(a)(1) The council on elementary and secondary education (the 'council') shall direct the commissioner of elementary and secondary education (the 'commissioner') to institute a process to develop curriculum frameworks for mathematics, English language arts, science and technology, history and social studies, world languages, and the arts. This process shall: (i) Be open and consultative; (ii) Include, but need not be limited to, a culturally and racially diverse group of classroom teachers and students; and (iii) Include, but need not be limited to, reviewing and revising current frameworks, as well as developing new ones, if deemed appropriate. (2) The process may include, but need not be limited to, community groups, cultural organizations, parents, teacher preparation programs, and leading college and university figures in both subject matter disciplines and pedagogy. (b) The commissioner shall develop the curriculum frameworks pursuant to this section by no later than September 1, 2021, and again as required by the council’s procedures set forth in subsection (e) of this section. ner shall develop the curriculum frameworks pursuant to this section by no later than September 1, 2021, and again as required by the council’s procedures set forth in subsection (e) of this section. The curriculum frameworks developed by the commissioner shall: (1) Present broad, research-based pedagogical approaches and strategies to assist students develop the skills, competencies, and knowledge called for by the statewide standards provided in § 16-22-30; (2) Provide sufficient detail to guide and inform processes for the education, professional development, certification, and evaluation of both active and aspiring teachers and administrators; (3) Provide sufficient detail to guide the implementation of student assessment instruments; (4) Be constructed to guide and assist teachers, administrators, publishers, software developers, and other interested parties in the development and selection of curricula, textbooks, technology, and other instructional materials, and in the design of pedagogical approaches and strategies for use in elementary, secondary, and career and technical schools; (5) Be aligned with the state’s commitment to college and career readiness; (6) Encourage of pedagogical approaches and strategies for use in elementary, secondary, and career and technical schools; (5) Be aligned with the state’s commitment to college and career readiness; (6) Encourage demanding real-world application, multidisciplinary problem solving, integration of academic and career and technical education curriculum, project-based learning, performance assessment, team teaching, and alignment of classroom instruction with work-based learning opportunities; (7) Promote better alignment with postsecondary curriculum and instruction, including, but not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high school students that help them with the postsecondary transition, persistence, and attainment of a credential; (8) Encourage capstone projects and associated performance assessments that provide students the opportunity to demonstrate holistic proficiency with respect to research, cross-disciplinary problem solving, critical thinking, communication, collaboration, and oral defense; (9) Present specific, pedagogical approaches and strategies to meet the academic and nonacademic needs of English learner, economically tical thinking, communication, collaboration, and oral defense; (9) Present specific, pedagogical approaches and strategies to meet the academic and nonacademic needs of English learner, economically disadvantaged, special education, and academically advanced students; (10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes; (11) Reflect sensitivity to different learning styles; (12) Reflect sensitivity to impediments to learning, which may include issues related to, but not limited to, cultural, financial, emotional, health, and social factors; and (13) Be in a form readily comprehensible by the general public. (c) The commissioner shall submit a copy of the frameworks to the council for approval at least sixty (60) days prior to the frameworks taking effect. (d) Upon approval, the council shall make the frameworks available to the public. (e) The council shall develop procedures for updating, improving, or refining curriculum frameworks pursuant to this section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the frameworks regularly to ensure that the high quality of the frameworks section by no later than September 1, 2021. The procedures shall include a requirement that the council review and evaluate the frameworks regularly to ensure that the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter. (f) On or before December 1, 2020, and annually thereafter on or before December 1, the commissioner shall report to the governor, president of the senate, and the speaker of the house, regarding the curriculum frameworks developed and reviewed pursuant to this section. History of Section.P.L. 2019, ch. 89, § 1; P.L. 2019, ch. 150, § 1.
Rhode Island Legal Code