You're circulating during independent work time. Two students near the back are talking quietly — not disruptive, just quieter than usual. As you pass, you catch a fragment: one student says something like "…he does that every time, it's not a big deal," and the other goes quiet when she notices you.

You don't have the full conversation. You don't know if "he" is a parent, a sibling, another student, or someone else. The tone wasn't panicked — more resigned than upset.

Later in the period, you find a quiet moment and check in with her one-on-one. She says: "It's fine, I don't want to talk about it."

You now have what you need — what you overheard, and what the student told you in the check-in. The next step is how you record it and route it.

The takeaway. Reasonable suspicion ≠ certainty. The standard is met by what you observed and were told — not by a full picture.

The teacher's job is notice → private check-in → prompt, factual documentation → handoff to the right channel. Not investigation. Not confirmation. Not silence.