Emotional/behavioral disorder

Full Answer Section

• Implementation Activities/Strategies:
  • Provide John with opportunities to practice identifying and communicating his needs in a variety of settings.
  • Develop a signal or cue that John can use to get Ms. Griedl's attention and communicate his needs.
  • Teach John how to self-advocate and ask for help when he needs it.
• Resources Needed:
  • Social-emotional learning curriculum
  • Self-advocacy resources
  • Support from the special education teacher, Ms. Griedl, and other classmates
• Timeline:
  • Provide John with opportunities to practice identifying and communicating his needs on a daily basis.
  • Monitor John's progress and make adjustments as needed.
  • Collect data on John's ability to identify and communicate his needs through observation, self-report, and teacher feedback.
• Persons Responsible:
  • Special education teacher
  • Ms. Griedl
  • John
  • Other classmates
• Evidence of Success:
  • John is able to identify and communicate his needs to Ms. Griedl and his classmates in a clear and concise manner.
  • John feels comfortable asking for help when he needs it.
  • Ms. Griedl and John's classmates are able to respond to his needs in a timely and supportive manner.

Short-Term Goal 2: Ms. Griedl will develop a better understanding of John's IEP and how to best support his needs in the gifted classroom.

• Implementation Activities/Strategies:
  • Meet with Ms. Griedl to review John's IEP and discuss his specific needs.
  • Provide Ms. Griedl with resources and training on how to support students with OCD and other disabilities in the gifted classroom.
  • Observe Ms. Griedl's interactions with John and provide feedback and support.
• Resources Needed:
  • John's IEP
  • Resources on supporting students with OCD and other disabilities in the gifted classroom
  • Time to meet with Ms. Griedl and provide feedback
• Timeline:
  • Meet with Ms. Griedl to review John's IEP within 1 week of the start of the second semester.
  • Provide Ms. Griedl with resources and training on how to support students with OCD and other disabilities in the gifted classroom within 2 weeks of the start of the second semester.
  • Observe Ms. Griedl's interactions with John and provide feedback and support on a weekly basis.
• Persons Responsible:
  • Special education teacher
  • Ms. Griedl
• Evidence of Success:
  • Ms. Griedl is able to explain John's IEP and his specific needs.
  • Ms. Griedl is able to implement strategies to support John's needs in the gifted classroom.
  • John's progress in the gifted classroom improves.

Short-Term Goal 3: John will develop positive relationships with his classmates in the gifted classroom.

• Implementation Activities/Strategies:
  • Create opportunities for John to interact with his classmates in a variety of settings, such as small group work, partner activities, and group discussions.
  • Encourage John's classmates to learn about his culture and background.
  • Facilitate activities that promote teamwork and cooperation.
• Resources Needed:
  • Time to plan and implement opportunities for John to interact with his classmates
  • Culturally relevant resources
• Timeline:
  • Create opportunities for John to interact with his classmates on a daily basis.
  • Monitor John's progress in developing positive relationships with his classmates and make adjustments as needed.
  • Collect data on John'

Sample Solution

Part 1: Action Plan

Long-Term Goal: John will feel welcome and supported in his gifted ELA class and will be able to participate actively in class discussions and activities at an 80% success rate.

Short-Term Goals:

1. John will be able to identify and communicate his needs to Ms. Griedl and his classmates.
2. Ms. Griedl will develop a better understanding of John's IEP and how to best support his needs in the gifted classroom.
3. John will develop positive relationships with his classmates in the gifted classroom.
4. John will feel confident in his abilities and his place in the gifted classroom.

Implementation:

Short-Term Goal 1: John will be able to identify and communicate his needs to Ms. Griedl and his classmates.