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As a special education teacher, you will be expected to provide support and guidance to administration, teachers, and staff regarding issues that may arise concerning how to meet the needs of individuals with disabilities outlined in IEPs. Serving as a collaborative resource to colleagues promotes the well-being of individuals with disabilities, the main goal of a special education teacher. Additionally, it is vital to provide support and guidance for students in the inclusion setting who will be working and collaborating with non-exceptional peers and general education teachers. 
Read the case study to inform the assignment that follows.
John is currently a ninth-grade student who has been identified as having an emotional/behavioral disorder, specifically in the area of obsessive-compulsive disorder (OCD). During his annual IEP meeting, John’s IEP team reviewed recent test scores and determined he qualified for the gifted program in the area of English language arts (ELA). John will continue to participate in the inclusion classroom for the remainder of his courses, and be placed in the gifted classroom for ELA in the second semester of the school year. 
As John continues to be successful in all of his inclusion classes, he is having difficulty in his new ELA class. The gifted teacher, Ms. Griedl, was not able to be present during the IEP meeting, and John is the first student with an IEP she has had in her class. John has stated that being the only Hispanic student in Ms. Griedl’s gifted class has made him feel uncomfortable at times. He says Ms. Griedl does not include him in the classroom conversations and when she speaks to him, it is abruptly. John says she does not treat the other students in the same manner.
After one month of John being in the gifted class, Ms. Griedl has requested that a paraprofessional be present to support John. The IEP team determined that this was not necessary and that John should be able to be successful in the gifted classroom without a paraprofessional. The principal, Mr. Fleming, did a walk through observation of Ms. Griedl’s gifted classroom and he did notice that John was isolated in a corner, and the teacher and other students in the class did not interact with him. In addition, Mr. Fleming received a phone call from John’s parents who reported that Ms. Griedl had told John she felt he did not belong in the gifted class. John no longer wants to be in the class because he does not feel welcome.  
Use the “Collaboration and Communication Action Plan Template” to complete this assignment.
Part 1: Action Plan
Mr. Fleming has come to you, the special education teacher, for assistance with the situation. To assist the principal, create a 750-1,000 word action plan. The action plan should include one long-term goal and a minimum of four short-term goals to help reach the long-term goal. 
For each short-term goal, identify the following information related to implementation: 
At least 1-2 implementation activities/strategies
Resources needed
Timeline: To include measuring progress and implementing strategies
Persons Responsible: To include measuring progress and implementing strategies
Evidence of Success: How is this measured, or the desired outcomes to demonstrate success 
Keep in mind the following when you outline your goals and implementation steps:
John’s abilities and interests, the learning environments, and cultural and linguistic factors.
How you will incorporate collaboration to help the action plan be successful.
Your role as a coach and resource for John and Ms. Griedl.
Part 2: Rationale
Support your action plan with a 500-750 word rationale that incorporates researched best practices on collaboration and communication when working with colleagues, administration, and families. 
Your rationale should address the following considerations:
Theories or elements of effective collaboration you utilized in your action plan.
How diversity is a part of families, cultures, and schools, and how complex human issues can interact with the delivery of special education services.
The importance of supporting individuals with disabilities in all settings to help them reach their optimal potential and allow them to flourish academically and behaviorally.
Support your findings with 2-3 scholarly resources. 
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies:
MED Elementary Education and Special Education ITL/NITL
MED Special Education ITL/NITL
MED Special Education (Nevada)
6.3: Explain how diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services. [CEC 6.3; ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3; IGC.6.K5; InTASC 2(d); MC1, MC3, MC4, MC5]
7.1: Use the theory and elements of effective collaboration. [CEC 7.1; ICSI.7.K1, ICSI.7.S3; InTASC 7(o); ISTE-T 3a, 3d, 5a; MC1, MC4, MC5]
7.2 Serve as a collaborative resource to colleagues. [CEC 7.2; ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); MC1, MC4, MC5]
7.3: Use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators. [CEC 7.3; ICSI.7.K1, ICSI.7.S3, ICSI.7.S6; IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3, MC4, MC5]