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forward into the future
Assessment and Response-to-Intervention (RTI) Policy
Our Assessment and Response-to-Intervention (RTI) Policy sets down the purpose, principles and procedures regarding assessing children's attainment and progress. It outlines assessment at Tier 1 (provision for all children, also known as the universal or screening level). Details are also given on our use of assessment at Tier 2 (where targeted intervention is needed) and Tier 3 (where intensive assessment and intervention is needed).
An Overview of Response-to-Intervention
Response-to-Intervention (RTI) is typically understood as a tiered model or framework that sets out a graduated response to meet children's academic and social, emotional and behavioural needs. At the centre of any RTI model is data-based documentation of repeated assessments at reasonable intervals to reflect children's response to instruction (i.e. teaching received in the classroom and as part of intervention programmes aimed at particular needs). It is our ambition to develop a strong local reputation for improving outcomes for children through a response-to-intervention model.
Implementing RTI is a major priority for the academic years 2015/16 and 2016/17. Further information and details will appear on this page in the future.
An Overview of Our RTI Model
TIER 1 - Universal screening and benchmarking of all children:
TIER 2 - Identifying specific strengths and areas for development and progress monitoring:
TIER 3 - Diagnostic testing and intensive progress monitoring:
The response-to-intervention model has been summarised in a diagram that can be downloaded here.