AN ACT RELATING TO EDUCATION -- CURRICULUM (Repeals the establishment of statewide academic standards for core subjects and the implementation into the curriculum of all public schools.)

S2528

2026 -- S 2528
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LC003286
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STATE OF RHODE ISLAND
IN GENERAL ASSEMBLY
JANUARY SESSION, A.D. 2026
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A N A C T
RELATING TO EDUCATION -- CURRICULUM

Introduced By:
Senator E Morgan

Date Introduced:
February 13, 2026

Referred To:
Senate Education
It is enacted by the General Assembly as follows:
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SECTION 1. Sections 16-22-30, 16-22-31, 16-22-32 and 16-22-33 of the General Laws in
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Chapter 16-22 entitled "Curriculum [See Title 16 Chapter 97 — the Rhode Island Board of
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Education Act]" are hereby repealed.
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16-22-30. Statewide academic standards.
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(a) The council on elementary and secondary education (the “council”) shall direct the
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commissioner of elementary and secondary education (the “commissioner”) to institute a process
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to develop statewide academic standards for the core subjects of mathematics, English language
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arts, science and technology, history and social studies, world languages, and the arts. This process
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shall:
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(1) Be open and consultative;
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(2) Include, but need not be limited to, a culturally and racially diverse group of classroom
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teachers and students; and
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(3) Include, but need not be limited to, reviewing and revising current standards, as well as
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adopting new ones, if deemed appropriate.
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(b) The commissioner shall develop the statewide academic standards pursuant to this
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section by no later than December 31, 2019, and again as required by the council’s procedures set
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forth in subsection (f) of this section. The standards shall:
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(1) Cover grades prekindergarten through grade twelve (PK-12);
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(2) Clearly set forth the skills, competencies, and knowledge expected to be demonstrated

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by all students at the conclusion of individual grades or grade spans;
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(3) Be formulated so as to set high expectations for student performance;
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(4) Provide clear and specific examples that embody and reflect these high expectations;
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(5) Be constructed with due regard to the established research and recommendations of
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national organizations, to the best of similar efforts in other states, and to the level of skills,
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competencies, and knowledge possessed by typical students in the most educationally-advanced
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nations. The skills, competencies, and knowledge set forth in the standards shall define the
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performance outcomes expected of both students directly entering the workforce and of students
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pursuing higher education. In addition, the skills, competencies, and knowledge set forth in the
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standards shall inform the design and implementation of the Rhode Island comprehensive
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assessment system (“RICAS”) in mathematics, English language arts, and science and technology.
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The RICAS shall align with federal law, be in place for no fewer than ten (10) years, and facilitate
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comparisons of students of other states and nations;
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(6) Be designed to instill respect for the cultural, ethnic, and racial diversity of this state,
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and for the contributions made by diverse cultural, ethnic, and racial groups to the life of this state;
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(7) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;
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(8) Reflect sensitivity to different learning styles;
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(9) Reflect sensitivity to impediments to learning, which may include issues related to, but
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not limited to, cultural, financial, emotional, health, and social factors; and
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(10) Be in a form readily comprehensible by the general public.
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(c) This section shall not require the abandonment of any standards already in place, so
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long as the commissioner determines that these standards meet the statewide goals contained
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herein.
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(d) The commissioner shall submit a copy of the standards to the council for approval at
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least sixty (60) days prior to the standards taking effect.
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(e) Upon approval, the council shall make the standards available to the public.
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(f) The council shall develop procedures for updating, improving, or refining standards
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pursuant to this section by no later than September 1, 2021. The procedures shall include a
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requirement that the council review and evaluate the standards regularly to ensure that the high
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quality of the standards is maintained. The review cycle shall begin in 2025, with subsequent
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reviews taking place in 2029, 2033, and every four (4) years thereafter.
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(g) On or before December 1, 2020, and annually thereafter on or before December 1, the
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commissioner shall report to the governor, president of the senate, and the speaker of the house,
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regarding the standards developed and reviewed pursuant to this section.

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16-22-31. Curriculum frameworks.
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(a)(1) The council on elementary and secondary education (the “council”) shall direct the
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commissioner of elementary and secondary education (the “commissioner”) to institute a process
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to develop curriculum frameworks for mathematics, English language arts, science and technology,
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history and social studies, world languages, and the arts. This process shall:
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(i) Be open and consultative;
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(ii) Include, but need not be limited to, a culturally and racially diverse group of classroom
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teachers and students; and
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(iii) Include, but need not be limited to, reviewing and revising current frameworks, as well
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as developing new ones, if deemed appropriate.
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(2) The process may include, but need not be limited to, community groups, cultural
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organizations, parents, teacher preparation programs, and leading college and university figures in
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both subject matter disciplines and pedagogy.
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(b) The commissioner shall develop the curriculum frameworks pursuant to this section by
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no later than September 1, 2021, and again as required by the council’s procedures set forth in
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subsection (e) of this section. The curriculum frameworks developed by the commissioner shall:
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(1) Present broad, research-based pedagogical approaches and strategies to assist students
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develop the skills, competencies, and knowledge called for by the statewide standards provided in
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§ 16-22-30;
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(2) Provide sufficient detail to guide and inform processes for the education, professional
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development, certification, and evaluation of both active and aspiring teachers and administrators;
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(3) Provide sufficient detail to guide the implementation of student assessment instruments;
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(4) Be constructed to guide and assist teachers, administrators, publishers, software
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developers, and other interested parties in the development and selection of curricula, textbooks,
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technology, and other instructional materials, and in the design of pedagogical approaches and
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strategies for use in elementary, secondary, and career and technical schools;
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(5) Be aligned with the state’s commitment to college and career readiness;
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(6) Encourage demanding real-world application, multidisciplinary problem solving,
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integration of academic and career and technical education curriculum, project-based learning,
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performance assessment, team teaching, and alignment of classroom instruction with work-based
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learning opportunities;
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(7) Promote better alignment with postsecondary curriculum and instruction, including, but
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not limited to, the expansion and/or use of dual enrollment and dual credit opportunities for high
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school students that help them with the postsecondary transition, persistence, and attainment of a

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credential;
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(8) Encourage capstone projects and associated performance assessments that provide
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students the opportunity to demonstrate holistic proficiency with respect to research, cross-
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disciplinary problem solving, critical thinking, communication, collaboration, and oral defense;
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(9) Present specific, pedagogical approaches and strategies to meet the academic and
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nonacademic needs of English learner, economically disadvantaged, special education, and
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academically advanced students;
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(10) Be designed to avoid perpetuating gender, cultural, ethnic, or racial stereotypes;
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(11) Reflect sensitivity to different learning styles;
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(12) Reflect sensitivity to impediments to learning, which may include issues related to,
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but not limited to, cultural, financial, emotional, health, and social factors; and
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(13) Be in a form readily comprehensible by the general public.
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(c) The commissioner shall submit a copy of the frameworks to the council for approval at
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least sixty (60) days prior to the frameworks taking effect.
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(d) Upon approval, the council shall make the frameworks available to the public.
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(e) The council shall develop procedures for updating, improving, or refining curriculum
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frameworks pursuant to this section by no later than September 1, 2021. The procedures shall
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include a requirement that the council review and evaluate the frameworks regularly to ensure that
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the high quality of the frameworks is maintained. The review cycle shall begin in 2025, with
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subsequent reviews taking place in 2029, 2033, and every four (4) years thereafter.
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(f) On or before December 1, 2020, and annually thereafter on or before December 1, the
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commissioner shall report to the governor, president of the senate, and the speaker of the house,
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regarding the curriculum frameworks developed and reviewed pursuant to this section.
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16-22-32. High quality curriculum and materials.
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(a)(1) The council on elementary and secondary education (the “council”) shall direct the
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commissioner of elementary and secondary education (the “commissioner”) to institute a process
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for reviewing and identifying curriculum and materials for mathematics, English language arts, and
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science and technology that meet the following requirements:
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(i) Is aligned with the academic standards provided in § 16-22-30;
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(ii) Is aligned with the curriculum frameworks provided in § 16-22-31;
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(iii) Is aligned with the RICAS, or any other test that is adopted as a statewide standardized
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test; and
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(iv) Is of high quality.
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(2) The commissioner shall identify at least five (5) examples each of curricula for

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mathematics and English language arts pursuant to this section by no later than January 1, 2021,
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for science and technology pursuant to this section by no later than January 31, 2026, and again as
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required by the council’s procedures set forth in subsection (a)(8) of this section. Once identified,
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the curricula shall be made available to the public, subject to copyright considerations.
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(3) The commissioner shall direct all local education agencies (“LEAs”) to select one of
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the identified high-quality curricula and materials by the time of their next adoption cycle, but in
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any case, no later than June 30, 2023, for mathematics and English language arts, and no later than
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June 30, 2026, for science and technology. LEAs shall select curriculum and materials that are
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responsive to the LEA’s cultural and linguistic needs, and support culturally responsive practices.
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LEAs shall implement the high-quality curricula and materials at the start of the school year that
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immediately follows the selection. If an LEA is unable to implement the high-quality curricula and
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materials fully due to financial hardship, the commissioner may grant the LEA an extension of
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time, provided that the LEA demonstrates continued efforts to complete the implementation.
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(4) The commissioner shall institute a waiver process for LEAs that would like to use a
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curriculum other than any identified by the commissioner pursuant to this section. Part of that
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process may include, but is not limited to, asking the LEA to:
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(i) Develop local curriculum goals;
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(ii) Communicate the rationale for selecting the proposed curriculum over any of the
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curricula identified by the commissioner; and
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(iii) Engage a third-party reviewer that has a proven track record of curriculum audits to
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review the proposed curriculum to ensure it aligns with state standards, establishes the scope and
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sequence of instruction, is of high quality, is culturally relevant, and to discuss any other strengths
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and weaknesses.
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(5) Waiver determinations made pursuant to subsection (a)(4) of this section shall be
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appealable to the board of education.
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(6) Any LEA that has at least seventy-five percent (75%) of its students meeting
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expectations on state assessments and also has no student subgroup identified for targeted
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assistance under Rhode Island’s accountability process may select and use curricula and materials
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other than any identified by the commissioner pursuant to this section for that subject area, only;
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provided, however, that if the LEA no longer has at least seventy-five percent (75%) of its students
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meeting expectations on state assessments, or if any student subgroup is identified for targeted
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assistance under Rhode Island’s accountability process, the LEA must select and implement one of
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the curricula identified by the commissioner pursuant to this section.
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(7) LEAs shall develop and execute a curriculum implementation plan that includes

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professional development to ensure that all teachers and administrators are prepared to implement
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the new curriculum with the necessary skill and knowledge.
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(8) The council shall develop procedures for updating the identification of curricula and
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materials pursuant to this section by no later than September 1, 2021. The procedures shall include
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a requirement that the council review and evaluate the identified curricula and materials regularly
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to ensure that the high quality of the curricula and materials is maintained. The review cycle shall
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begin in 2025, with subsequent reviews taking place in 2029, 2033, and every four (4) years
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thereafter.
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(b) On or before December 1, 2020, and annually thereafter on or before December 1, the
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commissioner shall report to the governor, president of the senate, and the speaker of the house,
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regarding the progress toward fulfilling the requirements of this section, including, but not limited
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to, the high-quality curricula and materials identified, selected, and implemented by LEAs pursuant
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to this section.
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(c) The state shall establish a professional development fund to provide professional
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learning to LEAs that elect to use prioritized curricula and materials in mathematics and English
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language arts as identified by the commissioner.
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(d) For the purposes of this section, “local education agencies” (“LEAs”) shall include all
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of the following within the state of Rhode Island:
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(1) Public school districts;
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(2) Regional school districts;
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(3) State-operated schools;
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(4) Regional collaborative schools; and
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(5) Charter schools.
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16-22-33. Curriculum implementation accountability.
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(a) Once local education agencies (“LEAs”) select high-quality curriculum and materials
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pursuant to § 16-22-32, the department of elementary and secondary education (the “department”)
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shall identify an LEA assistance partner from within the department to provide any and all support
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requested by the LEA or individual schools within the LEA regarding access to, implementation
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of, and professional development for the curriculum and materials.
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(b) The LEA assistance partner shall meet with teachers, principals, administrators, or other
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school officials of the LEA to which they are assigned at a school within the LEA on a regular
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basis, which shall be no less frequently than every three (3) months, to discuss the progress toward
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implementing the curriculum and materials effectively. Areas of discussion may include, but are
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not limited to:

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(1) Barriers to learning and plans to eliminate said barriers;
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(2) Best practices regarding pedagogical techniques given the diversity of the student
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population being served;
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(3) Where to locate additional professional development resources; and
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(4) Implementation strategies that have been successful to share with other LEAs that are
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using the same curriculum and materials.
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(c) The LEA assistance partner shall tour all schools within its assigned LEA with at least
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one teacher and the principal or assistant principal:
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(1) To observe challenges teachers are facing while implementing the curriculum and
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materials;
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(2) To discuss with the teacher and principal or assistant principal ideas to help resolve
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those challenges; and
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(3) To answer any questions regarding the curriculum or implementation thereof.
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(d) The LEA assistance partner shall have follow-up meetings at schools within their
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assigned LEA as often as requested by an individual school or the entire LEA to ensure all educators
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are comfortable implementing the curriculum effectively.
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(e) The LEA assistance partner shall report to the department no less frequently than every
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three (3) months regarding the status of curriculum implementation at the schools within their
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assigned LEA.
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(f) The commissioner is hereby authorized to promulgate rules and regulations necessary
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to implement the provisions of this section.
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(g) For the purposes of this section, “local education agencies” (“LEAs”) shall include all
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of the following within the state of Rhode Island:
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(1) Public school districts;
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(2) Regional school districts;
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(3) State-operated schools;
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(4) Regional collaborative schools; and
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(5) Charter schools.
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SECTION 2. This act shall take effect upon passage.
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EXPLANATION
BY THE LEGISLATIVE COUNCIL
OF
A N A C T
RELATING TO EDUCATION -- CURRICULUM
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This act would repeal in their entirety sections 16-22-30, 16-22-31, 16-22-32 and 16-22-
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33, all of which relate to the establishment of statewide academic standards in mathematics, English
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language arts, science and technology, history, social studies, world languages and the arts and their
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implementation into the curriculum of all public schools.
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This act would take effect upon passage.
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