Collaboration and Communication Action Plan

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Collaborationand Communication Action Plan

Collaborativelearning and communication are two of the most essential factors forsuccessful inclusion in any learning environment. Teachers, parents,students, and other personnel need to work in harmony to achieveoptimal progress for the students. In educational settings,collaboration takes different forms, IEP meetings, planning, andimplementation of instructions, legal partnerships, shareddecision-making, and sharing of information. This paper develops acollaboration and inclusion plan for John in the gifted class.


Thegifted class teacher is facing difficulties working with John aHispanic student with identified obsessive-compulsive disorder. Johnjoined the gifted class after IEP reviews established that he wasqualified for class. However, the gifted class teacher lacks theexperience and knowledge to work with students with emotionaldisorders. As a result, John has been sidelined in class activities.John’s parents have been concerned about the progress of their kid,while the class teacher has requested the presence of a specialistduring lessons to help John. However, it has been determined that thespecialist is not necessary, as John’s state does not requirespecialized attention.

John’s Action Plan

John’s Action Plan

Areas of Focus

To Do:

By Whom

By When

Team collaboration

Establish regular CORE Team meetings

Periodic EXTENDED Team meetings

(CORE plus special area teachers)

The Teacher

Accommodation for every day class assignments

Identify assignment/lesson

Accommodations. Identify materials as needed.

The teacher


Orientation for students

Introducing the student to the class support base

Peer awareness and positive interactions

Present information to John using open discussion format

Peer support in class

Family and current teachers to give a list of friends to the teacher

Identify students as peer supports in classes.

The teacher/Parents

Home/school communication

Design communication log to be designed for daily recording by family and school.

The teacher

By first day of school

Collaboratingwith the Student to Generate Ideas for assignment

Groupwork has been cited in pedagogy literature as one of the mosteffective ways of motivating students and encouraging active learningin a class environment. In fact, most educators observe that at theheart of a collaborating class is the centrality of group work. Groupwork helps students develop key communication, critical thinking, anddecision-making skills. However, group work requires carefulplanning, appropriate facilitation, and constant monitoring tofacilitate the activities of the group. Thus, for John to beappropriately accommodated in the class environment, careful planningof the group work is required. The following factors are recommendedfor successful adoption of a collaborating environment in the class:

Establishinggroup agreements

Theteacher should help decide on group norms that give each studentequal voice to air their views. The teacher should use kid-friendlyworded norms to inspire each of the students to work together. Someof the recommended action in this case include: one person talking ata time, no put downs, and respect to each other are highlyrecommended in this case.


Fora successful collaborative class environment, accountability is animportant factor. This is because the teacher must find creative waysof monitoring multiple group efforts working simultaneously. Toestablish accountability, the teacher should assign roles to studentsbased on the topic of discussion. These roles should be changing andeach student should be assigned some level of responsibility.

Teachingstudents how to listen

Perhapsthe most important aspect of a collaborative class is the ability ofeach student to air their ideas without any interruptions. Teachingstudents how to listen and not interrupt others encourages the freeexchange of ideas and group participation.

Communicationwith the Parents

Thecommunication between the teacher, the principle, and the parents isvery critical for successful implementation of the recommended plan.The parents need to be sure that their child is in the best possiblecare. Considering their past experience, they also need to be assuredthat John is positively improving socially, academically, andpsychologically. As such, establishing a good channel ofcommunication is critical to both the administration and the parents.Furthermore, the plan is best suited to work when the two groups worktogether.

Evaluatingand Following up on Recommendations

Oncethe necessary initiatives have been in place to foster John’s,integration in the gifted class, it is important to develop ways ofevaluating the success of the plan. Evaluation can be done on anumber of ways as suggested below


Thiswill involve the engagement of an independent teacher who willobserve and assess the progress of the students vis-à-vis thedeveloped goals. The observation should be done for differentoccasions in different subjects and times of the day. Based on theresults of the observation, the team will be able to establishwhether the planned goals have been achieved.

TheIEP Matrix

Accordingto Kampwirth (2012), theIEP matrix is one of the most effective tools for assessing theprogress of an IEP plan. An IEP Matrix assesses the goals of the IEPvis-à-vis the established routines, schedules, and subjects. The IEPMatrix offers a comprehensive view of the student’s progress duringthe implementation time.

ProvidingCollaborative Coaching to the Classroom Teacher

Sincethe gifted class teacher will be actively involved in the developmentof John, it is important to create a collaborative coaching programthat will foster his skills to better deal with students withemotional disorders. The class teacher should work with thespecialist to develop a teaching program that accommodates John inthe learning experience.

IncorporatingCommunication from the Other General Education Teachers about What IsWorking

Asuccessful collaborative class is a product of efforts from differentquotas: the teachers, the management, the parents, and event thestudents. The different groups have different points that need to beintegrated to create the best learning experience for students. Thusregular reports, summaries, and surveys are some of the recommendedways of encouraging communication between all the stakeholders.

ReportingBack to the Principal

Toassess the impact of the collaborative effort, it is important toreturn the progress of John, the other class members, the teacher tothe principal. In contemporary pedagogy practice, progress reports,observational surveys, performance evaluation reports, and dailyactivity reports are the most recommended ways of reporting to theprincipal.


Kampwirth,T., (2012). Collaborativeconsultation in the schools: Effective practices for students withlearning and behavior problems.Upper Saddle River: Merrill

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