Midway through the year, a second-grade teacher convenes a student success team to plan additional support for a student who is performing somewhat below grade-level standards in reading. Other members of the team include the student and her parents, another teacher who works closely with the student, and a school administrator. In the context of developing an improvement plan for the student, which of the following pieces of information would be most important for the teacher to communicate to the
success team?
A. A comparison of the student's reading skills with those of her peers who are performing at grade level.
B. A list of each of the formal and informal reading assessments that the student has taken so far during
this school year.
C. A list of appropriate formal reading assessments that could be used for the student's summative evaluations.
D. A description of the student's assessed strengths and weaknesses that could serve as a foundation for
addressing her needs.