REPORTS

IMPROVE ACHIEVEMENT OF UNDER-PERFORMING STUDENTS

In all subject areas, educators can

• Maintain and support high expectations.
• Align all instruction with the North Carolina Standard Course of Study. Use additional materials to supplement the textbook. The textbook is not the curriculum.
• Ensure vertical and horizontal alignment of the curriculum to avoid gaps and duplication of competencies.
• Use pacing guides to plan the instruction and ensure that all competencies are addressed.
• Integrate the curriculum.
• Teach comprehension strategies and skills using a variety of texts across all disciplines (use prior knowledge and experiences, identify main idea and details, summarize, make inferences, make connections, etc.).
• Provide additional time for learning such as with a buddy, before school, after school, and with adult tutors and mentors during the school day. Maintain high time on task.
• Related the subject matter to everyday life situations.
• Use various types of ongoing assessment periodically to monitor student learning in benchmark areas and to plan instruction.
• Hold conferences with students regarding their work. Include student-led conferences with parents.
• Allow opportunities for cooperative learning.
• Teach to learning styles.
• Use manipulatives and other active learning strategies.
• Incorporate test vocabulary into daily instruction.
• Provide ongoing review.
• Place emphasis on the application of the new learning.
• Display student work, and provide exemplars of Level III work.
• Differentiate instruction. This consists of identifying needs and then offering multiple options for instructional content, process, product, and environment to promote student achievement.
• Model and demonstrate strategies for students and serve as a coach for them.
• Provide choices for students (e.g., choosing their own books, writing topics, team partners, and research projects).
• Establish procedures and routines for the school and for each classroom.
• Use data and research to improve classroom instruction.
• Provide opportunities for students to assume responsibility for their own learning by requiring them to set goals, keep records of their progress, share their learning, and exhibit and evaluate their work.
• Group students heterogeneously and meet individual needs through inherently individualized activities, not segregation of bodies.
• Provide strong instructional leadership at every school.
• Ensure a safe, orderly, and caring environment.
• Hold true to the mission of the school.
• Develop and maintain positive home-school relations.