Connecting Response to Intervention and Grade Retention: Implications for School Leaders

Connecting Response to Intervention and Grade Retention: Implications for School Leaders

Blog Article

Within all classrooms of public schools, teachers greet general education students acknowledging broad differences in their learning readiness and social skills (Fuchs, Fuchs, & Compton, 2010; Martin, 2010).The needs of some TANK TOPS students may be so diverse that educators find implementing differentiated instructional strategies with integrity extremely difficult.Many individually research-based strategies have been implemented to provide helpful instruction to all learners.This paper presents the concept of a merger between two of these strategies: Response to Intervention (RTI) and grade retention.

As a result, the conceptual lift board framework for this manuscript is anchored within the RTI and grade retention literatures, highlighting their reported effectiveness on student outcomes.