MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION Vol. 61, No. 1 SEPTEMBER 2024
Welcome to the 2024-25 School Year
By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy
Bonjou (Haitian Creole for Hello!)
My name is Jessica Descartes and I am MASCA’s Board Chair for 2024-25. Welcome to the new school year! A member of MASCA since 2017, I have become more involved in MASCA throughout the years, serving on the Professional Recognition and Nomination & Bylaws Committees, and active in the Multilingual Learners Special Interest Group. Last year, I served as the Assistant Board Chair as well as a Co-Leader of the Counselors of Color Affinity Group. In 2021, I was named the MASCA School Counselor of the Year. In my full time role, I am entering my 11th year in school counseling. I am the Director of Student Services at TechBoston Academy in Boston Public Schools, where I oversee our school counseling program and all aspects related to student support. Prior to this role, I was the school counselor for students in Sheltered English Immersion (SEI) and Students with Limited/ Interrupted Formal Education (SLIFE). I earned my Master’s in School Counseling from UMass Boston, where I currently serve as an advisory board member and
mentor for Project Beacon, a partnership that prepares school counselors and school psychologists from diverse backgrounds to work in high-needs schools.
This year is already on track to be filled with opportunities for growth and collaboration. Our team at MASCA is certainly feeling this as we have been seizing these opportunities throughout the summer. We began in July by attending the ASCA Leadership Development Institute (LDI) and National Conference in Kansas City, Mo. ASCA’s
LDI was informative as we were provided opportunities to network with other school counselor associations. We were also able to participate in learning sessions that help strengthen our association, and we heard from keynote speakers such as Loretta Ross, an American activist, who encouraged us to “call in” and collaborate with others to work on making positive change.
Immediately after the ASCA LDI, we attended the ASCA National Conference, where we joined over 4,000 school counselors to learn and share best practices & resources to bring back to our school counseling programs. Following our trip to Kansas City, I had a quick family vacation, but made it back in time for the last day of the MASCA School Counselor Summer Camp (SC2). Held in Newton, MA, I got to hear about how participants thoroughly enjoyed the opportunity to fill their school counselor toolbox with tools and resources for their work in school counseling. Finally, in August, we returned to Newton for the MASCA Leadership Development Institute, where we first bonded on a Boston Whale Watch Cruise. The next day, our work con-
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
Paige Kenney
School Counselor
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
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 Coordinator
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
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
Shelby Boisvert
School Counselor
Lowell High School
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
Summer Updates
By Bob Bardwell, MASCA Executive Director and Executive Director of School Counseling Services Boston Public Schools
It’s September and that means that the vast majority of us have already returned to school or will soon. I often reflect on how fortunate that educators have a do-over every August/September. Even if you have been a counselor for years and work with the same students for several years in a row, each new school year provides an opportunity to start over again. Not many other professions offer that same opportunity so embrace this gift.
Here’s a summary of what happened since June when you last heard from me:
ASCA Pinnacle Award – I am thrilled to report that MASCA once again was named as a finalist for the ASCA Pinnacle Award highlighting the work of our School Counselor Summer Camp (SC2). You may remember that MASCA’s Mentoring Program won the inaugural award last year which was very exciting. Although we were not named the winner in 2024, being named a finalist for the second year in a row was still a noteworthy accomplishment. Way to go MASCA!
School Counselor Summer Camp (SC2) – Speaking of Summer Camp, we drew 66 participants to our second annual Summer Camp, an increase of five participants over last year. The energy, enthusiasm and passion which the campers brought to this event is nothing short of amazing. Congratulations to Amanda Ugrinow, Chair, Mindy Cripps, Cynthia Esielionis, Andrea Encarnacao, Shanelle Fernandez, Diana Fullerton, Deborah Hempel and Tama Lang, the SC2 faculty, for creating an awesome professional development and memorable summer camp experience. Save the date – next year’s SC2 will be July 22-24,2025, location TBA.
Leadership Development Institute (LDI) – The annual gathering of Board members was held on August 4 & 5. This is an opportunity for veteran and new Board leaders to come together to get to know each other and work better together and complete important work
of the Association. Thirty-one members were able to participate in some portion of the event which is 61% of our Board. This year we spent time on a whale watch in the Stellwagen Bank Marine Sanctuary out of Boston harbor and then a full day at Lasell University where we worked to refine the MASCA mission, vision, core values and upcoming three-year work plans. These documents will be voted on during the Board’s October 8 meeting. Look for updates later this fall once these have been approved.
New Conference Format – I am thrilled to announce that our annual spring conference format is expanding. We will once again be back at the Sheraton Framingham location April 6-8, 2025. Pre-conference sessions will now be held on Sunday, followed by a full day of sessions, speakers and exhibitors on Monday and a half day on Tuesday morning. Adding another day will allow us to expand from four to seven breakout sessions, increase our exhibitor face time and add another social event. This is super exciting as we know that our conference attendees are eager to spend more time learning from one another. The Call for Proposals for both pre-conference and breakout sessions is now live. Deadlines for pro-
posals are September 16 for pre-conference and October 20 for breakout sessions.
Diversity Fellows – Over the summer MASCA welcomed our new three Diversity Fellows – Josh Bordes (East Boston High School), Josselyn Guzzman (Lynn Vocational Technical Institute) and Roz Riggins-DesRuisseux (Snowden International High School, Boston). The Diversity Fellows will help to ensure that MASCA maintains its commitment to inclusion, diversity, equity and access by helping to review our documents, programs and communications. Look for upcoming announcements and activities regarding their work.
Editorial Board – Over the summer we also welcomed Nguyen Dorvilus (Cambridge Street Upper School) and Rich Walcek (Framingham High School) to our inaugural Editorial Board. They will work closely with Jean Atwater-Williams, our awesome Counselor’s Notebook (CN) editor to help promote contributions and readership to the CN. Look for new features and contributions to our monthly newsletter. The CN will only continue to be great and read if we have members contribute content and read it. Reach out to cn@masca.org if you want to get involved or contribute to the CN.
SIGs/AGs – I am proud to announce that our leadership positions for our nine Special Interest Groups (SIG) and two Affinity Groups (AG) are all filled and the leaders are working to plan their events for the coming year. If you have not yet participated, I encourage you to take a part of this member benefit.
As you can see, MASCA continues to meet the needs of our members through a wide variety of initiatives and efforts. The 2024-25 school year promises to be our best yet. Thank you for your ongoing membership, support of our events and commitment to the school counseling profession. Best wishes for your best school year yet!
Robert Bardwell Executive Director, MASCA
Welcome
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sisted of reviewing our mission, vision, values & strategic objectives, followed by the completion of the CliftonStrengths Assessment, which was incredibly insightful and allowed us to identify our dominant strengths individually and as a group.
It has certainly been a busy summer. Yet, in looking at all that we have been through the past few years and what is still to come, we are very aware of the evolving issues and challenges that students (and non-students) continue to face. As a result, our roles in school counseling are even more crucial. As we begin our work this year, here are a few tips that I plan to keep in mind - I hope they resonate with you as well:
1. Know your Strengths and the Strengths of those around you: By understanding your individual strengths and the
strengths of others, you are better equipped to collaborate successfully; in turn, you are able to move your mission forward.
2. Make Self Care a Priority: It is so critical to take care of your mental and physical health. You can not give your best if you are not at your best.
3. Celebrate Wins: A win is a win! Take time to celebrate when you and/or your team reach that goal and see success. It is perfectly ok to take a pause to enjoy the moment.
4. Understand that we don’t always win: We are human and not perfect. Give grace. Not winning does not mean that we can not start over. It is ok to be in your feelings for a bit, but try not to be there for too long. Take the time to reflect, sur-
round yourself with those who can lift you up, and try again.
5. Stay In the Loop: Be sure to stay informed about the latest happenings that are affecting you, your students, and your peers. Understanding the landscape around you will better equip you for your daily work.
As we move forward, remember the impact that you have day in and day out. That is the Power of YOU. The support that you provide helps to shape our students’ futures and contributes to a supportive and thriving school community.
I look forward to meeting you and working with you as we look to make a difference in the lives of our students. Be sure to follow MASCA on all social media platforms to learn about all of the things we have in store.
Here’s to a successful and fulfilling school year.
Welcome to our Newest Members!
The following have joined MASCA over the Summer:
Shana Abbott
Rachel Augustine
Danielle Bain
Allison Battista
Jenna Benoit
Shaquanda Brown
Samantha Bryan
Thomas Caracciolo
Virginia Coogan
John Cristofani
Lindsay Culver
Micah Cummins
Judy Ferrara
Yomayra Figueroa
Colleen Fisher
Caitlin Gilligan
Kayla Giuggio
Liliana Hill
Lauren Jefferson
Angela Lewis
Debra MacGregor
Paige McCraven
Briea McDaniels
Brianna McNeil
Sarah Meunier
Kevin Moyer-Wilkes
Fergie Perez
Miranda Pinet
Karoline Prevost
Samuel Rehor
Tabatha Rivera-Earley
Anna Robert
Alysha Robinson
Samantha Santoro
Nabil Silfa
Margaret Thurbide
If you know any of these new members, please extend a warm welcome and greeting. We are happy you have joined us!
A Collaborative Playlist Curated by US!
By Ali Robidoux, MASCA Conference Chair; SAC Apponequet Regional High School
This summer, I had the privilege of immersing myself in numerous professional development opportunities that have left me invigorated and excited for the upcoming academic year. These experiences have not only expanded my skill set but also reminded me of the importance of maintaining a positive mindset in our crucial role as school counselors.
One powerful tool I’ve found to help reframe my outlook and set a positive tone for the day is music. Whether it’s through carefully curated playlists or just throwing on Taylor Swift, again, the auditory experience can significantly impact mood and mindset. Music has a unique ability to influence our emotions and energy levels. Just as we might create a playlist to motivate us during a workout, we can harness the power of music to energize and inspire us in our professional lives. Upbeat songs can infuse our mornings with positivity, setting an optimistic tone for the day ahead. These high-energy tracks can help us approach our tasks with enthusiasm and pass that energy on to the students we counsel.
On the other hand, there will be days when we need to center ourselves and find calm amidst the chaos. Slower, more intro-
spective songs can provide a moment of tranquility, allowing us to recharge and refocus. This musical respite can be particularly beneficial before tackling challenging counseling sessions or addressing sensitive issues within the school community. Music from specific eras can also evoke positive memories and emotions. For many of us, songs from the previous decades might transport us back to simpler times, bringing a smile to our faces and lightening our mood. This nostalgic boost can be especially valuable when facing the inevitable stresses of the school year.
As we embark on this new school year, I encourage you to consider incorporating music into your daily routine. Whether it’s
creating a morning motivation playlist, using calming tunes for mindfulness breaks, or simply sharing favorite songs with colleagues and students to foster connections, music can be a powerful tool in creating a positive and productive school environment. Remember, the right soundtrack can transform our perspective and energize our efforts.
That all being said, as an Association, let’s collaborate on a playlist for us all! Upbeat, slow, nostalgic, new! Fill out this form to add to the growing playlist! I can’t wait to listen to new music, hear some songs I haven’t heard in awhile, and get inspired!
ROCK ON!
School Counselor Summer Camp and the MA Model
by Cynthia Esielionis, Summer Camp Faculty, MA Model Committee Co-Chair, MASCA Governing Board Member
It was exciting to have 2 MA Model sessions at summer camp this year! MA Model 101 was an overview of the 4 components of the Model, how to incorporate data and use some of the tools that are available in the Model and the ASCA site. The second session, MA Model 102, focused on the application and documentation of the Model. This time was also used to collaborate with peers, share success stories and challenges. Both sessions tied the Model to data and MyCAP. I do want to thank Jodi Then of Boston Green Academy and Andrea Encarnacao of Boston Latin School for presenting with me.
Hopefully you all know that the 4 components of the Model; Define, Assess, Manage and Deliver. These 4 components are intertwined and require each other to successfully provide services to students in manner that can be easily articulated to stakeholders. When we can demonstrate the need for an intervention and show the positive impact on student outcomes, we validate our work. Data is used to help define the problem and assess the outcomes. If you use absenteeism as an example, you can measure the impact of an intervention for students who have a high absentee rate by measuring the rate after the intervention.
When you document your interventions, it can be done as a part of your evaluation process or a MARC, Jr (Massachusetts Accountability Report Card), or in some communication to relevant stakeholders (newsletter, faculty meeting, conversation with admin). Our Educator Evaluation System (EES) requires a student learning goal. If you use the Model as a framework to write and carry out your goal, you will have implemented the Model! For EES, you have to define the goal, list the steps to achieve the goal (manage), actually perform the steps and deliver the lesson/ activity and then, assess the student outcomes. If you go through the process of completing a MARC, Jr., it is a bit more involved but essentially the same process. A major difference is, with a
successful MARC Jr. you earn recognition from the MA Model Committee and have a document that can be presented to stakeholders that quickly and clearly demonstrates the value of our work.
It is important to realize we are all, to varying degrees, following this process every day. School counselors see student needs and develop interventions to support students and overcome obstacles. Since we are all busy, it can be difficult to find the time to document the interventions and outcomes. However, once you start doing it, it becomes easier. One of the greatest challenges seems to be around the dreaded data. Data is truly everywhere and can be simple to collect and analyze.
Participation data may be the simplest. Who, or how many, were present. This could be the number of parents at an event or the number of students present for a lesson. Qualitative data is about observable information. A quick show of hands after a lesson can tell you how many parents thought the event was valuable. Quantitative data actually measures something. The absenteeism example above could be measured this way by figuring out the numerical change in absent rates. Perception data can be gathered through assessing mindsets or behaviors (ASCA!). Outcome data measures the change and can be applied to numerical or perception outcomes. Students’ homework completion rate increased after a unit on executive functioning or students’ belief that being kind to others makes for a better classroom climate after a social skills group.
The message is this: implementing the Model need not be complicated. It also does not have to be something in addition to busy programming. You are likely already implementing the MA Model!
The Ma Model Committee meets virtually the second Thursday of the month at 430 PM. Please join us! Look for the link in the MASCA emails.
September 2024 Awareness Dates
Childhood Cancer Awareness Month
Children’s Good Manners Month
Deaf Awareness Month
Hispanic Heritage Month (Sept. 15–Oct. 15)
Hunger Action Month
Library Card Sign-up Month
National Childhood Obesity Awareness Month
National Preparedness Month
National Recovery Month
Self-Improvement Month
Sexual Health Awareness Month
Suicide Prevention Awareness Month
8 International Literacy Day
8 Grandparents’ Day
10 World Suicide Prevention Day
8–14 National Suicide Prevention Week
8–14 National Historically Black Colleges and
Universities (HBCUs) Week
15–21 Child Passenger Safety Week
17 Constitution Day/Citizenship Day
18 National School Backpack Awareness Day
20 World Clean-Up Day
21 International Day of Peace
23 International Day of Sign Languages
25 National Women’s Health and Fitness Day
The Power of Resilience
by Chase Grogan, MASCA Emerging Leader and Student Development Counselor, Community Academy of Science & Health
“Hall, buried in fourth place as the runners rounded the last bend, outran the runner on his outside, then two more to the inside to cross the line in 43.40 seconds, the fourth-fastest time ever…Hall celebrated his improbable comeback by collapsing on the track and making a snow angel motion. ‘I've got determination,’ Hall said. ‘That's what got me to that line. A lot of hurt, a lot of pain." 1
The Summer Olympic Games have to be one of the most electrifying times to be a sports fan. Whether you enjoy the riveting nature of equestrian horse jumping or the methodical alignment of synchronized diving, it is easy to get lost in the magic and fanfare of the games. For me, as a past shot putter, track and field is one of the highlights. And while there are many stories that could be pinpointed, it was the comeback story of Missouri native, Quincy Hall that resonated greatly with me. As quoted above, he was down. In fourth place. Seemingly, he’d lost the race. People had counted him out and if I had to use my imagination, the other runners from Britain and Zambia may have thought that they had the race in the bag. But with sheer determination and tenacity, Quincy fought back and won. Quincy noted “a lot of hurt” and “a lot of pain” got him through that line and as I pondered his statement I had no choice but to think about the students that I serve. Many of my friends and colleagues in youth-serving careers have been talking about the role of resilience and grit in young people. Is it natural? Is it something that can be taught or nurtured? Why do some have and display it in great measure while others seem to not have it at all?
While I do not have pointed answers to these questions, I know that with the political climate of our world, continued systemic injustices, racial oppression, inequitable resources, and the like, our students are going to need to dig deep on their respective journeys. For Quincy, it was the hurt and pain in his life that produced a level of determination in him that refused to let him quit, even in the face of adversity. For me, it has been faith and a tremendous amount of hope that has pushed me beyond my own grief and self-imposed limitations to achieve beyond what I thought was possible. Likewise, you each have your own story; your own experiences that you can look to and note that they are your fuel. However, I believe this is also our role as School Counselors in the lives of our students. To get them to dig deeper than their pain, their traumas, their disbelief or even their fears to realize a resiliency that pushes them through the finish line. I continue to hear stories of lowered expectations and the ways in which our students would rather quit than to persevere through hard things. But we must challenge them to find the
internal strength that will help them to handle hard things better. Things don’t always get easier. In fact, for most of the students I am privileged to serve, life will get harder. More competitive. More demanding. More challenging. And as I approach this school year I am committing to pushing my students to finish the race. Whether they have the lead or if they’re behind, quitting is not the answer. I want to encourage them to find their fuel and push through, no matter how ugly it gets and I want to ask you to join me in doing the same. I understand that there is a line that we must toe with the realities of anxiety and mental health concerns. At the same time, I understand the value and power of resiliency that has been displayed through the determination of enslaved and oppressed people throughout history. Those people that handled hard well and stood in the face of adversity which has resulted in victories that ricochet for generations to come. May our students be able to tap into their power. May they see all that they are and all that they are capable of and may we be privileged enough to walk, coach, and cheer alongside them as they run and push through the race. Nelson Mandela once said “Do not judge me by my success, judge me by how many times I fell down and got back up again.” This is now Quincy Hall’s story. This is my story. This may even be your story. And, this year, when our students fall down, may we push them to get back up and try again so it can be their stories as well.
1. Photo and quote from “USA’s Quincy Hall Passes 3 Runners in Final Stretch to Win Gold Medal in Olympic 400 Meters.” CBS News, CBS Interactive, 8 Aug. 2024, www.cbsnews.com/news/quincy-hall-usawins-gold-medal-paris-olympic-400-meters/.
Quincy Hall, Olympic runner
September Question of the Month: What is your goal for the upcoming school year?
Megan McShane, School Counselor, Saint Columbkille Partnership School
Self-care. I got burnt out last year and have been working hard to recover from that
Deboralis Ramos, Elementary School Counselor, Holyoke Public Schools
To build positive relationships with my staff, students and families; to acclimate myself to the school (climate) and to learn more about managing 504’s and running the attendance initiative in my school.
John Steere, School Counselor, Wellesley High School
To be a “consistent” and “friendly” presence in the hallways during all passing times.
Briea McDaniels, Community Field Coordinator (CFC),Melvin H. King Academy, Boston
To learn as much as I can about what it means to be a school counselor, so I can be the best I can be when I am able to move into that position.
Ruth Price, School Counselor, Rockport Middle High School
Implement and adhere to boundaries and work/life balance
Elizabeth Barron, Substance Use Counselor, Chicopee Comprehensive High School
I want to expand the recovery groups and mentorship programs
and integrate self regulation skills practice into my daily meetings with students.
Jennifer McGuire, College & Career Information Coordinator, New Bedford PS
To increase the number of seniors graduating with a PLAN for what is next!
Domenica Nooney, School Counselor, Liberty Elementary School
Create and progress monitor a BAG (Behavior, Academic, Growth) document for each student on my caseload
Jennifer Pinhal, Early College School Counselor, New Bedford High School
In my new role, I am excited to work with the early college students at NBHS and set a goal of 85% of my students to pass their college classes
Juliette Coatsworth, School Counselor, Foxborough Regional Charter School
My goal is to increase family engagement by providing small, bitesized videos on various topics each month on various topics (e.g., what students are learning in school, how to continue conversations about SEL topics at home, transitioning schools, navigating student anxiety, etc.).
Maura Ricardi, School Adjustment Counselor, East Street Elementary School, Ludlow
For the 2024-2025 School year I have set my personal mantra as “GRACE.” Giving myself grace in so many ways because I am deserving of this. Grace in the fact that I am only one person; the grace to know that whatever I do in one day, is ENOUGH. Having the grace to accept that it is OK to say NO. Grace to welcome change as it is bound to happen. To develop grace with my colleagues as we collaborate on the needs of our students. Allowing for grace throughout my days and that everyday may not be the best day, but everyday is a NEW day to start fresh. Wishing all of my MASCA people a wonderful start to this school year!
Thank you to all who participated in this month’s QOTM.
Ready for the October QOTM?
October is the month of Halloween.
Do your students, your school counseling team or you dress up in celebration of the October Halloween holiday? If so, what was your best/most favorite costume?
Feel free to share a picture if you wish. Just fill out this form no later than Wednesday, September 25.
News From MASCA’s
LGBTQ+ Affinity Group
The Massachusetts School Counselors Association (MASCA) is excited to announce the second year of our LGBTQ+ Affinity Group. This group provides a unique space for school counselors who identify as LGBTQ+ to connect, share experiences, and support one another in their professional journeys. As we embark on this new year, we’ve refined our vision and direction to better serve our members and the students they support. It’s important to note that this is a confidential space, and we are sensitive to the diverse needs of our community. We recognize that some members may be out, some may not be, and others may be out only in certain areas of their lives. For this reason, we respectfully request that all participants maintain the confidentiality of others in our group.
For the upcoming year, we’re thrilled to focus on bringing engaging speakers to address topics relevant to the lives of LGBTQ+ school counselors and students. We’re also delighted to welcome Jessica Almeida, a middle school counselor from Hudson, as our new co-leader. Jessica brings fresh, exciting energy to the group, and we’re eager to see how her perspective will enrich our discussions. Additionally, we’re pleased to announce that Mindy Cripps from Billerica Public Schools is returning for a second year as co-leader, providing continuity and experienced leadership to the group. We invite all LGBTQ+ school counselors to join us this year. We’re currently finalizing our schedule and will be in touch shortly with a list of dates and times. If you’re interested in receiving meeting notifications, please email mcripps@billericak12.com to be added to our mailing list.
The Ethical Edge
Welcome to The Ethical Edge, a column written by MASCA’s Ethics Committee. Each month, you can expect an interesting, relevant article or case study that directly relates to our decision-making as we support our students, their families and caregivers, and our colleagues. This month, we bring you our newly revised case study format.
A middle school counselor, Ms. Thompson, encountered a challenging situation involving 13-year-old Samantha, who had become a victim of “cancel culture” among her peers. Samantha, once an active participant in school activities, suddenly found herself ostracized by her classmates. The reason? She didn’t conform to their definition of “cool” - her clothes were deemed unfashionable, her friends were considered outcasts, and her interests in reading and art were labeled as boring. As a result, Samantha’s academic performance began to suffer, and she showed signs of depression and anxiety. Ms. Thompson recognized the urgency of the situation and its potential long-term impact on Samantha’s mental health and academic success.
How would you handle this? What strategies might you implement to support Samantha?
Ms. Thompson, guided by the American School Counselor Association (ASCA) Ethical Standards for School Counselors, approached the situation with careful consideration. She first ensured Samantha’s privacy and confidentiality (ASCA Standard A.2.), creating a safe space for the student to express her feelings and concerns. Ms. Thompson then developed a comprehensive intervention plan, keeping in mind the need to promote Samantha’s well-being while also addressing the broader issue of peer exclusion in the school community. In line with ASCA Standard A.1., which emphasizes the primary obligation to the student, Ms. Thompson focused on empowering Samantha and building her self-esteem. Additionally, recognizing the importance of collaboration (ASCA Standard B.2.), she involved Samantha’s parents and teachers in the process, ensuring a supportive network for the student.
To support Samantha directly, Ms. Thompson implemented several strategies. She scheduled regular one-on-one counseling sessions to help Samantha process her emotions and develop coping mechanisms. During these sessions, Ms. Thompson challenged Samantha’s negative self-perceptions and helped her build resilience. She also helped Samantha identify her strengths and interests, encouraging her to join clubs or activities where she could connect with like-minded peers. Ms. Thompson worked with Samantha’s teachers to ensure they were aware of the situation and could provide additional support in the classroom. She also facilitated a meeting with Samantha’s parents, offering guidance on how they could support their daughter at home and reinforce positive self-esteem messages.
Addressing the broader issue of cancel culture in the school, Ms. Thompson took a multi-faceted approach. She proposed and implemented a school-wide anti-bullying and inclusivity program, which included assemblies and classroom discussions on topics such as empathy, diversity, and the negative impacts of exclusion. Ms. Thompson also worked with the school administration to revise policies related to bullying and social exclusion, ensuring they explicitly addressed modern forms of ostracism like cancel culture. She organized peer mediation training for student leaders, empowering them to intervene in situations of social exclusion. Additionally, Ms. Thompson collaborated with teachers to incorporate lessons on digital citizenship and responsible social media use into the curriculum, helping students understand the far-reaching consequences of their online actions. Through these comprehensive efforts, Ms. Thompson aimed to create a more inclusive and supportive school environment for all students, reducing the likelihood of future incidents of cancel culture.
Do you have a question or case you’d like the Ethics Committee to address? Do you want to learn more about our committee? Email us at: ethics@masca.org
Happy 2024-2025 School Year!
By Lori Ford, MA, CAGS, School Counselor, The Edgartown School, Edgartown MA. Assistant Board Chair MASCA, Nominations and By-Lays Committee Chair, and SIG Elementary School Co-Leader.
The hot relaxing days of Summer are behind us and the bustling school year has begun. My hope is that you were able to begin this year in a role and district that you are pleased and proud to be a part of. Are you ready for all that we do each and everyday to support and advocate for students?
Where you work and who you work with makes a huge impact on your own well being. I started this fall in a very different direction than last year. I took a leap of faith and got a new job, in a new district. Eager, nervous and ready to hit the ground running is how I am feeling. Changes of any kind can create feelings of uncertainty. There is something to say about getting out of your comfort zone, feeling all the emotions and moving forward.
It is not that I wanted to be uncomfortable, I was just ready to take on a new path that would help me grow and learn. I am not a thrill seeker, I like things to go as planned although something inside me was yearning for a shift. If you have considered making a change but have been hesitant, I am challenging you to do it.
Overcoming the initial feelings of, “What am I doing?” was real for me. I had been in my previous district for 15 years. I knew the staff, the style of the teachers, the administration, the families and caretakers and of course ALL of the amazing students. It was difficult to say goodbye. I have had the summer to reflect on what was and what I think will be. My focus is now moving forward to the 2024-2025 school year. Meeting and supporting a whole new group of students feels exciting.
I am ready to embrace and learn about new students, their families and care-
givers, systems, policies, and co-workers. Like anything else, if I thought too much about all the small details I probably would never have made a change due to all of this unknown. I am a Counselor and so are you. Let’s make sure to take each day, challenge and new chapter with grace, dedication and strength.
What does the word Counselor mean to you? What are we made up of? What is your goal for the new school year? Is it your first year as a counselor or your last? What are your greatest fears? Whatever your answers are I am sure we all have a lot in common. We are all Counselors, whether a School Adjustment Counselor, School Counselor, School Social Worker, or School Counselor Intern, Elementary, Middle, or High School, in the end we are here for the students.
Collaborate
We collaborate with teachers, office staff, administration, families, caregiv-
ers and students. Our work cannot be done in silo. We need to collaborate with all working components of the school. This work will support each student’s path towards success.
Open our hearts
We open our hearts to all. It can be challenging to be faced with some of the topics that we have to support. If we are able to open our hearts and place ourselves in their shoes we can support in an authentic and genuine way.
Unite
We have the unique opportunity to bring people together. Take advantage of that and make sure you create connections throughout the school building.
Never assume
When a student comes to your office, listen for understanding and hear what they are saying. Their words and actions are powerful. If we lead our work by assuming things, we will not get the job done in an intentional supportive way. Sit back, listen and ask questions for better understanding. Students need to be heard and it is our job to listen without judgment or assumption.
Supportive
We are supportive to students, their families and care takers, the staff that we work with and the administration. We are there to hold hands, warm hearts and listen in an authentic way. As supportive as we are to others we also need to make sure that we are supported as well. Find your people so that you also have someone to lean on and reflect with. You cannot pour from an empty cup.
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Lori Ford
Happy...
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Evolve with each day and experience
Perfection is not part of the work that we do or how we should navigate. We need to continuously evolve from the experiences and situations we are faced with. Stay focused and continue to be true to your values. Each day will bring new challenges, bring what you know to the table and support and continue to learn each day.
Life long learners. We teach our students to be lifelong learners and we need to embrace that mantra as well. We can learn something new each and every day if we’re open to it. When you are traveling home from work each day, take a few minutes to reflect on what you learned and what you can do even better the next day.
Organize
It starts with us organizing our days, and then from there we take off. We organize so much around our school building, our students’ schedules and various student activities. Staying organized will help you with your to-do list so that you do not miss the important tasks that you have to accomplish.
Relationship building skills
We are only good at what we do if we take the time and energy to build trusting relationships. This takes a great amount of time and dedication. This is the core of what we do each and every day. This is truly the gift of most School Counselors as it comes very naturally to most of us. Challenge yourself to learn all the students’ names in your building so that you can address them by name to make them feel seen and welcome.
Unlocking Efficiency: A Recap of Our Generative AI Workshop for School Counselors
By Melinda Cripps, MASCA Governing Board member, Conference Committee, LBGTQ+ Affinity Group Leader, and Guidance Director, Billerica High School
During MASCA’s School Counselor Summer Camp, we hosted a workshop introducing school counselors to the transformative potential of generative AI. Participants left the session with a newfound understanding of how AI can be used to streamline their workload, enhance their practice, and ultimately provide better support to their students.
The hands-on workshop delved into the diverse applications of generative AI in school counseling, ranging from generating lesson plans and creating classroom materials to writing student goals and crafting personalized parent emails. Participants learned how AI can be used to save time on administrative tasks while also providing valuable support for students.
A key focus of the workshop was on responsible and prudent use of AI technology. Participants were reminded of the importance of ethical considerations and data privacy when incorporating AI into their practice. The workshop also provided practical examples tailored to different grade levels and subject areas, enabling participants to
envision concrete ways to implement AI in their own work.
Many participants expressed surprise at the wide range of applications for generative AI in school counseling. They were particularly impressed by the potential to save time on administrative tasks and provide personalized support to students. Additionally, the workshop highlighted the ability of AI to generate creative ideas for student projects, activities, and assignments, fostering a more engaging and personalized learning experience.
As school counselors continue to explore the possibilities of generative AI, it is essential to stay informed about the latest developments and best practices.
By embracing generative AI, school counselors can unlock new efficiencies, improve their practice, and ultimately provide better support to their students. Generative AI has the potential to revolutionize the field of school counseling by automating time-consuming tasks, freeing up counselors to focus on more meaningful interactions with students.
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
I have decided to share how I integrated my June 2024 CN article advice (Wrap Up, Assess, Reflect, and Plan) into the focus of my MA Model action planning for this academic year. I will share monthly highlights.
Wrap Up
After reviewing my MA Model cohort training and webinars, MARC Jr. submissions, and MA Model committee notes, I identified end goals achieved and loose ends to complete this summer or add to me action planning
Assess
Assessment is the key component that guides continual strengthening of comprehensive school counseling programs to meet the data-identified instructional gaps and student needs. The MA Model committee continues to discuss identifying data points to answer the research question: Guided by best practices presented in the MA Model and ASCA Model, what is the status of comprehensive school counseling program implementation in MA schools? Since school counseling research data is scarce, I chose to compile the results of 20 years of MA Model Institute training and search for concrete data points to include in a MARC Jr. document for the MA Model committee.
Reflections
• My perception is that the strongest implementation results happens when school teams joined PD training together and collaboratively worked to implement MA Model practices. However, long-term,
consistent program development data is scarce due to job changes, retirements, demands of new initiatives, and revised administrative target goals.
• MARC/MARC Jr. document development takes time and is most successful with consistent mentoring support to encourage relevant data collection and assists with the ongoing application of the Cycle of Inquiry to assess formative and summative data to identify progress, gaps and outcomes. Many colleagues begin document planning at workshops, but job demands tend to interfere with document completion.
• Counselors are striving to deliver Tier 1 curriculum, but units and lessons are often not standards-aligned or written, SMART student end goals are not identified, pre and post data is not collected, and, if collected, results data is not compiled to measure student learning and achievement of targeted instructional goals.
Action Planning
During the summer I had the privilege of partnering with several colleagues who selected MA Model PD initiatives to assist them prepare for their 2024-25 academic year. We developed calendars and curriculum maps, wrote and/or strengthened lesson plans, and populated MARC Jr. documents with baseline data that will continue to be analyzed with additional formative and summative data collected during the academic year.
For my action plan, I have chosen to personally focus on the following:
1. Continue monthly MA Model Implementation articles and encourage webpage posting of archived CN articles.
2. Continue developing and delivering professional PD showcasing examples of MA Model implementation and action resear.ch practices including identifying research questions, data collection, and developing data-driven action plans. I will email participants and offer continued assistance with their drafted project work.
3. Compile demographic and school level data about MARC and MARC Jr. completions recognized by MASCA.
4. Offer to partner with MASCA’s Professional Recognition Committee to define, promote, & encourage nominations for the ESCPA (Excellence in School Counseling Program Award).
5. CELEBRATE 20 years of MA Model achievements!
To continue to be educated and informed about best practices implementing your comprehensive school counseling program, consider MA Model PD. Contact helenod@att.net about currently available multi-tiered PD offered for MASCA PDP’s and graduate coursework.
Join Our MASCA Retirees SIG
Anne Thidemann French annethidemannfrench@gmail.com and Helen O’Donnell helenod@att.net invite you to drop into our SIG meetings to share your retirement experiences. We welcome attendees to participate in discussions, ask technology questions, and suggest new topics and speakers. Whether you are retired or just dreaming of retirement we are here for you.
Past programming included sessions by a leader and advocate from Retirees United, an MTA Rep explaining How to Plan for Retirement, Sharing Travel Adventures, Blogging, Genealogy, and Technology Tips. Looking forward to “seeing” you at our fall meeting. 2024-25: Meetings are on Thursdays from 3:30-4:30 via ZOOM.
Agenda topics (subject to change):
Sept. 19 - Staying Engaged Professionally & Socially in Retirement.
Nov. 21 - Issues Facing Retirees
Speaker: Marie Ardito, Retirees United.
Jan 16 - Getting Started with Genealogy
Speaker: Jessy Wheeler, Genealogy Specialist, Boston Public Library
March 20 -Preparing for Retirement. Speaker TBA Email retirement questions to helenod@att.net with "Retiree SIG" in subject line.
Check out our Retiree SIG webpage. https://masca.wildapricot.org/page-18134
We have joined Retirees United to keep MASCA retirees informed, current with retirement issues, and connected to other retirees. The Retirees United electronic newsletters will be posted on this page to keep you informed.
CULTURAL PROFICIENCY:
30th Annual Conference with Dr. Kalise Wornum
FRIDAY, OCTOBER 25, 2024
9AM – 3:15PM WESTMINSTER, VT
— Lunch is included —
Please direct all inquiries for the conference to Mariah Bischofberger at (802) 721-6925, or email mbischofberger@kurnhattin.org.
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.
