<p> B. UNFINISHED BUSINESS</p><p>NIAGARA FALLS CITY SCHOOL DISTRICT Niagara Falls, New York</p><p>Regular Board Meeting</p><p>December 21, 2006</p><p>(1) APPROVAL OF RESPONSE TO INTERVENTION MODEL (RtI)- A PROBLEM SOLVING APPROACH (Tabled at the November 30, 2006 Regular Board Meeting – RECOMMENDATION – Off Table)</p><p>BACKGROUND INFORMATION:</p><p>The School District of the City of Niagara Falls, New York, is committed to providing all students a program of high quality instruction/interventions, at increasing levels of intensity, for all students. The Response to Intervention Model (RtI) will be implemented as a problem solving-team approach that makes data-based decisions about instruction and intervention, identify specific areas of needs and develops a specific plan of intervention based upon scientific research within a timeline to review data collected. This approach has the basic principles that include: intervention for all students, using a multi-tiered model of service delivery with a problem solving method, using research-based and scientifically validated intervention of instruction, monitoring progress to inform instructional direction, using data to make educational decisions and using assessment to screen, diagnose and monitor progress. This approach is consistent with the District’s strategic goal to exceed and continuously improve learner outcomes. This action item was prepared by Cynthia Bianco, Deputy Superintendent. The resolution has been reviewed by Mr. Angelo Massaro, School District Attorney. Mrs. Bianco will answer questions pertaining to this action item. RECOMMENDATION: A motion is recommended for the approval of the following resolution: RESPONSE TO INTERVENTION (RtI)- A PROBLEM SOLVING APPROACH</p><p>WHEREAS, the School District of the City of Niagara Falls, New York, is committed to increasing student learning for all students under the Individuals with Disabilities Education Improvement Act (2004) with quality educational intervention services, at increasing levels of intensity, for all students; and WHEREAS, the District has a multi-tiered system of intervention services; and WHEREAS, the District utilizes a problem solving method using researched-based and scientifically validated intervention of instruction, monitors progress to inform instructional direction, uses data to make educational decisions and uses assessment to screen, diagnose and to monitor progress; and WHEREAS, in accordance with Board practice the proposed policy was tabled to allow for sufficient review time; and WHEREAS, the District Policy Committee, the Superintendent, School Attorney, and the Board found it to meet the required guidelines; therefore, be it RESOLVED, That the Niagara Falls Board of Education approve the attached policy on Approval of Response to Intervention Model (RtI)- A Problem Solving Approach.</p><p>. Response to Intervention (RtI)- A Problem Solving Approach Academic and Behavior Intervention</p><p>The Niagara Falls City School District will provide high quality instruction/interventions, at increasing levels of intensity, for all students, especially those who are at risk of demonstrating appropriate progress. The Response to Intervention model will be implemented as a problem-solving team approach that makes data-based decisions about instruction and intervention, identifying specific areas of needs and developing a specific plan of intervention based upon scientific research within a timeline to review data collected. This approach has the basic principals that include: intervening early for all students, using a multi-tiered model of service delivery with a problem solving method, using research-based and scientifically validated intervention of instruction, monitoring progress to inform instructional direction, using data to make educational decisions and using assessment to screen, diagnose and monitor progress. This approach is consistent with the District’s strategic goals to exceed and continuously improve learner outcomes. (A copy of the RtI handbook is on file in the CSE Office)</p><p>Using this approach will also result in the consideration of the Special Education classification of Learning Disability only for those students who demonstrate a resistance to intervention.</p><p>Niagara Falls City School District, Niagara Falls, NY</p>