Respond to 2 students discussion using the rise Model
Thursday December 7 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***************************************************
Response 1- Claudia
Describe your experiences with prevention and/or intervention strategies (examples: motivation, student efficacy, time management, study skills, constructive problem solving, and teacher-student rapport).
Over the last 4 weeks, I have been going into the 8th grade advisory classes to deliver SEL lessons on goal setting and motivation. As the school has a very high percent of students who are not achieving above a 2.0, all students are receiving the same lesson. In addition to the lessons that I have been giving, the four counselors at the school (and myself) have been pulling students with GPA’s under 1.5 to set weekly tracking check-ins. Many of these students are falling behind simply because they don’t have anyone checking in on them, and the students don’t have any skills on studying. And up until now, the student’s haven’t been held accountable. (As last year was the first post-COVID year, administration was more relaxed about attendance and academic achievement). The ultimate goal is to check-in on all students in middle school who are not achieving above a 2.0, but as the 8th grade students are in a more critical position going into high school, we are starting with strong support for the 8th graders first. We also require parent meetings for students who are at-risk of failing. For the most part, parents have been on-board. Although we do get some parents who get angry that they haven’t been made aware of their child’s progress previously. For these parents we usually walk them through “parent square” which is our online platform that allows parents to check-in on the child’s progress and assignments. Parents are given this information at the start of every academic year, but sometimes it also takes a one-on-one meeting with the parent to get them to also get on-board with tracking their child.
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Response 2 – Claudia
Describe your experiences with prevention and/or intervention strategies (examples: motivation, student efficacy, time management, study skills, constructive problem solving, and teacher-student rapport).
Over the last 4 weeks, I have been going into the 8th grade advisory classes to deliver SEL lessons on goal setting and motivation. As the school has a very high percent of students who are not achieving above a 2.0, all students are receiving the same lesson. In addition to the lessons that I have been giving, the four counselors at the school (and myself) have been pulling students with GPA’s under 1.5 to set weekly tracking check-ins. Many of these students are falling behind simply because they don’t have anyone checking in on them, and the students don’t have any skills on studying. And up until now, the student’s haven’t been held accountable. (As last year was the first post-COVID year, administration was more relaxed about attendance and academic achievement). The ultimate goal is to check-in on all students in middle school who are not achieving above a 2.0, but as the 8th grade students are in a more critical position going into high school, we are starting with strong support for the 8th graders first. We also require parent meetings for students who are at-risk of failing. For the most part, parents have been on-board. Although we do get some parents who get angry that they haven’t been made aware of their child’s progress previously. For these parents we usually walk them through “parent square” which is our online platform that allows parents to check-in on the child’s progress and assignments. Parents are given this information at the start of every academic year, but sometimes it also takes a one-on-one meeting with the parent to get them to also get on-board with tracking their child.