Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Educational Finance | 2 |
| Educational Legislation | 2 |
| Federal Legislation | 2 |
| Program Implementation | 2 |
| Progress Monitoring | 2 |
| Response to Intervention | 2 |
| Accountability | 1 |
| Administrators | 1 |
| Barriers | 1 |
| Budgets | 1 |
| Disabilities | 1 |
| More ▼ | |
Publication Type
| Dissertations/Theses -… | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 1 |
Audience
Location
| Maine | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 2 |
| Individuals with Disabilities… | 1 |
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textJohnson, Amy; Hutchins, Benjamin – Center for Education Policy, Applied Research, and Evaluation, 2019
As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce…
Descriptors: Program Implementation, Response to Intervention, Disabilities, Educational Legislation
Direct linkCronin, Annette R. – ProQuest LLC, 2012
The intention of this study was to examine three factors regarding the implementation of the Response to Intervention (RtI) model. First, the study discovered what professional development opportunities were afforded to administrators and certified faculty to support the implementation of the RtI model within schools that make AYP and those that…
Descriptors: Response to Intervention, Program Implementation, Professional Development, Faculty Development
