Respond to  2 students discussion using the rise Model Due Wednesday January 31,

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Respond to  2 students discussion using the rise Model
Due Wednesday January 31,

Respond to  2 students discussion using the rise Model
Due Wednesday January 31, 2024 by 10:00 pm
NOTE: This is a School Counseling Course
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***************************************************
Classmate reponse 1- Ameilia
Review the CASEL skills and competencies for students in the area of social-emotional learning. Are they comprehensive enough? Why or why not?
” SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.” (What is the Casel Framework? 2023) Using trusted and current models helps us as school counselors when we provide data to stakeholders and outcomes of current practices. After reading the CASEL framework(What is the Casel Framework? 2023) and reviewing and comparing it to SEL screener that we use in our district, Panorama (Panorama Education 2022) It lines up well with what our screener assesses. The CASEL 5 address: Self- Awareness, Self- Management, Responsible Decision making, Relationship sills and social awareness. The SEL screener we use at the beginning of the year and in the spring address Self-Management, Social awareness, self-efficacy and emotion regulation. Our Social emotional screen we use not only student input but also teacher input. The CASEL framework addresses a lot of the needs that our students are facing in their lives that impact their school life at well. 
Refence: 
Panorama Education. (2022). https://secure.panoramaed.com/hemet/understand
What is the Casel Framework? CASEL. (2023, March 3). https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
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Classmate response 2- Mikael
Review the CASEL skills and competencies for students in the area of social-emotional learning. Are they comprehensive enough? Why or why not?
First, let’s agree to a definition for social-emotional learning. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions (CASEL, 2023). In sum, all SEL is embedded in, or must be seen in the context of, the developmental tasks children and youth are facing, including aspects that change and stay the same. The outcome we care about is how they can successfully respond to these tasks by developing their social-emotional competence (Denham, 2018).
Social emotional learning is delineated as a 5 skills and competencies spectrum by CASEL: Social awareness, relationship skills, responsible decision-making, self-management, and self-awareness. CASEL is definitely the reference when it comes to SEL, their 3 step process in selecting curriculum is arguable the best around, and the resources they offer in terms of evidence-based curriculums is unmatched as far as I have seen so far. Undoubtedly, the CASEL 5 offers a comprehensive approach to teaching SEL in the school setting, but is it comprehensive enough? 
My answer is yes.
Why? SEL needs to follow and enhance the natural child development, and I believe the CASEL 5 are doing exactly that. Furthermore, I would argue that the CASEL 5 isn’t just simply supporting development, it is intrinsically developmental. Importantly, the CASEL-5 Framework reported as the most known and used framework by nearly all respondents in the recent survey, is implicitly developmental (its applications in programming are completely developmental, however). It has been used either explicitly or implicitly in several state/ local standards, either across grade levels or for specific grades (Dusenbury et al., 2015).
The needs of the student will vary based on the various stages of development. For instance the need for an elementary student to build relationships with their peers, isn’t nearly as complex as that of a high school senior. Denham (2018) illustrates this principle:
Early-elementary students would recognize that they have choices in how to respond to situations and could implement “stop, think, and act” strategies in solving problems […] In contrast, early-high school students would tackle a more difficult task, such as considering ethical, safety-related, and societal factors when making their personal and interpersonal decisions.
The needs will be either on a spectrum, or on a continuum, but the nature of the skills necessary to achieve the desired results remains the same, namely social awareness, relationship skills, responsible decision-making, self-management, and self-awareness aka the CASEL 5.
The other aspect which makes the CASEL 5 framework comprehensive enough is that it fits within the setting of K-12 instruction, and it fits the scope of practice of counselors and teachers alike. We could argue that there are areas missing but in all likelihood, these areas belong to the realm of therapy in its various incarnations, spiritual guidance, or even somatic, but as far as our educational lens is concerned, it is beyond adequate. We need to keep into consideration that SEL is likely to take place as Tier 1 interventions through general communication to the school population, or in the form of direct student services in the classroom or in small groups, but in any case, it will not allow for extremely deep dives and the level of flexibility offered by individual settings or even biblio-counseling. CASEL 5 skills and competencies are designed to be taught in that setting, not used as therapy tools. This consideration adds another important layer in how comprehensive they are.
References
CASEL (2023). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#responsibleLinks to an external site.
Denham, S. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. https://casel.s3.us-east-2.amazonaws.com/CASEL-Resources-Keeping-SEL-Developmental.pdfLinks to an external site.

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