Section 200-RICR-20-10-5.4 - Customized learning5.4.1 Personalized learning opportunitiesA. Technology can address the issues of relevance and engagement by providing a highly personalized learning experience that builds upon learning styles, interests, and abilities and allows students to work at their own pace. LEAs should incorporate online learning opportunities as part of a comprehensive and personalized learning experience to meet student interests, goals, and needs.A. Individual Learning Plans 1. The Council Secondary Regulations, the Basic Education Program, and the Council Career and Technical Regulations require each student to engage in the development of learning plans that reflect his or her academic and career goals. Individual Learning Plans (ILP) and the ILP process are designed to help each student reach his or her academic and career goals. Quality online learning allows students to meet these goals through a wide variety of courses, instructional strategies, curriculum, and relevant content. LEAs shall utilize appropriate technology and online learning opportunities to help student achieve their goals and prepare them for success in college and careers. Individual Learning Plans should reflect each student's engagement in virtual learning opportunities.B. Elements of student control 1. All learners should be given the opportunity to choose a learning experience that supports their learning style and allows them to progress at their own pace. Technology and online learning programs provide students with some control over their learning because they can engage in online content anytime, anywhere and can progress through the content at their own rate. LEA virtual learning policies shall provide some level of flexibility for student choice and shall allow for students to demonstrate achievement in self-paced online coursework based on proficiency level rather than seat time.C. Online delivery models 1. Digital learning programs can be offered synchronously and/or asynchronously to customize the learning environment that meets learner needs and learning styles. The level of teacher involvement in these programs varies as well; with teachers playing supporting roles in some courses and taking more direct instructional roles in others.D. Role of teachers 1. The role of teachers and the level of teacher involvement with their students vary depending on the delivery model in use. In the blended learning classroom, the roles of teachers and students are often quite similar to their roles in a traditional classroom. As learning becomes more student-centered, the roles of teachers and students often change and teachers become facilitators of learning and students gain some control and choice over their learning experiences. Instructional technologies and quality online content enable educators to develop customized learning experiences for students.E. Spectrum of delivery models1. There are several models for delivery of online learning ranging from blended learning models that integrate online learning with face-to-face instruction in a brick and mortar school to fully online learning experiences. This Part does not limit the use of other models for online learning. LEAs retain the flexibility to choose appropriate online delivery models.2. Blended learning occurs in a variety of venues and models and may incorporate online content in the form of a lesson, a single course, or an entire curriculum. A blended classroom or course provides flexibility and availability of programming that expands learning beyond the day or school year. In a blended learning environment, teachers facilitate students' learning with direct instruction.3. Virtual charter schools represent a more extensive online learning experience where students may complete most of their course work online at locations other than a school building. Virtual charter schools may also allow students to complete all required coursework online. Virtual charter schools must adhere to the Council Regulations Governing Rhode Island Public Charter Schools.4. The intent of this Part is to ensure that all students have access to quality online learning opportunities and to support LEAs in their role of identifying the online learning activities that best meets each student's needs and goals.5.4.2Access and OpportunityA. The advent of digital learning requires investments in computer hardware, communication networks, and technical support services. Decisions regarding spending on infrastructure and quality content at both the state and LEA level shall be made with these needs in mind, ensuring access to quality online learning for all learners.B. Access to quality content, instruction and programming 1. LEAs shall have flexibility to make decisions regarding the development, adoption or purchase of quality online content and programming based on local data and information about student needs. § 5.4 of this Part contains details regarding quality assurance for content, instruction and programming.C. 24/7 access 1. Online learning opportunities provide the flexibility necessary for instruction and learning to occur anytime and anywhere. Providing anytime, anywhere access to online coursework will meet the needs of students who, for a variety of reasons, may not be able to "fit" their learning into a traditional school schedule. Local policy shall not prevent student access to quality online learning that occurs both within and outside of the traditional school setting.200 R.I. Code R. 200-RICR-20-10-5.4