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Rhode Island Nurses Institute

Middle College
Charter High School
Educating Tomorrows Nurses Today

PROGRAM OF STUDIES
2014-2015
4
5
Page

Page

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.
A
The academic program is rigorous but delivered in a small supportive and nurturing atmosphere. Our
curriculum focuses on high level sciences (Biology, Anatomy, Physiology, Chemistry), math
(including Biostatistics), and threads topics related to nursing, health care, and environmental health
throughout all the other subjects taught. We also offer our students out-of-class learning
opportunities, lectures and master classes by visiting professionals, field studies in hospitals and
nursing homes, practical internships, one-on-one mentoring, and industry networking opportunities.
In hac habitasse platea dictumst.
Students can obtain workforce certifications and licenses such as a certified nursing assistant
license. The most innovative part of this new model is the senior "year", which is actually two years
long. The extra time allows students to take freshman college courses at URI and CCRI, including the
prerequisites for all college nursing students -- at no cost to families. When they graduate, students
have not only a high school diploma, but also college credits toward a bachelor's degree in nursing or
other health care related profession.
The middle
college
concept combines aspects of the high school and college experiences and is a
A. Proin
tristique.
bridge preparing students for higher education to fill a real need in the workforce. Students are more
B
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 (item
unique
and $000.00
offers opportunities found nowhere else. If
# XXXX)
college is your dream and health care is an interest, we are the school for you.
Sincerely,
(item # XXXX)

$000.00

C. Praesent ante.
Pamela
L. McCue,
MS vitae, blandit eget, sodales sed, ligula.
Nullam
arcu arcu,RN,
hendrerit
ChiefSed
Executive
Officer
eu dui. Sed ut turpis eu est blandit congue.
2

Rhode Island Nurses Institute Middle College Charter High School

PROGRAM OF STUDIES 2014-2015

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
Grade Point Average, GPA Conversions for Numerical Grades
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
Humanities
College and Career Readiness
Course of Studies

Rhode Island Nurses Institute Middle College Charter High School

150 Washington Street
Providence, RI 02903
401-680-4900
www.rinimc.org
DIRECTORY
School Leadership
Pamela L. McCue, RN, MS, Chief Executive Officer
Patricia E. LaSalle, B.S., Executive Assistant
Keith Oliveira, B.A., Chief Operating Officer, Director of Admissions
Michael J. Abney, CPA, Chief Financial and Human Resource Officer
Brian D, Butler, B.A., M.Ed., Chief Academic Officer/Assistant Superintendent
Faculty Leaders
Colleen Hitchings BS, M.Ed, Curriculum Coordinator, Science Department Instructional Coach

chitchings@rinimc.org
Michael Clancy, BS, MS, PhD, College Transition Coordinator, Professor

mclancy@rinimc.org
Joshua Karten, BA, MA, M.Ed, Social Studies Department Instructional Coach, Technology Coordinator

jkarten@rinimc.org
Lisa Carpentier, BA, MAT, English Department Instructional Coach

lcarpentier@rinimc.org
Erica De Coste, BS, MS, Mathematics Department Instructional Coach

edecoste@rinimc.org
Loureana Soares BS, BA, Foreign Language Instructional Coach

lsoares@rinimc.org
Director Special Services
Maureen Decrescenzo, M.Ed, Director of Special Education
mdecrescenzo@rinimc.org
Director of Guidance Department
Yadira Garcia-Lopes, MA, Director of Guidance

ygarcialopes@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 21 st Century Skills is embedded in instruction and
practices.

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
systemsstandards, 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

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
Demonstrate English language fluency
Utilize current communication technology
Organize and present ideas effectively orally
and in writing
2. Critical Thinking
Identify, analyze and understand complex ideas
Use information technology appropriately to
locate, evaluate and apply research data
Draw inference from facts
Evaluate and present well-reasoned arguments

3. Quantitative and Scientific Reasoning

Demonstrate an understanding of
mathematical and scientific principles
Apply these principles to the solution of
problems in academic work and everyday
life
Interpret numeric information presented in
graph form
Apply scientific methods to the inquiry process
4. Social Interaction
Evaluate ethical dimensions of decisions
Use teamwork to accomplish tasks in groups
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 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 Graduation Requirements

4 College Prep Mathematics credits (Algebra I, Geometry,
Algebra II, Pre-Calculus)
4 English/Language Arts credits
4 Laboratory Science credits
3 Social Science credits
6 Credits in Arts, Technology and Health (Physical Education
exempt)
Attain a score of 2 (partially proficient) or higher on Math, Reading
and Writing state assessments
Senior Project and Presentation

Guiding Principles and Practices of Acceptance and Promotion

The Rhode Island Nurses Institute Middle College is a public charter school of choice that accepts students on
a lottery basis following state directives. RINI serves students in grades 10-12+. In order to be fully promoted
to the next grade on academic merit, a student must pass all of their courses. Failure in more than 2 courses
during a semester will not permit promotion to the next grade level. To advance 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 sessions are available for students who have failed courses during the academic year. Students who
have failed no more than 2 core classes will be offered the opportunity to complete additional academic studies
to recover credits lost. Credit recovery is dependent on academic achievement and meeting content standards
and objectives, appropriate professional behavior, and attendance at all required additional sessions.
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, at semesters end, and at the conclusion of mini-sessions.
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 individual colleges.

Recognizing Student Achievement

Honors Night Students who earn all As and Bs are recognized at Honors Night, a formal ceremony for
students and their families, to acknowledge and reward academic achievement. Students who have earned
all As receive high honors. Students who have earned all As and Bs receive honors.

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.

10

Grading
Grading in education is the process of applying standardized measurements of 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.

RINI Grade Assignments

RINI Grade Percentages by Category

92.5-100
89.5-92.4
86.5-89.4
82.5-86.4
79.5-82.4
76.5 -79.4
72.5-76.4
69.5-72.4
0-69.4

Tests 30%
Quizzes 15%
Participation 15%
Homework 10%
Projects 15%
Final Exam 15%

A
AB+
B
BC+
C
CF

Additional Grading Assignments

May be used for special circumstances:
Grading
Symbol
I

WD
WD*

Indication

Criteria

Incomplete

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

Withdrawn from college class

Withdrawn from college class,
high school credit only earned
Pass

Fail

Unacceptable Achievement

Credit earned in Summer

School

Failing grade redacted

P**
D

Acceptable Achievement

Grade transferred from sending high school, RINI credit earned

11

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.

RINI GPA Conversions for Numerical Grades

Calculations
Numerical
Grade

Equivalent
Alpha Grade

Non-Weighted
Quality Points

Weighted Quality
Points for College
Classes

Weighted Quality Points for

4 Credit 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+

3.5

4.2

82.5-86.4

B-

3.5

3.7

79.5-82.4

B-

2.7

3.2

3.4

76.5-79.4

C+

2.5

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

12

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.

13

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.

14

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 21 st 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 this year, beginning with
the incoming 10th grade students and will continue to add each new incoming class. 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 support 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.

15

College Programming
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.

Criteria for enrollment:

Grade 12 is the first opportunity for students to experience a college course in a highly structured and
supported manner, as the URI Writing course is taught by a RINI faculty member on the high school
campus. All grade 12 students are enrolled in this course.
Grade 12+ offers multiple college courses. Placement is determined by the following criteria:
Students must have sufficient credits for high school graduation.
Students must have good attendance.
Students must have been successful in URI Writing 104.
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.
Eligible Grade 12+ students are required to have signed a contract between RINI and the student that
clearly states the expectations of each student during their 12+ year.
Grade 12+ students who are not eligible for college classes during first semester will be placed in
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 the fall semester, the placement criteria (stated above) will be used to revaluate each
students academic standing for placement in spring semester courses.

Schedules:

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 midsemester 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.

16

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 support 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.
Professional behavior - RINI students represent themselves, their families, and their school at all
times. Professional behaviors learned and expected at RINI are also expected at colleges. Students
who are found to exhibit any behavior problems at college will be removed from their classes and will
no longer be considered eligible for college credits. Students are expected to be mature, self-reliable
and independent learners. Lack of preparation for classes is irresponsible and does not contribute to
academic success.
Textbooks - textbooks are provided by RINI and are the property of RINI. Textbooks are expected to
be returned in the same condition as they were received. Failure to return textbooks will result in
disqualification from additional college classes and/or financial obligation to reimburse the cost of the
text.

17

Withdrawals:

College GPAs are greatly affected by low and failing grades and may prohibit admission into specific
college programs. It is highly recommended that RINI students avoid failing grades and grades of C
and D, so as not to limit their options and interfere with their future education paths.
Withdrawals may occur due to
o excused and unavoidable absences due to illness or emergency - removal of course from
transcripts may be considered, no penalty will be accrued
o unexcused absences - students will be removed from college classes
prior to mid-semester, students will be reassigned to high school classes. Gradebook
and transcript records will read WD.
o academic failure
prior to mid-semester, students will be reassigned to high school classes. Gradebook
and transcript records will read WD.
Students who continue with college classes but are in danger of failing may withdraw but
continue to attend. Gradebook and transcript records will also read WD however if
transition coordinator validates attendance and effort, RINI high school credit may be
awarded. WD** will indicate high school credit earned/college class dropped. This
provides incentive to students to continue to attend, but does not penalize the GPA. In
addition, it eliminates reassigning high school classes for these students.

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

18

College Transitions
The Middle College model includes an extensive support system for students to become college ready.
College and career counseling are a main focus of the program and thus are discussed often and by
everyone. Students who experience difficulty at any level are encouraged to utilize resources and seek
assistance from any adult within the school community. The successful RINI student will graduate with a
varying number of college credits, depending on his/her academic history and level of achievement.

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 12 th 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 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.

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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.

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Professional Nurse Academic and Conduct Committee

21

Course Offerings
English
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 essential questions that
address three distinctive aspects of the body: the shamed body, the damaged body and the
advocated body. In this regard, readings will inform the nursing practice and profession. Throughout
the course, students will be asked to analyze and relate to shame and illness in the context of
literature. 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
The first half of this course explores the effect societal and environmental factors have on a persons
mental, emotional, and physical wellbeing. The second half of this course explores 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.
During the first part of the course 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. During the second semester, students will
focus on non-fiction texts including narratives, memoirs, documentaries, and articles.
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.
22

01065 Literature of a Theme (.5 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. 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)
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 Writing (.25 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.

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.

23

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.

24

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.
02121 Calculus (1 cr / .5 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)
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. Lecture: 2 hours, Recitation: 1 hour.

Science
03051 Biology (1 cr)
Biology is offered in the 10th grade year as is a full-year 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.

25

03101 Chemistry (1 cr)

Chemistry is part of the grade 11 curricula. It 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.
03993 Science Skills (.25 cr)
This elective course is designed for students who need additional support with basic scientific
principles and disciplinary core ideas, in preparation for higher-level college science courses.
Content includes basic scientific numeracy skills and introductory material required for a deeper level
of scientific understanding.
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.

26

Social Studies
04102 Early US History (1 cr)
United States History I will survey the most relevant events associated with the founding and
development of the United States of America. This class will examine early exploration through the
Civil War. The focus will range from the social, economic, and religious motivations surrounding the
discovery and founding of this country, as well as, the political, social, and economic realities that
lead to the United States Civil War. We will also be investigating the development of the nursing
profession throughout United States History. This course will also examine American Government
and Civics. Students will learn about the rights and responsibilities of United States citizenship.
They explore the structure of the federal government, as outlined in the U.S. Constitution, and the
organization of state and local governments. They learn the basics of the American free enterprise
system and United States foreign policy. Civic understanding increases as students develop the
skills to make informed decisions, to resolve conflicts peacefully, to articulate and defend positions,
and to engage in the civic and political life of their communities. These concepts are also essential
for RINI Middle College students understanding of nursing leadership and the role that nurses play
within communities, society and the world.
04101 US History Comprehensive (1 cr) US History/Civics (Accelerated)
US History/Civics (Accelerated) will rapidly survey 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. The first unit will cover in depth the foundations of
American civics. The second unit will cover 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 (.5 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.

27

04254 Psychology (.5 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. They 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.
04255 Topics in Psychology (.25 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.
Topics in Psychology examines particular topic in psychology, such as human growth and
development or personality, rather than provide a more comprehensive overview of the field. The
goal of this course is to expose students to some of the major themes found in foundational
psychology courses required in many collegiate nursing programs.
04259 Sociology Global Health Issues (.5 cr)
The World Health Organization has identified several global health issues such as famine, warfare,
and natural disasters which are directly impacted by the political, economic, social structure and
stability of Latin American, Sub-Saharan Africa, the Middle East, East Asia, South Asia and Russia.
Students will explore the causes, consequences, and possible solutions to persistent, contemporary,
and emerging global interests in such matters as territory, natural resources, trade, use of technology
and the welfare of its people through the analysis of documents, data and primary material.
Students will develop the ability to compare different societies and their reactions to global processes
while analyzing conditions and motivations that contribute to conflict, cooperation and
interdependence among groups, societies and nations. A competent and compassionate nurse who
is both knowledgeable of the patients physical, cultural and geo-political background would provide a
dynamic process of assessment of an individuals health status, identification of care needs,
determination of health care goals with the individual and/or family participation, and the development
of a plan of nursing to achieve these goals.
04201 Introduction to Nursing Economics (.5 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.

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04254 General Psychology URI PSY 113 (1cr)

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.
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 Spanishspeaking 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.
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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

Nursing
14155 Nursing Immersion Mini Session Grade 10 (1.25 cr)
Patient Care Skills
This course will provide the nursing student with basic entry-level knowledge and skills
required for a career in that field. Students will learn the principles of nursing practice and
procedure, as well as specific procedures to perform the actual nursing skills used in the field.
This course is a precursor to the CNA course and a part of an integrated mini-session course
load. Together, they are meant to provide an introduction to the skills required for state
licensure. Nursing students must have the technical skills needed to provide patient care, but
also the compassion and the communication and critical thinking skills they need to function
effectively in the healthcare setting. They must be able to recognize the person within the
patient, resident or client, and to understand that each person they are responsible for
providing care is unique and special, with individual needs that are very different from others.
Three major units will be covered that will focus on nursing themes and will address the
Common Core Standards: introduction to healthcare and healthcare systems, safety and
infection control, basic patient and resident care. Students have the opportunity to learn and
practice hands-on skills that are needed for CNA licensure.
CPR/ First Aid
This course prepares students for American Heart Association certification in CPR and First
Aid. Students learn basic anatomy and physiology concepts that are required for an
understanding of Cardiopulmonary Resuscitation and basic medical procedures involved in
providing assistance as a first responder in an emergency situation. The certifications and
licensures require a hands-on competency as well as a written component.
Medical Math
This is an important course for students entering into a nursing or healthcare program.
Mathematic conversions and dosages are studied and students gain experience with critical
thinking and problem solving related to numeracy. Students also have the opportunity to
experience medical measurements as they work with authentic medical tools and real-life
situations and problems.
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Medical Terminology
During this short course students will learn the medical terminology needed to be successful in
the nursing profession. Students will blend science (anatomy + cell structure) with English
(suffixes and prefixes) in developing enhanced medical vocabularies.
Nursing Leadership
In the field of nursing and healthcare, employees will be expected to act in a professional
manner, demonstrating leadership qualities at all times. Nursing Leadership will introduce
students to a number of areas of professional conduct and knowledge, and help them to
develop specific skills and abilities needed for their future career. Students will develop an
understanding of the characteristics of a nursing professional including, aspects of law,
finance, conduct, employment, written expression and oral communication. Additionally,
students will be expected to apply this knowledge in class and in their relationships with others
in the Middle College community and beyond. The nursing profession and healthcare in
general, has clear expectations for how people interact with each other, communicate and
meet their responsibilities. Nursing Leadership will give students a strong background in the
expectations for professional behavior that will help them to be successful in any profession.
14051 Certified Nurse Assistant Grade 11 (1.5 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.
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.

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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 (.5 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.

Humanities
05168 Film Studies (.5 cr)
Storytelling is the most common way that we communicate to one another. Stories told through film
have a tremendous influence on our attitudes and perceptions of the world around us. In fact, films
may be one of the most powerful tools in modern culture for shaping values and conveying
information. By studying, discussing, viewing and writing about film, students will develop and
demonstrate skills in technological, cultural, and media literacy, as well as critical thinking and
problem solving skills that will serve them well in the real world.

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05151 Art in Medicine (.5 cr)

This course will work to bridge the fields of art and medicine 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.

College and Career Readiness

22106 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 Project. This
project is a year-long, research based project that is required by the Rhode Island Department of
Education. Every student in the state of Rhode Island has to complete a project like RINIs. Our
PBGR 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. All students must complete all graduation required aspects of this course.

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Course Sequence

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