Respond to  2 students discussion using the rise Model Due Thursday February 22,

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Respond to  2 students discussion using the rise Model
Due Thursday February 22,

Respond to  2 students discussion using the rise Model
Due Thursday February 22, 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*****************************************************************************
Response 1- Claudia
What is your school counseling/educational philosophy?
My philosophy as a school counselor is to work with students, parents and fellow educators to help students feel empowered, resilient and hopeful in their academic, career and social/emotional well being. I’ve worked with student from K – 12, in a variety of settings from private schools, public, special needs programs, to accelerating learning curriculums, and in all these settings students can use support and encouragement in their own abilities to be resilient and have a growth mindset. When working with students one-on-one, or in groups, my goal is not to solve problems for students, but to help students find the best path to helping themselves. Even when working with learners who have physical limitations or learning challenges, it’s essential to promote a growth mindset by emphasizing the importance of effort and perseverance rather than focusing solely on abilities or limitations. I feel like it’s important to help students learn how to believe in their ability to improve and succeed over time. And to acknowledge even small successes. 
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Response 2- Robert
Describe your experiences applying student engagement strategies.
I have positive experience implementing student engagement strategies through our school’s student government/body. We have worked hard to create a positive atmosphere on campus and organize fundraisers. I’m particularly proud of a new club we introduced at the start of the school year. Seeing it in action has been a blast! The Valentine’s Candy Gram event was a great success, with many students and teachers participating. As one of the advisors to this student committee, I see it as a fun and rewarding opportunity to work with students on social-emotional learning in a unique way. It’s lovely to see how much the students appreciate and are involved in supporting their peers with student government practices, fundraisers, and field trips. These students have proven to be a valuable asset to our school and their fellow students, leading the way as trailblazers. Parents are proud to hear about our student government program and are on board and available to assist when needed.

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