Introduction to the Special Issue - School Counselors and a Multi-Tiered System of Supports: Cultivating Systemic Change and Equitable Outcomes

Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

Section: School Counselors' Roles and Responsibilitiessupporting

confidence: 85%

School Counselors' Roles in RAMP and PBIS a Phenomenological Investigation (Part Two)

Goodman‐Scott

Grothaus

2017

“…Professional School Counseling (PSC) has published several case studies elucidating school counselors' roles in PBIS and portraying PBIS as an effective, systemic, data-driven, preventative, evidence-based framework that is aligned with school counselor roles (Cressey, Whitcomb, McGilvray-Rivet, Morrison, & Shander-Reynolds, 2014;Curtis, Van Horne, Robertson, & Karvonen, 2010;Goodman-Scott, 2014;Goodman-Scott, Doyle, & Brott, 2014;Martens & Andreen, 2013;Sherrod, Getch & Ziomek-Daigle, 2009). The Professional Counselor also recently published a special issue on multi-tiered systems of support, including PBIS (Sink & Ockerman, 2016). This issue featured a case study by Betters-Bubon, Brunner, and Kansteiner (2016) that delineated a culturally responsive and equity-focused PBIS implementation in an elementary school.…”

Section: School Counselingmentioning

confidence: 99%

RAMP and PBIS: “They Definitely Support One Another”: The Results of a Phenomenological Study (Part One)

Goodman‐Scott

Grothaus

2017

S chool counselors are charged with promoting student achievement and enhancing students' academic, career, and social/emotional outcomes through implementing a data-driven comprehensive school counseling program that is aligned with their schools' academic mission (American School Counselor Association [ASCA], 2012). Although comprehensive school counseling programs have existed for over 40 years, the ASCA National Model framework for the construction and delivery of a comprehensive program is currently in its 15th year and third edition (ASCA, 2012). The ASCA National Model's four components delineate the building of a school counseling program foundation, managing the program's implementation, delivering direct and indirect services to students and stakeholders, and evaluating and improving the student outcomes associated with the program. The model's four themes call school counselors to collaborate with stakeholders as leaders and advocates in promoting the systemic changes needed to support equitable access and achievement for all students (ASCA, 2012). In 2003, ASCA initiated the RAMP (Recognized ASCA Model Program) designation to highlight "school counseling programs that have demonstrated advanced implementation of comprehensive, results-based, developmental programs" (ASCA, 2012, p. xi). Despite the rigor associated with earning the RAMP designation (e.g., at least 90% of the possible points in 12 rubric areas must be achieved), in

“…When compared to their English-native peers, ELs tend to be overrepresented in remedial or lower level courses and underrepresented in advanced placement, honors, or upper tier courses (Callahan & Shifrer, 2016;Robinson-Cimpian et al, 2016). Other academic disparities for ELs include higher risks for exclusionary discipline and special education placement and lower high school completion and college-going rates (Belser, Shillingford, & Joe, 2016;Carter, Skiba, Arredondo, & Pollack, 2017;DOE, 2016).…”

Section: Elsmentioning

confidence: 99%

“…School counselors often serve integral roles within the RTI process as interveners, supporters, facilitators, and advocates (Ockerman, Mason, & Hollenbeck, 2012; American School Counselor Association [ASCA], 2018). They often attend meetings, analyze data, make recommendations, and inform school stakeholders about the RTI process overall (Ryan, Kaffenberger, & Carroll, 2011;Ziomek-Daigle, Goodman-Scott, Cavin, & Donohue, 2016). Ockerman, Mason, and Hollenbeck (2012) argued that school counselors also must advocate within the RTI process for students with diverse needs.…”

mentioning

confidence: 99%

School Counselor Experiences of Response to Intervention With English Learners

Johnson

Shell

Tuttle

et al. 2018

Although school counselors participate in response to intervention (RTI), little research describes the unique opportunities and challenges encountered in RTI with English learners (ELs). This phenomenological study explored the experiences of school counselors engaging in RTI for ELs. The researchers identified three themes: (a) key stakeholders impacting RTI for ELs, (b) school counselors advocating for ELs in RTI, and (c) challenges distinguishing language from learning. We include implications for school counseling practice and research.