Abstract
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.
Recommended Citation
Range, Bret G. and Yocom, Dorothy Jean
(2018)
"Connecting Response to Intervention and Grade Retention: Implications for School Leaders,"
School Leadership Review: Vol. 7:
Iss.
2, Article 6.
Available at:
https://scholarworks.sfasu.edu/slr/vol7/iss2/6
Included in
Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons
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