Counselor's Notebook, April 2024

Counselor’s Notebook

Leading Together: Why Distributed Leadership Matters in School Counseling

By Melinda Cripps, MASCA 2023-2024 Board Chair and Director of School Counseling, Billerica High School

As school counselors, we are leaders and advocates - for our students, our programs, and our profession. But true leadership isn’t about going it alone. It’s about empowering others and harnessing the collective wisdom of our colleagues near and far. This is the essence of distributed leadership, and it’s critical for elevating our impact as school counselors.

At its core, distributed leadership recognizes that expertise is spread throughout an organization, not concentrated at the top. It means sharing decision-making, initiative-taking, and accountability across roles and levels. For school counselors, it translates to seeking out diverse voices and perspectives as we design programs, implement strategies, and tackle challenges. It’s about mentoring new counselors while also learning from their fresh ideas and experiences. And it’s ensuring leadership opportunities for all - from spearheading a schoolwide initiative to serving on a statewide task force.

Why does this matter so much? Because the complexities facing our students, schools, and communities demand solutions informed by multiple vantage

points. The high school counselor, the elementary counselor, the director, and the new professional each bring invaluable knowledge from their unique roles and contexts. When we combine these perspectives through structures like professional learning communities, advisory councils, and cross-level teams, our work becomes more innovative, comprehensive, and responsive to needs.

Distributed leadership also builds capacity and buy-in by giving stakeholders a real voice in shaping counseling priorities and practices. Those closest to students gain increased ownership and empowerment. New counselors are not just inducted into existing methods, but positioned to help evolve and reinvent them. This facilitates the spread of effective ideas while preventing stagnation or burnout.

And perhaps most critically, distributed leadership sustains the pipeline of leaders in our profession. As veteran counselors retire and new roles emerge, the

next generation needs robust leadership development - not just skills training but experience making decisions, implementing initiatives, and navigating challenges. Mentorship from seasoned counselors is key, but so is stretching professionals early through opportunities to exercise leadership muscles.

Of course, embracing distributed leadership requires an intentional culture shift in some settings. Directors and department chairs must consciously decentralize authority and share ownership over key domains. Counselors must step up, voice perspectives, and take on new leadership roles even when uncomfortable. Structures like regular team meetings, cross-level collaborations, and rotating facilitation responsibilities can help institutionalize the practice.

The benefits, however, are profound. Students get the full value of our profession’s diverse expertise. Schools become true learning organizations constantly evolving practices. Our professional ecosystem sees an influx of cutting-edge ideas and renewed leadership for the road ahead.

So let’s open our doors and share our leadership. Mentor the new counselor at your school in launching a college awareness program. Ask the elementary team to weigh in on developing scope and sequence for career exploration. Bring veteran and novice voices together on a task force redesigning your district’s school counseling model.

When we tap into the expertise throughout our ranks and share the reins, that’s when the full power of school counseling shines. We rise higher together through the transformative practice of distributed leadership.

Melinda Cripps

GOVERNING BOARD

Chair: Mindy Cripps

Director of School Counseling, Billerica High School

Assistant Chair: Jessica Descartes

School Counselor, Tech Boston Academy

Governing Board Members:

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Ed Connor

Executive Director of Admissions

Dean College

John Crocker

Director of School Mental Health & Behavioral Services

Methuen Public Schools

Andrea Encarnacao

School Counselor

Boston Latin School

Cynthia Esielionis

School Counselor

Ayer Shirley Regional Middle School

Lori Ford

School Adjustment Counselor

MLK Jr. Charter School of Excellence

Cory McGann

School Counseling Department Head

Ashland High School COMMITTEES

Conference Committee

Ruth Carrigan

Director of School Counseling

Whitman-Hansen Regional High School

Ethics Committee

Mindy Cripps

Guidance Director

Billerican High School

Fiscal Oversight Committee

Ed Connor

Executive Director of Admissions

Dean College

Government Relations & Advocacy Committee

Juliette Coatsworth

School Counselor

Foxborough Regional Charter School

Fran Frederick

School Adjustment Counselor

Belchertown High School

MA Model Committee

Dave Elsner

School Counseling Coordinator

Medway Public Schools

Cynthia Esielionis

School Counselor

Ayer Shirley Regional Middle School

Member Services Committee

Renee Considine

School Counselor

Minnechaug Regional High School

Jacob Beaudoin

School Counselor

Rise Academy (Lawrence Public Schools)

Nomination and Bylaws Committee

Jessica Descartes

School Counselor

TechBoston Academy

MASCA 2023-24 DIRECTORY

Professional Development Committee

Ali Robidoux

School Adjustment Counselor

Apponequet Regional High School

Professional Recognition Committee

Dina Sibilia

School Counselor

West Springfield High School

Tama Lang

School Counselor

Litwin Elementary School

Publicity Committee

Chris Soverow

School Counselor

Easthampton High School

Research and Evaluation Committee

Tim Poynton

Associate Professor

UMass Boston

Technology Committee

Jennifer McGuire

College & Career Information

Coordinator

New Bedford Public Schools

Ad Hoc Committee on School Counselor Gaps

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Jennifer McGuire

College & Career Information Coordinator

New Bedford Public Schools

APPOINTED POSITIONS

Executive Director

Bob Bardwell

Executive Director of School Counseling Services

Boston Public Schools

Secretary

Julia Cahill-O’Shea

School Counselor

Hamilton- Wenham Regional High School

Counselors Notebook Editor

Jean Atwater-Williams

IT Consultant

BizTech Associates

Membership Coordinator

Bob Bardwell

Executive Director of School Counseling Services

Boston Public Schools

Mentoring Coordinator

Maryanne Margiotta

Career Facilitator

Southwick Regional High School

Program Evaluation Coordinator

Karen Marie Harrington

Webmaster

Jean Atwater-Williams

IT Consultant

BizTech Associates

LIAISONS

Affiliate Liaison

Christine Weissman

Family & Community Engagement Counselor, Ware Jr. -Sr. High School

Counselor Educator Liaison

Megan Krell

Associate Professor

Fitchburg State University

DESE Liaison

Lisa Harney

MA Dept of Elem & Sec Education

Emerging Leader Liaisons

Cory McGann

School Counseling Department Head

Ashland High School

Dana Catarius

School Counselor

Anne Fales Elementary, Westborough

Graduate Student Liaisons

Alison Giglio

Graduate Student

Merrimack College

Alexis King

Graduate Student

Westfield State University

Leah Worth

Graduate Student

Boston College

Social Media Liaison

Jessica Almedia

School Counselor

Bedford High School

EMERGING LEADERS

Lauren Costanzo

School Counselor

Somerville Public Schools

Rani Gould

School Counselor

The Academy at Kiley Middle School

Jonathan Nardi

School Counselor

Natick High School

Paige Kenney

School Counselor

TEC Phoenix Academy

Gisele Rojas

Director of Student Support Services

Holyoke Public Schools

SPECIAL INTEREST GROUP (SIG) LEADERS

Career/Technical SIG

Anie McCarthy

School Counselor

Franklin County Technical School

Maryrose O'Neil

School Counselor

Tantsqua Regional High School

Lauren Robillard

School Counselor

Bay Path Regional Vocational Technical

HightSchool

Counseling Directors SIG

Dana Plunkett

Director of Guidance

Wellesley High School

Ross Wolfson

Assistant Director of School Counseling

Waltham High School

Elementary SIG

Maura Ricardi

School Adjustment Counselor

East Street School, Ludlow

Emma Russell

School Counselor

The Learning Project Elementary School, Boston

MultiLingual Learners SIG

Olivia Hull

Graduate Student, Lesley University

Heidys Mendez

School Counselor, Lawrence HS

Raffaella Almeida

School Counselor, Barnstable HS

Middle Level SIG

Paige Kenney

School Counselor

South Middle School Brockton

Dena Coffey

School Counselor

Pickering Middle School, Lynn

Retirees SIG

Helen O’Donnell

Retired School Counselor

Anne Thidemann French

Retired School Adjustment Counselor

School Adjustment Counselors/ School

Social Worker SIG

Nychele Clark

School Adjustment Counselor

Gardner High School

Kate Niedel

Retired School Adjustment Counselor

Anne Thidemann French

Retired School Adjustment Counselor

Secondary SIG

Karen McCrillis

School Counselor

Gardner High School

Leanne Soulard

School Counselor

Franklin High School

Rachael Weinhold

School Counselor

Winchendon High School

Urban SIG

Shelby Boisvert

School Counselor

Lowell High School

Rani Gould

School Counselor

The Academy at Kiley Middle School

Vocational/Technical SIG

Annie McCarthy

School Counselor

Franklin County Technical School

Maryrose O’Neil

School Counselor

Tantasqua Regional High School

Lauren Robillard

School Counselor

Bay Path Regional Vocational Technical High School

AFFINITY GROUPS

Counselors of Color Affinity Group

Leaders: Jessica Descartes, Andrea Encarnacao & Aaron Spencer

LBGTQ+ Affinity Group

Leaders: Mindy Cripps & Jonathan Nardi

For complete contact information, please go to https://masca. wildapricot.org/GB+Staff/

What is my why?

By Bob Bardwell, MASCA Executive Director and Executive Director of School Counseling Services Boston Public Schools

It’s April and the countdown is on…. the countdown until our Annual Spring Conference and the countdown until the end of the year.

First, let me thank all of you who will attend our annual conference April 8 & 9 at the Sheraton Framingham Hotel & Conference Center. This will be a new location for our annual conference this year which is very exciting. Current projections show that we should get close to 600 participants, if not more, both in person and virtually. This will likely be our largest conference ever attended which is exciting in so many ways. Look for a conference recap next month.

For those who are regular readers of this column, you will remember that last month this column was about our why and trying to provide you with some support and positive encouragement, especially as we head into a very busy time of the school year which is both stressful and tiring.

I got some very positive feedback from readers including the following message, “It came to me at exactly the right time, as it helped me get through a VERY tough week at school.” Thank you to all who took the time to respond. Here are the responses which I have received answering the question, “What is your Why?”

Christine Weissman, Family & Community Engagement Counselor, Ware Jr.-Sr. High School

“I became a School Counselor to make an impact in the lives of high school students during this time of their self-discovery and growth. I want to be part of a team that motivates and inspires stu-

dents to flourish and find their success (whatever that means for them), and provides unconditional positive regard and a sense of belonging.”

Christina Borges, Westport Middle High School

“My “why” is the students I work with every day. If I can show them I care and make even a small, positive difference in their lives, then I consider myself very fortunate to be able to do this work.”

Kelly M. Meads, School Counselor, Weymouth High School

“I am a school counselor because every day is different and every student is unique. I get to interact with students of all kinds and support them to find their next best step for their short and long term goals.”

Elsa Fernandes, School Counselor, Southeastern Regional School District

“First I love talking to young adults because of their way of looking at the world I always learn something new from my conversations with my students. Second, it only takes one person to make a difference in one’s day/life that is the goal for me each day. Life is hard and if I can make it easier for one kid everything else that comes with it makes it all worthwhile. I love being a School Counselor.”

Judith Josephs, Retired School Counselor, Lynn Vocational Institute

“I enjoy working with alumni that I had an opportunity to help for many years. The evidence of my success lies

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Advance Registration ends April 4

For more information go to ncyionline.org/conferences/mascac/

Robert Bardwell Executive Director, MASCA

What is my Why?

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in the stories they tell. I continue to utilize community resources to share their successful stories with others.”

Karen McCrillis, 9th Grade School Counselor, Gardner High School

“My why is to help my students feel special...especially those who weren’t fortunate enough to grow up in a loving family with attentive parents like I did.”

Averill Davis, School Counselor,

Cape Cod Regional Technical Vocational High School

“When I was in high school, the only time I spoke to my school counselor was to ask her for a letter of recommendation for college. I remember feeling genuinely confused about the school counselor recommendation requirement because I didn’t understand how someone, who didn’t know me at all, could write a meaningful, impactful letter.

It wasn’t until college that I experienced the difference a connection with an advisor could make. As luck would have it, my favorite professor, whom I had taken a few classes with, was also assigned to me as my academic advisor. At one of my last meetings with him senior year, unprompted, he told me that I would make an excellent school counselor, and that I should enroll in a masters program to make that happen.

The fact that this person, whom I had the utmost regard for, saw attributes in me that I never paid attention to, felt like a world of possibilities had just opened up to me. His influence changed the trajectory of my life, and I am eternally grateful. Knowing that school counsel-

ors have the ability to help shape and mold students into the best versions of themselves by just supporting and believing in them, is my why.”

Dr. Jonique R. Childs, School Counselor Educator, University of Massachusetts, Amherst

“I was an at-risk school counselor in the Chicago Public School System years ago and knew early on that students needed to see counselors as cheerleaders and advocates! I seek to motivate, inspire, and empower my school counselors in training to cheer in many ways. I argue that school counselors are the voices for change and for creating equitable opportunities for all students. Being a cheerleader can also mean cheering for changes through advocacy efforts. I believe my why comes from wanting improvement for the next generation of students. Cheerleading can be loud and energetic and that indeed requires working from the heart to establish change.”

Rosemary Sullivan, Retired, East Middle School, Brockton “I’m retired now, but my “why” was always hoping to make a difference. Many times over the years, students told me something (many times not memorable to me), I had said that really made an impact.

My advice to other educators was always to just keep doing what you’re doing. The students don’t always acknowledge it or even recognize it at the time, but if your behavior is consistent, they will remember. And you will, too.”

Lauren Costanzo, MASCA Emerging Leader

“My why is this: so that I may sow fruitful seeds and for the seeds already sown to have their benefits reaped when they are older.”

This may leave you wondering, “What is my why?” Why do I work full-time in as the Executive Director of School Counseling for the Boston Public Schools, work part-time as the Executive Director of MASCA and serve as an adjunct professor at Westfield State University and School Counseling Program Director at American International College? I’ve been a school counselor for 32 years in order to ensure that my students have a better school experience and have more successes than I did. In other words, I want my students to live in a better world than when I was a student.

In regard to the association work and graduate level teaching, I do all of this work to make it better for the current and future school counseling profession. Yes, this is a ton of work but it is a labor of love for me, and also a way to give back to the profession that has given me so much. I am grateful for all of the experiences I have had which have led me to be the leader and person I am today. Now, are you ready for the next member question? In just a couple of sentences, what student (pseudonyms are totally appropriate) has had the most impact on you in your school counseling career and why? Email me your responses and I will include in the May Counselor’s Notebook.

I hope to see you on April 8 & 9 in Framingham!.

Welcome to our Newest Members!

The following have joined MASCA in the last month:

Raffaella Almeida

Marcia Almeida

Marie Alvernaz

Kristina Ashley

Robin Bechara

Kathleen Bingel

Chelsea Bonanca

Joseph Bordieri

Xiomara Boyle

Danna Cabral

Kristen Cantwell

Jenny Carreiro

Gemma Carr-Locke

Kate Catalano

Dylan Chasse

Stephanie Conde

Corymar Cordero

Amy Cunningham

Kevin Dacosta

Jonathan DaCosta

Nancy Demedeiros

Erica Depina

Elizabeth Devolve

Shawn Dias

Maeve Dullea

Brian Eacobacci

Jackie Eaton Pereira

Kelly Emmett

Iris Febres-Dompreh

Karleen Fernandes

Kelli Franchi

Alice Freitas

Christopher Garcia

Katherine Giacometti

Teyana Gomes

Joseph Griffin

Christine Grymes

Amanda Gue

Amanda Hales

Megan Hall

Andrew Harnett

Carolyn Imperato

Banalata Janeway

Nystrom Janytzabell

Lauren Jepsky

Tracie Joseph

Amy Kerr

Kimberly Liarikos

Elizabeth Lough

Amy Lyons

Heather Macedo

Victoria Maleno

Eliana Malinoski

Ashleigh Malinowski

Riley Marchione

Lynne Markey

Anne McCarthy

Katie McMakin

Ashlie Monteiro

Brad Morel

Deborah Morrison

Chelsea Moynahan

Julia Nathanson

Stephanie Nocon

Lauren O’Halloran

Amanda Ormseth

Paige Pacheco

Mathieu Perry

Kristin Pettus

Jocelyne Phipps

Ben Pierpont

Kaitlyn Poirier

Sarah Pond

Monique Poyant

Bethanie Raymond

Cara Rego

Dana Roderick

Candido Rodrigues

Abigail Rolston

Julie Roy

noah schmitt

Matthew Selines

Cheri Sharland

Corday Silva

Justin Silva

Natasha Sopchack

Kim Soto-Hurtado

Amanda Souza

Karen Stack

STEVEN SULLIVAN

Katalin Szegedy-Maszak

Debbie Texeira

Savaughn Vasconcelos

Efrain Vega

Kristin Welchman

Stacy Wiegand

Sara Williams

Ruiqi Zhu

If you know any of these new members, please extend a warm welcome and greeting. We are happy you have joined us!

Advancing School Mental Health Services: Scaling Up Proven Practices and Adding Value with School Mental Health Leadership

by John Crocker, Director of School Mental Health & Behavioral Services, Methuen Public Schools and MASCA Governing Board Member

We are in the midst of a youth mental health crisis that predates the COVID-19 pandemic but that was exacerbated by the isolation, inadequate access to resources, and pandemic related trauma that universally affected youth and families. Certain populations, including economically disadvantaged youth and those who identify as BIPOC and/or LGBTQIA+ were impacted at a disproportionately higher rate.

Surgeon General Vivek McMurthy’s call-to-action to address youth mental health serves as one of a growing number of efforts to emphasize the need for advocacy and action centered on improving the mental well being of children (CITE). Similarly, the American Academy of Pediatrics, American Academy of Child and Adolescent Psychiatry and Children’s Hospital Association (CITE) have declared a national emergency in child and adolescent mental health, which underscores the need to adopt innovative and preventative approaches to supporting youth mental health, inclusive of bolstering opportunities to develop comprehensive school mental health systems (CSMHS) to deliver evidence-based mental health services to students in schools and serve as a prevention arm of the mental health system writ large.

youth mental health are reflected in the recent findings from the Centers for Disease Control (CDC), who authored a report (CITE) in the spring of 2023 detailing disturbing statistics related to youth suicidality, notably among adolescent females. Youth are requiring emergency psychiatric services at a much higher rate than has been previously reported, resulting in a “boarding crisis” in hospitals, which are overwhelmed with individuals who are being forced to wait days or weeks for treatment if they receive any care at all in the end. While these concerns are far from new, they have certainly become more complex and prevalent.

Schools (MPS) has successfully scaled up efforts to provide care to students by increasing universal mental health screening to foster early identification of students with emerging mental health concerns, expanding group and individual therapy by providing training on evidence-based therapeutic practice for current staff and hiring additional staff to scale up the service offerings, and expanding universal social emotional learning curriculum designed to support students with developing skills to manage stress, seek help, navigate conflict, and foster positive behaviors and relationships. In this manner, MPS has reported significant decreases in the prevalence of anxiety, depression, and post-traumatic stress reported by students across all grade levels. The work being conducted in Methuen represents the culmination of close to a decade of work to expand and improve the services and supports offered to students through the establishment of a CSMHS and serves as a model that other schools and districts could replicate to positively impact the well being of the students they serve.

The growing concerns that are cited in numerous polls and surveys that have sought feedback from youth, families, and school staff regarding the state of

As we move forward, our collective efforts must outstrip, in scope and scale, the strategies and systems we have adopted as solutions to this crisis. This may mean doubling down on previously successful strategies on a grander scale. For example, Methuen Public

Scaling of effective strategies and replicating efforts that have proven impact serve as one approach to improve the mental well being of our youth, yet we must also consider innovative strategies that represent a shift in practice and a new approach to an old problem. For many, an obvious next step would be

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School Mental Health Services

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to increase services by increasing the available staff to deliver those services. This seems a logical next step that is hard to argue with, and, while it is categorically true that schools and outpatient settings need more mental health staff, this strategy alone will not serve as a comprehensive solution to the youth mental health crisis, especially in light of the national behavioral health workforce shortages (CITE). Additionally, issues related to how mental health staff in schools (school counselors, adjustment counselors, school social workers, and school psychologists) are currently deployed and leveraged to address the youth mental health crisis must be resolved if we are ever going to realize the potential of our entire mental health workforce. Expanding school mental health leadership represents another important strategy worthy of consideration that can augment current approaches aimed at scaling effective current practice and expanding the mental health workforce.

We must consider the dearth of school mental health leadership that currently exists in school districts to support the design and implementation of mental health services and supports extending from school mental health staff (school counselors, school adjustment counselors, school social workers, and school psychologists).

A poll of school mental health practitioners in Massachusetts conducted by the Massachusetts School Mental Health Consortium (MASMHC) found that nearly 70% of the close to 120 school districts surveyed do not employ an administrator with counseling experience to provide clinical supervision and leadership regarding men-

tal health and social emotional learning initiatives (CITE). In the absence of school mental health leadership, schools and districts undermine several important ways in which school mental health staff could be supported and leveraged to provide quality mental health services on a larger scale.

Some may question why having a mental health leader is important for a school district to employ, yet consider that without mental health leadership and the associated clinical expertise associated with these roles, efforts to design staffing models that effectively position and leverage SMH staff may be significantly undermined. SMH staff are, unfortunately, regularly dispatched to engage in all manner of activities to support the management of schools that have very little to do with their training and expertise. School mental health leadership provides oversight to ensure SMH staff can do what they do best, provide counseling services. Consider also what it would mean, for example, if tomorrow all of the English department supervisors in the state started supervising and evaluating math teachers. This would undoubtedly result in warranted questions and concerns about the lack of content knowledge and expertise of those supervisors to provide meaningful feedback, professional development, and resources to advance the practice and quality of instruction of their supervisees. We simply would not tolerate this approach, yet the vast majority of SMH staff are supervised and evaluated by well meaning individuals who are doing their best to support and guide SMH staff but that have no training or experience in the field of counseling and are ill equipped to provide the oversight, feedback, coaching, and support requisite to advance the practice of Masters level counselors. The result - SMH staff being used for tasks that do not align with their role,

an unfortunate lack of support for and ineffective deployment of SMH staff, and a lack of opportunities to support the growth of SMH staff to ensure quality services can be planned and provided to students. Add to this that without school mental health leadership and supervision, schools and districts cannot leverage the expertise of a staff member who can guide the planning and development of a larger system of support that interlaces with all the other systems that schools develop to provide academic and behavioral supports to students.

Without the requisite leadership, attempts will be made to develop quality comprehensive systems of support, yet, those efforts may fall short without the guidance and leadership of staff who have expertise in designing and deploying services in a school setting. School counselors deserve the same level of support, resources, training, coaching, and supervision that other roles are afforded in order to be most effective at achieving what is our common goal, ensuring our kids and families receive the best and most comprehensive care available.

How do you Stay Optomistic?

By Paige Kenney, School Counselor, TEC Phoenix Academy and MASCA Emerging Leader

Early this school year, a first-year counseling colleague approached me after school. This had become a sort of ritual; we would flop into our chairs, exhausted, and let out an exaggerated exhale before recapping the highs and lows of the past seven hours. On this particular day, however, my colleague (now friend) took a few extra seconds to collect her thoughts before speaking. “How do you stay optimistic?”

I knew what that question meant, because I had been there before. This was a sentiment I was all too familiar with. The term for this is “disillusionment”. After the beginning-of-the-year excitement has worn off and survival mode is wearing thin, school counselors may find themselves feeling disappointed or frustrated because their role or im-

pact is not living up to personal expectations. Feeling disillusioned can be quite scary, especially for a first-year counselor. When experiencing disillusionment early in my career, it felt like the glimmering hope of helping my students and families had turned into a dark and winding road; like my enthusiastic desire to collaborate with other passionate educators was impeded by every possible roadblock. I was losing faith in the role and education as a whole.

I know that our graduate programs do their very best to prepare us for the real world by giving us the theories and experiences to start our toolbox, but once you’re out in the real world– boy, can it be overwhelming. Those best practices backed by research are not always implemented, your official job description

might not include the various duties assigned to you throughout the school day, or maybe your caseload is double what is recommended by the MA Model 3.0. The reality of working in a school full time can look drastically different than the articles we read or the practicums we completed.

But how do we stay optimistic?

A quick Google search will provide a plethora of blogs and articles with tips and tricks on battling disillusionment, most of which can certainly be effective. You may find suggestions such as self-care, practicing gratitude or sharing successes, setting boundaries, or engaging in supervision. What has worked most effectively for me, however, is my participation in the Massachusetts School Counselors Association.

I honestly didn’t know what to expect when I filled out the volunteer sign up form; I just knew that my light was going out. Since first getting involved in MASCA, I have served on the Program Evaluation Subcommittee, co-led the Middle Level SIG, participated in the Emerging Leaders program, attended the conference, and even LDI. I have had the opportunity to connect with other passionate Massachusetts School Counselors with whom I can connect, collaborate, grow, and laugh with. These experiences and relationships have reignited my excitement and kept me grounded.

Now, don’t get me wrong, I definitely have difficult days during which I feel frustrated or even defeated, but the connections and support I have found engaging with MASCA have kept me not only grounded, but optimistic. So, whether you are facing disillusionment or simply looking to engage more in the MASCA community, if you’re reading this publication you’re in the right place.

Springtime in Schools: A Time for Transitions

by Urban Special Interest Group (SIG) Co-Facilitators: Shelby Boisvert, Student Support Specialist (Lowell High School) & Rani Gould, MSW, LCSW, School Adjustment Counselor (The Academy at Kiley, Springfield)

It is hard to believe that it is April, and the school year is winding down in a matter of weeks which means students and counselors are on the brink of significant transitions. Whether it is moving up to the next grade, entering middle or high school, or donning a cap and gown for graduation, these pivotal moments can be both exciting and challenging for students. As dedicated school counselors, our role becomes even more vital in ensuring a smooth transition for each student and their families.

Promotion and Retention Concerns

For students facing the prospect of promotion or retention, the last few months of the school year can be particularly nerve-wracking. School counselors can play a key role in providing guidance and support. Conducting individualized assessments, identifying areas of concern, and collaborating with teachers and parents can help tailor interventions that address academic challenges and bolster student confidence about having a clear plan.

Summer School and Job Opportunities

Some students may find themselves enrolled in summer school, either to catch up on credits or to get ahead. As a school counselor, you can assist in creating a positive outlook by highlighting the benefits of this opportunity. Additionally, for those seeking summer employment, offering guidance on resume building, job search strategies, and interview skills can empower students to take their first steps into the workforce.

Mixed Feelings about Summer Vacation

While many students eagerly anticipate the summer break, others may express anxiety or ambivalence. School counselors can initiate conversations about students’ expectations for the summer, helping to identify any concerns or fears they may have. Offering resources, such as summer programs or community activities, can contribute to a more positive outlook.

Motivation and Social-Emotional Challenges in the Final Stretch

The last two months of school can be challenging for students who may be struggling to stay motivated. School counselors can collaborate with teachers to implement motivational strategies, such as goal-setting workshops, study groups, or celebratory activities. Some students may also be experiencing elevated feelings of anxiety about saying goodbye to teachers and friends. They may need some additional support in developing and practicing effective coping strategies. By addressing these challenges early on, you can help students finish the academic year on a strong note.

Supporting Families Through Transitions

Recognizing that transitions affect not only students but also their families, school counselors can organize workshops or informational sessions to provide parents with resources and strategies to support their children during these critical times. Open communication channels and fostering a sense of community can help families navigate the changes ahead.

Self-Care for Counselors

We are no good to our students, their families, or our colleagues if we are not taking care of ourselves. The end of the year can be especially taxing on counselors as we wrap up the current school year while thinking ahead to the following year, all while managing our own feelings about transitions and summer plans. Advocating for collaboration time with colleagues and professional development opportunities and protecting our time outside of work are examples of how to prioritize ourselves so we can best serve others.

As school counselors our role in supporting students through transitions is pivotal. By addressing academic, emotional, and social aspects of these changes, we contribute to the holistic development of each student. Together, let us make these transitions positive and empowering experiences for the young minds shaping the future.

April 2024 Awareness Dates

Alcohol Awareness Month

Arab American Heritage Month

Autism Acceptance Month

Child Abuse Prevention Month

Community Service Month

Counseling Awareness Month

Deaf History Month

Month of the Military Child

National STD Awareness Month

National Youth Sports Safety Month

School Library Month

Sexual Assault Awareness and Prevention Month

2 - World Autism Awareness Day

2 - Sexual Assault Awareness Day of Action

4 - National Alcohol Screening Day

7 - World Health Day

7-13 - National Library Week

10 - National Youth HIV/ AIDS Awareness Day

22 - Earth Day

22-26 - National Specialized Instructional Support Personnel Appreciation Week

30 - International Children’s Book Day

Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs

by Helen O'Donnell, Ed.D, MASCA MA Model Committee, 3.0 Writing Team Co-Chair, PD Institute Trainer

Endorsed by both MA DESE and MA School Counselors Association's Governing Board, the MA Model 3.0: Framework for Comprehensive School Counseling Programs is an evolving document to guide professional best practice. It was presented as a professional courtesy to the field in the spring of 2020 as a public domain resource. This ongoing Counselor’s Notebook (CN) series shares steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0©. A library of updated MA Model resources and CN implementation articles available at https://masca.wildapricot.org/MA-Model_3.0

Reflect, Review, Revise, and Reenergize your Comprehensive Developmental School Counseling Curriculum

With the statewide MA push to pass Comprehensive School Counseling legislation, it is the perfect time to examine your school counseling curriculum guided by the MA Model 3.0 components (Define, Assess, Manage, and Deliver).

What does a curriculum map in a comprehensive school counseling program like?

The district outcome goal for Tier 1 curriculum development and delivery is to have a horizontally (across all grade levels) and PK-12 vertically aligned domains themes scaffolded and delivered sequentially to ALL students. Designed to be developmentally appropriate, the curriculum is aligned to identified student learning standards like ASCA Mindsets and Behaviors for All Students. In a scope/sequence curriculum map, there are SMART written grade level learning goals and student learning objective in the Career Development Educational (CDE) Benchmark or CCR/ MyCAP instructional domains: Academic/Technical, Workplace Readiness/Career, and Personal Social/SEL. (Note: Often a Transition strand is included.) Within each school, a component of the district curriculum is delivered.

Reflect

Do you have written curriculum map and outcome goals for each grade level?

Is the curriculum delivered to ALL students?

Is instruction provided in all domains?

Have you identified student learning standards and measurable outcome goals that drive lesson content and allows assessment of student achievement of learning objectives?

Building a Baseline School Counseling Curriculum Map (see table below):

• Identify written Tier I curriculum delivered to all students

• Populate your district curriculum map (or focus on your school)

Educate Staff about the School Counseling Curriculum and Collecting School Community Delivery Data about Domain Categories.

Educate staff about your Tier 1 curriculum. The school counseling curriculum content does NOT need to be delivered just by school counselors but often in partnership with school staff. In the spirit of collaboration and partnership, seek out what related Tier 1 instructional content classroom teachers and school staff are delivering or reinforcing in their classrooms. Present your curriculum at a staff meeting. Build out your school counseling curriculum map by documenting additional instruction by school staff at various grade levels. Curriculum delivery data collection strategies can includes attending grade level or department meetings, engaging

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Reflect, Review, Revise, and Reenergize

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with department chairs and administrators, and individual meetings. Suggest opportunities to team teach or assist with/reinforce content delivery in their classrooms or advisory sessions. This will allow valuable time in classrooms!

Reflect and Evaluate

Review the blended School Counseling curriculum map to identify strengths, overlapping instruction, and gap areas. Share the map with colleagues and ask for suggestions about needed Tier 1 instruction. Survey students about instruction they feel would be helpful.

Revise and Reenergize

Reenergize your lessons and curriculum content to inform students about the relevance and value of instructional content to engage them in authentic education experiences. Zoom onto the internet for engaging lesson enhancements (on-line content, music, activities, multi-language Read Aloud books, resources, etc.) Select resources (especially FREE ones) that allow students independently learn about themselves (learning styles and interest inventories, college and post high school planning platforms, on-line career research tools, etc.). Help students establish an online place for their personal portfolio resources to populate as they progress through their educational years.

Looking for assistance with curriculum development, MA Model PD, or graduate study consider a variety of multi-tiered opportunities. Inquiries: helenod@att.net.

Multi-tiered Spring/Summer 2024

MA Model PD Opportunities.

Opportunity #1 — Select your Independent Study Offering

• Series #1 -Be Informed (FREE)

• Series #2 — Be Prepared

• Series #3 — Be Accountable and Data Informed

Opportunity #2 — "Digging Into DATA"

Document Your Success with Data and a MARC Jr.!

Opportunity #3 -- MA Model Graduate Classes

Academic year courses. Spring/Summer courses open.

• MA Model Introductory Institute

• MA Model 2: Next Steps

• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR

• Counselors in K-12 Classrooms: Action Research and Program Assessment

For complete details, including costs and credits, go to https://masca.wildapricot.org/MA-MODEL-PD/

For inquiries, email helenod@att.net

The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development.

Visit us on the web at www.MASCA.org

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