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WINTER 2009THE OFFICIAL PUBLICATION OF THE FLORIDA SCHOOL COUNSELOR ASSOCIATION
florida SCHOOLCOUNSELOR
WHAT’S HAPPENINGTO THE BOYS?
SCHOOL PERFORMANCE
College of Arts & Sciences: Art & Design • Biology • Chemistry & Biochemistry • Communication/Journalism • Computer Science • Economics
Education & Human Services • Engineering • English • Environmental • Graphic Design • Government • History • Humanities • Interior Design • International Economics
Latin American & Caribbean Studies • Legal Studies • Medical Science • Modern Languages • Performing & Visual Arts • Philosophy • Physics • Psychology • Sociology
Teacher Preparation • Theatre Sawyer Business School: Accounting • Entrepreneurship • Finance • Information Systems • Management • Marketing • Public Administration
D E G R E E P R O G R A M S
[ Today’s conversation. Tomorrow’s great ideas. ]
The more you think, the more you’ll think Suffolk.
At Suffolk, students uncover great ideas in one of the world’s leading cities. Ourdowntown campus connects them to Boston’s intellectual, cultural and social life.And small classes, diversity and global reach introduce students to a whole newworld, as they prepare for success in the career of their choice. www.suffolk.edu
CONTENTS
FEATURES
5 First Annual FSCA Convention a SuccessBY SUSAN GERTEL
8 What’s Happening to the Boys?BY ROBERT BARDWELL
10 Preschool and Home Learning Boost Academic DevelopmentBY LINDSAY BROOKE
12 Problem-Solving and Response to Instruction/InterventionBY HELEN LANCASHIRE
DEPARTMENTS
4 President’s Message
14 Vice President’s View: Elementary Level
14 Vice President’s View: District Level
15 Vice President’s View: Post-Secondary Level
16 Region Two Report
16 Region Four Report
18 News You Can Use
23 Grants and Scholarships
PUBLISHERFlorida School Counselor AssociationP.O. Box 752Safety Harbor, Fl 34695-0752Phone or Fax: (888) [email protected]
CO-EDITORSRussell A. Sabella, Ph.D. Jessica Metzler
ADVERTISING REPRESENTATIVEKen [email protected](877) 965-7492(877) 562-9189, fax
4 florida school counselorWINTER 2009
DELIVERY OF SERVICEBY SUSAN GERTEL, FSCA PRESIDENT
PRESIDENT’S MESSAGE
We will begin a new era here in the United States thisyear. Difficult economic times face our newly electedofficials, and as a nation, we are facing some hard
decisions. Just as we are feeling the financial strain in ourschools and homes, so too are our students. As school coun-selors, we may need to make some changes in our school coun-seling programs. Budget constraints are forcing many of us torethink how we are meeting the needs of our students and fam-ilies. How are our programs being delivered, and are these
delivery methods the most effective use of our time and the school’s resources?Further, most of us are finding we have less time for direct services to students aswe take on more administrative duties. In the last issue of the Florida SchoolCounselor, I encouraged all school counselors to have a mission statement, make itpublic and use it as the foundation for your program’s offerings. Creating such afoundation is the first step in implementing the ASCA National Model and one of thefour major components of the ASCA National Model. This month, the focus of mycolumn is the second component of the ASCA National Model.
The methods we use to deliver services that meet the needs of our students andfamilies comprise the second component of the ASCA National Model, the deliverysystem. The ASCA National Model divides the delivery of our services into four areas:guidance curriculum, individual student planning, responsive services and system sup-port. No one method is more important than any other method, and all are necessaryfor a program to be comprehensive in scope.
The guidance curriculum includes classroom lessons taught by school counselors,but it should also be an integral part of the general curriculum as well. For instance,teaching the technique of using a decision-making process is not a skill requiring amaster’s degree in counseling. All curriculum area teachers at every level should beusing a decision-making model in their classes to help their students achieve this com-petency in the personal/social standard. On the high school level, most of our class-room activities occur through English classes. By helping the English teachers see thedovetailing of the state competencies for our respective subjects, I am able to enlistthem as allies in the delivery of the guidance curriculum. Small groups are also appro-priate mechanisms for delivering the guidance curriculum, especially when the curricu-lum is for a targeted purpose such as bullying, coping with test anxiety or the transi-tion from one level to the next.
A second method for delivering services to all students involves individual studentplanning. On the high school level, we advise and plan from the spring before studentsenter high school until they have graduated and moved into the next phase of theirlives. Setting personal goals and developing plans to reach those goals is a processcoordinated and facilitated by the school counselor, but this process also should beinfused in the curriculum for all subjects. While we should meet with our students onan individual basis frequently, often the use of small groups can facilitate individualplanning.
Although it should not be the case, responsive services seem to consume much ofour day. Responsive services deal with the immediate needs of the students and may
FSCA BOARD OF DIRECTORS
PPRESIDENTSusan [email protected]
PAST-PRESIDENTMadelyn Isaacs, [email protected]
PRESIDENT -ELECTCurtis [email protected]
REGION 1 VICE PRESIDENTGinger [email protected]
REGION 2 VICE PRESIDENTNan [email protected]
REGION 3 CO-VICE PRESIDENTTina [email protected]
REGION 3 CO-VICE PRESIDENTDanielle Exposito
REGION 4 VICE PRESIDENTClaire [email protected]
REGION 5 VICE PRESIDENTSharon [email protected]
DISTRICT LEVEL SUPERVISOR VICE PRESIDENTKaralia [email protected]
ELEMENTARY LEVEL VICE PRESIDENTShirley [email protected]
MIDDLE LEVEL VICE PRESIDENTSusan [email protected]
SECONDARY LEVEL VICE PRESIDENTChris [email protected]
POST SECONDARY LEVEL VICE PRESIDENTMercedes ter Maat, [email protected]
EDITORIAL POLICYFSCA welcomes unsolicited articles and lettersdeemed to be of interest to the members.Submissions will not be returned and may beedited for purposes of clarity and space. Use e-mail if possible. Always include your name,address, daytime phone number, fax numberand e-mail address with your submission.Opinions expressed in this publication do notnecessarily reflect the views of the association’smembership, volunteers or staff.
ADVERTISING POLICYFSCA reserves the right to edit copy and torefuse advertisements it deems objectionable.The publication of an advertisement in theFlorida School Counselor is not an endorsementof the advertiser or of the advertised product orservice. FSCA is not responsible for any claimsmade in advertisements. To determine accredi-tation status of educational institutions, consultthe state and regional accrediting directories orthe state department of education.
MEMBERSHIPFSCA membership dues are $30/year, of which$5 is for a subscription to the Florida SchoolCounselor. The Florida School Counselor is pub-lished five times per year in July, August (Backto School Issue), October, January, and April bythe Florida School Counselor Association Inc.,P.O. Box 752, Safety Harbor, Fl 34695-0752.
CONTINUED ON PAGE 15
florida school counselor 5WINTER 2009
2008-convention-photos.htm to checkout some fun photos (toward the bottomof the page). ■
Susan Gertel is the current FSCA president.
She can be reached at [email protected].
The first annual convention for theFlorida School CounselorAssociation is now history, and
what a historical event it was. Thankyou to all those who helped to makethe convention a success by attendingthe professional development and net-working opportunities from the pre-convention workshops, to the breakoutsessions, our fantastic keynote speakerJulia Taylor and capping off the eventswith three post-convention workshops.Attendees loved the exhibits andcatered breaks – both the continentalbreakfasts and the delicious candy andcookies in the afternoon.
The feedback kept pouring in withkudos to the presenters and on thediversity of topics and the variety of lev-els addressed in the breakout sessions.In summary, FSCA’s convention was rele-vant, well-attended and well-rated. Morethan one attendee asked those at theregistration table for assistance; therewere too many interesting and relevantsessions to attend in each period.
The gala awards dinner was a celebra-tion of school counseling honoring win-ners for the year with a sumptuous meal.Our first general assembly for the mem-bership and the delegate assembly atwhich six new chapters were charteredwere definitely highlights for the schoolcounselors present.
The Renaissance Orlando Resort atSeaWorld was an excellent venue, andplans are already underway to return tothe same facility next year. More on thisas soon as the contract is finalized.
Thanks to the many volunteers whofacilitated sessions, worked the registra-tion tables, ran errands, stuffed bags ordid any of the other many tasks neces-sary for a convention of this magnitude.Finally, a special thank you to our threesponsors: the Universal Technical
Institute, Nova Southeastern Universityand the Salon Professional Academy.With more than 300 in attendance andmore than 20 exhibitors, the conventionwas a resounding success.
Visit http://www.fla-schoolcounselor.org/
FIRST ANNUAL FSCA CONVENTION A SUCCESSBY SUSAN GERTEL
6 florida school counselorWINTER 2009
ANNUAL FSCA CONVENTION
UTI IS THE ANSWER.Are you aware that roughly one out of three high school graduates will not attend college?*
Do you have a student who loves to work with their hands? A bright individual with a mind for
what makes things work? A young man or woman with the passion to succeed in a growing
industry? At UTI, our hands-on training programs feature the right tools and technology to teach
students the specific skills they’ll need for a successful career. With strong manufacturing
alliances, UTI positions graduates as “the best of the best” – the Industry’s Choice.
Over $11 million in scholarships awarded annually†
Passionate Instructors with industry experience
Entry-level technician training in about a year
Financial aid and job placement assistance††
Focus on safety and professionalism
Alliances with top manufacturers
The holiday break has ended – Isn’t it time for your students to start planning?
Visit uti.edu/hscounselorsor call 800.450.1457 to find out what
other counselors say about UTI.
AUTOMOTIVE
MOTORCYCLE
MARINE
DIESEL
COLLISION REPAIR
*According to the United States Bureau of Labor Statistics. †Awarded to enrolled students who apply and are selected. ††Programs vary by location.
MSAT programs available to those who qualify. Financial aid and VA benefi ts available to those who qualify. UTI cannot guarantee employment. MSC: 800/875
Actual UTI students.
If Doug Anglin, a member of theclass of 2006 at Milton High School,has his way, boys will no longer be
discriminated against in school. Anglinfiled a complaint in his senior year withthe U.S. Department of Education’sOffice for Civil Rights claiming that thecurrent American school structureinherently favors girls over boys, thatschool expectations for behavior favorgirls and that teacher expectations forclassroom performance favor girls andthat boy brains are not wired to suc-ceed in school. Can this be true?
Statistics show that girls do outnum-ber/outperform boys in many ways:
■ The number of male undergraduateson college campuses today is 44percent, compared with 58 percentin 1976.
■ Elementary-school boys are twotimes more likely to be diagnosedwith a learning disability and two
times as likely to be placed in spe-cial education classes.
■ Boys aged five to 12 are 60 percentmore likely than girls to repeat atleast one grade.
■ Females receive higher grades invirtually every subject and thus aremore likely to be on the honor rolland receive more academic honors.
■ The self-esteem of boys is negative-ly affected when they are labeled aslow-performing, poor learners or“problem” students.
■ A University of Michigan studyreported that the number of boyswho didn’t like school rose 71 per-cent between 1980 and 2001.
■ Boys are 33 percent more likely thangirls to drop out of school; thusmore girls than boys graduate fromhigh school.
■ High school girls are 36 percentmore likely to take Advanced
Placement or honors biology thanhigh school boys.
■ Twelfth-grade girls score an averageof 16 points higher than boys onstandardized reading tests and 24points on standardized writing tests.
■ High school boys are 30 percentmore likely to use cocaine than highschool girls.
One theory that supports
the changing trend toward
improved achievement for
girls is the way that
teachers teach these days
favors the girls.
8 florida school counselorWINTER 2009
WHAT’S HAPPENING TO THE BOYS?BY ROBERT BARDWELL
florida school counselor 9WINTER 2009
Why does this happen? One theorythat supports the changing trend towardimproved achievement for girls is theway that teachers teach these daysfavors the girls. Curriculum that is drivenby standardized tests often dictateswhat, when and how a teacher deliversinstruction. There is so much focus on“passing the test” that teachers have losttheir individual freedom to do what isbest for all students. Boys are also likelyto be more competitive in their learningyet the learning environment is focusedon a cooperative, more collegialapproach that favors girls. The fact thatstudent-teacher ratios have increasedand that physical education, sports pro-grams and recess time within the schoolhave been either reduced or eliminateddoesn’t help boys.
Some scientists believe that the rea-son boys are not wired for school suc-cess has to do with the fact that a boy’sbrain develops slower that those of girls.Not only do girls develop sexual maturityabout two years ahead of boys, but thegirl brain fully develops 18 months soon-er than that of a boy. Girls mature morequickly and process information muchfaster than boys, all of which favors themacademically. Scientists do caution thatthe environment, family background anda boy’s temperament do play a part in aboy’s development, however, not enoughto negate the differences.
As boys begin to experience failure,frustration and academic road blocks,they begin to shut down. Their selfesteem is negatively affected; theybegin to feel incompetent and fail todevelop a sense of belonging. Genderstereotypes also contribute to this phe-nomenon as boys resist being labeled assmart, a brain or a nerd. The peer pres-sure for boys to resist demonstratingintelligence or academic success isimmense. It’s just not the cool thing todo. Instead, boys are generally applaud-ed by their peers for negative schoolbehavior.
For many years, it has been the girlswho have received a great deal of neces-sary attention from all aspects of societyto improve their status. Programs likewomen in engineering and medicine thatencourage girls to go into these tradi-tionally male-dominated fields werewidespread. Title IX, the 1972 federal lawrequiring schools to provide equalopportunities for girls both in the class-room and in the athletic arena has donemuch to improve options for girls. Butwhat are we doing to promote successfor our boys who are falling behind?
Obviously changing our society oreducational structure is a Herculean task,but being aware of this trend and remov-ing some of the barriers that hinder boysare critical. Here are some things thatparents can do to help boys reach theirfull potential:
■ Make it a point to discuss your con-cerns regarding your son with histeacher(s), school counselor oradministrators. Encourage theteacher(s) to provide extra help toyour son that supports academicsuccess.
■ Model good school behavior. Sitdown with your son and do “home-work” together. This not onlyaccomplishes the task, but also cre-ates bonding time.
■ Encourage your son to read. Havehim read to you and you also readto him. Choose titles that will be ofinterest to him, ones that will help toinstill the value of being able toread.
■ Men (preferably fathers) have toadvocate for their sons. They shouldgo to PTSA meetings and be visibleat other school/community func-tions and not just as coaches. If dadisn’t available, seek out other posi-tive male role models – uncles,grandfathers or trusted familyfriends – who can act in this capacity.
■ Encourage boys to assume leader-ship positions outside of sports suchas a class officer, yearbook editor orBoy Scout leader.
■ Emphasize the importance of goingto college and provide positive malerole models – men who are success-ful because of going to college.
It is extremely important to note thatmany boys are very successful and man-age to navigate through the educationalsystem without any problems. Equallysignificant is that many girls experiencethe same types of barriers as do boysbut generally in smaller numbers. Thebottom line is that we need to providelearning environments and a societalnorm that provide appropriate educa-tional instruction (and thus student suc-cess) for all students. If we can reach thisgoal, then all students will benefit. ■
Robert Bardwell is a school counselor and
director of student support services for the
Monson Public Schools. He is the secondary
level vice president of the American School
Counselor Association and president of the
New England Association for College Admission
Counseling. He also is an adjunct professor of
school counseling for Springfield College,
Westfield State College and the University of
Massachusetts Amherst. He can be contacted at
As boys begin to experience
failure, frustration and
academic road blocks, they
begin to shut down. Their self
esteem is negatively
impacted; they begin to feel
incompetent and fail to
develop a sense of belonging.
10 florida school counselorWINTER 2009
Attending a high-quality pre-school followed by an academi-cally effective primary school
gives a significant boost to children'sdevelopment. These are the findings ofa new study that shows that a stimulat-ing home-learning environment in achild’s early years also provides a soundfoundation on which these experiencesbuild.
The Effective Pre-school and PrimaryEducation Project (EPPE 3-11) carried outthe study. One of the principal investiga-tors of this project was Pam Sammons,professor of education at The Universityof Nottingham. "The EPPE research con-firms the importance of early experi-ences and the powerful combination ofhome, preschool and primary school inimproving children's learning," she said.
EPPE 3-11, which is managed by theInstitute of Education, University ofLondon, tracked 3,000 children from thetime they started preschool until age 11.The findings include the following:
■ Preschool helps to combat socialdisadvantage
■ Good preschools benefit all childrenbut high quality is especially impor-tant for children who have specialeducational needs, mothers with lowqualifications or come from unstim-ulating homes
■ Primary schools affect development■ Overall quality of teaching affects
children's social behavior and intel-lectual development
■ Much variation in the quality ofteaching was found (measured inYear 5 [age 10] classrooms in2003/4), and this has a more pow-erful impact on children's academicprogress than their gender orwhether or not they receive freeschool meals
■ Overall quality of teaching tends tobe higher in classrooms whereteachers use plenary sessions con-sistently
■ Children who attend a more aca-demically effective primary schoolshow better attainment andprogress in Key Stage 2 (ages 7 to11) than children with similar charac-teristics who attend a less effectiveschool
■ Attending a primary school high inacademic effectiveness gives a par-ticular boost to children who havemany disadvantages
■ Higher parents' qualification levelsare strongly associated with chil-dren's attainment and social behav-ior for children at age 11
■ A stimulating home-learning envi-ronment at age 3–4 years is linkedto long-term gains in children'sdevelopment
■ The influence of the home-learningenvironment on children's develop-ment is similar in strength to theirmother's qualification level
The Effective Pre-School and PrimaryEducation project (EPPE 1997–2008) is along-term study funded by theDepartment for Children, Schools andFamilies. It has followed the progressand development of approximately2,800 children since they began pre-school more than 10 years ago.
Earlier reports have demonstrated theimportance of good-quality preschoolexperiences in providing children with agood start to school. EPPE has providedresearch evidence, which has been usedto inform the government's expansion ofthe early years’ sector. This final reportof the primary school phase of theresearch focuses on the end of primaryschool (Years 5 and 6 when childrenwere age 10/11 years old).
The research has provided a uniqueinsight into the enduring impact of earlyexperiences, especially the home learn-ing environment (for children age 3–4)and the quality of preschool. It alsoshows the importance of the primaryschool attended, especially its academiceffectiveness.
The results clearly demonstrate theimportance of investment in early years,especially for children from disadvan-taged backgrounds and for those who goon to primary education of poorer quality.However, the findings also show that preschool on its own is not a magic bullet.The project also revealed that the rela-tionship between disadvantage and edu-cational experience is complex and thatmultiple disadvantages interact with edu-cation experiences and are key sources ofinequality. Nonetheless, it is clear that dis-advantaged children benefit particularlyfrom “quality” education. These findingshave important implications for policiesand practices intended to help narrow theachievement gap between more and lessdisadvantaged learners. ■
Lindsay Brooke can be reached at
PRESCHOOL AND HOME LEARNINGBOOST ACADEMIC DEVELOPMENTBY LINDSAY BROOKE
A stimulating home-learning
environment at age 3–4
years is linked to long-term
gains in children's
development
1-800-960-1959 www.studentinfo2go.com
You will never be charged a fee of any kind for this program
● The program is offered free of charge to participating schools.● Long term profit sharing and other financial incentives are provided to participating schools.● Schools can tailor the program to the needs of the student community.● Ideal complement to state mandated career path programs● StudentInfo2Go™ is a turn-key program that includes design, manufacture and monthly
distribution.
lyzing data, RtI is the best measure ofproblem “severity.” Services providedthrough “tiered” implementationimprove service efficiency and shouldintensify in direct proportion to studentneed. These data are used to ensure thestudent’s needs are addressed and thatacademic and behavioral performancemeet required expectations.
The problem-solving/RtI model doesnot specify discipline specific roles (e.g.,school counselors are not automaticallyassigned a specific function or task, norare teachers, administrators, school psy-chologists or social workers). Rather, theteam members must be able to commu-nicate and collaborate, as well asdemonstrate the following skills in orderfor the problem-solving/RtI process towork effectively:
■ Use of data to assess the impact ofacademic and/or behavior instruc-tion/intervention, e.g. tools such asCurriculum-based measurement(CBM), Dynamic Indicators of BasicEarly Literacy Skills (DIBELS), class-room observations, Sunshine StateStandards (SSS), or benchmarks
■ Use of technology to manage, dis-
Problem solving is a process inwhich professionals from differ-ent disciplines develop and eval-
uate instructional plans with the goal ofimproving the academic and behavioralperformance of all students. The prob-lem-solving process is applicable at alllevels: the student, classroom, school ordistrict level. Problem solving isdesigned to maximize student perform-ance, ensure accountability and evalu-ate outcomes. Data-based decisionmaking is a process in which schoolpersonnel analyze data from multilevelsources to provide a comprehensivepicture of student strengths and chal-lenges and to develop an interventionplan to prioritize and address thosechallenges (Feldman & Tung, 2001).
Response to Intervention (RtI) is refer-enced in the No Child Left Behind(NCLB) Act as well as in the Individualswith Disabilities Education Act (IDEA)reauthorization of 2004. RtI is the prac-tice of (1) providing high-quality instruc-tion/intervention matched to students’needs and (2) using level of performanceand learning rate over time, in order and(3) making important educational deci-sions to guide instruction (NASDSE,2005). The ultimate goal of this processis to provide a high-quality education forall students. The use of RtI, as a step inthe larger problem-solving model, is cru-cial in the systematic evaluation of all stu-dents and for fostering positive studentoutcomes through carefully selected andimplemented instruction and interven-tions. RtI may also be used to assistschools in identifying students who mayrequire more intensive instructional serv-ices, whether for remediation or accelera-tion. RtI may also be used in determiningwhether a student is eligible for anexceptional student education program.
RtI is a systematic and data-basedmethod for determining the degree towhich a student has responded to inter-vention. Determined solely through ana-
play and disseminate assessmentdata
■ Ability to interpret assessment datato determine instructional impact
■ Use of data-based decision makingto guide intervention and to deter-mine eligibility
RtI is frequently referred to as if itwere a stand-alone program or process,whereas in reality RtI is a component ofthe larger problem-solving process.
Problem-solving and RtI are designedto maximize achievement for all studentsthrough the use of frequent data collec-tion to monitor student performance.The use of the problem-solving modelcan lead to early identification of stu-dents at risk and develop early interven-tion strategies to address a variety ofstudent needs on a continuum rangingfrom remediation to acceleration. Themodel used to represent student needand corresponding intervention is fre-quently diagramed using a multi-tieredmodel of service delivery.
NCLB and IDEA require the use ofresearch-based, scientifically validatedinstruction/interventions, ongoingprogress monitoring and evaluation of
PROBLEM SOLVING AND RESPONSETO INSTRUCTION/INTERVENTIONBY HELEN LANCASHIRE
12 florida school counselorWINTER 2009
PROBLEM-SOLVING MODEL
the interventions. These are the founda-tional principles of a response to instruc-tion/intervention (RtI) system, whichprovides the framework to elevate theefficacy of statewide improvementefforts. Florida schools can more effec-tively address the needs of all studentsby implementing evidence-based prac-tices, conducting instructionally relevantassessments, engaging in systemic prob-lem solving and data-based decision-making, providing effective professionaldevelopment and offering familiesopportunities for meaningful involve-ment. The Florida Department ofEducation has adopted Florida’sStatewide Response to Instruction/Intervention (RtI) Implementation Plan tofacilitate the successful implementationof RtI and to formalize statewide effortsto promote school wide practices. Theplan is available online athttp://www.florida-rti.org/RtI.pdf.
RtI is not solely about the identifica-tion of learning disabilities, nor is it aninstructional program. It is not a way toavoid special education placement, nor isit simply a step in the process of deter-mining ESE eligibility. It is a frameworkto make decisions about the instructionalneeds based on student data. It requiresthe cooperative effort of teachers,administrators and support staff in orderto be implemented effectively. The effec-tive use of the problem-solving model toaddress problems, regardless of levels, is
a paradigm shift for many educators. Assuch, educators may need support tounderstand this model and to developnew skills to implement it. ■
Helen Lancashire is a school counseling con-
sultant. She can be eached at hlancash@
tempest.coedu.usf.edu. This article is submit-
ted on behalf of the Student Support Services
Project/USF Florida Department of Education.
RESOURCESNASDSE. (2005). Response to
Intervention: Policy Considerations andImplementation.
Brown-Chidsey, R & Steege, M.W. (2005).Response to Intervention: Principlesand Strategies for Effective Practice;Guilford Press.
Florida Center for Reading Research,www.fcrr.org
Florida’s Positive Behavior SupportProject http://flpbs.fmhi.usf.edu/
Florida PS/RtI Project,www.FloridaRtI.usf.edu
Statewide Response toInstruction/Intervention (RtI)Implementation Plan and IntroductoryTraining Coursehttp://info.fldoe.org/docushare/dsweb/Get/Document-5137/k12-2008-131.pdf
RtI TAP:Technical Assistance Document(FY 2006–8) from the FLDOE on RtIohttp://www.fldoe.org/ese/pdf/y2006-8.pdf
Response to Intervention’s TeachingLearning o Connectionshttp://rtitlc.ucf.edu/
Feldman, Jay, and Tung, Rosann. (2001).“Using Data-Based Inquiry andDecision Making to ImproveInstruction.” ERIC Digest 153.DataInquiry and Analysis for EducationalReform; ERS Spectrum .
RtI Action Network http://www.rtinetwork.org
THREE-TIERED MODEL OF SCHOOL SUPPORTSAND THE PROBLEM-SOLVING PROCESS
florida school counselor 13WINTER 2009
Problem-solving and RtI are
designed to maximize
achievement for all students
through the use of frequent
data collection to monitor
student performance.
14 florida school counselorWINTER 2009
VICE PRESIDENT’S VIEW: ELEMENTARY LEVEL BY SHIRLEY REDCLAY
With a first-class conventionexperience, it’s easy to seethat FSCA is building momen-
tum. I am pleased that I was able to meetso many of you at the FSCA AnnualConvention in Orlando. Based on conver-sations during level sharing and othervenues, a number of concerns were raisedby elementary counselors.
■ Non-counselor duties assigned, suchas ESE and ESOL paperwork, FCATtesting coordinator, cafeteria duty
■ RTI becoming too much of a burden■ Caseloads far higher than the ASCA
recommended 250:1m■ Need for professional development ■ Lack of funding for supplies and for
professional development■ Student behavior issues and the
need for behavior specialists■ Elementary school counselors being
the first to go when cuts are made
■ School-based management leadingto some counselors being assignedduties that compromise the effec-tiveness of the school counselingprogram
Suggestions made by school coun-selors included working with theDepartment of Education, advocating forschool counselors by collecting and pub-lishing data supporting elementary coun-selors, and creating support groups.Another idea was to find a way to useFACTS at the elementary level.
Watch out for professional develop-ment opportunities and advocacy fromFSCA that will address many of theseissues.
One notable session at FSCA’sConvention was elementary schoolcounselor Sharon Dolinsky’s session onBroward County’s comprehensive guid-ance plan. This online plan, based on the
ASCA National Model, is accessible toeveryone in the district. It is an effectivetool for strengthening the school coun-seling program district-wide and foradvocating for school counselors. AsFlorida’s school counselors networkthrough FSCA, we all benefit. The shar-ing of information and ideas helps usbuild our school counseling programs tomeet the needs of those we serve.
With the FSCA Annual Conventionbehind us, it’s time to look ahead to theFSCA Summer Academy. I hope to seeyou there. ■
Shirley Redcay is the FSCA
elementary level vice presi-
dent. She can be reached at
Iam honored to be your FSCA districtvice president/supervisor this year.Collectively, FSCA has reached some
milestones these past few years. It is excit-ing to be on the ground floor of helping totake FSCA to a higher level. I believe myjob is to promote that school counselorsare an integral part of student achieve-ment. This needs to be promoted and rec-ognized at all levels – schools, communi-ties, agencies, businesses, local, state andnational. I believe my expertise as a super-visor, school counselor, teacher, programdirector and educator in industry boardpresident will help FSCA meet the visionand goals of Florida’s school counselors.
Two main issues that I believe are facingFlorida school counselors are being valuedas leaders in the education of studentsand being able to use technology anddata in their school counseling programs.School counselors are one of the fewinstructional personnel who possess amaster’s degree to work. The threedomains of the school counselors are aca-
demics, career and personal/social; thismeans school counselors have the knowl-edge and skills to help students be suc-cessful and to be their number-one advo-cate. Unfortunately, school counselors arebeing used, more often than not, as paperpushers and clerks (testing, scheduling,bus duty, hall duty and other duties).FSCA leads the way in promoting Florida’sschool counselors.
The second issue facing Florida schoolcounselors is using technology and datain their school counseling programs. Welive in a society in which you have toprove what you are saying and doing ina very succinct manner. Technology is atool that will allow you to be heard, andthe use of data will allow you to showthe evidence (helps to validate your pro-gram). FSCA leads the way in offeringprofessional development to meet theneeds of Florida’s school counselors.
In the education field, I have had experi-ences as a middle school counselor, highschool counselor, exceptional education
teacher; dropout prevention teacher; middleschool math, language arts and readingteacher; and a parent/family advocate. Ipossess skills that can be utilized to helpschool counselors implement and coordi-nate programs geared toward student suc-cess. I will also be able to utilize my facilita-tive and teaming skills to help to continueto move FSCA’s vision, mission and goals.
Please hold me accountable for thisposition. Contact me with ideas, sugges-tions and/or comments at [email protected] or (727) 588-6053. I am look-ing forward to working with all of you aswe continue to move school counselorsas leaders in helping students to be suc-cessful. ■
Karalia W. Baldwin is the
supervisor for guidance in the
Pinellas School District. She
can be reached at
VICE PRESIDENT’S VIEW: DISTRICT LEVEL BY KARALIA W. BALDWIN
The FSCA Annual Convention wasa success on many fronts, per-haps most importantly as a sig-
nificant step toward learning how toserve the educational and professionaldevelopment needs of FSCA members.In the next couple of months, planningwill begin for the 2009 annual conven-tion, and your input is critical. Not onlydo we want to make sure that the sec-ond FSCA Annual Convention is foryou, but also that FSCA becomes yourstate organization.
So we are asking what you as collegecounselors and counselor educators inFlorida want from your state organiza-tion. Legislative action? Best practices?Networking? Professional development?And on what topics? Please e-mail youranswers to the following short questionsto me at [email protected], and pleasefeel free to add other comments as well.
1. Are you a member of FSCA?2. To which other state and national
organizations do you belong?
3. What conferences at the state leveland at the national level did youattend in 2008?*
4. Which of the following presentationtopics would increase the likelihoodthat you would attend next year’sFSCA conference?*a. best practices in training and
supervision of K–16 counselorsand of practicum and internshipstudents;
b. open forum on best teachingpractices in university settings;
c. training on using technology tools;d. multiculturalism;e. school-based accountability;f. action research;g. comprehensive exams;h. working with physically and men-
tally challenged college students;i. assessing learning outcomes;j. current trends in higher education;k. accreditation standards;l. NBCC standards;m. grant writing;n. publishing;
o. avoiding burnout in higher edu-cation; and
p. Please add additional topics ofinterest.
5. In addition to the annual convention,would you be interested in partici-pating in a one-day professionaldevelopment program offered at var-ious locations around the state? If so,on what topic(s) and at what loca-tion(s) (e.g., Orlando, Tampa, SouthFlorida, Jacksonville)?
*These questions were adapted from asurvey by Marilyn Highland, ArgosyUniversity
Please e-mail your responses to [email protected]. I would love to hearfrom you. ■
Mercedes B. ter Maat, Ph.D. is
the FSCA post-secondary level
vice president.
VICE PRESIDENT’S VIEW: POST-SECONDARY LEVEL BY MERCEDES B. TER MAAT, PH.D.
encompass counseling, consultation, col-laboration or referrals to an outsideagency or resource. Due to the currenteconomic situation in my community, wehave more and more students who areliving in temporary housing. As a result,they are considered homeless under theMcKinney-Vento Homeless Act.Responding to the needs of these stu-dents might mean helping them findtemporary shelter, food, maybe evenclothing. Responsive services also mightinvolve making the teachers aware that acomputer-based assignment would notbe appropriate for this student at thistime.
One area that we all seem to be strug-gling with in the delivery of counseling
services at my school is system support.Although we are fortunate to havedepartment clerks to help with clericalduties, the management and administra-tive tasks connected with a comprehen-sive program in a high school with morethan 3,000 students can be overwhelm-ing. As an example, when we return toschool after our winter break, we beginthe task of academic advising for nextyear with our ninth- through 11th-gradestudents. The logistics of classroom les-sons on goal-based course selection, therequirements for reaching those goalsand the mechanics of the course selec-tion process are daunting. While meetingwith these students is a priority, the truechallenge is not to let this one task inter-fere with providing other services to allstudents at the same time.
Speaking of delivery systems, theFSCA Board hopes you are pleased with
the timely delivery of information to youthat has been made possible through ouruse of technology. We hope to beadding more items to our Web site in thecoming months, including Web-basedprofessional development opportunities,resources for members provided byother members and even some chatrooms or list servers for the exchange ofinformation and support so necessary foreach of us to stay refreshed as profes-sionals. The Call for Proposals for the2009 convention should be up soon (if itis not already), and the committee willbe looking for new, fresh ideas of waysschool counselors are making a differ-ence in students’ lives every day by whatwe are doing. I look forward to seeingproposals from many new folks and wel-come those from our outstanding past-presenters. ■
PRESIDENT’S MESSAGECONTINUED FROM PAGE 4
florida school counselor 15WINTER 2009
16 florida school counselorWINTER 2009
The northeast region of the statehad a good turnout of attendeesat the first annual FSCA
Convention. Feedback about the pro-gramming has been great, and folks arealready planning ahead to attend nextyear’s conference. The once-a-monthlocal school counselor professionallearning communities have benefitedfrom the ideas and materials picked upat the conference.
The First Coast Counseling Association(FCCA) was approved to become one ofthe first FSCA chapters at the convention.
FCCA is sponsoring the second annualLaurel Kaden Anderson AdministrativeAdvocacy Award to recognize administra-tors who show outstanding support ofschool counseling programs. This yearthere were nine nominees. The recipient isJill Leinhauser, the principal ofJacksonville Beach Elementary School.She was recognized at FCCA’sCounselor/Principal reception on Dec. 4.
Membership in the local chapter con-tinues to increase. The reinstitution of astudent representative from the UNFSOAR School Counseling program has
reinvigorated the post-secondary rela-tionship. We are also reaching out as abranch of FSCA to our local privateschools to see what types of servicestheir school counselors would benefitfrom. ■
Nan Worsowicz is the repre-
sentative for Region Two.
She can be reached at
REGION TWO REPORT BY NAN WORSOWICZ
It has been an exciting time to be apart of the Florida School CounselorsAssociation. As an organization we
have held our first annual SummerAcademy, which was a huge success fol-lowed by our first annual convention,which was, from my observations as wellas all of the comments I have heard, ashining success. So, I would say fromthose two events as well as the tremen-dous increase in membership we haveexperienced that the solo flight of FSCAis soaring far above our wildest expecta-tions, and we have only just begun to pro-vide what the school counselors ofFlorida have always needed – an organi-zation run by school counselors dedicatedto school counselors and the improve-ment of school counseling in the state ofFlorida. Congratulations to all – membersand leadership – who have helped makethis year a huge success.
On a more personal note, I would liketo congratulate Pinellas CountyProfessional School CounselorsAssociation for being the first to submitits paperwork to be a subsidiary chapterof FSCA. Since that was my local organi-zation for many years, I am particularlyproud of the leadership of that chapter,specifically for its foresight in getting on
board early as an integral part of ourorganization. The chapter also nominat-ed Linda Sullivan of Safety HarborMiddle School as its school counselor ofthe year for middle school, and she waschosen from a field of very talentedschool counselors to be the FSCA MiddleSchool Counselor of the Year. So, con-gratulations to Linda and to PPSCA.
For the past year, most of my time asRegion Four representative on the FSCABoard has been dedicated to handlingmembership registrations, as well as regis-trations for the academy and the conven-tion. I will continue to do that job in the
future but would like to be of more serviceto the Region Four chapters and member-ship. We have many school counselorswho do not belong to our organization,and we have a great deal of work to do inproviding training and information to bothmembers and nonmembers in the upcom-ing years. I would like to help facilitate thatin any way that I can, but in order to dothis, I need to know what the school coun-selors in Region Four need in terms oftraining and information and also how Ican help them in any other way.
So if you have a suggestions or ques-tions (whether you are in Region Four ornot) please feel free to contact me anytime via my e-mail address, which [email protected]. Just be sure to putFSCA in the subject line so I won’t deleteyour e-mail as spam.
I look forward to hearing from you andto serving as your region representativefor the next two years. ■
Claire T. Cousins is the
representative for Region
Four. She can be reached at
REGION FOUR REPORTBY CLAIRE T. COUSINS
We have many counselors
who do not belong to our
organization, and we have a
great deal of work to do in
providing training and
information to both
members and non-members
in the upcoming years.
Anti-Defamation LeagueA WORLD OF DIFFERENCE® Institute
HATE COMES HOMETEEN TRAINING
Bullying, name-calling, and hate-motivated behaviors are on
the rise throughout the country. The federal Safe and Drug-Free
Schools Program is recommending that schools take steps to
address these concerns on their campuses.
Hate Comes Home Teen Training is a 3-hour workshop for
high school age youth utilizing the interactive movie, Hate Comes
Home, created by the Anti-Defamation League and WILL Interactive.
The training is participatory, engaging and provides tools for 14-18
year olds to recognize and respond to incidents of bias and hate-
motivated behavior. Cultural identity, peer pressure, prejudice,
classism, homophobia, and anti-Semitism are just a few of the bias
themes addressed in the training.
TEENS WILL:� Become the lead characters in an inter-active movie
plot filled with everyday situations of bias and hate-motivated behaviors
� Understand their personal responsibility to act as allies to their peers who are targets of hate
� Engage in opportunities to practice critical thinking and problem-solving skills when faced with diffi cult choices
� Gain specific tools and strategies for interrupting name-calling, bullying and other hate-motivated behaviors
The program cost varies depending on the number of participants, location, etc. Please call ADL for quotes.
Anti-Defamation League - Florida Region (561) 988-2900
www.adl.org/fl orida
18 florida school counselorWINTER 200918 florida school counselor18 florida school counselor
OUTSTANDING FLORIDAHOMELESS EDUCATION
The Florida Department of Educationhas selected Barbara Barry for theOutstanding Florida Homeless EducationSupport Services Personnel Award. Sheis a school counselor at Grand AvenuePrimary Learning Center and an outspo-ken liaison and advocate for homelesseducation. One of the programs sheworked very hard to bring to GrandAvenue Primary Learning Center is called“Blessings in a Backpack.” The programprovides free nutritious food to childrenon the weekends so they do not come toschool hungry on Monday mornings.
Barbara Barry has been with OrangeCounty Public Schools since 1995. She isalso the recipient of the Florida SchoolCounselor Association’s ElementarySchool Counselor of the Year (2001) andthe American School CounselorAssociation’s Elementary Counselor ofthe Year (2002). She says, “TheOutstanding Florida Homeless EducationSupport Services Personnel Award isreally one to be shared by all the staff atGrand Avenue Primary Learning Center,as well as the Homeless EducationDistrict staff because it is with their com-munication and cooperation that ourhomeless students can receive the maxi-mum services allowed under theMcKinney Vento Act.”
Barry was recognized for her work atthe 2008 Florida Migrant and HomelessEducation State Conference on Oct. 22,2008, in Naples, Fla.
EYE DIVERGENCE INCHILDREN TRIPLES RISKOF MENTAL ILLNESSChildren whose eyes are misaligned andpoint outward are at significantlyincreased risk of developing mental illnessby early adulthood, according to findingsof a Mayo Clinic study published thismonth in Pediatrics (http://pediatrics.aappublications.org/cgi/content/full/122/5/1033), the official journal of the AmericanAcademy of Pediatrics.
The retrospective study examined themedical records of 407 patients withstrabismus (misaligned eyes) and com-pared them with records of childrenmatched for age and sex but with nor-mal eye alignment. Children with eyesthat diverged (exotropia) were threetimes more likely to develop a psychi-atric disorder than were the control sub-jects, while those with inward deviatingeyes (esotropia) showed no increase inthe incidence of mental illnesses.
Brian Mohney, M.D., (http://www.mayoclinic.org/bio/11034751.html)the Mayo Clinic pediatric ophthalmolo-gist (http://www.mayoclinic.org/ophthal-mology-rst/) who led the study, says theresults can help alert physicians topotential problems in their pediatricpatients. “Pediatricians and family prac-tice physicians who see children withstrabismus should be aware of theincreased risk of mental illness,” saysMohney. “They can hopefully be alert tothe earliest signs of psychiatric problemsin patients with exotropia, so they canconsider having them seen by a psychol-ogist or psychiatrist.”
Strabismus is a misalignment of theeyes that affects 3 to 5 percent of chil-dren, and about 125,000 new cases arediagnosed each year in the UnitedStates.
Further information about the study,including a video interview with Mohneydescribing the findings and how thestudy was prompted by a medical stu-dent’s observation, is available on theMayo Clinic News Blog at: http://news-blog.mayoclinic.org/2008/11/25/eye-diver-gence-triples-mental-illness-risk/.
To obtain the latest news releases fromMayo Clinic, go to www.mayoclinic.org/news. MayoClinic.com (www.mayoclinic.com) is available as a resource foryour health stories.
INTERVENTION PROGRAMCOMPARISONS FINDDIFFERENCES INPRIORITY HEALTH-RISKBEHAVIORSIn 2007, the Youth Risk BehaviorSurveillance System (YRBSS) surveyincluded a sub-analysis of high schoolstudents in communities where the StepsProgram, a chronic disease preventionprogram coordinated by the Center forDisease Control, has been implemented.Since the Steps program focuses onaddressing three related risk behaviors –tobacco use, unhealthy dietary behav-iors, and physical inactivity – the sub-analysis focused on 29 behavior indica-tors around these subjects. When com-pared with responses from all youth inthe YRBSS, there were significant differ-ences in 15 of the 29 behaviors. Forexample, students in the Steps communi-ties were less likely to participate inseven cigarette-related behaviors.Students in the Steps communities werealso more likely to meet recommendedphysical activity measures (40.1 percentmedian compared to 34.7 percentnationally) and less likely to drink a sodaon a daily basis. When comparing theSteps communities with one another awide variation in prevalence for 12behaviors was found.
For more information on surveyresults, visit http://www.cdc.gov/mmwr/preview/mmwrhtml/ss5712a1.htm?s_cid=ss5712a1_e.
KEEPING ADOLESCENTSOUT OF PRISON
The Future of Children’s policy brief,“Keeping Adolescents Out of Prison,”examines research that concludes ado-lescents who serve time in adult facilitieshave an increased chance of committing
NEWS YOU CAN USE
Pediatricians and family
practice physicians who see
children with strabismus
should be aware of the
increased risk of
mental illness
florida school counselor 19WINTER 2009
Scott Carrell, an assistant professor ofeconomics at UC Davis, and co-authorMark Hoekstra, an assistant professor ofeconomics at the University ofPittsburgh, cross-referenced standard-ized test results and school disciplinaryrecords with court restraining orderpetitions filed in domestic violencecases for more than 40,000 studentsenrolled in Alachua County, Fla., publicelementary schools for the years 1995through 2003.
The researchers linked domestic vio-lence cases to 4.6 percent of the ele-mentary school students in their sample.These children scored nearly 4 per-centile points lower on standardizedreading and math scores than theirpeers whose parents were not involvedin domestic violence cases. (A per-centile score reflects the percentage ofscores that fall below it; a student whoscores in the 51st percentile on a test,for example, has scored higher than 51percent of all students who took thattest.) In addition, the children fromhouseholds linked to domestic violencewere 44 percent more likely to havebeen suspended from school and 28percent more likely to have been disci-plined for bad behavior. School perform-ance and behavior of these children suf-fered across genders, races and incomelevels.
Not only did the children from trou-bled homes suffer, however, test scoresfell, and behavior problems increasedfor their classmates as well.
Troubled boys caused the bulk of thedisruption, and the largest effects wereon other boys. Indeed, Carrell andHoekstra estimate that adding just onetroubled boy to a class of 20 childrenreduces the standardized reading andmath scores of other boys in the roomby nearly two percentile points. Andadding just one troubled boy to a classof 20 students increases the likelihoodthat another boy in the class will com-mit a disciplinary infraction by 17 per-cent.
Across all students, having a troubledstudent in a class reduced classmates’
violent crimes in the future. Instead, pre-vention and treatment programs to pro-vide services to youth within the contextof their community and family have beenshown to reduce future criminal behav-ior. Authors Steinberg and Haskins rec-ommend the adoption of policies tomatch these findings. http://tinyurl.com/6map8g
THE SCHOOLENVIRONMENT ANDADOLESCENT WELL-BEINGTo examine the relationship betweenschool environments and adolescentdevelopment, Child Trends produced theresearch brief, “The School Environmentand Adolescent Well-Being: BeyondAcademics.” Health, safety, social sup-port, academics and civic engagementare addressed. This brief is designed forschool principals, district staff and otherswho are responsible for aspects ofschool functioning.http://www.childtrends.org/Files/Child_Trends-2008_11_14_RB_SchoolEnviron.pdf
CHILDREN WITH TVs INTHEIR ROOM SLEEP LESS
Middle school children who have a tele-vision or computer in their room sleepless during the school year, watch moreTV, play more computer games and surfthe Internet more than their peers whodon’t.
The research, conducted by profes-sors Yael Latzer and Tamar Shochat ofthe University of Haifa and OrnaChishinsky of Jezreel Valley College,who examined 444 middle school pupilswith an average age of 14. The childrenwere asked about their sleep habits,their use of computer and television andtheir eating habits while watching TV orusing the computer.
The study participants reported anaverage bedtime of 11:04 p.m. and wake-up time of 6:45 a.m. On the weekends,the average bedtime was somewhatlater – at 1:45 a.m. and wake-up much
later – at 11:30 a.m. Those children withTVs or computers in their room went tosleep half an hour later on average butwoke up at the same time.
According to the study, middle schoolpupils watch a daily average of twohours and 40 minutes of TV and usetheir computer for three hours and 45minutes. On weekends, they watch halfan hour more TV than during the rest ofthe week and use their computers forfour hours. Children with a TV in theirroom watch an hour more than thosewithout, and those with their own com-puter use it an hour more than theirpeers.
A fifth of pupils said they ate in frontof the TV set on a regular basis, while70 percent said they did so only occa-sionally. Only 10 percent reported nevereating in front of the TV. Computerswere considered to be a less attractiveeating place, with only 10 percent eatingin front of the computer on a regularbasis, 40 percent occasionally and halfnever eating there.
According to the researchers, there isa direct connection between exposureto the media and eating in front of theTV or computer; the more a childwatches television or uses the computer,the greater the chance he will eat infront of the screen.
For more information, contact LaurieGroner at [email protected].
TROUBLED KIDS HURTCLASSMATES’ TESTSCORES, BEHAVIORTroubled children hurt their classmates’math and reading scores and worsentheir behavior, according to newresearch by economists at the Universityof California, Davis (UC Davis) and theUniversity of Pittsburgh.
The study, “Externalities in theClassroom: How Children Exposed toDomestic Violence Affect Everyone’sKids,” was published in August by theNational Bureau of Economic Researchand is available online athttp://papers.nber.org/papers/w14246.
NEWS YOU CAN USE, CONT.
20 florida school counselorWINTER 200920 florida school counselor
combined test scores by nearly 1 per-centile point and increased their likeli-hood of getting into disciplinary troubleat school by 6 percent.
The researchers conducted sophisti-cated statistical tests to ensure that theywere observing only the impacts of atroubled child on classrooms, not theimpact of broader socioeconomic issuesin the community. They compared class-es from the same grade in the sameschool over time; some years the classeshad troubled students, some years theydid not. They also compared how sib-lings performed when one student wasin a class with troubled classmates andanother student from the same familywas in a class with fewer troubled stu-dents.
“Our findings have important implica-tions for both education and social poli-cy,” Carrell and Hoekstra write in theirstudy. “First, they suggest that policiesthat change a child’s exposure to class-mates from troubled families will haveimportant consequences for his or hereducation outcomes. In addition, theresults also help provide a more com-plete measure of the social costs of fam-ily conflict.”
The research does not suggest that alldisruptive school children come fromfamilies that experience domestic vio-lence, nor are all children from domesticviolence disruptive, Carrell emphasized.
“There are many reasons for disruptiveclassroom behavior; domestic violence isone particularly good indicator of a trou-bled child,” Carrell said.
Claudia Morain can be reached [email protected].
CHILD ABDUCTION:RESOURCES FORVICTIMS AND FAMILIESThe Office of Juvenile Justice andDelinquency Prevention (OJJDP) has anew Web site with an array of publica-tions and additional resources for victimsof child abduction and their families.http://ojjdp.ncjrs.gov/childabduction.html
NEWS YOU CAN USE, CONT.
INTERPARENTALRELATIONSHIP ANDSCHOOL ADJUSTMENT
Children who worry about how their par-ents get along with each other are morelikely than other children to have psy-chological problems. Now a new studysays that children who worry a lot aboutconflicts between their parents are morelikely to have problems in schoolbecause they have more difficulty pay-ing attention to the tasks before them.
The study, conducted by researchersat the University of Rochester, SyracuseUniversity and the University of NotreDame, is one of the first to chart howchildren’s concerns about their parents’relationship may increase their vulnera-bility to later adjustment problems. Itappears in the September/October 2008issue of Child Development.
The study looked at a group of 216predominantly white 6-year-olds, theirparents and their teachers annually overa three-year period. Children were evalu-ated to determine their negativethoughts and worries about how theirparents got along, based on how theycompleted unfinished stories about con-flicts between parents. Teachers report-ed on children’s ability to get along withtheir classmates and take part in classactivities and on their behavior as ameasure of how they had adjusted toschool. Specifically, they were askedwhether the children were cooperativewith peers, followed teachers’ directions,used classroom materials responsiblyand usually acted appropriately.Children’s attention problems wereassessed through reports by parents andcomputerized measures of how theywere able to focus and sustain attention.
Children who had concerns about howtheir parents got along had more atten-tion problems a year after the concernwas first identified, according to thestudy. These attention problems, in turn,were associated with reports by teachersthat the children had problems adjustingto school in the same year and one yearlater. Attention difficulties accounted for
an average of 34 percent of the relation-ship between children’s worries abouttheir parents and school problems.
In many cases, children’s negativethoughts were based on witnessingactual relationship problems betweenparents, and the study suggests that thechildren may have used the negativethoughts to help them cope with stressin high-conflict homes.
“Understanding how children respondto discord between parents is a pressingpriority for public health,” said Patrick T.Davies, professor of psychology at theUniversity of Rochester and the leadauthor of the study. “Implementing pro-grams to help strengthen children’s abili-ty to pay attention may be one way topromote children’s mental health withoutjeopardizing what may be adaptive orrealistic ways of dealing with discordbetween their parents.”
The study was funded by the NationalInstitute of Mental Health.
Summarized from Child Development,Vol. 79, Issue 5, Children’s InsecureRepresentations of the InterparentalRelationship and their SchoolAdjustment: The Mediating Role ofAttention Difficulties by Davies, PT,Woitach, MJ (University of Rochester),Winter, MA (Syracuse University), andCummings, EM (University of NotreDame). Copyright 2008 The Society forResearch in Child Development, Inc. Allrights reserved.
Children who had
concerns about how their
parents got along had
more attention problems
a year after the concern
was first identified,
according to the study.
florida school counselor 21FALL 2008
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FLORIDA’S HIGH SCHOOLGRADUATION RATECONTINUES TO CLIMB
Gov. Charlie Crist today announced thatFlorida’s graduation rate reached itshighest point ever last year at 75.4 per-cent, according to results released todayby the Florida Department of Education(DOE). This rate exceeds the previousyear’s rate by three percentage pointsand represents an overall improvementof 15.2 percentage points since the1998–99 school year. The results indicatethat rising numbers of minority gradu-ates continue to play a significant role inthe improvement of Florida’s overallgraduation rate.
“I am so proud of our schools, teach-ers and students for this tremendousachievement,” said Crist. “By giving ourhigh school students a complete educa-tion, we are giving them the foundationthey need for a successful future. Theirsuccess will make Florida’s workforceand economy stronger.”
“These results reinforce the tremen-dous academic progress our studentshave made over the last decade andprove that Florida is home to some ofthe best teachers in the nation,” saidEducation Commissioner Eric J. Smith.“It is vital that we continue to build onour progress by elevating the expecta-tion for our children and preparing themwith the skills they need to succeed intoday’s global economy.”
Similar to last year, graduation ratesfor black and Hispanic students showedsome of the largest growth this year,increasing by 3.8 and 3.1 percentagepoints, respectively. White students alsoshowed sizeable growth, with a 2.6 pointincrease in their rate compared with2006–07.
The DOE bases its graduation rate ondata that follows every single studentfrom ninth grade to graduation, amethod that more accurately calculatesthe number of students who graduatehigh school. Florida currently standsalone nationally in its practice of compil-ing and following individual student
records to determine a true, four-yeargraduation rate. In October, the U.S.Department of Education announcedthat all states must adopt a uniformgraduation rate calculation by the year2010–11. Consequently, the DOE isreviewing its graduation rate to deter-mine what changes are needed to meetthe new federal requirement.
Decreased Dropout RateAs Florida’s graduation rate continues torise, its dropout rate continues todecline. According to the results,Florida’s annual high school dropout ratedropped to its lowest point ever thisyear at 2.6 percent. This rate is adecrease of 0.7 percentage points com-pared with last year’s rate and adecrease of 2.8 points since 1998–99.
Increased minority achievement wasthe leading force behind this decline.From 2006–07 to 2007–08, the dropoutrate decreased for black, Hispanic,American Indian and multiracial stu-dents, with black students showing themost significant improvements indropout reduction.
For more information about Florida’s2007–08 graduation and dropout rates,visit http://www.fldoe.org/news/pdf/grad_rate_data.pdf.
2009 ASCA ANNUALCONFERENCE GRANTS
Thanks to the generosity of Naviance andASCA, 100 grants will be awarded toASCA members to the 2009 ASCAAnnual Conference. Naviance and ASCAfeel strongly about the importance ofprofessional development but realizetoday’s economy may be causing someschools and individuals to cut cornerswhere possible. To be considered for oneof these grants, which covers the cost ofconference registration, fill out the appli-cation form (available Dec. 1–Jan. 15).http://www.schoolcounselor.org/content.asp?pl=325&sl=129&contentid=182
NO NAME-CALLINGWEEK
No Name-Calling Week (Jan. 26–30,2009) is a week of educational activitiesaimed at stopping name calling and ver-bal bullying in schools. The CreativeExpression Contest is an opportunity forstudents to submit essays, poetry, music,original artwork or other pieces thatconvey their experiences and feelingsabout name calling and their ideas forputting a stop to verbal bullying in theirschools and communities. This year’scontest has been moved to coincide withNo Name-Calling Week. The goal is tohave students working on their artpieces during the week as a way to learn about and deal with name callingand bullying.http://www.nonamecallingweek.org/
THE GIRLS STUDY GROUP
The Girls Study Group was convened bythe U.S. Department of Justice’s Officeof Juvenile Justice and DelinquencyPrevention to examine the increasingjuvenile arrest rates among girls.According to the report, girls have notbecome more violent in recent years;instead, the juvenile justice system haschanged how it responds to girls’ behav-ior. Future research must address thelack of information on good preventionand intervention programming for girls.http://www.ncjrs.gov/pdffiles1/ojjdp/223434.pdf
NEW VIRTUAL LIBRARYAVAILABLE
The Florida Virtual School (FLVS)Literacy Team released the FLVS VirtualLibrary, a free interactive resource sitefor students, teachers and school admin-istrators. Teachers can use the VirtualLibrary to find information on generaleducation, English for Speakers of OtherLanguages (ESOL) and literacyresources. The site also offers studentslinks to educational games, writing cen-ters, study guide sites, college and
22 florida school counselorWINTER 2009
NEWS YOU CAN USE, CONT.
career advice. To learn more, visithttp://www.flvs.net/FLVS percent5Flibrary
NEW TEEN WEB SITEPROMOTES SAFEDRIVINGCar crashes continue to be the number-one killer of teens in the United States.Every year, more than 6,000 teens die intraffic crashes, according to theInsurance Institute for Highway Safety.
In Florida, car crashes are the leadingcause of teen deaths, accounting formore than one-third of all teens whodied last year. In 2007, more than 479people were killed in a teen driving acci-dent, and more than 36,000 teen driverswere involved in crashes. Since teens aremore likely to get into traffic crashesthan any other group of drivers, moremust be done to reach this age group.
The Florida Department of HighwaySafety and Motor Vehicles has launchedan online initiative called “Teens Take theWheel.” This Web site is geared towardteenage drivers, and the information onthe site includes “scared straight” tacticsas well as other information communi-cated in a way that will appeal to teens.It also includes an online survey whereteens can answer questions that helpthem rate their safe driving practices. Toview this Web site, please visithttp://takethewheel.net/.
CUSS CONTROL
If the conversation in your house werepart of a movie script, would it rate a G,PG, PG-13 or even an R?
Many parents are alarmed at theirtrash-talking teens, but James O’Connor,author of “Cuss Control: The CompleteBook on How to Curb Your Cursing,”offers hope. “Most swearing is complain-ing or criticizing, but when parent andteen are battling over profanity, it’s timefor a new tactic,” he advises. “Stop theyelling and threats and calmly explainhow the language really bothers you.Encouraging them to develop a more
positive attitude can’t only reduceswearing, but they’ll be happier too.”O’Connor also encourages making deals:“Ask your teen what you do that reallyannoys him or her, and say you will tryto change if he or she will try tochange.” Here are some ideas that canencourage your teens to speak withmore dignity and self-control.http://www.parentingteensonline.com/article/show/title/How_to_Help_Teens_Stop_Swearing
COMMON SENSE MEDIA
Common Sense Media is an invaluableresource for parents who want to knowmore about the media their kids are con-suming. CSM offers detailed, clear-eyedreports on the content of movies, music,video games and more, without resort-ing to rants or value judgments. You canwrite and submit those yourself. (They’llbe posted in the reader reviews section,separated into “Adult Reviews” and “KidReviews.”)http://www.commonsensemedia.org/
COLLEGE.GOV
College.gov is being developed by theU.S. Department of Education in collabo-ration with students. This site is intendedto be the go-to source for informationand resources about planning, preparingand paying for postsecondary education(such as two- or four-year colleges anduniversities and vocational or careerschools).http://www.college.gov/
HELP PROMOTE HOPE
The Statewide Office of SuicidePrevention is proud to announce theofficial launch of www.HelpPromoteHope.com. It is designed to be used bythe council, school personnel, stateagencies, community members, faith-based organizations, employers and oth-ers as a resource for suicide prevention.http://www.helppromotehope.com/
KIDS AREN’T TELLINGPARENTS ABOUTCYBERBULLYINGAccording to the latest UCLA study,three out of four teens were bulliedonline last year, yet only one in 10reported it to parents or another adult.The most common reason for not tellingan adult, according to the teenagers,was that they felt they “need[ed] tolearn to deal with it.” In addition, 31 per-cent didn’t tell their parents becausethey didn’t want their Internet accessrestricted. http://www.newsroom.ucla.edu/portal/ucla/bullying-of-teenagers-online-is-64265.aspx
REDUCING BEHAVIORPROBLEMS IN THEELEMENTARY SCHOOLCLASSROOMDesigned for elementary school educa-tors and school- and district-level admin-istrators, “Reducing Behavior Problemsin the Elementary School Classroom”offers prevention, implementation andschoolwide strategies that can be usedto reduce problematic behavior thatinterferes with the ability of students toattend to and engage fully in instruction-al activities.http://ies.ed.gov/ncee/wwc/publications/practiceguides/#be_pg
ASCA NATIONAL MODEL WEB
Check out the newly launched ASCANational Model Web site to get the insand outs of implementing and running acomprehensive, data-driven school coun-seling program. Learn what others aredoing in the ASCA National Model arena.Get answers to your ASCA NationalModel questions. Discover the detailsabout applying for Recognized ASCAModel Program (RAMP) status and more.http://www.ascanationalmodel.org/
florida school counselor 23WINTER 2009
GRANTS AND SCHOLARSHIPS
NATIONAL AND STATESCHOLARSHIP LIST
Active national and state scholarshipsare listed by due date (upcoming first)provided by Collier County.http://collier.k12.fl.us/student_services/scholarships/
AUBREY ROSEFOUNDATION —MEDICAL EXPENSEGRANTS
The mission of the Aubrey RoseFoundation is to provide financial andemotional support to families caring forchildren with life threatening illnesses.The Foundation aims to provide a bal-anced giving program that considers the
total well-being of the child and how therequest benefits the entire family. Grantsamounts vary and are awarded based onneed. Families with medical expenseswhich they are unable to pay are eligibleto apply. Deadline: Rolling (Letter ofInquiry). Contact the Aubrey RoseFoundation directly for complete pro-gram information and application guide-lines: http://www.aubreyrose.org/grants.htm
2008-2009 ARTS FORLIFE! SCHOLARSHIPPROGRAM
The Arts for Life! program recognizes 25graduating high school seniors fromacross Florida for outstanding achieve-ment in the arts. Each recipient receives
a $1,000 cash scholarship toward his orher pursuit of the arts in higher educa-tion. To be considered for an Arts forLife! Scholarship, students must:
■ Be a high school senior graduatingfrom a public, private or home edu-cation program in Florida.
■ Submit a completed application,brief essay explaining “How the artshave positively influenced my life,”and “What role the arts will play inmy future” and a sample of work indance, music theatre or visual arts.
To apply for a 2008–2009 Arts forLife! Scholarship, interested studentsshould visit www.ExcelinEd.org for anofficial application and more informationon additional requirements. Applicationsmust be postmarked no later than Feb. 2, 2009. ■
CHECK OUT THE SCENE
ASCA SCENE – a new social networking site for school counselors – provides you with a place to meet, learn from and interact with other school counseling practitioners, students and counselor educators.
When you join the SCENE, you can:
> Participate in discussion boards
> Share your files and photos with other school counselors
> Find other school counselors in your state or at your level
> Stay on top of school counseling events and activities
> Get answers to your school-counseling-related questions and concerns
> Keep abreast of school counseling trends
During its introductory phase, membership on ASCA SCENE is open to all school counselors, regardless of whether you’re an ASCA member or not.
BE PART OF THE SCENE. JOIN TODAY
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