§ 16-7.1-2. Accountability for student performance.
(a) The board of regents shall adopt and publish statewide standards of performance and
performance benchmarks in core subject areas, to include writing and mathematics (grades
four (4), eight (8), and ten (10)). These standards and performance benchmarks shall
be ratified by the board and implemented and performance standards and performance
benchmarks for reading in two (2) grades shall be added.
(b) Districts and schools need to be held accountable for student performance results.
Therefore, every school district receiving state education aid under this title shall
develop a district strategic plan. The district strategic plan shall: (1) Be based
on high academic standards for student performance consistent with the statewide standards
and benchmarks; (2) Be the product of a shared communitywide process that defines
a vision of what students should know and be able to do; (3) Address the needs of
each school in the district; (4) Encourage the development of school-based improvement
planning and implementation; (5) Include a process for mentoring of new teachers;
(6) Be designed to improve student achievement with emphasis on closing the performance
gaps among groups of students, such as the performance gaps correlated with poverty,
gender, language background, and disability; (7) Include establishment of student
intervention teams to address the instructional needs of diverse learners, include
high standards of student behavior designed to create an orderly educational environment
with due regard for the rights of students, and an asset protection plan; and (8)
Be consistent with Rhode Island's comprehensive education strategy. In order to ensure
the most efficient use of resources implementing strategic plans, districts and schools
are encouraged to work together as consortia and as part of the regional collaboratives.
(c)(1) The strategic plan shall include strategies to improve the performance of students
in mathematics, reading, and writing. Each plan must describe a scientific research-based,
as described in the No Child Left Behind Act of 2001, Title 1, Part B, § 1208 [20 U.S.C. § 6368], reading instruction to improve the reading skills of all students in the early
grades (kindergarten through grade five (5)) that is aligned with the board of regents
reading policy. The district must develop, implement, and evaluate a personal literacy
program for each student in these grades who is performing below grade level. These
strategies shall be based on the adequate yearly progress expected for students and
schools. Annual performance targets for determining whether schools and districts
have made adequate yearly progress will be set by the commissioner of elementary and
secondary education. The general assembly expects these district strategies to increase
the number of fourth grade students performing at, or above, the proficient standard
in mathematics, reading, and writing in each district and school. The increase shall
be established annually in accordance with § 16-7.1-4.
(2) The general assembly recognizes the contribution of school counselors to positive
educational change; to the implementation of the No Child Left Behind Act of 2001;
and to the success of students in three (3) developmental domains: academic, career,
and personal/social. It endorses the National Standards for School Counseling Programs
as developed by the American School Counselor Association (ASCA). Further, the general
assembly encourages every district to implement a K-12 standards-based, comprehensive,
developmental school counseling program. The general assembly further encourages every
district to provide professional development opportunities for school counselors that
focus on best practices in collaborating with business, industry, and other community
organizations to create internships and apprenticeships for secondary students.
(d) Each strategic plan must indicate the manner in which self-studies will be completed
at the school level in accordance with guidelines established by the commissioner.
Funds shall be appropriated to the department of elementary and secondary education
to assist districts with on-site reviews. Schools to be visited shall be determined
by the commissioner.
(e) Each strategic plan must indicate the method in which school administrators and staff
shall achieve and maintain an orderly educational environment in accordance with due
process and with due regard for the rights of students.
(f) Each strategic plan shall include the development of inter-agency agreements for the
coordination of services among state and local agencies responsible for service to
children and families. These agreements shall address the identification and provision
of services to pre-school children with disabilities and children and youth with behavioral
healthcare needs.
(g) All district strategic plans and annual updates shall be submitted to the commissioner
of elementary and secondary education no later than May 1 of each year.
(h) All strategic plans shall include strategies to decrease obesity and improve the health
and wellness of students and employees through nutrition, physical activity, health
education, and physical education. Said strategies shall be submitted by May 1st of
each year to the Rhode Island department of elementary and secondary education and
the Rhode Island department of health.