Collaboration and communication action plan template part 1

1. Collaboration and Communication Action Plan TemplatePart 1:
Action Plan
Background on Student Concern:
Long-term Goal:
Short-term Goal 1:
· Implementation Activities/Strategies:
· Resources:
· Timeline:
· Persons Responsible:
· Evidence of Success:
Short-term Goal 2:
· Implementation Activities/Strategies:
· Resources:
· Timeline:
· Persons Responsible:
· Evidence of Success:
Short-term Goal 3:
· Implementation Activities/Strategies:
· Resources:
· Timeline:

2. · Persons Responsible:
· Evidence of Success:
Short-term Goal 4:
· Implementation Activities/Strategies:
· Resources:
· Timeline:
· Persons Responsible:
· Evidence of Success:
Part 2: Rationale
References
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As a special education teacher, you will be expected to provide
support and guidance to administration, teachers, and staff
regarding issues that may arise concerning how to meet the
needs of individuals with disabilities outlined in IEPs. Serving
as a collaborative resource to colleagues promotes the well -
being of individuals with disabilities, the main goal of a special
education teacher. Additionally, it is vital to provide support
and guidance for students in the inclusion setting who will be
working and collaborating with non-exceptional peers and
general education teachers.
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified
as having an emotional/behavioral disorder, specifically in the
area of obsessive-compulsive disorder (OCD). During his
annual IEP meeting, John’s IEP team reviewed recent test
scores and determined he qualified for the gifted program in the
area of English language arts (ELA). John will continue to
participate in the inclusion classroom for the remainder of his
courses, and be placed in the gifted classroom for ELA in the

3. second semester of the school year.
As John continues to be successful in all of his inclusion
classes, he is having difficulty in his new ELA class. The gifted
teacher, Ms. Griedl, was not able to be present during the IEP
meeting, and John is the first student with an IEP she has had in
her class. John has stated that being the only Hispanic student
in Ms. Griedl’s gifted class has made him feel uncomfortable at
times. He says Ms. Griedl does not include him in the classroom
conversations and when she speaks to him, it is abruptly. John
says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl
has requested that a paraprofessional be present to support
John. The IEP team determined that this was not necessary and
that John should be able to be successful in the gifted classroom
without a paraprofessional. The principal, Mr. Fleming, did a
walk through observation of Ms. Griedl’s gifted classroom and
he did notice that John was isolated in a corner, and the teacher
and other students in the class did not interact with him. In
addition, Mr. Fleming received a phone call from John's parents
who reported that Ms. Griedl had told John she felt he did not
belong in the gifted class. John no longer wants to be in the
class because he does not feel welcome.
Use the “Collaboration and Communication Action Plan
Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for
assistance with the situation. To assist the principal, create a
750-1,000 word action plan. The action plan should include one
long-term goal and a minimum of four short-term goals to help
reach the long-term goal.
For each short-term goal, identify the following information
related to implementation:
· At least 1-2 implementation activities/strategies
· Resources needed
· Timeline: To include measuring progress and implementing
strategies

4. · Persons Responsible: To include measuring progress and
implementing strategies
· Evidence of Success: How is this measured, or the desired
outcomes to demonstrate success
Keep in mind the following when you outline your goals and
implementation steps:
· John’s abilities and interests, the learning environments, and
cultural and linguistic factors.
· How you will incorporate collaboration to help the action plan
be successful.
· Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that
incorporates researched best practices on collaboration and
communication when working with colleagues, administration,
and families.
Your rationale should address the following considerations:
· Theories or elements of effective collaboration you utilized in
your action plan.
· How diversity is a part of families, cultures, and schools, and
how complex human issues can interact with the delivery of
special education services.
· The importance of supporting individuals with disabilities in
all settings to help them reach their optimal potential and allow
them to flourish academically and behaviorally.
Support your findings with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to LopesWrite. A
link to the LopesWrite technical support articles is located in
Class Resources if you need assistance.
Benchmark Information

5. This benchmark assignment assesses the following
programmatic competencies:
MED Elementary Education and Special Education ITL/NITL
MED Special Education ITL/NITL
MED Special Education (Nevada)
6.3: Explain how diversity is a part of families, cultures, and
schools, and that complex human issues can interact with the
delivery of special education services. [CEC 6.3; ICSI.6.K2,
ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3,
ICSI.6.S3; IGC.6.K5; InTASC 2(d); MC1, MC3, MC4, MC5]
7.1: Use the theory and elements of effective collaboration.
[CEC 7.1; ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d,
5a; MC1, MC4, MC5]
7.2 Serve as a collaborative resource to colleagues. [CEC 7.2;
ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); MC1, MC4,
MC5]
7.3: Use collaboration to promote the well-being of individuals
with exceptionalities across a wide range of settings and
collaborators. [CEC 7.3; ICSI.7.K1, ICSI.7.S3, ICSI.7.S6;
IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3,
MC4, MC5]