Wednesday, June 28, 2017

What Not to Do Over Summer Break

By:  Patrick O'Connor Ph.D


It isn’t unusual for counselors to experience several “last days” of the school year.  From the last day the students come to school, to the last day the teachers are in the building, to the last day we are in the building, there are ample opportunities to reflect, review, and plan ahead.

It’s time for all of that to stop for a while, according to two experts.  The first one is my school principal, who concluded the end-of-the-year luncheon with this advice: “You’ve worked hard, and we’ve worked you hard.  Now it’s time to stop working.” The second expert runs an online blog I subscribe to that addresses social justice issues. About once a week, she posts something that says “It’s time for self-care.  What are you doing to take care of you?”

Counselors aren’t always the best clients, so it’s likely more than a few of you are trying to sort out just how much work you need, or want, or (dare we say it) should do.  If the first few days or weeks of vacation have been more unsettling than unwinding, consider these key steps to making the most of your summer:

Voicemail Most phone systems don’t allow you to turn voicemail off.  Even if yours does, you may want to consider keeping it on, since many people who call over the summer are looking for help they need right away.  If your voicemail is active in July and August, your outgoing message should be helpful and clear:

“I’m out of the office until late August.  If you’re calling for a school issue, please call the main office at (phone number). If you’re looking for counseling resources, look on the counseling website/community mental health website at (web address). If you’d like to leave a message for me, please remember I’ll be listening to it in late August.”

Once that’s done, don’t check voicemail.  Trust the system you’ve set up, or you’ll be checking every day—and that’s not restorative.

Email  The same message on your voicemail goes on your email autoreply, since parents and students might be reaching out to you for help, and need direction.  Since I’m on several professional committees that meet year-round, I check email over the summer, but only respond to professional commitments—if I weren’t on these committees, my summer would be both email and voicemail free.  A clear autoreply gives students and families the help they need.  Once again, it’s time to trust your ability to guide them to the right resources. ( I also scan email for spam and advertisements and delete as I go.  It saves all kinds of time that first day back in the office.)

“Dropping By the Office.” The simple rule here is that if you don’t have to be in the office over the summer, don’t go in.  The temptation may be strong to go in for “just a minute” to develop that one lesson plan or answer that one email—and then, somehow, you’re there for the day.

If you just have to spend some time developing new units or presentations, find a way to do it at home, or at the local library.  Schedule the time, and once the time is up, head back to vacation, and pick up where you left off later.  If your contract requires you to be in the office, save all of your preparation for the office time, and let the rest of the summer be about you.


Wednesday, June 21, 2017

Five Counseling Trends to Watch for This Fall

By:  Patrick O'Connor  Ph.D


Last week, we looked back at this school year, and talked about five trends and issues that shaped our world of work, and the lives of our students.  This week, we look forward to the fall, and anticipate what new challenges lie ahead—and make sure you read to the end for a special announcement!

ESSA changes could affect counselors and counseling  Few counselors shed a tear when the federal government finally retired No Child Left Behind last year, since the program put an incredible emphasis on testing—testing generally left to counselors to administer.  Replaced by the Elementary and Secondary School Act, states were asked to develop their own plans for how they would use a lump sum of federal money known as Title IV funds, and if they planned to use that money to continue to support counseling programs.

Most counselors don’t know what their state proposed to the federal government—and those that do likely know that President Trump has proposed giving states no Title IV money at all.  It’s worth a moment of your time this summer to find out who your state’s ESSA contact is; the money you may have been getting for your program may not be there, come fall.

Return of Year-Round Pell  On the other hand, the federal government has done students and counselors a huge favor by restoring the right for students to use Pell grants and other federal funds to pay for college throughout the year, including the summer.  For the past few years, students using Pell funds in Fall and Spring terms received no Pell funding for summer.  With summer funding restored, more students can return to a year-round, part-tine approach to college attendance, allowing them to work year-round as well.

Return of IRS Retrieval Tool Thousands of students completing the FAFSA got a huge boost this year by checking a box that allowed the federal government to use IRS data submitted by the student and their parents to verify FAFSA eligibility.  This verification tool was taken down for security reasons this spring, but it will be back and ready to go come this October 1—good news for counselors and families alike.

Earlier Applications Counselors are reporting an increase in students asking for high school transcripts as early as June of the junior year, since some colleges are now accepting applications that early.  What’s going to happen when panicky parents find out school records offices are closed for the summer?  Stay tuned, and be ready to remind parents that any application submitted by October 15th must receive equal consideration.

Free College Programs on the Rise  Counselors may also want to plan on using part of August to get caught up on the many free college programs springing up throughout the country.  Most are only for in-state students, most only cover tuition, and most have lots of details to follow—but it’s clear your families will want to know more. Make sure you’re ahead of this curve, and remember that free isn’t always free.

Finally, a big thank you to Gene Kalb and the readers of this column.  Word about Counselor’s Corner has   spread, and Counselor’s Corner has been named one of the top mental health blogs for 2017 by Online Counseling Programs.com.  This is due to the loyalty and active engagement of our readers, and the enthusiastic support ofHS Counselor Week editor Gene Kalb. 

An interview about the column can be found here, and more information about the organization granting us this recognition can be found at https://onlinecounselingprograms.com/ .  Thanks for reading, and it’s gratifying to know the column is making a difference in your work with students.

Wednesday, June 14, 2017

The Big Five—What Shaped Our World This Year

By:  Patrick O'Connor Ph.D

This isn’t the last column of the year, but this is the last column when at least a few counselors still have students in the building. Since that’s often a time when computers get closed to focus on year-end activities, here’s a review of what made a counselor’s life more interesting this school year.

Renewed interest in career development dominated the second half of the school year, as increasing college debt and a shifting need in workforce have led society to reconsider the “four years of college is for everyone” mantra of the Great Recession. Economists still insist jobs that require four-year degrees will improve a state’s bottom line, but the message that plumbers are important is alive and well.

Testing trends also kept counselors on their toes, as College Board announced the first August administration of the SAT in about 50 years, and ACT announced plans for a July administration in 2018. What this will do to the testing plans of future juniors and seniors is anyone’s guess, but it does suggest a shift in test prep to the summer months. How will high schools respond?

Test prep managed to make its own headlines late this year, as a College Board report suggests students using the free online SAT prep through Khan Academy for 20 hours of guided tutoring can see impressive gains in their SAT score. If these findings stand the test of time, these 110 point increases will be a game changer.

Politics made a rare impact on the affective element of the counseling curriculum, as legal actions from travel bans to immigration raids have put man first generation families on edge. Counselors were asked to walk a fine line between supporting students without making political judgments—as a whole, they walked that line with dignity and professionalism.

Early FAFSA Filing allowed a record number of students to file for the FAFSA this year. By moving the filing date up to October 1, families were given more time to file the form, and to shop colleges by price. While some of these efforts were diminished by the removal of the IRS Data Retrieval Tool this spring, the new attention that was focused on FAFSA served its purpose, as the ability to pay for college continues to be on the minds of students, counselors, and policymakers alike.

Wednesday, June 7, 2017

Summer Melt: A Step-by-Step Guide

By:  Patrick O'Connor


It’s an all too familiar situation. You see your seniors off at graduation, they thank you for all you’ve done, you wish them luck at college, and you wonder when you’ll see them again—until you see one of them at the local grocery store on a Tuesday night. In October.

Welcome to the world of Summer Melt, a mysterious world where new high school graduates swear in June they are college bound, but never show up for class in the fall. As is the case with too many things in our world, Summer Melt affects more low-income student and first generation students—as many as 40%.

This leads counselors and researchers to believe that a big part of Summer Melt occurs because students don’t complete some of those crucial steps in the summer that are needed to begin their college careers. If they don’t check their emails (and they don’t), students will miss the summer notices about orientation, requests for tax returns, notices of scheduling, and more little things—little things counselors remind them to do during the school year, but now school’s out.

Several research studies on reducing summer melt are easy enough to find. There are also plans out there about creating summer melt drop-in centers and getting colleges to do more to prevent summer melt (and that’s the real answer). But if you’re looking to slow down summer melt right now, here’s your three step strategy:

Open a Remind account. Most counselors are well aware of the great programs that are out there where you can text your students without knowing their cell phone numbers—and, more important, where they don’t know your cell phone number, either. Remind is likely the most famous one of these accounts, but look around, start one, then invite all your seniors to sign up with their cell phone numbers. Better yet, ask around—someone in your school may already have the senior class on their Remind account.

Buy a disposable cellphone. Summer Melt is the ultimate problem for school counselors who really want to help kids, but need their summer to recover—and let’s face it, we all need recovery time. The happy compromise here is to buy a disposable cell phone, the kind you put a certain amount of minutes on with a charge card that doesn’t require a contract. You want to make sure you can text on it, but that’s all the frills you need—and let’s face it, a texting cellphone isn’t exactly hard to find.

Schedule your messages. The first day school is out, send a text on your disposable cell phone that tells your seniors what’s up. “It’s Mrs. Jones, and school’s out! Look for weekly reminders from me this summer that will help you make an awesome start to college.”
After that, your task is to put the phone in a place where you’ll be able to find it every Monday (or pick another day). On the appointed day, turn the phone on, text the message of the week, and turn the phone off before you hit the pool. If you’re looking for a comprehensive texting curriculum:

Week 1 “It’s Mrs. Jones. Have you signed up for college orientation? Check your email and see what to do. Still not sure? Call the college.”

Week 2 “It’s Mrs. Jones. Does your college have everything for your financial aid file? Check your email and see if they’ve sent you something. Not sure? Call the college.”

Week 3 “It’s Mrs. Jones. Does your college need a health form from you? Check your email and see. Not sure? Call the college.”

Week 4 “It’s Mrs. Jones. Are you rooming with someone at college? Do you know who it is? Have you been in touch? If any of these are no, it’s time to reach out!”

Week 5 “It’s Mrs. Jones. Do you have a schedule of classes yet? What about books? What about money for books? Check your email and see. Not sure what to do? Call the college.”

Week 6 “It’s Mrs. Jones. Will you be working at college? If so, are your job plans all set. Are you sure? If not, call the college.”

Week 7 “It’s Mrs. Jones. We’ve sent your final transcript. Does your college have it? Are you sure? If not, call your college.”

Week 8 “It’s Mrs. Jones. How are you getting to college? Is your ride all set? Will you be commuting to school? Confirm your plans—especially if you’re car pooling.”

Week 9 “It’s Mrs. Jones. You should be starting college soon. Have fun, and let me know what you need!”

You’ll want to talk with nest year’s seniors about Summer Melt in March and April, and you might want to put together a plan for how students can get hold of you, since Remind won’t let them text you. Then again, you might not, if you really want students to test their wings over the summer. Either way, these 9 texts will help get them on their way to what’s next, without doing serious damage your time at the beach.

Wednesday, May 31, 2017

Collarbones and 200 Valedictorians: Too Many Shiny Objects

By:  Patrick O'Connor Ph.D

It started out simply enough. The student had worn a shirt that exposed her collarbones, a violation of the school dress code. The principal called this to the student’s attention, and asked her to put on a jacket, and she complied. Now we can get back to learning, yes?

Evidently not. Dissatisfied with the effect the jacket had, the principal changed his mind, and told the student she’d have to change. She wasn’t interested in doing that, so they tried to call her mother, all to no avail—so the principal called a security guard and told the student either to change the shirt in question, or be taken into custody. As a result, she will not walk the stage for graduation…

…even though she is the class valedictorian.

This would likely be less of an issue at the graduation ceremony at any of the three high schools in Dublin, Ohio, where 222 valedictorians—20 percent of the senior class—is being honored. The high school established a policy where anyone in a certain grade point range is considered a valedictorian. This, despite the fact that the definition of valedictorian is the one student who gives the valediction (or class) speech at the graduation ceremony. That’s one student, not 222.

All of this requires us to ask the question, just what on earth is going on in schools these days? Unless I’ve missed something, the purpose of school is to provide some reasonably orderly way for students to learn more about themselves and the world. Once the basic rules are put together allowing that to happen, everyone should get way out of the way, and leave the teachers and students to the task at hand—creating strong learning relationships.

That doesn’t seem to be the case with either of these schools. Once the principal told the student to put on the jacket, that was the end of his opportunity to influence the learning atmosphere. If it would have been better to ask her to put on a sweatshirt, well, that’s a learning experience the principal can apply next time. No student is going to be nearly as critical of the jacket-shirt ensemble as the principal, so moving on was the right thing to do. Instead, the student gets a lesson about the world, for sure. When someone in power uses poor judgement, they often see to it that they aren’t the ones who pay.

It’s really hard to say just what’s going on with the schools in Dublin. Just about every high school has been in the tough spot where one student has a 4.00 GPA and another student has a 3.99 GPA. But that’s a little different than deciding every student with a high GPA gets to be called a valedictorian. “Valedictorian” doesn’t mean you’re smart; it means you’re the best student in your class. That’s what colleges mean when they offer a valedictorian scholarship—send us your one best student, and they’ll get help paying for college. Deciding a word means something else isn’t really up to a high school.

There’s a flood of stories around, talking about how schools are failing students, and how they could do better. One place to begin the turnaround would be for schools to look at what they’re doing, and why they’re doing it, and see if it has anything to do with students learning something. If it doesn’t, maybe that’s one less shiny object we could all do without, so we could get back to the matter at hand.

Wednesday, May 24, 2017

College Advisers—Helpers to All Students

By:  Patrick O'Connor  Ph.D

She wanted to encourage her students to think about going to college, but after a while, she realized her words were only going to go so far. Taking her students to visit a college campus seemed like a great idea, but her district wasn’t exactly awash in field trip money, and the nearest college was a two-hour ride away. Clearly, it was time to think out of the box.
And that’s just what she did. She called the flagship college in her state, and explained her situation. “You’re too far away” she explained, “so instead of us coming to you, could a couple of your professors come see us?”
It turned out that a couple of professors didn’t come see them—an entire bus load did. For one full day, every single student in that rural high school sat in on college lectures from professors tenured at one of the top schools in the nation. When the professors left to head back to campus, no student at that high school could ever again say they didn’t know what college was about; they had just experienced part of it firsthand.
If you’re thinking, “that’s one smart school counselor”, you’re not quite on track. This brainstorm came from a college adviser, a twenty-something recent college graduate whose job supports the college advising activities of the high school counseling office where she works. Often compared to students in the Teach for America program, college advisers often come from low income backgrounds, and are the first in their family to go to college, let alone earn a degree. In providing assistance to schools and school counselors, these young advisers offer a perspective on going to college high school students can relate to, since the advisers were just on campus as students themselves. They talk about the good times, the challenges both in and out of the classroom—and they talk about whether a four-year college is the right plan for a particular student.
The college adviser movement was the focus of a recent New York Times article, but the Times felt the need to focus on the success advisers were having on getting students into top tier colleges. A broader look at the work of the advisers shows a more balanced record, where a vast majority of students working with advisers end up in quality public colleges in the student’s home state. Some will earn merit scholarships, to be sure, but almost all will have completed a FAFSA, a significant step forward for a cadre of students who often think college isn’t for them, either because it costs too much, or because they don’t see themselves as college ready.
The Times piece also leaves two key questions unanswered. First, a college adviser isn’t a college counselor or a school counselor. As part of their training, advisers understand what they can and can’t talk to students about, and how to make sure students receive the support they deserve when a counseling issue comes up in working with the students. Knowing when to say when is a vital part of being an effective adviser.
The second point is the training most advisers receive. Since most advisers don’t have an education background, most training programs start from scratch, with a comprehensive approach to college advising that usually goes on for weeks the summer before the advisers set foot on campus. From how to choose a college to how to write a college essay to paying for college and more, advisers hear from seasoned school counselors and college admissions officers, typically completing more training hours in college advising in one summer than most school counselors receive in graduate school.
By partnering the fresh college insights and the role modeling of college advisers with the institutional wisdom and multidimensional viewpoint of the school counselor, college advising is taking on a more active, relevant role in schools across the country—further proof of the need for all of us to think outside the box.

Wednesday, May 17, 2017

College Admissions Isn’t Fair. It Also Isn’t Simple.

By:  Patrick O'Connor  Ph.D



A new article about college admission is gaining a great deal of attention among college counselors. Posted on Georgia Tech’s admissions website, the goal of the article is to admit what many students have long felt—that college admissions isn’t fair.

After acknowledging that all colleges look at test scores and grades, the article goes on to suggest the real driving factor behind admissions is the school’s mission, or the reason the college says it exists. Yes, you could be a great student with high grades in AP Everything who was president of every club in your high school. Still, if your essays and teacher letters don’t indicate that you understand the college’s reason for existence, the Georgia Tech piece suggests that would be reason enough for them not to take you, since their review process would likely reveal that there isn’t a “fit” between what the college is looking for, and what you have to offer.

The piece certainly offers a great explanation for why Joey in the locker next to you got into your dream college and you didn’t, even though your grades and scores were higher than his. In connecting admissions decisions to the school’s mission, the article even offers a strongly-principled reason for why they took your sister five years ago with her lower grades and lack of extracurriculars, but didn’t take you this year. The school has a different sense of purpose now.

So, the article puts together a nice argument, with only one small problem. Admission at most colleges doesn’t work like this at all. Instead, it depends on other factors that are a little more basic, but somehow more complicated—like:

How many people apply. The article tries to emphasize the role of mission at highly selective colleges. This suggests that if these same colleges only had 600 applicants for 500 seats, they’d likely take everybody, no matter what their essays said. That doesn’t make their decisions based on mission; it makes them based on numbers. Simply put, they don’t take everyone who applies, because they don’t have to.

What the college is looking for. It’s certainly true a college is looking for certain qualities in a student, but that search is a little more pragmatic than the article suggests. An admission officer from an Ivy League college once told me “If we’re graduating three hockey goalies this year, and you’re a high school senior applying as a hockey goalie, your chances of admission just went way up.” So what happens if the essays in the hockey goalie’s application don’t reveal a deep understanding of the school’s mission? Is this still a fit?

This has less to do with mission than it does institutional priorities—the particular need the college has that year for Philosophy majors, a bassoonist, or someone who wants to do Neuroscience research. These priorities may have something to do with the mission of the college, but they aren’t as closely related as the article suggests, once numbers come into play. The virtues of athletics may be integral to the college’s existence, but they aren’t going to admit every one of the 18 hockey goalies that apply; they’re only going to take as many as they need in any given year—and this year, that may be none.

Rankings. The last ten years of college admissions have seen an increase in all kinds of devices used to get more students to apply. Snap apps, on-site decisions, and the rise in early application programs all point to a desire on the college’s part to attract more applicants, even though very few colleges are actually enrolling more students than they were ten years ago.

What’s behind the need to do that, if admissions decisions are driven by mission, and not by rankings? Is it impossible to be a solid B+ student and have a better understanding of a school’s mission than your National Honor Society counterpart? If not, why are so many highly selective colleges now denying so many—in fact, nearly all-- the B+ students who used to fulfill the college’s mission with distinction?

When most families start looking at colleges, they think the admission process is simple—take strong classes, get good grades, make sure your test scores are strong, join a few clubs, and you’re good to go. That perception works at an incredible number of colleges, but the highly selective colleges have a process that’s less clear, because they don’t have to take everyone who applies. It would be easy to assign this cause to the college’s mission, but that doesn’t reflect reality—and it also doesn’t explain why all kinds of schools say no to some B students and say yes to C students who average 21 points a game.

It would be great if mission was the only reason college admissions doesn’t seem fair, but it isn’t. Like life, it’s more complicated than that, and our students deserve an explanation more representative of that complexity.