MASCA
Counselor’s Notebook
MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
Vol. 58, No. 5
January 2022
Overcoming Challenges with Kindness and Compassion By Bob Bardwell, MASCA Executive Director
It’s January once again. This is usually a time when many of us make New Year’s resolutions and find ways to make our lives better. Depending on when you read this, some of you may already have broken a resolution or two. It is estimated that at least 80% of folks fail to follow through on their resolutions and usually give up in under two weeks into the new year. For some of us, the ability to set goals for a better life is a wonderful idea but not very realistic. On December 12, MASCA launched a Kindness and Compassion Giveaway promotion. The purpose was to lift up and celebrate our school counseling colleagues who were struggling with work and/or personal challenges. Thanks to the Coronavirus, these past few years have been some of the most difficult,
Inside this Issue: Kindness......................................1 Directory........................................2 Title and Role.................................4 Taking a Listen................................6 Governing Board Elections............7 GRAC Chat.....................................7 MASCA History...............................8 60th Birthday..........................10-11 MA Model....................................12 Conference..........................16
if not the worst years in our lives for many of us. When we launched the idea, we knew that there would be many who would be nominated, but we were not sure just how many. In the course of the ten days when nominations were open, MASCA received 205 nominations representing 172 different individuals. We didn’t care if they were members or not, but were only interested in hearing why the nominator felt the nominee was deserving of a pick-me-up. The only requirement was that the nominee had to be employed in a Massachusetts school in a counseling related position. We also welcomed self-nominations, because who better to know if someone was suffering than the individual themselves? Some had one nomination while one nominee had seven. We heard about many tragic losses of family members due to illness but
also some due to Covid. We heard about personal sacrifice and loss. We learned about the strength and dedication of many of our members and the extra effort that folks have given during these last few years. We heard from some of our newest members struggling with typical first year challenges exacerbated by the pandemic but also from veterans not ever having been so disrupted in their careers. Many of the stories would make you want to stop and appreciate what you have and realize just how well off you might be compared to others. Initially the plan was to only have one recipient, but due to the overwhelming response and inability to select only one, the decision was made to offer additional gifts as well. Five members were asked to review the nominations and rank the top ten to be recognized. This was no easy feat. One member remarked, “It was VERY difficult, to say the least. I spent about three hours reading and re-reading and then pulling multiple recommendations alongside each other. My goodness, we have some incredible individuals working with our students, don’t we???” Yes, we do. All 172 nominees received an email letting them know that they were nominated but not by whom. (continued on page 3)
MASCA 2021-22 DIRECTORY GOVERNING BOARD April Megginson, Chair amegginson@bridgew.edu Assistant Professor of Counselor Education, Bridgewater State University Jennifer McGuire, Assistant Chair jmcguire@uppercapetech.org School Counselor/Teacher Leader for Guidance, Upper Cape Cod Technical School Kerry Bartlett, Board Member kabartlett@hudson.k12.ma.us School / Career Counselor, Hudson High School Jeremie Bateman, Board Member jbateman@lexingtonma.org School Counselor, Lexington High School Ed Connor. Board Member econnor@dean.edu Executive Director of Admissions, Dean College Cynthia Esielionis, Board Member cesielionis@asrsd.org School Counselor, Ayer Shirley Regional Middle School Lori Ford, Board Member lford@mlkcs.org School Adjustment Counselor, MLK Jr. Charter School of Excellence
Barbara Meyer, Member Services Committee bmeyer@miltonps.org Director of Guidance 6-12, Milton Public Schools
Sean Stevenson, Graduate Student Liaison S1stevenson@student.bridgew.edu Graduate Student, Bridgewater State University
Megan Krell, Nomination and Bylaws Committee mkrell@fitchburgstate.edu Associate Professor, Fitchburg State University
Julia Stone, Social Media Liaison julesstone1@gmail.com
Jeremie Bateman, Professional Recognition Committee jbateman@lexingtonma.org School Counselor, Lexington High School Gloria Rubilar, Publicity Committee gloriarubilar@bpsma.org Career and Technical Education Counselor, Brockton High School Dina Sibilia, Professional Development Committee sibilia@wsps.org School Counselor, West Springfield High School Christine Shaw, Research and Evaluation Committee shawc@merrimack.edu Associate Professor of Practice, Education & Community Studies, Merrimack College Jennifer McGuire, Technology Committee jmcguire@uppercapetech.org School Counselor/Teacher Leader for Guidance, Upper Cape Cod Technical School APPOINTED POSITIONS
Megan Krell, Board Member mkrell@fitchburgstate.edu Associate Professor. Fitchburg State University
Bob Bardwell, Executive Director ExecutiveDirector@masca.org School Counseling Director, Tantasqua High School
Barbara Meyer, Board Member bmeyer@miltonps.org Director of Guidance 6-12, Milton Public Schools
Julia Cahill-O’Shea, Secretary j.cahill-oshea@hwschools.net School Counselor, Hamilton- Wenham Regional High School
COMMITTEE CHAIRS Ruth Carrigan. Conference Committee Ruth.Carrigan@whrsd.k12.ma.us Director of School Counseling, Whitman-Hansen Regional High School Mindy Cripps. Ethics Commitee mcripps@billericak12.com Guidance Director, Billerican High School Ed Connor, Fiscal Oversight Committee econnor@dean.edu Executive Director of Admissions, Dean College Juliette Coatsworth, Government Relations & Advocacy Committee juliette.nori@gmail.com School Counselor, Foxborough Regional Charter School Manjula Karamcheti, Inclusion, Diversity, Equity & Access Committee karamcheti@wwgradschool.org Director of Equity and Student Support, Woodrow Wilson Graduate School of Teaching and Learning Tyeshia Weir, Inclusion, Diversity, Equity & Access Committee weirt@springfieldpublicschools.com School Counselor, RISE Academy Helen O’Donnell, MA Model Committee helenod@att.net Retired School Counselor Kerry Bartlett. Member Services Committee kabartlett@hudson.k12.ma.us School / Career Counselor, Hudson High School
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Jean Atwater-Williams, Counselors Notebook Editor atwaterwilliams@gmail.com IT Consultant, BizTech Associates Bob Bardwell, Membership Coordinator membership@masca.org School Counseling Director, Tantasqua High School Maryanne Margiotta, Mentoring Coordinator mmargiotta@stgrsd.org Career Facilitator, Southwick Regional High School Jean Atwater-Williams, Webmaster atwaterwilliams@gmail.com IT Consultant, BizTech Associates LIAISONS Laurie Dickstein-Fischer, Counselor Educator Liaison ldicksteinfisc@salemstate.edu Assistant Professor & Program Director for School Counseling, Salem State University Lisa Harney, DESE Liaison lisa.m.harney2@state.ma.us MA Dept of Elementary & Secondary Education Megan Krell, Emerging Leader Liaison mkrell@fitchburgstate.edu Associate Professor, Fitchburg State University
SPECIAL INTEREST GROUP LEADERS Maria Maloney, Elementary maloneym@monsonschools.com School Counselor, Granite Valley School, Monson Gail Okerman, Elementary gokerman@lunenburgonline.com School Counselor, Turkey Hill Elementary School, Lunenburg Maura Ricardi, Elementary m_ricardi@ludlowps.org School Adjustment Counselor, East Street School, Ludlow Nguyen Dorvilus, Middle Level ndorvilus@nhcsb.org School Counselor, New Heights Charter School, Brockton Matt Soycher, Middle Level soycherm@pvrsdk12.org School Counselor, Pioneer Valley Regional School Helen O’Donnell, Retirees helenod@att.net Retired School Counselor Anne Thidemann French. Retirees annethidemannfrench@gmail.com Retired School Adjustment Counselor Stephanie Lecrenski, Secondary slecrenski@stgrsd.org School Adjustment Counselor, Southwick Regional School Karen McCrillis, Secondary mccrilk@gardnerk12.org School Counselor, Gardner High School Rachael Weinhold, Secondary rweinhold@winchendonk12.org School Counselor, Winchendon High School April Brunelle, Urban abrunelle@bostonpublicschools.org School Counselor, Tech Boston Academy Gloria Rubilar, Urban gloriarubilar@bpsma.org Career and Technical Education Counselor, Brockton High School EMERGING LEADERS Lester Eggleston, Emerging Leader leggleston@arlington.k12.ma.us School Counselor, Arlington High School Stephanie Lecrenski, Emerging Leader slecrenski@stgrsd.org School Adjustment Counselor, Southwick Regional School
Lauren Casaceli, Graduate Student Liaison lauren.casaceli@assumption.edu Graduate Student, Assumption University
Allison Robidoux, Emerging Leader ali.machnik@gmail.com Therapeutic Support Counselor, Brockton High School
Katelyn Leboeuf, Graduate Student Liaison leboeufk@merrimack.edu Graduate Student, Merrimack College
Jessica Whelan, Emerging Leader sheehanwhelan@gmail.com Student Development Counselor, Excel High School
COUNSELOR’S NOTEBOOK
Kindness...
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I am pleased to introduce you to Sanyalee DeJesus, school counselor at the Springfield Renaissance School. Sanyalee received two nominations, one from a current colleague and one from a former colleague. Here is what one of her nominators had to say: The reason for nominating and why Sanyalee DeJesus is so deserving of this gift is because over the last year she has been dealing with so much and in the end making others feel good about themselves even though she has been silently suffering in pain. Back in September of 2020, Sanyalee came in close contact with a family member who was unaware they had COVID, and Sanyalee would learn that she tested positive for COVID and became very sickly. During her COVID stent she would continue to be dedicated to her counseling work when she got bout of energy. Not only was Sanyalee suffering from COVID, but at the same time going through some very personal medical issues which would lead to her needing surgery all while dealing with her mother who was very sickly and hospitalized. With all of this in mind, Sanyalee was the glue holding her family toJANUARY 2022
gether while dealing with a stressful work environment, her own medical conditions, and a sick parent who she could not visit in the hospital due to COVID Hospital Visitation Guidelines. In March 2021, Sanyalee lost her best friend, her mother. If anyone has a strong bond with their mother, you can only imagine the emptiness and heartbreak Sanyalee is dealing with. She was fortunate enough to be able to spend a few hours with her mother before her passing, but due to the visitation policies she was not able to be by her side at much as she wanted to be. After Sanyalee lost her mother, a few months later Sanyalee would need to take care of her own personal medical needs and undergo surgery. She battled through her medical procedure and stayed strong for her and her family, all without leaving work unnoticed. Once Sanyalee was healed she was back at it working summer school supporting the English Language Learners and trying to get them to the finish line for summer graduation. Find out how you can become more engaged in MASCA: https://masca.wildapricot.org/ How-to-Get-Involved
We are also happy to announce five additional recipients of this giveaway •
Bryan Christie, Lead Counselor, Arlington Public Schools
•
Kristen O’Brien, School Counselor, Douglas High School
•
Janet Sozio, School Counselor, Wellesley, High School
•
Tiffany Vega, School Counselor, Shrewsbury High School
•
Mary Jane Walker, School Counselor, Needham High School
Truth be told, everyone one of the 172 colleagues are winners and we wish that everyone one of them could have been recognized in some way. It seems that a congratulatory email just doesn’t seem to be enough, but we hope that little bit of recognition and support will go a long way to help our colleagues through these difficult times. I would hope that it would not be necessary to run such a promotion, but truth be told, regardless of the latest Covid rates, there are always going to be colleagues who are challenged and struggling with life events. Whether you were one of the 172 nominees or not, know that the school counseling community has your back and is here to support you. I hope that 2022 is filled with fun, relaxation and strength to persevere through all of the challenges that life throws to you. And, if you did make any resolutions, that you make it through the first two weeks stronger than ever. 3
Title and Role Confusions for School Counselors: Food for Thought and Discussion By Cynthia A. Esielionis, M.Ed., Governing Board Member and School Counselor, Ayer Shirley Regional Middle School
A Short History: Norman C. Gysbergs, Ph.D wrote School Counseling Principles Remembering the Past, Shaping the Future A History of School Counseling in 2010 (ASCA). He chronicled the ebbs and flows of the profession over about a century. It is amazing that he identified one of the issues as “varied and confusing terminology” (p. 27) and quoted Payne who said in 1925 “… In all of the divisions of education there is more or less difficulty with terminology. This is particularly true of vocational guidance.” (Organization of Vocational Guidance, New York: McGraw- Hill 1925, p. 34). Despite the many articles over time and in recent years, in various publications on the topic of guidance counselor vs. school counselor, this confusion and debate over terminology continues today. Over the years, legislation has had a significant impact on the definition of the school counselor and the various iterations of title and role that evolved over decades: from the National Defense Education Act (NDEA, 1958), the Elementary and Secondary Education Act (EDEA, 1965), the Family Education Rights and Privacy Act (FERPA, 1974), the No Child Left Behind Act (NCLB, 2001) to the Coronavirus Aid, Relief, and Economic Security Act (CARES, 2020) to the Elementary and Secondary School Emergency Relief Fund (ESSER, 2021) to name a few. Through these decades, it became apparent that school counselors, could have a great impact providing proactive services to all students with the delivery of comprehensive, developmental, vertically aligned curriculum. As Gysbergs details, there have been significant debates and philosophical shifts defining the difference in roles and responsibilities as well as
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Cynthia Esielionis
the profession expectations of, what is now, the school counselor, over the last century. Despite this history and the national and local efforts over the last 30 years to shift to the American Counselor Association’s (ASCA) vision of One Vision One Voice, there are still those opposed to using the title School Counselor. There are many factors that continue to contribute to the persistent use of the title guidance counselor as well as the role confusion between school social workers and school counselors. Some believe that the title change is so insignificant that the titles are interchangeable. They include a misunderstanding of the difference between the titles, the significance of that difference, the perceptions people have based on their experiences with professions while they were in school, the continued use of the term guidance counselor in a variety of written documents as well as confusion between the roles of school counselor and adjustment counselor/school social worker. Evolutions: Guidance counselors of the mid twentieth century grew from the origins of the vocational
counselor which was often a duty for experienced teachers. These professionals were primarily housed in the high school setting and tended to the post-secondary pursuits of students either guiding the college bound to appropriate schools or others to the military or workforce. These professionals were often given other administrative tasks that were not direct student services. As the needs of students changed, title and role debates continued, and legislation influenced the counseling role. Guidance counselor duties expanded, covering a broader range of issues. The responsive manner in which services had been delivered to some students, needed to change. The school counselor title was adopted by ASCA in the 1990s when they determined that guidance counselors could and should use a systems approach to proactively address all students’ growth in the domains of social/emotional, academic and career development. Through delivery of comprehensive, developmental (or vertically aligned) curriculum to all students, school counselors would be able to proactively give all students the opportunity to develop competencies in these areas and identify students who need more targeted interventions to achieve academic success. This multi-tiered system of support (MTSS) across all three domains assists every child in developing their best self. Title Clarification The titles are not interchangeable. The school counselor title was instituted by our professional organizations, ASCA and MASCA, in the 1990s. The title school counselor denotes that the professional has a recognized skill set including the approved subject matter knowledge and professional degree (continued next page) COUNSELOR’S NOTEBOOK
Title and Role...
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title. The term guidance counselor is perceived to be narrower in scope and skill set, therefore not truly defining expanded role of the professional 21st century school counselor. One connotes the outdated, mid twentieth century role of responsive service delivery, when a need is identified. The other, a modern professional role title dedicated to the proactive service to all students aligned to student learning standards in clearly defined domains. When school counselors teach their curriculum, it qualifies as Time on Learning. This is achieved through independently instructing the approved, standards based benchmarks and/or cross curricular instruction and co-teaching. School counselors teach DESE approved frameworks and benchmarks and DESE supports The MA Model for Comprehensive School Counseling 3.0. Define Ourselves! When other professionals write about us, their choice of title ascribed to us can add to the role confusion and/or influence perceptions of the role of the school counselor. The Massachusetts Acceleration Roadmap: Pathway to an Equitable Recovery doesn’t mention school counselors or school social workers. How is it that school counselors are not part of “an equitable recovery”? The Elementary and Secondary School Emergency Relief Programs and Governor’s Emergency Education Relief Programs documents use both school counselor and guidance counselor interchangeably. Protecting Youth Mental Health: The U.S. Surgeon General’s Advisory consistently uses the terms school counselor and social worker and advocates for expanding both the number of these professionals in schools. When there is inconsistency at the highest levels, it is no wonder the confusion trickles down. JANUARY 2022
Efforts at the Massachusetts state level continue to advocate for incorporation of MyCAP (My Career and Academic Plan) into grades 6-12 as a part of DESE’s College and Career Readiness initiatives to empower all students to connect their skills and interests into course planning and, ultimately, appropriate, achievable post-secondary goals with the assistance of a “school mentor”. MyCAP is directly tied to the MA Career Development Education Benchmarks in the aforementioned school counseling domains. Legislation continues to influence on our profession. There are currently bills at the Massachusetts state level: H555 An Act relative to school counselors and H.351 An Act expanding licensure opportunity for school counselors. One of these bills is for the implementation of the Ma Model as a pilot program and the other provides for an alternate pathway for school counselors to obtain license as a mental health counselor. It seems there is adequate data available through the Massachusetts Accountability Report Card (M.A.R.C.) and MARC Jr. awards to demonstrate the efficacy of a well implemented program. Will the additional license add to the role confusion, create more mental health resources in school, or both? Collaborative Partners: The role of mental health professionals in schools is also complicated by individuals’ personal perceptions of what school adjustment counselors and school counselors is or should be. While there are certainly overlapping tasks, there are generally distinct differences in training and, therefore, expertise. School counselors typically earn a Masters of Arts, Masters of Science or a Masters of Education with a school counseling concentration. Most states require a Masters in social work to hold a school social work license through the department of education. However, Massachusetts allows the school adjustment certification through alternate degrees in counseling or a Master degree in social work. Many colleges
and universities in Massachusetts are now giving graduate students the opportunity to get concurrent school counselor and school adjustment counselor certifications through additional coursework. In some cases this difference between the certifications is as narrow as three courses with important distinctions and a few (300) extra practicum hours. Other programs add significant practicum hours (900) in addition to added courses. The fidelity with which each college or university distinguishes the roles and responsibilities aids or hinders the understanding the professional ultimately has of their role. Administrators that hire professional school counselors, adjustment counselors or social workers that are not aware of the differences in training and routes to certification and are likely to be unsure of what specific skills and knowledge an individual has to bring to the district and meet identified needs. Both the American School Counselor Association (ASCA) and the School Social Work Association of America have both clearly defined the roles of these professionals: “School counselors are certified/licensed educators who improve student success for ALL students by implementing a comprehensive school counseling program… …School counselors design and deliver school counseling programs that improve student outcomes. They lead, advocate and collaborate to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan.” (The Role of The School Counselor) “School Social Workers are trained mental health professionals with a degree in social work who provide services related to a person’s social, emotional and life adjustment to school and/or society. School So(continued next page)
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cial Workers are the link between the home, school and community in providing direct as well as indirect services to students, families and school personnel to promote and support students’ academic and social success.” (Who are school social workers?) Moving forward: In this pandemic, we know that there are increased mental health needs of students as evidenced in the national data showing a rise in emergency room visits and hospitalizations for behavioral health issues, and the demand for professional counseling services in and outside of school. The question is how to support all students. If a multitiered system of support (MTSS) is used, it seems tier one interventions for all students by school counselors in the classroom can quickly identify students requiring tier two and three services prior to crisis or hospitalization. There needs to be adequate numbers of school counseling staff in addition to those tier two and three interventions for the system to function with fidelity. As the tasks assigned to school counselors are considered, and those tasks still need to be completed, accurate data collection will guide districts to provide the appropriate types of professionals to meet their local needs. Please reference another article in this issue that discusses the School Counselor role and responsibilities for further discussion. Likely ESSER grants have been approved with resources already determined. However, school counselors are encouraged to discuss the foregoing with their colleagues and administrations to clarify roles and goals. School counselors are further encouraged to use the MASCA and ASCA resources to help collect and focus on what local data show that their district and schools need and use that information to support positions as we approach the start of the budget season for next school year.
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Taking a Listen by John S. Steere, Ed.D, Former MASCA Vice President-Secondary
on display for all of the Listening to anothworld to hear. Furtherer person tell their more, with the title of story is at the heart musing on the marque, of the what a school we wanted each listener counselor does on to pause and reflect on a daily basis. Nowwhat they are hearing adays, many peoand see if it informs ple are plugging air one’s daily practice pods or headsets about their practice as a into technological school counselor. devices and listening to a whole host Lastly, the main thing of new audio prothat this “MASCA MUSgramming from the ING” aims to do is to a very comical to the John Steere, celebrate of the work of very serious. Many the school counselors. of these audio formats share one School counseling at times can be at thing in common, they are essentially times a pretty thankless job, where people sharing their stories with any- it is the goal of this podcast to say, one who is willing to listen. we thank you school counselors and I love listening to people share their would love to hear your story! stories with me! It is one of the many Check out “MASCA MUSINGS” with skills that I have that I am actually Mindy Cripps and John Steere on pretty good at. So, when the opportu- Spotify or on the MASCA webpage nity through my work with the MAS- each month. CA Ethics Committee discussed an opportunity to produce a podcast. I jumped right on board! It also may have been that so many people in my past have told me that I have the perfect voice for radio. In this article, I hope to introduce you to the Massachusetts Association of School Counselor’s (MASCA) new podcast, “MASCA MUSINGS”. Each month, Mindy Cripps and I interview different members of the school counseling world about their backgrounds and how they incorporate the concepts of ethics and “doing what is right” into their daily practice. “MASCA MUSINGS” came from an idea about how best to reach school counselors in this ever changing technological landscape. However, since Mindy and I have no formal training in audio or video production, the format and plan for each episode is really simple. We ask the expert some simple questions and then listen to their story. It is basically putting the job of school counselor
January 2022 Awareness Dates Get Organized Month National Mentoring Month National Thank You Month
1 Emancipation Proclamation Anniversary 1 Global Family Day 17 World Religion Day 18-22 No Name-Calling Week 18 Martin Luther King, Jr., Day of Service COUNSELOR’S NOTEBOOK
GRAC Chat By Juliette Coatsworth, MASCA Government Relations Advocacy Committee and School Counselor, Foxborough Regional Charter School Welcome to the GRAC Chat, information brought to you by the Government Relations Advocacy Committee. In this article, we would like to bring your attention to An act expanding licensure opportunity for school counselors: Bill H.351, presented by Rep. Linda Dean Campbell. This bill is supported by the Massachusetts School Mental Health Consortium, which developed an Advocacy Bulletin to provide more insight into the bill. Further, GRAC, in conjunction with the MASCA Board, discussed the bill at length and compiled a list of questions (with answers) that you may have as a MASCA member, in a two-page review. Interested in other bills that may impact opportunities for school counselors? Consider reviewing An act relative to education and critically low staffing levels in schools: Bill S.365, presented by Sen. Jason Lewis, and Bill SD.2891, presented by Sen. Edward J. Kennedy, and Bill HD.4670, presented by Rep. Alice Hanlon Peisch. The best place to start your advocacy work is within your school. Over vacation, consider one additional tool that your can use within your school counseling program to demonstrate the impact of your work. Not sure where to start? Check out the MASCA Advocacy webpage for past webinars with linked guides as well as ASCA developed resources. If there is a new bill or policy that you would like MASCA to bring awareness to, please email Juliette Coatsworth, the Government Relations and Advocacy Committee Chair, at juliette. nori@gmail.com. JANUARY 2022
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MSCA/MASCA’s Footsteps Through the Decades: A Proud History This installment is a continuation of the CN archival history of MSCA/MASCA being written to celebrate MASCA’s 60th birthday. The first 5 installments were based on 2 archival resources: A Capsule History of MASCA:1961-1982 by Louise Forsyth a few discovered 1970’s and 80’s decade issues of the Counselors Notebook. All resources will be archived and available for reading in the MASCA History “About Us” section of the website. This and future installments will present a summary of selections from discovered early 1990 issues of the Counselors Notebook. Contributing editors of this installment are: Dr. Joseph FitzGerald, Dr. Helen O’Donnell, and Mary
Wescott, MSCA Past President 1990-1991. See Mary’s accompanying letter to colleagues.
Decade of the 1990’s Part 1 January 1990 – June 1993
Introduction: The 1990’s began with public education continuing to recover from severe Proposition 2 ½ budget cuts. MSCA joined the educational reform movement by turning its attention to advocating for the growth of elementary counseling programs, promoting Tier 1 school counseling curriculum for all students K-12, participating with DESE on school guidance counselor certification updates and the development of expanded professional development opportunities for school counselors. January 1990 CN Headline: The extensive feature article highlighted the Good Grief Program and how children deal and cope with death and dying in their lives Additional articles: Interprofessional Relations (IPR): description of committee working to establish relationships with other professional groups, e.g., principals, superintendents, school committees, and local and state organizations that affect school counseling. Executive Director Report (ED’s views): Peer Helpers Conference announcement; GB meeting minutes, School/College Relations;1990 financial aid update; Affiliate News updates; and a Special Needs Postsecondary Fair. February 1990 CN Headline: Past President Fred Laire’s report on ASCA’s national conference and professional development opportunities for counselors.
Additional articles and news:
October 1990 CN
President-Elect column: Description of the President-Elect’s role as Coordinator of Affiliates,
Headline: President-Elect Wescott’s report about ASCA’s National Leadership Conference
Guidance Groups That Go and Grow: The most effective practices of classroom elementary guidance have some common guidelines for running groups: brief, focused discussion and a process that makes students feel comfortable.
Massachusetts Educational Television: media service with programs applicable for school counseling.
Job Description and Role Clarification: Life Trustee, Al Williamson, writes that pupil personnel services, delivered by staff members with special preparation and certified for the job are an integral part of the educational system.
Brag About Your Program: call to counselors to share what works for them with their form
National School Board Association supports comprehensive guidance programs May 1990 CN Headline: Certification of School Guidance Counselors 1. Introduction: The working committee which drafted these new certification requirements considered recent statewide survey and committee reports on the role of the school guidance counselor and the needs of children and youth in Massachusetts schools in areas of learning, health education, special education, and career development. 2. What does it mean? Overall certification guidelines for all professional personnel in public education. Issue has a good description of certification standards for 5-12 counselors: Counseling Practice, Communication Skills, Evaluation, and Problem Solving. It is a provisional certification and this issue defined what they all mean Elementary Counseling Bill H492President’s update
National and Massachusetts School Counseling Weeks Guidelines
Articles & Notices: 1990 Hispanic Award winners announced; Special Needs/ College/ Vocational/Tech Ed & Alternative Programs; School Counseling Hotline; ASCA Resource Kit. June 1991 CN Headline: 1991 Annual Awards with recipient write-ups. Administrators’ Award, President Mary Wescott, with description of her achievements in MASCA and public education. Executive Director Report (ED’s views): Summary of MSCA 1990-91 Annual Reports Computer Uses Report – MTA support for technology’s importance in schools Articles & Notices: Massachusetts Advanced Studies Summer Program (MASP); Special Needs Software & Resources - A Guide & Directory; Report on Guidance Administrator’s Professional Day; ASCA updates and themed kits. September 1991 Headline: Growth and Innovation– The Ultimate Combination MSCA Comprehensive Developmen-
Governing Board minutes. (continued next page)
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COUNSELOR’S NOTEBOOK
Parent Conferences.
April 1993 CN
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January 1993 CN
tal Curriculum Guide and Role Statement edited by Carol Ryan. Guide description, lessons, training workshops, and purchase form.
Headline: Honoring Our Own–Affiliate Awards
Headline: MSCA Conference Update - A Vision – A Mission (40 program abstracts included)
The 1990's (Part 1)
Computer and Technology report: School counseling goals announced. Articles and Notices: Rockland-Hingham Annual Special Education College Fair including 75 post-secondary special needs programs September 1992 Headline: School Counseling–Enhancing Human Potential Comprehensive Developmental Curriculum Guide is useful to guide development of comprehensive school counseling programs. Multi-cultural Counseling: Call for programs focusing on global multiculturism that reflects the diverse society we live in. Center for School Counseling Practitioners proposal for establishment at Harvard Graduate School of Education MSCA Technology Committee: Technology survey identified diverse uses of computers. October 1992 CN Headline Report: School Counseling 2000–Role of School Counselors in Achieving the National Education Goals Articles: Goals for 2000: As we approach the 21st. century, our complex culture is characterized by diverse and ever-changing values in all of society. The program at the national level took this into account. National Goals: Though extensive, the goals as applied to the school counselor. are: work directly with parents and teachers; help create a positive school climate in which children can learn; help increase the high school graduation rate (90%); and aid in the educational goals of the school. Articles: Sexual Orientation & Human Rights; ASCA Ethical Standards for Counselors; Peer Helping; Tips for
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Affiliate Awards and Cameos of state affiliate in action. Multicultural Education in Elementary Counseling: Featured multicultural elementary programs explain initiatives supporting students’ surviving and thriving in our multicultural, global society. Conflict Resolution: issue provides annotated bibliography of K-12 conflict resolutions materials February 1993 CN Headline: A Vision – A Mission – PR is You! A look at the school counselor as a profession.. A Governor’s Proclamation for Massachusetts School Counselors Week! Articles: Enhancing Human Potential in a World of Many Cultures: Due to racial and ethnic strife locally, nationally, and internationally, counseling programs need to respond with a proactive approach for all students. Professional Counselors: Doctors, lawyers, and teachers are professionals. Would you accept any less but a professional counselor for your students? Professionals should belong to an organization for Professional Counselors. March 1993 CN Headline: Comprehensive Developmental Guidance and Counseling Programs (CDGCP-K-12): The Key to Student Empowerment
The Comprehensive Developmental Guidance and Counseling Program (CDGC––K-12 Program) recommends that it be used in schools as a guide to establish school counseling’s place in the educational process and student success. ASCA Public Relation Kit: Tips for students on early mindfulness methods. June 1993 CN Headline: 1993 Annual Awards Issue Articles: O.S.C.A.R. Award - In 1986 on the twenty-fifth anniversary of the Massachusetts School Counselors Association, the Outstanding Service to Counseling Award of Recognition (O.S.C.A.R.) MSCA’s the highest award, was established. At this year’s award ceremony, Louise B. Forsyth was announced as MSCA’s 3rd O.S.C.A.R. recipient. A wonderful front-page article lists the professional involvement at the local, state, and national levels of this amazing woman and counselor. MSCA Goals: A proposal was made to focus on ASCA’s goals of advocacy, professional development, bold and visionary program development, and organizational support. Technology Report: Electronic Bulletin Board and “Counselor Talk”. School-College Relation Committee Report;
Articles: The MSCA CDGC––K-12 Program: The role statement revision offers sample lesson plans for each level, Elementary, Middle/Junior, and Secondary and promotes delivery of a developmental school counseling curriculum.
See Mary Wescott’s letter to colleagues (next page).
Technology Report: Electronic Bulletin Board and “Counselor Talk”, an early computer program that allowed counselors to get information electronically.
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A Message from Mary Wescott, Past President To: MASCA Colleagues Fr: Mary Westcott, MSCA Past President. 1990-1991 Re: Happy 60th Birthday MASCA!
As we celebrate our Diamond Jubilee year, I am honored to have contributed to MSCA/MASCA Proud Past and share some MSCA memories from my early 1990’s leadership years. During that time, the President Elect position included being Coordinator of Affiliates. That included visiting affiliate meetings around the state during your leadership tenure. I am proud to announce I visited every affiliate! MASCA Annual Conference 1990 began with a dilemma. Our spring conference site in Hyannis had to be changed. Luckily, the capable conference committee (Ralph Sennott, Richard Gaudette and Bob Consolmagno) secured a new site and planned a very successful 3-day event (Sun-Tues). MSCA published a Counselor Directory edited by Charlie Brovelli. MASCA published a MA Comprehensive Development Guidance Program Guide. In the guide, Carol Ryan, Editor, emphasized the need for counselors to develop and deliver a career counseling curriculum to all students. MSCA advocated for K-12 School Guidance Counselors, the Elementary Counselors Act, works on Role Definition, and hosts their 1st Elementary Counselors Conference.
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To educate legislators to recognize the importance of the role of K-12 school counselors in the educational movement, counselors presented the results of a state-wide survey, attended statewide meetings, and participated in sessions with State Legislators. MASCA continued committee work defining the role of school of school counselors and actively participated in updating DESE’s SMK Certification requirements for School Guidance Counselors. Fred Laire, Past President of MSCA. received the MSCA Leadership Award for outstanding advocacy and support of the Elementary Counselors Act. Technology for School Counselors Cheers to Ron Miller who had an active role encouraging counselors to embrace technology in our daily personal and professional lives. Professional Development Marilou Cashman, Natick Director of Guidance and later MSCA Executive Director, alerted colleagues they could gain credit for their professional meetings, local community involvement and attending conferences petitioned from DESE to have MSCA recognized as a PDP provider. Working with Marilou, Helen O’Donnell has been steadfast in her efforts to stimulate and expand the opportunities to earn these credits. Leadership Changes Sadly, after31 years as founding editor of the Counselors Notebook and producing 310+ issues and supplements, Oscar Kritchmar retired from his position as CN editor. He was replaced by Sally Connelly. Ed Bryant stepped down as MSCA Executive Director and was replaced by Joseph Waisgerber of Rockland. Presidential Awards Scott Fisher for hosting the President’s Reception Len Zani, a professor at Salem State in the counseling education program.
MASCA’s Diamond Jubilee - 60th Birthday Celebration and Retiree SIG News Retiree SIG Announcement: Feb. 3rd - Ward Johnson, MTA, continues on Retirement topics requested by submitted questions.
MASCA’s Diamond Jubilee 60th Birthday (April – June 2022) Attend the virtual MASCA Recognition Awards Gala on Feb 10th at 7 to congratulate MASCA awardees and celebrate MSCA/ MSCA’s Diamond Jubilee with a virtual 60th birthday event planned by a team of MASCA O.S.C.A.R.S. The program includes a brief historical ppt slide show birthday that will include congratulations from MASCA past presidents and leaders and announcement of submitted 2021-22 MASCA Tributes. Read highlights of MSCA/MASCA’s Proud Past: Footsteps Through the Decades with a historical summary of our founding starting in the April 2021 CN that will continue until the June 2022 CN. MASCA Colleague Tributes: $50 words/$50. It is not too late to submit a tribute. Picture/citation published in CN, posted on the Tributes section of the MASCA website, announced at the Feb. 10th Gala, and certificates will be issued. See MASCA Website or CN for submission details. Questions: helenod@att.net COUNSELOR’S NOTEBOOK
MASCA 60th BIRTHDAY TRIBUTES Honor School Counselors, affiliate and MASCA leaders, colleagues and/or counselor educators for only $50. Includes a website posting of a 50 word tribute and photo.
• Submissions welcome from all
• Did you have a school coun-
Here is your chance to pay tribute to their work. NOMINATION PROCEDURE • Write a 50 word or less tribute about the person’s impact on your life or their students’ lives. • Complete this Google Form including the 50 words
selor, past MASCA leader, colleague and/or counselor educator you admired and who encouraged you to achieve your goals and follow your dreams?
• Do you know a school coun-
selor, past MASCA leader, colleague and/or counselor educator that made a positive difference in their students’ lives?
• Do you want to express
your appreciation to that special person?
JANUARY 2022
counselors, residents, school systems, MASCA affiliates, students, past graduates, families, administrators, etc.
and attach a photo of the nominee. • Pay $50 online or send check made out to MASCA to PO Box 351, Hampden, MA 01036. • A sample of the tribute will be emailed to the nominator for final approval before the Tribute Certificate is printed and the tribute is posted on the MASCA website • Submission deadline is ongoing. All tributes will be posted on the MASCA website later this year. For more information contact Helen O’Donnell.
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Implementing the MA Model 3.0: A Framework for Comprehensive School Counseling Programs by Helen C. O’Donnell, Ed.D MASCA MA Model Chair, 3.0 Writing Team Co-Chair, PD Institute Trainer
This ongoing Counselor’s Notebook (CN) series continues to inform school counselors about steps and strategies for implementing the MA Mode 3.0 and ASCA Model 4.0© for Comprehensive School Counseling Programs. A library of updated MA Model resources and CN implementation articles will be accessible soon on the MA Model page of the MASCA website..
Counselors Find Your Voices! It is Time to Promote Our Title as School Counselors and Define Our Role. “One Vision. One Voice” (ASCA). How much longer will it take? Begin the new year by clarifying your title and clearly explaining your role and responsibilities as a 21st century school counselors charged with implementing a school counseling program aligned with the MA Model 3.0 for Comprehensive School Counseling Programs. Inform and educate stakeholders and help to eliminate role confusion by clarifying our collaborative, but separate roles as mental health partners with school adjustment counselors and school social workers. Role definitions ASCA and MASCA define the school counselor role as working with ALL students with multi-tiered programming and services. ASCA website states: “School counselors are highly educated, professionally certified individuals who help students succeed in school and plan their career. An integral part of the total education system, school counselors help students form healthy goals, mindsets and behaviors. With the aid of a school counselor, students learn to develop effective collaboration and cooperation skills, to practice perseverance, to develop time management and study skills, and to learn self-motivation and self-direction habits” ASCA and MASCA resources at the end of this article provide professional statements and articles that and clarify the role of the 21st 12
tiveness Guidebook for Inclusive Practice, 2017.” Tier 1 Personal/ Social-SEL curriculum end goals are usually shared and delivered by school counselors and school mental health partners including SAC’s, SW’s and the nurse, especially at the elementary level. Districts differ about selected SEL curriculum (Trails, Second Step, etc.) and topics (executive functioning competencies, CASEL benchmarks, PBIS, or Covey’s 7 Habits for Successful Teens), but it is this SEL school counseling curriculum strand that School Counselors and School Adjustment Counselors/Social Works work most closely as collaborative partners. Students with identified SEL/mental health needs, are provided strategically planned Tier 2 and Tier 3 closing the gap interventions are explained on pg. 47 of MA Delivering Multi-Tiered Student Model 3.0 cited below. Services (MTSS) Tier 2: Strategic Intervention DelivTier 1: MA Model 3.0 states “In- ered to Students Targeted by Data struction or intervention takes place Tier 2 strategic interventions are in the general education environ- designed for a smaller percentage ment and is presented universally to (10-15%) of students who need tarstudents. These are supports avail- geted responsive services that meet able to all students through a gen- their individual needs. Identifying eral education program. Inclusive students who require Tier 2 interpractice, which is linguistically re- ventions should be based on data sponsive and culturally sustaining, analysis from a variety of sources is a cornerstone of Tier 1. Inclusive and target specific needs of each practice is defined as “instructional student. Strategically designed, and behavioral strategies that im- standards-based interventions foprove academic and social emotion- cused on needed competency develal outcomes for all students, with opment with support provided both and without disabilities, in general directly (individually or in a small education settings” Educator Effeccentury school counselor. It is very common that district school counselor job descriptions need updating. These resources will guide the refreshing and updating of your district role description. Also, be advised that the contracted role and responsibilities you are hired to deliver should be aligned with your DESE school counselor license credentials. To prevent liability issues, do not provide services outside of your contract job description. If you are hired as a school guidance counselor under your DESE school counselor license, even if you have additional credentials as a SAC or SW trained to provide clinical, therapeutic counseling, you are not hired to provide long-term clinical counseling under your current contract.
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COUNSELOR’S NOTEBOOK
Find Your Voices... (continued from previous page)
group) and indirectly. Intervention delivery should carefully monitor competence acquisition using the DESE Continuous Cycle of Learning with modifications implemented based on data analysis of student progress. Tier 2 interventions are often implemented to close academic, cultural and opportunity gaps. Tier 3: Intensive Intervention Tier 3 services are designed to provide intensive intervention to approximately 5% of the students who have identified needs that can relate to significant attendance, social emotional, behavioral and/or academic issues. Short term intervention comprised of both direct (individual or small group) and indirect services focused on needed competency development and support in areas identified through data analysis. School counselors respond to a personal crisis or trauma (ex: after a death, divorce, etc.). Since crisis issues vary by chronological and developmental level and severity of impact, student have diverse counseling support needs that may require immediate short-term individual counseling support. When individual interventions have not been successful or are not appropriate, compiled intervention data documents the need for more intensive interventions. As collaborative Tier 3 intervention partners, school counselors are actively involved in planning for intensive supports needed by identified high-risk students and special populations (ex: IEP and ELL students). This may include writing referrals, documenting intervention efforts, and participating in planning meetings. It is important to point out that licensed MA School Counselors hired JANUARY 2022
as school counselors should not provide clinical mental health interventions in a school setting. Students needing long-term, intensive clinical counseling services often require referrals to school-based, licensed mental health colleagues or outside community-based clinical mental health counselors or programs that provide the needed clinical counseling services. Remember to keep stakeholders informed about your role and the important work you do promoting academic success for ALL students. Collect, analyze, and share results about student’s progress toward achievement of curriculum end goals and MyCAP portfolio development.
Resources: ASCA resources:www.schoolcounselor.org The Role of the School Counselor Appropriate and Inappropriate Duties The Essential Role of Elementary School Counselors The Essential Role of Middle School Counselors The Essential Role of High School Counselors The Essential Role of School Counseling Directors/Coordinators Guidance Counselor vs. School Counselor Who Are School Counselors Infographic (also available in Spanish)
MASCA Counselors Notebook articles: April 2019: School Counselors Have a Unique Role by Donna Brown, MASCA Executive Director p.3. October 2019: Guidance Counselor vs. School Counselor - What’s the Difference? by Bob Bardwell, MASCA Executive Director p.3 – 4. School Counselor or Guidance Counselor? Your Title Matters. By April Megginson, Ph.D. p.6 – 7. MA Model 3.0 for Comprehensive School Counseling Programs references include: DESE SISP: Role Specific Indicators for School Counselors pg. 22 Standard I: Curriculum, Planning, and Assessment: D. 1. Strategic Planning 2. School Counseling Curriculum 3. Coherent Delivery. Standard II: Teaching All students: E: Student Services 1. Academic Advising 2. Transitions 3. Post-secondary Planning 4. College Planning 5. Responsive Services Use of Data in School Counselor Performance Evaluations (p.29-30) Direct and Indirect Services (p. 40) from*PPT slide statements from ASCA 4.0© DELIVER Deliver section (p. 39 – 47)explains the school counselors role delivering multi-tiered instruction. Appendix: Role Specific Indicators pgs. 56-61; ASCA Role Infographic pg. 62
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QUICK FACTS:
• A private, four-year, co-educational liberal arts college founded in 1879
• Serving about 1,700 traditional undergraduate students • 85% of first-year students reside on campus • 131-acre New England campus located just minutes from downtown Boston
• 22 majors and more than 60+ minors/ concentrations leading to bachelor’s and master’s degrees
• Student/faculty ratio is 12:1, with an average class size of 20 students • Approximately 99% of first-time students receive some form of financial aid • Offering a wide array of extracurricular activities, including 15 NCAA Division III athletic teams
(800) 669-0686 or (617) 333-2210 1071 Blue Hill Ave., Milton, MA 02186 | curry.edu | adm@curry.edu
Registration Now Open! 2022 MASCA Conference, April 4 and 5, 2022 at the Boston Marriott, Newton.
The 2022 MASCA Conference will offer both an in-person experience and a virtual option! Register Now! If you have any questions or are interested in working the on the MASCA Conference Committee, please reach out to Ruth Carrigan at Ruth.Carrigan@whrsd.org.
The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development.
Visit us on the web at www.MASCA.org