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Preparing all students for success in college, careers, and life
Rhode Island has a statewide diploma system that works to ensure access for all middle and high school students to rigorous, high quality, personalized learning opportunities and pathways.
The Diploma System ensures that every student learns both broadly and deeply, is supporting own their learning, and is engaged in opportunities that are diverse, rigorous and connected to the world outside of the school.
The Secondary School Regulations strive to increase and improve equitable learning opportunities for every student through personalization, graduation by proficiency, and multiple pathways.
Graduation requirements are set at a level to provide students the skills and knowledge to successfully enter and complete rigorous post-secondary academic or technical program, join the military, and/or obtain a job that leads to a rewarding and viable career. The minimum state graduation requirements, as set by the The Rhode Island Council on Elementary and Secondary Education through the Secondary School Regulations, for earning a RI high school diploma, are:
Districts may include additional expectations or requirements such as additional coursework requirements or community service learning.
Districts are required to communicate specific graduation expectations to families and students by October 1 of the ninth grade, or upon entrance or transfer to the school district.
For information on the Commissioner's Seal, Seal of Biliteracy and Pathway Endorsements, see below.
The Secondary School Regulations strive to increase and improve equitable learning opportunities for every student through personalization, graduation by proficiency, and multiple pathways. All learning experiences should be facilitated in a way that allows students to find relevance and applicability to their own life, interests, and / or previous knowledge. Students should have opportunities for choice in how, when, and in what ways they learn and demonstrate their learning. Learning opportunities should be diverse, rigorous, and connected to the world outside the school. By ensuring that learning is relevant, students are more likely to find joy in the learning process and want to continue to learn throughout their lives. Further, by learning how to make well-informed decisions in the secondary grades, students will be more adept at advocating for themselves as adult learners and citizens. As part of the revised diploma system outlined in the Secondary School Regulations, the Council Designations serve as a means to personalize the diploma. Each Council Designation externally validates achievements of high school students, through flexible and personalized high school learning experiences, to allow public recognition of specific skills and to incentivize students to meet additional high standards beyond those needed to earn a high school diploma. The following three Council Designations have been adopted by the Council on Elementary and Secondary Education and will be made available to students who meet the defined criteria for each, beginning with the graduating class of 2021: The Commissioner’s Seal Council Designation certifies that a student is proficient in standards aligned to high school expectations in English Language Arts and Mathematics, as confirmed by external evidence. The Seal of Biliteracy Council Designation certifies that a student has demonstrated skill in the use of the English language and one or more other world languages. The Pathway Endorsement Council Designation certifies that a student has accomplished deep learning in a chosen area of interest and is prepared for employment or further education in a career path.
The Council on Elementary and Secondary Education 2016 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 including: proficiency-based graduation requirements; comprehensive supports to students including literacy, numeracy, and personalization; common planning time and professional development support for teachers.
The Secondary School Regulations passed in 2016 go into effect for the graduating class of 2021:
The previous iteration of the Secondary School regulations are in effect through the graduating class of 2020:
The Commissioner’s Seal Council Designation certifies that a student is proficient in standards aligned to high school expectations in English Language Arts and Mathematics, as confirmed by external evidence. Commissioner's Seals will be awarded beginning with the graduating Class of 2021.
The Commissioner’s Seal Council Designation certifies that a student is proficient in standards aligned to high school expectations in English Language Arts and Mathematics, as confirmed by external evidence. To earn a Commissioner’s Seal, students must successfully meet the established benchmark on both an approved ELA assessment and an approved mathematics assessment in order to earn the one Commissioner’s Seal.
More information on the Commissioner's Seal can be found in the Commissioner's Seal Frequently Asked Questions.
For information on how to nominate assessments to add to the Commissioner's Seal list, see the Commissioner's Seal Assessment Nomination criteria.
The Seal of Biliteracy celebrates students who have multilingual competence – a critical skill in today’s global society and an asset that will prepare RI graduates for success in the local and global economy. The Seal of Biliteracy certifies that a student has demonstrated skills in the English language and one or more other world languages. Students earn a Seal of Biliteracy by demonstrating competence in English Language Arts standards as defined by the Commissioner Seal or English Proficiency standards, and nationally-recognized world language standards Seal of Biliteracy Council Designations will be awarded beginning with the graduating class of 2021.
To earn a Seal of Biliteracy, students must successfully meet the established benchmark on RIDE-approved assessments in English and another world language. Students may earn either a Silver Seal or a Gold Seal depending on the skill level demonstrated on the assessments. Students must meet the benchmark on both an approved English language assessment and an approved world language assessment in order to earn the Silver Seal of Biliteracy or the Gold Seal of Biliteracy.
More information on the Seal of Biliteracy can be found in the Seal of Biliteracy Frequently Asked Questions.
For information on how to nominate assessments to add to the Seal of Biliteracy list, see the Seal of Biliteracy Assessment Nomination criteria.
The Pathway Endorsement Council Designation certifies that a student has accomplished deep learning in a chosen area of interest and is prepared for employment or further education in a career path. Pathway Endorsement Council Designations will be awarded beginning with the graduating class of 2021.
Pathway Endorsements may be earned in one of six discipline areas:
To earn a Pathway Endorsement, students must successfully complete three components: (1) academic study; (2) work-based learning; and (3) application of skills demonstrated through the performance-based diploma assessment.
Students must successfully complete three (3) independent, connected courses, characterized by:
Students must successfully complete a work-based learning experience, characterized by:
This work-based learning experience should provide students with real-world experiences where they can apply and develop their academic, technical, and professional skills. Work-based learning can occur through a variety of different experiences, including internships, apprenticeships, service learning projects, school-based enterprises, and industry projects. See the recently released Governor’s Workforce Board Work-Based Learning Guidance for more information on work-based learning activities, standards and guidance: www.prepare-ri.org/wbl.
Students must successfully complete a performance-based diploma assessment by aligning their demonstration of knowledge to the topic that they studied. Students must apply and demonstrate the knowledge and skills gained through their pathway coursework and chosen work-based learning experience and reflect on the pathway experience. Students are already expected to complete a performance-based diploma assessment (portfolio senior project/ exhibition, capstone product, etc.) as part of their high school graduation requirements. Tying the performance-based graduation assessment to the Pathway Endorsement area of study links already existing graduation requirements to an evaluation of deep learning and validates personalization. In most cases, it is expected that this pathway-aligned diploma assessment will fulfill the state minimum graduation requirement of one performance-based diploma assessment (starting with the class of 2021).
A performance based diploma assessment is a multifaceted assignment that serves as a culminating demonstration of a student's applied learning skills and knowledge of one or more content areas.
Successful completion of performance-based diploma assessments shall include demonstrations of both applied learning skills and proficiency in one or more content areas. The specific content area(s) is a local decision made by the student and directed by student interest.
State-recognized performance-based diploma assessment options include the following:
While one particular type of performance assessment is required for graduation purposes, performance assessments more broadly include common tasks, comprehensive end of course tasks, diploma assessments, and other authentic assessments. Performance assessments allow students to demonstrate the application of content learned through coursework that is both comprehensive and integrated. Performance assessments are a regular part of curriculum, instruction and assessment practices.
has been a requirement for all Rhode Island students in grades 6-12 since 2005 when it was incorporated into the state’s Secondary School and Graduation Requirement Regulations. ILPs are a student-directed planning and monitoring tool that customizes learning opportunities throughout students' secondary school experience, broadens their perspectives, and supports attainment of goals. The ILP documents students’ interests, needs, supports, course selections (including access to college level programming), transition placements and other learning experiences both in and out of school. This information produces a thoughtful program of study leading to proficiency for graduation and postsecondary experiences. A meaningful ILP for all Rhode Island students:
To date, schools largely have not been able to implement this tool in a meaningful way, mostly because the ILP has not been prioritized for resource allocation and the state has not supported the implementation with professional development or training since its introduction. The PrepareRI state action plan for career readiness identified the Individual Learning Plan (ILP) as a central tenant of personalization and a tool that has the potential to be a meaningful and intentional facilitator and connector of career exploration and academic study throughout a student’s middle and high school experience. To make this a reality, RIDE has worked with stakeholders to develop new resources and tools, including a forthcoming menu of vendor that will help with implementation of revised ILP systems.
As a result of the Spring 2017 workgroup's recommendations, RIDE issued a request for proposals for vendors that could provide comprehensive ILP system and curriculum. A review team, supported by a number of school and district staff serving as technical advisors, reviewed vendor proposals. This culminated in a menu of vendors that schools and/or districts can choose from as they implement or revise the ILP programs for their students. The vendor menu and ILP Adoption Toolkit can be accessed on the School Counseling page.
In Spring 2017, the Rhode Island Framework for Individual Learning Plans was updated to include additional information and supports for developing and implementing an ILP program at a school or district, including the primary components, stakeholder roles and additional information required for a successful program. The revised framework can be reviewed here.
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.
Students are supported by educators including advisers and school counselors to ensure access to a variety of learning opportunities and supports that help students meet their academic and career goals.
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. As a component of the Rhode Island Basic Education Program, "each LEA shall establish and maintain Comprehensive School Counseling Guidance (CSC) Program, including guidance and counseling services, available to all students in grades K-12. More information and resources can be found on the School Counseling and Guidance page.
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. Students who have substantial reading difficulties (reading more than two years below grade level) should receive intensive literacy instruction from a reading specialist or other qualified educator. Students’ targeted interventions or intensive literacy instruction must be documented and include the development, implementation, and progress monitoring of a PLP, which can be within the ILP.
In July of 2011, the Rhode Island General Assembly passed revised compulsory attendance legislation, which requires youth to attend school until they are 18 years old. The RI Compulsory Attendance Statute (RIGL §16-19-1) and the adoption of the Alternative Learning Plan is an effort to prevent students from dropping out of school and, subsequently, being placed in truancy court. The statute encourages schools and families to work together so that students remain enrolled in school, via an Alternative Learning Plan, so that the student may continue to work toward earning a high school diploma or its equivalent.
The Compulsory Attendance statute mandates that students be in continuous enrollment until the age of 18. The RI Compulsory Attendance law allows for a superintendent or head of school to waive the attendance requirement for those students over age 16 who have an approved Alternative Learning Plan that supports their continued progress toward obtaining a RI diploma or its equivalent.
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 qualify for the alternate assessment. The Alternate Assessmentis 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.
Office of College and Career Readiness
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