Respond to  2 students discussion using the rise Model Due FRIDAY JULY 21, 2023

Respond to  2 students discussion using the rise Model
Due FRIDAY JULY 21, 2023
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 writin 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?
References
Hatch, 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 1- Michael
How important is data for supporting academic development?
      The American School Counselor Association’s (ASCA) position is that data is key to supporting academic development. The role of school counselors is to support academic development, and data is one of the most essential tools they use to support academic development (ASCA, 2017). The idea that the use of data is an integral part of the school counselor’s job permeates all levels of ASCA literature and it is so important to the role of school counselors that ASCA has made it an ethical mandate to use data to promote student academic success. The ASCA Ethical Standards specifically state that, “[School Counselors] review and use school and student data to assess and address needs, including but not limited to data on strengths and disparities that may exist related to gender, race, ethnicity, socioeconomic status, disability and/or other relevant classifications” (ASCA Ethical Standards, A.3.d., 2022).  
      One cannot be an ethical school counselor without using data to support academic development; data really is the engine that drives a good school counseling program (ASCA, 2017). We use data in all sorts of ways as school counselors. In schools like mine that use Multi-Tiered System of Supports (MTSS), we use data to evaluate the effect our Tier 1 programs/interventions have on all our students.  We use data to identify students who would benefit from Tier 2 programs/interventions, and we also use data to evaluate those programs/interventions to determine whether Tier 3 support is needed (Hatch, 2021). We then use the data that we collected in the process of implementing the MTSS to evaluate our program, refine it so that it produces better student outcomes, and then communicate what we’ve done to stakeholders to demonstrate the value of our counseling program. This entire process is vital to support student academic success. Data is an invaluable tool for determining what kind of intervention a student needs to help them improve their academic outcomes. An analysis of attendance records may show that a student is missing significant class time and may need an intervention focused on the importance of being at school, or a support plan that helps them get to school. An analysis of data may show that a student with a lot of missing assignments may benefit from an intervention focused on study skills, or maybe an action plan could be developed in collaboration with the teacher to get the parents engaged in the homework process. The point is, data helps school counselors identify and target specific areas of need, and by addressing those areas they can improve student academic outcomes.
      During my internship last school year, I spent most of my time at a high school with a counseling program that was data-driven and that made data-informed decisions in line with the best practices as laid out in the ASCA National Model. (ASCA, 2019) There was room for improvement, but overall, the program used data well. On occasion, I was called to help at a junior high. The counseling program at the junior high was run by a single counselor and the collection and use of data was not a priority. Decisions were made based on “gut feeling” and “the squeakiest wheel gets the grease” basis. My impression was that the counseling programs they offered at this site were not working out as well as they would have, had the program been data driven.  That was reflected in student academic outcomes that were lower than expected. I will be interning at this junior high starting in August, and it is my hope that I can help make that counseling programs more data-driven, which will help improve student academic outcomes. We had meetings about increasing the use of data in the counseling program at the end of last school year and everyone was on board with that plan. Hopefully I can help make it a reality in the upcoming semester.
References
American School Counselor Association. (2017). The school counselor and academic development. The School Counselor and Academic Development –     
           American School Counselor Association (ASCA). https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Links to an external site.
           Statements/The-School-Counselor-and-Academic-Development
Association, A.S. C. (2019). The ASCA National Model (4th ed.). American School Counselor
           Association. https://mbsdirect.vitalsource.com/books/978-1-929289-61-5Links to an external site.
American School Counselor Association. (2022). Asca ethical standards for school counselors. schoolcounselor.org.
          https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf
Hatch, T. & Hartline, J. (2021). The use of data in school counseling (2nd Ed.). Corwin Press, Inc.
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Classmate 2- Anabel
Data is very important in supporting academic development.  According to ASCA’s position School counselors deliver programs that have an impact on student growth in three domain areas: academic development, career development, and social/emotional development. Due to the most recent educational initiatives such as No Child Left Behind (NCLB), the Every Student Succeeds Act (ESSA), has stressed academic achievement as a measure of school success. School counselor program because of the educational initiatives align their annual student outcome goals with that of the institution focusing on academic achievement.  Therefore, school counseling programs use data to understand student needs, and provide school counseling classrooms, groups, and interventions.  Which leads to supporting the student’s academic success (The school counselor and academic development 2017).
Hatch and Hartline, found that when students behave, attend, do homework, and enroll in rigorous courses they perform better.  They also found that the third edition of the ASCA National Model referred to achievement-related data as “behavioral data”. Which shows a correlation with academic achievement.  Data provides school counselors with a guide to make decisions that will benefit the students.  Therefore, every student will receive services through a school counseling program that is preventative in design, developmental in nature, and comprehensive in scope. School counselors use data to ensure every student receives the instruction that our professional standards require in academic, college/career, and social/emotional development. School counselors use data elements to monitor the progress of their students and to alert themselves when students need intervention. (Hatch & Hartline, 2022).
            In my experience collecting data from the lunch bunch groups done in the Spring assisted in showing the improvements in grades.  The students that were in the self-management group improved by turning in the work on time and staying on task.  Therefore, using the data to assist the school counselor to evaluate their program and improve it.   I would like to have more experience in collecting data to show the effectiveness of the interventions to help the student’s academic development.
References
Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs, and the profession. Corwin.
The school counselor and academic development. The School Counselor and Academic Development – American School Counselor Association (ASCA). (n.d.). https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Academic-Development