Public Schools of Robeson County S

Public Schools of Robeson County’s “TOP 40” Teaching Strategies To use For Improve Test Scores (EOG/EOC)

1. Align the written/taught/tested materials (Standard Course of Study) – through the use of Comprehensive Lesson Plans. 2. 50/50 approach (when necessary) – Teach needed skills, plus applications (hands-on activities). 3. Use activities based on stem words in Literacy Strategies/North Carolina Thinking Skills Levels. 4. Vary mode of presentation: lecture, demonstration, cooperative learning projects, hands-on, each-one- teach-one, group experts, compact teaching, etc. 5. Use testlets (not in sequential order) passages/problems as needed to remediate or enhance skills. 6. Analyze the Goal Summary Reports (follow/monitor classes) to note area of weaknesses and plan (at grade level meetings) teaching activities to address these deficits. 7. Use materials provided by SDPI and central office as resources (they are aligned with Standard Course of Study) – i.e. Writing Guide, Literacy Strategies, Pacing Guides, etc. 8. Use the textbook only as a resource, Standard Course of Study should guide what you teach, not the textbook. 9. 90% of reading passages are non-fictional. Pull passages, develop questions (last 3 levels of NC Thinking Skills Levels) from non-fiction pieces of literature for student practice (reading test). 10. Implement system’s Mock Writing Test. SCORE THEM, and then reteach from noted weaknesses (should be used K-10). Also, do the same with nine week or practice tests (3-12). 11. Implement writing training/staff development with ALL of your teachers each year (K-10). 12. Use calculators at least bi-weekly to solve computation math problems. Teach functions of the calculator. 13. Use teaching vocabulary words daily so that students will know what to do on the test problems. Teach all content areas vocabulary words (K-12). 14. Explain what the comprehension skills are, specifically what each term means (i.e. drawing inferences, main idea, sequencing, details, comparing and contrasting, etc.) 15. It’s better to focus on a few objectives and learn them well (at least 80% mastery) than to “cover” the entire Standard Course of Study for each tested area (3-secondary). 16. Train content area teachers on using the North Carolina Thinking Skills Levels in their classes and to use the tested modes of writing (i.e. Narrative, Argumentative, Expository, Literacy, etc.) 17. Implement some type of tutorial program in all tested subjects for “struggling students” (i.e. in-class remediation). 18. Monitor students’ progress CONTINUOUSLY; note their weaknesses and plan for reteaching. 19. Protect the instructional day:

a. Down time b. Interruptions c. Teaching at random 20. Develop and use course syllabus for tested subject (secondary) – should be shared with parents (syllabus must be aligned with Standard Course of Study. 21. Vary the mode of instructional delivery to allow for the various learning styles of students (use engaged learning). 22. Avoid using part of the instructional block for students to do assigned homework. Valuable teaching and learning time is lost when this practice is used. 23. Pace instruction. 24. Develop a grading criterion to ensure that grades are compatible with attainment of SCS skills (i.e. EOG/EOC scores). 25. Implement grade level/department planning (K-12). 26. Teachers should analyze their students’ grades that are earned to rate their success in teaching the materials. 27. Self-monitor using checklists, classroom grades, test scores, etc. 28. Plan and implement staff development based on data (use surveys to validate your findings as to what topics will be used for training. 29. Use the team approach to study groups to solve problems that occur with teaching and learning. 30. Use validated comprehensive programs that are noted for academic improvement (stay away for piece-meal approaches.) 31. Model “how” to solve problems. Model the process – step by step for your students. Elaborate on the “whys” (K-12). 32. Constantly “sharpen the saw” through self improvement. 33. Take a keen conscientious interest in students. 34. Set target scores for your students and share them with the students as well as their parents (K-12). 35. Convey to students their responsibility for school improvement. 36. Examine lost minutes, hours, and days of instruction. Use all support services/personnel to keep students in school as much as possible. 37. The teacher’s attitude has a direct correlation with students’ academic achievement (positive attitudes are contagious!) 38. There is a direct correlation between attendance (students and teachers) and students’ academic performance. 39. Involve (and inform) parents of their child’s learning endeavors. 40. Teach using the Standard Course of Study as the blueprint for all teaching and learning!

Rejoice and continuously praise students for their academic gains and/or accomplishments!