Read description (leadership advocacy) wk 2 response

Respond to  2 students discussion using the rise Model

Due Friday September 1, 2023 by 11:00 pm

Must Read Everything: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here’s an example of how the response should look. Please don’t copy it. 

The response to the classmate need to be just like this. 

Example Response (Response Needs to be writen just like the response below No copying)

RISE Feedback:

REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs.

INQUIRE: Can you further explain what “closing-the-gap action plans” are? 

SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?

ReferencesHatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

Below are the two classmate discussion post that you will need to respond to

************************************************************************************************************

Classmate response 1- Alejandra

• How do School Counselors lead system change?

School counselors lead systemic change by collaborating with administrators and other stakeholders, and acting as advocates for all students at their sites. If a school counselor identifies a systemic issue that is getting in the way of their students’s education, then their counseling program should address this issue and strive to change it. School counselors can push into classrooms to educate students, and also lead professional development opportunities to educate their colleagues, including teaching staff. 

• How do School Counselors support Student Development?

School counselors support students in the domains of college and career readiness, academic development, and social-emotional development. They support this development through school-wide counseling programming, such as classroom lessons, and also through individual interventions, which may include group counseling, check-in/check-out, individual counseling check-ins, and referrals to outside services. 

• How does data inform outcomes related to equity?

Data can show us which students are disproportionately affected by systemic issues such as out-of-school suspensions. This summer I worked on a data project at the district office where I disaggregated data pertaining to out of school suspensions at my district. The data showed that Hispanic students are disproportionately affected by out of school suspensions at my district. Data like this can guide future decisions regarding discipline at my site, where we strive to find restorative solutions to discipline rather than resorting to suspensions and other punitive measures. 

************************************************************************************************************

Classmate response 2- Areva

How do School Counselors lead system change?

I like to say that school counselors are the heartbeat of the school for change and balance. Researchers has stated that the role of the 21st century school counselor should be one of leader throughout the school (ASCA, 2005; Stone & Clark, 2001). School counselors are to build relationships with administrators, students, and parents in order to for change to happen. Little attention had been given to diversity issues in the literature prior to the 1950’s. In the 1950’s mental health workers responded to diverse students who faced rising tensions and difficult circumstances associated with civil rights issues, changes in family structure (e.g., divorce), and increases in crime (Myrick, 2003). With these societal changes and given the increased attention and training on remedial counseling, school counselors began focusing on ways to reach students with individualized problems and concerns (Wrenn, 1962). As such, school counselors were encouraged to: (a) assume leadership roles in schools, (b) provide consultative services for school stakeholders, and (c) offer small group and individual counseling with students. 

How do School Counselors support Student Development?

School counselors understand that social and emotional growth is essential for student learning and for college, career, and life readiness. Collaborate with classroom teachers to provide the school counseling curriculum to all students through direct instruction, team-teaching, check-ins, or providing lesson plans for learning activities or units in classrooms aimed at social/emotional development. Groups and individual counseling is also effective. 

How does data inform outcomes related to equity?

Data is vital to support optimal student achievement and social/emotional outcomes for all students. Therefore, comprehensive school counseling programs should begin and end with the continuous cycle of using data to optimize data-driven decision outcomes. School counselors can be proficient in collecting demographic data, attainment data, achievement data, student discipline data, opportunity data and program assessment data including participation, Mindsets and Behaviors and outcome data.