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 5 - Virtual Learning in Rhode Island (200-RICR-20-10-5)
Section 200-RICR-20-10-5.4 - Customized learning

1. The Council Secondary Regulations, the Basic Education Program, and the Council Career and Technical Regulations require each student to engage in the development of learning plans that reflect his or her academic and career goals. Individual Learning Plans (ILP) and the ILP process are designed to help each student reach his or her academic and career goals. Quality online learning allows students to meet these goals through a wide variety of courses, instructional strategies, curriculum, and relevant content. LEAs shall utilize appropriate technology and online learning opportunities to help student achieve their goals and prepare them for success in college and careers. Individual Learning Plans should reflect each student's engagement in virtual learning opportunities.

1. All learners should be given the opportunity to choose a learning experience that supports their learning style and allows them to progress at their own pace. Technology and online learning programs provide students with some control over their learning because they can engage in online content anytime, anywhere and can progress through the content at their own rate. LEA virtual learning policies shall provide some level of flexibility for student choice and shall allow for students to demonstrate achievement in self-paced online coursework based on proficiency level rather than seat time.

1. Digital learning programs can be offered synchronously and/or asynchronously to customize the learning environment that meets learner needs and learning styles. The level of teacher involvement in these programs varies as well; with teachers playing supporting roles in some courses and taking more direct instructional roles in others.

1. The role of teachers and the level of teacher involvement with their students vary depending on the delivery model in use. In the blended learning classroom, the roles of teachers and students are often quite similar to their roles in a traditional classroom. As learning becomes more student-centered, the roles of teachers and students often change and teachers become facilitators of learning and students gain some control and choice over their learning experiences. Instructional technologies and quality online content enable educators to develop customized learning experiences for students.

1. There are several models for delivery of online learning ranging from blended learning models that integrate online learning with face-to-face instruction in a brick and mortar school to fully online learning experiences. This Part does not limit the use of other models for online learning. LEAs retain the flexibility to choose appropriate online delivery models.

2. Blended learning occurs in a variety of venues and models and may incorporate online content in the form of a lesson, a single course, or an entire curriculum. A blended classroom or course provides flexibility and availability of programming that expands learning beyond the day or school year. In a blended learning environment, teachers facilitate students' learning with direct instruction.

3. Virtual charter schools represent a more extensive online learning experience where students may complete most of their course work online at locations other than a school building. Virtual charter schools may also allow students to complete all required coursework online. Virtual charter schools must adhere to the Council Regulations Governing Rhode Island Public Charter Schools.

4. The intent of this Part is to ensure that all students have access to quality online learning opportunities and to support LEAs in their role of identifying the online learning activities that best meets each student's needs and goals.

1. LEAs shall have flexibility to make decisions regarding the development, adoption or purchase of quality online content and programming based on local data and information about student needs. § 5.4 of this Part contains details regarding quality assurance for content, instruction and programming.

1. Online learning opportunities provide the flexibility necessary for instruction and learning to occur anytime and anywhere. Providing anytime, anywhere access to online coursework will meet the needs of students who, for a variety of reasons, may not be able to "fit" their learning into a traditional school schedule. Local policy shall not prevent student access to quality online learning that occurs both within and outside of the traditional school setting.