Pump Up Partner!
By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of Student Services, Tech Boston Academy
For the past three years, our school’s Clinical Team has led the “Pump Up Partner” initiative for our staff. A play on “Secret Santa,” staff who choose to participate complete a brief survey, and then they are paired together anonymously. This is not for them to exchange extravagant gifts, but to share gratitude, encouragement, and small tokens of appreciation. It’s a tradition grounded in kindness, one that’s especially timely during Mental Health Awareness Month, and even more meaningful as we work in schools.
Throughout May, Pump Up Partners leave behind handwritten notes, snacks, affirmations, or small gifts that say: “I see you,” “You matter,” or “Thank you.” These can be simple: a card on a laptop with a kind message, a morning coffee delivered by a student who can keep a secret, a favorite
snack placed in a mailbox, or a gift wrapped Apple AirTag waiting on their desk because you know that your Pump Up Partner is always misplacing their items, lol. The impact of these gestures is anything but small. They foster connection, boost morale, and remind everyone that they are part of a caring community.
I am seeing that counselors are, in many ways, the original “Pump Up Partners”. Not for just a month, but every single day of the school year. We encourage students when they’re overwhelmed, celebrate quiet victories, and offer a listening ear when life gets heavy. Whether we are helping a senior through the college application process, helping a middle schooler navigate friendships, or supporting a family in crisis, school counselors show up consistently with empathy, professionalism, and heart.
Thinking about what we have accomplished within MASCA this year, the Pump Up Partner tradition reminds me of what counselors do so naturally: recognize the importance of emotional well-being in every interaction. Counselors do the behind-the-scenes work that keeps students grounded. Sometimes, the work is not as visible but it is so very important. Like the Pump Up Partner gifts that appear unannounced, support from counselors often arrives at just the right moment.
With this, I offer deep gratitude to our counselors. Thank you for being the quiet encouragers and tireless advocates. Thank you for noticing the student who is falling through the cracks and for making the phone call home. Thank you for supporting teachers and families, and for holding space. You’ve helped students navigate another year filled with personal, academic, and global challenges, and your presence has made all the difference.
As the school year winds down, I hope you can take time to reflect on the lives you’ve touched, not just the ones you know about, but also the students who walked away from your office standing a little taller, breathing a little easier, or believing in themselves just a little more. I hope that your summer is filled with joy, laughter and rest! When August comes again, may you own your power and return recharged, because your work matters. You matter.
It has been an honor serve as MASCA’s Board Chair this year. Thank you to my fellow board members & MASCA leadership for all of the support, and for everything that has been done and will continue to be done for the membership. It has been so wonderful to meet and connect with so many new counseling colleagues. Let’s always continue to collaborate. Have a wonderful summer. Mwen swete ke tout va byen pou nou tout!
Jessica Descartes
Governing Board
Chair
Jessica Descartes
School Counselor
Tech Boston Academy
Assistant Chair
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
Board Members
Mindy Cripps
Director of School Counseling
Billerica High School
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
Rani Gould
School Counselor
The Academy at Kiley Middle School
Cory McGann
School Counseling Department Head
Ashland High School
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Committees
Conference Committee
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Ethics Committee
Mindy Cripps
Director of School Counseling
Billerica High School
Fiscal Oversight Committee
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Government Relations & Advocacy Committee
Juliette Coatsworth
School Counselor
Foxborough Regional Charter School
Fran Frederick
School Adjustment Counselor
Belchertown High School
Inclusion, Diversity, Equity & Access Committee - Currently vacant
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
Nominating & Bylaws Committee
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
MASCA 2024-25 DIRECTORY
Professional Development Committee
John Crocker
Director of School Mental Health & Behav-
ioral Services, Methuen Public Schools
Amanda Ugrinow
School Counselor
Westborough High School
Professional Recognition Committee
Dina Sibilia
School Counselor
West Springfield High School
Tama Lang
School Counselor
Litwin Elementary School, Chicopee
Publicity Committee
Chris Soverow
Retired School Counselor
Easthampton High School
Research and Evaluation Committee
Tim Poynton
Professor
UMASS Boston
School Counselor Pipeline Committee
Olivia Hull
School Adjustment Counselor
Brookline High School
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Strategic Planning Committee
Position currently vacant
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Appointed Positions
Executive Director & Membership Coor-
dinator
Bob Bardwell
School Counseling Department Head
Framingham Public Schools
Secretary
Julia Cahill-O’Shea
School Counselor
Hamilton- Wenham Regional High School
Counselors Notebook Editor & Webmaster
Jean Atwater-Williams
IT Consultant
BizTech Associates
Mentoring Coordinator
Maryanne Margiotta
Career Facilitator
Southwick Regional High School
Program Evaluation Coordinator
Kari Denitzio
Diversity Fellows
Josh Bordes
School Counselor
East Boston High School
Roz Riggins-DesRuisseux
School Counselor
Snowden International School, Boston
Amanda Berg
Hadley Elementary School
Denise Evans
The Carroll School
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 Liaison
Cory McGann
School Counseling Department Head
Ashland High School
Graduate Student Liaisons
Evelyn (Xiya) Chen
Graduate Student
Boston College
Rachel Flagg
Graduate Student
Assumption University
Julia Nathanson
Graduate Student
Boston University
Social Media Liaison
Jessica Almedia
School Counselor
Quinn Middle School, Hudson
Emerging Leaders
Chase Grogan
Student Development Counselor
Community Academy of Science and Health
Luz Mederos Dorleans
School Counselor
Boston Latin Academy
Colin Moge
School Counselor
West Springfield High School
Cheryl Ray-Bass
School Counselor
Rebecca Johnson Elementary School, Springfield
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
Courtney Royal
School Counselor
Gloucester High School
Special Interest Group (SIG) Leaders
Counseling Directors
Meg Clougherty
School Counseling Program Director
Boston Latin School
Carol Cohen
Supervisor of Guidance (6-12)
Marlborough Public Schools
Elementary
Lori Ford
School Counselor
Martha’s Vineyard
Megan McShane
School Counselor
St Columbkille Partnership School
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
MultiLingual Learners
Raffaella Almeida
Bilingual School Counselor
Barnstable High School
Olivia Hull
School Adjustment Counselor
Brookline High School
Heidys Mendez
School Counselor
Woburn High School
Middle Level
Dee Cullen
Student Support Teacher
St. Mary's Westfield
Jackie Saunders
School Counselor
Gibbs School, Arlington
Tim Stonecipher
School Counselor
Pike School, Andover
Retirees
Helen O’Donnell
Retired School Counselor
Anne Thidemann French Retired School Adjustment Counselor
School Adjustment Counselors/ School Social Worker
Nychele Clark
School Adjustment Counselor
Gardner High School
Kate Niedel
Retired School Adjustment Counselor
Anne Thidemann French Retired School Adjustment Counselor
Secondary
Karen McCrillis
School Counselor
Gardner High School
Leanne Soulard
School Counselor
Franklin High School
Rachael Weinhold
School Counselor
Winchendon High School
Urban
Rani Gould
School Counselor
The Academy at Kiley Middle School
Gisele Rojas
Director of Student Support Services
Holyoke Public Schools
Vocational/Technical
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 Group Leaders
Counselors of Color
Jessica Descartes
School Counselor
Tech Boston Academy
Andrea Encarnacao
School Counselor
Boston Latin School
Aaron Spencer
School Counselor
Nashoba Valley Technical High School
LGBTQ+
Mindy Cripps
Director of School Counseling
Billerica High School
Jessica Almeida
School Counselor
Quinn Middle School, Hudson
It’s June. People are tired. These last few weeks of the school year are busy with end of the year events and celebrations, preparing students to transition into next year and for some of you, planning summer programs or courses. It’s hard to get excited and feel enthusiastic about much because there is so much to do in only a few days. So, this month, let me share a recap of the major accomplishments of MASCA in the 2024-25 school year. Hopefully this will give you some hope and excitement about MASCA’s future.
MASCA’s first microcredential –Thanks to the very active and focused Ethics Committee, under the direction of Chair Mindy Cripps, MASCA was able to offer our very first microcredential for the Legal and Ethical Symposium - Navigating the Gray. Offered over 10 sessions from November to June, each session focused on a different “hot topic” which had significant legal and/or ethical implications for school counselors. There were eighty registrants who, if they complete all 10 sessions (either in person or by watching the recorded sessions) and submit the final assignment, will earn 10 PDPs and our first microcredential badge. The badge will become part of their individual profile within their WildApricot account and badge earners will also get a special sticker to wear with their nametags at future MASCA events.
The Ethics Committee is already beginning to plan for Part 2 in 2025-26 to capitalize on the success from this year We also may be offering a microcredential in data and/or for a yearlong series of workshops on Inclusion, Diversity, Equity and Access (IDEA) related topics. Look for more details about the numerous options coming in the late summer/early fall with an expected start date in October 2025.
Ollie – For those who attended the annual spring conference, you had a chance to meet Ollie the Owl, our new MASCA mascot. It is amazing to see how much joy, excitement and fun Ollie brought to conference participants. Ollie was the most popular conference attendee for sure. Attendees took full advantage of numerous photo ops and took home a stress reliever owl to use in their offices and show off their MASCA pride. Thanks to the 26 colleagues who submitted 31 nominations for the Member Services
It's a Wrap!
By Bob Bardwell, MASCA Executive Director
Committee to consider. This was a truly remarkable opportunity for MASCA and you will be seeing Ollie around at other MASCA events near you in the coming year.
NBCC CE provider status – In midMay MASCA received the news that our NBCC Continuing Education (CE) application was approved. This is super exciting and should well-position MASCA to be able to continue to provide high-quality and relevant professional development. This will also hopefully entice some of our school adjustment, school social work and school counselor colleagues who need CEs to renew their licenses issued by other agencies and not DESE to join MASCA in order to take advantage of these new PD and CE bearing opportunities.
Our first CE event was at Fitchburg State on January 29 and we had a sold out workshop of 75 participants who learned about solution focused counseling. While MASCA did not issue the PDPs for this event (the speaker did for us), it helped us gauge the interest in this type of PD. Look for several PD & CE awarding opportunities next year, including the Annual Spring Conference, March 15-17, 2026 back at the Sheraton Framingham. Yes, this is three weeks earlier than usual so plan accordingly. Many thanks to Anne Thidemann French, Nyki Clark and Ali Robidoux for their help in preparing the NBCC application and for their continued work to support this new and exciting initiative.
Incredible Professional Development & Programing – Besides the Legal & Ethical microcredential and the Solution Focused workshop, this year we also supported some other exciting programs and events, including the November 5th 504 Training at Holy Cross with a sellout of 315 registrants and webinars for mixed status families, what to do if ICE agents show up at your school and information about the state’s new free community college opportunities for all residents, regardless of age. Other new initiatives include the launch of the Editorial Board, the Red Sox game on July 7 with other MA mental health organizations, the creation of the Diversity Fellows Program, our IDEA focus groups, the return of a three-day spring conference, our first ever MASCA contingent who will be marching in the Boston Pride Parade and the launch of new in-district PD trainings on a variety of school counseling related topics. Returning programs worth noting include the 4th annual Kindness and Compassion Giveaway, two book club reads, a full week of National School Counseling events, including six regional meet ups, some 45 SIG and AG meetings and providing the opportunity for all conference participants to attend a SIG/AG meeting during the spring conference.
There are certainly many other highlights that could be mentioned, but these are mine. Please consider getting more involved, learning more about our program offerings or making suggestions about ways we can improve the MASCA experience for counselors across the Commonwealth. MASCA is only as good as our member engagement. MASCA continues to be on the move and you definitely want to make sure that you are on this train, because we are moving forward into new spaces and places to make MASCA better. Please let me know if you need additional information, clarity or want to sign up for something.
I wish you a safe, fun-filled, happy and relaxing summer. Whether you are staying close to home, traveling somewhere fun or working, I hope you take some time for yourself to rest, recharge and reflect. You’ve earned it. Thank you for being a member and taking advantage of the numerous benefits of MASCA membership.
Robert Bardwell
Summer Camp 2025 for School CounselorsWhy You Should Say Yes This Year
By Andrea Encarnacao, School Counselor, Boston Latin School, MASCA Governing Board Member and Counselors of Color Affinity Group Leader
In the summer of 2023, I had the incredible opportunity to attend MASCA’s Summer Camp for School Counselors, held against the stunning backdrop of the Atlantic Ocean at Endicott College. What I found there was more than just professional development—it was connection, laughter, reflection, and a genuine sense of community. I’ll be honest: I was nervous. I didn’t know anyone attending. I’d be rooming with someone I’d never met, albeit from my district. And, to top it off, I had been asked to speak to my colleagues after being named Massachusetts School Counselor of the Year. At the time, I was quietly battling imposter syndrome, questioning whether I truly deserved to be in that spotlight. But I reminded myself that growth begins where comfort ends, so I stepped onto that stage and shared my story, hoping it would resonate with someone in the room.
and I doubted I’d even come close. But with encouragement and a little competitive spirit, I accepted the challenge. By the final day, I surprised myself—I remembered every single name. That wasn’t just a win for me; it was a reminder of what happens when we allow ourselves to be vulnerable and take risks.
After the speech, the rest of camp felt lighter. The stress began to melt away, replaced by meaningful conversations and shared experiences. The workshops were thought-provoking and inspiring, encouraging me to reflect on my own practice. But even more powerful were the connections I made with fellow counselors—people who understood the challenges and joys of this profession in a way only other school counselors can.
One connection stood out, Belle Moreau, someone who quickly became a close friend, someone who challenged me to be fully present. She dared me to learn everyone’s name at camp—a task I initially thought was impossible. My memory isn’t quite what it used to be,
That’s the magic of camp. It’s not just a place to learn new strategies or tools for your work—it’s a place to grow personally, to step outside your comfort zone, and to find people who will cheer you on and lift you up. The community that forms over those few days is unlike anything else. You laugh, you reflect, you connect—and those connections last long after camp is over.
Inspired by that experience, and by the incredible leadership of my team leader Jessica Whelan, I returned in 2024 as a member of the Summer Camp Faculty. I brought with me my love for icebreakers, team-building, and joyful connection. It was an honor to create spaces where counselors could feel heard and validated. Shout out to Team Scissors in 2024—we laughed together, cried a little, and supported each other in ways that were deeply meaningful.
Being part of the faculty allowed me to see camp from a new perspective. I saw how the smallest moments—a kind word, a shared story, a game, a group cheer— could have a lasting impact. Counselors shared how relieved they were to know they weren’t alone in facing systemic challenges, difficult administrations, or overwhelming workloads. Together, we created a space of safety and renewal—something all of us need more of.
It brought me back to my days as a kid going to sports camps. Back then, my teammates and I spent long days playing the sports we loved and long nights laughing, talking, and building memories. The strong bond we built off the field made us unstoppable on it—leading us to a state championship our senior year. The Summer Camp experience echoed that same spirit. The trust, the joy, the shared purpose—it’s all there.
So, why hould you come to Summer Camp 2025 for School Counselors? Because this job is hard, and no one should have to do it alone. Camp is your reset button. It’s the Vitamin C you didn’t know you needed—Connection, Community, and Courage. It’s where you’ll laugh until your stomach hurts, reflect deeply on your work, and meet people who remind you why you chose this path in the first place.
The friendships you form and the support you gain will stay with you throughout the school year. You’ll leave feeling seen, energized, and reminded that what you do matters—because you matter.
Join us this summer. You deserve it.
Equity in Action Beyond the Door: Auditing Your School Counseling Office for Inclusivity
By Denise Evans, MASCA Diversity Fellow
A student walks into your school counseling office for the first time. Do they immediately feel seen and welcomed, or do they hesitate to walk in? Do they see a smiling face, or is there often a closed door? As school counselors, we support all students, regardless of our own personal beliefs and opinions. To many, our office is a safe space for students who are navigating academic challenges, personal struggles or social conflicts. When students see that their identities, languages and life experiences are represented, they’re more likely to open up and build trust. We can provide a sense of emotional safety for any student seeking our support.
School counselors may sometimes work with limited spaces, such as a small office, a shared room, or even a converted storage or closet area. While these physical constraints can feel restrictive, the smallest offices can still offer a sense of acceptance and warmth. Making conscious choices, like utilizing wall space for inclusive signage, soft lighting, diverse books or decor outside of your office can still send a message to your students that they are welcomed there. It is our responsibility to self-reflect, and examine the ways we show inclusivity to our students
through the visual representations in our office.
Use the guide below to audit your own counseling space. You can also view the checklist version here if you prefer.
Physical Space & Accessibility
● Seating: Are there flexible seating options? Is the seating comfortable and accommodating for all body types? Is there a clear path that’s accessible for wheelchair users?
● Organization: Is the office organized without clutter? What message does your desk give? Messy and disorganized, or clean and orderly?
● Sensory Needs: Is the lighting harsh or too dim? Are there different lighting options for students with sensory sensitivities? Is your office located in a high traffic area with an abundance of noise outside?
● Confidentiality: Does the space provide privacy to protect a student’s confidentiality? Is the space soundproof?
● Accessibility: Is the office located in a part of the school that is easi-
ly accessible to ALL students? Are there ways for students to connect with you when you are not in your office or unavailable? Is your door always open or is it closed? If your door is closed, do you have a sign on your door explaining to students how they can speak with you when available?
Ideas to consider: wobble chairs, stools, cushioned seating, floor rockers, stability balls, bean bag chairs, chair kick bands, sound machines, fluorescent light covers, multisensory light projectors, soft lighting lamps, round table, noise cancelling headphones
Visual Representation
● Decor: Is there artwork, posters or signage that reflects the diversity of your students? Does it show representation of different skin tones, races, ethnicities or heritage? Is there cultural representation? Neurodivergent representation? LGBTQ+ visibility, such as a rainbow flag or safe zone sticker to indicate you are a safe person for anyone identifying in the LGBTQ+
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Inclusivity
continued from previous page)
community? Is this representation only visible during specific months or year-round?
● Books & Materials: Are there diverse books and resources available? Are important materials or documents available in different languages? Do these materials reflect different races, cultures, gender identities, and family structures? Are there resources available for military families if there is a significant military presence in your community? Are there resources available for undocumented families or families with refugee status?
● Holidays: Are holidays from various cultures and religions acknowledged? Is the holiday decor representative of the celebrated holidays in your community?
● Neurodiversity: Are there fidgets or sensory friendly toys for students to use?
Ideas to consider: Utilizing free resources like Canva (free for educators) to print artwork or signage, safe space stickers, pronoun posters, posters or art with persons of color, fidgets such as stress balls, slime, spinners, sequin pillows, pop-its, stuffed animals, brain-teaser puzzles, student artwork Communication/Language
● Affirming language: Is gender-inclusive language displayed and used that respects all pronouns and orientations? Is the language refraining from being gender-specific and free from bias or stereotypes? Is there neurodiversity-affirming language being used?
● Alternative communication: Are devices or resources available for students who communicate differently (i.e. different languages, ASL, non-verbal students, Braille signs, etc.)?
● ELL Students: Are there ways to communicate with English-language learners? Is their native lan-
guage displayed in your office for translation? Are the documents or materials used in their native language?
● Self-Reflection: When speaking to students, families, staff or community members, do you use inclusive language?
Ideas to consider: Google translate, Talking Points, Vasco Translator device, or other translation resources, Augmentative and Alternative Communication (AAC) devices, notepads, whiteboards and dry erase markers, signs in braille, coloring materials
You might be wondering if these suggestions are even necessary - and the answer is yes. I would refer you to the Preamble of the ASCA Ethical Standards, which states that counselors are expected to:
● “Provide all students with a physically and emotionally safe, inclusive and healthy school environment, both in-person and through digital platforms, free from abuse, bullying, harassment, discrimination and any other forms of violence;
● Equitable access to a school counseling program…that improves student outcomes for all students, including students historically and currently marginalized by the education system;
● Equitable access to school counselors who support students from all backgrounds and circumstances and who advocate for and affirm all students regardless of but not limited to ethnic/racial identity; nationality; age; social class; economic status; abilities/disabilities; language; immigration status; sexual orientation; gender identity; gender expression; family type; religious/spiritual identity; and living situations, including emancipated minor status, wards of the state, homelessness or incarceration.”
The expectations outlined should make it clear as to why it is our moral and ethical responsibility to ensure that our offices are safe, supportive and welcoming to all students and their families. While you are not “required” to
do everything on this list, it is critical to ensure that you are doing the best you can to achieve as many of the suggestions that you can, especially those within your control. This could also be a departmental project (if there is more than one counselor in a school) so all members are participating in this effort to ensure a consistent and ethically responsible approach to this work.
The Diversity Fellows are excited to share our first major project for all members. We are also hoping to continue to contribute to the CN regularly moving forward, perhaps even monthly. Watch for this space in an upcoming IDEA related content. If you have any questions, ideas or concerns about this article, our work or future goals, please contact the fellows at diversityfellows@masca.org
Reclaiming the Body: Integrating Somatic Practices into School Counseling
By Rani Gould, LCSW, MASCA Board member, Urban SIG Co-Facilitator & School Adjustment Counselor at The Academy at Kiley (Springfield Public Schools)
As school counselors across Massachusetts, we continually seek effective methods to support our students’ mental health. While traditional talk therapies like Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT), and Solution-Focused Therapy have their merits, they often emphasize cognitive processes, potentially overlooking the profound connection between the body and mind. Integrating somatic practices into our counseling approaches can offer a more holistic and inclusive path to healing, especially for students who may struggle with verbal expression or have experienced trauma.
Somatic therapy focuses on the body’s role in emotional and psychological well-being. It recognizes that trauma and stress are not only stored in the mind but also manifest physically, affecting posture, breathing, and muscle tension. By tuning into bodily sensations, students can develop greater self-awareness and regulation.
Benefits of Somatic Practices
● Somatic techniques can help students identify and manage physical manifestations of stress, leading to improved emotional control.
● Integrating somatic methods with CBT or DBT can address both cognitive and physical aspects of distress, providing a more comprehensive treatment.
● For students with trauma histories, somatic practices offer non-verbal avenues for processing experiences, which can be less triggering than traditional talk therapies.
Examples of Somatic Practice
Grounding Techniques: En-
courage students to press their feet into the floor, noticing the sensation, to foster a sense of stability.
Breathing Exercises: Guide students through deep, diaphragmatic breathing to activate the parasympathetic nervous system and promote relaxation.
Body Mapping or Body Scans: Lead students in mentally scanning their bodies from head to toe, noting areas of tension and releasing them consciously.
Movement Activities: Incorporate gentle stretches, mindful walking, or dancing to help students reconnect with their bodies and release built-up stress.
Incorporating Somatic Practices into School Counseling
● Attend workshops or trainings on somatic therapy to build your understanding and skills.
● Be mindful of the indigenous origins of many somatic techniques and avoid cultural appropriation.
● Introduce brief somatic exercises during sessions, observing student responses and adjusting as needed.
● Share insights and techniques with fellow counselors to create a supportive network for implementing somatic practices.
● Regularly assess the effectiveness of somatic interventions and remain open to modifying approaches based on student feedback and outcomes.
Somatic work is not new. It has origins in indigenous beliefs and practices that include an understanding of the lived and felt experiences of the body. Over time, we train our minds to ignore the body’s responses, often without realizing it. There are places in our bodies that have been silenced or repressed and when explored gently can be transformative.
While CBT and DBT have been instrumental in addressing various mental health issues, it’s important to recognize that any method has its limitations. CBT, for instance, focuses on altering thought patterns but may not fully address the somatic experiences of trauma. DBT incorporates mindfulness, yet its origins in behaviorism might not resonate with all students. By diversifying our therapeutic approaches and incorporating somatic practices, we can offer more personalized and effective support, challenging the status quo and fostering a more inclusive counseling environment.
Incorporating somatic work into school counseling is not about replacing existing methods but enhancing them. By acknowledging and addressing the body’s role in emotional health, we can better meet the diverse needs of our students, promoting resilience and well-being across our school communities.
Berkshire County School Counselors Association Executive Board members celebrate the end of the school year with our "Friend of School Counselor Award " recipient, Donovan Snyder of the Berkshire Immigrant Center.
Welcome to our Newest Members!
The following have joined MASCA in the last month:
William Cohen-Pratt
Caitlin Cosrello
LaWanda Felder
Oliver Lucas
Emma Luster
Summer McAuslan
Courtney Morgan
Lily O'Brien
Leah Pronovost
If you know any of these new members, please extend a warm welcome and greeting.
We are happy you have joined us!
Front Left to Right: Jana Boyer MCLA, Kate Heekin Williams College, Pete Anderson Wahconah HS, Donovan Snyder Berkshire Immigrant Center, Megan Lussier Berkshire Community College, Christine Salvie Reid Middle School, Josh Mendel MCLA, Chad O'Neil McCann Technical HS
Utilizing Community Partnerships to Enhance School Counseling Success
By Judith Josephs, Ed.D.
The following article with embedded videos from my tv show “History of Success” encompass the use of Digital Media in a helpful manner for students and School Counselors. Digital media which includes direct interviews with leaders and students. is helpful in the School Counseling field to train, educate, and entertain as well as inspire. Embedded in the media are often photos of labs and medical equipment as well as professional work environments. Digital media introduces more personalized content. It builds community and social interaction and offers important levels of communication.
Video #1
Bonnie Galinski VP Student Success with students Angel Garcia (History and Philosophy) and Saturn Wands (Political Science and Legal Studies)
Bonnie Galinski, Vice President of Student Success at Salem State University, shines a light on the importance of students reaching the finish line and achieving their bachelor’s degree. Bonnie believes student success is at the core of everything such as help with financial aid, supporting students in their current needs, advising, and of-
fering help during pivotal moments to students by supporting their educational journey. All students, at one time, may find that they do poorly on one test, or their family struggles become more difficult.
Bonnie Galinski explains what her job involves as VP of Student Success. She connects with the Academic Department at the beginning of the student journey. The motto is “navigate to graduate.” There are large teams working together to remove barriers from students’ achieving their goals. Student success is focused on the mind set of students. A student may think that they are not good enough to finish.
Saturn Wands is President of Student Government. She had internships with enrollment and marketing, campus email and web site prevention. She was involved in the CARE program and Title IX. She is currently a Resident Assistant.
Saturn Wands transferred to SSU from California. She became interested in Law and Legal Studies Program at SSU; for example, courses such as Gender, Law & Politics. Saturn chose Political Science as her major and is interested in public policy.
Angel Garcia is an older student. He found that during the pandemic, there was an opportunity to evaluate his life. As a non-traditional student, he decided to give higher education a shot later in life. He wanted to achieve credentials by taking community work to a higher level. He fell in love with literacy. He was a 1995 English High School Graduate. In 2019 he turned to books and experienced the life of Frederick Douglas. He wanted to pass on his newly obtained knowledge to the community. He wishes to work with young people. He wants to offer young people his knowledge.
Angel has a family of college educated women beginning with his mother who was a bilingual teacher in elementary school in Lynn. His daughter gradu-
ated with B.S. and MS from Bertolon School of Business and is now working in the financial field. Angel’s youngest daughter is in the Early College Program at SSU which offers credits towards college free.
Angel Garcia had an excellent experience with the SSU Brotherhood which involves men of color having success in higher education. He was Offered mutual support, good experience in decision making, and the future of work force technology. He also had excellent teacher support and a good Internship with the Grand Army of the Republic modernizing Veterans Square across the City of Lynn. This was research and hands-on practical application of a historian.
What is being done to help students with future career preparation? There are Exploratory Programs to learn about all majors. There is a Career Service Department, an Online Assessment, Resume Writing, and Career Closet.
The question of whether going to college benefits students is being asked today. SSU is a Commonwealth Civic Engagement University and provides hands-on valuable experience. There is data available that proves greater job opportunities, higher earnings and personal growth occur when students graduate from college.
Angel Garcia advises students to take the shot and explore higher education. Saturn advises students to get involved on campus, take campus tours, join clubs, join organizations such as Pre Law. Bonnie advises students to come and visit, meet students and staff. The popular majors at Salem State University are Business, Education Psychology, Criminal Justice and Nursing.
Listening to Saturn and Angel speak on video gives the viewer an appreciation of those whose journeys continue to shape and uplift our community.
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*Click on Video Number 1 (only) to hear from SSU Guests
Video #2 Community Building and High School Reunions
School Counselors can be part of community building opportunities for the schools that they serve. The students in that school may move away or stay in the current school location. For many years students remember their school years and may also remember their school counselors. One of the best parts of my job was that students would see me many years later and say something to me that reminds me of something that I did for them. The fact that they can remember a positive memory in their life that includes me is a tremendous reward for my years in the counseling field.
This Community Building TV show focuses on a 65th reunion in which senior graduates of Classical High School share their story. Reunions offer an opportunity to focus on the philanthropy of its graduates as a method of community building. These graduates offer an opportunity to be very helpful to School Counselors. They can be part of a scholarship or award program. Their stories offer opportunities for current students to learn about the history of successful graduates of the school. The reunion was an opportunity to reconnect with alumni and share their journey through life. It is an opportunity to see who is left and to share their good news such as Hedy’s four children and Marcia’s real estate journey. These stories are a testament of
perseverance and valuable positive role models brought to life through honest storytelling.
This part of the show focuses on Marcia Karp, a very successful Real Estate Business Owner, and Hedy Sanni, Tufts University Administrator, and graduate on the same day as her son. These women could be speakers in a class or a part of scholarships programs. Successful graduates have an important story to tell. Hedy Sanni explains that, by working at Tufts University, she was able to send her four children to school for free. Marcia Karp owned a real estate business in Newton, Mass., and she states that everyone who bought a house from her was able to sell the house at a profit.
Reunions offer a night of connection, reflection, celebration, inspiration, gratitude, and community pride. Reunions offer stories of Classical High School graduates who overcame adversity to build a meaningful life.
This show also focuses on the philanthropy of the Solomine family. Magnolia is a graduate of Lynn Classical High School. Both her husband David and Magnolia give back to the community by giving valuable land to the City of Lynn. The show shines a light on Magnolia Contreras, VP Dana Farber Cancer Institute, and Michelle Hagerty, Community Relations Element Care PACE. This is a community building program in which Magnolia’s family gives back property to the Lynn community after Union Hospital is demolished. A very large housing unit will be built on this property offering housing and senior health care on the same site as Element Carre now named Magnolia A. Contreras Day Center.
This new building will offer jobs for high school students as well as an opportunity for both generations to work together. Students need to learn about the aging process. Students are also able to help seniors by working together to enhance their lives. They may put on a play, offer a musical event, offer friendship and health care assistance. The combining of generations is a learning experience for both seniors and students.
*Click on Video #2 (only) to hear from guests about Community Building
Video #3 Importance of Sports for Youth
Jovan (Jae) Holland, Director of Fan Services and Entertainment Boston Red Sox and Mukala Kabongo, Sports Journalist, Independent Sports Media Creator
Jae Holland (alumni Lynn Tech High School) was one of the most successful coaches at Fisher College. He won the most basketball championships. He is a role model for students. He spoke at the Lynn Tech High School graduation and gave two Red Sox tickets to each graduating class senior in the 2024 graduating class. He highlights the fact that he is from Lynn and can give back to Lynn students.
Mukala Kabongo films basketball and sports stars everywhere. He helped students get into prep schools. The coaches at these schools saw the films and interviewed the potential students. Students were also able to enter college through films that Mukala showed to coaches. There is a connection between sports and a career with sports. The career possibilities are often understated by playing high school sports. Body language is important because you never know who is watching and what they are looking for. Many young photographers have been drawn to the game through the camera and going behind scenes, such as fifty second highlights with teams.
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The Boston Red Sox Organization shows an aura of baseball, the opportunity to meet famous players, and to find solutions to problems when people get together. The Red Sox Foundation brings young people to baseball. The Foundation offers help for students to get interested in sports and then baseball. The Foundation helps with the Red Sox Scholars program offering help to students to go on to higher education.
Obesity came though Covid Pandemic. No one could go outside, and they couldn’t play sports. Everything was closed. Sports bring everyone together in a state tournament with five LYNN high schools and the whole city comes out to support the winning team.
The role of a coach is to find ways to motivate students to learn different methods, to learn how to converse with players, have them buy into your vision, and have common goals. When students lose a game, they must concentrate on what they can do to be better. They can’t win all games. They need to process loss and learn to be better. The coach needs to make sure students have a personal connection to the game.
The major benefits of sports are that it teaches you how to get along with people, how to take criticism, how to overcome adversity, how to fit in, how to identify your weak points, and how to communicate for a common goal. Sports make you feel good. Sports are a therapy to lower stress and offer a positive diversion to keep young people from choosing a negative path.
*Click on Video #3 (only) to hear from guests about the importance of sports.
Video #4 Leadership Lynn Tech Hall of Fame Recipients Event
This program highlights leadership in business, educational background, sports, military service to our country, and healthcare work.
A celebration of outstanding alumni brings a wealth of opportunities for current students. Counselors need to be aware of outstanding alumni that can help today’s students. Each of these alumni have a story to tell. In the Leadership video, there is a highlight of careers that begin with the military opportunity.
There is a Hall of Fame Wall at Lynn Tech High School as you enter the main building. The wall contains 127 photos and 13 more will be added after Hall of Fame Induction Event, a total of 140 leadership photos. School counselors must be aware of successful alumni. Students need to hear the journey of what it takes to secure a successful career journey.
There is mention on this tape of an Awards Event in June for Lynn Tech graduating seniors. More than $30,000 is given by the Lynn Tech Alumni Association to current students at this year’s senior award ceremony. There was also an emphasis on leadership by 26 Lynn Tech teachers who are alumni.
The theme of this show is leadership. Each recipient shows how they were able to lead others. Five of the recipients have outstanding military service.
On this television tape, there is an emphasis on military service. Two recipients also are pandemic heroes and work as Nurse Practitioners. The strong educational background is emphasized by each of the recipients by stating the colleges chosen. Sports are stressed as important ways to learn
leadership through teamwork and good health benefits. There are many graduates who are successful owners of business. There are graduates who show perseverance throughout their career journey. All recipients are role models for students. They can be invited to speak in the classroom about their vast experience and offer advice to students. They can be part of the Awards program. Counselors need to have industry/education partnerships who have been leaders in their fields such as business success, educational background, sports, service to their country, politics, and healthcare.
The 13 Hall of Fame Recipients are as follows:
Dale Bennett B. S. Mechanical Engineering and M.S. John Hopkins and MIT, VP Lockheed Martin R0tary and Mission Systems, 4 years active-duty, U.S. Navy, S. C. National Guard
Dave Bryson B.S. UMass Boston, Secretary Lynn Tech Alumni Association, Carpentry and History Instructor Mass. Carpentry Apprenticeship Training
Louis Byrd (deceased) Outstanding basketball and football player, referee and coach
Daniel Caufield Masters Health Law
Sandra Day O’Connor Law School, Chief Operations Officer for the Montana Veterans Administration Healthcare System caring for 48,000 enrolled veterans, Area Emergency Manager for the Veterans Health Administration in Arizona, and vast military experience.
Brian D’Amico Human Resource Director Wayne Alarm B.S., M.S. Business Administration Salem State University, currently enrolled in Doctoral program Liberty University.
Jovan Holland. B.S. Business Management Fisher College, Director of Fan and Entertainment for the Boston Red Sox, graduation speaker at Lynn Tech
Edward Allen Marcin Chief Warrant Officer State of Washington significant and vast military experience throughout his life.
Sean Martin—owner of Martin Electrical Services, Master Electrician, Lt. Lynn Fire Department, Navy Hospital
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Corps, B. S. Fire Science, M. S. American Military University
Nicole McClain, Councilor-at-Large, B. S. Ashford University, M.S. Boston College, Veteran, two terms in Iraq
Leanne McGuinness B.S. Nursing Salem State University, M.S. Regis College Nurse Practitioner, employed Northeast Health Services, preceptor UMASS
Robert Merryman – owner RAM Electrical Consulting and Contracting Company and Founder of the Lights Out Shooting Gym
Andrea (Pezzulo) Satterwhite current School committee member, B. S. Nursing Salem State University, M.S. Regis College Pediatrics Nurse Practitioner, four children, Pandemic hero in telehealth, Middleton Family Medicine.
Chrys Hatzis Varvounis, --Owner Bean, Hatzis & Fultz Accounting Firm, enrolled Agent credentialed by the IRS, tax expert, and graduate Salem State Univ. B. S. Business Administration, offers non-profits and elderly tax services as part of philanthropy.
Counselors need to look toward strong leaders in their business community, with good educational backgrounds, love of sports, military service to our country, and healthcare work. In introducing high school alumni, there is a wealth of possibilities for speakers, awards, and industry/education partnerships.
The stories told in this video manifest transformative journeys of individuals who have overcome real challenges to achieve remarkable success. The stories emphasize resilience, mentorship, and the essential role of community support. The stories are a testament of the power of perseverance and the value of positive role models. Storytelling and thoughtful dialogue is shown throughout the videos.
*Click on Video #4(only) to hear from guests about the importance of leadership from Lynn Tech High School alumni.
Video #5 Topsfield Fair – A partnership and Educational Resource to Benefit Students
School counselors need educational partners to enhance student aspirations and help provide hands-on experience, social interaction, self-sufficiency skills, and fun and entertainment opportunities. The Topsfield Fair in October is such an educational resource and partner. Today’s parents and students are searching for healthy, educational resources to improve their well-being and provide a getaway from everyday living.
The General Manager James O’Brien explains about the many scholarships that exist for students to participate in and attend this oldest county agricultural Fair in America. This Fair has participated as part of America’s history such as the Civil War and Lincoln presidency.
The Topsfield Fair is a family affair. The Fair provides a once per year public opening which lasts a couple of weeks. The Fair promotes activities that are both educational, fun, and entertaining. There is an opportunity for children to interact with animals. The touching and feeding of animals offer a pleasant experience for children and adults. They don’t have this opportunity normally.
In agricultural experiences, students are two generations away from farming. They don’t know where the food comes from. It is important for students to know where their food comes from. 4-H Clubs and Future farmers of America are part of this agricultural event.
Walking through the poultry barn, touching and feeding poultry is a pleasant distraction from everyday activi-
ties. Young people are exposed to the history of the Fair. Indian wars, Civil War, and highlights of President Lincoln are part of the history of our country. In 1818, cattle showing was part of the Fair. Today, cattle are also part of the Fair. Food booths and food contests are a huge draw. Apple pie and baking contests draw a huge crowd.
There is an educational building located at the Topsfield Fair. Teachers instruct classes in the morning focusing on where food comes from. There are six programs that begin with lessons at school. The Topsfield Fair provides a strong partnership with the schools. Students come to the fair early in the morning to continue their education. They do not open the carnival part of the Fair until the afternoon. During the public opening, there are approximately 7,000 animals at the Fair. There is a large sheep show, a goat show, and a horse show. There are hands-on opportunities with the animals. There is a commercial vegetable department, a fruit department and a giant pumpkin growing. People work all season growing pumpkins.
Coolidge Hall teaches people how to handle food such as meat. There are parades in the early evening. Parades include all animals and people on the grounds. There are families raising farm animals. There are scavenger hunts for children. There are many college scholarships for local students to expand their knowledge. Entertainment is important and takes place at the Fair. Frankie Avalon is one of this year’s performers.
Education, fun, and entertainment offer parents and students a much-needed break from evolving changes taking place in today’s world. School counselors need to make students and parents aware of educational resources, scholarships, and field trips available at this positive, healthy, educational event. The words most used to describe the Topsfield Fair are “family event offering many educational and positive activities.”
Click on Video #5 (only) to hear from James O’Brien, General Manager Topsfield Fair, about the partnership between the Topsfield Fair and Schools.
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
Chat GPT Offers FREE Assistance Developing
School counselors are very appreciative when they can access Tier 1 classroom or large group instructional time to deliver school counseling curriculum to all students. However, when I ask colleagues about their written, school counseling curriculum responses usually refer to lack of time, no administrative requirement for written lessons, familiarity with the content to be delivered, and the department has archives of lesson outlines, worksheets, and ppts to guide their classroom presentations. When asked about SMART student learning objectives to guide assessing the impact of their curriculum delivery or alignment with state or national student learning benchmarks, time is again reported as the consistent barrier.
After years of working with graduate students and colleagues developing written comprehensive, standards-aligned instruction and curriculum maps aligned with Massachusetts and national student learning benchmarks, I have an extensive library of lessons to share. Email me helenod@att.net for resources and materials.
In this article, I am excited to share a solution to the written curriculum time barrier! Just Google ChatGPT and ask for FREE assistance with developing your comprehensive, standards-aligned lessons and curriculum units that meet your personal needs. When prompted by ChatGPT, enter your specific and detailed lesson or curriculum requirements. You will be amazed with the
Written, Standards-Aligned Curriculum
quality and speed of ChatGPT’s reply. Submit a revised request on the same lesson topic and you will get a revised lesson that can provide additional ideas and resources.
Consider including these details in your request:
-Unit Theme (how many lessons) or single lesson topic
-Grade level (ex: specific grade or early elementary, middle or Junior high, HS)
-Instructional Targets, Student Learning Goals
-Alignment to National Student Benchmarks (CASEL, ASCA Mindsets and Behaviors) and MA Student Benchmarks (MA Career Development Education Benchmarks, MA Curriculum Frameworks, MA Health Frameworks, MA CCR and MyCap Benchmarks)
- Activity descriptions and Activity Sheets
- Pre/Post Assessments and Exit Tickets
-Worksheets and materials in multiple languages
-Links to resources
ChatGPT requests by domain; A Sampling
Domain: Academic
Create a lesson plan for middle school students about Learning Styles. Include Learning Style inventories in English and Spanish, instructional objectives,
student learning goals, ppt presentation, alignment to National Student Benchmarks (CASEL, ASCA Mindsets and Behaviors) and MA Curriculum Frameworks, MA Career Development Benchmarks, MA CCR/MyCAP Benchmarks. and pre/post assessments or exit tickets, and handouts suggesting study hint related to individual learning styles.
Domain: Workplace Readiness/Career
Design a lesson to educate 11th and 12th grade students about affordable pathways to careers and degrees through MA Community Colleges certificate and associate degree programs. Include MassGrad opportunities, instructional goals, student learning objectives, activities, data collection methods, and alignment to educational standards (MA Curriculum Frameworks, MA Career Development Education(CDE) Benchmarks, MA CCR/MyCAP Benchmarks, CASEL competencies, and ASCA Mindsets and Behaviors.
Domain: Personal Social/SEL
Create a HS Unit teaching students about Healthy Relationships and the importance of Consent including student learning goals, SMART learning objectives, pre/posttests, activities, and ppt. include alignment to learning standards: MA Curriculum Frameworks, MA Curriculum Development Benchmarks, CCR/MyCAP Benchmarks, CASEL, and ASCA Mindsets and Behaviors.
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Provide a comprehensive high school unit on the Signs of Suicide (SOS) program, designed to educate students about mental health, recognize
warning signs of suicide, and promote help-seeking behaviors. This unit aligns with the Massachusetts Curriculum Frameworks, MA Career Development Education Benchmarks, MA CCR/MyCAP Benchmarks, CASEL competencies, and ASCA Mindsets and Behaviors
The NCAA Eligibility Center is excited to share "A High School Counselor’s Tutorial to the NCAA Eligibility Center." This asynchronous course will prepare school counselors to advise student-athletes as they navigate the initial-eligibility process and provide much needed education on the Eligibility Center processes for high schools, many of which are managed by school counselors. This course is FREE to school counselors!
To review the course content, please see this document
You can enroll by using this link
As witnesses and first responders to the youth mental health crisis, school personnel are an important liaison between students and families and the behavioral health services system. The Behavioral Health Help Line (BHHL) is a new tool for the toolboxes of such professionals, whether used by school personnel with or on behalf of students and families. TheBHHL is available 24/7/365 by phone/text/chat, has no health insurance requirements, provides interpretation in 200+languages, and connects anyone in the Commonwealth with treatment or resources for mental health, substance use,and health-related social needs. From a routine question to a behavioral health crisis, the BHHL can help. Find more information or connect directly with the BHHL here: Massachusetts Behavioral Health Help Line (masshelpline.com). Order free posters for your schools in many languages here: Behavioral Health: Massachusetts Health PromotionClearinghouse (state.ma.us). Please reach out with any questions or presentation requests to Eneida.m.anjos@mass.gov.
Mission Statement:
The mission of MASCA is to elevate and advance the school counseling profession in Massachusetts through leadership, collaboration, visibility, and professional development to optimize student success.
Vision Statement:
The vision of MASCA is to equip school counseling professionals with the knowledge and skills needed to implement a comprehensive school counseling program in their school community. Through an equitable lens, we advocate that all K-12 Massachusetts students have access to a school counselor and the opportunity to become their best selves in school, their personal lives, and their communities.
Core values:
• Advocacy - Committing to center the school counseling profession by highlighting and advancing the core values of school counselors, both individually and as a profession.
• Equity - Requiring inclusivity, diversity, and accessibility for all school counselors and the students and families they serve
• Collaboration – Working together with all stakeholders allows school counselors to deliver the highest quality school counseling program for all students.
• Excellence - Maintaining the highest level of professional standards and advancing the delivery of comprehensive school counseling programs (i.e.: MA Model) for all students.
Strategic Objectives:
Objective #1 - Advocacy
Position MASCA as a recognized, valuable, and respected voice at local, state, and regional levels by building the awareness of the importance and impact of the work and role of school counseling professionals.
Objective #2 - Equity
Position MASCA as a leading organization in dismantling racist, sexist, homophobic, gendered, ableist, ageist, religious intolerance and other oppressive policies and practices while emphasizing the need for diversity and inclusion in school counseling personnel and programming.
Objective #3 - Membership
Grow MASCA membership by retaining and engaging current members, and recruiting new members, with an on-going commitment to cultivate a more diverse membership.
Objective #4 – Professional Development
Create, provide and/or promote relevant, high-quality, accessible, and timely professional development to meet the needs of our members and support the implementation of comprehensive school counseling programs.
Objective #5
– School Counselor Pipeline
MASCA must address the increasing number of unfilled school counselor vacancies and reduction of candidates entering school counseling preparation programs
Calling School Counselors, Adjustment Counselors, Grad Students! Join Colleagues in MA Model Professional Development.
Cohorts or individuals choose from multi-tiered PDP offerings or graduate credit.
Trainer: Helen C. O’Donnell, Ed.D Inquiries, description and registration: helenod@att.net
Opportunity #1 Select one or all of the Independent Study Offerings
• Series #1 Be Informed (FREE) Registration includes links to 5 free webinars.
• Series #2 Be Prepared: Annual Calendar Development - Templates and Guided mentoring available. 15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)
• Series #3 Be Organized: Curriculum Development and Mapping - Templates and Guided Mentoring available. 15 MASCA PDP’s - Cost $80. (Registration $75 School Counselor Week 2/1-2/15)
Opportunity #2 Google Meet/Zoom instructional sessions with independent study
• Series #4: Be Accountable and Data Informed 25 MASCA PDP’s - Cost $150 (Registration $140 School Counselor Week 2/1-2/15)
Hybrid PD with individual or cohort zoom sessions scheduled at convenience of registrants. Registrants will identify a research question, design/implement a research project, analyze on-going implementation data, complete a MARC Jr. capstone project. Includes guided mentoring, webinars viewing, independent project work. Resources, templates, and rubrics provided.
Opportunity #3: 4 Hybrid MA Model Implementation Courses for PDP or GRADUATE CREDIT
• MA Model Introductory Institute (Assignments in each component: Define, Assess, Manage, Deliver)
• MA Model 2: Next Steps (Advanced work in each component of MA Model)
• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR (includes lesson planning, curriculum mapping, and delivering standards-based instruction)
• Counselors in K-12 Classrooms: Action Research and Program Assessment (developing/reviewing curriculum maps, evaluating instructional data, data-informed action planning)
Course Registration: $450 (Registration $400 School Counselor Week 2/1-2/15) includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’l $295 grad. credit registration fee at FSU). Open enrollment for spring (course completion date 10/1) and summer (course completion date 1/15/26).
Grade posted or PDP issued as soon as assignments are completed.
Course Inquiries, registration information, and request syllabi summaries: helenod@att.net
Individual or cohort registrations welcomed. Google Meet/Zoom instruction scheduled at convenience of registrant/s. Course assignments personalized to meet your professional needs. Consultation, guided mentoring, webinar viewing, independent study. Instructional materials, templates provided. All courses include data assessment.
Dig into your data to determine program or learning gaps, review the MA Model 3.0 and MA Accountability Report Cards (MARC Jr.) template, and write your SMART research question.
Assess if your lessons and curriculum are standards-aligned, data-driven; Apply action research strategies and the Cycle of Inquiry for on-going project assessment.
Target strategic interventions and gather inclusive participation, perception, and outcome data.
Analyze compiled formative and summative data in the aggregate and in disaggregated formats to assess impact of instruction that informs/guide data-driven decision-making. Answer your research question with data.
MA Model PD Events are now listed on the events page of the MASCA website REGISTER HERE: https://masca.wildapricot.org/events