Counselor Connection
November 2020~ Grace, Gratitude, and Goodwill
A message from our Mental Health Team
Gratitude has been a tried-and-true method for re-evaluating exactly what is going well in your life. In our darkest moments, gratitude is far from our thoughts. But it is in those grateful moments that you can begin the journey back to a level of "OK-ness." We often hear the popular statement, "it is okay to not be okay." In that same spirit, we often negate the fact that it's OK to just be OK. The Community Resource Model calls this level of being OK "the zone of resilience." Inside all of us resides the ability and power to change our emotions, both positively and negatively. An intentional daily focus on gratitude will support the body in maintaining the zone of resilience. Gratitude will not resolve all issues, but it may be just what you need to refocus, reframe, and reset your emotions.
As we all take powerful steps forward and backward through this pandemic, we are reminded that goodwill has the ability to unite people. In order to see the best in others, we must believe in their positive intent and goodwill. Brene Brown recommends that we adopt the belief that people are doing the best that they can. As we think about leadership and all of their efforts, big or small, we must believe that they are doing everything within their power to support us in an unprecedented environment. There is no manual nor compass guiding any of us through these rocky times; yet, the power of humanity is a mighty force.
Find your peace, give yourself permission to feel, and practice the 3 Gs this month.
Thank you for allowing us to serve you!
Cosmic Counselor in Action - Stephanie Moore
Stephanie's Interview
Coyote Ridge Elementary
Lewisville Independent School District
Professional School Counselor
What influenced you to become a school counselor, college advisor, social worker, or counselor leader?
I was influenced to become a school counselor while I was teaching Home Economics in a Middle school early in my career. I noticed that I had students in my class who were responsive to not only the curriculum but guidance of their decision making and life choices. I enjoyed seeing the students grow and develop and, consequently, enjoyed the changes and success they were experiencing from making a plan and following through with good choices.
Name an initiative or change that you were a part of that promoted advocacy for fellow counselors or students. Describe how that change has impacted your role or the lives of students.
I have been a part of the implementation of The Leader in Me Process since the beginning at Coyote Ridge Elementary School. They say this process is a "slow cooker" instead of a "frying pan" initiative, so it's taken a few years to see the results of the process. The changes I have seen in not only the students but also the faculty have been remarkable. I've seen adults adopting personal accountability and personal leadership, which in turn has been modeled for our students. We have an established culture of staff and students who are better listeners, more empathetic toward others, kinder with their words and actions, and all-around leaders who take responsibility for themselves. Staff members model these actions; speak of their accountability to their classes and colleagues; and point out personal leadership in literature, history lessons, and current events (just to name a few). Coyote Ridge has indeed established a culture of leadership, and I am proud to have been a part of the beginning and continuation of that!
What are you proudest of in your current position?
I am most proud that I work on a campus of open-minded, positive thinkers. Our positions can be challenging with new initiatives and expectations, but I work with hard-working, "can-do" colleagues. I am proud that, in my position, I am able to suggest new ideas that I believe will promote personal leadership and development in everyone at Coyote Ridge and people listen! Together we have done some amazing things, and for that I am very proud.
When the work gets hard, how do you find a balance between your work and personal life?
I find a balance daily because the work is always hard. By "hard" I mean that this position requires me to have my heart engaged, which can be draining at times. I find balance by using my good counseling skills of boundaries and knowledge of my skill sets. I also find balance by taking care of myself through diet and exercise and enjoying my family and friends. I like to laugh, and I often seek out people and times when I can make that happen...it sure does help :)
What advice would you give to future counselors, college advisors, or social workers?
My best advice is to pursue this career if you are being drawn toward it. I think people know when they are a fit for the career based upon their calling. The benefits of being honored with people sharing parts of their lives with you and trusting you far and away outweighs the hard pieces of the work. You will know if you are cut out to serve in this capacity or not by paying attention to your personal ministry.
Upcoming Sessions
Dare to Lead Registration Ends 11/13/20
Other Professional Development Workshops
Texas Behavioral Health Executive Council
Mental Health Matters
Texas School Safety Updates
This fall, the TxSSC began partnering with Sandy Hook Promise to bring Say Something, the proven violence prevention program to middle and high schools in Texas. Say Something is a no-cost, easy-to-implement, and life-saving program that will help school personnel and school-based law enforcement officers teach students how to recognize warning signs of potential violence or self-harm and act immediately to intervene.
In the fall of 2021, TxSSC will offer Sandy Hook Promise’s Start with Hello training, a program that teaches students in grades K-12 to be more socially inclusive and connected to each other.
“We strongly believe that school safety is a shared responsibility, and youth are necessary partners in achieving safer schools. These programs educate and equip students with the knowledge and skills to be change agents in the prevention of violence in their schools,” says TxSSC Director, Dr. Kathy Martinez-Prather.
“The Know the Signs training that we’re doing together in Texas are proven to reinforce a culture of looking out for one another, a crucial component to preventing all kinds of violence in schools, including bullying, self-harm, and suicide,” said Mark Barden, co-founder and managing director of Sandy Hook Promise and father of Daniel, who was killed in the Sandy Hook Elementary School tragedy. “The ripple effects of this work are profound, impacting entire communities – not just the schools.”
Throughout Safe Schools Week, the TxSSC will share resources for educators, school-based law enforcement officers, and parents through Facebook, Twitter, and Instagram.
The Texas School Safety Center is an official, university-level research center at Texas State University. The TxSSC offers online resources and in-person workshops to assist schools with emergency operations plan development, training and drilling, school threat assessment and management, bullying and suicide prevention, and other school safety topics. To learn more about the TxSSC and the resources it offers visit https://txssc.txstate.edu.
Sandy Hook Promise (SHP) is a national nonprofit organization with a mission to end school shootings and create a culture change that prevents violence and other harmful acts that hurt children. Through its life-saving, evidence-informed "Know the Signs" prevention programs, SHP educates and empowers youth and adults to recognize, intervene, and get help for individuals who may be socially isolated and/or at risk of hurting themselves or others. SHP is a moderate, bipartisan organization that supports sensible policy solutions that address the human side of gun violence and make schools safer. SHP is led by several family members whose loved ones were killed in the tragic mass shooting at Sandy Hook Elementary School on December 14, 2012.
TEA Updates
Deadline Adjustment for Reporting Industry-Based Certifications in TSDS PEIMS
Based on feedback from the field, COVID-19 impacted districts’ ability to accurately report IBCs in the TSDS PEIMS Summer Submission. As the agency needs an official record based on TSDS PEIMS data for IBC reimbursements and for the calculation of college, career, and military readiness (CCMR) data, districts will be able to report IBCs earned between September 1, 2019, and May 31, 2020, in the 2020-2021 TSDS PEIMS Fall Submission. This reporting will be in addition to reporting all IBCs earned between June 1, 2020, and August 31, 2020, also reported during this submission.
This will be a one-time reporting extension to report only the IBCs earned during the September to May window that were not reported in the Summer Submission. Districts must take this opportunity to ensure IBC data are complete and accurate. Once the PEIMS Fall Submission resubmission deadline passes, districts will have no further opportunity to update or correct IBC data. Any IBC earned between September 1, 2019, and August 31, 2020, but not reported in TSDS PEIMS will not be eligible for reimbursement, for use in accountability calculations, or for generating CCMR Outcomes Bonus funding.
Districts submitting an IBC with a date outside of the June 1–August 31, 2020, range will receive a special warning in the TSDS PEIMS Fall Submission. Normally, districts would receive a fatal for reporting outside of the date range, but TEA will be downgrading this rule for this submission only. Districts should ensure that all IBCs are entered with the correct date. Any IBC submitted with a date outside of the allowable September 1, 2019, and August 31, 2020, range will be considered invalid and will not be used for any purpose.
An October 17, 2019 To the Administrator Addressed correspondence provided guidance for reporting industry-based certifications (IBCs) in the Texas Student Data System (TSDS) PEIMS. For details on timelines established in 2019, please review the TAA. Additionally, the IBC-EXAM-FEE data element in the PEIMS fall submission does not permit decimals. Districts are encouraged to follow standard rounding rules when reporting the whole number cost of the certification. If the decimal is > .50, the district should round up to the nearest whole number; if the decimal is < .49, the district should round down.
Contact Information
If you have questions about IBC standards, reporting, or reimbursements, please contact Advanced Academics within the Division of College, Career, and Military Preparation at (512) 463-9762. If you have questions about the use of IBCs in academic accountability, please contact the Performance Reporting Division at (512) 463-9704.
Highly Mobile and At-Risk Student Programs Webinar
Please join the Highly Mobile and At-Risk Student Programs Division for a Zoom Webinar on Thursday, November 5th, from 1:00-3:00 p.m.
School, LEA, and ESC Staff should attend.
The Zoom is limited to 1,000 participants. Any participants beyond 1,000 may watch via YouTube.
This meeting will also be recorded and available for viewing on TEA’s Highly Mobile & At-Risk Student Programs Division website.
State Board of Education Rules
The following rule actions were filed with the Texas Register for publication in the October 16, 2020, issue:
Summary: The new section identifies provisions of the Texas Education Code that are applicable and provisions that are not applicable to the special purpose school districts operated by Texas Tech University and The University of Texas at Austin. The new section was adopted without changes since published as proposed.
Second Reading and Final Adoption by SBOE: September 2020
Effective Date: October 25, 2020
Summary: The amendments update the rules to align with recent legislation and with changes to the technology applications and career and technical education Texas Essential Knowledge and Skills. The amendments were adopted with changes since published as proposed.
Second Reading and Final Adoption by SBOE: September 2020
Effective Date: October 25, 2020
Adopted New 19 TAC Chapter 120, Other Essential Knowledge and Skills, Subchapter A, Character Traits
Summary: The new sections add new Texas Essential Knowledge and Skills for positive character traits for Kindergarten-Grade 12 in accordance with House Bill 1026, 86th Texas Legislature, 2019. The new sections were adopted without changes since published as proposed.
Second Reading and Final Adoption by SBOE: September 2020
Effective Date: August 1, 2021
Please see the TEA website to view the adopted State Board of Education rules.
College, Career, & Military Readiness
Admissions Updates for TX Colleges & Universities
Supporting Counselors with the COVID-19 Response Dashboard
Each year, high school counselors in Texas work tirelessly to make their students' transition to college as seamless as possible. This year, with the backdrop of COVID-19, constantly changing college admissions information has made this undertaking unprecedentedly challenging for counselors. To help ease the burden they face in the upcoming months as application deadlines approach, TxCAN has compiled a spreadsheet of college admissions data across the state of Texas. Soon, this resource list, which currently exists on an Excel Spreadsheet, will be a searchable database.
Download the Resource List
FAFSA season is upon us! Future Focused TX has released the next package of resources just for you. This all-in-one site has been created just for you - educators, counselors, and organizations across the great state of Texas helping students get to and succeed in college. Our Digital Advising Resources for this month cover FAFSA/TASFA, staying sharp in class, college essays, and completing college applications.
Check out the October Digital Advising Resources HERE!
From October 26th to October 31st, Get Schooled wants to build greater awareness and motivate the Class of 2021 to fill out the FAFSA ASAP by sharing their #FAFSAdance. They will be giving out $1,000 to help students pay for college applications, books, and the technology they need to get to college. Share this great opportunity with your students by sending the email below, pre-written just for you.
Additional FAFSA Resources
Military Indicator Update
The purpose of this communication is to notify public school districts and open-enrollment charter schools of updated guidance for reporting enlistment in the U.S. Armed Forces in the fall 2020 TSDS PEIMS submission.
General Guidance
Last fall, the agency conducted numerous district special accreditation investigations in response to inflated and potentially bad-faith reporting of students enlisting or intending to enlist in the U.S. Armed Forces. As a result of actions on the part of certain districts, the agency revises its guidance from allowing districts significant discretion when reporting to only accepting data that includes students falling into one of two categories: Confirmed Actual Enlistment and Confirmed Imminent Enlistment.
While the agency continues to work with the Department of Defense to obtain source data that accurately and precisely documents military enlistment, each district will continue to decide the methodology for collecting and documenting this indicator, subject to the following agency guidance:
- “Confirmed Actual Enlistment” means students who, by December 31 immediately following high school graduation, are confirmed to be enlisted in the military
- “Confirmed Imminent Enlistment” means students who, on the day of graduation, will enlist in the military by December 31 immediately following high school graduation
- The methodology used must be developed and applied in good faith and not intended to artificially inflate the CCMR indicator
- The methodology used must be reasonably calculated to accurately determine within a reasonable margin of error the Confirmed Actual Enlistment and Confirmed Imminent Enlistment of its graduating class
- Districts must maintain verifiable, supporting documentation that may be reasonably determined by the agency to conclusively demonstrate and accurately account for Confirmed Actual Enlistment and Confirmed Imminent Enlistment
- This documentation may be subject to audit by the agency
Examples of methodologies that may be determined as "bad faith" if utilized by a district include, but are not be limited to, the following:
- Reporting students based solely on the district inducing student contact with a military recruiter (e.g., holding an assembly in the cafeteria with a military recruiter where student attendance is required or otherwise prompted by the district)
- A district soliciting student signatures on forms, including, but not limited to, senior surveys indicating the student’s intent to enlist in the military when the district possesses no other documented evidence of Confirmed Imminent Enlistment
- Reporting students who have taken, but failed, the ASVAB
- Reporting students based solely on a student taking the ASVAB when the test is administered by the district but possesses no additional evidence of enlistment once the student receives the results of the test
- Reporting a student when there is evidence that the district is aware that the student is disqualified from military service
- Reporting students when the district possesses no or inadequate documentation
Recommended Methodology
To demonstrate Confirmed Actual Enlistment, the agency will accept verifiable documentation from a military recruiter, such as an email indicating enlistment or any official Department of Defense document showing enlistment and acceptance into the United States military, so long as the enlistment occurs by December 31 immediately following high school graduation.
Additionally, the agency will consider it a rebuttable presumption that a district’s methodology used to determine Confirmed Imminent Enlistment is developed in good faith if the district’s methodology includes showing documented evidence of each of the following:
- The student obtains a passing score on the ASVAB;
- The student engages in a one on one meeting with a military recruiter at the request of the student;
- After passing the ASVAB and meeting with the military recruiter, the student executes a form indicating the intent to enlist in the military by December 31 immediately following high school graduation and the student personally delivers the form to the district and the military recruiter; and
- There is no evidence indicating that the student has been disqualified from military service or has otherwise indicated a subsequent lack of intent to enlist in the military.
For all students reported with methodologies other than the recommended methodology, the burden is on the district to demonstrate that it has otherwise complied with the standards set out in this guidance. Any district relying upon a methodology other than this recommended methodology acknowledges that compliance is solely determined by the Commissioner of Education.
Reporting
Each fall, districts report military enlistment for the graduating class from the previous year in the TSDS PEIMS submission. Students should only be reported as enlisted in the United States Armed Forces if documentation supports Confirmed Actual Enlistment and/or Confirmed Imminent Enlistment. Districts use Element ID E1589 to indicate whether students enlisted in the United States Armed Forces. The data may be updated any time until the January resubmission deadline.
WARNING
EVIDENCE OF BAD FAITH REPORTING ON THE PART OF THE DISTRICT MAY LEAD TO AGENCY INTERVENTIONS, INCLUDING THE LOWERING OF THE DISTRICT’S ACCREDITATION RATING, INSTALLATION OF A MONITOR, CONSERVATOR, AND/OR BOARD OF MANAGERS, AND ANY OTHER INTERVENTION ALLOWED BY LAW. ANY INDIVIDUAL SUSPECTED OF ENGAGING IN BAD-FAITH BEHAVIOR INTENDED TO DEFRAUD THE ACCOUNTABILITY SYSTEM MAY BE REFERRED TO THE STATE BOARD FOR EDUCATOR CERTIFICATION FOR REVIEW OF THE OFFENDER’S CERTIFICATION.
If you have any questions, please contact the Performance Reporting Division at (512) 463-9704 or performance.reporting@tea.texas.gov.
Thank you.
Performance Reporting Division
Texas Education Agency
512-463-9704
Thank you Jennifer Gunn @ Region 10!
You're invited to grab your lunch and come learn via Zoom with the College Board! These sessions are open to all Texas educators at no cost. Registration is being handled by Region 10 ESC, so you will need to create a free account with Region 10 if you do not already have one.
20-21 AP Resources
11:30 - 12:30 on November 12
SAT Suite: Using Scores & Reports to Inform Instruction, Counsel Students, & Monitor Growth
11:30 - 12:30 on December 1
11:30 - 12:30 on December 8
SAT Suite: Understanding Key Content Features & Content Alignment
11:30 - 12:30 on December 3
11:30 - 12:30 on December 10
TSIA
The Texas Success Initiative Assessment, Version 2.0 (TSIA2) is set to launch on January 11, 2021 and will replace the current version of the test (TSIA). The TSIA2 will provide a more stream-lined testing experience combining the current reading and writing sections into a new single section, English Language Art and Reading (ELAR).
Further, the diagnostic tests have been reduced to one per subject area. Students will have access to test feature tutorials and the ability to send their scores to institutions, free of charge.
Last, both students and educators will have access to free instructional and practice materials related to TSIA2 content with the launch of the TSIA2 Learning Resources library (January 2021).
Click here to register for the training sessions. For a complete list of all dates and sessions type “TSIA2” into the Zoom search field.
Social Emotional Learning Supports
Relationships Matter
When we allow students to thrive, we allow them to become agents of change. That's a pretty powerful message and one that all of us should take to heart. Every student has potential, every student has the right to equity in education, every student has the ability to become an agent of change. As schools begin to embrace the social-emotional learning tenets, and staff working with students encourages them and allows them to be themselves, we will see students rise up and accomplish great things.
Guidance Lessons to Support K-12
Gratitude and Empathy
Take some time this month to teach an attitude of gratitude. Studies have shown that grateful people are more hopeful, and that expressing gratitude actually releases dopamine, the feel-good hormone. Now more than ever our students need to feel hopeful and know that there are still plenty of things to be grateful for, even in a world turned upside down.
Talk to your teachers about having their students journal 2-3 things for which they are grateful. Some days, it may only be "I'm grateful I had socks to wear." If their classroom environment permits, have them hold gratitude circles where students sit in a circle and say one thing for which they are grateful. Some students may really have to dig deep to find something to say.
Then have the teachers focus on teaching empathy. The link below has some great ideas for classroom participation in both empathy and gratitude. When we focus on things other than ourselves or our problems, our mood is elevated and we feel we have a purpose.
Finally, help students learn how to relax and care for themselves. Practice daily "mindful minutes" in class, hold before-school mindfulness sessions, find a "mindfulness" or calming YouTube video you like and play it in class, or use an app like Calm or Breathe. This practice will not only help the students learn to relax but will impact the staff as well.
Presidential Election 2020
- ASCA published an article referencing a free curriculum called Operation Respect http://operationrespect.org/classroom-lessons/ It is an SEL curriculum and has lessons/activities that can be done in the classroom BEFORE the election. Using this curriculum, teachers take a few minutes of class time to teach and model for students how to have healthy conversations and respect others’ opinions, even when they don’t agree.
- It would be beneficial to help students examine what it is that is causing their fear. Perhaps some groups or assemblies to talk through fears and coping strategies.
- ASCA's Resource: https://www.schoolcounselor.org/school-counselors/professional-development/learn-more/helping-students-troubling-times
- American Psychological Association offers 4 science-based ways to cope with election anxiety: https://www.cnbc.com/2020/10/07/study-american-adults-report-election-stress-anxiety-tips.html
- Utilize your Character Education programming or character traits. You could tie the pillars of character to the election and its outcome.
Parent Resources
De-escalating Techniques for Parents
When I was a young parent, I discovered something quite by accident that changed how I managed my children’s emotional outbursts and subsequently changed the outcome. It seemed so simple… I mean surely there was more to handling temper tantrums than this. My big, earth-shattering strategy was simply to re-direct their attention.
One evening, my four-year-old was getting ready for a bath when he went into a full-blown meltdown. I had learned from past experience with him that if I got upset, the situation would be compounded, leaving both of us in tears. Not wanting a repeat of the past and desperate to calm this outburst, I looked directly at him and said excitedly “Hey, you know what?” as if I had something very cool to tell him. He stopped long enough to hear what I had to say…after all, I had said it with such enthusiasm and conviction it must be something good, right? This provided me the opportunity to redirect his attention to something else.
Since this was the FIRST time I had used this strategy, I had to think on my feet because it stunned me that it actually worked. I was so pleased with myself for figuring this out that I continued to use this strategy. The first few times, I talked nonsense, sang a goofy song to get them to laugh, and other times I would say “I love you because you’re awesome.” The conversation would then calmly continue about something totally unrelated to the emotional outburst. Later (at least an hour or so) I would ask them why they got upset and we were able to talk about it.
As my kids got older, the redirect turned into affirmation and validation, the words turned from nonsense to “I hear what you’re saying and I can see how upset you are. What do you need from me or how can I help you?” Often, the frustration is so great that they can’t put their feelings into words. Calming reassurance and loving words from you can help children regain their composure enough to articulate their emotions. Sometimes, a change of scenery can help boost the conversation. For us, that meant a drive in the car. For some reason, it was easier for my kids to open up in the car since we weren’t looking directly at each other. Once they realized that I was open to what they were trying to say, they felt safe to talk. Many of our talks lasted into the early morning hours (not the ones in the car), but we had some of the richest conversations and I will always cherish that time with them.
Over the years, I used this technique in my classroom to diffuse an emotional situation and build relationships. I have found that children just want to be heard, to know that it is safe to talk, and that we will listen non-judgmentally and with an open heart. It is amazing what this simple act does to build our relationship.
Now that my kids are grown, I use these techniques on my grandchildren….and it still works.
SAVE THE DATE
Trauma Training 1/11-1/12
Self-Care with DARCC 1/14
Texas Association of College Admissions 2/11
NOVA Training 2/24-2/26
And much MORE!
Don't forget to provide your feedback for other great spring 2021 sessions!
Dr. Sandy Benavidez
Contact Us!
Valerie Roper, LPC
ESC Region 11 Mental Health and School Counseling Team
Website: https://www.esc11.net/domain/421
Location: 1451 South Cherry Lane, White Settlement, TX, USA
Twitter: @ESCR11Counselor