Issues:
There are two main issues that Student M is facing. Firstly, he is about to enter 3rd grade and is not on level with the rest of this classmates. Third grade will most likely be more intensive than his previous classes, which may cause him to fall back even further. Thankfully Student M is a fast learner. He entered 2nd grade not knowing his colors or basic site words (e.g. the, was) and has made huge gains in one year (his instructional level according to the IRI word lists is 2-3). With intensive instruction Student M should continue learning and expanding his literacy skills. That being said, he has to receive some sort of RTI instruction for this to occur.
Secondly, Student M is enthusiastic about school and learning English, but his family may be unsure how to promote his language development. Student M’s father and stepmother want the best education for him, but seem unsure how to accomplish this. They both speak English, but have never been very involved in school affairs. They attend school functions when their schedules permit, but do not have experience being advocates for their children to receive academic services. Additionally, they encourage Student M to read at home, practice his writing, etc., but they do not have the expertise needed to give constructive feedback.
Perspectives:
As Student M gets older he may experience some disconnect with his academic discourse and his family discourse. He will most likely wish to expand his literacy skills and continue his education, however, it can be difficult to stay motivated when surrounded by people who are content having language that does not surpass the BICS level.
As previously mentioned Student M’s parents may experience some confusion regarding their involvement in their son’s education. If they are not familiar with the academic skills Student M is learning, especially as he gets older, they may distance themselves more thinking that they will just be in the way. Realistically, if they were given the information and resources to help Student M they could help develop his literacy skills in an direct or indirect way (e.g. reviewing his work or advocating for him).
Stakeholder Information:
The main stakeholders in this situation are Student M's future teachers and his siblings. Student M's siblings may experience the same issues and perspectives as him regarding parent involvement and falling behind in their language. This may even be magnified in their situations depending on their individual feelings toward learning and their motivation to expand their language. Hopefully Student M's teachers communicate with one another so that his language level and instructional scaffolds can be continuous and the intensity of his instruction can decrease at a more desirable pace.
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