Cannon Street, Salford, Manchester, M3 7EU

0161 832 4664

0161 835 2915

thefriars.primaryschool@salford.gov.uk

The Friars Primary School

forward into the future

Assessment

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:

  • Identify children at risk (or vulnerable) through universal screening of academic performance and social, emotional and behavioural needs;
  • Provide classroom teaching and intervention involving curriculum-based measures of progress.

TIER 2 - Identifying specific strengths and areas for development and progress monitoring:

  • Measure response to previous teaching and intervention;
  • Administer standardised psychoeducational measures, where appropriate, to pinpoint specific areas of difficulty in children who continue to struggle; 
  • Based on outcomes of educational assessment and testing, tailor group or individual interventions and monitor progress. 

TIER 3 - Diagnostic testing and intensive progress monitoring: 

  • Measure response to ongoing intervention;
  • Administer comprehensive diagnostic assessment appropriate to individual needs to those whose progress remains a concern;
  • Identify specific or general learning difficulties based on information gather during an educational assessment and testing process;
  • Develop individualised learning plans and identify where outside agency input is required;
  • Establish that underachievement is not due to a lack of appropriate teaching and educational experience. 

The response-to-intervention model has been summarised in a diagram that can be downloaded here