School and District Improvement
Comprehensive Support and Improvement (CSI) Schools
The Rhode Island ESSA State Plan requires the lowest performing schools in the state to be identified for comprehensive support and improvement (CSI). These schools will develop and implement Comprehensive Support and Improvement Plans (CSIPs) which satisfy the requirements of ESSA and the Education Accountability Act's (EAA) requirements for School Improvement Plans (SIPs). CSIPs will be developed and implemented with support of a Comprehensive School Improvement Team (CSIT) which satisfies the community advisory board requirements of ESSA and the EAA's SIT requirements.
SCHOOL IDENTIFICATIONS IN RHODE ISLAND
School Identifications in Rhode Island_v1_January 2025
Identifying CSI Schools_v1_January 2025
SY24-25 CSI and Redesign Schools and LEAs
ACCOUNTABILITY TIMELINES FOR CSI & REDESIGN SCHOOLS
School Redesign Timeline - Cohort 1
School Redesign Timeline (2018) - Cohort 2
CSI School Timeline (Identified in 2019)
CSI School Timeline (Identified in 2022)
CSI School Timeline (Identified in 2024)
2025 CONVENING MATERIALS
CSI Convening Slide Deck - January 2025
ADDITIONAL RESOURCES
- Step by step guide to accessing School Improvement & Attendance Courses on BRIDGE-RI
- Comprehensive School Improvement Team (CSIT) Composition - v2 January 2025
- Continuous Improvement Process: Visual - January 2025
- Needs Assessment: Navigating the School Report Card
- Conducting Root Cause Analysis
- Setting Priorities
- Setting SMART+E Goals
- Evidence Based Initiative Planning
CSIP REVIEW & FEEDBACK TOOL
This tool will assist in the review of a CSIPs/SIPs and inform this continual cycle of reflection and growth. This tool will be used to assist in the Superintendent's review of the submitted school improvement plans and to provide feedback to help inform a continual cycle of reflection and growth. The tool may also be used as a self-assessment tool for Principals and School Improvement Teams and by the RIDE Office of School and District Improvement to review and provide feedback to the Comprehensive Support and Improvement (CSI) School Plans. The tool clearly identifies the required components for School Improvement Plans, requirements per RI Regulation and General Law, including the Education Accountability Act (EAA), and requirements per Federal law, including the Every Student Succeeds Act (ESSA) and Titles I, Part A; II, Part A; and IV, Part A (when the plan is being used to fulfill the grant requirements).
School Redesign
The Rhode Island ESSA State Plan stipulates that schools which remain in CSI status for four consecutive years must undergo additional intervention, known as School Redesign.
SCHOOL REDESIGN MODELS
Through a School Redesign, LEAs will authentically engage with their Comprehensive School Improvement Team (CSIT) and Community Advisory Board (CAB) to fundamentally redesign and relaunch the school as a model that will be best positioned to address student needs and promote student achievement. LEAs may choose from one of the five following School Redesign models - see infographic
The model selected by LEAs should be grounded in data accompanied by thoughtful analysis of why school improvement efforts thus far have been insufficient. LEAs’ redesign plans will be subject to approval by the Rhode Island Council for Elementary and Secondary Education.
SUPPORTING INFORMATION ON RHODE ISLAND'S REDESIGN MODELS
- EMPOWERMENT: A school is redesigned pursuant to the Rhode Island General Law 16-3.2-1: School and Families Empowerment Act, with elements including alternative governance, an empowered leader, and a 59 comprehensive list of autonomies and performance targets agreed upon by the school, the LEA, and RIDE. Success of similar approaches in Massachusetts was supported by a 2016 study conducted by the American Institute for Research.
- SMALL SCHOOLS OF CHOICE: An evidence-based whole school reform, where a school is reorganized into one or more “small schools” (roughly 100 students per grade) which emphasize student-centered personalized learning programs and relationships between students and adults; a rigorous and well-defined instructional program; long instructional blocks that promote interdisciplinary work; and a focus on postsecondary preparation. Evidence supporting Small Schools of Choice as an effective turnaround model can be found in MDRC’s research study of NYC public schools in 2014.
- RESTART: A school is reopened under the management of a charter management organization, educational management organization, or other state-approved managing entity with a proven record of successfully operating schools. Research from the University of Chicago and SUNY Rockefeller Institute of Government.
- LEA PROPOSED REDESIGN: This redesign model is a LEA designed alternative model, which meets the following criteria: a) a high-quality school leader, b) a new school model, and c) significant school autonomy. This may include an alternative governance model for the school. LEA Proposed Redesign must fundamentally redesign the conditions for teaching and learning which will reposition the school to address student needs and promote higher student achievement for all learners.
- CLOSURE: A school ceases all operations and students are relocated to schools that are not identified as in need of comprehensive support and improvement.
SUPPORTING DOCUMENTS
School Redesign Frequently Asked Questions Document - version 2, January 2025
This document serves to answer frequently asked questions (FAQs) about the School Redesign process as required by ESEA section 1111(d)(3)(A)(i)(I). Rhode Island’s ESSA State Plan has identified School Redesign as the more rigorous intervention required for schools identified for Comprehensive Support & Improvement (CSI) that fail to meet the State’s exit criteria within four years of consecutive identification.
Redesign Training Slides for Schools & LEAs - January 2025 (PDF)
School Redesign Materials
School Redesign Application Technical Guidance Overview - version 2, January 2025 (PDF)
School Redesign Application & Template - version 2, January 2025 (Word file)
School Redesign Application & Template - version 2, January 2025 (PDF)
School Redesign Budget Worksheet - version 1, January 2025 (Excel file)
School Redesign Application Rubric - version 2, January 2025 (PDF)
School Redesign Submissions within the Strategic Planning System
LEAs must submit deliverables from the school redesign application to RIDE via the Strategic Planning System (SPS). Deliverable due dates are outlined in the Timeline Overview section of the School Redesign Technical Guidance document and the School Redesign Strategic Planning System Guidance document. All submissions must be uploaded prior to 5PM. At 5:01PM, the SPS will lock, and submissions can no longer be uploaded to the SPS.
School Redesign Strategic Planning System Guidance - version 1, April 2025 (PDF)
MPA 589: OE PK-12 School Redesign & Strategic Support Services
Following the Division of Purchases Contract User Guide, LEAs can solicit requests for proposals using Master Price Agreement (MPA) 589 to support redesign efforts. This MPA lists qualified firms to provide school redesign services, including associated specialized services to support community-driven and evidence-based school redesign efforts, for schools in the state of Rhode Island. The purpose of such services will be to better engage students, families, and school communities, as well as to prepare and equip students for postsecondary success in college, career, and the 21st century workforce, while also specifically focusing on rapidly improving outcomes for students in low-performing schools and LEAs.
Division of Purchases: Contract Board of Master Price Agreements
WestEd's Center for School Turnaround & Improvement
RIDE will be leveraging the Center for School Turnaround and Improvement (CSTI)'s Four Domains of Rapid School Improvement to:
- Serve as a clear, coherent framework for LEA and school improvement activities
- Connect RIDE's instructional priorities (measured with accountability results) and supports with the continuous improvement infrastructure needed to sustain improvement at LEA and school levels.
- Differentiate RIDE-aligned support for RI's lowest performing schools and LEAs
This framework outlines the key issues for state, district, and school leaders to consider when planning for successful and sustainable school improvement.
Center for School Turnaround & Improvement Guide: Strategies and Suggestions for Using the Four Domains for Rapid School Improvement
RIDE's identified instructional priorities connect directly to CSTI's Instructional Transformation Domain as well as RIDE's accountability indicators.
BRIDGE-RI: Preventing Chronic Absenteeism Professional Learning
As part of RIDE’s comprehensive #AttendanceMattersRI campaign, we are pleased to announce a new free professional learning offering, Preventing Chronic Absenteeism: Course Information | Home (mtssri.org)
This 2 PLU course targets school leaders, district leaders, and attendance team members to use research, data, and tools to prevent and address chronic student absenteeism. Participants will gain a comprehensive understanding of chronic absenteeism, its root causes, and the skills to use teams to create effective attendance support plans within MTSS structures. Upon completing the course, participants will be ready to implement these evidence-based strategies in their schools and districts, contributing to Rhode Island’s national leadership and success in reducing chronic absenteeism. RIDE encourages leaders and attendance members to check out this course as a key support for reducing chronic absenteeism in their schools.
This course complements the assessment and attendance visualization tools released with RIDE’s recent assessment release so leaders can connect the data with explicit actions to improve attendance.
Learn more here: Step by step guide to accessing the BRIDGE-RI Courses
RIASP Summer Conference Resources:
The Education Accountability Act
In 2019, the R.I. Education Accountability Act (referred to as the “Act”) passed to allow for site-based management at the school level, creating an expansion in the responsibilities of school leaders and School Improvement Teams (SITs). This shift in governance structure within an LEA also created differences in the roles and responsibilities held by LEA administrators and School Committees/Boards. Additionally, the Act expanded upon the ways in which LEAs and individual schools will be assessed, monitored, and held accountable for reporting on progress and performance. Finally, RIDE was tasked with providing guidelines around school and district planning, reporting, and sharing of best practices.
GUIDANCE DOCUMENTS:
Education Accountability Act Guidance - October 2022
School Improvement Teams Guidance
Self-paced modules on establishing and maximizing School Improvement Teams
LEA Strategic Planning
The Education Accountability Act of 2019 (EAA) requires all LEAs to submit a strategic plan at least once in a three-year period to RIDE. The LEA strategic plan serves as the roadmap for LEAs to systematically work to improve student outcomes and schools. All LEA strategic plans (June 1), including single-school LEAs (July 1) are submitted using the Strategic Planning System (SPS).
RI's 2030 Goals at the State and LEA Levels
LEA STRATEGIC PLANNING TOOLS:
The documents below are provided as resources to support LEAs in the development and/or revision of Strategic Plans.
LEA Strategic Planning FAQs - March 2024
LEA Report Card Organizer (Blank Template) 2024
Using Accountability to Plan for Continuous Improvement -v2 (January 2025)
2024 Accountability Regional Meetings - January 2025
LEA Strategic Plan Review Tool
LEA Plan Revision Message Sept 2023
STRATEGIC PLANNING SYSTEM:
The Strategic Planning System (SPS) is an online platform to create, submit, and maintain LEA Strategic Plans and School Improvement Plans. The SPS can be accessed using RIDE’s Portal, if team members need access to Portal, please submit requests to your local Data Manager. Additional information and support can be found in the resources section of the SPS.
School Improvement Planning
The Education Accountability Act of 2019 (EAA) requires all schools to submit an annual School Improvement Plan (SIP). The SIP should be created with the goal of improving student outcomes. In the SIP, schools must set priorities and goals for student performance and describe how they will fund initiatives to achieve these goals. SIPs follow the continuous improvement process, are based on school data, and should include a plan to monitor progress. All School Improvement Plans with superintendent approval are submitted using the Strategic Planning System (SPS) by July 1st each year.
Education Accountability Act Guidance Document - October 2022
School Improvement Planning FAQs - version 3 - April2024 (new FAQs are in red font)
School Improvement Plan at a Glance - Template
SCHOOL IMPROVEMENT TEAMS:
The primary duties stipulated by the EAA for School Improvement Teams (SITs) include consulting with and assisting the principal to:
- formulate the School Improvement Plan,
- identify the educational needs of students through a Needs Assessment,
- develop a plan for improving student performance by setting SMART+E goals,
- review the annual school budget, and
- recommend the hiring of school personnel
RIDE School Improvement Team Guidance
Self-paced modules on establishing and maximizing School Improvement Teams
Quick Reference Guide: School Improvement Team Requirements
School Improvement Team Suggested Timeline
STRATEGIC PLANNING SYSTEM:
The Strategic Planning System (SPS) is an online platform to create, submit, and maintain LEA Strategic Plans and School Improvement Plans. The SPS can be accessed using RIDE’s Portal, if team members need access to Portal, please submit requests to your local Data Manager. Additional information and support can be found in the resources section of the SPS.
Meeting Annual School Improvement Plan Requirements in the SPS _v2 July 2024
MidYear Plan Management in SPS - Progress Monitoring Dec 2023
Metric Wizard Overview May 2023
School User Guide for SPS April 2023
CONTINUOUS IMPROVEMENT PROCESS:
- Conducting a Needs Assessment
- Conducting Root Cause Analyses
- Setting Priorities
- Setting SMART+E Goals
- Selecting Evidence-based Initiatives
- Progress Monitoring
SCHOOL IMPROVEMENT PLAN REVIEW & FEEDBACK TOOL:
This tool will assist in the review of a school’s improvement plan and inform this continual cycle of reflection and growth. This tool will be used to assist in the Superintendent's review of the submitted school improvement plans and to provide feedback to help inform a continual cycle of reflection and growth. The tool may also be used as a self-assessment tool for Principals and School Improvement Teams and by the RIDE Office of School and District Improvement to review and provide feedback to the Comprehensive Support and Improvement (CSI) School Plans. The tool clearly identifies the required components for School Improvement Plans, requirements per RI Regulation and General Law, including the Education Accountability Act (EAA), and requirements per Federal law, including the Every Student Succeeds Act (ESSA) and Titles I, Part A; II, Part A; and IV, Part A (when the plan is being used to fulfill the grant requirements).
- SIP Review & Feedback Tool Overview
- SIP Review & Feedback Tool Overview Deck (PPT)
- SIP Review & Feedback Tool Workbook (XLS)
- SIP Review & Feedback Tool Practice Activities
Meeting Annual School Improvement Requirements Using RIDE's Strategic Planning System - v2 July 2024
RESOURCE ALLOCATION REVIEW
The Elementary and Secondary Education Act of 1965 (ESEA), as amended by Every Student Succeeds Act (ESSA), ESEA sec. 1111(d)(3)(A)(ii)” requires SEAs, LEAs, and schools to review how resources are allocated. To meet this requirement, a Resource Allocation Review (RAR) is conducted. The goal of the RAR is for LEAs and schools to understand the current state of how their educational resources are being utilized as part of the continuous improvement process. RIDE, LEAs, and schools all have a level of responsibility when conducting RARs. Going through the RAR process will support LEAs and schools with identifying areas of strength and resource inequities as they prepare students to be college and career ready.
Resource Allocation Review Process Guide - v2 (PDF) February 2025
Resource Allocation Review Webinar Deck: 2.26.2025 (PDF)
Resource Allocation Review Webinar Zoom Recording 2.26.2025
Using RIDE's UCOA Resource Allocation Dashboards - v2 (PDF) February 2025
Identifying Educational Resources - v1
Resource Allocation Review - School Level Tool - v3 (PDF) February 2025
Resource Allocation Review - School Level Tool - v3 (Word File) February 2025
Resource Allocation Review Document for LEAs - v2 (PDF) February 2025
Resource Allocation Review Document for LEAs - v2 (Word File) February 2025
SIP Review & Feedback Tool modified for RAR Desktop Review (PDF) - v3 May 2025
As part of RIDE’s commitment to supporting school leaders and school improvement teams in meeting the expectations of the RI Education Accountability Act (EAA), we are pleased to offer a professional learning series on School Improvement Processes. This 3-course series was developed to help school leaders build strong, engaged School Improvement Teams (SIT) and navigate the school improvement planning process with purpose and clarity.
Course 1 provides practical tools and strategies for designing, facilitating, and engaging SITs in the SIP, enabling leaders to drive effective collaboration. Course 2 offers a foundational understanding of the “why” and “how” behind the SIP, empowering school leaders to approach school improvement with a clear sense of purpose and direction. Together, these courses give participants the skills and insights needed to lead effective, evidence-based school improvement efforts, supporting positive outcomes for Rhode Island schools and students. Course 3 (available Spring 2025) will focus on implementing and monitoring the progress of school improvement initiatives. Courses must be completed sequentially.
RIDE encourages school and district leaders to explore this series as a key resource in advancing their school improvement efforts.
Step by step guide to accessing School Improvement & Attendance Courses on BRIDGE-RI
School Improvement Process Course 1 - Self Paced
Upon completion of course 1, participants will be able to:
- Identify the required expectations as defined in the EAA.
- Define each component of the cycle of continuous improvement.
- Develop a school improvement calendar for your SIT.
- Identify requirements for SIT composition as it relates to EAA.
- Explain differences between inclusion and representation.
- Describe structures for effective teaming as it relates to EAA.
School Improvement Process Course 2 - Self Paced
Course 1 participants will be automatically enrolled in Course 2. Upon completion of course 2, participants will be able to:
- Write an effective, comprehensive Needs Assessment.
- Determine Priorities for school improvement.
- Conduct a Root Cause Analysis.
- Write effective SMART+E Goals.
School Improvement Process Course 3 - Self Paced
Course 2 participants will be automatically enrolled in Course 3. Upon completion of course 3, participants will be able to:
- Identify evidence-based initiatives that align to school improvement planning efforts
- Conduct a Resource Allocation Review to ensure resources are aligned to support improvement efforts
- Write and assign action steps to owners
- Effectively progress monitor the implementation of school improvement efforts in order to make adjustments as needed.
In 2022, the Rhode Island General Assembly mandated that the Council on Elementary and Secondary Education (Council) create regulations pursuant to R.I. Gen. Law § 16-7.1-5.1. These regulations provide the criteria and a procedure for determining the end of turnaround status for LEAs subject to intervention and support pursuant to R.I. Gen. Laws § 16-7.1-5, and to return control over the operation of such LEAs from the Council back to the local school board or committee. The Rhode Island Department of Education (RIDE) developed the proposed regulations (200-RICR-20-05-6) pursuant to R.I. Gen. Laws § 16-7.1-5.1 with input from public education stakeholders and experts and by examining education policy best practices.
At the Council’s October 24, 2023, meeting, the Council formally approved the proposed regulations for the purpose of public review. The public comment period lasted 45-days (longer than the required 30-day period) from November 3, 2023, to December 18, 2023. RIDE made public comment possible via formal public hearings, mail, and email at any point in time during the public comment process. In accordance with best practices six (6) public comment hearings were conducted across Rhode Island, with at least one in every county of the state.
After reviewing public comments, the Council finally approved Regulations 200-RICR-20-05-6 on February 27, 2024.
Please see the following documents pertaining to the regulations:
· The Current 200-RICR-20-05-6 Regulations
· Summary One-Page Fact Sheet Provided at Regulatory Public Comment Hearings
· RIDE's February 2024 Council Presentation and Enclosure Memo on the Regulations
LEAP District Support Program
The Learning, Equity, and Accelerated Pathways District Support Program was a 3-year initiative that concluded in 2024. It was designed to help LEAs disproportionately impacted by COVID-19 align their post-pandemic recovery efforts with the LEAP Task Force recommendations. During its operation, participating LEAs accessed matching funds from a pool of over $20 million, supporting investments aimed at accelerating student learning.
The LEAP District Support Program implemented a multistep process to accelerate learning. This process was aligned with RIDE’s 2021-2025 Strategic Plan and the state’s District Accountability legislation. Key supports included workshops with Harvard University’s Proving Ground, assistance with data analysis, and customized district-level supports. Highlights from the program include a significant focus on chronic absenteeism, strategic data use to guide recovery efforts, and targeted investment in evidence-based interventions. Participating LEAs were awarded between $1.4 million and $4 million in matching funds, and each LEA was supported by a LEAP District Support Fellow to drive improvement efforts. The program’s impact was reflected in the LEA's ability to navigate post-pandemic challenges, improve attendance, and accelerate learning outcomes across the state.
| LEA | Grant Amount | District Selected Priority Areas |
|---|---|---|
| Central Falls | $3.8 Million | Instruction, Talent, Student Well-being, School Improvement |
| East Providence | $2.9 Million | Instruction, Talent, Equity |
| Johnston | $1.4 Million | Equity, Instruction, Talent |
| Newport | $1.7 Million | Equity, Expanded Learning, Student Engagement |
| North Providence | $1.5 Million | Equity, Instruction, Student Well-being |
| Pawtucket | $4.0 Million | Student Engagement, Talent, Equity |
| Providence | $4.0 Million | Instruction and Student Engagement |
| West Warwick | $2.0 Million | Instruction, Equity, Student Engagement |
| Woonsocket | $4.0 Million | Instruction, Student Well-being, Expanded Learning, Equity |