What might indicate that a student is eligible for mild intervention services?

The indication that a student may be eligible for mild intervention services is reflected in their persistent academic struggles despite receiving adequate support. This suggests that the student is not benefiting from standard instructional practices and may require additional assistance tailored to their specific needs to help them succeed academically. Persistent difficulties can manifest in various ways, such as failing grades, incomplete assignments, or disengagement in the classroom, indicating that conventional approaches have not been effective.

The other options, while potentially positive attributes, do not signify the need for intervention. Excellent behavioral records and positive feedback from all teachers suggest that the student is performing well socially and behaviorally, while high grades in all subjects indicate academic success. In contrast, the identification for mild intervention services is grounded in a student's ongoing struggles, emphasizing the need for targeted strategies and support to improve their educational experience.