Culturally Responsive MTSS

Fostering Continuity in College and Career Counseling K–12: Training and Perceived Confidence Between K–8 and High School Counselors

“…A second important aspect of successful MTSS integration is family–school partnerships (Betters-Bubon et al, 2019). Such connections between schools and families have been shown to impact social/emotional competence significantly and positively (Smith et al, 2020) across the developmental spectrum, and increase parental support in their children pursuing college and career goals (Horrillo, et al, 2021).…”

Development and Exploratory Factor Analysis of the Interventionist Multitiered Systems of Support Multicultural Competence Scale

“…All five of the subscales on the IMMCS represent knowledge, skills, and attitudes that school counselors can leverage to meet two of Ladson-Billing (1994) three pillars of culturally responsive education: dismantle systemic inequalities and affirm students' identities. Furthermore, the Cultural Appreciation and Respect for Cultural Differences subscales provide a tool through which school counselors can assess their ability to account for students' context to implement culturally responsive MTSS, as maintained by Betters-Bubon et al (2019). School counselors who are dedicated to avoiding harm when implementing MTSS can assess for their cultural awareness, knowledge, and skills to ensure that they are effectively serving culturally and linguistically diverse students (Ladson-Billings, 2009;Li & Vazquez-Nuttall, 2009).…”

“…This study lays the groundwork for future investigation into the relationship between these concepts. Second, it is best practice for a district or school to develop MTSS with deliberate attention to fostering culturally responsive learning environments for the students and families receiving services (Betters-Bubon et al, 2019). Including acceptability assessments in the evaluation of MTSS effectiveness can contribute to intervention effectiveness via incorporating technology of social validity.…”

“…Recently, cultural responsiveness within MTSS has been addressed in the school counseling field (Bal, 2018; Bal et al, 2014; Fallon et al, 2012; Hernández Finch, 2012; Swain-Bradway et al, 2014). According to Betters-Bubon et al (2019), culturally responsive MTSS practices must be context specific, embedded throughout the school system, and grounded in the needs of the students. Student data must be used to identify systemic barriers and MTSS interventions that do not meet the needs of students across various cultural backgrounds.…”

Trauma-Informed Schools: Implications for Special Education and School Counseling

“…Not all TIC within schools will look the same in action; who and what becomes involved, invested, and resourced depends on the community (Betters-Bubon & Flier, 2021). The elements and influence of trauma are not contained to a particular group or population at a school.…”