Description
Communication Plan
Effective reading/literacy specialists collaborate and communicate with all stakeholders. This allows the stakeholders to assist in making sure students are successful and met their goals.
Develop a 100-250 word scenario describing a student who is falling behind in reading or writing, including an explanation of the deficiency identified.
Based on the scenario, write a 250-500 word communication plan that:
Discusses information that will be communicated with the student and the family as well as how it will be communicated.
Identifies campus stakeholders and the information you will communicate to them .
Describes the professional responsibility of a reading/literacy specialist in safeguarding student information .
Provides evidence from the “Model Code of Ethics for Educators” of the responsibility to professionally communicate and incorporate Christian worldviews.
Scenario:
Phillip is a third-grade student who is currently failing reading and has been previously
retained. According to district benchmark assessments and the universal screener, Phillip is
projected not to pass the third-grade end of year state test. In class, Phillip sleeps through a large
portion of the period despite multiple attempts from the classroom teacher to keep him awake.
When is awake, he does not willingly try to participate in class and has issues with being
respectful to others in the classroom. When given classroom reading comprehension
assessments, the student’s scores are below 40 percent accuracy. Based on the diagnostic
screener administered to this student, he is at least a grade level behind in reading and is
struggling specifically in the integration of knowledge and ideas domain in both literature and
informational text.
Th
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ar stu
ed d
vi y re
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Communication Plan: 250-500 word
To start addressing these issues, I would begin by talking with the classroom teachers to
make notes of the observations that they have encountered so far along with any insight they may
have into the student’s progress at the time and also discussing what communication they have
already had with the student and his family. Next I would meet with the student and the parents.
As mentioned by Kraft (2017), students have much greater academic outcomes when parents are
engaged in the student’s schooling. I would discuss the student’s scores and noted behavior with
him privately and then with his parents using his data sheet while addressing his academic
weaknesses along with his strengths. As mentioned in the Model Code of Ethics for Educators
Principle III (2015), it is important to be respectful of the student’s age and values during these
conversations with him and his parents. I would also discuss the observed behavioral issues with
him and his family to see if this has been an ongoing issue or if this is something new that has
recently come up as a response to any changes in his life. When talking with him and his family,
I would be sure to provide some positive observations about Phillip in order to continue to build
a positive relationship with them. I would discuss with the family, the interventions that will be
put in place by the teacher and myself at school to address the acadmic struggles that are
occuring. I would also communicate the behavioral issues with the counselor and principal so
that they can be addressed with the appropriate behavioral intervention plans and other necessary
inteverntions. When making these referrals and communication notes, it is imparative to keep
this documents private and guared in a safe location so that it is not accessible to other students,
families, or staff members. This student information should only be shared with need-to-know
staff members that are involved with these aspects of Philip’s educational experience
(NASDTEC, 2015).
References:
Kraft, M. A. (2017). Engaging parents through: Better communication systems. Educational
Leadership,
75(1), 58–62.
https://www.coursehero.com/file/78778036/T6-Communication-Plan/
Th
sh is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
NASDTEC. (2015). Model Code of Ethics for Educators. Retrieved November 21, 2020, from
https://www.nasdtec.
net/page/MCEE_Doc
https://www.coursehero.com/file/78778036/T6-Communication-Plan/
Powered by TCPDF (www.tcpdf.org)
•
Discusses information that will be communicated with the student and the family as well as how it will be
communicated.
•
Describes the professional responsibility of a reading/literacy specialist in safeguarding student information .
•
Provides evidence from the “Model Code of Ethics for Educators” of the responsibility to professionally
communicate and incorporate Christian worldviews.
Scenario:
*Student in scenario will be given the factious name of D.J.
D.J is a second-grade student at Herrin Elementary School. In first grade, D.J. was working in the Tier 3
group for reading. He was being closely monitored and at risk for retention. During March the schools
were shut down due to Covid-19 and retention was not an option for any students.
D.J. started the school year as a hybrid learner. He attended school everyday till 11:15 and completed
the afternoon work at home. After a week at school his mother decided to go full remote and complete
the work from home. The first week of school D.J. was present for the MAP reading fluency assessment
and the Wonders readiness test.
The Wonders readiness test determines that D.J. is working at the beginning levels. The Wonders
curriculum refers to this group as apprentice. His MAP scores would again put him working at a Tier 3
level.
Communication with campus stakeholders
After analyzing all the data on this student, it would be important to create an action plan for this
student with all the stakeholders involved. A meeting with the classroom teacher, reading specialist,
and RTI case manage would be top priority. At this meeting, I would share the data with my team and
let the classroom teacher share currents grades and his/her thoughts on DJ’s progress. As the reading
specialist it is my duty to make sure this student is provided the support and supplements needed to
succeed (). Also, during this meeting we would decide then if we needed to discuss further testing for
him or additional resources needed like school counselor. The next step would be to discuss options
with the family.
Communication with Family
A time should be setup to meet with family. The RTI team (classroom teacher, RTI Case manager,
reading specialist) would come together and discuss a plan for D.J. Family will be invited in to discuss
D.J. progress. As the reading specialist, I would start by going on his current progress with the
assessments given. Below is the information that would be given to the family.
DJ’s language comprehension is still developing. He has solid awareness of phonemes and can decode
many simple consonant-vowel-consonant (CVC) words. DJ understood around 67% of complex oral
sentences and match 80% of oral vocabulary words.
The classroom teacher would be given a chance to talk and share what they have observed and discuss
current standings in the classroom. DJ’s family member that is present will be encouraged to speak and
address any concerns they have noticed at home. This meeting should not feel intimidating for the
family. It should feel comfortable with one goal in mind: DJ. As a team we would decide if more
interventions should be put in place or if we fill our next step is referring him for testing. All the
decisions made will have to be approved by his family. The need to make the final decision about what
is best for DJ.
Professional Responsibility and Communication
As the reading specialist, it is my duty to provide this information to the family and stakeholders
involved in DJ’s education. It is also important that this information is not discussed or shared with
anyone outside of this group. The data for this child is personal and private information.
Family Edcautional Rights and Privacy Act guarentees that parents have access to their child’s
education record and restricts who can access and use student information (
)
Course Code
REA-510
Class Code
REA-510-O500
Criteria
Criteria
Percentage
100.0%
Scenario
20.0%
Information Communicated and How
Information will be Communicated
15.0%
Campus Stakeholders and Information
Communicated
15.0%
Professional Responsibility
15.0%
Model Code of Ethics
15.0%
Organization
10.0%
Mechanics of Writing
5.0%
Documentation of Sources
5.0%
Total Weightage
100%
Assignment Title
Communication Plan
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The scenario inadequately describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Insufficiently discusses what information will be
communicated with the student and the family as well as
how it will be communicated.
Imprecisely identifies campus stakeholders and what
information will be communicated to them.
Inaccurately describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Poorly includes evidence from the Model Code of Ethics for
Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The scenario ambiguously describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Unclearly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Partially identifies campus stakeholders and what information
will be communicated to them.
Somewhat describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Minimally includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
The scenario reasonably describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Clearly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Accurately identifies campus stakeholders and what
information will be communicated to them.
Accurately describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Reasonably includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The scenario extensively describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Thoroughly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Insightfully identifies campus stakeholders and what
information will be communicated to them.
Expertly describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Specifically includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Purchase answer to see full
attachment
Phillip is a third-grade student who is currently failing reading and has been previously
retained. According to district benchmark assessments and the universal screener, Phillip is
projected not to pass the third-grade end of year state test. In class, Phillip sleeps through a large
portion of the period despite multiple attempts from the classroom teacher to keep him awake.
When is awake, he does not willingly try to participate in class and has issues with being
respectful to others in the classroom. When given classroom reading comprehension
assessments, the student’s scores are below 40 percent accuracy. Based on the diagnostic
screener administered to this student, he is at least a grade level behind in reading and is
struggling specifically in the integration of knowledge and ideas domain in both literature and
informational text.
Th
sh is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
Communication Plan: 250-500 word
To start addressing these issues, I would begin by talking with the classroom teachers to
make notes of the observations that they have encountered so far along with any insight they may
have into the student’s progress at the time and also discussing what communication they have
already had with the student and his family. Next I would meet with the student and the parents.
As mentioned by Kraft (2017), students have much greater academic outcomes when parents are
engaged in the student’s schooling. I would discuss the student’s scores and noted behavior with
him privately and then with his parents using his data sheet while addressing his academic
weaknesses along with his strengths. As mentioned in the Model Code of Ethics for Educators
Principle III (2015), it is important to be respectful of the student’s age and values during these
conversations with him and his parents. I would also discuss the observed behavioral issues with
him and his family to see if this has been an ongoing issue or if this is something new that has
recently come up as a response to any changes in his life. When talking with him and his family,
I would be sure to provide some positive observations about Phillip in order to continue to build
a positive relationship with them. I would discuss with the family, the interventions that will be
put in place by the teacher and myself at school to address the acadmic struggles that are
occuring. I would also communicate the behavioral issues with the counselor and principal so
that they can be addressed with the appropriate behavioral intervention plans and other necessary
inteverntions. When making these referrals and communication notes, it is imparative to keep
this documents private and guared in a safe location so that it is not accessible to other students,
families, or staff members. This student information should only be shared with need-to-know
staff members that are involved with these aspects of Philip’s educational experience
(NASDTEC, 2015).
References:
Kraft, M. A. (2017). Engaging parents through: Better communication systems. Educational
Leadership,
75(1), 58–62.
https://www.coursehero.com/file/78778036/T6-Communication-Plan/
Th
sh is
ar stu
ed d
vi y re
aC s
o
ou urc
rs e
eH w
er as
o.
co
m
NASDTEC. (2015). Model Code of Ethics for Educators. Retrieved November 21, 2020, from
https://www.nasdtec.
net/page/MCEE_Doc
https://www.coursehero.com/file/78778036/T6-Communication-Plan/
Powered by TCPDF (www.tcpdf.org)
•
Discusses information that will be communicated with the student and the family as well as how it will be
communicated.
•
Describes the professional responsibility of a reading/literacy specialist in safeguarding student information .
•
Provides evidence from the “Model Code of Ethics for Educators” of the responsibility to professionally
communicate and incorporate Christian worldviews.
Scenario:
*Student in scenario will be given the factious name of D.J.
D.J is a second-grade student at Herrin Elementary School. In first grade, D.J. was working in the Tier 3
group for reading. He was being closely monitored and at risk for retention. During March the schools
were shut down due to Covid-19 and retention was not an option for any students.
D.J. started the school year as a hybrid learner. He attended school everyday till 11:15 and completed
the afternoon work at home. After a week at school his mother decided to go full remote and complete
the work from home. The first week of school D.J. was present for the MAP reading fluency assessment
and the Wonders readiness test.
The Wonders readiness test determines that D.J. is working at the beginning levels. The Wonders
curriculum refers to this group as apprentice. His MAP scores would again put him working at a Tier 3
level.
Communication with campus stakeholders
After analyzing all the data on this student, it would be important to create an action plan for this
student with all the stakeholders involved. A meeting with the classroom teacher, reading specialist,
and RTI case manage would be top priority. At this meeting, I would share the data with my team and
let the classroom teacher share currents grades and his/her thoughts on DJ’s progress. As the reading
specialist it is my duty to make sure this student is provided the support and supplements needed to
succeed (). Also, during this meeting we would decide then if we needed to discuss further testing for
him or additional resources needed like school counselor. The next step would be to discuss options
with the family.
Communication with Family
A time should be setup to meet with family. The RTI team (classroom teacher, RTI Case manager,
reading specialist) would come together and discuss a plan for D.J. Family will be invited in to discuss
D.J. progress. As the reading specialist, I would start by going on his current progress with the
assessments given. Below is the information that would be given to the family.
DJ’s language comprehension is still developing. He has solid awareness of phonemes and can decode
many simple consonant-vowel-consonant (CVC) words. DJ understood around 67% of complex oral
sentences and match 80% of oral vocabulary words.
The classroom teacher would be given a chance to talk and share what they have observed and discuss
current standings in the classroom. DJ’s family member that is present will be encouraged to speak and
address any concerns they have noticed at home. This meeting should not feel intimidating for the
family. It should feel comfortable with one goal in mind: DJ. As a team we would decide if more
interventions should be put in place or if we fill our next step is referring him for testing. All the
decisions made will have to be approved by his family. The need to make the final decision about what
is best for DJ.
Professional Responsibility and Communication
As the reading specialist, it is my duty to provide this information to the family and stakeholders
involved in DJ’s education. It is also important that this information is not discussed or shared with
anyone outside of this group. The data for this child is personal and private information.
Family Edcautional Rights and Privacy Act guarentees that parents have access to their child’s
education record and restricts who can access and use student information (
)
Course Code
REA-510
Class Code
REA-510-O500
Criteria
Criteria
Percentage
100.0%
Scenario
20.0%
Information Communicated and How
Information will be Communicated
15.0%
Campus Stakeholders and Information
Communicated
15.0%
Professional Responsibility
15.0%
Model Code of Ethics
15.0%
Organization
10.0%
Mechanics of Writing
5.0%
Documentation of Sources
5.0%
Total Weightage
100%
Assignment Title
Communication Plan
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The scenario inadequately describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Insufficiently discusses what information will be
communicated with the student and the family as well as
how it will be communicated.
Imprecisely identifies campus stakeholders and what
information will be communicated to them.
Inaccurately describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Poorly includes evidence from the Model Code of Ethics for
Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The scenario ambiguously describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Unclearly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Partially identifies campus stakeholders and what information
will be communicated to them.
Somewhat describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Minimally includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
The scenario reasonably describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Clearly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Accurately identifies campus stakeholders and what
information will be communicated to them.
Accurately describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Reasonably includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The scenario extensively describes a student who is falling
behind in reading or writing, including an explanation of the
deficiency identified.
Thoroughly discusses what information will be communicated
with the student and the family as well as how it will be
communicated.
Insightfully identifies campus stakeholders and what
information will be communicated to them.
Expertly describes the professional responsibility of a
reading/literacy specialist in safeguarding student
information.
Specifically includes evidence from the Model Code of Ethics
for Educators for the responsibility to professionally
communicate and incorporate Christian worldviews.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Purchase answer to see full
attachment
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