TPC _Journal-Vol6_Issue_3-MTSS-Full_Issue

The Professional Counselor /Volume 6, Issue 3 275 menting accountability policies focused on discipline equity (Green et al., 2015; McIntosh, Barnes, Eliason, & Morris, 2014). Further, school counselors can use their expansive knowledge of data to extend the focus beyond just ODRs. Perception surveys focused on process rather than outcome data might be better at capturing change across time. For example, interviews with staff, parents and stu- dents examining school climate and social behavior can and should be examined within culturally re- sponsive PBIS implementation. In that way, a clearer picture of student behavior, school climate, fam- ily perception and staff support might emerge. A recent national survey found school personnel to be supportive of the implementation of culturally and contextually responsive elements of PBIS (Fallon, O’Keeffe, Gage, & Sugai, 2015). School counselors can be champions in the process of encouraging culturally responsive practices within PBIS program implementation. Schools play a privileged and strategic role in influencing social, emotional and academic out- comes for youth (Herman, Reinke, Parkin, Traylor, & Agarwal, 2009). School counselors can serve as leaders in conversations about equity and social justice as it pertains to student behavior and suc- cess in schools. Through continued conversations, intentional understanding of self and others, and targeted family involvement, school staff can ensure that education indeed continues to be the great equalizer for all. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American School Counselor Association. (2014). The school counselor and multitiered system of supports. Retrieved from https://www.schoolcounselor.org/asca/media/asca/PositionStatements/PS_Multitiered- SupportSystem.pdf . Bal, A., Kozleski, E. B., Schrader, E. M., Rodriguez, E. M., & Pelton, S. (2014). Systemic transformation from the ground–up: Using learning lab to design culturally responsive schoolwide positive behavioral sup- ports. Remedial and Special Education , 35 , 327–339. doi:10.1177/0741932514536995 Bal, A., Thorius, K., & Kozleski, E. (2012). Culturally responsive Positive Behavioral Support matters. Retrieved from www.equityallianceatasu.org/sites/default/files/CRPBIS_Matters.pdf Baum, F., MacDougall, C., & Smith, D. (2006). Participatory action research. Journal of Epidemiology & Commu- nity Health , 60 , 854–857. doi:10.1136/jech.2004.028662 Benner, G. J., Kutash, K., Nelson, J. R., & Fisher, M. B. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children , 36 (3), 15–29. doi:10.1353/etc.2013.0018 Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments of success and resilience: Culturally responsive classroom management and more. Urban Education , 42 , 326–348. doi:10.1177/0042085907303406 Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral interventions & supports: Findings from a group-randomized effectiveness trial. Prevention Science , 10 , 100–115. doi:10.1007/s11121-008-0114-9. Cressey, J. M., Whitcomb, S. A., McGilvray-Rivet, S. J., Morrison, R. J., & Shander-Reynolds, K. J. (2015). Han- dling PBIS with care: Scaling up to school-wide implementation. Professional School Counseling , 18 , 90–99. doi:10.5330/prsc.18.1.g1307kql2457q668 Eber, L, Upreti, G, & Rose, J. (2010). Addressing ethnic disproportionality in school discipline through positive