Remedial education program (REP)

What is REP?

The Remedial Education Program (REP) is designed for students in grades 6-12 who have been identified as having deficiencies in reading, writing, and/or math. The program provides instruction in basic skills, including reading, mathematics, and writing. Students qualify for the program based on a minimum of two standardized (i.e., GMAS) and normed scores (i.e., MAP Growth) or a failing course in the previous semester. 

REP students in grades 9-12 can earn course credit in English or Mathematics if the instructional content follows the 9-12 state-adopted standards/curriculum. Henry County Schools, in conjunction with guidance from the Georgia Department of Education, has a rigorous, data-driven process for determining whether students will benefit from interventions through REP. The purpose of REP is to address specific academic skills deficits; determining academic risk is a key component of REP. There are three models of REP:

How are students selected?

Students are placed in the REP program based on a variety of reading, writing, and math student data, including results from local and/or state assessments, MTSS tier status, teacher recommendations, or other indicators of performance below grade level.

Program Structure

The program design is developed in coordination with regular instruction and other educational programs. Instruction provided through the Remedial Education Program must go beyond general education instruction. To address a specific academic skill, interventions and progress monitoring target the deficit, and data collection methods monitor the intervention's impact over time. The development and evaluation of the program involve teachers, administrators, and parents at the school level.

Staff

The Remedial Education Program is staffed by certified teachers using research and evidence-based resources to support students with diverse needs and abilities. 

Delivery Models

Each participating school selects the delivery model(s) to be used. The district and state-approved models are: 

• Reduced Class Size: Students receive instruction for a minimum of 50 minutes from a certified teacher designated as a REP teacher in a class with general education students. 

• Augmented Class Model: A state-certified REP teacher pushes into the classroom with a regular education teacher to provide instruction for a minimum of 50 minutes per segment daily.

• Parallel Block Scheduling: Students are provided daily instruction in two-hour blocks. Students receive direct instruction from a state-certified teacher for a minimum of 60 minutes, and at least one hour is dedicated to small-group instruction.

• Innovative Model: With district approval, using a certified teacher designated as an REP teacher, schools may design a unique model to support students.

Class Size

A class for REP must follow Class Size Rules in the GaDOE state guidance.

IBenefits

In addition to the Tier 1 instruction, students receiving REP supports receive:

• Targeted intervention by a certified teacher

• Additional small group instruction

• Additional instructional research and evidence-based resources

Your Rights & Role for REP

Your primary right is the right to be a partner and to be informed.

• Notification: Your child's teacher should be your primary point of contact. They will notify you of their concerns and let you know that your child will be receiving this extra support.

• Consent: Because REP is a general education intervention and not special education, the school is not required to get your written consent for your child to participate. However, they must keep you informed.

• Refusal: If you have concerns about your child being in REP, you should immediately schedule a meeting with the teacher to discuss your reasons and understand the school's data. You may refuse this support at any time. 

REP services vary based on the specific needs of the students identified, the school, and staffing capacity.