Katina Marie Glasco
School Counseling Candidate
Liberty University
|
My BioUpdated: 12-06-25
Resume & CVUpdated: 11-29-25
Reflective JournalUpdated: 11-29-25
Goals (Personal & Professional)Updated: 11-29-25
Professional Growth Essay: Goals (.pdf) 0.33mb
Competency AssessmentsUpdated: 12-06-25
Informed Consent (.pdf) 0.12mb
CAMS Suicide Risk Assessment (.pdf) 0.59mb
SESA Pamphlet (.pdf) 0.12mb
High School and Middle School Summary (.pdf) 0.11mb
Evaluation and Review of Building Academic Resilience Classroom Guidance Lesson (.pdf) 0.99mb
Zones of Regulations Activity (.pdf) 0.17mb
Job Priorities Contract (.pdf) 0.08mb
Parent Community Letter (.pdf) 0.17mb
Courses TakenUpdated: No ContentProjectsUpdated: No ContentInternshipsUpdated: No ContentExam HistoryUpdated: No ContentLicenses & CertificationsUpdated: No ContentContinuing Education (CE, CME, CEU...)Updated: No Content
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.
Professional Growth Essay: Goals
Professional Growth Essay: Goals
Professional Growth Essay: Goals (.pdf) 0.33mb
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 (.pdf) 0.12mb
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 (.pdf) 0.59mb
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 (.pdf) 0.12mb
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 (.pdf) 0.11mb
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 (.pdf) 0.99mb
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 (.pdf) 0.17mb
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 (.pdf) 0.08mb
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 (.pdf) 0.17mb 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.
SHARE