Katie is a 5th grade student in an urban school district and qualifies for special education because of a specific learning disability, called dyslexia. Katie entered special education in third grade after her parents and teachers became concerned about slow progress in her reading fluency, comprehension, and writing skills. Although her reading pace is slower than her peers, intervention has significantly improved Katie’s reading comprehension—more than two years’ progress in one academic year. Her writing ability is currently at approximately a 3th-grade level. She is still working to improve her skills in conventions of writing. Spelling, punctuation, and grammar are all difficult for her. When given the opportunity to express her knowledge orally, Katie performs at or above her grade level in all subject areas. In fact, Katie qualifies for gifted education in the district as well. Katie struggles with the mechanics of writing as well as expressing her thoughts fully and clearly when writing. Katie receives intervention targeting her writing within the general education classroom as well as in a learning resources classroom for one hour each week.