2025 -- H 5532
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LC001259
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S T A T E O F R H O D E I S L A N D
IN GENERAL ASSEMBLY
JANUARY SESSION, A.D. 2025
____________
A N A C T
RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX
RELIEF ACT
Introduced By: Representatives Furtado, Kazarian, Messier, Cruz, Read, Boylan, Alzate,
Stewart, Donovan, and Morales
Date Introduced: February 13, 2025
Referred To: House Finance
It is enacted by the General Assembly as follows:
SECTION 1. Section 16-7.2-6 of the General Laws in Chapter 16-7.2 entitled "The 1
Education Equity and Property Tax Relief Act" is hereby amended to read as follows: 2
16-7.2-6. Categorical programs, state funded expenses. 3
In addition to the foundation education aid provided pursuant to § 16-7.2-3, the permanent 4
foundation education-aid program shall provide direct state funding for: 5
(a) Excess costs associated with special education students. Excess costs are defined when 6
an individual special education student’s cost shall be deemed to be “extraordinary.” Extraordinary 7
costs are those educational costs that exceed the state-approved threshold based on an amount 8
above four times the core foundation amount (total of core instruction amount plus student success 9
amount). The department of elementary and secondary education shall prorate the funds available 10
for distribution among those eligible school districts if the total approved costs for which school 11
districts are seeking reimbursement exceed the amount of funding appropriated in any fiscal year; 12
and the department of elementary and secondary education shall also collect data on those 13
educational costs that exceed the state-approved threshold based on an amount above two (2), three 14
(3), and five (5) times the core foundation amount; 15
(b) Career and technical education costs to help meet initial investment requirements 16
needed to transform existing, or create new, comprehensive, career and technical education 17
programs and career pathways in critical and emerging industries and to help offset the higher-18
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than-average costs associated with facilities, equipment maintenance and repair, and supplies 1
necessary for maintaining the quality of highly specialized programs that are a priority for the state. 2
The department shall develop criteria for the purpose of allocating any and all career and technical 3
education funds as may be determined by the general assembly on an annual basis. The department 4
of elementary and secondary education shall prorate the funds available for distribution among 5
those eligible school districts if the total approved costs for which school districts are seeking 6
reimbursement exceed the amount of funding available in any fiscal year; 7
(c) Programs to increase access to voluntary, free, high-quality pre-kindergarten programs. 8
The department shall recommend criteria for the purpose of allocating any and all early childhood 9
program funds as may be determined by the general assembly; 10
(d) Central Falls, Davies, and the Met Center Stabilization Fund is established to ensure 11
that appropriate funding is available to support their students. Additional support for Central Falls 12
is needed due to concerns regarding the city’s capacity to meet the local share of education costs. 13
This fund requires that education aid calculated pursuant to § 16-7.2-3 and funding for costs outside 14
the permanent foundation education-aid formula, including, but not limited to, transportation, 15
facility maintenance, and retiree health benefits shall be shared between the state and the city of 16
Central Falls. The fund shall be annually reviewed to determine the amount of the state and city 17
appropriation. The state’s share of this fund may be supported through a reallocation of current 18
state appropriations to the Central Falls school district. At the end of the transition period defined 19
in § 16-7.2-7, the municipality will continue its contribution pursuant to § 16-7-24. Additional 20
support for the Davies and the Met Center is needed due to the costs associated with running a 21
stand-alone high school offering both academic and career and technical coursework. The 22
department shall recommend criteria for the purpose of allocating any and all stabilization funds as 23
may be determined by the general assembly; 24
(e) Excess costs associated with transporting students to out-of-district non-public schools. 25
This fund will provide state funding for the costs associated with transporting students to out-of-26
district non-public schools, pursuant to chapter 21.1 of this title. The state will assume the costs of 27
non-public out-of-district transportation for those districts participating in the statewide system. 28
The department of elementary and secondary education shall prorate the funds available for 29
distribution among those eligible school districts if the total approved costs for which school 30
districts are seeking reimbursement exceed the amount of funding available in any fiscal year; 31
(f) Excess costs associated with transporting students within regional school districts. This 32
fund will provide direct state funding for the excess costs associated with transporting students 33
within regional school districts, established pursuant to chapter 3 of this title. This fund requires 34
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that the state and regional school district share equally the student transportation costs net any 1
federal sources of revenue for these expenditures. The department of elementary and secondary 2
education shall prorate the funds available for distribution among those eligible school districts if 3
the total approved costs for which school districts are seeking reimbursement exceed the amount 4
of funding available in any fiscal year; 5
(g) Public school districts that are regionalized shall be eligible for a regionalization bonus 6
as set forth below: 7
(1) As used herein, the term “regionalized” shall be deemed to refer to a regional school 8
district established under the provisions of chapter 3 of this title, including the Chariho Regional 9
School district; 10
(2) For those districts that are regionalized as of July 1, 2010, the regionalization bonus 11
shall commence in FY 2012. For those districts that regionalize after July 1, 2010, the 12
regionalization bonus shall commence in the first fiscal year following the establishment of a 13
regionalized school district as set forth in chapter 3 of this title, including the Chariho Regional 14
School District; 15
(3) The regionalization bonus in the first fiscal year shall be two percent (2.0%) of the 16
state’s share of the foundation education aid for the regionalized district as calculated pursuant to 17
§§ 16-7.2-3 and 16-7.2-4 in that fiscal year; 18
(4) The regionalization bonus in the second fiscal year shall be one percent (1.0%) of the 19
state’s share of the foundation education aid for the regionalized district as calculated pursuant to 20
§§ 16-7.2-3 and 16-7.2-4 in that fiscal year; 21
(5) The regionalization bonus shall cease in the third fiscal year; 22
(6) The regionalization bonus for the Chariho regional school district shall be applied to 23
the state share of the permanent foundation education aid for the member towns; and 24
(7) The department of elementary and secondary education shall prorate the funds available 25
for distribution among those eligible regionalized school districts if the total, approved costs for 26
which regionalized school districts are seeking a regionalization bonus exceed the amount of 27
funding appropriated in any fiscal year; 28
(h) [Deleted by P.L. 2024, ch. 117, art. 8, § 1.] 29
(i) State support for school resource officers. For purposes of this subsection, a school 30
resource officer (SRO) shall be defined as a career law enforcement officer with sworn authority 31
who is deployed by an employing police department or agency in a community-oriented policing 32
assignment to work in collaboration with one or more schools. School resource officers should have 33
completed at least forty (40) hours of specialized training in school policing, administered by an 34
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accredited agency, before being assigned. Beginning in FY 2019, for a period of three (3) years, 1
school districts or municipalities that choose to employ school resource officers shall receive direct 2
state support for costs associated with employing such officers at public middle and high schools. 3
Districts or municipalities shall be reimbursed an amount equal to one-half (½) of the cost of 4
salaries and benefits for the qualifying positions. Funding will be provided for school resource 5
officer positions established on or after July 1, 2018, provided that: 6
(1) Each school resource officer shall be assigned to one school: 7
(i) Schools with enrollments below one thousand two hundred (1,200) students shall 8
require one school resource officer; 9
(ii) Schools with enrollments of one thousand two hundred (1,200) or more students shall 10
require two school resource officers; 11
(2) School resource officers hired in excess of the requirement noted above shall not be 12
eligible for reimbursement; and 13
(3) Schools that eliminate existing school resource officer positions and create new 14
positions under this provision shall not be eligible for reimbursement; and 15
(j) Additional state support for districts to provide for the mental and behavioral health of 16
students. The total additional amount to support the mental and behavioral health of students shall 17
be equal to two percent (2%) of the district’s total expenditures. All categorical funds distributed 18
pursuant to this subsection shall be used to hire and retain staff to provide high-quality, research-19
based services to students to support their mental and behavioral health. Such staff shall include 20
school social workers, school counselors, school psychologists, paraprofessionals, behavioral 21
specialists, and registered behavior techs (RBTs). To be eligible for such funding, districts must: 22
(1) Be below the industry-recommended ratios of one school social worker per two hundred 23
fifty (250) students, one school counselor per two hundred fifty (250) students, one school 24
psychologist per five hundred (500) students, and/or have elementary classrooms without a full-25
time paraprofessional, behavior specialist, or RBT; 26
(2) Comply with all provisions of § 16-53.1-2; and 27
(3) Maintain policies, based on best practice, to ensure students removed from the 28
classroom with escalated behavior receive de-escalation support before returning to the classroom. 29
The department of elementary and secondary education shall collect performance reports from 30
districts and approve the use of funds prior to expenditure. The department of elementary and 31
secondary education shall ensure the funds are aligned to activities that are innovative and 32
expansive and not utilized for activities the district is currently funding. The department of 33
elementary and secondary education shall prorate the funds available for distribution among 34
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eligible recipients if the total calculated costs exceed the amount of funding available in any fiscal 1
year; and 2
(j)(k) Categorical programs defined in subsections (a) through (g) shall be funded pursuant 3
to the transition plan in § 16-7.2-7. 4
SECTION 2. This act shall take effect upon passage. 5
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EXPLANATION
BY THE LEGISLATIVE COUNCIL
OF
A N A C T
RELATING TO EDUCATION -- THE EDUCATION EQUITY AND PROPERTY TAX
RELIEF ACT
***
This act would amend the current law to mandate additional state education categorical 1
funding for the mental and behavioral health of students equal to two percent (2%) of the district’s 2
total expenditures, and would further mandate that those funds be used to hire and retain staff such 3
as school social workers, school counselors, school psychologists, paraprofessionals, behavioral 4
specialists, and registered behavior techs (RBTs). This act would also require that in order to be 5
eligible for such funding, districts must: (1) be below the industry-recommended ratios of student 6
population to school social worker, school counselor or school psychologist and/or have elementary 7
classrooms without a full-time behavior specialist; (2) comply with all provisions of the school 8
improvement team law; and (3) maintain policies to ensure students removed from the classroom 9
with escalated behavior receive de-escalation support before returning to the classroom. The act 10
would further require the department of elementary and secondary education to collect performance 11
reports from districts, approve the use of funds before expending, and ensure the funds are not 12
utilized for activities the district is currently funding. 13
This act would take effect upon passage. 14
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