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| 4 | 4 | | |
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| 5 | 5 | | 2025 -- S 0233 |
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| 6 | 6 | | ======== |
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| 7 | 7 | | LC000380 |
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| 8 | 8 | | ======== |
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| 9 | 9 | | S T A T E O F R H O D E I S L A N D |
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| 10 | 10 | | IN GENERAL ASSEMBLY |
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| 11 | 11 | | JANUARY SESSION, A.D. 2025 |
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| 12 | 12 | | ____________ |
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| 13 | 13 | | |
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| 14 | 14 | | A N A C T |
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| 15 | 15 | | RELATING TO EDUCATION -- CURRICULUM |
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| 16 | 16 | | Introduced By: Senator E Morgan |
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| 17 | 17 | | Date Introduced: February 13, 2025 |
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| 18 | 18 | | Referred To: Senate Education |
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| 19 | 19 | | |
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| 20 | 20 | | |
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| 21 | 21 | | It is enacted by the General Assembly as follows: |
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| 22 | 22 | | SECTION 1. Sections 16-22-30, 16-22-31, 16-22-32 and 16-22-33 of the General Laws in 1 |
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| 23 | 23 | | Chapter 16-22 entitled "Curriculum [See Title 16 Chapter 97 — the Rhode Island Board of 2 |
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| 24 | 24 | | Education Act]" are hereby repealed. 3 |
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| 25 | 25 | | 16-22-30. Statewide academic standards. 4 |
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| 26 | 26 | | (a) The council on elementary and secondary education (the “council”) shall direct the 5 |
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| 27 | 27 | | commissioner of elementary and secondary education (the “commissioner”) to institute a process 6 |
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| 28 | 28 | | to develop statewide academic standards for the core subjects of mathematics, English language 7 |
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| 29 | 29 | | arts, science and technology, history and social studies, world languages, and the arts. This process 8 |
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| 30 | 30 | | shall: 9 |
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| 31 | 31 | | (1) Be open and consultative; 10 |
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| 32 | 32 | | (2) Include, but need not be limited to, a culturally and racially diverse group of classroom 11 |
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| 33 | 33 | | teachers and students; and 12 |
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| 34 | 34 | | (3) Include, but need not be limited to, reviewing and revising current standards, as well as 13 |
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| 35 | 35 | | adopting new ones, if deemed appropriate. 14 |
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| 36 | 36 | | (b) The commissioner shall develop the statewide academic standards pursuant to this 15 |
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| 37 | 37 | | section by no later than December 31, 2019, and again as required by the council’s procedures set 16 |
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| 38 | 38 | | forth in subsection (f) of this section. The standards shall: 17 |
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| 39 | 39 | | (1) Cover grades prekindergarten through grade twelve (PK-12); 18 |
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| 40 | 40 | | (2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated 19 |
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| 41 | 41 | | |
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| 42 | 42 | | |
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| 43 | 43 | | LC000380 - Page 2 of 8 |
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| 44 | 44 | | by all students at the conclusion of individual grades or grade spans; 1 |
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| 45 | 45 | | (3) Be formulated so as to set high expectations for student performance; 2 |
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| 46 | 46 | | (4) Provide clear and specific examples that embody and reflect these high expectations; 3 |
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| 47 | 47 | | (5) Be constructed with due regard to the established research and recommendations of 4 |
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| 48 | 48 | | national organizations, to the best of similar efforts in other states, and to the level of skills, 5 |
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| 49 | 49 | | competencies, and knowledge possessed by typical students in the most educationally-advanced 6 |
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| 50 | 50 | | nations. The skills, competencies, and knowledge set forth in the standards shall define the 7 |
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| 51 | 51 | | performance outcomes expected of both students directly entering the workforce and of students 8 |
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| 52 | 52 | | pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the 9 |
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| 53 | 53 | | standards shall inform the design and implementation of the Rhode Island comprehensive 10 |
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| 54 | 54 | | assessment system (“RICAS”) in mathematics, English language arts, and science and technology. 11 |
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| 55 | 55 | | The RICAS shall align with federal law, be in place for no fewer than ten (10) years, and facilitate 12 |
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| 56 | 56 | | comparisons of students of other states and nations; 13 |
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| 57 | 57 | | (6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state, 14 |
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| 58 | 58 | | and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this state; 15 |
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| 59 | 59 | | (7) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes; 16 |
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| 60 | 60 | | (8) Reflect sensitivity to different learning styles; 17 |
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| 61 | 61 | | (9) Reflect sensitivity to impediments to learning, which may include issues related to, but 18 |
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| 62 | 62 | | not limited to, cultural, financial, emotional, health, and social factors; and 19 |
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| 63 | 63 | | (10) Be in a form readily comprehensible by the general public. 20 |
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| 64 | 64 | | (c) This section shall not require the abandonment of any standards already in place, so 21 |
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| 65 | 65 | | long as the commissioner determines that these standards meet the statewide goals contained 22 |
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| 66 | 66 | | herein. 23 |
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| 67 | 67 | | (d) The commissioner shall submit a copy of the standards to the council for approval at 24 |
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| 68 | 68 | | least sixty (60) days prior to the standards taking effect. 25 |
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| 69 | 69 | | (e) Upon approval, the council shall make the standards available to the public. 26 |
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| 70 | 70 | | (f) The council shall develop procedures for updating, improving, or refining standards 27 |
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| 71 | 71 | | pursuant to this section by no later than September 1, 2021. The procedures shall include a 28 |
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| 72 | 72 | | requirement that the council review and evaluate the standards regularly to ensure that the high 29 |
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| 73 | 73 | | quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent 30 |
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| 74 | 74 | | reviews taking place in 2029, 2033, and every four (4) years thereafter. 31 |
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| 75 | 75 | | (g) On or before December 1, 2020, and annually thereafter on or before December 1, the 32 |
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| 76 | 76 | | commissioner shall report to the governor, president of the senate, and the speaker of the house, 33 |
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| 77 | 77 | | regarding the standards developed and reviewed pursuant to this section. 34 |
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| 78 | 78 | | |
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| 79 | 79 | | |
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| 80 | 80 | | LC000380 - Page 3 of 8 |
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| 81 | 81 | | 16-22-31. Curriculum frameworks. 1 |
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| 82 | 82 | | (a)(1) The council on elementary and secondary education (the “council”) shall direct the 2 |
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| 83 | 83 | | commissioner of elementary and secondary education (the “commissioner”) to institute a process 3 |
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| 84 | 84 | | to develop curriculum frameworks for mathematics, English language arts, science and technology, 4 |
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| 85 | 85 | | history and social studies, world languages, and the arts. This process shall: 5 |
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| 86 | 86 | | (i) Be open and consultative; 6 |
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| 87 | 87 | | (ii) Include, but need not be limited to, a culturally and racially diverse group of classroom 7 |
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| 88 | 88 | | teachers and students; and 8 |
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| 89 | 89 | | (iii) Include, but need not be limited to, reviewing and revising current frameworks, as well 9 |
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| 90 | 90 | | as developing new ones, if deemed appropriate. 10 |
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| 91 | 91 | | (2) The process may include, but need not be limited to, community groups, cultural 11 |
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| 92 | 92 | | organizations, parents, teacher preparation programs, and leading college and university figures in 12 |
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| 93 | 93 | | both subject matter disciplines and pedagogy. 13 |
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| 94 | 94 | | (b) The commissioner shall develop the curriculum frameworks pursuant to this section by 14 |
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| 95 | 95 | | no later than September 1, 2021, and again as required by the council’s procedures set forth in 15 |
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| 96 | 96 | | subsection (e) of this section. The curriculum frameworks developed by the commissioner shall: 16 |
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| 97 | 97 | | (1) Present broad, research-based pedagogical approaches and strategies to assist students 17 |
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| 98 | 98 | | develop the skills, competencies, and knowledge called for by the statewide standards provided in 18 |
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| 99 | 99 | | § 16-22-30; 19 |
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| 100 | 100 | | (2) Provide sufficient detail to guide and inform processes for the education, professional 20 |
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| 101 | 101 | | development, certification, and evaluation of both active and aspiring teachers and administrators; 21 |
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| 102 | 102 | | (3) Provide sufficient detail to guide the implementation of student assessment instruments; 22 |
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| 103 | 103 | | (4) Be constructed to guide and assist teachers, administrators, publishers, software 23 |
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| 104 | 104 | | developers, and other interested parties in the development and selection of curricula, textbooks, 24 |
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| 105 | 105 | | technology, and other instructional materials, and in the design of pedagogical approaches and 25 |
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| 106 | 106 | | strategies for use in elementary, secondary, and career and technical schools; 26 |
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| 107 | 107 | | (5) Be aligned with the state’s commitment to college and career readiness; 27 |
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| 108 | 108 | | (6) Encourage demanding real-world application, multidisciplinary problem solving, 28 |
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| 109 | 109 | | integration of academic and career and technical education curriculum, project-based learning, 29 |
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| 110 | 110 | | performance assessment, team teaching, and alignment of classroom instruction with work-based 30 |
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| 111 | 111 | | learning opportunities; 31 |
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| 112 | 112 | | (7) Promote better alignment with postsecondary curriculum and instruction, including, but 32 |
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| 113 | 113 | | not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high 33 |
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| 114 | 114 | | school students that help them with the postsecondary transition, persistence, and attainment of a 34 |
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| 115 | 115 | | |
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| 116 | 116 | | |
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| 117 | 117 | | LC000380 - Page 4 of 8 |
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| 118 | 118 | | credential; 1 |
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| 119 | 119 | | (8) Encourage capstone projects and associated performance assessments that provide 2 |
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| 120 | 120 | | students the opportunity to demonstrate holistic proficiency with respect to research, cross-3 |
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| 121 | 121 | | disciplinary problem solving, critical thinking, communication, collaboration, and oral defense; 4 |
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| 122 | 122 | | (9) Present specific, pedagogical approaches and strategies to meet the academic and 5 |
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| 123 | 123 | | nonacademic needs of English learner, economically disadvantaged, special education, and 6 |
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| 124 | 124 | | academically advanced students; 7 |
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| 125 | 125 | | (10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes; 8 |
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| 126 | 126 | | (11) Reflect sensitivity to different learning styles; 9 |
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| 127 | 127 | | (12) Reflect sensitivity to impediments to learning, which may include issues related to, 10 |
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| 128 | 128 | | but not limited to, cultural, financial, emotional, health, and social factors; and 11 |
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| 129 | 129 | | (13) Be in a form readily comprehensible by the general public. 12 |
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| 130 | 130 | | (c) The commissioner shall submit a copy of the frameworks to the council for approval at 13 |
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| 131 | 131 | | least sixty (60) days prior to the frameworks taking effect. 14 |
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| 132 | 132 | | (d) Upon approval, the council shall make the frameworks available to the public. 15 |
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| 133 | 133 | | (e) The council shall develop procedures for updating, improving, or refining curriculum 16 |
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| 134 | 134 | | frameworks pursuant to this section by no later than September 1, 2021. The procedures shall 17 |
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| 135 | 135 | | include a requirement that the council review and evaluate the frameworks regularly to ensure that 18 |
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| 136 | 136 | | the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with 19 |
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| 137 | 137 | | subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter. 20 |
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| 138 | 138 | | (f) On or before December 1, 2020, and annually thereafter on or before December 1, the 21 |
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| 139 | 139 | | commissioner shall report to the governor, president of the senate, and the speaker of the house, 22 |
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| 140 | 140 | | regarding the curriculum frameworks developed and reviewed pursuant to this section. 23 |
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| 141 | 141 | | 16-22-32. High quality curriculum and materials. 24 |
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| 142 | 142 | | (a)(1) The council on elementary and secondary education (the “council”) shall direct the 25 |
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| 143 | 143 | | commissioner of elementary and secondary education (the “commissioner”) to institute a process 26 |
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| 144 | 144 | | for reviewing and identifying curriculum and materials for mathematics, English language arts, and 27 |
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| 145 | 145 | | science and technology that meet the following requirements: 28 |
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| 146 | 146 | | (i) Is aligned with the academic standards provided in § 16-22-30; 29 |
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| 147 | 147 | | (ii) Is aligned with the curriculum frameworks provided in § 16-22-31; 30 |
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| 148 | 148 | | (iii) Is aligned with the RICAS, or any other test that is adopted as a statewide standardized 31 |
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| 149 | 149 | | test; and 32 |
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| 150 | 150 | | (iv) Is of high quality. 33 |
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| 151 | 151 | | (2) The commissioner shall identify at least five (5) examples each of curricula for 34 |
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| 152 | 152 | | |
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| 153 | 153 | | |
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| 154 | 154 | | LC000380 - Page 5 of 8 |
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| 155 | 155 | | mathematics and English language arts pursuant to this section by no later than January 1, 2021, 1 |
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| 156 | 156 | | for science and technology pursuant to this section by no later than January 1, 2024, and again as 2 |
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| 157 | 157 | | required by the council’s procedures set forth in subsection (a)(8) of this section. Once identified, 3 |
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| 158 | 158 | | the curricula shall be made available to the public, subject to copyright considerations. 4 |
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| 159 | 159 | | (3) The commissioner shall direct all local education agencies (“LEAs”) to select one of 5 |
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| 160 | 160 | | the identified high-quality curricula and materials by the time of their next adoption cycle, but in 6 |
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| 161 | 161 | | any case, no later than June 30, 2023, for mathematics and English language arts, and no later than 7 |
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| 162 | 162 | | June 30, 2025, for science and technology. LEAs shall select curriculum and materials that are 8 |
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| 163 | 163 | | responsive to the LEA’s cultural and linguistic needs, and support culturally responsive practices. 9 |
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| 164 | 164 | | LEAs shall implement the high-quality curricula and materials at the start of the school year that 10 |
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| 165 | 165 | | immediately follows the selection. If an LEA is unable to implement the high-quality curricula and 11 |
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| 166 | 166 | | materials fully due to financial hardship, the commissioner may grant the LEA an extension of 12 |
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| 167 | 167 | | time, provided that the LEA demonstrates continued efforts to complete the implementation. 13 |
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| 168 | 168 | | (4) The commissioner shall institute a waiver process for LEAs that would like to use a 14 |
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| 169 | 169 | | curriculum other than any identified by the commissioner pursuant to this section. Part of that 15 |
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| 170 | 170 | | process may include, but is not limited to, asking the LEA to: 16 |
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| 171 | 171 | | (i) Develop local curriculum goals; 17 |
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| 172 | 172 | | (ii) Communicate the rationale for selecting the proposed curriculum over any of the 18 |
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| 173 | 173 | | curricula identified by the commissioner; and 19 |
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| 174 | 174 | | (iii) Engage a third-party reviewer that has a proven track record of curriculum audits to 20 |
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| 175 | 175 | | review the proposed curriculum to ensure it aligns with state standards, establishes the scope and 21 |
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| 176 | 176 | | sequence of instruction, is of high quality, is culturally relevant, and to discuss any other strengths 22 |
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| 177 | 177 | | and weaknesses. 23 |
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| 178 | 178 | | (5) Waiver determinations made pursuant to subsection (a)(4) of this section shall be 24 |
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| 179 | 179 | | appealable to the board of education. 25 |
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| 180 | 180 | | (6) Any LEA that has at least seventy-five percent (75%) of its students meeting 26 |
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| 181 | 181 | | expectations on state assessments and also has no student subgroup identified for targeted 27 |
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| 182 | 182 | | assistance under Rhode Island’s accountability process may select and use curricula and materials 28 |
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| 183 | 183 | | other than any identified by the commissioner pursuant to this section for that subject area, only; 29 |
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| 184 | 184 | | provided, however, that if the LEA no longer has at least seventy-five percent (75%) of its students 30 |
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| 185 | 185 | | meeting expectations on state assessments, or if any student subgroup is identified for targeted 31 |
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| 186 | 186 | | assistance under Rhode Island’s accountability process, the LEA must select and implement one of 32 |
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| 187 | 187 | | the curricula identified by the commissioner pursuant to this section. 33 |
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| 188 | 188 | | (7) LEAs shall develop and execute a curriculum implementation plan that includes 34 |
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| 189 | 189 | | |
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| 190 | 190 | | |
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| 191 | 191 | | LC000380 - Page 6 of 8 |
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| 192 | 192 | | professional development to ensure that all teachers and administrators are prepared to implement 1 |
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| 193 | 193 | | the new curriculum with the necessary skill and knowledge. 2 |
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| 194 | 194 | | (8) The council shall develop procedures for updating the identification of curricula and 3 |
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| 195 | 195 | | materials pursuant to this section by no later than September 1, 2021. The procedures shall include 4 |
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| 196 | 196 | | a requirement that the council review and evaluate the identified curricula and materials regularly 5 |
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| 197 | 197 | | to ensure that the high quality of the curricula and materials is maintained. The review cycle shall 6 |
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| 198 | 198 | | begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years 7 |
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| 199 | 199 | | thereafter. 8 |
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| 200 | 200 | | (b) On or before December 1, 2020, and annually thereafter on or before December 1, the 9 |
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| 201 | 201 | | commissioner shall report to the governor, president of the senate, and the speaker of the house, 10 |
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| 202 | 202 | | regarding the progress toward fulfilling the requirements of this section, including, but not limited 11 |
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| 203 | 203 | | to, the high-quality curricula and materials identified, selected, and implemented by LEAs pursuant 12 |
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| 204 | 204 | | to this section. 13 |
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| 205 | 205 | | (c) The state shall establish a professional development fund to provide professional 14 |
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| 206 | 206 | | learning to LEAs that elect to use prioritized curricula and materials in mathematics and English 15 |
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| 207 | 207 | | language arts as identified by the commissioner. 16 |
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| 208 | 208 | | (d) For the purposes of this section, “local education agencies” (“LEAs”) shall include all 17 |
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| 209 | 209 | | of the following within the state of Rhode Island: 18 |
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| 210 | 210 | | (1) Public school districts; 19 |
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| 211 | 211 | | (2) Regional school districts; 20 |
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| 212 | 212 | | (3) State-operated schools; 21 |
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| 213 | 213 | | (4) Regional collaborative schools; and 22 |
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| 214 | 214 | | (5) Charter schools. 23 |
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| 215 | 215 | | 16-22-33. Curriculum implementation accountability. 24 |
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| 216 | 216 | | (a) Once local education agencies (“LEAs”) select high-quality curriculum and materials 25 |
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| 217 | 217 | | pursuant to § 16-22-32, the department of elementary and secondary education (the “department”) 26 |
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| 218 | 218 | | shall identify an LEA assistance partner from within the department to provide any and all support 27 |
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| 219 | 219 | | requested by the LEA or individual schools within the LEA regarding access to, implementation 28 |
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| 220 | 220 | | of, and professional development for the curriculum and materials. 29 |
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| 221 | 221 | | (b) The LEA assistance partner shall meet with teachers, principals, administrators, or other 30 |
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| 222 | 222 | | school officials of the LEA to which they are assigned at a school within the LEA on a regular 31 |
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| 223 | 223 | | basis, which shall be no less frequently than every three (3) months, to discuss the progress toward 32 |
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| 224 | 224 | | implementing the curriculum and materials effectively. Areas of discussion may include, but are 33 |
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| 225 | 225 | | not limited to: 34 |
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| 226 | 226 | | |
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| 227 | 227 | | |
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| 228 | 228 | | LC000380 - Page 7 of 8 |
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| 229 | 229 | | (1) Barriers to learning and plans to eliminate said barriers; 1 |
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| 230 | 230 | | (2) Best practices regarding pedagogical techniques given the diversity of the student 2 |
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| 231 | 231 | | population being served; 3 |
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| 232 | 232 | | (3) Where to locate additional professional development resources; and 4 |
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| 233 | 233 | | (4) Implementation strategies that have been successful to share with other LEAs that are 5 |
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| 234 | 234 | | using the same curriculum and materials. 6 |
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| 235 | 235 | | (c) The LEA assistance partner shall tour all schools within its assigned LEA with at least 7 |
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| 236 | 236 | | one teacher and the principal or assistant principal: 8 |
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| 237 | 237 | | (1) To observe challenges teachers are facing while implementing the curriculum and 9 |
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| 238 | 238 | | materials; 10 |
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| 239 | 239 | | (2) To discuss with the teacher and principal or assistant principal ideas to help resolve 11 |
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| 240 | 240 | | those challenges; and 12 |
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| 241 | 241 | | (3) To answer any questions regarding the curriculum or implementation thereof. 13 |
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| 242 | 242 | | (d) The LEA assistance partner shall have follow-up meetings at schools within their 14 |
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| 243 | 243 | | assigned LEA as often as requested by an individual school or the entire LEA to ensure all educators 15 |
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| 244 | 244 | | are comfortable implementing the curriculum effectively. 16 |
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| 245 | 245 | | (e) The LEA assistance partner shall report to the department no less frequently than every 17 |
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| 246 | 246 | | three (3) months regarding the status of curriculum implementation at the schools within their 18 |
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| 247 | 247 | | assigned LEA. 19 |
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| 248 | 248 | | (f) The commissioner is hereby authorized to promulgate rules and regulations necessary 20 |
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| 249 | 249 | | to implement the provisions of this section. 21 |
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| 250 | 250 | | (g) For the purposes of this section, “local education agencies” (“LEAs”) shall include all 22 |
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| 251 | 251 | | of the following within the state of Rhode Island: 23 |
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| 252 | 252 | | (1) Public school districts; 24 |
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| 253 | 253 | | (2) Regional school districts; 25 |
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| 254 | 254 | | (3) State-operated schools; 26 |
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| 255 | 255 | | (4) Regional collaborative schools; and 27 |
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| 256 | 256 | | (5) Charter schools. 28 |
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| 257 | 257 | | SECTION 2. This act shall take effect upon passage. 29 |
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| 259 | 259 | | LC000380 |
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| 261 | 261 | | |
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| 262 | 262 | | |
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| 263 | 263 | | LC000380 - Page 8 of 8 |
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| 264 | 264 | | EXPLANATION |
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| 265 | 265 | | BY THE LEGISLATIVE COUNCIL |
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| 266 | 266 | | OF |
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| 267 | 267 | | A N A C T |
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| 268 | 268 | | RELATING TO EDUCATION -- CURRICULUM |
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| 269 | 269 | | *** |
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| 270 | 270 | | This act would repeal in their entirety sections 16-22-30, 16-22-31, 16-22-32 and 16-22-1 |
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| 271 | 271 | | 33, all of which relate to the establishment of statewide academic standards in mathematics, English 2 |
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| 272 | 272 | | language arts, science and technology, history, social studies, world languages and the arts and their 3 |
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| 273 | 273 | | implementation into the curriculum of all public schools. 4 |
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| 274 | 274 | | This act would take effect upon passage. 5 |
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| 275 | 275 | | ======== |
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| 276 | 276 | | LC000380 |
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| 277 | 277 | | ======== |
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| 278 | 278 | | |
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