Supporting Students After
Instruction
Why do students continue to
struggle?
Work in groups of four to develop and
categorize a list of possible reasons for the
following:
Even after you have supported students
prior to the lesson, provided them with
targeted intervention during the lesson, you
still have a handful of students who do not
understand the concepts or still cannot
demonstrate mastery of the required skills.
Categorize your list
Academic use remediation alone
Remediation and behavior
management
What is Remediation?
• Acceleration was offered before students
started the unit of study.
• Intervention was offered during the
instruction.
• Remediation is an opportunity to provide
additional support to those students who
still do not understand key concepts in
spite of attempts to support them.
Two Types of Remediation
• Short-term remediation is designed to get
students ready for the summative
assessment.
• Ongoing remediation focuses on longtermed skill development to address large
gaps in background knowledge or basic
skills.
• All remediation usually occurs outside the
classroom.
What do You Remediate?
• Not everything being taught needs to be
remediated. Skills taught again in later units
or “nice-to-knows” that are not essential to
mastery may not be necessary.
• Material that makes up a substantial part of
the assessment content or skills.
• Material that is critical to the next unit or
later units or study.
• Specific concepts with which the student
struggles.
Who do You Remediate?
• Constantly analyze formative data to
determine students with deficits in their
learning.
• Determine all students close to mastery.
• Determine students who need intensive
remediation.
• Students who struggle with context(test
structure) rather than content.
Selecting Remediation Strategies
• Working in your group of four read the
following statement and make a list of
possible remediation strategies your teachers
could choose from.
• Selecting effective remediation strategies
requires that at teacher find out as much as
they can about why a student is still
struggling. Students don’t have to be retaught all the material, they probably have
gaps in understanding that have prevented
them from grasping key concepts.
Error Analysis
• Have student review first assessments to
analyze errors.
• Determine and present probable causes of
error.
• Determine how to prevent this error in the
future.
• Students should present an error analysis
before they can retest.
Reteach
• Teach concepts the students don’t
understand a different way.
• Focus on only the key concepts and skills
students need to know.
• Re-teaching should occur shortly after a
students’ assessment shows they did not
understand much of the material.
• Teaching should be different than regular
instruction.
• Should not create additional work for
students.
Tutoring
• Can use teacher or peer tutoring or both.
• Should help students develop specific
skills.
• Should target the learning task with which
they are struggling.
• Should be temporary.
• Electronic or on-line tutorials can be used.
Additional Practice
• Not drill and kill!
• Practice should focus on helping students
develop fluency and proficiency.
• Practice should be distributed over a
period of time. Use several sessions.
• Should be meaningful
• Should be short
• Should have built in feedback.
Organization and Study Habits
• If poor performance is due to poor learning
habits, the remediation may need to focus on
this.
• Work on learning strategies
• Work on organization of notebooks, notetaking strategies.
• Teach them how to use graphic organizers.
• Allow them to retake the assessment after
they have applied these new strategies.
Alternative Instructional Strategies
Match students best learning style.
Hands-on verses lecture.
Working with a partner or small group.
Breaking information down into small
learning targets and teaching small chunks
at a time.
• Remediation is not simply going over the
material more slowly. Its teaching
concepts a different way.
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Reassessing
• After providing the corrective action.
• Reassess to improve learning not grades.
• Reassess only when it helps students learn
information they need to move on.
• Reassess in a new or different format, as
applicable.
• Reassess as close to the original
assessment as possible.
Next Step: Pyramid of Intervention
• Next principal’s meeting bring with you
your school’s plan of intervention.
• We will discuss the pyramid of
intervention.
• We will use the tuning protocol to tune
your schools intervention plan.
• Review the Georgia Student Achievement
Pyramid of Interventions before the next
meeting.