Sl No Student Name Parent Name

1 Naksha

Underlying factors that

contribute to their slow
Learning Process learning
· Difficulty with understanding basic concepts · Poor nutrition or health

· Lack of stimulation or
· Need for repeated explanations and practice
enrichment

· Emotional or behavioral
· Difficulty with complex instructions
problems

· Lack of fluency in reading or writing skills · Family or social issues

· Cultural or linguistic
· Need for additional time to complete tasks
barriers
· Inadequate or
· Difficulty with expressing themselves clearly
inappropriate instruction

· Low motivation or engagement in learning

· Limited memory retention

· Difficulty with abstract concepts or critical

thinking

· Performance below grade-level expectations

 Initial Inputs Received Academic Performance

Not started as the child is in

Ist Std .
Child can identify the small
letter alphabets but cannot
write .
Child not comfortable sitting in the Child is able to say numbers
class. from 1 to 10 but cannot
Child continiously crying. write

Difficulty with understanding basic

Sslow Learners concepts
· Fall behind their peers academically and socially · Number sense and operations

· Develop low self-esteem and confidence · Letter recognition and phonics

· Experience frustration and anxiety · Shapes and colors

· Develop negative attitudes towards learning · Time and space

· Drop out of school or underachieve in life · Cause and effect

· Classification and comparison

 Retention Rate Engagement

Informal or formal assessments, Complex instructions

· Observing students’ responses and · Observing students’ reactions and actions when
behaviors during lessons and activities given instructions
· Asking students to explain or
demonstrate their understanding of · Asking students to repeat or paraphrase instructions
concepts
· Using quizzes, tests, or worksheets · Using visual aids, gestures, or examples to clarify
to check students’ knowledge and skills instructions
· Using rubrics, checklists, or
· Using checklists, timers, or calendars to help
portfolios to document students’ progress
students manage tasks
and achievements
2. Do students need repeated
explanations and practice?

· Processing and retaining information

· Applying and transferring

knowledge

· Generalizing and synthesizing ideas

· Solving problems and making

decisions
· Observing students’ participation
and performance during lessons and
activities
· Asking students to summarize or
review what they have learned
· Using feedback, scaffolding, or
modeling to guide students’ learning
· Using drills, games, or simulations to
reinforce students’ learning
3. Do students exhibit difficulty with
complex instructions?
· Listening and comprehending oral
instructions
· Reading and understanding written
instructions
· Organizing and sequencing
information
· Planning and executing tasks
 Improvement Plan
Teacher
Progress and Completion for Particular
Observation
student

Fluency in reading or writing skills?

· Decoding and encoding words

· Comprehending and producing texts

· Expanding and enriching vocabulary

· Applying and following grammar and spelling rules

· Observing students’ reading or writing behaviors and strategies

· Asking students to read aloud or write on demand

· Using running records, fluency tests, or writing samples to measure

students’ accuracy and speed
· Using inventories, surveys, or interviews to assess students’
attitudes and interests