2019 -- H 5008 SUBSTITUTE A

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     STATE OF RHODE ISLAND

IN GENERAL ASSEMBLY

JANUARY SESSION, A.D. 2019

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A N   A C T

RELATING TO EDUCATION - CURRICULUM ALIGNMENT AND STANDARDS FOR

ALL STUDENTS

     

     Introduced By: Representatives McNamara, Casimiro, Ackerman, Amore, and Lyle

     Date Introduced: January 03, 2019

     Referred To: House Health, Education & Welfare

     It is enacted by the General Assembly as follows:

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     SECTION 1. Chapter 16-22 of the General Laws entitled "Curriculum [See Title 16

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Chapter 97 - The Rhode Island Board of Education Act]" is hereby amended by adding thereto

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the following sections:

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     16-22-30. Statewide academic standards.

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     (a) The council on elementary and secondary education (the "council") shall direct the

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commissioner of elementary and secondary education (the "commissioner") to institute a process

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to develop statewide academic standards for the core subjects of mathematics, English language

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arts, science and technology, history and social studies, world languages, and the arts. This

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process shall:

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     (1) Be open and consultative;

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     (2) Include, but need not be limited to, a culturally and racially diverse group of

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classroom teachers and students; and

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     (3) Include, but need not be limited to, reviewing and revising current standards, as well

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as adopting new ones, if deemed appropriate.

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     (b) The commissioner shall develop the statewide academic standards pursuant to this

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section by no later than December 31, 2019, and again as required by the council's procedures set

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forth in subsection (f) of this section. The standards shall:

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     (1) Cover grades prekindergarten through grade twelve (PK-12);

 

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     (2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated

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by all students at the conclusion of individual grades or grade spans;

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     (3) Be formulated so as to set high expectations for student performance;

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     (4) Provide clear and specific examples that embody and reflect these high expectations;

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     (5) Be constructed with due regard to the established research and recommendations of

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national organizations, to the best of similar efforts in other states, and to the level of skills,

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competencies, and knowledge possessed by typical students in the most educationally-advanced

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nations. The skills, competencies, and knowledge set forth in the standards shall define the

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performance outcomes expected of both students directly entering the workforce and of students

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pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the

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standards shall inform the design and implementation of the Rhode Island comprehensive

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assessment system ("RICAS") in mathematics, English language arts, and science and

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technology. The RICAS shall align with federal law, be in place for no fewer than ten (10) years,

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and facilitate comparisons of students of other states and nations;

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     (6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state,

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and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this

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state;

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     (7) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;

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     (8) Reflect sensitivity to different learning styles;

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     (9) Reflect sensitivity to impediments to learning, which may include issues related to,

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but not limited to, cultural, financial, emotional, health, and social factors; and

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     (10) Be in a form readily comprehensible by the general public.

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     (c) This section shall not require the abandonment of any standards already in place, so

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long as the commissioner determines that said standards meet the statewide goals contained

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herein.

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     (d) The commissioner shall submit a copy of the standards to the council for approval at

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least sixty (60) days prior to the standards taking effect.

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     (e) Upon approval, the council shall make the standards available to the public.

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     (f) The council shall develop procedures for updating, improving, or refining standards

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pursuant to this section by no later than September 1, 2021. The procedures shall include a

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requirement that the council review and evaluate the standards regularly to ensure that the high

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quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent

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reviews taking place in 2029, 2033, and every four (4) years thereafter.

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     (g) On or before December 1, 2020, and annually thereafter on or before December 1, the

 

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commissioner shall report to the governor, president of the senate, and the speaker of the house,

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regarding the standards developed and reviewed pursuant to this section.

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     16-22-31. Curriculum frameworks.

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     (a)(1) The council on elementary and secondary education (the "council") shall direct the

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commissioner of elementary and secondary education (the "commissioner") to institute a process

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to develop curriculum frameworks for mathematics, English language arts, science and

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technology, history and social studies, world languages, and the arts. This process shall:

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     (i) Be open and consultative;

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     (ii) Include, but need not be limited to, a culturally and racially diverse group of

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classroom teachers and students; and

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     (iii) Include, but need not be limited to, reviewing and revising current frameworks, as

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well as developing new ones, if deemed appropriate.

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     (2) The process may include, but need not be limited to, community groups, cultural

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organizations, parents, teacher preparation programs, and leading college and university figures in

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both subject matter disciplines and pedagogy.

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     (b) The commissioner shall develop the curriculum frameworks pursuant to this section

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by no later than September 1, 2021, and again as required by the council's procedures set forth in

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subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:

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      (1) Present broad, research-based pedagogical approaches and strategies to assist

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students develop the skills, competencies, and knowledge called for by the statewide standards

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provided in § 16-22-30;

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     (2) Provide sufficient detail to guide and inform processes for the education, professional

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development, certification, and evaluation of both active and aspiring teachers and administrators;

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     (3) Provide sufficient detail to guide the implementation of student assessment

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instruments;

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     (4) Be constructed to guide and assist teachers, administrators, publishers, software

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developers, and other interested parties in the development and selection of curricula, textbooks,

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technology, and other instructional materials, and in the design of pedagogical approaches and

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strategies for use in elementary, secondary, and career and technical schools;

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     (5) Be aligned with the state's commitment to college and career readiness;

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     (6) Encourage demanding real-world application, multi-disciplinary problem solving,

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integration of academic and career and technical education curriculum, project-based learning,

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performance assessment, team teaching, and alignment of classroom instruction with work-based

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learning opportunities;

 

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     (7) Promote better alignment with postsecondary curriculum and instruction, including,

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but not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for

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high school students that help them with the postsecondary transition, persistence, and attainment

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of a credential;

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     (8) Encourage capstone projects and associated performance assessments that provide

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students the opportunity to demonstrate holistic proficiency with respect to research, cross-

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disciplinary problem solving, critical thinking, communication, collaboration, and oral defense;

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     (9) Present specific, pedagogical approaches and strategies to meet the academic and

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non-academic needs of English learner, economically disadvantaged, special education, and

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academically advanced students;

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     (10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;

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     (11) Reflect sensitivity to different learning styles;

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     (12) Reflect sensitivity to impediments to learning, which may include issues related to,

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but not limited to, cultural, financial, emotional, health, and social factors; and

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     (13) Be in a form readily comprehensible by the general public.

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     (c) The commissioner shall submit a copy of the frameworks to the council for approval

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at least sixty (60) days prior to the frameworks taking effect.

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     (d) Upon approval, the council shall make the frameworks available to the public.

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     (e) The council shall develop procedures for updating, improving, or refining curriculum

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frameworks pursuant to this section by no later than September 1, 2021. The procedures shall

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include a requirement that the council review and evaluate the frameworks regularly to ensure

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that the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with

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subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.

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     (f) On or before December 1, 2020, and annually thereafter on or before December 1, the

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commissioner shall report to the governor, president of the senate, and the speaker of the house,

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regarding the curriculum frameworks developed and reviewed pursuant to this section.

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     16-22-32. High quality curriculum and materials.

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     (a)(1) The council on elementary and secondary education (the "council") shall direct the

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commissioner of elementary and secondary education (the "commissioner") to institute a process

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for reviewing and identifying curriculum and materials for mathematics, English language arts,

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and science and technology that meet the following requirements:

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     (i) Is aligned with the academic standards provided in § 16-22-30;

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     (ii) Is aligned with the curriculum frameworks provided in § 16-22-31;

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     (iii) Is aligned with the RICAS, or any other test that is adopted as a statewide

 

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standardized test; and

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     (iv) Is of high quality.

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     (2) The commissioner shall identify at least five (5) examples each of curricula for

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mathematics and English language arts pursuant to this section by no later than June 30, 2022, for

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science and technology pursuant to this section by no later than June 30, 2024, and again as

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required by the council's procedures set forth in subsection (a)(8) of this section. Once identified,

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the curricula shall be made available to the public, subject to copyright considerations.

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     (3) The commissioner shall direct all local education agencies ("LEAs") to select one of

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the identified high-quality curricula and materials by the time of their next adoption cycle, but in

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any case, no later than June 30, 2023 for mathematics and English language arts, and by no later

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than June 30, 2025 for science and technology. LEAs shall select curriculum and materials that

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are responsive to the LEA's cultural and linguistic needs, and support culturally responsive

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practices. LEAs shall implement the high-quality curricula and materials at the start of the school

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year that immediately follows the selection. If an LEA is unable to implement the high-quality

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curricula and materials fully due to financial hardship, the commissioner may grant the LEA an

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extension of time, provided that the LEA demonstrates continued efforts to complete the

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implementation.

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     (4) The commissioner shall institute a waiver process for LEAs that would like to use a

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curriculum other than any identified by the commissioner pursuant to this section. Part of that

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process may include, but is not limited to, asking the LEA to:

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     (i) Develop local curriculum goals;

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     (ii) Communicate the rationale for selecting the proposed curriculum over any of the

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curricula identified by the commissioner; and

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     (iii) Engage a third-party reviewer that has a proven track record of curriculum audits to

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review the proposed curriculum to ensure it aligns with state standards, establishes the scope and

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sequence of instruction, is of high quality, is culturally relevant, and to discuss any other strengths

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and weaknesses.

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     (5) Waiver determinations made pursuant to subsection (a)(4) of this section shall be

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appealable to the board of education.

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     (6) Any LEA that has at least seventy-five percent (75%) of its students meeting

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expectations on state assessments and also has no student subgroup identified for targeted

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assistance under Rhode Island's accountability process may select and use curricula and materials

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other than any identified by the commissioner pursuant to this section for that subject area, only;

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provided, however, that if the LEA no longer has at least seventy-five percent (75%) of its

 

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students meeting expectations on state assessments, or if any student subgroup is identified for

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targeted assistance under Rhode Island’s accountability process, the LEA must select and

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implement one of the curricula identified by the commissioner pursuant to this section.

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     (7) LEAs shall develop and execute a curriculum implementation plan that includes

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professional development to ensure that all teachers and administrators are prepared to implement

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the new curriculum with the necessary skill and knowledge.

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     (8) The council shall develop procedures for updating the identification of curricula and

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materials pursuant to this section by no later than September 1, 2021. The procedures shall

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include a requirement that the council review and evaluate the identified curricula and materials

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regularly to ensure that the high quality of the curricula and materials is maintained. The review

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cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4)

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years thereafter.

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     (b) On or before December 1, 2020, and annually thereafter on or before December 1, the

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commissioner shall report to the governor, president of the senate, and the speaker of the house,

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regarding the progress toward fulfilling the requirements of this section, including, but not limited

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to, the high-quality curricula and materials identified, selected, and implemented by LEAs

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pursuant to this section.

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     (c) The state shall establish a professional development fund to provide professional

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learning to LEAs that elect to use prioritized curricula and materials in mathematics and English

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language arts as identified by the commissioner.

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     (d) For the purposes of this section, “local education agencies” (“LEAs”) shall include all

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of the following within the state of Rhode Island:

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     (1) Public school districts;

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     (2) Regional school districts;

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     (3) State-operated schools;

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     (4) Regional collaborative schools; and

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     (5) Charter schools.

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     16-22-33. Curriculum implementation accountability.

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     (a) Once local education agencies ("LEAs") select high-quality curriculum and materials

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pursuant to § 16-22-32, the department of elementary and secondary education (the "department")

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shall identify an LEA assistance partner from within the department to provide any and all

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support requested by the LEA or individual schools within the LEA regarding access to,

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implementation of, and professional development for the curriculum and materials.

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     (b) The LEA assistance partner shall meet with teachers, principals, administrators, or

 

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other school officials of the LEA to which they are assigned at a school within the LEA on a

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regular basis, which shall be no less frequently than every three (3) months, to discuss the

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progress toward implementing the curriculum and materials effectively. Areas of discussion may

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include, but are not limited to:

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     (i) Barriers to learning and plans to eliminate said barriers;

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     (ii) Best practices regarding pedagogical techniques given the diversity of the student

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population being served;

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     (iii) Where to locate additional professional development resources; and

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     (iv) Implementation strategies that have been successful to share with other LEAs that are

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using the same curriculum and materials.

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     (c) The LEA assistance partner shall tour all schools within its assigned LEA with at least

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one teacher and the principal or assistant principal:

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     (i) To observe challenges teachers are facing while implementing the curriculum and

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materials;

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     (ii) To discuss with the teacher and principal or assistant principal ideas to help resolve

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those challenges; and

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     (iii) To answer any questions regarding the curriculum or implementation thereof.

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     (d) The LEA assistance partner shall have follow-up meetings at schools within their

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assigned LEA as often as requested by an individual school or the entire LEA to ensure all

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educators are comfortable implementing the curriculum effectively.

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     (e) The LEA assistance partner shall report to the department no less frequently than

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every three (3) months regarding the status of curriculum implementation at the schools within

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their assigned LEA.

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     (f) The commissioner is hereby authorized to promulgate rules and regulations necessary

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to implement the provisions of this section.

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     (g) For the purposes of this section, “local education agencies” (“LEAs”) shall include all

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of the following within the state of Rhode Island:

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     (1) Public school districts;

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     (2) Regional school districts;

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     (3) State-operated schools;

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     (4) Regional collaborative schools; and

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     (5) Charter schools.

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     SECTION 2. This act shall take effect upon passage.

 

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EXPLANATION

BY THE LEGISLATIVE COUNCIL

OF

A N   A C T

RELATING TO EDUCATION - CURRICULUM ALIGNMENT AND STANDARDS FOR

ALL STUDENTS

***

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     This act would require the commissioner of elementary and secondary education to

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develop statewide academic standards and curriculum frameworks for the core subjects of

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mathematics, English language arts, and science and technology. This act would also require the

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commissioner to identify at least five (5) examples of high-quality curriculum and materials for

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each of the core subjects, after which local education agencies ("LEAs") would be required to

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select and implement one for each of the core subjects. Once LEAs select a high-quality

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curriculum and materials, the department of elementary and secondary education ("department")

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would identify an LEA assistance partner from within the department to provide any and all

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support regarding access to, implementation of, and professional development for the curriculum

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and materials.

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     This act would take effect upon passage.

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