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"Responding to Sarah's Incident Using Creative Problem Solving"

Description: Given the critical incident regarding a fictitious student named "Sarah," who has exceptional verbal abilities receiving enrichment services one day per week in distress after receiving a grade of "C" on an English report at her regular school, Sarah is questioning her giftedness.  While Sarah has been working on a play about of the young girl from Afghanistan whose face became known from the photographer who went back to find her many years ago, she earned a "C" on an English report pertaining to the topic of women's rights.  Sarah wrote a collection of five experiences of women around the world with few rights, but her teacher graded negatively with correct grammatical structure and accuracy being weighed heavily.  As Sarah's gifted teacher and advocate, I used the Creative Problem Solving (CPS) model by Osborn (1965) to provide guidance and direction for some workable solutions.  As I went through each phase/stage of the CPS (Objective Finding, Fact Finding, Problem Finding, Idea Finding, Solution Finding, and Acceptance Finding), I displayed my goals, questions and possible answers, and thinking for the action plan.  My action plan involves having two parts: having a meeting with Sarah's English teacher to review grading while sharing her previous work/portfolio to show her abilities and giftedness along with creating a counseling group for Sarah to focus on the understanding of giftedness.  Roadblocks from Sarah's English teacher were anticipated just in case.  Suggestions for the future like inviting Sarah's teacher to use a clear grading rubric were also stated.  I also shared an additional note for better understanding verbal giftedness.