Benchmark - Collaboration and Communication Action Plan
Grand Canyon University: College of Education
SPD - 521
Part 1: Action Plan
Long-Term Goal
To support John in successfully integrating into the gifted English Language Arts (ELA)
classroom, while fostering a positive, inclusive environment where he feels welcome and is
treated equitably by both peers and the teacher. The goal is for John to engage in meaningful
classroom interactions, demonstrate growth in academic achievement, and develop positive
self-esteem within the gifted class.
Short-Term Goal 1:
Foster Positive Teacher-Student Relationships
Implementation Activities/Strategies:
, Schedule a meeting with Ms. Griedl to discuss John’s IEP, particularly his emotional/behavioral
needs, and share information on strategies that can foster positive interactions (e.g., using
proactive behavior management strategies and ensuring that communication is clear and
supportive).
Provide professional development for Ms. Griedl on cultural competency, specifically focusing
on understanding the impact of race, ethnicity, and cultural identity on students’ classroom
experiences.
Resources Needed:
John’s IEP
Professional development materials on cultural competency and behavior management
Guidance on how to build rapport with students with emotional/behavioral disorders
Timeline:
Meeting with Ms. Griedl to take place within the next week.
Follow-up professional development to be scheduled within the next two weeks.
Ongoing check-ins biweekly with Ms. Griedl to monitor progress.
Persons Responsible:
Special Education Teacher (you) will coordinate the meeting with Ms. Griedl and assist with the
professional development.
Grand Canyon University: College of Education
SPD - 521
Part 1: Action Plan
Long-Term Goal
To support John in successfully integrating into the gifted English Language Arts (ELA)
classroom, while fostering a positive, inclusive environment where he feels welcome and is
treated equitably by both peers and the teacher. The goal is for John to engage in meaningful
classroom interactions, demonstrate growth in academic achievement, and develop positive
self-esteem within the gifted class.
Short-Term Goal 1:
Foster Positive Teacher-Student Relationships
Implementation Activities/Strategies:
, Schedule a meeting with Ms. Griedl to discuss John’s IEP, particularly his emotional/behavioral
needs, and share information on strategies that can foster positive interactions (e.g., using
proactive behavior management strategies and ensuring that communication is clear and
supportive).
Provide professional development for Ms. Griedl on cultural competency, specifically focusing
on understanding the impact of race, ethnicity, and cultural identity on students’ classroom
experiences.
Resources Needed:
John’s IEP
Professional development materials on cultural competency and behavior management
Guidance on how to build rapport with students with emotional/behavioral disorders
Timeline:
Meeting with Ms. Griedl to take place within the next week.
Follow-up professional development to be scheduled within the next two weeks.
Ongoing check-ins biweekly with Ms. Griedl to monitor progress.
Persons Responsible:
Special Education Teacher (you) will coordinate the meeting with Ms. Griedl and assist with the
professional development.
