RISIG Background
The Rhode Island State Improvement Grant (RISIG) application was developed as a response to the needs identified in the Self Study phase of the Continuous Improvement Monitoring System (CIMP) which Rhode Island completed in December, 2001 and the Improvement Planning phase which is currently in progress. The goals and activities of RISIG are rooted in the Rhode Island Comprehensive Education Strategy and the IDEA mandate that all students will participate and perform in the general curriculum. The partners involved in CIMP identified three primary needs. First, there is not a sufficient number of 'highly qualified teachers' and paraprofessionals to provide effective instruction for children with disabilities in the general curriculum. Second, there are 15 local school districts in Rhode Island that have been identified (through the Rhode Island School Accountability for Learning and Teaching process) as having 'low performing/not improving' schools. These schools will be targeted to expand the capacity of the staff to provide increased opportunities to participate in the general curriculum and effective instructional strategies that will improve the performance of students with disabilities. Third, there is a lack of leaders who have the knowledge and strategies needed to facilitate increased participation and performance in the general curriculum. The three goals of the project are as follows:
Goal 1 To ensure that all students with disabilities are taught by "highly qualified teachers".
Goal 2 To expand the opportunities available to children with disabilities to participate in the general curriculum and to improve their performance on state assessments and in other outcome measures
Goal 3 To develop and inform educational leaders who will facilitate the participation and progress of children with disabilities in the general curriculum.
System change will result from the activities through which these goals will be implemented. Specifically, systems change will be evidenced in:
a) the existence of alternative approaches for recruiting and preparing personnel;
b) the existence of an increased number of personnel who can effectively educate children with disabilities in the general curriculum;
c) increased capacity of the 52 lowest achieving schools in the state (and other schools) to educate children with disabilities in the general curriculum;
d) an increase in participation of children with disabilities in the general curriculum and in the performance of these children on state assessments and other outcome measures; e) increased capacity of local leaders to develop and support policies and practices that will facilitate changes in how Rhode Island schools educate children with disabilities.
