In which phase of addressing student needs would early identification and intervention occur?

Early identification and intervention are critical components in the educational process, particularly for students who may require additional support. Addressing student needs begins before any formal tiered interventions are implemented. This initial phase includes the proactive identification of at-risk students and the implementation of preventive measures tailored to support them before they encounter more significant difficulties.

By focusing on early identification, educators can recognize potential challenges early on, allowing for timely interventions that can significantly improve outcomes for students. This proactive approach not only mitigates the escalation of issues but also fosters a supportive learning environment. Once a student's needs are identified early, appropriate resources or strategies can be applied promptly, enhancing the likelihood of success as they progress through their educational journey.

While other phases, such as ongoing monitoring and assessment, play important roles in tracking student progress and modifying interventions, the early identification and intervention fundamentally occur prior to these tiers. This groundwork sets the stage for effective support throughout all subsequent steps in the educational process.