The Power of You in the New Year
By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy,
Happy New Year!
The transition to a new year gives us time for renewal and this is a time to reflect on the impact that we have on the lives of our students, staff, and school community. Our work as counseling professionals is one of the most important aspects in creating a healthy educational environment for our students.
The Power of You is the theme for the 2025 MASCA Conference. It is something that needs to be acknowledged more often. Yes, our work is collaborative, but it starts with individual impact. It is easy to overlook the influence you have on students’ lives. You are not just helping them through academic challenges: you are providing them with the skills to navigate life itself. You offer empathy and support at the moments when students need it most. Whether you are helping them address mental health concerns, helping them navigate social pressures, helping them make college or career decisions, being a presence when they
are facing personal struggles, or being their biggest cheerleader, your work is invaluable.
Your influence can also reach your full school community. You collaborate with everyone to ensure that students are not only achieving academically but are also developing, both socially and emotionally. Teachers, administrators, and families can benefit from your insight, advice, and expertise. You are the quiet (sometimes loud) and constant force that ensures that every student feels seen, heard, and supported.
Sometimes successes are not always celebrated. However, you should remember that the work you do is important. You are shaping our future generation in ways that no test score or report card ever could. You are teaching students to be resilient and to approach challenges with a mindset that will lead them for the rest of their lives. The tools you equip them with now will not only help them succeed in school but will help them thrive in the future.
This is the essence of the Power of You
You bring all of who you are to your role: your knowledge, your compassion, your dedication, and your ability to see potential in every student. You help students believe in themselves when they may feel lost or unsure. You show them that they are not defined by their struggles, but rather by how they overcome them. You hold space for students to grow emotionally, mentally, and socially. You help them discover their strengths, develop their sense of self-worth, and understand their unique potential.
You also must remember the power within yourself. You also deserve care, attention, and support. It is important that you also find time to take care of yourself—whether that means taking a break, seeking support when needed, or simply taking a moment to reflect on how much you have accomplished and how far you have come. Recharging and taking care of yourself ensures that you can keep giving in the most meaningful ways. I hope you take time to reflect on the power of your role and the impact you have. Find opportunities to celebrate your growth, to take pride in your work, and to recognize just how much you mean to the students and communities you serve.
May 2025 be a year of growth, fulfillment, and self-care for you. I hope it is a year where you feel inspired, supported, and appreciated, not just by others, but by you as well. You are wonderful, your power is unmatched, and I know that you will continue to inspire and empower your students/our students, in the year ahead.
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 Com-
mittee - 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
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
MASCA 2024-25 DIRECTORY
Professional Development Committee
Position currently vacant
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
Strategic Planning Committee
Position currently vacant
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Ad Hoc Committee on School Counselor
Gaps
Olivia Hull
School Adjustment Counselor
Maynard High School
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
Megan Krell
Educator Liaison
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
Dena Coffey
School Counselor
Pickering Middle School, Lynn
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
Moving to the Grown Up Table
By Bob Bardwell, MASCA Executive Director and School Counseling Department Head, Framingham Public Schools
Happy New Year. I hope that you all had a relaxing, rejuvenating and restful holiday break. While MASCA does take some time off from programming and communications with members, we do have a very busy agenda for the first few months of 2025. Some highlights include:
• January 7 virtual webinar focused on Mixed Status Families from 1-2 PM
• January 29 Brief Solution Focused Workshop at Fitchburg State University featuring Dr. Anne Lutz from the Institute for Solution-Focused Therapy
• A full week of exciting programs to celebrate National School Counseling Week, February 3-7, 2025
• The continuation of our very popular Ethics Symposium
• And of course, our premier professional development event, the annual Spring Conference, April 6-8, 2025 We are going back to a three-day event with pre-conference sessions on Sunday followed by two days of learning, networking and sharing.
In addition to all these special events, MASCA continues to coordinate our 11 Special Interest and Affinity Group meetings, as well as other important work of the Association. One thing that has been particularly noteworthy is the number of meetings and working groups that MASCA has participated in lately. This is important in that MASCA is now being invited to the table and asked to provide a school counseling perspective to the discussion. This was not always the case during our 64-year history.
A sampling of these such meetings include:
• Met with Massachusetts Association of Curriculum and Development (MASCD) President Craig Aarons-Martin, to discuss ways that MASCA and MASCD can partner together to enhance our member services.
• Met with Starr Sackstein from Educators Rising Massachusetts about ways to increase interest in the school counselor profession, focusing on undergraduate students who may be interested in pursuing a career as a school counselor,
Robert Bardwell Executive Director, MASCA
• Met with Shannon Clancy and the DESE - SISP Rubric Revision Committee about the update to the November 2012 School Counselor Role Specific Indicators. MASCA is forming a committee to update this rubric.
• Met with Jacob Levit (MTA) and Nicole Redding (RTI) about starting a school counselor apprenticeship in MA.
• Met with Jeremy Singer - US DOE to discuss the new FAFSA roll out.
• Board Chair Jessica Descartes and I met with Julie Chen, Chancellor at UMASS Lowell to discuss ways to partner with MASCA.
• Met with Avery Farmer, School to Prison Pipeline Fellow about ways the Citizens for Juvenile Justice can support school counselor advocacy in MA.
MASCA has also been asked recently to participate in two working groups coordinated by the Executive Office of Education and led by Secretary Tutwiler. I am representing MASCA in the DESE Commissioner Search to replace Jeff Riley who stepped down in March 2024. This invite only working group consists of twenty something organizations, including MA Department of Elementary & Secondary Education Board members, legislators and representatives from the Superintendents Association, the three educator unions in Massachusetts, and many others.
This group had its first meeting in-person in early December and will meet again in January & February with interviews sched-
uled for early March. The working group will recommend 2-3 finalists for Secretary Tutwiler to interview and select from with a goal to have the new commissioner onboard no later than July 1, 2025.
The second working group is focused on how Massachusetts can improve educational opportunities for adults 18-22 who are incarcerated in the County Houses of Corrections. The goal of the group is to come up with recommendations to provide new and more meaningful educational opportunities for this often-neglected population. Two meetings have been scheduled for January to begin this important work. On the surface, one might think that these meetings and invitations are not a really big deal, but they actually are. The fact that MASCA has a seat at the table with these other important stakeholders is huge. The fact that MASCA has been invited, among a few select organizations, to provide input and its opinion from the school counseling community is significant. The fact that MASCA’s voice is now sought after, is nothing short of amazing. It’s no different than when at a family holiday party, one gets to move up from the kid’s table to the grown-up table. This rite of passage marks one’s ascension to the big leagues because they have now earned a place with the grown-ups. We are no longer sitting on the sidelines looking in.
MASCA continues to be very fortunate in that our membership is very healthy, our programming is diverse and robust and our members are engaged in the numerous activities that we offer. We have no trouble finding willing people to run for the Board, we have filled almost every position on our leadership team and we usually have multiple people step forward to participate in focus groups or other volunteer positions.
As a leader of this awesome organization, I feel strongly that this latest feather in our cap, the icing on the cake if you will, is being recognized by the K-12 education community as a legit player in this space. We have earned the respect and admiration from our colleagues to no longer sit at the kid’s table and wonder what’s happening at the grown-up table. Instead, we have rightfully earned a seat with the other grownups, not looking in, but rather at the table helping to lead the way.
Here’s to a wonderful 2025, in which MASCA continues to ascend to greatness on all fronts. Thank you for being part of this journey with us.
Share your journey to the profession of school counseling!
As you may know, Massachusetts, and much of the nation, is experiencing a shortage of educators across all disciplines, including school counseling. In partnership with MASCA, a research study has been initiated to identify the experiences, motivations, and key decision points of current school counselors and school counseling graduate students to provide actionable recommendations for MASCA to implement to increase awareness of and access to the school counseling profession. The findings of this study may also benefit
school counselor educators and other professional associations.
Participation in this study is open to current MASCA members who are school counselors or school counseling graduate students. The survey is anonymous, all questions are voluntary, and completing the survey should take approximately 10to 20 minutes of your time.
The Principal Investigator is Tim Poynton, a faculty member at the University
of Massachusetts Boston and chair of MASCA’s Research and Evaluation committee. Email him at Tim.Poynton@ umb.edu with any questions you may have.
If you are interested in participating, you can view more details and consent to participate at https://umassboston. co1.qualtrics.com/jfe/form/SV_0fHnVo4ZI1AU1v0.
Thank you for your time and willingness to support this very important research project.
Welcome to our Newest Members!
The following have joined MASCA in the last month:
Jamie Alper
Grace Anglin
adriana aquije
Karen Baker O'Brien
Rebecca Bouchard
Payton Bradshaw
Jankaleishka Burgos Cruz
Christine Conceison
Stephanie Copeland
Ann Margaret Cupples
Jeffrey Dalrymple
Megan DeInnocentis
Anne DeTeso
Abby Downing
Annie Eidenschink
Ahminchie Estime
Victoria Evans
Kathleen Fedele
Alison Giglio
Jason Greenwood
Kayla Hamilton
Isabelle Jordan
Heidi Jurasz
Jacquie Kaye
Kristyl Kelly
Kelly Larcheveque
April Leman
Laurie Leverone
Francesca Lograsso
Wallace Mackinnon
Alexandria Malvo
Julia McGuire
Colleen Mehalko
If you know any of these new members, please extend a warm welcome and greeting.
Jami Moore
Tammy Morgan
nathan pansa
Joseph Parrillo
Kellie Pasquino
Reyita Ramos
Leslie Ramos
Justen Rodriguez
Yasmin Rosado
Garrett Roy
Ann Rutherford
Kristen Seeto
Edwin Soto
Jacob Union
Aaron VanDeKoppel
Jennifer Vieira
Jennifer Wolcott
We are happy you have joined us!
The Ethical Edge: Anger, Joy, and the Art of Mentorship - A Reflection
by Dr. John Steere, School Counselor, Wellesley High School and MASCA Ethics Committee Member
I love the Disney/Pixar movie Inside/ Out! With my professional background in School Counseling, it makes a ton of sense. The five cartoon feelings, Joy, Anger, Sadness, Disgust and Fear visually portraying Riley’s emotional states to sheer perfection. Plus with the vocal talents of Amy Pohler, Bill Haidar and Lewis Black adding in their comedic genius, it is just a great movie for a School Counselor to like.
Most of the time, I see myself with Joy running my emotional control panel. Occasionally the other four take over the controls. (Hey… I’m only human!) However, there was one moment that I would like to share when my version of Anger firmly took over the control panel.
It was in the first few months of my tenure at Wellesley High School and it started with me asking for feedback (Seemed like a great idea!). A few days earlier, I had begun to write my counselor statements for some of my Seniors who were starting to submit their college applications. I had written my first statement and feeling good about it, I decided that I would submit it to my boss and asked him for his impression of my writing. Mainly, I thought I was going to knock his socks off with my amazingly written statement.
Cue him at my door…
“Could you do something for me?” he inquires.
“Sure!” I said thinking that he is going to ask me to present to my department about how to write solid counselor statements like this one.
“I am hoping that you could read this letter out loud to me” he says as he sits down in in one of my office chairs, put his feet up on another while confidently placing his hands on his head with his elbows fanning out.
Inside my head, my own version of Anger has his hands tightly on the control panel and is screaming at him with flames shooting out. What he’s screaming is this…Out loud! I have two academic degrees and you want me to waste my time reading this letter out loud to you. Geez! What kind of boss are you?! Furthermore! Get your feet off of the chair!
“Fine” I say with every ounce of sarcasm in my voice.
I begin to read out loud and as the words came out of my mouth, I started to realize that my counselor statement wasn’t exactly destined for greatness, but more likely the recycling bin.
I looked up from the paper and saw my boss continuing to sit in the same position that he started in, however a small coy smile started to come out. “What do you think of that?” he said.
“I actually think it could use some revision” I said as I begin to make a bunch of changes and scribbles on the page.
“Yeah, you just needed to hear your words, instead of seeing them and by doing that I knew that you would make it your best work” as he got up. “We’ll do it again with your next letter”.
With January being National Mentoring Month, I am sharing with you the story of how one of the greatest mentoring relationships in my professional career started. Yes, I was annoyed and angered by my boss’s request for me to read my written work out loud. However, this person knew exactly what I needed and the manner that he needed to request it to get the best version of my work. Mentors do that for people they truly care about. They know exactly what you need and furthermore the most appropriate manner in which to get it from you. Essentially, they know how to get Joy back at the control panel.
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
January Question of the Month:
Do you believe in New Year’s Resolutions and if so, what are your resolutions for the coming year??
Jennifer Pinhal, Early College School Counselor, New Bedford High School - To expand my knowledge of school counseling curriculum development and reading more books.
Susan Scully, Director of School Counseling, Assumption University - No, not really but I do think about the new year ahead and try to set some goals for myself. Losing weight is usually one of them as well as practicing and conveying gratitude to others.
April Leman, School Adjustment Counselor, Millis Middle SchoolThis year, I’m making it a goal to keep an open mind and practice daily gratitude, even for the people who frustrate or challenge me. Instead of letting them get under my skin, I’ll try to see what they’re teaching me—like patience, understanding, or setting boundaries. Every day, I’ll pick one thing to appreciate about someone who aggravates me, even if it’s small. I want to focus on how these interactions help me grow, rather than just annoy me. Hopefully, this will bring more peace into my life and maybe even improve some of my relationships.
Courtney Royal, School Counselor, Gloucester High School - I love the idea of “New Years Mindset” vs. res-
olution. When I think about all the resolutions I have made in the past, they always seem to peter out by February. The last few years though, I like to try and think of a goal mindset for the year ahead based on something I am hoping to change, honor or work towards. Last year, my mindset was around personal wellness. My focus for 2025 is feeling more connected to community. Professionally, I am hopeful MASCA will continue to be part of that community that inspires me to keep working through those tough spring months! :)
Chris Soverow, Graduation Coach, Westfield Public Schools Pathways Program - No I do not.
Thank you to all who participated in this month’s QOTM. Are you ready for the February QOTM?
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?
Just fill out this form no later than Friday, January 24 to be considered for the February 2025 CN.
Summary of the December MASCA Governing Board Meeting
The MASCA Governing Board meeting was held on December 4, 2024, via Zoom. Executive Director Bob Bardwell reported extensive fall meetings with various stakeholders, including discussions about the School Counselor Pipeline Committee, FAFSA rollout, and potential partnerships. Notable achievements included a sold-out 504 training PD at Holy Cross with 315 participants and 70 registrants for the upcoming MASCA Ethics Committee Symposium. The organization’s financial position was reported as healthy, with funds increasing from $271,184 to $292,439 between July and October 2024.
The Program Evaluation Coordinator reported ongoing evaluations in Mashpee and Medway schools, with plans to conduct additional evaluations in spring 2025. The Conference Committee selected 32 conference proposals and 6 alternates for upcoming events. The School Counselor Pipeline Committee discussed strategies for sharing their promotional videos and exploring the possibility of a school counselor apprenticeship program. Various other committees submitted written reports for review before the meeting.
Under new business, the Government Relations Committee discussed the Omnibus
bill and survey findings regarding advocacy priorities. The board created an Ad Hoc Committee to review appointed positions, hours, and stipends, with findings to be reported by April 2025. The Diversity Fellows presented their IDEA goals and initiatives, highlighting the need to examine membership demographics and support for both POC and non-POC counselors. The meeting concluded with announcements about the Kindness and Compassion giveaway nominations and upcoming board nominations, adjourning at 5:40 PM.
Respectfully submitted, Julie Cahill-O’Shea
Our Work Matters
By Tama Lang, LICSW, Litwin Elementary School Counselor; MASCA Professional Recognition Committee Co-Chair; MASCA Summer Camp Faculty and2022 School Counselor of the Year
Every day as a school counselor, we show up for our students in ways that often may go unnoticed by the outside world. We listen to their struggles, guide their decisions, and create a safe space where they can be heard and understood. But in the hustle of daily responsibilities, it’s easy to wonder: Am I really making a difference? The answer is YES!
As school counselors, we pour our energy into guiding and supporting students, often without knowing how our efforts have an impact. I feel this may be especially true for elementary school counselors, who rarely get to see the longterm outcomes of our work. Unlike our high school counterparts who witness students graduate, celebrate college acceptances, or embark on their first job, elementary counselors often wonder what happened to the students who were frequent flyers in our offices.
For me, even after over two decades of school counselor experience, every now and then the question of Am I really making a difference? creeps up. I have received notes of gratitude from parents or guardians, and 5th graders have said, “Mrs, Lang, I’ll miss you when I go to middle school, thank you for helping me”. This past Thanksgiving I received a card from a parent with the following message: “Thank you for the care and commitment you have to making Litwin School that is full of self enrichment. You take your job as School Counselor to another level that I have rarely seen. You have taken every call and concern I’ve had with such detail - always offering services and concerned follow up. Thank you so much for all your work”. These acknowledgements reassure me that what I do as a School Counselor does have an impact. But even with these recognitions, there are times I wonder how effective I am with my work.
Recently I had an ordinary day turn into an extraordinary one. On September 25, 2024, I had a defining OMG moment realizing that being an Elementary School Counselor really does matter. I remem-
ber this date distinctly because of the unexpected encounter I had with a former student. As I left the high school building from a district meeting, I heard a voice calling, “Is that you, Ms. Lang?”. A teenage girl approached me, and I could not recognize her immediately until she said, “It’s me Em, I’m a senior now”. The last time I saw Em was when she was in 5th grade, and the memories of the time I spent with her quickly flooded my mind. I remembered Em was extremely chatty in 3rd grade, which stressed the classroom teacher. I remembered Em struggled with peers because of her bossy demeanor and strong personality. I remembered that Em had very concerning home issues, to the point that I had to file a report and connect the family with various services. I remembered that Em cried a lot in 4th and 5th grade because she felt that her life was full of sadness and all her peers seemed so happy. I remembered that despite adversities, Em was resilient and wanted to make things better. I also remembered that Em was a student I worried about when she left to middle school, and I often wondered what happened to her.
Before I could say anything, Em excitedly gave me a big hug and said, “Ms. Lang, I’m so glad I bumped into you. I’ve always wanted to see you again, because I wanted to thank you for everything you did for me. Thank you for listening to me and spending so much time with
me. Because of you, I want to become a counselor too. I’m planning on going to community college for 2 years and majoring in psychology, then transfer to a 4-year university. I want to help others, like you helped me”. She had tears in her eyes as she explained her future plans in detail, and of course we were both crying as she brought back memories from her elementary days. “Remember when you let me go and read to the kindergarten class?”, Em asked. “Yes, I do, because we practiced a lot, and somehow you insisted on reading in a British accent”, I laughed. Em replied, “Well, you know I like being dramatic. Going to the kindergarten and reading to them every month was the best thing ever, it made me want to go to school”. It was validating to hear that an unconventional intervention actually served a purpose.
After hearing Em’s amazing updates, including her side bakery business, we said our goodbyes. As we parted ways, we promised not to forget about each other. Even though the reunion with Em was a mere 15 minutes, it had a profound impact on me. I had the feeling of kandō, a Japanese word for feeling “moved”. The Japanese characters of kandō literally means the movement of emotions, and loosely translates as the sense of awe and the emotion one feels when experiencing something beautiful and amazing for the first time. In this sense, describing the surprise meeting with Em as kandō teki (full of kandō) is most appropriate. It is my hope that all school counselors may experience a moment or moments of kandō during their career.
As school counselors, we are building legacies of hope, resilience, and possibility. Our impact may not always be visible, but it is undeniably real. The changes we inspire in our students often show up later – in college, at work, or even years down the road. And sometimes, that acknowledgment comes when you least expect it. Even without these direct affirmations, know that our influence ripples far beyond what we can see. Our work matters!
Tama Lang
Fueling Your Motiviation in 2025
By: Maura J. Ricardi, School Adjustment Counselor, East Street School and MASCA Elementary Special Interest Group Leader
First and foremost, Happy New Year! My hope for all of us is that we were able to relax, recharge and unplug during our winter break with friends and family alike. As we enter our buildings energized and immediately on the move, I would like to offer some words of wisdom and encouragement that for me, have and will foster a renewed sense of pride in my role as a School Adjustment Counselor.
Balance being a team player with establishing boundaries
This! In both my personal and professional life, I am a people pleaser. I am the happiest when everyone around me is happy. More often than not, I prioritize the needs around me versus my own and with that, comes pure exhaustion. When an email goes out regarding “volunteers” for certain events or committees, I am in. Need help to cover a duty in someone else’s absence? I’m available! A student requires a firm, but tough love “speaking to”; call the School Counselor at X3016! Our challenging, yet rewarding profession requires immense dedication and compassion, but let me tell you my friends, it’s time to preserve some of that amazing energy. I have started to step out of my comfort zone and use the word “no” (well if I am being honest, it sounds more like, “I would love to, but my daughter has dance on those days”) and it feels GOOD! A term that has been so foreign to me, I am now using more frequently across the board. Setting boundaries is such a healthy coping skill and it doesn’t make me any less of a team player, but the exact opposite, a strong, healthy and confident counselor. Learning to say no to my already overflowing plate, helps me establish boundaries that respect my needs and ensure others honor them. Believe it or not, saying no is also beneficial to our students as it teaches them how to delay gratification, be patient, and handle disappointment. Set the boundary, it’s important.
Repeat after me: You are only one person
We cannot do everything, but we can do something. The many hats we are required to wear distinguishes us from many of our colleagues not for better or worse, but just as a matter of fact. I cannot pretend to understand what it is like to be in the same classroom for four
hours with 22 children, teaching endless academic standards, managing behavioral needs and being students’ number one for the entire school year. I admire our classroom teachers with the utmost respect and this is not a competition. Our Speech Pathologists have a never ending caseload with skill deficits ranging from minor to severe and our OT’s are helping our young learners develop and strengthen academic skills, physical skills, sensory, gross and fine motor skills, executive functioning skills, and so on and so forth. The Specialists teachers (PE, Music, Art and Library) are navigating multiple, back to back periods with a variety of skills and personalities that require planning, flexibility, attention to detail and more. All of these roles play an integral part in shaping and molding our students as a whole, but roles that are explicit to one area of practice.
We are only one person. Our caseload consists of general education students, special education, sub separate programming, parents needing support, resources and advice (can’t forget the disgruntled parents that require our time, energy and people pleasing mask on), Grandparents requiring education and seeking connection, spur of the moment meetings with DCF Social Workers, phone calls with Pediatrician’s, etc. We are helpers, advocates, cheerleaders, problem solvers, therapists and often assume the role of a Mother/Father figure physically, emotionally and academically. Let’s not even
touch the amount of documentation we do in a 24 hour period. ASCA recommends a student to counselor ratio of 250:1, however, during the 2021-2022 academic year, public school counselors were responsible for overseeing an average of 408 students. The 80/20 rule is a policy that requires school counselors to spend at least 80% of their time providing direct and indirect services to students, and 20% or less of their time on program planning and school support (insert eye roll and/or belly laugh here). Louder for the people in the back, we are only one person.
Find the Joy in small wins
The work we do is impactful even if it doesn’t always feel that way. “Putting out the fires” is a term we often speak in private or amongst our like minded counseling colleagues. There is so much we do not have control of in life, and our joy isn’t one of them. If you don’t hear it enough, or even at all, YOU are an inspiration and what YOU do is enough. Everyday that you walk through that door and physically show up, is truly enough (and more than many of our students have in the first place). You are making a difference, even on the days when you feel like there’s nothing left. Keep going. Our work is important and it is immeasurable. Burnout does and will happen, but our passion is our strength and just as lucky as we are to be a part of our students’ lives, they are just as lucky to have us in theirs. Please, celebrate the small successes because they ARE important. A parent’s handwritten letter thanking me for helping their child overcome their separation anxiety; a collaborative phone call with a Pediatrician that resulted in the stability of a five year child and the development of his “village”; dressing up as the Grinch and being given an excessive amount of squeezes and smiles from an endless amount of booger filled students; a one sentence email from my Superintendent that simply stated, “thank you for the good work that you do.” The little things are the big things
Remember
your WHY
I know, I know, it’s cliche. I’ve had rough years, but I have also had some smooth sailing years, so I know they are possible. The needs of our student pop-
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Maura Ricardi
New Yearʻs Resolution with the Model
By Dave Elsner, MASCA MA Model Commitee Member
Each New Year, January 1st is full of what’s next - things we can count on, things we’re not sure about, and things which might worry us. It’s true for students and adults. In the year past, we’ve learned from our experiences, whether they be successes or failures. We’ve changed, adapted, and grown in ways that were expected in some ways and surprising in others, and all through joys and sorrows, ups and downs, back and forth and everything in betweenand hopefully with some new opportunities ahead.
Trying not to make the Model sound overly cliche, self-righteous, or arrogant - all of which are legitimate risks - perhaps the characteristics of the New Year are like the Model in some respects. It also asks what’s next. It suggests things which seem clear, things which might seem confusing, and things which may seem overwhelming. It applies to students and adults. It is intended to be a learning tool. It means adjusting as needs and circumstances shift. It has an expectation to try new things, which means some will work and some will not. And finally, its goal is to help students improve their opportunities going forward.
That all sounds great……So what happens on January 2nd or 3rd or 4th, etc. What are some New Year’s resolutions which can help you get the Model started or grow or flourish. A few tips and suggestions paraphrased from recent Model Committee meeting discussions, trainings, and my own experience are below. (Hint: These might seem familiar to other New Year’s advice you’ve seen or heard before).
● CELEBRATE!! Recognize what’s already happening. Many things you are doing relate directly to the Model - lessons you deliver to students, communications you send to families or school staff, events or activities you schedule, interventions you manage for individuals, families, or groups of students, data (ie numbers) you
use like grades (low high or most improved), recess referrals, tardies, etc, etc.
● PACE YOURSELF! Take small steps. Not much which is truly significant is built in a day, so think about brick by brick rather than all at once. Consider the priorities for students and focus on one area for improvement. For instance, review the School Improvement Plan and, if not designated, think about how to directly support an element or (what is sometimes more radical!) listen to something students are saying would help them and give that a try.
● CONNECT AND COLLABORATE! Don’t go it alone. Appreciate and embrace partners “locally” and/or “globally”. Identify who you work closely with already. Invite someone interested in one of the areas of student need in your district to brainstorm ideas or join in a project underway. Join a professional conversation with peers (MASCA has several options) and/or find Model professional development. Reach out and use resources from state or national organizations (DESE, ASCA, etc).
● REFLECT AND REMIND! Take some time to look at how the pieces fit together. Helping students and families is a puzzle and the really hard part is the picture on the box keeps changing in some ways! Dedicate some time periodically (eg monthly) to review how things are adding up (ie not worrying about what’s missing) and ……
Then go back and start at the top! The Model is a cycle. That means it’s not really about starting or finishing. It’s about helping and improving. That can feel both reassuring and daunting, sort of like the New Year can be.
So how is the Model Committee tak-
ing our own advice and moving into the New Year you might ask? Glad you did!
● Celebrating. We have started, and will continue to emphasize, highlighting Model success stories. While these have been historically with MARC Jr awards and recognition, we want to share your stories of specific projects or activities which have helped students. Each and every one is a great example of the Model in action.
● Pacing. You may have noticed the Model webpages are under construction. This is definitely a project, but small steps is our plan. You will see new pages reposted periodically with updates and new design.
● Connecting. Coordinating with fellow MASCA committees offers possibilities for shared resource and collaboration which can lead to new opportunities. Our interaction and joint trainings with DESE and MyCAP will continue to link initiatives with similar goals. For anyone interested in support about the Model, please reach out to us. We have, and are glad to continue, to provide consultation.
● Reflecting. At our committee meetings, updates on progress, sharing thoughts and suggestions, and mapping both success and shortcomings are always on the agenda. We will be opening committee meetings to anyone interested in hopes of adding more perspectives into the conversation.
With all this mind, the Model Committee wishes for everyone a “continuous improvement “ new year, which we are confident comes with smiles from students and families and hopefully a healthy amount of thank yous for all the good work we do on their behalf.
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
Are Your Initiatives and Interventions Improving Attendance?
Note: This is article #3 on Chronic Attendee intervention. It follows the Nov. 2024 CN article on chronic absenteeism, Collect Data to Monitor and Adjust Chronic Absenteeism Interventions, which encourages counselors to identify chronic absentees and apply the sequence: research, listen, educate, and act by creating and delivering a personalized action plan for each chronic absentee. The Dec. 2024 CN article, Monitoring Progress to Assess Change, provides a sample baseline data collection spreadsheet that guides formative assessment of the impact of your intervention efforts and some assessment strategies.
As this CN series about chronic attendance research has developed and evolved, it has become evident that collecting data is a key and essential component for evaluation. Reviewing chronic attendee disaggregated IEP, ELL, 504, gender, and medical category entries provides insight identifying school partners assisting each student with chronic attendance issues. Make sure a staff person is identified to counsel/mentor each listed student to encourage improved school attendance, investigate barriers interfering with regular attendance, deliver action plan interventions, maintain contact with families, and report, as needed, to the attendance committee or administration.
Adding additional data entry categories to your chronic attendee spreadsheet can provide additional insight into barriers about school attendance and provide important comparison information. We added a bus category to collect data
about possible transportation issues interfering with school attendance. Addition columns added allowed us to enter each student’s previous year’s number of days absent, which was converted by a spreadsheet formula to compute the previous school year absentee percentage (days absent/180 x 100). This data point provides an important comparison between the previous year attendance record and the current Term 1 and future term absentee percentages. Is chronic absenteeism consistent OR does it reveal that some students do not have a history of chronic absenteeism, but made the current year’s chronic attendee list as a result of illness or family travel. For these students families received phone calls and attendance letters, and students counseled to explore the cause of the absences. These students would be monitored, but do not appear to be of significant concern. The focus of attention has become the cluster of students with over 40% absenteeism rate both the previous year and Term 1. Our goal is that each of these chronic attendees will have a rigorous interventions plan and mentoring to reengage them in their education to improve regular, on-time school attendance.
As the spreadsheet entries were reviewed, it became evident that there might be student coding errors impacting the school and district chronic attendance figures reported to DESE. Look carefully at your coding categories. Are year 13 IEP students in supervised work placements coded correctly or considered absent? Are ISS students coded correctly? Are medically excused absences (surgery) or on modified school day plans correctly coded?
Before 2nd quarter ends and additional student absentee data is entered into your spreadsheet, make sure your Chronic Attendee (CA) spreadsheet has been populated with vital baseline data and carefully reviewed to assist with rigorous progress monitoring.
School Attendance Policies and Procedures documents educate and inform students and families about how students are identified as chronic absentees and school procedures related to absenteeism notifications and interventions. This document is an essential guide for consistent, objective application of the attendance protocol. When the policy is uniformly applied, parent/guardian challenges can be discussed, but the response will always be that the school is consistently following their mandated protocol. Make sure the policies and procedures document reference specific issues including: How do we identify a chronic attendee? How can a student “graduate” off the chronic attendee list? Do absentee tallies reset each semester? If school year absences reach 5 (or the minimal number) in April, is a letter sent home and a student then considered a chronic attendee?
When Term 2 attendance tallies are posted on the spreadsheet, counselors, administrators, attendance committees, etc, will have on-going formative data to assess the impact of a semester of interventions and evaluate each student’s effort to improve their school attendance. To calculate positive or negative change, apply the % change formula explained in the Dec. CN article. This will help you quantify the impact of your intervention
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MA Model
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How does Developing and Analyzing Chronic Attendee data relate to MA Model 3.0 categories?
Define:
• Define who your district considers a chronic attendee.
• Explain and inform students and families about the schools written absentee policy and protocols.
• Set SMART goals for improving student attendance percentages,
Assess:
• Identify chronic attendees.
• Compile available chronic attendee baseline data.
• Encourage staff to apply of the cycle of inquiry and % change formula on formative data to identify on-going intervention impact.
• Assist with developing strategic adjustments for student action plans to improve attendance.
Manage:
• Mandate the consistent application of the attendance policy and interventions.
• Design spreadsheets for data collection and calculations.
• Promote careful documentation of student interventions by the attendance committee and staff.
• Identify who is responsible for timely data entry to update the spreadsheet.
• Participate in on-going cumulative district data review and assessment.
• Research and identify correct coding of student absences in unique situations.
January 2025
Awareness Dates
National Mentoring Month
National Thank You Month
1 Emancipation Proclamation Anniversary 1 Global Family Day 4 World Braille Day
19 World Religion Day
20 Martin Luther King, Jr., Day of Service
27 International Holocaust Remembrance Day
Motivation
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• Monitor that all chronic attendees have a staff person counseling them about their attendance.
Deliver:
• Education about MA attendance legislation and the school’s policy.
• Explain to students that regular attendance is an important job skill.
• Deliver consistent multitiered interventions to reinforce attendance is the student’s responsibility.
• Document reported barriers to school attendance and assists developing strategies to improve attendance.
• Collaborate with other school staff to get each student re-engaged in their education.
• Participate in on-going review of data and development of adjustment to intervention plans.
ulation is not going to change (or else we’d be out of a job!), but our ability to maintain and sustain the demands of this ever evolving career is up to us. Ten years in and my passion continues to grow with each passing year. I honestly am not not sure of how many jobs out there are as rewarding and fulfilling as ours. Without a doubt, the responsibilities and stressors of this job can and will take a toll on our own well being, which is why we have to create a systemic change in order to sustain. WE are the guiding light that helps our students, no matter what age. We, as their School Counselors, show up whole heartedly, indefinitely, helping them navigate the world around them (in school, at home and within their community) amidst the chaos. So much is out of our control and that is why I wanted to remind all of us of what IS in our control. I would like to leave you with this definition from Merriam-Webster: “Pride [noun] is a feeling of satisfaction that you have because you or people close to you have done something good or possess something good.” “Pride is a sense of the respect that other people have for you, and that you have for yourself.”
Here I am offering you this sound advice, so cheers to holding myself accountable to these words of wisdom in 2025!
-Maura
Multi-tiered 2024 -25 MA Model PD Opportunities.
Trainer: Helen C. O’Donnell, Ed.D, All inquiries: helenod@att.net
Opportunity #1 — Select your Independent Study Offering
• 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,
• Series #3 – Be Organized: Curriculum Mapping (NEW) - Templates and Guided Mentoring available.
15 MASCA PDP’s Cost $80.
Opportunity #2 Zoom sessions and Independent Study
Series #4: Be Accountable and Data Informed Hybrid PD with zoom sessions and guided mentoring 25 MASCA PDP’sCost $150 Identify a research question. Design and implement a research project. Analyze on-going implementation data. Capstone: Summarize project and outcomes with a MARC Jr. Several webinars provided. Template and rubric provided.
Opportunity #3: Select a graduate course.
Request syllabi summaries: helenod@att.net
Registration: $450 includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’ $295 grad registration fee at FSU).Webinars, instructional materials, templates provided.
• MA Model Introductory Institute
• MA Model 2: Next Steps
• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR
• Counselors in K-12 Classrooms: Action Research and Program Assessment
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.