1. Summary of Deconstruction(Group): Colin was seen as a serial trouble maker and had a reputation of executing ingenious capers with varying degrees of complexity around the school. With assistance from an observant Educational Assistant (EA) with specific experience in addressing giftedness and an unexpected artistic outlet, Colin's course was able to be changed. Colin's educational path and is now a more suited education to meet his exceptional needs. The overarching problem was that Colin's learning needs were not previously recognized thus, not being met. The Educational Assistant had recognized his giftedness, and is accommodating his exceptionality. The teacher is overwhelmed with how to best keep Colin engaged. She needs support from her administration and the rest of the school community.
2. Marty Hladysh - Social Worker
2.1. Significance of Issue
2.1.1. Gifted students, although possessing higher levels of intelligence than their peers, can be disadvantaged in the sense that they are not given the opportunity, to reach their full potential. If a gifted student's needs are not met, can lead to frustration, boredom, disinterested in content, resulting in underachievement
2.2. Assessment
2.2.1. Has Colin been Identified
2.2.2. Have any of the following assessments been administered or need to be: Intellectual testing, Achievement Testing, Supplementary Psychological Testing, Supplementary Psycho-Educational Testing
2.2.3. Evaluate any of the following: Strengths and limitations of supports for social and emotional development at school and home. Identify current provisions, determine priorities for improvement.
2.2.4. Parental Education. Are Colin's parents aware of his exceptionality? Do they understand his exceptionality? How do they react to Colin's exceptionalities
2.2.5. Does Colin show any, and to what degree, of the following emotional and behavioral traits: Emotional intensity, sensitivity to others' feelings and circumstances, empathy, unusually high or low energy level frustration when others talk too slowly or take too long to "get to the point", strong leadership qualities, enjoyment of solitude, daydreaming, or just thinking, tension, anxiety, poor organizational skills, emotional extremes
2.3. Strategies
2.3.1. Complete an assessments as required
2.3.2. Consultation with others in the school system as a member of the team.
2.3.3. Provide counselling with Colin, and parents in individual, group, and family settings
2.3.4. Provide information from assessments of Colin including information from other sources
2.3.5. Assist in implementing in-home training tools for Colin and provide his parents with information that will assist them fulfilling his educational, social and emotional needs
2.3.6. Assist in the implementation and delivery of accommodations provided to Colin, including IEP and assessment
2.3.7. Assist in finding peer groups, or support groups for Colin and his parents
2.3.8. Regular assessment based on consultations with the school, teachers, board, parents, and Colin
2.4. Plan of Action
2.4.1. Monitor and update progress with any stakeholders; teachers, principal, educational assistants, and parents
2.4.2. Continuous assessment and review of assessments by others
2.4.3. Review of IEP and adjust modifications and strategies as required
3. Deconstruction of Case - Group
3.1. Events leading up to Colin's assessment
3.1.1. Various behaviours were displayed that started as seemingly being "pranks".
3.1.2. 1. Planning to incapacitate buses at either end of line
3.1.3. 2. Convincing Kindergarten class to hide in janitors closet
3.1.4. 3. Soiled kleenex
3.1.5. 4. Soiled TP
3.1.6. 5. Cops after security system activation
3.1.7. 6. Fire alarm pulled
3.1.8. 7. Condom on announcement board
3.1.9. 8. Large order of pizza (not explicitly accredited to Colin though)
3.2. Observations in the classroom
3.2.1. Noticed by EA with experience in dealing with gifted students
3.2.2. Proven pattern of acting out
3.2.3. Maybe not relating to the content?
3.2.4. Becomes engaged when interested in content
3.2.5. Demonstrated by interpretation of last supper
3.2.6. When engaged in renaissance unit, the acting out ceased
3.2.7. Some Capers displayed a great degree of complexity
3.2.8. Some peers see Colin as entertaining others see him as irritating
3.2.9. Has a competitive nature to become a legend in the school
3.3. Category of Exceptionality: Intellectual, Giftedness.
3.3.1. Colin displayed many of the characteristics of Giftedness: deep curiosity, ability to grasp, retain and act on information, ability to work independently and take responsibility, considerable energy, well-developed capacity for abstract, complex and logical conceptualizations, imaginative, motivated/goal oriented and accelerated thought processes.
3.3.2. Enrichment Triad Model: Above Average Abilities, Creativity, and Task Commitment were all shown in his extra curricular activities (pranks).
3.4. Questions that came up
3.4.1. Why did it take take until grade 3 to figure out creativity?
3.4.2. What program would best suit him? Enrichment? Inclusive? Accelerated?
3.4.3. Possible Twice-exceptional Learner?
3.4.4. What resources will the teacher have to best meet Colins needs?
3.4.5. What would have happened if this "serendipitous" placement of this EA never occurred? Who would have recognized these traits?
3.5. Post Assessment action plan
3.5.1. Differentiate materials for more challenge
3.5.2. Use scaffolding to vary degree of guidance/support during instruction
3.5.3. Incorporate concepts of Universal Design to meet Colin's needs alongside the needs of his peers.
3.5.4. Differentiate the learning to appeal to Colins more creative side.
3.5.5. Use things like "choice boards" to allow Colin to work on projects that interest him and speak to his exceptionality.
3.5.6. Allow flexibility to move within and beyond product guidelines so Colin does not feel singled out but has the space to demonstrate his capabilities.
3.5.7. Offer mentorships to help build self-esteem and self-control.
3.5.8. Enrich existing activities for them
4. Principal- Brent Kostesky
4.1. Overview Of Circumstance
4.1.1. Colin was a legend in the school. Colin first became known because of his pranks. I have had many students over the years come through like Colin. One of my best educational assistants was very insistent on having Colin assessed. Good thing we did because Colin's results came back and he was off the scale, especially in creativity. We have decided that the best way to accommodate Colin was to keep him in a regular class with support. It is a lot of work for Colin's classroom teacher. The in-school team is working hard to keep Colin challenged!
4.2. Strategies
4.2.1. Need to gather team together
4.2.2. Discuss with in-school team what amount of resources are avaiable
4.2.3. Early on needs of identifying Colin
4.2.4. Have Colin assessed
4.3. Plan of Action
4.3.1. In-school team needs to look at assessment very closely as to how to accommodate Colin
4.3.2. If Colin has not been officially assessed, he needs to be
4.3.3. In the future Colin may need to be moved to another class
4.3.4. How will the in-school team work to ensure Colin stays engaged into the future.
4.3.5. Once Colin is assesed we will need to do our best at implementing his IEP
4.3.6. Determine budget for implementing Colin's IEP
4.4. Ideas
4.4.1. Possible to send Colin to a 1 day a week for enrichment trial for 3 months
4.4.2. If enrichment trial is successful we will need to implement possibly a weekly Enrichment day for Colin
4.4.3. Meet with the parents after assessment to move forward with the IEP plan
4.5. Final thoughts about Colin. We as a team need to meet his needs and ensure that he is challenged. I have a good in-team school and Colin is very smart. We need to step up and make sure that Colin doesn't fall through the cracks.
5. Bethany Hussey - Student
5.1. Significance of Issue
5.1.1. Hello, it's me Colin, I'm an 8 year old boy in grade 3. I like a good challenge but in this thing called school it's far from a challenge for me. We review our A B C's and 1 2 3's, while Bobby over there picks his nose and Abby's always showing off her Barbie Dolls. When are we ever going to learn something fun and challenging? I'm getting bored over here and need something to do because I finished all my work. Bobby needs some new entertainment to save his brain and we all need to drown out Abby and her dolls. Another prank in action coming up. So I came in with a bang last year, pulled a couple pranks around here that sparked some attention, even had the cops show up. I'm known as a legend, my friends think I'm funny and entertaining, the teachers ...not so much. I'm pretty sure the teachers are getting irritated with me because for a little bit they thought I was funny now I just keep getting in trouble. You would think they'd give me some credit to the authenticity of my pranks but no instead it's, "Colin out in the hall!", "Colin off to the principal's office!" and then there's Mom and Dad "Colin no XBOX for a month!". I need to live up to my name for this new school year, as I can assume the teachers aren't going to keep me challenged. To my surprise the teacher and EA introduced a new unit about Renaissance art. Now this is fun and exciting! I created a mural replicating some old ancient guy named da Vinci and blew the minds of everyone. I enjoy this kind of thing it keeps me busy, challenged and out of trouble, Mom and Dad even said they were proud of me! Turns out the teacher and EA had me tested and I'm what they would call a creative genius in disguise. I could've told them that but I didn't want to let the secret out. From what they tell me I'm going to get some kind of help to keep me challenged, engaged and out of trouble. I'm going to hold them to it or I'll just have to revert back to my pranks.
5.2. My Feelings
5.2.1. Bored
5.2.2. Frustrated
5.2.3. Impatient
5.2.4. Unaccepted because of my talents
5.2.5. Underappreciated by the level of creativity associated with my pranks
5.3. My Likes
5.3.1. I like creating and building projects
5.3.2. I like Renaissance Art.
5.3.3. I don't like learning things that I'm not interested in.
5.3.4. I like making my friends laugh and the teachers laugh.
5.3.5. I like when everyone praises me for the good work I do.
5.4. Action/Proposal
5.4.1. If the teachers can give me more challenging work to do then maybe I will slow my pranks down. Sometimes though adults lie, so I'm going to hold them to their promises to not let me down.
6. Chris Horsfall - Teacher
6.1. Summary of Perspective: Colin's Teacher is overwhelmed with him; his antics are only escalating and they feel poorly equipped to help him. Fortunately the EA in their classroom has some valuable insight that is proving effective in engaging Colin and figuring out what is going on with him. Colin is incredibly creative and we've discovered that he has an interest in art and excels in creativity. When Colin was engaged in his artistic outlets, the antics stopped and Colin was a model student. The process has now been started to figure out how to best integrate Colin into a regular classroom and address the special needs of Colin's giftedness.
6.2. Brainstorming
6.2.1. Significance of Issue
6.2.1.1. Colin is causing significant disruption in the school and his classroom. He is bored and as such manifests his energy and frustration in mischievous ways. This is not only disrupting Colin's education, but also that of other students.
6.2.2. Feeling
6.2.2.1. Frustration: Nothin seems to engage this student. How can I help this student succeed?
6.2.2.2. Helpless: What resources are available to help Colin?
6.2.2.3. Engaging the student: Will anything I teach interest him and make him effectively apply himself?
6.2.2.4. Overwhelmed: Dealing with exceptional students is not a simple situation. I am unsure of what resources are available to me
6.2.2.5. Summary of Feelings: As Colin's teacher I would feel incredibly overwhelmed bordering on helpless. This is an ongoing issue that is only getting worse, something needs to be done to enable this student to succeed and not rob his classmates of a chance for success. I will look into and explore various options available to me.
6.2.3. Strategies/Approach
6.2.3.1. Differentiate material for Colin to better engage
6.2.3.1.1. What materials will challenge Colin?
6.2.3.1.2. What materials will Engage Colin?
6.2.3.2. Differentiate assignments
6.2.3.2.1. Nurture and encourage Colin's creativity in productive outlets.
6.2.3.2.2. Let an engaged Colin positively influence the class and school
6.2.3.2.3. What assignments can I tailor to suit Colin?
6.2.3.3. Once giftedness discovered, pursue
6.2.3.3.1. Bring Colin's potential giftedness to Principal's attention.
6.2.3.3.2. Refer to in school team for assistance with potential exceptionality.
6.2.3.3.3. Ensure Colin is assessed so as to gain a better understanding of his needs.
6.2.3.3.4. Will it go to IPRC and have a formal IEP developed?
6.2.3.3.5. Collect examples that highlight Colin's gift, build a portfolio for the in-school team or any assessors to refer to.
6.2.3.3.6. Summary of Strategies: I would start by pursuing some of the options readily available to me in my classroom. Differentiate instruction and tailor some more challenging assignments toward Colin. Collect copies of his work and form a portfolio that the in-school panel can use to help develop a plan of action for Colin.
6.2.4. Response
6.2.4.1. When engaged in renaissance assignment/unit acting out stopped.
6.2.4.2. Colin shows a natural aptitude for visual art and creativity
6.2.5. Plan of action/Proposed solution
6.2.5.1. Follow plan laid out by in school team
6.2.5.2. Plans in motion to accommodate colin in regular classroom
6.2.5.3. Differentiate instruction and tasks to engage Colin.
6.2.5.4. Summary of Action/Proposed Solution: Start by ensuring all due process is followed from my end. Ensuring everything ready for in-school panel and co-operating as needed. Ensure classroom is open and welcoming to any supports staff or assessors that need access. In the interim while awaiting formalized plan, continue to follow diffentiated practices to better challenge and engage Colin.
7. Ellie Geronikolos - Parent
7.1. Significance of Issue
7.1.1. This issue is significant for me as this is my child whom I love and have only ever wanted the best for, since he was born. The behaviours he's displaying at school (and most likely home) signify to me that theres a problem, and I feel helpless on how to solve it. It is my role as a parent to make sure that his needs are being met on a daily basis and that I am guiding him into becoming a positive member of society. I did not know why he was disrupting the school environment, and now that there seems to be a clearer picture I am still blurry on what needs to be done. I do not know how to be an ally in his learning and keep school and home life consistent.
7.2. Feeling
7.2.1. Originally I felt frustrated that the school was not understanding my child and I was only ever hearing from them when he did something negative.
7.2.2. I kept asking myself "why can't my child follow the rules"?
7.2.3. I want to know how the teacher/staff are challenging him.
7.2.4. I also kept wondering if something was wrong with him and that thought was crippling me with worry.
7.2.5. Frustrated/Tired from trying to help him with his behaviour all these years and not having an answer as to why he was doing all these pranks.
7.2.6. Feeling helpless because I don't know how to support him and don't have a background in education/psychology.
7.2.7. I was also looking to blame someone for why he was seemingly always misbehaving. I think I was just trying to find reason.
7.2.8. I would want to be involved in what methods are being used so that I could support them at home.
7.2.9. Overall I want to be informed and I want to be an active participant in the planning and have my ideas heard.
7.3. Response
7.3.1. I felt relief that the assessment was done and they were able to identify what it is that he needs.
7.3.2. I am now pushing more for Colin to get the programming that he deserves.
7.3.3. I am also doing a lot more research on my own which is good but I also should be careful because the internet has a lot of misinformation.
7.3.4. A lot of the misconceptions of someone who is gifted (they work harder than their peers, they have stable/absolute characteristics/they are easy to identify) all make sense now as I was so confused for so long.
7.3.5. A lot of the characteristics of giftedness now also make more sense when I think about the ways he would get himself in trouble. His creativity knows no bounds and he has so many amazing ideas, he just needs help channeling them and stimulating them.
7.4. Plan of Action/Proposed Solution
7.4.1. As the parent it is my responsibility to be his number one champion. I am always in his corner.
7.4.2. Have a meeting with teacher, principle and any other parties involved to work on a plan together.
7.4.3. In this meeting ensure transparency and ask exactly what you want from the school community.
7.4.4. Seek advice from medical professionals (i.e family doctor).
7.4.5. Take all the information to the meeting with the school community.
7.4.6. Have an open and honest dialogue with all the parties and come up with a plan that best serves Colin.
7.4.7. Allow Colin to be a part of the meeting so that he is not a bystander in his own life and that he learns that his voice matters.
7.4.8. The most important thing for me is that he feels valued and challenged at school and at home.
7.4.9. If he is intrigued by Renaissance Art then I can incorporate his interests at home too.
7.4.10. Whatever decision is made, ensure there is consistency at home and school.
7.5. Summary of Perspective
7.5.1. Overall, my main focus is how I will best champion my son. I may not know a lot about teaching or about child psychology, but I know my son. I too believed that he was simply misbehaving. I asked myself what I could do to help and was constantly searching for an answer or a solution. I wanted a button that I could press and all the "issues" would disappear. I am so grateful and indebted to the team of people that truly took the time to understand Colin. Because of them, we are able to see that Colin has an exceptionality and that he learns uniquely. Armed with this information I am now ready to listen to the experts and hold my place in the room full of people that care about Colin and his future. Together we will come up with a plan that takes his thoughts and feelings into consideration, as well as his learning potential. As his parent I will encourage him everyday and take notice of what educators do, and try and emulate it at home. Working as a team, I have confidence that Colin will feel stimulated and excited to learn in the classroom.