PD-APM is an outgrowth of Project AAIMS, an earlier federal grant project. The earlier work focused on the development of a series of algebra progress monitoring measures. The measure developed in Project AAIMS have been disseminated through face-to-face training workshops since 2008. With the PD-APM project, we now offer the training in an online format and have expanded the utility of the measures by developing data management tools that provide more descriptive information for instructional decision making, specifically, skills and error analyses, as well as enhanced graphing capabilities.
Four cohorts of general and special education teachers contributed to the development of the PD-APM system.
Cohort 1 teachers in Iowa and South Carolina completed the initial review of the PD-APM modules during the 2011-12 school year.
Cohort 2 teachers in Iowa and South Carolina completed the revised modules in the spring and summer of 2012.
Cohort 3 teachers in Iowa and South Carolina completed a third iteration of the professional development modules, administered all three types of measures to their students, and used the data management tools to enter student data, and generate skills and error reports. Cohort 3 activities took place during the spring and summer of 2013.
Cohort 4 teachers in Iowa, Minnesota, and South Carolina participated in a formal pilot test of the PD-APM system during the 2013-14 academic year. These teachers administered the progress monitoring measures to their students on a weekly basis across the academic year and used the PD-APM system to review student progress graphs and diagnostic data.
Final Project Review
To read more about the PD-APM project, including our iterative development process and research results, we invite you to download our final project report. Please note that the screenshots in the report reflected the system at the completion of the project. Subsequent updates have occurred to the user interface and can be viewed in the demonstration video.