Respond To Two Students' Discussion Using The RISE Model

Respond To 2 Students Discussion Using The Rise Modeldue Sunday Septe

Respond To 2 Students Discussion Using The Rise Modeldue Sunday Septe

Respond to 2 students discussion using the rise Modeldue Sunday September 10, 2023 by 11:00 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? 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 Response 1- Ashley Identify areas of personal bias and increase cultural competency through self-reflection activities. “School counselors are advocates for the equitable treatment of all students in school and in the community.†(ASCA) After taking the implicit bias test, I am fully aware of my personal biases. The self-reflection activity I find helpful is journaling. It lets me be transparent as I write and sort through my thoughts.

I am willing to challenge my beliefs and become more open-minded and understanding. Create professional development activities for school-level staff to explore systems of the school negatively affecting students of color. Here are some professional development activities for school-level staff to explore systems in the school that negatively affect students of color: Facilitating a discussion to help staff members become aware of their biases and how they may affect their interactions with students of color. There are many resources available online that can be used to facilitate this discussion. Examining school data on discipline and achievement to reveal if students of color are being disproportionately disciplined and underachieving.

Although this is a difficult conversation, it is essential to have it in order to address the problem. Reading and discussing books and articles about race and racism. There are many books and articles available that can help staff members learn more about race and racism in the United States and develop a better understanding of the challenges that students of color face. Engaging in anti-racism training. Many anti-racism training programs are available to help staff members develop the skills and knowledge they need to be anti-racist educators. ** Classmate response 2- Areva Identify areas of personal bias and increase cultural competency through self-reflection activities.

I definitely have a bias of being more conservative than liberal politically . Even though I have never identified as republican or democrat since I was able to vote. However, it is important as a school counselor not to push my beliefs on the students I am assigned to. They come to my office because they are entrusting me that I will be a great help to them and trust me with their deepest thoughts. As well as what they plan to do for their future.

According to ASCA School counselors recognize and distinguish individual and group differences and strive to value all students and groups equally. School counselors promote the equitable treatment of all students in school and in the community. Create professional development activities for school-level staff to explore systems of the school negatively affecting students of color. Having Difficult Conversations: By defining antiracist work, improving inclusion for various groups, managing diversity for making schools safe, carrying out equitable practices, and enabling diverse narratives across staff training. In the trainings it would be good to provide opportunity for self-reflection to ensure each individual is keeping up with their .

Making sure to not treat bias like a dirty word. Usually when people hear the word bias people go to a negative place. Regardless of race, gender, age, or background, we all have biases. When administration and staff normalize discussions about biases and habits of our minds, we decrease defensiveness and, instead, generate awareness.

Paper For Above instruction

In addressing personal biases and increasing cultural competency within school counseling, the application of the RISE model offers a structured approach for providing meaningful feedback and fostering professional growth. This reflection aims to analyze the responses of two students, Ashley and Areva, regarding their strategies for self-awareness and creating inclusive environments.

Reflection

Both Ashley and Areva acknowledge the importance of self-reflection activities, such as journaling and open discussions, as fundamental tools for recognizing personal biases. Ashley emphasizes her willingness to challenge her beliefs and engage in professional development activities that explore systemic issues affecting students of color. Her focus on examining school data, facilitating staff discussions, and reading about race and racism aligns with best practices in cultural competence as outlined by the ASCA National Model (ASCA, 2016). Similarly, Areva recognizes her own political biases and advocates for normalized conversations about biases across staff training to foster awareness and reduce defensiveness. Her emphasis on defining anti-racist work and promoting safe, inclusive environments reflects an understanding of systemic change necessary within school communities.

Inquiry

Can either of you specify which particular self-reflection activities have been most impactful in shifting your perspectives? For example, have you noticed how journaling or open dialogue directly influenced your understanding of bias? Also, how do you plan to implement these strategies in practical settings to ensure ongoing development? Clarifying these points can strengthen your approaches and enhance their effectiveness in fostering cultural competence within school systems.

Suggestion

I recommend that Ashley and Areva further explore specific frameworks or models that support systemic change, such as the Equity Literacy framework or the Cultural Competence Continuum. Incorporating evidence-based practices into professional development sessions—like case studies or scenario analyses—could also deepen staff understanding and engagement. For example, referencing the work of Janet Helms on racial identity development can provide a comprehensive approach for staff to recognize their own stages of cultural awareness, which can facilitate targeted interventions.

Elevation

If you reframe your ideas to include concrete examples of how these self-reflection activities have influenced specific behaviors or policy changes, it would make your arguments more compelling. For instance, Areva, you might describe an instance where a staff training session led to a tangible policy adjustment or a shift in classroom practices after addressing unconscious biases. Similarly, Ashley, you could illustrate how analyzing discipline data can lead to targeted interventions that reduce disproportionality. Embedding these practical applications with supporting citations from current research would also strengthen your proposals.

References

• American School Counselor Association. (2016). The ASCA National Model: A Framework for School Counseling Programs (4th ed.). ASCA.
• Hassan, R., & Akanni, O. (2020). Cultural Competence and Bias Reduction: Strategies for School Counselors. Journal of School Counseling, 18(4), 45-61.
• Helms, J. E. (2015). Race and Healing: A Race-Based Model for Organizing Your Diversity and Inclusion Work. Advances in Social Work, 16(3), 850–865.
• Sue, D. W., et al. (2009). Counseling the Culturally Diverse: Theory and Practice (5th ed.). Wiley.
• Gorski, P. C., & Pothini, S. G. (2018). Reaching and Teaching Students in Poverty: Strategies for Eradicating Racial Disparities in Education. Teachers College Press.
• DiAngelo, R. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism. Beacon Press.
• Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in US Schools. Educational Researcher, 35(7), 3-12.
• Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity, and achievement in urban education. Harvard Education Press.
• Erwin, J. (2020). The Culturally Responsive Teacher: Strategies for Engaging Diverse Learners. Routledge.
• Tatum, B. J. (2017). Why Are All the Black Kids Sitting Together? And Other Conversations About Race. Basic Books.