Respond to  2 students discussion using the rise Model Due Saturday February 17,

Respond to  2 students discussion using the rise Model
Due Saturday February 17, 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 Response 1- Christian
The ESSA, signed by Obama in 2015, replaced the ESEA (USDoE, 2024). This was meant to continue the country’s  commitment to equity for all students. 
The most important point to me is point number 1 – that equity is pushed for by protecting disadvantaged and high need students’ rights. I think that this is very important because it addresses equity verses equality. Equality would be giving the same treatment to all students – which sounds good in theory, but students have disadvantages that need to be addressed. Equity is giving disadvantaged students the support they need so that they can have the same opportunities as others. On the other hand, our academic and schooling history has swept minoritized under the rug. By advancing equity, students can be uplifted.
The second most important highlight in my opinion is the annual statewide assessments(USDoE, 2024). Not only is this data backed by numerical data, but school can be held accountable. If there are areas that schools are lacking, data analysts can interpret data and find where the holes are. To add on, parents can be involved as well, as this data is open to the public. I think this is a good oportunity for parent involvement, but schools need to ensure that parents are in the loop.
The third most important highlight in. my opinion is the use of evidence based interventions. I have seen in schools where interventions fail, or the student’s needs aren’t served because of intervention that was not scientific/evidence based. 
U.S. Department of Education. (2024). Every student succeeds act (ESSA). https://www.ed.gov/essa?src=rn
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Classmate Response 2- Annette
After reading the ESSA from the U.S. Department of Education, what are three of the most important key points? Provide rationale for your selections.
The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act in 2015. The ESSA policy governs K-12 public education in the United States. The ESSA shifts control over schools from the federal government to individual states, which are now responsible for creating student knowledge and skills standards. States also have more flexibility in using federal funds to improve schools. The ESSA requires states to develop accountability systems that include academic standards, graduation rates, and English language proficiency and to identify and intervene in underperforming schools.
The ESSA emphasizes providing historically disadvantaged students with a high-quality education. States must reduce achievement gaps and ensure all students are prepared for college and careers. Under the ESSA, states can choose academic standards and how to measure student progress and intervene in low-performing schools, a shift away from the previous law, No Child Left Behind, which had more federal control. Nonetheless, ESSA still holds schools accountable for student performance, with states developing accountability systems that include standardized test scores, graduation rates, and English language proficiency.
The ESSA also emphasizes equity in education. States must take steps to reduce achievement gaps between different groups of students, such as those from different racial and ethnic backgrounds or those with disabilities. This involves providing resources and support to help all students meet the state’s academic standards and prepare for college and careers.
Fusarelli, L. D., & Ayscue, J. B. (2019). Is ESSA a retreat from equity. https://kappanonline.org/essa_retreat-from-equity-fusarelli-ayscue/Links to an external site. 
U.S. Department of Education (n.d.). Every Student Succeeds Act (ESSA). Retrieved February 9, 2024, from https://www.ed.gov