In celebration of National School Counseling Week, CUSD Insider is showcasing profiles of the fantastic counselors we have throughout the District.
Today we are highlighting Alex Tilley and Debbie Miller, counselors at Las Flores TK-8. Earlier this week, they presented at the OC Counselor Symposium on their experiences with the Recognized ASCA Model Program along with Omero Corral, CUSD Coordinator, Counseling and Student Support.
Alex Tilley
Q: How long have you worked in CUSD?
A: This is my 3rd year.
Q: Describe your role in supporting student success at your school or in your department.
A: I work towards making sure the academic and social emotional needs of all students are met by providing tiered interventions, including classroom lessons, small group counseling, and individual counseling. I also provide students with opportunities for college and career readiness. I am in a unique position, where I provide counseling for both our elementary and middle school students. On the elementary side, I run the Kindness Club, am the PBIS coordinator, and run recess and lunchtime activities.
Q: How long have you worked professionally in school counseling?
A: 3 years- I was hired by Capo right after completion of my school counseling program at Chapman University.
Q: What college degrees and professional certifications do you hold?
A: Bachelor’s degree from UCLA in biology, optometry degree from SUNY College of Optometry, masters in counseling and PPS Credential from Chapman University. (This was a career change for me, and I am finally living a life I love! I truly wake up every day excited to come to work, and I am so fulfilled).
Q: What do you find most rewarding about counseling work?
A: Seeing my students work every day to become the best versions of themselves! My students inspire me every day- they are resilient, creative, and full of potential. I feel incredibly fortunate when they share their true selves with me and deeply honored to play a part in inspiring them to live a life that feels meaningful to them.
Q: Is there a program that CUSD utilizes that is especially beneficial to student support?
A:
Q: When you were in school, did you have an impactful experience with a counselor?
A: I did not have a personal relationship with a counselor, but at the time I needed one. This has inspired me to be a counselor for all students, even those who may seem like they are doing just fine on the surface.
Q: How do counselors in CUSD help support one another?
A: We collaborate together at our counselor meetings, as this gives us the space and opportunity to learn from one another. We have recently been doing Counselor Spotlights in our elementary counselor meetings, and I have already learned a ton from my colleagues.
Q: What is the one thing you would want families to know about your role in student success that they might not be aware of?
A: A big part of my role involves mentoring, advocating for students, and addressing social-emotional needs that directly impact learning—work that often happens quietly and over time but plays a critical role in student success. As a school counselor, we share the same goal- I want to make sure your student is confident and successful. Together we can work in partnership to make that happen.
Debbie Miller
Q: How long have you worked in CUSD?
A: I am in my 13th year.
Q: Describe your role in supporting student success at your school or in your department.
A: I support student success by helping ensure every student has access to a comprehensive, data-driven counseling program. I have been part of the RAMP counseling team since Las Flores first earned RAMP certification in 2019 and again during our recent Re-RAMP process, which led to renewed certification. Through our ASCA Model School Counseling program, we support students across all MTSS levels by promoting academic achievement, social-emotional growth, and positive school climate. Alongside my co-counselor, Alex Tilley, I co-lead our PBIS Tier I and Tier II programs and facilitate a Tier II Intervention Team to identify students who may need additional support and connect them with timely services to help them thrive.
Q: How long have you worked professionally in school counseling?
A: This is my 13th year as a school counselor. Prior to this, I worked 5 years as an Independent Educational Consultant helping high school students with their college applications and securing their post-secondary places. Prior to joining Las Flores, I completed my counseling internship with San Clemente High School, Hidden Hills, and Kinoshita.
Q: What college degrees and professional certifications do you hold?
A: B.S. Business Administration – Emphasis in Accounting from University of Southern California.
Retired California Certified Public Accountant.
M.Ed. Education School Counseling – Liberty University
CASC School Counseling Supervision Certificate
ASCA Certifications: Diversity, Equity & Inclusion Specialist, Closing the Achievement Gap Specialist, Anxiety & Stress Management Specialist, Bullying Prevention Specialist, Career Development Specialist, Mental Health Specialist, College Admissions Specialist
Q: What do you find most rewarding about counseling work?
A: Connecting with students and watching them grow as they develop the skills to overcome challenges such as anxiety, ADHD, and other barriers to learning. It is especially meaningful when students who see themselves as the “challenging student” — who may feel disliked, unsupported, or misunderstood — choose to come to me because they feel safe. Being that trusted adult is incredibly humbling. No matter how small the steps they take, I am grateful to be able to support them and celebrate their progress.
Q: Is there a program that CUSD utilizes that is especially beneficial to student support?
A: For the TK–8 levels, the PBIS framework and our MTSS system are especially beneficial in supporting students. Together, these programs help us create consistent, positive expectations schoolwide while also allowing us to identify and respond to individual student needs. Through MTSS, we can deliver timely, data-informed interventions at Tier I, Tier II, and Tier III, ensuring students receive the appropriate level of academic, behavioral, and social-emotional support. This structured approach allows us to proactively support students, monitor progress, and adjust interventions so every student has the opportunity to succeed.
Q: When you were in school, did you have an impactful experience with a counselor?
A: During my primary and secondary education, I did not have access to a school counselor. However, my high school implemented a mentorship program in which each student was paired with a teacher for all four years. As a first-generation college student growing up in a challenging family environment, both financially and emotionally, that mentorship made a profound difference in my life. Mrs. Pope was always there to listen and support me, especially on days that began with stress or uncertainty. Her consistent care and encouragement showed me the lasting impact a trusted adult can have on a student’s life.
Q: How do counselors in CUSD help support one another?
A: Counselors in CUSD support one another through regular collaboration and ongoing communication. We meet monthly within our grade levels — elementary, middle, and high school — to share best practices, discuss student needs, and align our support services. Beyond these meetings, counselors regularly reach out to one another to seek advice, share resources, and solve problems in real time. This strong sense of collaboration ensures that we are never working in isolation and allows us to better support both one another and the students and families we serve.
Q: What is the one thing you would want families to know about your role in student success that they might not be aware of?
A: One thing I want families to know is that middle school counselors support students in many ways, not just when they are struggling academically or socially. We are always happy to meet with students and families to talk about interests, strengths, and future goals — including planning for life beyond middle school and high school. Our work starts with getting to know each student as an individual and helping them build confidence, set goals, and grow into the best version of themselves, knowing that progress looks different for every child and can change from day to day.