What is the prereferral intervention process and how does it relate to Andrew’s case?

  

Andrew is a 5-year-old boy in a full-day kindergarten program in Mrs. Browns 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, Andrews difficulties seem to increase. Mrs. Browns observation notes identify concerns about Andrews behavior and development, including the following:

Early Literacy Skills:

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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 Andrews parents, both of whom attended the conference: Andrews 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. Ungers 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 Andrews 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 familys two dogs, she describes them as all very lively.
Mrs. Brown draws on her experience to support and foster Andrews growth as best she can. However, after not seeing improvement, she shares her concerns with the schools special education teacher and asks for a prereferral intervention for Andrew. In turn, Andrews 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 Andrews 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: Andrews 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 professionals role.

Team Member

Title

Role on the Team

1.

2.

3.

4.

5.

2: Planning for Collaboration

Based on Andrews 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.

Form of Collaboration

Explanation and Application

Coordination

Explanation of coordination:
(12 sentences)

How two or more Child Support Team members might apply coordination in support of Andrew:
(23 sentences)

Consultation

Explanation of consultation:
(12 sentences)

How two or more Child Support Team members might apply consultation in support of Andrew:
(23 sentences)

Teaming

Explanation of teaming:
(12 sentences)

How two or more Child Support Team members might apply teaming in support of Andrew:
(23 sentences)

3: Maintaining Confidentiality

Explain at least three key guidelines for maintaining confidentiality regarding Andrews prereferral process that you would share in the first meeting of Andrews Child Support Team. (23 sentences each)

Confidentiality Guidelines

1.

2.

3.

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 Andrews parents. (23 sentences each)

Guiding Principles for Collaborating

1.

2.

3.

5: Fostering Effective Communication with Parents

Keeping in mind what you know about Andrews parents, recommend three effective ways to encourage an ongoing exchange of communication. Explain why you recommended each choice as a communication method tailored to Andrews parents. (1 paragraph each)

Recommended Methods and Rationale

for Encouraging Ongoing Communication

1.

2.

3.

6: Next Steps: Suggestions for Andrews Parents

Explain two researchbased strategies, including specific guidelines and benefits, Andrews parents can use to support Andrews development and learning at home. (1 paragraph each)

Research-Based Strategies

to Support Development and Learning at Home

1. Strategy:

2. Strategy:

References:

Introduction:

Andrew is a five-year-old boy who is attending full-day kindergarten 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. Although other children were also experiencing difficulties adjusting, Andrew’s behavior and development concerns sustained and raised more significant concerns. Mrs. Brown’s observation notes reveal limited expressive vocabulary, poor fine-motor skills, frequent interruptions, becoming frustrated with tasks, and physical activities. Andrews parents and their native language, energy levels, and participation in community-based group programs before attending kindergarten were evaluated in a Fall parent-teacher conference. After not seeing improvement, Mrs. Brown sought support from the school’s special education teacher, which led to a prereferral intervention request for Andrew.

Description:

Andrew’s struggles in the kindergarten program, as observed by Mrs. Brown, were highly related to his behavior, early literacy, and fine-motor skills. In collaboration with a Child Support Team, Mrs. Brown hopes to provide early intervening assistance for Andrew. The team comprises at least five school-based members who will work together to support Andrew, taking on different roles. The Collaboration Plan Template document is an excellent tool that will be used to complete all six parts of the Collaboration Plan. Planning for collaboration between the team members and considering Andrews specific challenges will be paramount for the team to succeed in supporting Andrew, enhance his growth, and achieve his academic potential.

Objectives:
1. To improve Andrew’s early literacy skills, specifically his expressive vocabulary and sight-word vocabulary.
2. To enhance Andrew’s fine motor skills, particularly cutting and using a computer mouse.
3. To address Andrew’s behavioral concerns, specifically his frequency of interruptions and frustration with learning and physical activities.

Learning Outcomes:
1. Andrew will increase his expressive vocabulary by using at least two new words related to his interests during each daily group time.
2. Andrew will identify and correctly read five new sight words each week.
3. Andrew will accurately cut a designated shape and use a computer mouse to complete a simple task without assistance.
4. Andrew will participate in daily group times without interrupting and will redirect his attention when off-topic.
5. Andrew will demonstrate improved frustration tolerance by completing a learning or physical task with minimal assistance, following a visual cue for coping strategies if necessary.

Heading 1: Andrews Child Support Team

Objectives:
To 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.

Learning Outcomes:
1. The Child Support Team will be identified, and each member’s role will be defined.
2. The team will collaborate effectively to create an individualized plan for Andrew’s intervention and support.
3. The team will communicate regularly to monitor Andrew’s progress and adjust the plan as necessary.

Heading 2: Planning for Collaboration

Objectives:
1. To identify specific strategies and accommodations that can be implemented to support Andrew’s academic and behavioral success.
2. To ensure that all members of the Child Support Team understand their roles and responsibilities.
3. To establish effective communication channels among team members to facilitate collaboration and information-sharing.

Learning Outcomes:
1. The Child Support Team will develop a set of evidence-based strategies and accommodations to address Andrew’s academic and behavioral challenges.
2. Each team member will understand their specific role in the plan.
3. The team will establish regular communication channels to share progress updates and coordinate intervention efforts.

Solution 1:
Child Support Team Members:
1. Mrs. Brown – Kindergarten teacher
2. Mrs. Johnson – Special Education teacher
3. Ms. Garcia – Speech-Language Pathologist
4. Mrs. Lee – Occupational Therapist
5. Mr. Smith – School Psychologist

Roles on the Team:
1. Mrs. Brown – Kindergarten teacher: Will provide information on Andrews academics and behavior in the classroom.
2. Mrs. Johnson – Special Education teacher: Will provide expertise for developing individualized educational plans and differentiated instruction for Andrew.
3. Ms. Garcia – Speech-Language Pathologist: Will assess Andrews language development and provide language interventions.
4. Mrs. Lee – Occupational Therapist: Will assess and intervene on Andrews fine motor and eye-hand coordination skills.
5. Mr. Smith – School Psychologist: Will conduct behavioral assessments and provide interventions to improve Andrews behavior and social-emotional development.

Solution 2:
Child Support Team Members:
1. Mrs. Brown – Kindergarten teacher
2. Mrs. Johnson – Special Education teacher
3. Mrs. Nguyen – ESL/Bilingual education teacher
4. Mrs. Lee – Occupational Therapist
5. Ms. Chen – Parent liaison

Roles on the Team:
1. Mrs. Brown – Kindergarten teacher: Will provide information on Andrews academics and behavior in the classroom.
2. Mrs. Johnson – Special Education teacher: Will work closely with Mrs. Brown to develop individualized educational plans and differentiated instruction for Andrew.
3. Mrs. Nguyen – ESL/Bilingual education teacher: Will assess Andrews English language proficiency and provide language support for both Andrew and Mrs. Unger.
4. Mrs. Lee – Occupational Therapist: Will assess and intervene on Andrews fine motor and eye-hand coordination skills.
5. Ms. Chen – Parent liaison: Will serve as a communication link between the school and Andrews parents to ensure that they are informed and involved in the collaborative process. She will also provide resources and support for Mrs. Unger in communicating with the school and understanding the American educational system.

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