ABSTRACT
This chapter introduces Sammy, a first-grade student who had grade-level phonemic awareness skills but struggled with phonics, sight words, and decoding. He was also experiencing difficulty with acting out in class that caused the teacher to create social, emotional, and physical goals. The teacher worked closely with an interprofessional team consisting of the Social Worker, the Occupational Therapist, and a paraprofessional. Together the data-based decision-making plan that was implemented supported Sammy’s progress to become a reader who learned to more successfully apply phonics skills, manage his behavior, and develop positive social skills.
