MASCA Counselor's Notebook, April 2013

MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION APRIL 2013VOL. 49, NO. 8

MASCA

Make the Data DanceBy JENNIFER LISK, MASCA President

UMass honorsFredrickson

O n Saturday, May 4, UMass Amherstwill celebrate the 10th anniversary

of the Center for School CounselingOutcome Research and Evaluation(CSCORE) and the renaming of the cen-ter to The Ronald H. Fredrickson Centerfor School Counseling Outcome Researchand Evaluation.

Dr. Fredrickson, founder of the UMassschool counseling program, worked formany years with teams of graduate stu-dents to summarize and evaluate the bestavailable research on school counselingpractices. In its 10-year-long history,CSCORE has become the most prominentresearch facility supporting the schoolcounseling profession. CSCORE is beingre-named in Fredickson’s honor to ac -knowledge his guidance and inspiration.

Alumni, school partners, and friendsof CSCORE are invited. Location: Mar-riott Center, UMass Amherst. Schedule:Reception, 6:00-7:00 pm.; Dinner at7:00-8:00 p.m.; Celebration from 8:00-11:00 p.m.

Detailed information and registrationmaterials are available on the CSCOREwebsite. �

“M ake the data dance.” Thesewere the words of Keith

Westrich, Director of College andCareer Readiness for DESE, at the dataworkshop presented by MASCA andDESE on February 13 for schools par-ticipating in the Race to the Top MAModel project.

While I like data, and do get excitedto use data, the tools that are now avail-able to us as school counselors enable usto be more efficient and effective withdata. Yes, there is still the effort to ob -tain pre- and post-test data and to makegraphs and charts to show what we do;but, now, data on our students is avail-able like never before.

This data is available in Edwin Ana-lytics, an integrated suite of teaching andlearning tools. For those of you whohave been using DESE data, this systemintegrates what was available in theData Warehouse. It also has new reportsto help identify current struggling stu-dents and to track former graduates andtheir postsecondary progress.

The Early Warning Indicator System(EWIS) is a methodological way of look-ing at students and their likelihood ofmeeting specific academic goals. Thesegoals are:

• Early Elementary (Grades 1-3) –Proficient or Advanced on 3rd gradeELA MCAS

• Late Elementary (Grades 4-6) – Pro-

ficient or Advanced on 6th grade ELA and• Mathematics MCAS• Middle Grades (Grades 7-9) – Pass-

ing grades on all 9th grade courses• High School (Grades 10-12) – High

school graduation (four-year)EWIS categorizes students at low,

middle, or high risk for not meeting thegoal based on their individual data.These categorizations are based on theprevious year’s data and, therefore, maychange from year to year for a particu-lar student.

EWIS gives schools and counselors away to systematically flag students thatmay be in need of further intervention.It does not target exactly what supporta student may need, and counselors arein a place to look more closely at thesegroups and individual students to helpdevelop interventions.

The Postsecondary Enrollment andOutcomes portion of Edwin Analyticsprovides data on a school’s graduates’enrollment in postsecondary institutions.There are several different reports avail-able that look at where students enrolland whether they return for a secondyear, as well as whether they obtain adegree. This data is also disaggregatedby students completing AP courses andMassCore requirements. In addition tothe enrollment data, these reports pro-vide information on the percentage ofstudents who enroll in remedial course-work and how many of their credits areearned in remedial coursework or regu-lar coursework.

The above descriptions are just a tasteof the data that is available through Ed -win Analytics in a user-friendly format.More information is available at www.doe.mass.edu/Edwin. Edwin also has itsown Twitter account: @Edwin_DESE. Iencourage you to take advantage ofthese tools and ask your administratorfor access if you do not already havethem available. �

JENNIFER LISK

Join us at theSpring Conference

. . . . . . .

April 7-8, 2013

Resort & ConferenceCenter at Hyannis

. . . . . . .Professional development,networking, and exciting

exhibits

2 COUNSELOR’S NOTEBOOK

2012 – 2013 OFFICERS

PRESIDENTJENNIFER LISKMedway High School, Medway, MA 02053Tel. 508-533-3228 x5107 • Fax 508-533-3246E-mail: [email protected]

PAST PRESIDENTMICHELLE BURKEBeverly High School100 Sohier RoadBeverly, MA 01915-2654Tel. 978-921-6132 x11107E-mail: [email protected]

PRESIDENT-ELECTTHERESA A. COOGAN, Ph.D.Bridgewater State UniversityBridgewater, MA 02325Tel. 508-531-2640E-mail: [email protected]

VICE PRESIDENT ELEMENTARYJACQUELINE BROWNEast Somerville Community School42 Prescott Street, Somerville, MA 02143Tel. 617-625-6600 x6517 • Fax 617-591-7906E-mail: [email protected]

VICE PRESIDENT MIDDLE / JUNIOR HIGHMARISA CASTELLOE-mail: [email protected] SCOTTE-mail: [email protected]

VICE PRESIDENT SECONDARYCARRIE KULICK-CLARKBraintree High School128 Town Street, Braintree, MA 02184Tel. 781-848-4000 ext 2273 • Fax 781-848-7799E-mail: [email protected]

VICE PRESIDENT POSTSECONDARYJOHN MARCUSDean College99 Main Street, Franklin, MA 02038Tel. 508-541-1509 • Fax 508-541-8726E-mail: [email protected]

VICE PRESIDENT ADMINISTRATORSTBA

VICE PRESIDENT COUNSELOR EDUCATORSMEGAN KRELL, Ph.D.E-mail: [email protected]

VICE PRESIDENT RETIREESJoseph D. FitzGerald, Ed.D.5 Progress Street, Weymouth, MA 02188Tel. 781-264-3426E-mail: [email protected]

EXECUTIVE DIRECTORDONNA M. BROWNAdjunct Professor, UMass BostonP.O. Box 366, 779 Center StreetBryantville, MA 02327Tel. 781-293-2835E-mail: [email protected]

TREASURERASHLEY CARON25 Belmont Ave., Stoughton, MA 02072Tel. 508-212-0676E-mail: [email protected]

SECRETARYJENNIFER McGUIREUpper Cape Cod Regional Technical School220 Sandwich Road, Bourne, MA 02532Tel. 508-759-7711 x247 • Fax 508-759-5455E-mail: [email protected]

MEMBERSHIP COORDINATORDEBORAH CLEMENCEP.O. Box 805, East Dennis, MA 02641E-mail: [email protected]

COUNSELOR’S NOTEBOOK EDITORSALLY ANN CONNOLLY19 Bayberry Road, Danvers, MA 01923Tel. 978-774-8158 • Fax 978-750-8154E-mail: [email protected]

APRIL 2013 3

FOCUS ON HEALTH

Cutting Our LossesBy SALLY ANN CONNOLLY

MASCA Counselor’s Notebook Editor

As educators, we seek to prepare stu-dents for life. We nurture their per-

sonal and social development along withteaching academic competencies. But ourefforts are being undercut by schoollunchroom menus that put students’physical well-being at risk.

The latest study of a half million menand women in ten European countriesfound a positive association between theconsumption of processed meat and earlymortality. The greater the consumptionof processed meat—ham, bacon, sau -sages, and pre-packaged meats—thegreater the risk, especially of cardiovas-cular disease and cancer.

The culprits seem to be fat, salt, smokeand nitrates used as preservatives. Life -

style factors were accounted for in thestudy. Researchers found that “in gen-eral a diet high in processed meat waslinked to other unhealthy choices. Menand women who ate the most processedmeat ate the fewest fruit and vegetablesand were more likely to smoke. Men whoate a lot of meat also tended to have ahigh alcohol consumption.”

A lifetime cut short by unhealthychoices is not what we wish for our stu-dents. Success in continued learning anda career may be our focus, but we canbest serve our students by also nurturingtheir physical health. Processed meatsmust be eliminated from school lunch-room menus. �


Improving performance as aschool counselor rests uponeffective goal-setting.

A s I type, the third quarter of the2012-2013 school year is upon us,

and by the time you read this we will beac tively preparing to help our students andfamilies for the 2013-2014 school year.

Our job responsibilities as schoolcounselors vary and differ throughoutthe school year, with each quarter bring-ing us specific duties to help students andfamilies. A few examples include newstudent registration, evening parent pre-sentations, supporting student transitions,processing and assisting with college ap -plications, scheduling, intervening withstruggling students and their teachers aseach quarter grades are given, dissemi-nating scholarship information, and plan-ning for group guidance activities through -out the year.

I have always found the changingand differing obligations throughout theschool year as refreshing and a chanceto reflect on their effectiveness the prioryear. We should always be evaluating

our service delivery methods, welcomingchange, and implementing new activi-ties. Our school and local communitiesshould be aware and supportive of howschool counselors help children, and itis our responsibility to represent our pro-fession with positive energy, pride, andinnovation.

As we begin to conclude another schoolyear, we should self-evaluate, honestlyreflecting on our efforts, efficiency, andcommitment to our roles as school coun-

selors. Did we actively research andattend professional development oppor-tunities? Did we create and implementnew counseling activities? Did we net-work with other school counselors shar-ing best practices? Did we advocate forour profession and our students? Didwe collaborate with stakeholders?

When we answer these questions anddevelop professional goals for the comingschool year, we should remember that a

MASCA membership affords us theability and opportunity to improve ourskills as school counselors. Our website,www.masca.org, includes information onprofessional development opportunitiesas well as current school counseling ini-tiatives, counselor resources, and advo-cacy actions.

If you are a longtime MASCA mem-ber, thank you; and if you are a gradu-ate student, welcome. Let other schoolcounselors know about the importanceof staying connected as professionals andthe benefits of being a part of MASCA.Encourage them to become part of ourprofessional community.

I encourage you also to become activemembers of your local MASCA affiliate.At their monthly meetings, affiliates pro-vide an opportunity to learn, network,laugh, and socialize with other schoolcounselors. For a listing of the MASCAaffiliates, go to www.masca.org.

Become involved with your profes-sional organizations—state and local.Help them plan for events and considertaking on a leadership role as a memberof the governing boards or committees.At the end of the day or, in this case, atthe end of a school year, only you know ifyou have made serious attempts to improveyour performance as a school counselor.

We often remind others: “Make efforts,not excuses.” Our children deserve andneed positive, helpful experiences withtheir school counselors. �

Professional Goals: Past & PresentBy MICHELLE BURKEMASCA Past President

MICHELLE BURKE

APRIL 2013 5

ASCA Membership: Value for AllBy DONNA BROWN, MASCA Executive Director

Do you belong to ASCA? Many gradstudents join because of the liability

insurance that comes with membership;a lot of professional school counselors doso for the same reason. However, oncethe publications begin to arrive, mostmembers realize there is much more tomembership than insurance coverage.

Arriving every other month, ASCASchool Counselor is packed with usableinformation. The January/February 2013issue, for example, asked us to “Get OnBoard With Technology” and featured in -formation on blogging, tweeting, and usingyour iPad as well as looking at the effec-tiveness of virtual school counseling.

One of the most interesting and usefulcolumns is written by Dr. Caroline Stone,who highlights a legal and/or ethical issue.This month she addressed Ward vs. Wil -banks, a case that has serious implica-tions for all of us.

Briefly, Julia Ward was a graduate stu-dent in a professional school counselingprogram at Eastern Michigan University.At her intern site, a gay student soughthelp with a same-sex relationship. Wardrefused to counsel the student, citing reli-gious convictions. Subsequently, EMUdismissed her from the program. She suedthe school for violating her constitutionalrights. The school rebutted saying shewas dismissed from the program for notfollowing the ACA code of ethics. Even-tually, the school settled with her to avoida long, costly court case.

After the settlement, ASCA conducteda survey to determine the opinions of itsmembers about the issues surroundingthis case. For example, members werequeried about whether a counseling can-didate having religious beliefs like Ward’scould become an effective school coun-selor. Dr. Stone examined the results ofthe survey, commenting on each of thethirteen questions. In closing, she con-cluded: “Isms and biases sabotage ob -jectivity and inhibit a professional schoolcounselor’s ability to work productivelywith all students.”

The two-page spread in the magazine,“Tech Tools From ASCA,” highlights avariety of ways ASCA serves its mem-bers via technology. Communication isoffered in many ways. Members can con-nect via Facebook or Twitter. Network-ing is key to the success of ASCA Scene,

a forum where members ask questions,share best practices, and keep up to datewith the profession. Webinars and pod-casts provide professional developmentfor members, and several of ASCA’s mostpopular books are available in digitalform. I used the conference mobile applast year and it was awesome!

Lastly, both of ASCA’s publications areavailable electronically.

If you are an ASCA member but muchof this is “news to you,” take some timeto reacquaint yourself with your profes-sional organization. If you are not a mem-ber, please consider joining at www.schoolcounselor.org. We really have anobligation to stay current professionally,and being an ASCA member and usingits many resources is one of the easiestways to do so. �


The MA Model andIndividual Planning Meetings

By MARIE ANDERSONMASCA Member Services Chair

W hen I first became a school coun-seling department head in the pre-

MA Model days, the superintendent whohired me summed up his priority for thedepartment by saying: “I no longer wantto hear from parents that I meet in thesupermarket that their child saw theircounselor only once in four years.”

In annual results of surveys done withstudents regarding school counseling ser-vices at my high school, students wouldinevitably comment on the need for moreindividual meetings with their counselor.I recently met a parent from outside thearea, and, learning of my counseling back -ground, she quickly informed me that herdaughter had met with her counselor

only once during her high school years.We are all familiar with the demand

for more one-on-one time with our stu-dents, but with caseloads of over 300students in some districts, quality indi-vidual meetings for all students may belimited to once or twice a year. Despitethe excellent group counseling and class -room curriculum that our departmentsare now doing, individual meetings stillhave an important priority valued bystudents, parents, and school counselors.

It can take up to two to three monthsfor counselors to schedule a meeting withevery student in one grade level, due tothe time required for other responsibili-ties. Maximizing the effectiveness of theindividual planning meeting is critical.These are some of the parameters wefound helpful at Barnstable High School:

• Plan the timeline of when meetingswill take place with your students of acertain grade level and list it in yourannual school counseling calendar. Thesecalendars should be posted in homeroomsand on your website and sent home withthe principal’s letter at the end of thesummer. This lets parents know when toexpect their child’s meeting. (In somecases, parents are invited to attend thesemeetings, as we did with parents ofJuniors.)

• Establish a curriculum for the meet-ing. Each year in MA Model curriculumplanning meetings, counselors shouldreview what to cover in the meetings foreach grade level. In walk-throughs as adepartment head I looked for consistency.Meetings need to have common denom-inators even when counselors maintaintheir own style. In this way all studentsknow what to expect, regardless of coun-selor assignment.

• Use classroom/group meetings tocover general information (such as grad-uation requirements) or to do career

Planning and communication increase the effectivenessof meetings with students.

APRIL 2013 7

assessments. Discuss results of theassessment in the individual meeting.

• Plan materials carefully. The amountof printed material has been dramaticallyreduced with students’ ability to accessinformation online; however, some ma -terials remain important. Meetings canbe used to disseminate crucial handouts.

• Let students, teachers, and parentsknow the meetings are coming up. An -nouncements in homerooms, e-mails, fac-ulty meetings, and Naviance e-mails helpprovide legitimacy to this valuable time.

• Provide a connection to previousyears’ meetings. The Career Plan kept inthe student file provides continuity forconversation about how the student hasevolved and where he/she is headed.

• Let the parents know you met. Coun-selors should complete a template/letterin the meeting that would include somebasic information such as GPA and classrank and a list of graduation requirementsstill expected of the student. (This can alsoserve as documentation of this impor-tant information for the parent). Mailthese letters home, along with a copy ofthe Career Plan. Keep copies in the stu-dent file. If we don’t notify parents thatwe have met, many will never know!

• Use the meeting time to evaluateprograms. At the completion of the meet-ing, have the student complete a briefanonymous survey, which can be createdon web-based career /college programssuch as Naviance.

• Enjoy the meeting! These meetingsremind us why we are counselors. Al -though goals and expected outcomes areset for the meetings, other importantresults often come about, such as reinforc-ing trust in the counselor or discoveringsignificant issues for the student that mayresult in other meetings in the future.

The above strategies represent the fol-lowing components of the MA Model:

• Accountability: Measuring StudentOutcomes

• Management System: Use of Data;Use of Time/Calendars

• Delivery System: Guidance Curricu-lum; Individual Planning

• Foundation: MA CDE Bench-marks �

Stay informedFor up-to-date information about RTTT, college fairs,

conferences, and more, go to www.masca.org.

Once there, you can renew your membership.For your membership expiration date, see the

mailing label affixed to your CN.


Starting a Gay Straight AllianceBy KELLY HEVEY

M.Ed. Student in School Counseling, Bridgewater State University

THE INTERN’S TALE

A t the start of the school year, myfinal year as a graduate student

began. My first task was to create a listof experiences that I hope to havethroughout the year at my practicum asI prepare to enter the professional fieldof school counseling. I am especially in -

terested in group work and want toexplore ways to use this skill set in avocational high school.

When I was brainstorming with mysupervisor about possible groups, theidea of beginning a gay straight alliance(GSA) was suggested. This kind of group,

I believe, can provide significant supportand help create a safe environment forall students in the school.

Beginning this project from the groundup seemed overwhelming to me, so I beganto look for resources. Soon I found thatthere were endless resources and guide-lines for advisors. The GSA website I reliedon most was www.gsa.org. This site pro-vided helpful handbooks, including 10Simple Steps to Starting a GSA.

The next step (and probably the mosthelpful) was enlisting the help of studentswho would also like to get this groupoff the ground. Because the groups areintended to be student-run, I listened tomany of their great ideas and began toget the word out (with the approval ofmy supervisor and administration). Weused school announcements and posterswith basic information to begin spread-ing the word. All of these efforts helpedto make the first meeting a success.

The first meeting was used as an ice-breaker and informational session. Stu-dents brainstormed ways to take actionand create change within the school.Some ideas included dances, GSA-themedbulletin boards, movie nights, guest speak-ers, and awareness weeks.

Because the group functioned as botha social and support group, we needed tobe sure that members were aware of theimportance of confidentiality and set-ting ground rules for ensuring that dis-cussions would be safe and respectful.

In our eyes, the group’s most impor-tant feature is advocating for LGBTQstudents and getting the word out. As thegroup continues this school year, we hopeto run social events, have guest speakers(for students and supporters), and havecommunity events and information dri-ves. Students have also expressed inter-est in fundraising, in order to buy a flagto hang in the cafeteria along with theschool’s other clubs.

I look forward to being a supervisor ofthis group as the school year continues.Together, we will work to expand our GSAand keep finding ways to make an impacton the students, staff, and community. �

APRIL 2013 9

Preventing School Counselor BurnoutBy ANDREA P. ROBITAILLE

Master’s Student in School Counseling, Bridgewater State University

THE INTERN’S TALE

I f there is one thing I have learned frommy practicum experience, it is that we

must be mindful of wellness and self-carebecause these areas can have a direct im -pact on our work with students.

Preventing burnout is something thatbegins from the moment we step intoschool on our first day on the job. Somemay even say it begins as soon as we startour graduate program because, althoughour role can be infinitely rewarding, attimes it can also be a source of stressand emotional strain.

The first thing we can do is learn tobalance our work life with our personallife. If we know we have a stressful weekon the horizon, there is no better time tocall a friend to catch up, go out and getsome exercise, or spend time with some-one who lifts our spirits. Finding activi-ties that we enjoy can lower our stresslevels and also give us purpose outsideof school.

During the school day it can be nearlyimpossible to find a minute to ourselves.Whether there’s a student coming in totalk, a crisis occurring, or a teacher whoneeds a consult about a difficult student,it can be tough finding time just to runto the restroom or grab a bite to eat.

What can we do to control stress whenwe are in school?

I think the first thing we should do isgive ourselves credit for the incrediblework we do. Giving ourselves a pat onthe back may sound like a waste of time,but it is important to stop and recognizethe good things we are doing every day.

Another way to reduce our stress inschool is to take our skills and share themwith teachers. For example, there areclassroom management and child behav-ior strategies we may find ourselves dis-cussing frequently, especially at the be -ginning of the school year. Keep track ofthese common concerns and offer to dis-cuss them during the next professionaldevelopment day. We can, and should,em power teachers by sharing our knowl-edge and skills.

We can also continue to build our ownskill set. This may be in the form of a classat a local university or a seminar set upby ASCA or MASCA. We deserve a day to

interact with and learn from fellow schoolcounselors. Working with other counselorslets us hear about what is happening atother schools and gives us an opportunityto provide support to each other.

The bottom line is that taking care ofourselves is just as vital as taking care of

our students. We cannot, after all, be ef -fective or efficient in our work if we areworn down or burnt out. Be certain to doyour best to make your office a place oftranquility during the day. When all elsefails, remember: Every day is a new day,and we can always try again tomorrow. �


T he New Year brings a new face forthe MASCA website and some up -

dated sections as well. I’d like to high-light some of the sections on the Advo-cacy page and encourage you to explorethis section in more detail.

The Advocacy Works section remainsa direct tab from the home page, www.masca.org. It is organized into severalpages to help MASCA members navigateeasily to find information and resourcesto assist in advocacy efforts for the SchoolCounseling field.

Have you ever wondered, “Whatexactly does the Advocacy Committeedo?” The updated homepage providesan overview, which clarifies this criticalcomponent of our organization. Helping

to spread the word about how vital ad -vocacy is for our profession is a piece thatall MASCA members can take part in.

The good news about MASCA’s Ad -vocacy Committee is that there are sev-eral different ways to be a part of this

subgroup. From volunteering once amonth for a few hours, to volunteeringonce a week for a few hours, to servingon the Advocacy Committee, there is arole for everyone. Everyone can find asuitable way to continue the efforts ofMASCA and the Advocacy Committeeto clarify and confirm the necessity ofProfessional School Counselors in ourPreK -12 schools!

One area I’d like to bring attention tois the “Focus” tab, which includes sum-maries of the current legislative bills andsessions. While I personally steered clearof political science courses in my under-graduate work, I can say honestly thatthe areas of involvement in this subsec-tion are user-friendly; and they offer avariety of ways for you to engage, de -pending upon the amount of time youhave to give.

Resources provided include hyperlinksto websites that will help you identifythe legislators in your districts as well asprovide you with templates for e-mails,letters, and phone call scripts to usewhen contacting legislators for supportto the various bills. The first time I tookpart in this, it took me no more thantwenty minutes to identify my legisla-tors, and, using the template provided,to prepare a hand-written letter. (Note:I learned that hand-written notes arepreferred; they show that you took thetime to write the letter yourself.)

Within a few weeks of sending mynote, I received a letter from my legisla-tor thanking me for my time, comment-ing on the personal story that I hadshared, and sharing my interest on thematter. Although I had believed that myletter would not make a difference oreven be read, I was proven wrong. If allof our members could take twenty min-utes to write their legislators in the sameway, imagine the effect we could haveon the field of School Counseling! Ex -pand that by asking every MASCA mem-ber to invite a colleague to join MASCAand also to write letters!

There are different ways of getting in -volved and supporting the field of SchoolCounseling and MASCA. Whether youare able to volunteer five hours a week orfifteen, we can use your help and energy. �

Advocacy Online: A New LookBy THERESA A. COOGAN, Ph.D.

MASCA President-Elect

THERESA COOGAN

Koplik Certificate of Masterywith Distinction

The Stanley Koplik Certificate of Mastery with Distinction is coordinatedby the Department of Elementary and Secondary Education. The Certifi-cate, awarded by the Massachusetts Department of Higher Education,makes a student eligible for a tuition waiver to a Massachusetts state col-lege or university. To qualify, students must score at the Advanced levelon the Grade 10 MCAS test in English Language Arts (ELA), Mathemat-ics, or Science and Technology/Engineering and Proficient or higher inthe other two subject tests. To receive the Certificate, students must com-plete and submit the full application to their school’s Koplik coordinatorby May 1 of their senior year in high school.

All high schools throughout the Commonwealth should have a designatedKoplik coordinator (often someone from the Guidance Office) to notifystudents of eligibility and to assist with completion and submission ofthe applications. For more information, go to www.doe.mass.edu/FamComm/Student/mastery.html.

Mission of MASCAThe mission of MASCA is to advocate for

school counselors in the Commonwealth ofMassachusetts by providing leadership,

collaboration, and professional development.

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APRIL 2013 11

PRSRT STDU.S. POSTAGE PAIDNEWBURYPORT, MA

PERMIT NO. 96

Massachusetts School Counselors Association, Inc.COUNSELOR’S NOTEBOOK

Sally Ann Connolly, Editor

IN CASE OF NON-DELIVERY, RETURN TO:Deborah ClemenceP.O. Box 805East Dennis, MA 02641

Your membership renewal date is indicated by year and month on your address label above.To renew your membership, go to MASCA’s website, www.masca.org.

MASCA 2013 Spring ConferenceImproving the Utilization of

School Counselors Through PartnershipsResort and Conference Center at Hyannis

April 7-8, 2013

April 7• Keynoter Mandy Savitz-Romer, Ph.D., Lecturer on Education and Director of

Prevention Science and Practice, Harvard Graduate School of Education• Graduate student programming and poster sessions• Welcome reception and concurrent workshops

April 8• Jill Cook, ASCA Assistant Director, Extended session on new 3.0 ASCA Model• Full day of concurrent workshops

MASCA Spring RTTT Workshop

Resort & Conference Center at HyannisTuesday, April 9, 2013

For details, go to www.masca.org.

MASCA Counselor's Notebook, April 2013

Documents

Transcript of MASCA Counselor's Notebook, April 2013