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MASCA

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION

VOL. 52, NO. 2

OCTOBER 2015

MASCA mourns the passing of the Counselor’s Notebook editor

ASCA mourns the passing of the Counselor’s Notebook editor, Sally Ann (Freedman) Connolly on September 9, 2015. A retired school counselor, Sally was the valedictorian and a magna cum laude graduate of Merrimack College (1961). She continued studying Sociology at Catholic University of America and later received her graduate degree in Guidance and Counseling from Salem State College. She began her career in education at Peabody High School and also taught at Mount Wachusett Community College and North Shore Community College. For 21 years, until her retirement, Sally was a school counselor at North Shore Technical High School in Beverly and Middleton. Besides serving as editor of the Counselor’s Notebook, Sally was a past president and an active member

SALLY ANN CONNOLLY

of Northeast Counselors Association. An elegant, creative woman, Sally will be sadly missed. The wife of the late Dr. Eugene Connolly, she is survived by her children, Kathleen Connolly and her longtime boyfriend Sean Degan of Groveland, Sean Michael Connolly, Esq. of Marblehead and his fiancée JoJo, Jennifer Connolly of Danvers and Kelly Ann Colby and her husband David of Merrimac, her seven grandchildren: Sommerlyn, Jacquelyn, and Brendan Jones of Danvers and Kaitlyn, Olivia, Jack and Emma Colby of Merrimac, her sister, Janice Lomas and her husband Fred of West Peabody, her niece, Heather Magner of West Peabody and her nephew, Eric Lomas of Danvers and her sister-in-law, Margaret Connolly of Newburyport. ■

President’s Message By RUTH CARRIGAN, MASCA President

hope that the start to the school year has been a good one and that by the time this issue of the Counselor’s Notebook reaches you, the hectic pace of the start of school has settled down a little bit. I always smile when friends and parents of my students say, “This must be a busy time of year for you.” If your job is anything like mine, it is always a busy time of year— the only thing that changes is the focus of the student success initiative I am busy doing! Believe it or not, we are already hard at work planning the MASCA Spring Conference and Reach Higher Convening, which will be held on April 4 (afternoon pre-conference) and April 5 (fullday conference) at the Holiday Inn in Boxborough. By now, I hope you are familiar with the Reach Higher initiative in the Com-

monwealth. Our goal is to inspire every student to take charge of his/her future by completing education past high school through postsecondary training or a twoor four-year degree program. You might think that this should be an easy goal to achieve. After all, we work with students in Massachusetts who seem to lead the nation in academic preparedness. Despite hearing accolades regarding Massachusetts students and high test scores on a regular basis, you might be surprised to learn that the Rennie Center for Education Research and Policy recently reported that only 41 percent of the approximately 76,000 Massachusetts high school students in the 2007 graduation cohort had earned a postsecondary degree six years later. Clearly, there is work to do regarding student outcomes. We feel that we can

take steps to accomplish our “Reach Higher” goal by providing relevant professional development for school counselors working with K-12 students across Massachusetts. Our workshop strands for the conference and initiative will focus on helping students “Reach Higher” by providing academic, social/emotional, and college and career readiness best practices in school counseling. Our call for programs will be available soon. If you have a best practice to share, please consider submitting a workshop proposal so that you can share your expertise with other school counselors throughout the state. As always, thank you for the important work you do every day laying the groundwork to help your students find academic, personal, and college /career readiness success. ■

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COUNSELOR’S NOTEBOOK

Anxiety-Reducing Apps: New Tools for School Counselors

2015 – 2016 OFFICERS PRESIDENT 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

By HAILEY CONDON M.Ed. Student in School Counseling, Bridgewater State University MASCA Graduate Student Liaison

PAST PRESIDENT TINA KARIDOYANES Mansfield High School 250 East Street, Mansfield, MA 02048 E-mail: pastpresident@masca.org

Although students may be somewhat shocked when they hear “Take out your cell phone!” during the counseling session, I think they will be pleasantly surprised to find that they can use their smartphone for things other than Facebook and Instagram.

PRESIDENT-ELECT KATE SALAS, Ed.D. Mattacheese Middle School West Yarmouth, MA E-mail: presidentelect@masca.org VICE PRESIDENT ELEMENTARY TBA VICE PRESIDENT MIDDLE / JUNIOR HIGH 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 MELANIE SHAW Rockland High School 52 Mackinlay Way, Rockland, MA 02370 E-mail: mshaw@rocklandschools.org VICE PRESIDENT POSTSECONDARY IRIS GODES Dean College 99 Main Street, Franklin, MA 02038 Tel. 508-541-1509 • Fax 508-541-8726 E-mail: igodes@dean.edu VICE PRESIDENT COUNSELOR EDUCATORS MEGAN KRELL, Ph.D.; AMY L. COOK, Ph.D. E-mail: vpcounselored@masca.org VICE PRESIDENT RETIREES HELEN O’DONNELL E-mail: vpretirees@masca.org 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 AMY WHEELER E-mail: secretary@masca.org MEMBERSHIP COORDINATOR KATHERINE GETCHELL E-mail: membership@masca.org WEBMASTER / TECHNOLOGY COORDINATOR JEAN ATWATER-WILLIAMS E-mail: webmaster@masca.org COORDINATOR OF PROFESSIONAL DEVELOPMENT TBA COUNSELOR’S NOTEBOOK EDITOR TBA

OCTOBER 2015

hroughout the academic year, students come to the school counseling office describing their stresses and anxieties. Whether it be the college application process, issues with friends, or problems at home, students navigate several stressors on a daily basis. With instant gratification and instant access to any information via the Internet, students often rely first on the Web for assistance. It is not hard to see how that resource alone can contribute to spiking anxiety levels. As school counselors, we are trained not only to help students manage, cope, and navigate through stress and anxiety but also to provide preventative supports. By incorporating the Internet, we can educate them about how to use information online in healthy and adaptive ways that do not add to their stress and anxiety. Most students have a tablet, laptop, access to a computer, or a smartphone. Although these small portable gadgets may cause problems in schools, smartphones can be a great tool for reducing and managing anxiety in students. Dr. Mary Beth McCormac—presenter of the ASCA webinar (March 2, 2015) “Effective Strategies for Helping Students Reduce Anxiety”— recommends smartphone apps that include breathing exercises, relaxing music, body scans, mindfulness meditation, yoga, and/or guided imagery for anxiety reduction. She says that by infusing technology with a variety of relaxation techniques, students can have instant access to a wide range of anxiety-reducing strategies. Because students keep their cell phones close by, these techniques can be used anywhere, any time. Some good smartphone apps for coping with anxiety include:

• Relax Melodies. With 50 ambient sounds, this app allows you to combine sounds and melodies to create a mix of music catered to your preferences. With built-in timers and alarms, this app is great for promoting sleep and relaxation. • Breathe2Relax. This app focuses on guided breathing exercises and helps promote mindfulness. Everything can be customized to fit individual needs. • Breathing Zone. This guided breathing exercise app includes an analyzer to measure breathing rates. • Simply Being. This app includes guided meditation with or without music or nature sounds. The app guides you through a 5-30-minute meditation, which allows for relaxation and being present in the moment. • Worry Watch. This is a great tool for tracking worries and anxieties. Individuals can use it as a journal and a way to get a deeper understanding of their worry patterns. With the ability to analyze the data, individuals can have a visual understanding of their worrying events. A passcode is embedded for privacy. • Zen Space. In a virtual Zen garden, individuals can create their own space while drawing paths in the sand. Students love to use these gardens in my office for relaxation. Why not have a portable one to use on the go? As a supplement to the work we do with students, smartphone apps can be a great way to infuse current technology into counseling, the school counseling core curricula, and psycho-educational small groups. Although students may be somewhat shocked when they hear “Take out your cell phone!” during the counseling session, I think they will be pleasantly surprised to find that they can use their smartphone for things other than Facebook and Instagram. ■

PEOPLE, PLACES, & PROGRAMS Fowler joins Salve Regina College

James R. Fowler, Jr., has been appointed Vice President for Enrollment Management at Salve Regina University in Rhode Island. Jim has held leadership positions at Dean College, Binghamton University, State University of New York, Fairfield University, Brandeis University, and

Quinsigamond Community College. He has also been involved in graduate medical education at Wilson Medical Center in Binghamton, N.Y. Having served the New England Association of College Admissions Counselors in several capacities, Jim currently serves as co-chair of the Admissions Practices Committee. He is also immediate past chair of the ACT Massachusetts State Council. An experienced and sought after speaker, Jim has presented on enrollment management issues at conferences for NEACAC, NACAC, the New England Transfer Association, MASCA, the New England Association of Collegiate Registrars and Admissions Officers, and the American Association of Osteopathic Family Physicians. He is also an accomplished singer, actor, and soccer player. Jim’s educational background includes a bachelor’s degree in English and Theatre and a master’s degree in Social Sciences from Binghamton University, State University of New York. ■

The Use of Data in School Counseling Workshop presented by Dr. Trish Hatch Universal Technical Institute Friday, November 19 8:30 a.m. – 3:30 p.m. Fee: $129 includes Use of Data text ($119, for MASCA members); $99 for workshop only. This workshop is designed to provide participants with the attitudes, knowledge, and skills to utilize data to design, implement, evaluate, and improve their school counseling program. Register online under “Events” at www.hatchingresults.com. For more information, contact office@ hatchingresults.com.

Counseling the College Bound Student 45 PDPs or three graduate credits from Fitchburg State University Five Saturdays, November 2015 – January 2016 This course explores the college admissions process, with emphasis on current issues confronting school counselors, application, and admissions criteria for various types of two- and four-year colleges, and college counseling for special student populations. Students gain an understanding of the resources available to counselors in the college admissions process including print material, software, websites, and organizations. Send inquiries to bardwellr@ monsonschools.com, Tel. 413-4275012 (c); 413-267-4589 x1109 (w).

COUNSELOR’S NOTEBOOK

FOCUS ON HEALTH AND SAFETY E-cigarettes lead to increased tobacco use “Teenagers who try e-cigarettes are more likely to try cigarettes and other tobacco products, a new study finds. It’s not proof that ‘vaping’ leads to smoking — but it’s strong evidence that it might, experts said. And it’s an argument in favor of more closely regulating these increasingly popular products, they said. ‘There is ample evidence that e-cigarettes are marketed in ways that appeal to children and adolescents. Prompt, effective action is needed to protect youth and reduce the demand for e-cigarettes by nonsmokers of all ages,’ Dr. Nancy Rigotti of the Massachusetts General Hospital and Harvard Medical School wrote in a commentary.” — Maggie Fox, “Teenagers Who Try E-Cigarettes Also Try Smoking, Study Finds,” http:// www.nbcnews.com/health/kids-health/teenswho-try-e-cigs-try-smoking-too-study-findsn411871, August 18, 2015.

Tanning bed use declines “The rate of indoor tanning — a habit linked to skin cancers — dipped slightly from 5.5 percent to 4.2 percent among American adults between 2010 and 2013, according to a paper co-authored by a researcher at the Centers for Disease Control and Prevention. The most promising trend lines emerged in several demographic groups whose indoor tanning tendencies tumbled during the study years.” [female college graduates, women who are in fair or poor health, male cancer survivors, and women who tend to be fitter or more physically active]. “But nearly 8 million U.S. women and 2 million American men continue to regularly visit tanning salons across the country

to soak up UV radiation in the pursuit of darker skin, said study co-author Dr. Gery P. Guy, a CDC health economist…. The potential health fallout from skin scorched by solar beams or artificial UV rays is anything but sunny. The incidence of melanoma, the most lethal form of skin cancer, has increased dramatically in the last four decades. Researchers have blamed tanning beds as one likely cause. According to the American Cancer Society, melanoma will account for more than 73,000 cases of skin cancer this year.” — Bill Briggs, “Tanning bed use declines, study shows,” http://www.fredhutch.org/en/news/ center-news/2015/07/tanning-bed-use-decliningstudy.html, July 1, 2015/

The FDA recently reclassified indoor tanning devices that emit ultraviolet (UV) radiation from low risk (class I) to moderate risk (class II). This action was prompted primarily by data showing that indoor tanning bed use is linked to both melanoma and nonmelanoma skin cancers.

Exercise during adolescence lowers risk of death “Women who participated in exercise as adolescents had a reduced risk of death from cancer and all causes in their middle and older ages, according to a study published in Cancer Epidemiology, Biomarkers & Prevention. After adjusting for socioeconomic factors in adult life, the researchers found that women who participated in exercise as adolescents for 1.33 hours a week or less had a 16 percent lowered risk for death from cancer, and a 15 percent lowered risk for death from all causes; those who participated in exercise as adolescents for more than 1.33 hours a week had a 13 percent lowered risk for death from all causes. After adjusting for socioeconomic factors in adult life, women who participated in team sports as adolescents had a 14 percent lowered risk for death from cancer, and a 10 percent lowered risk for death from all causes. Women who participated in exercise both in their adolescent and adult lives had a 20 percent lowered risk for death from all causes.” — American Association for Cancer Research News, http://www.mdlinx.com/oncology/medicalnews-article/2015/08/04/6264909/

OCTOBER 2015

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REACH HIGHER initiative endorsed at the 2015 ASCA Conference

“Reach Higher” Professional Development Day Sponsored by MASCA and NEACAC Two locations: Stonehill College and UMass Lowell

Friday, November 6 7:30 a.m. – 2:30 p.m. This FREE professional development day will include Trends in College Admission and Financial Aid, College Application Review Exercise, What High School Counselors Need to Know About Recommendations, Transcripts, and Essays, The Power of Partnerships—Early College Awareness, and more! For more information, contact Ruth.Carrigan@whrsd.org.

The Reach Higher initiative is First Lady Michelle Obama’s effort to inspire all students in America to take charge of their future by completing their education past high school, whether at a professional training program, a community college or a four-year college or university. The Reach Higher initiative will help make sure all students understand what they need to complete their education, including: • Exposing students to college and career opportunities • Understanding financial aid eligibility that can make college affordability a reality • Encouraging academic planning and summer learning opportunities • Supporting high school counselors who can help more students get into college

To register, go to http://goo.gl/forms/sZZvqz5aaR

“Reach Higher” Project: Preparing ALL Students for Graduation and Beyond Sponsored by MSSAA and MASCA Location: MSSAA Office, Franklin, MA

Monday, October 25, 2015, and Tuesday, May 3, 2016 8:00 a.m. – 3:00 p.m. Fee: MSSAA Member, $350; Non-member, $425. This year-long professional development opportunity for Principal / School Counselor teams will provide training and coaching on understanding the MA Model as a framework for systemic change; creating strong principal/ counselor relationships that are focused on data-driven school improvement initiatives designed to improve college and career readiness; and much more. Virtual coaching is also provided. For more information, contact carmenio@mssaa.org.

www.twitter.com/ReachHigher #ReachHigher

An Invitation and a Thank-You By HELEN C. O’DONNELL, MASCA VP Retirees

pecial thanks to Joe Fitzgerald for his continued dedication to retired school counselors. During his tenure as MASCA VP Retirees, Joe faithfully attended MASCA meetings, and he penned regular, monthly articles for the Counselor’s Notebook. Through his efforts, retirees and the general membership were kept well informed. His technology tips and resource recommendations were always very helpful and much appreciated. Moving forward with the new school year, MASCA invites all retirees to reconnect with colleagues, re-energize your techie and social media competencies, and, most importantly, renew your MASCA membership. It’s only $15 per year. You are also invited to join in planning MASCA’s 55th Birthday Celebration, which will be held at the MASCA Spring conference in April 2016. A last recommendation. Take time to reflect on your colleagues and honor them with a MASCA Tribute. This initiative began with MASCA’s 50th Birthday celebration, and you can view past

tributes on MASCA’s website. To stay connected or suggest retiree programs and activities, contact me at vpretirees@masca.org. ■

MA Model Institutes: Introductory Institute and MA Model 2.0: Next Steps There is still time to join colleagues and move forward in initiatives, implementation of standards-based curriculum, and aligning your school’s program with ASCA Model 3.0. Encourage all students to “Reach Higher” with their college and career aspirations while developing Educator Evaluation components and earning PDPs or graduate credits. Send inquiries to model@masca.org or helenod@att.net.

COUNSELOR’S NOTEBOOK

Massachusetts DESE, Office of College and Career Readiness Blog

Facilitating Ninth Grade Transition

he transition from middle/elementary school to high school can be a challenging time for students and families alike. There are profound changes in the academic structure of high schools compared to middle grades, with individual teachers for every class and more rigorous courses often requiring a significant amount of work outside of the classroom. Challenging coursework really begins with the transition to high school, which for most of the Commonwealth, happens in 9th grade. There are also social/emotional changes happening and a new found independence in high school. And certainly, even early on, a search for personal identity, which manifests itself in part as “what am I going to do with my life” regarding further education, career, and young adulthood. The Great Schools Partnership has done extensive research around the transition to ninth grade and its implications for students. Among them:

• Ninth grade announces, and often defines, a school’s commitment to equity and preparing every student for life. • The messages students receive in ninth grade, and the self-beliefs they adopt, can define their high school years and beyond. • High rates of ninth grade academic course failures are more related to noncognitive skills and behaviors than academic skill deficits. • Ninth grade professional learning communities that meet regularly, review data, and collaborate on planning and teaching are essential. • Ninth grade performance is highly predictive of a student’s likelihood of graduating high school. In fact, students who pass all their ninth grade courses are fourteen times more likely to graduate from high school than students who do not pass all their ninth grade coursework. Ninth grade is either a gatekeeper to opportunity or springboard to success. This idea of “gatekeeper versus spring-

board” is foundational to planning a productive and successful ninth grade experience for students. A gatekeeper school makes a litany of negative assumptions and beliefs. Among these is the assumption that only some (or certain) students are capable of high levels of success and can access high level academic content. Many of these gatekeeper schools tend to be constructed by the needs of the adult and institutional needs rather than that of the student. They focus more on the weaknesses of students than the potential strengths they bring. Conversely, a springboard school understands that all students need personalized support and attention and a belief that teachers and counselors need to guide or coach students to make good choices to succeed academically, socially and eventually along a career path (often through Individual Learning Plans). These schools have school infrastructure (courses, (continued on page 8)

What if you could seize the day? I’ve presented work to my peers at two national conferences. It’s been an incredible opportunity. KELLY CLASS OF ’16 HONORS STUDENT

At Westﬁeld, you can. westﬁeld.ma.edu/honors

OCTOBER 2015

Massachusetts DESE, Office of College and Career Readiness Blog

Early Warning Indicator System Helps At-Risk Students rise in data availability gives educators the opportunity to tailor instructional practices and interventions to student needs and invest resources in areas where students require the most support. Massachusetts developed the Early Warning Indicator System (EWIS), which synthesizes the wealth of student data available in the state, including assessment scores, attendance rates, course grades, and other measures to support educators in identifying struggling students. EWIS allows educators to influence a student’s academic trajectory by supporting early intervention for students in need. Across the country, early indicators have become an important tool for educators to better design and target student interventions. Early warning data are intended to be a tool for educators to use in conjunction with other data and sources of information to improve implementation of student supports and interventions. Schools can use early warning data to support students who are at-risk of not meeting an expected academic goal with both school-wide strategies and targeted interventions. Districts and schools can also use early warning system data to examine school-level patterns over time in order to address systemic issues that may impede a student’s ability to meet academic goals.

Identifying students at-risk

Planning interventions

The EWIS predicts the likelihood a student will reach an expected academic milestone: reading by the end of 3rd grade, being ready for middle school, passing all grade 9 courses, or graduating from high school. We provide these data at the beginning of each school year for all students in grades 1 through 12. All students are assigned a risk level — low, moderate, or high — indicating their current likelihood of not reaching the upcoming academic goal. A student with a risk level of “high” is predicted to be most off-track for meeting the next academic milestone. Years of research on academic risk factors led to the selection of variables that combine to assess each student’s risk of missing an upcoming academic milestone. Each milestone, ranging from 3rd grade reading proficiency to passing all 9th grade courses, is positively associated with the overarching goal of high school graduation. Each milestone is also relevant and actionable to the educators working in each grade level to support appropriate interventions. By measuring risk beginning in first grade and identifying students early, educators can match supports with student needs in order to prepare each student for success. Effective use of early warning data begins with asking the right questions.

After identifying students in need of support, educators are tasked with exploring the underlying factors that lead to academic risk. Engaging in pattern analysis enables teachers and administrators to determine academic, environmental, and social-emotional factors that influence learning in order to develop effective interventions. School-based teams may use EWIS data to develop individual student interventions, as well as identify gaps in universal (i.e., Tier 1) practices. By assisting in the prevention, early intervention, and monitoring of academic challenges, EWIS data supports educators in directing every student towards academic success.

TRANSITION (continued from page 7) schedules, curriculum and instruction, and counseling) that are built around student needs. A “summer bridge” to high school can be a great way to get ninth graders off to a good start. Designing and implementing a good summer program includes some key components: Recruitment: The effective use of student data to identify students who are struggling and at risk of dropping out and the use of that data in program design. Academic Focus: Concentration on reading, writing, math, and academic skills that are critical to success in high school. These subject areas should be taught by experienced, skilled, and qualified teachers — ideally, the same teach-

ers who will instruct students when they enter ninth grade with learning goals and expectations aligned with ninth grade courses and standards. Personal/Social Development: Staff embeds social and emotional development into all learning experiences, and they help students prepare for the challenges they are likely to encounter in the ninth grade. The program includes orientation activities for both students and families, assistance with study skills and organizational habits, and proactive postsecondary planning guidance. Relationship building among those moving into the ninth grade is a centerpiece of any good programming. Many elements are necessary to design a great transition experience for incom-

ing ninth graders. These are only a few of those elements worth thoughtful consideration! To learn more, you’re invited to participate in an ESE sponsored webinar on Ninth Grade Transition scheduled for October 13 from 3:00 – 4:00 p.m. ■

Accessing EWIS reports Each Massachusetts district has access to EWIS reports in the late summer, allowing educators to monitor struggling students and identify interventions as soon as the school year begins. Student-level and aggregate EWIS reports are available on Edwin Analytics: https://gateway.edu. state.ma.us/. Contact your district’s directory administrator to request access to Edwin Analytics. More information about EWIS, including the Massachusetts Early Warning Implementation Guide for schools and districts, is available on the Edwin Analytics website. ■

ESE Webinar “Ninth Grade Transition” Tuesday, October 13 3:00-4:00 p.m. http://www.doe.mass.edu/ conference/?ConferenceID=8170

COUNSELOR’S NOTEBOOK

Advising Prospective Music Majors: The One Percent Matters By ROBERT FRANZBLAU, Ph.D. f the approximately 3.3 million high school graduates in America each year, less than one percent will enroll as music majors in college the following fall. Given the countless responsibilities faced by high school counselors, you might think advising prospective music majors should be way down on your list. Think again! As high school counselors, you can have a huge impact on prospective music majors and their parents, but your influence doesn’t stop there. Here is a short quiz to assess your knowledge in this area. The answers may surprise you. TRUE or FALSE: 1. Research shows that studying music in high school results in higher SAT scores. False. Sorry, Virginia, this is a classic case of correlation being mistaken for cause-and-effect. Students who study music do tend to score higher on standardized tests and get better grades, but it is not the reason they do better. Even the much-heralded “Mozart Effect”— where listening to ten minutes of Mozart was found to improve spatial reasoning performance — has not been reliably replicated. Music belongs in school because it makes people more interesting, more sensitive to beauty, more well-rounded, and more human, not because it makes them “smarter” in other subjects. 2. Creating a high school environment that helps prospective music majors prepare for college music study has little to no effect on the rest of the high school population. False. A thriving music program in your school is good for everybody, and it is exactly what prospective music majors need. Guidance counselors are on the front line when it comes to helping students in band, orchestra, and chorus maintain a continuous four-year enrollment in grades 9-12. The sequential, skill-based curricula in these courses depend on it. And don’t overlook the interdependent nature of learning in music classes. If the oboe player can’t enroll in band because it conflicts with AP Chemistry, the entire band suffers, not just that one student. OCTOBER 2015

3. Declaring a music major is a fairly straightforward process, like declaring any other major. False. Auditions (often held DecemberFebruary) are required for entrance into all good college programs, and the music department, not the admissions office, handles them. Because communication between these two units is not always seamless, prospective music majors must contact the music departments at the schools to which they are applying, preferably during September or October. 4. Music is one of the easiest college majors to complete. False. In college music study, the focus is on the individual, not on the group as in high school. Music theory, sight singing, piano skills, time management, odd hours, stress, public solo performance, and competi-

tion all combine to make music one of the hardest majors to complete, even for those with high music aptitude. Additionally, many students choose to major in music merely because they liked band or chorus in high school. As a result, they are, regrettably, underprepared in the fundamentals. 5. The student who is unsure about majoring in music should begin college as an undeclared major and take general education courses until he/she has become acclimated to college life. False. In order to graduate students in four years, most college music programs require students to take six to eight credits of required music courses each semester, beginning in the fall of the freshman year. (continued on page 10)

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ADVISING PROSPECTIVE MUSIC MAJORS (continued from page 9) 6. Employers want to hire college graduates who have learned readilytransferable skills in their major. False. According to recent research, nearly 80% of American employers are looking for college graduates who have superior communication, analytic, and teamwork skills, regardless of their college major. Bright, motivated, and musically gifted students should not be dis-

suaded from majoring in music in college. Their future isn’t written in stone with their choice of a college major. Most importantly, the “one percent” prospective music majors need a solid grounding in the fundamentals of solo and ensemble performance, music notation and theory, and exposure to a wide variety of music. These are also exactly what all students in high school band, orchestra, and chorus need. By working in partnership with your school’s music teachers and by careful

Experience TRADITIONAL without settling for TYPICAL.

scheduling of courses, you can have an enormous, positive impact on the musical life and future of your students. -------------------Dr. Franzblau is professor of music at Rhode Island College, where he conducts the wind ensemble and teaches music education. He is the author of So You Want to Be a Music Major: A Guide for High School Students, Their Parents, Guidance Counselors, and Music Teachers (2013). ■

Should I Major in Music? DON’T major in music if: • You can’t read music. • You can’t carry a tune, even singing to yourself in the shower. • You’ve never played the piano or keyboard, even a little bit. • You struggle with grades in most of your classes. • You listen to only one kind of music. • You’re not involved in your high school music program. • Your ONLY musical experiences come from your high school music program. • You want to be the next winner of The Voice.

ONLY major in music if: • You have musical aptitude/ability/ talent. • You can’t see yourself possibly doing anything else. • You have determination, a “fire in the belly.” • You enjoy spending a lot of time alone. • You’re able to accomplish things when you’re alone. • You also enjoy working with people. • You’re able to get along with people who are very different from you. • You’re able to delay gratification. • You don’t need material possessions or lots of money to be happy. • You’re able to admit your mistakes and learn from them.

COUNSELOR’S NOTEBOOK

OCTOBER 2015

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.

The Mission of MASCA The mission of MASCA is to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development. Stay informed by visiting MASCA’s website regularly. You can share your views with fellow MASCA members by joining in the Forum.