Planning Resources

ASE ENVIRONMENT-PERSON MAP (EPM) Counselor: ___________________ Date: ___________ Grade/Age: ____ Setting: ____________________ Referral Source: ___________________ PART 1 — ENVIRONMENTAL MAPPING ───────────────────────────────────────────────────────────────── CONSTITUTIONAL GOVERNOR (Biological, neurological, developmental, and physical conditions) • Developmental stage and age-typical considerations: [describe what is developmentally probable and what varies for this student] • Neurological/sensory profile (if known): [sensory sensitivities, attention patterns, regulatory baseline, health factors] • Physical environment of the school: [space, noise, schedule demands, movement, light — what does the body encounter here?] • Student's regulatory baseline as observed: [ ] Tends toward activation/dysregulation [ ] Variable — context-dependent [ ] Generally settled/available Notes: _______________________________________________________________ ───────────────────────────────────────────────────────────────── CULTURAL GOVERNOR (Shared meanings, expectations, histories, and practices) • Student's cultural identities and community contexts: [race, ethnicity, language, faith, neighborhood, family structure — name what is known] • Family's relationship to schooling and authority: [how has this family experienced schools? What does help-seeking mean culturally?] • Peer and social culture relevant to this student: [what are the social norms that shape this student's daily experience?] • School's cultural climate as it affects this student: [whose knowledge is valued here? How is difference treated? What is the implicit message about this student?] • Cultural distance between home and school: [ ] Minimal [ ] Moderate [ ] Significant Notes: _____________________________________________________________ ───────────────────────────────────────────────────────────────── CIRCUMSTANTIAL GOVERNOR (Specific, time-bound conditions present right now) • Recent significant events or transitions: [losses, moves, family changes, academic events, peer conflicts — what has happened?] • Ongoing stressors: [housing, food, family illness, legal system involvement, work obligations, bullying — what persists?] • Circumstantial resources and protective factors: [what is available right now that supports this student — relationships, programs, routines?] • Urgency of circumstantial factors: [ ] Low — manageable [ ] Moderate — requires monitoring [ ] High — requires immediate attention ───────────────────────────────────────────────────────────────── PART 2 — PERSON-ENVIRONMENT INTERACTION What is this environment producing for this student? [How are the three governors interacting to produce what you observe? What does the environment make probable, possible, or impossible for this person?] _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ What strengths and capacities are visible within these conditions? [Which of the 5Cs (Curiosity, Connectedness, Co-regulation, Compassion, Contribution) are most developed? What does this student do well, within their ecology?] _______________________________________________________________ _______________________________________________________________ ───────────────────────────────────────────────────────────────── PART 3 — INTERVENTION PLANNING Individual-level goals (person): [What capacities will you cultivate? Use 5Cs as a map. Goals should be relational and developmental, not behavioral targets.] 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________ Environmental advocacy targets (environment): [What does the school, the classroom, the family environment need to change or provide?] 1. _______________________________________________________________ 2. _______________________________________________________________ Consultation indicated with: [ ] Teacher [ ] Family [ ] MDT [ ] Community agency Referral indicated: [ ] Yes [ ] No If yes, to: _____________________ ───────────────────────────────────────────────────────────────── PART 4 — REFLECTIVE NOTES (for supervision) What am I most uncertain about in this conceptualization? _______________________________________________________________ Which governor do I know least about, and how will I learn more? _______________________________________________________________ What in my own formation might be shaping what I see here? _______________________________________________________________

ASE FIRST CONTACT PROTOCOL BEFORE THE SESSION □ Review any available referral information — but hold it loosely. What you know before you meet the student shapes what you are willing to see. Set it aside. □ Check your own regulatory state. Are you regulated enough to be fully present? If not: 60-second somatic reset (breath, posture, slow your internal pace). □ Prepare the physical space: clear the desk, soften the lighting if possible, have two chairs at equal height and angle — not across a desk. ───────────────────────────────────────────────────────────────── PHASE 1: ARRIVAL (first 2–3 minutes) Goal: Co-regulatory settling before any content • Greet by name at the door, if possible — not from behind a desk. • Notice their state: How did they arrive? Activated? Flat? Uncertain? • Match their energy slightly, then gently lead: if they're fast, slow down. If they're flat, bring calm warmth — not performance. • Simple opener (choose one, or find your own): - "Thanks for coming in. I don't have an agenda yet — I just wanted to meet you." - "I know these conversations can feel a little weird at first. We can take it slow." - [For mandated referrals] "I know you didn't ask to be here. That's okay. I'd still like to hear from you, if you're willing." • Do not recite rights-and-limits yet. Establish human contact first. ───────────────────────────────────────────────────────────────── PHASE 2: OPENING THE CONVERSATION (5–10 minutes) Goal: Invite narrative; listen for governors Suggested openers (open questions that invite environmental description): • "Tell me a little bit about what school has been like for you lately." • "What do you notice most about your days here — what's hard, what's okay?" • "Is there anything you were hoping this conversation might be? Anything you were hoping it wouldn't be?" While listening, track: Constitutional: What is their body communicating? Breath, posture, eye contact? Cultural: What cultural scripts might be shaping how they're engaging with you? Circumstantial: What events or conditions are referenced, even in passing? Do not rush to reflect or reframe. Tolerate pauses. Let them land. ───────────────────────────────────────────────────────────────── PHASE 3: RIGHTS AND LIMITS (when relational safety is established) Goal: Honest, warm, developmentally appropriate explanation Key elements (adapt language to developmental level): • What counseling is (and isn't): "I'm not here to report back to your teacher or fix you. I'm here to think with you." • Confidentiality: "What you share with me stays between us — with a few important exceptions." • Mandatory exceptions: safety (harm to self or others), abuse/neglect reporting. Name them directly: "If I'm worried you might hurt yourself or someone else, I need to get help. And if someone is hurting you, I need to report that — it's the law." • FERPA basics (for older students): who can request records and how. • Questions: "Does that make sense? Any questions about what I just said?" ───────────────────────────────────────────────────────────────── PHASE 4: CLOSING THE FIRST SESSION (last 5 minutes) Goal: Leave the door open; establish next contact • Reflect what you heard — not just content, but environmental texture: "It sounds like [X has been a lot] recently, and that [the classroom/home/peer situation] has been part of what's making it hard." • Avoid premature problem-solving or goal-setting in Session 1. • Ask: "Is there anything you'd want me to know before we meet again?" • Set a next appointment, or clarify how they can reach you. • End warmly — not with paperwork: "I'm glad you came in." ───────────────────────────────────────────────────────────────── POST-SESSION REFLECTION (complete within 24 hours) • What is the most important thing I noticed — beyond the presenting concern? • Which governor do I understand least about this student? • What in my own response to this student do I want to bring to supervision? • Start EPM — Part 1 (Constitutional, Cultural, Circumstantial) while memory is fresh.

ASE GOAL-SETTING FRAMEWORK THE STRUCTURE OF AN ASE GOAL Each goal holds two levels simultaneously: PERSON LEVEL: What capacity (5C) is developing, and what form will it take? ENVIRONMENT LEVEL: What needs to change or be provided in the student's ecology? Formula (adapt as needed): "[Student] will develop [specific capacity from 5Cs] by [relational/contextual means], supported by [environmental condition or advocacy action]." ───────────────────────────────────────────────────────────────── EXAMPLES BY PRESENTING CONCERN PRESENTING: Anxiety / worry (Constitutional + Circumstantial) ✗ Behavioral: "Student will reduce avoidance behaviors by 3x per week." ✓ ASE: "Student will develop language for identifying when Constitutional activation is exceeding available co-regulation, and identify two relational anchors she can access in those moments. Counselor will consult with classroom teacher about environmental adjustments that reduce unnecessary sensory load." PRESENTING: Social conflict / peer difficulties (Cultural + Circumstantial) ✗ Behavioral: "Student will use I-statements during peer conflicts." ✓ ASE: "Student will develop capacity to read the Cultural governor of peer interactions — to notice what the group's norms are producing — and experiment with at least one response that preserves his sense of self while maintaining connection. Counselor will explore with student which peer contexts feel safest, and will support his development of one anchor relationship." PRESENTING: Academic disengagement (all three governors) ✗ Behavioral: "Student will complete 80% of assignments per week." ✓ ASE: "Student will develop emergent situated agency in the academic domain — a clearer understanding of what conditions support her learning and the ability to communicate those needs to adults. Counselor will conduct teacher consultation to identify one classroom adjustment that better matches her Constitutional governor." PRESENTING: College/career uncertainty (Cultural + Circumstantial) ✗ Behavioral: "Student will complete college applications by November 1." ✓ ASE: "Student will develop sapience in the college transition — a clearer sense of what he is choosing and why, grounded in his own values and relational commitments as well as realistic environmental analysis. Counselor will connect student with a first-generation college mentor and will advocate for campus visit funding." ───────────────────────────────────────────────────────────────── GOAL REVIEW CHECKLIST Before finalizing goals, ask: □ Does this goal name what is developing (a capacity), not what must stop (a behavior)? □ Does this goal attend to the person AND the environment? □ Was this goal developed collaboratively with the student — does it reflect their own understanding of what they need? □ Is the environmental advocacy component realistic and within reach? □ Would this goal make sense to a student who read it? Is it written in language that respects their agency? □ Does this goal reflect the 5Cs — is it clear which C is being cultivated? ───────────────────────────────────────────────────────────────── GOAL DOCUMENTATION (for school records) When documentation requires behavioral language (for admin/CSCP reporting): • Keep the ASE goal as your clinical guide. • Translate for the record using observable indicators: "Student will demonstrate increased ability to seek support from identified adults during periods of academic or emotional difficulty (as measured by frequency of self-initiated check-ins and teacher report)." • Note in your case file which governor the goal primarily addresses.

ASE MENTAL HEALTH CONCEPTUALIZATION GUIDE ───────────────────────────────────────────────────────────────── FRAMING NOTE: Governors are neither purely harmful nor purely helpful. Every Constitutional profile includes both vulnerabilities and strengths. Every Cultural governor carries both burdens and resources. Every Circumstantial condition creates both pressures and possibilities. The ASE question always maps both directions. ───────────────────────────────────────────────────────────────── DEPRESSION Constitutional contributors (harmful): Genetic/neurobiological vulnerability; disrupted sleep architecture; nutritional deficiencies; chronic illness; hormonal shifts. Constitutional contributors (helpful): Depth of feeling; relational attunement; capacity for introspection; motivation once connection is restored. Cultural contributors (harmful): Norms around emotional suppression; stigma of depression; racial/gendered expectations about strength and disclosure; grief traditions that conflict with dominant therapeutic models. Cultural contributors (helpful): Community cohesion; spiritual or ancestral practices that carry meaning; cultural emphasis on collective support; elder relationships. Circumstantial contributors (harmful): Loss; chronic stress exceeding relational resources; relational rupture; academic failure; racial trauma; economic instability. Circumstantial contributors (helpful): Remaining relational anchors; stable routines or roles; access to a trusted adult; recent positive events that signal possibility. ASE question: Map both directions across all three governors. Which constitutional, cultural, and circumstantial conditions are depleting or isolating this student — and which are still sustaining them? What relational anchors, cultural resources, or circumstantial stabilizers remain active? Absence and presence together describe the ecology; the counselor works with both. Environmental advocacy: Strengthen existing relational anchors; increase connection density; reduce circumstantial load where possible; teacher/family consultation re: accommodation and environmental modification. Referral indicators: Persistent low mood >2 weeks with significant functional impairment; suicidal ideation; inability to participate in counseling relationship. ───────────────────────────────────────────────────────────────── ANXIETY Constitutional contributors (harmful): Nervous system calibrated toward threat-detection; sensory processing differences; family history of anxiety; poor sleep. Constitutional contributors (helpful): Attentiveness and vigilance useful in genuinely uncertain environments; conscientiousness; capacity to anticipate and plan; relational sensitivity that reads others accurately. Cultural contributors (harmful): Academic achievement pressure; immigration-related threat; perfectionism norms; cultural exposure to violence or instability. Cultural contributors (helpful): Cultural practices of preparation and diligence; community solidarity under pressure; spiritual frameworks that provide containment; family emphasis on foresight as protection. Circumstantial contributors (harmful): Upcoming high-stakes events; transitions; interpersonal conflict; environmental unpredictability; recent trauma or near-miss. Circumstantial contributors (helpful): Upcoming transitions that also bring opportunity; relationships that offer co-regulation; prior experiences of managing difficult moments successfully; structured environments that reduce uncertainty. ASE question: Is this anxiety tracking a genuine environmental threat (circumstantial), a constitutional sensitivity, or both amplifying each other? Then ask the other direction: which constitutional capacities — attentiveness, conscientiousness, relational sensitivity — are also expressed through this anxiety? Which cultural and circumstantial governors are buffering or containing it? The counselor names both the harmful and the contributory in every governor. Environmental advocacy: Reduce unnecessary uncertainty; increase predictability; address structural threats where they exist; activate cultural and relational resources that are already present. Referral indicators: Panic attacks; school refusal; avoidance severely impairing function; OCD-spectrum presentations. ───────────────────────────────────────────────────────────────── ATTENTION / EXECUTIVE FUNCTION DIFFICULTIES Constitutional contributors (harmful): ADHD neurological profile; sleep deprivation; trauma history (which mimics ADHD); sensory processing differences. Constitutional contributors (helpful): High creativity and divergent thinking; strong verbal ability; motivation when interest is activated; capacity for hyperfocus in preferred domains; sensitivity to social dynamics. Cultural contributors (harmful): Mismatch between learning style and school's implicit norm of silent, seated, individual work; activity-oriented learners in passive contexts. Cultural contributors (helpful): Community or family environments that value hands-on learning, movement, or oral expression; cultures where relational intelligence and practical skill are highly valued. Circumstantial contributors (harmful): Environmental chaos (home or school); emotional preoccupation consuming working memory; unsafe classrooms producing dysregulation. Circumstantial contributors (helpful): Stable home routines; predictable classroom structures; access to a co-regulating adult; learning contexts where movement and engagement are built in. ASE question: What does the current environment demand of this student's constitutional profile — and what does it already offer that fits them? In which contexts does this student concentrate, persist, or initiate work? What do those environments provide that the current one does not? Map which governors are pressing against this student's capacity and which are supporting it. Constitutional profiles include both constraints and strengths; name both sides before generating any intervention. Environmental advocacy: Teacher consultation for environmental adjustments; accommodation planning; movement, structure, and co-regulation built into the classroom. Referral indicators: Evaluate for ADHD only after ruling out environmental contributors; assessment referral to school psychologist. ───────────────────────────────────────────────────────────────── BEHAVIORAL CONCERNS / EXTERNALIZING Constitutional contributors (harmful): High activation baseline; sensory reactivity; impulse regulation still developing (especially in pre-adolescence); trauma response. Constitutional contributors (helpful): High energy and relational engagement; leadership capacity; honesty and directness; strong sense of justice; protective instincts toward peers; willingness to name what others suppress. Cultural contributors (harmful): Environments where compliance is the implicit definition of "good behavior"; racialized discipline patterns that pathologize normative behavior; mismatch between community communication norms and school expectations. Cultural contributors (helpful): Cultural emphasis on relational loyalty; community practices of accountability and repair; adult figures outside school who offer respect and structure. Circumstantial contributors (harmful): Relational conflict; family disruption; threat in the peer environment; academic failure creating shame-driven behavior; boredom/under-challenge in a curriculum that does not engage this student. Circumstantial contributors (helpful): Relationships with at least one adult who sees past the behavior; structured activity that channels activation; recent moments of success or recognition that signal a different possible story. ASE question: What is this behavior communicating about the governors bearing down on this student — and also what is it trying to access or protect? Then ask the other direction: in which settings does this student demonstrate regulated, engaged, or relationally attuned behavior, and what do those environments provide? What constitutional strengths are visible even in the difficult moments? What cultural and circumstantial governors are available as resources? Map harmful and contributory conditions together — both describe the student's situation accurately. Environmental advocacy: Consult with teacher on relational and structural conditions; examine disciplinary data for disproportionality; identify and activate existing relational anchors; MDT if 504/IEP indicated. Note: Behavioral referrals often describe the environment more than the student. Begin with the EPM before accepting the referral's framing.

ASE-ALIGNED CSCP PLANNING GUIDE PROGRAM FOUNDATION Mission Statement (ASE prompt: Does our mission address both who students are and the environments they inhabit?): _______________________________________________________________ Vision Statement (ASE prompt: Does our vision describe what this school will be — not just what students will achieve?): _______________________________________________________________ Program Beliefs (list 4–6 statements about what you believe about students, environments, and the counseling relationship): 1. ____________________________________________________________ 2. ____________________________________________________________ 3. ____________________________________________________________ 4. ____________________________________________________________ ───────────────────────────────────────────────────────────────── COMPONENT 1: SCHOOL COUNSELING CURRICULUM Purpose: To deliver developmentally appropriate lessons to all students across academic, social-emotional, and college/career domains. ASE questions for design: • What Cultural governor considerations shape how we deliver curriculum to different student groups? • Are our lesson outcomes person-level only (competencies) or do they also address what students will do with their environments (Contribution)? • How do we assess not just what students learned but how the classroom environment changed? Annual curriculum calendar: Grade Band: ___________ ┌─────────┬─────────────────────────────────────────────────┐ │ Month │ Lesson Topic (Domain + 5C + Governor focus) │ ├─────────┼─────────────────────────────────────────────────┤ │ Sept │ │ │ Oct │ │ │ Nov │ │ │ Dec │ │ │ Jan │ │ │ Feb │ │ │ Mar │ │ │ Apr │ │ │ May │ │ └─────────┴─────────────────────────────────────────────────┘ ───────────────────────────────────────────────────────────────── COMPONENT 2: INDIVIDUAL STUDENT PLANNING Purpose: To assist all students in developing academic and post-secondary plans. ASE questions for design: • How do we account for the Cultural governor in how students define success and plan for their futures? • What Circumstantial supports do first-generation and under-resourced students need that our current planning process does not provide? • Are we helping students develop sapience — wise ecological action — not just checklists? Planning timeline by grade: Grades K–5: ___________________________________________________ Grades 6–8: ___________________________________________________ Grades 9–12: ___________________________________________________ ───────────────────────────────────────────────────────────────── COMPONENT 3: RESPONSIVE SERVICES Purpose: To address the immediate needs of students through individual and group counseling, crisis intervention, and referral. ASE questions for design: • Does our responsive services model lead with the EPM (environmental analysis) or primarily with individual deficit? • How do we ensure that referrals are warm — that the relational thread is maintained across institutional boundaries? • Who is over-represented in responsive services, and what does that tell us about the school's environmental governors? Responsive services data (complete quarterly): Individual counseling: _____ students _____ sessions Ave. length: _____ Group counseling: _____ groups _____ students Topics: _______________ Crisis interventions: _____ Referrals out: _____ Disproportionality check: _______________________________________________ ───────────────────────────────────────────────────────────────── COMPONENT 4: SYSTEM SUPPORT Purpose: To support the school system's capacity to provide environments where all students can develop. ASE questions for design: • What professional development are we providing to teachers and administrators on co-regulation, environmental design, and ASE? • What data are we sharing with school leadership to advocate for environmental changes? • How are we building community partnerships to address Circumstantial governors outside the school building? System support activities: Teacher consultation: _____ sessions with _____ teachers Family engagement events: _______________________________________________ Admin advocacy presentations: __________________________________________ Community partnerships: ________________________________________________ ───────────────────────────────────────────────────────────────── EQUITY AUDIT (complete annually) For each responsive service and program component, disaggregate data by: □ Race/ethnicity □ Gender □ Special education status □ English learner status □ Socioeconomic indicator □ Grade band Key questions: • Who receives the most responsive services — and is that aligned with need, or with referral bias? • Who participates in enrichment, leadership, and college-planning programs — and who is systematically excluded? • What do these patterns tell us about the school's Cultural governor? Equity finding #1: _____________________________________________________ Equity finding #2: _____________________________________________________ Advocacy action: ________________________________________________________

ASE PROGRAM EVALUATION FRAMEWORK THEORY OF CHANGE (complete before data collection) Program component being evaluated: _______________________________________ Target population: _______________________________________________________ Theory: "If we [intervention], then [mechanism], resulting in [outcome]." If we: _________________________________________________________________ Then: __________________________________________________________________ Resulting in: ___________________________________________________________ Time horizon: ____________________________________________________________ ───────────────────────────────────────────────────────────────── LAYER 1 — PROCESS DATA (what the program does) Sessions delivered: _____ individual _____ group _____ classroom Students served: _____ Unique students: _____ Curriculum lessons delivered: _____ Consultations: _____ teacher _____ family _____ MDT Referrals made: _____ Hours spent per component (ASCA model breakdown): Direct student services: _____ Indirect services: _____ Program planning/evaluation: _____ Professional development: _____ ───────────────────────────────────────────────────────────────── LAYER 2 — PERCEPTION DATA (what students/stakeholders report) Collection method: [ ] Survey [ ] Interview [ ] Focus group [ ] Observation Timeline: Pre: _____________ Post: _____________ Follow-up: _____________ Instruments used: ________________________________________________________ Individual-level outcomes (examples — adapt to your 5Cs focus): • "I know what to do when I feel overwhelmed at school." (Pre/Post rating 1–5) • "There is an adult in this school I can talk to when something is hard." (Pre/Post) • "I understand what my strengths are and how to use them." (Pre/Post) Environmental-quality items (ASE addition): • "My teachers believe I can be successful." (Pre/Post rating 1–5) • "When something is unfair at school, I feel like someone will listen to me." (Pre/Post) • "The adults in this school understand what my life outside school is like." (Pre/Post) Key findings — perception data: Largest gain: _________________________________________________________ Weakest change: _______________________________________________________ Most important discrepancy between individual and environmental items: ___ ───────────────────────────────────────────────────────────────── LAYER 3 — OUTCOME DATA (what changed) Academic indicators (pull from school records): GPA change (program group vs. comparison): _____________________________ Attendance change: _____________________________________________________ Course completion/failure rate: ________________________________________ Disciplinary referrals (disaggregated): ________________________________ School climate indicators (environmental data — ASE addition): School climate survey results (if available): __________________________ Office referral rate by location/teacher: ______________________________ Teacher retention/satisfaction (if available): _________________________ Family engagement metrics: _____________________________________________ ───────────────────────────────────────────────────────────────── ADVOCACY BRIEF SUMMARY (to share with administrators) One finding that most clearly supports program investment: ______________________________________________________________________ One environmental finding that points to needed system change: ______________________________________________________________________ Recommended action (for admin): _________________________________________ Data presentation format: [ ] 1-page summary [ ] Slide deck [ ] Verbal report

ASE NEEDS ASSESSMENT SURVEY STUDENT VERSION (adapt for grade level) Rate each item 1 (Not at all) to 5 (Very much): Academic and Learning Environment 1. I feel like the adults at this school believe I can succeed. 1 2 3 4 5 2. My teachers know what kinds of learning work best for me. 1 2 3 4 5 3. I know how to get help when I am struggling with schoolwork. 1 2 3 4 5 4. I have a plan for what I want to do after high school. 1 2 3 4 5 Social-Emotional and Wellbeing 5. I feel like I belong at this school. 1 2 3 4 5 6. There is an adult at this school I can talk to when something 1 2 3 4 5 is hard. 7. I know how to manage my feelings when I am stressed or upset. 1 2 3 4 5 8. When something unfair happens at school, I feel like someone 1 2 3 4 5 will listen to me. School Environment (ASE environmental questions) 9. My life outside school affects how I do at school. 1 2 3 4 5 10. The adults at this school understand what my life outside 1 2 3 4 5 school is like. 11. This school is a place where students like me are respected. 1 2 3 4 5 12. When students have a conflict, the adults here handle it 1 2 3 4 5 in a way that feels fair. Open-ended: • What is the best thing about this school? • What is the hardest thing about this school? • If you could change one thing that would help students like you, what would it be? • Is there anything the school counselor could help with that they aren't currently? ───────────────────────────────────────────────────────────────── TEACHER VERSION 1. I feel supported by the school counselor in addressing students' 1 2 3 4 5 social-emotional needs in my classroom. 2. I know how to reach out to the school counselor when a student 1 2 3 4 5 needs support. 3. The school counseling program is visible and accessible to all 1 2 3 4 5 students in my class, not just those with acute needs. 4. I understand the connection between classroom environment and 1 2 3 4 5 student social-emotional development. 5. I have received professional development on supporting students' 1 2 3 4 5 regulation and wellbeing. 6. Students in my classroom feel safe enough to take academic risks. 1 2 3 4 5 7. I am aware of the community and family stressors affecting 1 2 3 4 5 students in my class. Open-ended: • What student needs are you observing that the counseling program is not currently meeting? • What would be most helpful for you in terms of counselor support or collaboration? • What environmental changes in this school would most benefit your students? ───────────────────────────────────────────────────────────────── FAMILY VERSION 1. I feel welcome at my child's school. 1 2 3 4 5 2. I know how to contact the school counselor. 1 2 3 4 5 3. The school counselor is someone I trust with my child's 1 2 3 4 5 well-being. 4. I feel like the school understands my family's values and 1 2 3 4 5 what matters to us. 5. My child feels safe at school. 1 2 3 4 5 6. I know what resources are available through the school if 1 2 3 4 5 my family needs support. Open-ended: • What is most important to you about your child's experience at school? • What would help your family be more connected to what is happening at school? • Is there anything the school counselor could do differently to better support your child?

INFORMED CONSENT FOR SCHOOL COUNSELING SERVICES [School Name] | School Counseling Program Counselor: _________________________ Date: ________________ ───────────────────────────────────────────────────────────────── ABOUT THE SCHOOL COUNSELING PROGRAM The ASE Academy-aligned school counseling program at [School Name] provides individual counseling, small-group counseling, and classroom-based social-emotional learning to support students' academic, social-emotional, and personal development. Our approach is grounded in Advocating Student-within-Environment (ASE) theory, which means we attend to both the student's individual strengths and needs AND the environmental conditions — at school, at home, and in the community — that shape their development. We believe that lasting growth happens when both the person and their environment are supported. ───────────────────────────────────────────────────────────────── SERVICES Individual Counseling: Short-term (typically 4–8 sessions) individual meetings focused on academic, social-emotional, or personal concerns. Sessions are 30–50 minutes, held during the school day. Group Counseling: Small groups of 4–8 students addressing a shared concern (e.g., academic skills, friendship, coping with change). Groups meet weekly for 6–10 sessions. Classroom Guidance: School-wide lessons delivered in the classroom on topics related to academic success, social skills, and personal development. Consultation: The counselor may consult with teachers, administrators, or other school staff to support your child's success. Consultation does not require sharing confidential session content. ───────────────────────────────────────────────────────────────── CONFIDENTIALITY What is private: In general, what your child shares in counseling sessions is kept confidential. We do not routinely share session content with teachers, administrators, or parents/guardians. Exceptions (when confidentiality may be broken): 1. SAFETY: If your child discloses that they may hurt themselves or someone else, I am legally and ethically required to take action to ensure safety. This may include notifying parents/guardians and other school staff. 2. ABUSE OR NEGLECT: If your child discloses abuse or neglect by any adult, I am legally required to make a report to child protective services. 3. LEGAL REQUIREMENT: If required by a court order. 4. PERMISSION: If you or your child give written permission to share information. FERPA Notice: Your child's counseling records are part of their educational record. Under FERPA, parents/guardians of students under 18 have the right to inspect these records. Please contact us if you have questions. ───────────────────────────────────────────────────────────────── YOUR RIGHTS As a parent or guardian, you have the right to: • Be informed about the nature and purpose of counseling services • Ask questions about the counseling approach and goals • Withdraw consent for counseling at any time • Request information about your child's progress in counseling • Be notified if your child is in a safety situation requiring action ───────────────────────────────────────────────────────────────── CONSENT I have read and understood the above information. I consent to my child participating in school counseling services at [School Name]. Student Name: ________________________ Grade: _______ DOB: ___________ Parent/Guardian Name: _____________________________________ Relationship to Student: __________________________________ Signature: _______________________________ Date: ___________ Preferred contact for counselor: ☐ Phone ☐ Email ☐ Note home Contact: _______________________________________________________________ ───────────────────────────────────────────────────────────────── COUNSELOR SIGNATURE I have explained the nature of counseling services to the parent/guardian and answered their questions. Counselor Signature: _____________________ Date: ___________ [This form will be kept in the student's confidential counseling file]

STUDENT ASSENT FORM — COUNSELING SERVICES [School Name] School Counseling Program ───────────────────────────────────────────────────────────────── VERSION A: GRADES K–5 (read aloud with student) Hi! My name is _________________, and I am the school counselor. My job is to talk with students when things feel hard — at school, at home, or with friends. Our conversations are private, which means I won't tell your teacher what you share with me. (There are a few times I might have to tell a grown-up, like if I'm worried you might get hurt — I'll always explain that to you first.) You don't have to talk to me if you don't want to. And if you start coming to talk with me and later decide you don't want to, that's okay. Do you want to try meeting with me? ☐ Yes, I'd like to try. ☐ I'm not sure — I want to think about it. ☐ No, not right now. Student Name (print): _____________________ Grade: _____ Student Signature: ________________________ Date: _______ ───────────────────────────────────────────────────────────────── VERSION B: GRADES 6–12 What this is about: Your parent or guardian has given permission for you to meet with me, the school counselor. Before we begin, I want to make sure you understand what that means and that you're genuinely okay with it. What counseling is: Counseling is a space where you can talk about things that are hard — school, relationships, your future, how you're feeling. I am here to think with you, not to fix you or report back to your teachers. Privacy: What you share in our sessions is private. I won't share it with your teachers, administrators, or parents — with three important exceptions: (1) If I believe you might hurt yourself or someone else, I'll need to act to keep you safe. (2) If you tell me someone is hurting or neglecting you, I'm required by law to report it. (3) If a court requires me to share information. I will always tell you if I need to do one of these things. Your choice: You are not required to participate. If you choose not to, that will not affect your standing at school. If you start meeting with me and later want to stop, just tell me. Questions: Do you have any questions before we decide whether to move forward? _____________________________________________________________________ Do you agree to participate in school counseling? ☐ Yes — I understand what counseling is and I agree to participate. ☐ I'd like to try one session and then decide. ☐ No — I don't want to participate at this time. Student Name (print): _____________________ Grade: _____ Age: _____ Student Signature: ________________________ Date: ___________ Counselor note: If the student declines assent, document and honor that decision. Do not coerce participation. Note in the file whether you will attempt to re-approach the student at a later date and how.

ASE ETHICAL DECISION-MAKING FRAMEWORK STEP 1 — IDENTIFY THE TENSION Name the ethical issue clearly: ______________________________________________________________________ What values or obligations are in tension? ☐ Confidentiality vs. safety ☐ Student autonomy vs. parental rights ☐ Institutional loyalty vs. student advocacy ☐ Cultural norms vs. professional ethics ☐ Mandatory reporting vs. relational trust ☐ Other: _______________________________________________________________ ───────────────────────────────────────────────────────────────── STEP 2 — APPLY THE THREE GOVERNORS Constitutional governor: • What neurological, developmental, or health factors are relevant to this decision? Are there factors about the student's Constitutional state that affect urgency or capacity for informed participation? ______________________________________________________________________ Cultural governor: • What cultural context shapes this dilemma? Are there cultural norms around privacy, authority, disclosure, or help-seeking that affect how this situation should be understood? • Whose cultural framework is the "default" in how this dilemma is framed — and whose is being marginalized? ______________________________________________________________________ Circumstantial governor: • What specific, time-bound conditions are creating urgency or complexity? What would be different about this dilemma in a different set of circumstances? ______________________________________________________________________ ───────────────────────────────────────────────────────────────── STEP 3 — CONSULT RELEVANT STANDARDS □ ASCA Ethical Standards for School Counselors (most relevant section: ___) □ State law — mandatory reporting statutes □ State law — minor consent statutes (does your state allow minors to consent to specific services?) □ FERPA — records access and disclosure □ District policy Key standard that bears on this decision: ______________________________________________________________________ ───────────────────────────────────────────────────────────────── STEP 4 — CONSIDER THE ADVOCATING STANCE • What does the advocating stance require here — what is in this student's best developmental interest, considering both person and environment? ______________________________________________________________________ • Who else in this student's environment needs to be considered? (Parent? Teacher? Other students? Community?) ______________________________________________________________________ • What action would you be comfortable defending to a supervisor, a licensing board, and to this student in five years? ______________________________________________________________________ ───────────────────────────────────────────────────────────────── STEP 5 — CONSULT Consult before acting whenever possible: ☐ Site supervisor ☐ University supervisor ☐ School administrator ☐ District counseling coordinator ☐ Legal counsel (for high-stakes decisions) Consultant: _________________________ Date: _____________ Summary of consultation: _____________________________________________ ───────────────────────────────────────────────────────────────── STEP 6 — DECIDE AND DOCUMENT Decision made: ________________________________________________________ Rationale (which standard, governor analysis, and advocating stance guided this): ______________________________________________________________________ Action taken: _________________________________________________________ Documentation location: ______________________________________________ Follow-up needed: ____________________________________________________ Note: Document your ethical decision-making process, not just the outcome. If the decision is ever questioned, the process is your protection.

ASE ADVOCACY BRIEF Prepared by: _____________________ Date: _______________ Audience: ___________________ (Principal / Asst. Superintendent / School Board) Topic: _________________________________________________________________ ───────────────────────────────────────────────────────────────── SECTION 1 — THE CONCERN (1 paragraph, factual) Describe the issue in neutral, data-grounded language. Name the pattern, not the culprit. Avoid blame; describe what the data shows. Example: "Disciplinary data from the 2025–26 school year shows that students who identify as Black or Latino received office referrals at 2.8x the rate of white students for the same categories of behavioral incidents. This pattern is consistent with national research on differential discipline and warrants examination of the school's Circumstantial and Cultural conditions that may be contributing to it." Your statement: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ───────────────────────────────────────────────────────────────── SECTION 2 — ENVIRONMENTAL ANALYSIS (EPM at scale) What three-governor analysis explains this pattern? Constitutional governor: What neurological, developmental, or physical factors are relevant to understanding why students in this group may be more vulnerable to this condition? ______________________________________________________________________ Cultural governor: What school or community cultural conditions are producing or amplifying this pattern? Whose norms and expectations define "appropriate" in this context? ______________________________________________________________________ Circumstantial governor: What specific, recent, or ongoing conditions are relevant to this pattern right now? ______________________________________________________________________ ───────────────────────────────────────────────────────────────── SECTION 3 — EVIDENCE (data and student experience) Quantitative data: ______________________________________________________________________ Qualitative data (student voice, counselor observations, teacher feedback): ______________________________________________________________________ Research base (1–2 citations supporting the concern): ______________________________________________________________________ ───────────────────────────────────────────────────────────────── SECTION 4 — RECOMMENDATION Specific, concrete, and feasible: ______________________________________________________________________ Who would implement it: _________________________________________________ Timeline: _______________________________________________________________ Resources required: ____________________________________________________ How success would be measured: _________________________________________ ───────────────────────────────────────────────────────────────── SECTION 5 — COLLABORATIVE OFFER What you are offering (not just asking): Example: "The counseling program is prepared to [provide professional development / facilitate restorative practices / conduct a needs assessment / present findings to staff] in support of this effort." Your offer: ______________________________________________________________________ Contact for follow-up: ________________________ Date: ___________

CO-REGULATION IN THE CLASSROOM: A CONSULTATION GUIDE FOR THE CONSULTING COUNSELOR: Begin by asking about the teacher's experience, not by delivering information. What are they observing? What have they tried? What is most frustrating? Build from their knowledge, not over it. ───────────────────────────────────────────────────────────────── PART 1: WHAT CO-REGULATION IS (and why it matters in classrooms) Students cannot learn when they are dysregulated. This is not a motivational statement — it is a physiological one. When a student's nervous system is in a threat-response state (what we often call being "activated," "shut down," or "escalated"), the brain regions responsible for learning, memory, and flexible thinking are not fully available. No amount of good instruction reaches a student in that state. What does reach them is co-regulation: the experience of being with a calm, present, non-reactive adult whose nervous system communicates safety. This is not a technique. It is a quality of relationship. And the research is consistent: classrooms where the teacher is relationally warm and emotionally consistent produce better academic outcomes, fewer behavioral incidents, and stronger student engagement — regardless of the curriculum. ───────────────────────────────────────────────────────────────── PART 2: WHAT IT LOOKS LIKE IN PRACTICE Co-regulation doesn't require extra time. It happens in the small moments: When a student arrives dysregulated: • Meet them at the door — a brief, warm acknowledgment resets the relational field. • Lower your voice rather than raising it. Activated students escalate in response to activation; they settle in response to calm. • Give them a moment of lower-demand activity before full academic engagement. ("Take a second, get settled, we'll start in two minutes.") In the flow of instruction: • Check the room's energy before launching into content — especially after transitions (lunch, recess, a challenging class period). • Repair quickly and warmly when interactions go sideways: "Let's try that again." Repair is co-regulatory. It tells students that relationships can survive rupture. When there is conflict: • Regulate yourself first. Your state is contagious — for better or worse. • Name what you observe without judgment: "I can see something's going on. Let's take a breath and then figure it out." • Separate before you solve: physical proximity to conflict doesn't help students regulate. Space and time usually do. ───────────────────────────────────────────────────────────────── PART 3: THE THREE GOVERNORS IN YOUR CLASSROOM Every classroom has its own ecology. Understanding it can help you respond more effectively to individual students. Constitutional: What is the developmental and neurological range of students in your class? Who needs more sensory input to stay engaged? Who needs less? Who arrives to class reliably settled, and who arrives activated — and what are the conditions (breakfast, previous class, transit) that shape their arrival? Cultural: What are the cultural backgrounds and expectations students bring? Whose communication styles are most aligned with school norms — and whose require more code-switching, which is itself a regulatory demand? Circumstantial: What is happening right now in students' lives — in the school, in the community, in the world — that is present in this room even when no one names it? ───────────────────────────────────────────────────────────────── PART 4: CONSULTATION DEBRIEF QUESTIONS After sharing any of the above, ask: • "What do you notice in your classroom that connects to what we've talked about?" • "Is there a particular student or moment that comes to mind?" • "What's one small thing you might try this week?" • "What would be helpful from me — observation, feedback, a follow-up conversation?" Remember: co-regulation in consultation means attending to the teacher's state as well as the content. A teacher who feels judged will not be able to take in new information. A teacher who feels genuinely supported will.

WHAT IS SCHOOL COUNSELING? [Upper Elementary Version — Grades 3–5] Hi! My name is _________________ and I'm the school counselor. You might be wondering: what does a school counselor even do? I'm not here to get you in trouble. I'm not your teacher. And I'm not a doctor. I'm here to talk with you. About school, about friendships, about things that feel hard or confusing. About what makes you feel good and what makes you feel stuck. Everyone goes through hard things — at school, at home, with friends. That's normal. Sometimes it helps to have someone to talk to who's just there to listen and think with you. That's my job. What happens when we talk is private. That means I don't tell your teacher what you said to me. (There are a couple of exceptions — I'll always explain those when we meet.) You don't have to come see me if you don't want to. But if you ever want to, I'm here. Come say hi: _________________ [location] [school counselor name] | [contact info] ───────────────────────────────────────────────────────────────── WHAT IS SCHOOL COUNSELING? [Middle/High School Version — Grades 6–12] The school counselor is not here to fix you. That might sound like a strange way to start an introduction. But it matters, because a lot of students expect counseling to be someone telling them what to do, or reporting back to their parents, or giving them a quiz about their feelings. Here's what it actually is: a conversation. About whatever is making school — or life — hard right now. About what you want, what's in the way, and what you've already tried. I'll listen. I'll ask questions. I'll share a perspective when I have one. And I'll take seriously that you are a person dealing with real conditions — at school, at home, in your neighborhood, in the world — not just a set of symptoms that need to be corrected. What we talk about stays between us. I'll explain the exceptions clearly — there are a few situations where I'm required to act even if you'd rather I didn't. I'll always tell you about them in advance. You are not required to come. And if you come once and decide it's not for you, that's okay too. But if you're dealing with something — and most people are — I'm here. [Counselor name] | [Room number] | [Contact / drop-in hours]

GROUP FLYER TEMPLATE 1 — ACADEMIC SUPPORT GROUP [Group Name — choose something non-stigmatizing, e.g.:] "The Study Lab Group" | "Learners in Common" | "Getting Ahead" ──────────────────────────────────────────── What it is: A small group for students who want support with the academic side of school — not because something is wrong with them, but because school is hard, and having a group to think with makes it more manageable. We'll talk about: what gets in the way of learning (for you, specifically), what kinds of support help, how to ask for what you need, and what success looks like — on your terms. Who is it for: Students in [grade range] who want to get more out of their time at school. No specific diagnosis or referral needed. When: [Day], [Time], [Location] — [Number] sessions, starting [Date] Group size: [Number] students max To sign up or ask questions: See [Counselor Name] in [Room] or email [contact] ──────────────────────────────────────────── GROUP FLYER TEMPLATE 2 — FRIENDSHIP & SOCIAL CONNECTION GROUP [Group Name, e.g.:] "Connection Circle" | "The Belonging Group" | "In Common" ──────────────────────────────────────────── What it is: A small group for students who want to get better at the social part of school — making and keeping friendships, navigating conflict, and feeling like they belong. We'll talk about: what connection looks like in your world, what makes relationships hard, how to read social situations, and how to be the kind of person you want to be with other people. Who is it for: Students in [grade range] who feel like the social part of school could use some support. You don't have to be struggling badly — you just have to be interested in getting better at it. When: [Day], [Time], [Location] — [Number] sessions, starting [Date] To sign up: [Counselor Name] | [Room] | [Email] ──────────────────────────────────────────── GROUP FLYER TEMPLATE 3 — TRANSITION SUPPORT GROUP [Group Name, e.g.:] "New Here" | "Big Changes Group" | "The Bridge Group" ──────────────────────────────────────────── What it is: A small group for students navigating a significant transition — starting a new school, a change in family, a shift in friend group, or something else that has made this year feel different and uncertain. Transitions are hard because they ask us to leave behind what was familiar and build something new — often without having chosen to. This group is a space to name that, and to figure out together what the next version of "settled" looks like. Who is it for: Students in [grade range] who are in the middle of — or still adjusting to — a significant change. When: [Day], [Time], [Location] — [Number] sessions, starting [Date] To sign up: [Counselor Name] | [Room] | [Email]

SCHOOL COUNSELING AT [SCHOOL NAME] A Note for Families Who is the school counselor? My name is _________________. I work with all students at [School Name] — not just students who are struggling, and not just students who have been referred. I'm here for every family. What do I do? • I meet individually with students to support their academic, social-emotional, and personal development. • I run small groups for students with shared concerns or goals. • I deliver lessons in classrooms on topics like friendship, academic skills, and navigating change. • I consult with teachers and administrators about what students need. • And I work with families — with you — when you want a partner in supporting your child. What I believe about students and families: Every student comes to school shaped by their home, their culture, their history, and the specific circumstances of their lives right now. I take all of that seriously. I don't approach families as problems to solve — I approach them as the most important environment in their child's life. You know your child in ways I never will. I hope we can learn from each other. Privacy: What students share with me in counseling is private. I don't routinely report session content to teachers, parents, or administrators. There are exceptions (safety concerns, abuse reporting), and I will always explain those clearly to your child and to you. When to reach out: If you are concerned about your child — socially, emotionally, academically, or just because something feels off — please reach out. You don't need a specific problem to bring to me. Wondering if your child might benefit from a conversation is reason enough. Contact me: [Counselor name] | [Email] | [Phone/extension] | [Drop-in hours] [Room number or office location]

ASE WEEKLY SUPERVISION LOG Intern: ____________________ Week: ________ Practicum Site: ______________ Site Supervisor: ____________ University Supervisor: ______________________ ───────────────────────────────────────────────────────────────── DIRECT CONTACT HOURS THIS WEEK Individual counseling sessions: ___ sessions × ___ min avg = ___ hours Group counseling sessions: ___ sessions × ___ min avg = ___ hours Classroom guidance lessons: ___ sessions × ___ min avg = ___ hours Crisis intervention contacts: ___ ___ hours Assessment/consultation contacts: ___ ___ hours TOTAL DIRECT CONTACT HOURS: _______ ───────────────────────────────────────────────────────────────── INDIRECT HOURS THIS WEEK Individual supervision (site): ___ hours Group supervision (site): ___ hours Individual supervision (univ.): ___ hours Group supervision/seminar (univ.): ___ hours Consultation with teachers: ___ hours Consultation with families: ___ hours Case notes / documentation: ___ hours MDT / team meetings: ___ hours Program planning / admin: ___ hours Professional development: ___ hours TOTAL INDIRECT HOURS: _______ TOTAL HOURS THIS WEEK: _______ CUMULATIVE TOTAL: _______ Hours required for completion: _______ (check with program) ───────────────────────────────────────────────────────────────── SUPERVISION SESSION NOTES Date of supervision: __________ Duration: _______ Format: ☐ Indiv ☐ Group Topics addressed: ☐ Case conceptualization (EPM) ☐ Cultural governor / cultural humility ☐ Co-regulation in session ☐ Ethical/legal issue ☐ Crisis response ☐ Group facilitation ☐ Documentation ☐ Program development ☐ Professional development ☐ Intern's formation/wellbeing ☐ Other: _____________________________________________________________ Cases discussed (first initial + grade only, for confidentiality): ______________________________________________________________________ ASE framework applied in supervision (which element was most central?): ☐ 3 Governors / EPM ☐ 5Cs ☐ Co-regulation ☐ Advocating stance ☐ Emergent situated agency ☐ Paideia / formation Notes: _______________________________________________________________ ───────────────────────────────────────────────────────────────── INTERN REFLECTION (complete before supervision) This week's most important clinical learning: ______________________________________________________________________ A moment when I felt genuinely regulated and present with a student: ______________________________________________________________________ A moment when I felt under-regulated, reactive, or defended — and what I did: ______________________________________________________________________ One thing I want to bring to supervision this week: ______________________________________________________________________ Which of the 5Cs did I practice most clearly this week? ______________________________________________________________________ ───────────────────────────────────────────────────────────────── SUPERVISOR FEEDBACK Strengths observed this week: ______________________________________________________________________ Areas for continued development: ______________________________________________________________________ Supervisor goals for next week: ______________________________________________________________________ Supervisor signature: _________________________ Date: ___________ Intern signature: _____________________________ Date: ___________

PRACTICUM / INTERNSHIP HOUR LOG Intern: _________________________ Program: ____________________________ Placement Site: _________________ Academic Year: _______________________ Required Total Hours: ___________ Required Direct Hours: ________________ ───────────────────────────────────────────────────────────────── MONTHLY SUMMARY Month Direct Hrs Indirect Hrs Total Cumul. Direct Cumul. Total ───────────────────────────────────────────────────────────────────────────── August/Sept _________ ___________ _______ ___________ ___________ October _________ ___________ _______ ___________ ___________ November _________ ___________ _______ ___________ ___________ December _________ ___________ _______ ___________ ___________ January _________ ___________ _______ ___________ ___________ February _________ ___________ _______ ___________ ___________ March _________ ___________ _______ ___________ ___________ April _________ ___________ _______ ___________ ___________ May _________ ___________ _______ ___________ ___________ ───────────────────────────────────────────────────────────────────────────── TOTALS _________ ___________ _______ ───────────────────────────────────────────────────────────────── DIRECT HOUR BREAKDOWN (cumulative) Individual counseling: _______ hours Group counseling: _______ hours Classroom guidance: _______ hours Crisis intervention: _______ hours Assessment/consultation: _______ hours ──────────────────────────────────────────── TOTAL DIRECT: _______ hours (min. ___ required) ───────────────────────────────────────────────────────────────── SUPERVISION HOUR BREAKDOWN (cumulative) Individual supervision (site): _______ hours Group supervision (site): _______ hours Individual supervision (univ.): _______ hours Group supervision (univ.): _______ hours ──────────────────────────────────────────── TOTAL SUPERVISION: _______ hours ───────────────────────────────────────────────────────────────── SIGNATURES (complete at end of each semester) Intern: _____________________________ Date: ___________ Site Supervisor: _____________________ Date: ___________ University Supervisor: _______________ Date: ___________ Certification: I certify that the hours recorded above are accurate and reflect actual practicum/internship activities. Intern signature: ____________________ Date: ___________