01
Turn student needs into a year plan
Print a needs questionnaire, enter summarized counts, and adjust monthly topics and objectives. Export a plan for principal review.
FOR ASCA LEADERSHIP · A PROPOSAL FOR DISCUSSION
More time for the work
only counselors can do.
Counselora helps school counselors spend less time searching for and creating resources, and more time counseling students.
We’re proposing a small pilot to find out whether Counselora is useful in everyday school counseling. Counselors would review the materials, try the tools, and tell us what needs work.
Independent proposal. Counselora is not affiliated with or endorsed by ASCA.
THE PRACTICAL OPPORTUNITY
One school day. Many kinds of preparation.
Finding a suitable resource, adjusting it for a grade band, and connecting it to a program goal takes preparation. Counselora brings planning, editable drafts, and saved materials into one workspace. The pilot would test whether that support is useful in practice.
02
Prepare a classroom lesson
Draft a grade-appropriate friendship lesson with activities and a closing check-in. Review its objective and adapt it to your students.
03
Structure a small group
Prepare a sequence of coping-skills sessions, then tailor the activities and pacing before facilitating.
04
Create a practical resource
Draft an emotional check-in or study-habits worksheet. Edit, save, and export supported materials for your school day.
05
Connect school and home
Draft a family message about a classroom skill, remove placeholders, and copy the reviewed message into your usual communication tool.
SEE WHAT YOU WOULD BE EVALUATING
From a purpose to a reviewed resource.
An illustrative walkthrough using a fictional classroom scenario. These steps describe the workflow; they do not run AI, create an account, or spend credits.
01 · PlanChoose a need and an objective
Example: Grade 3 students practice including others. In Year Planner, set a friendship topic and a specific objective. Open the lesson tool from that topic. The counselor selects and checks any relevant standard.
02 · DraftAsk for a useful starting point
Example request: Create a 30-minute Grade 3 lesson in which students practice two ways to invite a peer into a group. Use fictional situations and allow students to respond by speaking, writing, or drawing. A new AI draft or revision uses one credit.
03 · ReviewCheck the content before using it
Cora’s draft remains separate until you choose Use this draft. Edit the language, check the objective and standards reference, adapt for accessibility and cultural context, and remove placeholders. The in-workspace review checklist helps you remember these steps.
04 · Use & revisitSave, export, and reflect
Save the lesson, download its PDF, and link the saved material to the month in Year Planner. Find it again in My Work. Gather learning checks under your school’s procedures; do not enter identifiable student records into Counselora.
ALIGNMENT TO EXPLORE, NOT CERTIFICATION
A place in a counselor-led program.
The ASCA National Model® organizes program work into Define, Manage, Deliver, and Assess. The following is Counselora’s proposed fit for review, not an ASCA-validated crosswalk.
Define & manage
Counselors set their own goals and select relevant Student Standards. Editable monthly topics, objectives, and principal-facing plan PDFs can support planning conversations.
Deliver & assess
Editable lessons and group plans can support preparation for services. Counselors deliver services and assess learning in their own setting. Product usage and a planning PDF are not evidence of student improvement.
The ASCA Student Standards address academic, career, and social/emotional development. Our sample lesson makes one proposed standard → objective → activity → learning-check connection visible. Counselors must verify suitability and references; the platform does not automatically certify standards alignment.
ASCA sources: National Model · Student Standards
RESPONSIBLE USE, MADE EXPLICIT
Helpful drafts. Professional decisions.
Current product boundaries
- Review and edit AI drafts before use; errors and bias are possible.
- Use fictional or generic scenarios. Do not submit identifiable or confidential student information.
- The workspace includes a review checklist before use; it does not certify content quality.
- No diagnosis, crisis response, or automated decisions about student outcomes.
Before a pilot begins
- Agree on participant access, AI limits, dates, and support.
- Review provider processing, retention, and any required agreements.
- Agree on resource review criteria and handling of quality concerns.
- Agree on evaluation data, consent, and reporting before collection.
PROPOSED ASCA PILOT
Try it, then decide.
We suggest a four-week pilot with ASCA staff and a small group of counselors chosen together. We would agree on access, dates, and expectations first. This page is a proposal, not an enrollment form.
- 01
Review together
Begin with a 20–30 minute walkthrough. Inspect a sample lesson, the standards mapping, data practices, and the current product’s limits. Discuss what needs to be in place before a pilot.
- 02
Offer complimentary access
Provide participating ASCA staff and counselors no-cost access for the agreed period, with a defined AI allowance and support contact. No card, purchase obligation, or automatic paid conversion would be required for the proposed pilot.
- 03
Evaluate the everyday work
Compare preparation time for a similar task before and during the pilot. Gather voluntary usefulness and usability feedback, resource-review ratings, and agreed aggregate usage counts. Do not collect student records or disclose individual counselor activity to ASCA without agreement.
- 04
Share a balanced review
Report participation, task completion, time estimates, revision needs, and limitations. Review concerns and decide whether to stop, refine, or explore a further relationship. We are not asking for an endorsement, an exclusive agreement, or permission to use ASCA’s name in publicity.
Evidence status: ready to evaluate
No ASCA pilot results, independently verified time-savings figures, or validated student-outcome claims are presented here. Testimonials would be added only with permission and context. Usage would show engagement, not effectiveness.
Proposed evaluation criteria
- Usefulness: a short counselor rating and a concrete example of what helped or failed.
- Time: self-reported minutes on comparable tasks, with task differences and response count disclosed.
- Quality: check accuracy, fit with the learning goal, age level, accessibility, cultural relevance, and changes needed.
- Usability: observe whether participants can plan, create, save, export, and find their work without help.
- Decision: agree acceptance criteria before the pilot; report missing responses and concerns alongside positive feedback.
WHO BUILT COUNSELORA
Built from school counseling experience.
Benjamin Raskin, M.S., PPS, LMFT, CSAT-C
Founder & product contact. Eight years of experience as a school counselor at a Los Angeles middle school.
Background supplied by the founder. AI drafts still need review before use.
Meet the product contact & review approach →A LOW-RISK FIRST STEP
Let’s review a real workflow together.
Twenty to thirty minutes to see the product, ask questions, and decide whether a small evaluation is worth exploring.
Arrange a 20–30 minute demoOpens your email app. Or email hello@counselora.com with your role and possible times.