Self Advocacy Counselor Guide 1 Counselor Guide: Lesson 1
Introduction to Self-Advocacy
WEEK 1 OF 8
Objectives
Establish session structure.
Define "Self-Advocacy" literally.
Identify current school tools.
Materials
• Strengths and Tools Worksheet
• Weekly Progress Sheet
• Tool List
Direct Script: The Purpose
"Welcome to our session. For the next 8 weeks, we're going to work on self-advocacy. This means learning how to tell people what you need so you can do your work correctly. Just like how a person needs specific equipment to complete a job, students need specific tools to complete schoolwork. In this program, we will identify which tools work best for you and practice asking for them."
Lesson Script: Defining Advocacy
The Script: "Self-advocacy means three things: knowing what you are good at, knowing what is difficult for you, and telling a teacher or adult what you need. It is a communication skill. If you do not have the right materials or information, you cannot finish your work. We are going to learn how to ask for those things clearly."
Interactive Prompt: "Look at this worksheet. I want to know what you are good at in school right now. What are three things you do well? Examples might be solving math problems, being on time to class, or following directions."
Facilitation Tip
If the student has trouble naming "tools," use direct words: extra time, headphones, or seeing directions in writing. Avoid abstract terms.
Activity Guide: Weekly Progress
The Script
"Every week we will record what we practiced. Put your name on this progress tracker. When we finish a session and your practice task, we will mark it here. This shows the skills you are learning."
Practice Task #1
"Your task this week is to notice when you or another student uses a specific tool, like a calculator or a visual schedule. You do not need to say anything; just notice it."
Strengths and Tools Worksheet Strengths and Tools
Self-Advocacy Skills | Session 01
Name
Date
My School Strengths
Write 3 things you are good at doing in school.
Learning Tools
Write 3 learning tools that help you finish your schoolwork correctly.
1
Tool Name:
How it helps me:
2
Tool Name:
How it helps me:
3
Tool Name:
How it helps me:
Focus Area
"I know what I need. I will tell people what I need to be successful."
Self Advocacy Counselor Guide 4 Counselor Guide: Lesson 4
Requesting Extra Time
WEEK 4 OF 8
Objectives
Request extra time using a specific date.
Request a timed break for focus.
Understand why asking early is better than asking late.
Materials
• Extra Time Request Log
• Classroom Timer
• Assignment examples
Direct Script: Managing Time
"In school, some tasks take longer to finish than others. If you realize that you cannot finish an assignment by the due date, you can ask for more time. This is a professional communication skill. Asking for extra time allows you to finish your work correctly. Today we are going to practice how to ask for more time and how to ask for a short break."
Lesson Script: Asking Early
The Problem: "It is better to ask for extra time before the deadline. If you wait until the last minute, it is harder for the teacher to help you. We call this 'Asking Early.' Teachers are more likely to agree if you ask before the work is due."
The Break Script: "Let's practice asking for a break. Say: 'I am starting to feel frustrated. May I take a 5-minute break and then come back to my work?' You are stating how you feel, giving a time limit for the break, and telling the teacher you will return to work."
Facilitation Tip
Avoid metaphors like "pacing the project" or "project manager." Use literal terms like "Managing schoolwork" or "Following a schedule."
Practice Task #4 Script
"Your task this week is to ask early. Look at your schoolwork. Choose one task that will take a long time. Ask the teacher for one extra day to finish it. Use your request log to record what happened."
Time Extension Request Log Extra Time Request Log
Self-Advocacy Skills | Session 04
Use this log to plan when you need more time to finish work. Ask the teacher BEFORE the due date!
Assignment Name Original Due Date New Target Date
Extra Time Script
"I am working on the [Assignment], but I need more time to finish. Can I turn this in on [New Date] instead?"
Break Request Script
"I am starting to feel frustrated. May I take a 5-minute break and then come back to my work?"
4
Task Review #4
Record your practice here.
Week 4
Mark Here
Self Advocacy Counselor Guide 2 Counselor Guide: Lesson 2
Identifying Problems
WEEK 2 OF 8
Objectives
Identify physical signs of being confused.
Differentiate between internal and external problems.
Define "Working Fine" vs. "Need Help."
Materials
• Problem Identification Sorting Activity
• Weekly Progress Sheet
• Visual List of Physical Signs
Direct Script: Noticing Problems
"Last week we identified your strengths and the tools you use. Today, we are going to learn how to notice when you have a problem that requires a tool. Every person has internal sensors that tell them when something is wrong. For example, if you are thirsty, your throat feels dry. In school, when you are confused or need a tool, your body and brain give you signs. We call these 'Need-Help Signs.' We want to catch these signs early, before you feel very frustrated."
Lesson Script: Physical Signs
The Body Check Script: "Think about a time you were in class and did not know how to start your work. Where did you feel that in your body? Did your stomach feel tight? Did you start tapping your foot? Did your brain feel like it was moving slowly? These are signs that you need a tool to help you finish your work."
Activity Script: "Let's look at the Sorting Activity. Some things on this list mean you are working fine and do not need help. Other things are signs that you are stuck and should use self-advocacy to get a tool. Let's sort them."
Facilitation Tip
Avoid metaphors like "dashboard lights" or "engines." Use literal descriptions like "tight muscles" or "spinning thoughts." Use binary choices (Yes/No) if needed.
Practice Task #2 Script
"Your task this week is to be an observer. I want you to notice one time when you feel a physical sign of confusion, like a tight stomach or tapping feet. You do not have to ask for help yet. Just notice it and remember it for next week."
Problem Identification Sorting Activity Identifying Problems
Self-Advocacy Skills | Session 02
Look at the signs below. Write the Letter in the correct category box.
Cues and Signs
A. Looking at the same page for 5 minutes
B. Writing down the next step immediately
C. Hands are tapping quickly or shaking
D. Checking my work to see if it is correct
E. Thinking: "I do not know what to do next"
F. Looking out the window instead of at work
G. Feeling a "tight knot" in your stomach
H. Raising my hand to answer a question
"Working Fine"
I understand and am making progress.
"I Need Help"
I am confused and need a learning tool.
My Physical Signs
When I am confused, the first thing I notice in my body or brain is:
Practice Task #2: Identifying Personal Signs
Self-Advocacy Progress Tracker Sheet Progress Tracker
Self-Advocacy Skills | 8-Week Progress Log
Complete
Student Name
Legend
Session
Task
1
Introduction
Sess.
Task
5
Clarification
Sess.
Task
2
Problems
Sess.
Task
6
Role-Play
Sess.
Task
3
Scripts
Sess.
Task
7
Emails
Sess.
Task
4
Extra Time
Sess.
Task
8
Final Review
Sess.
Task
Developing Independence Step by Step
Advocates Blueprint Counselor Guide 8 Counselor Guide: Lesson 8
Final Progress Review
WEEK 8 OF 8
Objectives
Review all self-advocacy skills.
Review the physical signs, tools, and scripts learned.
Plan for high school.
Conclusion
"Provide a certificate of completion. Mention a specific time the student successfully asked for a tool or clarification."
Direct Script: Program Completion
"For 8 weeks, you have learned how to tell people what you need to be successful in school. You have learned how to notice when you are confused, how to choose the right learning tools, and how to use specific sentences to ask for help. Today, we are going to review your progress. These skills will be very important as you move to high school next year. Let's decide which tools will be most useful for you in 9th grade."
Lesson Script: Review
Review Questions: "Look at your progress tracker. Which session was the most helpful for you? Was it learning about physical signs of confusion or practicing the help-seeking sentences? Why did you find that session helpful?"
High School Plan: "In high school, you will have different teachers and more assignments. On your high school plan, write down the tool you think you will use the most. This is your plan for next year so you can continue to be successful."
Facilitation Tip
Avoid metaphors like "Grand Opening", "Final Inspection", or "Blueprint." Use literal terms like "Program Review" or "Self-Advocacy Plan."
The Final Script
"You have completed all 8 sessions. You have the skills to ask for what you need. When you feel confused in the future, remember the sentences we practiced. You are ready for high school."
Self Advocacy Counselor Guide 3 Counselor Guide: Lesson 3
Help Seeking Scripts
WEEK 3 OF 8
Objectives
Learn specific sentences for requesting help.
Differentiate between clarifying and asking for answers.
Practice speaking the scripts out loud.
Materials
• Help Seeking Phrases List
• Index cards or paper
• Weekly Progress Sheet
Direct Script: Using Prepared Sentences
"We have learned to notice when you are confused. Today, we are going to learn what to say when that happens. Sometimes, when a person is frustrated, it is difficult to think of the right words. We are going to practice specific sentences that you can use every time. You do not have to create new sentences; you can simply use these scripts."
Lesson Script: Practicing Scripts
The Script: "Let's look at the phrase for clarification. You use this when a teacher is talking too fast. Repeat this sentence after me: 'Could you please repeat the last part?' Good. Now, let's practice a request for a tool. Say: 'May I use my headphones for this assignment?'"
Guided Discussion: "These sentences are professional requests. You are informing the teacher about what you need so that you can complete your work. It is important to speak clearly so the teacher can understand your request."
Facilitation Tip
Use literal language like "Speaking Volume" rather than "Voice Scaling." Practice at a "Conversational Volume" that would be appropriate in a classroom.
Practice Task #3 Script
"Your task this week is to use one of these phrases one time. It can be a simple request, like asking to sharpen a pencil or repeat a date. The purpose is to practice saying the words out loud. Can you choose one phrase to use this week?"
Help Scripts Cheat Sheet Help Scripts
Self-Advocacy Skills | Session 03
Choose the sentence that describes what you need.
Asking for Clarification
"Could you please repeat the last part of the directions?"
"I am not sure what to do next. Can you show me?"
Requesting Learning Tools
"I would like to use my extra time for this assignment."
"Can I take a 5-minute break to reset my focus?"
Personal Script Card
Write your most useful sentences here to keep with you.
Self-Advocacy Scripts
Practice Task #3: Using a Script
Self Advocacy Counselor Guide 5 Counselor Guide: Lesson 5
Asking for Clarification
WEEK 5 OF 8
Objectives
Request that directions be repeated.
Ask for visual or written directions.
Use phrases to ask for more thinking time.
Materials
• Clarification Cue Cards
• Examples of long directions
• Weekly Progress Sheet
Direct Script: Understanding Directions
"Sometimes teachers give directions that are hard to understand. They might speak too quickly or give many steps at one time. If you do not understand the directions, you have the right to ask the teacher to repeat them or write them down. Today, we are going to practice asking for written directions or a visual example so you can see what to do."
Lesson Script: Types of Clarification
Repeated Directions: "This is the most common request. Say: 'Could you please repeat that? I did not hear the whole sentence.' Practice saying that now."
Written Directions: "Say: 'Could you please write the steps on the board? Seeing the words helps me understand what to do.' This helps you remember what the teacher said."
Thinking Time: "Sometimes you need a moment to think before you answer. Say: 'I need a moment to think about that information before I respond.' This tells the teacher you are working on the answer."
Facilitation Tip
Avoid metaphors like "decoder rings" or "cracking the code." Use literal phrases like "Understanding instructions" or "Asking for more information."
Practice Task #5 Script
"Your task this week is to ask for clarification one time. Ask a teacher to repeat or write down directions. You can do this even if you think you understood, just to practice using the sentence."
Clarification Cue Cards Clarification Cue Cards
Self-Advocacy Skills | Session 05
Keep these cards on your desk to help you ask for clarification.
Repeat
"Could you please repeat that last part?"
When: The teacher talked too fast.
Example
"Can you show me an example of what to do?"
When: You need to see the work.
First Step
"What is the first step I should do?"
When: You feel stuck or overwhelmed.
Thinking Time
"I need a moment to think about that."
When: You need time to process.
Practice Task #5: Asking for Clarification
Social Scenario Challenge Cards Role Play Scenarios
Self-Advocacy Skills | Session 06
01. Need More Time
The teacher changes the presentation slide before you finish writing your notes.
Goal: Ask for more time.
02. Unclear Directions
The teacher gives 4 verbal directions. You only remember the last one.
Goal: Ask to repeat directions.
03. Feeling Frustrated
The classroom is very loud and you are starting to feel frustrated.
Goal: Request a short break.
04. Confused by Work
You open your math book, but you do not know how to solve the first problem.
Goal: Ask for an example.
Personal Scenario
Describe a problem you had this week and what you could say.
The Problem (What happened):
What I will say:
"Asking for what you need is a professional skill."
Advocates Blueprint Counselor Guide 6 Counselor Guide: Lesson 6
Role Play Practice
WEEK 6 OF 8
Objectives
Practice all advocacy skills through role-play.
Identify the best time to ask for help in class.
Build confidence in speaking clearly.
Materials
• Self-Advocacy Role-Play Cards
• Help Seeking Phrases List
• Weekly Progress Sheet
Direct Script: Practicing the Plan
"We have identified your tools and practiced your sentences. Today, we are going to practice using them in situations that happen at school. I will act as the teacher, and you will practice telling me what you need. It is okay if you make a mistake while we practice. The goal is to get comfortable using these sentences before you use them in your real classes."
Lesson Script: Role-Play Protocol
Instructions: "I will give you a scenario card. Read the situation, look at your help-seeking phrases, and choose the best one to use. I will play the teacher. Use a conversational volume. We will practice each scenario until you feel comfortable."
Timing Script: "Sometimes it is difficult to ask for help in front of the class. You can wait until the teacher walks by your desk, or stay for a moment after class ends. Let's practice what you would say to a teacher privately after the bell rings."
Facilitation Tip
If the student is nervous, they can write the sentence on a piece of paper first and read it. Avoid metaphors like "Construction Zone" or "Challenge Level."
Practice Task #6 Script
"Your task this week is to use one of your practiced sentences with a teacher you feel comfortable talking to. The goal is to use the sentence one time in a real classroom situation."
Email Template Builder Worksheet Email Practice Worksheet
Self-Advocacy Skills | Session 07
Write your professional email draft below.
To:
Subject:
1. Greeting
Dear Mr./Ms. ________________,
2. Opening Sentence
I am writing because I have a question about _____________.
3. Your Request
4. Closing & Name
Closing
Thank you,
Your Name
Extra Time
"Can I have one extra day to finish my assignment?"
Clarification
"I do not understand step 2. Could you explain it again?"
Advocates Blueprint Counselor Guide 7 Counselor Guide: Lesson 7
Writing Professional Emails
WEEK 7 OF 8
Objectives
Write a professional email requesting a tool.
Understand why email is useful for self-advocacy.
Learn the 5 parts of a professional email.
Materials
• Email Practice Worksheet
• Teacher email addresses
• Weekly Progress Sheet
Direct Script: Digital Communication
"Sometimes, it is easier to write a request than to say it out loud. Using email is a professional way to ask for help or tools. It gives you time to think about what you want to say and ensures the teacher has a record of your request. Today, we are going to learn how to write a professional email using five simple steps. This will make sure your teacher understands exactly what you need."
Lesson Script: The 5 Parts of an Email
Instructions: "A professional email has five parts: a clear Subject line, a greeting, your request, a closing, and your name. Look at the Email Practice Worksheet. It is important to use correct spelling and avoid using slang or all-capital letters. This shows the teacher that you are being serious about your work."
Example Script: "If you need more time on a project, you could write: 'Dear Mr. Smith, I am writing to ask for one extra day to finish my project. Thank you, [Your Name].' This is clear and professional."
Facilitation Tip
Avoid metaphors like "Digital Blueprints" or "Digital Links." Use literal terms like "Emailing your teacher" or "Writing a message."
Practice Task #7 Script
"Your task this week is to send one professional email or message to a teacher. It can be a simple question or a request for a tool. The goal is to practice using email for communication."
