Use the CAPES approach to think through what should happen next while keeping Alex’s voice, choices, and agency at the center.
Discern before you act.
Look at what is getting in the way, who needs to be involved, and which step protects Alex’s ability to choose.
Scenario / Simulation
Guided Self-Advocacy
Decision 1 of 3
Alex → Maria
Alex has used My Reflection to say something he has not been able to say out loud. Maria, a CAPES Foundations Coach, sees the reflection and understands the academic + social barrier.
What should Maria do next?
Yes. Maria asks Grace for guidance before acting. That creates space to widen the choices without deciding for Alex.
Not yet. That action appears later in the approved sequence. First, Maria pauses and asks Grace for guidance.
Grace → Maria
Grace widens the choices and keeps Alex in control.
What should happen next?
Yes. Maria coordinates with the classroom with Alex’s permission. The coordination supports his choices rather than replacing them.
Not yet. That happens later. First, Maria checks classroom feasibility with Alex’s permission.
Jordan → Alex
Jordan approves the three ideas and adds a quiet desk-card option. Alex now has four approved private help methods: a private digital help flag, a written question, a brief private check-in, and a quiet desk card.
Who should decide which supports Alex will use?
Exactly. The adults create workable options; Alex chooses which two fit him.
Not yet. Those actions come later. At this point, the choice returns to Alex.
Discernment complete
The sequence protects Alex’s agency.
You did not jump straight to a solution. You followed the CAPES sequence: pause before acting, widen the options, coordinate with permission, and return the final choice to Alex.
Ask for guidance → Coordinate with Alex’s permission → Let Alex choose what fits
Discern: The goal is not to find a label or prescribe a solution. It is to determine what fits the situation while keeping the young person’s voice and agency intact.
