House Bill #5008 (2019)

AN ACT RELATING TO EDUCATION - CURRICULUM ALIGNMENT AND STANDARDS FOR ALL STUDENTS

Provides for the review of existing and the development of new statewide academic standards by the commissioner of education.

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  • 2019 – H 5008
  • 2019 – H 5008 SUBSTITUTE B
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  • LC000222
  • LC000222/SUB B
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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. 2019
  • ____________
  • A N A C T
  • RELATING TO EDUCATION - CURRICULUM ALIGNMENT AND STANDARDS FOR
  • ALL STUDENTS
  • S TATE OF RHODE IS L AND
  • IN GENERAL ASSEMBLY
  • JANUARY SESSION, A.D. 2019
  • ____________
  • 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:
  • SECTION 1. Chapter 16-22 of the General Laws entitled "Curriculum [See Title 16 Chapter 97 - The Rhode Island Board of Education Act]" is hereby amended by adding thereto the following sections:
  • 16-22-30. Statewide academic standards.
  • (a) The council on elementary and secondary education (the "council") shall direct the commissioner of elementary and secondary education (the "commissioner") to institute a process to review, develop, and revise statewide academic standards for the core subjects of mathematics, science and technology, history and social science, English, foreign languages and the arts. The commissioner shall ensure that the standards cover grades kindergarten through twelve (K-12) and shall clearly set forth the skills, competencies and knowledge expected to be possessed by all students at the conclusion of individual grades or clusters of grades. The standards shall be formulated so as to set high expectations of student performance and to provide clear and specific examples that embody and reflect these high expectations, and shall be constructed with due regard to the work and recommendations of national organizations, to the best of similar efforts in other states, and to the level of skills, competencies and knowledge possessed by typical students in the most educationally advanced nations. The skills, competencies and knowledge set forth in the standards shall be expressed in terms which lend themselves to objective measurement, define the performance outcomes expected of both students directly entering the workforce and of students pursuing higher education, and facilitate comparisons with students of other states and other nations.
  • (b) This section does not require the abandonment of any standards already in place, so long as the commissioner determines that the standards meet the statewide goals set forth herein.
  • 16-22-31. Curriculum alignment.
  • (a)(1) The council on elementary and secondary education (the "council") shall direct the commissioner of elementary and secondary education (the "commissioner") to institute a process for reviewing, developing, and revising all curriculum frameworks for the core subjects covered by the academic standards provided in §16-22-30. The curriculum frameworks shall present broad pedagogical approaches and strategies for assisting students in the development of the skills, competencies and knowledge called for by these standards. The process for drawing up and revising the frameworks shall be open and consultative, and may include, but need not be limited to, classroom teachers, parents, faculty of schools of education, and leading college and university figures in both subject matter disciplines and pedagogy. In drawing up curriculum frameworks, those involved shall look to curriculum frameworks, model curricula, content standards, attainment targets, courses of study and instruction materials in existence or in the process of being developed in the United States and throughout the world, and shall actively explore collaborative development efforts with other projects. The curriculum frameworks shall provide sufficient detail to guide and inform processes for the education, professional development, certification and evaluation of both active and aspiring teachers. They shall provide sufficient detail to guide the promulgation of student assessment instruments. They shall be constructed to guide and assist teachers, administrators, publishers, software developers and other interested parties in the development and selection of curricula, textbooks, technology and other instructional materials, and in the design of pedagogical approaches and techniques for elementary, secondary and vocational-technical schools. The council may review and recommend instructional materials which it judges to be compatible with the curriculum frameworks.
  • (2) The commissioner shall ensure that the curriculum frameworks are aligned to the statewide standardized tests being implemented in Rhode Island, which as of 2019 includes the Rhode Island comprehensive assessment system (RICAS).
  • (3) This section does not require the abandonment of any curriculum frameworks already in place, so long as the commissioner determines that the frameworks meet the statewide goals set forth herein.
  • (b) The department of elementary and secondary education (the "department") is authorized to develop and write model curricula for use by public schools.
  • (c) By January 1, 2020, the department shall identify several examples of curricula which utilize best practices and are closely aligned with the state's curriculum frameworks, the state standards, and the RICAS or any other test which is adopted as a statewide-standardized test. The department shall publish these models and make them available to school districts.
  • (d) On or before February 1, 2020, and annually thereafter on or before February 1, the commissioner shall submit a report to the governor, the speaker of the house, and the president of the senate, on its progress in developing state standards and curriculum, frameworks pursuant to this section and § 16-22-30.
  • SECTION 2. This act shall take effect upon passage. ======== LC000222 ========
  • EXPLANATION
  • BY THE LEGISLATIVE COUNCIL
  • OF
  • A N A C T
  • It is enacted by the GeneralAssembly as follows:
  • SECTION 1. Chapter 16-22 of the General Laws entitled "Curriculum [See Title 16 Chapter 97 - The Rhode Island Board of Education Act]" is hereby amended by adding thereto the following sections:
  • 16-22-30. Statewide academic standards.
  • (a) The council on elementary and secondary education (the "council") shall direct the commissioner of elementary and secondary education (the "commissioner") to institute a process to develop statewide academic standards for the core subjects of mathematics, English language arts, science and technology, history and social studies, world languages, and the arts. This process shall:
  • (1) Be open and consultative;
  • (2) Include, but need not be limited to, a culturally and racially diverse group of classroom teachers and students; and
  • (3) Include, but need not be limited to, reviewing and revising current standards, as well as adopting new ones, if deemed appropriate.
  • (b) The commissioner shall develop the statewide academic standards pursuant to this section by no later than December 31, 2019, and again as required by the council's procedures set forth in subsection (f) of this section. The standards shall:
  • (1) Cover grades prekindergarten through grade twelve (PK-12);
  • (2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated by all students at the conclusion of individual grades or grade spans;
  • (3) Be formulated so as to set high expectations for student performance;
  • (4) Provide clear and specific examples that embody and reflect these high expectations;
  • (5) Be constructed with due regard to the established research and recommendations of national organizations, to the best of similar efforts in other states, and to the level of skills, competencies, and knowledge possessed by typical students in the most educationally-advanced nations. The skills, competencies, and knowledge set forth in the standards shall define the performance outcomes expected of both students directly entering the workforce and of students pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the standards shall inform the design and implementation of the Rhode Island comprehensive assessment system ("RICAS") in mathematics, English language arts, and science and technology. The RICAS shall align with federal law, be in place for no fewer than ten (10) years, and facilitate comparisons of students of other states and nations;
  • (6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state, and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this state;
  • (7) Be designed to avoid perpetuating gender, cultural, ethnic, or racialstereotypes;
  • (8) Reflect sensitivity to different learning styles;
  • (9) Reflect sensitivity to impediments to learning, which may include issues related to, but not limited to, cultural, financial, emotional, health, and social factors; and
  • (10) Be in a form readily comprehensible by the generalpublic.
  • (c) This section shall not require the abandonment of any standards already in place, so long as the commissioner determines that said standards meet the statewide goals contained herein.
  • (d) The commissioner shall submit a copy of the standards to the council for approval at least sixty (60) days prior to the standards taking effect.
  • (e) Upon approval, the council shall make the standards available to the public.
  • (f) The council shall develop procedures for updating, improving, or refining standards pursuant to this section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the standards regularly to ensure that the high quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.
  • (g) Onor before December 1, 2020, and annually thereafter onor before December 1, the
  • LC000222/SUB B - Page 2of 8 commissioner shall report to the governor, president of the senate, and the speaker of the house, regarding the standards developed and reviewed pursuant to this section.
  • 16-22-31. Curriculum frameworks.
  • (a)(1) The council on elementary and secondary education (the "council") shalldirect the commissioner of elementary and secondary education (the "commissioner") to institute a process to develop curriculum frameworks for mathematics, English language arts, science and technology, history and social studies, world languages, and the arts. This process shall:
  • (i) Be open and consultative;
  • (ii) Include, but need not be limited to, a culturally and racially diverse group of classroom teachers and students; and
  • (iii) Include, but need not be limited to, reviewing and revising current frameworks, as well as developing new ones, if deemed appropriate.
  • (2) The process may include, but need not be limited to, community groups, cultural organizations, parents, teacher preparation programs, and leading college and university figures in both subject matter disciplines and pedagogy.
  • (b) The commissioner shall develop the curriculum frameworks pursuant to this section by no later than September 1, 2021, and again as required by the council's procedures set forth in subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:
  • (1) Present broad, research-based pedagogical approaches and strategies to assist students develop the skills, competencies, and knowledge called for by the statewide standards provided in § 16-22-30;
  • (2) Provide sufficient detail to guide and inform processes for the education, professional development, certification, and evaluation of both active and aspiring teachers and administrators;
  • (3) Provide sufficient detail to guide the implementation of student assessment instruments;
  • (4) Be constructed to guide and assist teachers, administrators, publishers, software developers, and other interested parties in the development and selection of curricula, textbooks, technology, and other instructional materials, and in the design of pedagogical approaches and strategies for use in elementary, secondary, and career and technicalschools;
  • (5) Be aligned with the state's commitment to college and career readiness;
  • (6) Encourage demanding real-world application, multi-disciplinary problem solving, integration of academic and career and technical education curriculum, project-based learning, performance assessment, team teaching, and alignment of classroom instruction with work-based learning opportunities;
  • LC000222/SUB B - Page 3of 8
  • (7) Promote better alignment with postsecondary curriculum and instruction, including, but not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high school students that help them with the postsecondary transition, persistence, and attainment of a credential;
  • (8) Encourage capstone projects and associated performance assessments that provide students the opportunity to demonstrate holistic proficiency with respect to research, cross- disciplinary problem solving, critical thinking, communication, collaboration, and oraldefense;
  • (9) Present specific, pedagogical approaches and strategies to meet the academic and non-academic needs of English learner, economically disadvantaged, special education, and academically advanced students;
  • (10) Be designed to avoid perpetuating gender, cultural, ethnic, or racialstereotypes;
  • (11) Reflect sensitivity to different learning styles;
  • (12) Reflect sensitivity to impediments to learning, which may include issues related to, but not limited to, cultural, financial, emotional, health, and social factors; and
  • (13) Be in a form readily comprehensible by the generalpublic.
  • (c) The commissioner shall submit a copy of the frameworks to the council for approval at least sixty (60) days prior to the frameworks taking effect.
  • (d) Upon approval, the council shall make the frameworks available to the public.
  • (e) The council shall develop procedures for updating, improving, or refining curriculum frameworks pursuant to this section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the frameworks regularly to ensure that the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.
  • (f) On or before December 1, 2020, and annually thereafter on or before December 1, the commissioner shall report to the governor, president of the senate, and the speaker of the house, regarding the curriculum frameworks developed and reviewed pursuant to this section.
  • 16-22-32. High quality curriculum and materials.
  • (a)(1) The council on elementary and secondary education (the "council") shalldirect the commissioner of elementary and secondary education (the "commissioner") to institute a process for reviewing and identifying curriculum and materials for mathematics, English language arts, and science and technology that meet the following requirements:
  • (i) Is aligned with the academic standards provided in § 16-22-30;
  • (ii) Is aligned with the curriculum frameworks provided in § 16-22-31;
  • (iii) Is aligned with the RICAS, or any other test that is adopted as a statewide
  • LC000222/SUB B - Page 4of 8 standardized test; and
  • (iv) Is of high quality.
  • (2) The commissioner shall identify at least five (5) examples each of curricula for mathematics and English language arts pursuant to this section by no later than January 1, 2021, for science and technology pursuant to this section by no later than January 1, 2024, and again as required by the council's procedures set forth in subsection (a)(8) of this section. Once identified, the curricula shall be made available to the public, subject to copyright considerations.
  • (3) The commissioner shall direct all local education agencies ("LEAs") to select one of the identified high-quality curricula and materials by the time of their next adoption cycle, but in any case, no later than June 30, 2023 for mathematics and English language arts, and no later than June 30, 2025 for science and technology. LEAs shall select curriculum and materials that are responsive to the LEA's cultural and linguistic needs, and support culturally responsive practices. LEAs shall implement the high-quality curricula and materials at the start of the school year that immediately follows the selection. If an LEA is unable to implement the high-quality curricula and materials fully due to financial hardship, the commissioner may grant the LEA an extension of time, provided that the LEA demonstrates continued efforts to complete the implementation.
  • (4) The commissioner shall institute a waiver process for LEAs that would like to use a curriculum other than any identified by the commissioner pursuant to this section. Part of that process may include, but is not limited to, asking the LEA to:
  • (i) Develop local curriculum goals;
  • (ii) Communicate the rationale for selecting the proposed curriculum over any of the curricula identified by the commissioner; and
  • (iii) Engage a third-party reviewer that has a proven track record of curriculum audits to review the proposed curriculum to ensure it aligns with state standards, establishes the scope and sequence of instruction, is of high quality, is culturally relevant, and to discuss any other strengths and weaknesses.
  • (5) Waiver determinations made pursuant to subsection (a)(4) of this section shall be appealable to the board of education.
  • (6) Any LEA that has at least seventy-five percent (75%) of its students meeting expectations on state assessments and also has no student subgroup identified for targeted assistance under Rhode Island's accountability process may select and use curricula and materials other than any identified by the commissioner pursuant to this section for that subject area, only; provided, however, that if the LEA no longer has at least seventy-five percent (75%) of its students meeting expectations on state assessments, or if any student subgroup is identified for
  • LC000222/SUB B - Page 5of 8 targeted assistance under Rhode Island's accountability process, the LEA must select and implement one of the curricula identified by the commissioner pursuant to this section.
  • (7) LEAs shall develop and execute a curriculum implementation plan that includes professional development to ensure that allteachers and administrators are prepared to implement the new curriculum with the necessary skilland knowledge.
  • (8) The council shall develop procedures for updating the identification of curricula and materials pursuant to this section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the identified curricula and materials regularly to ensure that the high quality of the curricula and materials is maintained. The review cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.
  • (b) Onor before December 1, 2020, and annually thereafter onor before December 1, the commissioner shall report to the governor, president of the senate, and the speaker of the house, regarding the progress toward fulfilling the requirements of this section, including, but not limited to, the high-quality curricula and materials identified, selected, and implemented by LEAs pursuant to this section.
  • (c) The state shall establish a professional development fund to provide professional learning to LEAs that elect to use prioritized curricula and materials in mathematics and English language arts as identified by the commissioner.
  • (d) For the purposes of this section, "local education agencies" ("LEAs") shallinclude all of the following within the state of Rhode Island:
  • (1) Public school districts;
  • (2) Regional school districts;
  • (3) State-operated schools;
  • (4) Regional collaborative schools; and
  • (5) Charter schools.
  • 16-22-33. Curriculum implementation accountability.
  • (a) Once local education agencies ("LEAs") select high-quality curriculum and materials pursuant to § 16-22-32, the department of elementary and secondary education (the "department") shall identify an LEA assistance partner from within the department to provide any and all support requested by the LEA or individual schools within the LEA regarding access to, implementation of, and professional development for the curriculum and materials.
  • (b) The LEA assistance partner shall meet with teachers, principals, administrators, or other school officials of the LEA to which they are assigned at a school within the LEA on a
  • LC000222/SUB B - Page 6of 8 regular basis, which shall be no less frequently than every three (3) months, to discuss the progress toward implementing the curriculum and materials effectively. Areas of discussion may include, but are not limited to:
  • (i) Barriers to learning and plans to eliminate said barriers;
  • (ii) Best practices regarding pedagogical techniques given the diversity of the student population being served;
  • (iii) Where to locate additional professional development resources; and
  • (iv) Implementation strategies thathave beensuccessfulto share with other LEAs that are using the same curriculum and materials.
  • (c) The LEA assistance partner shalltour allschools within its assigned LEA with at least one teacher and the principalor assistant principal:
  • (i) To observe challenges teachers are facing while implementing the curriculum and materials;
  • (ii) To discuss with the teacher and principal or assistant principal ideas to help resolve those challenges; and
  • (iii) To answer any questions regarding the curriculum or implementation thereof.
  • (d) The LEA assistance partner shall have follow-up meetings at schools within their assigned LEA as often as requested by an individual school or the entire LEA to ensure all educators are comfortable implementing the curriculum effectively.
  • (e) The LEA assistance partner shall report to the department no less frequently than every three (3) months regarding the status of curriculum implementation at the schools within their assigned LEA.
  • (f) The commissioner is hereby authorized to promulgate rules and regulations necessary to implement the provisions of this section.
  • (g) For the purposes of this section, "local education agencies" ("LEAs") shallinclude all of the following within the state of Rhode Island:
  • (1) Public school districts;
  • (2) Regional school districts;
  • (3) State-operated schools;
  • (4) Regional collaborative schools; and
  • (5) Charter schools.
  • SECTION 2. This act shalltake effect upon passage.
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  • LC000222/SUB B
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  • LC000222/SUB B - Page 7of 8
  • EXPLANATION
  • BY THE LEGISLATIVE COUNCIL
  • OF
  • A N A C T
  • RELATING TO EDUCATION - CURRICULUM ALIGNMENT AND STANDARDS FOR
  • ALL STUDENTS
  • ***
  • This act would provide for the review of existing and the development of new statewide academic standards by the commissioner of education. The act would also require that all curriculum frameworks be aligned with these standards as well as with the standardized state tests being implemented in the state, including the current Rhode Island comprehensive assessment system. The act would also direct the commissioner of education to annually submit a report to the governor and the general assembly on the progress in developing standards and curriculum frameworks.
  • This act would take effect upon passage. ======== LC000222 ========
  • ALL STUDENTS
  • ***
  • This act would require the commissioner of elementary and secondary education to develop statewide academic standards and curriculum frameworks for the core subjects of mathematics, English language arts, and science and technology. This act would also require the commissioner to identify at least five (5) examples of high-quality curriculum and materials for each of the core subjects, after which local education agencies ("LEAs") would be required to select and implement one for each of the core subjects. Once LEAs select a high-quality curriculum and materials, the department of elementary and secondary education ("department") would identify an LEA assistance partner from within the department to provide any and all support regarding access to, implementation of, and professional development for the curriculum and materials.
  • This act would take effect upon passage.
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  • LC000222/SUB B
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  • LC000222/SUB B - Page 8of 8

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