Apryl L Poch
Biographic Data
| ID | 6607913 |
|---|---|
| NAME | Apryl L Poch |
| GIVEN NAMES | Apryl L |
| FAMILY NAME | Poch |
| SIGNATURE | POCH A L |
| AFFILIATIONS | University of Nebraska-Omaha, USA |
| ORCID | 0000-0002-1316-0228 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Mapping Academic IEP Goals to Data Collection and Data Tracking Procedures
Data collection and data tracking (i.e., creating a table or visual display to analyze student progress monitoring data) are critical components of writing quality individualized education program (IEP) goals for students with disabilities. Failure to ensure adequate procedures can manifest into a substantive violation of the Individuals with Disabilities Education Act (IDEA, 2004). Unfortunately, teachers often encounter barriers to these proced…
Revisiting Special Educators’ Usability and Feasibility of Data-Based Instruction
Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study…
Supporting teachers’ use of data-based instruction to improve students’ early writing skills
We examined the effects of a professional development (PD) system designed to support teachers’ use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided tools for early writing assessment and intervention, learning modules including face-to-face workshops followed by classroom application, and ongoing coaching to support DBI implementation. Special education t…
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
No prominent works on this page.
Supporting teachers’ use of data-based instruction to improve students’ early writing skills
We examined the effects of a professional development (PD) system designed to support teachers’ use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided tools for early writing assessment and intervention, learning modules including face-to-face workshops followed by classroom application, and ongoing coaching to support DBI implementation. Special education t…
From NCLB to Essa
With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and comp…
Revisiting Special Educators’ Usability and Feasibility of Data-Based Instruction
Data-based instruction (DBI) has a strong empirical base for supporting the intensive academic needs of students who do not respond to standard treatment protocols. However, teachers use DBI infrequently in practice. In a previous study, teachers reported supports such as coaching facilitated DBI implementation, whereas access to materials and external factors presented challenges. For this partial replication study, we adapted the previous study…
Mapping Academic IEP Goals to Data Collection and Data Tracking Procedures
Data collection and data tracking (i.e., creating a table or visual display to analyze student progress monitoring data) are critical components of writing quality individualized education program (IEP) goals for students with disabilities. Failure to ensure adequate procedures can manifest into a substantive violation of the Individuals with Disabilities Education Act (IDEA, 2004). Unfortunately, teachers often encounter barriers to these proced…
Computer Science (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Psychology (3 works) · Special education (3 works) · Disability Education and Employment (2 works) · Accountability (1 work) · Assistive Technology in Communication and Mobility (1 work) · Behavioral and Psychological Studies (1 work) · Business (1 work)