The Committment to Serve ALL Students - A Reminder
By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech
As school counseling professionals, our mission is to support the academic, emotional, and social well-being of every student we serve. This mission goes beyond boundaries of gender, race, immigration status, socioeconomic background, and any other characteristic that might separate one student from another. As we work to meet the needs of our diverse student populations, it is important to remember the principles that shape our work and ensure that we serve each and every student, equitably and with respect.
In our roles, we are not here to only support students with their academic goals - we advocate for their holistic development, which includes their emotional/mental health, relationships with others, and access to opportunity. We are students’ advocates, ensuring
that every student, regardless of their personal circumstances, has access to the resources and support they need to be successful. With that, we need to ensure that we maintain an inclusive and supportive environment for all students. Whether a student identifies as a different gender; whether they are a recent immigrant or a lifelong resident; or whether they come from a family with means or one struggling to make ends meet, it is our job to create a space where all students feel seen, heard, and valued.
We are often faced with the challenge of addressing the different needs of students from diverse backgrounds, including students who may face many hardships. Our role is to acknowledge these challenges and take proactive steps to address them, ensuring that every student has equitable access to opportunities for success. It is necessary to be aware of and sensitive to the diverse needs of our students but it
is crucial to resist any biases that may lead us to make assumptions or generalizations about students. Our work should be based on the belief that every student deserves a safe, nurturing environment where they can learn, grow, and reach their full potential. Our commitment to all students means that we are advocating for policies and practices that uphold the dignity and rights of each individual.
We must also recognize the needs of students from underrepresented or marginalized communities. It is our responsibility to be vigilant in identifying and addressing systemic barriers that may prevent their success. School counselors should remember to combine their professional skills with empathy and commitment to social justice. Our advocacy for each student should be driven by the belief in the student’s potential. At times, our work may require us to advocate for changes in school policies or community resources to ensure that students are receiving the support they need. We must speak up when we see injustice. By doing so, we help to create a school environment where every student, no matter their background or identity, can truly succeed.
We are in a unique position to make a difference in the lives of the students we serve. Let us always remember that our role is to nurture, support, and advocate for all students with the care, respect, and dedication they deserve.
Boston Academy,
Jessica Descartes
Governing Board
Chair
Jessica Descartes
School Counselor
Tech Boston Academy
Assistant Chair
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
Board Members
Mindy Cripps
Director of School Counseling
Billerica High School
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Andrea Encarnacao
School Counselor
Boston Latin School
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Rani Gould
School Counselor
The Academy at Kiley Middle School
Cory McGann
School Counseling Department Head
Ashland High School
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Committees
Conference Committee
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Ethics Committee
Mindy Cripps
Guidance Director
Billerican High School
Fiscal Oversight Committee
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Government Relations & Advocacy Committee
Juliette Coatsworth
School Counselor
Foxborough Regional Charter School
Fran Frederick
School Adjustment Counselor
Belchertown High School
Inclusion, Diversity, Equity & Access Committee - Currently vacant
MA Model Committee
Dave Elsner
School Counseling Coordinator
Medway Public Schools
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Member Services Committee
Renee Considine
School Counselor
Minnechaug Regional High School
Jacob Beaudoin
School Counselor
Rise Academy, Lawrence
Nominating & Bylaws Committee
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
MASCA 2024-25 DIRECTORY
Professional Development Committee
John Crocker
Director of School Mental Health & Behav-
ioral Services, Methuen Public Schools
Amanda Ugrinow
School Counselor
Westborough High School
Professional Recognition Committee
Dina Sibilia
School Counselor
West Springfield High School
Tama Lang
School Counselor
Litwin Elementary School, Chicopee
Publicity Committee
Chris Soverow
Retired School Counselor
Easthampton High School
Research and Evaluation Committee
Tim Poynton
Professor
UMASS Boston
School Counselor Pipeline Committee
Olivia Hull
School Adjustment Counselor
Maynard High School
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Strategic Planning Committee
Position currently vacant
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Appointed Positions
Executive Director & Membership Coor-
dinator
Bob Bardwell
School Counseling Department Head
Framingham Public Schools
Secretary
Julia Cahill-O’Shea
School Counselor
Hamilton- Wenham Regional High School
Counselors Notebook Editor & Webmaster
Jean Atwater-Williams
IT Consultant
BizTech Associates
Mentoring Coordinator
Maryanne Margiotta
Career Facilitator
Southwick Regional High School
Program Evaluation Coordinator
Karen Marie Harrington
Diversity Fellows
Josh Bordes
School Counselor
East Boston High School
Josselyn Guzman
School Counselor
Lynn Vocational Technical Institute
Roz Riggins-DesRuisseux
School Counselor
Snowden International School, Boston
Liaisons
Affiliate Liaison
Christine Weissman
Family & Community Engagement Counselor
Ware Jr.-Sr. High School
Counselor Educator Liaison
Megan Krell
Associate Professor
Fitchburg State University
DESE Liaison
Lisa Harney
MA Dept of Elem & Sec Education
Emerging Leader Liaison
Cory McGann
School Counseling Department Head
Ashland High School
Graduate Student Liaisons
Evelyn (Xiya) Chen
Graduate Student
Boston College
Rachel Flagg
Graduate Student
Assumption University
Julia Nathanson
Graduate Student
Boston University
Social Media Liaison
Jessica Almedia
School Counselor
Quinn Middle School, Hudson
Emerging Leaders
Chase Grogan
Student Development Counselor
Community Academy of Science and Health
Luz Mederos Dorleans
School Counselor
Boston Latin Academy
Colin Moge
School Counselor
West Springfield High School
Cheryl Ray-Bass
School Counselor
Rebecca Johnson Elementary School, Springfield
Maura Ricardi
School Adjustment Counselor East Street School, Ludlow
Courtney Royal
School Counselor
Gloucester High School
Special Interest Group (SIG) Leaders
Counseling Directors
Meg Clougherty
School Counseling Program Director
Boston Latin School
Carol Cohen
Supervisor of Guidance (6-12)
Marlborough Public Schools
Elementary
Lori Ford
School Counselor
Martha’s Vineyard
Megan McShane
School Counselor
St Columbkille Partnership School
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
MultiLingual Learners
Raffaella Almeida
Bilingual School Counselor
Barnstable High School
Olivia Hull
School Adjustment Counselor
Maynard High School
Heidys Mendez
School Counselor
Woburn High School
Middle Level
Dee Cullen
Student Support Teacher
St. Mary's Westfield
Jackie Saunders
School Counselor
Gibbs School, Arlington
Tim Stonecipher
School Counselor
Pike School, Andover
Retirees
Helen O’Donnell
Retired School Counselor
Anne Thidemann French Retired School Adjustment Counselor
School Adjustment Counselors/ School Social Worker
Nychele Clark
School Adjustment Counselor
Gardner High School
Kate Niedel
Retired School Adjustment Counselor
Anne Thidemann French Retired School Adjustment Counselor
Secondary
Karen McCrillis
School Counselor
Gardner High School
Leanne Soulard
School Counselor
Franklin High School
Rachael Weinhold
School Counselor
Winchendon High School
Urban
Rani Gould
School Counselor
The Academy at Kiley Middle School
Gisele Rojas
Director of Student Support Services
Holyoke Public Schools
Vocational/Technical
Annie McCarthy
School Counselor
Franklin County Technical School
Maryrose O’Neil
School Counselor
Tantasqua Regional High School
Lauren Robillard
School Counselor
Bay Path Regional Vocational Technical High School
Affinity Group Leaders
Counselors of Color
Jessica Descartes
School Counselor
Tech Boston Academy
Andrea Encarnacao
School Counselor
Boston Latin School
Aaron Spencer
School Counselor
Nashoba Valley Technical High School
LGBTQ+
Mindy Cripps
Director of School Counseling
Billerica High School
Jessica Almeida
School Counselor
Quinn Middle School, Hudson
MASCA in Action - IDEA Focus Groups
By Bob Bardwell, MASCA Executive Director
Happy February loyal readers. There is a lot going on with MASCA as evidenced by the numerous emails that you receive on a daily basis. How do I even pick what to write about? There is the hugely successful Legal & Ethical Symposium, a year-long webinar series with over 80 participants; there is the sold out Solution Focused PD event at Fitchburg State University on January 29; there is the National School Counseling Week February 3-7 MASCA is sponsoring and the many cool and exciting activities during the week; or I could have written about my invitation to Governor Healy’s State of the Commonwealth Address on January 16 at the State House and the numerous events that have happened as a result. But I have chosen another topic for this month – the efforts by our three Diversity Fellows (Josh Bordes, Josslyn Guzman and Roz Riggins-Desruisseaux) to help move MASCA forward.
Josh, Josslyn and Roz are the first MASCA Diversity Fellow cohort, having started on July 1, 2024. The group has been getting up to speed quickly, attending board meetings and trainings, learning about how MASCA works and beginning to lay out an action plan to lead MASCA into the next 18 months.
Their latest endeavor is to conduct three focus groups of MASCA members to discuss their thoughts and perceptions about MASCA’s Inclusion, Diversity, Equity and Access (IDEA) efforts. Each group was asked a series of questions ranging from their perceptions of MASCA and IDEA efforts, to strengths and weaknesses, to what types of activities MASCA should engage in or provide for our members under the IDEA umbrella.
Thank you to the eight members who gave their time to attend one of the three sessions. We appreciate your willingness to dig into tough topics which may create some discomfort. We got many great ideas as to possible actions to consider in the future, including:
• Partnering with other Massachusetts (or National) organizations such as the Anti-Defamation League (ADL), NAACP and Learning for Justice to provide resources and access to high quality programming and professional development.
• Create a directory of IDEA resources across the Commonwealth that
can be easily accessed and shared with members. Such a directory would be broken down by type of programs offered and if the resource is limited to a certain geographical catchment area.
• Organizing a symposium like the Legal & Ethical Symposium which offers PDPs and a microcredential for completing various IDEA related trainings over a period of time
• Ensuring that at least one of the Book Club selections per year is dedicated to an IDEA topic.
• Ensuring that at the Annual Conference there are enough IDEA-related breakout sessions to fill each time slot.
• Restarting the IDEA Committee which has been on pause as we figure out just how we want to proceed and what to offer our members and greater school communities.
• Creating mentoring and support opportunities and resources for new counselors, in particular new counselors of color.
• Ensure that the 10 issues of the Counselor’s Notebook that are published each academic year (September-June) have articles and resources specific to IDEA.
There are other ideas, far too many to list in this column, but you get the flavor of some of the ideas that we are considering. The next step is for the Diversity Fellows to synthesize the data from the focus groups and create a realistic and engaging action plan for the next 18 months. What should MASCA be doing, if anything, to create and/or enhance our IDEA programing, resources and energies?
In the meantime, if you missed the opportunity to participate in one of the focus groups or you have ideas, questions or comments about the work of the Diversity Fellows, you can contact them (Josh, Josslyn or Roz) or me to share your thoughts. We know that MASCA is not perfect, and we can and have to do better with our IDEA efforts. Who best to advise us about what we need and how to improve than our members? You can also reach out if you want to volunteer to be part of these IDEA efforts.
During one of the focus groups, the question was asked how many counselors of color do we have in the state and also in MASCA. Here is a breakdown of those data from the 2023-24 school year (see chart below).
Note: The MASCA data is very incomplete as not everyone has provided this information or members have checked the box – Do not wish to provide. MASCA currently has 1313 professional members but only 812 have provided their profile information.
In the coming months look in your email, the Wednesday MASCA Matters news brief and/or the monthly Counselor’s Notebook for some of these ideas/topics that will begin to germinate. With a little care, focus and commitment, we will see the IDEA ideas grow and produce much-needed results and actions. Stay tuned!
Oh, I almost forgot. I could have also written about our surprise announcement of the 2025 School Counselor of the Year. However, I could not write about it quite yet because this honor has not yet been made public. You will have to wait until the public announcement or next month when you read the March Counselor’s Notebook.
Robert Bardwell
Welcome to our Newest Members!
The following have joined MASCA in the last month:
Nora Altham
Amanda Berg
Kimberly Bergey
Isabel Bida
Olapeju Bobbett
Kerri Boulmetis
Karli Buel
Abigail Coe
Anne Costantino
Denise Evans
Marisa Faneuff
Beth Farias
Christine Mae Guanzing
Yudaam Han
Marianne Hogan
Sarah Juarez
Christopher Kursonis
Ian Maher
Morgan Maher
Mingzhu Mao
Ann Myers
Allyson Norton-Graffum
Eric OMalley
Katie Potito
Ofelia Preciado
Cassie Reis
John Matthew Revilla
Stephanie Sanabria
Michelle Seremet
Monica Stevenson
Nakyung Sullivan
Denielle Tobio
Henry Wan
Yiting Yin
Juntong Yu
If you know any of these new members, please extend a warm welcome and greeting.
We are happy you have joined us!
Black History Month
Career and Technical Education Month
Gap Year Awareness Month
International Boost Self-Esteem Month
3–7 National School Counseling Week
3–7 Black Lives Matter at School Week of Action
14–20 Random Acts of Kindness Week
15 International Childhood Cancer Day
17 Random Acts of Kindness Day
24–28 National Eating Disorders Awareness Week
Fall "Back in Love" with School Counseling
by Courtney Royal, School Counselor, Gloucester High School and MASCA Emerging Leader
In 2014, I crossed the stage on graduation day with nothing but excitement, curiosity and energy to begin my work as a School Counselor. For myself and many of my classmates, we felt inspired to take on the challenges our public schools faced; naive in all the best ways with a passion for social justice, preserving the ASCA model for School Counselors and the overall desire to make a difference. We felt unstoppable. As my cohort began our work that September, we quickly realized first hand many of the challenges that our schools faced and the adaptability each one of us would need to possess to meet the needs of our students, families and communities. 10 years later, I have watched some of my most determined colleagues step away for new opportunities outside of education, and others who feel like they no longer have the space in their hearts or time in the day to do the work they set out to do. Oftentimes, burnout can mask itself in many ways, one of which is losing joy in our day to day duties, leading to cynicism, detachment, and pessimism (Bourg Carter, 2023) Over the years, I too have fallen into the ruts of self doubt and exhaustion. So, how do we fall back in love with the profession that once filled us with so much joy and energy? How do we inspire our fellow School Counselors who are hitting that “rut” in their careers to “find the spark” again, outside of cheesy PDs or taking a single self care day? How do we radically accept the challenges that come with our profession, but also seek out the excitement to grow our skills and have fun again?
This year, it has been my mission to find that “secret sauce” and although I am no expert, I am hopeful that these easy and small things that you can do in your schools may help you find that spark, just as I am rediscovering mine.
Find your people in your school, celebrate and support
I have been so lucky as a School Counselor to be part of a Counseling team. Finding easy ways to share a laugh,
take care of eachother, or collaborate on difficult cases is essential for longevity in your school and in this profession. Things we have done this year that have had a positive impact on my overall mood and job satisfaction have been
● Making time to connect with team outside of discussion around school responsibilities
● Take opportunities like spirit weeks/ school wide events to do things together collaborativelyplan group costume, organize communal space together, come up with fun norms for your counseling office “quote of the day, door decorating, etc
● Eat lunch together: Even if it is once a week for 10 minutes over a PB&J, find a little time to take a breath, break bread and connect
● Find ways to build community and sense of belonging for YOU in your school: What committees/clubs/other educators inspire you or bring you joy? Do more of that!
Connect with your greater community
This year I have been able to connect with some amazing communities and resources across MA that have allowed me to feel a greater sense of connection to our profession. MASCA, the Gloucester Chamber of Commerce, and the Essex County Learning Community (ECLC) have all pushed me to think more broadly about support for not only my students, but also myself. The ability to connect and learn from other professions in the greater community outside of school has helped me feel like I am making a difference in more of a macro level, and helps me feel like I am not working in isolation. Find community connections, outside of your school system!
Foster casual opportunities for connection with families
Through the support of the ECLC’s mini grant, we have been able to offer
a “Coffee and Connection” series with parents and families to come by for a coffee and informal chat a few times a year. These opportunities to share a coffee with caregivers, and build rapport naturally outside of an email or meeting really have been a game changer. It not only brings me joy to meet parents, it creates a culture of collaboration and allows caregivers to feel seen and valued.
Laugh, play and connect with students
We got into this for the kids. Find times to just connect (no other intention behind it) with your students. Go for a walk around the building, play a game of uno, start a doodle wall in your office with butcher paper, eat lunch together, work with leadership to organize games or music during a lunch/ recess, etc. Small connection points can have BIG culture shifts, making our schools a better place for all.
Choose PD that sparks joy and curiosity
Advocating for our department to have our own PD when possible has been beneficial. Can your team branch off to do a book study on a topic of interest rather than learn the ins and outs of a new literacy software? Participating in a DBT training and several book clubs
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Inside Out, GHS Counseling Team Halloween Costume Competition 2024
Mindful Minutes for a More Positive Workday
By Christine Severow
For the past few years, I’ve made it a priority to cultivate a calmer, more balanced approach to my daily life. I’ve developed a passion for acting with intention rather than reaction and focusing on doing things with purpose. While concepts surrounding meditation, yoga and mindfulness are not new, many folks are not comfortable with the idea of sitting for a period of time, trying to quiet their mind. To some, this can be very off putting and for others an unreasonable expectation. Through trial and error, I have found that there are numerous ways to cultivate a calmer, more focused state of mind at work—none of which require seated meditation. Today I am sharing with you what works best for me with the hope that something will resonate with you.
Starting My Day With An Intention
I started this practice on days that I knew were going to be particularly challenging. Now, this is a daily morning ritual. What does this look like? It’s really quite simple. For me, I pause in front of my bathroom mirror, smile at myself, and set my intention for today. For example, this morning’s intention is to feel a deep sense of love for each of my family members. With my eyes closed, I repeat the intention to myself 3 times with a deep inhale and a slow exhale. Each time I open my eyes and smile into the mirror and send that feeling deep into my heart. I find that by slowing it down and being intentional, I raise my cognition about how I want to enter my day and from there I transition into my work day or personal life day.
Small mindful pauses throughout the day is another strategy that I use. Here, I might take a moment to think about
the activities of my day and then purposefully align a word to how I want to feel throughout the day. This helps me to control my energy in a very intentional way. For example, if I know I am going to interact with a difficult student, parent or colleague my word may be patient and I will visualize myself being patient. My word might be joyful if I know I am going to be in a difficult meeting and want to preserve my energy. This joy carries me into the meeting with an energy that is different than if I do not set this intention. I can remember choosing the words love and compassion on a day when I had back-to-back classroom lessons and I knew the students were going to be challenging. Before entering the classrooms, I would pause outside the door and visualize myself sending love and compassion to all the students in the room. Taking this moment allows me to choose how to step into my day, my meeting or a classroom simply by focusing my attention and how I want to feel during my day.
Another simple technique that works for me is to start my work day by noticing my breath. I developed the habit of getting to work, sitting at my desk and taking 5 deep breaths -- in through my nose and out through my mouth. If it was a day that I set an intention, I would repeat the intention on my exhale. Then, I would just sit for a couple
of seconds and simply feel the change in my body and know that my day was starting off just right.
We all experience times during the school year that we feel like our days and weeks spin out of control and we just try to get to the weekend or the next vacation. We all feel like this at one time or another and when we do, an intentional reset is what is needed. A reset is a point in our day or week when we notice that we need to enter the very next minute of our day differently. In these times, going back to the breath is helpful. I will close my door, and will typically stand with my hand over my heart and simply take 5 or 10 deep breaths and set an intention for the rest of the day. I may do a quick stretch as this helps my body to feel something different.
One of my favorite mindful minute activities is to incorporate some fresh air into my day (added bonus when the sun is shining). We know that fresh air can feel really good and it can also help us to boost our energy and improve our overall mood. On particularly stressful days, I take a 5 minute mindful walk outside, alone, where I will focus on my breath and my feet hitting the ground. I might pause and just listen and notice what I hear. I might choose to walk really fast and just feel the way my body and mood changes. I always feel refreshed, clear minded and rejuvenated when I do this and it only takes a couple of minutes.
Lastly, one of my favorite mindful practices is to finish my work day with a reflection. A brief pause during which I ask and answer the following
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Mindful Minutes
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questions:
• What did I accomplish today that I should celebrate?
• What happened today that I’m grateful for?
• What did I learn today?
• What are my priorities for tomorrow? By setting a priority for the next day, I find that my mind does not linger on things. This has truly helped me to unplug from my work day and transition into my personal time.
These mindful strategies became so powerful for me that I started to incorporate them with students and then I noticed that students began to seek me out to practice them together.
This month, I challenge you to commit to at least one of these practices and make it a daily habit for the next week or two. Each one takes just a minute or two, but with consistency, you’ll begin to notice the difference. Workplace mindfulness doesn’t require hours of meditation or a perfect setting—it’s about being intentional with even the smallest moments of your day. By making time for these mindful pauses, you’ll see how quickly they can transform your mindset even on the busiest days.
Fall "Back in Love"
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this year have reminded me of my passion in the profession and resparked the curiosity I once felt in classroom discussions years ago.
Make time to move during the day Set a timer to get up and move intentionally away from your desk. Run passes around the building, walk the halls during class time, get outside instead of taking lunch break, walk laps around the track. Even better, find someone to do it with you to keep you accountable! Our weekly lunch walk with fresh air has helped me set boundaries in my contractual hours while also breaking up my day and boosting my mood.
Set boundaries
Oh this one is tough for so many of us… but essential to combating burnout. As backed up by numerous studies, saying “no” to tasks outside of your job description or contractual time can be proactive in stopping burnout (Kee, 2020).
So, in this season of love, I hope this reflection is an opportunity for you to explore what brings you joy and keep your love of the profession alive. I know these little shifts in opportunities to feel heard, seen and connected to others have helped keep burnout at bay. We need healthy, happy and hopeful School Counselors. We need to feel supported and hopeful so we can fall back in love with the profession that inspired us from the start. Our schools need us more than ever!
Resources
Christine Soverow, MBA, M.Ed., CAGS is a Mindfulness Practitioner, Adjunct Professor, Graduation Mentor at Westfield Public Schools, and a retired School Counselor
Christine offers mindfulness opportunities to schools or 1:1. She can be reached at csoverow@gmail.com or on LinkedIn
https://www.schoolcounselor.org/ Newsletters/May-2020/ProtectingYour-Mental-and-Physical-Health-toAvoi?st=NE
https://www.psychologytoday.com/ us/blog/high-octane-women/201311/ the-tell-tale-signs-of-burnout-do-youhave-them
https://tpcjournal.nbcc.org/burnout-and-implications-for-professional-school-counselors/
February CN Question of the Month
The first full week of February is always National School Counseling Week. What was something that was done for you that was meaningful and memorable during that time to celebrate our awesome profession?
Josh Bordes, School Counselor, East Boston High School:
My students made me a poster that read: “We love our School Counselor, Mr. Bordes”.
Thank you Josh for participating in this month’s QOTM. Are you ready for the March QOTM?
March is a long month of school with typically no holiday breaks. How do you make it through the stretch from the end of the February break until the spring break in April?
Just fill out this form no later than Friday, February 21 to be considered for the March 2025 CN.
Personal and Professional Perspectives - One Informs the Other
By Jennifer McGuire, College & Career Information Coordinator, New Bedford Public Schools and MASCA School Counselor Pipeline Committee Co-chair.
There is a saying that I recall hearing as a child about the cobbler’s children’s shoes, and while I understood the point of the saying, I couldn’t remember it exactly, so I looked it up. The actual phrase is, “The cobbler’s children have no shoes” and it is a Spanish proverb. Loosely, it means that someone with a skill spends a lot of time using their talent to help others, often at the expense of their own needs in that area. I have sometimes wondered if we, as School Counselors, are likely to fall into this same pattern, tending to the academic, personal, and future planning needs of our students, and not giving the necessary time and energy to the needs of our own family members.
Determined not to follow in the cobbler’s shoes, I have tried to make sure that my own children’s college and career planning needs have not been neglected. Oh, don’t worry– we do not have MEFA Pathway open at dinner or work on MyCAP at home. (This may come as a relief to some who may have thought such activities would not be beyond possibility.) But I have been known to randomly redirect the GPS on family vacations to drive through college campuses, and I have, on more than one occasion, required the use of MassCIS for completing Boy Scout merit badge worksheets. (I do wonder how other scouts find the information about career opportunities.)
My oldest son, now a high school junior, started visiting colleges at the end of ninth grade and attended his first college fair as a sophomore. In my defense, my son has not resisted these visits. When we finished tour number nine back in November, our last one scheduled before the winter, he actually said to me that he really enjoyed visiting colleges and would be sad when we were done, and perhaps if his interest in [his intended major] didn’t pan out, he would consider a career as a college counselor.
But of course, I am constantly being asked by friends–most with similar
Jen McGuire
aged children–what it is like doing this work as a parent and not as an educator. It’s a great question, but one that is not easy to answer. To be honest, I don’t think I can separate these two identities from each other in any aspect of my life. One of my favorite aspects of my work is learning about and visiting post-secondary institutions of all kinds. There is something exciting about the idea of possibility that higher education offers. I love learning about unique or new majors, hearing from my tour guide about their experience or why they chose to attend their college, and seeing the way institutions add new buildings to their campuses.
The difference between visiting a college as a professional versus as a parent of a prospective student is this: as a professional, everything you learn about a college expands the knowledge you have to share with your present students and the countless students you will connect with in the future. With so many different options available, every institution you visit could be the right “fit” for someone. Your “list” of colleges is constantly growing. As a parent, you are visiting colleges with the idea of keeping a college on or removing a college from the “best fit” list for your child. You have to approach it from a more focused angle–does this school meet the needs of one specific–and extremely important–student. At least at this point in time, I am inca-
pable of attending a college tour or information session as one or the other–I am always viewing things as both the professional and the parent.
I remember when I was a young and new School Counselor visiting a college, I would find myself wondering why I had never considered a particular institution myself, or comparing a college I was visiting with my own experience in college. At some point, my perspective changed and it was not my own experience in the back of my mind, but rather my thoughts of my own children and their potential future educational needs.
Parenting through this process also lets me see first hand the impact of early college and career readiness activities. For many years in New Bedford, the seventh graders have traveled to UMass Dartmouth for a campus visit, to help students see themselves as possible future college students. Working with this age group on college readiness was new to me when I transitioned to this district in 2022, and I was intrigued listening to the conversations between 12 and 13 year olds as I walked behind them on the tours. I wondered what the students really took away from the 90 minute visit. How much and what do they remember? Do they go home and tell their caregivers what they learned? Last year, my then 13 year old attended a Boy Scout event that was held on the campus of Rhode Island College. (Good
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Perspectives
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planning, Narragansett Council!) Without prompting, my child shared with me on the way home what he thought about the college and why it might be a good school for him in the future. And on more than one occasion, when his older brother was talking about his college search, he has suggested that RIC might be a place to consider. (He has since discovered that they do not have men’s lacrosse, so he tells me that RIC is now off his list. I will hold off on the conversation with him about his future in college athletics, but kudos to him for doing the research that led to that finding.)
My older son has two more visits scheduled this month, and a few more on the list for the spring. And lucky for me, my younger son is a freshman with very different career aspirations, so I will have the opportunity to visit a different set of schools in the coming years. My hope is that going through this process as a parent has not only helped my boys in their journey, but made me more understanding and appreciative of the experiences of my students and their families on their own journeys.
Self-Love and Authenticity through the Eyes of a School Counselor
By Lori Ford, School Counselor, Edgartown, MA, MASCA Assistant Board Chair
Self-love is the practice of accepting yourself fully, flaws and all. It’s about treating yourself with kindness, honoring your needs, and letting go of self-judgment. When you love yourself, you create space for growth, healing, and happiness. Remember, you are worthy of all the love and care you give to others—start by offering it to yourself. Even the smallest gestures you give to yourself can fill your heart with appreciation of who and where you are today.
Self-love begins with being true to yourself. At its core, authenticity is about showing up as your genuine self, doing what you love, and pursuing what truly matters to you. When we embrace authenticity, we open the door to living the life we truly want.
This week, a conversation with a dear friend inspired me as she shared her journey of becoming more aligned with her authentic self. Her growth reminded me of how powerful and meaningful self-discovery can be. I am
grateful for her growth and that she was able to share it with pride. As we are all works in progress, one step at a time.
Authenticity isn’t always easy, in fact, it takes daily practice. It requires courage to speak up for what you believe in, to put yourself in uncomfortable situations, and to learn from your mistakes. It means accepting yourself and others for who you truly are and practicing kindness and compassion along the way.
Being authentic is a daily commitment—a continuous, mindful practice that takes effort and intention. It’s not about being perfect; it’s about striving to show up as your real self, even when fear or doubt tries to hold you back.
As Brene Brown reminds us, “Mindfully practicing authenticity during our most soul-searching struggles is how we invite grace, joy, and gratitude into our lives.” Keep evolving toward your true genuine self, and let authenticity lead you to a deeper sense of fulfillment and peace.
A visit to University of Maryland
Using Program Evaluation to Support MA Model-Aligned School Counseling Programs
By Karen Marie Harrington, MASCA Program Evaluaton Coordinator
Program evaluation involves systematic collection, analysis, and interpretation of data to understand the effectiveness of a program. Its purpose is to provide information to make decisions about program design, implementation, and management. Findings can be used to identify program strengths and weaknesses, inform program improvements, and demonstrate accountability to stakeholders (evalcommunity.com).
Despite its benefits, the idea of evaluation often evokes concerns about judgment, criticism, or negative consequences. Rather than viewing program evaluation as a fault-finding exercise, school counselors can approach it as a valuable tool for learning, growth, and improvement. A program evaluation helps determine if our school counseling department is effective - or whether there are gaps in services or disparities in delivery and outcomes for different student groups. Results can inform data-driven decisions about program design and implementation to improve outcomes. Framing program evaluation as an opportunity to ask critical questions about effectiveness, growth, and how we can adjust strategies moving forward promotes a culture of continuous improvement within the department to support student development.
Recognizing the value of evaluating school counseling departments, MASCA launched the first state association-led program evaluation initiative in the country. These peer evaluations utilize a strengths-based approach in exploring how school counseling departments support students’ academic, social/emotional, and college/career readiness development, with the goal of encouraging counseling departments to move toward greater implementation
of the MA Model.
The Program Evaluation Process
MASCA program evaluations are organized across five key elements of the MA Model: data-based decision making, tiered interventions, college and career readiness for all students, family and community engagement, and commitment to equity and access. The process captures insights from multiple stakeholders including principals, superintendents, teachers, students, and all members of the school counseling team. Quantitative and qualitative data are collected using a variety of methods including electronic surveys, departmental document reviews, and individual interviews.
Beginning in 2022, the Program Evaluation committee designed three different surveys, each tailored to specific groups: School Counselors and Administrators, Teachers and Staff, and Students. Administered via SurveyMonkey, these surveys take an average of seven minutes to complete. School counselors and administrators respond to the same survey, which examines the roles and responsibilities of school counselors, departmental priorities, and the organization of counselors’ time.
Discrepancies in responses of these two groups often reveal important differences in how school counselors and administrators view the counseling program. The survey for teachers and staff focuses on their perceptions of the school counseling department’s activities and interventions, while the student survey gathers insights into their experiences with the department. All survey results are disaggregated to highlight variations in responses based on demographic factors.
To supplement the self-assessment survey data, participating school counseling departments submit supporting documents, based on an extensive list provided by the program evaluation committee, that demonstrate tangible evidence of their comprehensive school counseling program. Documents can include lesson plans, curriculum maps, job descriptions, sample Student Support Team (SST) templates, and recent professional development workshops. The committee uses the NEASC Principles of Effective Practice Rubric to score each document with an Initiating, Developing, Implementing, or Transforming rating.
The last step of the data collection process involves gathering qualitative data through onsite, individual interviews with each member of the school counseling department and administrators. The program evaluation committee develops school-specific interview questions based on themes and trends observed in the survey data and submitted documents. The structured yet conversational interviews with school staff provide a more nuanced and deeper understanding of the context under-
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Karen Marie Harrington
Program Evaluation
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lying the initial quantitative results.
The committee synthesizes all findings in a final report which identifies both strengths and areas for improvement across the five key elements of the MA Model. This summative document and accompanying slide deck with charts and graphs also provides actionable recommendations, grounded in the school counseling research base and best practices advocated by MASCA, to assist departments in moving toward a more robust delivery of a comprehensive school counseling program. As a final step, the Program Evaluation committee holds a debriefing session with the school team to discuss their experience of the program evaluation process and to review the department’s action plans for improvement.
Benefits of Conducting a MASCA Program Evaluation
Identifying the ways in which a school counseling department is already incorporating elements of the MA Model can create momentum for implementing additional components. The Program Evaluation committee, composed entirely of experienced school counselors, recognizes that while many departments express a strong commitment to MA Model implementation, they often face systemic challenges in delivering a comprehensive school counseling program. The committee’s recommendations acknowledge barriers which may be hindering progress and offer practical steps to address those obstacles.
School administrators sometimes perceive external evaluations as carrying greater legitimacy than self-study assessments conducted by school counselors. It is hoped that administrators in
participating districts will be receptive to recommendations from an independent evaluation team, such as allocating greater resources to the school counseling department, redistributing school counselors’ time, or adopting a programmatic approach to the department. By introducing the suggested changes in practice and policy across the five core elements, school counselors can enhance student development while advancing their department’s alignment with the MA Model.
Fostering a reflective cycle of feedback and improvement is the primary objective for MASCA’s program evaluations, however findings can also support accountability efforts by demonstrating the value and impact of the program. Sharing results with teachers, administrators, and the broader school community raises awareness of the department’s contributions to student well-being and achievement, underscores counselors’ pivotal role in student success, and offers tangible evidence to advocate for the program’s significance.
The MASCA Program Evaluation committee designed a systematic process to holistically assess school counseling programs, with the MA Model serving as the benchmark and aspirational goal for departments to work towards. The recommendations provided by the committee offer a blueprint for delivering an effective and equitable program consistent with the objectives outlined in our state’s Model for comprehensive school counseling programs.
If you are interested in conducting a program evaluation of your school counseling department, we invite you to contact our committee at mascaprogramevaluation@gmail.com. If you enjoy analyzing data and thinking about systemic change, you may want to consider joining our committee.
As witnesses and first responders to the youth mental health crisis, school personnel are an important liaison between students and families and the behavioral health services system. The Behavioral Health Help Line (BHHL) is a new tool for the toolboxes of such professionals, whether used by school personnel with or on behalf of students and families. TheBHHL is available 24/7/365 by phone/text/chat, has no health insurance requirements, provides interpretation in 200+languages, and connects anyone in the Commonwealth with treatment or resources for mental health, substance use,and health-related social needs. From a routine question to a behavioral health crisis, the BHHL can help. Find more information or connect directly with the BHHL here: Massachusetts Behavioral Health Help Line (masshelpline.com). Order free posters for your schools in many languages here: Behavioral Health: Massachusetts Health PromotionClearinghouse (state.ma.us). Please reach out with any questions or presentation requests to Eneida.m.anjos@mass.gov.
Social Security Fairness Act: Landmark Legislation Passed Restoring Earned Retirement Benefits!
By Anne Thidemann French, Co-Leader, Retiree and SAC/SSW SIGS, Retired School Adjustment Counselor, North Adams
Whether you are looking forward to a secure and dignified retirement or have retired already, this is momentous news! After passing the House and the Senate with historic bipartisan votes, President Biden signed the Social Security Fairness Act into law on January 5, 2025. The legislation rescinds the Windfall Elimination Provision (WEP) and the Government Pension Offset (GPO), enacted over 40 years ago, that reduced social security retirement benefits in only a few states including MA. Police, firefighters, teachers and other public sector employees, who receive a state pension, like teacher’s retirement, had their social security benefits rightfully earned while working non-public sector jobs and paying into social security reduced (up to 50%). Full social security benefits on qualified earnings will begin retroactive to Jan. 1,2024. The legislation also restores surviving spouses benefits for social security recipients
For me personally, I had paid into
Social Security with substantial earnings for longer than the minimally-required time to be eligible to collect social security benefits as well as my teacher’s retirement. However, since my retirement in 2017, I have only been able to collect a fraction of my rightfully-social security earned benefits because of my public teacher’s retirement pension. Even more significant for me, if my spouse who receives full Social Security benefits, were to pass before me, I would not be able to collect normal widow benefits. Now, I have the same rights as non-public retirees!
MASCA’s Retiree SIG has had the good fortune to have Marie Ardito from Massachusetts Retirees United (MRU) present to our group several times during the past several years to educate us on issues facing retirees. Her and MRU’s leadership and advocacy on behalf of the passage of the Fairness Act is exceptional. MRU was the only retirement group in Massachusetts with direct involvement and
representation with the National Task Force for Complete Repeal of WEP/ GPO, the organization who spearheaded the repeal. At the state level, MRU was responsible for the recent increase in the Estate Tax Exclusion as well as key leadership with legislative reform on behalf of veterans, maternal benefits and retiree earnings in public sector jobs. MASCA presented Marie with a Special Award during National School Counselors Week in 2023!
It is essential that you educate yourself about how the Social Security Administration (SSA) will implement the changes and be extra wary of potential fraud. MTRS (Massachusetts Teachers’ Retirement System) is alerting members of updates from the SSA. The SSA is providing updates on its webpage
Watch this very moving clip as Bette Marafino, Chair of the National Task Force for Complete Repeal of WEP/ GPO introduces President Biden and his signing of the historic bill.
President Biden signs the Social Security Fairness Act
Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs
by Helen O'Donnell, Ed.D, MASCA MA Model Committee,
3.0 Writing Team Co-Chair, PD Institute Trainer
Endorsed by both MA DESE and MA School Counselors Association's Governing Board, the MA Model 3.0: Framework for Comprehensive School Counseling Programs is an evolving document to guide professional best practice. It was presented as a professional courtesy to the field in the spring of 2020 as a public domain resource. This ongoing Counselor’s Notebook (CN) series shares steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0©. A library of updated MA Model resources and CN implementation articles available at https://masca.wildapricot.org/MA-Model_3.0
WHY is a Written, Standards-Aligned School Counseling Curriculum Important?
Acknowledgement: Jan Parsons, Former MASCA president, Guidance Director, Counselor Educator
Background: The core foundations of Education Reform initiatives published in the 1990’s by the MA Department of Education are the directives: MA Time of Learning and the MA Common Core of Learning (the foundation document for the MA Curriculum Frameworks). The DESE School Counseling Liaison in the 1990’s provided statewide school counseling trainings on these directives informing school counselors and school adjustment counselors that time during the school day working with students would only count as mandated “Time on Learning” if lessons were written and clearly aligned with the MA Common Core of Learning standards: Listening and Communicating, Gaining and Applying Knowledge, Working and Contributing. With the publishing of the MA Curriculum Frameworks and implementation of MCAS testing, classroom access became significantly challenging for counselors wanting to deliver lessons, instructional content, or counseling unless in work identified in compliance with MA Time on Learning. Otherwise, administrators could not consider counselor time with students in schools as part of the required 900 or 990 school year hours of instructional time annually reported to DESE.
Guided by newly published ASCA resources, ASCA Model 1.0, ASCA Student Standards, and in collaboration with colleagues in the field, MASCA (formerly MSCA) leaders Marilou Cashmen, Executive Director, and Presidents Carol Ryan, Lillie Davis, Jan Parsons, and Donna Brown proactively responded by publishing two curriculum resources, The Comprehensive Developmental School Coun-
seling Curriculum Guide, 1st edition (May 1991), 2nd edition (May 1998). The guides provided clarification of the MA legislation, information about developmental school counseling programs, identified curriculum alignment resources, compiled strategies for designing and delivering curricula, and included sample grade-level standards-aligned lessons.
Donna Brown, a MASCA President, was invited to join the DESE committee that developed the MA Career Development Education (CDE) Benchmarks, which guided curriculum development with student learning standards and established student achievement targets in three domains: Academic/ Technical, Workplace Readiness, and Personal Social. At a statewide gathering of counselor leaders at UM, Amherst, early in the 21st century, DESE promoted the CDE Benchmarks and informed counselors they were the key instructional leaders to develop and deliver CDE Benchmark aligned curriculum that would teach students the readiness skills and competencies needed for post high school education and workforce readiness. However, the school counseling certification requirement for 2 years of classroom teaching had been dropped in the late 1980’s, so counselors complained they were not trained as teachers to write, deliver and assess classroom instruction. In addition to counselor reluctance, since there was no MCAS test to assess CDE benchmark achievement, accessing precious classroom instructional time was a challenge. Proactive counselors, who advocated for and presented administration with written, standards-aligned curriculum, gained
instructional time via advisory classes, requesting time from classroom teachers, assemblies and/or class meetings.
With DESE support from Dr, David Driscoll, MA Commissioner of Education, and Karen Decosta, DESE School Counseling Liaison, Katie Gray assembled a volunteer team of practitioners and counselor educators that developed and presented to the field the MA Model 1.0, the MA version of ASCA Model 1.0 for Comprehensive School Counseling Programs. Currently in its 3rd edition and endorsed by MA DESE and the MASCA Governing Board, the document provides a framework and guidance for developing and evaluating school counseling programs and imbeds the MA CDE Benchmarks into the Delivery component.
The current DESE CCR/MyCAP initiative is aligned with the MA Model 3.0: A Framework for School Counseling Program’s DELIVER component, as it promotes the school community embracing College Career readiness and collectively delivering instruction and portfolio development for all students. Implementation strategies are multi-tiered, include written student grade level curriculum end goals, grade level seminars, classroom presentations, advisories, and on-line platforms activities like Xello, Naviance, MEFA Pathways and MassCIS.
So WHY is a Written, Standards-Aligned School Counseling Curriculum Important?
The answer: DESE’s MA Time on Learning and both MA Curriculum
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MA Model
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Frameworks and MA Career Development Education Benchmarks continue to direct and guide school and student instructional content. School Counselors are employed in public schools, licensed by DESE, and accountable to DESE directives. They are professionally guided by both national and state professional organizations that includes best practice language to teach all students. DESE Ed. Evaluation and SISP School Counselor Rubrics that include Standard 1: Curriculum Planning
& Assessment and Standard II: Teaching All Students are used for school counselor evaluations. It is each counselor’s professional responsibility to develop and deliver standards-aligned curriculum/lessons, programs, and services that include instruction in academic/technical, workplace readiness/ career, and personal/SEL domains to prepare ALL students for post high school opportunities. Curriculum and lessons should be written to inform and educate stakeholders about your instruction goals, student learning objectives, and provide documentation that counselors are an integral part of the academic mission of schools.
The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development. Visit us on the web at www.MASCA.org
MASCA deeply values its diverse membership and is fully committed to creating an organization where each individual is welcomed, included, respected and empowered. No person will be excluded from MASCA on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, political affiliation or military status, or for any other discriminatory reason.
These activities include, but are not limited to, appointment of its Governing Board, hiring or firing of staff, selection of volunteers and vendors, and the providing of services.
Calling School Counselors, Adjustment Counselors, Grad Students! Jump Into Action with MA Model Professional Development.
Cohorts or individuals choose from multi-tiered PDP offerings or graduate credit.
Trainer: Helen C. O’Donnell, Ed.D Inquiries, description and registration: helenod@att.net
Opportunity #1 Select one or all of the Independent Study Offerings
• Series #1 Be Informed (FREE) Registration includes links to 5 free webinars.
• Series #2 Be Prepared: Annual Calendar Development - Templates and Guided mentoring available. 15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)
• Series #3 Be Organized: Curriculum Development and Mapping - Templates and Guided Mentoring available. 15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)
Opportunity #2 Google Meet/Zoom instructional sessions with independent study
• Series #4: Be Accountable and Data Informed 25 MASCA PDP’s - Cost $150 (Registration $140 School Counselor Week 2/1-2/15)
Hybrid PD with individual or cohort zoom sessions scheduled at convenience of registrants. Registrants will identify a research question, design/implement a research project, analyze on-going implementation data, complete a MARC Jr. capstone project. Includes guided mentoring, webinars viewing, independent project work. Resources, templates, and rubrics provided.
Opportunity #3: 4 Hybrid MA Model Implementation Courses for PDP or GRADUATE CREDIT
• MA Model Introductory Institute (Assignments in each component: Define, Assess, Manage, Deliver)
• MA Model 2: Next Steps (Advanced work in each component of MA Model)
• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR (includes lesson planning, curriculum mapping, and delivering standards-based instruction)
• Counselors in K-12 Classrooms: Action Research and Program Assessment (developing/reviewing curriculum maps, evaluating instructional data, data-informed action planning)
Course Registration: $450 (Registration $400 School Counselor Week 2/1-2/15) includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’l $295 grad. credit registration fee at FSU). Open enrollment for spring (course completion date 10/1) and summer (course completion date 1/15/26).
Grade posted or PDP issued as soon as assignments are completed.
Course Inquiries, registration information, and request syllabi summaries: helenod@att.net
Individual or cohort registrations welcomed. Google Meet/Zoom instruction scheduled at convenience of registrant/s. Course assignments personalized to meet your professional needs. Consultation, guided mentoring, webinar viewing, independent study. Instructional materials, templates provided. All courses include data assessment.
Dig into your data to determine program or learning gaps, review the MA Model 3.0 and MA Accountability Report Cards (MARC Jr.) template, and write your SMART research question.
Assess if your lessons and curriculum are standards-aligned, data-driven; Apply action research strategies and the Cycle of Inquiry for on-going project assessment.
Target strategic interventions and gather inclusive participation, perception, and outcome data.
Analyze compiled formative and summative data in the aggregate and in disaggregated formats to assess impact of instruction that informs/guide data-driven decision-making. Answer your research question with data.
MA Model PD Events are now listed on the events page of the MASCA website REGISTER HERE: https://masca.wildapricot.org/events