The idea of ​​a continuum of services in education has been the subject of interest by researchers and politicians (Berkeley et al., 2009; Björn et al., 2015; Ekstam, Linnanmäki, & Aunio, 2014; Gersten & Dimino, 2006; Tilly, 2008). Some countries have already made efforts to implement policies based on gradual models of thinking about learning support needs, in contrast to the dichotomous model: special education student / regular education student. Response-to-Intervention - RTI - is a model compatible with this idea, because it is a gradual model that assumes the monitoring of learning and teaching as a cornerstone for the construction of an inclusive school.

This preventive approach - i.e., identification of learning difficulties, teacher orientation for preventive intervention and adaptation of teaching intensity to students' difficulties - requires evaluation tools that enable teachers to place students in the curriculum quickly, objectively, and easy to apply. However, the lack of instruments that meet these criteria is one of the recurring themes in the teachers' discourse (e.g., Ortiz et al., 1985; Sanches-Ferreira et al., 2010; Terziev, 2014).

Thus, in an attempt to find instruments that would overcome some of the teachers' complaints, in a previous work - Consultancy Project UNICEF Armenia (Sanches-Ferreira et al., 2013a, 2016a, 2016b), our option was the Functional Assessment Measure, FAM (Santa Clara Valley Medical Center) as an instrument to support the monitoring the student learning. The FAM is an instrument of rapid completion, composed of different academic and functional areas, in which it is possible to assess/score the level of independence and support to carry out the actions underlying each area. In this way, it has the potential to be used in the evaluation of pupils at educational risk, by allowing them to be placed at the academic, operational and support level.

This study main objective is to evaluate the use of Functional Assessment Measure in the different stages of evaluation, i.e. the preventive identification of risk situations, the referral, the specialized evaluation of the students and the definition of the necessary supports. In addition, we will also evaluate the contribution of FAM to the description of the students' functional profile.