classic track horse race play by play announcing into-total fluke, during bank robbers, scaffold paint thinner towel lands on wonderwoman, acts as chloroform, -she's sold, royal lackeys prepare transport to take her to their nation where females are seen and not heard!-oppressed, for the lackey's sultan who wants www for his harem bride, dianah must ware off chloroform effect, untie herself grom the ropes, she can barely make a sound, her cleave gag has been pulled real super tight! Dianah must remove it from her mouth so she can talk on her wrist radio to=JUSTICE LEAGUE, she must get out of degrading footwear and lingerie that royal handmaidens have dressed her in, put back on-superhero attire, escape from being locked up in the back room, and stop! an atomic bomb across town in time!

turn horse track race play by play announcing into-wonderwoman must wear off chloroform, untie herself from the ropes, remove real super tight cleave mouth gag, escape from being locked up in the backr room and, stop! a nuclear bomb across town in time1

Zeina is a third grader attending Barbara Cockrell elementary. She meets criteria for the disability condition of Specific Learning Disabilities in Math Calculation, Written Expression. Zeina Zeina at beginning of school year was a BAS level K and now she currently is reading on a BAS level L. Zeina scored in the Below Average range for comprehension. Her accuracy, rate, and fluency scores also fell in the average range. As text difficulty increased, Zeina made increasing errors with word reading. As a result, her ability to respond to comprehension questions decreased. She struggled with understanding some of the language in the stories which decreased her comprehension. She responded with literal answers. Zeina exhibits average abilities in reading and reading comprehension. She exhibits weaknesses in Writing and Math. Zeina meets TEA Eligibility criteria as a student with a Specific Learning Disability in the areas of Math Calculation and Written Expression. Her difficulties with long term memory and short term memory impact her ability to write grade level material as well as retain information related to math calculation. Zeina has had great difficulty meeting expectations on district, campus and state assessments as evidenced by her performance data above. On the KTEA-3, results showed that Zeina obtained a standard score of 78 on the Written Language Composite, and she obtained a standard score of 86on the Math Composite. Further, she has a history of inconsistent academic performance throughout her schooling. Zeina has specific weaknesses in Long-Term Retrieval (Glr), Short-Term Memory (Gsm), an Auditory Processing (Ga). These are combined to create the Inhibiting Cognitive Composite (ICC) which is 68 and represents an aggregate of processing weaknesses. Zeina has intact cognitive abilities in Comprehension Knowledge (Gc), Fluid Reasoning (Gf), Visual Processing (Gv), and Processing Speed (Gs). These are combined to create the Facilitating Cognitive Composite (FCC), which is 90. Therefore, Zeina does have average ability to learn when the attenuating aspects of her profile are removed. Teachers state, Zeina struggles with reading comprehension across all genres. Zeina uses high frequency words in her writing. She follows directions, is on task and works independently. A deficit in Auditory Processing (Ga) reflects difficulty with hearing the distinct sounds that make-up words. This means that a student will have difficulty learning phonics and applying those skills. Results indicate that a student may have difficulties reading words in isolation and decoding unfamiliar words. This will affect the Zeina’s ability to read, comprehend, and spell words at grade level. A deficit in Long-Term Retrieval (Glr) affects a person's ability to store and retrieve information through association. This is not to be confused with the amount of information available. A deficit in this area can impact Zeina’s ability to remember sound/letter association, comprehend non-fiction material, and make connections to past text read. In addition, a deficit in Short-Term Memory (Gsm) affects a person’s ability to apprehend and hold information in immediate awareness and then use it or manipulate it to carry out a goal. This can impact a students ability to decode multisyllabic words and/or orally retell or paraphrase what one has read.