Andrew is a 5-year-old boy in a full-day kindergarten program in Mrs. Brown’s classroom. During the first few weeks of school, Mrs. Brown notices that Andrew is struggling to adjust to the kindergarten day. In particular, he has difficulty following directions and making transitions from one activity to the next. However, other children are also having difficulty adjusting, so Mrs. Brown continues to observe Andrew. As the weeks follow and most of the class settles into the daily routine, Andrew’s difficulties seem to increase. Mrs. Brown’s observation notes identify concerns about Andrew’s behavior and development, including the following:
- Early Literacy Skills:
- Limited expressive vocabulary outside of his areas of interest, which include animals, and especially dogs
- Limited sight-word vocabulary for kindergarten
- Fine-Motor Skills:
- Poor fine-motor skills, especially with cutting
- Difficulties using a computer mouse
- Poor eye-hand coordination (also noticed by the P.E. teacher)
- Behavioral Concerns:
- Frequent interruptions, for example, Andrew will ask unrelated questions and change topics during daily group times
- Becomes frustrated when unsuccessful with both learning tasks and physical activities
Mrs. Brown also has the following anecdotal notes from her Fall parent-teacher conference with Andrew’s parents, both of whom attended the conference: “Andrew’s father, Mr. Unger, works full time. Since Andrew and his two younger siblings were born, his mother has stayed home to care for the children. Mrs. Unger’s native language is French. She appears to speak and understand English with little difficulty, although, she stated she is more comfortable with email and other written forms of communication. The family speaks both French and English at home. Mrs. Unger explained that Andrew’s experience with group programs before beginning kindergarten was mainly in family-based activities offered by the community, such as at the local library. She also noted that Andrew has always had a lot of energy, as do his siblings. Along with the family’s two dogs, she describes them as all ‘very lively’.”
Mrs. Brown draws on her experience to support and foster Andrew’s growth as best she can. However, after not seeing improvement, she shares her concerns with the school’s special education teacher and asks for a prereferral intervention for Andrew. In turn, Andrew’s parents are notified, and the prereferral process, including forming a Child Support Team for Andrew, begins.
Based on the information in the Case Scenario on Andrew and research-based practices/strategies, use the Collaboration Plan Template document to develop a Collaboration Plan for Andrew’s Child Support Team. Follow the instructions on the template to complete all six parts of the Collaboration Plan.
Collaboration Plan for Andrew Unger
Age: 5
Grade: Kindergarten
1: Andrew’s Child Support Team
Identify at least five school-based members by title who will serve as the early intervening assistance Child Support Team to support Andrew and explain each professional’s role.
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Team Member Title |
Role on the Team |
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5. |
2: Planning for Collaboration
Based on Andrew’s specific challenges and the titles and roles of the members of his Child Support Team, consider how team members can collaborate using coordination, consultation, and teaming to support Andrew. Briefly explain each form of collaboration, and analyze how two or more specific team members might apply each form to collaborate in support of Andrew.
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Form of Collaboration |
Explanation and Application |
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Coordination |
Explanation of coordination: (1–2 sentences) How two or more Child Support Team members might apply coordination in support of Andrew: (2–3 sentences) |
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Consultation |
Explanation of consultation: (1–2 sentences) How two or more Child Support Team members might apply consultation in support of Andrew: (2–3 sentences) |
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Teaming |
Explanation of teaming: (1–2 sentences) How two or more Child Support Team members might apply teaming in support of Andrew: (2–3 sentences) |
3: Maintaining Confidentiality
Explain at least three key guidelines for maintaining confidentiality regarding Andrew’s prereferral process that you would share in the first meeting of Andrew’s Child Support Team. (2–3 sentences each)
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Confidentiality Guidelines |
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4: Collaborating with Parents: Guiding Principles
Explain at least three guiding principles that you will communicate to school-based staff on the Child Study Team to foster respect, cooperation, and ongoing communication with Andrew’s parents. (2–3 sentences each)
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Guiding Principles for Collaborating |
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5: Fostering Effective Communication with Parents
Keeping in mind what you know about Andrew’s parents, recommend three effective ways to encourage an ongoing exchange of communication. Explain why you recommended each choice as a communication method tailored to Andrew’s parents. (1 paragraph each)
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Recommended Methods and Rationale for Encouraging Ongoing Communication |
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6: Next Steps: Suggestions for Andrew’s Parents
Explain two research–based strategies, including specific guidelines and benefits, Andrew’s parents can use to support Andrew’s development and learning at home. (1 paragraph each)
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Research-Based Strategies to Support Development and Learning at Home |
1. Strategy:
2. Strategy:
References: