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Results connect the implementation of the college and career counseling components of a comprehensive school counseling program and lower student-to-school-counselor ratios to a reduction in suspension rates and disciplinary incidents for Connecticut high school students. Principal ratings of college and career counseling services provided in their school extended benefits for students to include better attendance and graduation rates, as well as lower disciplinary incidents and suspension rates. This article highlights the importance of college and career counseling services and smaller ratios for promoting student success. T he study reported in this article was a collaborative effort between the Connecticut State Department of Education, the Connecticut School Counselor Association (CSCA), and the Center for School Counseling Outcome Research and Evaluation (CSCORE) at the University of Massachusetts Amherst. Over the past several years, Connecticut school counselors and state guidance officials developed, adopted, and have been working to implement a comprehensive program in Connecticut schools (CSCA, 2000; Connecticut State Department of Education, 2008) modeled after the ASCA National Model (American School Counselor Association [ASCA], 2012). The Connecticut model emphasizes academic achievement for all students. Across 169 locally controlled public school districts in Connecticut, large achievement gaps between student groups are evident. For example, during the school year in which research

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This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS initiative to all grades. This article presents data from multiple measures of implementation fidelity to illustrate the 5-year process of bringing school-wide PBIS to scale.