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This information is provided from a school counselor's perspective on counseling support services for ELL students in secondary education for future counselors. I chose this topic because many ELL students in middle and high school are not getting adequate services by all members of the school community and their academic performance reflects the lack of appropriate services.

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Counseling services for ELL students is an important topic in the field of education because many teachers, counselors, and leaders service ELL students on a daily basis. Teachers offer the best support possible for ELL students, but, teaching support is not enough to ensure academic success. ELL students and immigrant students are entering schools knowing little to no English and are struggling with the high expectations of student academic performance. Teachers, counselors, and leaders are falling short with the type and amount of services offered to best support ELL students. An emerging issue for the field of education is providing adequate services for all ELL students as the number of ELL students increases. One in four children in the United States speaks another language other than English at home and approximately 22% of students between the ages of 5-17 do not speak English at home (Mitchell, 2018).  Knowing little to no English in American classes is still one of the biggest barriers students are challenged with in school settings.

References
Mitchell, C. (2018, January 17). Rising number of ESL students poses challenges for U.S. schools. Retrieved April 29, 2020, from http://blogs.edweek.org/edweek/learning-the-language/2018/01/rising_number_of_esl_students_pose_challenges_for_schools.html

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Citation: (Cher Edwards, Megan Reibel & Bella Bikowsky. (2009, September 1). Immigration Integration [Web log post]. Retrieved from https://www.schoolcounselor.org/magazine/blogs/september-october-2009/immigration-integration

Link: https://www.schoolcounselor.org/magazine/blogs/september-october-2009/immigration-integration
Summary: The blog provides information on how to be inclusive in all we do regarding counseling services with ELL students. In the blog, ELL students describe what type of services they need from counselors to make their school experience better and detail specific needs they require assistance with. ELL students stressed the need for belonging and a safe space to make friends. Family engagement and community resources are also provided in the blog.

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Citation:
Mitchell, C. (2020, April 27). Schools lean on staff who speak students' language to keep English-learners connected. Retrieved April 28, 2020, from https://mobile.edweek.org/c.jspcid=25919951&bcid=25919951&rssid=25919941&item=http://api.edweek.org/v1/ew/?uuid=957D4AEC-88B9-11EA-95ED-8AF258D98AAA
Link: https://mobile.edweek.org/c.jsp?cid=25919951&bcid=25919951&rssid=25919941&item=http%3a%2f%2fapi.edweek.org%2fv1%2few%2f%3fuuid%3d957D4AEC-88B9-11EA-95ED-8AF258D98AAA
Summary: This article highlights the importance of teachers and staff members who are bilingual in order to keep ELL students connected. The struggles of ELL students during virtual learning is also detailed and discusses the needs of immigrant families are heavily present during this time. The majority of immigrant families are also classified as low-income and they struggle to provide sustainable support for their children.

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Citation: Lloyd, C., & Mitchell, C. (2020, February 3). English fluency among parents: Why it matters for student success. Retrieved April 29, 2020, from https://www.edweek.org/ew/articles/2020/01/22/english-fluency-among-parents-why-it-matters.html
Link: https://www.edweek.org/ew/articles/2020/01/22/english-fluency-among-parents-why-it-matters.html
Summary: The article discusses English fluency for parents of ELL and immigrant students. Parents of ELL students are less likely to attend teacher conferences, attend school events, or be actively involved in their child's education. The data suggests if at least one parent speaks fluent English the parent will become more likely to be involved. The more services schools can provide for immigrant families the better academic outcomes will be for Latino families.

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Source of Law: Federal Statute

Citation: (Language Instruction for English Language Learners and Immigrant Students, 20, USC, § 6812).

Link: https://www.govinfo.gov/content/pkg/USCODE-2018-title20/pdf/USCODE-2018-title20-chap70-subchapIII-partA-sec6811.pdf

Information about law and legal requirements:

· English Language Acquisition, Language Enhancement, and Academic Achievement Act protects immigrant children and English language learners to a fair educational opportunity for high academic success.

· Assists teachers, school leaders, and other school staff to develop programs to support English proficiency and high academic success for students

· Promotes parental, community, and family participation in educational programs specifically for ELL students.

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Source of Law: State Statute

Citation: (School Counselors; General Duties, 2 Tex. Education Code § 33.006 (b)).

Link: https://statutes.capitol.texas.gov/Docs/ED/htm/ED.33.htm#33.006

Information about law and legal requirements:

· A school counselor’s primary responsibility is to counselor students to develop each student’s academic, career, personal, and social abilities.

· School counselor shall participate in planning, implementing, and evaluating a comprehensive guidance program to serve all students and address special needs of students who are in need of modified instructional strategies.

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Source of Law: Judicial Law

Citation: (United States v. State of Texas, US 680 (1981))

Link: http://www.ca5.uscourts.gov/opinions/pub/08/08-40858-CV0.wpd.pdf

Information about case and legal requirements:

· The court ordered the district to create a plan and implement language programs that would help Mexican American students learn English and adjust to American culture and also help Anglo students learn Spanish.

· District courts found the defendants (the state of Texas and TEA) denied English Language Learners an equal education opportunity.

· This case highlights the failure of educational programs to support ELL students throughout the years. It offers EL students an opportunity for better services and a chance at a better education.

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Source of Law: Administrative Law

Citation: (No Child Left Behind Act, USC 3 § 301)

Link: https://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf

Information about law and legal requirements:

Holds schools accountable for student outcomes and places a focus on states and schools to push higher academic outcomes for special populations

This act is focused on improving academic achievement for disadvantaged students.

Language instruction for immigrant children and limited proficient learners betters academic outcomes and offers support services.

Requires schools to keep a track record of goals for disadvantaged students, especially ELL.

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Source of Law: Educational Institution Policy

Citation: (Keller ISD. (2019). Student Handbook, Students Who Speak a Primary Language Other than English. Retrieved from https://www.kellerisd.net/cms/lib/TX02215599/Centricity/Domain/96/Handbooks/StudentHandbook.pdf

Link: https://www.kellerisd.net/cms/lib/TX02215599/Centricity/Domain/96/Handbooks/StudentHandbook.pdf

Information about policy and legal requirements:

Students with limited English proficiency could qualify for specialized services within the district.

LPAC committee decides the type of services that includes state and local assessments and instruction in the classroom to best support ELL students.

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Ethical Code Item: A.10.F. Advocate for the equal right and access to free, appropriate public education for all youth, in which students are not
stigmatized or isolated based on their housing status, disability,
foster care, special education status, mental health or any other exceptionality or special need.
Citation: (American School Counselor Association. (2016). ASCA Ethical Standards
for School Counselors. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Link: https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf
Summary: The ethical code item relates to my topic because it describes school counselors as advocates for all types of students, including ELL students. The code is specific on not stigmatizing and isolated students based on their special need.

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Source: Fostering Resilience: Preparing School Counselors-in-Training to Support English Language Learners
Citation: (Tuttle, Malti, Johnson, L.V., Schmitt, Erik, & Todd, Chassity. (2016). Fostering resilience: preparing school counselors-in-training to support English Language Learners. Retrieved from https://www.counseling.org/docs/default-source/vistas/article_427ace2bf16116603abcacff0000bee5e7.pdf?sfvrsn=e4d84b2c_4
Link: https://www.counseling.org/docs/default-source/vistas/article_427ace2bf16116603abcacff0000bee5e7.pdf?sfvrsn=e4d84b2c_4
Summary: This article discusses the benefits ELL students receive from the support of school counselors. Training for new school counselors is also a central focus of the article as well as key steps that help boost resilience in ELL students.

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Slide 13: Best Practices for Compliance 

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Slide 13: Best Practices for Compliance 

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Emphasize to staff and students that representation matters in all school counseling practices with ELL students. Students need to feel valued and heard.

Develop an effective counseling program that follows federal and state guidelines to ensure the success of ELL students.

Ensure that necessary school staff has proper training on the structure of the counseling program and what their role is for the program.

Develop appropriate methods of evaluation for the counseling program and a system to track student success while in the program

After data has been collected, modify the program to fit ELL student needs.

Consistent school counselor trainings to keep up to date on laws, procedures, best practices, and methods of assessment.