Special education teachers must use effective collaboration techniques to design and implement complex plans involving many stakeholders to support students with disabilities across a wide range of settings. Review the scenario below to inform the assignment:Marco is a Mexican-American eighth grade student who has been identified as having an emotional/behavioral disorder, specifically mood disorder NOS (Not Otherwise Specified). Currently, he participates in a general education inclusive classroom. During his annual IEP meeting, the team reviewed recent test scores and determined he qualifies for the gifted program in English language arts (ELA) only. Therefore, Marco will continue to participate in the inclusive classroom for the remainder of his courses.Marco has continued to be successful in all his inclusive classes; however, he is struggling in his new gifted setting for ELA. Mrs. Stone, the gifted teacher, was not able to be present during the IEP meeting. She has never worked with a student who has an IEP prior to having Marco as a student in her classroom. Marco has mentioned that he is the only Hispanic or Latino student in the gifted class, and this has made him feel uncomfortable. He has stated that Mrs. Stone does not include him in the classroom conversations and speaks abruptly to him, but not to the other students.After one month of Marco being in the gifted class, Mrs. Stone has requested that a paraprofessional be present to support him. At the IEP meeting, the IEP team had determined that a paraprofessional was not necessary because Marco should be able to be successful in the gifted classroom without this level of support. After meeting with Marco previously on classroom concerns, and the request from Mrs. Stone, as the special education teacher, you completed a walk-through observation of the gifted classroom. You did notice that Marco was isolated in a corner and the teacher did not interact with him. In addition to the walk-through, you just received a phone call from Marco's parents stating Mrs. Stone told Marco that he does not belong in this class. At this point, Marco no longer wants to be in the class because he does not feel welcome. The principal has come to you, the special education teacher, for assistance with supporting Mrs. Stone and Marco in being successful. The IEP team is scheduling another meeting to discuss goals and ideas to help Marco be successful in the gifted ELA classroom. The support of a paraeducator is part of the discussion as a possibility for Marco.Use the “Collaboration and Communication Action Plan Template” to complete this assignment. ( I have attached it below)Free of Plagarism Support your findings with a minimum of three scholarly resources on collaboration and communication best practices.APA format. College of Education (COE) program competencies and national standards assessed in the benchmark assignment:COE 5.7 Provide guidance and direction to paraeducators, tutors, and volunteers. [CEC 6.6, ICSI.6.S8, ICSI.6.K13, ICSI.6.K14, ICSI.6.S12; InTASC 10(n); GCU Mission Critical 1, 2, 4, and 5]COE 6.1 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; GCU Mission Critical 1, 4, and 5]COE 6.2 Serve as a collaborative resource to colleagues.[CEC 7.2, ICSI.7.S3, ICSI.7.S8, ICSI.7.S9; InTASC 10(k); GCU Mission Critical 1, 4, and 5]COE 6.3 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; GCU Mission Critical 1, 2, 3, 4, and 5]

Week 5 Discussion Discussion 1: WorkforceDuring the past few decades, demographers began to predict major shifts in the ethnic and racial population of the U.S. These shifts, in turn, have significantly impacted the social composition of the labor force. The workforce changes that we have already seen in both the private and public sector include: increases in the number of women, increases in foreign-born or immigrant workers, and increases in the average age of workers.In this Discussion, you will examine the evolution of an organization's workforce and consider the implications on human resource management. You will develop strategies to capitalize on a changing workforce. For this Discussion, review this week’s Resources. Review Chapter 12 of Human Resources Management for Public and Nonprofit Organizations, paying particular attention to the evolving workforce. Review "The Workforce" segment of the course media. Focus on the evolution of the U.S. workforce. Identify a government or non-profit organization and consider the role of workforce planning within this organization.Then, visit the U.S. Census Bureau website or census bureau website of your nation. Select the state or region in which the organization you selected is found and identify the demographic trends there. Consider the trend and think about the preparedness of the employees for the future. Consider how a major change in the workforce could impact human resource management.With these thoughts in mind: Post by Day 3 a brief description of a government or non-profit organization you are familiar with. Explain the demographic trends that may impact the workforce of the organization you selected. Explain the evolution of the workforce in terms of types of employees, locations, relationship to organization, and the implications on human resource management (HRM).Be sure to support your postings and responses with specific references to the resources. Week 5 Learning Resources This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources. To access select media resources, please use the media player below. Required Resources Note: To access this week's required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. ReadingsPynes, J. E. (2013). Human resources management for public and nonprofit organizations: A strategic approach (4th ed.). San Francisco, CA: Jossey-Bass. Chapter 12, "Volunteers" (pp. 377–402) Brudney, J. L., & Meijs, L. C. P. M. (2009). It ain’t natural: Toward a new (natural) resource conceptualization for volunteer management. Nonprofit and Voluntary Sector Quarterly, 38(4), 564–581. Retrieved from the Walden Library databases.Dychtwald, K., & Baxter, D. (2007). Capitalizing on the new mature workforce. Public Personnel Management, 36(4), 325–334. Retrieved from the Walden Library databases.Laff, M. (2006). Talent management: From hire to retire. Training & Development, 60(11), 42–48. Retrieved from the Walden Library databases. Lewis, G. B., & Cho, Y. J. (2011). The aging of the state government workforce: Trends and implications. The American Review of Public Administration, 41(1), 48–60. Retrieved from the Walden Library databases.Wanlund, B. (2012). Changing demographics. CQ Researcher, 22(41), 989–1012. Retrieved from the Walden Library databases.MediaLaureate Education (Producer). (2014). Human resource management: Building a capable workforce [Video file]. Retrieved from https://class.waldenu.edu "The Workforce" with Melanie Hughes, President, Org4Change Note: The approximate length of this media piece is 12 minutes. Please proceed to the Discussion.

Essay Assignment: Write a short essay (1250 words) that defends a thesis you developed through a close critical reading/analysis of a literary work listed in Chapter 29 Plays for Further Reading in your Backpack Literature text on page 1063, and supported by at least three secondary sources. This essay still relies on textual support from the primary text but includes at least three secondary sources that support/sustain the student’s argument. Do not confuse “critical analysis” with “plot summary”; the goal is to develop, sustain, and advance a thesis based on a critique of the primary text but also supported by at least three secondary sources.What you’ll be graded upon:15% Introduction: You establish a context for the significance of your thesis in regards to the literary work as a whole. How does your argument contribute to understanding the author’s major literary/thematic concerns? What can other readers learn from your analysis? How does your analysis/critique fit in with other critical responses of the author/literary work?15% Thesis: You state your main point (or argument) in 1-2 sentences; the thesis is the culmination of your introduction.30% Organization: Your essay should follow that of typical literary critiques:Since your focus must be on analyzing some literary motif, theme, or a combination of literary elements (such as symbolism, character, setting, etc.), your essay must contain well-structured supporting paragraphs that contain a topic sentence, quotes from the primary text, at least one quote from three different sources, an explanation/discussion of the significance of each quote you use in relation to your thesis, and a concluding sentence or two that situates the entire paragraph in relation to the thesis. Your thesis will focus on some kind of critical analysis of the primary text, so your supporting paragraphs should contain quotes from the text that illustrate your thesis/argument; in addition, you should include at least one quote from three different secondary sources to support your argument. Do not simply sprinkle random quotes into your paper and then ignore them; your supporting paragraphs should be organized around each of the quotes you use, explaining the significance of the quotes and why (or how) they illustrate your main point, but you also need to make sure that your paragraphs contain strong transitions and at least six (or more) sentences.10% Conclusion: Regardless of the argument you make, you want a conclusion that avoids summarizing what you’ve just said, and please avoid writing, “In conclusion.…” Your aim in a conclusion is to place the discussion in a larger context. For example, how might your critical analysis of a literary character relate to the other characters in a work? How might your thesis be applied to other aspects of the text, say for example, setting or symbolism?15% Grammar and mechanics: Your paper avoids basic grammar mistakes, such as dropped apostrophes in possessives, subject/verb disagreement, arbitrary tense switches, etc. The paper demonstrates a commitment to proofreading by avoiding easy-to-catch typos and word mistakes (effect for affect, for example). The paper adheres to MLA formatting style for in-text and bibliographic citations.15% Presentation: Your paper meets the minimum length criteria of 1200 words, is typed with a title and your name on it. You follow your individual professor’s instructions for formatting (margins, placement of the name, etc).