To advocate effectively for systemic changes in the school's course placement process for ELL students, what should a high school counselor do first?

Building a working relationship with administrators is an essential first step in advocating for systemic changes in the school's course placement process for English Language Learner (ELL) students. Effective advocacy requires collaboration and support from those in positions of authority who can influence policy and resource allocation. By establishing rapport and open communication with school administrators, a counselor can better understand the administrative perspective on course placement issues and align advocacy efforts with the school’s goals.

This collaborative approach not only enhances the counselor's credibility but also fosters trust and partnership needed for implementing any proposed changes. Once that relationship is established, the counselor can more effectively present research, surveys, and grant proposals, gaining buy-in for the necessary adjustments to support ELL students' educational pathways.

While researching strategies from other schools, applying for grants, and conducting surveys are valuable actions, they would be most effective after laying the groundwork through a strong relationship with the administration. This foundational effort ensures that the counselor has the necessary support to move forward with actionable plans.