Preparing all students for success in college, careers, and life
The Diploma System:
The Council on Elementary and Secondary Education 2015 Secondary Regulations set the framework for implementing the RI Diploma System. These regulations require all school districts to develop and implement a comprehensive secondary diploma system for middle and high schools that includes: student and teacher supports, local aligned policies, multiple learning opportunities for all students, and multiple measures for determining graduation readiness.
These regulations reflect key design elements and principles that have been identified since the 2003 secondary school regulations including: proficiency-based graduation requirements; comprehensive supports to students including literacy, numeracy, and personalization; common planning time and professional development support for teachers. In February 2015, the Council on Elementary and Secondary Education revised the regulations to adjust the year in which state assessments are to be used to determine a student’s eligibility for graduation.
Two key concepts permeate the Regulations: proficiency and personalization. These concepts reflect the beliefs that:
(1) All students must attain an acceptable level of academic achievement in each of the six core academic areas, integrated with applied learning skills in order to be successful in college and careers; and
(2) Effective instructional delivery demands an understanding of the needs of each individual student and supports that will help students attain at least the minimum level of proficiency.
* In July 2014, it became RI law to postpone the use of state assessments as a component of the RI Diploma System. The existing Secondary Regulations Guidance is currently under revision to reflect this change.
Graduation requirements are set at a level to provide students the skills and knowledge to successfully enter and complete a rigorous post-secondary academic or technical program, join the military, and/or obtain a job that leads to a rewarding and viable career. The RI Board of Regents through the Secondary Regulations set the minimum requirements for earning a RI high school diploma including:
Districts may include additional expectations or requirements such as additional coursework requirements, a level of proficiency on the state assessments or community service learning.
Districts are required to communicate specific graduation expectations to families and students prior to the start of the ninth grade.
Diploma System - All Students Ready for College, Careers, and Success in Life
The resources below provide information about the requirements for earning a high school diploma and what you need to do to meet those requirements.
Performance Assessments - UPDATED
Performance assessments (or Diploma Assessments) are one of the three requirements for demonstrating readiness for graduation. Students are required to complete two Diploma Assessments chosen by the district or school (student portfolios, exhibitions and/ or comprehensive course assessments).
Scaling Up PBG is a network of Rhode Island secondary schools that participate in a powerful professional development experience, working collaboratively to develop and implement quality common performance assessments as part of the state’s Proficiency-based Graduation Requirements policy (PBGR). Scaling Up PBG is a partnership between RIDE and the Center for Collaborative Education’s Quality Performance Assessment program.
Over the course of 18 months (June 2015-December 2016), Scaling Up PBG will provide professional development opportunities for:
Scaling Up PBG enables participating schools and educators to move their PBG work forward and deepen professional learning through collaboration and sharing of best practices. A collection of validated performance assessments will be made available to educators across Rhode Island at the completion of the Scaling Up PBG initiative.
Students must be provided with appropriate supports necessary for him or her to successfully meet the graduation requirements. Supports may be district or school-wide, such as Response to Intervention (RtI), or individualized, such as the Individual Learning Plan or Progress Plan.
RI law, effective on July 1, 2011, changed the compulsory attendance age from 16 to 18 years of age. The RI Compulsory Attendance Law, RIGL 16-19-1, responds to the number of students who, despite district/school efforts to engage them and provide them with a variety of learning opportunities and supports, are at great risk of dropping out of school. This statute allows a student, age 16 or older, who has an alternative learning plan to be waived from attending school. One of the requirements for making this available to students is that the school must communicate with the student and parent/family to develop an alternative plan that includes learning and/or training opportunities that provides the student an opportunity earn a high school diploma, its equivalent, or another credential.
School counselors play a key role in supporting students in accessing pathways and learning opportunities that help students to meet their personal, social, academic and career goals.
Comprehensive School Counseling
Comprehensive School Counseling
The student individual learning plan (ILP) is a communication and planning document that supports students in goal setting and reflection. The ILP is used by advisers and school counselors to support students with appropriate interventions, learning opportunities and other activities to help them meet their personal / social, academic and career goals.
A Personal Literacy Plan (PLP) is a plan of action used to accelerate a student’s learning in order to move toward grade level reading proficiency.
An individual progress plan must be provided for each student who received a level 1 (substantially below proficiency) on either the reading or mathematics NECAP assessment. The progress plan should detail the responsibilities of the school, expectations for the student, and include the parent in the communication of the plan for the student. Schools must provide an opportunity for families/parents and student to meet and discuss the progress plan. School representatives, the student and parent/guardian must sign the plan indicating that they understand and support the planned interventions. See guidelines for details.
The EWS can be accessed by educators through RIDEmap.
What is an early warning system?
Rhode Island EWS Guide [PDF, 810KB]
Accessing the EWS [PDF, 357KB]
EWS Statistical Modeling Report [PDF, 3973KB]
RI Seal of Biliteracy - NEW!
Districts may choose to award a Seal of Biliteracy to graduating seniors who are able to demonstrate proficiency in English and one or more other world languages. The language may be a student’s native language or a language learned in school or another setting. The Seal highlights individuals with multilingual and multicultural competence to potential employers and provides universities with a method of identifying and giving credit to applicants with high levels of proficiency. Seals are affixed to diplomas and are documented on student transcripts.
Sello de Alfabetización Bilingüe en Español [PDF, 58]
In partnership with other adult service agencies, RIDE developed stackable, portable and recognized certificates that all students may earn. The certificate options below were initially developed for students who take the Rhode Island Alternate Assessment. The Rhode Island Alternate Assessment (RIAA) is the state assessment for a small number of students who cannot participate in large-scale assessments even with accommodations. However, many Rhode Island high schools are using the developed credentials to supplement high school diplomas.
Documents on this site require the use of the following programs:
DOC - Microsoft Word
PDF - Acrobat Reader
PPT - Microsoft PowerPoint
XLS - Microsoft Excel
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