Counselor's Notebook, February 2012

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION FEBRUARY 2012VOL. 48, NO. 6

MASCA

Berkshire County School Counselors Association & MASCAProfessional Development Day

Data Literacy WorkshopTuesday, March 13, 2012

(inclement weather date: Friday, March 16)

Berkshire Community CollegeRegistration, 8:00 a.m. Workshop, 8:30 a.m. – 3:00 p.m.

Katie Gray, Trainer • Certificates of Attendance provided

This professional development workshop is for school counseling practitioners. Because the training ishands-on, all regis trants should bring laptops with Excel 2007 or higher. Approximately one week priorto the workshop, templates and training materials will be sent to registrants for downloading.

Workshop topics:• Why counselors must be data literate • Process, Perception, and Results Data: What’s the difference?• Accessing and USING data from your district’s Student Information System• Accessing, understanding, and USING data from DESE• Accessing, understanding, and USING data from The College Board• Exploring tools to make USING data easier (Excel, EZ Analyze, Survey Monkey, etc.)• Charting your School Counseling Program’s results data • Why and what school counselors MUST contribute to building-based Data Teams

COST per person (includes light continental breakfast and sandwich lunch):Current member of both BSSCA and MASCA $60Current member of either BSSCA or MASCA or non-member of either organization $90

Online registration is limited to the first 40 registrants. (E-mail confirmations only)

Online registration link closes on March 5, 2012

Go to www.masca.org to register. Look for the announcement about the workshop and click on theword registrar. Or send an e-mail to [email protected] and the link will be sent.

• Credit card payments accepted. Purchase Orders must include $10 PO processing fee. • Payment expected for registrant non-attendance. Schools may send a substitute attendee.

Registration Questions: Maria Paoletti, Workshop Registrar, [email protected] Inquiries: Peter Andersen, BSSCA Vice President, [email protected] or

Helen O’Donnell, MASCA PD Chair, [email protected]

2 COUNSELOR’S NOTEBOOK

2011– 2012MASCA OFFICERS

PRESIDENTMICHELLE BURKEBeverly High School100 Sohier RoadBeverly, MA 01915-2654Tel. 978-921-6132 x11107E-mail: [email protected]

PAST PRESIDENTCAROLYN RICHARDSSomerville High School81 Highland Avenue, Somerville, MA 02143Tel. 617-625-6600 x6120 • Fax 617-628-8413E-mail: [email protected]

PRESIDENT-ELECTJENNIFER LISKMedway High School, Medway, MA 02053Tel. 508-533-3228 x5107 • Fax 508-533-3246E-mail: [email protected]

VICE PRESIDENT ELEMENTARYJACQUELINE BROWNEast Somerville Community School42 Prescott Street, Somerville, MA 02143Tel. 617-625-6600 x6517 • Fax 617-591-7906E-mail: [email protected]

VICE PRESIDENT MIDDLE / JUNIOR HIGHALBERT MERCADOStacy Middle School66 School Street, Milford, MA 01757Tel. 508-478-1181 • Fax 508-634-2370E-mail: [email protected]

VICE PRESIDENT SECONDARYTBA

VICE PRESIDENT POSTSECONDARYJOHN MARCUSDean College99 Main Street, Franklin, MA 02038Tel. 508-541-1509 • Fax 508-541-8726E-mail: [email protected]

VICE PRESIDENT ADMINISTRATORSRUTH CARRIGANWhitman-Hanson Regional High School600 Franklin Street, Whitman, MA 02382Tel. 781-618-7434 • Fax 781-618-7098E-mail: [email protected]

VICE PRESIDENT COUNSELOR EDUCATORSTHERESA A. COOGAN, Ph.D.Bridgewater State College, Bridgewater, MA 02325Tel. 508-531-2640E-mail: [email protected]

VICE PRESIDENT RETIREESRALPH SENNOTTP.O. Box 1391, Westford, MA 01886Tel. 978-692-8244E-mail: [email protected]

EXECUTIVE DIRECTORDONNA M. BROWNAdjunct Professor, UMass BostonP.O. Box 366, 779 Center StreetBryantville, MA 02327Tel. 781-293-2835E-mail: [email protected]

TREASURERASHLEY CARON25 Belmont Ave., Stoughton, MA 02072Tel. 508-212-0676E-mail: [email protected]

SECRETARYJENNIFER JUST McGUIREUpper Cape Cod Regional Technical School220 Sandwich Road, Bourne, MA 02532Tel. 508-759-7711 x247 • Fax 508-759-5455E-mail: [email protected]

MEMBERSHIP COORDINATORDEBORAH CLEMENCEP.O. Box 805, East Dennis, MA 02641E-mail: [email protected]

COUNSELOR’S NOTEBOOK EDITORSALLY ANN CONNOLLY19 Bayberry Road, Danvers, MA 01923Tel. 978-774-8158 • Fax 978-750-8154E-mail: [email protected]

FEBRUARY 2012 3

February 2012

www.masca.org

Published by:Massachusetts School Counselors Association10 issues per year, September through June. The yearlysubscription rate is $30.00. Individual copies are $3.00.

Opinions expressed in the articles published herein representthe ideas and/or beliefs of those who write them and do notnecessarily reflect the views or policies of the MassachusettsSchool Counselors Association, Inc.

The acceptance of an advertisement for publication does notimply MASCA endorsement of the advertiser’s programs,services, or views expressed.

Questions concerning submission of articles, publi cationdeadlines, advertising rates, etc., should be addressed toSally Ann Connolly, Editor.

©2012 by the Massachusetts School Counselors Association.All rights reserved.

MASCA

inside4 Achieving Growth Through Robotics

By Patty Burns

6 THE INTERN’S TALE: The Big SpeechBy Kimberly Ghiorse

7 News from ACT: Information for Students

8 ADVOCACY ACTIONBy Shannon N. Doran

10 People, Places, and Programs


Achieving GrowthThrough Robotics

By PATTY BURNSAgawam Public Schools

M ost Monday and Wednesday af -ter noons until the end of Decem-

ber, you can find me and five-sevenAgawam Jr. High School students brain-storming what kind of robot to build orresearch project to complete.

Each student has a job. Some are work-ing on the computer, learning how toprogram the robot. Others are buildingLego structures for the field map. Dur-ing the final weeks before the competi-tion, our brainstorming, planning, build-ing, and programming come together, andwe have a robot that moves.

As a school counselor at AgawamJunior High School, I have been the coachof the robotics team—Robo Warriors—for the past three years. Most teams arecoached by a science or technology edu-cation teacher. But being a school coun-selor is also a good match. My focus ismore community- and social-based.

Robotics was introduced to our dis-trict by John Burns, a technology educa-tion teacher. We participate in a compe-tition through First Robotics. Its missionis “to inspire young people to be scienceand technology leaders, by engaging themin exciting mentor-based programs thatbuild science, engineering and technol-ogy skills, that inspire innovation, andthat foster well-rounded life capabilitiesincluding self-confidence, communication,and leadership.”*

My team is in the First Lego Leaguedivision, where seven- to fourteen- year-olds are introduced to “real-world engi-neering challenges by building LEGO-based robots to complete tasks on a the -matic playing surface. FLL teams, guidedby their imaginations and adult coaches,discover exciting career possibilities and,through the process, learn to make pos-itive contributions to society.” *

Any interested junior high studentcan join. This year, the team is made upof seven boys. Three are on IEPs, andthree are low income. Each year, studentsmust complete a challenge. This year’schallenge is to find ways to improve thequality of food by preventing food con-tamination.

In this year’s Food Factor Challenge,

FEBRUARY 2012 5

over 200,000 nine-sixteen year olds fromover 55 countries will explore the topicof food safety. They will examine possi-ble points of food contamination—fromexposure to insects and other creatures tounsterile processing and transportationand un sanitary preparation and storage.The goal is to find ways to prevent orcombat these contaminates.

Teams will build, test, and programan autonomous robot using LEGO®

MINDSTORMS® NXT to solve a set ofFood Safety missions. They will also re -search, develop, and share their innova-tive food safety solutions. Throughouttheir experience, teams will operate underFLL’s signature set of Core Values: in -spiration, team work, and gracious pro-fessionalism. I like teaching the studentsabout gracious professionalism. It is away of doing things that encourageshigh-quality work, emphasizes the valueof others, and respects individuals andthe community.

My students decided to do the re -search project on apples. The boys’ solu-tion to help reduce cider rust bacteria isto have the trees grow in a greenhousewith a decontamination room, so thatthe airborne spores do not get onto thetrees. They have built a robot that willcomplete some of the missions of thechallenge. The robot has 2½ minutes tocomplete as many missions as possible.Each mission is given a points value,and the team with the most points winsthe match.

At times I get upset because I did notmajor in science, technology, or engi-neering; however, being a school coun-selor has its benefits. I look at the acad-emic, educational, and social aspect ofthe meetings. I have seen students sitwith other students at lunch rather thanby themselves. I have seen students whostruggle in school realize their strengthsacademically and use it for the researchproject. And I have seen some studentscontinue to participate in robotics up atthe high school.

The robotics challenge gives studentsan opportunity to be part of the schoolcommunity using their talents and ex -pertise. It gives them an excellent senseof pride and increases their confidence.In the process they also learn more aboutengineering, science, and technology. ■

*http://usfirst.org/aboutus/vision

FIRST LEGO League Core ValuesInspiration, Team Work, and Gracious Professionalism

Gracious professionalism means that “fierce competition and mutual gain arenot separate notions. Gracious professionals learn and compete like crazy, buttreat one another with respect and kindness in the process. They avoid treat-ing anyone like losers. No chest thumping tough talk, but no sticky-sweet plat-itudes either. Knowledge, competition, and em pathy are comfortably blended.In the long run, Gracious Professionalism is part of pursuing a meaningful life.One can add to society and enjoy the satisfaction of knowing one has actedwith integrity and sensitivity.”

— http://usfirst.org


THE INTERN’S TALE: The Big SpeechBy KIMBERLY GHIORSE

Master’s Student in School Counseling, Bridgewater State University

H eart beating faster, palms gettingwarmer, and voice starting to sound

a little off key. The big speech was aboutto begin.

You would think that after nearly threesemesters of giving oral presentations toclassmates I would feel comfortable withgiving that “big speech.” This one, how-

ever, was important for the students atmy practicum site. It was the Informa-tional Session on the PSATs.

Using large-group and classroom gui -dance delivery systems is one of the waysthe high school where I intern shares im -portant information with students. Thisgives students the opportunity to ask ques-

tions and be involved in the presentation. Over the course of one week, school

counselors go into every sophomore andjunior history class to discuss the PSATs.Each class has one teacher and 15-30 stu-dents, and there are approximately 700-800 sophomores and juniors.

Anticipation that naturally builds canbe distracting or overwhelming, especiallythe first time you’re about to do somethingnew. However, I found that taking a fewdeep breaths helped to calm me downand helped to let the conversation flow.

Some of the common questions the stu-dents asked were: “Should I take them?”“Should I take them again?” “How muchare they?” “What day are they?” and“How long do they take?”

We found that answering the ques-tions early helped to lessen overall anx-iety on the day of the PSATs. Students feltbetter prepared, and they had a clearersense of what to expect. Discussing thePSATs with students during their sopho-more and junior years also helped to buildupon existing efforts related to postsec-ondary planning.

My first experience facilitating a largegroup guidance presentation to sopho-mores and juniors helped me recognizethe value of practicing this specific deliv-ery approach during my professionaltraining. I am glad my site supervisor in -vited me to take such a central role, andI am grateful for the help given to guideme through this experience.

My supervisor will tell you I eagerlysaid yes, but as it came time to speak infront of all those students, I was nervous!My suggestion to my fellow graduate stu-dents: If you are given an opportunity toobserve classes where you are interning,take the time to do this. Even better, ifyou are given the opportunity to speakto students in a large group setting, seizethat opportunity. It is okay to be ner-vous, and the learning experience will beworth it. ■

FEBRUARY 2012 7

Information forStudents

Beware of college financialaid mythsCollege application season is in full swing.As you apply to colleges and see how muchthey cost, don’t let fears overshadow anotherwise exciting time in your life. Thekey is to avoid the financial myths sur-rounding the price of a higher education.

Myth #1: Everyone pays the “stickerprice” for college.

Many students add the tuition price,textbook fees and the cost of living andsay there is no way they can afford col-lege. The truth is most college studentsrequire some form of financial aid. Don’tignore college because of its “sticker price.”Colleges award financial aid on their ownand you may receive a combination ofgrants, scholarships or work-study jobsto help reduce your out-of-pocket costs.

Myth #2: You have to be very poor,very smart or very talented to qualifyfor financial aid.

Financial aid comes in many forms—grants and scholarships, which you don’thave to repay, and loans, which you dohave to repay. There is need-based aid forstudents of lower income families, andmerit-based aid for students who excelin academics, athletics, music, communityservice and many other areas. Financialaid sources vary—the federal government,the college or university itself, even aparent’s employer—all may offer someform of financial assistance. Explore allthe possibilities; you might be pleasantlysurprised.

Myth #3: You can get more scholarshipsby paying someone to search for you.

Scholarship scams are everywhere.Beware of any group or individual whoguarantees a scholarship if you pay a fee.There are many good and FREE scholar-ship sources on the Internet. We suggestyou check out fastweb.com or finaid.orgfor more information.

Myth #4: If you pay for college, yourparents’ salaries don’t matter.

For a majority of students, need-based

NEWS FROM ACTfinancial aid is based on both the stu-dent’s and parents’ income and assets—whether or not the parents plan to helpfinancially. Most schools require studentsto fill out complete family financial in for -mation on the FAFSA, the Free Applica-tion for Federal Student Aid, in order toqualify for need-based aid. The form,available online at www.fafsa.ed.gov, asksfor information similar to what’s filedfor income taxes. After submitting theFAFSA, you receive a report that showsthe expected family contribution to pay

toward your education.

Myth #5: You can wait until you getaccepted to a college before worryingabout financial aid.

While most colleges have their ownsources of financial aid, there are sev-eral independent programs that awardscholarship funds on a first-come first-served basis. It’s not a lot of fun fillingout the applications, but it’s safe to sayyou’ll be glad you did if you earn somefree financial assistance. ■


ADVOCACYACTION

By SHANNON N. DORANMASCA Advocacy/Government

Relations Committee Chair

T his month’s column is based upona conversation with Representative

Alice Peisch, Co-Chair of the Joint Com-mittee on Education (JCE), in which sheindicated that, due to the present econ-omy, the legislature will not be creatinglaws that require funding.

The primary focus of our advocacyefforts this month is House Bill 1945,which does not require funding. The billhas a lot of credibility and visibility be -cause its sponsor is Representative AlicePeisch, Co-Chair of the JCE. Further-more, during the last legislative session,this bill (under a different bill number)was accepted by the House of Represen-tatives. Because there was not enoughtime left in the session for the Senate toreview and vote on the bill, it had to beresubmitted in 2011.

House Bill 1945 is “An Act to assurecollege and career readiness through six-year career plans for all Massachusettspublic school students.” The results ofthis pilot project will add to the legiti-macy of our role and serve to furtherdefine it. It will also provide leverage forgetting relevant bills passed into law(and funded) in the future. For moredetails, read “Legislation in Depth” orgo to the “Advocacy Works” section ofthe MASCA website.

MASCA is fortunate that Represen-tative Peisch understands the MA Modeland the ASCA National Model of schoolcounseling. Many legislators who will bevoting on this bill, however, do not havethis perspective. This is where MASCAmembers play an important part in thelegislative process. Legislators care mostabout the opinions of their constituents.They will also regard the opinions of thoseworking in their district schools.

Please take a moment to call or writeyour senators and representatives; en cour -age them to support House Bill 1945.Whenever possible, put the emphasis onhow this pilot project will benefit stu-dents and schools. Although the pro-posed pilot project is intended to inform

FEBRUARY 2012 9

legislators on the role of school coun-selors as it relates to college and careerreadiness, legislators—like school coun-selors—are most concerned about thewell-being and success of students intheir schools.

Also consider engaging others in dia-logue about this legislation and the ad -vocacy process and share the results ofyour efforts with the Advocacy Commit-tee. Doing so will inform our next steps.

Volunteers neededThe Advocacy Committee is aware ofmany exciting opportunities to supportMassachusetts students and the schoolcounseling profession. However, we needmany more hearts, minds, and hands.To see how you can contribute—andbenefit—from being involved, contactme at [email protected] MASCA members are welcome.

Join the Advocacy Committee to

• Work with professionals and leadersfrom across the state,

• Support students in your schools andstatewide at the same time,

• Share your enthusiasm about the schoolcounseling profession,

• Be up-to-date on the most current issuesand trends in education,

• Fill out your resume with new profes-sional experiences,

• Engage your growing edge,

• Contribute by sharing your uniqueexperience,

• Address the issues in education andschool counseling that you care mostabout, and

• Be involved in education reform andsystemic change. ■

Keep informed aboutproposed legislation.

Go to www.masca.org,“Advocacy Works”

Advocacy ResourcesFor information about your legislator, go to www.wheredoIvotema.com.

To download a step-by-step guide on how to call or write legislators, go to the“Advocacy Works” section of the MASCA website. This section is open to all,so please share this valuable resource.

To read testimony presented in support of House Bill 1945 (and House Bill 1941)by V. Scott Solberg, Associate Dean for Research at Boston University and by AmyCembor, President of New England Association for College Admission Counsel-ing (NEACAC) and Associate Director of Admission at Wheaton College, goto the “Advocacy Works” page of the MASCA website.


Fisher College hosts BCSCA

Shown at the Berkshire CountySchool Coun sel ors Associationfall meeting are (from left):Rob ert Mel aragni, Dean ofAd missions; Amanda Matarese,Asso ciate Director of Admissions;and Peter Andersen, BCSCAVice President.

PEOPLE, PLACES, ANDPROGRAMS

NEIT adds programsNEIT is offering new Associate Degreeprograms in Health Information Man-agement Technology, Respiratory CareTechnology, and Veterinary Technology.Also added is a Bachelor’s Degree pro-gram in Cyber Security.

To have your students visit the cam-pus, contact the school. NEIT will reim-burse your high school the cost of a bus,and a pizza lunch will be provided.

Career Education Days will be held onFriday, March 2 for Communication/Engineering and on Friday, April 23 forAllied Health.

Tech Nites for students and their fam-ilies are scheduled for February 7, April 3,and June 5.

For more information, contact ErinFlynn: Tel. 800-736-7744 x3462; [email protected].

Josephs receives promotionIn September of this year, Judith Josephs,Ed.D., J.D., was promoted to Visiting Pro-fessor in the Division of Graduate andContinuing Education (DGCE) at SalemState University. Josephs retired fromGreater Lynn Technical School after 38years of service.

MASCA joins Facebook:A Note from Jennifer Lisk,MASCA President-ElectMASCA has become even more con-nected with its own Facebook page.

We know how limited your time canbe, and MASCA hopes that this newfeature will be another way to keep youinformed about what is going on in theworld of school counseling in Massa-chusetts and beyond.

Keep your eye out for updates on cur-rent issues and events. To get connected,search for MASCA and “like us.” ■

Join us on TwitterDonna Brown

www.twitter.com/MASCAExDr

Sally Ann Connollywww.twitter.com/sallyconnolly1

FEBRUARY 2012 11

PRESORTEDSTANDARD

U.S. POSTAGEPAID

NEWBURYPORT, MAPERMIT NO. 96

Massachusetts School Counselors Association, Inc.COUNSELOR’S NOTEBOOK

Sally Ann Connolly, Editor

CHANGE OF ADDRESS:

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Send this form to:Deborah ClemenceP.O. Box 805East Dennis, MA 02641

YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL ABOVE.To renew your membership, go to MASCA’s website, www.masca.org.

National School Counseling WeekFebruary 6-12, 2012

For information, go to ASCA’s website, www.schoolcounselor.org

Documents

Counselor's Notebook, February 2012