Continue Regular Monitoring, A learner who usually participates actively has been unusually quiet and reserved for the past three consecutive days., A learner frequently misplaces their notebook or pencil but manages to complete their classwork on time when given spares., A learner has started putting their head down on the desk during independent reading time, though they still complete their homework., A learner shows a minor, temporary dip in math quiz grades immediately following a known stressful event at home (e.g., moving houses)., A learner avoids eye contact and isolates themselves during group work, preferring to work alone, but submits high-quality individual work., Needs Immediate Intervention, A learner scores below the passing threshold on three consecutive weekly formative assessments despite receiving tier-1 whole-class instruction., A learner reads at a fluency and comprehension level that is two or more grade levels below their current placement., A leaarner exhibits a sudden, drastic spike in unexcused absences, missing four out of five school days this week., A learner consistently struggles with emotional regulation, resulting in daily outbursts that disrupt the learning environment for peers., A learner is completely unable to master foundational phonics skills (e.g., blending simple CVC words) halfway through the school year., A learner cannot follow simple two-step verbal directions even when paired with visual cues and physical modeling., A learner consistently fails to clear the baseline screening benchmarks for math fluency (e.g., multi-digit addition/subtraction) after two rounds of targeted small-group review.

Find the Learner in Need

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