Upon review of the evidence, the student demonstrates multiple clear indicators consistent with dyslexia. These include difficulties with phonological processing, reading fluency, and accurate word recognition.

Student is showing identification of initial sounds in words, is able to spell common HFW and some CVC words.

Weaknesses

Avoids reading activities, lack of phonics rules knowledge for his grade level, showed a great difficulty in writing activities meaning there is a possibility for dysgraphia.

particularly in word recognition, decoding, and reading fluency, despite receiving targeted instruction. 

His performance patterns are consistent with characteristics of dyslexia, showing both unexpected difficulty in reading compared to his overall cognitive abilities 

and slow progress even with intervention.

If he qualifies for dyslexia services, I would recommend beginning with structured, multisensory, explicit phonics instruction paired with ongoing fluency practice and comprehension support. 

Progress monitoring would focus on accuracy, rate, and application of decoding strategies, with adjustments made as needed based on his growth. 

In the MDT meeting, I would share that Jordan’s profile aligns with dyslexia, emphasize that early and intensive intervention is critical, and collaborate with the team to ensure supports are consistent across settings so he can develop the reading skills necessary for academic success.

I believe that Jordan would meet the criteria for a student with dyslexia. The criterion I based this on are his grades, testing score, family history, and overall behavior.

The MDT determined that according to the data Jordan qualifies for support and services as a student with dyslexia under the category of Specific Learning Disability.