Section 200-RICR-20-20-6.2 - DefinitionsA. "Awareness expectations" means teachers are required to exhibit awareness in the knowledge and practices of the Science of Reading and Structured Literacy. Essential components of awareness are aligned with the Literacy/Dyslexia Competencies.B. "Awareness training expectations" means awareness training meets the essential components of the Literacy/Dyslexia Competencies within a ten-hour course. This course provides teachers with an enhanced knowledge of how reading works and an understanding of the subskills of reading, enabling equitable access to evidence-based reading instruction.C. "Literacy/Dyslexia competencies" means the competencies articulate teacher knowledge and practices of the Science of Reading and Structured Literacy. Each competency includes components/concepts that must be addressed within approved provider programs. The depth and breadth of content defines the difference between awareness and proficiency expectations...1. Competency I - Demonstrate and apply foundational knowledge on the Science of Reading development and reading difficulties derived from interdisciplinary research with special emphasis on language/literacy needs of students with dyslexia and other language-based learning disabilities.2. Competency II - Differentiate, accommodate, and scaffold instruction to address the reading difficulties demonstrated by students with dyslexia and other language-based learning disabilities.3. Competency III - Select and conduct assessments within a Response to Intervention (RTI) or Multi-Tiered Systems of Support Framework (MTSS), analyze assessment data to inform instruction, and communicate findings with students, families, and other teachers.4. Competency IV - Implement Structured Literacy instruction in all major skill domains (phonological and phonemic awareness, phonics and word recognition, automatic and fluent reading of text, vocabulary, listening and reading comprehension, and written expression) and review instruction based on analysis of student data.D. "Probationary status" means assigned to an LEA for failure to provide appropriate Right to Read Act professional learning for teachers and/or employs a teacher in violation of the Right to Read Act expectations. If an LEA is placed on probationary status, that LEA's public Report Card will state such until the LEA rectifies the reasons for which they were placed on probationary status. When an LEA is placed on probationary status, they must send a letter to families indicating they have been placed on probationary status and the reasons for this.E. "Proficiency expectations" means teachers are required to exhibit proficiency in the knowledge and practices of the Science of Reading and Structured Literacy. Proficiency expectations align with the Literacy/Dyslexia Competencies.F. "Proficiency training expectations" means RIDE-approved proficiency trainings meet the depth and breadth of the Literacy/Dyslexia Competencies through rigorous training with a classroom application component. Upon completion of a RIDE approved proficiency training, teachers are eligible to apply for a Literacy/Dyslexia Endorsement, at zero cost to the teacher.G. "Related academic discipline" means a graduate level degree equivalent to a master's in reading. Colleges and universities have the freedom to name majors as they see fit; therefore, this language allows for a transcript to demonstrate completion of a graduate level master's in reading (e.g., Master in Literacy, Master in Curriculum amp; Instruction with Concentration in Reading).H. "Science of reading" means empirically based instruction that is grounded in the study of the relationship between cognitive science and educational outcomes.I. "Structured literacy" means an approach to teaching that integrates speaking, listening, reading, and writing by providing explicit, systematic, diagnostic-prescriptive instruction in phonological and phonemic awareness, sound-symbol correspondence (phonics), syllables, morphology, semantics, and syntax.200 R.I. Code R. 200-RICR-20-20-6.2
Adopted effective 7/31/2023