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.

FY23-24 CSI Schools and LEAs

ADDITIONAL RESOURCES

Continuous improvement modules:

1. Education Accountability Act Guidance Document 
2. Needs Assessment: Navigating the School Report Card
3. Conducting Root Cause Analysis
4. Setting SMART+E Goals
5. Selecting Evidence-based Interventions
6. Planning for Implementation
7. Setting Priorities
8. Evidence Based Initiative Planning

Redesign Schools

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.

Through a School Redesign, LEAs will authentically engage with their educators and Community Advisory Boards (see below) 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: 

1. 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 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. 

2. 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. 

3. 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. 

4. LEA Proposed Redesign: An 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. 

5. Closure: A school ceases all operations and students are relocated to schools that are not identified as in need of comprehensive support and improvement. 

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. 

ADDITIONAL RESOURCES

School Redesign Application

School Redesign Rubric

LEAP District Support Program

The Learning, Equity, and Accelerated Pathways District Support Program is a 3-year program to support the state’s districts that were disproportionately impacted by COVID-19 and align their post-pandemic recovery efforts to the recommendations of the LEAP Task Force. Program participants will be eligible for matching funds from a pool of more than $20 million to invest in programs that will accelerate student learning in the coming years, as well as specialized supports.

The LEAP District Support Program supports districts in accelerating learning post-pandemic through a multistep process and dovetails the LEAP Task Force findings, RIDE’s 2021-2025 Strategic Plan, and the state’s District Accountability legislation to provide a centralized support mechanism for school districts. Eligible districts were awarded matching funds, ranging from $1.4 million to $4 million, from RIDE to invest in targeted district improvement efforts, a designated LEAP District Support Fellow to support the work, workshops and professional development through the Center for Education Policy and Research at Harvard University’s Proving Ground program, support with data analysis and disaggregation, and specific supports tailored to each district’s needs.

LEAP DSP FELLOWS

• Mike Mancieri - Michael Mancieri
• Amanda Turcotte-Amanda Turcotte
• Deborah DiBiase-Deborah DiBiase

District Support Fellows: Personalized Supports

• DSP Personalized Supports

Guidance Documents and Presentation

The Education Accountability Act

In 2019, the R.I. Education Accountability Act (SO6084) (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:

EAA Guidance 

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). 

RIDE's Strategic Plan

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. For technical assistance requests, please reach out to the Office of School & District Improvement: osdi@ride.ri.gov 

LEA Strategic Planning FAQs - March 2024

LEA Report Card Organizer (Blank Template) 2024

Using Accountability to Plan for Continuous Improvement

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. 

SPS LEA UserGuide 

SPS Metric Wizard Overview

Progress Monitoring in 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 

School Improvement Planning FAQs - version 3 - March2024

School Improvement Plan at a Glance - Template 

BRIDGE-RI:  School Improvement Process Course 1 - Self Paced

This course is part of a three-part series and serves as a tool to support school leaders in understanding the why and how around the school improvement process.  Upon completion of this course, 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 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. 

Updating your SIP in the SPS

MidYear Plan Management in SPS - Progress Monitoring Dec 2023

Metric Wizard Overview May 2023

School User Guide for SPS April 2023

CONTINUOUS IMPROVEMENT PROCESS:

1. Conducting a Needs Assessment
   • Data Sources
   • Navigating the School Report Card
   • School Accountability Report Card Organizer - Feb2024
   • Survey Works Professional Learning Results Review Tool - Feb2024
2. Conducting Root Cause Analyses
   • Common Approaches to Root Cause Analysis
3. Setting Priorities
4. Setting SMART+E Goals
5. Selecting Evidence-based Initiatives
   • Evidence Based Review Tool Organizer - Feb 2024
   • Evidence Based Resource List - Feb 2024
   • Using SurveyWorks/Panorama Playbook for Evidence Based Initiatives
6. Progress Monitoring

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 v1

Resource Allocation Review Webinar Deck 2.29.24

Resource Allocation Review Webinar Zoom Recording 2.29.24

Using RIDE's UCOA Resource Allocation Dashboards - v1

Identifying Educational Resources - v1

Resource Allocation Review - School Level Tool - v1

Resource Allocation Review Document for LEAs - v1