KIMBERLY SEYFORD

1248 Vanderbilt Way, Sacramento, CA 95825

kseyford@icloud.com
916-396-0206

OBJECTIVE

To obtain a position as a school counselor

EDUCATION

Pupil Personnel Services (PPS) Credential in School Counseling

expected June 2020, Brandman University

Master of Arts, Marriage and Family Therapy (MFT)

June 2019, Touro University Worldwide

Clear Mild/Moderate Education Specialist Credential with Added Autism Certification

December 2010, Brandman University

Clear Single Subject Secondary Teaching Credential in English

June 2005, University of California, Davis

Bachelor of Arts in English

June 2004, University of California, Davis

SKILLS AND HIGHLIGHTS

Thirteen years of public school teaching experience with grades 6-12

Experience providing individual mental health counseling and group therapy for students in grades K-8

Experience writing and implementing behavior support plans, transitional support plans, and vocational goals

Trained in Restorative Justice circle techniques and Therapeutic Crisis Intervention (TCI) de-escalation strategies

Experience arranging and facilitating collaborative student support meetings, annual IEP meetings, and Workability services

Experience proctoring PSAT and CAASPP exams and administering WIAT-III tests and various career interest and vocational aptitude assessments

WORK EXPERIENCE

SCHOOL COUNSELING INTERN, PACIFIC CAREER AND TECHNOLOGY HIGH, SACRAMENTO CA

(November 2019-present)
Responsibilities include

MENTAL HEALTH THERAPIST, ALDAR ACADEMY, SACRAMENTO CA

(August 2018-December 2018)

Responsibilities included managing a caseload of Special Education students with significant behavioral and emotional challenges, providing weekly
individual therapy for caseload students as well as weekly group therapy sessions for various classrooms, and providing daily support for children in crises
on an as-needed basis.

SPECIAL EDUCATION TEACHER, SAN JUAN UNIFIED SCHOOL DISTRICT, SACRAMENTO CA

(August 2010-June 2018)

Responsibilities included teaching English Language Arts to students who qualify for Special Education services through an identification of Emotional
Disturbance, Specific Learning Disability, Autism, Other Health Impairment, or Intellectual Disability in a Special Day Class setting for grades 9-12;
developing common-core structured lesson plans with necessary modifications and scaffolds to help all students access the curriculum; managing a caseload
of 18+ students identified as Emotionally Disturbed; organizing and facilitating annual, triennial, Behavior Intervention Support, and Manifestation
Determination meetings for caseload students; creating and implementing positive behavioral supports and appropriate IEP goals for students;
administering WIAT-III academic assessments to determine student skill and knowledge levels; frequent communication and ongoing collaboration with
parents/guardians, mental health therapists, school psychologists, speech therapists, and foster youth social workers who provide services to students.

ENGLISH TEACHER, TWIN RIVERS UNIFIED SCHOOL DISTRICT, SACRAMENTO, CA

(August 2005-June 2010)

Responsibilities included teaching English Language Arts and English as a Second Language to 8th, 9th grade, 10th, and 11th grade students; creating
unit lesson plans designed to scaffold instruction while delivering grade level standards via rigorous texts; frequent use of appropriate modifications and
accommodations for mainstreamed Special Education students according to the specified guidelines of their IEPs, and frequent contact with parents and
guardians via email, phone conversations, and Student Support (SST) meetings

REFERENCES

Lynne Rominger, English Teacher, San Juan Unified School District, (916) 254-7698

Nikki Pinto, Alternative Education Teacher, Twin Rivers Unified School District, (916) 834-4818

Nicole Virtue, Licensed Educational Psychologist, San Juan Unified School District, (916) 412-7391