TPC Journal-Vol 10- Issue 3-FULL ISSUE

The Professional Counselor | Volume 10, Issue 3 387 of knowledge and skills in relation to student outcomes. That is, if school counselors have targeted professional development around each of the four factors, does that affect student outcomes in areas such as discipline, social/emotional well-being, school climate, or even academic performance? Finally, future studies could explore other variables that impact the development and application of school counselors’ knowledge and skills for MTSS. Conclusion There is growing evidence supporting the impact of school counseling program and MTSS alignment (Betters-Bubon et al., 2016; Betters-Bubon & Donohue, 2016; Campbell et al., 2013; Goodman-Scott, 2013; Goodman-Scott et al., 2014). In order for school counselors to align their programs with MTSS and contribute to MTSS implementation, foundational knowledge and skills are essential. Given that research has shown that key factors such as school level (i.e., elementary, middle, high) and MTSS training impact school counselors’ knowledge and skills for MTSS (Olsen, Parikh-Foxx, et al., 2016), the development and validation of an MTSS knowledge and skills survey to measure school counselors’ knowledge and skills over time is an important next step to advancing school counseling program and MTSS alignment. The four factors of the SCKSS (i.e., Individualized Supports and Practices, Schoolwide Supports and Practices, Targeted Supports and Practices, Collaborative Supports and Practices) provide school counselors with an opportunity to reflect on their strengths and areas in need of improvement related to the tiers of the MTSS framework. Further application research and validation of the SCKSS is needed; however, this study indicates the SCKSS provides counselor educators, pre-service school counselors, and in-service school counselors with a tool to measure the development of MTSS knowledge and skills. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Algozzine, B., Barrett, S., Eber, L., George, H., Horner, R., Lewis, T., Putnam, B., Swain-Bradway, J., McIntosh, K., & Sugai, G. (2019). School-wide PBIS Tiered Fidelity Inventory version 2.1. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. https://www.pbisapps.org/Resources/ SWIS%20Publications/SWPBIS%20Tiered%20Fidelity%20Inventory%20(TFI).pdf Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, C. R., Eber, L., Kincaid, D., Lewis, T., & Tobin, T. (2010). Evaluation blueprint for school-wide positive behavior support . National Technical Assistance Center on Positive Behavioral Interventions and Support. https://www.pbisapps.org/Resources/SWIS%20 Publications/Evaluation%20Blueprint%20for%20School-Wide%20Positive%20Behavior%20Support.pdf American School Counselor Association. (2014). The school counselor and group counseling. ASCA Position Statements, pp. 35–36. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/Position Statements.pdf American School Counselor Association. (2018). The school counselor and multitiered system of supports. ASCA Position Statements, pp. 47–48. https://www.schoolcounselor.org/asca/media/asca/PositionStatements/ PositionStatements.pdf American School Counselor Association. (2019a). The ASCA national model: A framework for school counseling programs (4th ed.).