The Individuals with Disabilities Education Improvement Act (IDEA) was signed into law on December 3, 2004 by President George Bush. Congress reauthorized the IDEA, responding to a national request for educators to have access to appropriate methods to identify and respond to students with learning disabilities. This initiative came as a result of an amendment to a previous law that encouraged educators to use IQ-achievement discrepancy (Fuchs and Fuchs, year) to identify students that had learning disabilities. The implementation of IDEA allowed for the use of Response to Intervention, or RTI. In addition to providing intervention, IDEA allowed school districts to use up to 15%of funding for special education to fund activities for early intervention
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These dimensions are utilized to assess and guide the process for implementing CBAM within a school system. The first dimension describes a visual of what successful implementation entails. This dimension ultimately serves as a guide of focus for staff members. When a new program or system is introduced, in many cases, it is presented in theory. Facilitators provide training exercises and offer meetings/seminars to communicate the ideas that will be expected for future use. Innovation configurations help to provide clear and specific details of what a change will look like in actual use. It specifies the behaviors that should be present when upholding a particular change. The stages of concern dimension includes a questionnaire, interview and open-ended statements (cite). This dimension allows leaders to recognize current attitudes, feelings and beliefs toward a particular program. This knowledge allows leaders to directly address any areas of concern. Finally, the levels of use dimension assists leaders in establishing how well members of staff are understanding and implement a program. This is monitored both individually and
These dimensions are utilized to assess and guide the process for implementing CBAM within a school system. The first dimension describes a visual of what successful implementation entails. This dimension ultimately serves as a guide of focus for staff members. When a new program or system is introduced, in many cases, it is presented in theory. Facilitators provide training exercises and offer meetings/seminars to communicate the ideas that will be expected for future use. Innovation configurations help to provide clear and specific details of what a change will look like in actual use. It specifies the behaviors that should be present when upholding a particular change. The stages of concern dimension includes a questionnaire, interview and open-ended statements (cite). This dimension allows leaders to recognize current attitudes, feelings and beliefs toward a particular program. This knowledge allows leaders to directly address any areas of concern. Finally, the levels of use dimension assists leaders in establishing how well members of staff are understanding and implement a program. This is monitored both individually and