MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION JANUARY 2012VOL. 48, NO. 5

MASCA

MASCA joins Career Readiness Task ForceMALDEN, December 8, 2011 — KatieGray, MASCA Liaison to the Departmentof Elementary and Secondary Education,and Rich Lapan, Professor of Educationat UMass Amherst, are members of anewly-appointed task force that willdevelop recommendations on better in te -grating college and career readiness intoK-12 education.

The task force—chaired by GeraldChertavian, founder and CEO of YearUp—will meet five times over the next sixmonths. In June, the group will present itsreport to the Board with recommendationsaround the adoption of a clear, measur-able definition of career readiness.

The task force will identify “power”standards (knowledge and skills) inherentin a core career development program,identifying indicators of career readinessand identifying and documenting success-ful policies and programs that provide stu-dents with multiple pathway options tointegrate knowledge and skills for careerreadiness and readiness for postsecon -dary education.

“In today’s world,” says DESE Com-missioner Mitchell Chester, “studentsneed to acquire the knowledge and skillsto prepare them for career success at thesame time they acquire mastery in coreacademic subjects. I will follow the taskforce’s deliberations closely and eagerlyawait its recommendations on how bestto integrate career readiness into theprogram of study for all Massachusettsstudents.”

Other members of the task force are:Maura Banta, Chair, Board of Elementary and

Secondary Education

ADVOCACY ACTION: A New Year, A New Approach

Dennis Berkey, President, Worcester Polytech-nic Institute

Francis X. Callahan, Jr., President, Massachu-setts Building Trades Council

Harneen Chernow, Director, 1199 SEIU Train-ing and Upgrading Fund

Gerald Chertavian, Founder and CEO, Year UpDonna Cupelo, New England Regional Pres-

ident, Verizon CommunicationsConny Doty, Director, Office of Jobs and Com-

munity Services, City of Boston Mayor’s OfficeRichard Freeland, Commissioner, Massachu-

setts Department of Higher EducationCarlos Garcia, Chief of Staff and Chief of

Corporate Affairs, Sovereign BankCharles (Chad) Gifford, Former Chairman,

Bank of AmericaGary Gottlieb, President and CEO, Partners

HealthCarePaul Grogan, President, The Boston FoundationSheila Harrity, Principal, Worcester Technical

High SchoolLance Hartford, Executive Director, Massa-

chusetts Biotechnology Education FoundationNancy Hoffman, Vice President and Senior

Ad visor, Jobs for the FutureJoseph (Jay) Hooley, Chairman, President and

Integrating College andCareer Readiness Task Force

Between now and 2018, nearly two-thirds of all jobs created will requireat least some postsecondary education. Recognizing the importance ofproviding students with early access to career education and multiplepathways to success in postsecondary education, the Integrating Collegeand Career Readiness Task Force will explore ways to better engagestudents and employers in activities to boost career readiness.

CEO, State Street CorporationWendell Knox, Former President and CEO and

Current Board Member, Abt AssociatesIvana Maya, Nursing Student, Simmons Col-

lege: School of Nursing and Health SciencesGeorge Moriarty, Director, Massachusetts De -

partment of Career ServicesLinda Noonan, Executive Director, Massachu-

setts Business Alliance for EducationDan O’Connell, President and CEO, Massa-

chusetts Competitive PartnershipThe Honorable Alice Peisch, Co-Chair, Joint

Committee on Education, The General Court ofthe Commonwealth of Massachusetts

Paul Reville, Massachusetts Secretary of Edu-cation

Robert Schwartz, Professor of Practice andAcademic Dean, Harvard Graduate School ofEducation

Neil Sullivan, Executive Director, Boston Pri-vate Industry Council

Andy Sum, Director, Center for Labor Mar-ket Studies, Northeastern University

William (Bill) Swanson, Chairman and CEO,Raytheon Company

Henry M. Thomas III, President and CEO,Urban League of Springfield, Inc. ■

2 COUNSELOR’S NOTEBOOK

2011– 2012MASCA OFFICERS

PRESIDENTMICHELLE BURKEBeverly High School100 Sohier RoadBeverly, MA 01915-2654Tel. 978-921-6132 x11107E-mail: mburke@beverlyschools.org

PAST PRESIDENTCAROLYN RICHARDSSomerville High School81 Highland Avenue, Somerville, MA 02143Tel. 617-625-6600 x6120 • Fax 617-628-8413E-mail: crichards@k12.somerville.MA.US

PRESIDENT-ELECTJENNIFER LISKMedway High School, Medway, MA 02053Tel. 508-533-3228 x5107 • Fax 508-533-3246E-mail: lisk@medway.k12.ma.us

VICE PRESIDENT ELEMENTARYJACQUELINE BROWNEast Somerville Community School42 Prescott Street, Somerville, MA 02143Tel. 617-625-6600 x6517 • Fax 617-591-7906E-mail: jbrown@k12.somerville.ma.us

VICE PRESIDENT MIDDLE / JUNIOR HIGHALBERT MERCADOStacy Middle School66 School Street, Milford, MA 01757Tel. 508-478-1181 • Fax 508-634-2370E-mail: amercado@milfordma.com

VICE PRESIDENT SECONDARYTBA

VICE PRESIDENT POSTSECONDARYJOHN MARCUSDean College99 Main Street, Franklin, MA 02038Tel. 508-541-1509 • Fax 508-541-8726E-mail: jmarcus@dean.edu

VICE PRESIDENT ADMINISTRATORSRUTH CARRIGANWhitman-Hanson Regional High School600 Franklin Street, Whitman, MA 02382Tel. 781-618-7434 • Fax 781-618-7098E-mail: ruth.carrigan@whrsd.org

VICE PRESIDENT COUNSELOR EDUCATORSTHERESA A. COOGAN, Ph.D.Bridgewater State College, Bridgewater, MA 02325Tel. 508-531-2640E-mail: theresa.coogan@bridgew.edu

VICE PRESIDENT RETIREESRALPH SENNOTTP.O. Box 1391, Westford, MA 01886Tel. 978-692-8244E-mail: ralphsennott@hotmail.com

EXECUTIVE DIRECTORDONNA M. BROWNAdjunct Professor, UMass BostonP.O. Box 366, 779 Center StreetBryantville, MA 02327Tel. 781-293-2835E-mail: browndonnamarie@gmail.com

TREASURERASHLEY CARON25 Belmont Ave., Stoughton, MA 02072Tel. 508-212-0676E-mail: ashcicero@hotmail.com

SECRETARYJENNIFER JUST McGUIREUpper Cape Cod Regional Technical School220 Sandwich Road, Bourne, MA 02532Tel. 508-759-7711 x247 • Fax 508-759-5455E-mail: jmcguire@uppercapetech.org

MEMBERSHIP COORDINATORDEBORAH CLEMENCEP.O. Box 805, East Dennis, MA 02641E-mail: membership@masca.org

COUNSELOR’S NOTEBOOK EDITORSALLY ANN CONNOLLY19 Bayberry Road, Danvers, MA 01923Tel. 978-774-8158 • Fax 978-750-8154E-mail: sallyconnolly@att.net

JANUARY 2012 3

January 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 School Configurations: Outcomes for Students

By Donna Brown

6 Technology in Our LivesBy Joe Fitzgerald

7 THE INTERN’S TALE: Finding a Way to ConnectBy Kristin M. Schank

9 ADVOCACY WORKSBy Shannon N. Doran

10 Governor Patrick Plans to Close Achievement Gaps

12 Massachusetts Legislature Information: Senate Bill 185

4 COUNSELOR’S NOTEBOOK

SchoolConfigurations:

Outcomes forStudents

By DONNA BROWNMASCA Executive Director

DONNA BROWN

A bout twenty years ago, our schooldistrict decided to convert our junior

high school into a middle school. Avariety of experts worked with the staffto develop “Middle School Magic.” Atsome point, someone decided that thehigh school staff needed to learn how amiddle school differed from a junior highschool, so our next professional develop-ment day dealt with learning about thisnew concept.

The presenter opened the workshopby calling middle school “the range of thestrange.” She followed that comment withanother memorable statement. “There isnothing wrong with middle school stu-dents. Their elevators go up and down,just like ours. Unfortunately, they sel-dom stop at the floor we’re on.” We alllaughed and secretly thanked our luckystars that we were at the high school.

Fast forward to fall of 2011 and the re -lease of “The Impact of Alternative GradeConfigurations on Student Outcomesthrough Middle and High School” byHarvard researchers Martin R. West (cor-responding author) and Guido Schwerdt.

According to their abstract, the authorsfound that “students moving from ele-mentary to middle school suffer a sharpdrop in student achievement in the tran-sition year.” Additionally, their achieve-ment was negatively impacted throughgrade 10. It also appeared that middleschool students (as opposed to students ingrades 6, 7, and 8 in K-8 schools) tendedto be absent more often. This seemed to

The Path to Success“America’s education system — and its students — would benefit from develop-ing a broader measure of high school success, one that includes vocational andtechnical education as well as the arts and humanities.

Research demonstrates that career and technical education — courses thatteach applied skills in agriculture, engineering, health science, and the like —increases attendance, raises completion rates, and improves earnings and em -ployment pros pects of high school graduates whether or not they attend college.International comparisons further reveal that countries offering more access tovocational options have higher high school completion rates as well as higherscores on international tests.”

— Russell W. Rumberger, “How college prep is killing high school,”Boston Sunday Globe, November 20, 2011, K3.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

“While there are excellent reasons for nurturing all students’ unique gifts andtalents, claiming that we could be overlooking the next Einstein without spe-cial resources for the academically adept is a specious argument . . . .

Increasing the numbers of good, sharp teachers who are committed to alltheir individual students’ learning needs would help motivate and focus brightkids far more effectively than labeling them or separating them from the pack.We can have it all—challenges for our brightest kids (who are not necessarilyour best kids), and rich opportunities for everyone.”

— Nancy Flanagan, “Cheating the gifted?” Education Week Teacher,http://blogs.edweek.org/teachers/teacher_in_a_strange_land/2011/12/

cheating_the_gifted.html. Accessed on December 3, 2011. ■

JANUARY 2012 5

establish a pattern that continued to highschool where it was cited as a drop-outrisk factor.

How much grade configuration in flu -ences student achievement has not re -ceived much notice. In his introduction,West points to countries like Germanyand Finland whose student achievementis consistently high. Both have grade con-figurations that allow students to spendthe bulk of their education in the sameschool, thus eliminating most grade/schooltransitions.

In the U.S., many districts are awareof the difficulties students have in tran-sitioning from grade 8 to grade 9. Indeed,as counselors most of us at the secondarylevel participate in these kinds of transi-tion activities. However, are we as diligentin planning for transition to middle school?

Apparently we are not. According tothis study, students are negatively im pact -ed by the transition.

As well we know, students of this ageare undergoing many physical, emotional,and social changes. Adding the stress oftransitioning to a new school with verydifferent expectations creates an acade-mically challenging situation for manystudents.

Those who remain in K-8 schools havealready learned the navigation skills nec-essary to be successful. Most studentsknow the adults in the building and canaccess them when needed. Transitioningto middle school means learning a newbuilding and staff. Many students areunable to do this and find themselves“twisting in the wind.”

Unfortunately, this study showed theeffects of poor transitioning lasted wellinto high school. In the Florida study, stu-dents who entered grade 9 from middleschool were 18% more likely to “not en -roll” in grade 10 than students who en -tered grade 9 from K-8 schools. This sta-tistic alone should give educators pause.

What does this mean for schoolcounselors?

For one thing, it should start a con-versation about grade configuration. Con-sidering the economy, most school dis-tricts are in no position to build newschools, but that doesn’t mean theyshouldn’t take a long look at how theyallocate the current resources.

School counselors are uniquely posi-tioned to be part of that conversation.Creating activities that help studentsmove smoothly from one school to

another is certainly part of our role. InMassachusetts, however, the lack of ele-mentary counselors in many school dis-tricts may well be a factor in developingtransition strategies. Additionally, in re -gional districts, students often move fromsmall elementary schools to a larger cen-tral middle school. This requires a lot ofcoordination on the part of the middleschool counselors and the elementarystaff, especially if there is no elementarycounselor.

This thoroughly researched study

should lead to some rich conversationabout student achievement. At the veryleast, we as counselors need to take along look at how we work with studentsduring these transitions. As Patti Kinney—associate director of middle-level servicesat the National Association of Secon darySchool Principals — opined, ef fectivetransitions should be “a pro cess, not anevent.”

Our job is to design transition pro -cesses that will ensure success for all ourstudents. ■

6 COUNSELOR’S NOTEBOOK

Technology in Our LivesBy JOE FITZGERALD, Ed.D., MASCA Technology Committee Chair

A fter I retired several years ago, I en -joyed not having the deadlines of

work, and I travelled a little. Even thoughI stayed involved with MASCA, serving onseveral committees, I still needed to domore. What I wanted to do I found byaccident at my local community college.

A few years before my retirement Ihad began taking technology-relatedcourses, and I became very interested inthis area. I continued doing this after I

retired. One day at the school, I discov-ered the SeniorNet Program, which intro-duces technology to 50+ adults. For thepast three years I have taken their coursesand workshops, and I have volunteeredto coach and teach in the program andthe newly formed Senior ComputerLearning Center.

In both programs I have taught basicand introductory computer courses toolder adults and have found it to be very

rewarding. I get to work with adults whoare appreciative of the learning ex per -ience, and I get to do something I love.Recently, I have been asked to join theBoard of Directors and to coordinate thecurriculum.

I share this with you because it hasgiven me a new outlook on how to usemy time, and it has piqued my interestin technology and its effects on society.

Several books and articles about theeffects of technological advances havebeen especially meaningful to me. SherryTurkle, writing in Alone, Together, dis-cusses the positive and negative effectsof technology. In a previous article in theNotebook I discussed some aspects ofher thinking.

Turkle maintains that technologyshould not take over our lives and makeus insular. Technology, she says, shouldnot be keeping us busy; rather, weshould be keeping technology busy.

In addition, Turkle says many peopletoday have “lives on the screen” andsome of them hide behind the screen.This second self takes on a persona muchdifferent than the real one.

Another book of interest is KevinKelly’s What Technology Wants. In thisprovocative work, Kelly “claims thattech nology is an extension of the humanbody—not ‘of our genes, but of ourminds.’ Everything that humans havethought of and produced over time—which Kelly dubs ‘the technium’—hasfollowed, shaped and become integratedinto human evolution — so much so,in fact, that it’s now a part of evolutionit self.” (Susan Jane Gilman, NPRBooks)

Gilman goes on to say that accordingto Kelly, technology “has a greater abilityto alter us than we have to alter it. In -creasingly, it’s taking over jobs we usedto do—rendering human skills obso-lete. Some technology has even becomeself-replicating, such as computer virusesand genetically modified organisms. Thisprogress, Kelly argues, is inevitable.”

My thinking about technology is morein line with Alone, Together. I love themusic on my iPod, the FaceTime visualswith my new grandson in California,movies, television, reading, newspapers,etc. Proper use of technology can helpus greatly with tasks and improve bothour emotional and intellectual lives. ■

JANUARY 2012 7

THE INTERN’S TALE: Finding a Way to ConnectBy KRISTIN M. SCHANK

Master’s Student in School Counseling, Bridgewater State University

I n my work as a school counseling in -tern, I have learned a wealth of

know ledge, but one factor stands out asthe ultimate key to being successful:connectedness.

We all long for that sense of connect-edness to one another in our daily lives.Whether it’s a quest to find a new doctoror a familiar face in a crowded room, it’snice to feel that sense of acceptance andunderstanding.

Students seek that same connectionwhen they walk into our guidance officeor encounter us in the school. Counselorsseek it as well in their work with stu-dents, parents, teachers, administrators,and colleagues.

As school counselors, we are truly priv-ileged because that sense of connectednesscan sometimes happen effortlessly with stu-dents, especially at the younger ages. Manystudents feel comfortable re vealing theirdeepest, darkest secrets to us although weare nearly strangers to many of them.These students know that our role is toassist them in times of need with acade-mic, personal/social, or career concerns.In addition, the school culture and climatecan support the work of counselors, whichthen positively im pacts the students.

With some students it can be moredifficult to develop rapport and createthat sense of connectedness. They maybe more reserved, afraid, or they may notunderstand what our role and duties areas school counselors. In order to helpthese students, we need to make them feelcomfortable and willing to trust us.

There isn’t a magic potion to make thishappen, and it cannot be taught in gradu-ate school. Rather, the small acts we do orwhat we say show students that we care.

Several strategies that I have foundhelpful in building rapport are: a smile,friendly greeting/welcome, open body po -sition, attentive listening language, askingquestions about the student, being pre-sent in the building, and attending extra-curricular activities.

Every child is unique and will res pondto these cues differently, but all studentswant to feel accepted and understood.Taking that extra step by going to a bas-ket ball game, choir concert, or after-

school club can show students that youare genuinely invested. And when thatlevel of trust is developed, they will bemore likely to reach out for help. Creat-ing an environment where students feelcomfortable sharing the small stuff canhelp open doors so that they will feelcomfortable sharing the big stuff.

It is truly an honor to know that thework that we do each day can makesuch a large impact on the lives of ourstudents. A small smile, sincere greeting,or helping hand can go a long way toenhance the work we do each day inmaking sure that our students feel con-nected and are successful. ■

8 COUNSELOR’S NOTEBOOK

Assumption College The Institute for School Counseling and School Psychology

Professional Development 2011-2012 SCP 730.19 Special Topics: Best Practices for School Counseling

Workshop Dates and Topics 8am – 2:30pm

Location: Hagan Campus Center Hall, Hagan Hall, Assumption College

Date Title and Speaker

9/23/11 The Dropout Crisis: Identifying At-Risk Students and Strategies for Dropout Prevention, Intervention, and Recovery Jenny Caldwell Curtin, Coordinator of High School Graduation Initiative, Office of College and Career Readiness, MA, Department of Elementary and Secondary Education Janice Chiappone, Ph.D, Director of Guidance, Bellingham High School; Instructor, M.A. School Counseling Program, Assumption College

12/2/11 Maximize Your Potential – Reduce Stress and Build Resiliency Rana Chudnofsky, MEd, Director, Education Initiative Laura Malloy, LICSW, Director of Yoga Program, Co-Director, Education Initiative

1/27/12 The Role of School Counselor in Response-to-Intervention Model: Planning Behavior Interventions for Students

Diane Myers, Ph.D., Assistant Professor of Special Education at Assumption College

2/10/12 Juvenile Justice: the Courts and the Dept. of Family Services: What Every Counselor Needs to Know About the Courts to Serve Children

Professor Mary Francis Kingsley Donnelly, JD, currently staff attorney for the Mass. Dept. of Children and Family, Instructor at Anna Maria College and Assumption College Professor Michael Donnelly, JD, MPA, Instructor at Anna Maria, Assumption, New England School of Law, and UMASS Medical Center

03/30/12 Legal and Ethical Issues for School Counselors and Administrators Matthew MacAvoy, Esquire, Partner in Law Firm Sullivan, Nuttall, MacAvoy & Lyons, P.C.

Registration Information For More Information & Registration Please Call (508) 767-7430

School Counseling Department Secretary, Lucia Doucette, Assumption College, 500 Salisbury St., Worcester, MA 01609.

Consult our website for directions & information www.assumption.edu (go to Institute/Centers). Registration fee includes continental breakfast and lunch.

PDP’s, CEU’s Option (6 CEU’s, PDP’s) A $50 registration fee will be charged for each workshop participant earning PDP’s or CEU’s.

Each participant receives 6 PDP’s or 6 CEU’s (NBCC approved) per workshop. Register for all 5 workshops for ONLY $225 (30 CEU’s or PDP’s).

Graduate Credit Option (3 Credits) SCP 730.19 Special Topics: Best Practices in School Counseling.

Attendance at all 5 workshops and completion of additional course requirements is mandatory. *Special tuition rate for school counselors/school psychologists is $885 plus registration fee.

*(cannot be used towards a degree program at Assumption College)

JANUARY 2012 9

JOINT COMMITTEEon EDUCATION

Contact InformationHouse Chair:Rep. Alice Hanlon-Peisch617-722-2070Alice.Peisch@mahouse.gov

Senate Chair:Sen. Sonia Chang-Diaz617-722-1673Sonia.Chang-Diaz@masenate.gov

House Vice Chair:Rep. David B. Sullivan617-722-2070David.Sullivan@mahouse.gov

Senate Vice Chair:Sen. Patricia D. Jehlen617-722-1578Patricia.Jehlen@masenate.gov

For information about committeemembers and others, go tohttp://www.malegislature.gov/Committees/Joint/J14

If your local legislators are on theJoint Committee on Education,please contact them as well.

ADVOCACY WORKSBy SHANNON N. DORAN

MASCA Advocacy/Government Relations Committee Chair

I f the Advocacy Committee were toask you to make one New Year’s res-

olution, it would be to make advocacy apart of your monthly routine. Althoughthe results of advocacy may seem abstractat times, legislation has a very direct andlong-term impact on our profession, edu-cation, and the students we serve. Theschool counseling community has learnedthat we must be visible, and this certainlyholds true at the legislative level.

Among other things, the New Year sig-nals a shift in our approach to advocacy.The Joint Committee on Education is cur-rently deciding which 2011 bills will beeliminated or passed on to the Senate orHouse for further consideration. Since thebills that will impact our profession couldbe decided upon at any point betweennow and mid-March, now is the time towrite or call the Chairs of the Joint Com-mittee on Education. MASCA membershave experience and expertise. Collectivelywe can inform and influence these legis-lators’ decisions on House Bill 1068, 1941,and 1945, and Senate Bill 185.

To make the advocacy process simple

and accessible, the Advocacy Committeewill continue to provide guidance andresources through the Advocacy Workssection of the MASCA website and theCounselor’s Notebook. As usual, you willalso receive invitations to hearings, rallies,and advocacy events. This is a great wayfor the school counseling community toshow legislators that we are committedprofessionals who are concerned aboutspecific bills under consideration.

Advocacy is an essential componentof our work as school counselors. Whenit comes to systemic change, it is the largebrush stroke that affects the largest sys-tem of education, the state government.

There are many ways to be involvedin advocacy. Even one five-minute phonecall can make a difference. However,our success depends on the amount offeedback legislators receive from theMASCA membership as a whole.Through advocacy work we secure andenhance our ability to support students,our schools, and our communities. Thereis power in numbers, and WE make adifference. ■

10 COUNSELOR’S NOTEBOOK

Governor Patrick Plans to Close Achievement GapsBOSTON—November 9, 2011—Gov-ernor Deval Patrick has announced sev-eral new strategies aimed at closing themost persistent achievement gaps amongMassachusetts students.

The Governor outlined significant pro -g ress made in closing achievement gapssince the Achievement Gap Act was signedin 2010, and he laid out key initiativesthat the Administration will pilot in theCommonwealth’s Gateway Cities to en -sure that all students are prepared forsuccess in the classroom and beyond.

His plan also calls for the creation ofa statewide Commonwealth EducationInnovation Fund, a public-private fund-raising partnership that will strengthenour capacity to meet 21st Century edu-cation challenges. This fund will not belimited to the Gateway Cities.

Each of these goals align with the Ad -ministration’s efforts to ensure that everychild, regardless of socioeconomic back-ground, is prepared for success. These ini-tiatives will focus on closing achievementgaps in Gateway Cities, where they are

most persistent. The Gateway Cities arehome to many of the state’s immigrants,low-income students, English LanguageLearners, and others stuck in the achieve -ment gaps.

The Governor’s second-term educa-tion strategy will focus on four goals:

1. Getting every child to be able toread proficiently by the third grade.Three-quarters of children who strugglewith reading in third grade will continueto struggle aca demically, greatly reduc-ing their chances of graduating highschool, going to college or successfullyparticipating in our high skill economy.

The Administration will create a Kin -dergarten Readiness Literacy Pilot Pro-gram in Gateway City Districts, which willsupport at-risk students with an intensivesummer program between pre-k and kin -dergarten and will place special empha-sis on early literacy development.

2. Providing every child is entitled toa healthy platform for education. In orderto benefit from high quality education,students must attend school regularly and

be attentive, motivated, and ready to learn. The challenges associated with pov erty

present serious impediments that preventstudents from realizing their full acade-mic potential. The Administration will cre-ate Student Support Councils in all Gate -way Cities and provide Student SupportCounselors to predominantly low-incomeschools in Gateway Cities. Support Coun -cils will consist of local human and socialservice providers focusing their efforts onconnecting with students and families ineach city’s predominantly low-incomeschools. Support Counselors will work toconnect families and students with ser-vice providers who can help them miti-gate the problems that impede schoolattendance and effort.

3. Creating a differentiated educationsystem that meets students where they are.Every student should receive the quantityand quality of instruction they need tomeet high proficiency standards.

In order to better provide students,specifically students for whom Englishis a second language, with the opportuni-ties, challenge and support needed to besuccessful, the Administration will pilotGateway Cities Summer English LearningProgram designed to give English Lan-guage Learners (ELLs) more time to ac -quire competence in English. This pro-gram will improve learning and closeachievement gaps for ELLs while estab-lishing the necessity of differentiating be -tween our students and giving those whoneed it sufficient time to learn English.

4. Preparing all students for both col-lege and career success. A successful edu-cation system is one that prepares allstudents for lifelong success. This meansestablishing multiple pathways throughsecondary school and college educationby exposing our students, early in highschool, to career options, giving each stu-dent access to quality internships, assess-ing career readiness, and more tightlylinking secondary school achievementwith college admission.

To this end, the Administration willpilot high school career academies in sev-eral Gateway Cities to offer high schoolstudents the opportunity for early careerexploration, more applied learning, andmotivating educational experiences. ■

JANUARY 2012 11

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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.

Massachusetts Legislature Information: Senate Bill 185A mandate requiring that graduation coaches perform school counseling duties

(“Drop-out Prevention”)By SHANNON N. DORAN, MASCA Advocacy/Government Relations Committee Chair

S.185 Excerpt—Section 21.Massachusetts Graduation Coach Initiative The Massachusetts graduation coach ini tiative shall place coachesin every public middle school and high school, that for a highschool, has a total annual drop out rate of 5% or more or anannual dropout rate of 5% or more.

Graduation coaches’ responsibilities shall include, but not belimited to, the following: identifying at-risk students; im ple -menting school wide support interventions; motivating studentsto focus on a graduation plan; negotiating extra help for at-risk students; providing academic advice and student support;developing effective transition programs to aid at-risk studentsmoving between schools; connecting parents of at-risk stu-dents with appropriate school and community resources; con-necting at-risk students with school and community resources;and encouraging parent and community involvement.

For hiring purposes, graduation coaches shall...hold at leasta four-year bachelor’s degree from an accredited institution.Candidates for employment as a graduation coach also shallhave some past ex perience working effectively with youth.

Pros and ConsThis bill is focused on drop-out prevention, which is very im por -tant to all of us. However, it is very hard to anticipate what it willmean for school counselors (and students) if middle and highschools are mandated to hire one or more graduation coaches.

Graduation coaches will have limited training and experience,but they will fulfill school counseling duties. Furthermore, thereis no mention of school counselors in this bill. If this bill becomeslaw, graduation coaches would not be re quired to work in col-laboration with or under the supervision of a school counsel-ing department.

Graduation coaches will receive payment and professionaldevelopment from the state, and schools will be re quired toprovide graduation coaches with ad min istrative and technicalsupport. They will likely require space as well. School coun-selors are not currently mandated by the state, and adminis-trators are not required to provide school counselors with spe-cific supports.

Whatever your opinion is about this bill, the two Chairs ofthe Joint Committee on Education—especially Sonia Chang-Diaz, the bill’s main sponsor—need to hear from you.

The MASCA Advocacy Committee also wants to hear fromyou: your thoughts, other people’s ideas, what you did in responseto learning about the bill, etc. Thank you for doing what you can.

See the entire bill athttp://www.malegislature.gov/Bills/187/Senate/S00185