Rhode Island Code of Regulations
Title 200 - Board of Education
Chapter 20 - Council on Elementary and Secondary Education
Subchapter 10 - Academic Standards, Programs and Operations
Part 1 - Basic Education Program (200-RICR-20-10-1)
Section 200-RICR-20-10-1.2 - Curriculum, Instruction, and Assessment

Universal Citation: 200 RI Code of Rules 20 10 1.2

Current through March 20, 2024

1.2.1 A Guaranteed and Viable Curriculum

A. Framework for a Comprehensive Curriculum
1. The Council on Elementary and Secondary Education charges each LEA to ensure that its students are provided with a comprehensive program of study that is guaranteed and viable in each content area from pre-kindergarten through grade 12 (PK-12) so that its students are prepared for post-secondary education or productive employment. Each curriculum shall be developed to meet or exceed state content standards that have been adopted by the Council on Elementary and Secondary Education. In the absence of state-adopted standards in a content area, each LEA shall align its curriculum to national content standards specific to that content area. Each LEA shall formally adopt a set of curriculum documents that specify the content standards, instructional practices, materials, program, texts and assessments, and grading practices that are based on the community's rigorous achievement descriptions for its students and that account for the expectation that students must be globally aware and internationally competitive.
a. These curriculum documents shall explicitly communicate how students will be supported so that they can achieve high standards through multiple pathways and attain success in the 21st century global economy. Programs of study that are in one of the sixteen (16) critical-industry career cluster areas shall reflect the relevant academic content standards as well as the applicable national or industry skill standards. These supports shall account for multiple delivery models and settings while maintaining the common foundation of content standards and rigorous expectations for achievement. All curriculum documents shall include a Response to Intervention model as an integral component of supports and curriculum design.

b. All curriculum documents shall be aligned vertically and horizontally so that they provide direction in planning instructional strategies. Each LEA shall ensure that students across the district have access to the written curriculum in order to ensure continuity and comparability across schools or teachers within and across grade levels. Each LEA shall also ensure that all students are provided with a cohesive program of study that leads to graduation proficiency across all grade levels within the district.

c. All curriculum documents shall be made public and be easily accessible to the community.

B. Curriculum Management and Supports
1. Each LEA shall establish a comprehensive set of district-wide policies that will guide the development, alignment, and implementation of curriculum, instruction, and assessment systems to ensure that all students become proficient life-long learners. These policies shall be made public and be easily accessible to the community.

2. Each LEA shall develop and implement a written comprehensive curriculum-management plan that establishes the guidelines and procedures for the design, implementation, monitoring, and revision of the district-wide curriculum. The comprehensive management plan shall have the following components:
a. A defined method for designing curriculum, based on state and national standards, that includes access and opportunity for all students;

b. A curriculum-mapping process for measuring the gaps between the intended and delivered curriculum across all classrooms;

c. An approach to coordinating and articulating curriculum requirements across levels, within grades, between grades, across content areas, and with postsecondary education; and,

d. A defined method for supporting and monitoring the implementation of the delivered curriculum, instruction, and assessment systems.

3. Each LEA shall ensure that the curriculum, instruction, and assessment systems are maintained and continuously improved by:
a. Identifying the roles and responsibilities of district personnel to support curriculum development, implementation, monitoring, and revision;

b. Providing ongoing supervision that evaluates and supports the implementation of the written curriculum;

c. Coordinating all available resources (fiscal, personnel, and time) to support curriculum development, implementation, revision, and evaluation;

d. Having sufficient personnel, resources, and time to design and implement an aligned curriculum, instruction, and assessment system;

e. Engaging professional staff in the development of curriculum design and in the selection of instructional materials;

f. Providing sufficient professional development to all staff to ensure curriculum implementation with fidelity;

g. Disseminating current PK-12 written curriculum and related documents to professional staff and the community; and,

h. Communicating publicly the results of curriculum, instruction, and assessment design and activities to the community.

4. Curriculum management and supports enable the LEA to address the following functions: Guide the Implementation of Curriculum, Instruction and Assessment and Recruit, Support and Retain Highly Effective Staff.

C. Comprehensive Program of Study
1. Each LEA shall provide a comprehensive program of study in English language arts, mathematics, social studies, the sciences, visual arts & design and the performing arts, engineering and technology, comprehensive health, and world languages throughout the PK -12 system. This program of study shall integrate literacy (reading, writing, speaking, and listening), applied learning, and the use of information and communication technology across all content areas. Reading integration shall include vocabulary development, instruction in initial understanding, analysis and interpretation of content-area text, reading strategies as they relate to each content area, and the assurance that there is a breadth of text covered in each content area. The integration of writing and oral communication shall include the reading-writing connection, particularly in informational writing as well as the development of oral-communication strategies.

2. Each comprehensive program of study shall reflect curriculum, and differentiated instruction, and assessment practices that provide a coherent and articulated development of students' skills and abilities in each content area that emphasize the following:
a. Grades PK-4 shall focus on building student fluency and conceptual understanding in literacy and numeracy through the integration of content area;

b. Grades 5-8 shall focus on integrating content-based coursework while attending to content-based literacy and numeracy development; and

c. Grades 9-12 shall offer courses within and across content areas that are in predictable sequences to ensure that all students have access to all content necessary to become proficient. Further, each LEA shall integrate career-and-technical education programs of study as part of its high-school course offerings. Career and technical education programs of study shall be tied to one or more pathways identified for critical-industry career clusters. These programs of study shall specify coursework and experiences needed to move students through high school to completion and success in postsecondary education and careers, using combinations of traditional and career-and-technical education courses, as well as project-based and work-based experiences and/or dual enrollment.

3. In addition, each LEA shall develop specific curricula and programming that address the learning needs of:
a. English language learners by attending to student profiles (e.g., education history and achievement and age of entry to the United States);

b. Students with disabilities by addressing goals of the Individual Educational Program or 504 Plan;

c. Students at risk for not completing their education; and

d. Students in need of advanced academic opportunities.

D. English Language Arts
1. A high quality English language arts education program of study is essential for a student's ability to communicate and comprehend effectively. The skills, knowledge, and competencies of the language arts, (i.e., reading and written and oral communication), pervade all content areas.

2. The Rhode Island English language arts standards are embedded within the local and state reading and written/oral communication standards, the Grade Level Expectations (GLEs) for grades K-8, and the Grade Span Expectations (GSEs) for grades 9-12. The GLEs and GSEs identify the reading and written and oral communication knowledge and skills expected of all students in all content areas. Therefore, each LEA shall:
a. Establish an English language arts curriculum that is aligned instructionally with the local and state standards (GLEs and GSEs). Each LEA shall establish an English language arts curriculum that is aligned to the English language arts Alternate Assessment GSEs for students with significant cognitive disabilities who participate in the Alternate Assessment. In addition, each LEA shall maintain congruence among and across the curriculum, instruction, and assessment.

b. Develop a coordinated and integrated K-12 English language arts curriculum that addresses the content clusters within local and state reading and written and oral communication standards (GLEs and GSEs), includes contemporary texts, and encourages students to be active participants within the community.

E. Mathematics
1. A high quality mathematics program of study leads to mathematics literacy for all students. Every student shall have a rigorous mathematics program that is focused on the development of concepts and the acquisition of basic and advanced skills. Basic skills and conceptual understanding are entwined, and both are necessary so that a student can successfully apply mathematics, conceptualize problems, and solve them.

2. The Rhode Island K-8 GLEs and the High School GSEs specify the mathematics standards for all students. The Rhode Island mathematics standards identify the mathematics concepts and skills expected of all students in four areas: Numbers and Operations; Geometry; Functions and Algebra; and Data, Statistics, and Probability for grades K-12. Additionally, for grades K-8, standards are developed in two areas: Problem Solving, Reasoning, and Proof; and Communication, Connection, and Representation. Each LEA shall establish a mathematics curriculum that is aligned with the Mathematics Alternate Assessment GSEs for students with significant cognitive disabilities who participate in the Alternate Assessment.

3. Each LEA shall ensure that the coherent and coordinated K-12 mathematics curriculum addresses:
a. Research-based approaches to developing mathematics skills;

b. Learning activities that emphasize mathematical communication and reasoning skills and incorporate mathematical tools and technology;

c. The use of manipulatives during the acquisition of skills and conceptual understanding; and,

d. Applied learning activities that demonstrate the use of mathematics in daily life.

F. Social Studies
1. A high quality program of social studies fosters life long participation in civic life and social action that leads to effective and productive citizenship in a world that is culturally diverse and interdependent. It fosters the ability to apply inquiry processes and to employ the skills of data collection and analysis, collaboration, decision-making, and problem solving. The social studies subject area includes the following social sciences: history and historical thinking skills, geography, economics, political science/government, civics, sociology, and anthropology.

2. Each LEA shall ensure that the coherent and coordinated K-12 curriculum for social studies includes coursework designed to develop:
a. Student knowledge, skills, and attitudes as indicated in the GSEs for Civics & Government and Historical Perspectives/Rhode Island History;

b. Student understanding of how the world operates in this interconnected era through geography, political science, and economics; and,

c. Student understanding of human behaviors, beliefs, ideologies, cultures, and backgrounds through history, sociology, anthropology, and other related social sciences.

3. Each LEA shall ensure that a coherent and coordinated curriculum for social studies includes opportunities for the study of these major themes (within the broader subject areas in which they are found):
a. Culture (history, geography, sociology, global studies);

b. Time, Continuity, and Change (history, global studies);

c. People, Places, and Environments (history, geography, sociology, global studies, environmental studies);

d. Individual Development and Identity (citizenship, law-related education);

e. Individuals, Groups, and Institutions (political science, citizenship, law-related education, global studies);

f. Power, Authority, and Governance (political science, citizenship, law-related education, global studies);

g. Production, Distribution, and Consumption (economics, global studies, consumer education);

h. Science, Technology, and Society (environmental studies, global studies);

i. Global Connections (global studies, history, political science, geography); and

j. Civic Ideals and Practices (political science, citizenship, law-related education).

G. Science
1. A high quality science education program of study leads to scientific literacy for all students. The K-12 GSEs in science identify the science concepts and skills expected of all students in Earth and Space Science, Life Science, and Physical Science at grade spans K-4, 5-8, and high school. Additionally the Rhode Island K-12 GSEs in science incorporate the Unifying Themes (i.e., inquiry, nature of science, models and scale, form and function, systems and energy, and patterns of change) necessary to integrate the different scientific disciplines. Key among these themes is scientific inquiry through which students experience learning that is relevant, engaging, meaningful, and authentic. Scientific inquiry is inextricably tied to creating opportunities for students to formulate questions and hypotheses, plan investigations, conduct investigations, and develop explanations and evaluations. Each LEA shall establish a science curriculum that is aligned to the Science Alternate Assessment GSEs for students with significant cognitive disabilities who participate in the Alternate Assessment.

2. Each LEA shall ensure that the coherent and coordinated K-12 curriculum for science includes an inquiry-based approach that devotes a sufficient amount of instructional time to learning experiences that ensure all students develop and demonstrate applied learning skills appropriate to the content area and grade level.

H. Dance, Music, Theater and Visual Arts & Design
1. A high quality arts education program of study leads to arts literacy for all students and includes dance, music, theatre, and visual arts and design. Students shall be provided with sufficient opportunities to create, perform, and respond in each of their arts courses so as to achieve proficiency. The Rhode Island K-12 Grade Span Expectations in the Arts specify the arts standards for all students.

2. Each LEA shall ensure that the coherent K-12 curricula for the arts include:
a. Artistic Process: Creative problem solving using the tools, techniques, and technology of one or more art forms in order to make the imagined tangible;

b. Cultural Context: Purpose and motivation fundamental to art-making for all societies; and integration of arts history, analysis, and criticism;

c. Communication: Personal expression, creativity, and meaning through the use of symbols representative of each art form; and sharing of the human experience with image, sound, movement, words, space, time, and/or sequence; and

d. Aesthetic Judgment: Applying knowledge in order to reflect on and evaluate the work of self and others.

3. Classes in at least visual arts and design and music shall be available for each student in each grade through the middle level. Curriculum that includes dance and theatre shall adhere to the applicable grade span expectations. A program of study shall exist for all secondary students to enable them to demonstrate proficiency in at least one art form. Additionally, secondary school students shall be provided with the opportunity to do multiple levels of coursework in visual arts and design in both two and three dimensions and in at least one performing arts discipline.

I. Engineering and Technology
1. A high quality engineering and technology program of study leads all students to the awareness that we live in a human built world. The K-12 GSEs in engineering and technology provide the standards to advance the technological literacy of all students. A program of study in engineering and technology addresses how every human built activity is dependent on various tools, machines, and systems.

2. The GSEs in engineering and technology are closely based upon the Standards for Technological Literacy and are organized around:
a. the impact of technology on human kind;

b. problem solving processes involving the application of content knowledge, acquired skills, and creativity; and

c. the selection and appropriate use of technology.

3. Each LEA shall ensure that the coherent and coordinated K-12 curriculum for engineering and technology includes:
a. An inquiry based approach that promotes hands-on learning, including problem based and design based learning;

b. Opportunities for students to make connections among a variety of technologies; and

c. Integration of the GSEs, rather than focusing on individual standards in isolation.

J. World Languages
1. A high quality world language program of study prepares students to be able to communicate in languages other than English, understand other languages and cultures, and prepare for post-secondary options. Each LEA shall provide opportunities for students to study a language other than English. The offerings may include both classical and modern languages, and the determination of the offerings shall be based on the needs and interests of students, the community, and the global economy. Therefore, each LEA shall provide:
a. Coursework in a minimum of two languages other than English at the secondary level and offerings of at least three consecutive years of the two selected languages;

b. A planned program of study including coursework in the development of listening, speaking, reading, and writing along with the cultural background associated with each taught language; and

c. A program of study that includes connections to real-world applications.

2. Although not required, instruction in at least one world language other than English at the elementary school level is recognized as best practice.

K. English Language Acquisition
1. A high quality English language acquisition program of study leads to English language proficiency in reading, writing, speaking, and listening as outlined within the English language proficiency standards for students K-12, developed in partnership with the World-Class Instructional Design and Assessment (WIDA) Consortium. These standards outline the social and academic language students need in order to participate fully in an English language classroom. A comprehensive program of study is aligned to the Regulations Governing the Education of English Language Learners and thoughtfully considers the programmatic structures and supports that these students require based on their diverse backgrounds and learning needs.

2. Each LEA shall offer, to the extent possible, opportunities for students to maintain and develop their first language. In addition to these standards, programs of study shall attend to the following factors:
a. Varying ages and grade spans of students;

b. Identification of potential disability (e.g., learning disability);

c. Linguistic and cultural backgrounds; and

d. Differences in life and educational experiences.

L. Comprehensive Health
1. A high quality health education program of study leads to health literacy for all students, providing students with the knowledge and skills necessary to maintain healthy lifestyles. Health Literacy for All Students: The Rhode Island Health Education Framework outlines the seven standards for health education and the concepts and skills expected of all students at grade spans K-4, 5-8, 9-10, and 11-12. These expectations are further outlined in the companion document, Comprehensive Health Instructional Outcomes, by grade span within each health content area.

2. Each LEA shall ensure that the coherent and coordinated K-12 curriculum for health includes:
a. Instruction in all content areas: personal health, mental and emotional health, injury prevention (including violence prevention), nutrition, sexuality and family life, disease prevention and control, and substance use and abuse prevention - including specific topic areas required by state statute;

b. An emphasis on developing the key skills (i.e., accessing information and services, analyzing social influences on health, assessing personal risks, goal-setting, decision making, communication, negotiation, and advocacy) that cut across all health content areas and on practicing health-enhancing behaviors;

c. Sequential, comprehensive, and developmentally appropriate instruction K-12;

d. Medically accurate information; and

e. Compliance with statutory requirements for instructional time as well as with other requirements in the Rules and Regulations for School Health Programs.

M. Physical Education
1. A high quality physical education program of study leads to the development of knowledge and skills necessary to lead a physically active lifestyle. The Rhode Island Physical Education Framework: Supporting Physically Active Lifestyles through Quality Physical Education outlines the six standards for physical education and the concepts and skills expected of all students at grade spans K-1, 2-3, 4-5, 6-8, and 9-12.

2. Each LEA shall ensure that the coherent and coordinated K-12 curriculum for physical education includes:
a. Movement Forms and Principles, Motor Skills, Physical Activity, Personal Fitness, Personal and Social Responsibility, and Influences on Physical Activity;

b. Student assessments that address all standards and instructional objectives, including the appropriate use of fitness testing;

c. Sequential, comprehensive, and developmentally appropriate instruction K-12;

d. Development of personal fitness plans, at least at the secondary level;

e. Instructional strategies that keep all students active at least 50% of class time; and

f. Compliance with statutory requirements for instructional time as well as with other requirements in the Rules and Regulations for School Health Programs.

N. Library and Media
1. A high quality library-media program provides all students with multiple opportunities to access and interact with library-media instruction and materials necessary to acquire proficiency in the essential learning skills that support the curriculum. Resources, which include books, written materials, internet resource materials, multimedia materials, information technology, and integrated instruction, must be appropriate to the ages of the students served by the school.

2. The library-media resources shall be accessible to all enrolled students and personnel.

3. Each LEA shall ensure that its library-media program addresses the Rhode Island Information Literacy Standards for Student Learning by attending to the following:
a. Reading. An effective LEA library-media program recognizes that reading is a foundational skill that begins with decoding and comprehension and leads to interpretation and development of new understandings. The school library-media program enhances the reading curriculum and provides students with opportunities to read widely and extensively for lifelong learning, personal growth, and enjoyment.

b. Information Literacy. At the heart of every successful school library-media program is the teaching of effective learning strategies and information literacy skills integrated into classroom curricula. The ability to find and use information, (information literacy), is the key to lifelong learning. A successful LEA library-media program has as its goal the development of capable, creative, and responsible lifelong learners. Rather than simply disseminating information, library-media programs shall be collaborative and centered on the process of learning.

c. Independent Learning. An effective LEA library-media program shall assist all students in becoming active and creative locators, evaluators, and users of information to solve problems and to satisfy their own curiosity. Accessing, evaluating, and using information is the authentic learning that any successful school library-media program seeks to promote.

d. Social Responsibility. An effective library-media program teaches students to seek information from diverse sources, contexts, disciplines, and cultures; to respect the principles of equitable access to information, intellectual freedom, and intellectual property rights; to use technology responsibly and ethically; to share knowledge and information collaboratively with others; and to respect others' ideas and backgrounds and to acknowledge their contributions.

1.2.2 Effective Instruction for All Students

A. Standards and Practices for Effective Instruction
1. Each LEA shall implement a set of coherent, organized instructional strategies designed to ensure positive improvements in student learning. Organized strategies shall be based on current research and adjusted according to student progress monitoring and assessment data. These organized strategies shall focus on the needs of all students using strategies for differentiated instruction based on principles of learning, human growth and development; and shall ensure that explicit instruction of reading, writing, speaking and listening is integrated across content areas. The organized strategies shall include specific interventions for students who are not meeting proficiency standards or are at risk for non-promotion or dropping out of school. Similarly, strategies shall be in place to expand and extend learning for students who are proficient on grade level expectations. Each LEA shall develop and implement homework policies that are clear and developmentally appropriate for each grade level.

2. The Rhode Island Professional Teaching Standards (RIPTS) and the Rhode Island Standards for Educational Leadership shall be used by the LEA to plan for professional development, provide feedback for improvement, and monitor the delivery of a guaranteed and viable curriculum for all students.

3. Each LEA shall articulate guidelines for effective instruction that will ensure that educators, including educational leaders, develop a sufficient understanding of content, pedagogy, and assessment practices so as to address student learning across grade levels as described in the Rhode Island Professional Teaching Standards (RIPTS) and the Rhode Island Standards for Educational Leadership. These guidelines shall identify the components and elements of effective instruction to include:
a. Questioning and discussion techniques that address depth of knowledge;

b. Active engagement in learning activities;

c. Different delivery methods to include, but not be limited to, teacher-directed instruction, inquiry-based problem solving, modeling and demonstration, and project-based learning and presentation;

d. Differentiated instruction to address the needs of all students;

e. Grouping of students that allows for individual, small-group, and whole class structures;

f. Reflecting and self assessment regarding learning;

g. Multiple opportunities for cross content learning;

h. Applying concepts and understanding in new contexts;

i. Using an array of learning environments that extend application of knowledge and skills beyond the classroom; and

j. Accessing an array of texts, technology, and materials to support learning.

4. Each LEA shall design a schedule of instructional time across grades PK-12 that ensures that all students and teachers have multiple opportunities and supports to access the learning goals in the comprehensive program of study.

5. Each LEA shall have a cohesive system of high quality professional development (see §1.4.2(B) of this Part) that addresses the state and national standards in the content areas, the district designed curriculum, the research-based instructional strategies and practices that focus on all students, assessment practices for monitoring student progress, and implementation of selected programs, texts, and materials with fidelity.

6. Each LEA shall provide common planning time within and across grades and content areas so that educators address student learning needs, monitor progress, and identify effective instructional practices.

B. Resources and Materials Aligned to Curriculum
1. Each LEA shall provide the necessary programs, texts, and materials that ensure that students are supported fully in acquiring the knowledge and skills specified in a comprehensive program of study. Programs, texts, and materials shall be in sufficient quantity to ensure that students can engage in and complete all curriculum activities.

2. Each LEA shall ensure that the selection of programs, texts, and materials are:
a. Aligned to the GLEs and GSEs and LEA curriculum design;

b. Research-based and current;

c. Selected with input from educators representing all grade levels and courses; and

d. Universally designed to ensure access for all students.

1.2.3 Comprehensive Assessment and Reporting Systems

A. Components of a Comprehensive Assessment System
1. Each LEA shall develop a comprehensive assessment system that includes measures of student performance for the purposes of formative, interim, and summative evaluations of all students in each core content area. All measurements shall adhere, to the extent possible, to the principles of the National Council on Measurement in Education, while ensuring that assessments are free from bias and that universal design features are embedded in the assessments. All student assessment data shall conform to the provisions of the Family Educational Rights and Privacy Act (FERPA).

2. Each comprehensive assessment system shall include the specific strategies used for screening, diagnosing, and monitoring individual students in literacy and numeracy. Systems shall include assessments of sufficient frequency and relevance as needed to ensure that students have access to diverse pathways to support their Individual Learning Plans. These assessments must be coordinated with the evaluation process for determining student eligibility for an Individualized Education Program and for receiving English Language Learner services.

3. The following components shall be embedded in each comprehensive assessment system:
a. The name or type of assessment (e.g., Stanford 10, teacher developed assessment, observation, comprehensive course assessment for Algebra I);

b. The category of assessment (e.g., formative, interim, summative);

c. The purpose and use of data (e.g., teacher questioning at the end of class to determine instructional next steps, end-of-unit exam to be used as a grade, evaluation from an internship, Developmental Reading Assessment, interim assessment to determine student progress and success of reading intervention);

d. The scoring procedures (e.g., teacher scored using rubrics and anchor papers developed by grade-alike or content-alike cross-district teachers, machine scored by publisher) along with the expected turnaround time for providing feedback to students;

e. The implementation schedule (e.g., daily, monthly, twice each quarter, annually); and

f. The allowable accommodations and/or modifications for specific students.

4. Each LEA in Rhode Island shall have tools and procedures for interpreting and analyzing assessment data for the purposes of student, program, and instructional evaluations. The tools and procedures shall account for the varying levels of use among the education community, from school committee to the individual classroom teacher.

B. Grading and Reporting
1. Each LEA shall develop policies and procedures for grading and reporting assessment data at the student, group, school, and district levels. These policies and procedures shall be made accessible to the community. Student grades shall be supplemented with a narrative of student progress on meeting course goals. Student behavior and effort shall be reported separately from academic achievement.

2. Student level grading shall be based on multiple measures of student work collected in multiple formats (e.g., paper and pencil, oral presentations, projects) and under varying conditions (on demand, timed and untimed, over extended periods, with and without revisions). Student level grading must be based on state or national content standards and be supported by achievement level descriptors written for each grading level.

3. Student progress and reporting to students and families shall occur on a regular and timely basis. Informal feedback to students, both oral and written, shall occur daily at the elementary school level and at least weekly at the middle and high school levels. Formal reporting with families shall occur within two weeks after the close of a quarter or trimester and immediately if a student is at risk of failing. All reporting policies shall be made public. All reporting of student progress and achievement shall be clear and shall use a variety of formats for communicating (telephone, notes, report cards, conferences, etc.) and, when possible and necessary, multiple languages. Students shall be involved in grading and reporting processes, (e.g., self assessing, participating in parent-teacher conferences, journals).

1.2.4 Evaluation of Curriculum, Instruction, and Assessment

A. Each LEA shall have an evaluation plan with timelines for ongoing and formal reviews of curriculum, instruction, and assessment systems. The plan shall include the gathering of both qualitative and quantitative data to make informed decisions about improvements and revisions to the established curriculum, instruction, and assessment systems. The plan shall:
1. Involve educators, community members, and experts in the review process;

2. Describe the evaluation methods and techniques, including activities, timeframe, and use of results;

3. Specify the plan for professional development needed to address any gaps between the written and taught curriculum;

4. Communicate to the public the results of the review; and

5. Develop a plan of action for schools and students not making progress.

B. Each LEA shall ensure that curriculum, instruction, and assessment systems are reviewed and evaluated for effectiveness at least every five years.

Disclaimer: These regulations may not be the most recent version. Rhode Island may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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