Counselor's Notebook, May 2011

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION MAY 2011VOL. 47, NO. 9

MASCA

The Year in ReviewBy CAROLYN RICHARDS

MASCA President

A s the year comes to a close andMASCA’s Leadership team prepares

to attend the ASCA Delegate Assembly inJune, I am required to prepare the MASCAAnnual Report. Because I am currentlydoing so, I want to share it with you.

As of January 1, a total of 602 Mass-achusetts counselors were members ofASCA. Because the number of ASCAmembers in each state determines thenumber of state delegates attending theASCA Delegate Assembly, this year wewill send four. The Assembly promises tobe a busy one with many important issueson the agenda.

ASCA DELEGATE ASSEMBLY2010-2011: MASCA REPORT

Summary of the Year’sActivitiesBeginning with the August LDI (Leader-ship Development Institute), MASCA hashad a number of exciting developmentsthis year. DESE Commissioner MitchellChester dialogued with MASCA Govern-ing Board members in August the daybefore he left for Washington, D.C. topresent the Massachusetts DESE/RTTTapplication. Successful in the quest, Mass-achusetts was the only state to includeprofessional school counselors in theRTTT application! Thus began a signif-

icant working partnership bringing coun-selors to the table on many initiatives:College Readiness Project, High SchoolGraduation Initiative, DESE PerformanceAppraisal Task Force, College Participa-tion Advisory Group, and DESE SchoolBullying Prevention Task Force. MASCAGoverning Board finalized the five-yearStrategic Plan during the March GB meet-ing to include these ongoing initiatives.

Advocacy/Public PolicyActivitiesThis year, the Government RelationsCommittee was renamed the AdvocacyCommittee to reflect the more compre-hensive scope of the committee’s recentwork, which allows further outreach toadvance school counseling across theCommonwealth. So far this year, com-mittee members have been closely in -volved with RTTT, have met with state

representatives to share ideas about futurelegislation and learn more about the leg-islative process, have met with a ResearchAnalyst for the Joint Committee on Edu-cation to detail how important schoolcounselors are in the education reformmovement and to secure a prominentplace in the legislative process when issuessuch as student achievement, career- andcollege-readiness, or bullying come beforethe Legislature. A successful AdvocacyTraining Session took place in Novem-ber at the ASCA North Atlantic RegionalMeeting and a successful School Coun-seling Leadership Forum took place inMarch on Beacon Hill. Speakers at thisevent included Greg Darnieder, SeniorAdvisor to U.S. Secretary on the CollegeAccess initiative, Keith Westrich, DESEDirector of Career & College Readiness,and Brian Law, ASCA President.

CAROLYN RICHARDS

(continued on page 14)

MASCA AWARDS 2010-2011O.S.C.A.R.

Jan Tkaczyk • Mary Westcott

Leadership AwardChristine Soverow

Counselor of the YearMartha Tatro

Administrative AwardJames Peters

Torch Award: Rising StarMerrie Beth Cleary

George Thompson Memorial ScholarshipMaria Paoletti

2 COUNSELOR’S NOTEBOOK

2010 – 2011MASCA OFFICERS

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

PRESIDENT-ELECTMICHELLE BURKEBeverly High School100 Sohier RoadBeverly, MA 01915-2654E-mail: [email protected]

PAST PRESIDENTCHRISTINE A. EVANSRandolph High School70 Memorial Parkway, Randolph, MA 02368Tel. 781-961-6220 x545 • Fax 781-961-6235E-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 HIGHRICHARD WHITEGateway Regional Middle School12 Littleville Road, Huntington, MA 01050E-mail: [email protected]

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

VICE PRESIDENT POSTSECONDARYJAY LEIENDECKERVice President Enrollment Services, Dean CollegeTel. 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]

TREASURERTINA KARIDOYANESP.O. Box 1007, Monument Beach, MA 02553Tel. 508-759-3986E-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]

MAY 2011 3

May 2011

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.

©2011 by the Massachusetts School Counselors Association.All rights reserved.

MASCA

inside4 Helping Others Help Themselves

By Donna Brown

6 MA MODEL MATTERS: A Model for SuccessBy Karen Harrington

8 MASCA Tributes

10 THE INTERN’S TALE: Scheduling Brings OpportunityBy Erica Bardan

11 ED’S VIEWSBy Ed Bryant, NCC

12 Massachusetts Leadership ForumBy Bob Bardwell


Helping Others Help ThemselvesBy DONNA BROWN

MASCA Executive Director

I n the evening, as we settle into ourfavorite chairs and turn on the televi-

sion, many of us are overwhelmed by thenightly news reports of violence, hunger,poverty and natural disasters. We see asteady stream of humanity representinglost social, educational, and cultural op -portunities. It’s easy to think, “What canI do? How can I help? I’m only one per-son.” It’s especially frustrating to us ascounselors because we’re in the businessof helping people figure out how to fixthemselves, and for much of what we see,it seems impossible to make a difference.

Most of us have heard the MargaretMead quote, “Never doubt that a smallgroup of thoughtful, committed citizenscan change the world. Indeed it’s theonly thing that ever has.”

More to the point, however, is anotherMead quote: “Never depend upon insti-tutions or government to solve any prob -lem. All social movements are founded by,guided by, motivated and seen throughby the passion of individuals.”

826 Boston:www.826boston.orgThe other night I had the opportunity toattend a fund raiser for 826 Boston, agroup that exemplifies what individualeffort can do. The first 826 center wasestablished in Valencia, California. Theirwebsite shares the following information:“Founded in 2002 by author Dave Eggersand educator Nínive Calegari, 826Valencia is dedicated to supporting stu-dents ages 6 to 18 with their writing skills,and to helping teachers get their studentsexcited about the writing. Our work isbased on the understanding that strongwriting skills are fundamental to futuresuccess and that great leaps in learningcan be made when skilled tutors workone-on-one with students.” Since 2002,seven other 826 centers, including 826Boston, have been established.

So, why was I so impressed? After all,lots of places do tutoring, includingschools. Well, first of all, I was dazzledby the work (books, movies, etc.) pro-

duced by the students. Imagination, col-laboration, and hard work all convergeto produce creative works that are pub-lished for an audience. Along the way,students gain self-confidence, solid aca-demic foundations, and usable, transfer-able skills. Secondly, much of the pro-gram interfaces perfectly with the MAModel. There is emphasis on communi-cation, goal-setting, planning, and co -operation as well as the social skills ofempathy and self-management. In short,it is a microcosm of how we’d like kidsto develop—and it is the product of oneman’s vision.

Girl Up: www.girlup.orgAnother person’s vision has led to thefounding of Girl Up, a campaign to havegirls and young women in the UnitedStates support U.N. programs for girls indeveloping countries. Thirty-three yearold Elizabeth Gore developed this ideaafter an encounter with a twelve-year-old Ethiopian girl, who had to work manylong hours a day to support herself be -cause she had run away from home toavoid becoming a child bride. The onebright spot in her day was provided bya U.N. program that helped her attendschool a few hours per day so she couldlearn to read and write.

In much of the developing world,students must purchase their schoolsupplies. If a student (usually a girl) can-not buy pencils and books, she is barredfrom attending. Through Girl Up, a fivedollar donation (a High Five), purchasesschool supplies so another girl canattend school. This, in turn, will boosther earning power, which makes hermore independent and less vulnerable tochild marriage and sexual violence. Inaddition, experts be lieve there will be apositive effect on the girls’ villages be -cause studies have shown that girls whobecome educated are more likely thanboys to invest their time and talent intheir communities. As Gore said, “Youcan change the lives of girls globally with -out leaving your town.”

Thus, when you wonder, “What can Ido?” think about what you would reallylike to fix and take the first baby steps inthat direction. Who knows, maybe you’llspearhead a movement! ■

MAY 2011 5


MA MODEL MATTERS: A Model for SuccessBy KAREN HARRINGTON

Center for School Counseling Outcome Research & Evaluation, UMass Amherst

S chool counselors are often advisedto follow an evidence-based practice

(EBP) approach to our MA Model work.EBP may feel like an intimidating and

confusing process or a theory far removedfrom the experience of working with stu-dents. Although adopting an EBP ap -proach may require a shift in our modeof practice, EBP is simply a frameworkfor determining priorities amid compet-ing demands for our time, deciding pos-sible best courses of action to meet thesechallenges, and assessing if our effortshave been effective in helping students tobe more successful.

EBP is defined as “the integration ofprofessional wisdom with the best avail-able empirical evidence in making deci-sions about how to deliver instruction”(Russ Whitehurst). The theory of EBP wasdev eloped in the field of medicine in the1990s, and it is now being used in nurs-ing, mental health, social services, and thejuvenile justice system.

In each of these disciplines, profession-als use EBP to create a questioning and

continual improvement process in theirwork with clients. School counselors canadopt a similar curious and thoughtfulexamination of our work with studentsas we ask ourselves: Is what I am doingworking? If not, what do I need to change?

In their book, Evidence-Based SchoolCounseling (2007), Dimmitt, Carey, andHatch describe a three-step process for cre -ating an EBP school counseling practice.

First Step: Knowing whatneeds to be addressed.School counselors begin by examiningschool and student data to determinewhat problems exist in their building.These data can come from many differ-ent sources: needs assessment results,school climate survey findings, progressreport indicators, disciplinary incidentreports, attendance data, and AP courseenrollment figures.

The “problem” (i.e., the area that theschool counselor would like to impact) isbest stated using a quantitative descrip-tion. Using quantitative indicators enables

school counselors to set benchmarks andaccurately measure outcomes towardsachieving the target goal.

For example, a counselor might dis-cover that there has been a sharp increasein the number of disciplinary referralssince the beginning of the year. The quan-titative description might read, “Thenumber of major behavioral infractionswill be reduced from an average of 16incidents per month to an average of 5incidents per month school-wide.”

Second Step: Knowing what islikely to work. This step involves reviewing what theresearch literature or other reputable in -formation sources say about a specificintervention. A number of websites listinterventions or curricula that are con-sidered research-based, including WhatWorks Clearing House, The Collabora-tive for Academic, Social, and EmotionalLearning (CASEL), the Committee forChildren, Positive Behavioral Interven-tion Supports, and the Substance Abuse

MAY 2011 7

and Mental Health Services Administra-tion’s National Registry of Evidence-basedPrograms and Practices.

This step also includes consideringwhether an intervention can be imple-mented with fidelity, which means beingable to deliver an intervention in yourbuilding in the same manner in which itwas implemented in the research study.Key issues with fidelity include age/gradeof students or number of class periodsneeded to fully deliver an intervention.

It is important to remember that sim-ply because an intervention proved suc-cessful in one setting does not mean it willnecessarily be effective with your partic-ular group of students. Variables such asrace/ethnicity, socioeconomic status, andindividual differences in children can im -pact the results of any intervention.

Going back to our earlier example,our school counselor, after reviewing dif-ferent interventions focused on reducingschool disciplinary incidents, might chooseto implement PBIS, since this research-based intervention has been shown to beeffective in reducing disciplinary prob -lems in elementary students.

Third step: Knowing if theintervention made adifference. This final piece involves evaluating theimpact of a chosen intervention. Schoolcounselors must go back and re-exam-ine the original data to determine if pos-itive changes in student behavior havebeen dem onstrated as a result of anintervention.

The school counselor in our examplewould compare the number of discipli-nary events both before and after deliv-ering the PBIS curriculum to determineif there was a reduction in the numberof disciplinary infractions for those stu-dents. If so, the school counselor couldthen decide if the curriculum should beexpanded to more classrooms; if not, adifferent or additional intervention mayneed to be considered.

It is noteworthy that across disciplines,the definition of evidence-based practicealways includes mention of the impor-tance of professional wisdom. A schoolcounselor’s knowledge and expertise—about students’ needs in general and alsoabout the unique characteristics of stu-dents in their building—are critical tomaking the best decisions regarding how,when, and in what ways to intervenewith students.

An evidence-based approach encour-ages us to move our practice to the nextlevel by also identifying and applying thebest information available in our profes-sional decision-making. In shifting fromanecdotal evidence to methods and prac -tices that have been proven to be bene-ficial, we increase both the effectivenessof our work and the credibility of theprofession.

Instituting an EBP approach to schoolcounseling may represent a paradigm shiftin how school counselors structure their

work and perform their job responsibil-ities. Learning new skills and applyingthis level of rigor and honest appraisal toour work is not a necessarily easy or com-fortable process. Ultimately, however, weall want to know that our work with stu-dents is effective, relevant, and meaningful.

EBP provides a framework and createsan environment for us to enhance ourprofessional practice and MA Model im -plementation and maximize our oppor-tunity to create strong and positive out-comes for students. ■


MASCA TRIBUTES 2010-2011Robert BardwellNominator: WMCABob Bardwell is the consummate coun-selor involved at the local (WMCA), state(MASCA) and national levels (ASCA).He is an active voice with the DESE andMassachusetts State Legislature, advo-cating for counseling legislation. His workwith students, parents, staff, and coun-selors is exemplary. Bob represents the“best” attributes of counseling.

Donna BrownNominator: SSGASSGA thanks Donna Brown for her workon behalf of students and school coun-selors across the state. School counselorat SLRHS for 23 years and former adjunctcounselor educator at UMass Boston,Donna served as MASCA President, andin 2009 was appointed Executive Director.Thank you for all you do!

Mary Riordan ChouinardNominator: Donna BrownMASCA President 1973-74. ASCA VPfor Jr. High/Middle School. O.S.C.A.RAward winner. You believed in me beforeI ever believed in myself. Thank you forsharing your knowledge, giving me goodcounsel, and becoming my friend.

Joseph Fitzgerald, Ed.D.Nominator: Colleagues of MASCAMASCA conferences registrar and Tech-nology Chair. Breadth and depth of under-standing of others, yet humble enoughto not flaunt it. Cares about all MASCAmembers, especially retirees. Loves learn-ing, especially technology related. Pos-sesses a dry, wry sense of humor. Widelylearned, a “doctor” with a common mantouch.

Katharine GrayNominator: Colleagues of MASCAFaithful advocate, consummate leaderof school counseling profession. SystemicChange agent spearheading MA schoolcounseling reform: led creation of MAModel and Implementation Guide, Insti-tute trainer, and RTTT training coordi-nator. Unique Potential: consultant, edu-cator, program evaluator, national work-shop speaker / trainer. MASCA Liaisonwith DESE and industry partners. Ad -junct faculty, UMass Boston.

John HagbergNominator: FHGAASCA Secondary Counselor of the Year(Honorable Mention) 1990. MASCACounselor of the Year 1986-87. Retired,Director of Guidance, Belchertown HighSchool. Respected school counselor, col-league, and valued mentor. DedicatedFHGA member, including President andmulti-decade FHGA Trustee. WMCAmember. Retired WM swim official andtime keeper. Golfer. Skier.

Tina KaridoyanesNominator: MASCA Fiscal OversightCommitteeIn five years, Tina has organized our fi -nances and helped us on our journey tofiscal responsibility. She is an integral partof the Executive Committee, GoverningBoard, and the Fiscal Oversight Commit-tee, and she provides financial counsel tovirtually everyone. Bright and approach-able, Tina will be sorely missed.

Kristen Lazzaro, Ed.D.Nominator: NSGDANECA Administrator of the Year 2009.NSGDA Director of the Year 2006. Astrong developmental guidance advocate,Kristen brought the MA Model to TritonRegional High School, where she insti-tuted a teacher-counselor model of devel-opmental guidance in which counselingstaff work directly with all students in aguidance classroom setting.

Jay LeiendeckerNominator: MASCA Fiscal OversightCommitteeRetired VP Enrollment, Dean College.Var sity golf coach, Dean College. MASCAVP Postsecondary. Chair, Fiscal OversightCommittee. Intelligent, positive, diplo-matic, Jay has shepherded MASCA to amore secure financial future. Along theway he has patiently explained fiscal pol-icy, smoothed ruffled feathers and showna wonderful sense of humor.

Maureen LenihanNominator: NSGDAA guidance counselor since 1997, Mau-reen has been the Director of Guidancefor the Revere Public Schools for the pastfour years. She supervises counselors infive different schools and is the AP Co -ordinator, Designated Administrator forthe MMSI Grant, and Director of TheCredit Recovery School.

Ron MillerNominator: Colleagues of MASCASchool counselor 35+ years. Retired.MASCA webmaster, technology guru,mentor, educator. Dependable source ofstrength and collegiality. Career journeycomponents: MASCA and InformationTechnology. Change agenda in counsel-ing career, MASCA and MTA. Approachto life: Ask important, searching ques-tions inviting responses that consider“what might be” not just “what is.”

Kathleen ScottNominator: NECAKathleen, president of NECA for twoterms, is an outstanding leader. She hasbeen responsible for raising the level ofprofessional development at the affiliateand state levels. Former guidance coordi -nator at North Middlesex Regional HighSchool, Kathleen has served as a counselorfor Amesbury Public Schools since 2002.

Birute SilviaNominator: Ruth CarriganA long-time member of MASCA andSSGA, Birute devoted her professionallife to helping young people. As her for-mer counselee, I know she touched thou -sands of lives during her career as schoolcounselor and guidance director at OliverAmes High School. I am proud to call hercounselor, mentor, and friend.

Janice TkaczykNominator: Colleagues of MASCAForty years local, state, and national ser-vice, advocacy, leadership to school coun-seling profession. Cape Cod Tech: coun-selor, retired guidance director. Cape andIslands Affiliate. MASCA: GB, Past Pres-ident, Executive Director, ConferenceCommittee, MA Model Trainer. ASCA:VP North Atlantic Region, Model trainer.Rotarian. Golfer. Currently, UTI NationalDirector, Counselor/Academic Relations.

Mary WestcottNominator: NECAMary’s career includes 30 years in edu-cation as elementary, kindergarten, spe-cial education, and guidance counselor.Completed her career as guidance coor-dinator at Westford Academy. Mary en -thusiastically shares her expertise andwisdom. NECA: President, Life Trustee.MASCA: President, Ethics CommitteeChair, Role Statement Committee, con-ference presenter, 50th Birthday Celebra-tion Committee Co-Chair.

MAY 2011 9


THE INTERN’S TALE: Scheduling Brings OpportunityBy ERICA BARDAN

Master’s Student in School Counseling, Bridgewater State University

T he transition from winter to springbrings about many things. In the

world of school guidance, it means sched-uling. This hectic and time-consumingproject becomes even more daunting atlarge urban schools with 4,000+ students.

The easiest route might be to auto-matically sign students up for their next

year’s required classes and have them sub-mit a list of preferred electives to fill space.In fact, this is what I expected whenscheduling started at my current school.However, to pursue this route would beto avoid a great opportunity—the oppor-tunity of engagement.

One of the biggest challenges for school

counselors seems to be getting studentsinvested in their own education. In a largecity school servicing thousands, many stu-dents have far bigger concerns, such aswhere are they going to sleep that nightand where will their next meal comefrom. That is where scheduling becomessuch a great venue for discussion. Itallows counselors to meet individuallywith their students and get to knowthem a little better.

During my observations of this process,I have seen students become excited aboutclasses they might be able to take the fol-lowing year; and I have seen counselorsuse this excitement to motivate the stu-dents to improve in other areas as well.

These individual sessions have alsoallowed for the focus of future plans andambitions at every grade level. They alsoprovide the opportunity to check in withstudents a little further about other stres-sors that may be interfering with theiracademic success.

The best part is that the students aredirectly involved. They are advancing intheir own psycho-social development withindependent thinking, the taking of res -ponsibility, and looking beyond that after-noon, that week, and even that year.

Counselors ask students about theirpreferences, goals, and dreams—inde-pendent of their parents. The idea ofautonomy rings loud and clear, and stu-dents respond readily. They show that theyare, indeed, capable of making responsi-ble decisions about their futures.

I have been at my current placementsince September and have learned a greatdeal about what it takes to be a coun-selor in a large school as well as how Iwant to be as a counselor. I have foundthat although scheduling is a dauntingtask, it provides the best opportunity towork with students in the capacity thatI have always imagined. There are somany possibilities that can come fromthis interpersonal activity, and I lookforward to maximizing these opportuni-ties to the benefit of my students. ■

MAY 2011 11

ED’S VIEWSBy ED BRYANT, NCCMASCA Life Trustee

I n spite of the April Fools Day weatherjoke, the MASCA 50th Birthday Cel-

ebration arrived and was celebrated. Ourthanks to Mary, Oscar, and the planningcommittee for arranging this bash.

More memory notes. For over a ten-year period Charles Brovelli arranged foror was involved in the Governor’s Procla-mation presented at the annual confer-ence. Charlie is now under the weather,and we wish him good health. We alsothank him for his years as DirectoryEditor and Membership Coordinator.

Another memory. On October 1978the North Shore Guidance Directors voteda philosophical statement, “Guidance andcounseling in Massachusetts.” We alsopublished a booklet on this topic.

Remember the 1944 film, South Pa -cific? One of the many great songs in -cluded the lyrics, “the whole human racewas falling on its face.” This seems to betrue today. We need guidance and coun-seling in our schools more than ever.Many administrators and school boardsdo not understand or appreciate the rolewe play. And parents are concerned aboutthe media damaging their kids. Accord-ing to PTC, “This exposure is causingdamage and harm….television, videogames, computers, and cell phones, alsomusic and movies.”

On a positive note, we wish MASCAmuch success in the next fifty years.And best to all for a happy spring and arelaxing summer.

The next issue of “ED’s Views” willmost likely be its swan song. “Oldsailors never die, they just fade away.”God bless! ■

MASCA Help-a-Kid Awards 2010-2011These scholarship gifts are given to randomly selected counselors

at the MASCA Spring Conference for students in their schools.

Elementary LevelDebra Moretti, Salemwood School, Malden

Middle/Junior High School LevelBarbara Page, Quabbin Regional Middle School, Barre

High School LevelAlbert Mercado, Milford High School, Milford

For professional development,networking, and professionaladvocacy, renew your MASCA

membership. Go to www.masca.org.


Do you want to expressyour appreciation to a school counselor?

Here is your chance to pay tribute.Sign up and post your tribute at www.masca.org.

Tributes are being accepted through June,and they will be posted on MASCA’s website.

Submissions are welcome from all residents, school systems,MASCA affiliates, students, past graduates, families,

administrators, and others.

To get started, click on the 50th Birthday School CounselingTributes link on the homepage.

Price per tribute: $50

For more information, e-mail [email protected].

50YEARS

1961

2011 50YEARS

1961

2011

MASCA Tributes2010-2011

MassachusettsLeadership Forum

By BOB BARDWELLMASCA Past President

MASCA Advocacy Committee Chair

BOB BARDWELL

O n Wednesday, March 16, over 70school counselors and their sup-

porters converged on the MassachusettsState House for the annual LeadershipForum for School Counselors on BeaconHill. They left inspired about the cur-rent federal Career & College Readiness(CCR) initiatives, and they learned howto be a better advocate for our profession.

Greg Darnieder (Senior Advisor to Sec-retary Duncan from the US Departmentof Education) and Brian Law (presidentof the American School Counselor Asso-ciation) were keynote speakers. Many ofthose in attendance also visited with theirstate representatives and senators to gainsupport for the three bills that were filedon behalf of school counselors in thislegislative session.

This is the third annual LeadershipForum, a professional development andadvocacy program sponsored by the Mass-achusetts Coalition for School Counsel-ing, which consists of the MASCA, theNew England Association for College Ad -mission Counseling, and the New Eng-land Regional Office of the College Board.Each year the program aims to provideschool counselors and their allies withinformation and resources to be a betterschool counselor and to advocate forthe school counseling profession in theirschools and communities and with theirpolicy makers.

For the 2011-12 legislative session,three bills were filed on behalf of the Coa-

MAY 2011 13

MARK YOUR CALENDAR!MASCA Fall Conference

October 25, 2011 • Holiday Inn, Boxborough

lition: House Bills 1941 & 1945, whichwere filed in the previous session, andHB 1068, which is a new bill filed onour behalf.

House Bill 1941 is “An Act Estab-lishing a School Counseling LeadershipPilot Project to Accelerate College andCareer Readiness in Massachusetts Pub-lic Schools.” This legislation will createa two-year Pilot Project for ten schooldistricts to accelerate college and careerreadiness, utilizing the new college andcareer web portal at the school districtlevel through a redistribution of schoolcounselor time, allowing them to fullyin tegrate college and career planningthroughout the district and community.Rigorous evaluation will be included withthe goal of producing evidence-basedstandards for highly effective college andcareer readiness school counseling pro-grams statewide. The project will be man-aged by the Department of Elementaryand Secondary Education (DESE) withinput from a broad array of stakeholdersin college and career readiness. The two-year cost will be $700,000 and imple-mentation of the Pilot Project is depen-dent upon legislative appropriation.

House Bill 1945 is “An Act to AssureCollege and Career Readiness throughSix-Year Career Plans for all Massachu-setts Public School Students.” This legis-lation will require all public school dis-tricts to prepare students for college and/or career with a six-year plan spanningfrom grade eight through the first yearafter high school graduation. These planswill be coordinated by licensed schoolcounselors with training and expertise instandards-based, comprehensive, develop -mental school counseling practices.Implementation and accountability willbe managed by the Department of Ele-mentary & Secondary Education.

House Bill 1068 “An Act to mandateelementary school counselors.” This leg-islation will require all public school dis-tricts to employ a certified school guidancecounselor as outlined in the regulationsfor Educator Licensure and Preparation.

The Coalition is requesting thatmembers visit the Advocacy Committeehome page on the MASCA website:www.masca.org/index.php/government-relations-news).

Massachusetts residents are urged tocontact their legislators or Rep. AlicePeisch ([email protected]) re -gard ing support for bills 1941 & 1945and Rep. Todd Smola (Todd.Smola@ma

house.gov) to support bill 1068. The moreco-sponsors that are secured, the morelikely the bills will move through the leg-islative process successfully. The websitehas details about each bill, research sup-porting the school counseling profession,

and tips for talking with lawmakers.For more information about the March

16 program, the bills, or seeking co-spon-sors, please contact me at [email protected] or 413.267.4589x1107. ■


SAVE THE DATES!

MA Model Summer InstituteJuly 13, July 14, and November TBA

Dean College, Franklin

_____________

Advanced MA Model InstituteJuly 12, July 13, and November TBA

Sites: TBA

For details, go to www.masca.org.Send inquiries to [email protected].

N.B. These are not RTTT training sessions.

RICHARDS (continued from page 1)

Future Plans and GoalsSummary

• Strengthen the partnerships alreadyin place and seek additional partnershipsthat will promote the implementation ofthe MA Model as an educational reformbest practice.

• Continue to reach out to all parents,administrators, staff, school boards, com-munity members, educational organiza-tions, legislators, and business membersto promote school counseling and gar-ner support for priority projects.

• Identify multiple paths for ensuringthat quality professional development isavailable to all school counselors.

• Increase MASCA membership.• Organize financial resources to sup-

port priority projects.• Align and integrate Professional Dev -

elopment with priority projects; offer moreprofessional development on a smaller,regional, topic-focused basis.

• Maximize use of technology to sup-port priority projects. Utilize MASCAweb site to increase services for members.

• Determine multiple ways to collectdata and share evidence of best MA Modelpractices.

• Develop mentor system for MASCALeadership positions to ensure continuity.

Issues/Needs/ConcernsConfronting School Counselingin Massachusetts

• Need to identify and engage techni-cal assistance providers that have a proventrack record for supporting MA Modeldevelopment and implementation.

• Build capacity to ensure administra-tion buy in on the district /school level tosupport MA Model implementation, par-ticularly in tight budget times.

• Time, energy, and personnel on theMASCA Governing Board to keep pacewith the rapidly changing developments.

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As you reflect on my report to ASCA,consider how you can get involved inMASCA’s Governing Board and commit-tees. The challenge is daunting, indeed,but with more counselors becoming in -volved with more initiatives, we can buildon the momentum and achieve even more.Together with our partners, we have theextraordinary power to transform thecoun seling profession. Please join us. ■

MAY 2011 15

PRESORTEDSTANDARD

U.S. POSTAGEPAID

NEWBURYPORT, MAPERMIT NO. 96

Massachusetts School Counselors Association, Inc.COUNSELOR’S NOTEBOOK

Sally Ann Connolly, Editor

CHANGE OF ADDRESS:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . NAME

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ADDRESS

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . CITY ZIP CODESTATE

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.

MASCA Spring Conference 2011

— Photos courtesy of Kathleen Barrett, St. Joseph College, CT

Documents

Counselor's Notebook, May 2011