Rhode Island State Charts

Rhode Island Schools: The Basic Facts

Learning and Achievement

Using Information

Safe and Supportive Environments

Equity and Adequacy of Resources

Recruiting and Supporting Teachers

Curriculum and Instruction

Engaging Families

 

 

 

State Report Card

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Leading the Focus on Learning and Achievement

EXPECTATIONS

1. The superintendent and school committee articulate an achievement-oriented vision for all students and all district schools.

2. The superintendent and school committee articulate expectations about the roles and responsibilities of instructional leaders and school improvement teams.

3. The superintendent takes responsibility for keeping the school community informed about emerging research and best practices in education.

4. The school committee and superintendent identify potential barriers to learning at individual schools, put in place plans to overcome those barriers, and identify community resources to meet identified needs.

5. The superintendent intervenes with schools that are failing to make adequate yearly progress toward instructional priorities and provides support and assistance to school staff.

INDICATORS

• The school committee has adopted and consistently uses policies and procedures to guide instructional leaders and school improvement teams.

• The district has adopted and uses comprehensive, written student learning goals and grade-level expectations in literacy, mathematics, and science that are aligned with appropriate state standards.

• The superintendent assigns central office staff to oversee school improvement efforts; responsible individuals have access to and use current information about each school.

• The district strategic plan and school action plans identify priorities for changing student performance along with specific strategies for action.

• The central office has a process in place to work with school improvement teams to evaluate student progress on school action plans. School leaders are aware of the intervention steps associated with lack of progress.

• Principals, teachers, families, and community members are familiar with and understand the planning process as a way to achieve continuous improvement.

• Student assessment results show continuous improvement in terms of the percentage of students attaining proficiency in reading, mathematics, and writing.


One way by which the state monitors learning and achievement in all of the public schools is through the state assessments. Tests are administered annually in English language arts (reading and writing) and mathematics. These tests show us the percentage of students in each school who have achieved the standard for proficiency.

In the pages that follow, you will see bar graphs that show the percentage of students, statewide, who achieved the standard on each of the state assessments. You will also see the statewide results for various groups of students in the state: breakdowns by ethnic group, by gender, by poverty level, and by various special categories.

Finally, you will find a set of tables that lists all of the high schools in the state by their classification (high performing, moderately performing, in need of improvement). The table notes which schools are making progress and which schools have been identified for school improvement under provisions of the federal law.

 

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