The following scenario describes the reading struggles of Marixa. She is a second grader reading at a Level A. Marixa recently arrived from her country of Puerto Rico, with limited early literacy skills. She and her family lived in a rural area where there was no formal schooling. Marixa has no letter or sound recognition in either language. Due to this, she is unable to read at grade level in Spanish or English. Marixa was placed in a Spanish Bilingual class. The educator is fluent in Spanish and the hope is that she can provide Marixa with a welcoming atmosphere that embraces her culture.

Don't use plagiarized sources. Get Your Custom Essay on
Just from $13/Page
Order Essay

Communication Plan

The following plan will explain the steps that should be taken to address Marixa’s reading struggles. The first step is to establish a home-school connection. Informing the family of what areas need to be improved is essential to Marixa’s progress. The plan will also discuss the role of the reading interventionist/specialist, who will be collaborating with the classroom teacher to provide interventions.

· Home-School Connection-The educator and the interventionist will have a meeting with the family. The data from a literacy skills assessment that has identified Marixa’s areas of growth will be discussed. The educator will translate the information using terminology the parents can understand to describe the data. They will also be informed of the academic goals that have been set for Marixa’s reading progress. Lastly the educator and interventionist will provide resources that the family can use to continue working with Marixa at home.

· Stakeholders– In order for Marixa to make academic progress she must feel comfortable in her learning environment. Informing all the educators Marixa will be learning from is crucial to establishing a positive learning environment. This includes all special teachers such as art, music and physical education. All educators should infuse the Sheltered Instruction Observation Protocol (SIOP) strategies. This is an instructional model used to ensure ELLs have their content and language needs met in mainstream classrooms (Weisner-Groff, n.d.).

· Professional Responsibility– Only information that would benefit Marixa’s academic progress should be shared with other educators. She should not feel targeted or singled out because of her reading skills. Specific data from formal and informal assessments used to monitor Marixa’s progress, will be continuously shared between the educator and the reading/literacy specialist. This will ensure that lessons are differentiated appropriately to meet her needs.

· Ethical Behavior– It is important for all educators to uphold the Model Code of Ethics by incorporating Principle III, Responsibility to students. Specifically, Section B1, seeking to understand students’ educational, academic, personal and social needs as well as students’ values, beliefs, and cultural background (NASDTEC, n.d.). This will ensure that Marixa can flourish in a welcoming learning environment. Section C1, addresses another key point; respecting the privacy of students and the need to hold in confidence certain forms of student communication, documents, or information obtained in the course of professional practice (NASDTEC, n.d.). Only the appropriate stakeholders with the appropriate information should be kept updated, this will help Marixa reach her literacy goals.