Katina Marie Glasco(Aka) Katina
School Counselor
Liberty University
Liberty University1971 University Blvd., Lynchburg, VA 24515
1971 University Blvd., Lynchburg, VA 24515618-317-8612
618-317-8612
My Bio
Katina Glasco: My Bio
I am a K–12 School Counselor in a rural Alaska school district. I practice holistically with a student-centered approach to foster academic, social-emotional, and career development. I work to bring awareness to and value the culture, world view, and traditions of the Inupiat people that make up our community into all that I do. Cultivating deep and trusting relationships with students, families, and community members is where my work begins. I am devoted to creating a safe, welcoming, and affirming environment in which all students feel valued, seen, and empowered to achieve their goals.
Resume & CV
Reflective Journal
Goals (Personal & Professional)
Professional Growth Essay: Goals
Professional Growth Essay: Goals
Professional Growth Essay: Goals
0.33 MB
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Competency Assessments
Foundations
My implementation of the informed consent form is an example of competency in the AIA Foundations Standard because it clearly and specifically applies ethical/legal practices such as confidentiality, mandated reporting, and scope of school counseling services in line with ASCA Ethical Standards and the ASCA National Model. The informed consent form also models transparency and responsible practice and promotes ethical behavior by students, staff, and families. My use of the modern title “school counselor” supports an appropriate professional identity and clarifies the role and limits of the school counseling program for stakeholders.
Informed Consent
0.12 MB
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Counseling Prevention and Intervention
The use of the CAMS Suicide Risk Assessment tool demonstrates my competency of the AIA Counseling Prevention and Intervention Standard as it affirms my counseling knowledge and skills in applying evidence-based assessment and intervention practices to suicide risk management that is unique to my geographical location and school demographics. It also reflects my self-awareness and cultural responsiveness to the needs of diverse students. Using CAMS also demonstrates my implementation of established counseling procedures, my commitment to personal self-assessment, and supervision as well as consultation and referral for cases outside my scope.
CAMS Suicide Risk Assessment
0.59 MB
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Diversity and Advocacy
My use of the Special Education Service Agency (SESA) Pamphlet supports that I am meeting the Diversity and Advocacy standard. I actively use this resource to connect families and school personnel with resources like academic assessments, assistive technology, autism supports, visual impairment tools, and parent-focused materials. The use of this resource demonstrates my commitment to ensuring equitable and culturally-responsive service delivery to students in rural Alaska by engaging stakeholders and advocating for opportunities that will help meet the learning, developmental, and cultural needs of students in my geographic area of practice.
SESA Pamphlet
0.12 MB
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Assessment
The use of my High School and Middle School Summary clearly shows evidence of the AIA Assessment Standard by providing a summative data analysis of school wide attendance, academic, and counseling data to show how I use data to identify student needs, barriers to student success, and areas of needed targeted intervention. By using GPAs, attendance trends, grade level differences, and academic, behavior, and social/emotional services distributions, I use appropriate assessment strategies to make inferences and/or draw conclusions about students and their development, and the effectiveness of counseling programs. In addition, this artifact explicitly shows my use of assessment and data to identify students who need to be reached for academic counseling, attendance support, mental health counseling, and/or referral to programs, such as GED or NACTEC. This data also provides evidence for how I use culturally and contextually responsive assessment practices in a rural Alaskan school setting, as well as my data-informed effort to identify barriers that impact student academic, career, and social/emotional development to direct equitable programming and decision-making.
High School and Middle School Summary
0.11 MB
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Research and Evaluation
My classroom guidance evaluation PowerPoint is evidence that I met the AIA Research and Evaluation Standard by using data, student population demographics, needs assessments, and research in my work to plan, implement, and evaluate a 10th-grade classroom guidance lesson. I examined the effectiveness of each lesson, available resources and cultural influences, and the needs identified by the group to create the 4 lessons by implementing evidence-based best practices and measurable outcomes. The artifact provides evidence that I know how to use a variety of data to determine student needs, analyze and interpret data, and evaluate program effectiveness and identify program changes for future use. The PowerPoint is evidence that I can use technology in my work to communicate findings and provide data-driven decision making for school counseling services and positive academic, career, and social/emotional student outcomes.
Evaluation and Review of Building Academic Resilience Classroom Guidance Lesson
0.99 MB
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Academic Development
I selected this artifact because I use The Zones of Regulation curriculum in counseling and classroom guidance lessons to provide a developmentally appropriate, systematic approach to assisting students to gain self-regulation and executive functioning skills that are required for academic success. This curriculum assists with differentiated instruction and response to intervention to meet diverse learning needs and to support increased focus, emotional control, and engagement to increase achievement. I also use Zones of Regulation to uncover achievement gaps linked to behavioral or emotional barriers to learning and implement strategies to support students in building persistence, problem-solving, and self-management skills for increased readiness for various postsecondary options. This artifact can provide evidence that I am able to select, use, and evaluate evidence-based or promising programs and practices to support academic development and collaborate with teachers to cross-walk academic performance supports with strategies for emotional regulation.
Zones of Regulations Activity
0.17 MB
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Collaboration and Consultation
My Job Priorities Contract shows how I can collaborate and consult with others based on the AIA Collaboration and Consultation Standard. The Contract was co-created by my principal and me, which means it reflects shared expectations for how academic, career, and social/emotional services will be integrated, as well as how I will collaborate with teachers, administrators, families, and community partners to ensure student success. The listed priorities, including individualized goal setting, crisis intervention, mental health referrals, behavior plan collaboration, FAFSA planning with parents, NACTEC coordination, and community resource integration, demonstrate my ability to ethically consult with colleagues, utilize appropriate referral procedures, and engage stakeholders both within and outside the school setting. The artifact demonstrates my intentional planning process, which involves input from teachers, approval by administration, parent involvement, and collaboration with community partners.
Job Priorities Contract
0.08 MB
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Leadership
My Parent Letter demonstrates competency in the AIA Leadership Standard as it directly relates to counseling families on the school counselor's role, advocating the importance of a comprehensive school counseling program and promoting home-school collaboration. The language within the letter directly addresses how counseling services can meet the academic, social/emotional, and college-career development needs of students, and by doing so, gives parent-directed educational resources that reflects best practices identified by the ASCA National Model. It also demonstrates how I have exercised leadership by implementing parent and family outreach that broadens the services of the counseling program, promotes family trust, and invites parent involvement in school counseling. When it comes to my professional leadership abilities, it shows how I have designed, developed, implemented and promoted a developmentally appropriate, schoolwide counseling program that meets the needs of all students by clarifying how parents and families can partner with the counseling program and receive support.
Parent Community Letter
0.17 MB
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Courses Taken
COSC 501: Professional, Ethical, and Legal Issues in School Counseling
Benchmark Attitudes and Beliefs Reflection Paper
AIA Standards this Benchmark aligns with include:
Foundations
Diversity and Advocacy
AIA Standards this Benchmark aligns with include:
Foundations
Diversity and Advocacy
Benchmark Attitudes and Beliefs Reflection Paper
0.05 MB
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COSC 501: Professional, Ethical, and Legal Issues in School Counseling
Benchmark Ethical Vignette Paper
AIA Standards that align with this benchmark include:
Foundations
Counseling Prevention & Intervention
Leadership
AIA Standards that align with this benchmark include:
Foundations
Counseling Prevention & Intervention
Leadership
Benchmark Ethical Vignette Paper
0.04 MB
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COUC 502: Human Growth and Development
Benchmark Paper: Development Analysis Assignment
Benchmark Paper Development Analysis Assignment
0.04 MB
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COUC 502: Human Growth and Development
Benchmark Essay: Trauma, Development, and Spirituality Assignment
The AIA Standards that align with this Benchmark Essay include:
Foundations
Diversity & Advocacy
Research & Evaluation
Counseling Prevention & Intervention
Academic Development
The AIA Standards that align with this Benchmark Essay include:
Foundations
Diversity & Advocacy
Research & Evaluation
Counseling Prevention & Intervention
Academic Development
Benchmark Essay Trauma Development and Spirituality Assignment
0.04 MB
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COUC 502: Human Growth and Development
1. Benchmark Essay: Addiction and Adolescence Assignment
The AIA Standards that align with this Benchmark include:
Research & Evaluation
Foundations
Assessment
Counseling Prevention & Intervention
The AIA Standards that align with this Benchmark include:
Research & Evaluation
Foundations
Assessment
Counseling Prevention & Intervention
Benchmark Essay: Addiction and Adolescence Assignment
0.04 MB
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COUC 504: Multicultural Counseling
1. Cultural Immersion Project:
Interview Paper
The AIA Standards for this Paper include:
Foundations
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
Counseling Prevention & Intervention
Research & Development
Interview Paper
The AIA Standards for this Paper include:
Foundations
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
Counseling Prevention & Intervention
Research & Development
Cultural Immersion Interview Paper
0.04 MB
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COUC 504: Multicultural Counseling
1. Cultural Immersion Project:
Part 1 and Part 2: Research Paper and Events Paper
The AIA Standards for this paper include:
Foundations
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
Part 1 and Part 2: Research Paper and Events Paper
The AIA Standards for this paper include:
Foundations
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
Research and Events Cultural Immersion Project
0.05 MB
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COSC 505: Counseling Techniques for School Counseling
Benchmark Counseling Skills Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Assessment
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Assessment
Leadership
Benchmark Counseling Skills Assignment
0.03 MB
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COSC 505: Counseling Techniques for School Counseling
Benchmark Live Supervision Video Link Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Academic Development
Assessment
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Academic Development
Assessment
Collaboration & Consultation
Benchmark Liver Supervision Video Link
0.09 MB
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COSC 505: Counseling Techniques for School Counseling
Benchmark Final Skills Competency Scale (Consultant)
The AIA Standards that align with this Benchmark include:
Assessment
Foundations
Academic Development
Collaboration & Consultation
Counseling Prevention & Intervention
The AIA Standards that align with this Benchmark include:
Assessment
Foundations
Academic Development
Collaboration & Consultation
Counseling Prevention & Intervention
Benchmark Final Skills Competency Scale
0.42 MB
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COSC 505: Counseling Techniques for School Counseling
Benchmark Final Skills Competency Scale Rubric from CORE
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Academic Development
Collaboration & Consultation
Foundations
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Academic Development
Collaboration & Consultation
Foundations
Benchmark Final Skills Competency Scale Rubric from CORE
0.05 MB
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COSC 510: Theories of School Counseling
Professional Theoretical Approach to School Counseling Paper
The AIA Standards that align with this Benchmark include:
Foundations
Counseling Prevention & Intervention
Assessment
The AIA Standards that align with this Benchmark include:
Foundations
Counseling Prevention & Intervention
Assessment
Benchmark Professional Theoretical Approach to School Counseling Paper
0.04 MB
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COSC 512: Structured Groups
Benchmark Critical Incident Paper Assignment
The AIA Standards for this Benchmark include:
Foundations
Counseling Prevention & Intervention
Diversity & Advocacy
The AIA Standards for this Benchmark include:
Foundations
Counseling Prevention & Intervention
Diversity & Advocacy
Benchmark Critical Incident Paper
0.02 MB
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COSC 512: Structured Groups
Benchmark Psychoeducational Group Assignment
The AIA Standards for this Benchmark include:
Foundations
Counseling Prevention & Interventions
Research & Development
Diversity & Advocacy
Leadership
Assessment
The AIA Standards for this Benchmark include:
Foundations
Counseling Prevention & Interventions
Research & Development
Diversity & Advocacy
Leadership
Assessment
Benchmark Psychoeducational Group Assignment
0.02 MB
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COUC 515: Research and Program Evaluation
Research Proposal Paper
The AIA Standard for this Benchmark includes:
Research & Evaluation
Diversity & Advocacy
Assessment
Foundations
The AIA Standard for this Benchmark includes:
Research & Evaluation
Diversity & Advocacy
Assessment
Foundations
Benchmark Research Proposal Paper
0.16 MB
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COUC 515: Research and Program Evaluation
Qualitative and Quantitative Reporting Assignment
The AIA Standard for this Benchmark includes:
Research & Evaluation
Diversity & Advocacy
Assessment
Leadership
The AIA Standard for this Benchmark includes:
Research & Evaluation
Diversity & Advocacy
Assessment
Leadership
Benchmark Qualitative Research Reporting Assignment
0.18 MB
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COSC 521: Foundations of Exceptionality
Benchmark Exceptionality Chart Assignment
The AIA Standards for this Benchmark include:
Diversity & Advocacy
The AIA Standards for this Benchmark include:
Diversity & Advocacy
Benchmark Exceptionality Chart Assignment
0.05 MB
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COUC 522: Career Development and Counseling
Benchmark Career Development Program Proposal Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Research & Evaluation
Foundations
Assessment
Academic Development
Collaboration & Consultation
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Research & Evaluation
Foundations
Assessment
Academic Development
Collaboration & Consultation
Leadership
Benchmark Career Development Program Proposal PDF
1.56 MB
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COUC 522: Career Development and Counseling
Benchmark Career Self-Assessment and Exploration Paper Assignment
The AIA Standards for this Benchmark include:
Academic Development
Counseling Prevention & Intervention
Research & Evaluation
The AIA Standards for this Benchmark include:
Academic Development
Counseling Prevention & Intervention
Research & Evaluation
Benchmark Career Self-Assessment and Exploration Paper
0.03 MB
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COSC 604: Foundations of Education and School Counseling
Benchmark Educational Philosophy in Practice Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Research & Evaluation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Research & Evaluation
Benchmark Educational Philosophy in Practice Assignment
0.04 MB
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COSC 604: Foundations of Education and School Counseling
Benchmark School Sims: Final Assignment: Module 6 Simulation (Part 2)
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Development
Benchmark School Sims: Final Assignment: Module 6 Simulation
0.20 MB
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COSC 604: Foundations of Education and School Counseling
Benchmark School Sims: Final Assignment Benchmark (Part 1) I was unable to create a link to all 3 Feedback and the Narrative, so I am creating 4 separate entries for this Benchmark.
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Evaluation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Evaluation
Benchmark School Sims: Final Assignment: Module 5 Simulation
0.13 MB
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COSC 604: Foundations of Education and School Counseling
Benchmark School Sims: Final Assignment: Narrative (Part 4)
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Leadership
Benchmark School Sims: Final Assignment: Narrative
0.02 MB
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COSC 604: Foundations of Education and School Counseling
Benchmark School Sims: Final Assignment: Module 7 Simulation (Part 3)
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Benchmark School Sims: Final Assignment: Module 7 Simulation
0.18 MB
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COSC 611: Counseling Children and Adolescents in Schools: Social Emotional Development and Exceptionalities
Benchmark Comprehensive Child and Adolescent Counseling
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Foundations
Academic Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Foundations
Academic Development
Benchmark Comprehensive Child and Adolescent Counseling
0.06 MB
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COSC 612: Advanced School Counseling Interventions
Benchmark Mental Status Exam, Intake, and Parent Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
Benchmark Mental Status Exam, Intake, and Parent Consultation
0.05 MB
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COSC 612: Advanced School Counseling Interventions
Benchmark School Counseling Case Conceptualization and Treatment Plan
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Research & Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Research & Development
Benchmark School Counseling Case Conceptualization and Treatment Plan 612
0.04 MB
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COSC 622: Assessment and Evaluation in School Counseling
Benchmark Exploring Reliability and Validity Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Research & Evaluation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Research & Evaluation
Benchmark Exploring Reliability and Validity Assignment
0.02 MB
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COSC 622: Assessment and Evaluation in School Counseling
Benchmark Interview Assignment
The AIA Standards for this Benchmark include:
The AIA Standards for this Benchmark include:
Benchmark Interview Assignment
0.03 MB
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COSC 660: Principles of School Counseling
Benchmark School Counseling Parent-Teacher Presentation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Collaboration & Consultation
Diversity & Advocacy
Research & Evaluation
Academic Development
Foundations
Assessment
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Collaboration & Consultation
Diversity & Advocacy
Research & Evaluation
Academic Development
Foundations
Assessment
Leadership
Benchmark School Counseling Parent Teacher Presentation
0.92 MB
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COSC 661: School Counseling Program Development and Evaluation
Benchmark Data Presentation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Research & Development
Assessment
Leadership
Diversity & Advocacy
Academic Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Research & Development
Assessment
Leadership
Diversity & Advocacy
Academic Development
Benchmark Kaltura Link for Data Presentation
0.01 MB
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COSC 661: School Counseling Program Development and Evaluation
Benchmark School Counseling Brochure Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Leadership
Academic Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Diversity & Advocacy
Leadership
Academic Development
Benchmark School Counseling Brochure Assignment
1.35 MB
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COSC 662: School Counselors as Leaders: Consultation, Collaboration, and Integration
Benchmark Delivery of a School Counseling Advisory Council Presentation Assignment
The AIA Standards for this Benchmark include:
Counseling & Prevention
Leadership
Assessment
Diversity & Evaluation
Collaboration & Consultation
Academic Development
The AIA Standards for this Benchmark include:
Counseling & Prevention
Leadership
Assessment
Diversity & Evaluation
Collaboration & Consultation
Academic Development
Benchmark Delivery of a School Counseling Advisory Council Presentation Assignment
3.79 MB
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COSC 662: School Counselors as Leaders: Consultation, Collaboration, and Integration
Benchmark Making a Referral Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
Benchmark Making a Referral Assignment Video
0.01 MB
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COSC 665: Crisis Counseling in Schools
Benchmark Quiz: Information Gathering Tool: Suicide Concern Student Support Plan
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Foundations
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Foundations
Collaboration & Consultation
Benchmark Quiz: Information Gathering Tool: Suicide Concern Student Support Plan
0.05 MB
View
COSC 665: Crisis Counseling in Schools
Benchmark Suicide Risk Assessment Verbatim Transcript Assignment
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Collaboration & Consultation
Benchmark Suicide Risk Assessment Verbatim Transcript Assignment
0.06 MB
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COSC 692: School Counseling Practicum
School Counseling Practicum: Final Pre-AIA (School Placement)
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Assessment
Diversity & Advocacy
Collaboration & Consultation
Leadership
School Counseling Practicum: Final Pre-AIA (School Placement)
0.42 MB
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COSC 692: School Counseling Practicum
Benchmark Case Conceptualization and Treatment Plan
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Collaboration & Consultation
Assessment
Diversity & Advocacy
Foundations
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Collaboration & Consultation
Assessment
Diversity & Advocacy
Foundations
Benchmark Case Conceptualization and Treatment Plan
0.05 MB
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COSC 693: School Counseling Internship I
Benchmark Case Conceptualization and School Counseling Treatment Plan
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Diversity & Advocacy
Assessment
Academic Development
Collaboration & Consultation
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Diversity & Advocacy
Assessment
Academic Development
Collaboration & Consultation
Benchmark Case Conceptualization and School Counseling Treatment Plan
0.06 MB
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COSC 693: School Counseling Internship I
Benchmark Final AIA: Internship I
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Development
Assessment
Diversity & Advocacy
Academic Development
Collaboration & Consultation
Leadership
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Foundations
Research & Development
Assessment
Diversity & Advocacy
Academic Development
Collaboration & Consultation
Leadership
Benchmark Final AIA: Internship I
0.42 MB
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COSC 694: School Counseling Internship II
Benchmark Case Conceptualization and School Counseling Treatment Plan Internship II
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Diversity & Advocacy
Collaboration & Consultation
Assessment
Foundations
Academic Development
The AIA Standards for this Benchmark include:
Counseling Prevention & Intervention
Leadership
Diversity & Advocacy
Collaboration & Consultation
Assessment
Foundations
Academic Development
Benchmark Case Conceptualization and School Counseling Treatment Plan Internship II
0.07 MB
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COSC 694: School Counseling Internship II
Final AIA: Internship II
The AIA Standards for this Benchmark includes:
Counseling Prevention & Intervention
Leadership
Assessment
Research & Development
Collaboration & Consultation
Academic Development
Foundations
Diversity & Advocacy
The AIA Standards for this Benchmark includes:
Counseling Prevention & Intervention
Leadership
Assessment
Research & Development
Collaboration & Consultation
Academic Development
Foundations
Diversity & Advocacy
Projects
Practicum Culminating Project 1: Six session Small Group Program.
Practicum Culminating Project 1: Six session Small Group Program.
The purpose of this practicum project was to help students develop academic success. The goal of the group was to work with seven 3rd grade students (ages 8–9) in a rural Alaskan school to help them be successful in the classroom. The students who participated were all Native Alaskan coming from lower socioeconomic status backgrounds. The psycho-educational group was formed with assistance from the 3rd-grade teacher, parents/guardians, and the solutions team at the school to determine which students would benefit from extra academic support and help with self-regulation skills. The group members worked on study skills, time management skills, improving attendance, academic habits, as well confidence and self-regulation.
The purpose of this practicum project was to help students develop academic success. The goal of the group was to work with seven 3rd grade students (ages 8–9) in a rural Alaskan school to help them be successful in the classroom. The students who participated were all Native Alaskan coming from lower socioeconomic status backgrounds. The psycho-educational group was formed with assistance from the 3rd-grade teacher, parents/guardians, and the solutions team at the school to determine which students would benefit from extra academic support and help with self-regulation skills. The group members worked on study skills, time management skills, improving attendance, academic habits, as well confidence and self-regulation.
Practicum Culminating Project 1: Six session Small Group Program.
3.18 MB
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Internship 1 Culminating Project 2: Classroom Guidance Lesson Unit
Internship 1 Culminating Project 2: Classroom Guidance Lesson Unit
This Internship I project was developed as a classroom guidance intervention for five 10th grade students at a rural, Title I Alaskan school. Currently, the school serves 100% Native students who identify as Inupiat and live in a remote village where resources are limited. Data and teacher referrals were used to identify students who were struggling academically and/or with attendance. The lessons provided within this series were researched and developed to intervene with students who were experiencing academic difficulties as well as build skills necessary for high school success and things to consider for life after high school. Conversations and activities incorporated within each lesson encouraged students to think about where they are in school, what they’re good at, and where they need to improve. Topics included academic self-reflection, goal setting, growth mindset/coping, and support systems. Some specific lessons included the Wheel of Life, PACT Goals, River of Life, and Pod Mapping. Lessons focused on attendance, motivation, and study habits while building resilience, identifying self, and finding connections to family, school, and community.
This Internship I project was developed as a classroom guidance intervention for five 10th grade students at a rural, Title I Alaskan school. Currently, the school serves 100% Native students who identify as Inupiat and live in a remote village where resources are limited. Data and teacher referrals were used to identify students who were struggling academically and/or with attendance. The lessons provided within this series were researched and developed to intervene with students who were experiencing academic difficulties as well as build skills necessary for high school success and things to consider for life after high school. Conversations and activities incorporated within each lesson encouraged students to think about where they are in school, what they’re good at, and where they need to improve. Topics included academic self-reflection, goal setting, growth mindset/coping, and support systems. Some specific lessons included the Wheel of Life, PACT Goals, River of Life, and Pod Mapping. Lessons focused on attendance, motivation, and study habits while building resilience, identifying self, and finding connections to family, school, and community.
Internship 1 Culminating Project 2: Classroom Guidance Lesson Unit
1.02 MB
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Internship 2 Culminating Project 3: Classroom Guidance Lesson Unit
Internship 2 Culminating Project 3: Classroom Guidance Lesson Unit
This project helped students at a rural school in Alaska make connections between attendance, effort, goal setting, and success after high school and their future role in their small isolated village. During four classroom guidance lessons, students reflected on why showing up to school matters through a creative “Future Me” exercise, learned about how effort affects their grades, identified barriers they face that prevent them from coming to school such as weather, jobs, and lack of motivation and practiced problem solving and self-advocacy skills. Students set personal goals for attendance and academics, made plans to help them stay accountable, and wrote commitments to their future selves. The lessons as a whole encourage students to own their education and build resiliency.
This project helped students at a rural school in Alaska make connections between attendance, effort, goal setting, and success after high school and their future role in their small isolated village. During four classroom guidance lessons, students reflected on why showing up to school matters through a creative “Future Me” exercise, learned about how effort affects their grades, identified barriers they face that prevent them from coming to school such as weather, jobs, and lack of motivation and practiced problem solving and self-advocacy skills. Students set personal goals for attendance and academics, made plans to help them stay accountable, and wrote commitments to their future selves. The lessons as a whole encourage students to own their education and build resiliency.
Internship II Culminating Project 3: Classroom Guidance Lesson Unit
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Internships
Field Experience Summary
Prompt #1: Teaching both elementary and secondary students in a rural village in Alaska allowed me to see and experience student needs across the K–12 spectrum. K–12 students in one small, tight-knit, resource-rich Inupiat village can vastly differ based on their development. Working at the elementary level taught me that younger students need more concrete explanations and strategies. They also need explicit lessons on how to be students such as learning self-regulation, confidence, and basic classroom habits. High schoolers, on the other hand, needed more voice and choice, focus on the future, and help with motivation, attendance, and life-based issues (i.e. family obligations, weather, travel distances, subsistence). Exceptionalities and diverse learning needs also became very apparent to me at different levels. I learned how to be flexible and use intention when teaching to students of all needs. Some examples of how I provided developmentally appropriate and culturally responsive services were psychoeducational small groups with elementary students to build skills and classroom guidance lessons with high schoolers to teach them how attendance and effort correlate to their future lives in village.
Prompt #2: Working with students in this setting has taught me the value of honoring students’ spiritual and cultural beliefs. Spirituality appears to be important to many people in this rural Alaskan community as it is often connected to their culture, family, and land. I have realized that students may gain strength, resilience, and a sense of purpose from their spirituality or culture. This can impact their motivation, coping skills, and relationships with others. I have been able to validate students’ spirituality and culture by asking them about it and having it be present in their counseling if it is appropriate to do so (i.e. talking about their personal values, role in their community, and what gives them strength).
Prompt #3: Fieldwork experiences have helped me develop an immense appreciation for family, community, and culture as foundational supports for students in a rural village in Alaska. Students have the utmost respect for relationships here, and they are so intertwined with their families, grandparents, and culture. I have witnessed students miss school for subsistence needs or cultural events because that is where they feel they should be spending their time. I have learned to see attendance and lack of presence not as an inconvenience, but as an opportunity to connect with students' strengths. By partnering with parents, connecting with villagers, and including relevant cultural practices into my lessons and interventions, I have been able to gain students' trust and create meaningful supports to foster resilience.
Prompt #4: My field experience allowed me to build on my professional identity as a school counselor by practicing how to deliver data-informed, culturally responsive interventions and learn how to work within a team of school personnel. I feel more prepared to understand how a school counselor can impact students' academic, social-emotional, and career outcomes through the exploration of services my field site provides and specifically learning how to function in an isolated rural school setting. I learned about how school counselors collaborate with teachers, administrators, and other stakeholders (i.e. solutions team) to address student needs. Through consultation, I discovered how to help identify student needs, create interventions, and track student progress. Additionally, I learned about the referral process and how to identify when students need help that is beyond what school counseling can provide. My field experience helped me become more confident in my skills, flexible with ever-changing environments, and an advocate for students who need one the most.
Prompt #2: Working with students in this setting has taught me the value of honoring students’ spiritual and cultural beliefs. Spirituality appears to be important to many people in this rural Alaskan community as it is often connected to their culture, family, and land. I have realized that students may gain strength, resilience, and a sense of purpose from their spirituality or culture. This can impact their motivation, coping skills, and relationships with others. I have been able to validate students’ spirituality and culture by asking them about it and having it be present in their counseling if it is appropriate to do so (i.e. talking about their personal values, role in their community, and what gives them strength).
Prompt #3: Fieldwork experiences have helped me develop an immense appreciation for family, community, and culture as foundational supports for students in a rural village in Alaska. Students have the utmost respect for relationships here, and they are so intertwined with their families, grandparents, and culture. I have witnessed students miss school for subsistence needs or cultural events because that is where they feel they should be spending their time. I have learned to see attendance and lack of presence not as an inconvenience, but as an opportunity to connect with students' strengths. By partnering with parents, connecting with villagers, and including relevant cultural practices into my lessons and interventions, I have been able to gain students' trust and create meaningful supports to foster resilience.
Prompt #4: My field experience allowed me to build on my professional identity as a school counselor by practicing how to deliver data-informed, culturally responsive interventions and learn how to work within a team of school personnel. I feel more prepared to understand how a school counselor can impact students' academic, social-emotional, and career outcomes through the exploration of services my field site provides and specifically learning how to function in an isolated rural school setting. I learned about how school counselors collaborate with teachers, administrators, and other stakeholders (i.e. solutions team) to address student needs. Through consultation, I discovered how to help identify student needs, create interventions, and track student progress. Additionally, I learned about the referral process and how to identify when students need help that is beyond what school counseling can provide. My field experience helped me become more confident in my skills, flexible with ever-changing environments, and an advocate for students who need one the most.
Final Field Experience Summary
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Exam History
School Counseling Exam Score Report
Praxis Score Report
0.42 MB
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Licenses & Certifications
ASCA Membership Card
ASCA Membership Card
0.18 MB
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Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate
Behavioral Guidelines: The Use of Seclusion and Restraint Training Certificate
0.00 MB
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Child Abuse and Neglect Recognition and Intervention Training Certificate
Child Abuse and Neglect Recognition and Intervention Training Certificate
0.12 MB
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Cultural Competency Training Certificate
Cultural Competency Training Certificate
0.32 MB
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Dyslexia Awareness Training Certificate
Dyslexia Awareness Training Certificate
0.06 MB
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Hands-On CPR/First Aid/AED Training Certificate
Hands-On CPR/First Aid/AED Training Certificate
0.17 MB
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Schools and Grief: Helping Students Cope with Death Training Certificate
Schools and Grief: Helping Students Cope with Death Training Certificate
1.86 MB
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Supporting Caregivers of Youth with Substance Use Problems Affected by
Trauma Training Certificate
Supporting Caregivers of Youth with Substance Use Problems Affected by Trauma Training Certificate
1.86 MB
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Recognition of Mental Health Disorder and Behavioral Distress Training:
Psychological First Aid (PFA) Certificate
Recognition of Mental Health Disorder and Behavioral Distress Training: Psychological First Aid (PFA) Certificate
0.55 MB
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Continuing Education (CE, CME, CEU...)
Continuing education or professional development is required in many fields, including all healthcare providers, teachers, insurance professionals, financial advisors, accountants, architects, engineers, emergency management professionals, school administrators, attorneys, and more. The continuing education unit (CEU) is described as ten hours of participation in an education program.
Alaska Alive Course and Alaska Pacific University Official Transcript
Alaska Alive Course
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