TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 vii ions about this MTSS framework, they lacked the self-assurance to adequately perform key RTI tasks (e.g., accountability and collaboration). Perceived counselor deficiencies in RTI implementation also point to a potential disconnect between the ASCA (2012a) National Model’s program components and themes and current RTI training of pre-service and practicing school counselors, thus suggesting a need for improved pre-service and in-service education . School counselors are called upon to be culturally responsive and competent. They are advocates for social justice and equity for all students (Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2016; Singh, Urbano, Haston, & McMahan, 2010). Two articles speak to this issue within the educa- tional context of MTSS. Belser and colleagues maintain that the ASCA (2012a) National Model and MTSS are beneficial operational frameworks to support all students, including marginalized and so-called problem learners (e.g., at-risk students). An integrated model is then proffered as a way to improve the educational outcomes of disadvantaged students. Positive and culturally sensitive alter- natives to punishment-oriented school discipline methods are discussed as well. Similarly, Betters- Bubon, Brunner, and Kansteiner address school counselor roles in devising and sustaining culturally responsive PBIS programs that meet student social, behavioral and emotional needs. In particular, they report on an action research case study showing how an elementary school counselor partnered with other stakeholders (i.e., school administrator, psychologist, teachers) to achieve this goal. The final article by Harrington, Griffith, Gray, and Greenspan overviews a recent grant project intended to establish a quality data-driven MTSS model in an elementary school. The manuscript spotlights the role of the school counselor who collaborated with other project leaders and educators to use social-emotional data to inform and improve practice. Specifics are provided so other practitioners can replicate the project in their schools. In brief, this contribution emphasizes the importance of data-based decision-making in MTSS implementation. Conclusion School counselors are faced with a myriad of responsibilities that severely tax their energy and time. Competing demands from internal and external stakeholders as well as legislative changes and educational innovations stretch these practitioners to be more efficient and effective in their services to students and families. Regrettably, MTSS implementation adds to counselors’ “accountability stress.” Some counselors anticipate that PBIS and RTI frameworks will go the way of other short- lived educational trends, relieving them of the responsibility to take action. However, anecdotal and empirical evidence reported in this special issue and elsewhere suggests these professionals are in the minority. School counselors largely perceive the potential and real value of MTSS programs. They de- sire to partner with other school educators to help all children and youth succeed. As contributors to this issue indicate, the ASCA (2012a) National Model and PBIS and RTI frameworks can be integrated to achieve higher student academic and social-emotional outcomes. With these articles, school coun- selors-in-training and practitioners have additional support to successfully address their MTSS duties and advocate for increased education in this area. Continued research is needed to guide efficacious MTSS practice designed to foster equitable educational outcomes for all students. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript.