Counselor's Notebook, October 2013

MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

VOL. 50, NO. 2

The Seeds of Success

By DONNA BROWN MASCA Executive Director

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t the end of August, I began a most excellent adventure. After years as a high school counselor and ten more as a UMass Boston adjunct, I have become the school counselor at St. Paul School in Hingham, a pre-K-8 Catholic elementary school.

As I write this, I’m just getting started, so I have no pearls of wisdom to share yet. However, the week before, I did attend the staff retreat at Miramar planned by principal and former MASCA president, Christine Evans. One of the most interesting activities involved examining school culture. “Good Seeds Grow in Strong Cultures” by John Saphier and Matthew King was used as the discussion prompt.

Spirited and rich conversation followed.

There is much to recommend this kind of discussion to school counselors. Any changes we would like to make and any improvements that we hope to affect are dependent on school culture. According to the article’s authors, “Essentially, the culture of the school is the foundation for school improvement.” Continuing, they cite twelve norms of school culture and suggest that “the degree to which these norms are strong makes a huge difference in the ability of school improvement activities to have a lasting, or even any, effect.”

So, what are these cultural norms?

None will come as a surprise.

Presented in no particular order, the first norm is Collegiality. The discussion around this norm focused on the interaction of colleagues both educationally and personally. Sharing techniques, giving suggestions about how to reach students, and collaborating on various projects all support this norm.

Experimentation is the second norm.

Teachers and other educators are encouraged to experiment with various techniques and theories without fear of criticism or censure. This norm gives staff the opportunity to grow and develop.

Probably the third norm is the one everyone thinks of first. High Expectations is the mantra of all school improvement. These expectations encompass students, staff, family, and community.

Coupled with the first, the norm of High Expectations is always cited as part of the description of a “good” school.

The next two, Trust and Confidence and Tangible Support, round out the typical definition of a “good” school. Parents, students, and, indeed, the whole community are involved in both of these.

Trust and Confidence between colleagues and administration are vital to success.

Parents have to believe in the professionalism of the staff at school and support their decisions if children are to have a positive experience. Tangible Support (continued on page 3)

MASCA Fall Conference Holiday Inn, Boxborough October 22, 2013 Registration form on page 10 or go to www.masca.org.

OCTOBER 2013

Bringing Awareness to “D.E.B.T.”

By THERESA A. COOGAN, Ph.D. MASCA President

THERESA COOGAN

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s MASCA president, I received an invitation to attend an event on Tuesday, August 6, 2013, at Roxbury Community College that was organized by the Attorney General’s Office.

The session was titled “Eliminate D.E.B.T. (Deceptive Education Business Tactics),” with Attorney General Martha Coakley and Boston City Councilor Ayanna Pressley as the two speakers. It was clear to me at this session that this initiative was already in process with a collaborative effort by both of these offices. I would like to share information that I learned.

The session lasted approximately 90 minutes, with Coakley and Pressley each providing remarks. An open Q &A session followed. The goal was to bring attention to a growing concern: the failure of several for-profit school industries to serve the best interests of the students that they accept, especially in the Boston city area. This issue is not unique to Massachusetts, and other states Attorney General Offices have worked on similar initiatives. A link is provided below to a recent outcome in New York.

Coakley and Pressley shared that in recent years, the cost of education and (continued on page 2)

Trump sued for fraud “New York Attorney General Eric Schneiderman has filed a lawsuit against Donald Trump and his eponymous ‘Trump University’ for defrauding students looking to learn about the billionaire’s brand of business acumen.”

— Steven Perlberg, “New York Attorney General Sues Donald Trump And His Alleged ‘Sham’ ‘University’—Says Students ‘Defrauded’ Out Of $40 Million,” Business Insider, August 25, 2013.

COOGAN (continued from page 1) need for financial aid has increased significantly. Total student loan debt now exceeds $1 trillion, representing more than all credit card debt combined. They also highlighted the ugly truth that some wellfinanced companies operating as schools have engaged in unfair and deceptive practices in an effort to maximize their profits at the expense of students and taxpayers.

Both speakers stated that one clear goal is to assist students in their ongoing efforts to be educated consumers when

considering their choices for education and career training beyond high school.

The student population they expressed great concern for included high school students as well as the adult student populations. Single parents and adults who were laid-off and need education to be eligible for current positions were among the other populations they also want to be sure are well informed.

While both speakers were mindful not to call out all for-profit schools in the Boston city area, they stated that the large number of schools with deceptive and misleading business tactics warrants a response.

One comparison that I found interesting dealt with difference between tuitions at the session’s host school —Roxbury Community College — and a standard for-profit school. A two-year program at RCC, the speakers pointed out, is often in the form of an Associate Degree program. The average annual tuition for a full-time status in-state resident, not including housing, is approximately $2,000 each semester, which includes all comprehensive fees. On the other hand, the typical for-profit school offers an 18month program, but a degree program is not always guaranteed. Many are certificate programs, which may not be what employers are seeking. Additionally, the cost to attend a for-profit program is often three times the amount that a twoyear Associate Degree program would be in a public community college.

I hope this information is useful to MASCA members working with students, and possibly their parents, on postsecondary planning.

---------------www.mass.gov/ago/schools Official website of the Attorney General of Massachusetts, school section. http://www.mass.gov/ago/consumerresources/consumer-information/schoolsand-education/for-profit-schools/ Materials distributed at the “Eliminate D.E.B.T. (Deceptive Education Business Tactics)” informative session. http://ag.ny.gov/press-release/ag schneiderman-announces-groundbreaking1025-million-dollar-settlement-profit Settlement for For-Profit Schools in New York State. ■

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COUNSELOR’S NOTEBOOK

2012 – 2013 OFFICERS PRESIDENT THERESA A. COOGAN, Ph.D. Bridgewater State University Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: theresa.coogan@bridgew.edu PAST PRESIDENT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: jlisk@medway.k12.ma.us PRESIDENT-ELECT TINA KARIDOYANES Mansfield High School 250 East Street, Mansfield, MA 02048 Tel. 508-261-7540 x3122 • Fax 508-339-0259 E-mail: presidentelect@masca.org VICE PRESIDENT ELEMENTARY TBA VICE PRESIDENT MIDDLE / JUNIOR HIGH MARISA CASTELLO E-mail: castelloma@sps.springfield.ma.us KATHLEEN SCOTT E-mail: scottk@amesburyma.gov VICE PRESIDENT SECONDARY JOHN S. STEERE Wellesley High School 50 Rice Street, Wellesley, MA 02481 Tel. 781-446-6290 x4653 • Fax 781-446-6308 E-mail: john_steere@wellesley.k12.ma.us VICE PRESIDENT ADMINISTRATORS CHRISTINE LUZI Framingham High School 115 A Street, Framingham, MA 01701 Tel. 508-620-4963 x27500 E-mail: Cluzi@framingham.k12.ma.us

BROWN (continued from page 1) means providing the resources needed for good teaching and quality services to take place.

Reaching Out to the Knowledge Base is an interesting concept for a norm.

First of all, it encourages curiosity. There is always something else to learn, whether through workshops and seminars or from conversation with a colleague. This norm fosters an understanding of the knowledge base on teaching. According to the authors: “The knowledge base about teaching is the available repertoire of moves and patterns of action in any area available for anyone to learn, to refine, and to do skillfully.” The authors continue by pointing out that “reaching out to the knowledge bases is one of the least understood and most neglected” norms.

Appreciation and Recognition constitute the seventh norm. While acknowledging that a good pay scale is the best reward, the authors indicate that recognition of almost any kind that shows appreciation is valued.

The eighth norm, Caring, Celebration and Humor, provides much of the soul of a school. Celebrating and laughing together make collaboration possible. A caring

atmosphere makes most of the other norms possible.

Being included and having Involvement in Decision Making gives educators ownership; this is the ninth norm. It also leads to the tenth, Protection of What’s Important.

When educators are involved in making decisions about their work environment, keeping what is important is easier.

Protection of planning and instructional time happens when there is consultation with all stakeholders.

Norm eleven is Traditions. Schools that change and constantly improve have traditions that anchor the school community. These might be ceremonies, activities, or class projects that are recurrent events in the life of the school.

Lastly, successful schools foster Honest, Open Communication. Again, we all recognize this and understand that this kind of communication is necessary for all the other norms to exist.

As school counselors, we often serve as the custodians of a school’s culture. Because we have a global view of what happens in our building, we are uniquely positioned to observe what is going on and encourage and nurture our faculties. ■

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 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 ASHLEY J. GUBA 30 Brezner Lane, Centerville, MA 02632 Tel. 508-367-7774 E-mail: secretary@masca.org MEMBERSHIP COORDINATOR TBA 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

OCTOBER 2013

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MASCA’s Changing Advocacy Role

By SHANNON DORAN Government Relations Committee Chair

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hat’s in a name? The Government Relations Committee has been referred to as the Advocacy Committee, since the MASCA Governing Board approved this name change in 2010. The intention was to delimit the work of the committee to go beyond raising legislators’ awareness about the critical role that school counselors play in education.

However, Past President Jenn Lisk’s thorough review of the MASCA Bylaws earlier this year revealed that “Government Relations Committee” was still on the books. There could have been a petition to change the bylaws at this time, but it was decided, instead, to keep the name in the bylaws and use “Government Relations Committee” in the newsletter and website as well.

The main reason for this change is to eliminate branding confusion. “Advocacy Committee” has too often evoked confusion, and extra quantifiers were often needed to clearly define the role of the committee. This is likely due to the fact

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that the term “advocacy” is used so often in school counseling, education, and the world-at-large.

The name “Government Relations Committee,” however, clearly defines the primary domain of this committee’s work.

Furthermore, because it is not possible for MASCA to secure a lobbyist at the State House, there will be ample amounts of advocacy work to be done at the government level for many, many years to come.

Meanwhile, the mission of MASCA, as a whole, is “to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development.”

If additional, strategic ways to advocate for our profession come to the forefront, MASCA leaders, members, and the Government Relations Committee can still work together to dedicate appropriate resources towards achieving these goals.

Please note that the Government Relations Committee’s news and resources will still be featured under the ADVO-

CACY tab of the website. In the future, this section of the website may also include other types of advocacy carried out by MASCA. Thank you, in advance, for working with MASCA as we switch between these two committee names. I believe that any short-term branding confusion resulting from this transition will benefit MASCA and the work of this committee in the long run.

Readiness resource Have you visited the MASCA website lately? If so, did you click on the ADVOCACY tab? If not, we recommend taking a moment to check out this valuable resource.

As you may be aware, the main bills that the committee is focusing on during the 2013-2014 Legislative Session have to do with the school counselor role in promoting the college and career readiness of students. As you may suspect, the website includes information about these bills, along with an e-mail template and call guide to make it easy for you to contact your legislators.

However, this section of the website includes so much more than tools to advocate for this legislation and your profession. It has been designed to serve as a resource for school counselors who are focused on promoting the college and career readiness of students.

Would you like it if links to state news, policy, events, and trainings having to do with college and career readiness were featured in one place? Would you like an easy way to access articles and research from various reputable organizations like C-SCORE, The Rennie Center, and The College Board? Would you like links to concrete tools to help you serve your students even more effectively in the college/career domain? If your answer to any of these questions is “Yes,” then you will be glad that you visited the ADVOCACY section of the website.

Please note that information about bills and advocacy tools do not require membership, but access to the additional resources cited in the article will soon be limited to those who have a current MASCA membership. ■ COUNSELOR’S NOTEBOOK

OCTOBER 2013

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Blocking Out Productivity

By VERONICA KNIGHT Guidance Counselor J.R. Lowell Elementary School, Watertown

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any elementary teachers create hopes and dreams with their new students in September. Some of us craft goals of our own for the school year— a real need in light of the new evaluation system. So how are we progressing toward these goals a few weeks into the school year? Quantifying progress is no easy task, but planning toward progress is a good start.

Heeding the Covey edict of “begin with the end in mind,” last year I began scheduling my time with a focus on my goals for the year. This year one of my goals will be supporting parenting.

With busy schedules and many parents and guardians being digital natives or, at least, digital immigrants, one of my goals is to create YouTube clips for easy viewing, such as over a cup of coffee or when waiting at soccer practice.

On Sundays, when I set up my schedule for the week, I schedule in dedicated time for producing these videos. But that’s the easy part. I like doing things, so much so that I might be stuck at Erik Erikson’s Competence, Industry vs. Inferiority stage.

Being productive is a wonderful thing.

People like those who are efficient and get things done. Yet, at the end of the day, is being productive enough to create job satisfaction? Lou Adler, who trains recruiters and oversees the creation of thousands of job descriptions, says that there are four kinds of jobs in the world. He says: Everything starts with an idea. This is the first of the four jobs—the Thinkers.

Builders convert these ideas into reality.

This the second job. Improvers make this reality better. This is the third job. Producers do the work over and over again, delivering quality goods and services to the company’s customers in a repeatable manner. This is the fourth job. And then the process begins again with new ideas and new ways of doing business being developed as the old ones become stale.

As the Jack and Jill of all trades, we— as school counselors — are the nexus of all facets of children’s schooling experience. Is it possible and beneficial for us to strive for inclusion of all four compo-

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COUNSELOR’S NOTEBOOK

nents? Take a look at our schedules.

Do we make time to be Thinkers?

Summertime reminds me of how enriched I feel when I take time to read, integrate thoughts, and get inspired to do new things.

Do we see ourselves as Builders of good and meaningful things? This year I hope to build the YouTube portion of my online presence, perhaps collaborating with other counselors.

Do we value being Improvers of systems in our schools? Perhaps our critical response systems need updating. Perhaps our school needs a refresher on how to prevent and respond to bullying effectively. Maybe our group activities need some tweaking to meet the increasingly diverse needs of our students.

Of the four job types, perhaps being Producers is most inherent in our roles, especially with regard to solving problems and writing reports. “Delivering quality goods and services.” That sounds impressive!

Whatever facet of our job we want to concentrate on, the key is scheduling time.

I use a light color on my Google Calendar to plan for different blocks. Throughout the day, I try to quickly document what is actually happening with my time in a different (default) color. At the end of the day, if the planned block was reallocated to another task, I try to find another time for it in the upcoming days. In the same way, I block out my personal time: for food shopping, reading, quality interaction with my family, and so forth. This practice helps to ease my stress level and my ability to focus on what is important or urgent.

I wish you a balanced and productive October. ■

Back by popular request Atty. Regina Tate will present “Legal and Ethical Issues for School Counselors” on October 21 from 2:45 p.m. – 5:30 p.m., immediately following the RTTT workshop at the Holiday Inn in Boxborough.

Attendance at her workshop is included FREE with registration for the RTTT Workshop on October 21 as well as for the MASCA Fall Conference on October 22.

If you are able to attend only Atty. Tate’s workshop, registration is $25.

See the MASCA website for registration details or e-mail pdchair@masca.org.

Workshop Date Change Suicide Risk Assessment

By David Nowell, Ph.D.

Assumption College Hagan Campus Center December 13, 2013 8:00 a.m. – 2:30 p.m.

For information, call 508.767.7430

OCTOBER 2013

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Collaborate to Motivate

By CHRISTINA M. DiPAOLA Master’s Student in School Counseling, Bridgewater State University

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or students to succeed in school, school counselors, teachers, administrators, and other school staff must collaborate and work together as a team.

Some students are motivated by standard classroom and school-wide incentives such as “good” grades and personal feelings of accomplishment, while other students require further assistance to

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become motivated.

During my internship, I was faced with several students who lacked motivation. Team meetings and individual sessions with students showed that motivation was a prevalent issue among the middle school students in the school.

As a believer in behavior therapy, I have learned that positive behaviors are many

times a result of positive reinforcement.

Thus, I felt that positive reinforcement in the classroom could help students become more motivated.

I attended weekly team meetings and listened to teachers’ concerns about students.

Teachers often mentioned classroom issues related to students’ negative behaviors, as well as poor academic performance. With assistance from teachers, administrators, and my internship supervisor (the Director of Guidance), I created lists of classroom issues for students with difficulties.

I then changed the lists of negative behaviors into lists of target behaviors (positive behaviors that classroom teachers hoped to see). For example, one student was unable to stay on task. The target behavior for his issue was “sustaining,” that is, “staying on-task.”

With the target behaviors, I created a weekly chart for several students who needed assistance recognizing their negative behaviors and/or who lacked motivation they needed to succeed. The weekly charts included pictures to match target behaviors as well as a box for each classroom teacher to add a “check” if the behavior was present.

After students’ individualized charts were created and approved by the team and the Director of Guidance, they were introduced to students as well as parents.

I worked with each student to choose an appropriate incentive for checkmarks they received. Students were responsible for getting their charts “checked” by their classroom teachers at the end of each period as well as for taking it home to their parents. In addition to school incentives, many students were also given incentives by parents at home. The charts not only helped students to recognize inappropriate behaviors but also motivated them to succeed academically and display appropriate behavior.

The success of the individualized student classroom charts showed that collaboration within a school can be an essential part of student success. Without working as a team, the creation and implementation of the charts would not have been possible.

In my future as a school counselor, I look forward to using classroom charts as a motivator for students. I also look forward to continuing to collaborate with colleagues in order to help students succeed. ■ COUNSELOR’S NOTEBOOK

MASCA Fall Conference All Students Future Ready Holiday Inn, Boxborough • October 22, 2013 Morning Sessions Keynote Breakout Session: Jeffrey Jensen Arnett, Ph.D. School Counselor’s Role with National Common Core and PARCC: Bob Bardwell Getting to Know Edwin (DESE’s Data Warehouse) Financial Literacy Preparation: Do students know how to access federal funding for postsecondary planning? Summary of MASCA-CSCORE research study: Dr. Tim Poynton, Suffolk University; Dr. Rich Lapan, UMass Amherst, and Stephanie Wells, MEFA Two CSCORE presentations: Demystifying Data, Early Warning Indicators, and/or Program Evaluation Collegial Panel: Preparing for Your School Counselor Evaluation Panel: Postsecondary Opportunities for Students Needing Accommodations

Afternoon Extended Workshops DESE: SMART Goals and Managing Your Evaluation Portfolio Executive Functioning & Response to Intervention Tier 1 and Tier 2 Interventions: Gail Okerman Learn and Share Technology Tips and Tricks: Ron Miller, MASCA Webmaster

Art Athletic Training Biology Business Management Chemistry Communication Computer Information Systems Compute Science Criminal Justice Economics Education English Environmental Science Ethnic and Gender Studies General Science History Liberal Studies Mathematics Movement Science Music Nursing Political Science Psychology Regional Planning Social Work Sociology Spanish Theatre Arts OCTOBER 2013

Discover more by visiting us online at westfield.ma.edu.

(413) 572-5218 ·

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MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION 2013 Fall Conference

All Students Future Ready

• Holiday Inn, Boxborough, MA

Tuesday, October 22

Event details at www.masca.org COURTESY ADMISSION TO ATTY. REGINA TATE WORKSHOP (10/21) FOR CONFERENCE REGISTRANTS

To qualify for member registration rates: MASCA membership must be current (PAID) by October 1. PO’s in process NOT considered paid. Check membership status: CN address label, webmaster@masca.org, or membership@masca.org.

Request on-line member registration: webmaster@masca.org. Non-member: www.masca.org.

Paper registration: Print clearly, one registration form per person. Mailed form must be accompanied by check or PO# WITH business office accounts payable contact name/e-mail.

Payment options: (1) Online, credit cards (M/C or Visa), no debit; (2) Offline, check or PO. Electronic confirmations e-mailed to identified registrant using e-mail provided on registration.

If you are employed full time as a school counselor, you are NOT eligible for the graduate student rate.

Registrations after October 20 will be charged a late registration fee of $20.

Refund policy: Written requests by October 18 to pdchair@masca.org. A $20 processing fee will be charged. NO refunds after October 18 without written approval by conference chair (Ex., bereavement). A replacement may be sent for any registrant unable to attend, since payment is expected for any registrant non-attendance.

Registrant name and work mailing addresses shared with select sponsors. (To opt out, e-mail pdchair@masca.org) If you have special needs or require an accommodation, please notify us by October 20.

Hotel room reservations: Ask for MASCA rooms, 978-263-8701. AV rentals: 978-263-8701.

For post-conference publicity, the media has been invited and a photographer will be present.

FIRST NAME __________________________ LAST NAME___________________________________________ E-mail address ______________________________________(Required for automated on-line or registrar confirmations) Preferred mailing address School/Work (Include school name) Home Check here if NEW address School______________________________________________________________________________________ Street address_______________________________________________________________________________ City/Town ______________________State______ ZIP____________Phone_____________________________ Position/Title ___________________________________________________ Elementary

Middle School

High School

Administrator

Registration Type (check category & options) 2013 Fall Registration includes: • Courtesy registra on for A y. Regina Tate workshop (10/21) • Morning breakfast, snack, luncheon buffet, keynoter, exhibits, morning workshops, and a ernoon Ins tutes Early Bird Rate ends October 1 MASCA member & on-line registration or 10/1 postmark Regular registration (after 10/1) WALK-IN registration: Add $20 to total MASCA PDPs: Add $25 to total PO processing fee: Add $10/invoice Late registration (after 10/20)

Total Amount Due TOTAL PAYMENT ENCLOSED $____________

Retired

Grad Student

MASCA Professional Member by 10/1

$115 $125 $20 $25 $10 $20 $___________

CHECK No.____________

NonMASCA member $170 $180 $20 $25 $10 $20 $_________

Counselor Educator

Retiree Graduate Student (not employed as a school counselor)

Member

Nonmember

$ 60

$ 80

$70 $20 $25 $10 $20 $______

$ 90 $20 $25 $10 $20 $______

PURCHASE ORDER # *________________

*For PO’s, YOU will be sent an invoice electronically for YOU to submit for payment via your school/business office protocol.

Make check payable to MASCA. Please list registrant names on Purchase Order and payments.

Mail paper registration to: Joe Fitzgerald, Registrar, 5 Progress Street, Weymouth, MA 02188 Registration Inquiries: registrar@masca.org

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COUNSELOR’S NOTEBOOK

OCTOBER 2013

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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: Donna M. Brown P.O. Box 366 Bryantville, MA 02327

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.

Stay informed at www.masca.org For up-to-date information about Race To The Top, college fairs, conferences, and more, visit MASCA’s website often.

The Advocacy section provides information about School Counselor Resources Advocacy Tools & Updates State & National News Research

Renew your membership online. For your membership expiration date, see the mailing label affixed to this page.