Transformative Comprehensive Counseling/Psychology Program Plan Proposal Outline

I. Clarify the Purpose of the Needs Assessment

A. Initial Knowledge & Inquiries

• What we know: English Language Learners (ELLs) struggle academically, socially, and emotionally at Wasco High School.
• What we think we know: ELLs may not be fully utilizing school resources, including counseling services.
• What we want to know: How can school counselors and school sites more effectively support ELLs and their families?

B. Objectives of the Needs Assessment

• Primary Goal: To identify existing gaps in ELL support services at Wasco High.
• Outcome: Develop a strategic plan for improvement.

C. Measurement & Utilization of Information

• Measurement Focus: The effectiveness of current support systems for ELLs.
• Utilization: Information will advocate for professional development, necessary tools, and plans to close identified gaps.

D. Reporting & Stakeholder Inclusion

• Reporting: User-friendly language for staff meetings and weekly family newsletters.
• Involved Groups: Teachers and school counselors included in planning and assessment.

E. Responsibilities (By Step)

1. Purpose of Needs Assessment: Marcela
2. Identifying Population: Marcela
3. Data Collection: Sebastian
4. Analyze Data: Evelyn/Sebastian
5. Results: Evelyn/Sebastian

II. Identify the Population

A. Participants

• Teachers and school counselors from Wasco High School.

III. Determine How the Needs Assessment Will Be Conducted

A. Data Collection Methods

• Focus Group Interviews
• Surveys

IV. Analyze Data

A. Identified Strengths

• Strong bilingual staff and push-in aide support across classes.
• Multiple programs in place (Migrant, E3L club, tutoring, counseling).
• Staff demonstrate cultural responsiveness and confident relationship-building.
• Overall positive ratings for ELL support ("Good" to "Excellent").

B. Identified Weaknesses

• Insufficient bilingual materials (Spanish textbooks, supplemental resources).
• Not enough instructional aides for the large ELL population.
• Students struggle to meet graduation requirements; many transition to adult education.
• Gaps in professional development (trauma-informed practices, reading foreign transcripts).
• Non-core courses often lack language support, leading to lower expectations/less success.

C. Patterns and Themes

• Resource Gap: Strong staff commitment coupled with inadequate materials and personnel.
• Systemic Tension: Discrepancy between standard graduation requirements and insufficient foundational support for ELLs.
• Stretched Capacity: Existing support structures are spread too thinly.
• Non-core Assistance: Insufficient focus on language support in non-core courses.

V. Program Goals & Action Plan (Derived from Needs Assessment)

A. Summary of Key Findings & Professional Development Needs

• Assessment Goal: Better support for ELLs and their families, focusing on student access to counseling and cultural responsiveness.
• Overall Picture: Strong intentions and strengths, but critical gaps in resources, staffing, and academic outcomes.
• PD Identified: Trauma-informed instruction, reading foreign transcripts, Ellevation, ELA/ELD Framework Webinar Series, and Cultural and Linguistic Responsive Teaching PD (CLRT).

B. Revised Program Goals

1. Advocate for Resources: Request additional bilingual materials and instructional aides.
2. Implement Targeted Professional Development: Focus on specified areas.
3. Develop Academic Pathways: Create foundational and alternative graduation pathways.

C. Key Action Steps & Oversight

• Leadership: School counseling team with EL coordinator, teachers, and administration.
• Accountability: Quarterly progress reviews.

D. Age-Appropriate Program Components: Lesson Plans & Activities (High School Focus)

• Academic Support: Workshops on navigating graduation requirements, college/career readiness for ELLs, academic language development in content areas.
• Social-Emotional Development: Group counseling for acculturation stress, individual support for trauma-informed practices, peer mentorship programs.
• Life Skills: Resources for accessing community services, understanding rights, and fostering self-advocacy.

E. Program Cohesion: Linking Components for a Seamless Plan

• All components will be interconnected through a shared aim to address identified ELL needs, ensuring a holistic and integrated support system from foundational skills to post-graduation planning.

VI. Multi-Tiered System of Supports (MTSS) Framework

A. Tier 1: Universal Supports (Primary Prevention)

• Description: Classroom-wide instruction and support for all ELL students.
• Examples: Culturally responsive teaching practices, school-wide communication in multiple languages, general professional development for all staff on ELL best practices (e.g., CLRT).

B. Tier 2: Targeted Group Interventions (Secondary Prevention)

• Description: Additional help for small groups of ELL students needing extra support.
• Examples: Small group counseling focused on specific academic challenges (e.g., test-taking strategies for ELLs), language support groups, targeted tutoring, mentorship programs.

C. Tier 3: Individual Supports (Intervention)

• Description: Intensive, personalized support for individual ELL students with significant needs.
• Examples: One-on-one counseling for trauma or significant academic struggles, individualized learning plans, specialized interventions for students at risk of not graduating.

VII. Program Implementation & Resources

A. Proposed Activity Calendar

• Example: Monthly PD sessions for staff, weekly small group counseling, quarterly family outreach events, ongoing classroom push-in support.

B. Implementation Timeline

• Phase 1 (Month 1-3): Resource advocacy, initial PD rollout, curriculum review for bilingual materials.
• Phase 2 (Month 4-6): Launching targeted academic and social-emotional groups, establishing peer mentorship.
• Phase 3 (Ongoing): Continuous evaluation, refinement of pathways, sustained PD and resource acquisition.

C. Projected Costs & Anticipated Funding

• Projected Costs: Staffing (aides, PD facilitators), bilingual materials, technology for language support, outreach materials.
• Anticipated Funding: District budget allocations, grant opportunities (e.g., Title III, local educational foundations), community partnerships.

VIII. Program Evaluation

A. Evaluation Process

• Methods: Student academic progress data (grades, graduation rates, standardized test scores), counseling service utilization rates, staff and student surveys on program effectiveness, feedback from focus groups, attendance rates in support programs.
• Frequency: Quarterly data reviews and annual comprehensive program evaluation to inform continuous improvement.