The document outlines an action plan for Mark, an 8th grade Hispanic student with an emotional/behavioral disorder who has qualified for a gifted program in ELA while remaining in a general education inclusion classroom. Concerns are raised about his comfort and participation in the gifted class, particularly due to the teacher's lack of experience with IEP students and Mark feeling excluded in classroom discussions. The plan aims to address these issues and foster a supportive learning environment for Mark.

1. Complete a 200-300 word action plan and supporting rationale
based on the following scenario:
Mark is a Hispanic 8th grade student who has been identified as
having an emotional/behavioral disorder, specifically Mood
Disorder (Not otherwise specified). Currently, he participates
in a general education inclusion classroom. During his annual
IEP meeting, the team reviewed recent test scores and
determined he qualifies
for the gifted program in the area of ELA only. He will continue
to participate in the inclusion classroom for the remainder of his
courses. He is very successful in all of his inclusion
classes. 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 before. Mark is the only Hispanic
student in the gifted class, which tends to make him
uncomfortable. He says the teacher does not include him in the
classroom conversations and speaks abruptly to him, but not to
the other students.