200 R.I. Code R. 200-RICR-20-10-1.3

Current through November 21, 2024

Section 200-RICR-20-10-1.3 - Safe, Healthy, and Supportive Learning Environment

1.3.1 Academic Supports and Interventions

A. Academic Supports and Interventions for All Students

1. Each LEA shall ensure that all students have the opportunity and skills necessary to access the systems of developmentally appropriate, targeted, and responsive academic supports and interventions for learning that they need to become college, work, and career ready. These supports and interventions enable the LEA to address the following functions: Foster Safe and Supportive Environments for Students and Staff, Engage Families and the Community, and Use Information for Planning and Accountability.

2. Each LEA shall provide supplemental academic supports and interventions that are evidence-based in the areas of literacy, numeracy, science, social studies, history, and speech and English language acquisition. Such supplemental academic supports and interventions shall be provided to students in K-12 when students are determined, through an LEA systematic problem-solving approach, to be at risk of not successfully achieving proficiency on state assessments and/or Proficiency-Based Graduation Requirements.

3. The academic supports and interventions of each LEA shall:

a. Coordinate with and supplement instruction in the guaranteed and viable comprehensive program of study;

b. Provide sufficient instructional time to enable all students to achieve proficiency in the GLEs or GSEs or alternate GSEs in any area required for graduation, as well as to meet LEA-established standards for promotion;

c. Apply uniform entrance and exit criteria;

d. Address cultural and linguistic needs of students; and

e. Include student progress monitoring through the LEA systematic problem-solving approach.

4. For each student receiving or discontinuing an academic support or intervention, the LEA shall provide written notice to the parent(s) or guardian(s) that must:

a. Describe the academic support or intervention being delivered or discontinued;

b. Describe the systematic problem-solving approach used to identify the student's need for support or intervention;

c. Describe the exit criteria for the support or intervention; and

d. Be provided in the parent's native language.

5. Each LEA shall provide for students who are homebound, hospitalized, or capable of only intermittent school attendance for medical reasons, a sufficient degree of academic support, including tutoring if necessary, to allow for regular academic progress in the student's program of study. These supports shall commence when the LEA becomes aware that the student's sustained or intermittent absence will result in a significant regression in academic progress.

B. Supports and Interventions through Systematic Problem Solving

1. Each LEA shall provide student-centered, data-driven supports and interventions utilizing a problem-solving process, building on the foundation of a guaranteed and viable comprehensive program of study. This process shall be comprehensive and systematic and focused at the individual student level in order to provide access to supports and interventions as may be necessary at the classroom, school, and district levels to ensure that each student is provided with supports and interventions designed to enable that student to achieve academic success. The LEA shall provide a full continuum of universal, targeted, and intensive supports that are culturally and linguistically appropriate, research-based, and designed to respond to student needs in compliance with the specific requirements for support services described herein.

2. Each LEA shall develop school and district level data-based, decision-making teams. These teams shall review comprehensive assessment data to develop, evaluate and modify academic instruction and support services. Descriptions of such teams shall include the purpose of each team, team composition, and the frequency with which each team meets.

3. The LEA's problem-solving approach to determine appropriate levels of support and intervention must include identification of student-based issues (specifying both target and actual performance), identification of supports and interventions developed to address those issues, measurements designed to evaluate responsiveness, and the identification of responsible LEA staff.

C. Personalized Learning Environment

1. Each LEA shall ensure that schools will implement strategies for creating personalized environments to optimize learning. Each LEA shall:

a. Establish PK-12 protocols for communication and record sharing that will facilitate successful transition from grade to grade, school to school, district to district, and high school to postsecondary opportunities;

b. Establish structures by which every student is assigned a responsible adult, in addition to a school counselor (where applicable), who is knowledgeable about that student's academic, career, and social and personal goals; and

c. Establish protocols for the development, implementation and student-based monitoring of Individual Learning Plans.

D. Comprehensive Guidance

1. Each LEA shall establish and maintain a Comprehensive School Counseling Guidance (CSC) Program, including guidance and counseling services, available to all students in grades K-12. Each LEA shall ensure that the CSC Guidance program shall:

a. Be developed and delivered in accordance with the Rhode Island Framework for Comprehensive K-12 School Counseling Programs;

b. Support each student in meeting the American School Counselor Association (ASCA) standards in the academic, career, and personal and social domains;

c. Be a coordinated effort among the professional counseling staff and the rest of the educational community; and

d. Include services to be provided to students at each developmental stage and specify how the services will be provided to all students.

E. Multiple Opportunities for Achieving and Exceeding Proficiency Standards

1. Each LEA shall provide all students with multiple learning opportunities that support meeting proficiency. Each LEA shall:

a. Establish pathways that represent a set of courses and other programs within its guaranteed and viable comprehensive course of study and that provide students with the means to meet their academic and career goals. These pathways shall include Advanced Placement (AP) courses, career and technical programs, dual enrollment, and opportunities for extended applied learning (e.g., internships, job shadowing, and community service learning);

b. Establish processes to ensure that all pathways maintain high expectations for all students and provide all students with the same level of academic rigor;

c. Establish, or provide access to, before and after school programs that provide additional supports and interventions for attaining proficiency; and

d. Establish alternate programs for graduation for youth at-risk, including those students entering LEAs as latecomers. These alternate programs will require a comprehensive and coordinated effort between the LEA and community agencies and must include strategies differing from traditional programs in their use of material, instructional approaches, or concentration of time on skills. Alternate programs may include, but are not limited to, on-line or correspondence courses, day and evening academies, workforce training programs, and adult education.

1.3.2Supportive and Nurturing School Community

A. Each LEA shall ensure that schools create a climate of safety, security and belonging for all students and adults, thereby establishing an environment that builds respectful relationships, enhances productive learning and teaching, promotes school engagement, and promotes academic success. Each LEA shall accomplish this goal by ensuring that each school:

1. Is safe, respectful, and free of discrimination;

2. Establishes protocols for on-going student, family, and community engagement; and

3. Provides expanded learning opportunities and academic enrichment.

B. Safe and Respectful Environment

1. Each LEA shall build a safe and respectful learning environment by addressing the components described in §§1.3.2(A) through (F) of this Part.

C. Freedom from Discrimination

1. Each LEA shall identify and remove barriers to students and adults that are based on their race, ethnicity, national origin, language, gender, religion, economic status, disability, or sexual orientation.

2. Each LEA shall comply with all relevant state and federal statutes and regulations regarding discrimination.

D. Right to a Safe School

1. Each LEA shall ensure that students who are on school grounds before, during, and after school, during recess, and during other intermissions are appropriately supervised by adults.

2. Each LEA shall follow state statute that states that each student and staff member has a right to attend or work at a school that is safe and secure, that is conducive to learning, and that is free from the threat, actual or implied, of physical harm.

E. Prevention of Bullying, Harassment, Hazing, Teen Dating Violence, and Sexual Violence.

1. Each LEA shall:

a. Prevent and respond appropriately to incidents of bullying, hazing, teen dating violence, sexual violence, and related issues;

b. Promote nonviolent conflict resolution techniques in order to encourage attitudes and behaviors that foster harmonious relations;

c. Provide professional development, training, resources, and other means to assist students, staff, and other adults in the school building or at school sponsored activities in carrying out these responsibilities; and

d. Comply with relevant state and federal statutes regarding these issues.

F. Positive Behavioral Supports and Discipline

1. Each LEA shall ensure that schools promote a positive climate with emphasis on mutual respect, self-control, good attendance, order and organization, and proper security. Each LEA shall develop protocols that define a set of discipline strategies and constructs that ensure that students and adults make positive behavioral choices and that are conducive to a safe and nurturing environment that promotes academic success.

2. Each LEA shall ensure that:

a. Schools engage in a participatory process (involving students and staff) to assess periodically the school climate and to adopt or develop strategies to improve conditions (see the Board of Education Policy Statement on Student Rights);

b. Students and parents/guardians are notified of district and school rules related to conduct and shall receive regular instruction regarding these rules. In addition, parents/guardians, and students shall be provided with information about early warning signs of harassing and intimidating behaviors, such as bullying, as well as prevention and intervention strategies;

c. Schools provide a structure of incentives that adequately reward students for their efforts and achievements. Attention shall be given to rewarding a diversity of accomplishments and to broadening the availability of rewards;

d. Schools have a clearly delineated system for ensuring compulsory attendance for children six (6) to sixteen (16) that includes:

(1) Procedures for noting daily absenteeism and investigating unexcused absences;

(2) Procedures for noting the required period of attendance of students attending at- home instruction approved by the school committee or at a private day school approved by the Commissioner of Education; and

(3) The appointment of truant (or attendance) officers whose duties shall include referring truant students to appropriate school support services and procedures for enforcing any given case through civil action filed in Family Court;

e. Disciplinary actions are fairly administered for all students and comply with state laws mandating that certain violations be considered on a case by case basis; recognizing that there is no mechanism in Rhode Island law for expulsion of students; and

f. Schools shall provide a continuum of interim alternative educational placement options to continue a student's education while suspended that ensure the safety of the student and the school community.

G. Student, Family, and Community Engagement

1. Students can offer viable solutions to some of the policy, program, and funding challenges our changing schools face. In addition, it is both possible and desirable to create structures and processes to facilitate student engagement at the district and school levels. Each LEA, therefore, shall:

a. Establish policies, processes, and procedures that facilitate regular (i.e., at least quarterly) participation of a representative group of school youth in discussions regarding how to improve the school environment, curriculum, and instruction to ensure increased access to challenging, hands-on learning experiences and supports and to ensure student success on state and local achievement measures;

b. Document the process of selection and orientation of these youth as well as the proposals that they put forth, how these proposals were evaluated, and the extent to which they were incorporated in LEA decision-making; and

c. Authorize and support youth led events to solicit input from and provide feedback to the larger school community.

2. Each LEA shall provide a broad spectrum of activities, programs, and services that directly involve families in their children's education and personally engage families in the school. Therefore, each LEA shall adopt the national Parent-Teacher Association (PTA) Standards for Parent/Family Involvement Programs, which state:

a. Communication: Communication between home and school is regular, two-way, and meaningful;

b. Parenting: Parenting skills are promoted and supported;

c. Student Learning: Parents play an integral role in assisting student learning;

d. Volunteering: Parents are welcome in the school, and their support and assistance are sought; and

e. School Decision Making and Advocacy: Parents are full partners in the decisions that affect children and families.

3. Each LEA shall facilitate partnerships with community organizations and agencies, municipal entities, and businesses to meet the needs of students and families. Therefore, each LEA shall establish communication strategies that will engage community partners, including:

a. Ensuring community representation on the school improvement team or other decision-making teams;

b. Identifying and recruiting businesses to provide career exploration activities for students;

c. Soliciting community organizations or business members to mentor students;

d. Facilitating on-site services of local organizations at the school, e.g. counseling, food pantry, tax assistance, legal aid; and

e. Recruiting volunteers from community organizations and businesses.

H. Expanded Learning Opportunities, Academic Enrichment and Adult Education

1. Each LEA shall develop a system for the provision of a broad array of high quality expanded learning opportunities that will that strengthen school engagement, support academic success, and expand all students' educational experiences. Academic enrichment opportunities shall address diverse learning needs and capabilities, individual interests, connections to the community, and engagement in activities beyond what is provided during the regular school day. These opportunities shall include strategies that differ from those in the regular program either in use of material, instructional strategies or concentration of time on skills. Therefore, each LEA shall:

a. Develop and implement policies and protocols that allow out-of-school time for activities that meet rigorous criteria to fulfill academic, graduation, or credit requirements;

b. Provide students with opportunities for experiential learning, community service, and skill building;

c. Create and maintain working partnerships to ensure that dropouts and youth at risk of dropping out will achieve a high school credential and be ready for work and/or postsecondary education and training or apprenticeship. These shall include, but not be limited to, partnerships with a Department of Labor and Training approved Youth Center, a RIDE approved adult education program, and a state approved provider of wrap-around support services; and

d. Create and maintain an active partnership with a RIDE approved and high performing adult English for Speakers of Other Languages (ESOL) program. The purpose of this partnership is to ensure that older English Language Learners who cannot graduate with their age cohort must have age appropriate opportunities until age twenty-four to complete their secondary education and become proficient in English.

1.3.3Health and Social Service Supports

A. Health, mental health, and social service needs of children and their families may be barriers to academic success. Each LEA shall therefore provide and/or facilitate partnerships with community agencies to provide, on site or through referral, a broad array of services and supports to meet these needs.

B. Health Services

1. Each LEA shall implement and comply with the requirements of the Health Services section of the Rules and Regulations for School Health Programs, addressing school health staff, health and dental screenings, physical examinations, records review and maintenance, medication administration, emergency care, chronic disease care, compliance with immunization regulations, and compliance with any other state or federal health related regulations and statutes.

C. Psychological and Mental Health Services

1. Mental and emotional health issues directly impede students' abilities to learn. Such issues include bullying, alcohol and drug abuse, depression, anxiety, and domestic violence, as well as psychiatric disorders.

2. Therefore, each LEA shall:

a. Ensure that students have access to a coordinated program of culturally and linguistically responsive psychological and mental health services, on site or through effective referral systems;

b. Ensure that school psychological and mental health services will be provided by appropriately credentialed, high quality staff. Services must provide for identification of risks and assessment of service needs; primary prevention; individual, family, and group counseling; consultative services; and resource and service coordination; and

c. To the extent practicable, ensure that schools coordinate with community youth development, prevention, and treatment efforts.

D. Social Services

1. Research indicates that when families' basic needs are met, there is a higher likelihood that the students will succeed in school. Therefore, each LEA shall ensure that effective outreach strategies will be utilized to support families' access to health and social services through on-site services and/or through effective referral systems to. These strategies shall:

a. Be driven by needs identified through school and community data;

b. Be family centered;

c. Be provided in a respectful and culturally responsive manner;

d. Be provided in the family's native language, to the extent practicable;

e. Address a comprehensive array of issues, including but not limited to hunger, housing, homelessness, health insurance, employment, pregnant and parenting teens, family illness, child abuse and domestic violence, legal issues, and issues related to foster care and Department of Children, Youth and Families (DCYF) custody; and

f. Help families to navigate social service systems and access community resources.

E. Physical Activity and Nutrition Services

1. Research shows that students are better able to learn when they are engaged in regular physical activity and receive adequate and proper nutrition. Therefore, each LEA shall:

a. Ensure the provision of statutorily required, standards-based instruction in physical education;

b. Implement a policy for physical activity and nutrition and a plan to address the physical activity and nutrition needs of students;

c. Provide daily recess opportunities for students in grades Kindergarten through grade 5;

d. Provide a variety of physical activity opportunities to students in grades 6 through 12, such as stretch breaks, dance programs or classes, intramural athletics, interscholastic athletics, or other activities; and

e. Ensure that schools implement and comply with state and federal statutes and regulations that promote good nutrition, including those related to school food service programs and snacks.

F. School Safety Planning and Emergency Procedures

1. Each LEA shall protect the health and safety of students and staff, through the implementation of comprehensive school safety planning and the development of emergency procedures to address a wide range of potential emergency situations, including, but not limited to, incidents of fire, natural disasters, violence, disease related crises or epidemics, terrorism, and hazardous material spills.

2. Each LEA shall develop plans that include prevention, planning, communication, response, and recovery. School and district personnel shall work with state and local emergency personnel, as appropriate, in the planning and implementation of safety plans.

1.3.4Safe and Healthy Physical Environment

A. The school facilities -- consisting of the site, building, equipment, and utilities - are major factors in the functioning of the educational program. The facilities provide more than a place for instruction; they assist or limit the potential for student achievement of desirable learning outcomes. High performing schools provide high quality learning environments, conserve natural resources, consume less energy, are easier to maintain, and provide an enhanced community resource. Above all, a high performing school provides an environment that enhances the primary mission of schools: the education of future citizens.

B. Each LEA shall recognize and promote the belief that 21st century high performing school facilities must provide a physical environment that contributes to the successful conduct of the program that has been designed to meet the educational needs of students. This requirement encompasses provisions for a variety of areas for instruction and for extra class, recreational, and community activities.

C. Each LEA shall ensure that buildings are adequate to meet current demands as required by the Rhode Island Standards for School Buildings and Facilities ("SBC- 13 ") and §1.4.2(D) of this Part. The spaces within each building should be sufficiently flexible to provide for multiple uses of the area in the overall educational and activity programs. The facilities shall have adequate space with respect to student enrollment, the instructional program, and necessary administrative and supporting services. As such:

1. Each classroom or laboratory shall be adequate to serve the specific purpose for which it is intended and shall have sufficient area to accommodate each student.

2. Each school shall maintain a designated area that affords access to library-media resources, as appropriate to the age of students in the school.

3. Storage space, such as a safe-designated area, shall be provided so that materials and equipment may be securely stored in a space other than in student instructional areas. Storage of hazardous materials shall be in accordance with OSHA requirements.

200 R.I. Code R. 200-RICR-20-10-1.3