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

• Main Authors: Bret G. Range, Dorothy Jean Yocom
• Format: Article
• Language: English
• Published: Ralph W. Steen Library, Stephen F. Austin State University 2012-10-01
• Series: School Leadership Review
• Online Access: https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1104&context=slr

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 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 framework for this manuscript is anchored within the RTI and grade retention literatures, highlighting their reported effectiveness on student outcomes.