Counselor's Notebook, March 2009

Volume 45

Number 7

www.masca.org

March 2009

Spring into the MASCA Conference

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f you have been following or participating in MASCA-related activities by surfing the masca.org website, attending the fall conference, reading the Counselor’s Notebook, or participating in the Leadership Forum on Beacon Hill, you know that much has been done to promote and support this year’s theme, “Get On Board: Advocacy, Accountability, Affiliates.”

One area where we can never do enough is providing professional school counselors with as much knowledge and support as possible.

This year we decided to support our affiliates by offering to co-host regional meetings on a desired topic. The topic decided upon was “Legal & Ethical Issues in School Counseling” and the presenter was Gini Tate.

Ms. Tate is a lawyer whose practice focuses on a broad spectrum of issues related to education. She has also conducted a number of workshops on such educational issues as developments in special education, Section 504 of the Rehabilitation Act of 1973, teacher and administrator liability, and student discipline.

Two affiliates and a valued sponsor took us up on this opportunity, and the sessions proved to be a huge success, so much so that those attending the sessions requested more time with Ms. Tate. In an effort to honor these requests, we have secured her to speak at the spring conference on the topic of new legislation surrounding 504 Plans. This will be a “must go to” session for sure.

Another way to meet our goal of providing professional development is the upcoming spring conference scheduled for April 29 – May 1 at the Sturbridge Host Hotel. You can save money by registering early.

KAREN D’AMOUR MASCA President On the first full day of the conference we have the good fortune of having Dr. David Blustein as a presenter. Dr. Blustein earned his Ph.D. in counseling psychology from Teachers College, Columbia University and he has been a professor with the Lynch School of Education, Boston College since 1999.

Dr. Blustein received the John Holland Award for Outstanding Achievement in Personality & Career Research. He will be our kick-off speaker on Thursday and the focus of his presentation will be “New Directions in Career Development: Implications for School Counselors.”

Since Dr. Blustein is known to be a dynamic speaker, this will be another “not to be missed” morning. Dr. Blustein will

also offer a break-out session on urban youth and other marginalized populations.

The following day, MASCA will feature internationally recognized Michael Thompson. A psychologist and school consultant, he is the author of many books including The New York Times bestseller, Raising Cain: Protecting the Emotional Life of Boys and Best Friends, Worst Enemies: Understanding the Social Lives of Children.

To add to this very rich mix will be a number of highly informative and applicable break-out sessions. In fact, the DESE will present and dialogue with us on EPPs and vocational school access.

Exhibitor information will be available as always, with those wonderful giveaways we like to bring back to the office.

MASCA wants to thank its valued sponsors, who help to control conference costs and host events. Special thanks to our Platinum Level sponsors: Bay State College, Dean College, New England Institute of Technology, and Universal Technical Institute.

The priceless aspect of every MASCA conference is the opportunity to network with your peers. Please watch our website, www.masca.org, for the latest information. I hope I see you there! ■

21st Annual Conference for Guidance Counselors and Administrators Monday, March 16, 2009 • Regis College “The Impact of Technology on School Counseling” Keynote Speaker: Elizabeth K. Englander, Ph.D., Director of Massachusetts Aggression Reduction Center (MARC) at Bridgewater State College Sponsored by the Guidance Administrators Forum (GAF), an affiliate of MASCA

MASCA 2009-2010 Call for Committee Chair Positions In accordance with the MASCA Bylaws, we seek to fill the following Committee Chair positions: COUNSELOR’S NOTEBOOK 2008 – 2009 PRESIDENT KAREN M. D’AMOUR Manchester Essex Regional High School 36 Lincoln Street, Manchester, MA 01944 Tel. 978-526-7641 • Fax 978-526-2044 E-mail: damourk@mersd.org PRESIDENT-ELECT CHRISTINE EVANS Director of Guidance East Bridgewater High School 11 Plymouth Street, East Bridgewater, MA 02333 E-mail: cevans@EBPS.net PAST PRESIDENT JENNIFER JUST McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x247 • E-mail: jmcguire@uppercapetech.org VICE PRESIDENT ELEMENTARY AMANNDA BARTRAM Lynn Public Schools, Lynn, MA 01902 E-mail: bartrama@lynnschools.org VICE PRESIDENT MIDDLE / JUNIOR HIGH RICHARD WHITE Gateway Regional Middle School 12 Littleville Road, Huntington, MA 01050 E-mail: RWhite@GRSD.org VICE PRESIDENT SECONDARY JENNIFER LISK Medway High School Medway, MA 02053 E-mail: lisk@medway.k12.ma.us VICE PRESIDENT POSTSECONDARY JAY LEIENDECKER Vice President Enrollment Services, Dean College Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jleiendecker@dean.edu VICE PRESIDENT ADMINISTRATORS CAROLYN RICHARDS Somerville High School Somerville, MA E-mail: crichards@k12.somerville.ma.us VICE PRESIDENT COUNSELOR EDUCATORS FELICIA L. WILCZENSKI, Ed.D. Professor and Associate Dean Graduate College of Education UMass Boston, Boston, MA 02125 E-mail: Felicia.Wilczenski@umb.edu VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 • E-mail: ralphsennott@hotmail.com EXECUTIVE DIRECTOR THOMAS HUGHART Wellesley High School, Wellesley, MA 02481 Tel. 781-446-6305 x5142 • Fax 781-446-6308 E-mail: thom_hughart@wellesley.mec.edu TREASURER TINA KARIDOYANES P.O. Box 1007, Monument Beach, MA 02553 Tel. 508-759-3986 • E-mail: tkaridoyanes@gmail.com SECRETARY ANN HOURIGAN North Reading High School, North Reading, MA 01864 Tel. 978-664-7800 • E-mail: annhourigan@yahoo.com Questions concerning membership in the Massachusetts School Counselors Association should be addressed to:

• Member Services Committee Chair • Human Rights Committee Chair • Fiscal Oversight Committee Chair Job descriptions can be found on the MASCA website: www.masca.org. If you are interested in applying for one of these positions, send a resume and letter of intent no later than April 1, 2009 to Christine A. Evans East Bridgewater High School 11 Plymouth Street East Bridgewater, MA 02333 Or you can e-mail your information to Christine at cevans@ebps.net.

Applicants will be interviewed by a screening committee. Upon completion of the interview process, the screening committee will make recommendations to the Executive Council and the Governing Board.

MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: DeborahClemence@verizon.net The Counselor’s Notebook is published by the Massachusetts School Counselors Association, Inc. 10 times a year, September through June. The yearly subscription rate is $20.00; individual issues are $2.00.

Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reflect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. © 2009 by the Massachusetts School Counselors Association.

All rights reserved.

Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to: SALLY ANN CONNOLLY, Editor 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

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COUNSELOR’S NOTEBOOK

Making the Most of Professional Development

JENNIFER McGUIRE MASCA Past President

your own professional development needs.

Look around at your colleagues and consider when and why you are most likely to seek their advice or input. If you are the only counselor in your school, think about the times you have reached out to colleagues in your affiliates for help, or think of a situation in which you wondered if you had all of the information you needed to best guide your student.

It’s not a bad idea to create your own

“road map” for the spring conference.

If you attend with colleagues from your own building or district, make a plan to share what you learn, rather than having all attend the same sessions.

Those of us able to attend the conference this year are fortunate to get time out of the office and to have the resources needed to attend. Find ways to make this year’s conference personally meaningful and professionally rewarding. ■

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ach of us has a professional development plan. Most of us, of course, are required by our districts to create and maintain such a plan in preparation for renewing our license.

Our professional development plan can be compared to a career plan, much like the ones we help our students create and update regularly. For me as a counselor, it is important that when I ask my students to do something, like maintain a career plan, that there is meaning attached. In other words, it cannot be something that the student does merely for the sake of having a career plan. It needs to be a living document that changes and grows.

The same can be said of our professional development plan. We need to look at our plan as a guide or roadmap that can help us to choose how we earn the “points” we need to maintain our license as a school counselor. It should help us choose appropriate coursework to complement the degrees we already have and to stay current in our field. And it should influence the professional development opportunities we choose.

The goals we set for ourselves annually, for example, should dictate what breakout sessions we attend at conferences.

How many times have you been at a conference and selected a session that focuses on something that is right up your alley — a topic about which you are passionate and have even studied before?

I think most of us would admit that we often take this approach. We should choose, rather, areas of professional growth. That is what I am trying to do: finding parts of my job that I am the least knowledgeable about and choosing training and workshops in those areas.

With the MASCA spring conference around the corner, I urge you to consider

MARCH 2009

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Economic Stress: Problem or Opportunity?

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hese are the times that try our souls.

The economic situation must be affecting all of us. We all know someone, a family member or friend, who has been laid off or unable to find a job. Perhaps we are in that situation ourselves. We all share the belief (hope) that this will improve and improve soon for the sake of our friends and our country.

My concern in this article is the impact the economy is having on school counselors.

At this time of the year, school budgets are built, presented to school committees, and then sent on to the town/ city departments. I know from experience that there are many changes between the local writing of the budget and the final one passed by the town/city.

On my computer I have a Google alert for “guidance counselor,” and every week I receive articles on the Net that mention “guidance counselor.”

I am concerned as I read about school

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The current economy impacts school counselors and their work on behalf of students.

THOM HUGHART MASCA Executive Director counseling jobs across the country being lost or even counselors being laid off in the middle of the year. I have heard firsthand about counselors losing their jobs or school districts eliminating positions because of retirements.

Of course, I understand the situation and the thinking behind these decisions.

Dollars can be saved or redirected.

Class sizes can be maintained. And athletic fees can be kept reasonable. Schools are asked to cannibalize themselves, mak-

ing choices on what cuts hurt the student the least. Because our work is not always understood, we are often the ones cut.

MASCA is working hard to define school counseling in the larger educational process. The ASCA Model came first, explaining the comprehensive, developmental model. Next, the Mass Model clarified what we do for our students here in Massachusetts. Now, we have addressed our roles with our legislators, superintendents, school committees, and principals, explaining how we are preparing our students for the 21st century readiness with 21st century skills. In the current economic environment it is more important than ever to step up our efforts.

In our own schools, we must have those difficult conversations with our supervisors. If we are losing a position, then we need to prioritize our various job functions. What are the things we do that are unrelated to being a school counselor?

These could include cafeteria duty, bus duty, hall monitoring, bathroom supervision, proctoring, scheduling, transcripts, EPPs, SATs, MCAS, APs, or something else? Or perhaps you might want to rank order what you do—with the most important functions of school counseling coming first.

Next comes that difficult conversation with your supervisor. This is the opportunity to explain that by decreasing personnel in the department and not decreasing job functions, our students suffer. I do not know of a guidance department in this state that is not currently maxed out in terms of time, responsibilities, and commitments. Since we all have our students’ success and readiness at heart, I expect solutions are reachable.

A lack of money can have a great impact on school districts, and a lack of time can devastate a department and burn people out. In the end, our students suffer. ■ COUNSELOR’S NOTEBOOK

MARCH 2009

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Forming Partnerships to Help Your Students Institute Trainers MA Model Implementation Institute Trainers are available for site visits, department reviews, curriculum daytraining, and consultation.

To discuss your needs and financial arrangements, contact Jan Tkaczyk jantkaczyk@comcast.net or Katie Gray uniquepotential@comcast.net

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CHRISTINE EVANS MASCA President-elect

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ne of the initial steps in implementing the Massachusetts Model comprehensive counseling curriculum involves working out a management agreement between the school principal and the guidance department.

Both the ASCA National Model and the MA Model promote strong counseloradministrator relationships as an essential component in establishing a school counseling program that makes a positive difference in the lives of students.

As more school counselors across the Commonwealth learn about the MA Model and begin to work on implementation, they will learn how to set up programs to help students. They will also learn that having the support of the principal is a tremendous help in establishing the program.

Paul D. Vieira, principal at East Bridgewater High School, says: East Bridgewater High School is committed to fully implementing the comprehensive developmental guidance curriculum based on the Massachusetts Model.

The first step in this process was the hiring of a Director of Guidance and Student Support Services for the 2007-2008 school year. The educational landscape in regard to the role of the guidance counselor has changed from a reactive model to a proactive model. With the implementation of the curriculum we will see counselors reaching all students on a more consistent basis and using the data available to make a positive difference in students’ lives.

The above quote is taken from the “Principal’s Comments” section of the school’s MARC Jr. It is an introduction to the school counseling program as well as the principal’s affirmation of support for the program. In his statement, he makes clear the significant role the counseling curriculum has in the success of each student in the school.

Paul Vieira is a building administrator who believes in the importance of having a comprehensive school counseling program. And the program that is developing in his school is an excellent example of what happens when principals partner with school counselors to help students succeed. Mr. Vieira understands how and why the MA Model works to help students, and he fully supports the efforts of his school counselors to implement the Model and reach all students.

In order to illustrate the central role that school counselor-principal partnerships play in developing proactive counseling programs, Mr. Vieira shared several key points from the EBHS program.

The counseling program supports the COUNSELOR’S NOTEBOOK

school mission by addressing students’ developmental needs in the academic, social/emotional and career readiness domains. Each student is assisted in developing a four year plan that includes a rigorous course of study as well as plans for life after high school.

In order to identify needs, support the development of programs designed to meet those needs, and plan/discuss upcoming events, the principal and guidance director are in constant communication.

This takes place during regularly scheduled formal planning meetings twice a month, as well as informally by touching base 2-3 times a week via phone calls, emails, and brief meetings as needed.

The biggest change since the program was established is the shift from counselors seeing each student 1-2 times a year to a program in which students see the counselors 9-10 times per year. This has already made a huge impact in terms of forming stronger relationships between students and counselors, and more and better information and programs being made available to students and their families in areas of career development, college admissions, and the financial aid processes, to name a few. The principal’s support is an essential piece in helping faculty see the need for counselors to meet with the students for classroom lessons, several times a year. It makes a big difference for the students, and the effects are long reaching and will be felt for years to come.

For school leaders interested in implementing a comprehensive school counseling program, the following advice is given: Find someone who knows the Model, wants to implement the Model, and give them the resources and support to establish it. Hire people who are knowledgeable and interested in developing the Model. If you can’t hire new people, send the current staff to MASCA conferences and institutes on the MA Model for professional development. Also send them to visit schools that are successfully implementing the Model.

I want to extend a special thank you to Mr. Vieira for sharing his experience of supporting his school counselors in the implementation of the MA Model comprehensive counseling curriculum. ■ MARCH 2009

Mission of MASCA The mission of MASCA is to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development.

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Vocational Technical Education and Equal Education Opportunity

MASCA Annual Spring Conference Workshop Presented By Massachusetts DESE “Vocational / Technical Education and Equal Opportunity”

By KAREN DeCOSTER and LISA SANDER Massachusetts Department of Elementary and Secondary Education

V

ocational education in Massachu-

as a student advocate to ensure equity in

setts celebrated its 100th anniversary

the delivery and access of programs,”

last year, but even in our state where

but in order to do so, school counselors

education is highly valued, there are mis-

must be equipped with accurate and up-

conceptions about this excellent form of

to-date information on state regulations

education.

and policies.

Students and their parents/guardians

Massachusetts Regulations on Access

are dependent upon school counselors to

to Equal Educational Opportunity 603

provide them with up-to-date informa-

CMR 26.00 were promulgated in part to

April 29 – May 1, 2009

tion and sufficient notice, as early as the

ensure that all students have equal rights

seventh grade, in order to successfully

of access and equal enjoyment of the op-

Sturbridge Host Inn, Sturbridge

navigate the admission process for vo-

portunities, advantages, privileges, and

Programs, Exhibits, Hospitality, Noted Speakers

cational technical education. As the Mass-

courses of study at public schools in the

achusetts Model for Comprehensive

Commonwealth.

Save money by registering early at www.masca.org

School Counseling Programs states in

School districts should provide mid-

Professional Standard 10, “The profes-

dle school students and their parents/

sional school counselor is expected to act

guardians with information on vocational

MASCA 2009 Spring Conference

technical education. Common methods of providing information include • visits to high schools with vocational technical education programs, and • recruitment activities in middle schools conducted by high schools with vocational technical education programs.

Middle schools release student names and addresses to the vocational technical high school subject to the Massachusetts Student Records Regulations 603 CMR 23.07.

The Massachusetts Department of Elementary and Secondary Education – Career/Vocational Technical Education Unit will provide a workshop at the spring 2009 Massachusetts School Counselors Association (MASCA) conference. Conference attendees including those from middle schools in districts that do not have vocational technical education programs will also learn about the necessity to provide information to all students regarding vocational technical education. ■

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COUNSELOR’S NOTEBOOK

MARCH 2009

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MASCA Professional Development Opportunity

School Counseling: The Parts of the Whole

MA Model Summer Institute 2009

By JENNIFER LISK MASCA VP Secondary

July 15 & 16, 2009 and November 18, 2009 at Dean College Instructors: Katie Gray, Jan Tkaczyk, Helen O’Donnell 3 Fitchburg State Graduate Credits available.

“The MA Model reminds me of a business strategic plan. Strategic plans have a vision/mission statement, long term objectives, SMART (specific, measurable, achievable, relevant, time based) goals, and an action plan.”

— Maria Paoletti, Framingham State College graduate student and business owner

Join colleagues to learn more about the MA Model and plan implementation initiatives.

Registration form is posted at www.masca.org.

Send inquiries to pdchair@masca.org.

I

am a rule follower. I always have been and always will be. I have gotten less rigid since the days when I thought my mother would be stopped by the police for driving past the “Do Not Pass”signs on the road. But I still like things to follow rules and fit nicely into place.

This makes me enjoy scheduling more than most other counselors. I actually would rather work with data than many other things the job requires. I would not be a school counselor, though, if I did not enjoy the parts of my job dealing with questions that don’t have a good answer.

I have told many a parent that if I knew how to make a teenage boy want to do homework, I would be rich. If I knew which colleges would accept which students, I could retire now instead of thirty years from now.

But it is precisely those situations that make the job rewarding. Seeing the look of pride on someone’s face in a graduation ceremony being held in a conference room, rather than on a football field, means that the modified schedule I created helped the student succeed. The student made it through those last few months of high school English, after 12½ years of school, and met his goal.

Just as rewarding is that time you ask a student how he is doing, and he tells you much more than you ever thought you would hear.

School counseling needs both. We need data-driven decision-making that proves what we do and how it makes a difference, but there will always be the part that you cannot put your finger on.

It is the balance of the two that will make us excellent school counselors. ■

Input Requested To contribute your ideas, write to Karen D’Amour, MASCA President, at damourk@mersd.org.

Let us know what you are doing.

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COUNSELOR’S NOTEBOOK

MARCH 2009

11

Keeping the End in Sight

By ELIZABETH REED MASCA Graduate Student Liaison

B

y the time this article is published, a group of counselors and graduate students will have visited Beacon Hill for the 2009 Leadership Forum to advocate for the field of school counseling.

National School Counseling Week will also be finished and celebrated by many.

While I write this article, I am looking forward to these events, but I am

also thinking about how we (especially as graduate students) can advocate for our profession year-round.

I think that the first thing on the minds of most students graduating this spring is finding a job. With the state of the economy right now, it is not going to be easy. Many of us are worried about finding any sort of job in the field, and

we have surrendered to the fact that the first one may not be the dream job we are looking for.

No matter where we end up next year, I hope each of us will remember why we got into this profession and not lose sight of what being a school counselor means.

Because of organizations like ASCA and MASCA, the meaning of school counseling is changing. We are no longer the people who wait for a student to come make a schedule change or to be sent to us by an unhappy teacher. We

Whether searching for a job or working with students, passion for the profession will ensure success. are advocates for students, teachers, and parents. If advocating for others comes so easily to us, we should also be able to do this for ourselves and our profession.

I have heard from many current counselors that they are excited about the incoming generation. We are enthusiastic and passionate about our choice of profession. I truly believe that this is the first step to a successful career in guidance counseling.

Unfortunately, enthusiasm and passion are not always enough to make things happen. This is where the professional organizations come into play. Both the ASCA and MASCA websites offer all kinds of resources to use in your schools so that you can make the most of your position. This includes up-to-date information on the state and national models, charts on how a counselor’s time should be spent, and guidelines for appropriate and inappropriate tasks.

I know it is not easy to keep all of these things in mind when the main concern right now is finding work. In the end, our passion for the profession will be the key to our success. Good luck in the coming months as you search for and, hopefully, find that dream job. As long as it’s not mine. ■

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COUNSELOR’S NOTEBOOK

ED’S VIEWS

ED BRYANT MASCA Life Trustee

This past year’s exciting Super Bowl reminded me of Coach Dungy’s book, Uncommon: Finding Your Path to Significance. It’s on my list to read.

Since I am writing this article while awaiting Valentine’s Day, my message to you is “Do all things with love.” (Og Mandino, American essayist and psychologist) Happy March. ■

MASCA 2008-2009 Platinum Professional Development Sponsors Bay State College Dean College New England Institute of Technology Universal Technical Institute

G

lobal warming is a hot topic. January 2009 itself was a “cold” topic making history: snow, rain, ice, sleet, low temperatures, etc. My fall on the ice was a scare, but I came through with just scraped knees and a sore back. The lesson: Take care of yourselves.

To add to Oscar’s informative history lessons on MASCA, here is some background on MASCA affiliates. During my term as Executive Director, we had an opportunity to merge two dying counselor groups, North Shore Counselors Association and Merrimack Valley Guidance Association. In 1978 Burdett College, which is no longer in existence, sponsored an organizational dinner to discuss the matter, and, thus, the MASCA affiliate—Northeast Counselors Association—was born. My Masconomet Regional High School friend, the late James Murray, became its first president. NECA’s current president, Michelle Burke, should be congratulated for her continuing work to keep NECA a vibrant, active affiliate.

Well done, Michelle. Naturally we also thank the membership for their loyal support every year.

Are many of you confronted with cases of autism? This expanding problem covers a wide spectrum. Do many colleges have programs to assist these students, who are usually quite intelligent? Would this be a good program for the MASCA conference?

What are we planning for retirees at the conference? Should we discuss the companionship of pets to help reduce stress? Another possibility: discussion of the guide, What’s Next in Your Life? by Strewler-Carter and Carter.

MARCH 2009

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NACAC NEWS “Students need quality college information and counseling to adequately prepare for and succeed in life after high school. Guidance counseling is a strong predictor of postsecondary education choices.” (a finding of the National Postsecondary Education Cooperative, 2001 as stated in 2008 Legislative Conference Program Book)

At its 2008 Legislative Conference, the National Association for College Admission Counseling (NACAC) proposed three “major policy principles to improve col-

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lege access”: • access to quality counseling • need-based financial aid • rigorous curriculum for all students

Regarding the counselor’s role, NACAC says: Access to quality counseling is a crucial component of students’ postsecondary educational planning and enrollment.

Counselors are currently structurally constrained from providing effective postsecondary advising, particularly in lowincome schools, due to high studentcounselor ratios and non-counseling duties creating unmanageable caseloads. Additionally, although school counselors typically hold Masters’ degrees in counseling, few graduate programs require coursework in college counseling and collegeadmission related training. NACAC recommends increased federal support for school counselors through support for the establishment of graduate coursework in school counseling, and recognition of their role in college access and student achievement. NACAC also recommends increased investment in early awareness programs.

With respect to the counselor’s role in improving access to college education, NACAC recommends the following: • Amend the Higher Education Act (HEA) to include current proposal from NACAC regarding federal support for the development of graduate coursework in school counseling • Increase funding for HEA programs that provide college counseling and early awareness services; $350 million for GEAR UP and $948.2 million for TRIO in FY09 • Increase funding for the Elementary and Secondary School Counseling Program (ESSCP) in FY09 to $75 million.

• Provide federal support to hire and train school counselors for the neediest high schools, to improve the drop-out rate (HR 3439). ■ COUNSELOR’S NOTEBOOK

Score Choice: An Update from The College Board The following Q&A with Laurence Bunin, the general manager of the SAT Program, is intended to offer answers to some of the most commonly asked questions about the upcoming launch of Score Choice.

Is Score Choice mandatory for students to use?

Score Choice is optional, and if students do not actively choose to use it, all scores will be sent automatically.

Does Score Choice allow students to choose individual section scores to send?

Students will only be able to select which scores they send by test date for the SAT and by individual test for SAT Subject Tests™. Scores from an entire SAT test will be sent. Students can choose, by test date (test sitting), which scores appear on the score report sent to colleges, universities or scholarship programs.

Is the College Board imposing specific testuse practices on colleges and universities?

Colleges and universities set their own ad-

missions policies. Different colleges and universities use test scores in different ways. The College Board recognizes that a “one size fits all” approach to college admissions does not reflect the diverse needs of colleges and universities.

Once Score Choice launches, the College Board will enable participating colleges to display their SAT score-use practices directly to students on college board.com. This information will be presented at the time that students are asked to send scores. The College Board will also post a comprehensive list of these colleges and universities’ score-use practices on collegeboard.com for counselors, students, teachers and parents after launch. Students are responsible for complying with the admissions require-

ments of the colleges, universities and scholarship programs to which they apply.

Is there a loophole that allows colleges to “opt out” of Score Choice?

Colleges cannot “opt out” of or “reject” Score Choice. Score Choice is a feature available to students. Colleges set their own policies and practices regarding the use of test scores. The College Board does not release SAT test scores without student consent. This will continue under Score Choice. Colleges, universities and scholarship programs will receive the scores applicants send to them.

For more information, please visit the Score Choice professional page at www. collegeboard.com. ■

MASCA Elections Stay tuned for the MASCA elections.

Candidate bios and ballots will be included in the April issue of the Notebook.

We offer Degrees and Certificates in

Reminder from MASCA Please check your membership expiration date on the affixed mailing label.

For a membership form, go to MASCA’s web site, www.masca.org.

MARCH 2009

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FAFSA Web Tools Available As you help students prepare to fill out the 2009-10 FAFSA on the Web, you might find these tools useful. The FAFSA on the Web Worksheet is now online in PDF. Students may use it to jot down their answers before going online to fill in the online application. The FAFSA on the Web demo site is also ready. The site helps you increase your own understanding of FAFSA on the Web and show it to students and parents before they apply.

At the site, you can complete a sample FAFSA, make corrections or check the status of the application. However, when you choose “submit,” the information is not actually submitted. The site is purely a learning tool. Access the demo site. The user name is eddemo, and the password is fafsatest. Also, the final PDF of the 2009-10 Counselors and Mentors Handbook has been posted; the link to the handbook is on the home page, under the heading “Counselor Resources.”

Restore PE in Schools NFL Network has launched a new initiative to restore physical education in America’s schools. Keep Gym in School is working with partners across the country to combat the childhood obesity epidemic by helping more kids gain access to quality PE programs. NFLN is offering a grant of $10,000 to one middle school to help improve and sustain its physical education program — build a new track or playing field, refurbish a gym or indoor PE facility, purchase new equipment or supplement a teacher salary. Visit KeepGymInSchool.com for more information and to nominate your school for the $10,000 grant.

Career Video Targets Future Fluid Power Engineers The National Fluid Power Association has launched a new seven-minute career video, “YOUR Career in Fluid Power” and companion resource website to ad-

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dress the lack of adequately trained workers in fluid power. YOUR Career in Fluid Power is a high-energy, high-impact introduction to the industry that encourages high school and college students to consider the world of fluid power and the exciting careers available in the field. Go to www.nfpa.com /careers to watch the new career video.

Pre-college Program Information Usummer.org is a non-profit pre-college programs resource for students, parents and educators. Usummer.org stands out as a site committed to listing all pre-college programs free of charge to all schools.

This helps students find great programs, even at small schools that might not advertise their programs. Pre-college summer programs are a great way for high school students to test drive college life.

There are hundreds of pre-college programs to choose from, each with its own history, culture and costs.

SchoolCounselor.com In the SchoolCounselor.com eNewsletter (January 18, 2009), Dr. Russell A. Sabella recommends the following: Cyberbullying Package (free) CyberSmart! is extraordinarily pleased to announce the release of its CyberSmart!

Cyberbullying Package, a positive and empowering suite of K-12 lessons. The lessons adopt an integrated approach, based on current research findings and best practices from the fields of cyber security, school violence prevention, and character education to impact behavioral change. The resulting package of materials focuses on developing critical thinking and decision-making skills, guiding students to define the problems and issues themselves and “own” them. “Cyber Smart!’s free cyberbullying lessons allow face-to-face character education to be extended into cyberspace. These lessons are a great resource to continually remind the school community about safe, ethical online use within the context of living a life of character,” said Merle J. Schwartz, Ed.D., Director of Education and Research, The Character Education Partnership.

http://cybersmartcurriculum.org/ cyberbullying/ Video Sharing Websites 1. YouTube (owned by Google, Inc.) allows people to easily upload and share video clips on www.YouTube.com and across the Internet through websites, mobile devices, blogs, and e-mail. http://www.youtube.com/ Youtube is now integrated with Google Video (http://video.google.com/).

2. TeacherTube is a video sharing website that is very similar to YouTube in layout and function, with one crucial difference: it’s entirely devoted to educational videos. The site monitors inappropriate materials, so it’s safe to use in the classroom.

3. WonderHowTo hand-selects and curates the best instructional videos from over 1,700 websites. Explore the largest collection of free how-to videos anywhere. http://www.wonderhowto.com/ 4. 5min is a place to find short video solutions for practical questions and a place for people to share their knowledge. http://www.5min.com/ Internet Safety The Berkman Center for Internet & Society at Harvard University today released the final report of the Internet Safety Technical Task Force, a group of 29 leading Internet businesses, non-profit organizations, academics, and technology companies that joined together for a yearlong investigation of tools and technologies to create a safer environment on the Internet for youth. The Task Force was created in February 2008 in accordance with the Joint Statement on Key Principles of Social Networking Safety announced in January 2008 by the Attorneys General Multi-State Working Group on Social Networking and MySpace. The report was delivered to the fifty-two Attorneys General in December, 2008.

To read the final report, including the executive summary, as well as reaction statements from members of the Task Force, visit http://cyber.law.harvard.edu/ pubrelease/isttf. ■ COUNSELOR’S NOTEBOOK

MASCA 2009 DIRECTORY OF MASSACHUSETTS SCHOOL COUNSELORS The Directory lists school counselors in K-12 public, private, parochial, and regional and technical high schools. Phone, fax, and e-mail information is included. Each MASCA member will receive one (1) complimentary copy.

PLEASE USE THE ORDER FORM BELOW to order more copies. Download the form at www.masca.org or order online and use your credit card.

1-5 copies @ $30.00 each . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. ____

$ ___________

Additional Copies: 6 or more @ $25.00 each . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. ____ $ ___________ Shipping / Handling @$3.50 each copy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . No. ____ $ ___________ 5.00 P. O. Processing Fee (per order) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ ___________ Make checks payable to: MASCA

TOTAL: . . . $ ______________

If mailing this form, send to: Ms. Marla Schay, Weston High School, 444 Wellesley St., Weston, MA 02493

Questions? E-mail SchayM@mail.weston.org Your name and contact information: Name: _________________________________________________________________________________________________ School District/Business: __________________________________________________________________________________ Mailing Address: ________________________________________________________________________________________ E-mail Address: _________________________________________________________________________________________ Phone: ________________________________________________________________________________________________

MARCH 2009

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MASCA Conference Speakers

DAVID BLUSTEIN

REGINA WILLIAMS TATE

Regina Tate has been practicing law since 1978, primarily in the areas of labor and education law. Her practice covers the spectrum of issues: discipline, special education, due process rights of teachers and other school employees, academic freedom, and civil rights.

She has served as counsel to over 60 school committees and private schools, providing advice on a daily basis as well as advocacy in litigation and in hearings before administrative agencies.

Ms. Tate frequently litigates issues before the Bureau of Special Education Appeals, the office for Civil Rights, the Labor Relations Commission, and arbitrators on behalf of school systems.

MICHAEL THOMPSON

Michael Thompson is a psychologist, school consultant, and author or co-author of eight books, including Raising Cain: Protecting the Emotional Life of Boys, Speaking of Boys: Answers to the Most-Asked Questions about Raising Sons, Best Friends, Worst Enemies: Understanding the Social Lives of Children, and It’s a Boy!: Understanding Your Son’s Development from Birth to Eighteen.

A dedicated speaker and traveler, Dr. Thompson has spoken at or consulted to more than 500 schools in the U.S. and abroad. He has appeared on the Today Show, the Oprah Winfrey Show, ABC 20/20 and CBS 60 Minutes. ■

Art Biology Business Management Chemistry Communication Computer Information Systems Computer Science Criminal Justice Economics Education/Special Education English Environmental Science General Science History Liberal Studies Mathematics Movement Science Music Political Science Psychology Regional Planning Social Work Sociology Theatre Arts

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David L. Blustein received a Ph.D. in Counseling Psychology from Teachers College, Columbia University, in 1985. He joined the faculty in the Department of Counseling, Developmental, and Educational Psychology at Boston College in 1999 after serving on the Counseling Psychology faculty at the University at Albany, State University of New York for 14 years.

Dr. Blustein is a recipient of the Early Career Scientist-Practitioner Award and the John Holland Award for Outstanding Achievement in Personality and Career Research. His current interests include the psychology of work, work-based transitions, and the impact of social class in human development.

For more information, please write or call: Westfield State College Admission and Financial Aid Post Office Box 1630 · Westfield, MA 01086 (413) 572-5218 · Toll-free in MA: (800) 322-8401

wsc.ma.edu COUNSELOR’S NOTEBOOK

ABC’s of Attending MASCA Conference

MASCA PDP SIGNUP FORM

By HELEN O’DONNELL, Ed.D.

I want to sign up for MASCA PDPs.

A Attorney Regina Tate: Changes in 504 legislation and other Legal & Ethical Issues B Be present for MASCA annual meeting and vote for 2009-2010 MASCA officers C Credit cards (Visa, MasterCard) accepted, but no debit cards D Dr. David Blustein, speaker E Early Bird Rates until April 1 (Credit card, cash or PO received).

Membership must be current.

F Food G Graduate student carousels and programming H Honor school counseling colleagues!

Awards presented throughout the conference I Inform and invite administrators and other school counselors to join you in Sturbridge J Join MASCA VP’s at grade level sharing sessions K Keep professionally current by attending your school counseling conference L Luncheon speaker Dr. Karla Baehr, Deputy Commissioner, Massachusetts DESE M Membership must be current/paid

by April 1 for Early Bird rates N Network with colleagues O Opportunities to view available school THEATER performances during our theater strand P Purchase books for author signings and office resources Q Quick and easy online registration R Raising Cain author, Michael Thompson, keynote and program presentation S Submit your MARC Jr. and MARC awards materials for conference recognition T Take professional development ideas back to your students and schools U Use ideas for MASCA Model Institute Showcase V Visit exciting exhibitor presentations and their exhibit booths W Win raffle prizes X “X” your choices and submit your conference registration today Y You cannot miss this outstanding professional development event Z Zoom your registration to Joe Fitzgerald, registrar, by mail or online ■ MARCH 2009

Name: __________________________________________________________ Address: ________________________________________________________ ________________________________________________________________ ________________________________________________________________ E-mail: _________________________________________________________

Send a check for $25 made payable to MASCA along with your stamped MASCA conferences’ Certificates of Attendance and completed Evidence of Learning Forms documenting AT LEAST 10 HOURS of professional development training to: Helen O’Donnell, Ed.D. 10 Maplewood Terrace Hadley, MA 01035

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MASCA 2009 Spring Conference Get on Board: Advocacy, Accountability, Affiliates April 29 – May 1, 2009 Sturbridge Host Inn /Conference Center, Sturbridge GREAT PROGRAMS • GREAT PRICES • GREAT SPEAKERS Regina Tate, Esq. • David Blustein, Ph.D. Dr. Karla Baehr, Deputy Commissioner, MA DESE Michael Thompson, author of Raising Cain

Wednesday, April 29 Late afternoon or early evening: Kick-off Speaker and Welcome Reception

Thursday, April 30 – Friday, May 1 First-Timers and Graduate Student Event • Keynoters Exciting Exhibitors • MA Model Showcases • Diverse Concurrent Workshop Sessions with a new Theater Strand • MASCA Awards Details, keynote speakers, agenda, exhibitors, and registration form at www.masca.org.

Inquiries: Helen O’Donnell, Conference Chair, pdchair@masca.org

YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL BELOW.

When you renew your membership, return both the application and your check made payable to “MASCA” to the Membership Coordinator. To receive an acknowledgement of your membership, please include your e-mail address.

Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally A. Connolly, Editor

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March 2009