Transforming Education
in Rhode Island:
How Race to the Top Will Help Us Prepare All
Students for Success in College, Careers, and Life
Transforming Education in Rhode Island
Rhode Island’s Plan
Our strategic plan,
Transforming Education in
Rhode Island, describes how
we’ll improve education
through 2015.
Rhode Islanders came together
to turn our strategic plan into a
winning application for Race to
the Top.
We are one of only 12 states
that will lead the country in a
new direction!
Transforming Education in Rhode Island
We’ll see these results for students by 2015:
90% of students entering the 4th and 8th grades will be
proficient in reading.
90% of students entering fourth grade and 75% of students
entering eighth grade will be proficient in math.
Achievement gaps among all students will be cut in half.
85% of students will graduate from high school.
77% of students will enroll in postsecondary education.
90% of students who enroll in postsecondary education will
complete their first year.
READINESS ASSESSMENT:
To meet our goals as a district the LEA has in place the following structures, initiatives and supports to advance
student learning:
The nine SORICO districts have committed to collaborate to achieve the goals of Race To The Top Scope of Work. We
endeavor to work with the Dana Center in the area of mathematics to commence in February 2011. State RTTT
funding is imperative to accomplish this work.
• We have formally trained staff in all of our schools and have adopted and operate as a K-12 Professional Learning
Community including time for content and interdisciplinary teachers to meet to discuss student learning and
instruction.
• Our community contributes to the educational process, and the school to town functioning, in a valued and active
partnership that provides rich resources, support and interest in our schools and the achievement of its students.
Parents and community volunteers are active in our schools.
• The district’s Strategic Plan and Theory of Action have provided frameworks which are closely related to our
Department of Education’s strategic initiatives in terms of curriculum development, teacher practice, professional
development, and the use of data.
• A collaborative approach has been utilized by the district in preparing school improvement plans, professional
development plans and the use of district and federal dollars in coordinated ways to support professional
development and student achievement.
• Strong leadership exists at the administrative level in the district. Building level administrators (both principals
and assistant principals at each school) are already highly involved in leading instruction at their schools.
• Local government leaders (School Committee, Town Council and Town Manager) are knowledgeable, reasonable
and have a vision and expectation of excellence for the school system, with support provided accordingly.
• A K-12 curriculum process is in place and the curriculum cycle has been adhered to in a time frame and manner
which reflects state guidance. We have training and experience working with alignment and grade level/span
expectations and developing and implementing common tasks.
• The teaching staff possesses strong content knowledge which contributes to student learning and high
achievement.
• Special Education programs and practices that have increased access to the general curriculum have recently
evidenced gains for special education students in terms of state assessment results.
• All schools and staff are highly involved in the RTI process, with our elementary school seen as a model for
the state. We have expanded the protocols for studying data in school wide “Data Days” with our literacy
and math coaches leading the work. In addition, we have identified and are currently utilizing scientifically
research-based tools such as AddVantage Math, Trans Math, EdMark, PALs, and NWEA to screen, diagnose,
and intervene.
• Our middle school has configured the daily schedule to provide additional opportunities for students to
receive intervention and enrichment during the SOAR/Flex block, which occurs twice per week.
• Technology, in terms of hardware available and technical support provided, is considered strong for a district
of our size.
• The district uses and is very satisfied with SchoolSpring as its recruitment website.
• The district is a K-12 PBIS district. Our elementary school is in Year 2 and our other schools are moving along
the continuum towards that approach to learning and behavior.
• A K-12 district Dropout Prevention Team studied and then implemented practices and procedures at all the
key leverage points for those students most at risk of dropping out. For example, the middle school has
begun a “Piers Peers” program which pairs identified 7th grade students with at-risk 5th grade students.
• The Collective Bargaining Agreement provides for a flexible schedule for staff in order to meet student need
(e.g. starting later in the day and leaving later).
• The district has an active mentoring program that is coordinated by teachers and the Narragansett School
Department.
• Narragansett High School has implemented Academic Hours, Extended School Day, STEPS, Virtual High
School, and an Alternative Learning Program in order to provide multiple opportunities for student success.
RTTT Steering Committee
Admin. Katherine Sipala*
Elizabeth Pinto* *Members of the Leadership Team
Nancy Daley*
Roland Lambert*
School Committee Diane Nobles*
NHS Dan Warner
Jeff Smith
Ann Marie Zaborski*
Elizabeth LaPointe
Erin Hohl
NPS Marie Ahern
Marianne Kirby
Vanessa Miller
NES Gail Dandurand
Lisa Monahan
Deb Sullivan
Peggy Carter
Leah Jones
Brien Jennings
Sharon Martin
Transforming Education in Rhode Island
We’ll build these support systems to drive student success:
Standards & Curriculum
Instructional Improvement
Educator Effectiveness
Human-Capital Development
School Transformation and
Innovation
Standards and Curriculum Team
Nancy Daley, Chair
John O’Brien
Sharon Martin
Elizabeth LaPointe
Leah Jones
Brien Jennings
Peggy Carter
Marianne Kirby
By 2015, RI educators will be ready to implement instruction and
assessments that are aligned with the Common Core.
Model curriculum will be developed in ELA, Math, Science, Social Studies.
One day of training in Summer 2011 for teams of 4 from each school.
Those trained will facilitate a process to support peers to understand the
Common Core (Our Literacy and Math Coaches, Director of Curriculum
and team listed above will be lead facilitators ).
Instructional Improvement Team
Roland Lambert, Co-Chair
Gail Dandurand, Co-Chair
Jeff Smith
Elizabeth Pinto
Nancy Daley
Sue Doboszynski
By 2015, RI educators will have access to and effectively use a statewide
system that has an array of data analysis, assessment and instructional
tools.
Two days of training for teams of 4 from each school will be held for the
development and use of formative assessments.
Additionally, 6 days of training (combined summer and during the school
year) will be provided to school teams on how to effectively use interim
assessment data to improve instruction .
Starting in January of this year, the roster system will be built. Math
teachers in grades 3-7 will be asked to log in and check the class rosters
submitted by our Tech. Dept.
MEMBERS NEEDED!!! (especially those already involved in data teams at
the schools).
Educator Effectiveness Team
Dan Warner, Chair
Ann Marie Zaborski
Lisa Monahan
Debra Sullivan
Pam Westkott
By 2015, RI educators will be evaluated under a system that focuses on
student Achievement growth and supports educators’ professional
growth.
Training in the new RI Model Design will occur for 9 staff members (3
from each school) in year 1 of implementation; additional training to be
provided in the next 2 years. Administrators will also receive training this
spring and summer.
Each district needs to develop their own committee. The role of the
committee will be to review the effectiveness of the evaluation system;
the validity and utility of the data that the system produces; and to make
recommendations to the state (MEMBERS NEEDED!!! ).
The new evaluation form will be implemented in September of 2011.
See: http://www.ride.ri.gov/EducatorQuality/EducatorEvaluation/ for
additional information.
Human Capital Development Team
Marie Ahern, Chair
Erin Hohl
Debra Sullivan
Vanessa Miller
By 2015, new RI educators will be supported by robust induction
practices.
New teachers will have an outside mentor assigned to them for at least
one year.
PD will be data driven and be focused on planning, instruction and
assessment.
What’s Next:
Commissioner’s Visit on Thursday, January 6, 2011.
Invitation to join a RTTT Systems of Support team.
Invitation to attend the next RTTT Meeting – January 24, 2011, at 3 pm at
the Central Office.
Invitation to research and read about the RTTT initiative and platforms
on the RIDE website.
Invitation to pose questions/comments to our Steering Committee in a
Google documents survey to be sent to you this week.
“Participating in a culture of
responsibility for this work.”
Taken from Narragansett School Department’s RTTT Scope of
Work Engagement Strategy.