Zada Clausen

• Promoted from Graduate Intern to part-time Counseling Assistant, reflecting outstanding relationship building with school stakeholders and commitment to student success.
• Worked closely with faculty, academic counseling and support services personnel to monitor and support students' Individual Graduation Plans.
• Assisted 600 students in setting ambitious college and career goals, developing professional skills through differentiated instruction utilizing technology integration, and research-based instructional practices to enhance their college and career readiness.
• Coordinated and executed high-impact college and career readiness programs and events, such as financial aid workshops, campus visit presentations, college decision day and scholarship award ceremonies.
• Developed workshops addressing the needs of at-risk students including English Learners, students with disabilities, foster youth and socioeconomically disadvantaged students to support and facilitate a positive transition from high school to college/university, junior college, vocational schools, or the workforce.
• Led the Spring and Summer Admission processes for the Dual Enrollment program, in partnership with a local community college, ensuring seamless enrollment and integration for our students. Created campaigns to inform our school community and recruit eligible participants about this opportunity.
• Designed engaging workshops and lesson plans in English and Spanish focused on academic success strategies, college preparation, and career exploration, significantly enhancing student engagement and learning objective outcomes.

Theodore Roosevelt High School, Boyle Heights, CA, 01/2024 to 06/2024

• Assisted supervising Counselor in monitoring academic, emotional, and social needs of 300 students from diverse backgrounds.
• Delivered supplemental individual and group counseling sessions to enhance educational experiences of 75 at risk students, providing guidance and support to improve study skills, access campus wide resources, and taught social emotional lessons to navigate personal concerns.
• Met with one student for additional support with grief counseling for 4 weeks, implemented mindfulness practices such as breathing exercising, emotional management via journaling & art therapy, as well as developing healthy coping skills.
• Connected students and families to resources depending on individual student concerns (i.e., behavior/academic, attendance, mental health, substance use, housing and food insecurity, immigration & social services, etc.) 3-5 times a week.
• Reviewed four year educational plans with students and discussed individualized graduation plans to clarify understanding on A-G requirements, LAUSD and District requirements to earn their High School Diploma, complete their Career Technical Education (CTE) pathway program, and A-G requirements for admission to post-secondary institutions.
• Observed implementation of IEP plans and supported with translation services with Spanish speaking parents.
• Supported facilitation of Multi-Tiered Systems of Support (MTSS) intervention monthly meetings by taking notes for Counselors, providing student feedback when appropriate and ensuring all stakeholders such as faculty and administrators were invited and had class coverage to participate.

Irving STEAM Magnet Middle School, Glassel Park, CA, 08/2023 to 12/2023

• Logged 400+ hours of counseling sessions and worked closely with academic counselors to monitor and support the completion of Individual Graduation Plans (IGP) for middle school students.
• Presented social and emotional learning lessons (SEL) vital for learning and applying skills, attitudes, and behaviors that help them succeed in school. Covering a range of topics including self-awareness, self-management, social awareness, relationship skills, fixed vs. growth mindset, time management, and responsible decision making to 27 homerooms.
• Analyzed various data sources such as grades, attendance and student behavior reports to identify early alerts and support the Student Support and Progress Team (SSPT) on the design of Multi-Tiered System of Support (MTSS) interventions to meet needs of at-risk students.
• Provided support for parents, faculty and support services personnel involved in instruction of pupils in ELD.
• Utilized data-driven decision-making processes to inform program planning throughout the Internship period.

• Developed four-year educational plans for 400 students, advised on major course planning and degree requirements and provided guidance on career planning and graduate program research.
• Advised roughly 800 newly admitted students during orientation and graduating seniors pursuing progressive degree programs each semester on program requirements for Communications, Journalism and Public Relations.
• Managed program planning and coordination for annual mandatory advisement cycle utilizing integrated data and assessment systems to streamline program management, staff training, communication to stakeholders, and departmental goals.
• Analyzed data from various Database Management Systems (DBMS) to address achievement gaps, identify early alerts and collaborate on the design of intervention to meet needs of at-risk students.
• Present and interpret data to advising team, leadership and educational partners throughout the advising cycle in order to ensure learner agency and achievement of advisement goals.
• Designed research-based trainings on differentiated student support and accessing technological resources to improve targeted intervention strategies to mitigate challenges and address the needs of all at-risk students (e.g., English learners, students with disabilities, foster youth, student parents, socioeconomic disadvantaged students, etc.).
• Assessed and evaluated compliance with the Council for the Advancement of Standards in Higher Education (CAS) Advisement standards for 3 advising programs.

• Provided guidance and support to students, engaging them in a collaborative and dynamic counseling discussions, helping them navigate academic challenges and personal issues.
• Facilitated the student transition process for about 35 new and pre-accounting students each semester to ensure matriculation into accounting major and improve academic program retention amongst internal transfer candidates.
• Collaborated with other academic advisors, faculty, and other support service personnel to monitor/support the completion of Individual Graduation Plans.
• Analyzed achievement data and utilized early alert system to identify at-risk students, especially during transitional stages first and second semester after admission to program.
• Utilized data on grades, attendance and behavior to guide intervention and retention efforts and implement a multi-tiered behavior and academic support system.
• Streamlined junior internship recruiting processes for 600 students through individual and group counseling programs to expand accessibility, inclusivity, and employment recruitment and increase diversity and representation of our underserved student populations.
• Pioneered the Leventhal Transfer Program (LTP) to foster a stronger sense of belonging and community for 25 incoming transfer students.
• Demonstrated knowledge of and ability to conduct coaching/mentoring for instructional staff by recruiting, and training 20-30 Peer Mentors each semester to bolster support for a six-week mentorship program.

• Partnered with 300 first-year students and provided socio-emotional counseling services and academic advisement
• Facilitated lesson plans for 800-1,000 incoming freshmen participating in the Summer Bridge program, focusing on college readiness in English and Math and Social Emotional Learning topics geared towards bolstering matriculation
• Evaluated student need for remediation, academic disqualification, and admission appeals to improve retention of 800-1,000 Summer Bridge Students
• Trained 16-20 peer mentors and supervised 3-4 peer mentors and 4 Graduate Interns to deliver peer-support to Summer Bridge students and enhance wrap around counseling services
• Analyzed student learning outcomes via data collection and assessment for annual benchmark progress reporting and grant funding.