TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 260 color. An integrated system including a multi-tiered system of supports and the ASCA (2012a) National Model has been introduced in this manuscript to address disciplinary concerns in a more systemically balanced manner. MTSS and the ASCA National Model utilize a similar data-driven structured approach to solving issues related to academic and behavioral concerns. When integrated, the overlapping elements of each framework can provide an avenue for addressing key concerns for students of color exhibiting problem behaviors. Rather than relying on disciplinary procedures that may result in students being excluded from class, an approach integrating frameworks of prevention and intervention can provide a much-needed alternative. The framework provided herein details steps that school counselors and other educators can take to address the school-to-prison pipeline. In order to best support marginalized students, school counselors must heed the call to leadership, advocacy, collaboration and systemic change given by the National Model; moreover, joining forces with other educators through collaborative efforts such as MTSS can only strengthen the effort to best support the success of all students. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Alexander, M. (2010). The new Jim Crow: Mass incarceration in the age of colorblindness . New York, NY: The New Press. American School Counselor Association. (2012a). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author. American School Counselor Association. (2012b). ASCA school counselor competencies . Retrieved from https:// www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf American School Counselor Association. (2014). The school counselor and multitiered system of supports. Retrieved from http://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Multitiered- SupportSystem.pdf Artiles, A. J., Harry, B., Reschly, D. J., & Chinn, P. C. (2002). Over-identification of students of color in special education: A critical overview. Multicultural Perspectives , 4 , 3–10. doi:10.1207/s15327892mcp0401_2 Banks, T., & Obiakor, F. E. (2015). Culturally responsive positive behavior supports: Considerations for prac- tice. Journal of Education and Training Studies , 3 (2), 83–90. doi:10.11114/jets.v3i2.636 Belser, C. T. (2015). African American males: A career and college readiness crisis. In J. R. Curry & M. A. Shil- lingford (Eds), African American students’ career and college readiness: The journey unraveled (pp. 279–307). Washington, DC: Lexington Books. Bernstein, N. (2014). Burning down the house: The end of juvenile prison . New York, NY: The New Press. Bohanon, H., McIntosh, K., & Goodman, S. (2015). Integrating academic and behavior supports within an RtI frame- work, part 4: Tertiary supports . Retrieved from http://www.rtinetwork.org/learn/behavior-supports/ integrating-academic-and-behavior-supports-tertiary-supports Bowman-Perrott, L., Benz, M. R., Hsu, H.-Y., Kwok, O.-M., Eisterhold, L. A., & Zhang, D. (2011). Patterns and predictors of disciplinary exclusion over time: An analysis of the SEELS national data set. Journal of Emotional and Behavioral Disorders , 21 (2), 83–96. doi:10.1177/1063426611407501 Carey, J., & Dimmitt, C. (2012). School counseling and student outcomes: Summary of six statewide studies. Professional School Counseling , 16 , 146–153. doi:10.5330/PSC.n.2012-16.146 Carmichael, D., Whitten, G., & Voloudakis, M. (2005). Study of minority over-representation in the Texas juvenile justice system: Final report . College Station, TX: Public Policy Research Institute at Texas A&M University. Carson, E. A. (2015). Prisoners in 2014 . Retrieved from http://www.bjs.gov/index.cfm?ty=pbdetail&iid=5387