Navigator Curriculum Guide Counselor Master Manual
Middle School Navigator
8-SESSION UNIT PLAN
Purpose: This evidence-based counselor guide supports 5th-grade students with ADHD in navigating the critical transition to middle school. Bi-weekly sessions focus on developing self-regulation skills, managing executive functioning demands, and mastering proactive self-advocacy with multiple teachers.
Block 1: Transition Foundations (Sessions 1 & 2)
SESSION 1: Mapping the Journey (Intake & Goals) 45 MIN
Session Objectives:
Establish counseling alliance & explore transition feelings
Conduct intake assessment of academic & executive hurdles
Establish 2-3 collaborative SMART transition goals
Key Counselor Script / Prompts:
"Middle school has a lot of moving parts—like a big ship. My job is to help you navigate it. What's one thing you're excited to try, and one thing you want to steer clear of?"
SESSION 2: The Middle School Landscape (Sensory Mapping) 45 MIN
Session Objectives:
Identify differences between elementary & middle school
Identify physical & sensory challenges of transitions
Create a "Sensory Map" of hallways, lockers, and classrooms
Key Counselor Script / Prompts:
"In elementary, you stayed in one room. Now, you have minutes to move through packed hallways. Where on this school map does your brain feel loudest? Let's trace it."
Block 2: Self-Regulation & Focus (Sessions 3 & 4)
SESSION 3: Inside the ADHD Engine (My Brain & Impulsivity) 45 MIN
Session Objectives:
Normalize ADHD as a "fast engine" brain with light brakes
Identify the difference between "hyperfocus" & "distraction"
Introduce the "Brake Pad" pause strategy for impulsive urges
Key Counselor Script / Prompts:
"Your brain is like a sports car engine—super fast! But sometimes our brake pads get a little warm and need help slowing down. Let's practice how we use those brakes in class."
SESSION 4: The Regulation Toolbelt (Coping Tools) 45 MIN
Session Objectives:
Identify physiological signals of sensory/emotional overload
Match sensory triggers to customized calming strategies
Create physical "Regulation Toolcards" for quick visual help
Key Counselor Script / Prompts:
"When your body is in high-alert mode, it's hard to think. Today we're going to build your toolbelt. What tool helps you cool down when hallways get too loud?"
Middle School Navigator Guide Page 1 of 3
Counselor Master Manual
Middle School Navigator
8-SESSION UNIT PLAN
Block 3: Self-Advocacy & Communication (Sessions 5 & 6)
SESSION 5: Navigating Teachers (The Art of Asking) 45 MIN
Session Objectives:
Overcome fear of approaching multiple diverse teachers
Learn the "3-Step Communication Script" (State, Explain, Ask)
Roleplay advocacy scripts for common middle school scenarios
Key Counselor Script / Prompts:
"Teachers aren't mind readers, and with seven classes, they might not know you need a break. Let's build a mini-script you can say in 30 seconds before class starts."
SESSION 6: Crafting My Blueprint (My Accommodation Cards) 45 MIN
Session Objectives:
Translate 504 plan/IEP accommodations into student terms
Identify key classroom modifications that increase student focus
Create physical, visual "Pocket Cards" to share with teachers
Key Counselor Script / Prompts:
"Sometimes, explaining what we need out loud is hard when we are stressed. Today, we're making tiny pocket helper cards you can slide to a teacher's desk if you need a break."
Block 4: Reflection & Graduation (Sessions 7 & 8)
SESSION 7: Plotting Progress (My Navigator Review) 45 MIN
Session Objectives:
Self-assess progress on initial SMART transition goals
Reflect on what strategies have and haven't worked
Take the Interactive Graduation Navigator Quiz
Key Counselor Script / Prompts:
"We've been working on navigating this school for weeks now. Let's review where we started and look at how much smoother you are handling the daily route."
SESSION 8: Navigator Graduation (Setting Sail) 45 MIN
Session Objectives:
Celebrate the student's resilience, growth, and hard work
Formulate a "Sustain Plan" for the rest of the school year
Present graduation certificate and conduct exit tracking
Key Counselor Script / Prompts:
"You are officially a Middle School Navigator now! You know your triggers, you have tools, and you know how to talk to teachers. Let's make a promise to keep navigating like a pro."
Middle School Navigator Guide Page 2 of 3
Counselor Master Manual
Middle School Navigator
8-SESSION UNIT PLAN
Best Practices for ADHD Transition Counseling
Keep Sessions Visual & Active
Students with ADHD benefit significantly from concrete, physical resources. Avoid relying only on verbal conversation. Pair discussion with visual aids, physical maps, worksheets, and active roleplay.
Acknowledge Executive Gaps
Middle school introduces multiple lockers, binders, deadlines, and classrooms. Frame executive functioning challenges as lagging skills, not attitude problems. Scaffold strategies in micro-steps.
Common ADHD Accommodations to Review
Accommodation Type How It Helps Student Advocacy Script Goal Preferential Seating Reduces visual and auditory distractions by placing student near teacher. "Can I sit at the front?" Cool-Down Pass Allows proactive self-regulation when sensory overload is high. "I need a 2-min brain break." Extended Time Accounts for processing speed differences and executive lapses. "Can I finish this at home?" Chunked Assignments Breaks massive, overwhelming tasks into small manageable targets. "Can I show you part one?"
Counselor Observation Prompts
Use the following reflection prompts between bi-weekly sessions to track trends and modify focus:
Is the student utilizing the visual templates and pocket tracker regularly? If not, how can we make them more accessible?
Which sensory environment (lunch, class transitions, gym) continues to pose the highest dysregulation risk?
How confident does the student feel when expressing their accommodations verbally versus passing a written card?
Middle School Navigator Guide Page 3 of 3
Navigator Tracker and Goals Navigator Logbook
Transition Intake Assessment
Name: ____________________
Date: ____________________
Counselor Note: Complete this collaborative intake during Session 1. Use it to gauge the student's readiness, isolate transition anxieties, and identify key strengths.
Part 1: My Strengths Checklist
Check the qualities that sound most like you! (Select as many as you like)
Creative problem solver (Unique ideas!) Highly energetic (Ready to go!) Curious (Love exploring topics!) Resilient (Keep trying new things!) Empathetic (Care about friends!) Hyperfocused (Can dive deep into interests!)
Part 2: Middle School Readiness Radar
Rate how you feel about these middle school changes from 1 (Most Nervous) to 5 (Super Confident):
1. Changing classes & finding classrooms
1 2 3 4 5
2. Keeping binders & homework organized
1 2 3 4 5
3. Managing noisy hallways & sensory spaces
1 2 3 4 5
4. Asking multiple teachers for help
1 2 3 4 5
Part 3: What's on Your Mind?
Middle School Navigator Workbook Page 1 of 3
Navigator Logbook
My Goal Navigator
Name: ____________________
A great navigator doesn't just sail; they pick a destination! Below, let's write out your goals for Self-Regulation and Self-Advocacy .
GOAL 1
My Self-Regulation Goal
What I want to practice (e.g., stopping impulses, taking deep breaths, using breaks):
How I will know I achieved it:
GOAL 2
My Self-Advocacy Goal
What I want to practice (e.g., asking teachers questions, using accommodation cards):
How I will know I achieved it:
My Main Anchor Strategy
Who is one person at school you can always anchor with when things feel stormy?
Middle School Navigator Workbook Page 2 of 3
Navigator Logbook
Bi-Weekly Counseling Rubric
Name: ____________________
Counselor Guide: Complete this rubric at the end of each session block. Review the criteria together to track the student's development.
Skill Focus Level 1 (Emerging) Level 2 (Developing) Level 3 (Navigating) Self-Regulation Struggles to identify triggers; experiences frequent sensory overload without using coping tools.
Navigator Kickoff Slides MIDDLE SCHOOL NAVIGATOR
SESSION 1 & 2
Welcome aboard,
Middle School Navigator!
Middle school is a huge new map to explore. Together, we're going to build your compass, unlock your strengths, and master the route.
Unit: Transition Foundations Let's Begin the Mission →
UNLOCKED ABILITIES
STRENGTHS
Your Brain is a High-Speed Engine!
Creativity
You come up with fast, unique ideas others missed.
High Energy
You bring curiosity, excitement, and drive to topics.
Hyperfocus
You can dive incredibly deep into things you love.
ADHD is a different way of processing, not a deficit. Discover Your Powers →
THE TRANSITION
COMPARE
Elementary School vs. Middle School
Elementary Way
One classroom most of the day
One core teacher who guides you
Scheduled desk time and breaks
Middle School Way
Moving rooms every single period
Keeping track of multiple teachers
Managing locker and sensory hallways
More freedom brings more responsibility—and we've got you covered. The Big Map →
SENSORY RADAR
MAP IT
Mapping Your Sensory Landscape
Our sensory radar helps us spot where sounds, crowds, and distractions are highest so we can plan our path before we get overwhelmed.
1 Red Zones (High Decibels)
Noisy lockers, jam-packed hallways, the cafeteria during peak rush. These drain your power bar.
2 Blue Zones (Safe Anchors)
The library, the counselor's office, or your home-base classroom early in the morning. Great places to recharge.
Knowing your environment helps you navigate it smoothly. Setting the Course →
MISSION BRIEFING
GOALS
Setting Your Navigator Goals
A great navigator always sets a destination. Over our next sessions, we will monitor these core transition skills together.
Destination One
Self-Regulation
Spotting overload triggers early and using my personal toolbelt to stay cool and in control.
Destination Two
Self-Advocacy
Building scripts and using pocket helper cards so multiple teachers know how to support me.
Ready to fill out your Goal Navigator worksheet? Let's Map It Out! →
My Regulation Workbook Navigator Workbook
Inside My Brain Engine
Name: ____________________
Date: ____________________
Having ADHD means your brain has a super fast sports car engine ! It zooms ahead with creativity and speed. But sometimes, your brake pads get warm and need extra help to slow down and stay in control.
Part 1: How Does Your Engine Run?
Think about your typical school day. Write down what happens during these states:
1. The Fast Lane (Hyperfocus / Full Speed)
What is an activity or topic where your engine runs super fast and you lose track of time?
2. Overheating (Sensory Overload / Distraction)
When do you feel like your engine is spinning out of control? (e.g., transitions, math class, noisy cafeteria)
Part 2: Checking Your Brakes
How do you know when your engine needs you to step on the brakes? (Check all that apply)
My heart beats fast I start tapping my feet / pencil I find it hard to hear instructions I feel like jumping up immediately
Middle School Navigator Workbook Page 1 of 3
Navigator Workbook
My Sensory Overload Radar
Name: ____________________
Some spaces in middle school are way louder and faster than in elementary school. Our Sensory Overload Radar spots these triggers so we can protect our engine.
Part 1: Spotting Your Dysregulation Triggers
For each school space below, list what makes it feel loud/busy, and rate your overload risk (Low, Medium, or High):
1. Hallways (Transitions)
What triggers me:
Low Med High
2. The Cafeteria
What triggers me:
Low Med High
3. Gym / Locker Rooms
What triggers me:
Low Med High
Part 2: My Exit Plan
When my radar alerts me that I am reaching "High Overload," where is my quiet place to reboot?
Middle School Navigator Workbook Page 2 of 3
Navigator Workbook
My Regulation Toolbelt
Name: ____________________
Time to build your Regulation Toolbelt ! Below are three physical "Toolcards" you can cut out and carry in your planner. Fill them out with actions that stop your engine from overheating.
Tool 1: Breathe
Use box breathing or elevator breaths to slow down my high-speed engine.
My favorite breath exercise:
Breathe In... Breathe Out
Tool 2: Fidget
Brain and Regulation Slides MIDDLE SCHOOL NAVIGATOR
SESSION 3 & 4
Welcome to Your
Brain Engine!
Your brain has an incredibly fast engine that loves running at full speed. Today, we learn how to tune it, steer it, and use your personal brake pads.
Unit: Brain & Regulation Let's Start Your Engines →
ENGINE SPECIFICATIONS
THE SPORTS CAR
Your ADHD Brain is a Sports Car
Fast Hyperdrive
Your engine speeds ahead with quick thinking, high imagination, and fast actions. You can cover ideas in seconds that take other brains minutes.
High-Heat Brakes
Because your engine is so fast, standard "brakes" (focusing or resisting impulses) get warm easily. They need purposeful rest stops to stay sharp.
We don't need a slower engine. We just need to upgrade our brakes! Tuning the Brakes →
DYSREGULATION WARNINGS
OVERHEATING
Spotting the Warning Lights
Just like a car dashboard has light alerts, your body has warning signals when your engine starts to overheat.
Fast Heartbeat
You feel internal pacing or a fluttering pulse.
Fidget Urges
Hands, fingers, or feet cannot stop tapping or bouncing.
Static Noise
Class instructions sound like fuzzy white noise.
Hot Flushes
You suddenly feel overly warm, flushed, or tense.
Spotting warning signs early gives you time to choose a coping tool! My Toolbelt →
COPING OPTIONS
THE TOOLBELT
Three Ways to Re-Center Focus
1. Air Brakes
Take structured box breaths (4s in, 4s hold, 4s out, 4s hold) to cool down your body's stress alarms.
2. Ground Anchors
Use subtle, silent fidget triggers (rubber bands, pocket worry stones) to focus raw motor energy.
3. Engine Resets
Request a 2-minute cool down walk to grab a drink. This resets your brain's input levels.
Which of these three sounds best for your engine today? Build Your Workbook →
LAB PRACTICE
PRACTICE
Let's Map Your Regulation Blueprint!
Open your My Regulation Workbook to Page 1. Let's trace your fastest engine moments, identify your personal overheating signs, and draft your custom coping tools.
Workbook Mission: Complete Page 1 and 2 during our meeting.
Ready to design your personal blueprint? Let's Workbook! →
Self Advocacy Field Guide Navigator Field Guide
The Help Hotline
Name: ____________________
Date: ____________________
In middle school, you have multiple teachers, and they aren't mind readers! They want to help you, but they need you to speak up. The easiest way is the 3-Step Communication Script :
Part 1: The 3-Step Script Formula
1. State the Issue
"Hey teacher, I'm..."
Saying you feel distracted, stuck, or overwhelmed.
2. Explain Your Brain
"My brain is..."
Explaining why (too much noise, hard to focus, etc.).
3. Ask for Help
"Could I please..."
Asking for your specific accommodation or break.
Part 2: Draft Your Custom Script
Write down exactly what you would say to a teacher if your engine was overheating during class:
State your focus state (e.g., "I am feeling distracted..."):
Explain what would help (e.g., "...my brain is running very fast..."):
Ask for your cool-down tool (e.g., "...could I please use my fidget/2-min break?"):
Middle School Navigator Field Guide Page 1 of 3
Navigator Field Guide
My Accommodation Blueprint
Name: ____________________
Accommodations are changes that teachers make in the classroom to give you a fair shot at learning. Below, let's map out what assists your learning and what blocks it.
What Blocks My Focus
What distractions in class make it hardest for your sports car engine to stop and listen?
What Assists My Focus
What accommodation or seating spot makes your engine feel most focused and ready to study?
My Master Key Focus Strategy
If you could change exactly ONE thing about where you sit or work, what would it be?
Middle School Navigator Field Guide Page 2 of 3
Navigator Field Guide
Pocket Advocacy Cards
Name: ____________________
Sometimes, explaining what you need out loud during class feels stressful or distracting. Below are three Pocket Advocacy Cards . Cut them out, fill them in, and slide them to a teacher's desk whenever you need to activate an accommodation quietly.
Cool Down Pass
"Dear Teacher, my engine is running a little warm and I need a quick 2-minute reset walk to grab water."
My departure time:
My return time:
Quiet Reset Strategy
Focus Desk Card
Self Advocacy Slides MIDDLE SCHOOL NAVIGATOR
SESSION 5 & 6
The Power of
Speaking Up!
Your teachers want you to succeed, but with multiple classes, they can't always spot when you're struggling. Today, you learn how to state your needs clearly.
Unit: Self-Advocacy Mastery Activate Your Voice →
TEACHER'S PERSPECTIVE
REALITY CHECK
Why Your Teachers Need to Hear From You
Multiple Classes
Middle school teachers can teach over 100 students a day! It is incredibly helpful when you remind them of what works best for your brain.
Proactive Pride
When you ask for your accommodations (like preferential seating or cool-down passes) early, teachers see you taking responsibility for your learning!
Teachers respect when students advocate for their own focus! The 3-Step Script →
ADVOCACY FORMULA
3-STEP SCRIPT
The 3-Step Advocacy Script
Whenever you feel stuck, distracted, or overloaded, use this basic script formula to express your needs in 30 seconds:
Step 1
State the Issue
"Hey teacher, I am feeling a little distracted by the noise right now..."
Step 2
Explain Your Brain
"...my brain is having a hard time slowing down its engine to listen..."
Step 3
Ask for Help
"...could I please step outside for a 2-minute cool down walk?"
Keep it quick, direct, and polite! Silent Advocacy →
SILENT CHANNELS
POCKET CARDS
Using Your Pocket Advocacy Cards
If saying your script out loud feels stressful or drawing attention makes you nervous, you can use silent pocket helper cards instead!
Slip It Quietly
Place the card face-down on your teacher's desk as you enter, or raise your hand and slide it over silently.
Instant Approval
The teacher reads your card, nods, and you can immediately execute your coping strategy (like grab a water cup).
Silent cards make expressing your accommodations completely stress-free! Practice Mission →
MISSION BRIEF
ROLEPLAY
Let's Practice Advocacy Roleplay!
Open your Self-Advocacy Field Guide to Page 1. Together, let's practice speaking your script out loud with different teacher personalities (like the "Strict" teacher or the "Friendly" teacher).
Field Guide Mission: Draft your script on Page 1 and fill in Page 2.
Speaking up is like a muscle—it gets stronger with practice! Get Practicing! →
Navigator Review Quiz Navigator Quiz
Navigation Knowledge Check
Name: ____________________
Date: ____________________
Mission Instructions: Read through the school scenarios below and choose the option that represents the best use of your Self-Regulation or Self-Advocacy tools. All answers carry equal visual style!
1. You are in a packed hallway during class transitions and the loud noises are making your heart beat fast and your head spin. What is the best action?
A Sprint through the hallway as fast as you can to get away.
B Activate box breathing and take a quiet detour to the library.
2. You are halfway through a math lesson and you find yourself tapping your pencil constantly and missing instructions. What should you do?
A Put your head down and wait for the class period to end.
B Quietly deploy a silent fidget tool to center your physical energy.
3. You feel too nervous to explain to your social studies teacher that you need a seat change out loud during class. How can you advocate?
A Raise your hand and say it loudly so the whole class hears.
B Slide your written Focus Seating Card face down on their desk.
Middle School Navigator Quiz Page 1 of 2
OFFICIAL RECOGNITION OF ACCREDITATION
Middle School Navigator
This document certifies that the following explorer has successfully navigated transition hurdles, understood their ADHD brain engine, and mastered proactive self-regulation and self-advocacy.
Certified Explorer Name
Counselor Signature
Date Issued
MIDDLE SCHOOL NAVIGATOR TRANSITION PROGRAM © 2026
