Prepare and implement remedial programs for students requiring extra help.

“Prepare and implement remedial programs for students requiring extra help.” is a core task performed by Kindergarten Teachers, Except Special Education. Among the occupation's 37 rated tasks, workers place it 29th by importance (#9 most important). About 100% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Develop educational programs, plans, or procedures. in Thinking Creatively

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E2. Exposure with tools — software built on top of a language model (not the model alone) could cut the time by at least half.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.50. Automation potential label: T2.

How AI is actually used on this kind of task

The Anthropic Economic Index observes how people actually use AI on tasks like this one across millions of real conversations.

• 0.019% share of AI-use records mapped to this task
• 94% of interactions still needed a human in the loop

Observed AI use describes people choosing to use AI as a tool on this kind of task today. It is augmentation and assistance, not a measure of jobs replaced.

Other tasks in this occupation

• Establish and enforce rules for behavior and policies and procedures to maintain order among students. · importance 4.7
• Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. · importance 4.7
• Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. · importance 4.6
• Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. · importance 4.6
• Demonstrate activities to children. · importance 4.5
• Read books to entire classes or to small groups. · importance 4.5
• Guide and counsel students with adjustment or academic problems or special academic interests. · importance 4.5
• Observe and evaluate children's performance, behavior, social development, and physical health. · importance 4.5
• Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. · importance 4.5
• Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. · importance 4.4
• Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. · importance 4.4
• Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. · importance 4.3
• Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. · importance 4.3
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · importance 4.3

See all tasks on the Kindergarten Teachers, Except Special Education page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-6509,
  title  = {Prepare and implement remedial programs for students requiring extra help.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-6509}
}