Clinical systems
Clinical service systems — Kenneth Gordon
Assessment, staff coaching and coordinated support for a school caseload of up to 80 students.
Work sample · assessment framework
| Area assessed | Observable evidence |
|---|---|
| Narrative & perspective | Story elements, plans versus actions, another character's viewpoint |
| Emotion interpretation | Labels, visual expressions, intensity and situational cues |
| Social cause & effect | How impressions change across interactions |
| Conversation | Using another person's interests to initiate an exchange |
Portfolio reconstruction of categories in an archived clinical report. Tasks distinguished independent understanding from performance requiring visual or verbal prompts; individual records are omitted.
My contribution & approach
The problem
An intensive school caseload needed support beyond the therapy room. Students' communication and learning needs had to be understood and addressed consistently by the adults working with them.
My work
Over my 2012–2023 school tenure, the caseload grew from approximately 30 to 80 students within 20 school hours per week. I assessed individual needs and coordinated evidence-based intervention across individual sessions, tutoring, small groups and classrooms. I trained staff, modelled strategies, maintained shared documentation and wrote final SLP reports.
I also supervised nine student SLPs—eight from UBC and one from the University of Alberta—teaching assessment judgment, measurable goals, reporting and effective collaboration.
How decisions were made
Observation and clinical interviews tracked the number and types of prompts needed to demonstrate understanding. Greater independence informed a move to less intensive support. The assessment framework below shows the categories and kinds of evidence I used, without exposing individual student records.
Capabilities: Clinical assessment, service design, staff development and progress-informed decisions.

