Jarrett Medford

Phone:	(757) 876-0982
Email:	jimedford@outlook.com
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My BioUpdated: 04-26-24

My Bio: Jarrett Medford

My Bio

Hi! I am a prospective School Counselor located in Charleston, South Carolina. I have experience with grades K-12 and am certified for Guidance/School Counseling (K-12) in the state of South Carolina. My specialties are title-1 schools/at-risk youth and multilingual learners, while I do have experience in various school environments making me a very dynamic School Counselor.

Resume & CVUpdated: 03-18-24

Resume & CV: Jarrett Medford

Resume

240222082012_Counselor_Resume_JM.docx (.docx) 0.02mb

Resume & CV: Jarrett Medford

Cover Letter

240222082032_Cover_Letter_JM_Counselor.docx (.docx) 0.01mb

Reflective JournalUpdated: 04-23-24

Reflective Journal: Jarrett Medford

Worldview Essay

Worldview Essay (.docx) 0.01mb

Goals (Personal & Professional)Updated: 04-23-24

Goals (Personal & Professional): Jarrett Medford

Professional Growth Essay

Professional Growth Essay (.docx) 0.01mb

Competency AssessmentsUpdated: 05-07-24

Competency Assessments: Jarrett Medford

Leadership

Taking leadership in collaboration is essential to advocating properly for a student. The student present is visiting and wanted to be in the picture. The addition adults are my site supervisor (school counselor), the speech and language pathologist, and special education teacher. We often have collaborative meetings to discuss changes in student behavior, well-being or academics. Advice is given to each other as staff members on what the next steps for working with the student is and what that would look like. All stakeholders discuss their role in a student's success to promote academic success with open communication amongst staff members. Initiative on my part is taken to approach these staff members to discuss student needs and if another meeting needs to be scheduled withother stakeholders. This displays leadership and initiative for proper action to be taken to meet student needs and advocate for students.

Leadership (.pdf) 1.06mb

Competency Assessments: Jarrett Medford

Collaboration and Consultation

After a student had shared that they had been raped before, and after all protocols were taken by the school to handle the situation, the student was referred to an outside agency to recieve necessary services. The website above is the community based organizations, after collaborating with others, it was determined that was the best place to refer the student in this situation.

240223085400_Portfolio_Collaboration_and_Consultation.pdf (.pdf) 0.66mb

Competency Assessments: Jarrett Medford

Academic Development

During classroom guidance students follow a curriculum using the characters, known as spots, in the lessons which they are based on. The "worry spot" and "flexible thinking" spots are shown above. During classroom guidance lessons, learning strategies are mixed into the lesson to help promote academic success by teaching additional learning strategies or reinforcing current learning strategies used.

240223085151_Portfolio_Academic_Development_CONDENSED.pdf (.pdf) 16.42mb

Competency Assessments: Jarrett Medford

Research and Evaluation

Actual student information was not given to me but this is an example from the I-Ready website showing how scores are shown to staff and families to determine a student's strengths and weaknesses. Evaluating diagnostic data from students allows the use of new technology to determine learning gaps and assist school staff to ensure student are placed in necessary intervention. With the use of data counselors can compile measurable outcomes through goals for the student to succeed.

240223084817_Portfolio_Research_and_Evaluation.pdf (.pdf) 0.41mb

Competency Assessments: Jarrett Medford

Assessment

During this meeting we discussed iReady Language Arts and Math scores for each student in the school. We each had a spreadsheet to reference the score values of each student and their score changes over time. Each of the 3 tiers of scores has a color and students who are red are considered eligible score-wise for intervention services with a literary and/or math interventionist. Some students in addition to intervention services, were deemed to need an IPS (Individual Progress Meeting) with the parents to discuss further resources and interventions for the student. Some students correlations revealed that their tier is an outliar or deems continuation of intervention services. Some students have reccently had an IEP put into place and do not need intervention services. I was able to advocate for certain students I felt needed the services.

240223084729_Portfolio_Assessment.pdf (.pdf) 22.85mb

Competency Assessments: Jarrett Medford

Diversity and Advocacy

Following a 504 meeting for a student that is missing extremeties, these new devices were implemented in the classroom. During 504 meetings I advocated for the resources to implement these items so the student could conduct basic classroom tasks such as writing and opening the door to the classroom and bathroom. With the new devices the student has the chance to be socially/emotionally healthy and promote academic success given that the student is missing extremeties. Cultural competency training is essential to understanding ways to recognize problems and advocate for students.

240223084615_Portfolio_Diversity_and_Advocacy_CONDENSED.pdf (.pdf) 23.33mb

Competency Assessments: Jarrett Medford

Counseling Prevention and Intervention

This is a copy of a lesson plan I used for classroom guidance. This lesson prevents innapropriate words and bullying in the classroom. Intervention is also part of this lesson since the class I used it in was having issues with bullying. Lessons following this one included plans and ideas for student to improve their behavior. Psychological first aid training is essential to prevention and intervention.

Counseling Prevention and Intervention (.pdf) 1.08mb

Competency Assessments: Jarrett Medford

Foundations

While being mentored by my site supervisor pictured, I was able to learn more ways to advocate for the school counseling profession. By modelling appropriate school counselor behavior I can promote my program and identity. This level of professionalism is useful when advocating for student needs and promoting policy changes. Child Abuse and Neglect training is foundational to the position of being a school counselor. Behavior training is also necessary for ethical decision making with students and behavior intervention/management.

Foundations (.pdf) 1.40mb

Competency Assessments: Jarrett Medford

SCRIP-CORE

Social Responsibility:

Not all duties fall under the counseling umbrella, but working car duty every morning promotes effective communication with students and families. I am able to make first impressions as well as do check ins with parents. More student needs can be presented to me from communicating with parents and I can be seen by families instead of only being in an office all the time.

Commitment:

In order to ensure I am ontime to meetings, classroom guidance, duty, and a variety of other tasks, I have a schedule typed out that I manage based on the projects I need to get done that day. I have a written to-do list that I update every morning after morning duty. I modify my schedule to incorporate my to-do list to the already planned activities such as classroom guidance or a 504 meeting. This discipline allows for proper time management to ensure the best use of time to complete as much tasks as possible. This strategy prevents being late or missing an event. The following of the schedule also shows school staff that I am active and completing my work tasks and setting an example for others. My high level of professionalism should be seen by all stakeholders, staff, students and families.

Reflection:

This is one of many classroom observation notes taken over my internship at James Simons Montessori School. This student has been recieving more behavioral referrals recently and needs some intervention. I visited the classroom to see his interactions with other students and his teacher while in the classroom. Before making contact with student outside of just observing, I waited to observe what the student acts like when I am "not" present or intervening. By making contact with the student later in my observation I was able to see how receptive the student was to me. Taking notes like this one and reviewing them later individually or in meetings with other stakeholders allows for me to make an informed decision on what kind of intervention a student may need.

Integrity:

This is a permission form used for consent from a parent to be counselled and videotaped for an assignment. I continued to meet with this student to discuss his anger and difficulties he faces because he is autistic. I wasn’t communicative with the mother about the progression of the student and followed the ethical rules of confidentiality.

Professionalism:

An email from my site supervisor elaborates on the positve professional competencies I display daily. I am dynamic and adaptive to school and student needs. When I take action, I do so confidently in all settings. Some of those settings can be meetings, classroom guidance, intervention, etc.

Scrip-core (.pdf) 0.37mb

Courses TakenUpdated: 05-07-24