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Jenny, a student at Sycamore Elementary School, has been struggling academically particularly in reading. She was assessed using DIBELS testing which showed deficits in phoneme segmentation fluency and nonsense word fluency, indicating she needed additional support. Jenny received tier 2 interventions including small group work on nonsense words and oral reading fluency. While her scores improved slightly, her grades continued falling and absences rising. Final testing still showed risk areas. Due to ongoin

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api-303071118

Language

EN