Outline of the state of Rhode Island
Rhode Island

Multi-tiered Positive Behavior Supports

Multi-tiered Positive Behavior Supports

State law requires districts to implement school-wide positive behavioral supports or tiered frameworks.

200-RICR-20-10-1.3.1 Academic Supports and Interventions

B. Supports and Interventions through Systematic Problem Solving.

    1. Each LEA shall provide student-centered, data-driven supports and interventions utilizing a problem-solving process, bu ilding on the foundation of a guaranteed and viable comprehensive program of study. This process shall be comprehensive and systematic and focused at the individual student level in order to provide access to supports and interventions as may be necessary at the classroom, school, and district levels to ensure that each student is provided with supports and interventions designed to enable that student to achieve academic success. The LEA shall provide a full continuum of universal, targeted, and intensive supports that are culturally and linguistically appropriate, research-based, and designed to respond to student needs in compliance with the specific requirements for support services described herein.
    1. Each LEA shall develop school and district level data-based, decision-making teams. These teams shall review comprehensive assessment data to develop, evaluate and modify academic instruction and support services. Descriptions of such teams shall include the purpose of each team, team composition, and the frequency with which each team meets.
    1. The LEA's problem-solving approach to determine appropriate levels of support and intervention must include identification of student-based issues (specifying both target and actual performance), identification of supports and interventions developed to address those issues, measurements designed to evaluate responsiveness, and the identification of responsible LEA staff.
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200-RICR-20-10-1.3.2 Supportive and Nuturing School Community

B. Safe and Respectful Environment

    1. Each LEA shall build a safe and respectful learning environment by addressing the components described in 1.3.2(A) through (F) of this Part.

C. Freedom from Discrimination.

    1. Each LEA shall identify and remove barriers to students and adults that are based on their race, ethnicity, national origin, language, gender, religion, economic status, disability, or sexual orientation.
    1. Each LEA shall comply with all relevant state and federal statutes and regulations regarding discrimination.

D. Right to a Safe School.

    1. Each LEA shall ensure that students who are on school grounds before, during, and after school, during recess, and during other intermissions are appropriately supervised by adults.
    1. Each LEA shall follow state Statutethat states that each student and staff member has a right to attend or work at a school that is safe and secure, that is conducive to learning, and that is free from the threat, actual or implied, of physical harm.

E. Prevention of Bullying, Harassment, Hazing, Teen Dating Violence, and Sexual Violence.

    1. Each LEA shall:
  • a. Prevent and respond appropriately to incidents of bullying, hazing, teen dating violence, sexual violence, and related issues;
  • b. Promote nonviolent conflict resolution techniques in order to encourage attitudes and behaviors that foster harmonious relations;
  • c. Provide professional development, training, resources, and other means to assist students, staff, and other adults in the school building or at school sponsored activities in carrying out these responsibilities; and
  • d. Comply with relevant state and federal statutes regarding these issues.

F. Positive Behavioral Supports and Discipline.

Policy Type

200-RICR-20-10-1.5 Definitions

W. “Positive behavior supports” means a set of practices used to organize teaching and learning environments and experiences for students which facilitate the student's successful self-awareness, self-management, and engagement with others and with the learning process. X. “Response to Intervention (RTI)” means seeking to prevent academic failure through early intervention, frequent progress measurement, and increasingly intensive research-based instructional interventions for children who continue to have difficulty. In middle level schools and high schools there are three levels, or “scaffolds,” of support for improving all students' reading.

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