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NCSCA 2011-12 School Counselors of the Year

BUILD A BRIDGE OF OPPORTUNITYENhANCE DEvELOPMENT, IGNITE INTEREST IN COLLEGE & CAREER OPTIONS

ThE OFFICIAL PUBLICATION OF ThE NORTh CAROLINA SChOOL COUNSELOR ASSOCIATION SPRING 2012

FEATURES

4 COLLEGE DREAMS START IN MIDDLE SCHOOL By Brian Woodard

6 BUILD A BRIDGE OF OPPORTUNITY By Karen Meadows, PH.D

7 HIGH SCHOOL SORORITY BOLSTERS COLLEGE & CAREER SKILLS By Patrice S. Banks

10 SCHEDULE FOR SUCCESS By Jessica Harris and Tiffany Robinson

11 SECURE YOUR OWN SCHOOL COUNSELING OXYGEN MASK By Terri Smith

12 IS MY CHILD STRUGGLING? By Cecil Coates

13 RTI MAXIMIzES STUDENT SUCCESS By Cecil Coates

14 NCSCA hONORS 2011-12 SChOOL COUNSELORS OF ThE YEAR By Vanessa Barnes

DEPARTMENTS

3 PRESIDENT’S MESSAGE: PROFESSIONAL STANDARDS By Marrius Pettiford, Ph.D.

16 NCSCA CALENDAR

16 ANNOUNCEMENTSNCSCA LEADERSHIP DAY•NEWS FROM REGION WORKSHOPS •

CONTENTS

NEWSLETTER SUBMISSIONSWe welcome articles, resource reviews and

information from all members. Please contact Melanie Parham, newsletter editor, at

[email protected], if you have a submission for the newsletter.

NCSCA financial reports are available to members upon request.

Please visit NCSCA’s Web site at www.ncschoolcounselor.org

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P leasetakeamomenttoreflectonthequoteabove.Trueleader-ship is centered on your personal, moral and ethical code of conduct and belief systems. How are we demonstrating leader-

shipinourschoolsbyadvocatingforcomprehensiveschoolcounselingprogramsandservices?Howareweadvocatingforequityandaccessforallstudentstohaveexposuretothemostrigorouscourseworkavailableto them in our schools? How are we collaborating with administrators andotherschoolstafftoremovebarriersforourstudents?Higherlevelsof leadership do not occur without increased learning on our part. Of the

NCSCA goals in our mission statement below, I would light to highlight letters “b” and “c.”

(b)To maintain and improve professional standards in the field of school counseling

(c)To promote and support a clear and professional role for school counselors in the academic mission of schools throughout North Carolina

As members of NCSCA, it is important to focus on the goals of professional standards and your professional role in the academic missions of schools. This is the time ofyeartocloseouttheschoolyear,reviewourdatatoseewhatimpactourpreventionandinterventioneffortshavehadonstudentacademic,personal/socialandcareerdevelopment.Itisalsoatimetobegintopreparefornextyearbydeterminingifweneedtofocusonnewgoalsandinitiativesbasedonyourschooldata.

This is the time to consider what learning opportunities areavailabletoprovideusinformationregardingbestpracticesandinnovativewaysofengagingstudents.NCSCA is committed to being focused on our mission statementandprovidingyouthebestprofessionaldevel-opment opportunities possible.

I personally encourage you to take a look at the ASCA conference and our NCSCA summer academies as opportunitiestolearnandretoolinarelaxedsummer-vacationatmosphere.Pleasetakethetimetovisitwithusand re-energize yourself for the new school year.

Marrius Pettiford, Ph.D., NCSCA president, [email protected]

PROFESSIONAL STANDARDS“Leadership and learning are indispensable to each.” — A quote from the speech that John F. Kennedy prepared for delivery in Dallas

By Marrius Pettiford, Ph.D.

PRESIDENT’S MESSAGE

It is important

to focus on

the goals of

professional

standards

and your

professional

role in the

academic

missions of

schools.

4 SPRING 2012 ncsca news

2011-12 NCSCA BOARD MEMBERS

PRESIDENTPettiford, [email protected]

PRESIDENT-ELECTNeumann, [email protected]

PAST PRESIDENTWilliams, [email protected]

TREASURER Notestine, [email protected]

vP-CAPITALCoates, [email protected]

vP-CENTRALCamp, LaVonne [email protected]

vP-EASTBritt, [email protected]

vP-NORThwESTWelch, [email protected]

vP-SOUThEASTNelson, [email protected]

vP-SOUThwESTWatson, [email protected]

vP-wESTERNJones, [email protected]

ELEMENTARY ChAIRTotty, [email protected]

MIDDLE ChAIRParson, [email protected]

SECONDARY ChAIRRoulhac, [email protected]

SECONDARY CO-ChAIRHarris, [email protected]

PR/COMMUNICATIONS ChAIRParham, [email protected]

PR/COMMUNICATIONS CO-ChAIREpps, [email protected]

GOvT. RELATIONS ChAIRKennedy, [email protected]

GOvT. RELATIONS CO-ChAIRStockton, [email protected]

GOvT. RELATIONS/ADvOCATETaft, Mary [email protected]

I knowfirst-handthechallengesfacedbyfirst-generationcollegestudents.Iwasbornand raised in Snow Camp, N.C., and as a

child, I was diagnosed with a learning disability. I struggled for much of my early school career to keep up with my peers. I did not like school then, but my instructors and parents pushed me forward and encouraged me.

When I got to Southern Alamance High School in Graham, N.C., I began to realize that eventhoughIhadtodothingsalittledifferentlyfrommoststudents,thatIcouldstillfindsuc-cess in school. Upongraduating,IneverdreamedthatI

would attend anything other than a commu-nity college, but my mother and father had a differentdreamforme.Myparentsneverhadthe opportunity to go to college. My father has a ninth-grade education and worked for nearly 25yearsintextilesputtingin12-hourshiftsinaweaveroomfixingtie-endmachines.

My mother graduated high school, but did not attend college because she worked pulling tobacco and in a sock mill folding socks be-cause that is what my grandmother had done. Wedidnothavemuch,butwehadwhatweneededtosurvive.Myparentskeeppushingme to challenge myself because they did not wantmetohavetoworkashardastheydidtoearnaliving.Theywantedmetohaveabetterlife than they had. WhileIdidnothavethemoneytoattenda

four-year school, I did attend Alamance Commu-nity College in Graham and earned an associate degree.Withtheencouragementandadvicefromprofessorsandadvisers,ItransferredtotheUniversityofNorthCarolinaatChapelHill(UNC-CH) through the Carolina Student Trans-ferExcellenceProgram(C-STEP),receivedtheCarolinaCovenantscholarshipandgraduatedinMay 2009 with a Bachelor of Arts in History.

FOUNDATION FOR A COLLEGE-GOING CULTUREMyjourneyledmetohelpothersfindwaystoachievetheirdreams.Iamparticularlysensitiveto helping students and their families because ofmyjourney.Givingbacktootherstudentsiswhat I want to do. Working for the Carolina Col-legeAdvisingCorpsfrom2009-11atDaltonL.McMichael High School and John M. Morehead High School in Rockingham County, opened

myeyestothechallengesofprovidingcollegeaccess. Working from trial and error, I was able todevelopafoundationforacollege-goingculture.Iprovidedone-on-oneadmissionsandfinancial-aidadvicetostudentsandfamiliesseeking assistance.Iorganizedgroupeventsthatencouraged

students and their families to consider, plan for andapplytocollegesanduniversities.Icol-laboratedandestablishedproductiveworkingrelationships with principals, school counselors andteachers.Icontinuedtolearnandexpandmyexpertiseinadmissionsandfinancialadvis-ing for high school students. It was during this time that I decided to apply to UNC-CH for a master’s degree in school counseling. Surpris-ingly,agreatdealofmyexperienceswouldcarryoverintomystudies.

Coming into school counseling, I wanted to work with high school students because that was comfortable for me. After meeting with a panel of middle school counselors, I realized that I had a large decision on my hands: to continue trying to get an internship placement in a high school or to step out of my comfort zoneandexplorewhatschoolcounselinginamiddle school would be like.

In the end, I chose an internship placement in a middle school. I needed to challenge myself to learn about different students, to promote college access at the earliest age possible and to become more marketable when seeking employment. As a current school counseling intern at Turrentine Middle School, Burlington,N.C.,Ihavebeenworkingwithstudents to help promote and build a college-going culture.

PROvIDE ACCESS TO INFORMATIONManyinterventionsthatIpreviouslyimple-mentedasacollegeadvisorinRockinghamCountycanalsobeeffectivewithmiddleschoolstudents.Perhapsthemosteffectivestudentinterventionisprovidingaccesstoinformationabout careers, college, the military or any other postsecondary options. One way to do this is by creating “teacher-college” signs display-ing where teachers or staff members went to college. As students walk into their classrooms, theyseethedifferentcollegesanduniversitiestheir teachers attended.

COLLEGE DREAMS START IN MIDDLE SChOOL Life lessons lead a school counselor when advising students about college-and-career options.By BRIAN WOOdARd

ncsca news SPRING 2012 5

CONFERENCE vOLUNTEER COORDINATORLombard, [email protected]

COUNSELOR EDUCATOR ChAIRGreene, Linda, [email protected]

DISTRICT SUPERvISOR LIAISONBlow, [email protected]

DISTRICT SUPERvISOR LIAISONMeadows, Karen, Ph.D. [email protected]

DIvERSITY ChAIRSmith, [email protected]

DIvERSITY CO-ChAIRGermino, [email protected]

EMERGING LEADER/ EAST-vP ShADOwGoethie, [email protected]

EMERGING LEADER/ PRINCIPAL LIAISON ShADOwCopeland, [email protected]

EMERGING LEADER/ ELEMENTARY ShADOwTriche, [email protected]

EMERGING LEADER/ SOUThwEST ShADOwSmith, [email protected]

GRADUATE PROGRAMS CO-ChAIRAshby, [email protected]

GRADUATE PROGRAMS CO-ChAIRCampbell, [email protected]

NCAE LIAISONCohen, [email protected]

PD ChAIREvans,[email protected]

PD CO-ChAIRCorcho,[email protected]

PRINCIPAL LIAISON/PARLIAMENTARIANKopec, [email protected]

SBE/NCDPI ChAIRThomasson, [email protected]

TEChNOLOGY CO-ChAIRSchuldt, [email protected]

TEChNOLOGY CO-ChAIRTaylor, [email protected]

Another way to increase access to college informationistohavefacultyandstaffactivelyinvolvedinthisprocess.Haveteacherscreate“college corners” in their rooms that display where they attended college and what they enjoyedordislikedthemost.Thisisextremelyhelpfulifteachershavebeentodifferentcolleges. It teaches the students that there is more than one way to get to college. This is aconversationstarterbetweenstudentsandteachers. (Many students do not realize that their teachers went to college.)

COLLEGE-READY CORETurrentine Middle School has created the Middle School College Ready Core, which includes25-35studentsacrosssixth,sev-enth and eighth grades. These students were chosen to participate based on their leader-ship potential, classroom conduct and teacher recommendations.

As members of the Middle School College Ready Core, these students are empowered to share what they learn and college informa-tiontootherstudents.Theyplayanactiverole in creating a college culture at Turren-tine.Theirvoicesspreadcollegeinformationthroughouttheschoolandhavespreadexcite-ment to our kids about college opportunities in the future.

KEY INTERvENTIONS

College visits• :Manystudentshaveneverbeenonacollegecampus.Experiencinga college campus can turn a student’s at-titude from “can’t do” to “can do!”

Parent nights• : Bringing parents into our schoolscanbedifficult,butthroughcare-ful planning it has a great impact.

College clubs• : Givesstudentsownershipin creating a college going culture. The more students in the club the more infor-mation about college can be distributed.

Community college presentations• : Very valuableresource.Communitycollegeshavestudentorganizationsthatcandopresentationsforstudents(andactivelylookforcommunityinvolvement).Usingstudent groups at community colleges also helps dispel stigmas attached to community colleges.

Filing Cabinet with information about •schools in North Carolina:

College access books•Financial aid information•Occupational handbooks•

Introduce students to www.CFNC.org• : This is the best resource for students in North Carolina about college or career readiness. It allows students to take “careerinterestinventories”andseehowthey relate to college options. It allows students to plan for high school classes and for college.

Futures week• : This is similar to spirit week but days are related to future goalsofthestudents.(Example:Monday-dress like what you want to be when you grow up, Tuesday-College Ap-parel Day, Wednesday-College Access Assembly, etc.)

Brian Woodard, UNC-CH counseling intern with Jennifer Lombard, supervisor. [email protected]

(From left) Phyllis Robertson, Fran Hensley, Nicki Neumann, Debbie Bryant, MicheleLemell,TonyBaldwin,JoMcGill,DavidThompson,KathrynReynard,James Rumbaugh, Wendy Cuellar and Myra Miller-Rice (not pictured).

9Th ANNUAL SChOOL AND COMMUNITY COUNSELOR CONFERENCE held in Asheville, N.C., the committee was joined by Tony Baldwin, Ph.D., superintendent of Buncombe County Schools.


I f you know anything about adolescents and high school students, then you also know thatnavigatingthedomainsofacademics,

personal/sociallives,postsecondaryplansandcareer preparation can be slippery.Therearevariedlevelsofengagementfrom

studentsregardingcareerandcollegedevelop-ment. For instance, some students identify their career choices during early childhood due to innate characteristics or abilities. Other students already know that they want to follow the footsteps of their parents, family members and other role models or take on the legacy of a family business. Students with some idea of acareerdirectionoftenhavenorealconcreteplan, or they lack knowledge regarding the par-ticulars (i.e., coursework, education, abilities, charactertraitsrequired).Lastly,apercent-ageofstudentshavenoideaofthetypeofsecondary, postsecondary or career trajectory theyshouldfollow,andinmyexperience,theyexhibita“deerinheadlights”expressionwhenengaging in college/career readiness work.

For all these reasons, the work of school counselorsinthisareaiscritical.Reflectonyour own path to your present career. Who influencedyourchoices?Irememberbeingselected as a peer helper during my middle schoolyearsandspecificallyrecalltheteacherstating that she saw potential in me and that shebelievedIwouldworkwellathelpingoth-ers.Theteachermetfrequentlywithmeandmy fellow students as a small group to share, discuss and learn ways to assist our peers. Al-thoughmyinitialcareerplanwasverydifferent,a seed had been planted and taken root.

A recent article in the American Educational Research Journal states that, “Interest has beenfoundtopromoteavarietyofdesirableoutcomes in children, including persistence, taskcomplexionand…achievement.Inter-esthasalsobeenfoundtoinfluencefutureeducational opportunities and career choices.” In order to spur students’ interest in career options,exploratorytime,explanationsandex-posure to curriculum is paramount. With large student caseloads, school counselors are often challengedwithprovidingin-depthandmultiplecareer and college preparation sessions for their student populations. The charge and aim toimplementsuchacomprehensivecurriculumcansometimesfeeldauntingandunachievable.

Use the systematic steps below to enhance careerdevelopment,igniteinterestandmeetthe needs of your students.

IMPLEMENTATION STEPSBe strategic when implementing your career and college preparation curriculum. Create a master calendarinitiatingyourcareerdevelop-ment in each fall.

If you are using a Web-based curriculum, reserve the computer lab(s) at the beginning of the year not only for the fall, but also for spring if you plan to continue your work with computers. NovemberisNational Career Development

Month.TheNationalCareerDevelopmentAssociation(NCDA)promotescareerdevel-opment through its annual month of recogni-tion.EveryNovember,career-developmentprofessionals are encouraged to celebrate with

career-relatedactivities.Thisisagreattimeto begin this process. Connecting career and collegedevelopmenttoanationaleventmaypromote student engagement as well as inter-est (http://associationdatabase.com/aws/NCDA/pt/sp/ncdmonth).

Check out the NCDA Career Poetry and Poster contest (http://associationdatabase.com/aws/NCDA/pt/sd/news_article/50252/_self/layout_details/false).

Talk with teachers to discuss how to align career curriculum with academic goals. For instance, partner with the language arts or readingteacherstodevelopwritingassign-ments that include career and college topics. Confer with math teachers about skills that can bereinforcedwhenexploringtuition,salaryandbudgetsneededforstudents’futureendeavors.

For middle and high school counselors, segueyourcareer-developmentsessionswithan introduction to the high school four-year plan. This plan maps out students’ coursework for their high school years to ensure that they complete high school, college-and-career ready.Thiscanbeassimpleasexplainingthepurposeofthehighschoolplanand/orhavingstudents note the results from their completed career assessment.

I created a computerized high school plan for Guildford County with attending instructional

BUILD A BRIDGE OF OPPORTUNITYThere are many ways to build the bridge for students from possibility to college-and-career opportunity.By KAREN MEAdOWS, PH.d

Kids don’t dream things that

they don’t know about.

— Salvation Army

ad campaign


As I look at my career today and think about how my school counselor helpedmeexplorewhatIwantedto

do after high school, my answer is probably the same as others who went to school in the late 80’s. My school counselor told me that I just wasn’t smart enough to get into “X” Uni-versity.Shetoldmetothinkaboutcareersthatfit“agirllikeme.”(Although,Ineverfiguredout the meaning of “a girl like me.”) However,whenIreflectonthesupportI

havehadsincegraduatinghighschoolandtheindividualswhoinfluencedmycareerchoiceand prepared me to be career ready—they took the time to mentor me. They were not assigned to me, nor was it their job to put a checkmarkinaboxtosaywehadcoveredcareerexploration.

As a dedicated school counselor, I often think back to the moment when my school counselor discouraged me. But I also often think about those mentors who picked up my broken spirit and introduced me to the skills that would help me forge my own career path.

This is no different from the model of career explorationthatwecurrentlyuse(i.e.,college-and-career fairs, internships, job shadowing). However,inmypracticeasaschoolcoun-selor, I also wanted to incorporate the mentor aspectofcollege-and-careerexplorationinto

mydailyschoolactivities.Ichosetoaccom-plishthisbybecomingthechapteradvisorofahigh school sorority.

A SAFE PLACEIn his book, “The Flat World,” Tom Friedman describeshowtechnologyhas“flattened”ourworld. This has occurred as a result of rapidly changing technology and the global economy. Many educators worry that our students are falling behind in what they describe as a skills gap. For this reason, it is more important to work with students on essential 21st Century learningskillsthatwillfacilitatetheirexplora-tion of a career path. In other words, being an activesororitymemberchallengesgirlsandgivesthemasafeplacetohonetheir21stCentury skills, which are necessary for suc-cess in college and career. It is essential that studentsleavehighschoolwith21stCentury

readiness skills. According to the Partnership for 21st Century Skills (P21), “Employees needtothinkcritically,solveproblems,in-novate,collaborateandcommunicatemoreeffectively-ateverylevelwithinanorganiza-tion. These skills are essential not just to get a job but for success across an entire career trajectory.” Presenting students with opportuni-ties to continuously build these skills in high school is what separates the student who is accepted at his or her chosen postsecondary school, and the one who is not. AccordingtoP21,therearefive21stCen-

tury themes:Global awareness •Financial, economic business and •entrepreneurial literacyCivicliteracy•Health literacy•Environmentalliteracy•

hIGh SChOOL SORORITY BOLSTERS COLLEGE & CAREER SKILLSOne school counselor combines a college-and-career exploration model with mentor opportunities for groups of young women at her high school.By PATRICE S. BANKS

Being an active sorority member challenges

girls and gives them a safe place to hone their

21st Century skills.

videos.Thisprocessstreamlinesandincreasestheproficiencylevelforstudentsastheyfocuson course content and selection as opposed to technicalities (i.e., concern with spelling, capital letters,titlesofcourseselectionsfittinginthecolumns, etc.). The computerized plan includes drop-downmenusreflectingspecificandappro-priateclassesforeachgradelevelandsubject.Theinstructionalvideo,recordedinbothEnglishand Spanish, enables students to understand this critical process regardless of their learning style(audio,visualorkinesthetic).Clickonthefollowinglinktoview“ComputerizedHighSchoolPlan Instructional Video (Core Classes)” www.gcsnc.com/education/components/scrapbook/default.php?sectiondetailid=290228&.

Create crossword puzzles, word search puzzles or use wordle to increase under-standingofcareerdevelopmentterminologyand concepts.

ThE POwER OF SChOOL COUNSELORS

Careerdevelopmentandcollegepreparationcan be useful to reach students on multiple levels.StephanieReid,schoolcounseloratHairston Middle School, Greensboro, N.C., explains,“Ireallygottoknowmystudentsonadeeperlevelwhenmeetingwiththemone-on-one to complete their four year plans. Students shareddreamsandgoalsthatgavememuchmore insight into who they are [as people].”

As an adjunct professor, I ask my graduate students:“Whyhaveyouchosenthefieldofschool counseling?” Responses range from lighthearted or practical to deep and tearful. Many responses include the relationship or impact of students’ own school counselors. Bothresearchandmyownexperienceleadmetobelievethatcareerdevelopmentleadstopiquedinterests,whichmay“influencefuture

educational opportunities and career choices.” In spite of challenges with time, caseload

and sometimes seemingly uninterested and disengaged students, the work in this area isfar-reachingandmoreinfluentialthanyoucanimagine,ifcompletedwithfidelity.Schoolcounselors can be the bridge from the unseen possibilitytolivinggreatpossibilities,andwecanofferanewperspectiveonstudents’ownideas of self and their abilities. For me, the SalvationArmyadcampaignsaysitbest:“Kidsdon’t dream about opportunities they don’t know about.”

Contact the author for references to this article.

Karen Meadows, Ph.D., is the supervisor of K-8 school counseling for Guilford County Schools and an adjunct professor at North Carolina A&T State University. She can be reached at [email protected].


The skills associated with these themes help prepare students for both career and college. Studentswhomasterskillswithinthesefive21stCenturylearningthemeshavetheabilityto think critically and to engage more deeply in learning.Schoolcounselorsplayavitalroleinhelpingequipstudentswiththeseskillsbyof-fering access to internships, job shadowing and other opportunities outside the school. How-ever,notallstudentsmaybeabletoparticipateinthesetypesofactivities.Inthecaseofthesorority at my high school, it is the responsibility ofthechapteradvisortocreateopportunitiestohelp all members meet the stated goals of the program.

The sorority follows guidelines similar to col-legiate organizations and is considered a rite-of-passageactivityinhighschool.Thestatedpurpose of the organization is to:

Promotehighacademicachievement,•self-respect,unity,confidence,commu-nityinvolvementandtheimportanceofsisterhood among young women on the highschoollevelBring young ladies together to help •them bond, grow and become future leaders of our community

To be considered for membership, students musthavea2.5GPAoraboveandnodisciplin-ary infractions. Young women accepted into theorganizationareexpectedtodemonstratepositivecharactertraitsanddemonstrateaca-demic and personal integrity at all times and in all settings.

STUDENT-IDENTITY DEvELOPMENTKenitaUpchurchestablishedthefirstThetaPhiDelta (TPD) sorority group at Southern High School in Durham, N.C., in 1996. Since then,

she and other chapter advisorshaveestablishedgroups at Hillside High School in Durham County and at Southeast Raleigh Magnet High School in Wake County. The sorority allowschapteradvisorsto plan according to the needs of their particular student population, while ensuring the integrity of the organization. Marrius Pettiford, Ph.D., former dean of students, estab-lished a similar mentoring program for males, the Theta Phi Psi fraternity. Though the two groups are not formally connected at Southeast High School, they sometimes work together on community serviceprojectsalongwithsimilargroupsatthe school (i.e., the Kappa League and Alpha Gamma Xi).

It is important to note that these organiza-tionsareinnowayaffiliated(withtheexceptionof Kappa League) to any Greek letter organiza-tioninthePanHellenicCouncil.Advisorsdonothavetobeschoolcounselorsoraffiliatedwith a Greek letter organization to be a chapter advisor.Beinganadvisorjustrequiresanunderstandingofdevelopmentallyappropriateactivitiesforhighschool,lotsofenergyandtons of patience.Severaltheoriesandcurrentliterature

supportstheexistenceoftheseorganiza-tions. Some of the most notable theories are career-developmenttheoryandstudent-identitydevelopmenttheory.

Rites of passage and mentoring literaturesupportthetypeofactivitiesthatmirrorcollegesororityactivities.ThisconceptisrelatedtoBandura’sfindingsonvicariouslearning.Althoughstudentsare not in college, they get to “learn and live”throughthehighschoolsororitymodel and through former members ofTPDwhovisitfromtheircollegestomentor young women in the group.

One of the reasons the high school sorority concept has the power to make great changes in a small amount of time is because it is based on research and its model empowers students to take charge of their own learning. In the best high school sorority situations, the chap-teradvisorisafacilitator.

Since “rites of passage” literature supportstheapproachofhavingoneline of sisters teach information to a new lineofsisters,thechapteradvisorcanquicklydeterminewhetherstudentshave

learned to use 21st Century learning skills in a real-life setting. Seeing this can be gratifying for chapteradvisors.Itishumblingtoseegirlsyouhavetakenthroughaprocessdoingthesamefor other girls. Thesearenotclassroomactivities,butthey

arelifelonglessonsthatservetheseyoungwomen well as 21st Century learning skills that willhelpthemadapttothenewenvironmentofcollege and the world of work.

SOFT SKILLSBecause girls in high school are often inter-estedinsororities,conversationsarenaturalandoftenimpromptuandprovideexcellentop-portunities to talk about what 21st Century skills they need to prepare for college and possible membership in a college sorority.

Many of the skills discussed are “soft skills,” which are those skills that business leaders desire such as, honesty, teamwork, appropri-ate eye contact, good attitude, good writing, dependability, interpersonal ease and a willing-ness to learn.

Because the purpose of being in a high school sorority is to bond and promote sister-hood, it is a safe place for members to practice theseskills.Community-serviceactivitiesgivemembersexperienceusingtheseskills.Forexample,membersofTPDareexpectedtomentor younger members of the group. The chapteradvisorsetstheexpectationthatoldermembers of the group (juniors and seniors) will demonstratedtheirleadershipbyservinginthehighestofficesoftheorganization.Otheractivitiesincludeplanningandpresent-

ing for TPD Parent Night. This is a touching eventduringwhichgirlstalktotheirparentsabout how the organization has helped them andabouttheinterpersonalchangesthathaveoccurred as a result of being a member of the organization.(Thereisneverashortageoftearsatthisevent.)

Gamma Chapter of Theta Phi Delta Sorority Incorporated

Theta Phi Delta, Gamma Chapter, step show practice


Itistheexpectationofthechapteradvi-sorthatthemembersplaneverydetailofthisevent.TPDmembershavealsoorganizedand participated in a step show and backpack drive.Participationintheseactivitiesandhighexpectationsforthemembershasmadeare-markable difference in these students from the timetheywerefirstacceptedintothesororityuntil now.

MEETING ASCA STANDARDSWhen creating lesson plans for each meeting, eachactivityisdesignedtomeetatleastoneASCA (American School Counselor Associa-tion)objectiveintheareasofcareer,personal/socialandacademic.Eachactivityisalsodesigned to focus on one of the 21st Century learning skills. Formativeassessmentsusedateach

meeting determine whether the stated goals andobjectiveshavebeenmet.Thisdatacollection may be in the form of an entrance/exitticketorapre/posttest.Moreoftenthannot, the assessments are performance and product based. Forexample,thegroupwasgiventhetask

toplan,organizeandimplementanactivitythatwould help the entire study body. The members decidedtohaveamonthlycampuscleanup.Becausethegirlshavedifferenttalents,theydividedtheactivitiesbasedoninterest.Somegirls were in charge of publicity, while others were in charge of communicating with school leaders and other clubs to determine appropri-ate dates. Theculminatingprojectprovedthatthegirls

hadmasteredvarious21st Century learning skills,andtheASCAobjectivesfortheactivitywerealsomastered.Equallyasimportant,thegirls bonded and had a great time.

CONNECT TO COLLEGEFor these reasons, a high school sorority can be agoodtypeofactivitytogarnerstudentinterestand automatically connect to college readiness.

Because the concept of sorori-tiesisacollegeconcept,havingconversationsaboutplansforcollege is a natural outgrowth of the process. Frommyobservation,being

a part of such an organization teaches students more than they would learn if they only went to the College Foundation of North Carolina and the College Board websites in isolation. These tools are supplements to students’ learning.

Working with girls in this environmenthelpsmehaveconversationsaboutacademicand interpersonal skills that are necessary to pledge a sorority in college. During our weekly “sit-downs” when I hear girls say-ing that they need to make sure they maintain a stellar reputation andexcellentgrades,Iknow,anecdotally, that this method of “group counsel-ing” works.

Empirically, I know it works because the GPAs of each girl in the sorority has increased byatleast.02.Theyhaveeachincreasedtheirparticipationinextracurricularactivities,whiletwomembershavebecomeofficersinothergroups at school. Withintheorganization,girlswererequiredto

takealeadershipsurveybeforeinitiationduringtheinductionperiodandafterhavingbeenamember for two semesters. Eight out of 10 girls showedsignificantgainsinleadershipskillsthatcould be categorized as 21st Century learning skills.Moreover,noneofthegirlshadleadershipinfractions within the two-semester period.

While the initial lure of seeking membership in the group may be for purely social reasons, membersquicklylearntheexpectationsofa“Theta woman.” Once a girl is a member of the organization, she is responsible for learning and

demonstrating the principles of the sorority. These are all principles that are tied to 21st Century learning skills and college-and-career readiness. Althoughobservationaldataandempirical

data are important, nothing is more important thatthewordsofthegirlsthemselves.

When asked, one girl comments, “This group has taught me how to look at other people’s pointsofviewandtobeopen.”Whileanothersays, “Being in this group has been one of the bestexperiencesIhavehadinhighschool.”

What better measure is there than the words ofstudentswhohavemadedramaticgainsintheir academic and personal growth? These kinds of responses remind school counselors about the most important part of the job—helpingtoprovidelife-changingexperiencestostudents.Everythingelsepalesincomparison.

Patrice S. Banks is a school counselor at Southeast Raleigh Magnet High School. [email protected]

Chapter advisor and chapter president

NCSCA ELECTION RESULTSThankyoutoallNCSCAmemberswhoexercisedtherighttovoteandmadetheir

voicesheardinthisyear'selections.TheNCSCABoardofDirectorswouldliketoex-tendcongratulationstothefollowingwhoassumeofficebeginningJuly2012:

President Elect - Cecil Coates

Southwest Region VP - Ami ParkerSoutheastRegionVP-PatriciaWeaver

West Region VP - Shantae Jones East Region VP - Elizabeth Britt

Capital Region VP - Tamara Gray


E veryfall,schoolcounselorshittheground running from planning fresh-man orientation, balancing course

sections, completing schedule changes and registeringnewstudentstofiguringouttheintricaciesofeveryuniqueproblemthatarises.Webarelyhavetimetogotothebathroomor grab a morsel of food. With our stomachs growling and our bladders full, we continue at a breakneck pace. Weworkferventlytomakesureeverychild

has not just a schedule, but the “perfect” schedule for the new school year. We make the impossible possible, and we keep it all moving—studentschedules,recommendationletters, parent meetings, senior graduation requirementsandscholarshipinformationinaddition to trying to remember our own profes-sionaldevelopment.Didweremembertosignup for NCSCA this year?

ONLINE TIMELINESchoolcounselorshavelearnedthehardwaythateverythingcomesatonceandeverythingis a priority. Careful planning and organization isamust.AtEastChapelHillHigh,wehavefound a way to address all of these areas while maintaining our sanity and still mak-ing time for trips to the bathroom. It is not a magic wand; it’s an electronic master calendar (EMC) timeline. This timeline keeps us on task and allows us to plan and coordinate so our school counseling program is always visible,accessibleandaccountable.Weareabletomultitaskwithoutfeelingoverwhelmedbecauseweknowexactlywhat’saroundthecorner. We are also able to work together and coordinateactivitiesandprogramsbyevenlydistributing responsibilities among the team. Havingaprogramcalendarissovitaltothe

success of our school counseling program, that we take time each year after graduation to go on a one-day retreat to plan out our school year and talk about what worked and what we wouldliketododifferentlynextyear.Weco-ordinate using a timeline, and we decide who will be in charge of the actual coordination of eachevent,task,program,scholarship,etc.

Creating the calendar helps coordinate our timeandensuresthatourcomprehensiveschool counseling programs and professional developmentopportunitiesareaccessibletoadministration. We share the calendar with eachadministratorandthevaluethatisplaced

on our roles as professional school counsel-ors is priceless. With budget cuts looming, visibilityandresultsarenecessary.OurdistrictconvertedtoGoogle’sGmaillastyear,andwe used its calendar feature immediately, with effectiveresults.

Focus on students in transition. Our Sep-tembercalendaroutlinesthecomprehensiveprograms that reach all students and families weserve.Bothourseniorfocusandfreshmanfocusgroupsarelisted.Toooften,first-yearstudents say they don’t know their school counselors, or seniors walk in confused about the college-admission process. During the early days of a new school year, our school counselingstaffdevotesnearlytwoweeksof time to meeting 50 percent of our student body—students transitioning in and out. By schedulingprogramsinadvanceoftheschoolyear, we are prepared to balance the responsi-bilitiesofourjobswhilereachingourobjectiveofspendingvaluabletimewithourstudents.

Parent nights. Parent nights are scheduled

in consideration of band and choral concerts, soccergames,andotherschoolactivities.Ourworst nightmare is scheduling a sophomore parentnightthesamenightasagirls’fieldhockey game. It is important that school coun-

selingprogramsbuildareputationofdeliver-ingvaluableinformation.ByusingourEMCtoplan dates, we are able to publicize our nights wellinadvanceandensureagreatturnout.We schedule parent nights throughout the year to coincide with our student focus groups. Theideaisthatwegiveinformationtostu-dents,andshortlythereafter,parentsaregivenadditionalinformationthatwillsparkconversa-tion and understanding of college-and-career expectationsfrombothperspectives.

Scholarship deadlines. Inalmosteveryschool across the state, a school counselor is responsible for organizing scholarships. If only it was that simple. Organizing scholarship information encompasses selecting school nominees, disseminating packets, collecting applications, editing essays and organizing interviewsallwhilemeetingmultipledead-lines.Wefinditessentialtoaddscholarshipdeadlines to our calendar, which keeps us accountable for student access to these great opportunities. When “Morehead-Cain begins” hasbeeninboldprintsinceJuneoftheprevi-ous school year, we are well prepared to hit the ground running in preparation of the Oct. 3 deadline.

College planning. It is also important to

SChEDULE FOR SUCCESSSchool counselors at East Chapel Hill High School use electronic calendars coupled with a planning retreat to ensure program success.By JESSICA HARRIS ANd TIffANy ROBINSON

ONLINE CALENDAR PLANNING

“Musts” of an online calendar:Neverignoretheplanningthathastakenplace•Ifit’sonthecalendar,ithastohappen—evenifitbecomesnecessaryto•slightly adjust, but try not toBetransparentforadministrativeaccess•

Benefitsofanonlinecalendar:Allows you to reach goals for the year•Givespurposeanddirectiontoyouryear•Allowsschoolcounselorstobeproactiveinsupportingat-riskstudents•Providesdocumentationtoadvocateforschoolcounselorspositionswithin•the school

Online Calendar Resource Options:Microsoft Outlook•Oracle•Google Gmail Calendar•Yahoo Calendar•Famundo.com links to Outlook•


SECURE YOUR OwN SChOOL COUNSELING OXYGEN MASKBalance your professional responsibility with self-care.By TERRI SMITH

T he life of a school counselor, contrary towhatsomebelieve,canbeveryhec-tic.In2012,somestillbelievewesitin

plushofficessippingcoffee,readingmaga-zinesandawaitingthearrivalofourstellarstudents’visits.Fortunately,formanystudentsthe reality is much different. School counsel-ors are the heart of the school. We touch the livesofalmosteveryoneinthebuilding,fromstruggling students to frustrated teachers and defeated parents.

During the time of year after spring break, a schoolcounselorcanexperienceawhirlwindofemotionsandevents.Aswebringtheyeartoaclose,schoolcounselorshavetheenor-mous responsibility of registering students for the upcoming academic year, attending parent conferences,developingretentioncommittees,planningforthearrivalofincomingstudents,preparing to say goodbye to graduates and dealingwithcrisisandcelebrationeventsinthe midst of it all.

EQUIP YOURSELF TO ASSIST OThERS Whilethisprofessionisextremelyrewarding,itcanalsobeverytaxing.Schoolcounselorsareofteninvolvedinnoncounselingdutiesbe-causeweusuallyknowalmosteveryaspectofstudents’livesfromgradestohomesituations,and from academic to social needs. Whileitisimperativetoleadandnurtureour

school family, it is essential that we take time toreplenishourselves.Onethingthatoftencomestomindistheinstructionfromflightattendantswhogivepassengersvitalinforma-tion in case of emergency. Rule number one is to make sure you are safe and secure before you begin to assist anyone else. They always telladultsto“putonyourownoxygenmaskbefore assisting your child.”

The idea is that if you are secure and breathing,youarebebetterequippedtoassistyour child, neighbor or friend. This same rule reigns true for school counselors. Duringtheschoolyear,weprocessasignifi-

cant amount of information when dealing with students. We worry about the student who may not get enough credits to graduate, the student who may need a nutritious meal, the studentwhoislivinginahomelessshelter,thestudent who waits until the last minute to ask for a recommendation, the student who asks for a recommendation daily or the student who takes care of siblings while his or her parents work.Wealsohavetheresponsibilityofkeep-ing504plansincompliance,developingandmonitoringbehaviorplansandfacilitatinganumber of different student groups.

SELF PRESERvATIONTheschoolcounselorfulfillsmanyrolesonadailybasis.However,themostimportantrole is that of self-care. There has been much researchconductedonself-preservationandwellness for school counselors. We also know burn out can take a toll on our colleagues. It is almost impossible to care for others if we are nottakingcareofourselves.

As this year draws to a close, think about what you can do from June through August to replenish yourself. This is a great opportu-nitytodevelopothertalentsorparticipateinenjoyablehobbies.Makeavowtotakeare-fresherclassonlawandethics,developsomeoutstanding programs to do with your students for the upcoming year, take that dance or cookingclassyouhavebeeninterestedinfora while or simply lay by the pool all day and relax.Taketimetodowhateverallowsyoutoreplenishyourdesiretoadvocateforstudentsandrenewyourcreativity.Arefreshedmind

can tremendously change your perspec-tive.Itisamazingwhatyouareabletoseewhenyourenewprofessionalconfidenceandincreaseself-efficacy.Beforeyoureachouttoone student, one teacher or one family in the upcoming school year, take time this summer tosecureyourownschoolcounselingoxygenmask,takeintheoxygenoflifeanddevotealittle time to yourself. Your family, staff and stu-dents will appreciate it. I can’t think of anyone whodeservesitmore.

I wish all my fellow, hard-working school counselorsaspectacular,productiveandrestorativesummer.

Terri Smith is a middle school counselor at Ridge Road Middle School. [email protected]

placeeventsonthecalendarthatareongoing,suchas“ImportantCollegeDeadlines.”Nov.1anyone? We make sure to add those dates in capital letters. The admission season can cause stress from many angles, and the days leading up to application deadlines are some of the longest. For us, it’s less about actually forgetting those dates, and more about noting these dates on the calendar to acknowledge our role in the college-admission process.

The ASCA National Model charges school counselors to reach all students by implement-ingprogramsthatmakeourrolesmorevisibleacross the school community. While our teach-ers are making K-12 learners 21st Century ready, school counseling has to follow suit. We must be ready to embrace technological ad-vancesthatensureoursanitywhileultimatelyincreasingstudentachievementandaccess.

Jessica Harris and Tiffany Robinson, school counselors at East Chapel Hill High School, Chapel Hill, N.C. [email protected] [email protected]

A refreshed mind can tremendously change your perspective.


Below is a list of resources we can provideparentsiftheybelievetheirchildren are struggling in school.

These are great points to publish in materi-alsforparentstogivethemaccesstotheinformation they need to help their children succeed.

Speak with your child’s teacher• Makeanappointmenttohaveanopendis-

cussion with the teacher about the problem.• Askquestionssuchas:

Do you think my child is struggling in class?What specific areas are difficult for my

child?What can I do to help my child at home?What can be done to help my child in class?How does my child’s progress compare to

other students in class?What academic/behavior plan can the

teacher and parent put in place for my child to be successful?

Talk to your child’s doctor• Checkforhearingorvisionproblems.• Somedifficultiescouldbephysicalprob-

lems.

how can I support my child at home?• Reviewandassistwithhomeworkassign-

ments.• Celebrateyourchild’ssuccesses.• Learnmoreaboutthecurriculum,assess-mentsandinterventionsbeingusedinyourchild’s school.

• Participateinconferencesandothermeet-ings about your child.

• Askaboutschooltutoringprograms.• Checkgradesandinterimreports.

Speak with your child’s school counselor• Makeanappointmenttohaveanopen

discussion with the school counselor about your child.

• Askquestionssuchas:Is my child on track for promotion?Can we review my child’s transcript?Are the courses in which my child enrolled

preparing him/her for career/college readiness?

What is my child’s GPA (grade point aver-age)?

Is my child on track for graduation?Should my child attend summer school or

add virtual public school classes?

Should my child participate in a school tutoring program?

What are some other school resources available?

Steps to follow if you suspect your child has learning problems:

• Parentshouldcollectinformationabouttheirchild’sacademic/behaviorperformance

• Parentshouldrequestaconferencewiththe teacher

• Parentsharetheiracademicand/orbehav-ior concerns with their child’s teacher

• Teachersandparentsidentifyyourchild’sstrengths and weaknesses (academics and/orbehavior)

• Teachersharesinformationwithparentsabout differentiation instruction

• Teachershouldimplementinstruction/inter-ventions

• Teachergivesparentmonitoringreportsonstudent success

• Teacherinvolvestheschoolcounselor—the school counselor can suggest other resourcesthatmightbeanalternativeinterventionforthestudent

• Teacherand/orschoolcounselorcanin-volveotherspecialists(schoolpsychologist,school social worker, nurse, etc.)

• Parentcanrequestaparent,teacher,school counselor and student conference

• Teacherand/orschoolcounselorsharesinformation to determine if additional aca-demic/behaviorsupportisneeded

• Ifstudentcontinuestostruggleacademi-callyand/orbehaviorally—teacherand/orschool counselor conference with parent aboutassessmentforspecificlearningproblems

Other school resources for academic/ behavior support:Individualschoolprogramsthatprovide

academicand/orbehaviorsupport(consultwith your child’s school for a complete list):

TutoringMentoring programCharacter educationAcademic online instructionPurposeful schedulingAlternativelearningcenterPBIS(positivebehaviorsupportinschools)BehaviorcontractsAttendance contracts

Other:

Intervention coordinator. The goal of the in-terventioncoordinatoristoprovideameansforschoolstobetterservestudentswhoareperformingbelowgradelevelandwhoareatriskofschoolfailure.Theinterventioncoordinator is responsible for coordinat-ing academic support, remediation and/or resources for at-risk students. In addition, a primary responsibility is to ensure that stu-dent accountability policies and procedures are followed for all ninth-grade students promotedwithinterventions.Thisincludesthedevelopmentandmonitoringofpersonaleducation plans (PEP).

School psychologist. School psychologists help children and youth with psychological issues succeed academically, socially, be-haviorallyandemotionally.Theycollaboratewith educators, parents and other profes-sionals to create safe, healthy and support-ivelearningenvironmentsthatstrengthenconnections between home, school and the community for all students.

School social worker. School social workers pickupwhereteachersleaveoff.Theyareperhapstheprofessionalsbestequippedtoaddress the social and psychological issues that can block academic progress. Through counseling,crisisinterventionandpreven-tion programs, they help young people overcomethedifficultiesintheirlives,andasaresult,givethemabetterchanceatsucceeding in school.

School nurse. The primary role of the school nurse is to support student learning. The nurse accomplishes this by implementing strategies that promote student and staff health and safety. The nurse takes a leader-shiproleinservingasthecoordinatorofallschool health programs.

Disability services include special pro-grams and section 504. The purpose of disabilityservicesistoensurethatallchil-drenwithdisabilitieshaveavailabletothema free appropriate public education. Parents should consult and/or set up a school meet-ingtolearnmoreaboutservicestostudentswith disabilities.

Cecil Coates, NCSCA Capital Region vice president, [email protected].

IS MY ChILD STRUGGLING?Provide parents with resources for their children’s success.By CECIL COATES


RTI MAXIMIzES STUDENT SUCCESSIdentify students at risk, monitor progress, provide interventions and adjust.By CECIL COATES

R esponsiveness to Instruction (RtI) integrates assessment and interven-tion within a schoolwide, multilevel

instructional system to maximize student achievement and reduce behavior problems for all students. With RtI, schools identify students at risk for poor learning outcomes, monitor student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending on a student’s responsiveness.

RtIprovidesastructuretoensurehigh-•qualityclassroominstruction.RtIprovidesaframeworkforstaffdevel-•opment and collaboration among staff, parents and community.RtIispreventativeandprovidesimme-•diate support to students who are at risk foracademicandbehavioralfailure.RtI meets the goals of the No Child Left •Behind (NCLB) legislation by helping withearlyidentificationofstrugglinglearnersandbyprovidingimmediatein-terventionusingscientificallyresearch-based instruction.

ESSENTIAL COMPONENTS OF RESPONSIvENESS TO INSTRUCTION:

DATA-BASED DECISION MAKINGData leads to appropriate support and strategic instruction for all students. In a tiered process, thefirstlevelofdatacollectionisscreening.Decisions then are made to determine which students are at risk of their needs not being met. Determinations are made regarding the existenceandsignificanceofanyproblem.Looking at information gained from diagnostic “digging deeper” assessments, a team may decide:

Ifthedeliveryofthecorecurriculum•should be alteredIf more information is needed •If supplemental instruction needs to be •added

Data that is collected throughout RtI prac-tices also inform the school whether or not the problemexistsasaresultoftheclassroomenvironment,intervention,curriculum,instruc-tion or learner (e.g., screening, end-of-grade (EOGs), end-of-course (EOCs). etc.).

SCREENINGScreening students enables educators to estab-lishanacademicandbehavioralbaselineandto identify learners who need additional sup-port. Instructional decisions can then be made basedonthescreeningresultstoimprovelearner outcomes. Screening is the key to a preventionmodel,helpingclassroomteachersdifferentiatetheirinstructionandprovideearlyinterveningservicessothatstudentscanbeassisted before they fall too far behind.

TIERED MODEL OF DELIvERYTheRtIprocessisatieredmodelofdeliveryofinstructionandinterventions.Thetiersdelin-eatelevelsofinstructionalinterventionsbasedon student skill need.

Tier I: Core Instruction.Allstudentsreceivehigh-qualityinstruction.Themajority(80percent to 90 percent) of students respond suc-cessfullytoqualitycoreinstructioninthegen-eraleducationclassroom.Frequentmonitoringof progress is used to assess the student’s response to instruction.

Tier II: Supplemental Small Group Strategic Instruction/Interventions in Addition to Core In-struction (Strategic Instruction). The addition of TierIIstrategicinstruction/interventionsshouldprovidesupportforabout15percentmoreofthestudents.TierIItypicallyinvolvessmall-groupinstructionthatreliesonevidence-basedinterventionsthatspecifytheinstructionalpro-cedures,durationandfrequencyofinstructionplus continued core instruction with monitoring of progress.

Tier III: Intensive Instruction/Interventions and Ongoing Assessments. TierIIIisindividualizedtotarget each student’s area(s) of need (1 percent to5percent).AttheTierIIIlevel,theteacherbe-ginswithamoreintensiveversionoftheinterven-tionprogramthanattheTierIIlevel.Theteacherand/ortheRtIteamconductfrequentprogressmonitoring with each student. The RtI team

engagesinaproblem-solvingprocess,andbycontinually monitoring and modifying (as needed) each student’s plan the team is able to design an effective,individualizedinstructionalprogrampluscontinued core instruction.

Tier IV: Intensive Instruction/Interventions and Comprehensive Evaluation. Students with a limited rate of response or lack of response totargetedintensiveinterventionmightbeconsidered eligible for referral to special educa-tion as stipulated in the 2004 Reauthorization oftheIndividualsWithDisabilitiesEducationImprovementAct(IDEIA).Individualstudentdata collected during Tiers I, II and III are used to help determine if that student is suspected ofhavinganeducationaldisabilitythatwouldrequireapsychologicalevaluation.Ifthechildisreferred for psychological testing, both forms of data(interventionandschool-basedevalua-tion results) will be considered in the eligibility process.

PROGRESS MONITORINGAscientificallybasedpracticeusedtoassessstudents’academicperformanceandevaluatetheeffectivenessofinstructionand/orinterven-tion. Progress monitoring can be implemented withindividualstudents,smallgroupsoranentire class. Also, the process is used to moni-torimplementationofspecificinterventions.

FIDELITY OF IMPLEMENTATIONThe degree to which the implementation of an intervention,programorcurriculumisdeliveredaccording to the research methodology that thefindingswerebaseduponand/oronthedevelopers’specifications.

Contact the author for references to this article.

Cecil Coates, NCSCA Capital Region vice [email protected].

By continually monitoring and modifying each student’s plan the team is able to design an effective, individualized instructional program plus continued core instruction.

E ach year, the North Carolina School Counselor Association seeks to rec-ognizetheoutstandingandexemplary

work of dedicated professionals across the state who work as school counselors, adminis-trators,counseloreducatorsandadvocatesoftheschoolcounselingprofession.Inreviewingthenominationsreceived,theawardscom-mitteelooksforindividualswhobestexhibitthe implementation of the ASCA National Modelandshowevidenceofacomprehensiveschoolcounselingprogram,whichinvolvesstakeholders within the school, community and the profession. The award recipients this year haveall“DaredtoDream”andarehelpingthestudents entrusted in their care to prepare well for their futures.

NCSCA ELEMENTARY SChOOL COUNSELOR OF ThE YEAR:

KELLY INGRAMvandalia Elementary SchoolGreensboro, N.C.The nominator for this year’s elementary school counselor of the year says Kelly Ingram isinnovative,intelligent,creative,compas-sionate, community-oriented, a leader and an advocate.Ingramhasauniqueabilitytomoti-vateandsimultaneouslychallengechildrentoreach their highest potential.

Ingram’s principal says that she contributes wholeheartedlytotheoverallschoolclimateand culture. She connects with staff, stu-dentsandparentsinauniqueway.Shehasinfluencedthelivesofstudentsandfamiliesbyempoweringthemtobelieveinthemselves.Ingramhasreceivednumeroushonors

rangingfromsuperintendentofficeawardstohavingoneofherprogramsrecognizedaspart of Oprah’s O Ambassador Club for its focusonglobalissuessuchaspoverty,educa-tion, health and sustainability. Ingramhasalsoreceivednumerousgrants

to assist her students with literacy, health, nutritionandfostercare.Sheisalsoinvolvedinvariouscommitteesandleadsprogramsather school and in the community.

Ingram uses the ASCA model as the basis for her curriculum, and it infuses all of the domains in her practice. As a result of her work,bullyingincidentshavedecreasedby20 percent, and 80 percent of students in her test-taking study skills group performed at Level3or4onEnd-of-Gradetests.

Her accomplishments are outstanding, and NCSCA is pleased to recognize Ingram of Vandalia Elementary School in Guilford County as this year’s elementary school coun-selor of the year.

NCSCA MIDDLE SChOOL COUNSELOR OF ThE YEAR:

KIMBERLY DAvISGraham Middle SchoolGraham, N.C.KimberlyDavishasbeeninstrumentalinworkingwithherschoolteamtodevelopacomprehensiveschoolcounselingprogramthat is based on the ASCA National Model.

She has directed middle school counsel-orsindevelopinganoutstandingdistrictwideCareer Pathways Day for all eighth-grade students in the district. When a crisis hit her school,Davisledtheschool-levelcrisisteamin dealing with a student death that occurred oncampus.Sheprovidedexpertclinicaladvicetoteachercolleaguesanddevelopeda plan that met the needs of all students and staff at her school.Davisgoesbeyondthecallofdutyinwork-

ingwithherstudents.Sheservedascheer-leadingadvisor,leadstheAVIDprogramatherschoolandadvisesacollege-readycorp.Sheisinstrumentalinprovidingallofherstudents’opportunitiestoexplorecollege-and-careerreadiness by taking them on college tours and to attend many other college-readiness events.Shealsogivesbacktotheschooldis-trictbyservingasapresenteratthedistrict’sannual college-access conference. Davis’workhasachievednumerousresults.

Sheinitatedthedevelopmentofasixth-gradesurvivalcampatherschool,whichisanorien-tation program that brings students on campus

prior to the start of the school year to tour the campus, learn how to read their schedules andreceivetipsonmakingfriendsanddealingwith bullies. When the program began in 2008, there was a 40 percent participation rate in the half-day program. Due to feedback from studentsandparents,theprogramexpandedto a full day and as of this summer now boasts a 90 percent participation rate. WhenDaviswasduetobehonoredasher

school systems’ school counselor of the year, she was absent from the ceremony because shewantedtobeavailableforstaffandstudents who were dealing with the loss of a student. Because of her numerous contribu-tionsandherselflessservicetoherstudents,parents and school community, NCSCA rec-ognizesDavis,GrahamMiddleSchool,astheNCSCA middle school counselor of the year.

NCSCA SECONDARY SChOOL COUNSELOR OF ThE YEAR:

CORY NOTESTINET. wingate Andrews high School high Point, N.C.As a high school counselor, Cory Notestine exemplifiesstrongleadershipskillsand“know-how”whenservingstudents,parentsandstaff.HecurrentlyservesontheGuilfordCountySchoolCounselingAdvisoryCouncil,agroupofvoluntaryschoolcounselorswhoworktoidentify best practices and assist in enhancing servicedeliveryforalleducationalconstitu-ents.Thegroupmembersserveasleadersintheschoolcounselingfieldwiththegoalofidentifying,expressingandresolvingconcernsacross the district. Notestinealsoservesinmanyleadership

capacities at his school site and is highly respected by his colleagues and students. He servesastheleadschoolcounseloratahigh-needsschool.WhatisuniqueaboutNotestineishisabilitytoidentifyaneed,developap-plicablestrategies/interventionsandexecutethesesamestrategies/interventionsonanindividualandschoolwidebasis.

During the 2009-10 school year, Notestine

NCSCA hONORS 2011-12 SChOOL COUNSELORS OF ThE YEARMeet three outstanding and dedicated North Carolina professional school counselors.By VANESSA BARNES

14 SPRING 2011-12 ncsca news

NCSCA SChOOL COUNSELORS OF ThE YEAR


andanothercolleaguedevelopedaneveningprogram funded by the Enrichment Region of Guilford County Schools. This program initially targeted 21 students behind their graduation cohort. This group consisted of three differ-ent graduation cohorts. This program allowed studentstoearnuptosevencreditsinasinglesemester during the spring of 2010. Students took four courses during the day and up to threeclassesintheevening.Theprogramop-erated from 4 p.m. to 8 p.m., and students were enrolled in classes while they also participated ingroupcounselingsessionsandindividualstudentplanning.Thisprogramprovidedtheopportunity for 12 seniors to graduate with their cohort increasing the school’s graduation rate by4percent.Theseindividualswouldnot havebeen able to graduate otherwise.

Highlights of Notestine’s many programs andaccomplishmentsincludedevelopinghisschool’sfirstSchoolCounselingNeedsAssess-ment,whichhasdrivenprogramdevelopmentfor the past two years. He has written numer-ous publications and presented at conferences aswellasservedasaguestlecturerwithgrad-uate-levelstudents.Becauseheimbedshimselfinhiscommunityandgoesaftereverythingwithpassion, NCSCA recognizes Notestine as the secondary school counselor of the year.

Vanessa Barnes is dean of students at Millbrook High School. [email protected]

Two phenomenol school counselors accept their awards. Cory Notestine (left), NCSCA Secondary School Counselor of the Year and Kelly Ingram (right), NCSCA Elementary School Counselor of the Year

NCSCA CALENDARLEGISLATIvE DAYJune 13, 2012Raleigh, N.C.Contact: Stephen Kennedy [email protected]

NCSCA 2012 LEADERShIP DAYJuly 12, 2012 Shell Island ResortWrightsvilleBeach,N.C.(Seepage16.)Contact:[email protected]

NCSCA 3rd Annual Summer Academies

EASTERN SUMMER ACADEMYJuly 13, 2012Shell Island Resort WrightsvilleBeach,N.C.

wESTERN SUMMER ACADEMYJuly 19, 2012AppalachianStateUniversity Boone, N.C.

Pleaseplanyoursummervacationwithyourfamily around these great PD opportunities, and join us either at the beach or in the mountains or both! Register on the NCSCA website at www.ncschoolcounselor.org.


ANNOUNCEMENTS

T hefirstofourNCSCAStandardsis:School counselors demonstrate leader-ship,advocacyandcollaboration.Join

us for this engaging presentation to consider your leadership style, collaborate with col-leaguesanddevelopgoalsforthecomingyear.

when: Thursday, July 12, 2012 12 p.m. – 5 p.m.where: Shell Island ResortWrightsvilleBeach,N.C.

CEU’s: Earn4ContactHours,NBCCapproved

Schedule: 12 p.m. – 12:30 p.m. Registration sign-in12:30 p.m. – 2:30 p.m. Leadership presentation2:30 p.m. – 3 p.m. Break and refreshments3 p.m. – 5 p.m. Leadership presentation

Goals and Objectives:Empower professional school counsel-•ors to enhance their roles as leaders

Understandvariousleadershipstyles•Reflectonyourownleadershipstyle•Set personal leadership goals•

SPEAKER: wENDY CUELLARCuellar has been a school counselor in Buncombe County for 20 years. She has also servedasaclinicalsupervisorforLPC-seekingprofessionalcounselors,on-sitesupervisorfor practicum students and interns from area universities,counselorinprivatepractice,clinical instructor/adjunct at Western Carolina UniversityinCullowhee,N.C.andEastTennes-seeStateUniversity,inJohnsonCity,Tenn.

She has presented for NCSCA, ASCA, ACA, and the South Carolina Adlerian Society Conference.Cuellarisauthorofseveraljournalarticles and has contributed chapters to the books: “Finding Your Way as a School Coun-selor” and “Preparation Guide for the National CounselorExamination.”Cuellar’spresenta-tionsarealwaysinformative,thought-provokingand enjoyable.

REGISTRATION INFORMATION: On the NCSCA website at: www.ncschoolcounselor.org/i4a/pages/index.cfm?pageID=3388

Costs: $25 for NCSCA Members; $40 for non-members; Space is limited!

hotel information: Shell Island Resort2700NorthLuminaAveWrightsvilleBeach,N.C.(910) 256-8696 www.shellisland.com

Discounted Room Rates: $149 Thursday night; $199 Friday night

Book your rooms now! Limited availability at the discounted rate.

Contact: Nicki Neumann, NCSCA president-elect at [email protected].

NORThEAST REGIONDRIvE IN wORKShOPInMarch,theNortheastRegionhelditsDrive-InWorkshopatElizabethCityStateUniversity.ECSU was generous in allowing us to take overaportionofthebeautifulnewWillieandJacquelineGilchristEducationandPsychol-ogyComplex.Ourworkshop,“SchoolCoun-

selors Supporting Student Success,” featured speakersonavarietyoftopicsrangingfromthe Core Essential Standards and the role of the school counselor to news about the ACT. The workshop also also offered an update on theever-changingNCCareerandCollegePromise program and some wonderful tips on classroom-management ideas for teachers.

Thehighlightofthedaywastouringtheaviationprogram at ECSU. Registration opened at 8:30a.m.andwewerefinishedby2pm.Wehad a wonderful lunch catered by the Pineapple Café at no cost to our attendees. If you are inter-ested in learning more about NCSCA or helping spread the word about NCSCA, please contact Deb Walsh at [email protected].

NCSCA LEADERShIP DAY JULY 12, 2012

ShELL ISLAND RESORT wRIGhTSvILLE BEACh, N.C.Empowering school counselors to lead in schools, communities and NCSCA

Stephen Kennedy, doctoral student and NCSCA government co-chair facilitating the second session workshop on technology for the East Region Drive In workshop.

School counselors enjoying professional development at the west Region Drive In workshop.

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