Collaboration and Communication Action Plan Template
PART 1: ACTION PLAN
Background on Student Concern:
Long-term Goal : John will participate with all the students in small groups as well as in clas s discussions with the leadership of the ELA teacher Ms. Griedl for 80% of the classroom educational time each week for the remainder of the school year.
Short-term Goal 1: John will use ELL /ESL strategies within the classroom setting to interact and work with peers in small group activities.
Implementation Activities/Strategies: Ms. Griedl will assign John a small group to work with and interact with for small group assign ments within the classroom setting. Resources: John, ESL/ELL representative, classroom students
Timeline: John will begin interaction with classmates under the dire ction of Ms. Griedl with support from the ELL/ESL and the special education resource teacher 3 times weekly for 2 weeks. After that services will be reduced for 2 times a week for 2 weeks, followed by 1
time a week for 2 weeks until John is comfortable working within his assigned small group setting. Persons Responsible: Classroom AIG teacher Ms. Griedl, ELL/ESL teacher or representative, special education reso urce teacher, classroom students and John.
Evidence of Success: Upon “drop in” observations, classwork sample s, notes from John and interaction with the parents, the special education teacher and administration will conduct observations. Classroom assignments done independently and within small groups will be collected for the student’s portfolio. Discussion, meetings and notes will be taken of weekly meetings to monitor progress of collaboration strategies implemented and used by the AIG teacher. Notes of meetings and discussions will be kept between the AIG teacher and the ELL/ESL and special education resource personnel as well as formal and i nformal observations by administration. Short-term Goal 2: John, and Ms. Griedl will work on-on-
one with the assistance of the special education teacher, and/or interpreter/ ESL teacher at least once weekly on comprehension questions for the reading assignments. Implementation Activities/Strategies: During one of the in-class ELL/ELA or special education teacher resource time, Ms. G riedl will work with and assess student knowledge and understanding of content on a one-on-one basis. Resources: ELL/ESL teacher or representative, special education resource teacher, AIG ELA teacher, John.This study source was downloaded by 100000861572699 from CourseHero.com on 02-08-2023 02:48:16 GMT -06:00
https://www.coursehero.com/file/42258626/Collaboration-and-Communication-Action-Assignment-SPD-521docx/ Timeline: This will occur for a time period of 6 weeks with an evaluation conducted during the 6th week to see if this goal needs extension time.
Persons Responsible: ELA AIG teacher, John, ESL/ELL teacher or representative and the special education resource teacher.
Evidence of Success: Student assessments conducted by the professionals working wit h John. Work samples of assessments or evaluations. Short-term Goal 3: Ms. Griedl will use and implement preferential seating for John to be seated close to her for whole class discussions and activities for her to monitor understanding of concepts. Implementation Activities/Strategies: John’s assigned seat will be within a specific approximate distance from the teacher and the main area of teaching for the initial lessons with John working within a collaborative group for small group assignments and within 5 feet of the teacher for individual work.
Resources: Ms. Griedl and John
Timeline: This will begin immediately and will continue through the rest of the time in class
for this year.
Persons Responsible: Ms. Griedl and John Special education resource teacher and administration (observation purposes only)
Evidence of Success: When observed John will be seated within a 5-foot distance of the teacher during whole class instruction, and then will be seated and working with peers for all collaborative and small group activities. Short-term Goal 4: John will work with the special education teacher and or ESL/ELL representative to prepare written and oral assignments /presentations for participation in class activities , discussions and presentations. Implementation Activities/Strategies: John will be given a short outline of each lesson to follow for whole class discussion and note taking activities by Ms. Griedl prior to the lesson. John will be given time to work with ESL/ELL teacher-representative or the special education resource teacher to complete and practice for in-class presentations. Resources: ESL/ELL teacher/representative, John, special education resource teacher, John
Timeline: John will begin immediately with these strategies and will work at least one time per week with the ESL/ELL teacher/representative, the special education teacher and will use notes or outlines provided by Ms. Griedl , and translator if needed for longer in-depth class presentations. Persons Responsible: Ms. Griedl, John, ELL/ESL teacher/ representative, special education resource teacher.
Evidence of Success: John will be able to present to his classmates a completed project with the same evidence and time limit allowed for all of the students with the accommodation added that if needed John may have additional time if presenting all oral information This study source was downloaded by 100000861572699 from CourseHero.com on 02-08-2023 02:48:16 GMT -06:00
https://www.coursehero.com/file/42258626/Collaboration-and-Communication-Action-Assignment-SPD-521docx/
PART 1: ACTION PLAN
Background on Student Concern:
Long-term Goal : John will participate with all the students in small groups as well as in clas s discussions with the leadership of the ELA teacher Ms. Griedl for 80% of the classroom educational time each week for the remainder of the school year.
Short-term Goal 1: John will use ELL /ESL strategies within the classroom setting to interact and work with peers in small group activities.
Implementation Activities/Strategies: Ms. Griedl will assign John a small group to work with and interact with for small group assign ments within the classroom setting. Resources: John, ESL/ELL representative, classroom students
Timeline: John will begin interaction with classmates under the dire ction of Ms. Griedl with support from the ELL/ESL and the special education resource teacher 3 times weekly for 2 weeks. After that services will be reduced for 2 times a week for 2 weeks, followed by 1
time a week for 2 weeks until John is comfortable working within his assigned small group setting. Persons Responsible: Classroom AIG teacher Ms. Griedl, ELL/ESL teacher or representative, special education reso urce teacher, classroom students and John.
Evidence of Success: Upon “drop in” observations, classwork sample s, notes from John and interaction with the parents, the special education teacher and administration will conduct observations. Classroom assignments done independently and within small groups will be collected for the student’s portfolio. Discussion, meetings and notes will be taken of weekly meetings to monitor progress of collaboration strategies implemented and used by the AIG teacher. Notes of meetings and discussions will be kept between the AIG teacher and the ELL/ESL and special education resource personnel as well as formal and i nformal observations by administration. Short-term Goal 2: John, and Ms. Griedl will work on-on-
one with the assistance of the special education teacher, and/or interpreter/ ESL teacher at least once weekly on comprehension questions for the reading assignments. Implementation Activities/Strategies: During one of the in-class ELL/ELA or special education teacher resource time, Ms. G riedl will work with and assess student knowledge and understanding of content on a one-on-one basis. Resources: ELL/ESL teacher or representative, special education resource teacher, AIG ELA teacher, John.This study source was downloaded by 100000861572699 from CourseHero.com on 02-08-2023 02:48:16 GMT -06:00
https://www.coursehero.com/file/42258626/Collaboration-and-Communication-Action-Assignment-SPD-521docx/ Timeline: This will occur for a time period of 6 weeks with an evaluation conducted during the 6th week to see if this goal needs extension time.
Persons Responsible: ELA AIG teacher, John, ESL/ELL teacher or representative and the special education resource teacher.
Evidence of Success: Student assessments conducted by the professionals working wit h John. Work samples of assessments or evaluations. Short-term Goal 3: Ms. Griedl will use and implement preferential seating for John to be seated close to her for whole class discussions and activities for her to monitor understanding of concepts. Implementation Activities/Strategies: John’s assigned seat will be within a specific approximate distance from the teacher and the main area of teaching for the initial lessons with John working within a collaborative group for small group assignments and within 5 feet of the teacher for individual work.
Resources: Ms. Griedl and John
Timeline: This will begin immediately and will continue through the rest of the time in class
for this year.
Persons Responsible: Ms. Griedl and John Special education resource teacher and administration (observation purposes only)
Evidence of Success: When observed John will be seated within a 5-foot distance of the teacher during whole class instruction, and then will be seated and working with peers for all collaborative and small group activities. Short-term Goal 4: John will work with the special education teacher and or ESL/ELL representative to prepare written and oral assignments /presentations for participation in class activities , discussions and presentations. Implementation Activities/Strategies: John will be given a short outline of each lesson to follow for whole class discussion and note taking activities by Ms. Griedl prior to the lesson. John will be given time to work with ESL/ELL teacher-representative or the special education resource teacher to complete and practice for in-class presentations. Resources: ESL/ELL teacher/representative, John, special education resource teacher, John
Timeline: John will begin immediately with these strategies and will work at least one time per week with the ESL/ELL teacher/representative, the special education teacher and will use notes or outlines provided by Ms. Griedl , and translator if needed for longer in-depth class presentations. Persons Responsible: Ms. Griedl, John, ELL/ESL teacher/ representative, special education resource teacher.
Evidence of Success: John will be able to present to his classmates a completed project with the same evidence and time limit allowed for all of the students with the accommodation added that if needed John may have additional time if presenting all oral information This study source was downloaded by 100000861572699 from CourseHero.com on 02-08-2023 02:48:16 GMT -06:00
https://www.coursehero.com/file/42258626/Collaboration-and-Communication-Action-Assignment-SPD-521docx/
