Recognize the Problem1. Matthew has major behavioral outbursts and
impulsive behaviors that need to be addressed.
His physicians and caregivers need to balance his medication to better suit his "emotionally disturbed" behaviors. One example of this behavior is Matthew stating, "If I can't leave by the door, I'll leave by the window." She has to rush to shut the window. He disrupts the entire class as he insists on calling out. He constantly talks to classmates and asks multiple questions. His teacher says that each question takes 5 minutes to answer. At age 11, Matthew has already faced probation by police.
Recognize the Problem2. Matthew is placed in a segregated special
education room where he is not meeting his potential. His teacher wants him to be placed in a regular
6th grade class at a new middle school. This transition is will be difficult. He often complains that he is bored with schoolwork and seems to know the answers to many questions. He needs a more challenging setting.
Reframe the Problem1. The special education teacher wants his
medication balanced and wants him in a regular classroom.
She is worried about the transition to the middle school regular education program. The guidance counselor wanted him in gifted, but the special education teacher felt it would be too difficult of a transition. Instead she will recommend a pull-out enriched reading program for Matthew.
Reframe the Problem2. Matthew wants to be challenged and stay
active. He craves adult attention and wishes there
were afterschool programs for him to attend, such as Boys and Girls Club. He likes to play games and invent things. He feels bored by the class activities. He has been taught by his grandmother to defend himself physically, and so he often responds to teasing with violence. He feels that Ritalin helps him concentrate better and the other kids don't bother him so much.
Reframe the Problem3. Mrs. Simpson (Matthew's mother) is worried
about his behaviors, but is busy working a full time job to support the family and therefore leaves Matthew in care of his grandmother.She was a self proclaimed "fighter" in school.
Common GroundMrs. Simpson and the special education
teacher want Matthew to be successful and better able to deal with others.
Matthew and his teacher want him to be challenged more.
Plan of Action for Goal 1 Activity,
Resource, Strategy, Referral
Person(s)Responsible
Criteria forEvaluation
Timeline
1) Create a classroom behavior plan to promote positive behaviors.
Special education teacher
Assessment data, conduct grades, grades on classwork and tests
Throughout the school year
2) Better communication with caregivers to establish consistency between school and home regarding discipline and medication.
Special education teacher, caregivers, school counselor
Call logs, records of email communication
Throughout the school year
Plan of Action for Goal 1, cont.Activity, Resource, Strategy, Referral
Person(s)Responsible
Criteria forEvaluation
Timeline
3) Student will use self-management strategies to monitor behavior.
Matthew Number of office referrals
Daily and weekly checks
4) Increase multimedia use to increase classroom success.
Special education and general education teachers
Lesson plans, grades
Throughout the school year
Plan of Action for Goal 2Activity, Resource, Strategy, Referral
Person(s)Responsible
Criteria forEvaluation
Timeline
1) Collaboration among caregivers and counselors, teachers, and administrators for successful transition to new school.
Caregivers, current and future staff
Meeting logs, email communication
Must be accomplished by May of 5th grade year
2) Recommend Matthew into a residential treatment facility during summer break.
Special education teacher, Mrs. Simpson
Medical reports Must be accomplished by summer following 5th grade year
Plan of Action for Goal 2, cont.Activity, Resource, Strategy, Referral
Person(s)Responsible
Criteria forEvaluation
Timeline
3) Matthew will meet the new counselor and tour the new school to reduce stress and understand expectations regarding behavior and learning.
Current and future faculty and staff
Meeting logs, email communication
Summer following 5th grade year
4) Find Matthew an adult male mentor to provide positive attention and serve as role model.
Special education teacher, Mrs. Simpson
Feedback with mentor
Throughout the school year
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