NotesFAQContact Us
Search Tips
ERIC Number: EJ1129598
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Using an Online Tool for Learning about and Implementing Algebra Progress Monitoring
Foegen, Anne; Stecker, Pamela M.; Genareo, Vincent R.; Lyons, Renée; Olson, Jeannette R.; Simpson, Amber; Romig, John Elwood; Jones, Rachel
TEACHING Exceptional Children, v49 n2 p106-114 Nov-Dec 2016
Research supports special educators' use of progress-monitoring data for instructional decision-making purposes as an evidence-based practice for improving student achievement. This article describes the Professional Development for Algebra Progress Monitoring (PD-APM) system. PD-APM, is an online system that includes two "hubs" that support teachers as they learn about and implement developed materials. The first is a Professional Development hub that includes 10 self-paced, interactive learning modules. The modules provide educators with foundational knowledge about curriculum based measurement (CBM) and show how to select among the three algebra progress monitoring measures, administer and score them, create student graphs and reports, and analyze diagnostic data to make instructional decisions. The second is a Data Management hub that includes tools for managing student rosters, recording scores, and viewing and working with student graphs. An online progress monitoring system may provide efficient means for professional development while supporting teachers in their efforts to track student growth and to make instructional modifications when necessary. Eight steps are detailed to assist educators in meeting the needs of their students who struggle with algebra.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A090295