PMRN Reports Teacher Status Report Class Status Report Student Score Detail Box (SSDB) Class Summary Error Analysis Report Student Ongoing Progress Monitoring (OPM) Report
Active Header Menu (AHM) Each report in the PMRN has an Active Header Menu (AHM). Depending on the report type and level of the user, various drop down menus will be available. New drop down menus on the AHM are Teacher, Assessment Type, Task (replaced Measure), and Score Type. This is a sample from a 7th grade Class Status Report. The reports used in this training will not have the active header menu displayed.
Assessment/Curriculum Decision Tree for Reading Improvement for the Florida Assessments for Instruction in Reading Handout 6
32 Common Profiles/Patterns of Performance **Note: The 30th percentile cut point used in this document is given as a guide to estimate the level of instructional support necessary for student success. This cut point may need to be refined within each school and district depending on local circumstances such as available resources and student performance. The 30 th percentile cut point will be reevaluated after the third assessment window in spring 2009.
Effective Instruction (Foorman et al., 2003; Foorman & Torgesen, 2001; Arrasmith, 2003; & Rosenshine, 1986) CharacteristicGuiding QuestionsWell MetSomewhat Met Not Met Goals and ObjectivesAre the purpose and outcomes of instruction clearly evident in the lesson plans? Does the student understand the purpose for learning the skills and strategies taught? SystematicAre skills introduced in a specific and logical order, easier to more complex? Do the lesson activities support the sequence of instruction? Is there frequent and cumulative review? ExplicitAre directions clear, straightforward, unequivocal without vagueness, need for implication, or ambiguity? ScaffoldingIs there explicit use of prompts, cues, examples and encouragements to support the student? Are skills broken down into manageable steps when necessary? Corrective FeedbackDoes the teacher provide students with corrective instruction offered during instruction and practice as necessary? ModelingAre the skills and strategies included in instruction clearly demonstrated for the student? Guided PracticeDo students have sufficient opportunities to practice new skills and strategies with teacher present to provide support? PacingIs the teacher familiar enough with the lesson to present it in an engaging manner? Does the pace allow for frequent student response? Does the pace maximize instructional time, leaving no down-time? Instructional RoutineAre the instructional formats consistent from lesson to lesson? Handout 7