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Marlon, a 7th grade student, is new to the district and has demonstrated reading difficulties since his arrival. He took a universal screening assessment in reading during the first week of school and scored at the 11th percentile compared to his same-age peers. Because of this low performance, his English teacher placed him in a small, needs-based group that met with her three times a week. In addition, the science and social studies teachers preview content with Marlon and discuss his responses on anticipation guides.
The school's fall benchmark assessment, the Analytic Reading Inventory, further confirms that he is reading well below grade level. The English teacher begins working with Marlon twice a week and gathers more assessment data, including curriculum-based measurements of oral reading fluency. A collaborative team, including Marlon's mother, meets regularly to discuss Marlon's progress. By the winter, Marlon makes some progress, but it is not enough to ensure his success. The reading specialist begins providing individual instruction to Marlon three times a week and collects detailed reading information, including his score on the Qualitative Reading Inventory, in order to further understand where his reading difficulties lay. The team continues to meet with Marlon's mother, sometimes over the telephone, to keep her apprised of Marlon's progress.