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 2 - Secondary Design: Middle and High School Learning Environments and the Rhode Island Diploma System
Section 200-RICR-20-10-2.4 - Middle Level and High School Supports to Students

Universal Citation: 200 RI Code of Rules 20 10 2.4

Current through September 18, 2024

2.4.1 Supports for Students

A. Every student enrolled in Rhode Island public schools has the right to an appropriate and individualized opportunity to achieve proficiency as defined by applicable State standards in accordance with this Part. For many students, that opportunity will require additional research-based interventions and supports from the LEA.

B. The range of necessary support mechanisms must include:

1. Beginning no later than entry into sixth (6th) grade, each student shall have an Individual Learning Plan (ILP) as described in §2.4.3 of this Part. The ILP shall coordinate with the following documents, programs, and plans as appropriate: Individual Educational Program, Section 504 P lan, Personal Literacy Plan, intervention, transition plans, and Multilingual learner services.

2. The identification of additional supports and flexibilities, that are publicly posted and available upon request, to support the academic goals and learning needs of caregiving youth and students who work. This may occur within the ILP or through a separate process.

3. LEAs shall utilize a research-based early warning system to identify students at risk for academic failure and dropout. Identification of students at risk shall occur no later than the sixth (6th) grade year (or at the time of enrollment for students enrolling into the LEA after the sixth (6th) grade year). LEAs shall communicate regularly with the families of students identified through the early warning system, including providing them with information about the support provided to and progress being made by the student, as described in §2.3.7 of this Part.

4. LEAs shall be responsible for providing additional academic and instructional support and research-based interventions for all students not on track to graduate ready for college and career success and meet the diploma requirements established by §§2.3.1 through 2.3.4 of this Part. Students failing to reach the required level of proficiency shall be provided a support plan, including the types and duration of academic and educational supports and academic performance targets necessary for earning a diploma. Parents shall be provided an annual update on the progress of their children towards academic performance targets necessary for earning a diploma and graduating ready for college and career success. Support plans shall be documented in the ILP and may address academic weaknesses in academic performance and/or performance-based diploma assessments. Other academic and instructional supports shall also be documented in the student's ILP.

C. All students are expected to present evidence of successful completion of the applicable graduation requirements set forth in §§2.3.1, 2.3.2, and 2.3.4 of this Part to be eligible for a diploma or Council designation, respectively. Students with disabilities have the right under Federal law to remain in school through the age of twenty-one (21).

D. LEA will provide an annual report to their school committee, or equivalent, to demonstrate how they are providing student supports set forth in this section. The failure to provide the supports set forth in this Section may be addressed through locally managed appeals processes but shall not be presumed to result in the awarding of a diploma.

2.4.2 Requirement for Personalized Learning Environments

A. All middle-level schools and high schools shall implement strategies for creating personalized learning environments to support student success. This includes developing and implementing a structure by which every student is partnered with a responsible adult, in addition to a school counselor, who is knowledgeable about that student's academic, career, and social/personal goals. These personalization strategies must ensure a collective responsibility for individual students.

B. Structures for personalization at the middle level shall be an integral component of the student program in each LEA, inclusive of but not limited to advisory structures.

C. LEAs shall maintain documentation of the effectiveness of such personalization strategies. Documentation of the effectiveness of such strategies shall be available to RIDE upon request.

2.4.3 Individual Learning Plan (ILP)

A. LEAs are responsible for developing a student ILP process beginning no later than the sixth (6th) grade to help students identify and meet their academic, career, and personal/social goals. The ILP shall document the student's academic and applied learning interests and learning supports that culminate in graduation, Council designation and preparation for post-secondary success. The ILP shall document additional educational opportunities to help students reach their goals. The ILP shall coordinate each student's Individual Educational Program, Section 504 P lan, Personal Literacy Plan, intervention plans, Multilingual learner services, and other plans as applicable.

B. The ILP process shall provide regular and ongoing opportunities for students to review and revisit their goals with the guidance of responsible adults, including parents or legal guardians. In order to ensure the use of the ILP in coordinating appropriate supports, access to credits, and additional learning opportunities necessary to support students in meeting their goals, ILP reviews must occur not less than twice in each school year and during key transition periods including middle to high school and high school to post-secondary placement.

C. LEAs shall maintain documentation of the effectiveness of their ILP process.

2.4.4 Professional Learning

All certified educators in middle-level and high schools shall participate in professional learning as described by Rhode Island's Regulations on educator quality and certification.

2.4.5 Common Planning Time

A. Common planning time shall be used by teams of teachers, administrators, and other educators for the substantive planning of instruction, looking at student achievement data, addressing student needs, and group or embedded professional development.

B. Common planning time must provide for at least one (1) hour per week at the high school level and at least two (2) hours per week at the middle level, focused on the priority areas of vertical articulation, ELA, Math, graduation by proficiency, and personalization.

C. This common planning time must be in addition to individual faculty planning time and locally determined professional development requirements. As established in Subchapter 05 Part 1 of this Chapter, Regulations Governing the School Calendar and Length of the School Day, common planning time does not qualify as "instructional time" for the purposes of compliance with the required length of the school day.

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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