Remediation for Students Who are Behind

 July 6, 2020

This year, the COVID-19 pandemic brought the ebb and flow of
education to a screeching halt, forcing schools around the world to
initiate remote learning at a moment’s notice. Like the superheroes we
are, teachers adapted with little time, and some with limited resources at
their disposal. Despite the laudable adaptability of educators across the
globe, we must all face the fact that when school resumes students will
likely be farther behind than ever. Between lost instructional time,
technology access inequities, and the trauma of a pandemic, more
students than ever will present deficits when the fall semester begins. As
we dust off our capes to resume hero work in our (physical or virtual)
classrooms this fall, here are some strategies that can help you
remediate for students who will start the year behind academically. 

Differentiation 

Differentiation is the education buzzword that many teachers have

heard frequently over their careers. Yet and still, a discussion about
remediation without differentiation will make remediation efforts
ineffective. Differentiation is the foundation upon which remediation
rests. In order to support students who are behind, you must first
understand and accommodate for that student’s unique needs. In a more
practical sense, you will need to assess the student to determine
strengths and weaknesses; then use this assessment to influence
differentiation of content, process, or product. Furthermore, by providing
the supports outlined below as part of a remediation plan, you will be
implementing differentiation in your classroom.

Gradual Release 
The Gradual Release of Responsibility model is a strategy that many
teachers implement, sometimes even unknowingly. Using this model of
instruction, teachers navigate through decreasing levels of support,
guiding students toward full independence with a skill. The first tier of
gradual release is typically teacher modeling followed by guided
instruction, student collaboration, and finally independence. When
working with students who are behind, you may have to extend their time
on any of the first three tiers to remediate learning. For example: while
some students can work collaboratively to achieve a skill, others may still
need guided instruction from the teacher in a small group. In order to
move students through the gradual release model at differentiated
speeds, you must be strategic about student grouping.

Homogeneous and Heterogeneous Grouping

When grouping students strategically, there are two main types of

groups: homogeneous and heterogeneous. Each of these groups can be
useful for remediation given the circumstance. Homogeneous groups
feature students with similar academic levels while heterogeneous
groups feature students with mixed ability levels.

During the gradual release scenario above, for example, a teacher

should form a homogeneous group of students who are behind with
mastering the concept at hand so that they can continue with guided
instruction while other students move on to collaboration. Teachers can
also use heterogeneous groups for remediation, however. For example,
teachers may group struggling students with more advanced students to
facilitate peer tutoring and sharing of knowledge.

Create Tiered Assignments

Tiered assignments allow students to exercise a skill or skillset in
different ways based upon ability level. In order to create an effective
tiered assignment, you must assess students to determine their
readiness for a task. Using data from your formative or summative
assessment, you should create 2-3 versions of a task to distribute to
students. In a tiered writing assessment, for example, tier one students
might summarize two sources while tier two students compare/contrast
the sources, and tier three students evaluate or critique the sources.
When developing tiered assignments, it is important that you do not
place students in default groups. Students’ ability can shift with each
task; thus, you should have specific data that influences your placements
for each tiered assignment.

Maximize Anchor Charts

Anchor charts are a useful addition to any classroom and can enhance
your remediation. When students come into your classroom without the
necessary foundational knowledge, these gaps are perfect opportunities
to create anchor charts that work. For example, although your ninth-
grade algebra students should be familiar with the order of operations,
having an anchor chart to support those students who don’t have this
concept stored as prior knowledge will be very helpful. Seeing these
charts daily and referencing them as needed will help your students
commit the information to memory. The bonus is that you can direct
students to the chart instead of repeating information multiple times.
Even your auditory and tactile learners can benefit from anchor charts
by reading the information out loud or finger tracing.

When to Solicit Outside Resources 

Sometimes remediation within the classroom is not enough to help a

student make progress because the student may have specific learning
disabilities or other exceptionality that is a hindrance to growth. If you
notice that remediation efforts are unsuccessful and you feel the student
may need more support than you can provide within the classroom, you
should request to initiate the student’s response to intervention (RTI)
process. Through this process, students will receive interventions as
determined by the student’s RTI team and possibly qualify for special
education services. If the student who needs remediation is already a
special education student or is in the RTI process, you should reach out
to the student’s RTI or IEP team to determine how the student’s
interventions or accommodations can be altered to meet his/her needs.

Implementing remediation strategies for students who are behind or

students with learning disabilities is a challenging endeavor that requires
patience and understanding. As we enter the uncharted waters of a new
school year during a pandemic, be proactive about remediation while
also extending yourself some grace as you navigate this new normal in
the classroom. Remember to maintain a growth mindset and use tools to
help you understand your students’ unique needs.