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College and Career Readiness

School Counseling and College and Career Readiness

The work of school counselors is essential to meet all the Commonwealth's goals for preparing more students to be college and career ready. Part of this work includes a partnership with the Massachusetts School Counselors Association (MASCA). Among our goals is to collaborate with MASCA to support and expand the use of the Mass Model for Comprehensive School Counseling Programs in order to repurpose the role of school counselors and position them as a primary resource to lead students in college and career readiness. This partnership is designed around the Massachusetts Definition of College and Career Readiness.

Massachusetts Definition of College and Career Readiness

In winter/spring 2013, The Massachusetts Board of Higher Education (BHE) and Board of Elementary and Secondary Education (BESE) approved the state's new college and career readiness definition. Voting on the definition marks the first time that the two boards overseeing the state's K—12 schools and public colleges and universities have partnered in formal agreement on what it means to be prepared for success in college and in the workplace. The definition sends a clear, unified message to educators, students, parents, and employers about our expectations and the level of preparation and performance that signals a student's readiness for college and career.

This definition was further updated in to include civic preparation Download PDF Document  Download Word Document in February 2016.

The unified definition will provide a solid foundation for continued collaboration between the K-12 and higher education sectors.

Introduction to the Massachusetts Model for School Counseling

Detailed information about the Massachusetts Model for School Counseling is available at the Massachusetts School Counselor's Association (MASCA) website.

The Massachusetts Model for Comprehensive School Counseling (Model) is a programmatic, organizational tool that links school counseling programs to supporting college and career readiness. The Model provides a framework for program implementation designed to transform the way that school counselors work. Program goals and outcomes are proactive rather than reactive. Program delivery is done equitably, moving away from traditional over-reliance on one-to-one counseling to a balanced mix of classroom-based content and individual guidance, advising and counseling. School counselors develop and use data and evaluation methods to measure the impact of their programs and coordinate efforts to ensure that all students graduate from high school with the requisite academic/technical, workplace readiness and personal/social knowledge skills and attitudes for college and career success.

The Model is designed to ensure that all students benefit from the school's guidance counseling program by providing consistent, classroom-based, prevention-oriented, evidence-based programming for all students as well as targeted small group and individual interventions for students identified as at risk.

Through the leadership of the Mass. School Counselor Association, The MA Model 2.0 writing team has been hard at work updating and refreshing the existing MA Model 1.0 document. The Foundation, Accountability, Management and Delivery sections have been enhanced to include current references, appealing graphics and helpful examples and templates for counselors to use in their practice. The final MA Model 2.0 document was released at the 2017 MASCA Spring Conference.

Massachusetts Model Mission Statement

Massachusetts school counselors will use district/school data to develop and deliver school counseling programs that are customized to their district's needs, with the ultimate goal of having all students graduate college and career ready (as defined and approved by the Massachusetts Departments of Elementary and Secondary Education and Board of Higher Education).

Objective 1: Academic/Technical Achievement:

In order to improve student achievement and promote a commitment to lifelong learning for all students, school counselors will provide tiered interventions that:

  • Objective 1a: Encourage academic and technical rigor and the need to consistently challenge students to a high academic standard and ultimately inspire their internal educational drive.
  • Objective 1b: Focus on the development of attitudes, knowledge, skills and experiences necessary for success in higher education, the workplace and other post-secondary options.
  • Objective 1c: Foster motivation, engagement and personalized learning by helping students connect their academics to future life and work experiences.
  • Objective 1d: Support ESE's college and career readiness initiatives and promote measurable student outcomes to guide success after high school.

Objective 2: Workplace Readiness/Career Planning:

To prepare all students to become successful adults and productive members of society, school counselors will provide tiered interventions that:

  • Objective 2a: Assist students in creating meaningful post-secondary plans and making informed decisions to reach their goal.
  • Objective 2b: Focus on integrating academic/ technical, personal/social and employability competency development across all grade levels.
  • Objective 2c: Encourage student participation K-12 in multiple career development education (CDE) activities with opportunities for feedback and reflection.
  • Objective 2d: Support the documentation of career development via an Individualized Learning Plan [ILP] and/or a Portfolio.

Objective 3: Personal and Social Development:

To promote the positive personal and social development of all students within a safe learning environment, school counselors will provide tiered interventions that:

  • Objective 3a: Promote the acquisition of appropriate self-regulation skills.
  • Objective 3b: Encourage the development of interpersonal skills for positive social interactions.
  • Objective 3c: Assist students to understand and capitalize on personal strengths and demonstrate resiliency when faced with challenges.

Massachusetts Model Vision Statement:

To implement standards-based K-12 school counseling programs statewide in order to ensure that every student has the necessary academic/technical, workplace readiness and personal/social attitudes, knowledge and skills for school and future success.

Goals: Specifically, MA Model 2.0 envisions school counseling programs that:

  • Provide ALL students with access to comprehensive, data-driven, and evidence-based curriculum with school counselors acting as leaders and coordinators of program delivery.

  • Validate and continue to advance the efforts of the ICCR Task Force to develop more well-rounded individuals who will attain the necessary skills (academic/technical, workplace readiness and personal/social) to thrive in the workplace and in society. It has become evident that "college eligible does not mean college ready"; therefore, school counseling programs call for the ability to assess the needs in their particular population and implement standards-based interventions to support successful growth in the areas deemed necessary.

  • Support high standards for ALL students by helping them to see the necessity and value of their education. School counselors, across grades K-12, will encourage students to set goals to continue their learning after high school. They will provide students with programs and assessments, which appropriately educate and prepare them for post-secondary education and the workplace.

  • Are data-driven and accountable by having counselors implement evidence based interventions, measure student outcomes, document results regularly, and use data to inform school counselor's practice.

  • Foster family and community engagement to ensure there is a viable link from school to home and within the community. Creating a culture where parents and the business community feel that they are equal partners in students' lives will provide the collaboration that is necessary for students to achieve.

  • Display students' tangible evidence of knowledge by creating a portfolio documenting their achievements in academics, workplace readiness and socialemotional skills showing seamless transition and development throughout their K-12 education.

  • Align with, and are driven by, standards-based, evidenced-based curricula particular to the individual district's needs so that appropriate interventions are able to take place and be measured for overall effectiveness.

Individual Learning Plans (ILP)

The Individual Learning Plan (ILP) is a student-directed, dynamic, multi-year planning tool designed to increase students' understanding of the connections and relevance of what they do now to their future success. The ILP maps academic plans, personal/social growth, and career development activities while taking into account the student's unique, self-defined interests, needs, and goals for the attainment of post-secondary success. While ILP implementation is not required in Massachusetts, an increasing number of schools and districts across the Commonwealth are implementing ILPs to support the college and career readiness of their students. The Department published a guide for implementing ILPs in fall 2014.

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Massachusetts Guide for Implementing Individual Learning Plans (ILP)
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TOOL 1: Sample ILP Instrument (excerpt from ILP Guide) — schools and districts are encouraged to adapt this instrument to meet local needs and context
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TOOL 2: ILP Implementation Self-Assessments (excerpt from ILP Guide)

Educator Evaluation and School Counseling

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School Counselor Indicators for Educator Evaluation
The School Counselor Indicators were developed in partnership with the Massachusetts School Counselor Association and are based on both state and national principles and standards for school counseling.
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Massachusetts Educator Evaluation Website
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The Massachusetts Model System for Educator Evaluation
The Model System is a comprehensive educator evaluation system designed by the Department of Elementary and Secondary Education (ESE), pursuant to the new educator evaluation regulation, 603 CMR 35.00. This includes a rubric Download PDF Document  Download Word Document specific to Specialized Instructional Support Personnel (SISP) which includes school counselors.
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MASCA Role-Specific Indicators for School Counselors
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Specialized Instructional Support Personnel (SISP) Rubric
The SISP Rubric describes practice that is common across educators in professional support roles such as school counselors, school psychologists, school nurses, and others defined in the recognition clause of the appropriate collective bargaining agreement. It is intended to be used throughout the 5-step evaluation cycle for educators who provide direct services such as education, therapy, counseling, assessment, and diagnosis to a caseload of students, as well as educators who may provide indirect support to students through consultation to and collaboration with teachers, administrators, and other colleagues.
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District Determined Measures Presentation from April 7, 2014 MASCA Conference


Last Updated: April 27, 2017
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