Program Plan Proposal Reading Program Proposal
Wasco High School: ELL Needs Assessment & Action Plan
Internal Document
Confidential Draft
I. Purpose of Assessment
Initial Knowledge
ELLs struggle academically, socially, and emotionally at Wasco High School.
Potential underutilization of counseling and school resources.
Goal: Determine how to effectively support ELLs and their families.
Primary Objectives
Identify existing gaps in ELL support services.
Develop a strategic plan for systemic improvement.
Advocate for professional development and necessary tools.
II. Population
Teachers and school counselors from Wasco High School.
III. Methodology
Conducted via Focus Group Interviews and Surveys to ensure diverse staff input.
IV. Data Analysis Findings
Identified Strengths
Strong bilingual staff and push-in aide support.
Multiple existing programs (Migrant, E3L club, tutoring).
Cultural responsiveness and relationship-building skills.
Overall "Good" to "Excellent" ratings for current support.
Identified Weaknesses
Insufficient bilingual materials (Spanish textbooks).
Lack of instructional aides for large population.
Transitioning to adult ed instead of graduating.
Gaps in trauma-informed and transcript reading PD.
Lower expectations in non-core courses.
Core Patterns: The "Resource Gap"
"Strong staff commitment is currently coupled with inadequate materials and personnel, creating a systemic tension between graduation requirements and foundational support."
V. Goals & Action Plan
1
Advocate for Resources
Formal request for additional bilingual materials and increased instructional aide staffing to meet student volume.
2
Targeted Professional Development
Rollout of training in trauma-informed instruction, foreign transcript interpretation, and Cultural and Linguistic Responsive Teaching (CLRT).
3
Develop Academic Pathways
Creation of alternative graduation pathways and foundational support tracks to ensure ELL success beyond standard core classes.
VI. MTSS Support Framework
Tier 3: Individual
One-on-one counseling for trauma. Individualized learning plans. Intensive graduation risk intervention.
Tier 2: Targeted
Small group counseling for test-taking. Language support groups. Mentorship programs. Targeted tutoring.
Tier 1: Universal
Culturally responsive teaching. School-wide bilingual communication. Professional development for ALL staff (CLRT).
VII. Timeline
Phase 1: Resource advocacy & initial PD rollout.
Phase 2: Launch targeted groups & peer mentorship.
Phase 3: Evaluation & refinement of pathways.
VIII. Evaluation
Success measured through academic progress data , counseling utilization rates , and staff/student surveys . Quarterly reviews will ensure the program evolves based on real-time feedback.
Empowering ELLs Slides Empowering ELLs
Actioning Our Assessment
Wasco High School Professional Development
Session Objectives
Review Assessment Findings
Analyze strengths and gaps in our current support systems.
Outline Action Goals
Establish a clear roadmap for resource advocacy and PD.
Collaborative Implementation
Define our roles within the MTSS framework.
Why This Assessment?
"What We Know..."
ELLs struggle academically and emotionally. We suspect underutilization of existing support services.
"The Primary Goal"
Identify gaps, close those gaps, and advocate for the resources teachers need to be successful.
Our Methodology
Focus Groups Qualitative
Staff Surveys Quantitative
Celebrating Our Strengths
Staff Excellence
Strong cultural responsiveness.
Confident relationship-building skills.
High staff commitment to student success.
Existing Supports
Effective push-in aide support.
Active programs: Migrant, E3L club, Tutoring.
"Good" to "Excellent" overall support ratings.
Addressing the Gaps
Resource Scarcity
Insufficient bilingual materials (Spanish texts) and heavy caseloads for instructional aides.
Professional Needs
Gaps in trauma-informed instruction and reading foreign transcripts.
The Outcome
"Existing support structures are spread too thinly, leading many ELLs to transition to adult education rather than graduating."
Our Roadmap for Improvement
Advocate
Formal requests for bilingual materials and staffing.
Educate
Targeted PD: CLRT, trauma-informed, transcript reading.
Navigate
Create foundational and alternative graduation pathways.
MTSS Support Framework
Tier 3
Intensive 1-on-1
Tier 2
Small Groups, Targeted Tutoring,
Tier 1: Universal
Culturally Responsive Teaching (CLRT) • Bilingual School Comms • PD for ALL Staff
Implementation Timeline
Phase 1
Resource advocacy & initial PD rollout (Months 1-3)
Action Plan Facilitation Guide Facilitation Guide
Empowering ELLs: Actioning Our Assessment
Duration
30 MINS
Purpose
To present the findings of the ELL needs assessment and align staff on a 3-phase action plan focused on resource advocacy, professional development, and MTSS alignment.
Materials Needed
Presentation Slides (10 Slides)
Program Plan Proposal Reading (1 per staff)
Collaborative Action Worksheet (1 per staff)
Session Pacing & Talking Points
Time Slides Key Actions & Talking Points 0-5m Slides 1-3 Set the Stage
Welcome staff. Emphasize that this assessment was born out of a desire to support teachers just as much as students. We know ELLs are struggling; today is about how we close the support gaps.
Note: Hand out the Reading Material now.
|
| 5-12m | Slides 4-5 |
The Data Reveal
Start with strengths: Validate the amazing work staff is already doing. Then, pivot to the "Resource Gap." Highlight that weaknesses aren't a failure of staff, but a failure of resources (materials/aides).
Key Point: ELLs transitioning to adult ed is a systemic signal that our current pathways are insufficient.
|
| 12-20m | Slides 6-8 |
The Action Plan & MTSS
Walk through the three goals: Advocacy, Education (PD), and Navigation (Pathways). Explain the MTSS pyramid—specifically focus on what Tier 1 (Universal) looks like in a standard classroom (CLRT).
Refer to Page 2 of the Proposal Reading for the MTSS breakdown.
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| 20-28m | Slide 9 |
Collaborative Brainstorm
Use the "Collaborative Action Worksheet." Ask staff to identify one "Low Material" gap they face and one "Tier 1" strategy they feel confident using. Discuss in small groups of 3-4.
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| 28-30m | Slide 10 |
Wrap Up
Collect worksheets for data collection. Next steps: Phase 1 begins next month with the formal resource request to the District.
|
Facilitator Tips & FAQs
Keep it Positive:
"Focus on resources, not teacher performance. The goal is to EMPOWER staff with better tools, not critique their instruction."
What if teachers feel overwhelmed?
"Remind them that Phase 1 is purely about advocacy for MORE help (materials and aides). We are asking for relief, not adding more to their plates immediately."
Collaborative Action Worksheet Collaborative Action Worksheet
Empowering ELLs: Professional Development Session
Staff Activity
WASCO HIGH SCHOOL
Name / Position
Department / Content Area
1
Resource Gap Identification
Based on the needs assessment findings, we identified a critical lack of bilingual materials and instructional aides . What specific material or staffing gap do you see most frequently in your classroom or department?
Describe the gap & its impact on student success:
2
Tier 1 (Universal) Strategies
Select one Tier 1 strategy from the list below that you currently use OR would like to implement more consistently to support ELLs:
Culturally Responsive Teaching (CLRT)
Visual Scaffolding (Anchors/Graphics)
Sentence Frames & Academic Stems
Small Group Collaboration Routines
How could this strategy be improved with better resources (e.g., translated texts, EL software)?
3
Targeted Support Needs
Of the following PD areas identified in the assessment, which do you feel would be most immediate for your personal growth?
Trauma-Informed Instruction
Reading Foreign Transcripts
Ellevation Software Usage
ELA/ELD Frameworks
Actioning Our Assessment • Data Driven Systems • Student Advocacy
