Rhode Island Code of Regulations › Title 200 - Board of Education › Chapter 20 - Council on Elementary and Secondary Education › Subchapter 10 - Academic Standards, Programs and Operations › Part 2 - Secondary Design: Middle and High School Learning Environments and the Rhode Island Diploma System › Section 200-RICR-20-10-2.4 - Middle Level and High School Supports to Students

Current through June 14, 2024
2.4.1
Supports for Students
A. Every student enrolled in Rhode Island
				  public schools has the right to an appropriate and individualized opportunity
				  to achieve proficiency as defined by applicable State standards in accordance
				  with this Part. For many students, that opportunity will require additional
				  research-based interventions and supports from the LEA.
B. The range of necessary support mechanisms
				  must include:
1. Beginning no later than entry
				  into sixth (6th) grade, each student shall have an
				  Individual Learning Plan (ILP) as described in §2.4.3 of this Part. The
				  ILP shall coordinate with the following documents, programs, and plans as
				  appropriate: Individual Educational Program, Section 504 P lan, Personal
				  Literacy Plan, intervention, transition plans, and Multilingual learner
				  services.
2. The identification of
				  additional supports and flexibilities, that are publicly posted and available
				  upon request, to support the academic goals and learning needs of caregiving
				  youth and students who work. This may occur within the ILP or through a
				  separate process.
3. LEAs shall
				  utilize a research-based early warning system to identify students at risk for
				  academic failure and dropout. Identification of students at risk shall occur no
				  later than the sixth (6th) grade year (or at the
				  time of enrollment for students enrolling into the LEA after the sixth
				  (6th) grade year). LEAs shall communicate regularly
				  with the families of students identified through the early warning system,
				  including providing them with information about the support provided to and
				  progress being made by the student, as described in §2.3.7 of this
				  Part.
4. LEAs shall be responsible
				  for providing additional academic and instructional support and research-based
				  interventions for all students not on track to graduate ready for college and
				  career success and meet the diploma requirements established by
				  §§2.3.1 through 2.3.4 of this Part. Students failing to reach the
				  required level of proficiency shall be provided a support plan, including the
				  types and duration of academic and educational supports and academic
				  performance targets necessary for earning a diploma. Parents shall be provided
				  an annual update on the progress of their children towards academic performance
				  targets necessary for earning a diploma and graduating ready for college and
				  career success. Support plans shall be documented in the ILP and may address
				  academic weaknesses in academic performance and/or performance-based diploma
				  assessments. Other academic and instructional supports shall also be documented
				  in the student's ILP.
C.
				  All students are expected to present evidence of successful completion of the
				  applicable graduation requirements set forth in §§2.3.1, 2.3.2, and
				  2.3.4 of this Part to be eligible for a diploma or Council designation,
				  respectively. Students with disabilities have the right under Federal law to
				  remain in school through the age of twenty-one (21).
D. LEA will provide an annual report to their
				  school committee, or equivalent, to demonstrate how they are providing student
				  supports set forth in this section. The failure to provide the supports set
				  forth in this Section may be addressed through locally managed appeals
				  processes but shall not be presumed to result in the awarding of a
				  diploma.