Write a school counseling individual session note.

Student: [GRADE, PRONOUNS — no name in documentation]
Date/duration: [DATE, LENGTH OF SESSION]
Referral source: [SELF-REFERRAL / TEACHER REFERRAL / PARENT REQUEST / COUNSELOR INITIATED]
Session focus: [PRIMARY TOPIC DISCUSSED]
Student's presentation: [AFFECT, ENGAGEMENT LEVEL, COMMUNICATION STYLE]
Key themes or concerns identified: [WHAT EMERGED — academic, social, emotional, family, peer, etc.]
Interventions used: [ACTIVE LISTENING, CBT TECHNIQUE, PSYCHOEDUCATION, GOAL-SETTING, CRISIS SCREENING, ETC.]
Student's response to interventions: [WHAT WORKED, WHAT DIDN'T]
Plan: [FOLLOW-UP SESSION DATE / REFERRAL MADE / PARENT CONTACT / MONITOR]

Professional school counseling session note. Avoid identifying information. HIPAA/FERPA compliant language. Under 200 words.

Write a session note focused on academic performance concerns.

Student: [GRADE, PRONOUNS]
Date: [DATE]
Academic concern: [FAILING GRADES, CHRONIC ABSENCE, COURSE DROP REQUEST, ACADEMIC DISHONESTY, REMEDIATION REFERRAL, ETC.]
Student's explanation of concern: [WHAT STUDENT REPORTED — in their words where possible]
Academic history context: [WAS THIS SUDDEN CHANGE OR ONGOING PATTERN]
Barriers identified: [LEARNING CHALLENGES, FAMILY CIRCUMSTANCES, MENTAL HEALTH FACTORS, MOTIVATION, ETC.]
Resources or referrals discussed: [TUTORING, TEACHER CONFERENCE, SPECIAL EDUCATION EVALUATION, ATTENDANCE INTERVENTION]
Next steps: [WHAT STUDENT AGREED TO / WHAT COUNSELOR WILL DO / FOLLOW-UP DATE]

Session note demonstrating school counselor's academic domain work. ASCA-aligned language. Under 175 words.

Write a session note for a social-emotional skills session.

Student: [GRADE, PRONOUNS]
Date: [DATE]
SEL competency focus: [SELF-AWARENESS / SELF-MANAGEMENT / SOCIAL AWARENESS / RELATIONSHIP SKILLS / RESPONSIBLE DECISION-MAKING]
Activity or technique used: [DESCRIBE THE SPECIFIC INTERVENTION OR ACTIVITY]
Student's understanding demonstrated: [HOW STUDENT SHOWED THEY GRASPED THE CONCEPT]
Student's application plan: [HOW STUDENT PLANS TO USE THIS SKILL]
Strengths observed: [WHAT THE STUDENT DID WELL]
Growth areas remaining: [WHAT STILL NEEDS DEVELOPMENT]
Follow-up plan: [NEXT SESSION FOCUS / CHECK-IN DATE]

Session note demonstrating personal/social domain work. Uses CASEL SEL framework language. Under 175 words.

Write a session note for a student experiencing grief or loss.

Student: [GRADE, PRONOUNS]
Date: [DATE]
Nature of loss: [DEATH OF FAMILY MEMBER / PET / FRIEND / DIVORCE / MOVE — be specific but protect FERPA]
Time since loss: [APPROXIMATE TIMEFRAME]
Student's current presentation: [EMOTIONAL STATE, BEHAVIORAL CHANGES NOTED BY TEACHERS OR SELF-REPORTED]
Session focus: [NORMALIZE GRIEF RESPONSE, IDENTIFY SUPPORT SYSTEM, COPING SKILLS, ASSESS FOR COMPLICATED GRIEF]
Coping resources identified with student: [WHAT STUDENT SAID HELPS / TRUSTED ADULTS / ACTIVITIES]
Risk screening result: [NO INDICATORS OF SELF-HARM / SEE CRISIS NOTE IF INDICATORS PRESENT]
Referral to community services: [YES/NO — if yes, name of service and parent consent status]
Follow-up plan: [DATE AND FOCUS]

Trauma-informed grief session note. Empathic but professional tone. Under 200 words.

Write a session note following a peer conflict intervention.

Students involved: [GRADE LEVELS, PRONOUNS — no names; note if each was seen separately or together]
Date: [DATE]
Nature of conflict: [BRIEF DESCRIPTION — verbal dispute, exclusion, online conflict, physical altercation follow-up, etc.]
Each student's perspective summary: [ONE SENTENCE PER STUDENT — their stated view of events]
Mediation approach used: [DESCRIBE TECHNIQUE — restorative conversation, conflict resolution model, etc.]
Agreements reached: [WHAT EACH STUDENT AGREED TO]
Safety assessment: [IS THE CONFLICT RESOLVED / ANY ONGOING SAFETY CONCERN]
Administrator notification: [YES/NO — if yes, name + reason]
Parent notification: [YES/NO — circumstances if yes]
Follow-up plan: [CHECK-IN DATE, MONITOR PLAN]

Professional peer conflict session note. Neutral, balanced perspective on all students. Under 200 words.

Write a crisis intervention documentation note.

Student: [GRADE, PRONOUNS]
Date/time: [DATE AND TIME]
How crisis was identified: [SELF-DISCLOSURE / TEACHER REFERRAL / PEER REPORT / STAFF OBSERVATION]
Nature of concern: [SUICIDAL IDEATION / SELF-HARM / ABUSE DISCLOSURE / THREAT TO OTHERS / ACUTE MENTAL HEALTH CRISIS]
Risk assessment conducted: [TOOL USED — Columbia Suicide Severity Rating Scale, safety question protocol, etc.]
Risk level determined: [LOW / MODERATE / HIGH — based on ideation, plan, means, intent, timeline]
Protective factors identified: [WHAT REDUCES RISK FOR THIS STUDENT]
Interventions: [SAFETY PLAN CREATED / PARENT NOTIFIED / ADMINISTRATOR NOTIFIED / 911 CALLED / PSYCHIATRIC EVALUATION ARRANGED]
Notifications and times: [LIST EACH PERSON NOTIFIED + TIME]
Disposition: [STUDENT RETURNED TO CLASS / SENT HOME WITH PARENT / TRANSPORTED FOR EVALUATION / MONITORED]

Crisis documentation note meeting legal and ethical standards. Specific risk level documented. Notification chain complete. Under 250 words.

Write a mandated reporter documentation note following a suspected abuse disclosure.

Student: [GRADE, PRONOUNS]
Date/time of disclosure: [DATE AND TIME]
How disclosure occurred: [STUDENT INITIATED / COUNSELOR ASKED DIRECT QUESTION / PHYSICAL OBSERVATION]
Student's exact words (to the extent possible): [QUOTE OR CLOSE PARAPHRASE — do not paraphrase away specific details]
Physical observations if any: [DESCRIBE ONLY WHAT IS VISIBLE — do not examine beyond scope]
Actions taken: [REPORT MADE TO CPS/DCFS — TIME AND REPORT NUMBER / ADMINISTRATOR NOTIFIED — NAME + TIME]
Parent notification: [YES/NO — if no, explain why per protocol (e.g., parent is alleged perpetrator)]
No investigation conducted by counselor: [CONFIRM YOU DID NOT INVESTIGATE — that is CPS role]
Student's safety status at end of interaction: [AT SCHOOL / SAFE PLAN IN PLACE / ADMINISTRATOR MONITORING]

Mandated reporter documentation. Shows you reported, not investigated. Protects both student and counselor legally. Under 200 words.

Write a documentation note for a threat assessment situation.

Student: [GRADE, PRONOUNS]
Date/time: [DATE AND TIME]
Nature of threat: [DESCRIBE SPECIFIC BEHAVIOR OR STATEMENT — exact words if known]
How it came to counselor's attention: [WHO REPORTED / HOW]
Threat assessment team convened: [YES/NO — members if yes]
Inquiry conducted: [WHAT WAS ASKED / CONTEXT GATHERED]
Assessment outcome: [TRANSIENT THREAT — student can return to class / SUBSTANTIVE THREAT — escalated response required]
Safety actions taken: [INCREASED SUPERVISION, BEHAVIOR PLAN, PARENT CONFERENCE, LAW ENFORCEMENT NOTIFICATION, SUSPENSION, ETC.]
Return-to-school plan: [CONDITIONS FOR RETURN / MONITORING PLAN]
Documentation filed with: [ADMINISTRATOR / SRO / DISTRICT OFFICE]

Threat assessment documentation following Virginia Model or FBI threat assessment framework language. Under 225 words.

Write a school-based safety plan documentation note.

Student: [GRADE, PRONOUNS]
Date: [DATE]
Reason for safety plan: [RECENT IDEATION, PRIOR ATTEMPT, ONGOING MENTAL HEALTH CONCERN, POST-HOSPITALIZATION RETURN]
Warning signs student identified: [STUDENT'S OWN WORDS FOR WHEN THEY ARE STRUGGLING]
Internal coping strategies: [WHAT STUDENT CAN DO ALONE — distract, ground, breathe]
External supports at school: [TRUSTED ADULTS STUDENT CAN APPROACH + HOW TO REACH THEM]
External supports at home/community: [FAMILY MEMBERS, THERAPIST, CRISIS LINE]
Lethal means discussed: [YES — means restriction counseling provided / NO — note why]
Student signature obtained: [YES/NO]
Parent/guardian: [NOTIFIED / COPY PROVIDED]
Counselor follow-up scheduled: [DATE]

Safety plan documentation note. SPRC-aligned format. Under 200 words.

Write a post-crisis follow-up session note.

Student: [GRADE, PRONOUNS]
Date: [DATE — note time elapsed since crisis]
Crisis recap (1 sentence): [WHAT THE ORIGINAL CRISIS WAS]
Student's current presentation: [MOOD, AFFECT, COGNITION, SCHOOL ENGAGEMENT]
Safety plan review: [IS PLAN STILL RELEVANT / ANY CHANGES NEEDED]
Coping since crisis: [WHAT HAS HELPED / WHAT HAS BEEN HARD]
School reintegration: [ANY ACADEMIC OR SOCIAL CHALLENGES SINCE RETURN]
Outside services in place: [THERAPIST / PSYCHIATRIST / INTENSIVE OUTPATIENT — status]
Any new concerns: [NEW RISK INDICATORS OR PROTECTIVE FACTORS]
Plan: [ONGOING MONITORING SCHEDULE / NEXT SESSION DATE]

Post-crisis follow-up note showing active monitoring and care continuity. Under 175 words.

Write a parent/guardian contact documentation entry.

Student: [GRADE, PRONOUNS]
Date/time of contact: [DATE AND TIME]
Contact method: [PHONE / EMAIL / IN-PERSON / WRITTEN NOTE]
Contact initiated by: [COUNSELOR / PARENT / TEACHER REQUEST]
Topics discussed: [LIST — student concern, referral for services, academic update, behavior, crisis follow-up, etc.]
Parent's response: [COOPERATIVE / CONCERNED / RESISTANT / REQUESTED ADDITIONAL MEETING]
Information shared: [WHAT YOU TOLD PARENT — within FERPA guidelines]
Commitments made: [WHAT PARENT AGREED TO / WHAT COUNSELOR AGREED TO]
Next contact planned: [DATE / TRIGGER FOR NEXT CONTACT]

Parent contact documentation entry. FERPA compliant — note what was shared and consent status. Under 150 words.

Prepare an agenda for a parent conference regarding a student's concerns.

Student: [GRADE — no name in prep document]
Conference purpose: [ACADEMIC CONCERNS / BEHAVIORAL CONCERNS / COUNSELING SERVICES OVERVIEW / REFERRAL / CRISIS FOLLOW-UP]
Key points to communicate to parents: [3-4 SPECIFIC MESSAGES — data, observations, recommendations]
Questions to ask parents: [3-4 QUESTIONS TO GATHER HOME PERSPECTIVE]
Referrals or services to present: [WHAT TO OFFER — community counseling, tutoring, 504 evaluation, etc.]
Potential parent concerns to anticipate: [WHAT PARENT MAY RESIST OR ASK ABOUT]
Action items to assign at end of conference: [PARENT ACTIONS / SCHOOL ACTIONS / COUNSELOR FOLLOW-UP]

Parent conference agenda. School-family partnership focus. Under 150 words, formatted as a working agenda.

Write a letter to parents presenting a referral recommendation.

Student: [GRADE, PRONOUNS]
Referral type: [OUTSIDE THERAPY / PSYCHIATRIC EVALUATION / SPECIAL EDUCATION EVALUATION / SUBSTANCE ABUSE ASSESSMENT / TUTORING / COMMUNITY PROGRAM]
Reason for referral: [DESCRIBE THE NEED — clinical or academic — without alarming language]
What the referral service provides: [BRIEF DESCRIPTION OF SERVICE]
Why this service was selected: [HOW IT FITS THE STUDENT'S NEEDS]
Parent action required: [HOW TO ACCESS / WHAT TO BRING / CONSENT FORMS ATTACHED]
Counselor availability: [OFFER TO DISCUSS BY PHONE / EMAIL]
Urgency: [ROUTINE / SOON / URGENT — adjust language accordingly]

Parent referral letter. Warm, non-alarmist, action-oriented. FERPA compliant. Under 200 words.

Write a letter explaining a 504 plan to a parent/guardian.

Student: [GRADE, PRONOUNS]
Qualifying condition: [DESCRIBE WITHOUT MEDICAL DIAGNOSIS IN LETTER UNLESS PARENT SHARED — use "the condition we discussed" if needed]
What Section 504 covers: [BRIEF PLAIN-LANGUAGE EXPLANATION — civil rights law, not special education]
Specific accommodations proposed: [LIST 3-6 SPECIFIC ACCOMMODATIONS — extended time, preferential seating, etc.]
How accommodations will be implemented: [WHO IS RESPONSIBLE / HOW WILL TEACHERS BE INFORMED]
Annual review process: [WHEN AND HOW 504 IS REVIEWED]
Parent rights: [RIGHT TO CONSENT, REQUEST CHANGES, CHALLENGE ACCOMMODATIONS]
Next steps: [SIGN AND RETURN FORM / SCHEDULE MEETING]

Plain-language 504 parent explanation letter. Accessible, jargon-free, empowers parents as partners. Under 200 words.

Write a parent update letter or email regarding a student's college application progress.

Student: [GRADE — 11th/12th]
College application season context: [EARLY ACTION / EARLY DECISION / REGULAR DECISION TIMELINE]
Progress summary: [WHAT HAS BEEN COMPLETED — tests, essays, applications submitted]
Outstanding items: [WHAT STILL NEEDS TO BE DONE AND BY WHEN]
Financial aid reminder: [FAFSA STATUS / SCHOLARSHIP DEADLINES]
Counselor's role: [WHAT YOU WILL DO — recommendations, transcripts, certification forms]
Parent/student action needed: [SPECIFIC NEXT STEPS]
Counselor availability: [OFFICE HOURS / EMAIL FOR QUESTIONS]

College application parent communication. Clear, timeline-focused, reduces family anxiety. Under 175 words.

Give structured feedback on a student's college application essay draft.

Essay prompt: [EXACT PROMPT FROM COMMON APP OR COALITION APP]
Student's essay (paste here): [PASTE ESSAY OR DESCRIBE KEY ELEMENTS]
Strengths to acknowledge: [WHAT IS WORKING — voice, specificity, structure]
Structural weaknesses: [WHAT NEEDS TO CHANGE — pacing, organization, missing context]
Voice and authenticity: [DOES THIS SOUND LIKE A STUDENT OR A TEMPLATE]
Missing elements: [WHAT DETAIL OR REFLECTION IS ABSENT THAT WOULD STRENGTHEN IT]
Suggested revision focus: [ONE HIGHEST-PRIORITY CHANGE]

College essay feedback in the voice of a supportive, direct school counselor. Encourage student voice, not adult polish. Under 200 words.

Write a career exploration session summary for a student.

Student: [GRADE, PRONOUNS]
Interest inventory or assessment used: [STRONG INTEREST INVENTORY / CAREER CLUSTER SURVEY / RIASEC PROFILE / INFORMAL DISCUSSION]
Top career interests identified: [LIST 3-5]
Skills the student identified as strengths: [LIST 3-4]
Career pathways discussed: [EDUCATION REQUIREMENTS, JOB OUTLOOK, EXAMPLE ROLES]
Next exploration steps: [JOB SHADOW, INFORMATIONAL INTERVIEW, AP COURSE, DUAL ENROLLMENT, ETC.]
Student's reaction: [MOTIVATED / UNCERTAIN / SURPRISED BY RESULTS]
Follow-up plan: [NEXT SESSION FOCUS / RESOURCES PROVIDED]

Career exploration session summary. ASCA career domain aligned. Under 150 words.

Create a scholarship application guidance plan for a student.

Student: [GRADE, ACADEMIC PROFILE — GPA range, activities, demonstrated need status if applicable]
Target scholarships: [LIST SPECIFIC SCHOLARSHIPS OR TYPES — local, national, need-based, merit, identity-based]
Eligibility requirements: [EACH SCHOLARSHIP'S KEY CRITERIA]
Application deadlines: [LIST IN CHRONOLOGICAL ORDER]
Student's strongest application points: [ACADEMIC, EXTRACURRICULAR, ESSAY TOPICS TO DRAW FROM]
Recommendation letter plan: [WHO TO ASK / BY WHEN / HOW TO ASK]
FAFSA status: [SUBMITTED / PENDING / NOT YET STARTED]
Counselor action items: [VERIFICATION LETTERS, TRANSCRIPT REQUESTS, ETC.]

Scholarship guidance plan. Actionable, deadline-driven, student-centered. Under 200 words.

Develop a balanced college list for a student.

Student profile: [GPA, TEST SCORES IF AVAILABLE, INTENDED MAJOR OR INTEREST AREA, STATE RESIDENCY, FINANCIAL CONSTRAINTS IF ANY]
Student's college preferences: [SIZE, LOCATION, TYPE — liberal arts / research university / community college / trade school, distance from home]
Balance criteria: [LIST 3 LIKELY / 3 TARGET / 3 REACH — define criteria for each tier based on student's actual stats]
Colleges for each tier: [LIST SPECIFIC INSTITUTIONS WITH BRIEF REASONING]
Financial aid considerations: [MERIT AID SCHOOLS, NEED-BLIND ADMISSIONS, MERIT SCHOLARSHIP DEADLINES]
Visit or virtual tour plan: [PRIORITY SCHOOLS TO RESEARCH MORE DEEPLY]

Balanced college list guidance note. Data-driven, student-centered, realistic. Under 200 words.

Draft the counselor section of a college recommendation letter.

Student profile: [ACADEMIC PERFORMANCE — specific, not generic; rank if applicable; GPA context in school environment]
Character: [2-3 SPECIFIC STORIES OR EXAMPLES — not "she is a hard worker" but what you actually witnessed]
Growth: [ONE SPECIFIC WAY THIS STUDENT HAS DEVELOPED — challenge they overcame, change you observed]
Impact: [HOW THIS STUDENT CONTRIBUTES TO YOUR SCHOOL COMMUNITY — specific examples]
Context about your school: [STUDENT BODY DEMOGRAPHICS, RIGOROUS ENVIRONMENT, CHALLENGES STUDENTS FACE]
Why this student will succeed in college: [SPECIFIC PREDICTION BASED ON WHAT YOU KNOW]

Counselor recommendation letter. Specific over generic. 250–350 words. Avoid superlatives without evidence — use specific stories instead.

Create a session plan for a school counseling group.

Group type: [TOPIC — social skills, grief, academic support, anger management, college prep, friendship, etc.]
Grade level: [ELEMENTARY / MIDDLE / HIGH]
Session number: [1 OF 6 / 4 OF 8 / etc.]
Session objective: [WHAT STUDENTS WILL KNOW OR BE ABLE TO DO AFTER THIS SESSION]
Opening activity: [5-MINUTE WARM-UP — check-in, mindfulness, review of prior session]
Core activity: [MAIN ACTIVITY — describe in detail, include materials needed]
Discussion questions: [3-4 GUIDED QUESTIONS FOR GROUP PROCESSING]
Skill practice component: [HOW STUDENTS WILL APPLY THE SKILL — role play, worksheet, scenario, etc.]
Closing ritual: [HOW SESSION ENDS — reflection round, affirmation, homework preview]
Assessment: [HOW YOU WILL MEASURE IF OBJECTIVE WAS MET]

Evidence-based group session plan. ASCA-aligned, developmentally appropriate. Under 250 words.

Write a group counseling session note.

Group: [GROUP NAME/TOPIC — no identifiers]
Date/duration: [DATE AND LENGTH]
Members present: [NUMBER — no names]
Session focus: [TOPIC OR SKILL]
Group dynamics observed: [COHESION LEVEL, PARTICIPATION PATTERNS, NOTABLE INTERACTIONS]
Key themes that emerged: [WHAT CAME UP — beyond the planned curriculum]
Interventions used: [FACILITATION TECHNIQUES, ACTIVITIES, DISCUSSIONS]
Individual members of note (use numbers: Member 1, Member 2): [ANY INDIVIDUAL OBSERVATIONS REQUIRING FOLLOW-UP]
Group progress toward goals: [ON TRACK / NEEDS ADJUSTMENT]
Next session plan: [TOPIC AND ANY CHANGES BASED ON TODAY]

Group session note. Individual members referenced by number only for privacy. Under 175 words.

Write school counselor input for an IEP meeting.

Student: [GRADE, PRONOUNS — use generic identifier]
IEP type: [INITIAL / ANNUAL REVIEW / TRIENNIAL / REVISION]
Counselor's observations of student (3-6 months of interactions): [SOCIAL SKILLS, EMOTIONAL REGULATION, PEER RELATIONSHIPS, MOTIVATION, MENTAL HEALTH STATUS]
Present level of performance in personal/social domain: [SPECIFIC OBSERVABLE BEHAVIORS]
Recommended goals for personal/social domain: [1-2 SPECIFIC, MEASURABLE GOALS]
Counseling services recommendation: [FREQUENCY, DURATION, TYPE — individual, group, consultation]
Environmental accommodations recommended: [FROM COUNSELING PERSPECTIVE — social skills group, check-in/check-out, etc.]
Transition considerations (9th grade and above): [CAREER INTERESTS, POST-SECONDARY GOALS, WORK EXPERIENCE]

School counselor IEP contribution. IDEA language, specific and measurable. Under 200 words.

Write a Check-In/Check-Out (CICO) session log entry.

Student: [GRADE, PRONOUNS]
Date: [DATE]
Check-in time: [MORNING CHECK-IN TIME]
Student's self-reported readiness: [1-5 SCALE OR VERBAL — what student reported]
Target behavior for today: [SPECIFIC GOAL FROM CICO PLAN]
Morning goal set: [WHAT STUDENT AGREED TO WORK ON]
Check-out time: [END-OF-DAY OR PERIOD CHECK-OUT]
Student's self-assessment of performance: [DID THEY MEET GOAL — their rating]
Teacher data received: [TEACHER RATINGS IF AVAILABLE]
Points/score earned: [IF USING POINT SYSTEM]
Tomorrow plan: [ANYTHING TO ADJUST OR CONTINUE]

CICO daily log entry. Concise, positive behavioral support framework. Under 100 words.

Create an agenda for a school counseling advisory council meeting.

Meeting date/time: [DATE AND TIME]
Attendees: [ROLES — not names — administrators, teachers, parents, community members, students]
Meeting objectives: [WHAT DECISIONS OR UPDATES ARE NEEDED]
Agenda items:
1. Program data review: [WHAT DATA TO PRESENT — participation rates, outcomes, needs assessment results]
2. Program highlights: [3 RECENT SUCCESSES TO CELEBRATE]
3. Challenges for council input: [1-2 ISSUES WHERE YOU NEED STAKEHOLDER PERSPECTIVE]
4. Resource or policy discussion: [STAFFING, MATERIALS, SCHEDULE CHANGES, ETC.]
5. Action items and next meeting: [WHAT COUNCIL MEMBERS WILL DO / NEXT MEETING DATE]

Advisory council agenda following ASCA RAMP program management standards. Under 150 words.

Write an annual school counseling program data summary.

School year: [YEAR]
Caseload: [NUMBER OF STUDENTS]
Services delivered:
- Individual sessions: [NUMBER]
- Group sessions: [NUMBER AND NUMBER OF STUDENTS SERVED]
- Classroom lessons: [NUMBER AND TOPICS]
- Crisis interventions: [NUMBER — types if possible]
- College/career events: [NUMBER]
Outcome data (pick 2-3 that show impact):
- [METRIC]: [BASELINE] → [CURRENT]
- [METRIC]: [BASELINE] → [CURRENT]
Program alignment to ASCA standards: [WHICH MINDSETS & BEHAVIORS ADDRESSED]
One program strength: [SPECIFIC WIN THIS YEAR]
One area for improvement: [SPECIFIC GOAL FOR NEXT YEAR]

ASCA-aligned annual data summary. Quantifies impact for administrators and school board. Under 200 words.

Create a classroom guidance lesson plan.

Grade level: [GRADE]
ASCA Mindsets & Behaviors standard(s) addressed: [LIST SPECIFIC STANDARD CODES]
Lesson topic: [SPECIFIC TOPIC — growth mindset, conflict resolution, college readiness, internet safety, etc.]
Learning objective: [WHAT STUDENTS WILL KNOW OR DO AFTER THIS LESSON]
Materials needed: [LIST]
Opening hook (3-5 minutes): [ACTIVITY OR QUESTION TO ENGAGE CLASS]
Core instruction (15-20 minutes): [MAIN CONTENT DELIVERY METHOD — lecture, video, discussion, scenario]
Activity/practice (5-10 minutes): [HOW STUDENTS APPLY THE LEARNING]
Closure (2-3 minutes): [EXIT TICKET, REFLECTION QUESTION, TAKEAWAY]
Assessment: [HOW WILL YOU KNOW THE OBJECTIVE WAS MET]

Classroom guidance lesson plan. ASCA standards-aligned, age-appropriate, under 250 words.

Write a professional development reflection note.

Training attended: [TITLE AND PROVIDER]
Date: [DATE]
CEUs or clock hours: [NUMBER]
Key learning: [3 SPECIFIC TAKEAWAYS — not "great training," but what you learned]
Immediate application: [ONE SPECIFIC CHANGE TO YOUR PRACTICE IN THE NEXT 30 DAYS]
Student population this will help most: [WHO BENEFITS FROM THIS LEARNING]
Resource or tool gained: [HANDOUT, ASSESSMENT, CURRICULUM, CONTACT MADE]

Professional reflection note for annual evaluation or continuing education portfolio. Under 150 words.

Write a school counseling program action plan.

Goal: [SPECIFIC ASCA-ALIGNED PROGRAM GOAL]
Why this goal matters: [DATA THAT IDENTIFIED THE NEED — survey results, attendance data, discipline data, etc.]
Mindsets & Behaviors addressed: [SPECIFIC ASCA STANDARD CODES]
Activities to achieve goal: [LIST 3-5 SPECIFIC ACTIVITIES — lesson series, group, parent workshop, etc.]
Timeline: [MONTH-BY-MONTH IMPLEMENTATION SCHEDULE]
Resources needed: [STAFF TIME, MATERIALS, COMMUNITY PARTNERS]
How progress will be measured: [PROCESS DATA / PERCEPTION DATA / OUTCOME DATA]
How results will be shared: [WITH ADMINISTRATOR / ADVISORY COUNCIL / DISTRICT]

ASCA-aligned counseling program action plan. Under 200 words.

Write an end-of-year summary letter from school counselor to building principal.

School year: [YEAR]
Counselor name: [YOUR NAME]
Key accomplishments (with data):
1. [ACCOMPLISHMENT + METRIC]
2. [ACCOMPLISHMENT + METRIC]
3. [ACCOMPLISHMENT + METRIC]
Challenges encountered: [1-2 HONEST CHALLENGES — what got in the way of full program delivery]
Request for next year: [1-2 SPECIFIC RESOURCE OR SCHEDULE REQUESTS WITH RATIONALE]
Gratitude: [ONE SENTENCE — specific thing principal did that helped the program]

Professional end-of-year summary. Data-driven, forward-looking, builds administrator relationship. Under 250 words.

Create a support plan for a first-generation college student.

Student: [GRADE, PRONOUNS]
Definition of first-gen: [NEITHER PARENT ATTENDED 4-YEAR COLLEGE]
Specific challenges this student faces: [KNOWLEDGE GAPS, FINANCIAL BARRIERS, FAMILY EXPECTATIONS, IMPOSTER SYNDROME, ETC.]
Resources to connect student with: [GEAR UP / TRiO / COLLEGE PREP PROGRAM / FIRST-GEN COLLEGE SPECIFIC RESOURCES]
Timeline for college process: [GRADE-BY-GRADE MILESTONES]
Family engagement strategy: [HOW TO HELP FAMILY SUPPORT STUDENT'S GOALS]
Financial aid education needed: [FAFSA, SCHOLARSHIP SEARCH, NET PRICE CALCULATOR]
Counselor's specific actions: [WHAT YOU WILL DO FOR THIS STUDENT]

First-generation college student support plan. Asset-based framing, specific and actionable. Under 200 words.

Write a referral tracking documentation entry.

Student: [GRADE, PRONOUNS]
Referral made to: [COMMUNITY AGENCY, THERAPIST, SCHOOL-BASED MENTAL HEALTH, ETC.]
Date referral made: [DATE]
Referral reason: [CLINICAL NEED — general, not diagnosis]
Parent consent obtained: [YES — date / NO — reason]
Student consent (if applicable by age): [YES/NO]
Contact made with receiving provider: [YES — name, date, method / NO — reason]
Estimated wait time: [IF KNOWN]
Bridge services while waiting: [WHAT COUNSELOR IS PROVIDING IN INTERIM]
Follow-up check-in date: [DATE TO CONFIRM APPOINTMENT MADE]

Mental health referral tracking note. Shows active care coordination, not just a handoff. Under 150 words.

Write an attendance intervention session note.

Student: [GRADE, PRONOUNS]
Attendance data: [NUMBER OF ABSENCES, EXCUSED VS. UNEXCUSED, PATTERN — Mondays, after events, etc.]
Chronic absenteeism status: [ABOVE 10% OF SCHOOL DAYS = CHRONIC — note if applicable]
Root cause assessment findings: [WHAT STUDENT AND/OR FAMILY SHARED — illness, anxiety, transportation, family obligation, bullying, etc.]
Interventions discussed: [ATTENDANCE CONTRACT, MODIFIED SCHEDULE, COMMUNITY REFERRAL, TEACHER CHECK-IN, ETC.]
Family engagement: [PARENT NOTIFIED — NAME + DATE / FAMILY MEETING SCHEDULED]
Goal set with student: [SPECIFIC ATTENDANCE IMPROVEMENT GOAL]
Follow-up plan: [WEEKLY CHECK-IN / MONITOR ATTENDANCE WEEKLY]

Attendance intervention note. Shows tiered support system approach. Under 175 words.

Write a senior exit plan and referral summary.

Student: [PRONOUNS]
Post-secondary plan: [4-YEAR COLLEGE / COMMUNITY COLLEGE / MILITARY / WORKFORCE / TRADE PROGRAM]
College or placement confirmed: [YES — where / NO — status]
Support services transferred: [IEP TRANSITION PLAN / 504 DOCUMENTATION SHARED / MENTAL HEALTH REFERRAL / COMMUNITY RESOURCES CONNECTED]
Financial aid status: [FAFSA SUBMITTED / SCHOLARSHIP AWARDED / EFC UNDERSTOOD BY FAMILY]
Student's support network post-graduation: [FAMILY SUPPORT / MENTOR / COUNSELOR AT NEW INSTITUTION]
Unresolved concerns to flag: [ANYTHING STILL IN PROGRESS OR NEEDING ATTENTION FROM NEXT COUNSELOR]
Student's expressed readiness: [HOW STUDENT DESCRIBED THEIR OWN PREPARATION]

Senior exit and transition summary. Ensures warm handoff to next institution. Under 200 words.

Write a needs assessment summary for the school counseling program.

Data sources used: [STUDENT SURVEY / PARENT SURVEY / TEACHER INPUT / SCHOOL DATA — attendance, discipline, GPA, etc.]
Top 3 student needs identified: [LIST — based on data, not assumptions]
Gaps between current services and identified needs: [WHERE IS THE PROGRAM UNDER-SERVING]
Highest priority population: [WHICH STUDENT SUBGROUP HAS THE GREATEST UNMET NEED]
Recommended program adjustments: [3 SPECIFIC CHANGES TO ADDRESS TOP NEEDS]
Data presented to: [ADMINISTRATOR / ADVISORY COUNCIL / DISTRICT]
Timeline for program adjustments: [NEXT SEMESTER / NEXT YEAR]

Needs assessment summary. Data-grounded, ASCA program management compliant. Under 200 words.