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  NYSSCA UPDATE



Update-Revised NYSED School Counseling Regulations
NYSSCA
Dear NYSSCA Member,

Monday's Board of Regents discussion regarding proposed NYSED School Counselor Regulations was pre-empted due to time constraints as there was an extended discussion of APPR regulations earlier in the day. We were assured by Stanley S. Hansen, Jr., Executive Director, Office of Post Secondary Access, Support, and Success, that the proposed regulations will remain, as planned, on the September Board of Regents meeting agenda for a vote.

So the bottom line is: no time is really being lost and we can use the time to get more information to the Board of Regents and NYSED in the interim. The information that would have been discussed today was still shared with the Regents through a PowerPoint which NYSSCA will make available to our members as soon as we receive it.

Mr. Hansen also indicated that the next School Counseling Summit will occur in April 2016. More details to follow. The memo to the Regents with these proposed changes is linked here: http://www.regents.nysed.gov/common/regents/files/meetings/Jun%202015/615p12hed3revised.pdf

If you have any specific questions or comments, please contact us at:
Gloria Jean, president president@nyssca.org
Barbara Donnellan, president elect presidentelect@nyssca.org
Bob Rotunda, executive director executivedirector@nyssca.org

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RAMP Camp
NYSSCA
Register NOW to guarantee a space!!

DID YOU KNOW ... RAMP Camp is NOT just for schools ready to apply for the designation of Recognized ASCA Model Program. If you just want to learn more about the ASCA National Model, RAMP Camp is for you! Come kick-start your school counselor program development.



July 23, 2015
8 a.m. - 4 p.m.
Sponsored by NYSSCA
Hosted by: Shenendehowa Central School District
Shenendehowa High School East
970 Route 146
Clifton Park, N.Y.


DID YOU KNOW ... RAMP Camp is NOT just for schools ready to apply for the designation of Recognized ASCA Model Program. If you just want to learn more about the ASCA National Model, RAMP Camp is for you! Come kick-start your school counselor program development.

Register online here
Complete flyer with registration form here.

Learn more about RAMP.

Learn More about our 'Camp Counselor', Dr, Brett Zyromski.

The RAMP designation is based on "The ASCA National Model: A Framework for School Counseling Programs," third edition.

Questions? Email RAMPCAMP@NYSSCA.ORG.

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PRODUCT SHOWCASE
  Inspirations for Youth and Families

Inspirations for Youth and Families teen rehab is a small, privately run treatment center and private school located in Florida. The program helps teenagers overcome drug and alcohol addiction in a calm, therapeutic setting. Clients participate in daily exercise, counseling, and a variety of therapies. A typical stay at Inspirations lasts 30 to 90 days.
 


Know a student who can change the world?
NYSSCA
Please be sure to tell students about the Summer Institute for Human Rights and Genocide Studies, July 6-10 in Buffalo, and the Capital Region's Teen Summer Symposium on Human Rights July 13-15 in Latham.

These programs provide opportunities to hear human rights experts, historians and advocates, and they include hands-on activities, discussions and field trips — all to inspire students to have a positive impact on the world.

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New York State School Counselor Association Annual Conference 2015
"School Counselors: Advocating Access for All!"

NYSSCA
The Sagamore Resort, on Lake George, Bolton Landing, NY
Nov. 20-21, 2015
Participant online registration here.
Exhibitor online registration here.

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PRODUCT SHOWCASE
  Earn Permanent Certification in NYS

Take courses 100% online, and complete permanent certification in as little as one year!

The CAS in School Counseling at The College at Brockport is specifically designed to fit your schedule. Earn your certificate from an accredited program, with experienced faculty.

Pursue something greater at The College at Brockport. Apply now!
 


URGENT: Tell Senate to keep the promise to support higher education
NYSSCA
Tuesday the Assembly passed the SUNY/CUNY "maintenance of effort" legislation --A-5370-A (Glick) -- by a vote of 116-0. With three scheduled days of session remaining, it is crucial for NYSUT members to contact your senators and urge them to pass the Senate version — S-281-A (LaValle) — right now.

Go to the MAC to send an e-letter with only a few clicks. Every message counts!

SUNY and CUNY have for years been funding increased mandatory costs through annual tuition hikes. That contradicts the legislative intent of the provisions of NY-SUNY 2020, which holds that annual tuition increases be invested in student academic programs, services and faculty.

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  AROUND THE INDUSTRY



Are high school exit exams an unnecessary barrier to graduation?
NPR
Eight times Brandon Lewis has taken Florida's Algebra I end-of-course exam. And eight times he's failed it, once coming just two points short of passing. Lewis is a junior at Miami's Dr. Michael M. Krop High School. Lewis passed the class his first year, but Florida also requires that students pass a state exam in a handful of key courses, including Algebra I. He's worried the test will keep him from graduating. "It hurts when you're isolated from the other group of kids," Lewis says, "and you feel like you're slow and that you can't do anything to, like, pass that test."
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Coming soon to a school near you: The new SAT
By: Brian Stack
The introduction of the Common Core has caused many high schools and colleges to move toward proficiency and competency-based assessment systems in recent years. The focus in the educational community has now turned to one of the rites of passages that many high school juniors and seniors still face: college entrance exams like the SAT. Back in March of 2014, the College Board announced it would be developing a new SAT that would debut in March of 2016.
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Leverage US high school experience as an international college applicant
U.S. News and World Report
The number of international students who graduate from American high schools and go on to enroll in U.S. colleges is on the rise. In fact, almost half of the country's private high schools — and 4 percent of public ones — actively recruit international students, according to the National Association for College Admission Counseling. This is because high schools, right along with colleges, are now realizing how important international perspectives are to a school's campus and community. For international students at an American high school, this has big benefits in terms of time, guidance and proximity for the college search process.
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The graduation gap: Why poor kids aren't getting through college
Deseret News
It's a well-known fact that poor kids have a harder time getting into college. But what's not talked about as much is that when they do get in, they have an even harder time graduating. Poor kids lack some of tools rich kids have to get into college — SAT prep courses, private tutors, help with writing entrance essays and sometimes parental encouragement, not to mention the financial backing to make college a real possibility. The College Board's data shows students from families earning more than $200,000 score an average of more than 350 points higher on the SAT than those from the lowest income families.
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States vary in transition policies from high school to college
Education Week
How are states' colleges and universities using high school test scores in course-placement decisions? Do high schools' course requirements match up with minimum admissions standards in states' higher education systems? And do all states even have definitions of what it means to be "college ready"? Those are some of the questions answered in a new interactive report from the New America Foundation, "Mapping College Ready Policies." Put together by New America policy analyst Lindsey Tepe, the analysis shows that states have made some progress in creating a more coherent transition from K-12 to higher education through assessments and other means, but that in many states there are still disparities between what students must do to earn a diploma and what they must to do to earn a spot on a college campus.
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The role of adult mentorship in helping children deal with trauma
The Atlantic (commentary)
Jessica Lahey, a contributor for The Atlantic, writes: "Recently, I read Emily Dickinson's 'Hope is the Thing With Feathers' to my high-school students in order to set up a writing assignment. Dickinson describes hope in terms of a bird that perches in the soul, and the students were to follow Dickinson's example and create their own vision of hope through the use of metaphors. My motive went beyond lessons in grammar and punctuation, to a more pressing goal: to invite hope back into the classroom. This particular group of students had endured more than their fair share of adverse childhood experiences, and as they progressed through their treatment for drug and alcohol addiction, their essays had taken a very dark turn."
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How ineffective government funding can hurt poor students
The Atlantic (commentary)
Two new national reports paint a grim picture of unfair and inequitable funding of public education across states, with schools serving the highest proportion of impoverished students most often on the losing end. According to the first report, from the Leadership Conference Education Fund and the Education Law Center, states are forcing schools to continually do more with less, despite the country's gradual economic recovery from the recession. Case studies from individual schools and districts in four states — Colorado, Mississippi, Pennsylvania and South Carolina — are used to highlight the funding disparities outlined in the civil-rights advocacy group's report.
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Researchers: 5 ignored factors affect outcomes for poor children
The Washington Post
School leaders and policymakers trying to improve academic results for disadvantaged children need to look outside the classroom at social and economic conditions that directly affect a child's ability to learn, according to a new report. The paper, written by Leila Morsy and Richard Rothstein of the Economic Policy Institute, a left-leaning think tank, focuses on five factors that new research suggests hinder the achievement of poor children: parenting practices in low-income households, single parenthood, irregular work schedules of parents in low-wage jobs, poor access to health care and exposure to lead.
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The SAT: A new core subject in schools?
The Atlantic
Last week, two major education companies unveiled a set of resources that they've pledged will help all kids — rich or poor — succeed on the SAT. After decades of denying the value of test prep, the College Board, which administers the SAT, is now promoting interactive, high-quality training materials, including drills keyed to students' abilities and instructional videos. The materials were developed by Khan Academy, the free, online education company used by more than 15 million students globally; all the content was written or approved by the College Board itself. And they are, like Khan Academy, completely free.
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The constant movement in ADHD may help children think, perform in school
Medical News Today
The constant movement of children with attention-deficit/hyperactivity disorder may be distracting — but the fidgeting also may improve their cognitive performance, a study by researchers with the UC Davis MIND Institute has found. The take-away message: The hyperactivity seen in ADHD may help children think. The study of pre-teens and teenagers with ADHD examined how movement — its intensity and frequency — correlated with accuracy on cognitively demanding tasks requiring good attention. It found that participants who moved more intensely exhibited substantially better cognitive performance.
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Study: Feedback doesn't always help students
Tennessee Chalkbeat
A new Vanderbilt University study challenges the assumption that feedback is always a good thing, at least for student learning. The study, conducted by Emily Fyfe, a doctoral student at Vanderbilt's Peabody College of Education, suggests that once a lesson is taught, immediately telling students if they are solving problems correctly or incorrectly can lead to lower performance on subsequent problems and post-tests. If a student is working on problems before learning the material, however, immediate feedback is helpful.
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NYSSCA Today
Colby Horton, Vice President of Publishing, 469.420.2601
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