by Mark Sklarow, Executive Director, IECA

As the competitiveness in college admission continues to grow, and with it parent anxieties, school systems across the country seem to be in a frenzy to grow their Advanced Placement (AP) offerings. In doing so, many schools place increased pressure on students to take AP courses in a desire to strengthen their students’ college applications and meet parental demands.

The problem of course is that schools need to meet three conditions BEFORE such a plan can be successful: (1) adequate training for teachers who will be responsible for the AP curriculum; (2) adequate preparation for students; and (3) sensible screening of students before placing them into AP classes. The current lack of such planning is further harmed when national “experts” evaluate and rate schools based on how many AP courses they offer and how many students are “pushed to challenge” themselves, with little attention paid to how many succeed. Some schools are reporting failure rates exceeding 70%!

Nationally more than 41% of students are now failing AP tests (receiving a grade of 1 or 2, typically considered failing). This is a 14% increase in the failure rate over the last decade. Much of the increase, and the highest failure rates, are seen in the South where almost half of all students fail, including more than 55% in New Mexico, Arkansas, Mississippi, and West Virginia. During this same decade the number of students enrolled in AP courses has more than doubled.

As recent IECA surveys indicate, students are best served when they take challenging classes and succeed in them. Looking at these new figures, one has to wonder whether the groundwork has been laid for this huge increase in offerings and participation as students in alarming numbers are not able to pass these tests. Are schools and counselors properly advising students when they are urged into coursework that is either above their ability or when a class’s progress is delayed because improper screening was done? One wonders if the growth has been pushed by an organization that materially benefits when more students take AP courses and tests—whether they are fully prepared for success or not.

Let’s continue to challenge students, but let’s use some common sense. Let’s also look at schools where three-quarters of student fail, and ensure that teachers are properly trained and students are able to handle the requirements.

by Mark Sklarow, Executive Director, IECA

The typical student in the United States is awake for about 16 hours a day. School, including getting there and back, and the occasional after school activity, accounts for nearly half of those hours. The balance is meant for family, meals, volunteer commitments, part-time jobs, community sports leagues, church or synagogue, leisure reading and homework.

If that seems like a lot to squeeze into just eight waking hours a day, consider the following: adolescents are spending seven and a half of those hours connected to electronic media! This according to a new study released by the Kaiser Family Foundation. The explosion of multi-purpose cell phones (cameras, game-playing devices, Facebook interfaces), among other developments in the past decade, has dramatically increased such activities. Harry Potter and Twilight aside, these increases have come at the expense of leisure reading.

According to the Kaiser study, adolescents between the ages of eight and 18 average four and a half hours of television-watching daily and an additional two and a half hours listening to music. Of course unlike when we were teens, listening to music meant being holed up in our rooms with the stereo cranked up, today’s music listening often accompanies other activities like chores, reading, and homework.

Another two hours are dedicated to cell phones: text messaging now occupies nearly an hour and a half of each day, while talking on those phones just a half hour. Video games played either on their phone or on the computer accounts for over an hour a day, and at-home, non-school related computing another hour and a half.

Do the math: that amounts to 13 ½ hours, squeezed into less than eight hours thanks to multi-tasking that comes so easily to teenagers today. Back to that image of yourself as a teen, lying on your bed, eyes closed listening to albums through the headphones your parents made you wear rather than disturb the entire house. Today that scene—ear buds plugged into a phone, listening to music while texting friends, catching up on Facebook while finishing math homework. Don’t ask me how it’s possible…I still can’t concentrate on the reporter’s words while trying to read a chyron as it scrolls “breaking news” across the bottom of the TV screen.

I am not sure what message this really brings. I suspect I’m just the latest in 2,000 years worth of older folks worrying about how the newest generation can possibly keep up with the pace of life. But I do hope that college students (medical students in whose care I’ll someday be) are really able to learn their stuff, complete their assignments and retain everything, while connected to so many for so long in so many ways, while they meet the demands of schooling.

by Mark H. Sklarow, Executive Director, IECA

From the NATSAP Conference in San Diego

On Thursday morning we received a briefing by NATSAP’s government relations representative, Kristina Pisanelli. She both provided an update on the Miller bill as well as set the scene for the legislative landscape in DC.

Back in 2007 when the Miller bill was proposed, it contained a number of provisions that would have effectively closed therapeutic schools and programs. The most onerous provision would require programs to meet not only the laws of the state where they were located, but also all applicable laws for all the states from which current students permanently reside. This would have meant, for example that a program in Idaho might have to meet the laws of 32 individual states—a list that could change weekly.

That bill died with the 110th Congress. In January a new bill was introduced in the House and quickly passed the Education Committee and the House. THIS new version of the bill was greatly influenced by NATSAP’s legislative work, including the editing out of the provision noted above. Aspects of the new legislation are far more acceptable to NATSAP schools and programs, although it still creates a new government oversight that duplicates efforts already done by other agencies and in many states. It was this new version that was the subject of a debate at the IECA conference last fall.

NATSAP’s effort will now shift to the Senate, where no regulatory bill has yet to be introduced, although Senator Orrin Hatch has introduced an alternate bill. Hatch’s bill would create federal minimum guidelines but would leave the development of specific regulations and enforcement to the states rather than create a new level of federal bureaucracy. This is the approach that is supported by NATSAP. With the death of Senator Edward Kennedy, the newly installed chair of the Senate Committee on Health, Education, Labor, and Pensions is Tom Harkin of Iowa. A new bill would have to make it through Harkin’s committee and be approved by the Senate and reconciled with the House bill within a year.

Given the current legislative agenda: jobs, the economy, health care, terrorism, education, and more that were articulated during President Obama’s State of the Union address, it is unclear if the Senate will be able to tackle the issue of regulating therapeutic programs in this Congress.

It is also worth noting that with President Obama calling for a freeze in discretionary domestic spending, it may be less likely that the government would create a new bureaucracy as called for in the House version.

Prior to the start of this session, I had breakfast with a number of the members of IECA’s Special Needs Committee and we brainstormed the possibility of new PR initiatives. I look forward to sharing these after the matter has made its way through the committee and the IECA board.

by Mark Sklarow, Executive Director, IECA

Can I admit that I tuned out? After a week of tearfully watching the news and reading stories of orphaned children, collapsed schools, amputated limbs, starving babies, and grieving families, my mind needed to escape and so, I tuned out. I watched American Idol instead of CNN, and The Daily Show over the Nightly News. Last weekend I turned on the TV but quickly switched from CBS to the Food Network to Comedy Central. It was no use as the telethon for Haiti was everywhere my remote took me. Yes, I had donated and yes, I felt compassion but frankly after a week, somehow things seemed more daunting and hopeless.

Then a few things seeped past my defenses. There were still rescues, unbelievably, after a week, 10 days, and 12 days. The looting we were told was inevitable never really materialized, despite the desperation and lack of a working government. I saw a story on ABC about an Israeli MASH unit set up on a soccer field with a maternity ward and NIC unit that was operating so effectively that babies were being born, healthy, and being named “Israel” by grateful parents.

A few days ago I received a message from an IECA associate member, Maryline Kruger (FL). A native of Haiti herself, it brought an international crisis into our own community. While Maryline’s immediate family survived, she shared with me the desperation many shared and the daily struggle to meet the necessities of life.  Maryline posted her personal message on the IECA TalkList a few days ago. After reading her message I wanted to write one last comment, perhaps a final reminder about what Haiti needs. My thoughts are no more insightful but I felt the need to comment, perhaps thinking of others who, like me, had to tune out for a while.

Needs are still immediate: food, water, and medical care. Nearly 2,000 emergency medical responders remain in Haiti and the U.S. military, as well as U.N. forces, continue to be the sole source of food and water for many.

But I worry about the generation of kids. Perhaps a million are now without parents. Nearly all with a future further challenged by living in tent cities or worse, without nourishment, medicine, communications, and schooling. For me—and nearly all of you I’m sure, it is our emotional connection to children that motivates us in our work and personal lives, and motivates me now to make just one more donation to save the children of Haiti.

I know many have given all they can. I hope others will join Maryline in giving just a few dollars more to the charity of their choice—for the kids, for their survival, for their future.

Now, I promise, back to IECA business.

by Mark Sklarow, Executive Director, IECA

Based on a request brought by the IECA Special Needs Committee, the Board of Directors met via teleconference last week. Knowing that members overwhelmingly view the TalkList as a valuable benefit (based on the January 2010 member survey), the effort focused on ways to make the TalkList both more valuable but also ensure that several current concerns are addressed.

Concerns focused on just a few specific area: (1) the tendency of some to reveal too much information in  a case study such that client confidentiality could be compromised; (2) the tendency of some to present so little background as to call in to question whether the person making the post is qualified or ‘did their homework’ before asking for assistance; (3) the actions of some in forwarding TalkList postings to individuals outside of IECA (often in schools or programs), a clear violation of the rules that members agree to support.

Board consensus was that the regulations established should be shared with members more frequently. It was felt that often members sign the TalkList agreement but forget expectations, like proper titles. There was discussion about online training that would review what constitutes a good case study posting: one that provides sufficient information but no identifying characteristics, and demonstrates the research done by the consultant prior to the post. It was also felt that members need to be reminded that it is unacceptable to forward postings outside the membership and that doing so is basis for being removed from the TalkList.

There was discussion about the possibility of creating a TalkList mentor group. Their role would be to assist those trying to frame a posting or to contact those who post something considered improper to explain why and provide assistance in changing to a more valuable post.

Many on the Board felt that there were more significant problems of members venturing into advising beyond their expertise. This was judged to be an issue beyond just the TalkList and will be addressed separately.

The Board will continue this work and create a series of proposals. You may share your thoughts in the comments section below this blog, or send your comments to IECA board president Diane Geller at dianegeller@gmail.com or to me at msklarow@iecaonline.com.

by Mark Sklarow, Executive Director, IECA

Registration for our Spring 2010 Conference will be opening soon and details of the scores of speakers, breakouts, seminars, and more will be posted on our Web site. I do want to share a little information about one of our featured speakers. Dr. Peter Jensen is a member of the Canadian Olympic team, soon to travel to Vancouver to help the host country’s athletes. Jensen won’t be on the snow or ice, however. His role is to get into the heads of the athletes, providing them with the mental preparation needed by elite athletes to improve personal performance. Author of The Inside Edge, Jensen has been advisor to athletes for many years, including the last six Olympics Games.

Jensen will be joining us at our Toronto Conference just weeks after the 2010 Olympics. But what does such a professional offer to IECA members and school admission staff? His new book, Igniting the Third Factor gives us the answer.

In his new book, Jensen looks at the techniques parents, counselors, and educators can use to motivate students to succeed. At our conference he will offer solutions on motivation, engagement, self-reliance, and developing adolescent initiative using humor and stories based on his own experiences. The heart of his presentation will be five actions that separate igniters from extinguishers, something every parent and educator needs to know, as well as a wealth of strategies that can immediately be put into action.

by Mark Sklarow, Executive Director, IECA

We are excited to announce that many of the innovations that IECA introduced as experiments at the 2009 Fall Conference were so enthusiastically received that we are bringing them back, with a few changes to make them even more valuable.

When IECA gathers in Toronto this May, the Speed Meetings will return at a new point in the schedule, and the popular Master Class and Point/Counterpoint sessions will be held with new topics and presenters.

The Saturday morning Master Class will feature Dr. Efrain Bleiberg, one of the nation’s leading authorities on adolescent personality disorders. Bleiberg is a professor at the Baylor College of Medicine where he serves as chair in psychiatry and developmental psychopathology, as medical director of Professionals in Crisis Program, and vice chair of the Menninger Clinic.

The previous afternoon, a general session will feature an examination of the question, “Are 12-Step Models the Right Approach for Treating Adolescents?” A number of panelists will explore the use of 12-step models and also the view of some that “being an addict” and “never using again” are not appropriate for 16-year olds. As was done in last year’s discussion, the session will allow for participation by programs and consultants in offering opinions and raising questions. There remain openings for panelists. Those interested should contact IECA conference manager Rachel Diamond King at Rachel@IECAonline.com.

The Speed Meetings return, and will be held as a pre-conference event on Wednesday morning, May 12. The schedule change ensures that the Speed Meetings will not compete with other parts of the program and should make for a more successful session, similar to the great success of the traditional boarding school meetings in November. Applications to participate in the Speed Meetings will be sent to programs and schools after they have registered for the conference itself. Based on feedback, therapeutic schools and programs may bring two representatives to the Speed Meetings, with a strong preference for one being a therapeutic, rather than a recruitment, professional.

The Information Swap, Conference Central, networking reception, Foundation Gala, and so much more are scheduled. Make plans now to join us in May. Conference registration will open February 1. A reminder that travel to Canada is simple, but attendees will need a valid passport to return to the States.

The IECA Nominating Committee has completed their lengthy review and deliberations, and are pleased to announce the following slate for the Independent Educational Consultants Association leadership:

Nominated to a Three-Year Term (2010 – 2013)

IECA Board of Directors

James “Bar” Clarke (ME)

Jamie Dickenson (WV)

Alan Haas (CT)

Dodge Johnson (PA) [nominated to second Board term]

Emily A. Snyder (VA)

Nominated to One-Year Term (2010 – 2011)

IECA Board Officers

President
Dodge Johnson (PA)

Vice President for Education
Marilyn G. S. Emerson (NY)

Vice President for Ethics
Alan Haas (CT)

Vice President for Committees
Ann Montgomery (TX)

Secretary/Treasurer
Luisa M. Rabe (PA)

Immediate Past President
Diane Geller (CA)

The February issue of Insights will include biographies on all nominees.

by Dodge Johnson, President-Nominee, IECA (Pennsylvania)

I have to say that Mark and I took on a lot of challenges – and that we had a great time gnawing on them.

Our seminar leaders asked us to set an “audacious” goal. So after looking at the member survey, we said, “Okay, why not reshape the world so that families making educational choices ask not whether they should work with an educational consultant but ask instead which IECA consultant would best meet their needs.” I’m sorry to have to tell you that we didn’t get it all done, But we made a pretty good stab at it.

Fortunately, we have Diane’s momentum to build on and her insistence that we plan our future instead of just letting it happen. So we brainstormed about how we might bring our goal to pass. Here are some of our ideas. Members will no doubt have a lot more.

How we can turn our powerful new social networking tools into a megaphone for IECA?

Could alliances with other groups produce not only new friends but also new benefits? For example, schools value how we match clients. That’s why TABS put on their website a search engine where families looking for a school can choose an IECA consultant.

Could advisory boards drawn from colleges/schools/programs suggest how we might establish relationships they’d most like to have with us, get the most out of visits with them, present candidates in ways they find most helpful?

Could we grow more opportunities for consultants to present themselves and IECA to the world – and offer ways to help them make good presentations even more effective.

I’m discovering how important it is for each of us actively to champion IECA as the “gold standard” while championing ourselves. Because the best way to get the world to ask the right question is already to have planted the right answer in their minds.

All this was just brainstorming, of course. The board will decide how we’ll build on our strategic plan and what steps we’ll take to bring us closer to big goals. But I’m excited by the prospect of thinking audaciously.

by Mark Sklarow, Executive Director, IECA

“The pace of change in programming within your association must be commensurate with the pace of change in your member’s world.”

This little bit of truth was but one of hundreds of things that IECA President-elect Dodge Johnson and I heard over the last two days. We were attending a symposium for chief elected officers and chief staff officers run by the American Society of Association Executives. Of course the above bit of knowledge comes with further awareness that we live in an era of unprecedented and unpredictable change. Does any IECA member really know what will be the major challenges facing them in their own practice in their own community in the fall of 2013? Yet somehow, we are told, the association must be preparing now for that unknowable reality. The job of officers and staff is to prepare our members for what the future holds and to be sure that we become a significant resource to help our members thrive in whatever challenge arises.

While the times may change and the daily realities of consulting work may change, the basic premise of what makes an association important to its members does not. Associations are about three things: (1) Community (2) Connections (3) Communication. Our commitment has always been for IECA to be the premiere community, widely recognized and respected as bringing together the leaders in the field to share experiences, knowledge, and to understand the changes taking place in admissions, education, and adolescent health. We are well aware that communities of consultants are easier than ever to create: organizations can start up, or gather online, but what IECA guarantees is that those who choose to join in OUR community are also well screened for competence, ethics, and value a commitment to the success of young people.

Over the last year we have tackled the last in that alliterative series—Communication—in new and exciting ways. This blog and social networking have enabled us to assist our members in this new frontier of possibilities. At the same time, we continue to print our newsletter and brochures. We have expanded opportunities for face-to-face networking through our Speed Meetings, and our College Fairs are larger than ever. It is this very diversity—allowing members to share and communicate in varied formats—that demonstrates our great success.

One of the first items shared with our training group was the unique nature of associations, where the primary consumers, owners, and workforce are all the same: the members. Members are indeed the leaders, filling all Board positions. They also serve as the volunteers that steer our committees, outreach to allied professionals, and help spread the word. And unique among all business systems, these same members are the primary consumers: paying dues, paying conference fees, and attending workshops and campus tours.

Of course we were also cautioned not to allow a situation develop in which members feel they are there to be “sold to” rather than “served.” I took this as a great caution and was reminded of the feedback we heard from many, including the Schools Committee to balance IECA’s fiscal needs with our commitment to serving members. It is a message we heard and to which we will respond.

Over the course of our two days, we were asked to identify one “mega” strategic issue that we expect IECA will confront in the coming years. Rather than pull one out of the blue, Dodge and I were able to access the results (so far) of our ongoing member survey of strategic initiatives. There we found our answer. Members overwhelmingly have identified our mega issue: expanding public awareness and hiring of educational consultants in their educational search, with an effort to ensure that IECA members are seen as the “gold standard” in the profession. It is this overriding member concern that will be front and center as IECA looks at what we need to do to ensure our members are prepared to confront the changes that are coming, as they pursue what the field will be like for them personally in the fall of 2013 and beyond.