Parents Collaboration and Conference Plan
Compose a 250-500 word plan explaining the Summary, Goals, Assessments, and
Recommendations sections to Scott’s parents in easy-to-understand language.
Support your explanations with data analyses, sharing how assessment information
led to educational decisions with colleagues, and collaborating with his parents to
promote student success.
In addit ion, anticipate possible concerns his parents may have, addressing each with
applicable strategies. Conclude your plan with recommendations to meet again with
his parents to assess and discuss Scott’s progress.
Good morning Mr. and Mrs. Smith. We are here today to talk about Scott and develop
a plan to enhance both his educational life and his home life as well. Is there anything
you would like to share with me about Scott before we start? Any recent changes at
home or maybe in his day to day life that you think could be affect ing him?
Well if you can think of anything else let me know. At this point in reviewing all of
Scott ‘s test scores and his classroom observations, we see the behavior challenges
within the classroom sett ing. As observed, writ ing act ivit ies and group activit ies are a
trigger for Scott ‘s behaviors in the classroom. Looking over the results of his Motor
Proficiency assessment, there are delays in his visual-motor skills; direct ly related to
his improper pencil grasp and t ight hold.
The evaluator noticed he has low tone in his shoulders, which could be causing him
fatigue after writ ing, which explains avoidance of writ ing assignments. For Scott to be
successful in writ ing, we are going to work on developing those muscles for
appropriate grasp and hold. The evaluator noted that some other processing
components could be coming into play where his vest ibular, auditory and mult i-
sensory skills are concerned. Vestibular input, noise, and many things going on at once
can be distractors or triggers for his inappropriate behavior in class. This could explain
why at home, he displays a more quiet and compliant nature than at school. Home is
comfortable and more subdued compared to a class of act ive peers. Scott seeks out
sensory input to offset these st imuli in the classroom. In all other tested areas of
intelligence and gross motor control, Scott scored average, and above average, so
we are doing great!
Some recommendations made for Scott to be carried out by the school was to
assess him further, possibly having a disability that requires special education
services. This would help us place some interventions in the classroom behaviorally
and academically so that Scott can better succeed. Creating a behavioral intervention
plan and assessing for OT therapy were also on the list to better support Scott ‘s
delayed fine motor skills. The goal is to get him comfortable with writ ing, so we don’t
see those behaviors from him as often. The teacher should allow Scott more t ime to
complete work at no penalty and allow t ime for sensory input breaks to establish a
secure feeling before dong the next task. Thus, they will help ground Scott ‘s sensory
needs and curb unwanted behaviors in the classroom. Posit ive reinforcement
behavioral approaches were suggested to help create clear and concise expectations
for Scott to follow through with. Behavior charts, visual aids, and token boards are all
great motivators for Scott to complete academic tasks, earn rewards, and better
model expected behavior. We think that these interventions could benefit Scott and
help put him on the path to success with us!