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Ruby is a kindergarten student who seems preoccupied when academic activities end and has a short attention span. According to classroom assessment results, she is meeting standards. However, her work is generally incomplete or poorly done.

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Johnny is in 1st grade. He cannot read many words and has poor number skills. His verbal skills are good, and he shows above-average skills in drawing and art. He has recently become more uncooperative and will throw down his pen or crumple up paper when frustrated with the work.

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Tony is a 3rd-grade student who shows an interest in practical areas such as sports and helping out as the class monitor. Academically, his report card shows that he needs support. However, he disengages and shuts down when work requires reading and/or writing. He has made comments about work being too challenging for him.

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Bobby is a 5th-grader. Academically, he functions on grade level but spends much time at the back of the class drawing in the back of his books. When asked to get to work, he picks up a pen but does not complete any work. Left alone he is not a problem for the rest of the class although some students are now asking why he is allowed to do nothing.

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Gemma is a 7th-grader. She does not interact with other students, engage in class discussion, or any informal communication with you. She attends class, submits modest work, and has a low profile in class. Her interactions with others outside the classroom indicate that she is friendly but reserved.

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Jack is an 8th-grader who seems disinterested in school. He is unmotivated to complete work and spends much time at the back of the class on his Chromebook. The only time he seems interested is when he can work in a small group or with a partner.