Programofstudies2016 17

Educating Tomorrows Nurses Today
Program of Studies
2016-2017

Rhode Island Nurses Institute Middle College Charter High School

150 Washington Street. Providence, RI 02903 | 401-680-4900 | www.rinimc.org
Chief Executive Officers Message

Dear Families and Students,

Health care is the fastest growing industry in this country and most certainly in Rhode Island. The US
Bureau of Labor Statistics forecasts a high demand for health care providers including physicians,
surgeons, physical therapists, home health aides and most certainly registered nurses. The RI
Department of Labor and Training forecasts that by 2018, our state will need over 4,500 nurses both to
replace nurses retiring and to fill a growing need. At the same time, the perennial challenge of keeping
high school students engaged and preparing them for these careers remains challenging.

The Rhode Island Nurses Institute Middle College Charter High School offers an answer to these
problems, by offering an opportunity for RI students found nowhere else in this country. Founded in
2011, ours is the first charter school in the country dedicated to the nursing/ health care professions,
and the first "middle college" to be created in Rhode Island. We offer an educational program aimed at
both college prep and workforce development by creating a pathway for students to obtain a college
degree and a high paying career in health care. Our goal is not just to be a great school, but to prepare
a diverse group of students to become the highly educated and professional nursing and healthcare
workforce of the future.

The academic program is rigorous but delivered in a small supportive and nurturing atmosphere. Our
curriculum is a college preparatory curriculum that threads topics related to nursing, health care, and
environmental health throughout all the subjects taught. RINI students also begin taking college
courses and earning college credits as early as 10th grade. Courses are taken at RINI and at nearby RI
universities and college campuses. All students participate in out-of-class learning opportunities,
lectures and master classes by visiting professionals, practical internships, one-on-one mentoring, and
industry networking opportunities. RINI students also earn workforce credentials and certificates such
as the certified nursing assistant license and will organize job placement opportunities allowing
students ability to earn income and real health care experience while pursuing their academic and
college pathway.

The middle college concept combines aspects of the high school and college experiences and is a
bridge preparing students for higher education to fill a real need in the workforce. Students are more
motivated and focused when they see that their education is a pathway to a goal of a highly respected
and well paid career.

The RI Nurses Institute Middle College is unique and offers opportunities found nowhere else. If
college is your dream and health care is an interest, we are the school for you.

Sincerely,
Pamela L. McCue, RN, MS

Chief Executive Officer


Rhode Island Nurses Institute Middle

College Charter High School

PROGRAM OF STUDIES 2016-2017

TABLE OF CONTENTS

Directory
Mission and Vision Statement
RINI Middle College Model
Standards-Based Instruction
21st Century Student Learning
Expectations
Pillars of Nursing
RINIs Definition of an Educated
Person
Academic Objectives and
Expectations
Student Diploma Plan
RINI Graduation Requirements
Guiding Principles and Practices of
Acceptance and Promotion
Credit Recovery
Reporting Student Achievement
Recognizing Student Achievement
Multiple Pathways
Grading
Conversions for Numerical Grades
Grade Point Average, GPA

Comprehensive Assessment
Guiding Principles and Practices for
Assessment
Standards and Practices for

Instruction
Student Support Services
Guiding Practices of Student Support
College Programming
College Transitions
Senior Project and Portfolio
Professional Nursing and Conduct

Committee (PNACC)
Course Offerings
English
Mathematics
Science
Social Studies
Foreign Languages
Nursing

DIRECTORY

School Leadership

Pamela L. McCue, R.N., M.S., Chief Executive Officer
Keith Oliveira, B.A., Chief Operating Officer, Director of Admissions
Michael J. Abney, C.P.A., Chief Financial and Human Resource Officer
Colleen Hitchings, B.S., M.Ed., C.A.G.S, Chief Academic Officer

Faculty Leaders

Michael Clancy, B.S., M.S., Ph.D., College Transition Coordinator, Professor
mclancy@rinimc.org
Erica De Coste, B.S., M.S., Mathematics Department Instructional Coach
edecoste@rinimc.org
Amy Salomone, B.S., M.A.T., Science Department Instructional Coach
asalomone@rinimc.org
Rebecca DeBarros, M.Ed., Student Student Academic Support Services Department Instructional
Coach
asalomone@rinimc.org

Director Special Services

Maureen Decrescenzo, M.Ed, Director of Special Education
mdecrescenzo@rinimc.org

Director of Guidance Department

Rebecca Bouley, M.Ed., Director of Guidance
rbouley@rinimc.org

Health Services

Deb Audette, BSN, M.Ed, School Nurse Teacher
daudette@rinimc.org


RINIs educational program is founded on the mission, vision, and Middle

College model, offering a seamless transition from high school to post-
secondary education.

RINI Mission and Vision

The mission of the Rhode Island Nurses Institute Middle College is to prepare a diverse
group of students to become the highly educated and professional nursing workforce of
the future.

Our vision is to create an innovative high school experience that is student-centric,
structured to foster a supportive learning environment, and committed to developing
the skills, knowledge, and passion necessary to excel in the nursing and allied health
professions.

RINI Middle College Model

RINI is the first and only Nursing Middle College in the country and thus has a unique
program. Pursuant to the demands of the nursing and allied health professions, the
academic program is rigorous and the demands and expectations reflect the
professionalism required in the healthcare professions.
The accumulation of college credits while in high school and the immersion in the
college environment during the Middle College years is intended to provide a seamless
transition and continuum of PK-16 education. The strong college preparatory high
school academic program with the integration of nursing and health topics provides the
foundation of the program. The scaffolded, supported, and graduated introduction to
college classes is intended to provide optimum opportunities for college success.

Standards-Based Instruction

RINI courses are aligned to Common Core State Standards (CCSS), Next Generation
Science Standards (NGSS), National Standards for Foreign Language Education,
American College on the of Teaching of Foreign Language (ACTFL), and the National
Education Technology Standards (NETS). In addition, The Framework for 21st Century
Skills is embedded in instruction and practices.


Framework for 21st Century Learning

Within the context of core knowledge instruction, students must also learn the essential
skills for success in todays workforce, such as critical thinking, problem solving,
professionalism, communication and teamwork. When a school builds on this
foundation, combining the entire Framework with the necessary support systems
standards, assessments, curriculum and instruction, professional development and
learning environmentsstudents are more engaged in the learning process and
graduate better prepared to thrive
in todays global economy.
- Framework for 21st Century Learning, Partnership for 21st Century Skills

Core Subjects and 21st Century Themes

Mastery of core subjects and 21st century themes is essential to student success. Core
subjects include English, reading or language arts, world languages, arts, mathematics,
economics, science, geography, history, government and civics. In addition, schools
must promote an understanding of academic content at much higher levels by weaving
21st century interdisciplinary themes into core subjects:

Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy

Learning and Innovation Skills

Learning and innovation skills are what separate students who are prepared for
increasingly complex life and work environments in todays world and those who are
not. They include:

Creativity and Innovation
Critical Thinking and Problem Solving
Communication and Collaboration

Information, Media and Technology Skills

Today, we live in a technology and media-driven environment, marked by access to an
abundance of information, rapid changes in technology tools and the ability to
collaborate and make individual contributions on an unprecedented scale. Effective
citizens and workers must be able to exhibit a range of functional and critical thinking
skills, such as:


Information Literacy
Media Literacy
ICT (Information, Communications and Technology) Literacy

Life and Career Skills

Todays life and work environments require far more than thinking skills and content
knowledge. The ability to navigate the complex life and work environments in the
globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills, such as:

Flexibility and Adaptability
Initiative and Self-Direction
Social and Cross-Cultural Skills
Productivity and Accountability
Leadership and Responsibility

RINIs Pillars of Nursing Foundation

The mission of the RI Nurses Institute Middle College is supported by the American
Nurses Association (ANA) and Rhode Island State Nurses Association (RISNA), is based
on the belief that the Bachelor of Science in Nursing (BSN) degree should serve as the
entry-level qualification for professional nursing practice. In its report, The Future of
Nursing, Leading Change, Advancing Health, (2011), the Institute of Medicine
recommended that the proportion of nurses with baccalaureate degrees should be at 80%
of the entire nursing workforce by 2020. Based on these statements, most employers,
both in RI and across this country seek to employ baccalaureate prepared nurses. The
Middle Colleges rigorous college preparatory program leading to the supported college
classes, along with authentic nursing experiences provide an educational foundation
that prepares individuals for entry into the nursing profession. The RINI graduate
understands that the nursing profession incorporates the concepts of caring,
communication, critical thinking, professionalism, and holism to provide care for
individuals, families and communities. RINI has chosen the focus on four Pillars of
Nursing that represent the qualities that will be modeled, developed, encouraged and
expected of all students.

RINI Pillars of Nursing

Scholarship
Scholarship is a commitment to learning. A student spends hours in reading and
studying, knowing the lasting benefits of a cultivated mind. We all continue to learn
even when formal education has ended, for learning ends only with the end of life.
Knowledge is a key element in life, leads to personal and professional success, and can


be acquired in only one way through diligence and effort. Learning furnishes the lamp
by which we read the past, and the light that illuminates the future

Character
Character is the force within each individual, which distinguishes that person from
others. It gives us our individuality and drives our actions. Self-respect and the respect
of others, comes from our character. The force of character guides us through life and,
as it develops and grows, gives us maturity. Character is achieved and not received. It is
the product of constant action, of striving every day to make the right choices.

Compassion and Empathy
Compassion and Empathy are essential human qualities that allow us to feel,
understand, and respond to the suffering of others. These qualities enable individuals
to enter into and maintain relationships of caring. By caring we create a bond with
other people; through compassion we see others needs and seek to help them; with
empathy we are able to understand and value the feelings and experiences of other
human beings. Compassion and empathy require a willingness to let go of our own
needs to attend to the need of another.

Professionalism
Professionalism creates a climate that encourages personal development and growth. It
is demonstrated through dependability, commitment, accountability, and responsibility
for our actions and beliefs. Professionalism requires us to collaborate and cooperate
with others in all interactions. By exhibiting behaviors of professionalism, you are
demonstrating pride in oneself, your school and respect for your future profession.

RINIs Definition of an Educated Person

The faculty and staff of the Rhode Island Nursing Institute Middle College, in accordance
with National and State standards, have established critical abilities that define the
learning outcomes of a RINI graduate in preparation to attend college and become a
registered nurse. These abilities can be applied in many contexts and are critical skills
that must be developed not only at RINI Middle College, but also over the course of a
lifetime. These core abilities guide students, faculty and staff in establishing educational
goals and assessing learning within and across the primary domains of knowledge: arts
and humanities, science and mathematics, and the social sciences. They are:
1. Effective Communication
v Demonstrate English language fluency
v Utilize current communication technology
v Organize and present ideas effectively orally and in writing

2. Critical Thinking
v Identify, analyze and understand complex ideas


v Use information technology appropriately to locate, evaluate and apply research

data
v Draw inference from facts
v Evaluate and present well-reasoned arguments

3. Quantitative and Scientific Reasoning
v Demonstrate an understanding of mathematical and scientific principles
v Apply these principles to the solution of problems in academic work and
everyday life
v Interpret numeric information presented in graph form
v Apply scientific methods to the inquiry process

4. Social Interaction
v Evaluate ethical dimensions of decisions
v Use teamwork to accomplish tasks in groups
v Demonstrate an understanding of global, cultural and historical perspectives

Academic Objectives and Expectations

To earn basic nursing concepts and healthcare terminology along with mastery of
traditional high school content aligned with standards.
To progress towards the passing of any diagnostic assessment used at an affiliated
college or university (for example, entry diagnostic in writing, reading and math).
To continue to improve on the school's internal assessments or state-wide
assessments in math computation, math reasoning, reading comprehension,
science and writing with at least a three percent annual increase over time (RIGL
16-77 requirement).
To master the use of technology, including health care industry- specific tools such
as basic nursing informatics to enhance their academic and career success.
To increase oral communication and presentation skills.
To develop a longitudinal electronic portfolio.
To Learn about the profession of nursing and the many different career
opportunities available to Registered Nurses.

Student Diploma Plan

Rhode Island has implemented a statewide diploma system to ensure access for all high
school students to rigorous, high quality, personalized learning opportunities and
pathways. The Diploma System provides each student with individual learning plans
and a personalized learning environment to help them succeed, provides multiple
opportunities and measures for students to demonstrate proficiency and graduation
readiness, and promotes an aligned system of state and local policies. Performance-
Based Assessments are mandated as graduation requirements.

RINI students are required to master a rigorous college preparatory academic

curriculum concurrently with college and career workforce experiences that are
specifically focused on preparing students for successful high demand, high wage
healthcare careers. RINI graduation requirements are designed to ensure that students
have a well-rounded high school education and are prepared to successfully navigate
the next phases of life as critical thinkers and global citizens.

RINI students utilize Individual Learning Plans (ILPs) as tools to identify and meet
academic, career, and personal/social goals, to document college and career interests
and experiences, and learning supports that will culminate in graduation and
preparation for post-secondary success. ILPs are used throughout the year, reviewed
and revisited often, as needed to assist in planning and evaluation of student
achievement and preparation for the future. Students gain awareness of and take
responsibility for fulfillment of graduation requirements and college readiness as they
participate in this process.

In addition to requiring students to fulfill core requirements in content areas and to
achieve proficiency in applied learning skills including communication, problem-solving,
critical thinking, research, reflection and evaluation, and collaboration, RINI requires the
completion and presentation of the senior project and senior portfolio. The senior
project includes a research paper and product that uses the Nursing Process to focus on
solving a health care related problem. The final exhibition requires simultaneous
demonstration of deep content knowledge and applied learning skills. The graduation
portfolio is a collection of work that documents academic progress over time and
demonstrates deep content knowledge and applied learning skills. It includes
performance-based benchmark assessments, reflections, summary statements, and final
presentation. Guidelines and requirements for these are found in the Senior Project
Handbook.

RINI students also are required to participate in service learning opportunities each year
in an effort to introduce them to and engage them in service to others. This is essential
as we develop future nurses and healthcare workers, that are also active citizens.


RINI Graduation Requirements

Graduation requirements for academic year 2016-2017 ( 21 credits)

4 College Prep Mathematics credits (Algebra I, Geometry, Algebra II, Pre-Calculus)
4 English/Language Arts credits
4 Laboratory Science credits (9th grade science, biology, chemistry, anatomy)
3 Social Science credits
-- 2 World Language credits (consecutive)
-- 2 Nursing credits
-- 1 PBGR course credit
-- 1 dual/concurrent enrollment college course earning 3 college credits (also counted
as 1
high school course)
-- 1 Workforce Certificate
1 credits in Arts, Technology and Health Elective (Physical Education exempt)
Senior Project and Presentation
Portfolio (ILP and 2 Benchmarks per high school course at RINI since 2014-2015 year)
-- 20 Community Service hours per year since 2015-2016 year

Graduation requirements for academic year 2017-2018 and all later classes (29 credits)

4 College Prep Mathematics credits (Algebra I, Geometry, Algebra II, Pre-Calculus)
4 English/Language Arts credits
4 Laboratory Science credits (biology, chemistry, anatomy)
3 Social Science credits
-- 2 World Language credits (consecutive)
-- 4 Nursing credits
-- 1 Arts Credit (The Art of Medicine)
-- 1 PBGR course credit
-- 2 dual/concurrent enrollment college course earning 3 college credits (also counted
as 1 high
school course)
-- Internship credit
6 additional credits (college)
Senior Project and Presentation
Portfolio (ILP and 2 Benchmarks per high school course at RINI since 2014-2015 year)
-- 20 Community Service hours per year since 2015-2016 year

Guiding Principles and Practices of Acceptance and Promotion

The Rhode Island Nurses Institute Middle College is a state-wide public charter school of
choice that accepts students on a lottery basis following state directives. RINI serves
students in grades 9-12+, transitioning to a 9-12 model by 2018-2019. Mastery learning
is a foundational philosophy that guides instruction in order to prepare future nurses
and healthcare providers. Content is based on state and national standards, and grades
reflect learning of those standards. Promotion to the next grade is based on academic
merit, and students must pass all of their courses in order to take full advantage of the
RINI program. Failure in more than 2 courses during a semester will not permit
promotion to the next grade level. To maintain the rigor of the program and
importance of excellence, students who fail courses will be expected to repeat them
and/or recover credits in additional sessions so that they may remain on track for both
RINI Middle College graduation and to avail themselves of the college credits offered.
Students are encouraged and expected to perform at their best and to take advantage
of support services and opportunities available.

Credit Recovery

Summer school and virtual learning credits may be applied as credit recovery courses.
Documentation of earned credits is mandatory in order to apply credits to RINI
graduation requirements. RINI reserves the right to transfer credits as applicable.

Students who have extenuating circumstances and/or believe that they are entitled to
credits and/or opportunities and supports that they have not received may make an
appeal to the Professional Nursing Academic and Conduct Committee (PNACC).

Reporting Student Achievement

Cumulative grade reporting occurs at mid-semester and at the end of each semester.
Progress reports and report cards are mailed to the students addresses. Transcripts are
available from the Guidance Department upon request. College transcripts are the
responsibility of the student and must be ordered from the individual colleges where
credit was earned.

Multiple Pathways

RINI students have multiple and expanded opportunities for achieving and exceeding
proficiency standards. Although the academic program is mission- and vision-driven,
graduation credits, skills and learning can be achieved in various ways. The program
includes high school as well as college courses, internship opportunities, online learning,


state CNA licensure, as well as after school activities. Students who require alternate
learning programs are evaluated and serviced to the extent possible by the school.

Grading

Grading in education is the process of applying standardized measurements to varying
levels of achievement in a course. RINI uses a numerical percentage-based system,
where each assignment regardless of size, type, or complexity, is given a percentage
score: nine correct answers out of ten results in a score of 90%. The overall grade for the
class is then weighted so that the final grade represents a proportion of different types
of work. As a mastery learning program, the high school courses are graded on
academic learning and students have multiple and varied opportunities to demonstrate
competencies.

RINI Grade Percentages by Category
Tests 33%
Projects 33%
Term Exam 33%

RINI Grade Assignments

92.5-100 A
89.5-92.4 A-
86.5-89.4 B+
82.5-86.4 B
79.5-82.4 B-
76.5 -79.4 C+
72.5-76.4 C
69.5-72.4 C-
0-69.4 F


Additional Grading Assignments

May be used for special circumstances:

Grading
Symbol
I
Indication
Criteria
Incomplete
Withdrawn from college class

Withdrawn from college class,
high school credit only earned
Pass
If excused absence precludes course

completion, the student generally is allowed
2 weeks after the return to school to
complete required assignments and to
change grade.
No credit earned
College credit forfeited, high school credit
earned
Acceptable Achievement
Fail
Unacceptable Achievement
Credit earned in Summer

School
Failing grade redacted
WD
WD*
P**
D
Grade transferred from sending high

school, RINI credit earned
Grade Point Average (GPA)

Grades from all current classes are averaged to create a grade point average (GPA) for
the marking period. The GPA is calculated by taking the number of grade points a
student earned in high school. The GPA can be used by educational institutions or
potential employers to assess and compare applicants. GPA is not the only factor that
determines college admission and /or future employment. Other pertinent
characteristics such as leadership, teamwork, flexibility and attitude are also important
as well as the reputation of the school(s) attended and experiences such as internships.

Calculations

RINI GPA Conversions for Numerical Grades
Weighted Quality Weighted Quality
Numerical Equivalent
Non-Weighted Points for College Points for 4 Credit
Grade
Alpha Grade Quality Points Classes
College Classes
92.5-100
4.5
4.7
89.5-92.4
A-
3.7
4.2
4.4

86.5-89.4
B+
3.3
4.2
82.5-86.4
3.5
3.7
79.5-82.4
B-
2.7
3.2
3.4
76.5-79.4
C+
2.3
3.2
72.5-76.4
2.5
2.7
69.5-72.4
C-
1.7
2.2
2.4
60-69.4
1.3
0-59.4
P*
1.7
WD**
1.3
1.8
2.0

Comprehensive Assessment

RINI has a comprehensive assessment system that includes measures of student
performance for the purpose of formative, interim and summative evaluations of all
students in each core content area. Data from core classroom assessment is used for
the purposes of student, program and instructional evaluations and improvement.
Comprehensive assessments are used to screen, diagnose, and monitor students in
literacy and numeracy. RINI participates in the state-wide PARCC and NECAP testing as
mandated. In addition, the Renaissance STAR assessment is used at all grade levels,
several times per year as an evaluation tool. This testing data in addition to the College
Board PSAT is used as a determinant for qualifying students for Personal Literacy Plans
(PLP). All students participate in the assessment process as they conference about
scores and academic planning as part of their Individual Learning Plans (PLP). Students
in grades 12 and 12+ take the Accuplacer test and College SAT as an indicator of college
readiness and college placement.


Guiding Principles and Practices for Assessment

Data-Driven Decisions
Differentiated Instruction with focus on acceleration to enhance college
readiness
Performance-Based Assessment
One-on-One Mentoring
Graduation by Proficiency Senior Project and Presentation, Portfolio
Demonstrations, Oral Reporting
Connections between classroom and real world
Standards and Practices for Instruction

Differentiated learning is the foundation of the RINI academic program. Students needs
are met at the level that they exist and multiple, varied pedagogical methods are used
to enable them to be successful and challenged to perform at their best. Students who
are excelling in classes are given opportunities to advance and expand their knowledge
at a higher level. Explicit instructional of reading, writing, speaking and listening is
integrated across all curriculum areas. The Response To Intervention (RTI) model is
used to support students who are not meeting proficiency standards and/or behavior
expectations. Homework is assigned often and is appropriate to the classroom
activities. Flipped classroom activities require that students use technology to engage in
a classroom lesson while at home and to review and reinforce content while in school.
This is an emerging and effective method that is intended to improve student outcomes.

Student Support Services

RINI uses a multi-tiered approach and a comprehensive assessment system to identify
strengths and needs and to provide scaffolded supports as necessary.

Guiding Principles and Practices of Student Support

Maximizing student achievement requires attending to students needs.
Every faculty member has the capacity and life experience to be an
effective confidante and advisor.
Advisory and Group counseling
Every student is connected to an adult who knows him or her well.
Small learning community

Special Education Services
Students who have Individualized Education Plans (IEPs) and 504 Plans receive
specialized instruction and related services, as appropriate and available.

Accommodations and modifications are implemented to ensure academic success and

access to the learning environment.

Literacy and Numeracy Specialists
Specialists are used as co-teachers, tutors for small groups and individuals, as well as
providers of professional development and as resources for faculty members and
students.

Personal Literacy Plan (PLP)
Students who score 2 or more grade levels below their current grade in reading
assessments will have a personal literacy plan created and supported in order to
monitor progress and target interventions with the goal of achieving reading proficiency
at grade level.

Academic Tutoring and Support
To support students in meeting the RINI academic expectations, a series of direct
interventions are available. Teacher support during classes, prior to the beginning of
classes each morning, and during Student Support sessions each afternoon are available
to all students. Students requiring support are expected to access these opportunities
voluntarily or at the recommendation of their teacher. Attendance at any academic
support opportunities may be required for students experiencing academic struggles.
Peer tutoring is also available and arrangements can be made with teachers and/or
guidance counselors.

RTI
The Response To Intervention (RTI) model is integral to the RINI program and based on high
quality academic instruction and authentic assessment of all students. Struggling learners are
provided with interventions at increasing levels of intensity to accelerate their rate of learning.
Progress is closely monitored and educational decisions about the intensity and duration of
interventions are based on individual student response to instruction.

Guidance Department
The guidance counselors work with students to help them identify and build upon their
strengths and talents. They help students to develop appropriate personal, social,
academic and career goals and to find appropriate supports to enable them to be
successful. In partnership with families, school administrators, faculty and staff, they
offer guidance that will assist all students in becoming life-long learners and successful
members of society.

Social Worker
The school social worker is an important member of the school and student support
team, assisting school staff as well as students. The social worker collaborates and
works closely with guidance counselors, school staff, community partners and local


specialists in the identification of needs, crisis intervention, appropriation of resources,

and education. The social worker provides an additional level of support that helps to
create a diverse and respectful school community and provides greater opportunity for
students to be successful.

Health Services
The school nurse is available to care for students who get sick or are injured during
school hours. The nurse maintains student health records, coordinates immunization
clinics, and administers basic medical aid when needed. In addition, the nurse is a
valuable source of information and education about health care topics, nutrition, and
growth and development.

Individual Learning Plan
All students complete their own ILP which assists in developing self-efficacy and helping
students become active participants in their own educational goal setting and career
planning.

Technology Coordinator
Administration, faculty, staff and students technology needs are supported by the
technology coordinator. In alignment with National Education Technology Standards for
Students (NETS-S), Teachers (NETS-T), and administrators (NETS-A), as well as the
Framework for 21st Century Skills, the curriculum and instruction integrates the use of
technology as a valuable and necessary teaching and learning tool to prepare students
to become college and workforce ready. In addition, the comprehensive assessment
program requires digital access and support. RINI has instituted a one-to-one Google
Chromebook initiative. Innovative uses of technology in the classroom such as flipped
classrooms, Google classroom learning portals, digital playlists, digital and video
productions, etc. are being integrated into courses to better support student learning
and achievement.

College Transition Coordinator
All matters of college eligibility, enrollment, schedules, attendance, grades, and
textbooks, as well as communications with colleges and professors are managed by the
RINI College Transition Coordinator. Students are supported in this way as they
navigate the higher education system and the college/university requirements. In
addition, students are enrolled in college tutorial classes at RINI where the transition
coordinator facilitates homework and study sessions, as well as individual tutoring as
needed for successful completion of these higher level courses.

Transition Planning
Transition planning occurs at each grade level, with the aid of the ILP and the assistance
of administration, faculty and staff. Academic advising, parent informational seminars,
counseling and referrals, post-secondary planning, college and financial aid advising and

career exploration, are all accomplished with a school-wide approach and a knowledge
and concern for the best interest of the individual student.

College Programming

Dual and Concurrent Enrollment policies

College Classes
RINIs educational program is founded on the mission, vision, and Middle College model,
offering a seamless transition from high school to post-secondary education. The
accumulation of college credits while in high school and the immersion in the college
environment during the Middle College years is intended to provide a seamless
transition and continuum of PK-16 education. The strong college preparatory high
school academic program provides the foundation of the program and the scaffolded,
supported, and graduated introduction to college classes is intended to provide
optimum opportunities for college success.

RINI Middle College students are offered courses through dual and concurrent
enrollment. RINI shall award weighted points to dual and concurrent courses in
calculating the high school Grade Point Average (GPA). In addition, these courses are
awarded one high school credit.

Dual Enrollment means that a student is enrolled at RINI Middle College while
simultaneously enrolled part-time or full-time as a non-matriculating student at a post-
secondary institution, such as a community college, college or university. Dual
enrollment courses shall count toward a students secondary school coursework and
graduation requirements if the student complies with RINI Middle college grading,
attendance, and behavioral policies and successfully completes the course.

Concurrent Enrollment means that a student is enrolled in a course that is offered at
the RINI Middle College campus and is taught by a RINI Middle College faculty member
who is an approved adjunct professor at the post-secondary institution that offers the
course credit. Concurrent enrollment courses shall count toward a students secondary
school coursework and graduation requirements if the student complies with RINI
Middle college grading, attendance, and behavioral policies and successfully completes
the course.

Criteria for enrollment in dual and concurrent courses:

RINI students have the opportunity to experience college courses in a highly
structured and supported manner, beginning in grade 10 with the Introduction
to Health Careers course taught by a RINI faculty member who is a Registered


Nurse, on the RINI campus, with earned college credit through Roger Williams
University. The URI Writing course is also taught on campus by a RINI faculty
member on the high school campus. Other courses are offered on college
campuses of University of Rhode Island, Community College of Rhode Island,
Roger Williams University, and Rhode Island College.
Eligibility for college courses is determined by the following criteria:
Students must have sufficient credits for high school graduation.
Students must have good attendance.
Students must have academic skills that indicate preparedness and
potential success in college. Assessment scores from a variety of
evaluations are used to determine college readiness.
Students must have earned threshold scores on Accuplacer test required
for placement.
Students must have favorable teacher recommendations.
Students must have been successful in previous college courses.
Eligible students are required to have signed a contract between RINI and the
student that clearly states the expectations of each student during their college
experiences.
Students who are not eligible for college classes will be scheduled into additional
high school classes and will continue to build skills and readiness. If necessary,
students will have the opportunity to retest with Accuplacer.
At the end of each semester, the placement criteria (stated above) will be used
to re-evaluate each students academic standing for placement in courses the
following semester.
College courses operate on the schedule of the specific college that is offering
the course. Course syllabi indicate all class dates and days off. The RINI
Transition Coordinator is responsible for communicating all pertinent
information about schedules to students.
Students who are enrolled in college courses will also be enrolled in additional
classes at RINI. Students must attend all scheduled RINI classes even if their
college classes are not in session.
High school vacations/days off - If college classes are in session, students are
required to attend all college classes.
College breaks - RINI will provide additional programming during college
breaks. The RINI Transition Coordinator will communicate details and
expectations to students.

Grading:


College courses are graded in accordance with college and professor

policies. RINI records mid-semester and final college grades directly from
colleges.
GPA credit - successful completion of college courses results in weighted GPA
high school credit as well as college credit. College courses are weighted at .5
additional GPA points
College credit - Successful completion of college courses results in 3 college
credits for each course with the exception of URI Anatomy (URI BIO 121), which
earns 4 college credits.

Transcripts:

College courses will appear on high school transcripts and marked to indicate
college credit also awarded.
College transcripts will be available from individual colleges to indicate college
credits awarded. Students are responsible for obtaining college transcripts from
the respective colleges.
Students who need complete RINI transcripts with college classes included for
college admission applications are responsible for submitting requests directly to
the guidance counselor at least two weeks prior to application deadlines.

Requirements and Expectations:

Attendance at all college classes is mandatory and will be monitored and
recorded by the Transition Coordinator. Unavoidable absences must be
explained and communicated to the college professor as well as the Transition
Coordinator. College professors maintain individual specific and strict
attendance policies that are clearly communicated on course syllabi. Failure to
adhere to attendance requirements will result in serious academic
consequences. Additionally, excessive absences will result in RINIs removal of
the student from the college class, placement into high school classes and a
detrimental recommendation for additional college courses.
College tutorial classes are intended to provide students with resources, tutoring,
clarifications and recommendations to assist students with college level
coursework. Students are expected and encouraged to take advantage of this
opportunity to improve their study skills and to better prepare for their college
classes. As a general guideline, at least three hours of studying are required for
each college class. Successful students keep up with the work and do not
postpone studying and assignments.


Courses Currently Offered:

RWU SHS 101 Foundations of Social Health Services

URI WRT 104 College Writing

CCRI SPCH 1100 Oral Communications
URI BIO 121 Human Anatomy Accuplacer scores, academic achievement
priority
URI CHM 103 Chemistry - Accuplacer scores, academic achievement priority
URI PSY 113 Introduction to Psychology
URI PSY 232 Developmental Psychology successful completion of URI PSY 113
with grade of C+ or higher required
URI STA 220 Statistics in the Modern Society - Accuplacer scores, academic
achievement priority

Additional courses may be considered for students who have completed this entire
series or as individual needs dictate.

Advanced Course Network:

The RI Department of Education has developed the Advanced Course Network as a
statewide system that gives students access and choice of high quality courses that are
beyond what is offered in individual high schools. These courses are free of tuition costs
and book costs. RINI is a Network member and this entitles RINI to be considered for
these additional course offerings. Students must meet the above stated eligibility
requirements for college courses in order to take advantage of this opportunity.
Students must have approval of the Chief Academic Officer and will work with their
guidance counselor and the transition coordinator on registration and other college
course requirements.
The course catalog and other details can be found at:

goo.gl/0ESL8E
goo.gl/BCteb7

Appeal Process:

Decisions regarding college placement and process may be appealed with due process
to the Professional Nurse Academic and Conduct Committee (PNACC).


Professional Nurse Academic and Conduct Committee (PNACC).

Bridging Ceremony

RINI recognizes the transition from high school to the 12+ year in a bridging ceremony.
Students in grade 12 participate in a formal ceremony that awards their achievements
and recognizes their growth. Students acknowledge the pillars of nursing and the
characteristics that they have developed over their time at RINI. This is an important
time to reflect on accomplishments and to move toward a more independent, program
of studies.

College Applications

The college application process begins in the 12th and 12+ years. Students are guided
and supported through the process and encouraged to make informed decisions about
their choice of schools and their financial commitments. The PBGR class provides time
and instruction to navigate this process and to give RINI students every opportunity for
success. Articulation agreements with some RI colleges and universities ensure


seamless transition of college credits and a defined path toward a BSN or other
healthcare provider degree. For out of state institutions and other areas of study, the
student is responsible for ensuring appropriate acceptance of transfer credits and plan
of study.

Students apply to post-secondary institutions as freshmen. The accrued credits from
college while at RINI are general education requirements and/or program-specific
requirements at the accepting colleges/universities. Completion of these prerequisites
in essence, decreases the financial investment and the time to completion of the degree
program. RINI submits high school transcripts and other required information to the
colleges/universities upon student requests to the Guidance Department. High school
transcripts include college courses and high school credits earned. College credits are
indicated on transcripts from individual institutions where the courses were taken.
Obtaining and submitting college transcripts is the responsibility of the student. The
guidance counselors are available to assist students and families through this entire
process.

Senior Project and Portfolio

12 Plus Project Mission Statement

The mission of Rhode Island Nurses Institute Middle College is to empower all 12 Plus
students during their last year at RINI. A component of this last year is the 12 Plus
project, in which they identify an area in the healthcare/medical field that interests
them and embark on a project focused on their selected topic. By completing a
successful 12 Plus Project, students will demonstrate a mastery of proficient content
knowledge, while applying and connecting this knowledge outside the classroom.

What is the 12 Plus Project?

The 12 Plus project is a proficiency based graduation requirement mandated by the
Rhode Island Department of Education. The 12 Plus Project allows students to engage in
a personalized learning experience utilizing interdisciplinary skills and knowledge while
investigating an area of personal interest in the healthcare or medical field. This project
offers a broad range of opportunities in order for all students to reach high standards,
and apply their knowledge/skills in real world situations. The 12 Plus Project enables
students to demonstrate proficiency through a comprehensive exhibition, which creates
a meaningful demonstration of the skills they have gained during their years at Rhode
Island Nurses Institute Middle College.

The 12 Plus Project Consists of Four Parts:


1. Research Paper - Students write a 1500-2000 word thesis driven research paper on
the student's selected topic of interest. This interest chosen by the student has to
have some relation to the healthcare or medical field. For example, the topic could
be the best way to treat a disease, or how to solve the nursing shortage. It should be
a specific topic that must be ethical, safe, and moral. The topic must include a clear
"learning stretch" that emphasizes the depth of knowledge and includes analysis,
interpretation, and evaluation. The Proficiency Based Graduation Requirement
Committee and parent (s) or guardian (s) must approve project topics.

2. Product - Students use knowledge acquired during the research phase to create a
product. The product can be a visual product presented during the oral presentation.
It can also be a physical product, theory, idea, or demonstration. To correlate this
aspect of the project students will complete fieldwork journals.

3. Portfolio - Students will complete a variety of assignments for their portfolio, which
will showcase the connection between the research paper and the product. This
portfolio will document the learning stretch and provide all evidence of required
components of this process.

4. Presentation - Students will present a culminating oral presentation, which will be 8
to 10 minutes. Their research and product will be presented to a panel of judges
comprised of school and community members. Students will also respond to
questions from the panel of judges and receive feedback on their presentation.


Course Offerings

English

01001 English 9 (1 cr)

This introductory RINI English Language Arts course is a full year, skill building course
that uses students prior knowledge of grammar, vocabulary, word usage, and the
mechanics of writing and provides a foundation for other courses within and in addition
to this discipline. The four aspects of language use: reading, writing, speaking, and
listening are addressed. This course introduces and defines various genres of literature,
with writing exercises often linked to reading selections and focused on nursing and
healthcare topics.

01002 English 10 (1 cr)

Students will encounter works of fiction and non-fiction through a variety of genre and
media in
order to develop an understanding of the way authors use theme, structure, and
figurative language to convey ideas and meaning. Specifically, lessons will be oriented
around topics in nursing and healthcare. In this regard, readings will inform the nursing
practice and profession. Within the context of creative and analytic systems, students
will examine and refine their own beliefs and biases towards the topics addressed in
class. Emphasis will be placed upon critical thinking aptitude, literary analysis, writing
skills, design, and creativity.

01003 English 11 (1 cr) American Literature - Exploring Topics in Healthcare

This course explores the effect societal and environmental factors have on a persons
mental, emotional, and physical wellbeing as well as common, although sometimes
controversial, topics in the healthcare industry related to patients and their care. In
nursing (and other healthcare professions), it is not only important to understand why
patients seek medical help, but also what circumstances brought them to their situation
in the first place, and why they often continue to come back. Students will explore how
illness is and has been perceived and treated by both society and healthcare profession
throughout U.S. history. This course will offer a wide range of works, drawn from print
and media, which address this important aspect of nursing. Students will read fiction
and articles, watch films related to the topic as well as scientific, medical and non-
fictional texts, which provide supporting facts and create opportunities for thoughtful
reflection and discussion. The use of non-fiction texts including narratives, memoirs,
documentaries, and articles will support this work. Students will continue to develop
writing skills, emphasizing clear, logical writing patterns, word choice, and usage, as
students write essays and begin to learn the techniques of writing research papers.


01103 Composition URI Writing 104 (1 cr RINI, 3 college credits)

This course, taken at RINI for college credit at URI, is intended to prepare students for
the college writing experience and to develop their capacity for and understanding of
writing and research. In this class, students will experiment with different genres,
conduct research, learn about composition and sentence structure, and write
independently as well as collaboratively. Students will also have the opportunity to
reflect on their work at various points and after every revised project. An important
aspect of this course is the Essay Workshop. Before submitting a completed essay on
the due date, the best working draft, may be submitted anonymously, and shared with
peers in a whole-class workshop model. Although this process might, at first, seem
intimidating, students will benefit from the insight and suggestions of classmates and
have the opportunity to revise their essay before final submission. A unique feature of
this course is that any and all essays may be revised and submitted to earn a higher
grade up until the course is completed. Revised work must be accompanied by the
earlier, graded submission as well as all previous drafts in order to be accepted for re-
grading.
The culminating assignment of this course is a best works portfolio. Students will select,
revise, and reflect upon elements of writing by showcasing progress through graded
assignments, with the purpose of explaining and showing how the five learning
outcomes for General Education Writing and Rhetoric courses at URI were achieved.

01065 Literature of a Theme (1 cr)

Students will encounter works of fiction and non-fiction through a variety of genre and
media in
order to develop an understanding of the way authors use theme, structure, and
figurative language to convey ideas and meaning. Themed work involves nursing and
healthcare topics. Throughout the course, students will be asked to analyze and
perhaps challenge traditional notions of what it means to be human as well as what it
means to be a part of society while simultaneously examining, mining and reforming
their own beliefs about and understanding of the topic. Emphasis will be placed upon
critical thinking aptitude, literary analysis, writing skills and oral presentation proficiency.

01155 Oral Communications CCRI SPCH 1100 (1 cr RINI, 3 college credits)

Oral Communication 1 (3 Credits). This one-semester basic course in speech is designed
to develop each students ability to communicate effectively in his or her academic,
business and social life. The major emphasis is on the preparation and delivery of formal
speeches, but many areas of the communication process are explored. Lecture: 3 hours

01105 College Reading and Writing (1 cr)


College Writing focuses on engaging students as writers while concentrating on

nonfiction material and nonfiction writing needed to successfully prepare them for
college. In College Writing, students write consistently, receive feedback on their writing
and give feedback to others, are introduced to academic writing conventions (including
using the library, integrating sources, and using a citation system), engage with
challenging scientific readings, and begin putting others ideas in conversation with their
own. Because writing in the 21st century means composing in a wide variety of print-
based and digital environments, the curriculum encourages students and instructors to
work in online environments as is appropriate. Nursing and healthcare topics are the
focus of this coursework.

Mathematics

02052 Algebra I (1 cr)

The objective of this course is to build upon, process, and apply fundamental skills of
mathematics as aligned to the Rhode Island Mathematics Common Core Standards. All
students will make connections between algebraic relationships through investigation,
discovery, and technology. Content covered will include, but not be limited to: real
numbers; solving problems using expressions, equations, inequalities, ratios and
proportions; linear functions and function notation; solving systems of equations and
inequalities; rational functions; radical functions; operations with exponents; and
graphing. Algebra skills are required for success in future math, science, computer,
economics, or business courses. In addition, Algebra problems are a large portion of the
tests (SAT and ACT), which are required before being admitted into a college. This class
will help prepare students for entrance into college classes as well as for the workforce
in the future. Direct and explicit connections are made to nursing and healthcare topics
as applicable.

02072 Geometry (1 cr)

The objective of this course is to build upon, process, and apply fundamental skills of
mathematics as aligned to the Rhode Island Mathematics Common Core Standards. This
course includes an in depth analysis of plane, solid, and coordinate geometry as they
relate to both abstract mathematical concepts as well as real world problem situations.
Topics include logic and proof, parallel and perpendicular lines; polygons and
quadrilaterals, surface area and volume analysis, similarity and congruence, right
triangles and trigonometry. Emphasis will be placed on developing critical thinking skills
as they relate to logical reasoning and argument. Students will be required to use
different technological tools and manipulatives to discover and explain many of the
mathematical concepts.

02994 Algebra Proficiency (1 cr)


This course is designed to support and remediate introductory high school mathematics
concepts. Students will have additional time to master concepts presented in their
Algebra I class, while gaining proficiency with skills that are necessary for foundational
understanding. This initiative is to support students who have mathematics deficits and
to strengthen their base of knowledge so that they have a greater degree of
understanding and success in higher-level courses.

02994a Geometry Proficiency (1 cr)

This course is designed to support and remediate introductory high school mathematics
concepts. Students will have additional time to master concepts presented in their
Geometry class, while gaining proficiency with skills that are necessary for foundational
understanding. This initiative is to support students who have mathematics deficits and
to strengthen their base of knowledge so that they have a greater degree of
understanding and success in higher-level courses.

02056 Algebra II (1 cr)

The goal of Algebra 2 is to build upon the concepts taught in Algebra 1 and Geometry
while adding new concepts to the students' repertoire of mathematics. In Algebra 1,
students studied the concept functions in various forms such as linear, quadratic,
polynomial, and exponential. In Algebra 2, students continue the study of exponential
and logarithmic functions and further enlarge their catalog of function families. Students
will also extend their knowledge of probability as well as univariate statistical
applications.

02110 Pre-Calculus (1 cr)

This course combines the trigonometric, geometric, and algebraic techniques needed to
prepare students for the study of calculus. This course will strengthen students
conceptual understanding of problems and the mathematical reasoning needed to solve
the problems. Topics include and are not limited to: exponential and logarithmic
functions, the unit circle, radian measure, trigonometric functions (definitions, graphs,
and inverses), right triangle trigonometry, trigonometric identities, trigonometric
equations, proving identities, learn and apply the law of sines and cosines, triangle
applications, extended work with complex numbers, detailed study of functions and
models, and perform operations with vectors.

02149 Analytical Math (1 cr)

This course is designed to be an introductory Calculus course, and to prepare students
for the more advanced topics presented in a full year course of Calculus. Students will
begin to understand and apply the basic Calculus concepts, namely limits and
differentiation. This course also reviews, at a deeper level of understanding: piecewise


functions, exponential functions, inverse functions, and their graphs, as well as

logarithm and exponent rules, domain and range. Additional topics include sets (union,
intersection, Venn diagrams), interval notation, vectors, conic sections, and sequences
and series.

02201 Probability and Statistics (1 cr)
This course covers elementary concepts in sampling, polls, surveys, and random samples.
Also included are foundations of statistical inference; estimation, and comparison
prediction. Statistics for the consumer, quality of data, credibility of statistical evidence,
and environmental measurements and experiments are also presented in this course.
Direct connections are made to the application of statistics in nursing and healthcare
areas.

02121 Calculus (1 cr)

Calculus is a transition course to upper-division mathematics. Students will extend their
experience with functions as they study the fundamental concepts of calculus. This
course will strengthen students conceptual understanding of problems and the
mathematical reasoning needed to solve the problems. This class will cover such topics
as, but not limited to: limits, continuity, derivatives and their applications, definite and
indefinite integrals, infinite sequences and series, plane curves, polar coordinates, and
basic differential equations.

02201 Probability and Statistics - URI STATS 220 Statistics In Modern Society
(1 cr RINI, 3 college credits)

Statistics In Modern Society covers elementary concepts in sampling, polls, surveys, and
random samples. Also included are foundations of statistical inference; estimation, and
comparison prediction. Statistics for the consumer, quality of data, credibility of
statistical evidence, and environmental measurements and experiments are also
presented in this course. Lecture: 2 hours, Recitation: 1 hour.

Science

03051 Biology (1 cr)

Biology is inquiry-based laboratory science course that forms the foundation of the
science program at RINIMC. The curriculum is aligned with the Next Generation Science
Standards (NGSS) and based on key concepts that help students make sense of life
science. Scientific practices, are presented as students experience in an authentic way,
what scientists do. Cross-cutting concepts in science are embedded as the Disciplinary
Core Ideas are presented. The core ideas for life science are From Molecules to
Organisms: Structures and Processes, Ecosystems: Interactions, Energy, and Dynamics,
Inheritance and Variation of Traits, and Biological Evolution: Unity and Diversity.


Common Core Standards are also addressed and reading, writing and mathematics skills
developed and reinforced. In alignment with the schools mission and focus on nursing,
basic biology concepts are fundamental to the knowledge required in a nursing practice
and for an understanding of human health and disease.

03101 Chemistry (1 cr)

This course is a student-centric, inquiry-based laboratory science course, intended for
inspiring and helping students develop love for wisdom, creativity, and innovation. The
curriculum integrates Next Generation Science Standards in a format that is engineered
around the vision of continuous concept overlap. This approach allows students to
understand the continuous chemistry in our bodies and develop the ability to link it to
the everyday reactions that occur in our environment. It is essential that a nursing
student develop comprehension of the connection between the physiological chemistry
that takes place in our bodies and the environment, as this is critical in
understanding human health and disease. The inclusion of disciplinary practices, cross-
cutting concepts along with core ideas in science provides students with an authentic
experience of science and its importance in explaining and understanding the world and
finding solutions to the needs and wants of humans. Common Core Mathematics and
English/Language Arts Standards are also reinforced as students skills are developed.

03053 Anatomy and Physiology (1 cr)

This course introduces the concepts and principles of Human Anatomy and Human
Physiology and is a foundational class intended to prepare students for the rigors of the
college level anatomy and college level physiology courses. The course covers
anatomical terminology, basic biochemistry, cells and tissues and the systems of the
body. In addition, common human disease processes are introduced in an effort to
explain their origin and their effect on the body. The course aligns with NGSS standards
and is inclusive of the disciplinary practices and cross-cutting concepts in science. In
addition, CCSS standards in Mathematics and English/Language Arts are reinforced as
students process the information and demonstrate knowledge.

03053 URI BIO 121 Human Anatomy (1 cr RINI, 4 college credits)

Human Anatomy explores elementary anatomy of the organ systems, studies
with the aid of charts, models, and pre-dissected specimens. Lecture: 3 hours, Lab: 3
hours)

03102 General Chemistry URI CHM 103 (1 cr RINI, 3 college credits)


Introductory Chemistry Lecture is a one-semester general chemistry course is designed

for students whose curriculums require the one-semester organic chemistry course,
CHM 124.
Lecture: 3.

Social Studies

Modern World History (1 cr)

This course provides an overview of the history of human society in the past few
centuriesfrom the Renaissance period, or later, to the contemporary period
exploring political, economic, social, religious, military, scientific, and cultural
developments. Using the thematic approach and the nursing and healthcare integrated
curriculum, the course makes natural connections in every area of world history.

04101 US History Comprehensive (1 cr) US History/Civics

US History/Civics surveys American history from the exploration of Americas through
the present by focusing on important themes. Each theme will start at a case study
and from there students will weave the theme through a series of writings, speeches,
wars, revolutions, conflicts, and other events until they reach the present day. This style
of class is designed to give both connection and repetition. Because each theme spans
the entirety of American history, students will make the journey through our American
past many times, reinforcing their understanding of American history along the way.
Included is an exploration of the foundations of American civics as well as the history of
nursing and public health in America. Students will be expected to think critically, ask
detailed questions, make informed decisions, debate difficult topics, and research
specific interests. In short, students will learn how to be effective citizens. Without
these skills, students will struggle to participate in a democratic system. When students
complete this course, they will be 21st century learners, understand how to interpret
past events, and strive to be global citizens. Three major projects will assess these three
attributes.

04258 Sociology (1 cr)

Sociology is the systematic study of human society and social behavior within groups
and through social challenges. A nurse or healthcare professional must be familiar with
the complexities of the human condition, as a means to best serve their patients, and
understand the professional groups in which they will work. This course is an
introduction to sociological perspectives on society. The major course objective is to
learn how to "think sociologically" about our lives and the world around us. This means
cultivating in ourselves a "sociological imagination" by way of investigating what culture,
ethnicity, and race are, how social structures work, how certain ways of thinking and
acting become "normal," how institutions shape our lives, and how social change


happens. Many of the course topics will be examined through the specific sociological
perspective of RINIs mission-driven themes, focusing on nursing, healthcare, and
medicine.

04254 Psychology (1 cr)

Psychology is the study of behavior and mental processes. By understanding psychology,
students will gain a deeper understanding of themselves and others. A nurse or
healthcare professional must be familiar with the complexities of the human condition,
as a means to best serve their patients. Psychologists study people - how they think,
how they see themselves, and why they behave the way they do. Psychologists want to
know how people learn and remember information. Psychologists are also interested in
why things go wrong with peoples minds. The consider and study why some individuals
lose touch with reality completely and try to develop ways to relieve problems like
these. A nurse or healthcare professional must be familiar with the complexities of the
human condition, as a means to best serve their patients. Additionally, this introduction
to the study of psychology will help prepare our students for the foundational
psychology courses required for most collegiate nursing programs.

04201 Introduction to Nursing Economics (1 cr)

The goal of this course is to introduce students to the major themes of economics as
they apply to the nursing profession. As future nurses, RINI students must understand
the economic characteristics associated with healthcare and society. Students will
examine basic economic concepts, such as, financial literacy, supply and demand, health
care systems and institutions, and opportunity cost. Additionally, the course will
strengthen students analytical abilities by studying human behavior, social problems,
the role of government, and healthcare policies.

04254 General Psychology URI PSY 113 (1cr)

General Psychology (3 crs.) This course is an introductory survey course of the major
facts and principles of human behavior. It is a prerequisite for students interested in
professional work in psychology or academic fields in which an extended knowledge of
psychology is basic. Lecture: 2 hours, Recitation: 1 hour.

04255 Developmental Psychology URI PSY 232 (1cr)

Developmental Psychology (3 crs.) This course offers a comprehensive understanding of
human development and growth from birth to senescence. (Prerequisite: PSY 113)
Lecture: 3 hours.

Foreign Language


06101 Spanish I (1 cr)

This course introduces the student to the language and culture of the Hispanic World. It
provides the student with basic working information of the language (listening, speaking,
reading, and writing) in order to interact and communicate with others while gaining a
greater understanding of and respect for the cultural perspectives, and products of
different cultures. Upon completion of this course students will be able to comprehend
simple questions and sentences, communicate minimally with learned material, handle
simple, elementary needs, write coherently in Spanish producing learned words and
phrases, and demonstrate an understanding of the concept of culture through
comparisons of different cultures. Cultural competencies are important and connected
with nursing and healthcare career expectations and successes.

06102 Spanish II (1 cr)

This course continues the basic elements of the language and the understanding of the
Hispanic World and Culture. It provides the student with the basic working information
of the language (listening, speaking, reading, and writing) In order to interact and
communicate with others, while gaining a greater understanding of and respect for the
cultural perspective, practices, and products of different cultures. Upon completion of
this course, students will be able to give and follow directions in order to participate in
class activities, comprehend simple questions, employ vocabulary in listening, reading
and writing, give and follow directions, share likes and dislikes on a variety of topics,
follow simple information and messages related to daily classroom activity, show
knowledge of customs of Spanish-speaking countries, and identify and recognize
products and symbols of the Spanish-speaking world such as art, music, poetry and
literature.

06103 Spanish III (1 cr)

Level three Spanish is designed to further develop and strengthen Spanish language
skills at a proficient level. The course begins with a review of grammar concepts from
levels one and two and builds to add new tenses to the students knowledge base. This
course will provide the opportunity to improve reading, writing and comprehension
skills by utilizing advanced reading resources and developing compositions and
dialogues. In addition, there will be an emphasis on speaking and accurately
pronouncing the target language on a daily basis. At course completion, students will be
able to comprehend written and oral directions, advanced reading selections and
dialogues that use varied vocabulary and grammatical structures. In addition, students
will engage in advanced conversations utilizing new and previous vocabulary within
proper grammatical structure. Moreover, as their knowledge base expands, students
will be able to foster an appreciation for similarities and differences between the
Spanish culture and their own.


06104 Spanish IV (1 cr)

The Spanish IV course is equivalent to a second-year college course. The objective of
this course is to improve proficiency in speaking, listening, reading, and writing through
the use of authentic materials, theme-based units and advanced grammar. Students
are further exposed to the culture and current events of the Spanish-speaking countries
through challenging articles, works of literature, and authentic audio and video
recordings. Along with the study and discussion of themes and grammar, students will
also explore the nuances of the Spanish language, including frequent mistakes and
commonly confused words, transitional phrases, idiomatic expressions and interjections.

Spanish CCRI SP 1030 (1 cr RINI, 3 college credits)

Elementary Spanish I is intended for students with previous experience in the language
and/or by placement testing, this course covers elements of the language including:
conversation, pronunciation, reading, writing and grammar. Aspects of Spanish and
Hispanic-American cultures also are included. Note: Course content is the same as
SPAN 1010 with two fewer classroom hours per week. (Prerequisite: Prior preparation
or permission of instructor) Lecture: 3 hours.

Spanish CCRI SP 2010 (1 cr RINI, 3 college credits)

Intermediate Spanish I is intended for students to help develop skills in reading and
discussing texts related to Spanish and Hispanic-American culture and literature. Course
work is supplemented by further work in grammar, conversation and composition.
(Prerequisite: SPAN 1020 or 1040 or the equivalent) Lecture: 3 hours

06161 Portuguese I (1 cr)

This course is designed to introduce students to Portuguese language and culture. It
emphasizes basic grammar and syntax, simple vocabulary, and the spoken accent so
that students can read, write, speak, and understand the language at a basic level within
predictable areas of need, using customary courtesies and conventions. Portuguese
culture is introduced through the art, literature, customs, and history of the Portuguese-
speaking people. Cultural competencies are important and connected with nursing and
healthcare career expectations and successes.

06161 Portuguese II (1 cr)

Portuguese II courses build upon skills developed in Portuguese I, extending students
ability to understand and express themselves in Portuguese and increasing their
vocabulary. Typically, students learn how to engage in discourse for informative or
social purposes, write expressions or passages that show understanding of sentence


construction and the rules of grammar, and comprehend the language when spoken
slowly. Students usually explore the customs, history, and art forms of Portuguese-
speaking people to deepen their understanding of the culture(s).

Nursing

08053 Introduction to Health and Nutrition (1 cr)

The foundational nursing course at RINI is a community health course that covers not
only personal health topics (nutrition, stress management, substance abuse prevention,
disease prevention, first aid, and so on), but also more general health issues. These
additional topics may include (among others) available community resources,
fundamentals of the nations health care system, contemporary world health issues, and
career options within the health field. Students in this course have the opportunity to
earn First Aid workforce certifications.

14002 Introduction to Health Careers (1 cr)

This course provides students with an orientation to the health care industry and helps
refine their health care-related knowledge and skills. Topics covered usually include (but
are not limited to) an overview of health care delivery; patient care, including
assessment of vital signs, body mechanics, and diet; anatomy and physiology;
identification and use of medical equipment and supplies; medical terminology; hygiene
and disease prevention; CPR procedures and certification eligibility; laboratory
procedures; and ethical and legal responsibilities.

14002 Introduction to Health Careers - RWU SHS.101 Foundations of Social & Health
Services
(1cr RINI, 3 college credits)

Health Care OccupationsComprehensive courses provide students with an orientation
to the health care industry and help refine their health care-related knowledge and skills.
Topics covered usually include (but are not limited to) an overview of health care
delivery; patient care, including assessment of vital signs, body mechanics, and diet;
anatomy and physiology; identification and use of medical equipment and supplies;
medical terminology; hygiene and disease prevention; CPR procedures and certification
eligibility; laboratory procedures; and ethical and legal responsibilities. Students in this
course are expected to demonstrate a high level of competency with course material
and must earn a specific cumulative grade in order to be eligible for college credit from
Roger Williams University.

14051 Certified Nurse Assistant (1 cr)


The CNA course provides students with the opportunity to earn a state license that
enables them to secure entry-level employment as a certified nurse assistant in the
health care or nursing industry. The primary goal of this course is to provide students
with the foundational knowledge and hands-on skills necessary to offer high-quality care
to patients in a healthcare facility and/or home health care situation. Students divide
time between classroom instruction, laboratory simulations and practice, and individual
and group study sessions. Students who work as CNAs have work experience, authentic
knowledge of the healthcare field, and an appreciation for the patient condition.

14053 Home and Community Health Care (1 cr)

This course is a subsequent course to the CNA course. The focus is on broadening the
perspective of the healthcare provider to investigate the social determinants of health
and how the community can be effected both positively and negatively by specific
factors. Students are taught how to care for individuals within their homes and/or in
other non-acute, residential type settings. Course content relates health care practices
and procedures to the home environment, and typically includes patient care, comfort,
and safety; anatomy and physiology; the prevention of disease and infection; nutrition
and meal preparation; human relations; and first aid and CPR. Specific concentration is
on the geriatric population. Topics covered may also include therapy strategies,
household management, and employability.

14299 RWU HCA 105 Introduction to Public Health (1 cr RINI, 3 college credits)

Introduces students who are currently practicing in health care fields to an overview of
public health on a state and national level. Students will learn about the public health
system, including infectious disease, chronic disease, occupational health, injury control,
maternal and child health, regulation, behavioral health issues, surveillance, quality
assurance, and policy.

14155 Nursing Immersion Mini Session - Grade 12 (1.25 cr)

Healthcare Economics
The goal of this course is to introduce students to the major themes of
economics as they apply to the healthcare profession. As future nurses, RINI
students must understand the economic characteristics that make health care
unique. Students will examine basic economic concepts, such as, supply and
demand, production of good health care, health care systems and institutions,
and opportunity cost, as they apply to healthcare. Additionally, the course will
strengthen students analytical abilities by studying human behavior, social
problems, the role of government in health matters, and health care policies,
including the Affordable Care Act.


Chronic Disease
This course addresses chronic disease in humans as it affects physical and
emotional health. The study of the causes of disease as well as the treatment
options available are important as healthcare and nursing students come to
appreciate the human body and importance of education and prevention of
disease.

Culture and Ethics - Ethical and Cultural Competence in Nursing
Ethical and Cultural Competence in Nursing is a course designed to introduce to
student the rich complexities of central relationship in professional life and
patient-physician relationship. It also illustrates the ways in which culture,
ethnicity, race, faith and spirituality, socioeconomic status, sexual orientation
and other dimensions of individual and collective identity shape the moral
beliefs and communities of patients and well as of nurses and other health care
professionals. This course supports the idea of caring for the whole person with
dignity, commitment and appreciation for and respect for each individual.

Research Seminar
This course is designed to assist students in learning about the scientific research
process. Students will evaluate reference sources, read and decipher scientific
articles, and summarize findings. This course is an essential part of the
preparation for higher level science and healthcare coursework.

Healthcare Fieldwork
Students in this course are working independently on senior projects and are
involved in fieldwork that supports their research. In addition, internship
opportunities also provide a authentic learning of healthcare operations.
Students are required to keep journals of their work and embed it into their final
projects and portfolios.

01155 Contemporary Issues in Nursing 1 cr)

Contemporary Issues is a course where students can work on their reading, writing, and
presentation skills while become more informed about the world around them. The
class will address the question, what does it mean to be a responsible citizen in our
modern society? Students will examine social media and its growing influence as an
informational outlet. The course focuses on current events in the past and compares
them to today. It explores issues in health care on a global, national, and state level.
The class will complete with a proposal on how to solve a problem in Rhode Island.
Throughout the class there will be debates, news story creations assignments, grammar
exercises, source analyses, papers, and presentations.



14998 Nursing/Healthcare Internship (credits vary with time in placement)

The internship and workplace experience is an essential and important component of
the RINI curriculum. It provides students with work experience and expands their
knowledge and skills in the health care industry. Goals are set cooperatively by the
student, teacher, and healthcare partner. Students participate in supervision and
journal writing exercises that often lead to further study of the field or discussion
regarding experiences that students encounter in the workplace.

14997 Nursing/Healthcare Mentorship (credits vary with time on task)

This experience is conducted with healthcare industry professionals as mentors and it
enables students to explore health-related topics and specific career paths of their
interest. Mentorship opportunities and experiences are proven to increase students
successes in many aspects of their high school journey and beyond.

05151Art and Health (1 cr)

This course will work to bridge the fields of art and health and help the student to
develop observational and communication skills that can be applied to their chosen
profession in the health care field. It also looks at how we perceive art and the world as
individuals and how our perceptions are effected by our past experiences and our
emotional state. Furthermore, in developing observational, discussion and critical
thinking skills this course will help students to become better practitioners and to better
care for future patients. Art Therapy is defined as a mental health profession, in which
clients, facilitated by the Art Therapist, use art media, the creative process, and the
resulting artwork to explore their feelings, reconcile emotional conflicts, foster self-
awareness,
manage behavior and addictions, develop social skills, improve reality orientation,
reduce anxiety, and increase self-esteem. In this class you will also learn about various
types of art therapy as well as undergo the process of those therapies.

22106 Nursing and Healthcare Research - PBGR Seminar (1 cr)

The PBGR course is a research based English class that focuses on college and career
readiness. The goal of this class is to prepare students for the next steps after RINI.
Students will complete assignments such as their college essay and resume, create a
LinkedIn profile, and work on improving writing and grammar skills. One main
component of this class is the 12 Plus Research Project. This project is a year-long,
research based project that is a final graduation requirement upon completion of all
core coursework. This project focuses on using the steps of the Nursing Process to solve
a problem in the healthcare field. Students select a topic in healthcare, which they will


continue to explore during the year in various ways. Some of the major components
include a research paper, a product (a hands on component), and a final oral
presentation in front of a panel of judges from the school and the community.



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Educating Tomorrows Nurses Today

Rhode Island Nurses Institute Middle College Charter High School

Chief Executive Officers Message

Dear Families and Students,

Pamela L. McCue, RN, MS

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle

Grade Point Average, GPA

Standards and Practices for

Student Support Services

Guiding Practices of Student Support

Senior Project and Portfolio

Professional Nursing and Conduct

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

RINIs educational program is founded on the mission, vision, and Middle

RINI Mission and Vision

Rhode Island Nurses Institute Middle College Charter High School

Framework for 21st Century Learning

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

v Use information technology appropriately to locate, evaluate and apply research

Rhode Island Nurses Institute Middle College Charter High School

RINI students are required to master a rigorous college preparatory academic

Rhode Island Nurses Institute Middle College Charter High School

RINI Graduation Requirements

Rhode Island Nurses Institute Middle College Charter High School

Guiding Principles and Practices of Acceptance and Promotion

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

Additional Grading Assignments

Withdrawn from college class

If excused absence precludes course

Credit earned in Summer

Failing grade redacted

Grade transferred from sending high

Grade Point Average (GPA)

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

Guiding Principles and Practices for Assessment

Standards and Practices for Instruction

Student Support Services

Rhode Island Nurses Institute Middle College Charter High School

Accommodations and modifications are implemented to ensure academic success and

Rhode Island Nurses Institute Middle College Charter High School

specialists in the identification of needs, crisis intervention, appropriation of resources,

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

College courses are graded in accordance with college and professor

Rhode Island Nurses Institute Middle College Charter High School

Courses Currently Offered:

Rhode Island Nurses Institute Middle College Charter High School

Professional Nurse Academic and Conduct Committee (PNACC).

Rhode Island Nurses Institute Middle College Charter High School

Senior Project and Portfolio

12 Plus Project Mission Statement

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

Rhode Island Nurses Institute Middle College Charter High School

01103 Composition URI Writing 104 (1 cr RINI, 3 college credits)