Counselor's Notebook, June 2013

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

VOL. 49, NO. 10

JUNE 2013

President’s Message

MASCA Spring Conference: Take-Aways

By JENNIFER LISK MASCA President

By ASHLEY GARTH School Counselor, Fairhaven High School

D

JENNIFER LISK

I

t has been a personally and professionally rewarding year as MASCA president. Thank you to all who have supported MASCA’s events and initiatives throughout this year. As I have said many times before, this is an exciting time to be a school counselor in Massachusetts.

In this issue, a piece written by Katie Gray, MASCA’s liaison to ESE, highlights many of the reasons for this. I encourage you to share this with your faculty and administrators, as well as other stakeholders within your community. The quantitative and qualitative data show that school counselors make a difference. I thank you for making a difference, and I wish you a restful and rejuvenating summer. ■

riving home each day from the MASCA Spring Conference in Hyannis, I reflected on the refreshing energy that came from three days of professional collaboration as well as my first experiences both presenting my own MA Model Implementation poster and reviewing the graduate student posters.

The opportunities at MASCA for collaboration with other counselors, administrators, and professionals in the field were endless. This year, a Fairhaven team of K-12 school counselors and RTTT committee members trekked to the Cape for the conference and the Spring RTTT workshop. We eagerly met other counselors and attended workshops to share ideas about general MA Model Implementation, programming, and family engagement.

• Schedule a follow-up meeting with your MASCA team and other colleagues a week or two after the conference to review and share notes and program ideas.

Prioritize and plan the implementation of any programs, lessons, or services.

Take-aways

After participating in the MA Model Implementation Institute with a coworker last summer, a colleague and I prepared and presented posters highlighting the college scholarship process and career planning with high school juniors and seniors respectively. (continued on page 2)

• Split up from your team to attend different workshops during each session and then combine workshop notes in a shared Google document. Gather as much information and as many ideas from the workshop presenters as possible.

• Timing is everything. Be realistic about your plans. Maintain your excitement by identifying what can be accomplished this year compared to what you should /could wait to implement in the next academic year.

• Family engagement. Consider making school counseling announcements at school athletic events and also performances. Halftime and intermission provide a captive audience. Create a School Counseling Office Facebook and Twitter account to share information.

MA Model Implementation Institute 2013-2014

Race To The Top Katie Gray’s update on Race To The Top (RTTT) is printed in its entirety beginning on page 7.

Two optional sites: • Dean College, July 23 and 24, November TBA • Massachusetts College of Liberal Arts, 3 dates, TBA Time: 8:30 a.m. – 3:30 p.m.

For information and registration, go to www.masca.org.

Registration form is also found on page 4.

TAKE-AWAYS (continued from page 1)

SAVE THE DATES October 21 MASCA-DESE RTTT Fall Summit Holiday Inn, Boxboro, 7:30 a.m. – 2:30 p.m.

Atty. Regina Tate, “Legal and Ethical Issues for School Counselors” 2:45 p.m. – 5:45 p.m.

October 22 MASCA Fall Conference, Holiday Inn, Boxboro

Take-aways • Use a Survey Monkey Professional account to collect and analyze lesson data. Take advantage of easy data collection, advanced analysis tools that compare survey question data, create graphs and charts, and export data to Excel as needed.

• Consider participating in the MA Model Implementation Institute this summer. Learn about the Model in depth and consider practical ways to begin implementation in your district or at your school. You will also work with other counselors who are similarly starting the MA Model implementation process.

Everyone is at different stages of implementation. What a wonderful sounding board and support network.

In the past, I never attended MASCA on Sunday and, thus, never had the privilege of learning from the graduate student poster sessions. What a gold mine of enthusiasm, progressive ideas, and professionalism.

Take-away Plan to attend the first day of the conference. Graduate students share their ideas, programs, and student support services implemented during their internships. You can meet new counselors to the profession, network, and discuss shared experiences. This year, I met energized graduate students who shared ideas about a productive after-school homework group, grade eight-nine transition, and using social media to reach students.

The Spring MASCA Conference marked a few firsts for me as a high school counselor. I can’t wait to share notes and ideas with my fellow counselors and inevitably figure out how to work these new concepts into our MA Model Implementation Plan for this year and next. I look forward to maintaining my new professional contacts and attending future MASCA conferences. ■

MASCA Fall Conference For information updates, go to www.masca.org.

2

COUNSELOR’S NOTEBOOK

FOCUS ON HEALTH & SAFETY 2012 – 2013 OFFICERS

A Boxer’s Fatal Blow

PRESIDENT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: president@masca.org PAST PRESIDENT MICHELLE BURKE Beverly High School 100 Sohier Road Beverly, MA 01915-2654 Tel. 978-921-6132 x 11107 E-mail: mburke@beverlyschools.org PRESIDENT-ELECT THERESA A. COOGAN, Ph.D. Bridgewater State University Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu VICE PRESIDENT ELEMENTARY JACQUELINE BROWN East Somerville Community School 42 Prescott Street, Somerville, MA 02143 Tel. 617-625-6600 x 6517 • Fax 617-591-7906 E-mail: jbrown@k12.somerville.ma.us VICE PRESIDENT MIDDLE / JUNIOR HIGH MARISA CASTELLO E-mail: castelloma@sps.springfield.ma.us KATHLEEN SCOTT E-mail: scottk@amesburyma.gov VICE PRESIDENT SECONDARY CARRIE KULICK-CLARK Braintree High School 128 Town Street, Braintree, MA 02184 Tel. 781-848-4000 ext 2273 • Fax 781-848-7799 E-mail: jd02375@aol.com VICE PRESIDENT POSTSECONDARY JOHN MARCUS Dean College 99 Main Street, Franklin, MA 02038 Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jmarcus@dean.edu VICE PRESIDENT ADMINISTRATORS TBA VICE PRESIDENT COUNSELOR EDUCATORS MEGAN KRELL, Ph.D. E-mail: mkrell@fitchburgstate.edu VICE PRESIDENT RETIREES Joseph D. FitzGerald, Ed.D. 5 Progress Street, Weymouth, MA 02188 Tel. 781-264-3426 E-mail: jdfitz1831@gmail.com EXECUTIVE DIRECTOR DONNA M. BROWN Adjunct Professor, UMass Boston P.O. Box 366, 779 Center Street Bryantville, MA 02327 Tel. 781-293-2835 E-mail: executivedirector@masca.org TREASURER ASHLEY CARON 25 Belmont Ave., Stoughton, MA 02072 Tel. 508-212-0676 E-mail: ashcicero@hotmail.com SECRETARY JENNIFER McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x 247 • Fax 508-759-5455 E-mail: jmcguire@uppercapetech.org MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: membership@masca.org COUNSELOR’S NOTEBOOK EDITOR SALLY ANN CONNOLLY 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

JUNE 2013

By SALLY ANN CONNOLLY MASCA Counselor’s Notebook Editor

F

ollowing the Boston Marathon bombing, leading scientists called for an autopsy on the brain of one suspect, the deceased older brother. Dr. Robert Cantu and Dr. Robert Stern, co-founders of the Center for the Study of Chronic Traumatic Encephalopathy at Boston University, say that an autopsy could help determine if Tamerlan Tsarnaev suffered boxing-related brain damage.

We cannot begin to know what evil lurks in the hearts of men and what motivates some to commit atrocities, but we have learned much more about the human brain and the damage caused by repeated head trauma. Chronic traumatic encephalopathy (CTE) is a condition found increasingly in athletes engaged in contact sports, especially boxing and football, and in veterans of the battlefield. Tamerlan, who had been boxing since childhood, had become an outstanding Golden Gloves boxer.

The American Academy of Neurology (AAN), the international association of more than 21,00 neurology professionals, says that intentional trauma to the brain— the kind inflicted by boxers—results in measureable, persistent damage. And the damage accumulates long after the boxing ceases. “Punch drunk” syndrome manifests itself in diminished motor and cognitive skills as well as behavior.

AAN considers boxing a serious threat, and it urges steps to reduce the number of direct blows to the head and to increase the monitoring of participants’ neurological health. The Australian Medical Association is even stronger in its opposition. Boxing, it feels, should be banned from the Olympic and Commonwealth Games as well as prohibited for those under the age of 18. In their combined position statement, the American Academy of Pediatrics and the Canadian Paediatric Society vigorously oppose boxing for any child or adolescent.

In 1983, the editor of the Journal of the American Medical Association, Dr. George Lundberg, created a controversy when he called for a ban on boxing. For both medical and moral reasons, Lundberg still urges an end to the “barbaric” sport whose goal is to inflict maximum harm on the opponent.

The amalgam of physiological, psychological, social, and cultural factors that shape human behavior preclude our fully understanding the Marathon bomber’s state of mind. But the evidence on concussions suggests that a look into his brain could provide useful information.

Bomber No. 1 may be one more boxing loser.

— Letter to the Editor, The Salem News, May 2, 2013, p. 7.

Focus on one sport may increase injury risk WebMD News from HealthDay, April 19, 2013 — Research by Dr. Neeru Jayanthi, director of primary care sports medicine at Loyola University Medical Center, indicates that “young athletes who train intensely for one sport are at greatly increased risk for severe overuse injuries such as stress fractures.” To reduce injury Jayanthi recommends: • Do not spend more hours per week than your age playing sports, and do not spend more than twice as much time

playing organized sports as you spend in gym and unorganized play.

• Do not specialize in one sport before late adolescence.

• Do not play sports competitively year round. Take a break from competition for one to three months each year (not necessarily consecutively). Take at least one day off per week from training in sports.

—http://children.webmd.com/news/20130419/focus -on-one-sport-raises-young-athletes-injury-risk-study.

3

Helen O’Donnell, Ed.D, MASCA PD Coordinator/Conference Chair, MA Model Writing Team, FHGA President, Retired Counselor, Visiting Faculty Advisor, Fitchburg State University.

David Elsner, CAGS, MA Model Writing Team, MARC Author and MASCA MARC Chair, Counselor, Foxboro Regional Charter High School.

1.

2.

3.

• • • •

• • • • • • • • • • • •

4

:

•

COUNSELOR’S NOTEBOOK

The College Readiness Payoff

By DONNA BROWN MASCA Executive Director

R

ecently, I attended the ACT State Council meeting at Holy Cross.

Among the very interesting pieces of information shared by the ACT reps was a policy report from ACT Research and Policy. Entitled “Readiness Matters: The Impact of College Readiness on College Persistence and Degree Completion,” this report confirms what most professional school counselors intuitively believe. According to ACT’s website, “In determining a student’s chances of college success, this report helps answer the following questions: • Does the level of academic preparation in high school really matter?

• Does early monitoring of college readiness make a difference?

• What impact does college readiness have on reducing gaps in college degree completion among underrepresented populations?

• What impact would greater college readiness have on the number of high school graduates enrolling in and completing college?”

Using the ACT College Readiness Benchmarks, 25,000 students who took the ACT and immediately enrolled in either a two or four year postsecondary institution after graduation, were tracked for seven years using National Student Clearinghouse data. The findings were not really surprising. At heart, students who are better prepared as indicated by meeting benchmarks in English Composition, College Algebra, social science courses and/or Biology are better prepared for the rigors of college and are more likely to complete their degree programs. Indeed, for every additional benchmark a student meets, the likelihood of completing a degree in six years increases by 7 to 8 percentage points.

Basically, the four major findings are: • Students who are better prepared academically for college have a greater chance of persisting in college and completing a degree.

• Using multiple measures of college readiness helps inform students’ likelihood of college success.

• Racial/ethnic and family income

JUNE 2013

gaps in college success rates are reduced when college readiness is taken into account.

• Early monitoring of readiness is associated with increased college success.

The Policy Report concludes with five recommendations including providing educational and career information to all students and developing a system of

monitoring student performance at all levels from kindergarten through college.

Many of the findings will seem to be common sense. However, the data provided and the size of the study, make proving what we as counselors know much easier. The complete report and additional information are available at www.act.org/research. ■

5

INTERN’S TALE Integrating RTI with School Counseling

By JENNIFER KEARY Graduate Student, Fitchburg State University

T

he profession of school counseling is an ongoing development in the field of education. As education is continuously evolving, the roles of school counselors need to be evolving as well.

In the article, “Integrating RTI with School Counseling Programs: Being a Proactive Professional School Counselor” (Ockerman, et al., 2011), the authors discuss the imperative need for role clarification and responsibilities of school counselors.

Response to Intervention (RTI) is a recent educational reform that was brought to focus by the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA). As of 2010, more than a dozen states legally require RTI; and all but three of the other states support the implementation of RTI through state-

developed RTI guidance documents on their websites.

As more schools adopt the implementation of RTI, it is essential for school counselors to establish their roles within the RTI framework. The authors of this article explore how RTI has the potential to work collaboratively with the ASCA National Model’s framework for comprehensive, developmental school counseling programs (CDSCPs).

The RTI model is “proactive, collaborative, data-driven, multi-tiered and whole-child focused,” as is ASCA’s framework. RTI is meant to bring change to the way schools identify struggling learners and those with learning disabilities.

There has been a significant increase in the identification of those with learning disabilities as well as the over-represen-

tation of minority students within this group. Because of this, IDEA gave states the right to employ “a process that determines if the child responds to scientific, research-based intervention as part of the evaluation procedures when determining eligibility.” This process is RTI. The tiered service delivery model begins with tier one, which involves the general education classroom, where a researchbased core curriculum is implemented.

Tier two involves group sessions, typically three-five per week. And tier three involves individual instruction typically five days a week. Students’ movement through tiers should be fluid. They should receive intervention when necessary and without the requirement of special education labels.

Role of counselors ASCA asserts that professional school counselors are stakeholders in the development and implementation of RTI within their school buildings. Their role should be supportive as well as active in the implementation of RTI through tieredmodel counseling, data-driven procedures including the documentation of students’ movement through the tiers, and social advocacy.

Counselors should be able to determine needed school-wide and group-based interventions through overall trends in standardized testing, course enrollment patterns, attendance data, report cards, school improvement plans, and disciplinary reports. Counselors should also generate data related to previous interventions within their programs to develop and refine future interventions.

The authors stress the need for more research-based intervention in the area of school counseling, and they encourage school counselors to engage in the RTI process and “be able to speak to the research that exists and to capitalize on those programs and interventions that do have a research base.” The authors also note that further research is needed to determine the effectiveness of RTI models as well as the counselor’s role within the RTI framework. ■

6

COUNSELOR’S NOTEBOOK

DĂƐƐĂĐŚƵƐĞƚƚƐ ZĂĐĞ ƚŽ ƚŚĞ dŽƉ ^ĐŚŽŽů ŽƵŶƐĞůŽƌƐ ĞŐŝŶŶŝŶŐ ƚŽ ^ĞĞ WŽƐŝƚŝǀĞ ZĞƐƵůƚƐ ĨŽƌ ^ƚƵĚĞŶƚƐ <ĂƚŝĞ 'ƌĂLJ͕ D͘ Ě͕͘ ͘ ͘ ͘^͘ ΀D ^ ͬ ^ >ŝĂŝƐŽŶ͕ &ŽƌŵĞƌ D ^ WƌĞƐŝĚĞŶƚ΁

DĂƐƐĂĐŚƵƐĞƚƚƐ ŽƵŶƐĞůŽƌƐ &ŝŶĚ Ă ^ĞĂƚ ͞Ăƚ ƚŚĞ dĂďůĞ͟ dŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ ^ĐŚŽŽů ŽƵŶƐĞůŽƌƐ ƐƐŽĐŝĂƚŝŽŶ͛Ɛ ΀D ^ ΁ ƚŽƉ ƚǁŽ ŐŽĂůƐ ĐŝƚĞĚ ŽŶ ŝƚƐ ^ƚƌĂƚĞŐŝĐ WůĂŶ ĨŽƌ ϮϬϭϭͲϭϱ ĂƌĞ ĂƐ ĨŽůůŽǁƐ͗ • dŚƌŽƵŐŚ ƉĂƌƚŶĞƌŝŶŐ ǁŝƚŚ ƚŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ ĞƉĂƌƚŵĞŶƚ ŽĨ ůĞŵĞŶƚĂƌLJ ĂŶĚ ^ĞĐŽŶĚĂƌLJ ĚƵĐĂƚŝŽŶ ΀ ^ ΁ ĂŶĚ ŽƚŚĞƌ ƐƚĂŬĞŚŽůĚĞƌƐ͕ D ^ ǁŝůů ƉƌŽŵŽƚĞ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ŽĨ ƚŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ DŽĚĞů ĨŽƌ ŽŵƉƌĞŚĞŶƐŝǀĞ ^ĐŚŽŽů ŽƵŶƐĞůŝŶŐ ΀D DŽĚĞů΁ ĂƐ ĂŶ ĞĚƵĐĂƚŝŽŶ ƌĞĨŽƌŵ ďĞƐƚ ƉƌĂĐƚŝĐĞ ƚŚĂƚ ƌĞƐƵůƚƐ ŝŶ ƉŽƐŝƚŝǀĞ ŽƵƚĐŽŵĞƐ ĨŽƌ ƐƚƵĚĞŶƚƐ ŝŶĐůƵĚŝŶŐ ƐĂĨĞƌ ƐĐŚŽŽůƐ͕ ŝŵƉƌŽǀĞĚ ĂĐĂĚĞŵŝĐ ĂĐŚŝĞǀĞŵĞŶƚ͕ ĂŶĚ ŝŶĐƌĞĂƐĞĚ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ͘

• /ĚĞŶƚŝĨLJ ŵƵůƚŝƉůĞ ƉĂƚŚƐ ĨŽƌ ĞŶƐƵƌŝŶŐ ƋƵĂůŝƚLJ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ŝƐ ĂǀĂŝůĂďůĞ ƚŽ Ăůů ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĂƐ ǁĞůů ĂƐ ƚŽ ŵĞŵďĞƌƐ ŽĨ D DŽĚĞů /ŵƉůĞŵĞŶƚĂƚŝŽŶ dĞĂŵƐ͘

ŽŶƐĞƋƵĞŶƚůLJ͕ ǁŚĞŶ WƌĞƐŝĚĞŶƚ KďĂŵĂ ĂŶŶŽƵŶĐĞĚ ŚŝƐ ZĂĐĞ ƚŽ ƚŚĞ dŽƉ ΀Zddd΁ DĂƐƐĂĐŚƵƐĞƚƚƐ͗ dŚĞ ŽŶůLJ ƐƚĂƚĞ ƚŽ ŝŶĐůƵĚĞ ŝŶŝƚŝĂƚŝǀĞ ĂŶĚ ƉůĞĚŐĞĚ ŚŝƐ ƐƵƉƉŽƌƚ ĨŽƌ ĨƵŶĚŝŶŐ ŝŶŶŽǀĂƚŝǀĞ ŝĚĞĂƐ ƚŽ ŝŵƉƌŽǀĞ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŝŶ Zddd ŽƵƚĐŽŵĞƐ ĨŽƌ ƐƚƵĚĞŶƚƐ͕ D ^ ƐĂǁ ĂŶ ŽƉƉŽƌƚƵŶŝƚLJ ƚŽ ŝŶĐůƵĚĞ ƐĐŚŽŽů

ĐŽƵŶƐĞůŽƌƐ ŝŶ ĂŶ ŝŵƉŽƌƚĂŶƚ ĞĚƵĐĂƚŝŽŶ ƌĞĨŽƌŵ ĞĨĨŽƌƚ͘ D ^ ůĞĂĚĞƌƐ ǁŽƌŬĞĚ ǁŝƚŚ ƚŚĞ ĞƉĂƌƚŵĞŶƚ ŽĨ ůĞŵĞŶƚĂƌLJ ĂŶĚ ^ĞĐŽŶĚĂƌLJ ĚƵĐĂƚŝŽŶ ΀ ^ ΁ ƚŽ ŝŶĐůƵĚĞ Ă ƉƌŽƉŽƐĂů ĨŽƌ ƚƌĂŝŶŝŶŐ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ƚŽ ŝŵƉůĞŵĞŶƚ ƚŚĞ D DŽĚĞů ΀ǁŚŝĐŚ ŝƐ ĂůŝŐŶĞĚ ǁŝƚŚ ƚŚĞ ^ EĂƚŝŽŶĂů DŽĚĞů΁ ŝŶ ŽƵƌ ƐƚĂƚĞ͛Ɛ Zddd ĂƉƉůŝĐĂƚŝŽŶ͘ DĂƐƐĂĐŚƵƐĞƚƚƐ ƌĞĐĞŝǀĞĚ ƚŚĞ ŚŝŐŚĞƐƚ ƐĐŽƌĞ ŝŶ ƚŚĞ ƐĞĐŽŶĚ ƌŽƵŶĚ ŽĨ Zddd ĂƉƉůŝĐĂƚŝŽŶƐ ĂŶĚ D ^ ůŝŬĞƐ ƚŽ ƚŚŝŶŬ ŝƚ ŝƐ ďĞĐĂƵƐĞ ǁĞ ǁĞƌĞ ƚŚĞ ŽŶůLJ ƐƚĂƚĞ ƚŽ ďĞ ŝŶŶŽǀĂƚŝǀĞ ĞŶŽƵŐŚ ƚŽ ŝŶĐůƵĚĞ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ͊

dŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ Zddd ŐƌĂŶƚ ƉƌŽƉŽƐĂů ŝĚĞŶƚŝĨŝĞĚ ĨŝǀĞ ŵĂũŽƌ ŽďũĞĐƚŝǀĞƐ͕ ďĂƐĞĚ ŽŶ ĂƌĞĂƐ ĐƌŝƚŝĐĂů ƚŽ ƉƵďůŝĐ ĞĚƵĐĂƚŝŽŶ ƚŽĚĂLJ͗ • ĚƵĐĂƚŽƌ ĞĨĨĞĐƚŝǀĞŶĞƐƐ • ƵƌƌŝĐƵůƵŵ ĂŶĚ ŝŶƐƚƌƵĐƚŝŽŶ • ^ĐŚŽŽů ƚƵƌŶĂƌŽƵŶĚ • ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ • ĂƚĂ ƐLJƐƚĞŵƐ ĂŶĚ ŝŶĨƌĂƐƚƌƵĐƚƵƌĞ dŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ ^ ĞƐƚĂďůŝƐŚĞĚ ƚŚĞ ĨŽůůŽǁŝŶŐ Zddd ƚĂƌŐĞƚƐ ĨŽƌ ŝŵƉƌŽǀŝŶŐ ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ͗ ϭ͘

Ϯ͘

/ŶĐƌĞĂƐĞ ƚŚĞ 'ƌĂĚƵĂƚŝŽŶ ZĂƚĞͲ /ŶĐƌĞĂƐĞ ƚŚĞ ŶƵŵďĞƌ ŽĨ ƐƚƵĚĞŶƚƐ ǁŚŽ ŐƌĂĚƵĂƚĞ ĨƌŽŵ ŚŝŐŚ ƐĐŚŽŽů ǁŝƚŚŝŶ ĨŝǀĞ LJĞĂƌƐ ;ŝ͘Ğ͕͘ ƚŚĞ ĨŝǀĞͲLJĞĂƌ ĐŽŚŽƌƚ ƌĂƚĞͿ͘

/ŶĐƌĞĂƐĞ ƚŚĞ DĂƐƐ ŽƌĞ ŽŵƉůĞƚŝŽŶ ZĂƚĞͲ /ŶĐƌĞĂƐĞ ƚŚĞ ŶƵŵďĞƌ ŽĨ ƐƚƵĚĞŶƚƐ ĐŽŵƉůĞƚŝŶŐ ƚŚĞ ƌŝŐŽƌŽƵƐ DĂƐƐ ŽƌĞ ƉƌŽŐƌĂŵ ŽĨ ƐƚƵĚLJ͘

ŽůůĞŐĞ Θ ĂƌĞĞƌ ZĞĂĚLJ

ϱͲzĞĂƌ 'ƌĂĚƵĂƚŝŽŶ ZĂƚĞ

DĂƐƐ ŽƌĞ ŽŵƉůĞƚŝŽŶ ZĂƚĞ

EŽƚĞ͗ dŚĞ DĂƐƐĂĐŚƵƐĞƚƚƐ ,ŝŐŚ ^ĐŚŽŽů WƌŽŐƌĂŵ ŽĨ ^ƚƵĚŝĞƐ ;DĂƐƐ ŽƌĞͿ ŝƐ ŝŶƚĞŶĚĞĚ ƚŽ ŚĞůƉ ŽƵƌ ƐƚĂƚĞΖƐ ŚŝŐŚ ƐĐŚŽŽů ŐƌĂĚƵĂƚĞƐ ĂƌƌŝǀĞ Ăƚ ĐŽůůĞŐĞ Žƌ ƚŚĞ ǁŽƌŬƉůĂĐĞ ǁŝƚŚ ƚŚĞ ŶĞĐĞƐƐĂƌLJ ƐŬŝůůƐ ƚŽ ƐƵĐĐĞĞĚ ĂŶĚ ƚŽ ƌĞĚƵĐĞ ƚŚĞ ŶƵŵďĞƌ ŽĨ ƐƚƵĚĞŶƚƐ ƚĂŬŝŶŐ ƌĞŵĞĚŝĂů ĐŽƵƌƐĞƐ ŝŶ ĐŽůůĞŐĞ͘ DĂƐƐ ŽƌĞ ƌĞĐŽŵŵĞŶĚƐ Ă ĐŽŵƉƌĞŚĞŶƐŝǀĞ ƐĞƚ ŽĨ ƐƵďũĞĐƚ ĂƌĞĂ ĐŽƵƌƐĞƐ ĂŶĚ ƵŶŝƚƐ ĂƐ ǁĞůů ĂƐ ŽƚŚĞƌ ůĞĂƌŶŝŶŐ ŽƉƉŽƌƚƵŶŝƚŝĞƐ ƐƚƵĚĞŶƚƐ ŵƵƐƚ ĐŽŵƉůĞƚĞ ďĞĨŽƌĞ ŐƌĂĚƵĂƚŝŶŐ ĨƌŽŵ ŚŝŐŚ ƐĐŚŽŽů͘ dŚĞ ƌĞĐŽŵŵĞŶĚĞĚ ƉƌŽŐƌĂŵ ŽĨ ƐƚƵĚŝĞƐ ŝŶĐůƵĚĞƐ͗ ĨŽƵƌ LJĞĂƌƐ ŽĨ ŶŐůŝƐŚ͕ ĨŽƵƌ LJĞĂƌƐ ŽĨ ŵĂƚŚ͕ ƚŚƌĞĞ LJĞĂƌƐ ŽĨ Ă ůĂďͲďĂƐĞĚ ƐĐŝĞŶĐĞ͕ ƚŚƌĞĞ LJĞĂƌƐ ŽĨ ŚŝƐƚŽƌLJ͕ ƚǁŽ LJĞĂƌƐ ŽĨ ƚŚĞ ƐĂŵĞ ĨŽƌĞŝŐŶ ůĂŶŐƵĂŐĞ͕ ŽŶĞ LJĞĂƌ ŽĨ ĂŶ ĂƌƚƐ ƉƌŽŐƌĂŵ͕ ĂŶĚ ĨŝǀĞ ĂĚĚŝƚŝŽŶĂů ΗĐŽƌĞΗ ĐŽƵƌƐĞƐ ƐƵĐŚ ĂƐ ďƵƐŝŶĞƐƐ ĞĚƵĐĂƚŝŽŶ͕ ŚĞĂůƚŚ͕ ĂŶĚͬŽƌ ƚĞĐŚŶŽůŽŐLJ͘ DĂƐƐ ŽƌĞ ĂůƐŽ ŝŶĐůƵĚĞƐ ƐƵƉƉůĞŵĞŶƚĂƌLJ ůĞĂƌŶŝŶŐ ŽƉƉŽƌƚƵŶŝƚŝĞƐ ŝŶĐůƵĚŝŶŐ W ĐůĂƐƐĞƐ͕ ĚƵĂů ĞŶƌŽůůŵĞŶƚ͕ Ă ƐĞŶŝŽƌ ƉƌŽũĞĐƚ͕ ŽŶůŝŶĞ ĐŽƵƌƐĞƐ ĨŽƌ ŚŝŐŚ ƐĐŚŽŽů Žƌ ĐŽůůĞŐĞ ĐƌĞĚŝƚ͕ ĂŶĚ ƐĞƌǀŝĐĞ Žƌ ǁŽƌŬͲďĂƐĞĚ ůĞĂƌŶŝŶŐ͘ JUNE 2013

7

D ^ ďĞůŝĞǀĞĚ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĐŽƵůĚ ďĞƐƚ ƐƵƉƉŽƌƚ ƚŚĞ Zddd ƚĂƌŐĞƚƐ ĨŽĐƵƐĞĚ ŽŶ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ͘ D ^ ůĞĂĚĞƌƐ ďĞŐĂŶ ĐŽŶǀĞƌƐĂƚŝŽŶƐ ǁŝƚŚ ^ ƚŽ ŚĞůƉ ƚŚĞŵ ƵŶĚĞƌƐƚĂŶĚ ŚŽǁ ĐŽƵŶƐĞůŽƌƐ͕ ǁŚĞŶ ƚƌĂŝŶĞĚ ƚŽ ƵƚŝůŝnjĞ ƚŚĞ D DŽĚĞů ĨƌĂŵĞǁŽƌŬ͕ ĐŽƵůĚ ŚĂǀĞ Ă ƉŽƐŝƚŝǀĞ ŝŵƉĂĐƚ ŽŶ ŝŶĐƌĞĂƐŝŶŐ ďŽƚŚ ŐƌĂĚƵĂƚŝŽŶ ĂŶĚ DĂƐƐ ŽƌĞ ĐŽŵƉůĞƚŝŽŶ ƌĂƚĞƐ͘ D ^ ͛Ɛ ůŽďďLJŝŶŐ ĞĨĨŽƌƚƐ ǁĞƌĞ ƐƵĐĐĞƐƐĨƵů ĂŶĚ ^ ƚŽŽŬ ƐĞƌŝŽƵƐůLJ ƚŚĞ ŝŶĐůƵƐŝŽŶ ŽĨ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŝŶ ƚŚĞŝƌ ĞĨĨŽƌƚƐ ƚŽ ŝŵƉƌŽǀĞ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ŽƵƚĐŽŵĞƐ͕ ĂƐ ĞǀŝĚĞŶĐĞĚ ďLJ Ă ͞ĚĞůŝǀĞƌLJ ƐƚƌĂƚĞŐLJ͟ ƚŚĂƚ ŝŶĐůƵĚĞĚ ŝŵƉůĞŵĞŶƚŝŶŐ ƚŚĞ D DŽĚĞů ĂƐ ŽŶĞ ŽĨ ϳ ŵĂũŽƌ ŝŶŝƚŝĂƚŝǀĞƐ ƚŽ ŚĞůƉ ĂĐŚŝĞǀĞ ƚŚĞ ƐƚĂƚĞ͛Ɛ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ŐŽĂůƐ͘

Academic Support Grants School to Career Connecting Activities

MA Model for School Counseling

Early Warning Indicator System

College and Career Ready

MassCore Policy & Implementation

^ ͛Ɛ ^ĞǀĞŶ ^ƚƌĂƚĞŐŝĐ /ŶŝƚŝĂƚŝǀĞƐ

High School Graduation Initiative

High School Turnaround

'ĞƚƚŝŶŐ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŝŶĐůƵĚĞĚ ŝŶ ZĂĐĞ ƚŽ ƚŚĞ dŽƉ ŐƌĂŶƚ ĂĐƚŝǀŝƚŝĞƐ ƉƌŽǀĞĚ ƚŽ ďĞ ŽŶůLJ ƚŚĞ ĨŝƌƐƚ ƐƚĞƉ ŝŶ ĞŶĂďůŝŶŐ ŽƵƌ ƉƌŽĨĞƐƐŝŽŶ ƚŽ ƚƌƵůLJ ďĞ ƉĂƌƚ ŽĨ ƐƚĂƚĞ ĞĚƵĐĂƚŝŽŶĂů ƌĞĨŽƌŵ ĞĨĨŽƌƚƐ͘ /ŵƉůĞŵĞŶƚŝŶŐ ƚŚĞ D DŽĚĞů͕ Žƌ WƌŽũĞĐƚ ϰ ĂƐ ŝƚ ǁĂƐ ŽĨĨŝĐŝĂůůLJ ĐĂůůĞĚ͕ ǁĂƐ ĚĞƐŝŐŶĂƚĞĚ ĂŶ ͞ŽƉƚŝŽŶĂů ƉƌŽũĞĐƚ͟ ĂŶĚ ŶŽ ĨƵŶĚƐ ǁĞƌĞ ƐƉĞĐŝĨŝĐĂůůLJ ĞĂƌŵĂƌŬĞĚ ĨŽƌ ƚŚŝƐ ǁŽƌŬ͘ /Ĩ Ă ĚŝƐƚƌŝĐƚ ĐŚŽƐĞ ƚŽ ƉĂƌƚŝĐŝƉĂƚĞ ŝŶ WƌŽũĞĐƚ ϰ ŝƚ ǁĂƐ ůĞĨƚ ƚŽ ƚŚĞ ĚŝƐƚƌŝĐƚ͛Ɛ ĚŝƐĐƌĞƚŝŽŶ ĂƐ ƚŽ ŚŽǁ ŵƵĐŚ͕ ŝĨ ĂŶLJ͕ ŽĨ ƚŚĞŝƌ Zddd ĨƵŶĚƐ ǁŽƵůĚ ďĞ ƐƉĞŶƚ ŽŶ ƐĐŚŽŽů ĐŽƵŶƐĞůŝŶŐ͘ ĞƐƉŝƚĞ ƚŚŝƐ ĚŝĨĨŝĐƵůƚLJ͕ D ^ ĂŶĚ ^ ĨŽƌŐĞĚ ĂŚĞĂĚ ŝŶ Ă ƉĂƌƚŶĞƌƐŚŝƉ ĚĞƐŝŐŶĞĚ ƚŽ ƐƵƉƉŽƌƚ ĚŝƐƚƌŝĐƚƐ ƚŚĂƚ ĐŚŽƐĞ ƚŽ ŝŵƉůĞŵĞŶƚ ƚŚĞ D DŽĚĞů͘ dŚŝƌƚLJͲƐĞǀĞŶ ĚŝƐƚƌŝĐƚƐ ĞůĞĐƚĞĚ ƚŽ ďĞĐŽŵĞ ͞ϰ ͟ ƐĐŚŽŽůƐ͖ ϭϵ ĚŝƐƚƌŝĐƚƐ ĐŚŽƐĞ ƚŚĞ ƉƌŽũĞĐƚ ĚƵƌŝŶŐ ƚŚĞ ĨŝƌƐƚ LJĞĂƌ ŽĨ ƚŚĞ ŐƌĂŶƚ ĂŶĚ ĂŶ ĂĚĚŝƚŝŽŶĂů ϭϴ ĚŝƐƚƌŝĐƚƐ ũŽŝŶĞĚ ƚŚĞ ƐĞĐŽŶĚ LJĞĂƌ͘ ZĞƉƌĞƐĞŶƚĞĚ ŝŶ ƚŚĞ ϯϳ ĚŝƐƚƌŝĐƚƐ ĂƌĞ ůĂƌŐĞ ĐŝƚŝĞƐ͕ ƐŵĂůůĞƌ ƐƵďƵƌďĂŶ ĚŝƐƚƌŝĐƚƐ͕ ƚŚƌĞĞ ƌĞŐŝŽŶĂů ǀŽĐĂƚŝŽŶĂů ƚĞĐŚŶŝĐĂů ŚŝŐŚ ƐĐŚŽŽůƐ͕ ĂŶĚ ƚǁŽ ĐŚĂƌƚĞƌ ƐĐŚŽŽůƐ͘ ^ĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĨƌŽŵ ƚŚĞƐĞ ĚŝƐƚƌŝĐƚƐ ŶŽǁ ŚĂĚ Ă ǀĞƌLJ ŝŵƉŽƌƚĂŶƚ ƐĞĂƚ Ăƚ ƚŚĞ ƚĂďůĞ͘ dŚĞ ƋƵĞƐƚŝŽŶ ŚŽǁĞǀĞƌ͕ ƌĞŵĂŝŶĞĚ͗ ŽƵůĚ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĚĞŵŽŶƐƚƌĂƚĞ ŚŽǁ ƚŚĞLJ ŵĂŬĞ Ă ĚŝĨĨĞƌĞŶĐĞ ĂŶĚ ĐŽŶƚƌŝďƵƚĞ ƚŽ ƐƵĐŚ ŝŵƉŽƌƚĂŶƚ ŽƵƚĐŽŵĞƐ ĂƐ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ͍ D ^ ĂŶĚ ^ WĂƌƚŶĞƌ ƚŽ WƌŽǀŝĚĞ ^ƵƉƉŽƌƚ ƚŽ Zddd WƌŽũĞĐƚ ϰ ŝƐƚƌŝĐƚƐ ĨƚĞƌ ƚŚĞ ŐƌĂŶƚ ǁĂƐ ĂǁĂƌĚĞĚ ŝŶ ƚŚĞ ĨĂůů ŽĨ ϮϬϭϬ͕ D ^ ŚŝƌĞĚ Ă ĐŽŶƐƵůƚĂŶƚ ƚŽ ƐĞƌǀĞ ĂƐ Ă ͞ůŝĂŝƐŽŶ͟ ǁŝƚŚ ^ ͛Ɛ ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ; Θ ZͿ ĞƉĂƌƚŵĞŶƚ͘ dŚĞ ĐŽŶƐƵůƚĂŶƚ ĂŶĚ Θ Z ůĞĂĚĞƌƐ ƉĂƌƚŶĞƌĞĚ ƚŽ ĚĞƐŝŐŶ ƚŚĞ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ĨŽƌ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŽǀĞƌ ƚŚĞ ĨŽƵƌ LJĞĂƌƐ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ ĂŶĚ ƚŽ ĞƐƚĂďůŝƐŚ ĞdžƉĞĐƚĂƚŝŽŶƐ ĨŽƌ ƉĂƌƚŝĐŝƉĂƚŝŶŐ ϰ ĚŝƐƚƌŝĐƚƐ͘ /ƚ ǁĂƐ ĚĞĐŝĚĞĚ ƚŚĂƚ ϰ ĚŝƐƚƌŝĐƚƐ ŚĂĚ ƚŽ ŵŝŶŝŵĂůůLJ ĂŐƌĞĞ ƚŽ ĨƵŶĚ ƚŚĞ ĂƚƚĞŶĚĂŶĐĞ ŽĨ ĂŶ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ƚĞĂŵ ;ĐŽŶƐŝƐƚŝŶŐ ŽĨ ĂŶ ĂĚŵŝŶŝƐƚƌĂƚŽƌ ĂŶĚ ĨŽƵƌ Žƌ ĨŝǀĞ ĐŽƵŶƐĞůŽƌƐͿ Ăƚ ƚǁŽ Žƌ ƚŚƌĞĞ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ĚĂLJƐ ƉĞƌ LJĞĂƌ ĨŽƌ ĞĂĐŚ ŽĨ ƚŚĞ ĨŽƵƌ LJĞĂƌƐ ŽĨ Zddd ŐƌĂŶƚ ĨƵŶĚŝŶŐ͘ ŝƐƚƌŝĐƚƐ ǁĞƌĞ ƌĞƋƵŝƌĞĚ ƚŽ ƐƵďŵŝƚ Ă ϰͲLJĞĂƌ ƐƚƌĂƚĞŐŝĐ ƉůĂŶ ǁŝƚŚ ŵĞĂƐƵƌĂďůĞ ŐŽĂůƐ ƌĞůĂƚĞĚ ƚŽ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ďLJ ƚŚĞ ĞŶĚ ŽĨ ƚŚĞ ĨŝƌƐƚ LJĞĂƌ͕ ĂůŽŶŐ ǁŝƚŚ ĂŶ ŽƵƚůŝŶĞ ŽĨ ŶĞǁ ƉƌŽŐƌĂŵƐ͕ ŝŶŝƚŝĂƚŝǀĞƐ͕ ĂŶĚ ĂĐƚŝǀŝƚŝĞƐ ƚŚĂƚ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ǁŽƵůĚ ŝŵƉůĞŵĞŶƚ ƚŽ ƐƵƉƉŽƌƚ ƚŚĞƐĞ ŐŽĂůƐ͘ /Ŷ LJĞĂƌƐ ϯ ĂŶĚ ϰ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ͕ ĚŝƐƚƌŝĐƚƐ ǁĞƌĞ ƌĞƋƵŝƌĞĚ ƚŽ ƐƵďŵŝƚ Ă ƌĞƐƵůƚƐ ƌĞƉŽƌƚ ĨŽƌ ĞĂĐŚ ƐƚƌĂƚĞŐŝĐ ŐŽĂů ůŝƐƚĞĚ͘

8

COUNSELOR’S NOTEBOOK

dŚĞ ŵƵůƚŝͲLJĞĂƌ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ƐĞƌŝĞƐ ďĞŐĂŶ ǁŝƚŚ ĂŶ ŝŶƚƌŽĚƵĐƚŝŽŶ ƚŽ ƚŚĞ D DŽĚĞů͘ ƚ ƚŚĞ ĨŝƌƐƚ ǁŽƌŬƐŚŽƉ ĞĂĐŚ ĚŝƐƚƌŝĐƚ ĐŽŶĚƵĐƚĞĚ Ă ŐĂƉ ĂŶĂůLJƐŝƐ͕ ƵƐŝŶŐŐ ĂŶ ĂďďƌĞǀŝĂƚĞĚ ĨŽƌŵ ŽĨ ƚŚĞ ^ DŽĚĞů ƵĚŝƚ͕ ƚŽ ĚĞƚĞƌŵŝŶĞ ǁ ǁŚŝĐŚ ŽĨ ƚŚĞŝƌ ƉƌŽŐƌĂŵ ĂĐƚŝǀŝƚŝĞƐ ĂůŝŐŶĞĚ ǁŝƚŚ ƚŚĞ D DŽĚĞů ĂŶĚ ƚŽ ŝĚĞŶƚŝĨLJ ŝŶ ǁŚŝĐŚ ĂƌĞĂƐ ƚŚĞLJ ŶĞĞĚĞĚ ĂĚĚŝƚŝŽŶĂů ƐƐƵƉƉŽƌƚ͘ ƌĞǀŝĞǁ ŽĨ ƚŚĞ ĚŝĨĨĞƌĞŶƚ ŐĂƉ ĂŶĂůLJƐĞƐ ĨŽƵŶĚ ƚŚĂƚ ŵ ŵŽƐƚ ƚĞĂŵƐ ĚŝĚ ŶŽƚ ƵŶĚĞƌƐƚĂŶĚ ǁŚĂƚ ŝƚ ŵĞĂŶƚ ƚŽ ĚĞůŝǀĞƌ Ă ƌĞƐƵůůƚƐ ŽƌŝĞŶƚĞĚ ƐĐŚŽŽů ĐŽƵŶƐĞůŝŶŐ ƉƌŽŐƌĂŵ͘ WĂƌƚŝĐŝƉĂƚŝŶŐ ϰ Ě ĚŝƐƚƌŝĐƚƐ ǁŽƵůĚ ƚŚĞƌĞĨŽƌĞ ŶĞĞĚ ƐƵƉƉŽƌƚ ĂŶĚ ƚƌĂŝŶŝŶŐ ŝŶ ůĞĂƌŶŝŶŐ ŚŽǁ ƚŽ ĐŽůůĞĐƚ͕ ĂŶĂůLJnjĞ͕ ĂŶĚ ƵƐĞ ĚĂƚĂ ƚŽ ŝŶĨŽƌŵ ƚŚĞŝƌ ǁ ǁŽƌŬ͘ dŽ ŚĞůƉ ďƵŝůĚ ƚŚŝƐ ĚĂƚĂ ĐƵůƚƵƌĞ͕ ^ ƉƌŽǀŝĚĞĚ ĞĂĐŚ ƚĞĂŵ ǁ ǁŝƚŚ ĂŶŶƵĂů ĐƵƐƚŽŵŝnjĞĚ ĚĂƚĂ ƌĞƉŽƌƚƐ ƚŚĂƚ ŝŶĐůƵĚĞĚ Ě ŝŵƉŽƌƚĂŶƚ ĚĂƚĂ ŝŶĚŝĐĂƚŽƌƐ ƐƵĐŚ ĂƐ ƚŚĞ ĚŝƐƚƌŝĐƚ͛Ɛ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞ ĞƐ͕ DĂƐƐ ŽƌĞ ĐŽŵƉůĞƚŝŽŶ ƌĂƚĞƐ͕ ^ d ƐĐŽƌĞƐ͕ ĂŶĚ W ĐĐŽŵƉůĞƚŝŽŶ ƌĂƚĞƐ͕ Ăůů ĚŝƐĂŐŐƌĞŐĂƚĞĚ ďLJ ƌĂĐĞͬĞƚŚŶŝĐŝƚLJ͕ ŐĞŶĚĞƌ͕ ĂĂŶĚ ƐŽĐŝŽĞĐŽŶŽŵŝĐ ƐƚĂƚƵƐ͘ /ŵƉůĞŵĞŶƚĂƚŝŽŶ ƚĞĂŵƐ ǁĞƌĞ ƚŚ ŚĞŶ ĐŽĂĐŚĞĚ ŽŶ ŚŽǁ ƚŽ ŚĂǀĞ ŵĞĂŶŝŶŐĨƵů ͞ĚĂƚĂ ĐŽŶǀĞƌƐĂƚŝŽŶƐ͟ ǁ ǁŝƚŚ ĐŽůůĞĂŐƵĞƐ ŝŶ ŽƌĚĞƌ ƚŽ ĨŽƌŵƵůĂƚĞ ŵĞĂƐƵƌĂďůĞ ŐŽĂůƐ ƌƌĞůĂƚĞĚ ƚŽ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ŽƵƚĐŽŵĞƐ͘ ĂĐŚ ƚĞĂŵ ƌĞ ĞĐĞŝǀĞĚ ĐŽĂĐŚŝŶŐ ĂŶĚ ƚĞĐŚŶŝĐĂů ƚƌĂŝŶŝŶŐ ĨƌŽŵ ĞĚƵĐĂƚŝŽŶĂů ĞdžƉĞƌƚƐ ĂĐƌŽƐƐ DĂƐƐĂĐŚƵƐĞƚƚƐ͕ ŝŶĐůƵĚŝŶŐ ƌ͘ :ĂLJ ĂƌĞLJ ĂŶĚ <ĂƌĞŶ ,ĂƌƌŝŶŐƚŽŶ ĨƌŽŵ ƚŚĞ ĞŶƚĞƌ ĨŽƌ ^ĐŚŽŽů ŽƵŶƐĞůŝŶŐ KƵƚĐŽŵĞĞ ZĞƐĞĂƌĐŚ ĂŶĚ ǀĂůƵĂƚŝŽŶ ΀ ^ KZ ΁͖ ƌ͘ ZŝĐŚ >ĂƉĂŶ ĨƌŽŵ ƚŚĞ h hŶŝǀĞƌƐŝƚLJ ŽĨ DĂƐƐĂĐŚƵƐĞƚƚƐ ŵŚĞƌƐƚ͖ ƌ͘ ,ĞĂƚŚĞƌ LJĞƌƐ͕ ƚŚĞ ŽůůĞŐĞ ŽĂƌĚ͛Ɛ ƌĞŐŝŽŶĂů ƌĞƉƌĞƐĞŶƚĂƚŝǀĞ͘ dŚĞ ůĞŵĞŶ ŶƚĂƌLJ ĂŶĚ ^ĞĐŽŶĚĂƌLJ ĚƵĐĂƚŝŽŶ ĞƉĂƌƚŵĞŶƚ ĂŶĚ D ^ ũŽŝŶƚůLJ ĐƌĞĂƚĞĚ ĂŶ ĞůĞĐƚƌŽŶŝĐ ƐƚƌĂƚĞŐŝĐ ƉůĂŶ ƚĞŵƉůĂƚĞ ŽŶ ǁŚŝĐŚ ĚŝƐƚƚƌŝĐƚƐ ƌĞĐŽƌĚĞĚ ƚŚĞŝƌ ŐŽĂůƐ ĂŶĚ ĂůƐŽ ƚŚĞ ĂĐƚŝǀŝƚŝĞƐ ĂŶĚ ŝŶƚĞƌǀǀĞŶƚŝŽŶƐ ŶĞĞĚĞĚ ƚŽ ƌĞĂĐŚ ƚŚĞƐĞ ŐŽĂůƐ͘ WƌŽũĞĐƚ ϰ ĚŝƐƚƌŝĐƚƐ ĐŽŶƚŝŶƵĞĚ ƚŽ ŶĞĞĚ ƚƌĂŝŶŝŶŐ ŽŶ ŚŽǁ ƚŽ ƵƐĞ ĚĂƚĂ ĚƵƌŝŶŐ ƚŚĞ ƐĞĐŽŶĚ LJĞĂƌ ŽĨ ƚŚĞ Zdddd ƉƌŽũĞĐƚ͘ D ^ ůĞĂĚĞƌƐ ĚĞĐŝĚĞĚ ƚŽ ƐĞĞŬ ƚŚĞ ƐƵƉƉŽƌƚ ŽĨĨ ŶĂƚŝŽŶĂů ĞdžƉĞƌƚƐ ŝŶ ƵƐŝŶŐ ĚĂƚĂ ƚŽ ŝŶĨŽƌŵ ĂŶĚ ŝŶŝƚŝĂƚĞ ĐŚĂŶŐĞ͕ ŝŶ ŶĐůƵĚŝŶŐ ƌ͘ sŝǀŝĂŶ >ĞĞ ĨƌŽŵ EK^ ΀EĂƚŝŽŶĂů KĨĨŝĐĞ ĨŽƌ ^ĐŚŽŽ Žů ŽƵŶƐĞůŝŶŐ ĚǀŽĐĂĐLJ΁ ĂŶĚ DĂƌŬ <ƵƌĂŶnj͕ WƌŽĨĞƐƐŝŽŶĂů ĞǀĞůŽƉŵĞŶƚ ŝƌĞĐƚŽƌ ĨŽƌ ^ ͘ sŝǀŝĂŶ ĚĞůŝǀĞƌĞĚ ƚŚĞ ŬĞLJŶŽƚĞ ĂĚ ĚĚƌĞƐƐ Ăƚ ƚŚĞ D ^ ĨĂůů ĐŽŶĨĞƌĞŶĐĞ ĂŶĚ ƉƌĞƐĞŶƚĞĚ ĂŐĂŝŶ ŝŶ ƚŚĞ ƐƉƌŝŶŐ ǀŝĂ ƚĞůĞĐŽŶĨĞƌĞŶĐĞ͘ DĂƌŬ ŬĞLJŶŽƚĞĚ Ăƚ ƚŚĞĞ ƐƉƌŝŶŐ ĐŽŶĨĞƌĞŶĐĞ ĂŶĚ ĨĂĐŝůŝƚĂƚĞĚ ĂŶ ĞdžƚĞŶĚĞĚ ƚƌĂŝŶŝŶŐ ŽŶ ĚĂƚĂĂ ďĂƐĞĚ ĚĞĐŝƐŝŽŶ ŵĂŬŝŶŐ͘ ƋƵŝƉƉĞĚ ǁŝƚŚ ƐƚƌŽŶŐĞƌ ĚĂƚĂ ůůŝƚĞƌĂĐLJ ƐŬŝůůƐ ĂĐƋƵŝƌĞĚ ƚŚƌŽƵŐŚ ƚŚĞƐĞ ŝŶƚĞŶƐŝǀĞ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀǀĞůŽƉŵĞŶƚ ƚƌĂŝŶŝŶŐƐ͕ ĐŽƵŶƐĞůŽƌƐ ďĞŐĂŶ ƚŽ ǁƌŝƚĞ ƐƉĞĐŝĨŝĐ ĂŶĚ Ě ŵĞĂƐƵƌĂďůĞ ŐŽĂůƐ͘ ŝƐƚƌŝĐƚƐ ĞƐƚĂďůŝƐŚĞĚ ƚĂƌŐĞƚƐ ƐƵĐŚ ĂƐ ͞ŝŶĐƌĞĂĂƐĞ ƚŚĞ ƉĞƌĐĞŶƚĂŐĞ ŽĨ ŐƌĂĚĞ ϭϮ ƐƚƵĚĞŶƚƐ ĞŶƌŽůůĞĚ ŝŶ ŵĂƚŚ ĐŽƵƌƐĞƐ͕͟ ͞ĚĞĐƌĞĂƐĞ ƚŚĞ ƉĞƌĐĞŶƚĂŐĞ ŽĨ ŐƌĂĚĞ ϵ ƐƚƵĚĞŶƚƐ ǁŚŽ ĂƌĞ ƌĞƚĂŝŶĞĚ͟ ĂŶĚ ͞ŝŶĐƌĞĂƐĞ ƚŚĞ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞ ĨŽƌ ƐƉĞĐŝĂů ĞĚƵĐĂƚŝŽŶ ƐƚƵĚĞŶƚƐ ďLJ Ϯй͘͟ ƋƵĂůůLJ ĂƐ ŝŵƉƌĞƐƐŝǀĞ ĂƐ ƚŚĞ ĂďŝůŝƚLJ ƚŽ ƐƐĞƚ ĚĞĨŝŶŝƚĞ ŐŽĂůƐ ĂůŝŐŶĞĚ ǁŝƚŚ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ŽƵƚĐŽŵĞƐ ǁĂƐ ƚŚĞ ĐƌĞĂƚŝǀŝƚLJ ŽĨ ƉƌŽŐƌĂŵŵŝŶŐ ĚĞƐŝŐŶĞĚ ƚŽ Ž ƐƵƉƉŽƌƚ ƚŚĞƐĞ ŐŽĂůƐ͘ dŚĞ ϰͲLJĞĂƌ ƐƚƌĂƚĞŐŝĐ ƉůĂŶƐ ďĞŐĂŶ ƚŽ ŝŶĐůƵĚ ĚĞ ƚĂƌŐĞƚĞĚ ƚŚ ƚŚ ŝŶƚĞƌǀĞŶƚŝŽŶƐ ĨŽƌ ĂƚͲƌŝƐŬ ƐƚƵĚĞŶƚƐ͕ ϴ Ͳ ϵ ŐƌĂĚĞ ƚƌĂŶƐŝƚŝŽŶƐ ƉƌŽŐƌĂŵƐ͕ ŐƵŝĚĂŶĐĞ ĐƵƌƌŝĐƵůƵŵ ĚĞǀĞůŽƉŵĞŶƚ͕ ĂŶĚ ƉŽůŝĐLJ ĐŚĂŶŐĞƐ ĂƌŽƵŶĚ ďŽƚŚ ĂƚƚĞŶĚĂŶĐĞ ĂŶĚ ĂĐĐĞƐƐ ƚŽ ŵŽƌĞ ƌŝŐŽƌŽƵƐ ĐŽƵƌƐĞƐ͘

džĂŵƉůĞƐ ŽĨ WƌŽũĞĐƚ ϰ ĚŝƐƚƌŝĐƚƐ͛ ƉƌŽŐƌĂŵŵŝŶŐ ĂŶĚ ĂĐƚŝǀŝƚŝĞƐ ĚĞƐŝŐŶ ŶĞĚ ƚŽ ŝŶĐƌĞĂƐĞ Z ŽƵƚĐŽŵĞƐ ΀ƵƐŝŶŐ ƚŚĞ ĨƌĂŵĞǁŽƌŬ ŽĨ ƚŚĞ D DŽĚĞů΁

1HZ *UDGXDWLRQ 5HTXLUHPHQWV

7DUJHWHG 6XSSRUWV 8VLQJ 'DWD

WK ² WK JUDGH 7UDQVLWLRQ 3URJUDPV

&DUHHU 3ODQV

*XLGDQFH &ODVVHV IRU &UHGLW $GYLVRU\ &XUULFXOD *UHDWHU $FFHVV WR $3 FODVVHV

WƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ĚƵƌŝŶŐ LJĞĂƌƌ ƚŚƌĞĞ ŽĨ ƚŚĞ ƉƌŽũĞĐƚ ΀ϮϬϭϮͲϭϯ΁ ĨŽĐƵƐĞĚ ŽŶ ďƵŝůĚŝŶŐ ůĞĂĚĞƌƐŚŝƉ ĂĂŶĚ ĚĞŵŽŶƐƚƌĂƚŝŶŐ ƌĞƐƵůƚƐ͘ ƚ ƚŚĞ D ^ ĨĂůů ĐŽŶĨĞƌĞŶĐĞ͕ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ƚĞĂŵƐ ǁĞƌĞ ƚƌĞĂƚĞĚ ƚŽ Ă ^ŬLJƉĞ ŬĞLJŶŽƚĞ ďLJ ƌ͘ WĂƚƌŝĐŝĂ DĂƌƚŝŶ ŽĨ JUNE 2013

9

EK^ ͘ WĂƚ ƌĂůůŝĞĚ ƚŚĞ ƚƌŽŽƉƐ ǁŝƚŚ ŚĞƌ ĞŶĞƌŐĞƚŝĐ ĂŶĚ ůĂƐĞƌͲůŝŬĞ ĨŽĐƵƐ ŽŶ ƚŚĞ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ŚĂǀŝŶŐ ƌĞƐƵůƚƐ ƚŚĂƚ ͞ŵĂƚƚĞƌ͟ ƚŽ ƉĞŽƉůĞ Ăƚ ǁŚĂƚ ƐŚĞ ƌĞĨĞƌƐ ƚŽ ĂƐ ƚŚĞ ͞ďŝŐ ƚĂďůĞ͟ ΀Ğ͘Ő͘ ŽŶŐƌĞƐƐ͕ K͛Ɛ͕ ĞƚĐ͘΁ ǁŚĞƌĞ ĨƵŶĚŝŶŐ ĂŶĚ ŽƚŚĞƌ ƌĞƐŽƵƌĐĞƐ ĂƌĞ ĂůůŽĐĂƚĞĚ͘ ZĞƐƵůƚƐ ĂƌĞ ĞŐŝŶŶŝŶŐ ƚŽ ŽŵĞ /Ŷ tŝƚŚ ƚŚĞ ŶĂƚŝŽŶ͛Ɛ ĞLJĞƐ ŽŶ DĂƐƐĂĐŚƵƐĞƚƚƐ ĐŽƵŶƐĞůŽƌƐ͕ ǁĞ ŚĂǀĞ ďĞĞŶ ŚŽůĚŝŶŐ ŽƵƌ ďƌĞĂƚŚ ƚŽ ƐĞĞ ŝĨ ƚŚĞ ƚƌĂŝŶŝŶŐ ĂŶĚ ƐƵƉƉŽƌƚ ƉƌŽǀŝĚĞĚ ƚŚƌŽƵŐŚ Zddd ĨƵŶĚŝŶŐ ǁŝůů ĚĞŵŽŶƐƚƌĂƚĞ ƚŚĂƚ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĐĂŶ ŵĂŬĞ Ă ĚŝĨĨĞƌĞŶĐĞ ŝŶ ŽƵƚĐŽŵĞƐ ŝĚĞŶƚŝĨŝĞĚ ŝŶ ƚŚĞ ĞĚƵĐĂƚŝŽŶĂů ƌĞĨŽƌŵ ĂŐĞŶĚĂ͘ ĞĐĂƵƐĞ ŽƵƚĐŽŵĞ ĚĂƚĂ ĂƌĞ ĨŽĐƵƐĞĚ ŽŶ ĐŽŵƉůĞdž ŝƐƐƵĞƐ͕ ŝƚ ŽĨƚĞŶ ƚĂŬĞƐ Ă ŶƵŵďĞƌ ŽĨ LJĞĂƌƐ ďĞĨŽƌĞ ƌĞƐƵůƚƐ ĂƌĞ ƌĞĂůŝnjĞĚ͘ DĂŶLJ WƌŽũĞĐƚ ϰ ĚŝƐƚƌŝĐƚƐ ŚĂǀĞ ŶŽǁ ďĞĞŶ ƵƐŝŶŐ ĚĂƚĂ ƚŽǁĂƌĚƐ ĐŽŶƚŝŶƵŽƵƐ ŝŵƉƌŽǀĞŵĞŶƚ ĞĨĨŽƌƚƐ ĨŽƌ ĂůŵŽƐƚ ƚŚƌĞĞ LJĞĂƌƐ͘ dŚĞ ĚĂƚĂ ĐŽůůĞĐƚĞĚ ĂŶĚ ĂŶĂůLJnjĞĚ ŽǀĞƌ ƚŚĂƚ ƚŝŵĞ ŝƐ ďĞŐŝŶŶŝŶŐ ƚŽ ƐŚŽǁ ƉŽƐŝƚŝǀĞ ƌĞƐƵůƚƐ͘ Ɛ ŝůůƵƐƚƌĂƚĞĚ ŽŶ ƚŚĞ ĐŚĂƌƚ ďĞůŽǁ͕ ƚŚĞ ϰͲLJĞĂƌ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞ ŝŶĐƌĞĂƐĞĚ ŝŶ ϭϳ ŽĨ ƚŚĞ ϭϵ LJĞĂƌ ŽŶĞ ĚŝƐƚƌŝĐƚƐ͘ dŚĞ ĂǀĞƌĂŐĞ ŝŶĐƌĞĂƐĞ ĨŽƌ ƚŚĞƐĞ Zddd ƐĐŚŽŽůƐ ǁĂƐ Ă ƌĞƐƉĞĐƚĂďůĞ ϯ͘Ϯй͘

tŚĞŶ ƚŚĞ ϮϬϭϭ ĂŶĚ ϮϬϭϮ ĨŽƵƌͲLJĞĂƌ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞƐ ĨŽƌ ƚŚĞ ϭϵ ĚŝƐƚƌŝĐƚƐ ƚŚĂƚ ďĞŐĂŶ ƚŚĞ Zddd ũŽƵƌŶĞLJ ŝŶ ϮϬϭϬͲϭϭ ĂƌĞ ĂŐŐƌĞŐĂƚĞĚ ĂŶĚ ĐŽŵƉĂƌĞĚ ƚŽ ƚŚĞ ƐƚĂƚĞǁŝĚĞ ĨŽƵƌ LJĞĂƌ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞ͕ ƚŚĞ Zddd ƐĐŚŽŽůƐ͛ ƌĂƚĞ ǁĞŶƚ ƵƉ ϯ͘Ϯй ĂƐ ĐŽŵƉĂƌĞĚ ƚŽ ƚŚĞ ƐƚĂƚĞǁŝĚĞ ŝŶĐƌĞĂƐĞ ŽĨ ϭ͘ϯй͘

10

COUNSELOR’S NOTEBOOK

dŚĞƐĞ ĂŐŐƌĞŐĂƚĞ ƌĞƐƵůƚƐ ĂƌĞ ƉŽƐƐŝďůĞ ď ďĞĐĂƵƐĞ ŽĨ ŐƌĞĂƚ ǁŽƌŬ ďĞŝŶŐ ĚŽŶĞ ŝŶ ƚŚĞ ƉĂƌƚŝĐŝƉĂƚŝŶŐ ĚŝƐƚƌŝĐƚƐ͘ ĂĐŚ ĚŝƐƚƌŝĐƚ ŝƐ ƌĞƋƵŝƌĞĚ ƚŽ ƐƵďŵŝƚ Ă ĐŚĂƌƚ ǁŚŝĐŚ ŝůůƵƐƚƚƌĂƚĞƐ ƌĞƐƵůƚƐ ƌĞůĂƚĞĚ ƚŽ ƚŚĞŝƌ ŐŽĂůƐ ĂƐ ǁĞůů ĂƐ Ă ůŝƐƚ ŽĨ ŝŶƚĞƌǀĞŶƚŝŽ ŽŶƐ ŝŵƉůĞŵĞŶƚĞĚ ďLJ ĐŽƵŶƐĞůŽƌƐ ƚŽ ƚƌLJ ƚŽ ͞ŵŽǀĞ ƚŚĞ ĚĂƚĂ͘͟ ĞůŽǁ ĂƌĞ ƌĞƐƵůƚƐ ĨƌŽŵ dƌŝƚŽŶ ,ŝŐŚ ^ĐŚŽŽů͘

ϰͲzĞĂƌ 'ƌĂĚƵĂƚŝŽŶ Z ZĂƚĞ ϮϬϭϬͲϮϬϭϮ ĨŽƌ ^ƚƵĚĞŶƚƐ ǁŝƚŚ Ś ŝƐĂďŝůŝƚŝĞƐ ϮϬϭϮ с ϴϱ͘ϳ

ϵϬ

'ƌĂĚƵƚŝŽŶ ZĂƚĞ

ϴϬ

^LJƐƚĞŵŝĐ /ŶƚĞ ĞƌǀĞŶƚŝŽŶƐ

ϮϬϭϬ с ϲϵ͘Ϯй

ϮϬϭϭ сс ϲϳ͘ϵй й

/ŶĚŝǀŝĚƵĂů

tŽƌŬĞĚ ŝŶĚŝǀŝĚƵĂůůLJ ǁŝƚŚ ƐƚƵĚĞŶƚƐ ƚŽ ŝŶĐƌĞĂƐĞ ĂĂǁĂƌĞŶĞƐƐ ŽĨ ƉŽƐƚ ƐĞĐŽŶĚĂƌLJ ŽƉƚŝŽŶƐ

'ƌŽƵƉ

tŽƌŬĞĚ ŝŶ ŐƌŽƵƉƐ͕ ĚƵƌŝŶŐ ŐƵŝĚĂŶĐĞ ƐĞŵŝŶĂƌ͕ ƚŽ ŝŶĐƌĞĂƐĞ ĂǁĂƌĞŶĞƐƐ ŽĨ ƉŽƐƚ ƐĞĐŽŶĚĂƌLJ ŽƉƚŝŽŶƐ

ůĂƐƐƌŽŽŵ

ƐƚĂďůŝƐŚĞ ĞĚ Ă ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ĞŶƚĞƌ ŝŶ ǁŚŝĐŚ ŐƵŝĚĂŶĐĞ ƐĞŵŝŶĂƌƐ ĂƌĞ ƚĂƵŐŚƚ͖ ƉƌŽǀŝĚŝŶŐ ĂĐĐĞƐƐ ƚŽ ĐŽŵƉƵƚĞƌƐ͕ EĂǀŝĂŶĐĞ ƐŽĨƚǁĂƌĞ͕ ĐŽůůĞŐĞ ƐĞĂƌĐŚĞƐ͕ ĐĂƌĞĞƌ ŝŶǀǀĞŶƚŽƌŝĞƐ

ϳϬ ϲϬ ϱϬ ϰϬ ϯϬ ϮϬ ϭϬ Ϭ

^ĐŚŽŽůͬ ŽƵŶƐĞůŽƌƐ

ĞǀĞůŽƉŵ ŵĞŶƚ ŽĨ ŐƵŝĚĂŶĐĞ ĐƵƌƌŝĐƵůƵŵ ƚĂƌŐĞƚŝŶŐ ĂƚͲƌŝƐŬ ƐƚƵĚĞŶƚƐ

^ĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ Ăƚ EŽƌƚŚ ĞŶƚƌĂů ŚĂƌƚĞƌ ƐƐĞŶƚŝĂů ^ĐŚŽŽů ǁŽƌŬĞĚ ŚĂƌĚ ƚŽ ŝŶĐƌĞĂƐĞ ƚŚĞ ŶƵŵďĞƌ ŽĨ ƐƐƚƵĚĞŶƚƐ ƚĂŬŝŶŐ ŵĂƚŚ ŝŶ ŐƌĂĚĞ ϭϮ ĂƐ ǁĞůů ĂƐ ƚŽ ŝŵƉƌŽǀĞ ƚŚĞŝƌƌ ŐƌĂĚƵĂƚŝŽŶ ƌĂƚĞ͘

JUNE 2013

11

dŚĞ ŝŶƚĞƌǀĞŶƚŝŽŶƐ Zddd ƚĞĂŵƐ ĞƐƚĂďůŝƐŚĞĚ ƚŽ ŚĞůƉ ĂƚƚĂŝŶ ƚŚĞŝƌ ƐƉĞĐŝĨŝĞĚ ŐŽĂůƐ ĂƌĞ ůŝƐƚĞĚ ŝŶ ƚŚĞ ĨŽůůŽǁŝŶŐ ƚǁŽ ƚĂďůĞƐ͘

^LJƐƚĞŵŝĐ /ŶƚĞƌǀĞŶƚŝŽŶƐ͗ 'ƌĂĚƵĂƚŝŽŶ

^LJƐƚĞŵŝĐ /ŶƚĞƌǀĞŶƚŝŽŶƐ͗ DĂƚŚ ƚŚ

/ŶĚŝǀŝĚƵĂů

dƌĂŶƐŝƚŝŽŶ ŵĞĞƚŝŶŐƐ ǁŝƚŚ Ăůů ϭϮ ŐƌĂĚĞƌƐ ;ŵŝŶŝŵƵŵ ŽĨ Ϯ ƚŝŵĞƐͿ͖ ƚĂƌŐĞƚŝŶŐ ŝŶĚŝǀŝĚƵĂůƐ ǁŚŽ ŶĞĞĚ ĞdžƚƌĂ ŚĞůƉ ŝŶ ŵĂƚŚͬƐĐŝĞŶĐĞ ĂŶĚ ƉƌŽǀŝĚŝŶŐ ƐƵƉƉŽƌƚ ƚŝŵĞ ĚƵƌŝŶŐ ƚŚĞ ĚĂLJ ĂŶĚ ĂĨƚĞƌ ƐĐŚŽŽů͖ ĐƌĞĂƚŝŶŐ ĂĐĂĚĞŵŝĐ͕ ƐŽĐŝĂů ĂŶĚ ĞŵŽƚŝŽŶĂů ƐƵƉƉŽƌƚ ƉůĂŶƐ ĨŽƌ ƐƚƵĚĞŶƚƐ͖ ŵŽĚŝĨLJŝŶŐ ƐĐŚĞĚƵůĞƐ ĂƐ ŶĞĞĚĞĚ ďĂƐĞĚ ŽŶ ŽŶŐŽŝŶŐ ĚĂƚĂ

'ƌŽƵƉ

^ŽĐŝĂů͕ ĞŵŽƚŝŽŶĂů ĂŶĚ ĂĐĂĚĞŵŝĐ ƐŬŝůů ďƵŝůĚŝŶŐ ƐŵĂůů ŐƌŽƵƉƐ ĨŽƌ ƚĂƌŐĞƚĞĚ ƐƚƵĚĞŶƚƐ ĂŶĚ ƐƵď ŐƌŽƵƉƐ

ůĂƐƐƌŽŽŵ

ĚǀŝƐŽƌLJ ĐůĂƐƐĞƐ ;ĚĂŝůLJͿ ŝŶ ŽƌĚĞƌ ĨŽƌ ϭ ĂĚƵůƚ ŝŶ ƚŚĞ ďƵŝůĚŝŶŐ ƚŽ ͞<EKt͟ ĞĂĐŚ ƐƚƵĚĞŶƚ ǁĞůů ĂŶĚ ĨŽƌ ŽŶŐŽŝŶŐ ĂĐĂĚĞŵŝĐ ĐŚĞĐŬ ŝŶƐ ;ŵŽŶŝƚŽƌĞĚ ďLJ ŐƌĂĚĞ ůĞǀĞů ůĞĂĚĞƌƐͿ͖ ƚƌĂŶƐŝƚŝŽŶ ůĞƐƐŽŶƐ͖ ŝŵƉůĞŵĞŶƚŝŶŐ zŽƵƌ WůĂŶ ĨŽƌ ƚŚĞ &ƵƚƵƌĞ ĂĐƌŽƐƐ Ăůů ŐƌĂĚĞ ůĞǀĞůƐ

'ƌĂĚĞ

^ĐŚŽŽů

ƚŚ

/ŶĚŝǀŝĚƵĂů

'ƌŽƵƉ

ƌĞĂƚŝŽŶ ŽĨ ŵĂƚŚ ƐƚƌĞĂŵ ;ŵĂƚŚ ĚĞƉĂƌƚŵĞŶƚͿ ƚŽ Ĩŝůů ĂĐĂĚĞŵŝĐ ŐĂƉƐ͖ ŽŶŐŽŝŶŐ ĂƐƐĞƐƐŵĞŶƚƐ ĨŽƌ > Θ ŵĂƚŚ͖ ƉƌŽŐƌĞƐƐ ƌĞƉŽƌƚƐ ĞǀĞƌLJ ϲ ǁĞĞŬƐ͖ dZ/K ƉƌŽŐƌĂŵ ĂŶĚ ŽůůĞŐĞ ĐĐĞƐƐ ŚĂůůĞŶŐĞ ƉƌŽŐƌĂŵ ŝŶƐƚŝƚƵƚĞĚ ƚŚ ŝŶ ŽƵƌ ƐĐŚŽŽů͖ ĐĐƵƉůĂĐĞƌ ĨŽƌ Ăůů ϭϭ ƚŚ Θ ϭϮ ŐƌĂĚĞƌƐ͖ ͞ĐŽůůĞŐĞ &ƌŝĚĂLJƐ͟Ͳ ƐƚĂĨĨ ĂŶĚ ƐƚƵĚĞŶƚƐ ǁĞĂƌ ƚͲ ƐŚŝƌƚƐͬƐǁĞĂƚƐŚŝƌƚƐ ĨƌŽŵ ƚŚĞŝƌ ĐŽůůĞŐĞͬƵŶŝǀĞƌƐŝƚLJ͖ ŝŶƐƚŝƚƵƚŝŶŐ Ă ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ 'ŽĂů ĂƐ ƉĂƌƚ ŽĨ ƉŽƌƚĨŽůŝŽ ĐŽŵƉůĞƚŝŽŶ ǁŽƌŬ ĨŽƌ ĞĂĐŚ ŐƌĂĚĞ͖ ůƵŵŶŝ ĂLJ ƉĂŶĞů ĨŽƌ Ăůů ŐƌĂĚĞ ůĞǀĞůƐ͖ ĂƚƚĞŶĚĂŶĐĞ ƉŽůŝĐLJ ĐƌĞĂƚĞĚ ƚŽ ďĞ ŝŵƉůĞŵĞŶƚĞĚ ŝŶ ƚŚĞ ϮϬϭϮͲϮϬϭϯ ƐĐŚŽŽů LJĞĂƌ

^ŵĂůů ŐƌŽƵƉ ŚĞůƉ ĂǀĂŝůĂďůĞ ĚƵƌŝŶŐ ĂĚǀŝƐŽƌLJ ĨŽƌ ŵĂƚŚ ;^D Z ͿͲ ŝŶƐƚŝƚƵƚĞĚ ďLJ ŵĂƚŚ ƚĞĂŵ ƚŚ

ƚŚ

ůĂƐƐƌŽŽŵ

ϵ ŐƌĂĚĞ ƚƌĂŶƐŝƚŝŽŶ ůĞƐƐŽŶƐ ĂŶĚ ϭϭ ƚŚ ĂŶĚ ϭϮ ŐƌĂĚĞ ŽƌŝĞŶƚĂƚŝŽŶƐ ƌĞŐĂƌĚŝŶŐ 'W Ɛ͕ ƚŚĞ DĂƐƐ ŽƌĞ ĂŶĚ DĂƐƐ͘ ƐƚĂƚĞ ĐŽůůĞŐĞƐ ĂĚŵŝƐƐŝŽŶƐ ƌĞƋƵŝƌĞŵĞŶƚƐ

'ƌĂĚĞ

ĐĐƵƉůĂĐĞƌ ĨŽƌ ϭϭ ĂŶĚ ϭϮ ŐƌĂĚĞƌƐ

^ĐŚŽŽů

ƌĞĂƚŝŽŶ ĂŶĚ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ŽĨ ŵĂƚŚ ƐƚƌĞĂŵ ĂŶĚ ƐĐŚĞĚƵůŝŶŐ ƐƚƵĚĞŶƚƐ ďĂƐĞĚ ŽŶ ƚŚĞŝƌ ĚĂƚĂ͖ ĐŽƵŶƐĞůŽƌƐ͕ ůĞĂĚĞƌƐ͕ ĂŶĚ ŵĂƚŚ ƚĞĂŵ ǁŽƌŬŝŶŐ ĐůŽƐĞůLJ ƚŽ ĚĞǀĞůŽƉ Ă ŐƌĂĚƵĂƚŝŽŶ ƉŽůŝĐLJ ƌĞƋƵŝƌŝŶŐ ϰ LJĞĂƌƐ ŽĨ ŵĂƚŚ͖ ĚŽĐƵŵĞŶƚŝŶŐ ĂŶĚ ƚƌĂĐŬŝŶŐ ŵĂƚŚ WW ƐƚƵĚĞŶƚƐ͖ ŝŶĐƌĞĂƐĞĚ ƌŝŐŽƌ ŝŶ ĐůĂƐƐƌŽŽŵƐ

ƚŚ

ϵ ŐƌĂĚĞ ƚƌĂŶƐŝƚŝŽŶ ůĞƐƐŽŶƐ͖ ϭϭ Θ ƚŚ ϭϮ ŐƌĂĚĞ ŽƌŝĞŶƚĂƚŝŽŶƐ͖ :ƵŶŝŽƌ ĐŽůůĞŐĞ ƐLJŵƉŽƐŝƵŵ

ĚǀŝƐŝŶŐ Ăůů ƐƚƵĚĞŶƚƐ ǁŚĞŶ ƐĐŚĞĚƵůŝŶŐ ŽŶ ŝŵƉŽƌƚĂŶĐĞ ŽĨ ϰ LJĞĂƌƐ ŽĨ ŵĂƚŚ͖ ĐŽƵŶƐĞůŝŶŐ ƐƚƵĚĞŶƚƐ ŽŶ DĂƐƐĂĐŚƵƐĞƚƚƐ ^ƚĂƚĞ ŽůůĞŐĞ ƌĞƋƵŝƌĞŵĞŶƚƐ ǁŚĞŶ ĐƌĞĂƚŝŶŐ ƐĐŚĞĚƵůĞƐ͖ ĂĨƚĞƌ ƐĐŚŽŽů ŚĞůƉ ĂǀĂŝůĂďůĞ ϰ ĚĂLJƐͬǁĞĞŬ ĂĐƌŽƐƐ Ăůů ŐƌĂĚĞ ůĞǀĞůƐ ĂŶĚ ĐŽƵŶƐĞůŝŶŐ ƐƚƵĚĞŶƚƐ ĂŶĚ ĨĂŵŝůŝĞƐ ƚŽ ƚĂŬĞ ĂĚǀĂŶƚĂŐĞ ŽĨ ƚŚŝƐ ƐƵƉƉŽƌƚ͖ ĐƌĞĂƚŝŶŐ ĂĨƚĞƌ ƐĐŚŽŽů ŚĞůƉ ƐĐŚĞĚƵůĞƐ ǁŝƚŚ ƐƚƵĚĞŶƚƐ͖ ĐŽƵŶƐĞůŽƌ ůĞĚ ĐŽŶĨĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ ƐƚƵĚĞŶƚƐ ĂŶĚ ƚĞĂĐŚĞƌƐ

ƚŚ

ƚŚ

12

COUNSELOR’S NOTEBOOK

KƚŚĞƌ ϰ ĚŝƐƚƌŝĐƚƐ ŚĂǀĞ ƐƵďŵŝƚƚĞĚ ƚŽ ^ ĂĚĚŝƚŝŽŶĂů ĞdžĂŵƉůĞƐ ŽĨ ƉŽƐŝƚŝǀĞ ŽƵƚĐŽŵĞƐ ƌĞůĂƚĞĚ ƚŽ Zddd ŐŽĂůƐ͘ ůů ƌĞƐƵůƚƐ ƌĞƉŽƌƚƐ ǁŝůů ďĞ ƉŽƐƚĞĚ ŽŶ D ^ ͛Ɛ ǁĞďƐŝƚĞ ΀ǁǁǁ͘ŵĂƐĐĂ͘ŽƌŐ΁͘ EŽƚ ĞǀĞƌLJ ŐŽĂů ǁĂƐ ŵĞƚ ĂŶĚ ƐŽŵĞ ĚŝƐƚƌŝĐƚƐ ĂƌĞ ĚŝƐĂƉƉŽŝŶƚĞĚ ƚŚĂƚ ƚŚĞLJ ĚŝĚ ŶŽƚ ƐĞĞ ƚŚĞ ĐŚĂŶŐĞ ŝŶ ĚĂƚĂ ƚŚĞLJ ǁĞƌĞ ŚŽƉŝŶŐ ĨŽƌ͘ ^ĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŚĂǀĞ ǁŝĚĞůLJ ĞdžƉƌĞƐƐĞĚ͕ ŚŽǁĞǀĞƌ ƚŚĂƚ ƚŚĞLJ ŚĂǀĞ ůĞĂƌŶĞĚ ƚŚĞ ŝŵƉŽƌƚĂŶƚ ƌŽůĞ ĚĂƚĂ ĐĂŶ ƉůĂLJ ŝŶ ĚĞƚĞƌŵŝŶŝŶŐ ǁŚĂƚ ĚŽĞƐ ŶŽƚ ǁŽƌŬ ĂŶĚ ŚŽǁ ŝƚ ĐĂŶ ŝŶĨŽƌŵ ĐŽƵƌƐĞ ĐŽƌƌĞĐƚŝŽŶƐ͘ ŝŐ ĂŶŐ ĨŽƌ >Žǁ ŽƐƚ Ɛ ǁĂƐ ŵĞŶƚŝŽŶĞĚ ĞĂƌůŝĞƌ͕ WƌŽũĞĐƚ ϰ ĚŝƐƚƌŝĐƚƐ ĂŐƌĞĞĚ ƚŽ ƉĂLJ ƚŽ ƐĞŶĚ ƚŚĞŝƌ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ƚĞĂŵ ƚŽ ϮͲϯ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ĞǀĞŶƚƐ ĞĂĐŚ LJĞĂƌ͘ tŚŝůĞ ^ ĂŶĚ D ^ ũŽŝŶƚůLJ ƉůĂŶ ƚŚĞƐĞ ĞǀĞŶƚƐ͕ D ^ ĐŽŽƌĚŝŶĂƚĞƐ Ăůů ŽĨ ƚŚĞ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ͘ DŽŶĞLJ ŐĞŶĞƌĂƚĞĚ ĨƌŽŵ ƌĞŐŝƐƚƌĂƚŝŽŶ ĨĞĞƐ ŽĨĨƐĞƚƐ ƚŚĞ ĐŽƐƚ ŽĨ ƚŚĞ ĐŽŶƐƵůƚĂŶƚ D ^ ŚŝƌĞĚ ǁŚŽ ĚĞǀŽƚĞƐ ϭϱϬ ŚŽƵƌƐ ƉĞƌ LJĞĂƌ ƚŽ ƉƌŽũĞĐƚ ĂĐƚŝǀŝƚŝĞƐ͘ dŚĞ ĚĞƉĂƌƚŵĞŶƚ ŽĨ ůĞŵĞŶƚĂƌLJ ĂŶĚ ^ĞĐŽŶĚĂƌLJ ĚƵĐĂƚŝŽŶ ĂůƐŽ ĚĞƐŝŐŶĞĚ ĂĐƚŝǀŝƚŝĞƐ͕ ŽĨĨĞƌĞĚ Ăƚ ŶŽ ĐŽƐƚ͕ ƚŽ ƐƵƉƉŽƌƚ WƌŽũĞĐƚ ϰ ĚŝƐƚƌŝĐƚƐ ŝŶ ƌĞĂĐŚŝŶŐ ƚŚĞŝƌ ƚĞĂŵ ŐŽĂůƐ͘ WĂƌƚŝĐŝƉĂƚŝŶŐ ĚŝƐƚƌŝĐƚƐ ŵƵƐƚ ĂůůŽĐĂƚĞ Ăƚ ůĞĂƐƚ ΨϭϱϬϬ ƉĞƌ LJĞĂƌ ĨŽƌ ƉƌŽĨĞƐƐŝŽŶĂů ĚĞǀĞůŽƉŵĞŶƚ ĞǀĞŶƚƐ͘ ^ŽŵĞ ĚŝƐƚƌŝĐƚƐ ĂůůŽĐĂƚĞĚ Ă ŐƌĞĂƚĞƌ ĂŵŽƵŶƚ ;ΨϮ͕ϬϬϬ Ͳ ΨϭϬ͕ϬϬϬͿ ƚŽ ƉƌŽǀŝĚĞ ƐƚŝƉĞŶĚƐ ĨŽƌ ƐƚĂĨĨ ƚŽ ĚĞǀĞůŽƉ ĐƵƌƌŝĐƵůƵŵ͕ ĐŽŽƌĚŝŶĂƚĞ ĂĐƚŝǀŝƚŝĞƐ ĂĨƚĞƌ ƐĐŚŽŽů ŚŽƵƌƐ͕ Žƌ ŚŝƌĞ Ă ĐŽŶƐƵůƚĂŶƚ ƚŽ ǁŽƌŬ ǁŝƚŚ ƚŚĞŝƌ ƚĞĂŵ ŽŶͲƐŝƚĞ͘

dŚĞ ZŝƉƉůĞ ĨĨĞĐƚ Ɛ ƚŚĞ D ^ ͬ ^ ƉĂƌƚŶĞƌƐŚŝƉ ĞǀŽůǀĞƐ ĂŶĚ ĞĚƵĐĂƚŽƌƐ ĨƌŽŵ ƚŚĞ ĚŝƐƚƌŝĐƚ ƚŽ ƚŚĞ ƐƚĂƚĞ ůĞǀĞů ďĞŐŝŶ ƚŽ ďĞƚƚĞƌ ƵŶĚĞƌƐƚĂŶĚ ƚŚĞ ƉŽƚĞŶƚŝĂů ďĞŶĞĨŝƚƐ ŽĨ ƵƚŝůŝnjŝŶŐ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ŵŽƌĞ ƉƵƌƉŽƐĞĨƵůůLJ ĂŶĚ ĞĨĨĞĐƚŝǀĞůLJ͕ D ^ ŚĂƐ ďĞĞŶ ŝŶǀŝƚĞĚ ͞ƚŽ ƚŚĞ ƚĂďůĞ͟ ĨŽƌ ƚǁŽ ŽƚŚĞƌ ŝŵƉŽƌƚĂŶƚ ƐƚĂƚĞǁŝĚĞ ŝŶŝƚŝĂƚŝǀĞƐ͘

dŚĞ ĨŝƌƐƚ ŝŶŝƚŝĂƚŝǀĞ ŝŶǀŽůǀĞƐ Zddd ĞĨĨŽƌƚƐ ƚŽ ƌĞǀĂŵƉ ƚŚĞ ĞĚƵĐĂƚŽƌ ĞǀĂůƵĂƚŝŽŶ ƐLJƐƚĞŵ ƚŽ ŝŵƉƌŽǀĞ ĞĚƵĐĂƚŽƌ ĞĨĨĞĐƚŝǀĞŶĞƐƐ͘ ^ ĂƉƉƌŽĂĐŚĞĚ D ^ ĂďŽƵƚ ĚĞǀĞůŽƉŝŶŐ ĂŶ ĞǀĂůƵĂƚŝŽŶ ƌƵďƌŝĐ ƐƉĞĐŝĨŝĐ ƚŽ ƚŚĞ ƌŽůĞƐ ĂŶĚ ƌĞƐƉŽŶƐŝďŝůŝƚŝĞƐ ŽĨ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĂŶĚ ĨƌĂŵĞĚ ĂƌŽƵŶĚ ŝŵƉůĞŵĞŶƚĂƚŝŽŶ ŽĨ ƚŚĞ D DŽĚĞů͘ ƚĞĂŵ ĐŽŵƉƌŝƐĞĚ ŽĨ D ^ ůĞĂĚĞƌƐ ĂŶĚ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĂĐƌŽƐƐ ƚŚĞ ƐƚĂƚĞ ĚĞǀĞůŽƉĞĚ ƌŽůĞ ƐƉĞĐŝĨŝĐ ĞǀĂůƵĂƚŝŽŶ ŝŶĚŝĐĂƚŽƌƐ ĨŽƌ ĐŽƵŶƐĞůŽƌƐ͘ dŚĞƐĞ ŝŶĚŝĐĂƚŽƌƐ ĂƌĞ ŶŽǁ ƉĂƌƚ ŽĨ ^ ͛Ɛ ŵŽĚĞů ĞǀĂůƵĂƚŝŽŶ ƐLJƐƚĞŵ ĂŶĚ ƐĞƌǀĞ ĂƐ Ă ŐƵŝĚĞůŝŶĞ ĨŽƌ Ăůů DĂƐƐĂĐŚƵƐĞƚƚƐ ĚŝƐƚƌŝĐƚƐ ƚŽ ĨŽůůŽǁ ŝŶ ĞǀĂůƵĂƚŝŶŐ ĐŽƵŶƐĞůŽƌ ĞĨĨĞĐƚŝǀĞŶĞƐƐ͘ ƌĞĂƐ ƚĂƌŐĞƚĞĚ ŝŶ ƚŚŝƐ ^ĐŚŽŽů ŽƵŶƐĞůŽƌ ƌƵďƌŝĐ ŝŶĐůƵĚĞ͗ • ^ƚƌĂƚĞŐŝĐ WůĂŶŶŝŶŐ • ^LJƐƚĞŵŝĐ ĞůŝǀĞƌLJ ŽĨ WƌŽŐƌĂŵŵŝŶŐ • hƐĞ ŽĨ ĂƚĂ • ƵƌƌŝĐƵůƵŵ ĞǀĞůŽƉŵĞŶƚ • WŽƐƚͲƐĞĐŽŶĚĂƌLJ WůĂŶŶŝŶŐ • ZĞƐƉŽŶƐŝǀĞ ^ĞƌǀŝĐĞƐ D ^ ǁĂƐ ĂůƐŽ ŝŶǀŝƚĞĚ ƚŽ ďĞ ƉĂƌƚ ŽĨ Ă ƐƚĂƚĞǁŝĚĞ ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ŝŶŝƚŝĂƚŝǀĞ͘ /Ŷ ϮϬϭϭ͕ ^ ͛Ɛ ŽĂƌĚ ĐŽŵŵŝƐƐŝŽŶĞĚ Ă ŚŝŐŚͲůĞǀĞů ƚĂƐŬ ĨŽƌĐĞ ƚŽ ŵĂŬĞ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ ŽŶ ƚŚĞ ŝŶƚĞŐƌĂƚŝŽŶ ŽĨ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ ΀/ Z dĂƐŬ &ŽƌĐĞ΁͘ dŚŝƐ ƚĂƐŬ ĨŽƌĐĞ ǁĂƐ ĐŽŵƉƌŝƐĞĚ ŽĨ ƉƌŽŵŝŶĞŶƚ K͛Ɛ͕ ĐŽůůĞŐĞ ƉƌĞƐŝĚĞŶƚƐ͕ ďŽĂƌĚ ŵĞŵďĞƌƐ ĨƌŽŵ ^ ĂŶĚ ,ŝŐŚĞƌ ĚƵĐĂƚŝŽŶ͕ ĂŶĚ tŽƌŬĨŽƌĐĞ ĞǀĞůŽƉŵĞŶƚ ƐƉĞĐŝĂůŝƐƚƐ͘ /Ŷ ĂĚĚŝƚŝŽŶ͕ <ĂƚŝĞ 'ƌĂLJ͕ ƚŚĞ D ^ ͬ ^ ůŝĂŝƐŽŶ͕ ĂŶĚ ƌ͘ ZŝĐŚĂƌĚ >ĂƉĂŶ ĨƌŽŵ ƚŚĞ hDĂƐƐ ŵŚĞƌƐƚ ƐĐŚŽŽů ĐŽƵŶƐĞůŝŶŐ ƉƌŽŐƌĂŵ͕ ǁĞƌĞ ĂƐŬĞĚ ƚŽ ƐĞƌǀĞ ŽŶ ƚŚĞ / Z dĂƐŬ &ŽƌĐĞ͕ ŐŝǀŝŶŐ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ Ă ƌĞĂů ǀŽŝĐĞ Ăƚ Ă ǀĞƌLJ ďŝŐ ƚĂďůĞ͊ dŚĞ / Z ƚĂƐŬ ĨŽƌĐĞ ĚĞůŝďĞƌĂƚĞĚ ĨŽƌ Ɛŝdž ŵŽŶƚŚƐ ĂŶĚ ĚĞǀĞůŽƉĞĚ Ă ƌĞƉŽƌƚ ǁŝƚŚ Ɛŝdž ŵĂũŽƌ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ͗ ϭ͘ Ϯ͘ ϯ͘ ϰ͘ ϱ͘ ϲ͘

/ŶĐŽƌƉŽƌĂƚĞ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ŝŶƚŽ DĂƐƐĂĐŚƵƐĞƚƚƐ͛Ɛ ZĞĐŽŵŵĞŶĚĞĚ ŽƵƌƐĞ ŽĨ ^ƚƵĚLJ ^ƚƌĞŶŐƚŚĞŶ ^ĐŚŽŽů͕ ŵƉůŽLJĞƌ͕ ,ŝŐŚĞƌ ĚƵĐĂƚŝŽŶ͕ ĂŶĚ ŽŵŵƵŶŝƚLJ WĂƌƚŶĞƌƐŚŝƉƐ /ŵƉƌŽǀĞ ƚŚĞ hƚŝůŝnjĂƚŝŽŶ ŽĨ ^ĐŚŽŽů ŽƵŶƐĞůŽƌƐ ŝŶ ĞƉůŽLJŵĞŶƚ ŽĨ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ĚƵĐĂƚŝŽŶ /ŶĐĞŶƚŝǀŝnjĞ ^ĐŚŽŽůƐ ƚŽ ƌĞĂƚĞ ĂŶĚ ĞŵŽŶƐƚƌĂƚĞ ŽŵƉƌĞŚĞŶƐŝǀĞ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ^ƚƌĂƚĞŐŝĞƐ WƌŽŵŽƚĞ ƚŚĞ /ŵƉŽƌƚĂŶĐĞ ŽĨ ŽůůĞŐĞ ĂŶĚ ĂƌĞĞƌ ZĞĂĚŝŶĞƐƐ ĨŽƌ ůů ^ƚƵĚĞŶƚƐ džƉůŝĐŝƚůLJ /ĚĞŶƚŝĨLJ WĞƌƐŽŶŶĞů ZĞƐƉŽŶƐŝďůĞ ĨŽƌ ĨĨĞĐƚŝǀĞůLJ džĞĐƵƚŝŶŐ ƚŚĞ dĂƐŬ &ŽƌĐĞ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ

dŚĞƐĞ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ ŚĂǀĞ ƐŝŶĐĞ ďĞĞŶ ĂĚŽƉƚĞĚ ďLJ ƚŚĞ ^ ŽĂƌĚ ĂŶĚ ƌĞƉƌĞƐĞŶƚ Ă ŵĂũŽƌ ƉŽůŝĐLJ ĨŽĐƵƐ ĨŽƌ DĂƐƐĂĐŚƵƐĞƚƚƐ ƐĐŚŽŽůƐ ĨŽƌ ƚŚĞ ŶĞdžƚ ϱ LJĞĂƌƐ͘ ƌ͘ >ĂƉĂŶ ǁŝůů ƐĞƌǀĞ ŽŶ ƚŚĞ ĚǀŝƐŽƌLJ ŽƵŶĐŝů͕ ǁŚŝĐŚ ǁŝůů ďĞ ƚŚĞ ƐƚĞǁĂƌĚ ŽĨ ƚŚŝƐ ǁŽƌŬ͘ <ĂƚŝĞ 'ƌĂLJ ǁŝůů ĐŚĂŝƌ ƚŚĞ ƐƵďĐŽŵŵŝƚƚĞĞ ͞/ŵƉƌŽǀĞ ƚŚĞ hƚŝůŝnjĂƚŝŽŶ ŽĨ ^ĐŚŽŽů ŽƵŶƐĞůŽƌƐ͘͟ dŚŝƐ ƐƵďĐŽŵŵŝƚƚĞĞ ǁŚŝĐŚ ŶŽǁ ŝŶĐůƵĚĞƐ JUNE 2013

13

DĂƐƐĂĐŚƵƐĞƚƚƐ͛ ŽǁŶ ^ WƌĞƐŝĚĞŶƚ ůĞĐƚ͕ Žď ĂƌĚǁĞůů͕ ĂŵŽŶŐ ŽƚŚĞƌƐ͕ ǁŝůů ďĞ ŵĂŬŝŶŐ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ ƚŽ ^ ŽŶ ƚŚĞ ƌŽůĞ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĐĂŶ ƉůĂLJ ŝŶ ŝŶƚĞŐƌĂƚŝŶŐ ĐŽůůĞŐĞ ĂŶĚ ĐĂƌĞĞƌ ƌĞĂĚŝŶĞƐƐ͘ dŚĞ ĨŽůůŽǁŝŶŐ ƐůŝĚĞ ǁĂƐ ƉĂƌƚ ŽĨ Ă ƉƌĞƐĞĞŶƚƐĂƚŝŽŶ ƚŽ ^ ͛Ɛ ŽĂƌĚ ŝŶ DĂƌĐŚ͕ ϮϬϭϯ ƚŽ ŝůůƵƐƚƌĂƚĞ ďŽƚŚ ƚŚĞ ŐŽ ŽĂůƐ ĂŶĚ ƐƚƌĂƚĞŐŝĞƐ ƌĞůĂƚĞĚ ƚŽ ƌĞĂůŝnjŝŶŐ ƚŚĞ / Z dĂƐŬ &ŽƌĐĞĞ ƌĞĐŽŵŵĞŶĚĂƚŝŽŶƐ͘ dŚĞ ĂƌƌŽǁ ƉŽŝŶƚƐ ƚŽ ƚŚĞ ŝŶĐůƵƐŝŽŶ ŽĨ ƐĐŚŽŽ Žů ĐŽƵŶƐĞůŽƌƐ ŝŶ ƚŚŝƐ ƐƚĂƚĞǁŝĚĞ ŐŽĂů͘

ďŝŐ ƉĞŽƉůĞ͛Ɛ ƚĂďůĞ͘͟ dŚĞ ǀŽŝĐĞ ŽĨ DĂƐƐĂĐŚƵƐĞƚƚƐ͛ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĐŽŶƚŝŶƵĞƐ ƚŽ ďĞ ŚĞĂƌĚ͕ ŝŶ WĂƚ DĂƌƚŝŶ͛Ɛ ǁŽƌĚƐ͕ ͞Ăƚ ƚŚĞ ď tĞ ĞĂŐĞƌůLJ ĂǁĂŝƚ ŵŽƌĞ ĚĂƚĂ ƚŽ ƐƵƉƉŽƌƌƚ ƚŚĞ ŝŵƉŽƌƚĂŶƚ ǁŽƌŬ ƐĐŚŽŽů ĐŽƵŶƐĞůŽƌƐ ĐĂŶ ĂĐĐŽŵƉůŝƐŚ ǁŚĞŶ ŐŝǀĞŶ ƚŚĞ ƚƌĂŝŶŝŶŐ ĂŶĚ ƐƵƉƉŽƌƚ ŶĞĐĞƐƐĂƌLJ ĂŶĚ ƚŚĞ ŐƌĞĞŶ ůŝŐŚƚ ƚŽ ŝŵƉůĞŵĞŶƚ Ă ƐĐŚŽŽů ĐŽƵŶƐĞůŝŶŐ ƉƌŽŐƌĂŵ ďĂƐĞĚ ŽŶ ƚŚĞ D D DŽĚĞů͘

14

COUNSELOR’S NOTEBOOK

MASCA Emerging Leaders Program seeks candidates Goal

Application Process

Selection Process

The goal of the MASCA Emerging Leaders Program is to identify potential leaders within the school counseling profession in Massachusetts and provide them with opportunities to become involved with MASCA.

Individuals interested in becoming an Emerging Leader must submit a letter of interest, resume and letter of recommendation from his/her supervisor by July 1, 2013 to Jenn Lisk, MASCA President, Medway High School, 88 Summer St., Medway, MA 02053, 508-533-3246 (fax) or to lisk@medway.k12.ma.us.

A screening committee will select no more than five Emerging Leaders for the 2013-2014 school year. Notification of participants will be made in July. ■

Criteria Emerging leaders must: • Be a MASCA member • Be a professional school counselor in Massachusetts • Not be (or have been) an appointed or elected officer of MASCA • Have a desire to give to the profession

Responsibilities Emerging leaders must: • Join and participate on a minimum of one of the twelve standing MASCA committees • Present (or co-present) in at least one breakout session at either the fall or spring conferences • Attend a MASCA Governing Board meeting • Write periodical articles for the Counselor’s Notebook • Attend an affiliate meeting • Attend the Emerging Leaders training (2-3 meetings throughout the year)

Benefits The MASCA emerging leader(s) will receive the following benefits: • Free MASCA membership for one year • Reduced conference registration fee • Opportunity to earn Professional Development Points (PDP’s) • Free training • Assigned Governing Board mentor • Access to a network of colleagues JUNE 2013

15

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

PRSRT STD U.S. POSTAGE PAID NEWBURYPORT, MA PERMIT NO. 96

IN CASE OF NON-DELIVERY, RETURN TO: Deborah Clemence P.O. Box 805 East Dennis, MA 02641

Your membership renewal date is indicated by year and month on your address label above.

To renew your membership, go to MASCA’s website, www.masca.org.

The Joint Committee on Education Bill Hearing for H.460 & H.461 June 20, 2013 8:30 a.m. – 1:00 p.m.

Hearing Room TBA State House, Boston

MASCA Thanks Sponsors MASCA thanks those who have shared information about their programs and services. Through their sponsorship, MASCA is able to continue its mission of advocacy, collaboration, and education.

THANK YOU: Assumption College Bay Path College Bay State College

Join school counselors from across the state to support this legislation, our field, and the future college and career readiness of students in Massachusetts.

Curry College Dean College Fisher College Hofstra University Massachusetts College of Liberal Arts New England Kurn Hattin Homes

STAY INFORMED

New England Institute of Technology

The Advocacy Section of MASCA’s website keeps you informed about:

Stony Brook University

School Counselor Resources Advocacy Tools & Updates State & National News Research

UMass Boston

www.masca.org

UMass Amherst

University of Maine University of New England Westfield State University