RI ·
9
Period of attendance must be 'substantially equal' to public schools.
Rhode Island is the most regulated state for homeschooling and the only state requiring affirmative approval from the LOCAL school committee before homeschooling, renewed annually (R.I. Gen. Laws Title 16, Ch. 19, esp. §16-19-1 and §16-19-2). No statewide standardized test is mandated for homeschoolers; instead the parent and the school committee must MUTUALLY AGREE on a method to evaluate the child's progress in the required subjects (which may, by agreement, include periodic testing). Specific requirements (e.g., whether progress reports or testing are required) vary by local school committee. Required subjects must be taught in English. An attendance register must be kept; instruction time must be substantially equal to the ~180-day / 1,080-hour public-school year.
Rhode Island is unique: home instruction must be APPROVED (not merely notified) by the local school committee of the town/city where the child resides BEFORE instruction begins, under R.I. Gen. Laws Title 16, Ch. 19. Parents submit an at-home instruction plan / notice of intent to the local superintendent or school committee. Approval must be renewed annually with the school committee. A denial may be appealed to the RIDE Commissioner at no cost.
Parents must maintain an attendance register/record and submit attendance records to the superintendent and school committee. If the agreed evaluation method involves testing, progress reports/test scores are submitted as agreed. Required subjects must be taught in English 'substantially to the same extent' as in public schools.
- Reading
- Writing
- Geography
- Arithmetic
- History of the United States
- History of Rhode Island
- Principles of American government / civics
- Health
- Physical education
· Rhode Island Core Standards for Mathematics (RICSM) — CCSS-M based · 116
| K | K.CC.A.1 | Count to 100 by ones and by tens. |
| K | K.CC.B.4 | Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | K.CC.C.6 | Identify whether the number of objects in one group is greater than, less than, or equal to the number in another group (up to 10). |
| K | K.G.A.2 | Correctly name shapes regardless of their orientation or overall size. |
| K | K.MD.A.1 | Describe measurable attributes of objects, such as length or weight. |
| K | K.NBT.A.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones to gain place-value foundations. |
| K | K.OA.A.1 | Represent addition and subtraction with objects, fingers, drawings, sounds, acting out, verbal explanations, expressions, or equations. |
| K | K.OA.A.5 | Fluently add and subtract within 5, including zero. |
| 1 | 1.G.A.1 | Distinguish between defining and non-defining attributes; build and draw shapes with defining attributes. |
| 1 | 1.MD.A.1 | Order three objects by length; compare lengths of two objects indirectly using a third object. |
| 1 | 1.MD.B.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 1 | 1.NBT.A.1 | Count to 120, starting at any number less than 120; read, write, and represent numerals. |
| 1 | 1.NBT.B.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. |
| 1 | 1.OA.A.1 | Use addition and subtraction within 20 to solve word problems with unknowns in all positions. |
| 1 | 1.OA.C.6 | Add and subtract within 20, demonstrating fluency within 10, using mental strategies. |
| 1 | 1.OA.D.7 | Understand the meaning of the equal sign and determine if addition/subtraction equations are true or false. |
| 2 | 2.G.A.1 | Recognize and draw shapes with specified attributes; identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |
| 2 | 2.MD.A.1 | Measure the length of an object using appropriate tools such as rulers, yardsticks, meter sticks, and tapes. |
| 2 | 2.MD.C.7 | Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. |
| 2 | 2.NBT.A.1 | Understand that the three digits of a three-digit number represent hundreds, tens, and ones. |
| 2 | 2.NBT.B.5 | Fluently add and subtract within 100 using strategies based on place value and properties of operations. |
| 2 | 2.OA.A.1 | Use addition and subtraction within 100 to solve one- and two-step word problems. |
| 2 | 2.OA.B.2 | Fluently add and subtract within 20; know from memory all sums of two single-digit numbers by end of grade 2. |
| 3 | 3.G.A.1 | Understand that shapes in different categories may share attributes that define a larger category; classify quadrilaterals. |
| 3 | 3.MD.C.7 | Relate area to the operations of multiplication and addition. |
| 3 | 3.NBT.A.2 | Fluently add and subtract within 1,000 using strategies and algorithms based on place value. |
| 3 | 3.NF.A.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts. |
| 3 | 3.NF.A.3 | Explain equivalence of fractions in special cases and compare fractions by reasoning about their size. |
| 3 | 3.OA.A.1 | Interpret products of whole numbers (e.g., 5 x 7 as the total number of objects in 5 groups of 7). |
| 3 | 3.OA.C.7 | Fluently multiply and divide within 100; know from memory all products of two single-digit numbers by end of grade 3. |
| 3 | 3.OA.D.8 | Solve two-step word problems using the four operations; assess reasonableness using estimation. |
| 4 | 4.G.A.1 | Draw points, lines, line segments, rays, angles, and perpendicular and parallel lines; identify them in figures. |
| 4 | 4.MD.A.3 | Apply the area and perimeter formulas for rectangles in real-world and mathematical problems. |
| 4 | 4.MD.C.5 | Recognize angles as geometric shapes formed by two rays sharing an endpoint; understand angle measurement. |
| 4 | 4.NBT.B.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |
| 4 | 4.NF.A.1 | Explain why a fraction a/b is equivalent to (n x a)/(n x b) using visual fraction models. |
| 4 | 4.NF.B.3 | Understand a fraction a/b with a>1 as a sum of fractions 1/b; add and subtract fractions with like denominators. |
| 4 | 4.OA.A.3 | Solve multistep word problems with whole numbers using the four operations, including interpreting remainders. |
| 4 | 4.OA.B.4 | Find all factor pairs for a whole number 1-100; determine prime or composite. |
| 5 | 5.G.A.1 | Use a pair of perpendicular axes to define a coordinate system; understand and use coordinates of points. |
| 5 | 5.G.B.3 | Understand that attributes of a category of two-dimensional figures belong to all subcategories. |
| 5 | 5.MD.C.5 | Relate volume to the operations of multiplication and addition; solve real-world problems involving volume. |
| 5 | 5.NBT.A.3 | Read, write, and compare decimals to thousandths. |
| 5 | 5.NBT.B.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |
| 5 | 5.NF.A.1 | Add and subtract fractions with unlike denominators (including mixed numbers) using equivalent fractions. |
| 5 | 5.NF.B.4 | Apply and extend understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5 | 5.OA.A.1 | Use parentheses, brackets, or braces in numerical expressions and evaluate expressions with these symbols. |
| 6 | 6.EE.A.2 | Write, read, and evaluate expressions in which letters stand for numbers. |
| 6 | 6.EE.B.7 | Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q. |
| 6 | 6.G.A.1 | Find the area of triangles, special quadrilaterals, and polygons by composing or decomposing into rectangles/triangles. |
| 6 | 6.NS.A.1 | Interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions. |
| 6 | 6.NS.C.6 | Understand a rational number as a point on the number line; extend number lines and coordinate axes to negatives. |
| 6 | 6.NS.C.7 | Understand ordering and absolute value of rational numbers. |
| 6 | 6.RP.A.1 | Understand the concept of a ratio (part:part and part:whole) and use ratio language to describe a relationship. |
| 6 | 6.RP.A.3 | Use ratio and rate reasoning to solve real-world and mathematical problems. |
| 6 | 6.SP.A.1 | Recognize a statistical question as one that anticipates variability in the data related to the question. |
| 7 | 7.EE.B.4 | Use variables to represent quantities and construct simple equations and inequalities to solve problems. |
| 7 | 7.G.B.4 | Know and use formulas for the area and circumference of a circle; give an informal derivation of their relationship. |
| 7 | 7.G.B.5 | Use facts about supplementary, complementary, vertical, and adjacent angles to solve for an unknown angle. |
| 7 | 7.NS.A.1 | Apply and extend understandings of addition and subtraction to add and subtract rational numbers. |
| 7 | 7.NS.A.2 | Apply and extend understandings of multiplication and division to multiply and divide rational numbers. |
| 7 | 7.RP.A.1 | Compute unit rates associated with ratios of fractions, including ratios of lengths, areas, and other quantities. |
| 7 | 7.RP.A.2 | Recognize and represent proportional relationships between quantities. |
| 7 | 7.RP.A.3 | Use proportional relationships to solve multistep ratio, rate, and percent problems. |
| 7 | 7.SP.C.5 | Understand that the probability of a chance event is a number between 0 and 1 expressing likelihood. |
| 7 | 7.SP.C.7 | Develop a probability model and use it to find probabilities of events; compare to observed frequencies. |
| 8 | 8.EE.A.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. |
| 8 | 8.EE.B.5 | Graph proportional relationships, interpreting the unit rate as the slope; compare two proportional relationships. |
| 8 | 8.EE.C.8 | Analyze and solve pairs of simultaneous linear equations. |
| 8 | 8.F.A.1 | Understand that a function is a rule assigning to each input exactly one output. |
| 8 | 8.F.B.4 | Construct a function to model a linear relationship between two quantities; determine rate of change and initial value. |
| 8 | 8.G.A.1 | Verify experimentally the properties of rotations, reflections, and translations. |
| 8 | 8.G.B.7 | Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in two and three dimensions. |
| 8 | 8.NS.A.1 | Know that numbers that are not rational are irrational; understand decimal expansions of rational numbers. |
| 8 | 8.SP.A.1 | Construct and interpret scatter plots for bivariate measurement data; describe patterns of association. |
| High School: Algebra | A-APR.A.1 | Understand that polynomials form a system analogous to the integers, closed under certain operations. |
| High School: Algebra | A-APR.B.2 | Know and apply the Remainder Theorem. |
| High School: Algebra | A-CED.A.1 | Create equations and inequalities in one variable and use them to solve problems. |
| High School: Algebra | A-CED.A.4 | Rearrange formulas to highlight a quantity of interest, using the same reasoning as solving equations. |
| High School: Algebra | A-REI.B.4 | Solve quadratic equations in one variable. |
| High School: Algebra | A-REI.C.6 | Solve systems of linear equations exactly and approximately, focusing on pairs in two variables. |
| High School: Algebra | A-REI.D.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the plane. |
| High School: Algebra | A-SSE.A.1 | Interpret expressions that represent a quantity in terms of its context. |
| High School: Algebra | A-SSE.B.3 | Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity. |
| High School: Functions | F-BF.A.1 | Write a function that describes a relationship between two quantities. |
| High School: Functions | F-BF.B.3 | Identify the effect on the graph of replacing f(x) by f(x)+k, kf(x), f(kx), and f(x+k) for specific values of k. |
| High School: Functions | F-IF.A.1 | Understand that a function assigns to each element of the domain exactly one element of the range; use f(x) notation. |
| High School: Functions | F-IF.B.4 | Interpret key features of graphs and tables for a function modeling a relationship between two quantities. |
| High School: Functions | F-IF.C.7 | Graph functions expressed symbolically and show key features of the graph. |
| High School: Functions | F-LE.A.1 | Distinguish between situations that can be modeled with linear functions and with exponential functions. |
| High School: Functions | F-TF.A.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |
| High School: Functions | F-TF.C.8 | Prove the Pythagorean identity sin^2(θ)+cos^2(θ)=1 and use it to find sin/cos/tan given one and the quadrant. |
| High School: Geometry | G-C.A.1 | Prove that all circles are similar. |
| High School: Geometry | G-CO.A.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment. |
| High School: Geometry | G-CO.C.9 | Prove theorems about lines and angles. |
| High School: Geometry | G-CO.D.12 | Make formal geometric constructions with a variety of tools and methods. |
| High School: Geometry | G-GMD.A.1 | Give an informal argument for the formulas for circumference, area of a circle, and volume of a cylinder, pyramid, and cone. |
| High School: Geometry | G-GMD.B.4 | Identify shapes of two-dimensional cross sections of three-dimensional objects and objects generated by rotations. |
| High School: Geometry | G-GPE.A.1 | Derive the equation of a circle of given center and radius using the Pythagorean Theorem. |
| High School: Geometry | G-GPE.B.4 | Use coordinates to prove simple geometric theorems algebraically. |
| High School: Geometry | G-MG.A.1 | Use geometric shapes, their measures, and their properties to describe objects. |
| High School: Geometry | G-SRT.A.1 | Verify experimentally the properties of dilations given by a center and a scale factor. |
| High School: Geometry | G-SRT.C.6 | Understand that side ratios in right triangles are properties of the angles; define trigonometric ratios. |
| High School: Number and Quantity | N-CN.A.1 | Know there is a complex number i such that i^2 = -1, and every complex number has the form a + bi. |
| High School: Number and Quantity | N-CN.C.7 | Solve quadratic equations with real coefficients that have complex solutions. |
| High School: Number and Quantity | N-Q.A.1 | Use units to understand problems and guide solutions; choose and interpret units and scale in formulas and graphs. |
| High School: Number and Quantity | N-RN.A.1 | Explain how the definition of rational exponents follows from extending the properties of integer exponents. |
| High School: Number and Quantity | N-RN.B.3 | Explain why sums/products of rational and irrational numbers are rational or irrational. |
| High School: Number and Quantity | N-VM.A.1 | (+) Recognize vector quantities as having both magnitude and direction; represent them by directed line segments. |
| High School: Statistics and Probability | S-CP.A.1 | Describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements. |
| High School: Statistics and Probability | S-IC.A.1 | Understand statistics as a process for making inferences about population parameters based on a random sample. |
| High School: Statistics and Probability | S-IC.B.4 | Use data from a sample survey to estimate a population mean or proportion; develop a margin of error via simulation. |
| High School: Statistics and Probability | S-ID.A.1 | Represent data with plots on the real number line (dot plots, histograms, and box plots). |
| High School: Statistics and Probability | S-ID.B.6 | Represent data on two quantitative variables on a scatter plot and describe how the variables are related. |
| High School: Statistics and Probability | S-ID.C.7 | Interpret the slope and intercept of a linear model in the context of the data. |
| High School: Statistics and Probability | S-MD.A.1 | Define a random variable for a quantity of interest and graph the corresponding probability distribution. |
· Rhode Island Core Standards for English Language Arts/Literacy — CCSS-ELA based · 113
| K | L.K.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned previously. |
| K | L.K.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| K | L.K.5 | With guidance and support from adults, explore word relationships and nuances in word meanings (sorting, antonyms, real-life connections, shades of meaning). |
| K | RF.K.1 | Demonstrate understanding of the organization and basic features of print (left-to-right, top-to-bottom, page by page; spoken words represented by letters; words separated by spaces; recognize and name all upper- and lowercase letters). |
| K | RF.K.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes), including rhyming, blending/segmenting, and isolating sounds in CVC words. |
| K | RF.K.3 | Know and apply grade-level phonics and word analysis skills in decoding words, including letter-sound correspondences, long/short vowel spellings, and high-frequency words. |
| K | RI.K.2 | With prompting and support, identify the main topic and retell key details of a text. |
| K | RI.K.7 | With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| K | RL.K.1 | With prompting and support, ask and answer questions about key details in a text. |
| K | RL.K.2 | With prompting and support, retell familiar stories, including key details. |
| K | RL.K.3 | With prompting and support, identify characters, settings, and major events in a story. |
| K | RL.K.5 | Recognize common types of texts and characteristics of their structure (e.g., story elements in books; rhyme, rhythm, and repetition in poems). |
| K | SL.K.1 | Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| K | W.K.2 | Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply some information about a topic. |
| 1 | L.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| 1 | L.1.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. |
| 1 | RF.1.3 | Know and apply grade-level phonics and word analysis skills in decoding words (consonant digraphs, one-syllable words, final -e and vowel teams, inflectional endings, irregularly spelled words). |
| 1 | RF.1.4 | Read with sufficient accuracy and fluency to support comprehension (grade-level text with purpose, accuracy, appropriate rate, and expression; self-correct using context). |
| 1 | RI.1.3 | Describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| 1 | RI.1.5 | Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. |
| 1 | RL.1.2 | Retell stories, including key details, and demonstrate understanding of their central message or lesson. |
| 1 | RL.1.5 | Identify characteristics of common types of stories, including folktales and fairy tales. |
| 1 | RL.1.9 | Compare and contrast the adventures and experiences of characters in stories. |
| 1 | SL.1.1 | Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. |
| 1 | W.1.1 | Write opinion pieces that introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. |
| 1 | W.1.2 | Write informative/explanatory texts that name a topic, supply some facts about the topic, and provide some sense of closure. |
| 2 | L.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 2 | RF.2.3 | Know and apply grade-level phonics and word analysis skills in decoding words (vowels in one-syllable words, vowel teams, two-syllable words with long vowels, common prefixes and suffixes). |
| 2 | RI.2.7 | Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| 2 | RL.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| 2 | RL.2.4 | Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. |
| 2 | RL.2.9 | Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. |
| 2 | W.2.1 | Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words, and provide a concluding statement. |
| 3 | L.3.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. |
| 3 | RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
| 3 | RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| 3 | RL.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| 3 | RL.3.3 | Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. |
| 3 | SL.3.1 | Engage effectively in a range of collaborative discussions on grade 3 topics and texts, building on others' ideas and expressing their own clearly. |
| 3 | W.3.3 | Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. |
| 4 | L.4.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| 4 | L.4.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. |
| 4 | L.4.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (similes, metaphors, idioms, adages, proverbs, antonyms, synonyms). |
| 4 | SL.4.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly. |
| 4 | W.4.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 4 | W.4.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 4 | W.4.3 | Write narratives in prose or poem form to develop experiences or events using effective literary techniques, descriptive details, and clear sequences. |
| 4 | W.4.7 | Conduct short research projects that build knowledge through investigation of different aspects of a topic. |
| 5 | L.5.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| 5 | L.5.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (interpret figurative language, idioms/adages/proverbs, synonyms/antonyms/homographs). |
| 5 | RF.5.3 | Know and apply grade-level phonics and word analysis skills in decoding words, using combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read unfamiliar multisyllabic words. |
| 5 | RI.5.3 | Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, mathematical, or technical text based on specific information in the text. |
| 5 | RI.5.5 | Describe how an author uses one or more structures (e.g., chronology, comparison, cause/effect, problem/solution) of events to present information in a text. |
| 5 | RL.5.1 | Quote or paraphrase a text accurately when explaining what the text states explicitly and when drawing inferences from the text. |
| 5 | RL.5.2 | Determine a theme of a story, drama, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic; summarize a text. |
| 5 | RL.5.6 | Describe how a narrator's or speaker's point of view influences how events are described in a story, myth, poem, or drama. |
| 5 | SL.5.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. |
| 5 | W.5.1 | Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |
| 5 | W.5.2 | Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |
| 6 | L.6.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 6 | RI.6.5 | Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. |
| 6 | RL.6.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| 6 | SL.6.1 | Engage effectively in a range of collaborative discussions on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 6 | W.6.1 | Write arguments to support claims with clear reasons and relevant evidence. |
| 7 | L.7.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. |
| 7 | L.7.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |
| 7 | RI.7.8 | Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. |
| 7 | RL.7.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. |
| 7 | W.7.2 | Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| 8 | L.8.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades. |
| 8 | L.8.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| 8 | L.8.3 | Use knowledge of language and its conventions when writing, speaking, reading, or listening. |
| 8 | L.8.4 | Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. |
| 8 | L.8.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (interpret figures of speech such as verbal irony and puns; distinguish connotations). |
| 8 | L.8.6 | Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; independently research words and gather vocabulary knowledge. |
| 8 | RI.8.2 | Determine a text's central idea(s) and analyze its/their development over the course of the text, including relationships to supporting ideas; provide an objective summary of a text. |
| 8 | RI.8.9 | Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. |
| 8 | RL.8.1 | Cite the textual evidence that most strongly supports analysis of what a text states explicitly as well as inferences drawn from the text, quoting or paraphrasing as appropriate. |
| 8 | RL.8.2 | Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of a text. |
| 8 | RL.8.4 | Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning, tone, or mood, including the impact of allusion and irony. |
| 8 | SL.8.1 | Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly. |
| 8 | W.8.1 | Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims with clear reasons and relevant evidence. |
| 8 | W.8.2 | Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. |
| 8 | W.8.7 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions. |
| 9-10 | L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| 9-10 | L.9-10.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10 reading and content, choosing flexibly from a range of strategies. |
| 9-10 | L.9-10.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (interpret figures of speech such as euphemism and oxymoron in context; analyze nuances in words with similar denotations). |
| 9-10 | RI.9-10.9 | Analyze seminal documents of historical and literary significance (e.g., Washington's Farewell Address, Lincoln's Second Inaugural and Gettysburg Addresses, Roosevelt's Four Freedoms speech, King's 'Letter from Birmingham Jail'), including how they address related themes and concepts. |
| 9-10 | RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text. |
| 9-10 | RL.9-10.2 | Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text. |
| 9-10 | RL.9-10.3 | Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
| 9-10 | RL.9-10.4 | Determine the figurative or connotative meaning(s) of words and phrases as they are used in a text; analyze the impact of words with multiple meanings, as well as symbols or metaphors that extend throughout a text and shape its meaning. |
| 9-10 | SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
| 9-10 | W.9-10.1 | Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 9-10 | W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| 9-10 | W.9-10.3 | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. |
| 11-12 | L.11-12.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades (apply understanding that usage is a matter of convention; resolve issues of complex or contested usage). |
| 11-12 | L.11-12.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening (vary syntax for effect; revise to make work more concise and cohesive). |
| 11-12 | L.11-12.4 | Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies. |
| 11-12 | L.11-12.5 | Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (interpret figures of speech such as hyperbole and paradox in context; analyze nuances in words with similar denotations). |
| 11-12 | RI.11-12.4 | Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines or revises the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). |
| 11-12 | RI.11-12.5 | Analyze and evaluate the effectiveness of the structure an author uses in an exposition or argument, including whether the structure makes points clear, convincing, and engaging. |
| 11-12 | RI.11-12.9 | Analyze pre-twentieth-century documents of historical and literary significance (e.g., the Magna Carta, the Declaration of Independence, the Declaration of the Rights of Man, the Preamble to the Constitution, the Bill of Rights) for their themes, purposes, and rhetorical features. |
| 11-12 | RL.11-12.1 | Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
| 11-12 | RL.11-12.2 | Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of a text. |
| 11-12 | RL.11-12.5 | Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. |
| 11-12 | RL.11-12.9 | Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. |
| 11-12 | SL.11-12.1 | Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. |
| 11-12 | SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
| 11-12 | W.11-12.1 | Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. |
| 11-12 | W.11-12.2 | Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| 11-12 | W.11-12.3 | Write narratives to develop experiences or events using effective literary techniques, well-chosen details, and well-structured sequences. |
| 11-12 | W.11-12.7 | Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. |
· Rhode Island Social Studies Standards (2023, RI-specific) · 157
| Grade 1 | SS1.1.1 | Explain what makes a community a community |
| Grade 1 | SS1.1.2 | Explain how to read a map for various purposes |
| Grade 1 | SS1.2.1 | Analyze the culture and diversity in a community |
| Grade 1 | SS1.2.2 | Analyze the ways communities change over time |
| Grade 1 | SS1.3.1 | Analyze the use of goods and services in a community |
| Grade 1 | SS1.3.2 | Analyze different jobs and careers and their role in the community |
| Grade 1 | SS1.4.1 | Analyze the rights and responsibilities of community members |
| Grade 1 | SS1.4.2 | Explain who community leaders are, both elected and non-elected, and the characteristics of a community leader |
| Grade 1 | SS1.5.1 | Analyze the similarities and differences among communities around the world |
| Grade 1 | SS1.5.2 | Analyze the similarities and differences in how communities around the world meet their needs |
| Grade 2 | SS2.1.1 | Explain maps and globes and geographical features |
| Grade 2 | SS2.1.2 | Explain global physical and geographical features |
| Grade 2 | SS2.1.3 | Analyze the use of natural resources around the globe and how resources affect human settlement |
| Grade 2 | SS2.2.1 | Analyze the culture and diversity of communities around the world |
| Grade 2 | SS2.2.2 | Analyze global environmental issues |
| Grade 2 | SS2.2.3 | Analyze the reasons why people move |
| Grade 2 | SS2.3.1 | Analyze ways local communities are connected to the wider world |
| Grade 2 | SS2.3.2 | Analyze how goods and services are exchanged around the world |
| Grade 2 | SS2.4.1 | Analyze the responsibilities and actions of governments around the world |
| Grade 2 | SS2.4.2 | Analyze types of governments around the world |
| Grade 3 | SS3.1.1 | Analyze the ways social scientists piece together an understanding of the United States |
| Grade 3 | SS3.1.2 | Explain the geography of the United States and its neighbors |
| Grade 3 | SS3.2.1 | Explain the geography and environment of the Northeast region |
| Grade 3 | SS3.2.2 | Explain the states that make up the Northeastern region including their admittance to the United States |
| Grade 3 | SS3.3.1 | Explain the geography and environment of the Southeast region |
| Grade 3 | SS3.3.2 | Explain the states and territories that make up the Southeastern region |
| Grade 3 | SS3.4.1 | Explain the geography and environment of the Midwest region |
| Grade 3 | SS3.4.2 | Explain the states that make up the Midwestern region including their admittance to the United States |
| Grade 3 | SS3.5.1 | Explain the geography and environment of the Southwest region |
| Grade 3 | SS3.5.2 | Explain the states that make up the Southwestern region including their admittance to the United States |
| Grade 3 | SS3.6.1 | Explain the geography and environment of the West region |
| Grade 4 | SS4.1.1 | Explain the geography and features of Rhode Island |
| Grade 4 | SS4.1.2 | Explain the geography and environment of Rhode Island |
| Grade 4 | SS4.2.1 | Analyze the history and culture of the Indigenous peoples of Rhode Island |
| Grade 4 | SS4.2.2 | Analyze Roger Williams' leadership, banishment from the Massachusetts Bay Colony, and founding of Rhode Island |
| Grade 4 | SS4.3.1 | Argue how the geography and environment supported a new way of life for colonial Rhode Island (colonial lifeways) |
| Grade 4 | SS4.3.2 | Argue the impact of Rhode Island's economy and maritime industry |
| Grade 4 | SS4.4.1 | Argue the impact of the acts and events leading to the American Revolution |
| Grade 4 | SS4.4.2 | Analyze Rhode Islanders' participation in the American Revolution |
| Grade 4 | SS4.5.1 | Argue how the development of the textile industry (Industrial Revolution) impacted Rhode Island |
| Grade 4 | SS4.6.1 | Explain Rhode Island's state government, rules, and laws |
| Grade 5 | SS5.1.1 | Analyze the countries, geographic features, and climates of North America |
| Grade 5 | SS5.1.2 | Analyze the lived experiences of Indigenous peoples before colonization |
| Grade 5 | SS5.2.1 | Argue the ways the motivations and methods of European colonization affected North America |
| Grade 5 | SS5.2.2 | Analyze the similarities and differences among the colonial regions |
| Grade 5 | SS5.3.1 | Argue how Britain's response at the end of the French and Indian War led to revolution (road to revolution) |
| Grade 5 | SS5.3.2 | Analyze the ideals of the Declaration of Independence |
| Grade 5 | SS5.4.1 | Argue the impacts of the political changes and uncertainties immediately following independence (the Early Republic) |
| Grade 5 | SS5.4.2 | Argue how the acquisition of land expanded United States territory |
| Grade 5 | SS5.5.1 | Analyze the conditions of enslavement |
| Grade 5 | SS5.5.2 | Analyze the political precursors to the Civil War |
| Grade 6 | SS6.1.1 | Analyze the jobs and necessary skills of those who study the past |
| Grade 6 | SS6.1.2 | Analyze the sources scholars use to study the past |
| Grade 6 | SS6.2.1 | Analyze the development of early human societies |
| Grade 6 | SS6.2.2 | Analyze the lifeways and characteristics of early human societies |
| Grade 6 | SS6.3.1 | Analyze the development of early cities and states |
| Grade 6 | SS6.3.2 | Analyze the interaction between early states and societies |
| Grade 6 | SS6.4.1 | Argue the impacts of the establishment and rise of empires and urban-based societies |
| Grade 6 | SS6.5.1 | Argue the reasons for the rise of major empires (solidification of major empires) |
| Grade 6 | SS6.6.1 | Argue the impacts of the five major world religions (comparison of world religions) |
| Grade 6 | SS6.7.1 | Argue the impact of the expansion of territorial influence across Afro-Eurasia |
| Grade 7 | SS7.1.1 | Analyze the status of population and societies in the world in 1300 CE |
| Grade 7 | SS7.2.1 | Argue the impact of European exploration and conquest across the globe (voyages of exploration) |
| Grade 7 | SS7.2.2 | Argue the influence of worldwide trade patterns in the expansion of territory (global commerce) |
| Grade 7 | SS7.3.1 | Argue the influences of religious transformations in the early modern era (religious changes) |
| Grade 7 | SS7.3.2 | Argue the global impact of cultural and intellectual movements |
| Grade 7 | SS7.4.1 | Argue the global impact of worldwide revolutions during the late 18th century (political revolutions) |
| Grade 7 | SS7.4.2 | Argue the impact of societal changes on global economies (economic reordering) |
| Grade 7 | SS7.5.1 | Argue the impacts of colonization by imperial powers (imperialism and colonization) |
| Grade 7 | SS7.6.1 | Argue the global impacts of the cause, course, and consequences of World War I (1914-1918) |
| Grade 7 | SS7.7.1 | Argue the global societal and cultural impacts of decolonization and nation building |
| Grade 8 | SS8.1.1 | Analyze the idea of natural rights and its foundations |
| Grade 8 | SS8.1.2 | Argue what it meant to be civically engaged in the past and identify ways to be civically engaged today (civic participation) |
| Grade 8 | SS8.2.1 | Argue whether the United States has lived up to the ideals of the Declaration of Independence |
| Grade 8 | SS8.2.2 | Analyze the events of the Constitutional Convention |
| Grade 8 | SS8.3.1 | Argue the impact of Article I of the Constitution and the legislative branch |
| Grade 8 | SS8.3.2 | Argue the impact of Article II of the Constitution and the executive branch |
| Grade 8 | SS8.4.1 | Argue the current and historic impacts of city or town local government(s) |
| Grade 8 | SS8.4.2 | Argue the current and historic impact of Rhode Island state government |
| Grade 8 | SS8.5.1 | Analyze constitutional amendments, congressional bills, and executive orders |
| Grade 8 | SS8.6.1 | Argue the importance of the rights citizens hold in a democracy (rights of a citizen) |
| Grade 8 | SS8.7.1 | Argue the benefits and challenges of the function of media in a democracy |
| High School Civics | SSHS.CVC.1.1 | Analyze the history and philosophy of government and citizenship |
| High School Civics | SSHS.CVC.1.2 | Analyze the functions of government |
| High School Civics | SSHS.CVC.2.1 | Argue the impact of 18th century Enlightenment thought on American government |
| High School Civics | SSHS.CVC.2.2 | Analyze ideas expressed in Common Sense and the Declaration of Independence |
| High School Civics | SSHS.CVC.3.1 | Argue the impact of the structure of the Constitution |
| High School Civics | SSHS.CVC.3.2 | Argue the impacts of the compromises made in framing the Constitution |
| High School Civics | SSHS.CVC.4.1 | Argue the ways the Enlightenment idea of separation of powers shaped government |
| High School Civics | SSHS.CVC.4.2 | Analyze the structure and role of the legislative branch of the national government |
| High School Civics | SSHS.CVC.5.1 | Argue the impacts of the ways political parties and interest groups operate |
| High School Civics | SSHS.CVC.5.2 | Argue the impacts of party platforms |
| High School Civics | SSHS.CVC.7.1 | Argue the justifications for protest |
| High School Civics | SSHS.CVC.7.2 | Analyze historical examples of different forms of dissent and protest |
| High School Civics | SSHS.CVC.8.1 | Argue the impact of international human rights efforts |
| High School US History I | SSHS.USI.1.1 | Analyze the diversity of Pre-Columbian societies in North America |
| High School US History I | SSHS.USI.1.2 | Analyze the impact of European colonization on Indigenous life |
| High School US History I | SSHS.USI.2.1 | Argue the impacts of the colonies' relationship with Britain |
| High School US History I | SSHS.USI.2.2 | Argue how British impositions after the French and Indian War led to revolution |
| High School US History I | SSHS.USI.3.1 | Argue the reasons why the structure of the Constitution was established |
| High School US History I | SSHS.USI.3.2 | Analyze the philosophical and political foundations of the Constitution |
| High School US History I | SSHS.USI.4.1 | Argue the impacts of the contradictions present in the Early Republic |
| High School US History I | SSHS.USI.4.2 | Analyze economic developments in the Early Republic Era |
| High School US History I | SSHS.USI.5.1 | Argue the impact of the tactics used to expand American territory |
| High School US History I | SSHS.USI.5.2 | Argue the impacts of technological and economic change during the Market Revolution |
| High School US History I | SSHS.USI.6.1 | Argue the impacts of the Second Great Awakening and reform movements |
| High School US History I | SSHS.USI.6.2 | Argue the impact of attempts by political leaders to resolve sectional tensions |
| High School US History I | SSHS.USI.7.1 | Argue how social, cultural, economic, and political factors shaped the Civil War and Reconstruction |
| High School US History II | SSHS.USII.1.1 | Argue the social and economic impacts of late-19th-century transformations |
| High School US History II | SSHS.USII.1.2 | Argue how government policies fueled industrial and economic growth |
| High School US History II | SSHS.USII.2.1 | Argue how Progressive reform socially and economically impacted lives |
| High School US History II | SSHS.USII.2.2 | Argue the impacts of civil rights efforts in the Progressive Era |
| High School US History II | SSHS.USII.3.1 | Argue how cultural and migratory shifts of the 1920s impacted society |
| High School US History II | SSHS.USII.3.2 | Analyze the causes, effects, and solutions during the Great Depression |
| High School US History II | SSHS.USII.4.1 | Analyze the United States' attempts to remain neutral and entry into World War II |
| High School US History II | SSHS.USII.4.2 | Argue how World War II impacted American society |
| High School US History II | SSHS.USII.5.1 | Analyze the United States and the Soviet Union as global superpowers |
| High School US History II | SSHS.USII.5.2 | Argue the ways the Cold War shaped domestic and foreign policy |
| High School US History II | SSHS.USII.6.1 | Argue the ways legal and social actions advanced civil rights |
| High School US History II | SSHS.USII.7.1 | Analyze the foreign and domestic policies of presidents Kennedy and Johnson |
| High School US History II | SSHS.USII.8.1 | Argue how policies and events during the contemporary era shaped the United States |
| High School World History I | SSHS.WHI.1.1 | Analyze the development and characteristics of early civilizations |
| High School World History I | SSHS.WHI.1.2 | Argue the influences geography and environment had on early civilizations |
| High School World History I | SSHS.WHI.2.1 | Argue the influences geography and environment had on ancient India and China |
| High School World History I | SSHS.WHI.2.2 | Argue the role religion had on cultural development in India and China |
| High School World History I | SSHS.WHI.3.1 | Argue the influences geography and environment had on ancient Greece and Rome |
| High School World History I | SSHS.WHI.3.3 | Argue the impacts of major social and political developments in Greece and Rome |
| High School World History I | SSHS.WHI.4.1 | Argue the impact of the prophet Muhammad and the rise of Islam |
| High School World History I | SSHS.WHI.4.2 | Argue how geographic and political factors shaped the Islamic Empire |
| High School World History I | SSHS.WHI.5.1 | Argue how the geography of Sub-Saharan Africa shaped its kingdoms |
| High School World History I | SSHS.WHI.5.2 | Argue how social, political, and cultural factors shaped Sub-Saharan African kingdoms |
| High School World History I | SSHS.WHI.6.1 | Argue how geography influenced the development of early American civilizations |
| High School World History I | SSHS.WHI.7.1 | Argue the impacts of early Steppe peoples and empires |
| High School World History I | SSHS.WHI.8.1 | Analyze the continual expansion of Christianity after the fall of Rome |
| High School World History II | SSHS.WHII.1.1 | Argue the ways political and religious changes shaped medieval and Renaissance Europe |
| High School World History II | SSHS.WHII.1.2 | Argue how the expansion of trade and ideas shaped Europe |
| High School World History II | SSHS.WHII.2.1 | Argue how advancements and innovations shaped medieval Asia, Africa, and South America |
| High School World History II | SSHS.WHII.2.2 | Analyze interactions between African kingdoms and Europeans |
| High School World History II | SSHS.WHII.3.1 | Argue how the Scientific Revolution and Enlightenment influenced society |
| High School World History II | SSHS.WHII.3.2 | Argue how events within England and the British Empire created revolutionary change |
| High School World History II | SSHS.WHII.4.1 | Argue how the rise of Napoleon and nationalism reshaped Europe |
| High School World History II | SSHS.WHII.4.2 | Argue how political philosophies shaped nationalism and imperialism |
| High School World History II | SSHS.WHII.5.1 | Argue how progress and innovation drove industrialization and modernization |
| High School World History II | SSHS.WHII.5.2 | Argue how industrialization and urbanization transformed societies |
| High School World History II | SSHS.WHII.6.1 | Argue how the causes, events, and results of World War I had long-lasting global effects |
| High School World History II | SSHS.WHII.7.1 | Argue how long-range implications of decolonization and self-determination shaped the modern world |
| Kindergarten | SSK.1.1 | Explain families, family roles, and family rules through looking at the student's own, those of classmates, and those represented in literature |
| Kindergarten | SSK.1.2 | Explain the physical location of students' and classmates' families within the community and relationships between families and the community |
| Kindergarten | SSK.1.3 | Explain a variety of family and cultural traditions |
| Kindergarten | SSK.1.4 | Explain the differences between needs and wants and how these concepts impact family units |
| Kindergarten | SSK.2.1 | Analyze the school's place within the local community geographically, socially, and economically |
| Kindergarten | SSK.2.2 | Analyze rules, roles, and responsibilities in the school setting |
| Kindergarten | SSK.2.3 | Explain the roles and responsibilities of classroom citizenship |
| Kindergarten | SSK.3.1 | Analyze the relationship between people and the neighborhoods where they live |
| Kindergarten | SSK.3.2 | Analyze the ways members of a community depend on one another |
| Kindergarten | SSK.4.1 | Analyze families and family traditions around the world |
| Kindergarten | SSK.4.2 | Analyze the similarities and differences in what school is like around the world |
Is homeschooling legal in Rhode Island?
Yes. Rhode Island is the most regulated state for homeschooling and the only state requiring affirmative approval from the LOCAL school committee before homeschooling, renewed annually (R.I.
Do I have to notify anyone to homeschool in Rhode Island?
Rhode Island is unique: home instruction must be APPROVED (not merely notified) by the local school committee of the town/city where the child resides BEFORE instruction begins, under R.I. Gen. Laws Title 16, Ch. 19. Parents submit an at-home instruction plan / notice of intent to the local superintendent or school committee. Approval must be renewed annually with the school committee. A denial may be appealed to the RIDE Commissioner at no cost.
Is standardized testing required for homeschoolers in Rhode Island?
No annual test is mandated for homeschoolers in Rhode Island. The state test (RICAS (Rhode Island Comprehensive Assessment System) for ELA & Math; Next Generation Science Assessment (NGSA) for Science) is not required for home-educated students.
What subjects are required for homeschooling in Rhode Island?
Rhode Island requires instruction in: Reading; Writing; Geography; Arithmetic; History of the United States; History of Rhode Island; Principles of American government / civics; Health; Physical education.
Does Rhode Island have its own learning standards?
Math: Rhode Island Core Standards for Mathematics (RICSM) — CCSS-M based. ELA: Rhode Island Core Standards for English Language Arts/Literacy — CCSS-ELA based. Science: NGSS. Social studies: Rhode Island Social Studies Standards (2023, RI-specific).