EW 50839 All Ohio Counselor’s Conference 2017 – 1 Credit Option

Dear Conference Participant,

You can earn one hour of graduate credit from Lindenwood University through your participation in this conference. In order to earn credit, you will complete the following steps:

1. Visit https://applylu.lindenwood.edu/loginws.asp, complete the Enrollment Form and pay with your credit card. (Tuition fees are non-refundable)2. Fully participate in conference activities3. Compete the assignments and return by the deadline. See attached for additional information

To access your grade in your Lindenwood University student portal (you will be emailed this information within 72 hours of enrolling), please complete the following steps:

1. Visit https://sportal.lindenwood.edu/estudent/login.asp. You will be prompted to enter a user ID and password. Use ID--(2 to 3 letters and 3 numbers for example jse404)

Password= Birthday and last 4 of your social security number.2. Be sure the term in the upper left corner, in blue states FA WS 17. If not, you may change it by left clicking on it and scrolling until you find the FA WS 17 semester.3. From the left column menu, go to Administrative Services. In the My Grades section, click on Final Grades.

The document populated is printable. This is considered an official document from the university. If you need an official copy for your district, please visit: http://www.lindenwood.edu/academics/transcript.html.

The attached information will provide you with the requirements to earn one hour of graduate credit. If you have specific information regarding Cooperative Credit, please feel free to contact me at jedler@lindenwood.edu or by phone at 636-949-4612.

Thank you,

Jennifer Edler

Jennifer S. Edler / Coordinator of Cooperative Credit / Administrative Assistant

Lindenwood University / 209 South Kingshighway • St. Charles, MO 63301

636.949.4612 (o) / LinkedIn / Facebook / Twitter / lindenwood.edu

LINDENWOOD UNIVERSITY

CONFERENCE WORKSHOP ACTION PLAN

EW 50839

Conference: All Ohio Counselor’s Conference 2017

Location: Ohio Date(s): November 9-10, 2017

Lindenwood University offers individuals the opportunity to earn graduate credit through the participation in professional conferences and the completion of assignments listed on a Conference Syllabus. To earn any credit, all assignments indicated on this syllabus must be completed.

Directions for CC Assignment Submission:

To turn in assignments, please type directly on the templates provided at the end of the document. Please save your assignment in one Word file as “AOCCyour last name, first initial]” For example, Jen Edler would save her document as “AOCCedler, J”

**Detailed Directions with screenshots for submission located at the end of the syllabus.

Required Assignments

Assignments Titles Expected Hours toComplete

1. Unit Plan (2 or more completed lesson plans)

5

2. Attendance Requirements 8

3. School Improvement Plan 10

Detailed Assignment Descriptions

1. Unit Plan (5 hours)

First, create a unit for classroom counseling based on ideas gleaned from the conference. A unit should include two to three lesson plans.

Each lesson plan should contain:

One overall SMART goal (type directly into the template at the end of this document. It should be specific, measurable, action-oriented, realistic, and time-limited to qualify as a SMART goal. (Template included)

2-3 lessons in the unit typed in the template located at the bottom of this syllabus from the

American School Counseling Association (also available at https://tinyurl.com/y8yg23mj).

Second, align your unit plan with ASCA and Ohio Learning Standards.

Go to Align the ASCA Standards, available at https://tinyurl.com/ybdlzbja. Pick one mindset and one behavior for each lesson that crosswalks with your overall smart goal.

2. Attendance Requirements (8 hours): Attend a minimum of 8 hours/sessions during the conference (this includes committee and sub-committee meetings).

3. School Improvement Plan (10 hours):

(A minimum of 1.5 pages.)

Part 1

Find and identify your district’s continuous improvement plan. If you are unable to locate this information, go to https://tinyurl.com/y8czzj6m and scroll to pages 16-17 (also listed immediately beneath this paragraph). This lists 5 major categories for continuous improvement that may equate to additional funding for your school. Each cell is worth from 0-4 points with 4 being the best implemented. Reflecting on your school counseling program, what number would you assign each cell in each of the categories?

Ohio Funding Formula-How are you achieving these Target Areas in your current comprehensive counseling program?

Each applicant must select one of the four target areas. Applicants can receive up to 20 points for theselected targeted area. To receive the full four points of the item, all parts of that item is required to be evidence in one or more of the application questions.

Family and/orCommunity Engagement

Resource coordinator is identified andjob duties include coordination of resources for familiesProfessional development is identified and targeted to either culturally responsive practices, trauma-informed practices, familyengagement or community connectionsTargeted resource coordination includescommunity businesses or faith-based organizations and health-related servicesMonitoring of resource coordination to ensure alignment of those resources toNeeds assessmentincludes assessment of community/familyEvidence of school/district seekingidentified community resources is explained and identified

4Evidence of an evaluation of current resources and tools has been or will beconductedEvidence of an electronic data system isused at both the building and districtProgress monitoring and formative/summative assessments areEvidence is provided to show how the data coach is qualified for the positionEvidence of long-range planning to onboard new staff is included

Principal and building leadership professional development is connected to alarger district principal leadership initiativePrincipal and building leadership development includes specific identifiedtraining on the practice and impact ofProfessional development identifies how the school/district is building school leadership’scapacity to improve student achievementProfessional learning incudes building leadership’s capacity to lead staff throughDistrict/sponsor support isevident throughout the

Research-based Collaboration: Short Cycle Evaluation of Evidence- based Strategies targeted on Chronic Absenteeism

Evidence of addressing chronic absenteeism is basedon the needs assessment beyond building-level status as a Focus/Priority SchoolEvidence of monitoring the evidence-based strategy is included and shared with state networkEvidence of weekly data sharing (at minimumstudent enrollment and daily attendance) is providedCommitment from district leadership (superintendentor one member of the district leadership team) and district leadership is actively involved in the projectEvidence of commitment to participate at the annualconvening with at least one representative on eachServe as a model site, willing to share what thebuilding/district has learned with other districts and schools in Ohio

Research-based Collaboration: High School Targeted Reform Structured onEvidence-based

Commitment from district leadership (superintendent or one member of the district leadership team) and district leadership is actively involved in the project

Data Use Capacity Improvemen

Inclusive Instructional Leadership

Serve as a model site, willing to share what the district/building has learned with other districts andschools in OhioEvidence of monitoring the evidence-based strategy is included and shared with stateEvidence of willingness to participate in pilotneeds assessmentsDemonstrate the ability to adjust school structure to communicate around students’

Prioritize these action items in order of importance and briefly describe your rationale for the items that take precedence, paying particular attention to the lower point target areas. If you had to pick one target area based on this information, which one would you select and why?

How will you accomplish these goals? What resources do you need, if any? How will you describe these goals to an administrator in plain language? Write a sample paragraph of what you might say to the administrator?

Part 2

One aspiration of the comprehensive school counseling program is to enlist the support of the school system to impart systemic change in the school community and culture. To embed your comprehensive school counseling goals into the overall school improvement plan (if it is not already available), answer the following in 1 -1 ½ pages:

Select one main target area the comprehensive school counseling program can most impact your school system. Keep in mind your overall school improvement plan. Which area would you pick to affect the most change in the school system?

Which stakeholders will you invite to discuss your target area and a proposed school counseling program intervention?

Create a meeting agenda for the stakeholders.

Identify existing strengths of the school counseling program, school, and district that will help your school

Identify potential barriers to increasing points in one or two of the main categories above and how your comprehensive school counseling program will help the system overcome them.

THE GRADE PLAN

To earn a grade of “A”: Fully participate in pre-conference activities, and complete the written assignments in rich details with clear explanations of your ideas. Minimal to no grammar or punctuation errors.

To earn a grade of “B”: Fully participate in conference activities and submit the minimum documentation required on the syllabus in a timely manner. Grammar and punctuation errors, using the wrong templates, or failure to thoroughly complete assignments as described in the detailed descriptions will result in point deductions.

To earn a grade of “C”: Less than full participation in conference activities, and/or incomplete assignments that do not meet the standards of “A” or “B”.

Failure to meet the requirement of an “A”, “B”, or “C” will result in failure of the class.

**If you have any questions on how to upload the assignment, please e-mail jedler@lindenwood.edu.The assignments must be submitted by Friday, December 8, 2017 for credits to be earned. **

**HOW TO

SUBMIT MY

DOCUMENTS

Go to: https://lindenwood.instructure.com/

1. Type the username and password you were given by the Cooperating Credit Office and click ‘Log In’

*If you haven’t accessed Canvas with this account before, you may need to read and agree to the terms of service.

3. Read the directions, access any documents you need and click ‘submit

assignment’

4. Click ‘Choose File’ and from the pop-up screen, find the file location, click the title and select ‘open’. You may ‘add another file’ if you have multiple documents and any notes for the grader in the ‘comments’ section. Click

‘submit assignment’ when finished.

3. You will be taken directly to the

‘Home’ link. You can see further instruc- tion for submission in the ‘Welcome’ module or go directly to ‘Assignment’ to

2. Look for the widget with the name

of your conference and click the title

If you have any problems with your submission, please contact Jennifer Edler (jedler@lindenwood.edu)

Templates for Assignment 1-Unit Plan

5. To the right, you will see a submission confirmation notice. Click ‘grades’ to see a submission icon in the column for your conference.

By

ASCA SMART-GoalFormat

,End Date Targeted Group [Process Data]

i Increase/decrease something related to achievement, attendance or behavior

l [outcome/results data]

l

by from toMeasure of change Baseline data Target data

Identify outcome data (achievement, attendance and/or behavior) supporting need for this goal:

Identify supporting contextual (perception) data (from relevant stakeholders) to further understand this g o a l :

Perception Data answers the question, “How are student beliefs, skills, and knowledge different as a result of this lesson?”

A. Belief Example-“I believe studying is important.”

B. Skills Example-“I can identify 3-5 effective study habits that work for me.”

C. Knowledge-“I know how studying impacts my grades and my long term academic and

career choices.”

Identify any possible systemic issues /barriers (policies, procedures, school- or districtwide) related to this goal:

Identify school programs/activities currently employed to address this goal:

Identify possible school counselor interventions/strategies to address this goal: (e.g., counseling curriculum, small group, and/or individual follow up with students, teachers, administration, etc.)

w

Target group=Process Data

Achievement, attendance, and behavior data=outcome/results data

ASCA Lesson Plan Template

School Counselor: Date:

Activity:

Grade(s):

ASCA Mindsets & Behaviors (Domain/Standard):

Learning Objective(s) (aligns with competency):

1.

2.

3.

Materials:

Procedure:

Plan for Evaluation: How will each of the following be collected?

Process Data: (what was done to whom, ex. All 9th grade students in Health class)

Perception Data: ( how will students’ attittudes, knowledge and skills be different after this lesson and/or unit )

Outcome Data: (what achievement, behavior, and attendance data will you look at)

Follow-Up: