Collaboration and Communication Plan of Action
Grand Canyon University; GCU SPD 521
, After speaking with the principal, Mr. Fleming, regarding gifted student, John, there is
clearly more information to find out regarding John’s situation in the English language arts
(ELA) classroom. In order to establish long and short term goals for John, it is necessary to
observe John in Ms. Griedl’s classroom, get additional information from Ms. Griedl, and also it
is necessary to speak with John about his concerns in the classroom, keeping in mind the
conversation that Mr. Fleming has already had with John’s parents.
When observing John in the classroom, the special education teacher specificallyneeds to
be looking for the following information: What is the seating arrangement in this class? Where
does John fit in for seating? Is John called on to interact in class? Does John voluntarily interact
in the class? Is John treated any differently than the other students in the class? How is John’s
behavior in the classroom? Are there any needs that John has that can readily be seen upon
observation in the classroom?
After observing in the classroom, the special education teacher needs to sit down and
meet with Ms. Griedl. Specifically,seeking to understand why she feels John does not belong in
the gifted program and why has John been sitting apart from his classmates in the class. The
special education teacher needs to remind Ms. Griedl that the need for a paraprofessional has
been reviewed, as well as John’s IEP has been reviewed, and a paraprofessional is not necessary
for John to be able to be successful in her class. The special education teacher, together with
input from Ms. Griedl, will work on a plan of actionfor John.
After observing and speaking with Ms. Griedl, the special education teacher needs to
meet with John to ask him about his concerns in the ELA class. From John, I would like to know
Grand Canyon University; GCU SPD 521
, After speaking with the principal, Mr. Fleming, regarding gifted student, John, there is
clearly more information to find out regarding John’s situation in the English language arts
(ELA) classroom. In order to establish long and short term goals for John, it is necessary to
observe John in Ms. Griedl’s classroom, get additional information from Ms. Griedl, and also it
is necessary to speak with John about his concerns in the classroom, keeping in mind the
conversation that Mr. Fleming has already had with John’s parents.
When observing John in the classroom, the special education teacher specificallyneeds to
be looking for the following information: What is the seating arrangement in this class? Where
does John fit in for seating? Is John called on to interact in class? Does John voluntarily interact
in the class? Is John treated any differently than the other students in the class? How is John’s
behavior in the classroom? Are there any needs that John has that can readily be seen upon
observation in the classroom?
After observing in the classroom, the special education teacher needs to sit down and
meet with Ms. Griedl. Specifically,seeking to understand why she feels John does not belong in
the gifted program and why has John been sitting apart from his classmates in the class. The
special education teacher needs to remind Ms. Griedl that the need for a paraprofessional has
been reviewed, as well as John’s IEP has been reviewed, and a paraprofessional is not necessary
for John to be able to be successful in her class. The special education teacher, together with
input from Ms. Griedl, will work on a plan of actionfor John.
After observing and speaking with Ms. Griedl, the special education teacher needs to
meet with John to ask him about his concerns in the ELA class. From John, I would like to know
