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Respond to 2 students discussion using the rise Model
Due Saturday January 20,
Respond to 2 students discussion using the rise Model
Due Saturday January 20, 2024 by 10:00 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
Does a school counselor’s role in MTSS change during times of crisis? Why or why not?
During a crisis, a school counselor’s role with MTSS would most likely change. If there is a crisis in the school community, the traditional focus on school learning should shift to the immediate concerns related to the emotional well-being of those in the school community. For example, if there was an issue that necessitated a school lock-down, the school counselor would place a high-priority on addressing the needs of students in high distress due to the lock-down. While a school counselor is traditionally responsible for all student’s academic, college, and career interests (along with their emotional well-being), in the case of a crisis, the first priority of the counselor is to address any emotional concerns or trauma that students may be experiencing, hence, addressing concerns that are typically in tier 2 & tier 3.
In the MTSS framework, counselors would typically spend a high percent of their time working comprehensively delivering tier 1, preventive interventions (comprehensive, preventative, proactive & developmental interventions). These interventions are broad and are designed to address either year-levels or whole school populations. Tier 2, on the other hand, are interventions that are reactive and targeted supports that provide short-term interventions to remedy a specific problem. Tier 3 supports are even more explicit and are intended to provide intensive, individualized interventions to address specific needs (such as those presented via a crisis).
References
Gulbrandson, K. (2018, June 26). Implement SEL Within Multi-Tiered Systems of Support (Part 1). Committee for Children. https://www.cfchildren.org/blog/2018/06/implement-sel-within-multi-Tiered-systems-of-support/
Resources, K. C. (n.d.). K12 Counseling Resources. K12 Counseling Resources. https://covid19k12counseling.org/mtss-role-of-sc-admin
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Response 2- Alejandra
Does a school counselor’s role in MTSS change during times of crisis? Why or why not?
I was just at an MTSS Tier 2 training last week so I have been thinking about this. At the training we talked about intensifying interventions when students are not responding. I think one way that a school counselor’s role in MTSS changes during times of crisis is during a student’s personal time of crisis. For example, one of our Tier 3 students is currently experiencing chronic absenteeism and potential homelessness. In this case, my counseling supervisor and I connected the student to our Educational Liaison (formerly known as “Homeless Liaison” but the name was changed due to it being stigmatizing). We have tried several interventions with this student included connecting him to me as a Check/Connect mentor and trying to incentivize attendance, but his extenuating circumstances have resulted in him not responding to Tier 3 interventions. Since he has an IEP, we connected him with the school psychologist for individual counseling, which has helped a bit but not completely. I’m not sure if a school counselor’s role necessarily changes in times of crisis, only that our efforts should intensify in times of crisis; we should still be connecting students to Tier 3 resources, properly documenting, and monitoring data.
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