Counselor's Notebook, March 2012 by Sally Ann Connolly

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

College Completion Agenda By DONNA BROWN MASCA Executive Director

DONNA BROWN

n December, Shannon Doran and I had the opportunity to attend the launch of The College Completion Agenda 2011 Progress Report and its companion piece, The College Completion Agenda: State Policy Guide, at the Massachusetts State House. Produced as a collaboration between The College Board Advocacy and Policy Center and the National Conference of State Legislatures (NCSL), the work is slated to be the first in a series of publications that “help to translate research and innovation into effective public policy.” Designed for state legislators, the publication looks at ten recommendations that will require serious discussion and consideration about state policy approaches to K-16 education. The recommendations are the result of a study by The College Board Commission on Access, Admissions and Success in Higher Education. According to the Executive Summary, the commission found that a “torrent of American talent and human potential entering the educational pipeline is reduced to a trickle 16 years later as it moves through the K-16 system.” Suggestions in each section range from low-cost, short-term solutions to highcost, long-term ones. Examples from states (continued on page 4)

VOL. 48, NO. 7

MARCH 2012

Counseling at a Crossroads By MICHELLE BURKE, MASCA President

his past November, the College Board National Office for School Counselor Advocacy (NOSCA), collaborating with Civic Enterprises and Peter D. Hart Research Associates, presented the findings from their first annual National Survey of School Counselors. Some are calling Counseling at a Crossroads the most comprehensive research and data available to date on school counselors. It was completed at a time when the United States is no longer first in the world in college degree attainment. NOSCA compiled their findings from completed surveys of middle and high school counselors in the spring of 2011. For all counselors in the study, the reported average caseload was 368 students, nearly 50 percent greater than the ASCA recommendation of 250 students. Parents, teachers, and administrators, as well as students, often do not understand the role of the school counselor. Adding to the confusion is the fact that our roles vary from school district to school district. The purpose of the NOSCA survey was to seek insight into how school counselors view their roles and missions and how they currently spend their days. NOSCA hoped to show how school counselors could be better “strategically deployed” to serve students. We acknowledge that school counselors are a vital, yet often overlooked, part of the educational system. At a time when our nation is looking to make all students career and college ready, counselors

MICHELLE BURKE are the critical component and the most professionally trained to make this goal a reality. In order to make this happen, however, we must have more clearly defined missions in our schools. Creating a measure of accountability is essential to track our effectiveness. Of the 5,308 counselors in the study, more than eight in ten counselors say that the mission of school counselors should be to address student problems, so that all students mature and develop skills for the adult world and graduate from high school ready to succeed. Few counselors, however, say that these goals closely fit the mission of their school. The majority of counselors —75 percent — would like to spend more time on targeted activities that promote student success, including career counseling and exploration. Counselors were divided regarding what they consider to be fair and appropriate measures of our effectiveness, college acceptance rates, dropout rates, and FAFSA completion rates. (continued on page 6)

MASCA Annual Spring Conference CoCo Key Hotel & Water Resort, Danvers April 29 – May 1, 2012 Register at www.masca.org

COUNSELOR’S NOTEBOOK

2011 – 2012 MASCA OFFICERS

MASCA

PRESIDENT MICHELLE BURKE Beverly High School 100 Sohier Road Beverly, MA 01915-2654 Tel. 978-921-6132 x 11107 E-mail: mburke@beverlyschools.org

March 2012

PAST PRESIDENT CAROLYN RICHARDS Somerville High School 81 Highland Avenue, Somerville, MA 02143 Tel. 617-625-6600 x 6120 • Fax 617-628-8413 E-mail: crichards@k12.somerville.MA.US PRESIDENT-ELECT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: lisk@medway.k12.ma.us 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 ALBERT MERCADO Stacy Middle School 66 School Street, Milford, MA 01757 Tel. 508-478-1181 • Fax 508-634-2370 E-mail: amercado@milfordma.com

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College Completion Agenda (continued) By Donna Brown

Counseling at a Crossroads (continued) By Michelle Burke

VICE PRESIDENT SECONDARY TBA 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 RUTH CARRIGAN Whitman-Hanson Regional High School 600 Franklin Street, Whitman, MA 02382 Tel. 781-618-7434 • Fax 781-618-7098 E-mail: ruth.carrigan@whrsd.org VICE PRESIDENT COUNSELOR EDUCATORS THERESA A. COOGAN, Ph.D. Bridgewater State College, Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 E-mail: ralphsennott@hotmail.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: browndonnamarie@gmail.com TREASURER ASHLEY CARON 25 Belmont Ave., Stoughton, MA 02072 Tel. 508-212-0676 E-mail: ashcicero@hotmail.com SECRETARY JENNIFER JUST 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

MARCH 2012

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THE INTERN’S TALE: Annual Scheduling Brings Opportunity By Erica Bardan

Professional Development News By Helen O’Donnell

ABCs of the MASCA Annual Spring Conference

Advocacy Action By Shannon N. Doran

Published by: Massachusetts School Counselors Association 10 issues per year, September through June. The yearly subscription rate is $30.00. Individual copies are $3.00. Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reflect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to Sally Ann Connolly, Editor.

www.masca.org

BROWN (continued from page 1) where recommendations are being successfully implemented are included. The ultimate goal is to ensure that at least 55% of Americans hold a postsecondary degree by 2025. (Massachusetts leads the 50 states with 53.7% of 25-34 year olds with at least an associate degree.) The structure of the Agenda is simple. Each of the ten recommendations is addressed in a single chapter that includes background information, questions legislators might need answered, current research, state policy approaches, possible actions, and references. The recommendations are: 1. Provide a program of voluntary preschool education universally available to children from low-income families. 2. Improve middle and high school college and career counseling. 3. Implement the best-research-based dropout prevention programs. 4. Align the K-12 education system with international standards and college admission expectations. 5. Improve teacher quality and focus on recruitment and retention. 6. Clarify and simplify the admission process. 7. Provide more need-based grant aid while simplifying and making financial aid processes more transparent. 8. Keep college affordable. 9. Dramatically increase college completion rates. 10. Provide postsecondary opportunities as an essential element of adult education programs. To say the least, professional school counselors have a role to play in nearly all of these recommendations. The second recommendation, however, is ours alone and merits a closer look.

Improving college and career counseling The background section for this recommendation is spot on. It recognizes the role counselors can — and should — play in helping students plan for successful futures. The authors note that the counselor is the person in a position to guide a student’s course choices, support college and career exploration, advocate for equal opportunities, and provide the navigation skills for minority, low-income, and first-generation students. The report advocates for profession-

COUNSELOR’S NOTEBOOK

ally trained counselors at the middle and high school levels at the very least. Early access to professional school counselors is seen as necessary for student success. In the next section, legislators are asked to consider several questions, many of which school counselors consider in implementing the MA Model: studentcounselor ratios, standards for counselor training and licensure, and how counselors use their time. Even the iconic question, “How are students better as a result of school counseling,” is rewritten for the legislators as “Is there a difference in student academic aspiration and results when there are better counseling programs at the schools?” The research section provides a brief summary of key areas of research and examples of the results. Topics addressed include student-counselor ratios, school counselor training, counselor influence, and the counselor’s role in fostering a college-going culture. The report then gives cost-effective approaches to supporting the research, and examples of successful legislation are cited. Tenable action items are then suggested. For example, a short-term action might be: “Determine counselor-to-student ratios in the state and how they vary by district. Districts with high numbers of low-income, minority and first-generation students may need more counselor resources.” A mid-term goal might be: “Explore federal and nonprofit grants that are available to states to improve college and career counseling.” The other nine recommendations follow a similar format. The Progress Report provides much additional information, including data that supports the recommendations for policy action. For many school counselors, there are few surprises in such findings but seeing them in print is a wake-up call: • “In 2009 counselors spent only 26% of their time on postsecondary admissions counseling.” • “In 2008, 457:1 is the average student-counselor ratio in the United States.” The College Board has this and many other documents available online at http://advocacy.collegeboard.org. Take time to check them out. You will find data and ideas to support you and your programs. ■ MARCH 2012

College & Career Readiness Planning: Components Eight components of readiness planning should begin in kindergarten: 1. College Aspirations. 2. Academic Planning for College and Career Readiness. 3. Enrichment and Extracurricular Engagement. 4. College and Career Exploration and Selection Processes. 5. College and Career Assessments. 6. College Affordability Planning. 7. College and Career Admission Processes. 8. Transition from High School Graduation to College Enrollment. — College Completion Agenda 2011 Progress Report

BURKE (continued from page 1) Almost all respondents—99 percent— agree that school counselors should exercise leadership in advocating for students’ access to rigorous academic preparation as well as for other college and career readiness counseling.

How to facilitate success The report states that “with a clear mission, accountability for results, and a clear contribution to school improvement efforts, counselors can fulfill their desire to be strong student advocates.” The study recommends that the process can be facilitated at school, state, and national levels by the following measures: In schools and communities: • Align the mission of counselors with the needs of students, • Focus counselors’ work on activities that accelerate student success, • Target professional development dollars, • Pilot test measures of accountability, • Coordinate initiatives with community-based organizations. In states: • Align counselor education and training requirements of the counseling profession with the needs on the ground,

• Redefine certification requirements to advance college and career readiness from a systems perspective, • Enact and enforce caseload requirements. In the nation: • Enlist counselors’ expertise in the Grad Nation Campaign, • Create and implement accountability measures, • Continue strategic philanthropic investments in the counseling profession, • Align federal legislation, especially ESEA (Elementary and Secondary Education Act), with high-impact counseling initiatives, • Expand research initiatives focused on the efficacy of the counseling profession.

Where MASCA stands Over the past fifty years, especially the last ten, MASCA has been on the forefront of trying to help counselors realize more effective ways to use their skills and time with students. Long before this NOSCA report, MASCA leaders began discussing changes to our daily routines that would serve all students more efficiently and effectively. The result of these efforts — the MA Model for Comprehensive School Coun-

seling — lists advocacy, collaboration, leadership, and systemic change as key points. MASCA leadership continues to work with the department to collaborate on improving school counseling services, and our state department of education has endorsed the Model. Offering quality professional development has always been a mission of MASCA. We offer many opportunities for school counselors that align with NOSCA’s recommendations. Our Conference Committee and Professional Development Team plan for relevant workshops and conferences throughout the year. Topics are always timely and have helped many school counselors improve their service delivery. For the past several years, counselor accountability for student outcomes and data literacy have been prominent areas of our professional development. In addition, advocacy for the school counseling profession and ultimately for the students of Massachusetts continues to be a major mission of MASCA. Despite the increased focus on academic success and postsecondary achievement, current state and federal laws pertaining to school counseling are limited. Counselors remain largely in the background of major school reform initiatives. MASCA leaders understand the importance of “making our voices heard” and “getting a seat at the table.” We continue to be active in state advocacy efforts and collaborate with state officials to define our roles as school counselors. For information on how you can advocate for your profession and for your students, visit the Advocacy Works section of our webpage at www.masca.org.

Looking forward This NOSCA report may help put school counseling on state and national education agendas to improve college and career readiness for all students. It may also serve as a reminder of the need to use the skills of school counselors when developing initiatives to improve student achievement and college attainment. This report underscores the value of school counselors and the critical need for more. It should also help us realize that we are responsible for defining our contributions and responsibilities as change agents in our schools. ---------------To view the complete report, go to http: //media.collegeboard.com/digitalServices/ pdf/nosca/11b_4230_NarReport_BOOK LET_WEB_111104.pdf ■

COUNSELOR’S NOTEBOOK

THE INTERN’S TALE: Annual Scheduling Brings Opportunity By ERICA BARDAN Master’s Student in School Counseling, Bridgewater State University

he transition from winter to spring brings about many things. In the world of school guidance, it means scheduling. This hectic and time consuming project becomes even more daunting at large urban schools with 4,000+ students. The easiest route might be to automatically sign students up for their next year’s required classes and have them submit a list of preferred electives to fill space. In fact, this is what I expected when scheduling started at my current school. To pursue this route, however, would be to avoid an opportunity: the opportunity of engagement. One of the biggest challenges for school counselors is getting students invested in their own education. In a large city school servicing thousands, many students have far bigger concerns such as where are they going to sleep that night and where will their next meal come from. That is where scheduling becomes such a great venue for multiple discussions. It allows counselors to meet individually with their students and get to know them a little better. So far in my observations of this process, I have seen students become excited about classes they might be able to take the following year. I have seen counselors use this excitement to motivate them to improve in other areas as well. These individual sessions have also allowed for the focus of future plans and ambitions at every grade level. They also provide the opportunity to check in with students a little further about other stressors that may be interfering with their academic success. The best part of all is that the students are directly involved. They are advancing in their own psycho-social development with independent thinking, the taking of responsibility, and looking beyond that afternoon, that week, and even that year. Students are asked directly what their preferences, goals, and dreams are, independent of their parents. The idea of autonomy rings loud and clear, and

MARCH 2012

students respond readily. They also see that they are capable of making responsible decisions about their futures. I have been at my current placement since September and have learned a great deal about what it takes to be a counselor in a large school and what kind of counselor I want to be. I have found that

scheduling — a daunting task — provides the best opportunity to work with students in the capacity that I have always imagined. There are so many possibilities that can come from this interpersonal activity, and I look forward to maximizing these opportunities to the benefit of my students. ■

American School Counselor Association WEBSITE

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ASCAway School counseling issues, trends, and interviews http: //ascaway.podbean.com /

Professional Development News By HELEN O’DONNELL, Ed.D. MASCA Conference Committee and Professional Development Chair

ASCA’s professional development opportunities are designed especially for school counselors. For details, registration opportunities, and early bird rates, go to www.masca.org. Upcoming events: • Data Literacy Workshop, March 13, snow date March 16, co-hosted by Berkshire County School Counselors Association and MASCA. This workshop is led by trainer Katie Gray with speakers, David Sebastian, Technology Consultant, and College Board’s Heather Ayres. • MASCA Spring Conference, April 29May 1, Danvers. • RTTT Workshop, May 1. DESE and MASCA again partner to offer training experiences to support data analysis and meet grant requirements. Required for RTTT district teams. • MA Model Institutes. Annual institutes continue at Dean College in Franklin. By request, we are exploring the possibility of institute training in the Berkshires and around the state.

• Data Literacy Training. Currently offered around the state and Part 2 development is in process. • MASCA Fall 2012 RTTT Pre-Conference Workshop, Monday, October 22. • MASCA Fall 2012 Conference, Tuesday, October 23 at the Holiday Inn, Boxboro. ■

MASCA Annual Spring Conference April 29 – May 1, 2012 Join us in Danvers for professional development, networking, and fun. 8

COUNSELOR’S NOTEBOOK

MASCA Annual Spring Conference CoCo Key Hotel & Water Resort, Danvers April 29 – May 1, 2012 A Attorney, Astronaut, Accountability, and lots more. B Browse www.masca.org for conference information, updates, agenda, keynoters, and registration. C Check out the sponsorships, exhibitors, poster sessions, raffles, and exhibits. D Data literacy training. E Exhibit hall and Exhibits. Visit, explore, and ask questions. F Fitchburg State University donates conference folders and materials. G Graduate Student Panels and Poster Sessions on Sunday, April 29. H Hotel name change: CoCo Key Hotel & Water Resort in Danvers. I Invite administrators and colleagues to attend CoCo Key Hotel & Water Resort with you. J Join school counselors and mental health partners for professional development to plan and implement data-driven, standards-based school counseling programs and guidance curriculum. K Keynoter: ASCA’s Mark Kuranz. L Lucky raffle winners get MASCA memberships, conference registrations and prizes. M MA Model Poster Sessions. Discuss school practitioner implementation initiatives.

MARCH 2012

N Network with colleagues. O Opportunities to learn about and plan outcome-focused School Counseling Programs and Guidance Curriculum. P President Michelle Burke hosts the President’s Reception sponsored by Bay State College. Q Questions answered. R RTTT preconference workshop. S Springfield area private colleges donate conference bags: American International College, Bay Path College, Springfield College, Western New England University. T Thank you, sponsors, exhibitors and MASCA’s Conference Committee. U Utilize this PD opportunity to learn about current practices and stay updated with legislative initiatives. V VP’s host Grade Level Sharing Sessions. Bring ideas to share and questions to ask. W Win-win opportunity for all. Learn, network, socialize. X Excellent time to volunteer for MASCA leadership roles and committees. Y YES. Great value. Great professional development. Great experiences. Great food. Z Zip and zoom to school to request permission to attend. Conference learning is fun! ■

Volunteers Needed In order to support Massachusetts students and the school counseling profession as comprehensively as possible, the MASCA Advocacy Committee needs more volunteer support. There are many different levels of involvement and skills that are needed. If you are a MASCA member who is interested in finding out more, please contact ShannonDoranEdu@gmail.com. As a volunteer, you will: • Address the issues in education and school counseling that you care about most, • Support students in your schools and across the state, • Contribute by sharing your unique perspective, • Work with professionals and MASCA leaders from across the state, • Fill out your resume with new and valuable professional experiences, • Be up-to-date on the most current issues and trends in education, • Be involved in education reform and systemic change, and • Engage your growing edge.

ADVOCACY ACTION By SHANNON N. DORAN MASCA Advocacy Committee Chair

his column in the Counselor’s Notebook was created because the MASCA community will be especially impactful if we join together in our efforts to advocate for students and our profession. Additionally, the hope is that focusing on one issue per month will make advocacy accessible and manageable. Because things can change so quickly at the State House, the Advocacy Committee will rely on e-mail to inform you about the Advocacy Action of the Month from this point onward. This e-mail will include an outline of simple concrete steps that you can take as well as relevant background information. Please note that the most current information can be found in the Advocacy Works section of the MASCA website (www.masca.org) along with step-bystep guides, information on legislation, relevant research, and articles that will inform school counseling departments and schools alike. One does not need to be a MASCA member to visit this site, so feel free to refer administrators, teachers, parents, concerned community members, and legislators to this resource. Every call, e-mail, and letter to legislators makes a difference. Therefore, I hope you will take a moment to open the Advocacy Action of the Month e-mail, get informed, and follow up in a way that is most authentic and convenient for you. On behalf of the MASCA Advocacy Committee, I thank you for contributing to the big picture of school counseling and student success throughout the state, while also doing so much for the students in your schools. ■

Advocacy Day on the Hill Postponed from March to a later date in the spring or summer.

COUNSELOR’S NOTEBOOK

MARCH 2012

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

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Your help is needed now with the

MASCA Statewide MA Model / College and Career Readiness Research Study Dr. Rich Lapan, Dr. Tim Poynton, and Katie Gray — who designed this study — urge ALL HIGH SCHOOLS in Massachusetts to sign up to participate in this important project.

WHY? This study seeks to better understand the impact of school counseling programs on students’ college readiness, college access, and success. Study participants will get customized reports that show: (1) how students and counselors perceive activities around postsecondary transition, and (2) the success and challenge of graduates pursuing postsecondary education. This information will be helpful in developing and improving college and career readiness initiatives.

WHAT do you need to do and WHEN do you need to do it? WHEN March

WHAT • Go to www.emergentfutures.org/signup to review additional information about the study and provide your contact information. We will contact you to formalize your school’s participation by March 31. • Identify seniors who will be eligible to participate, i.e., those who have birthdates before May 1, 1994. • Inform/discuss with faculty participants (principal and counselors) that they will need to spend 20-30 minutes completing an on-line survey before the end of this school year (promote the survey benefits). • Schedule a time and place for seniors to complete the on-line survey during May.

April

• Complete any steps from March that you have not done already. • Have school counselors and the principal complete their surveys. Links will be provided to you after you sign up to participate. • Meet with eligible seniors to explain the purpose of the survey and to have them read and sign consent letters.

May / June

• Have eligible seniors complete the on-line student survey. The link will be provided after you sign up.