MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION DECEMBER 2013VOL. 50, NO. 4

MASCA

Challenging theTwice-Exceptional

StudentBy DONNA BROWN

MASCA Executive Director

CISCA: A Legacy PreservedBy MARIE ANDERSON

(continued on page 6)

Happy Holidays from MASCA!

Recently, I was looking for some in for -mation about gifted and talented

elementary students when I came acrossa reference to “2e.” It rang a very vaguebell, so I decided to find out more.

The term 2e is educational shorthandfor “twice-exceptional.” The Twice-Ex -ceptional Newsletter (www.2enewsletter.com) describes it as follows: This termrefers to the fact that this group of giftedchildren are exceptional both because oftheir strengths and because of their lim-itations. Coupled with high intelligence,these children also may have one or morelearning disabilities, attention deficit,autism spectrum disorder, emotional orbehavior problems, or other types oflearning challenges.

All of us have had the experience ofworking with a student who seems to beable to learn some material easily butstruggles in other areas. We’ve also seenstudents perform musically, athletically,or artistically while being unable to reador compute. According to experts, thesebehaviors are typical of some studentswho are simultaneously gifted and learn-

M ASCA’s affiliate, Cape and IslandsSchool Counseling Association,

was fortunate to have a founder, AlLawson, who was an ongoing mentorand active member until his death inAugust at the age of 88. Al instituted thefirst guidance program at the new Barn-stable High School when it opened in1957, when the profession of guidancecounseling was in its infancy. Once hestarted his program, more counselors werehired under his leadership, and he wasappointed guidance director. He foundedthe Big Brothers and Big Sisters BHSchapter along with the tradition of thefirst College Fair on the Cape. Al also sawthe need to start professional collabora-tion by founding Cape and Islands Gui -dance Association in 1960. For thirtyyears, Al was also an alumnus interviewerfor the Harvard Admissions Office.

Most importantly, Al represented thequalities of a counselor that we all aspireto: genuine enthusiasm for his studentsand confidence in their ability to succeed.He was a beloved and sought-after coun-selor. He exemplified kindness, empathy,and warm-heartedness not only as an edu-c ator but also as a family man and a friend.

As a CIGA retired member, Al was anengaged presence at hundreds of meet-ings, and he was an essential consultantas CISCA evolved with the profession.He embraced changes with enthusiasm.

Since the association was founded by AlLawson in 1960, many innovations havebeen made. Dale Fornoff and Lynd sayKett, guidance directors at Dennis-Yar -mouth and Mashpee High Schools, werecatalysts for important changes last yearthat resulted in a 20% increase in meet-ing attendance. The changes included:

• Development of a dynamic and in -

formative website for CISCA: www.thecisca.org.

• Sponsorship of bi-annual profes-sional development for school counselorsat All-Cape Professional Days, featuringtopics such as the Evaluation System, In -tegrating Career and College Readiness,Legal Issues for Counselors, and ACTTesting. Katie Gray of MASCA has beenan important resource for these days.

• Creation of annual stipend and re -vised job descriptions for four officers toencourage participation, commitment,and innovation.

• Increase of historically low partici -pation fees for colleges for All-Cape Col-lege Day to maintain a healthy CISCAbudget. This fee is waived if the collegesponsors a CISCA meeting.

• Institution of summer professionaldevelopment grants of $1000 for schoolcounseling departments for those schoolswho submit approved proposals.

• Use of Google DOCS response sys-tem for meeting attendance.

• Rotation of meeting nights to avoidproblems with scheduling for schooldistricts.

• Revision of important end-of-yearmeeting to include recognition of all schoolcounseling administrative assistants as wellas retirees and Counselor of the Year.

• Encouragement of innovative pre-sentations at meetings such as Counsel-ing the “C” Student by Dean College.

In addition to biannual professionaldev elopment days, CISCA meets eight eve-n ings throughout the year and sponsorsa College Fair, with 200 colleges in at ten -dance. Membership fees are $25.00. Re -tired members are not charged. Meetingsare held at the Hyannis Golf Club, spon-sored by colleges who host a dinner. �

2 COUNSELOR’S NOTEBOOK

AccountabilityReport Card

By DAVID ELSNER, MARC Chair

T hrough research and analysis, coun-selors gain a deeper understanding

of how their efforts impact studentachieve ment and career readiness.Account ability requires measuring andcommunicating the results of a schoolcounseling program. The MARC andMARC Jr. provide a template for pre-senting that information in simple termsso students, families, and the schoolcommunity can see clearly how a com-prehensive, developmental program ben-efits all students.

Using student result data, these doc-uments share a powerful story about howstudents are positively affected by schoolcounseling programs. This is the eighthyear of the MARC and MARC Jr. awards,and we are pleased that over 80 schoolshave completed this important process.More information can be found in theAccountability section of the MA Modeland on the MASCA website under the“MA Model” tab.

MARC Jr. AwardsFall 2013

2012 MA Model Institutes Participants

Everett High SchoolMaureen Kacvinsky, Michael Engel

Fairhaven High SchoolAshley Garth

Cameron Middle School, FraminghamEileen Stark-Glassman, Carol Brennan

Marsh Grammar School, MethuenKelly Shaffer

Brayton Elementary School,North AdamsNancy Gallagher, Anne French

Drury High School, North AdamsKathy Morgan, Jamie Hamilton

Old Colony Regional VocationalTechnical High SchoolSue Abaray, Anne Spirlet

Westport High SchoolMarie Fallows, Leslie Ruel,Cheryl Tutalo

2012 – 2013 OFFICERS

PRESIDENTTHERESA A. COOGAN, Ph.D.Bridgewater State UniversityBridgewater, MA 02325Tel. 508-531-2640E-mail: theresa.coogan@bridgew.edu

PAST PRESIDENTJENNIFER LISKMedway High School, Medway, MA 02053Tel. 508-533-3228 x5107 • Fax 508-533-3246E-mail: jlisk@medway.k12.ma.us

PRESIDENT-ELECTTINA KARIDOYANESMansfield High School250 East Street, Mansfield, MA 02048Tel. 508-261-7540 x3122 • Fax 508-339-0259E-mail: presidentelect@masca.org

VICE PRESIDENT ELEMENTARYVERONICA KNIGHTLowell Elementary School175 Orchard Street, Watertown, MA 02472Tel. 617-926-2666E-mail: veronica.knight@watertown.k12.ma.us

VICE PRESIDENT MIDDLE / JUNIOR HIGHMARISA CASTELLOE-mail: castelloma@sps.springfield.ma.usKATHLEEN SCOTTE-mail: scottk@amesburyma.gov

VICE PRESIDENT SECONDARYJOHN S. STEEREWellesley High School50 Rice Street, Wellesley, MA 02481Tel. 781-446-6290 x4653 • Fax 781-446-6308E-mail: john_steere@wellesley.k12.ma.us

VICE PRESIDENT ADMINISTRATORSCHRISTINE LUZIFramingham High School115 A Street, Framingham, MA 01701Tel. 508-620-4963 x27500E-mail: Cluzi@framingham.k12.ma.us

VICE PRESIDENT POSTSECONDARYJOHN MARCUSDean College99 Main Street, Franklin, MA 02038Tel. 508-541-1509 • Fax 508-541-8726E-mail: jmarcus@dean.edu

VICE PRESIDENT COUNSELOR EDUCATORSMEGAN KRELL, Ph.D.E-mail: mkrell@fitchburgstate.edu

VICE PRESIDENT RETIREESJoseph D. FitzGerald, Ed.D.5 Progress Street, Weymouth, MA 02188Tel. 781-264-3426E-mail: jdfitz1831@gmail.com

EXECUTIVE DIRECTORDONNA M. BROWNAdjunct Professor, UMass BostonP.O. Box 366, 779 Center StreetBryantville, MA 02327Tel. 781-293-2835E-mail: executivedirector@masca.org

TREASURERASHLEY CARON25 Belmont Ave., Stoughton, MA 02072Tel. 508-212-0676E-mail: ashcicero@hotmail.com

SECRETARYASHLEY J. GUBA30 Brezner Lane, Centerville, MA 02632Tel. 508-367-7774E-mail: secretary@masca.org

MEMBERSHIP COORDINATORTBA

COUNSELOR’S NOTEBOOK EDITORSALLY ANN CONNOLLY19 Bayberry Road, Danvers, MA 01923Tel. 978-774-8158 • Fax 978-750-8154E-mail: sallyconnolly@att.net

DECEMBER 2013 3

Free Learning Disabilities Workshop Curry College will offer a free workshop for guidance counselors and educa-

tional consultants on January 31 from 10:00 a.m. -11:45 a.m. on the Curry CollegeMilton Campus.

The workshop — “Helping Students with Learning Disabilities Navigate theCollege Search”— will be presented by professionals in Curry’s internationallyrenowned Program for Advancement of Learning.

Topics include a review of learning disabilities and potential “right fits” for post -secondary education options, documentation and legal requirements, and therange of college admission requirements facing students with learning disabilities.

A complimentary lunch and optional campus tour follow the workshop. Spaceis limited, so register today at www.curry.edu/navigate or call 617-333-2250.

4 COUNSELOR’S NOTEBOOK

ArtAthletic Training

BiologyBusiness Management

ChemistryCommunication

Computer Information SystemsCompute Science

Criminal JusticeEconomicsEducation

EnglishEnvironmental Science

Ethnic and Gender Studies General Science

HistoryLiberal Studies

MathematicsMovement Science

MusicNursing

Political SciencePsychology

Regional PlanningSocial Work

SociologySpanish

Theatre Arts (413) 572-5218 ·

Discover more by visiting us online at westfield.ma.edu.

MASCA Conferences: A Decade of Growth and ChangeBy HELEN O’DONNELL, Ed.D., MASCA 2013 Fall Conference Chair

G uided by talented, visionary confer-ence advisory and planning teams,

professional development action plans,and supportive event sponsors and part-ners, MASCA conferences have evolvedinto highly regarded fall and spring eventsthat are planned to meet the profes-sional development of school counselorsand their mental health colleagues.

As I step down as MASCA’s Confer-ences Chair, I want to share highlights ofsignificant growth and change in MASCA’sConference protocols and reflect on tenyears of conference planning.

Action Plan goals met:• Developed a statewide conference planning

network and advisory team.• Strove to achieve Fiscal Oversight Commit-

tee and Governing Board request to be fiscallyresponsible by diminishing meeting-planning,travel expenses, reducing postal expenses, andmoving the conference sites around the state.

• Honored member request to maintain thepurchase order invoicing system (since this ishow school departments do vendor business) butoffer credit card payment option for registration.

• Developed online, timely website promo-tion of conference details for ad vance planning.

• Continued the availability of paper confer-ence registration, but contracted/moved toCVENT for efficient online event registration.

• Promoted fundraising efforts at conferencesto continue MASCA Scholarships and Awards viaPR/Raffles table, with outreach to affiliates andparticipating exhibitors and sponsors for raffledonations.

• Promoted MASCA (formerly MSCA) as aPDP provider by DESE (formerly DOE).

• Guided by MASCA’s PDP protocol, pro-vided Certificates of Attendance / Evidence ofLearning at all conferences to qualify attendeesfor MASCA PDPs.

• Designed paperless online Call for Programsvia the MASCA website.

• Developed graduate student programmingthat included Graduate Student Poster Sessionsand special conference workshop programming.

• Included MA Model Poster Sessions in theMASCA Exhibit Hall.

• Provided immediate feedback with programevaluations by use of NCR Session Evaluationscollected at each workshop (one copy immedi-ately shared with presenters).

• Identified Moderators for sessions to wel-come and assist presenters and take responsibil-ity for workshop evaluations.

• Developed an exhibitor/sponsor packageto encourage levels of participation.

• Maintained a potential exhibitor data basefor outreach and marketing.

• Provided programming focused to meet theevolving needs of school counselors.

• Moved the profession of school counselingforward with themes and conference.

Feedback about MASCA conferencesconsistently reported that our events arerecognized nationally and locally by par-ticipants, exhibitors, and sponsors as qual-ity professional development events. Wehave measured up and achieved our mis-sion to provide affordable, quality falland spring conferences around the state.My compliments to everyone on the hard-working conference planning teams thatmade this recognition possible! Thankyou all for your dedication to MASCAconferences. �

DECEMBER 2013 5

Professional Development Opportunities AboundBy THERESA A. COOGAN, Ph.D., MASCA President

C alling all School Counselors! Thereare several exciting opportunities to

participate in Professional Developmenton the horizon, and we would love tosee you there. Graduate students, pro-fessionals, retirees, and counselor edu-cators all have exciting opportunities toconsider. Join MASCA or renew yourmembership today. Here are highlightsof what’s to come:

Graduate Students. There are manyoptions for you to get involved in MASCAwhile you are completing your training.As a student, you are eligible for a dis-counted membership rate and all of theperks that come along with that. Addi-tionally, there are opportunities for net-working and professional developmentavailable to this important sub-group ofour MASCA membership. For example,students can prepare a piece for publica-tion in the Counselor’s Notebook by fol-lowing the steps outlined in the “Author’sGuidelines,” which can be downloadedfrom the MASCA website. This is a greatway to share your knowledge and con-tribute to the field, and it looks great ona resume to have published work.

The 2014 Spring Conference will alsohave several opportunities for grad stu-dents, including a networking mixer withother students as well as professionals inthe field, joining the learning breakouts,and participating in the Graduate Stu-dent Poster Presentation Sessions. Checkthe MASCA website for important detailson the poster session, such as the guide-lines to be considered, the call for pro-posals deadlines, and other helpful tips.

Professional Members, Retireesand Counselor Educators. In additionto various professional development op -portunities being offered across theCommonwealth, the MASCA Spring Con-ference will be an event designed to pro-vide practical and purposeful materialand information to participants. The one-day conference will be jam-packed withlearning, break-out sessions for all gradelevels. We will also have the final Race ToThe Top (RTTT) Summit as a one-dayevent the day before the conference. ThisSummit is open to anyone to attend.Schools are encouraged to send a small

team of counselors and related person-nel to participate, so that they can makethe most of this interactive workshop tobest meet the needs of their school. Oncethere for RTTT, stay for the conferencethe next day. Details for the RTTT andconference can be found on the MASCAwebsite.

We hope to see you at a professional

development event in the spring. If youhave ideas for professional developmentor other areas of feedback for MASCAleadership, or if you have questions per-taining to the MASCA Spring Confer-ence, please contact me at president@masca.org.

Thank you for your continued in volve -ment and support of MASCA. �

6 COUNSELOR’S NOTEBOOK

BROWN (continued from page 1)ing disabled. However, the terms learningdisabilities and giftedness are at oppositeends of the spectrum.

In the early ’70s, a symposium held atJohns Hopkins University began explor-ing the possibility that a person could beboth gifted and learning disabled. Accord-ing to researcher Susan Baum, “Childrenwho are both gifted and learning disabledexhibit remarkable talents or strengthsin some areas and disabling weaknessesin others.” She further categorizes suchchildren into three groups.

Group 1. The first are identified giftedstudents who have subtle learning dis-abilities. These students have very highIQ and achievement scores. In early ele-mentary school, they breeze through thework with little or no effort. As the coursework becomes more difficult, problemsbegin to appear. Teachers and parentsbe come more and more frustrated, usu-ally believing that if the student exerteda little more effort, all would be well.More effort might possibly help, but oneof the real problems is that many of thesestudents don’t have any idea how to study.

Additionally, because they have been iden-tified as gifted and are usually scoringon grade level, no one screens them forsubtle learning disabilities. As a result,no one suggests compensatory strategiesto enhance their learning.

Group 2. The second group includesunidentified students whose gifts and dis-abilities may be masked by averageachievement. These students often haveto struggle to stay at grade level. It isthought that they use their superior in -tellectual ability to compensate for andhide a learning disability. Baum says,“Their gift masks the disability and thedisability masks the gift.” A creativeteacher or particular course may sparkincredible interest and let the student’sgift surface. Similarly, during college oradulthood, a student may read or hearabout someone with a learning disabil-ity and realize that he has had the samedifficulties.

Group 3. The third group consists ofidentified learning disabled students whoare also gifted. These students have themost difficulties in school. They are oftenfailing some or all their subjects. Theirteachers and parents tend to focus onthe disability while ignoring any interestsor strengths. Susan Baum cites JosephRenzulli, an early pioneer in giftedness,who has said, “Interestingly, these chil-dren often have high-level interests athome. They may build fantastic structureswith plastic bricks or start a local cam-paign to save the whales. The creativeabilities, intellectual strength and passionthey bring to their hobbies are clear indi-cators of their potential for giftedness.”

Although each of these groups hasdifferent problems, experts in the fieldbelieve there are some practices that canbe useful in enhancing the giftedness ofevery individual student. Baum suggeststhat educators focus on establishing en -vironments that address the intellectual,emotional, and physical needs of 2e learn-ers. Emphasizing students’ gifts and talents,developing physical spaces like readingcorners, and nurturing respect for indi-vidual differences of all kinds will helpnot only 2e students but also every stu-dent reach his /her maximum potential.

- - - - - - - - - - - - - - - - - - - -

Baum, S. (2005), “The Promise of Talent Devel-op ment for Twice-exceptional Youngsters.”

Baum, S. et al. (2005), Multiple Intelligences inthe Elementary Classroom: A Teacher’s Toolkit.

Braeamonte, M. (2010), “Twice-exceptional Stu-dents: Who Are They and What Do They Need?”

DECEMBER 2013 7

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:Donna M. BrownP.O. Box 366Bryantville, MA 02327

MASCA thanksFall Conference

Sponsors

PLATINUM SPONSORSClark UniversityCollege BoardDean CollegeNew England Institute of Technology

BRONZE SPONSORSBecker CollegeEducators for Social ResponsibilityKaplan Test Prep and AdmissionMEFAMonte Nido at Laurel HillProfile LearningWentworth Institute of TechnologyWestfield State University

SPONSORSAuntie Nellie’s Magical PocketsBeacon CollegeBay Path CollegeCambridge Eating Disorders CenterCareer Communications, Inc.Children’s Health MarketFashion Institute of AmericaElms CollegeFAFSA Day MassachusettsFitchburg State UniversityGreater Boston PFLAGKoplik Certificate of Mastery, DESELeslie UniversityMassachusetts Society of CPAsMA Department of Higher EducationOpticians Association of MassachusettsRivier UniversityUniversal Technical Institute

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.