You are a pre-K teacher. Since September you have been documenting the developmental progress of your students. You are concerned about several students’ difficulties in meeting developmental milestones. Pick 2 of the 3 scenarios below and ….
For each scenario, use DIALOGUE, when possible, to narrate the following of these vital pre-referral steps below:
1-your first communication with the family that will lead to a meeting with you and your supervisor
2- describe the meeting, in detail, with the best possible outcome including your next steps.
3-describe the meeting, in detail with an outcome where the parent refuses to agree or respect your opinion. *Talk about your next steps as the classroom teacher, if this were to occur.
*Use information from class, power points, and the text to help you. Cite your sources.
Any paper submitted without cited sources will have 4 points deducted.
See the rubric on page 2.
SCENARIOS (chooses 2 out of the 3)
- It’s December, you’ve been in school 3 months and have established a very good routine and structure that is working well for the majority of your students. Most of your students enter the classroom and know exactly what to do. One student, Amir, continues to stand at the door and stare at the other students until a teacher engages him and tells him verbally what to do. The teacher needs to physically help the child out of his coat, hang it up with him and guide him to the first activity. You notice he hasn’t learned the basic concepts that you have introduced such as colors and shapes. Your concern is the child’s difficulties in following the routines of the day after 6 weeks, as well as learning basic developmentally appropriate concepts. His difficulty with knowing what to do persists throughout the day and following basic directions, even as the other students are following along and serving as models line up for lunch, put materials away, and other classroom tasks.
- It’s December, you’ve been in school 3 months and have established a very good routine and structure that is working well for the majority of your students. You have many activities that use language, song, social interactions among the students and most of your students are engaging with each other as well as increasing their use of language and vocabulary. One child’s language, Katrina, has remained stagnant, only repeating words other children or teachers say. She has not moved from parallel play to cooperative play. She often does not answer when her name is called.
Your concern is the child’s lack of speech and social-emotional development, which are crucial early childhood domains, despite many opportunities that your classroom schedule and curriculum provides. - . It’s late October, you’ve been in school 7-8 weeks and have established a very good routine and structure that is working well for a majority of your students. During meeting time when all the students are sitting on the rug, you repeatedly notice a boy, Nate, sitting next to others and pinching them or poking them. He laughs when they cry. You have spoken to him about this, moved his seat, praised him when he didn’t poke or pinch but the inappropriate behavior persists.Your concern is the child’s lack of empathy when another child is hurt.
