Forms live in folders, notes live in spreadsheets, teacher comments live elsewhere, and general-purpose AI requires constant copy-and-paste.
Bring Addie to your school
Connect the student story. Start counseling further ahead.
Tell us the grades you serve and the work your team wants to improve. A member of the Addie team will show the product, recommend the right grade journeys, and configure the account around your calendar.
Connect the information you already collect into one living student record.
Give counselors better context before meetings, recommendations, and fit decisions.
Launch in the existing calendar with proven grade-level journeys and assignments.
30-minute configurationSecure roster-first setupYour team stays in control
Why schools start now
The student story already exists. The problem is that it lives everywhere.
Each conversation, note, document, task, and reflection strengthens one Student Ledger counselors can actually use.
The questions schools ask have already been answered by peers.
Used by 70+ schools in the U.S. and internationally, including leading ACCIS schools.
600+ hoursstudent reflection captured at Lakeside
1 weekfrom UPrep setup to counselor use
50%+ lessrecommendation preparation reported at The Pingry School
What Addie changes for your school
One connected record changes the work on both sides of the relationship.
Students receive structured time to reflect. Counselors receive connected context they can use in meetings, recommendations, fit work, and follow-up.
Students reflect and explore
Students get time to explain how they learn, what matters, what is changing, and where they may thrive—without waiting for the next scarce meeting.
- Voice or text, on their own time
- Better self-understanding and fit
- More complete student stories
Counselors start prepared
Addie connects student reflection with approved school context so counselors can begin meetings, recommendations, and planning work further ahead.
- Meeting preparation
- Stories and teacher evidence
- Targeted human follow-up
Leadership sees human impact
The school can see student engagement, counselor use, operational fit, and whether Addie is creating more room for relationships and judgment.
- Visible participation and depth
- Measurable counselor value
- Clear expansion decision
Why now
Most schools wait until the pressure is already on.
Starting in Grade 9 or 10 lets the Student Ledger compound before junior-year meetings, recommendations, and applications force counselors to reconstruct years of growth at once.
See whether your students and counselors are leaving value on the table.
Why the value compounds
The Student Ledger connects every reflection to the work counselors already do.
Student conversations, teacher comments, counselor notes, school records, student work, and progress live in one school-controlled record. The result is better meeting preparation, recommendation support, fit guidance, and schoolwide visibility.
Explore the interactive Student LedgerWHAT FEEDS ITStudent voice + school context + counselor knowledgeWHAT COMES OUTPrepared counselors + better fit + targeted human action
Examples from Addie’s grade-level conversation library
How Addie captures student voice, year by year.
These are examples of the thoughtful conversations Addie can deliver by phone, browser, WhatsApp, or text. Each one captures a real experience, helps the student make meaning, and adds counselor-ready context to the Ledger.
Grade 9 · KNOW
Belonging and becoming
Where do I belong, how do I learn, and what helps me grow here?
Year-end Ledger outputBelonging & Learning Profile
Conversation 1
Starting High School
Addie begins by helping the student locate themselves in the transition—not by asking for a polished identity statement.
A question Addie might explore“What feels exciting, uncertain, or unfinished as you begin high school?”
What the student works through
- What feels new or different
- One source of energy and one source of uncertainty
- What they want an adult to understand
- How they prefer to reflect and receive support
What enters the Ledger
- Student-defined starting point
- Early priorities and concerns
- Communication preferences
- One student-owned question
What the counselor can do
- Begin the year warm, not cold
- See who may need an early check-in
- Avoid assuming every transition looks the same
- Frame the next human interaction around the student’s words
What this replaces or improves
A generic orientation survey or first meeting spent reconstructing how the transition is going.
ResultA student-owned baseline for the first year of high school.
Conversation 2
Finding My Place
Students identify where connection is beginning—and where it is not—through a concrete experience rather than a rating alone.
A question Addie might explore“Tell me about one moment this term when you felt most like yourself at school.”
What the student works through
- People, places, classes, or activities that create belonging
- Moments of comfort and friction
- Where the student feels known or unseen
- What would make the school feel more like theirs
What enters the Ledger
- Belonging evidence
- Early friction
- Student language about school culture
- Possible relationship gaps
What the counselor can do
- Identify students without a foothold
- Notice missing adult or peer connections
- Prepare a specific follow-up
- Strengthen advisory and transition support
What this replaces or improves
A belonging score without the story or conditions behind it.
ResultA practical map of where the student is beginning to connect.
Conversation 3
How I Learn Here
The student reflects on real academic experiences, including when learning felt effective, difficult, or dependent on support.
A question Addie might explore“Describe a class or task that taught you something about how your brain works.”
What the student works through
- Learning conditions that help
- One academic adjustment
- How they ask for help
- A strategy worth continuing or changing
What enters the Ledger
- Learning conditions
- Help-seeking pattern
- Teacher or support relationship
- Student-selected strategy
What the counselor can do
- Make course and study conversations specific
- See when grades hide a learning barrier
- Reinforce effective help-seeking
- Connect the student with the right adult
What this replaces or improves
Course planning based only on grades and requirements.
ResultA learner profile that can guide courses, support, and adult relationships.
Conversation 4
People Who Know Me
Addie helps the student identify the web of adults, peers, teams, and communities that supports them.
A question Addie might explore“Who at school really gets you—and what do they do that makes you feel known?”
What the student works through
- Trusted adults and peers
- Contexts where they feel supported or challenged
- Where they feel invisible
- One relationship they want to strengthen
What enters the Ledger
- Relationship map
- Trusted-adult evidence
- Support preferences
- One possible adult move
What the counselor can do
- See who has a key adult
- Identify relationship gaps
- Coordinate with advisors or teachers
- Make follow-up more personal
What this replaces or improves
Assuming that every student already has a meaningful adult connection.
ResultA relationship map that helps the school make belonging actionable.
Conversation 5
How I Contribute
Contribution reveals strengths that may not appear in a transcript: inclusion, responsibility, initiative, creativity, and care.
A question Addie might explore“When did you make a class, team, group, or community better?”
What the student works through
- A concrete contribution
- Who was affected
- What the student did and why
- What the moment revealed
What enters the Ledger
- Contribution story
- Demonstrated strength
- Values in action
- Student quote
What the counselor can do
- Recognize strengths that grades miss
- Offer specific encouragement
- Connect the student with future roles
- Build a richer longitudinal story
What this replaces or improves
A strengths inventory made of adjectives without evidence.
ResultA concrete example of how the student affects other people and communities.
Conversation 6
Carry Forward
The student reviews the year, chooses what to preserve or change, and identifies one realistic next step.
A question Addie might explore“What is one habit, relationship, or strength you want to bring into Grade 10?”
What the student works through
- What changed during Grade 9
- What should continue
- One habit or relationship to strengthen
- Support needed for Grade 10
What enters the Ledger
- Year-end reflection
- One student-owned intention
- Transition support request
- Confirmed Grade 10 handoff
What the counselor can do
- Prepare the transition
- Share relevant context with the next adult
- Close the loop on support
- Enter Grade 10 with a clear starting point
What this replaces or improves
A year-end transition that relies on memory or generic advice.
ResultA Belonging & Learning Profile the student can confirm and carry forward.
Grade 10 · EXPLORE
Reflective intelligence and purpose
What matters to me, how does it show up, and what will I test next?
Year-end Ledger outputPersonal Rubric + Next Experiment
Conversation 1
Change & Continuity
Students compare their current experience with earlier reflections and learn to treat identity as a working theory, not a permanent label.
A question Addie might explore“What has changed since last year—and what still feels true?”
What the student works through
- Growth and continuity
- New relationships or responsibilities
- What no longer fits
- Evidence for perceived change
What enters the Ledger
- Student-confirmed changes
- Stable themes
- Emerging questions
- Longitudinal comparison
What the counselor can do
- See what is genuinely evolving
- Avoid stale assumptions
- Ask better transition questions
- Connect current choices to prior evidence
What this replaces or improves
Starting each year with a blank questionnaire.
ResultA student-confirmed picture of what is stable and what is emerging.
Conversation 2
Values in Action
A value becomes useful when the student can show where it appeared, why it mattered, and what tension it created.
A question Addie might explore“Choose one thing you say matters. Tell me about a recent choice that proves it.”
What the student works through
- A value supported by a real choice
- Competing priorities
- Why the moment mattered
- What they would do again or differently
What enters the Ledger
- Value + concrete evidence
- Student interpretation
- Tension or tradeoff
- Direct quotation
What the counselor can do
- Understand motivations beneath activities
- Connect values to courses and communities
- Use evidence rather than labels
- Prepare future fit conversations
What this replaces or improves
A form that ranks values but never asks where they show up.
ResultValues grounded in behavior, not just attractive words.
Conversation 3
How I Learn and Grow
The student identifies patterns in motivation, challenge, help-seeking, and self-regulation before junior-year decisions intensify.
A question Addie might explore“When did you have to change the way you learned or ask for help?”
What the student works through
- A meaningful academic challenge
- Strategy change
- How and when they seek help
- What support made a difference
What enters the Ledger
- Learning pattern
- Response to difficulty
- Support preference
- Strategy to test
What the counselor can do
- Improve course-selection guidance
- See sustainable versus brittle performance
- Connect the student with resources
- Build recommendation-ready evidence of growth
What this replaces or improves
Academic planning based only on grades, rigor, or requirements.
ResultA clearer theory of how the student learns and adapts.
Conversation 4
Possible Versions of My Future
Students explore multiple futures without being forced to choose a major or career before they have enough evidence.
A question Addie might explore“Imagine three futures that each feel plausible. What attracts you to each?”
What the student works through
- Two or three plausible future selves
- What attracts them to each
- Family, financial, and cultural influences
- What they still need to learn
What enters the Ledger
- Possible-futures map
- Sources of curiosity
- Constraints and assumptions
- Questions for exploration
What the counselor can do
- Expand the option set
- Challenge inherited assumptions
- Connect interests to courses and people
- Keep uncertainty productive
What this replaces or improves
A career inventory that produces a result without reflection or strategy.
ResultA curiosity map rather than a prematurely fixed plan.
Conversation 5
A Question I Want to Test
The student chooses a small experiment—a course, project, conversation, activity, service opportunity, or observation—that can generate new evidence.
A question Addie might explore“What is one question about yourself or your future that you could test in the next eight weeks?”
What the student works through
- One meaningful question
- A specific experiment
- Success and learning criteria
- Adult or resource support
What enters the Ledger
- Testable question
- Experiment plan
- Support owner
- Follow-up date
What the counselor can do
- Move exploration into action
- Suggest realistic opportunities
- Track what the student learns
- Avoid advice that never gets tested
What this replaces or improves
Inspiration without a next step.
ResultOne student-owned experiment that makes a possible future more or less plausible.
Conversation 6
My Personal Rubric
The student synthesizes evidence into a provisional rubric that is designed to evolve rather than lock identity in place.
A question Addie might explore“What conditions help you learn, belong, and contribute—and what should you test next?”
What the student works through
- Learning and belonging conditions
- Values with evidence
- Interests tested
- Tensions, tradeoffs, and next questions
What enters the Ledger
- Personal rubric
- Confirmed patterns
- Open questions
- Grade 11 handoff
What the counselor can do
- Enter Grade 11 with shared language
- Guide courses and activities from evidence
- Build future-fit hypotheses
- Identify what remains unresolved
What this replaces or improves
A sophomore profile that is either too generic or treated as permanent.
ResultA Personal Rubric + Next Experiment for the transition into Grade 11.
Grade 11 · PLAN
Well-being, fit, and story
What environments help me thrive—and what evidence supports that?
Year-end Ledger outputCounselor-Ready Fit & Story Map
Conversation 1
Starting Point
Addie learns what the student has already explored, who is influencing the process, and what the student wants the counselor to understand.
A question Addie might explore“What feels exciting, confusing, or unfinished as you begin this process?”
What the student works through
- Current readiness
- Sources of momentum and uncertainty
- Family and outside influences
- What they want from counseling
What enters the Ledger
- Junior-year starting point
- Open questions
- Influence map
- Student priorities
What the counselor can do
- Begin the first major meeting further ahead
- See where confusion is real
- Avoid repeating work already done
- Clarify the human agenda
What this replaces or improves
A thin junior questionnaire or a cold first meeting.
ResultA warm starting point for the busiest counseling year.
Conversation 2
Academic Strengths & Sustainable Performance
Students reflect on strengths, workload, stress signals, sleep, boundaries, support, and the conditions that produce sustainable performance.
A question Addie might explore“When did you do demanding work without losing yourself?”
What the student works through
- Academic strengths with evidence
- Workload and stress patterns
- Support and help-seeking
- Habits and boundaries
What enters the Ledger
- Learner profile
- Sustainability signals
- Growth story
- Support needs
What the counselor can do
- Guide rigor and course choices
- See when achievement is unsustainable
- Prepare recommendation evidence
- Plan human support
What this replaces or improves
A transcript-only understanding of academic identity.
ResultEvidence for both academic advising and student well-being.
Conversation 3
Life Outside the Classroom
Activities become stories about contribution, family roles, work, responsibility, leadership, and growth—not another list of accomplishments.
A question Addie might explore“What do you do outside class that has shaped who you are—and why?”
What the student works through
- Activities, work, service, hobbies, and family roles
- Which experiences matter most and why
- Initiative and invisible responsibility
- What they want to continue or change
What enters the Ledger
- Narrative evidence
- Contribution and leadership
- Values through action
- Recommendation and essay stories
What the counselor can do
- See beyond credentials
- Recognize context behind time use
- Find authentic stories
- Prepare recommendations
What this replaces or improves
A brag sheet that records what happened but not why it mattered.
ResultA richer story bank grounded in real experience.
Conversation 4
Future Path
Students connect subjects, interests, values, and practical context to possible majors, careers, or other postsecondary pathways.
A question Addie might explore“What kinds of problems, topics, or environments could you imagine wanting to work with?”
What the student works through
- Fields and problems that feel compelling
- Why they appeal
- Family, financial, geographic, and identity context
- What remains uncertain
What enters the Ledger
- Pathway hypotheses
- Motivations
- Constraints
- Questions to investigate
What the counselor can do
- Broaden and narrow intelligently
- Connect students with resources
- Avoid premature certainty
- Ground next research
What this replaces or improves
A major or career answer produced before the student has enough evidence.
ResultLanguage for what feels possible, meaningful, and unresolved.
Conversation 5
College Fit in My Own Words
Named colleges become examples of preferences. Addie helps the student define academic, social, geographic, cultural, financial, and support conditions.
A question Addie might explore“What parts of your current school experience would you want again—and what would you change?”
What the student works through
- Academic and social preferences
- Community, size, setting, and support
- What to repeat or change from high school
- Family and practical constraints
What enters the Ledger
- Fit criteria with evidence
- Why named schools appeal
- Constraints and tradeoffs
- List hypotheses
What the counselor can do
- Build and challenge the list
- See when prestige is substituting for fit
- Make research more focused
- Prepare family conversations
What this replaces or improves
A spreadsheet of school names with no durable record of the reasoning behind them.
ResultA student-defined picture of fit—not just a list.
Conversation 6
Story & Support Map
The student and Addie identify the stories, open questions, support plan, and recommendation evidence that should move forward.
A question Addie might explore“Which stories, supports, and questions should your counselor carry into summer?”
What the student works through
- Stories worth preserving
- Open fit and pathway questions
- Support needs
- Summer priorities
What enters the Ledger
- Story bank
- Recommendation evidence
- Support plan
- Grade 12 handoff
What the counselor can do
- Prepare recommendations
- Plan summer work
- Set meeting priorities
- Start Grade 12 with continuity
What this replaces or improves
A summer handoff that relies on a last-minute autobiography.
ResultA Counselor-Ready Fit & Story Map for list work, recommendations, and Grade 12.
Grade 12 · ACT
Application, decisions, and transition
What has changed in me, what have I contributed, and what am I ready to carry forward?
Year-end Ledger outputApplication & Transition Dossier
Conversation 1
The Story Only I Can Tell
Students use the longitudinal Ledger to identify authentic change, recurring themes, and evidence that cannot be inferred from grades alone.
A question Addie might explore“Looking across high school, which change would be invisible if someone only saw your transcript?”
What the student works through
- Longitudinal growth
- Meaningful turning points
- Student language
- Stories that feel authentically theirs
What enters the Ledger
- Growth narrative
- Story evidence
- Direct quotations
- Changes across years
What the counselor can do
- Surface specific recommendation material
- Support authentic essay direction
- Avoid generic senior-year claims
- Ground the application in evidence
What this replaces or improves
Reconstructing four years of growth from a blank autobiography.
ResultA student-owned story of change supported by the full Ledger.
Conversation 2
Leadership & Impact
Leadership is treated as influence and contribution, not just titles. Students examine impact, humility, responsibility, and what others experienced.
A question Addie might explore“Where did you influence people or culture—and what did you learn about your leadership?”
What the student works through
- A concrete leadership moment
- Who was affected
- Leadership style
- Impact and learning
What enters the Ledger
- Leadership evidence
- Contribution pattern
- Humility and growth
- Recommendation-ready story
What the counselor can do
- Write and advise from evidence
- Differentiate title from impact
- Recognize quieter leadership
- Strengthen recommendations
What this replaces or improves
A résumé claim that says “leader” without showing how.
ResultSpecific evidence of contribution, influence, and learning.
Conversation 3
Application Evidence Check
The student reviews essays, activities, recommendations, and supplements against the evidence already in the Ledger.
A question Addie might explore“Which claims in your application are supported by concrete stories—and what is still missing?”
What the student works through
- Claims and supporting stories
- Evidence gaps
- Repeated themes
- What still needs clarification
What enters the Ledger
- Application evidence map
- Missing proof
- Essay seeds
- Recommendation context
What the counselor can do
- Prioritize the highest-value follow-up
- Avoid unsupported claims
- Coordinate recommendation and essay themes
- Catch gaps before deadlines
What this replaces or improves
Application review that focuses on completion rather than authenticity and evidence.
ResultA clearer, better-supported application story.
Conversation 4
Essay & Recommendation Direction
Addie surfaces themes, quotations, tensions, and supporting evidence. Students write their essays; counselors author recommendations.
A question Addie might explore“Which experiences best show how you think, contribute, or respond to difficulty?”
What the student works through
- Student-owned themes
- Promising stories
- Tensions and growth
- Language worth preserving
What enters the Ledger
- Story bank
- Direct quotations
- Teacher evidence
- Possible structure
What the counselor can do
- Begin workshop and writing work closer to insight
- Structure recommendations efficiently
- Protect student and counselor authorship
- Retain nuance
What this replaces or improves
Hours of copy-and-paste from forms, comments, notes, and prior drafts.
ResultCounselor-ready evidence and direction—not AI-authored final work.
Conversation 5
Decision & Fit Reflection
The student revisits their fit criteria, constraints, support needs, and values when comparing real options.
A question Addie might explore“What does each option make possible—and what tradeoffs are you accepting?”
What the student works through
- Decision criteria
- Tradeoffs
- Family and financial context
- What each option honors
What enters the Ledger
- Decision rationale
- Updated fit criteria
- Support and transition needs
- Student-confirmed choice context
What the counselor can do
- Help the student compare consistently
- Surface hidden pressures
- Keep the student’s values central
- Support the family conversation
What this replaces or improves
A decision process dominated by rankings, fear, or the loudest outside voice.
ResultA reasoned decision grounded in the student’s own evidence.
Conversation 6
Transition & Legacy
The final conversation captures gratitude, unfinished business, transition support, legacy, and the student’s next identity chapter.
A question Addie might explore“What does your choice honor, and how do you want to leave your school?”
What the student works through
- Transition needs
- What they want to carry forward
- Gratitude and legacy
- Unfinished questions
What enters the Ledger
- Final student synthesis
- Transition plan
- Legacy reflection
- Student-owned closing record
What the counselor can do
- Support the handoff beyond graduation
- Close relationships intentionally
- Identify transition risks
- Preserve a student-confirmed longitudinal story
What this replaces or improves
A transactional end to the process once the decision is made.
ResultAn Application & Transition Dossier that closes the four-year journey and supports what comes next.
What the experience feels like
A reflection experience that feels personal—not like another form.
Students can use voice or text, pause and return, and think out loud without having to perform a polished answer on the first try.
Voice or textPause and returnHuman follow-up
These are examples—not a rigid six-conversation requirement.
Schools choose the grade journeys and timing that fit their calendar. The product provides proven prompts and a consistent reflection structure without asking the school to invent a new curriculum.
The counselor experience
See the right context before the moment it matters.
Addie gives the team a schoolwide view of readiness and follow-up, plus the student-level evidence needed for meetings, recommendations, fit, and continuity.
Before meetings
See what changed, what matters now, and which questions will move the conversation forward.
Before recommendations
Find stories, quotations, teacher evidence, and possible structure without a copy-and-paste scavenger hunt.
Across the caseload
See who is ready, stalled, changing direction, or asking for human follow-up.
Across four years
Carry the student story from belonging and learning through fit, applications, decisions, and transition.
Give students a better reflection experience while counselors begin further ahead.
Live configuration + training with the Addie team
Work with a real person. Leave ready to run Addie.
A member of the Addie team configures the real account with your counselors on screen. The school connects proven grade journeys to its calendar and learns to manage dates, students, messages, and progress independently.
Come with the basics
Why now, grade or grades, first launch date, school owner, and counselor assignments.
Select standard journeys
Choose the Grade 9, 10, 11, and/or 12 sequences that match the program.
Configure on-screen
Set dates, deadlines, messages, permissions, counselor routing, and the secure roster.
Learn to manage it
Change dates, send voice-note prompts, assign tasks, and review engagement without waiting for Addie.
Launch in your calendar
Students begin around a real school moment while Addie provides support and visibility.
Come prepared with
- Why this matters now
- Grade(s) and participating counselors
- Target launch date and school calendar
- Roster/data owner and communication approver
Leave with
- Configured grade journeys and dates
- Students and counselors routed correctly
- Approved launch communication
- A team able to run the account independently
See how quickly the Student Ledger can become part of your counseling program.
Works with the program you already run
Choose the outcome that matters most to your team.
Addie can enter through the school workflow that creates immediate student and counselor value—then the Student Ledger compounds across the rest of the program.
Junior intake
Replace thin, fixed responses with guided reflection and meaningful follow-up.
Course and pathway planning
Help grades 9 and 10 connect learning, interests, courses, and possible futures.
Counselor meeting preparation
Begin with context, better questions, and fewer surprises.
College fit and list building
Ground choices in the student’s values, learning, community needs, and constraints.
Recommendation preparation
Organize stories, teacher evidence, quotations, and structure while counselors retain authorship.
Milestones and follow-up
See who is engaging, who is stuck, and where human attention should go.
Frequently asked questions
What schools ask before getting started
The key questions counseling leaders ask before they commit a cohort and launch window.
How much work is required from our team?
The school names a lead, identifies the cohort, attends a 30-minute alignment meeting, provides a secure roster, approves communication, and participates in an outcomes review. Addie handles configuration, accounts, launch materials, visibility, and support.
How quickly can we launch?
A roster-first launch can move quickly once the school identifies the cohort, communication path, and launch dates. The exact timeline depends on school approvals and roster readiness.
What does the annual subscription include?
The subscription includes the selected grade journeys, Student Ledgers, counselor dashboards, configuration and training, launch materials, progress visibility, and support. View the annual subscription guide.
Bring Addie to your school
Stop rebuilding the student story every time the work becomes important.
Tell us about your grades, calendar, and counseling priorities. We will show the product, recommend the right starting point, and make the configuration straightforward.