Counselor's Notebook, October 2013

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION OCTOBER 2013VOL. 50, NO. 2

MASCA

The Seeds of SuccessBy DONNA BROWN

MASCA Executive Director

Bringing Awarenessto “D.E.B.T.”

By THERESA A. COOGAN, Ph.D.MASCA PresidentAt the end of August, I began a most

excellent adventure. After years asa high school counselor and ten more asa UMass Boston adjunct, I have becomethe school counselor at St. Paul Schoolin Hingham, a pre-K-8 Catholic elemen-tary school.

As I write this, I’m just getting started,so I have no pearls of wisdom to shareyet. However, the week before, I did attendthe staff retreat at Miramar planned byprincipal and former MASCA president,Christine Evans. One of the most interest-ing activities involved examining schoolculture. “Good Seeds Grow in StrongCultures” by John Saphier and MatthewKing was used as the discussion prompt.Spirited and rich conversation followed.

There is much to recommend this kindof discussion to school counselors. Anychanges we would like to make and anyimprovements that we hope to affect aredependent on school culture. Accordingto the article’s authors, “Essentially, theculture of the school is the foundationfor school improvement.” Continuing,they cite twelve norms of school cultureand suggest that “the degree to whichthese norms are strong makes a hugedifference in the ability of school im prove -ment activities to have a lasting, or evenany, effect.”

So, what are these cultural norms?None will come as a surprise.

THERESA COOGAN

MASCA Fall ConferenceHoliday Inn, Boxborough

October 22, 2013Registration form on page 10 or go to www.masca.org.

Presented in no particular order, thefirst norm is Collegiality. The discussionaround this norm focused on the inter-action of colleagues both educationallyand personally. Sharing techniques, giv-ing suggestions about how to reach stu-dents, and collaborating on various pro-jects all support this norm.

Experimentation is the second norm.Teachers and other educators are encour-aged to experiment with various tech-niques and theories without fear of crit-icism or censure. This norm gives staffthe opportunity to grow and develop.

Probably the third norm is the oneeveryone thinks of first. High Expecta-tions is the mantra of all school improve -ment. These expectations encompassstudents, staff, family, and community.Coupled with the first, the norm of HighExpectations is always cited as part ofthe description of a “good” school.

The next two, Trust and Confidenceand Tangible Support, round out thetypi cal definition of a “good” school. Par-ents, students, and, indeed, the wholecommunity are involved in both of these.Trust and Confidence between colleaguesand administration are vital to success.Parents have to believe in the profession -alism of the staff at school and supporttheir decisions if children are to have apositive experience. Tangible Support

(continued on page 3)

(continued on page 2)

A s MASCA president, I received aninvitation to attend an event on

Tues day, August 6, 2013, at RoxburyCommunity College that was organizedby the Attorney General’s Office.

The session was titled “EliminateD.E.B.T. (Deceptive Education BusinessTactics),” with Attorney General MarthaCoakley and Boston City CouncilorAyanna Pressley as the two speakers. Itwas clear to me at this session that thisinitiative was already in process with acollaborative effort by both of theseoffices. I would like to share informationthat I learned.

The session lasted approximately 90minutes, with Coakley and Pressley eachproviding remarks. An open Q &A ses-sion followed. The goal was to bring at -tention to a growing concern: the failureof several for-profit school industries toserve the best interests of the students thatthey accept, especially in the Boston cityarea. This issue is not unique to Massa-chusetts, and other states Attorney Gen-eral Offices have worked on similar ini-tiatives. A link is provided below to arecent outcome in New York.

Coakley and Pressley shared that inrecent years, the cost of education and

2 COUNSELOR’S NOTEBOOK

COOGAN (continued from page 1)need for financial aid has increased sig-nificantly. Total student loan debt nowexceeds $1 trillion, representing more thanall credit card debt combined. They alsohighlighted the ugly truth that some well-financed companies operating as schoolshave engaged in unfair and deceptive prac-tices in an effort to maximize their profitsat the expense of students and taxpayers.

Both speakers stated that one cleargoal is to assist students in their ongoingefforts to be educated consumers when

considering their choices for educationand career training beyond high school.The student population they expressedgreat concern for included high schoolstudents as well as the adult studentpopulations. Single parents and adultswho were laid-off and need educationto be eligible for current positions wereamong the other populations they alsowant to be sure are well informed.

While both speakers were mindful notto call out all for-profit schools in theBoston city area, they stated that the largenumber of schools with deceptive andmisleading business tactics warrants aresponse.

One comparison that I found interest-ing dealt with difference between tuitionsat the session’s host school—RoxburyCommunity College—and a standardfor-profit school. A two-year program atRCC, the speakers pointed out, is oftenin the form of an Associate Degree pro-gram. The average annual tuition for afull-time status in-state resident, not in -cluding housing, is approximately $2,000each semester, which includes all com-prehensive fees. On the other hand, thetypical for-profit school offers an 18-month program, but a degree program isnot always guaranteed. Many are certifi-cate programs, which may not be whatemployers are seeking. Additionally, thecost to attend a for-profit program isoften three times the amount that a two-year Associate Degree program would bein a public community college.

I hope this information is useful toMASCA members working with students,and possibly their parents, on postsecon -dary planning.

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

www.mass.gov/ago/schoolsOfficial website of the Attorney Generalof Massachusetts, school section.

http://www.mass.gov/ago/consumer-resources/consumer-information/schools-and-education/for-profit-schools/Materials distributed at the “EliminateD.E.B.T. (Deceptive Education BusinessTactics)” informative session.

http://ag.ny.gov/press-release/agschneiderman-announces-groundbreaking-1025-million-dollar-settlement-profitSettlement for For-Profit Schools inNew York State. ■

Trump sued for fraud“New York Attorney General EricSchnei derman has filed a lawsuitagainst Donald Trump and hiseponymous ‘Trump University’ fordefrauding students looking tolearn about the billionaire’s brandof business acumen.”— Steven Perlberg, “New York Attorney GeneralSues Donald Trump And His Alleged ‘Sham’‘University’—Says Students ‘Defrauded’ Out Of$40 Million,” Business Insider, August 25, 2013.

2012 – 2013 OFFICERS

PRESIDENTTHERESA A. COOGAN, Ph.D.Bridgewater State UniversityBridgewater, MA 02325Tel. 508-531-2640E-mail: [email protected]

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

PRESIDENT-ELECTTINA KARIDOYANESMansfield High School250 East Street, Mansfield, MA 02048Tel. 508-261-7540 x3122 • Fax 508-339-0259E-mail: [email protected]

VICE PRESIDENT ELEMENTARYTBA

VICE PRESIDENT MIDDLE / JUNIOR HIGHMARISA CASTELLOE-mail: [email protected] SCOTTE-mail: [email protected]

VICE PRESIDENT SECONDARYJOHN S. STEEREWellesley High School50 Rice Street, Wellesley, MA 02481Tel. 781-446-6290 x4653 • Fax 781-446-6308E-mail: [email protected]

VICE PRESIDENT ADMINISTRATORSCHRISTINE LUZIFramingham High School115 A Street, Framingham, MA 01701Tel. 508-620-4963 x27500E-mail: [email protected]

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

VICE PRESIDENT COUNSELOR EDUCATORSMEGAN KRELL, Ph.D.E-mail: [email protected]

VICE PRESIDENT RETIREESJoseph D. FitzGerald, Ed.D.5 Progress Street, Weymouth, MA 02188Tel. 781-264-3426E-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]

SECRETARYASHLEY J. GUBA30 Brezner Lane, Centerville, MA 02632Tel. 508-367-7774E-mail: [email protected]

MEMBERSHIP COORDINATORTBA

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

OCTOBER 2013 3

BROWN (continued from page 1)means providing the resources neededfor good teaching and quality servicesto take place.

Reaching Out to the KnowledgeBase is an interesting concept for a norm.First of all, it encourages curiosity. Thereis always something else to learn, whetherthrough workshops and seminars or fromconversation with a colleague. This normfosters an understanding of the knowledgebase on teaching. According to the authors:“The knowledge base about teaching isthe available repertoire of moves and pat-terns of action in any area available foranyone to learn, to refine, and to do skill -fully.” The authors continue by pointingout that “reaching out to the knowledgebases is one of the least understood andmost neglected” norms.

Appreciation and Recognition con-stitute the seventh norm. While acknowl-edging that a good pay scale is the bestreward, the authors indicate that recog-nition of almost any kind that showsappreciation is valued.

The eighth norm, Caring, Celebrationand Humor, provides much of the soul ofa school. Celebrating and laughing toge -ther make collaboration possible. A caring

atmosphere makes most of the othernorms possible.

Being included and having Involve-ment in Decision Making gives educa-tors ownership; this is the ninth norm. Italso leads to the tenth, Protection ofWhat’s Important.

When educators are involved in mak-ing decisions about their work environ-ment, keeping what is important is easier.Protection of planning and instructionaltime happens when there is consultationwith all stakeholders.

Norm eleven is Traditions. Schoolsthat change and constantly improve havetraditions that anchor the school commu-nity. These might be ceremonies, activi-ties, or class projects that are recurrentevents in the life of the school.

Lastly, successful schools fosterHonest, Open Communication. Again,we all recognize this and understand thatthis kind of communication is necessaryfor all the other norms to exist.

As school counselors, we often serve asthe custodians of a school’s culture. Be -cause we have a global view of what hap-pens in our building, we are uniquely posi-tioned to observe what is going on andencourage and nurture our faculties. ■


MASCA’s Changing Advocacy RoleBy SHANNON DORAN

Government Relations Committee Chair

W hat’s in a name? The GovernmentRelations Committee has been re -

ferred to as the Advocacy Committee,since the MASCA Governing Board ap -proved this name change in 2010. Theintention was to delimit the work of thecommittee to go beyond raising legisla-tors’ awareness about the critical role thatschool counselors play in education.

However, Past President Jenn Lisk’sthorough review of the MASCA Bylawsearlier this year revealed that “Govern-ment Relations Committee” was still onthe books. There could have been a peti-tion to change the bylaws at this time,but it was decided, instead, to keep thename in the bylaws and use “GovernmentRelations Committee” in the newsletterand website as well.

The main reason for this change is toeliminate branding confusion. “AdvocacyCommittee” has too often evoked con-fusion, and extra quantifiers were oftenneeded to clearly define the role of thecommittee. This is likely due to the fact

that the term “advocacy” is used so oftenin school counseling, education, and theworld-at-large.

The name “Government RelationsCommittee,” however, clearly defines theprimary domain of this committee’s work.Furthermore, because it is not possible forMASCA to secure a lobbyist at the StateHouse, there will be ample amounts of ad -vocacy work to be done at the governmentlevel for many, many years to come.

Meanwhile, the mission of MASCA, asa whole, is “to advocate for school coun-selors in the Commonwealth of Massa-chusetts by providing leadership, collab-oration, and professional development.”If additional, strategic ways to advocatefor our profession come to the forefront,MASCA leaders, members, and the Gov -ernment Relations Committee can stillwork together to dedicate appropriateresources towards achieving these goals.

Please note that the Government Re -lations Committee’s news and resourceswill still be featured under the ADVO-

CACY tab of the website. In the future,this section of the website may alsoinclude other types of advocacy carriedout by MASCA.

Thank you, in advance, for workingwith MASCA as we switch between thesetwo committee names. I believe that anyshort-term branding confusion resultingfrom this transition will benefit MASCAand the work of this committee in thelong run.

Readiness resourceHave you visited the MASCA websitelately? If so, did you click on theADVOCACY tab? If not, we recom-mend taking a moment to check out thisvaluable resource.

As you may be aware, the main billsthat the committee is focusing on duringthe 2013-2014 Legislative Session haveto do with the school counselor role inpromoting the college and career readi-ness of students. As you may suspect,the website includes information aboutthese bills, along with an e-mail tem-plate and call guide to make it easy foryou to contact your legislators.

However, this section of the websiteincludes so much more than tools to ad -vocate for this legislation and your pro-fession. It has been designed to serve asa resource for school counselors who arefocused on promoting the college andcareer readiness of students.

Would you like it if links to state news,policy, events, and trainings having to dowith college and career readiness werefeatured in one place? Would you like aneasy way to access articles and researchfrom various reputable organizations likeC-SCORE, The Rennie Center, and TheCollege Board? Would you like links toconcrete tools to help you serve your stu-dents even more effectively in the col-lege/career domain? If your answer toany of these questions is “Yes,” thenyou will be glad that you visited theADVOCACY section of the website.

Please note that information aboutbills and advocacy tools do not requiremembership, but access to the additionalresources cited in the article will soon belimited to those who have a currentMASCA membership. ■

OCTOBER 2013 5


Blocking OutProductivity

By VERONICA KNIGHTGuidance Counselor

J.R. Lowell Elementary School, Watertown

M any elementary teachers createhopes and dreams with their new

students in September. Some of us craftgoals of our own for the school year—areal need in light of the new evaluationsystem. So how are we progressing towardthese goals a few weeks into the schoolyear? Quantifying progress is no easytask, but planning toward progress is agood start.

Heeding the Covey edict of “beginwith the end in mind,” last year I beganscheduling my time with a focus on mygoals for the year. This year one of mygoals will be supporting parenting.

With busy schedules and many par-ents and guardians being digital nativesor, at least, digital immigrants, one of mygoals is to create YouTube clips for easyviewing, such as over a cup of coffee orwhen waiting at soccer practice.

On Sundays, when I set up my sched-ule for the week, I schedule in dedicatedtime for producing these videos. Butthat’s the easy part. I like doing things,so much so that I might be stuck at ErikErikson’s Competence, Industry vs. Infe-riority stage.

Being productive is a wonderful thing.People like those who are efficient andget things done. Yet, at the end of the day,is being productive enough to create jobsatisfaction? Lou Adler, who trains re cruit-ers and oversees the creation of thousandsof job descriptions, says that there arefour kinds of jobs in the world. He says:

Everything starts with an idea. This isthe first of the four jobs—the Thinkers.Builders convert these ideas into reality.This the second job. Improvers make thisreality better. This is the third job. Pro-ducers do the work over and over again,delivering quality goods and services tothe company’s customers in a repeatablemanner. This is the fourth job. And thenthe process begins again with new ideasand new ways of doing business beingdeveloped as the old ones become stale.

As the Jack and Jill of all trades, we—as school counselors—are the nexus ofall facets of children’s schooling experi-ence. Is it possible and beneficial for usto strive for inclusion of all four compo-

OCTOBER 2013 7

Back by popular requestAtty. Regina Tate will present “Legal and Ethical Issues for School Coun selors”on October 21 from 2:45 p.m. – 5:30 p.m., immediately following the RTTTworkshop at the Holiday Inn in Boxborough.

Attendance at her workshop is included FREE with registration for the RTTTWork shop on October 21 as well as for the MASCA Fall Conference on Octo-ber 22.

If you are able to attend only Atty. Tate’s workshop, registration is $25.

See the MASCA website for registration details or e-mail [email protected].

nents? Take a look at our schedules. Do we make time to be Thinkers?

Summertime reminds me of how en richedI feel when I take time to read, integratethoughts, and get inspired to do newthings.

Do we see ourselves as Builders ofgood and meaningful things? This year Ihope to build the YouTube portion of myonline presence, perhaps collaboratingwith other counselors.

Do we value being Improvers of sys-tems in our schools? Perhaps our criticalresponse systems need updating. Perhapsour school needs a refresher on how toprevent and respond to bullying effec-tively. Maybe our group activities needsome tweaking to meet the increasinglydiverse needs of our students.

Of the four job types, perhaps beingProducers is most inherent in our roles,especially with regard to solving problemsand writing reports. “Delivering qualitygoods and services.” That sounds im -pressive!

Whatever facet of our job we want toconcentrate on, the key is scheduling time.I use a light color on my Google Calendarto plan for different blocks. Throughoutthe day, I try to quickly document whatis actually happening with my time in adifferent (default) color. At the end of theday, if the planned block was reallocatedto another task, I try to find another timefor it in the upcoming days. In the sameway, I block out my personal time: forfood shopping, reading, quality interac-tion with my family, and so forth. Thispractice helps to ease my stress level andmy ability to focus on what is importantor urgent.

I wish you a balanced and productiveOctober. ■

Workshop Date Change

Suicide Risk AssessmentBy David Nowell, Ph.D.

Assumption CollegeHagan Campus Center

December 13, 20138:00 a.m. – 2:30 p.m.

For information, call508.767.7430


Collaborate to MotivateBy CHRISTINA M. DiPAOLA

Master’s Student in School Counseling, Bridgewater State University

For students to succeed in school,school counselors, teachers, admin-

istrators, and other school staff must col-laborate and work together as a team.Some students are motivated by stan-dard classroom and school-wide incen-tives such as “good” grades and personalfeelings of accomplishment, while otherstudents require further assistance to

be come motivated. During my internship, I was faced

with several students who lacked moti-vation. Team meetings and individualsessions with students showed that mo -tivation was a prevalent issue amongthe middle school students in the school.As a believer in behavior therapy, I havelearned that positive behaviors are many

times a result of positive reinforce ment.Thus, I felt that positive reinforcementin the classroom could help students be -come more motivated.

I attended weekly team meetings and lis-tened to teachers’ concerns about students.Teachers often mentioned classroom issuesrelated to students’ negative behaviors, aswell as poor academic performance. Withassistance from teachers, administrators,and my internship supervisor (the Direc-tor of Guidance), I created lists of class-room issues for students with difficulties.

I then changed the lists of negativebehaviors into lists of target behaviors(positive behaviors that classroom teach-ers hoped to see). For example, one stu-dent was unable to stay on task. Thetarget behavior for his issue was “sus-taining,” that is, “staying on-task.”

With the target behaviors, I created aweekly chart for several students whoneeded assistance recognizing their neg-ative behaviors and/or who lacked mo -tivation they needed to succeed. Theweekly charts included pictures to matchtarget behaviors as well as a box for eachclassroom teacher to add a “check” ifthe behavior was present.

After students’ individualized chartswere created and approved by the teamand the Director of Guidance, they wereintroduced to students as well as parents.I worked with each student to choose anappropriate incentive for checkmarksthey received. Students were responsiblefor getting their charts “checked” bytheir classroom teachers at the end ofeach period as well as for taking it hometo their parents. In addition to schoolincentives, many students were also givenincentives by parents at home. Thecharts not only helped students to rec-ognize inappropriate behaviors but alsomotivated them to succeed academicallyand display appropriate behavior.

The success of the individualized stu-dent classroom charts showed that col-laboration within a school can be anessential part of student success. With-out working as a team, the creation andimplementation of the charts would nothave been possible.

In my future as a school counselor, Ilook forward to using classroom chartsas a motivator for students. I also lookforward to continuing to collaboratewith colleagues in order to help studentssucceed. ■

OCTOBER 2013 9

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Discover more by visiting us online at westfield.ma.edu.

MASCA Fall ConferenceAll Students Future Ready

Holiday Inn, Boxborough • October 22, 2013Morning Sessions

Keynote Breakout Session: Jeffrey Jensen Arnett, Ph.D.School Counselor’s Role with National Common Core and PARCC: Bob BardwellGetting to Know Edwin (DESE’s Data Warehouse) Financial Literacy Preparation: Do students know how to access federal funding forpostsecondary planning? Summary of MASCA-CSCORE research study: Dr. Tim Poynton,Suffolk University; Dr. Rich Lapan, UMass Amherst, and Stephanie Wells, MEFA Two CSCORE presentations: Demystifying Data, Early Warning Indicators, and/orProgram EvaluationCollegial Panel: Preparing for Your School Counselor EvaluationPanel: Postsecondary Opportunities for Students Needing Accommodations

Afternoon Extended WorkshopsDESE: SMART Goals and Managing Your Evaluation PortfolioExecutive Functioning & Response to Intervention Tier 1 and Tier 2 Interventions: Gail OkermanLearn and Share Technology Tips and Tricks: Ron Miller, MASCA Webmaster

COURTESY ADMISSION TO ATTY. REGINA TATE WORKSHOP (10/21) FOR CONFERENCE REGISTRANTS

�� To qualify for member registration rates: MASCA membership must be current (PAID) by October 1. PO’s in processNOT considered paid. Check membership status: CN address label, [email protected], [email protected].

�� Request on-line member registration: [email protected]. Non-member: www.masca.org.

�� Paper registration: Print clearly, one registration form per person. Mailed form must be accompanied by check or PO#WITH business office accounts payable contact name/e-mail.

�� Payment options: (1) Online, credit cards (M/C or Visa), no debit; (2) Offline, check or PO.

�� Electronic confirmations e-mailed to identified registrant using e-mail provided on registration.

�� If you are employed full time as a school counselor, you are NOT eligible for the graduate student rate.

�� Registrations after October 20 will be charged a late registration fee of $20.

�� Refund policy: Written requests by October 18 to [email protected]. A $20 processing fee will be charged. NO refunds after October 18 without written approval by conference chair (Ex., bereavement). A replacement may be sent for any registrant unable to attend, since payment is expected for any registrant non-attendance.

�� Registrant name and work mailing addresses shared with select sponsors. (To opt out, e-mail [email protected])

�� If you have special needs or require an accommodation, please notify us by October 20.

�� Hotel room reservations: Ask for MASCA rooms, 978-263-8701. AV rentals: 978-263-8701.

�� For post-conference publicity, the media has been invited and a photographer will be present.

FIRST NAME __________________________ LAST NAME___________________________________________E-mail address ______________________________________(Required for automated on-line or registrar confirmations)

Preferred mailing address School/Work (Include school name) Home Check here if NEW addressSchool______________________________________________________________________________________Street address_______________________________________________________________________________City/Town ______________________State______ ZIP____________Phone_____________________________

Position/Title ___________________________________________________

Elementary Middle School High School Administrator Retired Grad Student Counselor Educator

Registration Type (check category & options)2013 Fall Registration includes: • Courtesy registra�on for A�y. Regina Tate workshop (10/21) • Morning breakfast, snack, luncheon buffet, keynoter, exhibits,

morning workshops, and a�ernoon Ins�tutes

MASCAProfessional

Member by 10/1Non-

MASCA member

RetireeGraduate Student

(not employed as a school counselor)Member Nonmember

Early Bird Rate ends October 1MASCA member & on-line registration or 10/1 postmark

$115 $170 $ 60 $ 80

Regular registration (after 10/1) $125 $180 $70 $ 90 WALK-IN registration: Add $20 to total $20 $20 $20 $20 MASCA PDPs: Add $25 to total $25 $25 $25 $25 PO processing fee: Add $10/invoice $10 $10 $10 $10 Late registration (after 10/20) $20 $20 $20 $20

Total Amount Due $___________ $_________ $______ $______

TOTAL PAYMENT ENCLOSED $____________ CHECK No.____________ PURCHASE ORDER # *________________ *For PO’s, YOU will be sent an invoice electronically for YOU to submit for payment via your school/business office protocol. Make check payable to MASCA. Please list registrant names on Purchase Order and payments.Mail paper registration to: Joe Fitzgerald, Registrar, 5 Progress Street, Weymouth, MA 02188 Registration Inquiries: [email protected]

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION2013 Fall Conference

All Students Future Ready Tuesday, October 22 •• Holiday Inn, Boxborough, MA

Event details at www.masca.org

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OCTOBER 2013 11

PRSRT STDU.S. POSTAGE PAIDNEWBURYPORT, MA

PERMIT NO. 96

Massachusetts School Counselors Association, Inc.COUNSELOR’S NOTEBOOK

Sally Ann Connolly, Editor

IN CASE OF NON-DELIVERY, RETURN TO:Donna M. BrownP.O. Box 366Bryantville, MA 02327

Stay informed atwww.masca.org

For up-to-date informationabout Race To The Top, collegefairs, conferences, and more,visit MASCA’s website often.

The Advocacy sectionprovides information aboutSchool Counselor ResourcesAdvocacy Tools & Updates

State & National NewsResearch

Renew your membershiponline. For your membership

expiration date, see the mailinglabel affixed to this page.

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.

Documents

Counselor's Notebook, October 2013