for students and present data-driven alternatives to suspension and expulsion. School counselors are uniquely positioned to play a critical role in the implementation of such programs due to their training in data analysis, program development and direct service delivery. Moreover, MTSS programs align well with the American School Counselor Association (ASCA) National Model (2012a). The ASCA National Model has themes of social justice, advocacy and systemic change infused throughout, as comprehensive school counseling programs are designed to remove barriers to The Professional Counselor Volume 6, Issue 3, Pages 251–262 http://tpcjournal.nbcc.org © 2016 NBCC, Inc. and Affiliates doi:10.15241/cb.6.3.251