"Building On Hope:" Report Details Progress of Providence School Turnaround

Building on Hope
One-Year Report on the Providence Public Schools’ Transformation
December 2020
Building on Hope
One-Year Report on the Providence Public Schools’ Transformation
Table of Contents
A Letter From the Commissioner and the Superintendent 2
A Year of Action 4
Responding to the Community & Delivering for Students
Meet the “New PPSD” 8
Delivering for Students and the Community
Resilience, Commitment, Action 16
PPSD Supports Students Through the COVID-19 Pandemic
PVD Year 1 Report 21
Progress Towards Achieving Our Goals
Goal #1: Excellence in Academic Instruction and 22
High Expectations for All Students Will Be the Norm
Goal #2: Parents and Families Will Be Supported, 36
Empowered, and Engaged
Goal #3: Teachers and Staff Will Be Engaged, Energized, 46
Motivated, and Invested in Student Learning
Goal #4: Principals and School Leaders Will Be Autonomous 58
and Empowered to Lead
Goal #5: School Buildings Will Be Modernized and Updated 64
Goal #6: All Schools Will Be Safe, Modern, and Have 72
a Respectful and Positive School Culture
Goal #7: Our Central Office Will Be Effective, Efficient, 82
and Responsive
Tracking Transformation: A Timeline of Action 90

Building on Hope
Dear Providence Community,
O n behalf of the teams at the Rhode Island Department of Education (RIDE) and
Providence Public School District (PPSD), we express our profound gratitude for
the community’s faith and partnership in our work to serve the students and families of
Providence.
Over the past year, we have collectively refused expectations for all who have a stake in the
to accept the decades of low expectations for our Providence schools. Our students can do much
students, and instead set forth a vision of excellence more. Our teachers can do much more. Our school
we know our students can achieve. We have made leaders can do much more. Together, we all can –
a concerted effort to make changes that both and must – do more to deliver on the promise to
respond directly to community demand and are our community and our students.
grounded in what we know will improve student
From the day we began this work – November 1,
outcomes. This report outlines much of that work.
2019 – we have challenged ourselves, our teams,
We know that investments in curriculum, and our city and state to do more for our kids,
technology, professional staff, and facilities are
critical building blocks to lasting change. But
the catalyst for that change is constantly raising
We have made a concerted

effort to make changes
that both respond directly
to community demand and
are grounded in what we
know will improve student
outcomes.
2 BUILDING ON HOPE
Throughout this challenging year, our heroes
have been the Providence students, their
families, our teachers, teacher assistants, and
so that they can succeed and we all our supporters in the community.
can offer an example for the entire
nation to follow. We look forward to
a continued collaboration as PPSD In 2020, we have proven that we can do anything
transforms into a model urban school district with by working together. We look forward to doing even
high expectations for all, modern school buildings, more in the years to come.
classrooms equipped with world-class learning With utmost respect,

tools, well-prepared teachers, and families fully
engaged in their children’s learning.
Throughout this challenging year, our heroes have

Angélica Infante-Green
been the Providence students, their families, our
Commissioner of Education
teachers, teacher assistants, and all our supporters
in the community. The community’s role, including
the dedicated work of the Parent Advisory Council
(PAC) and our Community Design Team (CDT) Harrison Peters
members, has been and will remain essential Superintendent
to getting this work off the ground and building
momentum.
ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 3

A Year of Action
Responding to the Community & Delivering for Students
It has been a little over one year since RIDE, with the support of Governor Gina Raimondo
and Providence Mayor Jorge Elorza, took unprecedented action by assuming the
management of PPSD. Taking on all the challenges of the broken system in Providence
was a major undertaking on its own, but COVID-19’s rapid emergence made the last nine
months historically challenging. We produced this report to capture how much of the
groundwork has been done and how much work is already planned for the coming year.
As we make changes, it is critical that we lay a strong foundation so that these changes
are long lasting.
The Johns Hopkins report demanded a

drastic response. In June 2019, a team of local FROM THE JOHNS
and national education experts, led by the Johns HOPKINS REPORT
Hopkins Institute for Education Policy, issued
an in-depth report on the state of Providence’s
“There is an exceptionally low bar for
public schools. The report concluded that top-to-
instruction and low expectations for
bottom, PPSD was a broken system, desperately
students. Very little visible student
in need of dramatic, across-the-board reform. Its
learning was going on in the majority
major findings cut to the heart of the matter: low
expectations were pervasive in the city’s schools;
of classrooms and schools we visited
the system was failing students, families, and the
– most especially in the middle and
community; and there was a powerful desire for high schools. Multiple stakeholders
immediate, positive, and long-lasting change. emphasized that the state, district,
and business community have
This stark reality was reflected in student
very low expectations for student
performance results. Based on 2019 state
learning. Many district team
assessments, only 12 percent of Providence students
members and community partners
were performing at or above grade level in Math
broke down in tears when describing
and 17 percent in English Language Arts (ELA).
This meant that 88 percent of students were below
this reality, which classroom
grade level in Math and 83 percent in ELA, or that
observations verified.”
roughly one out of every six students was able to
4 BUILDING ON HOPE
read or do math on grade level. Heartbreakingly, One year later, the transformation of
these numbers were even worse for differently abled PPSD is well underway. While it will take time
students and multilingual learners (MLLs). Only 2 to reverse decades of neglect and failure to serve
percent of differently abled students were proficient the students and community, we made great
in Math and 4 percent in ELA. Among MLLs, just 4 strides this first year in building a solid foundation
percent were proficient in Math and only 5 percent
in ELA. In some schools, performance results were so
low they could not be publicly reported. High school From unifying PPSD with
performance results told a similar story of students
top-notch Math and ELA curriculum
fundamentally not being prepared for college and
options, to increasing professional
careers after they graduated high school.
development, to improving support
for MLLs, we are setting high
expectations and transforming the
learning environment in PPSD.
for lasting change. We have made

a series of substantive, foundational
changes that will improve teaching and
learning in all our schools.
From unifying PPSD with top-notch

Education Commissioner Infante-Green and Math and ELA curriculum options, to increasing
the RIDE staff engaged in extensive community professional development, to improving support
engagement activities to dive below the surface for MLLs, we are setting high expectations and
of the report’s findings and prepare to take action. transforming the learning environment in PPSD. We
After a series of public forums and a rising tide worked with more than 100 teachers to help select
of community demand to raise expectations and the curriculum options, demonstrating the deep
enact real change, the Council on Elementary and and ongoing commitment to work with educators
Secondary Education voted unanimously to grant every step of the way. More changes are on the
RIDE the authority to intervene in the management way, including major investments in building new
of the Providence schools, starting on November 1, learning spaces and reimagining older buildings
2019. Further financial analysis by EY added more – work that we are doing in collaboration with the
detail on how the budgetary priorities of PPSD City of Providence.
were out of step with the needs of the community
and how layers of bureaucracy were stifling
teacher and student success.

We continue to put families and the assumed his role), we made sure each student
community at the center of all we do. had the tools and connectivity they needed to
From the first day of our work in Providence, keep learning. We are working tirelessly to ensure
we invited the community to help us shape the our students can learn safely in their classrooms
transformation plan. “Turning Hope Into Results” – the best place for them – and we are improving
is our Turnaround Action Plan (TAP), guiding our distance learning for students who rely on it. We are
efforts on a daily basis – and community voice is committed to continuous improvement, and we are
at the heart of it. Meanwhile, we continue to make learning every day how to do it better.
changes to strengthen connections between schools
The report begins with a timeline of actions taken
and the families they serve, including requiring
over the year, an overview of how we began to
parent-teacher conferences across the district.
fundamentally change the district’s organization
We are persevering through a global to be more responsive to the needs of schools and
pandemic. When COVID-19 hit our schools students, and the story of how PPSD responded to
(less than one month after Superintendent Peters the COVID-19 pandemic. Following that, we have
MAJOR THEME FROM SUMMER 2019 YEAR 1 GOAL FOR TRANSFORMING PPSD
1 Low level of academic instruction and

expectations
Excellence in Academic Instruction and High
Expectations for All Students Will Be the Norm
2 Parents feel powerless

Parents and Families Will Be Supported,
Empowered, and Engaged
3 Teachers and staff are demoralized and

disenfranchised
Teachers and Staff Will Be Engaged, Energized,
4 Principals and school leaders have no

authority
Principals and School Leaders Will Be
Autonomous and Empowered to Lead
5 Schools are crumbling across the city

School Buildings Will Be Modernized and
Updated
6 Poor school culture and safety concerns

All Schools Will Be Safe, Modern, and Have a
Respectful and Positive School Culture
7 System governance gets in the way of

student outcomes
Our Central Office Will Be Effective, Efficient,
and Responsive
6 BUILDING ON HOPE
organized our work into seven sections that align plan; ongoing work to realign the budget process
with the major themes of the 2019 Johns Hopkins and move resources closer to the student level; and
report and subsequent community engagement publicly reporting on all our work to achieve the
sessions. goals of the TAP.
Transforming those findings into goals, each Our next major goal is to complete a
section contains a list of major actions taken new employment agreement with our
to make progress toward that goal. teachers, one that will be a catalyst for
lasting change. The new contract will be
Each goal details the significant actions we have
thoroughly student-centered, treat educators
taken over the last year towards meeting it. Our
like true professionals, empower school leaders
aim is to capture the breadth and depth of our
to make changes that help students, and give
work, both to share with our community and to give
the district tools to recruit the best
teachers possible, including more
teachers of color. While we remain
From the first day of our work in Providence, at the negotiating table with union
we invited the community to help us shape leaders, tweaking the status quo is not
the transformation plan. “Turning Hope Into an option.
Results” is our Turnaround Action Plan (TAP),
guiding our efforts on a daily basis – and
community voice is at the heart of it.
others who may embark on such an undertaking

a starting place for their efforts. Each goal also
contains an “Inside Story,” which describes the roots
and impact of one major initiative, such as how
PPSD launched its effort to implement consistent,
high-quality curriculum across the entire district.
We are moving forward. Each section also

includes a preview of key upcoming initiatives that
will propel change in the coming years. These touch
While we have gotten off to a strong start, we know
on nearly every aspect of teaching and learning in
that we have just begun our long journey together.
the district, including a range of activities related
We invite the community to remain engaged with
to reimagining high school; the new requirement
us as we pursue the ambitious goals of the TAP over
for regular parent-teacher conferences; a
the coming years. H
strengthened and aligned capital improvement

Meet the “New PPSD”
Delivering for Students and the Community
T o fix a broken system, you have to start from within. For PPSD, that also meant starting
at the top, by fundamentally transforming its Central Office into one that supports
schools and the students they serve. Critics of the Central Office in the Johns Hopkins
report and community forums kept using the same word: disconnected.
New mandates and requirements were A modern, engaged Central Office that puts
disconnected from principals who already felt students and families first, holds schools
unsupported, overwhelmed, and burdened with accountable for high standards, and provides
mandates. Instructional strategies set at the schools with needed support, is the heart and soul
Central Office were disconnected from approaches of every high-performing school system. Over
to support educators with implementation. the course of the past year, both Commissioner
Infante-Green and Superintendent Peters made
several moves to revamp the Central Office at
Over the course of the past year, the heart of a “New PPSD,” one that could lead
both Commissioner Infante-Green and support the city schools to become the high-
performing system its students and families
and Superintendent Peters made
deserve.
several moves to revamp the Central
Office at the heart of a “New PPSD,”
one that could lead and support
the city schools to become the
high-performing system its students
and families deserve.
Communications and supports were

disconnected from the lived realities
of students and families. And all of
the various efforts handed down from
Central Office? They were routinely
disconnected from one another.
8 BUILDING ON HOPE
BUILDING THE TURNAROUND These new leaders were in addition to the team
TEAM, PRIORITIZING FAMILIES that Commissioner Infante-Green had already
AND EQUITY started building, which had included a new PPSD
Chief of Staff and Chief Operating Officer. These
In January 2020, after a comprehensive national team members focused on revamping PPSD’s
search, Commissioner Infante-Green introduced internal operating and financial systems, based on
Harrison Peters to serve as Providence’s State key findings from a financial analysis conducted
Turnaround Superintendent. With Superintendent by Ernst & Young (EY). This analysis painted a
Peters, Providence found a leader with significant picture of a district where the status quo had kept
experience in turning around urban school investments and systems from directly addressing
systems. Previously, as Deputy Superintendent- student needs – a critical failing. In response,
Chief of Schools for Hillsborough County Schools in the district’s antiquated human resources office,
Florida, Peters was responsible for the day-to-day was quickly reorganized and oriented on student
operations of the district’s 250 schools that served outcomes, among other actions.
approximately 220,000 students.
Transforming PPSD, however, is not

From his first day in late February 2020,
a job for just one or two individuals;
it requires a whole-team approach. Superintendent Peters officially started
With Superintendent Peters, engaging with educators, leaders, student, and
Commissioner Infante-Green also families, while constantly gathering feedback
announced new senior roles that to transform PPSD into a school system that
would put the community and serves them and the entire community.
equity at the front and center of
transformation efforts: Nick Figueroa
as Chief of Family and Community Engagement Even before Peters joined the team, PPSD was
and Dr. Barbara Mullen as Chief Equity Officer. able to successfully and smoothly open the
As part of the new organizational chart, students 2019-20 school year, thanks in large part to the
and families are at the top – reinforcing that steadfast and experienced leadership of Interim
the district serves them above all else. Through Superintendents Dr. Frances Gallo and Dorothy
the elevated Office of Family and Community Smith.
Engagement, PPSD sought to fundamentally

TRANSFORMING INTO A NEW
reshape how PPSD interacted and provided
PPSD (DURING A CRISIS)
services to families across the system. This team
shifted its approach to be more of a rapid response From his first day in late February 2020,
and support team that immediately addressed Superintendent Peters officially started engaging
issues families experienced with improved overall with educators, leaders, student, and families, while
customer service. constantly gathering feedback to transform PPSD

into a school system that serves them and the entire identified three specific challenges that would need
community. to be addressed if PPSD was to transform into a
system that could successfully implement its new
Less than one month into the job, the COVID-19
turnaround action plan:
pandemic hit Rhode Island, resulting in a rapid
shift to virtual learning. Despite these major 1) The work of district offices needed to align
challenges, Superintendent Peters maintained his with the shared goals of the district. The
focus on turnaround efforts. In the spring of 2020, district lacked a clearly articulated theory
he managed to visit every school in a three-week of action for improving student outcomes.
period, collaborate and meet with school-based Initiatives had been proposed, staff added to
and Central Office staff, and conduct a careful the payroll, and business done without clear
study of the district. connection to achieving larger goals.
Meanwhile, as part of the Commissioner’s and 2) The organization needed to prioritize school
Superintendent’s joint commitment to community support over all other demands. The bottom
involvement in improving PPSD schools, RIDE and line was that the Central Office was simply
not designed around the needs of schools
and students. School leaders, educators, and
students were not receiving the supports they
desperately needed and craved. At the core,
schools and their communities were not set up
for success.
These changes, built upon the steps

Commissioner Infante-Green had already
made, set the district up to implement the TAP,
and also netted nearly $1 million in annual
savings, primarily through a consolidation of
the district completed work on the
more than 20 staff positions.
TAP, developing goals and initiatives
through an extensive, community-
driven process. This process was led
3) The district needed to replace outdated,
by the 45 dedicated members of the CDT, who
resource-heavy approaches to operations to
continued to work virtually through the COVID-19
be more efficient, effective, and responsive
pandemic.
in serving students and families. As noted
Based on the comprehensive feedback from in the EY financial analysis, Central Office
schools and the community, Superintendent Peters costs had grown faster than school budgets.
10 BUILDING ON HOPE
While the district had increased in size, it was The new changes to PPSD’s organizational
not reviewing functional areas to ensure they structure included:
remained necessary and in keeping with best
1) Building network offices designed to support
practices. The city’s and state’s taxpayers
school leaders and schools. Realistically, PPSD
could not afford to subsidize outdated staffing
could not ask school leaders to assume greater
accountability over day-to-day operations in
their buildings if they were not provided the
The new structure and necessary supports to succeed. PPSD schools
reorganization of effort have
enabled the district to add
significant talent to lead the district
over the coming years.
arrangements and resource-

heavy operations, which inherently
sacrificed student supports and
outcomes.
MAKING AN
IMMEDIATE IMPACT are now organized into two networks (one for
elementary and one for secondary schools),
In response to these challenges, Superintendent each led by a network superintendent who
Peters proposed and implemented a new has greater oversight and responsibility for
organizational model for the Central Office that innovation than the previous zone executive
followed a coherent and strong theory of action. director position.
These changes, built upon the steps Commissioner
Infante-Green had already made, set the district Each of these networks include dedicated
up to implement the TAP, and also netted nearly instructional, data, and evaluation supports,
$1 million in annual savings, primarily through a thereby moving these traditional Central Office
consolidation of more than 20 staff positions. While functions closer to the school level where they
reducing staffing is always difficult, the district can build stronger working relationships, have
had a clear mandate to prioritize the success of greater accessibility, and ultimately be more
students and ensure financial sustainability. The effective and responsive. The reorganization
new structure and reorganization of effort have also included network-specific supports around
enabled the district to add significant talent to lead climate and culture, attendance, and family
the district over the coming years. support services.

2) Increasing staff capacity to better serve MLLs. To improve support, the SAO has been
The district committed to further bolstering relocated to the network to better align with
supports for MLLs as have been outlined in the the new model for school support.
district’s agreement with the U.S. Department of
n Human Resources. The Human Resources
Justice. These supports are also aligned to the
(HR) office at PPSD had used antiquated,
network model of school oversight and support.
paper-based systems and had often been
As part of these new resources, PPSD elevated
viewed as an impediment to successful
oversight of MLLs within its organizational
school staffing, rather than a support. As
chart by creating the new Executive Director
one stakeholder noted in the Johns Hopkins
of Multilingual Learners role. Additionally,
report, “Human Resources is larger than
PPSD added a position focused exclusively
ever, but nothing has actually changed for
on supporting MLLs district-wide, including
schools.” Many of the HR functions were
leading the expansion of high-quality bilingual/
outdated and not specifically in service of
dual language programs and improving
schools. PPSD streamlined HR, reducing head
engagement with families of MLLs.
count while reallocating staff to
better support schools. In particular,
three staffing and recruitment
PPSD added a position focused exclusively
positions were created for the
on supporting MLLs district-wide, including
leading the expansion of high-quality
bilingual/dual language programs and
improving engagement with families of MLLs.
3) Reforming and streamlining how services

are operationalized in several key areas of
operations, including:
n Student Affairs Office (SAO). PPSD has

restructured the SAO to bring the work closer
to school leaders and schools. Student safety
and disciplinary concerns frequently came
up as an issue in the Johns Hopkins report.
first time, and these staff members are now
Specifically, in regard to SAO, the report
assigned and accountable to a cohort of
noted that students were passed from one
schools – one for elementary, one for middle,
school to another, and, as a result, some
and one for high – to provide a single point of
schools were labeled as “dumping grounds.”
support for recruitment and staffing needs.
12 BUILDING ON HOPE
intervention, this responsibility and
capacity had primarily resided
with the City of Providence. While
the city still owns the buildings, the
district is stepping up its efforts
to work with city leaders. In its
reorganization, PPSD added the
expertise and capacity needed to
both better manage its custodial
In its reorganization, PPSD added

the expertise and capacity needed
to both better manage its custodial
services contract and ensure
n Finance and Budget. Clarity on the district’s the district’s capital plan and
finances has been a major issue for years, investments meet the needs of city
and the EY report gave PPSD leaders schools and students.
a wealth of information to make better
decisions. New leadership has since identified
a number of ways the Finance and Budget services contract and ensure the district’s
division could be reorganized to better capital plan and investments meet the needs
support schools and phase out outdated of city schools and students.
district functions. For example, payroll
n Central Supply and Administration. The
was reorganized to reduce the number
district maintained a significantly sized
of staff members focused on processing
central supply/warehouse staff, and yet
paper timesheets and increase a focus on
school leaders and schools rarely saw
building systems to automate and monitor
these individuals or understood their role.
weekly payroll. Additionally, positions were
Moreover, the practices of how supplies and
reallocated to create network budget
resources were allocated across districts
coordinators that, similar to HR, are assigned
were outdated. The district significantly
and accountable to meeting school needs
reduced staff in this area to generate savings
related to budget and finance.
that helped it shield schools and classrooms
n School Facilities. In most school systems, the from budget cuts triggered by the COVID-19
school district is responsible for overseeing pandemic.
its school facilities. However, prior to the state

MEET THE NEW TEAM
Chief of Family and Community Engagement (Nick Figueroa)

Nick sets the strategic vision for internal and external engagement as a key lever
for students’ success in Providence. He is a leader, spokesperson, and resident
expert on effective engagement of key stakeholders, including families, partner
organizations, and community members at large. He and his team developed the
short- and long-term engagement vision for PPSD and work to establish a culture
of high expectations and shared responsibility for equitable access for meaningful
partnerships.
Chief of Equity, Culture, and Student Supports (Barbara Mullen)

Barbara oversees the district’s special education services and works on all issues
related to diversity, equity, and the development and sustenance of a vibrant,
inclusive, and diverse community of students and staff. She also oversees the
development, measurement, and reporting of district-wide progress related to
diversity, school climate, and community, and she provides direct leadership and
support for initiatives for underrepresented and vulnerable populations within the
district.
Network Superintendent of Elementary (Susan Chin)

Susan leads the district’s elementary school reform strategy and is building a new
district model of school support through the creation of a new elementary school
network support function. She is responsible for helping principals increase their
capacity to improve teaching and learning in their schools by providing coaching and
training, as well as through the direction of instructional and operational resources
and support provided by their cross-functional Network Team.
Network Superintendent of Secondary (Olayinka Alege)

Olayinka leads the district’s secondary school reform strategy and is building a new
district model of school support through the creation of a new secondary school
network support function. He is responsible for helping principals increase their
capacity to improve teaching and learning in their schools by providing coaching and
training, as well as through the direction of instructional and operational resources
and support provided by their cross-functional Network Team.
14 BUILDING ON HOPE
Deputy Superintendent of Learning (Kechara Bradford)
Kechara will work to ensure students have access to a high-quality, equitable, and
data-driven learning environment that will provide them with the confidence to
succeed academically and to continue on to postsecondary education opportunities.
This leader will provide vision and leadership for innovation and improvement in
standards-aligned instruction and assessments in the district; support educators in
cultivating a high level of learning for all students; and ensure that all services are
implemented in accordance with federal, state, and local regulations.
Executive Director of Multilingual Learners ( Jen Efflandt)

Jen serves in this newly elevated position that oversees the district’s implementation
of services for MLLs. The position was previously a director level one and has been
elevated to prioritize provision of these services.
Secondary Transformation Officer (Kevin Gallick)

Kevin serves as a coach of high school principals, as well as a leader in developing
and supporting the implementation of high school transformation strategies.
Executive Director of Elementary Schools (Patricia Royal)

Patricia serves as a coach of elementary principals, as well as a leader in developing
and supporting the implementation of the elementary network school support
strategy.
Executive Director of Middle Schools (James Boyd)

James serves as a coach of middle school principals, as well as a leader in developing
and supporting the implementation of the secondary network school support
strategy. H

Resilience, Commitment, Action
PPSD Supports Students Through the COVID-19 Pandemic

SPRINGING INTO ACTION Over the next several weeks, the district adjusted to
the “new normal.” Schools set up their own ongoing
School turnaround work relies on innovative
technology distribution events, increasing the total
thinking and a sense of urgency. Those same
number of computers distributed to 20,000 in just
attributes helped Providence Public Schools serve
the first few weeks. PPSD shared maps of open
as a statewide leader in responding to the initial
hotspots around the city with families who lacked
COVID-19 outbreak in March, as well as in bringing
internet connections at home, connected families
students back safely for in-person learning this fall.
with free or low-cost internet access options, and
In March, when the district had just 24-hours’ delivered Wi-Fi hotspots to families unable to
notice to enact a switch to distance learning due access other options.
to an uptick in coronavirus cases, the PPSD team
PPSD opened a call center to help families who
quickly moved into action. Behind the scenes, the
were struggling with new technology and, to be
teaching and learning team had already begun
as responsive to community needs as possible,
put bus monitors and crossing guards to work
in a newly created customer service initiative,
In March, when the district had just where they proactively reached out to families
24-hours’ notice to enact a switch to to offer assistance and information. PPSD also
distance learning due to an uptick in
coronavirus cases, the PPSD team
quickly moved into action.
mapping out robust online curricula

for every grade band in the event
that in-person learning was no longer
feasible. As a result of this planning,
with just one day available before
school buildings temporarily shut
down, PPSD distributed more than
10,000 Chromebooks to families.
16 BUILDING ON HOPE
provided additional professional development PLANNING FOR ALL SCENARIOS
to educators on teaching online, using distance
learning technology, and practicing self-care. The As the city schools transitioned from one school
district held 306 sessions for the application of IT year to the next, it was clear that PPSD needed
in distance learning classrooms, from beginner to move from responding and reacting to the
through advanced. Nearly 6,000 teachers took COVID-19 crisis to preparing all students to excel
advantage of this offering. There were 33 sessions

on social-emotional wellness, which were attended
by 839 educators. The crisis brought out the best in
all involved. Teachers went into
the communities to deliver special
education packets to students who
could not use computers.
in the new environment. This began

over the summer, as the PPSD team
worked with RIDE experts to craft a
comprehensive, 70-page plan for
managing the reopening of schools
that addressed four scenarios: a full
reopening, a partial reopening, a
The crisis brought out the best in all involved. limited reopening, and full distance learning. The
Teachers went into the communities to deliver incidence of COVID-19 in the community would
special education packets to students who could determine under which of these scenarios district
not use computers. Administrators traveled to the schools would reopen in the fall.
homes of families to help them set up technology.
Science teachers sent seed packets home for The district solicited community input on a large
families to grow their own science experiments. scale through a widely distributed survey reaching
Music teachers used technology to bring soloists more than 3,000 stakeholders, and PPSD held
together to form online choruses. Career and more than 25 focus groups with students, parents,
Technical Education (CTE) teachers used their 3-D partners, and community leaders to discuss and
printers to make face shields for medical personnel. clarify priorities. The district also held online
Schools connected with families in crisis and got community forums to keep families informed,
them outside resources to help with food, clothing, answer questions, and address concerns.
and shelter. It was an anxious, but ultimately Given the high expectations everyone held for the
inspiring, moment for the PPSD community. safe opening of schools, district and school leaders

got right to work preparing school buildings for ensure that classrooms had the proper number of
the fall. With full support from the state, the district air exchanges – whether or not the buildings had
made a significant investment in PPE, procuring HVAC systems. The district installed more than 750
more than 300,000 masks, 20,000 face shields, box fans and more than 500 HEPA filters to enact
20,000+ bottles of hand sanitizer, and 2,000+ the engineer’s recommendations.
gallons of disinfectant, which were distributed to
The district also made significant investments
schools in advance of the start of school.
to improve student learning experiences. For
All classrooms were deep cleaned, and more than technology, PPSD purchased more than 12,000
60 extra custodial staff were hired to ensure daily additional Chromebooks, 1,300 Wi-Fi hotspots, and
disinfection of all rooms and regular wipe-downs 120 SmartBoards – and the district has ordered
of high-touch surfaces, such as light
switches and stair rails, throughout
the day. Rooms were rearranged The district solicited community input on a
so that all students faced the same large scale through a widely distributed survey
reaching more than 3,000 stakeholders, and
PPSD held more than 25 focus groups with
students, parents, partners, and community
leaders to discuss and clarify priorities.
and expects to receive more than 2,000 laptops

for teachers and classroom sound amplification
systems, to clarify voices while teachers wear
masks, by the end of the year. In addition, the
district spent $5 million to provide students with
access to high-quality curricular materials in both
digital and hard-copy formats, as well as best-in-
class online learning tools. To make sure the safety
measures and technology led to learning, PPSD
direction and desks were spaced to maximize their added four professional development days at the
distance from each other. Hallways were outfitted start of the school year – increasing from one to
with 6-foot social distancing markers and one-way five – to ensure teachers had necessary training on
directional stickers to limit exposure during passing safety protocols and new district curricula.
times.
In addition to preparing for in-person learning,
To suppress airborne transmission of the virus, PPSD also made plans for a strictly distance
PPSD contracted with a ventilation engineer to learning option, based on family and community
18 BUILDING ON HOPE
choice. Through listening sessions, the district
learned that while more than two-thirds of families PRINCIPLES IN ACTION
were comfortable with returning to some form
of in-person learning, almost one-third were
In its planning and implementation of
not ready. Originally, PPSD had planned to offer
reopening, PPSD kept five key principles at
virtual learning alternatives to the small number
the forefront:
of students with medical conditions that made it
1. Put safety and wellness first. Leaders
unsafe to return to a school environment. However,
make decisions that put the mental,
in order to respond to the community, PPSD
emotional, and physical health and safety
rethought its plans and built out something more
of students, staff, and community first.
robust – the Virtual Learning Academy (VLA), which
2. Be equitable. PPSD provides access
all families who signed up by the end of August
to high-quality programming for all
could utilize.
students and when needed, prioritizes
SAFELY REOPENING students who have been most impacted
AND MAINTAINING HIGH by educational inequities and COVID-19,
EXPECTATIONS including the youngest learners, MLLs,

and students who are differently abled.
In the fall, PPSD implemented a staggered 3. Strive for excellence. PPSD is focused
reopening over two weeks, first bringing back on long-term student success, not just
the youngest learners and students most at risk survival. Leaders continuously assess
for learning loss – those with specialized services and improve what they do and take
and targeted MLLs. This also gave school leaders advantage of opportunities created by
and teachers a chance to get used to the new the new context.
procedures before bringing in other grades.
4. Be flexible, transparent, and responsive.
Elementary students stayed in stable groups and
The district engages community members
ate in their classrooms to minimize movement
with transparent communication and
throughout the school.
honors their voices by making tangible
At the secondary level, the district followed an changes. The district keeps plans
alternating schedule. Every school was split into two simple, so leaders can adjust course as
groups – an A group and a B group – that would circumstances change.
alternate days between in-person and distance 5. In-person learning matters. Research
learning. This strategy, designed to mitigate virus is clear that students do much better
transmission in an indoor environment, reduced a academically and emotionally by learning
building’s daily student population by 50 percent. in the classroom with their peers. To the
greatest extent possible, PPSD provides
Understanding the importance of social-emotional
predominantly in-person learning.
learning (SEL), PPSD also focused on student needs

in this area. To deal with the trauma caused by the bring back the vast majority of its students safely
COVID-19 pandemic for students and what we are in person. While the district must deal with the
calling the “new normal,” the district created a set daily effects of the COVID-19 pandemic in terms
of lessons for schools to support student SEL well- of incident response and quarantining, safety
being. protocols and mitigation strategies have worked, as
there has been no evidence of extensive in-school
Once the school year was underway, PPSD
transmission of COVID-19.
executed the plan developed over the summer,
while remaining flexible and pivoting when Beyond ensuring a safe return, PPSD has also
necessary. When school leaders received feedback shown a commitment to high expectations and
from families and teachers about the need to achievement by doubling down on investments in
adjust the approach in the VLA, they worked curriculum and teacher professional development,
collaboratively with the Providence Teachers
Union (PTU) to shift more resources to the VLA and
improve the instructional model. When statewide
contact tracing was delayed, the district’s Director
of Nursing and school-based nurses stepped in
to assist in the contact tracing process. When
PPSD faced challenges with student attendance,
the network team made hundreds of home visits
to identify issues and support students’ return to
school.
Understanding the importance of

social-emotional learning (SEL), PPSD also
focused on student needs in this area. To deal
with the trauma caused by the COVID-19
pandemic for students and what we are calling
while also providing families with
the “new normal,” the district created a set of
both in-person and virtual learning
lessons for schools to support student SEL
options. While the virus still influences
well-being. planning, RIDE and PPSD leaders
remain highly confident that they can
keep students learning safely and
Through the collective efforts of its teachers, school
make progress on their larger commitment to fulfill
leaders, and other staff members, Providence
the promise of the TAP. H
is one of the few large urban school districts to
20 BUILDING ON HOPE
PVD Year 1 Report
Progress Towards Achieving Our Goals
A Report of Actions Taken to

Improve Educational Outcomes
Over the course of the last year, RIDE and PPSD have
planned strategically and acted ambitiously to fix a broken
system and turn hope into results for the students of
Providence. The following is a list of the major highlights
and accomplishments from this year. They are organized
to align with the seven key themes that emerged from the
John Hopkins report and subsequent community forums.
While these highlights do not include all of the ongoing
operations and support that RIDE and PPSD staff provide
on a daily basis, they demonstrate follow-through on the
solemn commitment to improve educational outcomes for
Providence’s students.
Goal #1
Excellence in Academic Instruction and High Expectations

for All Students Will Be the Norm
WHERE WE WERE: LOW Worcester, Mass., and found the academic
EXPECTATIONS AND LOW outcomes for Providence students lagged
ACHIEVEMENT WERE THE NORM significantly. When compared to the other two
districts, “the proficiency rates of PPSD students
When the Johns Hopkins report first came out,
started low and declined in middle and high school.
sobering responses of shock, but not surprise,
Students in Providence achieved proficiency at
emerged. Numerous individuals were quick to
very low rates, and 8th grade performance had
note that the low expectations identified in the
consistently been lower than other grades over
district did not occur overnight, but instead had
time.” In other words, student performance actually
compounded over time, hurting generations of
decreased the longer students were in city schools.
students. In fact, a similar report about Providence’s
schools had been written nearly three decades The Johns Hopkins report repeatedly pointed to
earlier. low student expectations, the lack of a uniform
curriculum across the district, and the low level
The result of these low expectations were clear
of academic instruction as impediments to
– Providence was not only one of the poorest
student achievement. These unacceptably poor
performing school districts in Rhode Island, but was
outcomes pointed to systemic failure and clearly
also one of the lowest performing school districts
demonstrated the need for a radical turnaround of
across the nation. Johns Hopkins researchers
an acutely broken education system.
analyzed test score data for students in Providence
and two comparison districts, Newark, N.J. and
Year 1: Strengthening the Foundation

Through the TAP, RIDE and PPSD have committed and math curricula that dovetail with competent
to a systemic, data-driven reform effort that will professional development opportunities for
close equity gaps, increase academic success educators. RIDE has further committed to the
for all students, and recruit and retain a talented development of a blueprint to better serve MLL
educator workforce. A critical priority has been students, provide for high-quality learning
the immediate selection and implementation of opportunities for these learners, and provide ESL
high-quality English as a second language (ELA) certification training for teachers.
22 BUILDING ON HOPE
Setting high expectations for all PPSD 2) Soon after his hiring, Superintendent Peters
students and educators released a 10-page Entry Plan in March
2020, which called attention to the district’s
1) On November 1, 2019, the state intervention in
low proficiency, crumbling buildings, and the
Providence began and Commissioner Infante-
feeling of “despair,” setting high expectations
Green immediately realigned the district’s
for district transformation. “Education made all
administrative structure. She released a new
the difference in my life, and I know it can make
organizational chart that kept the students and
the same difference for students of Providence,”
families of Providence at the top of the chart,
Peters wrote. “We have an incredibly unique
emphasizing the Commissioner’s message:
opportunity, with leadership from the state
kids first. The organizational realignment
and city aligned with us, and I do not intend to
maximized resources and drove support more
squander this rare moment.” Superintendent
directly to schools. In the first few months of the
Peters’ Entry Plan highlighted initiatives
intervention she and Interim Superintendent
intended to “Hit the Ground Learning,” setting
Fran Gallo conducted a deep review of district
a foundation for success as well as advancing
practices and made immediate changes, such
specific turnaround initiatives, like continuing
as changing school leadership and Central
Providence’s Central Office reorganization,
Office personnel, to prioritize serving students.
undertaking school-specific performance
reviews of each school, and reducing teacher
FROM THE JOHNS vacancies for the 2020-2021 school year.
HOPKINS REPORT
3) These high expectations were further solidified
cemented as clear goals in PPSD’s TAP. As part
“Student engagement was of the Commissioner’s commitment to including
wanting. In only two classrooms did the community in improving PPSD’s schools,
instruction focus on students’ doing the TAP was created through an extensive
the majority of the work, and in community-driven transformation process
many cases, students appear eager that included several Town Hall meetings and
to participate but were not giving the dedicated work of the 45 members (from
meaningful chances to do so.” 222 applicants) serving on three CDTs. Each

CDT member volunteered at least 40 hours of
“We observed no classroom in which his or her time to this valuable work. The TAP
there was a genuine ‘productive provides a five-year roadmap to improving
struggle,’ in which students are Providence schools. Based in the values of
called upon to grapple with, and Students First, Equity and Access, Results, and
persist through, challenging skills or Transparency, the TAP details 43 measurable
concepts.” five-year outcomes and 40 concrete initiatives
(the majority of which come directly from CDT

recommendations). All of the outcomes and teachers of MLLs and centered on sheltered
initiatives are aligned to three pillars consistent content instruction strategies, or strategies that
with the Commissioner’s vision: Engaged teachers can use to make rigorous grade level
Communities, Excellence in Learning, and content accessible to multilingual learners at
World-Class Talent, along with the foundational varying levels of English proficiency. PPSD will
principle of Effective District Systems. continue to work in consultation with the DOJ
to create and deliver 18 additional professional
4) PPSD convened and repurposed pre-existing
development sessions in every district school
“Equity Committee” meetings to support
on sheltered content instruction strategies to
defining PPSD’s definition of equity and
support multilingual learner instruction and
ensuring equity is integrated throughout PPSD’s
access to core curriculum.
infrastructure, including the Parent Advisory
Council and Community Advisory Boards. 6) PPSD has implemented the same high quality
This structure was also repurposed to further English Language Development curriculum
articulate a central theme anchored in TNTP’s across all secondary schools, so that MLLs
Opportunity Myth report. This report suggests will not lose important learning if they change
that low income students, MLLs, and students schools within the city. The curriculum works
of color are often presented with below-grade- well in both an in-person and a virtual setting,
level work, and teachers hold low expectations so that all students stay current in their lessons,
for their achievement. The equity committee regardless of their learning mode during the
was reconvened in an effort to calibrate around pandemic.
PPSD’s working definition of “equity” to ensure
7) PPSD has significantly increased the number
that it was anchored to the idea that PPSD must
of students who are in integrated classroom
create the conditions for each student to have
settings. Research shows that MLLs in ESL
access to high quality, grade-level, aligned
programs do better when they are given ample
curriculum.
opportunities to integrate with English fluent
Improving outcomes for multilingual peers. This past school year, PPSD added over
learners 100 integrated classrooms at the elementary
level. MLLs who have been in a sheltered
5) In August 2018, PPSD entered into an
program for two years are now integrated with
agreement with the U.S. Department of Justice
general education peers, instead of being in a
(DOJ) to improve services for MLLs. The district
sheltered MLL-only classroom setting.
has been working towards meeting all the
terms of the settlement agreement since 2018. 8) Due to popular demand, PPSD expanded dual
This past year, PPSD worked in consultation language Spanish strands in four schools this
with DOJ to create and deliver 22 professional year (Fortes, Lima, Lauro, Spaziano). Currently,
development sessions in every district school. over 1,200 students are enrolled in a bilingual or
These sessions were attended by core content dual language program. PPSD will continue to
24 BUILDING ON HOPE
expand dual language Spanish programs in the 13) PPSD developed and delivered a new suite
upcoming year, including growing Leviton from of five professional learning sessions focused
elementary to secondary grades. on instructional coherence, high expectations,
and inclusive practices, including Standards
9) PPSD has seen an influx of secondary MLL
Based IEP and Collaborative Problem Solving
students who enroll with limited or no formal
for Co-Teachers, CRT and the G’s (Cognitive
prior education. To better support and serve
Processes) and Specially Designed Instruction
students with interrupted formal education, the
and Supporting Students with IEPs. These
district expanded newcomer program seats at
professional learning opportunities were
the secondary level from 130 in the 2019-2020
delivered during the first week of PD to over
school year to 208 in the 2020-2021 school year.
2000 PPSD educators (both differently-abled
10) One of the DOJ findings was that most schools focused and general education educators, and
in the district had over 10 percent of MLLs included school support personnel and building
who were waived by their parents to opt out leaders). In participant feedback, 80 percent
of receiving MLL services. PPSD has worked of teachers rated sessions as highly effective
to reduce the number of MLL waivers from 10 and expressed the need for coaching support
percent in 2018-2019, to 5 percent in 2019-2020, around the sessions’ key concepts.
to 1 percent this school year. This means that
14) PPSD launched a request for proposals for a
more MLLs are receiving the support they need
Special Education Program Review to delve
to advance in English language and content
deeper into programmatic effectiveness
proficiency.
(dovetailing off recommendations from the
11) PPSD has partnered with the Policy Lab at EY financial analysis) and obtain current data
Brown University to assist in a cohort analysis to guide development of actions to improve
of our MLL programs. This analysis is part service delivery and overall compliance support
of the DOJ settlement and will help the for the district.
district determine whether English learners
15) Feedback from a family survey revealed that
are overcoming language barriers and
over 60 percent of families of students who are
participating meaningfully and equally in
differently abled found that the IEP process was
educational programs.
difficult to navigate and they were unsure of
Improving outcomes for differently abled who at PPSD to contact if they had a specific
students need. Based on this feedback, PPSD launched
the creation of standard operating guidelines
12) PPSD internally reorganized the specialized
to increase district effectiveness, community
services division to better align six manager
outreach, and family engagement for
roles with the new network structure and move
differently abled students. This tool will provide
supports for differently abled students closer to
access, equity, and quality implementation of
schools.

specialized services to boost compliance and 18) Based on this teacher input, PPSD ultimately
support high expectations for differently abled invested $6.5 million to purchase new,
students. highly rated curriculum materials, related
professional development, and digital tools for
16) PPSD repurposed the translator/interpreter
the implementation of nationally rated English
role to include family liaison responsibilities.
Language Arts (ELA) and math curricula across
These include the management of social
all elementary and middle schools. These
media accounts, Let’s Talk (customer service)
curricula included:
inquiries, and the coordination of the
revamped Special Education Local Advisory n ELA: American Reading Company for ELA in
Council. This role is responsible for providing grades K-5, and ELA and social studies for
real-time interpretation at IEP meetings, grades 6-8. America Reading Company was
connecting directly to families who call the selected because its materials are available
special education office, translating key in Spanish.
documents, and collaborating with the Family
n Math: Great Minds/Eureka Math in grades
and Community Engagement (FACE) and
K-5 and Illustrative Math in grades 6-8.
communication teams on districtwide strategy
on internal and external communication and These curricula will enable all students, whether
engagement. in a traditional classroom or virtual setting,
Implementing high-quality and culturally to stay current in their lessons and meet their
responsive curriculum academic goals. See the inside story for more
information.
17) A significant finding from the Johns Hopkins
report was the lack of quality, coherent 19) Elementary and middle school leaders, teacher
curriculum across the district, including leaders, and teachers are receiving ongoing
sometimes even differing curriculum across professional learning throughout the school
grades, even sometimes within the same school. year in the ELA/social studies and math
This lack of a quality, coherent curriculum curricula that have been implemented in all
significantly hurt student learning, especially elementary and middle schools across the
as students moved between schools. PPSD district. This professional learning began in
engaged more than 100 teachers to develop and the spring of 2020, continued in the summer,
select a unified, cohesive approach to curriculum and is still implemented each month, where
and professional learning. Representative these educators are provided with whole and
teams of teachers were brought together from small group instruction, as well as one-to-one
each elementary school and middle school, support.
respectively, to review ELA and math curriculum

20) Professional learning for the American Reading
choices and provide input on the programs they
Company (ARC) has included a multi-faceted
believed best suited the needs of their students.
approach, with supports and professional
26 BUILDING ON HOPE
learning occurring across the school and selection, and consensus-building sessions
Central Office levels. The professional learning of professional learning. In partnership with
for ARC began in the spring of 2020 with six teachers and school leaders, PPSD will identify
consensus-building sessions for all school and prepare to roll-out new quality curriculum
leaders, reading coaches, and ELA and social in high schools with a focus on English, math,
studies teacher leaders, to secure buy-in for social studies, and science. Roll-out will include
the new curriculum. Training continued with extensive professional learning opportunities for
professional learning for educators throughout teachers and leaders in spring 2021.
the summer, and will continue throughout
23) The Office of Equity and Diversity launched
the 2020-2021 school year. This professional
a series of professional development
learning includes dedicated ARC coaches
opportunities for teachers and building
assigned to each school who work with the
leaders to apply the Culturally Responsive
school’s leadership to design the professional
Teaching Framework to their instructional
learning that addresses the schools coaching
practice, in tandem with the implementation
needs and support. Professional learning is also
of the new K-8 curriculum. Each community-
provided to PPSD’s reading coaches and school
of-practice session consists of teachers
instructional supports, as well as to the school
unpacking their curricular guides in alignment
and district leadership teams.
with the framework’s key criteria: Awareness,
21) RIDE and PPSD bought multicultural libraries Community Building, Building the Learning
for all classrooms in the district, to better reflect Capacity to Carry the Cognitive Load, and
the diversity of the student population and the Assessment.
City of Providence as a whole.
24) For the first time, PPSD procured culturally
22) Similar to the process that PPSD undertook responsive Pre-K literacy materials. This new
for elementary and middle school, PPSD has curriculum will be partnered with culturally
initiated a process of reviewing and ensuring responsive early childhood education
the consistent use of high-quality curriculum in professional development. This material
high school. PPSD has initiated an RFP process is supported by the Pre-K Expansion and
and plans for engaging teachers and leaders Comprehensive Literacy development grant.
in the implementation of new core curriculum. The culturally responsive early childhood
This curriculum selection will be a multi-step literacy materials include Pre-K libraries from
process that will be guided by RIDE’s “Selecting the ARC resources, and will include early
and Implementing a High-Quality Curriculum childhood education and culturally responsive
in RI” and “Additional Review Tools to Support teaching professional learning sessions in the
the Selection of a High-Quality Curriculum spring at five Pre-K sites across PPSD.
in RI.” Review teams will be engaged in the
25) PPSD K-8 ELA/social studies curricular resource
plan for implementation through review,
requires school leaders to develop an avid

and vibrant reading culture that shows all building a dedicated call center for VLA family
students (and staff) that schools are reading engagement, reducing elementary roster sizes,
communities. All school leaders were given conducting extensive proactive family outreach
the task of establishing strategies to achieve (a survey, 4000+ calls, and hundreds of home
this goal. These leaders meet regularly with visits), procuring gold-standard asynchronous
the coach of the curricular resource to review curricular materials (e.g., iReady), and
and share these strategies, which include determining methods for assessing all students
Drop Everything And Read (DEAR) sessions enrolled in the VLA.
for students, staff, and school leaders; virtual
28) In response to COVID-19-drive transition to
book clubs; and photos of students, faculty,
distance learning and the back-to-school
and parents with their favorite books. Attention
re-opening, RIDE and PPSD worked with
is given to including diverse and multicultural
outside experts to develop a week’s worth
texts. Previously, students would not read entire
of lessons based on social and emotional
texts, only excerpts posted on a digital system.
development. These lessons were anchored in
Providing high-quality academic social-emotional learning (SEL) and culturally
experiences during the COVID-19 responsive teaching (CRT) frameworks
pandemic identified in Superintendent Peters’ Entry Plan.
There were lessons for each grade span that
26) With guidance from RIDE and the Rhode Island
addressed SEL competencies and common
Department of Health (RIDOH), PPSD safely
core learning standards, while utilizing high
returned students to all its schools in person
quality instructional practices and CRT criteria
under a partial reopening plan and for the
facilitator moves. They included strategies,
first time, set up a separate Virtual Learning
such as community building, discourse, and
Academy (VLA) for more than 6,000 students
restorative practices. The lessons were accessed
(approximately one quarter of the district’s
and implemented by over 1,200 teachers in
total), providing families a choice between in-
PPSD. Feedback included, “these lessons are a
person student attendance or virtual student
great way to begin to embed SEL and CRT into
participation. This dual approach enabled
our daily practice,” and “I appreciate that these
PPSD to best serve its most at-risk students and
lessons are already designed and ready to use
ensure quality instruction across both in-person
so we can focus on building relationships on
and virtual platforms, all while still prioritizing
day one.”
the school community’s health and safety.
29) PPSD launched the innovative Accelerate
27) Following the launch of this brand-new
early-college program, which enabled high
VLA, RIDE and PPSD have strengthened the
school seniors to enroll in college courses and
model by hiring a world-class leadership
earn up to 27 credits from Rhode Island College
team, partnering with expert providers of
and the Community College of Rhode Island.
professional development for virtual instruction,
28 BUILDING ON HOPE
Accelerate was designed and implemented in 31) Springpoint provided a qualitative analysis of
under a month based on the RIDE commitment all schools, based on comprehensive school
to providing eligible seniors with an enhanced visits, and EY-Parthenon provided a detailed
senior year experience, despite the challenges quantitative analysis about graduating
presented by COVID-19. This pioneering students’ college readiness. The effort was
program supports eligible seniors through funded by the Barr Foundation through
a full-time cohort model, with personalized collaboration with the Rhode Island Fund
support including an early alert system to help for Public Education. PPSD and RIDE held
students “stay on path” throughout the year, as recurring work sessions for Springpoint and
well as student access to laptop, wi-fi access EY-Parthenon to meet RIDE and PPSD senior
points, and textbooks (as needed). Student staff to share findings and discuss potential
eligibility for this program was set based on the solutions. Evaluators continue reaching out
following criteria: 410/410 PSAT scores + 2.8 high to stakeholders – including school leaders,
school GPA + 90 percent attendance, and/or students, parents, and community groups – to
successful completion of PrepareRI Readiness share findings that will guide development of
Project ELA or math summer program, and/or specific actions to benefit Providence’s high
successful completion of PrepareRI Internship school students.
Program or Boot Camp. Unfortunately, only
32) A new network structure was identified to
a small number of PPSD students met these
reshape how PPSD high schools were staffed
qualifications. As the Johns Hopkins report
and supported. The new Secondary Network
noted, the longer students had stayed in the
is designed to provide a useful and supportive
system, the more they fell behind. In the end,
connection from Central Office to each school.
around one-third of rising seniors qualified, and
The network will focus on developing school
75 students participated in the launch of the
capacity via a three-pronged approach by
program.
supporting school leaders to: 1) become strong
Reimagining high-school to prepare instructional leaders, thereby ensuring that
students for college and career success every school has an instructional lead with
authority and responsibility to drive instruction
30) PPSD and RIDE began to develop a high
for a set caseload of teachers; 2) develop and
school-specific, multi-year strategy that
sustain leadership teams in schools focused
will fundamentally redesign high schools in
on a coherent academic vision for high quality
Providence. This strategy will increase and
instruction; and, 3) strengthen supports for
improve quality pathway options that prepare
all students through strategic systems and
students for college and the workforce. To
structures, such as advisory and 9th grade
develop this strategy, RIDE partnered with
small learning communities.
Springpoint and EY-Parthenon, two nationally
recognized firms, to conduct an in-depth
analysis of all PPSD high schools.

33) The Secondary Network is leading the district’s 9 through 12. The purpose was to familiarize
high school reform strategy in partnership with students with the test they are expected to
RIDE, and is focused on a theory of action that take, as well as provide them, their teachers,
PPSD should invest in stakeholder engagement schools, and the district with valuable insight
and community partnerships as an anchor into their reading, writing, and math skills.
to drive continuous improvement. Four high The additional administration produced data
schools (Hope High School, Mt. Pleasant, Jorge that was leveraged utilizing College Board
Alvarez, Juanita Sanchez) have been identified benchmarks and sub-scores, and through their
as in need for school redesign due to being partnership with Khan Academy, which provides
persistently identified as a low-performing individualized, targeted student practice
schools. Efforts will be underway in winter and recommendations.
spring 2021 to redesign these schools by fall
37) In January 2020, as part of this revised
2021 in a way that fundamentally improves
assessment plan, Khan Academy SAT practice
outcomes for the schools’ students.
tests were completed by students for schools to
34) The Barr Foundation additionally supported the observe how much students had grown from
national search for the new Secondary Network their initial fall testing and to gauge their level
Superintendent. compared to the cut-scores for accountability
which would have taken place just two months
35) PPSD developed a statewide Early Warning
later (the state administration of the PSAT
Indicator system that serves as a critical tool in
and SAT were cancelled in spring 2020 due to
supporting students to stay on track to graduate
COVID-19).
college ready. The indicator relies on 9th grade
attendance and GPA data. The tool was beta- 38) Seven PPSD high schools were selected to
tested, and principals have been engaged in participate in the XQ+RI challenge (out of 20
this tool and provided feedback. PPSD intends schools total statewide). The XQ+RI Challenge
to leverage the new Freshman On-Track was a first of its kind statewide challenge to
Indicator and data tools to support school redesign high schools to prepare students
leaders to develop systems and structures for for the jobs of the future. XQ is a national
collaborative problem solving in 9th grade organization recognized as a leader in
success teams and via advisory services. rethinking the high school experience so that
every student graduates ready to succeed
36) In an effort to both predict and better prepare
in life. While XQ has conducted nation-wide
high school students for the PSAT and SAT
competitions before, the XQ+RI was XQ’s first
in spring 2020, PPSD expanded its local
statewide specific initiative.
administration of the SAT Suite of Assessments
and its use of the data to intervene for 39) RIDE piloted two youth apprenticeship
improved performance. In the fall of 2019 the programs to offer innovative pathways for
entire SAT suite was administered to grades students to directly prepare for and initiate
30 BUILDING ON HOPE
careers while still in high school. Both programs loop has been created to share the strengths
have a heavy emphasis on serving students and struggles of the new course for future
from PPSD. revision.
40) PPSD high school seniors participated in the Holding all schools accountable for
PrepareRI Youth Apprenticeship Program improving performance outcomes
(PRIYA). PRIYA provides students the
43) The district has begun school-specific school
opportunity to earn pay by working part-time
improvement conversations with school leaders
in a specific career pathway while still enrolled
for schools identified for improvement, as
in high school. Students work part-time, take
well as schools identified for redesign. School
classes that directly relate to their employment
leaders have been tasked with identifying
experience, and work closely with their
innovations and improvements that will
employer and CCRI to coordinate the beginning
significantly improve student outcomes. In
of a career path.
terms of school redesign, the district is set to
41) Almost 40 percent of PPSD high schools are hold a number of public conversations around
signed up to participate in Propel America, how to dramatically redesign the high schools
a national nonprofit that connects young and middle schools targeted for turnaround.
adults with job-training organizations and
44) Every elementary school conducted a deep-
community colleges to pursue a career and
dive analysis into student achievement and
higher education within one year of high school
engagement data. As part of the analysis
graduation.
process, the Elementary Network worked
42) A cross-divisional team was formed to address with the school-based leadership teams to
both the regulatory and academic aspects of identify an instructional priority and a school
the Performance-based Diploma Assessment culture priority for the current school year.
portion of the graduation requirements. These priorities guide and focus the school
Within the last year, the groundwork that improvement efforts, including allocation of
was laid during two summer sessions with resources and design of staff professional
teacher representatives from high schools development activities. Schools monitor student
was expanded upon, resulting in the creation achievement and engagement data through
of consistent rubrics for scoring the project, a strategies including classroom learning walks
guidance document, and a course guide that and formative assessments data. School
serves as essentially the curriculum for the leadership teams regularly review this data at
course itself. Despite the pandemic, teachers professional learning sessions and leadership
currently administering the course have been team meetings, as well as after each academic
trained, there is a collective space for them to quarter.
receive and share resources, and a feedback

45) Before the beginning of the 2020-2-21 school performance, RIDE and PPSD also ensured
year, PPSD closed Evolutions High School, a accountability for rigorous performance
low-enrollment, low-performing, 1-star school. expectations for its in-district charter schools.
Evolutions High School’s approximately 270 As a result of this rigorous accountability, the
students were incorporated into the larger Academy for Career Exploration – a PPSD
Mt. Pleasant High School, where the smaller district-charter high school – voluntarily turned
school was co-located. This closure was part in its charter and closed at the end of the 2019-
of a larger Central Office effort to create 2020 school year. RIDE and PPSD supported the
efficiencies, and no teachers were laid off as a parents and community of this school to enroll
result of the school closure. these students in new schools for the upcoming
year.
46) In addition to holding the district-operated
schools accountable for improving
Inside Story: Getting on the Same Page
O ne of the most glaring findings from the Johns

Hopkins report on the Providence Public
Schools was the troubling reality that there was no
in schools and across grades. In conversations with
reviewers and RIDE staff, PPSD teachers talked
about the hodgepodge of learning packages being
uniform curriculum for K-8 classrooms. Across the used across the district.
district, many different curricula were being used
The fact was that Providence teachers were not
given the necessary resources to do their jobs and
had to supplement the best they could. In one
The curricula provide PPSD
school where there were no textbooks; students
educators a high-quality
relied on workbooks for learning. Further, data
instructional anchor that aligns
showed that many students attended several
with both Rhode Island’s nationally schools before they left elementary school, and
benchmarked standards and the the changes in curriculum further disrupted the
Commissioner’s vision for academic learning process. Providence students deserved
excellence and world-class schools. better, and Commissioner Infante-Green
It is important to note that teachers committed to ensuring all PPSD students had an
from across the district were highly aligned, equitable education.
engaged in identifying options and Leveraging a wide-ranging assessment and

choosing ARC and Eureka 5!. armed with unacceptable student performance
data, Commissioner Infante-Green made an early
32 BUILDING ON HOPE
decision to examine the PPSD budget and prioritize Since their adoption, the curricula have allowed
“what is really important.” At the top of the list was PPSD educators to provide a high-quality,
an immediate investment in high-quality sets of transparent, and equitable approach to classroom
curriculum for math and ELA. instruction in every PPSD classroom. This is a
major initial step forward in the long journey of
After surveying the national field for the “best in
transformation. Through these learning platforms,
class” and convening more than 100 educators to
comparable data are now available to teachers
review and select uniform curriculum, the district
and families, and online assessment tools allow
reallocated $4 million in existing funds to purchase
educators to quickly identify students who are
the American Reading Company (ARC) Curriculum
struggling and need additional academic support.
for use in Grades 1-8 throughout PPSD. A similar
strategic decision was made to purchase the
Eureka 5! K-5 math curriculum for the entire district
ARC also has had an impact on
soon after.
honoring diversity in the classroom.
Reading materials offered through
ARC’s multicultural library allow
students to engage in culturally
responsive literacy activities where
students can see themselves in the
stories they are reading.
A further advantage of ARC is the

accompanying teacher professional
development, which helps teachers
build additional skills with the ARC’s
state-of-the-art data tools. In addition
to working well in the classroom, both
The curricula provide PPSD educators a high-
ARC and Eureka 5! can be implemented online,
quality instructional anchor that aligns with both
so elementary students enrolled in the VLA have
Rhode Island’s nationally benchmarked standards
aligned instruction with their peers in the physical
and the Commissioner’s vision for academic
classroom setting. In the case of ARC, middle school
excellence and world-class schools. It is important
students alternating between distance learning
to note that teachers from across the district were
and in-person learning have consistent instruction
highly engaged in identifying options and choosing
regardless of their location.
ARC and Eureka 5!. One of the deciding factors was
that the curricula are available in Spanish.

The uniform curriculum provides consistency in MOVING FORWARD:
learning to PPSD’s mobile student population so BUILDING FOR THE FUTURE
that if students transfer from one school to another,
Building on the momentum of the first year of
they remain on track with their learning and their
a multi-year transformation process, RIDE is
data travels with them.
expanding reform initiatives to provide all students
ARC also has had an impact on honoring diversity in Pre-K through 12 with a well-rounded education
in the classroom. Reading materials offered experience coupled with important academic and
through ARC’s multicultural library allow students social-emotional supports. There will be greater
to engage in culturally responsive literacy activities attention focused on the high school experience,
where students can see themselves in the stories and PPSD will better serve the needs of other
they are reading. specific learning groups, including the expansion
of Pre-K throughout the district. The district will
As the implementation of ARC and Eureka 5!
prioritize better access to bilingual learning and
progresses throughout the school year, leadership
more opportunities to increase SEL competence
will continue to assess the effectiveness of these
among students and educators.
innovative learning tools. The adoption of these
high-quality, culturally responsive curricula is Major initiatives on the way include:
one major building block in the effort to enact
1) PPSD is building a multi-level data dashboard
transformational change in PPSD. Getting teachers
system to enhance data-driven decisions and
and students on the same page is building real
improvement strategies at the classroom,
momentum at the classroom level.
school, and district levels. The
dashboards will display data
from the various evidence-based
curricular resources as well as
assessment results in one location.
This will create the basis for
robust continuous improvement
conversations for every classroom
and school around data tied to our
five-year outcomes commitments
detailed in the TAP.
2) By capitalizing on state and local

funding, PPSD has six high-quality
RI Pre-K classrooms this year.
Two of the six classrooms are
dual-language classrooms. With
34 BUILDING ON HOPE
4) Because ninth-grade success is a pivotal
COMMUNITY VOICES predictor of overall long-term success for
students, PPSD has launched a number of
initiatives to support this group of students. High
“With the support from Providence schools will launch ninth-grade academies,
Schools, the educators at E-Cubed which will focus on ensuring students
Academy have become visionary successfully transition to and succeed in high
catalysts, laboring tirelessly to school, with dedicated staff members who
create an innovative educational collaborate on ninth-grade students’ academic
environment that includes student and social-emotional needs.
and parent voice, enhanced
5) PPSD will pilot small-group, relationship-based
educational and internship
tutoring for ninth-grade students as part of the
opportunities and embracing school day (rather than after-school, which
collaboration in redesigning the high limits access for students). Similar tutoring
school experience for all diverse approaches have delivered remarkable results
learners.” for students. For example, ninth-grade Algebra
– Deloris Mitchell, Teacher at E-Cubed I students in Chicago Public Schools who

Academy and member of RIDE’s Educators of received tutoring not only achieved proficiency
Color Committee in Algebra at higher rates, they were also more
likely to pass their other classes and to attend
school more regularly.
additional state support, PPSD will release a
6) A panel of ninth-grade design ambassadors
plan to add additional high-quality Pre-K seats
will provide a direct student voice and advise
for Providence families. High-quality early
the Superintendent on designing their future
childhood education is essential for setting
high school experiences. This is a critical effort
our children up for lifelong success. Dozens
to ensure that student voice is captured in
of studies emphasize the importance of Pre-K
developing the excellent, academic experiences
experiences that prepare children for learning
that will prepare themselves for college and
in literacy and math. Children who participate
career success. H
in Pre-K are better prepared for kindergarten
and lifelong success.
3) In collaboration with the Rhode Island

Foundation, RIDE and PPSD will expand access
to bilingual and dual-language learning
programs, including into the secondary level
where those experiences do not exist in PPSD.

Goal #2
Parents and Families Will Be Supported, Empowered, and Engaged

WHERE WE WERE: LACK OF engagement activities, including parent-teacher
ENGAGEMENT LEFT FAMILIES conferences, were haphazard throughout the
POWERLESS AND DEMORALIZED district, with no uniform process for family and
community outreach. The report found the lack of
During the countless hours of community
programs and initiatives that connected parents
testimony following the release of the John Hopkins
and families to the schools particularly troubling.
report, parent after parent painfully detailed
and expressed how they felt demoralized and
marginalized by Providence’s school system.
FROM THE JOHNS
Rather than being engaged in a school system
HOPKINS REPORT
meant to serve them and their students, parents
communicated that they felt “shut out of their
children’s education.” “The lack of parent input was striking
on its own, but the widespread
This testimony was consistent with the findings
from the John Hopkins report. The Central Office
acceptance of this marginalization
and schools often lacked consistent, authentic
was of particular note.”
communication that supported families. Family
A central goal in Providence’s TAP is that in every administration. The newly appointed Chief is
school, students, families, and community members diligently working to create policies that will
feel respected, supported, and engaged. From enforce a prompt 24/7 customer service structure
day one, RIDE leadership has been committed and transparent engagement structures.
to a process that reconnects families and the
Activating the community to develop the
community to PPSD schools with consistent,
TAP
informative, and culturally relevant engagement
practices. In early 2020, the Family and Community 1) After a summer of intensive community
Engagement office was expanded and elevated engagement sessions, Commissioner Infante-
to a cabinet-level position within the PPSD Green delivered on her commitment to
36 BUILDING ON HOPE
involve the community as partners in shaping 4) The CDT publicly showcased its
the direction of the Providence’s long-term recommendations at a “Community Design
transformation. During the engagement, Day” on March 7, 2020. Hosted at Providence’s
community members shared with Commissioner Asa Messer Elementary School, this Community
Infante-Green that historically they had not had Design Day was attended by hundreds of
a seat at the decision-making table, nor had community members, including students
their voices been acknowledged or respected. and families and members of the media
Through the CDT, Commissioner Infante- seeking to learn about the work and offer
Green sought a community-driven approach feedback to consider before finalizing the
to creating a TAP. The CDT was organized into proposals. Additionally, design team members
three sub-teams, aligned with the key pillars of disseminated a survey to community members
Excellence in Learning, Engaged Communities, to gather feedback on their recommendations,
and World-Class Talent. and the CDT presented these findings to the
Commissioner and Superintendent.
2) In fall 2020, RIDE launched a competitive
application process to recruit community 5) RIDE and PPSD leadership leveraged
members to participate as part of the CDT. recommendations from the CDT to form the
RIDE received a total of 222 applications from core of PPSD’s TAP. Ultimately, over 75 percent
community members for 45 CDT spots. Using a of the TAP’s initiatives (26 out of the 40) were
clear rubric, six community volunteers worked driven by the design team work. CDT members
alongside six RIDE staff members to evaluate have continued to be engaged in first-year
applications based on community involvement conversations, served as partners in the TAP
and relevant professional and personal rollout, and will participate in quarterly updates.
experiences.
Engaging families and the community,
3) The final CDT consisted of 45 educators, and using their feedback to implement
students, parents, and members of community policy
advocacy groups who volunteered more
6) PPSD focused on enhancing engagement
than 40 hours of collaboration time to their
with parents by reinvigorating its existing
work. The three-month development process
Parent Advisory Council (PAC). PPSD
involved using an equity-based, design-thinking
expanded recruitment efforts to include more
framework to examine a range of key data,
representation from schools and prioritize
identify and prioritize specific problems in the
diversity among the PAC members. PPSD
district, consider the root cause analysis of the
increased the number of members and schools
critical problems, brainstorm solutions, and
represented by 65 percent, from 20 schools/
workshop those solutions with the broader
parents in the 2019-2020 school year to 33
Providence community.
in the 2020-2021 school year. PAC meetings

include space for families to hear directly 9) In a partnership with PPSD and RIDE, Rhode
from the Commissioner and Superintendent Island Public Transit Authority (RIPTA) is
regarding updates about Providence’s schools, using federal funding to provide additional
as well as for these leaders to hear direct bus passes to high school students based on
concerns from PAC members. A renewed effort where they live. Previously, students needed
is underway to better inform and support to live two miles or more from their school
PPSD’s parent leaders with ways in which to to qualify for bus passes. However, parents
collaborate with school leaders. Additionally, and students have long sought to cut that
PPSD has reinforced the orientation process for distance to one mile away from their school.
new members with assistance around engaging Responding to family feedback, which was
parents and principals at their schools. Overall even stronger during the COVID-19 public
PAC attendance has improved, and there is pandemic, Commissioner Infante-Green and
greater interest in the PAC’s work throughout Superintendent Peters worked with RIPTA to
PPSD’s larger school community. expand eligibility for bus passes to anyone who
lives more than one mile away. As a result, more
7) Every year, RIDE administers SurveyWorks,
than 1,700 PPSD students can now use bus
Rhode Island’s school culture and climate
passes. In so doing, PPSD expanded access to
survey, to all public schools in the state.
no-cost transportation to its students, which is
RIDE asks students, educators, and families
improving attendance and allowing students
about their experiences in education to gain
to take advantage of extracurricular activities,
valuable feedback for districts and schools on
after-school sports, and more.
what is working and what needs to improve.
Providence has the unique opportunity to add 10) To prepare for reopening schools this fall, the
additional questions to SurveyWorks. This year, district solicited community input on a large
PPSD ensured these additional questions were scale through a widely distributed survey
aligned to the issues that are most important reaching over 3,000 stakeholders. PPSD also
to families, students, and teachers. Over 13,000 held over 25 smaller focus groups with students,
students, educators, and families responded to parents, partners, and community leaders
the survey. to more clearly define priorities. PPSD also
held community forums – online, rather than
8) RIDE and PPSD are developing a Parent Bill of
in person – to keep families informed and
Rights, in collaboration with the PAC and the
answer the many questions and concerns of the
Rhode Island Center for Justice, to empower
community during this time of uncertainty.
families to be effective advocates for their
child’s interests. The initiative will serve as a 11) PPSD has also engaged and supported CABs
template that can be replicated across the to be part of school-level improvement.
state. Approximately 60 members – including
students, community members, and parents –
38 BUILDING ON HOPE
support school improvement across the 15 PPSD n With the funding support of 21st Century
schools that were designated as in need of Community Learning Centers and local
Comprehensive Support and Improvement due businesses, New Urban Arts provided art
to low performance. CABs support principals kits to high school students at Central and
and network staff to design school improvement Classical throughout the spring and summer
plans that support improving student outcomes, of 2020.
as well as provide feedback on how federal
n City Year quickly pivoted its program delivery
school improvement dollars will be used to fund
model by calling students and sending
interventions within the school improvement
motivational videos to their students and
plan. To build CAB members’ capacity, PPSD
partner teachers.
developed and delivered a Collaboration
for Equity learning series for CAB members n Seven organizations provided Summer
to clarify their roles, leverage their collective Learning Programming for students in grades
expertise, and define decision-making rights Pre-K to 12, with 65 percent of program
for equitable outcomes. Over 50 percent of participants attending at least 2/3 of
CAB members participated in this professional scheduled program days.
development across two sessions.
n Inspiring Minds trained and placed 100
12) The John Hopkins Report pointed to challenges volunteers in PPSD elementary schools to
that community partners had experienced support students one-on-one.
when engaging with and supporting PPSD.
Changing this dynamic is critical to activating
Enhancing ongoing communication with
and engaging community partners to help
families
PPSD reach the ambitious goals in the TAP. 13) PPSD has invigorated ongoing parent
PPSD has worked to reimagine what it means engagement through the restructuring of the
to have mutually beneficial relationships with FACE, including the hiring of a new Chief and
its community-based organization by focusing putting structures in place that bring parents
on student-centered initiatives that are data- into the decision-making process through
driven and rigorous. This shift will enhance the PAC and CABs. This restructuring was in
existing partnerships and set the stage for new response to direct feedback from families and
partnerships that will provide multidimensional members of the community regarding their
experiences for PPSD’s students based on struggles in having their voices heard. PPSD’s
needs. Examples of reimagined partnerships in previous office configuration was not conducive
action include: to working with multiple families simultaneously.
Bringing family voice to the forefront meant
n Books Are Wings provided books to
a realignment of operations. Centralizing the
elementary school students at meal sites in
FACE team gave PPSD the ability to better
the spring.

engage families in real time. The office also training focuses on putting families first and
added two interpreters to assist with calls, walk- being responsive to their needs in a way that
ins, and school-based programing. is genuine and results oriented. PPSD views
this as a top priority, as the district is here to
14) PPSD reimagined its Parent Academy
serve the community in the most meaningful
workshops as online, rather than in-person,
and positive way possible. The standards are
events in order to engage families during the
built on five elements: Courtesy and Respect;
COVID-19 pandemic. PPSD’s goal is to provide
Communication and Accessibility; Professional,
parents with an academy that prepares them
Cultural, and Linguistic Responsiveness;
with the necessary tools to support their
Environment of Belonging; and Awareness and
students’ education and student advocacy.
Continuous Improvement.
One hundred and fifty-eight (158) parents
participated in the parent academy program 16) PPSD trained new building leaders, teachers,
in the fall 2020. This new online delivery has and Central Office staff in the use of KiNVO,
helped to increase parent participation. Topics a two-way texting software that allows the
draw from families’ needs that are unique district, schools, and educators to connect
to distance learning, such as technology directly with families in their preferred
support and navigating participation in the language. PPSD has strategically used this
VLA. Workshops also showcase the latest communication tool during the COVID-19
improvements related to the TAP, such as the pandemic; response rates (where families
ELA and math curriculum. Lastly, the district text back) doubled from March to November
continues to offer workshops on such perennial 2020. PPSD is continuing to build staff capacity
favorites as understanding Individual Education to strategically utilize KiNVO for direct text
Programs (IEPs) and 504 plans for students with messaging and two-way communication
disabilities, as well as preparing for college. with families, as well as to integrate KiNVO in
general strategic communication and family
15) PPSD increased customer service in all public-
outreach planning.
facing offices by developing new customer
service standards to ensure all staff are more 17) Superintendent Peters created a series of
responsive to families. This customer service videos for families to explain aspects of
training is part of a deliberative culture shift to the district’s reopening plan. These videos
make PPSD a more welcoming and empathetic addressed multiple components of the district’s
environment. As part of the standards’ roll- reopening plan, such as ventilation in schools.
out, the district is conducting a year-long These videos, shared via social media, gave
training cycle for 200+ family-facing staff on families much-needed guidance in preparation
high-quality customer service. Staff at both for a safe and healthy beginning of the school
Central Office and at schools are receiving year.
training on the customer service practices. This
40 BUILDING ON HOPE
18) PPSD made 4000+ proactive phone calls from communication to connect with families and did
Central Office to families to support the VLA not adequately leverage the valuable expertise
and made 450+ home visits to support students of our existing parent base.
with low attendance. PPSD took this proactive
21) In order to support our multilingual families
approach to ensure that all families understood
during parent-teacher conferences, PPSD
the process for enrolling students in the VLA.
piloted an immediate, over-the-phone
From an equity perspective, PPSD needed to
interpretation service (which could cover
make sure that students had the necessary
350 languages) in the fall of 2019. The pilot
technology to access the VLA. To decrease the
was so successful that the district doubled
number of absent students, PPSD and RIDE
its initial $15,000 investment to $30,000.
staff conducted personal home visits, following
When the pandemic hit, the need for real-
proper COVID-19 safety protocols. These visits
time, multilingual communication channels
persuaded many students to return to school.
skyrocketed. Once again, the district grew its
19) PPSD repurposed one staff role to serve annual investment in the service to $50,000 for
as a family liaison specifically for families the 2020-2021 school year
of differently abled students. The objective
22) The district has made a significant investment
of this new position is to enhance direct
increase in translation services. PPSD is
communication and supports for families
now working off of the state MPA to provide
of differently abled students. The new staff
translation of school-related documents in all
member created a dedicated KiNVO list to
the district’s major languages.
communicate directly with these families.
This was a critical step in specializing 23) Elementary and middle school ELA curricular
communication, since reopening guidance for resources include a family engagement
families of differently abled students was often connection, providing ongoing updates to
very specific and aligned to specific topics, such parents who provide information about their
as how to give consent for evaluation, virtual children’s achievement levels, power goals, and
IEP meetings, Parent Academy, and a family the current skills that they’re working on to meet
survey around specialized services. their goals. Guidance to parents is provided in
terms of how they can be a part of supporting
20) In addition to creating the new family liaison
these skills. Parents are also provided with
role, PPSD has plans to relaunch its Special
access to the electronic libraries that their
Education Local Advisory Council (SELAC),
children are using, so they can engage in family
anchored in PPSD’s new supportive approach.
reading opportunities.
In the past, the SELAC relied on one-way

Inside Story: Putting Families at the Center
R esearch is clear: when parents are engaged

in their children’s education and welcomed
into the school building, their children are better
transparent, consistent, and culturally relevant
family and community engagement initiatives that
would respond to the unique needs of students and
positioned to succeed both academically and families, district wide.
socially. A heartbreaking finding in the Johns
The first step in the development of a robust
Hopkins report is that many parents of Providence
community engagement function was the
students felt “shut out of their children’s education.”
expansion of PPSD’s FACE office. Prior to the state
During the community forums that followed the intervention, FACE consisted of a director and four
report, family members echoed again and again family engagement specialists spread across the
that (1) families felt powerless and isolated; (2) system. To build out this function, Superintendent
historically, engagement had not led to action; (3) Peters hired Nick Figueroa as the new Chief and
both reasonable and divergent opinions often had added the position to the cabinet level.
not been recognized; and (4) community partnerships
Upon taking the reins at FACE, the new Chief
were not universally accessible across the system.
set about creating a more robust team, first by
adding two interpreters and then adding a Student
Records and Volunteer Manager, while expanding
Once the state intervention
the responsibility of the Customer Service Manager
began, RIDE and PPSD made a
to serve as the point person for the “Let’s Talk”
firm commitment to implement
family engagement tool.
transparent, consistent, and
culturally relevant family and Beyond adding to the team, Figueroa brought
his dedication to direct community engagement,
community engagement initiatives
helping all PPSD staff members feel more
that would respond to the unique
accountable to the district’s families. The FACE
needs of students and families,
office is leading efforts to expand parent
district wide. representation on the PAC, and it conducted a
series of focus groups over the summer to get
meaningful feedback from families and community
The failure to prioritize the family voice was 100
partners. Plans are underway to create a Parent
percent unacceptable to Commissioner Infante-
Ambassador position for each school, which will be
Green, who had made “Engaged Communities”
tasked with strengthening the ability to share and
one of the three pillars of success that guide the
exchange information, resolve family inquiries and
PPSD TAP. Once the state intervention began, RIDE
concerns, and respond directly to feedback.
and PPSD made a firm commitment to implement
42 BUILDING ON HOPE
One of the early returns on the bolstered PAC PPSD staff are being trained on Let’s Talk, which
effort was direct parent input to the PPSD will improve connections and close the gap
supplemental questions included in SurveyWorks. between school and families, leading to long-term
The PAC also met with principals in early 2020 to gains for students.
begin strengthening relationships between school
In addition, the district has created customer
leaders and parents, connections that have proved
service standards designed to provide better
valuable during the COVID-19 pandemic.
service for all of our families,
with a focused goal of improving
connections, closing the gap between
The customer experience solution platform
school and families, and supporting
Let’s Talk was selected for PPSD to build and long-term success for all students.
strengthen the communication between family
and schools securely through phone, email,
and direct message – with the bold goal of a
one-day business turnaround for all queries.
Next up in PPSD’s effort to connect with families

is the implementation of an online customer
experience that is making it easier for families
to engage with school and district leaders on
important topics related to their child’s education.
The customer experience solution platform
Let’s Talk was selected for PPSD to build and
strengthen the communication between family MOVING FORWARD:
and schools securely through phone, email, and BUILDING FOR THE FUTURE
direct message – with the bold goal of a one-day
A successful school transformation process is
business turnaround for all queries. These initiatives
impossible without the dedicated support of
are elevating PPSD community engagement to a
and collaboration with families and community
previously unheard-of standard of excellence.
leaders. Throughout the TAP process, parents will
Let’s Talk is automated, easy to use, and highly be uplifted through structures that empower them
efficient. Once an inquiry is made, it is quickly to have a powerful voice as the best advocate for
assigned to the appropriate staff member for their child. Through continued engagement, PPSD
speedy resolution. All inquiries are tracked on a will build meaningful home-school connections
dashboard to ensure a resolution, and families between families and educators. New partnerships
have an opportunity to rate the service provided. with community-based organizations will elevate
student and community voices in a meaningful way.

Major initiatives on the way include: resolution. The system will allow this dialogue
to be tracked, keeping a consistent log of
1) Parent-teacher conferences are critical
responses provided and informing PPSD with
opportunities for families to connect with
actionable customer-service data, such as
their children’s teachers and their school
how long it takes to respond after the initial
communities. Conference-based dialogue not
contact is made. At the end of the process, the
only gives parents the tools they need to better
individual who initiated the dialogue will be
support learning, it gives teachers greater
able to rate PPSD on the quality of customer
insight into their students’ lives and motivations.
service received. PPSD is providing professional
To keep the focus on greater responsiveness
learning to its staff on the program to ensure it
to families, all Providence teachers will now
is effectively implemented.
participate in parent-teacher conferences this
fall, even if those conferences are held after
regular business hours. Previously, teacher COMMUNITY VOICES
participation in after-hours conferences was
optional. In another adaptation to the national
health situation, parent-teacher conferences “The PAC allows parents to interact
will be offered online rather than in person. directly with Commissioner
Real-time language interpretation services Infante-Green and Turnaround
will be available to non-English speakers. The Superintendent Peters on a monthly
Providence Teachers Union (PTU) had previously basis, including time to hear updates
pointed to the collective bargaining agreement on Turnaround initiatives, and to
as evidence for the practice that parent-teacher highlight any specific concerns from
conferences were not required. However, after
their own unique communities. The
engaging the PTU on this issue, PPSD leadership
PAC provides parents the dedicated
determined that, in the best interests of students
space they deserve to come together
and families, parent-teacher conferences would
to share ideas and suggestions for
be required going forward.
best family engagement practices at
2) PPSD is launching the “Let’s Talk” online the school and district level.”
platform to make it easy for families to pose
– Melissa Hughes (PAC Parent)
questions and receive responses within one
business day. The program will allow PPSD
to receive feedback through multiple entry
3) RIDE and PPSD will continue to increase
points that include the PPSD’s website, email,
SurveyWorks participation among Providence
phone calls, and social media. Once feedback
stakeholders and families, in particular, as the
is received, the platform creates a dialogue
primary tool of measurement for the success
that is assigned to a specific staff member for
of PPSD’s engagement efforts. The district will
44 BUILDING ON HOPE
utilize multiple channels of communication between parents, their school, and Central
to build awareness about the survey and Office, enabling a quicker, more effective flow
increase participation. Tactics include Spanish- of information and resources to and within the
language radio interviews, multiple weekly school community.
recordings, personal calls to families reinforcing
7) The district is currently exploring adding a
how SurveyWorks will provide PPSD with
Parent University to the Parent Academy
valuable, actionable feedback from families,
program to provide families with greater
collaborating with PPSD community partners
tools to participate in their child’s educational
and local businesses to promote SurveyWorks,
journey. The concept would allow families to
and directly assisting families with accessing
participate in ESL, financial literacy, and ARC
and navigating the survey.
training, as well as other areas that would
4) PPSD is working to create a Student Advisory benefit the family as a whole. PPSD is also
Council that will work with the Superintendent exploring forming a relationship with a higher
to provide feedback around potential policy education institution to provide college credit
changes that affect students. The Student for parents who wish to participate.
Advisory Council will also present students with
8) PPSD currently maintains over 100 partnerships
experiential leadership learning opportunities
with community partners. In order to
that will develop them as future leaders. Just as
have more meaningful partnerships for
importantly, it will give students a seat at the
students and schools, PPSD will conduct a
table with the PPSD Superintendent where they
comprehensive review on the effectiveness
will be able to express their needs related to
of these relationships. Moving forward, PPSD
academics and districtwide policy.
wants to ensure that all partnerships align
5) PPSD will be establishing a Districtwide to the TAP pillars and initiatives, which are
Advisory Council that will meet directly with the centered around boosting student outcomes.
Superintendent to provide feedback regarding Streamlining this process will ultimately improve
the district’s progress on TAP initiatives. Each student learning and leadership development.
grade level will have a parent representative,
9) PPSD will continue to provide customer service
along with parents of MLLs and differently
training through ongoing courses for staff
abled students.
during the next school year. PPSD will take
6) PPSD is planning a Parent Ambassador feedback from this first round of trainings and
program that will place a parent ambassador will look at end-of-year-data to modify and
at each school. This robust program will provide improve the new round of training. This effort
direct parent support and leadership training, will continue to be supported by our customer
enabling ambassadors to be deeply engaged service standards that put students and families
with their school and school community. first. H
These ambassadors will serve in a liaison role

Goal #3
Teachers and Staff Will Be Engaged, Energized,

WHERE WE WERE: TEACHERS The John Hopkins report pointed to multiple levels of
WERE UNSUPPORTED AND the school system negatively impacting educators of
UNMOTIVATED color in particular, including district hiring practices,
inadequate talent pipelines, and a lack of support
Transforming Providence into the school system its
or even outright hostility from fellow teachers and
students and families deserve requires empowering
administrators. While research indicates educators
and supporting world-class teachers who are
of color positively affect both white and students
actively engaging all of their students, all of the
of color alike, a significant disconnect existed in
time. However, the Johns Hopkins report painted a
Providence. While 90 percent of all students were
picture where hard working Providence teachers,
people of color, only 20 percent of teachers were.
who desperately wanted to see that vision become
a reality for their students, instead felt demoralized, Underlying all of the above, multiple individuals in
powerless, and overwhelmed by a system designed the Johns Hopkins report consistently and widely
to do anything but support them. The Johns Hopkins regarded the teachers’ CBA as major impediment
researchers noted the high levels of teacher to change and innovation within Providence’s
absenteeism, the chronic shortage of substitute broken system, especially as it pertains to the hiring
teachers, and shortages of important positions in process and the lack of professional development
most schools. opportunities.
In the Johns Hopkins report and community forums,

teachers often cited inadequate professional FROM THE JOHNS
development opportunities as a barrier to HOPKINS REPORT
success. Professional learning opportunities
were scarce across PPSD, with only one day of
“Many people noted that the
professional learning built into the collective
collective bargaining agreement
bargaining agreement (CBA). Many teachers
presents a systemic barrier to good
expressed frustration with the lack of funding
and opportunities for professional development.
teaching in two primary ways:
The most devoted of teachers would often rely on
limiting professional development
supportive colleagues for mentorship and support, and severely constraining the hiring
“usually after hours for the sake of the children.” and removal of teachers.”
46 BUILDING ON HOPE
Commissioner Infante-Green and Superintendent paper-based, processes to a more effective

Peters believe that a highly effective teacher approach grounded in the latest best practices.
is the most important component to student
2) As part of continued Central Office
achievement. This drove the prioritization of key
reorganization, PPSD further streamlined
educator workforce initiatives in Year 1 of the TAP,
the Office of Human Resources by reducing
including expanded professional development
head count, while reallocating staff to better
opportunities, implementation of a nationwide
support schools. Previously, staff functions in
teacher recruitment campaign, and earmarking
HR were aligned to support employee groups,
resources for teacher ESL certification programs.
not schools. For example, one staff member
Teacher wellness and self-care were addressed
focused on recruiting and staffing teachers
through a partnership with Pure Edge, a respected
districtwide, while another focused on teacher
wellness community that tailored their in-person
assistants. This resulted in a principal having
offerings for a virtual setting during the pandemic.
to engage multiple HR team members to
Revamping PPSD’s Human Resources office satisfy their staffing needs. Now, as part of the
new network-based approach, three staffing
1) The Johns Hopkins report specifically cited
and recruitment officers are assigned and
challenges with the level of support PPSD’s
accountable to a cohort of schools – one each
Office of Human Resources (HR) provided to
for elementary, middle, and high schools – to
schools. One administrator noted: “Human
provide a single, streamlined point of support
Resources is larger than ever, but nothing has
for recruitment and staffing needs. This
actually changed for schools.” The perception
approach has increased effectiveness and
was that HR had historically gotten in the way
responsiveness to school leaders. HR team
of, rather than supported, effective school
members, along with Central Office staff,
staffing. When RIDE first assumed control of
participated in customer service training to
PPSD, restructuring the HR office was a top
enhance the support they provide to schools,
priority for Commissioner Infante-Green.
staff, and job applicants.
The Chief of Human Resources position was
eliminated, and the new PPSD Chief Operating 3) RIDE and PPSD engaged with TNTP to conduct
Officer was given direct responsibility for a deep dive into understanding PPSD’s human
the function. This ensured HR was part of a capital challenges and practices described
cohesive agency-wide focus on increasing in the Johns Hopkins report. The work with
overall effectiveness across all Central Office TNTP highlighted several key challenges with
operational services. With this focus in mind, PPSD’s human capital approach, including
HR began to shift from outdated, sometimes how delays in the hiring process, such as the

posting of positions externally until late May, internal hiring fair, when the talent pool is the
greatly limited the pool of available candidates most robust, and when highly sought after,
and contributed to persistent vacancies. effective, and diverse educators are available.
TNTP’s analysis also revealed how a limited
6) In addition, PPSD also proposed significantly
pool of candidates has hobbled efforts to
limiting the use of “one-year positions” in the
diversify the workforce. The recommendations
hiring process. In prior years, any new position
TNTP provided to address these issues have
that was posted for the first time after the
influenced the revamped HR office’s approach
internal hiring fair in March would be time-
to staffing and hiring practices.
bound and guaranteed for only one school
4) PPSD also formed a research practice year. After the completion of that year, teachers
partnership with the Annenberg Institute at would be forced to reapply for their position.
Brown University to build PPSD’s human capital This practice was put in place to guarantee that
capacity, study PPSD’s educator pipeline, and internal candidates, thanks to their seniority,
develop research-based strategies that will would get the first chance to apply for any
increase the diversity of the teacher applicant new permanent position as part of an internal
pool. This partnership has since led to a cross- candidate-only hiring round. The lack of job
divisional team taking a deeper dive into PPSD stability as a result of this practice dissuaded
applicant and employee data, the development quality external candidates from applying
of a dashboard with actionable data for HR, for PPSD positions. PPSD proposed waiting
and the identification of supplemental metrics until the end of the 2019-2020 school year to
associated with the TAP’s World-Class Talent determine whether any newly posted position
pillar. would be designated as a one-year position.
Streamlining and improving PPSD’s hiring 7) PPSD leadership engaged the Providence
practices Teachers Union (PTU) to review proposed
changes to address challenges regarding
5) The Johns Hopkins report cited a number
PPSD’s hiring practices over multiple sessions
of challenges resulting from PPSD’s hiring
as part of a “Criterion Based Hiring” committee.
process, including delays in hiring teachers, a
This contractually defined process included
large number of vacancies at the start of each
equal representation from PPSD and the PTU
school year, and a lack of diversity among the
to define the PPSD hiring process. In the past,
teaching workforce. Ineffective hiring policies
this has led to a 20+ page criterion-based hiring
disproportionately affected educators of color.
process manual, on top of the already pre-
To begin to address these challenges, PPSD
existing CBA. The PTU would not agree with
proposed a radically different hiring timeline
the proposed changes. Per the CBA, a neutral
and process. This included moving up the
third party was identified to review both sides
external hiring process by nearly two months,
and make a final ruling. This neutral third party
from late May to the end of March after an
48 BUILDING ON HOPE
broke the stalemate and agreed with PPSD’s people saw the campaign’s core video at
proposed hiring changes. least once. More than 9,000 eventually visited
the special landing page for PPSD teacher
8) As a result of these changes and additional
recruitment, leading to nearly 800 live leads for
recruitment efforts listed below, and despite the
PPSD recruiters. This led to over 600 teacher
recruitment challenges posed by the health and
referrals to PPSD. PPSD supported its fellow
economic impacts of the COVID-19 pandemic,
Rhode Island districts, providing additional
PPSD was able to significantly reduce the
referrals PPSD received along to other districts
number of classroom vacancies by the first day
based on the specifics of the referral.
of the school year, from 102 in 2019-2020 to
only 22 in 2020-2021, a 78 percent reduction, 11) RIDE developed a series of incentives and
with plans to continue this downward trend. In certification changes to increase PPSD and
addition, PPSD greatly reduced the number of other districts’ abilities to recruit and retain
one-year positions by 42 percent, from 106 in high-quality teachers. For example, RIDE
2019-2020 to only 61 in 2020-21, providing more worked with Rhode Island Housing to market
stability to new PPSD educators. its Spring7500 program to Rhode Island
teachers. This program provides a $7,500
9) As a result of these changes and recruitment
down payment assistance loan to eligible
efforts, PPSD also made significant strides in
first-time homebuyers in Rhode Island, and
increasing the diversity of new educator hires
is an appealing incentive to keep talented
for the 2020-2021 school year. For this school
professionals in the state. RIDE also partnered
year, 26 percent of new hires identified as an
with the Commerce Corporation to expand the
educator of color, compared to just 17 percent
Wavemaker Fellowship to new teachers in the
in 2019-2020 and 11 percent in 2018-2019.
STEM (science, technology, engineering, math)
While one out of every four new hires being an
fields. These financial incentives will also be
educator of color is definite progress, significant
helpful for PPSD to recruit and retain a diverse
strides still need to be made in eliminating the
educator workforce.
hiring barriers that disproportionately impact
educators of color to meet the TAP’s ambitious 12) In addition, RIDE enacted certification
goal of 33 percent educators of color in PPSD’s regulation changes making it less burdensome
overall workforce by the 2024-2025 school year. and more attractive for teachers in Connecticut,
Massachusetts, and other states to teach in
Recruiting and improving PPSD’s educator
Rhode Island, if the teacher has full certification
workforce
from one of those states. These certification
10) To improve the quality and diversity of PPSD changes will align with the larger goal of
teachers, RIDE launched a national teacher broadening certification pathways, allowing
recruitment campaign to attract high-quality for greater flexibility in becoming RI certified,
teachers to Providence. More than 160,000 especially in shortage areas. The changes are

informed directly from feedback from educators embedded professional development and
and school system leaders, as well as research support to all teachers of MLLs. This includes
from surrounding states in expanding certificate ESL and bilingual/dual language teachers, as
areas. well as core content teachers who have MLLs in
their classrooms.
13) The COVID-19 pandemic has greatly increased
the need for substitute teachers, both to cover Consistently engaging and hearing directly
staff absences resulting from quarantines or from educators
increased attention to staying home when
16) Commissioner Infante-Green launched
symptoms arise, as well as because it is more
coffee hours at every school within PPSD as
difficult to have substitutes work across multiple
an opportunity to provide a more intimate
schools. To address this challenge, PPSD
opportunity for teachers to share their
began recruiting for substitutes in early July in
perspectives and ideas on what’s working
partnership with SkillsRI. This partnership, in
well and what needs to be improved to make
addition to changes in substitute compensation
transformational changes. These coffee hours
in the form of bonuses and an increased daily
served a key role in helping the Commissioner
rate, enabled the district to hire 60+ substitutes.
and Superintendent identity nationally rated
14) RIDE supports a special legislative task force, ELA and math curricula. The coffee hour
led by Representative Karen Alzate, that is started as in-person meetings before school
focused on increasing the number of Rhode started, and continued virtually throughout the
Island educators of color. The objective of the COVID-19 pandemic.
commission is to identify relevant research and
17) To ensure that PPSD’s educators directly had
successful practices to enhance educator of
a voice and contributed to the development
color recruitment and retention throughout the
of PPSD’s TAP, multiple members of the CDT
state. The commission will identify and establish
were PPSD educators or staff. In addition, RIDE
public, private, and philanthropic partnerships
specifically reserved three CDT member spots
and identify a process to prepare, support,
– one per sub-committee – for representation
and encourage school leadership to increase
from the PTU, ensuring that the teachers union,
retention of educators of color. The commission
both through its individual educators and as an
met twice in spring 2020 prior to COVID-19, and
organization, had clear representation in the
RIDE will continue to support this commission
development of the TAP.
when it resumes in 2021.
18) Superintendent Peters has made it a priority to
15) PPSD increased the number of MLL coaches
engage and hear directly from educators from
from 25 in the 2019-2020 school year to 29
the beginning of his term. As part of his entry
this school year, so that every elementary
plan, he formed numerous teacher feedback
and middle school will have a dedicated, full
groups to learn about their experiences working
time MLL coach. These coaches provide job-
50 BUILDING ON HOPE
in the district and gain insight into their work. He 21) The Johns Hopkins report stated that “PPSD
also met with teachers throughout the summer has an exceptionally low level of academic
to gauge their concerns related to reopening, instruction, including a lack of quality curriculum
and held a teacher-specific town hall on and alignment both within schools and across
the district reopening plan, which included the district.” PPSD set as a priority the selection of
Rhode Island Governor Gina Raimondo and a high-quality ELA and math curriculum. PPSD
the Commissioner. Superintendent Peters will engaged more than 100 teachers to develop and
continue to hear directly from educators during select a unified, cohesive approach to curriculum
weekly feedback sessions with different schools. and professional learning. Representative teams
of teachers were brought together from each
19) In November of 2019, Commissioner Infante-
elementary and middle school to review ELA and
Green convened educators of color from
math curriculum choices and provide input on
throughout Rhode Island for a series of ongoing
the programs they believed would best suit the
conversations to discuss how best to diversify
needs of the students. The teacher voice was
the workforce. The conversations centered
essential to the final decision on the selected
on existing barriers into the profession;
curriculum.
recruitment strategies; the working environment
as it pertains to the treatment of educators, 22) As part of her commitment to engage educators,
families, and staff; and ongoing support to Commissioner Infante-Green also initiated
ensure that all stakeholders can work, grow, Educators in Action meetings. Each month, the
and succeed in Rhode Island schools. Many Commissioner meets with a statewide group
educators highlighted a lack of compassion of educators to provide a direct opportunity
and understanding of the trauma educators of for them to share current challenges and
colors face as a result of systematic oppression, highlight what is going well within their school
as well as a lack of mentors and allies within community. A significant portion of the educators
their own schools. The significant majority of participating in this group were from PPSD.
these educators were from Providence and These meetings also enable educators to share
other urban core districts. best practices, engage in common issues they
are facing, and serve as a sounding board for
20) These conversations led to the creation of the
the Commissioner and RIDE on potential policy
RIDE Educators of Color Committee. The goal
ideas, especially around questions of school
of this committee is to offer clear guidance and
climate and culture.
create policies and procedures that promote
empowerment and the retention of current and Significantly increasing professional
future educators of color. This includes ensuring learning for PPSD’s educators
equal representation at every level and valuing
23) In the Johns Hopkins report, teachers noted
communities of color and what they have to
repeatedly that a lack of professional
offer.
development was a key factor to their inability

to improve their teaching practice. To address PPSD’s new teachers as part of the new teacher
this issue immediately, PPSD significantly onboarding process.
increased professional learning from providing
26) The Office of Equity and Diversity hosted a
one orientation day prior to the start of school,
summer virtual learning day centered on
filled mainly with administrative and general
the intersections of instruction, culture, and
activities, to five professional days prior to
social justice. More than 800 PPSD educators,
the start of school and five more professional
students, and community members attended.
learning days embedded throughout the school
Over 70 percent of attendees said they found
year.
the sessions “extremely impactful to their daily
24) During this school year, PPSD has already practice.”
offered over 750 professional development
27) PPSD’s Central Office received key feedback
sessions for all staff, including administrators,
from educators and building leaders regarding
teachers, teacher assistants, childcare workers,
the misalignment of historic professional
and clerical staff – compared to 218 sessions
learning opportunities and their actual needs,
offered by this time last year. These learning
as well as the lack of sustained impact from
sessions spanned across all aspects of PPSD’s
previous professional learning opportunities.
TAP, including support for the implementation
To rectify this misalignment, PPSD developed a
of the ELA and math curriculum for teachers
high-quality rubric to vet professional learning
and teacher assistants, sheltered content
offerings and measure impact and alignment
instruction sessions to support MLLs for all
with turnaround initiatives. This tool was
staff, and school-based weekly professional
developed based in part on teacher feedback
learning community sessions. As part of
around professional development impact
districtwide culture change, PPSD has focused
and quality. Key indicators in the rubric that
on embedding professional learning with each
principals and network leaders can now use as
initiative and strategy implemented.
they develop professional learning experiences
25) PPSD’s Office of Equity, Culture, and include alignment to the TAP and internal
Student Supports launched rich professional coherence; collaborative learning, research
development in diversity and culturally and data-driven content, professional learning
responsive and sustaining practices. This design: content and knowledge.
40-minute, self-paced session includes key
28) PPSD designed a culturally responsive
learning around the culturally responsive
professional development series for special
teaching framework adapted for all PPSD
education teachers and related service
staff, PPSD’s equity definition and priorities,
providers. For the first time ever, PPSD held a
PPSD’s social-emotional learning vision, and
specialized services and instruction (SIS) start-
PPSD’s customer service standards. PPSD also
of-year kick off to engage special education
provided this professional learning directly to
teachers, related service providers, teacher
52 BUILDING ON HOPE
assistants, and early childhood educators in a tools teachers can use in physical and virtual
shared vision for the start of the school year. This classrooms with their students. The partnership
session onboarded SIS staff to the TAP and their with Pure Edge provided 14 dedicated sessions
role in collaborating on change in the district. for PPSD, initially focused on in-person
professional development and expanded
Providing teachers with additional
virtually statewide as a result of COVID-19.
supports to set them up for success
31) RIDE announced full funding of 261 teacher
29) RIDE, in collaboration with PPSD and
projects totaling $131,648 in November 2019,
postsecondary education institutions,
through the online crowdfunding website
announced a partnership to significantly
DonorsChoose.org, made possible through
increase the number of teachers trained
the generosity of the Partnership for Rhode
to serve MLLs. Through this partnership,
Island and Theresia Gouw, a board member
Providence teachers will be eligible for
of the Corporation of Brown University and
reimbursement up to $3,200 in educational
DonorsChoose.org. Over $80,000 of the dollars
expenses for enrolling in an ESL certification
raised directly supported PPSD educators.
or master’s degree program in the 2020-2021
school year. This initiative, which is supporting 32) Partnering with the Michael and Susan Dell
115 participants, will aid in the district’s efforts Foundation and InnovateEDU, PPSD piloted its
to comply with a recent agreement with locally developed Learner Profile platform. With
the U.S. DOJ. The agreement makes clear input from teachers and students, this platform
that Providence must increase its number of was modified throughout the year and is ready
ESL-certified teachers. Leaders from Rhode to be piloted at all elementary schools. In a time
Island College, the Rhode Island School when there are multiple educational technology
for Progressive Education, Roger Williams products and apps in use in our schools, the
University, and the University of Rhode Island Learner Profile platform is a resource to provide
have all committed to ensure enough seat teachers, students, and families the same
capacity for Providence teachers enrolling access to their student’s data. Specific benefits
in ESL certification programs. The district is for educators include a fuller picture of the
working with higher education providers to whole student and an accurate snapshot of
develop a longer-term partnership to support where that student is with their learning; timely
teachers in obtaining their certifications. and actionable data to respond to individual
needs; and a location to store goal-setting
30) To address stress among educators during the
information so students can practice goal
pandemic, PPSD has prioritized conversations
setting and self-monitoring (learning, language,
on educator wellness and self-care. Support
SEL, college/career, personal, transitional, etc.).
has included training teachers through a
partnership with Pure Edge, as well as other

33) Moving forward, PPSD will be engaging to meet with other classrooms in that grade
teachers in “classroom connections” across the and discuss and engage in content they are
district, where they and their students are able studying.
Inside Story: Supporting World-Class Talent
A corps of highly qualified, motivated teachers is

pivotal to success for students in every school
in every zip code. For students in Providence, it is
In January of 2020, Commissioner Infante-Green
announced a plan to reimburse Providence
teachers up to $3,200 to become certified in ESL.
even more critical. Yet, as the Johns Hopkins report The initiative was supported by the district’s budget
noted, teacher support and preparation were letting and philanthropic support. A partnership with
educators and students down. Once the intervention four local higher education institutions – Rhode
began, RIDE and PPSD leaders approached the Island College, Rhode Island School of Progressive
challenge from two directions: boosting the skills of Education, Roger Williams University, and the
those teachers who worked hard to educate their University of Rhode Island – provide much-needed
students and recruiting new talent into the district. capacity, so that more teachers could be in the
ESL-certification pipeline.
To date, more than 100 teachers are participating

Once the intervention began, RIDE
in the program, boosting the ability of the district to
and PPSD leaders approached
meet the needs of students and improve the skills of
the challenge from two directions:
the entire teaching community. The effort is going
boosting the skills of those teachers a long way to making ESL certifications the norm
who worked hard to educate their across the district.
students and recruiting new talent
Improving the skills of current teachers was not
into the district.
enough, of course. As the intervention began, it
was clear that existing recruitment and retention
practices were not meeting the demand of PPSD,
In 2018, PPSD reached an agreement with the
and the educator workforce did not reflect the
U.S. Department of Justice to address its lack of
diversity of Providence. Work began immediately to
teachers qualified in ESL instruction. About one
turn that situation around.
third of PPSD’s 24,000 students were English
learners, while only 21 percent of the district’s Through generous philanthropic support, RIDE
teachers were ESL certified. As the intervention was able to work with a top-notch local marketing
began, RIDE was committed to find a way to close firm to develop a national campaign to recruit
this gap significantly. world class educators to teach in Providence. An
54 BUILDING ON HOPE
initial campaign, which included a state-of-the-art An important side benefit of the campaign was
promotional video that would feature groups of its popularity among current teachers and the
students and teachers, was set to launch in early community, since it focused on the remarkable
spring 2020 – that was until the COVID-19 pandemic efforts of PPSD teachers and students to make
made the concept impractical and out of date. school happen during the pandemic. In the face of
COVID-19, it showed that resilience and innovation
Forced to regroup, the RIDE team reconvened with
are prevalent in Providence public schools.
the marketing firm to create a fresh campaign that
addressed the new reality. “Almost Impossible,” the MOVING FORWARD:
upbeat teacher recruitment video that emerged, BUILDING FOR THE FUTURE
highlights PPSD’s success in moving quickly to
distance learning once COVID-19 hit. The social RIDE and PPSD are committed to a creating an
media engine spread the message far and wide, equitable and diverse workforce that complements
targeting a diverse audience of teachers looking for the culturally rich PPSD student body. They are
challenging opportunities. making significant investments in equity and
professional development throughout the district
More than 160,000 people saw the video at least to ensure all PPSD students attend a school staffed
once. More than 9,000 eventually visited the by highly effective teachers who reflect student
special landing page for potential PPSD teachers, diversity and are committed to student growth and
leading to nearly 800 live leads for PPSD recruiters. achievement.
Thanks to the campaign and other efforts by the
district, vacancies at PPSD at the start of the school Major initiatives on the way include:
year were cut from around 90 last year to roughly
1) Extensive negotiation efforts for reaching a
30 – a remarkable success on its own, but even
transformative collective bargaining agreement
more notable given the ongoing public health crisis.
with the PTU continue. As it was widely pointed
out in the Johns Hopkins report, reaching a
new CBA is a keystone for long-term change in
PPSD. PPSD and RIDE have met with the PTU
two times most weeks to negotiate a CBA with
the goal of reaching an agreement that treats
educators as full professionals, increases access
to professional development and advancement
opportunities, and eliminates ineffective hiring
processes that have served as barriers to new
quality educators (disproportionately educators
of color) joining PPSD’s ranks and providing an
excellent education to students. Since RIDE and
PPSD’s first substantive session with the PTU

on May 14, 2020, RIDE and PPSD leadership n One-year positions: Positions posted after a
have met with the teachers union 38 times, certain date (last year, the last day of school)
and have spent about 260 hours meeting with are posted as “one-year only” positions,
them to discuss RIDE’s and PPSD’s positions and which deters qualified applicants from
strategy at the table, and drafting proposals applying.
and counter proposals
n Forced placements: The current contract
2) The RIDE and PPSD negotiating team presented requires PPSD to force-place displaced
a new draft CBA earlier this year and outlined teachers who do not obtain a position during
how its provisions aligned with the findings of the hiring process, even if they do not apply
the Johns Hopkins report. Among the issues the for any positions or are underperforming.
CBA must address include:
3) Committed to addressing each level of racism
n Delayed hiring timeline: The current CBA (internalized, interpersonal, institutional, and
includes a transfer process that delays systemic) within the Rhode Island education
postings for external candidates by more system, the RIDE Educators of Color Committee
than three weeks. Given that the talent pool has created five subcommittees that will be
is most diverse early in the hiring season and responsible for upholding our mission, vision,
that “prime hiring” season occurs from late and core values in public and private education
winter to the end of school, a three-week throughout the state. The five subcommittees
delay greatly hurts the district’s ability to will focus on the following:
compete for top talent.
n Hiring and retention support system for
n Seniority-based consolidations: The educators of color
current CBA requires that when schools
n Race and culturally responsive professional
consolidate positions (e.g., reduce from
development and trainings
three math positions to two) the least senior
teacher is displaced. Given that teachers of n Statewide Accountability Review Board
color tend to be less senior, consolidations
n Race and Cultural Oversight Committee
disproportionately hurt teachers of color.
n Embedding restorative practices to shift
n Seniority-based layoffs: Similar to
statewide climate and culture
consolidations, the current CBA requires that
teachers are laid off in inverse seniority order The RIDE Educators of Color Committee is
in their area of certification. While layoffs committed to identifying and developing
have not occurred in recent years, teachers of solutions for equity gaps and working towards
color would be disproportionately impacted if ensuring that Rhode Island educators and
they were to occur. students, particularly those of color and
their families, have equal access to a safe,
56 BUILDING ON HOPE
supportive, inclusive, and culturally sensitive 7) PPSD plans to pilot a student feedback survey
learning environment that provides rigorous that will provide educators with input they
and relevant educational, real-world can use to improve their practice. Through
experiences, which will in turn strengthen this effort, the district aims to elevate student
relationships and partnerships between all voices while providing teachers with actionable
Rhode Island stakeholders. feedback. H
4) Throughout the school year, PPSD’s network

organization is prioritizing teacher and COMMUNITY VOICES
leader training through ongoing professional FROM PPSD PARENTS
learning, facilitation of professional learning
communities, and daily on-the-ground
coaching and support. “My daughter’s teacher is fantastic.
She engages the students, she allows
5) As part of the overall effort to improve diversity participation, she disciplines, and
and equity across the district, RIDE and PPSD
she speaks to the parents.”
will make new investments aimed to attract,
retain, and support teachers of color. A critical – Kimberly Dwyer
strategy is developing pipelines for teacher
“I just want to praise her teacher,
assistants to become teachers. In addition,
who is doing an amazing job in
PPSD is providing small-group guidance and
a hard time. She’s attentive to
support for emergency certified teachers
(primarily early-career educators) on preparing
each student even in the difficult
and taking the Praxis exam to advance their
environment of the virtual classroom
educator certification. PPSD believes this is and is so patient and kind with them.”
a high-leverage strategy because educators – Leela Corman
of color are disproportionately represented
among emergency certification holders. “I think my son’s teacher has shown a
high level of commitment to making
6) High-quality curriculum resources have been
this set-up work for everyone. She
implemented in ELA and math across all
has good command of the virtual
elementary and middle schools. Research says
classroom and uses technology
that students must have access to on-grade-
level instruction in order for them to have the
effectively.”
likelihood of demonstrating mastery on grade- – Kim Morneau
level standards. The work continues to ensure
all high schools have high-quality curriculum
resources in the year to come.

Goal #4
Principals and School Leaders Will Be

Autonomous and Empowered to Lead
WHERE WE WERE: SCHOOL described how this prevents them from finding the
LEADERS COULD NOT RUN strongest teachers for their school. One principal
THEIR SCHOOLS called this process “a limbo of churn every year.”
For years, principals have had little authority in Principals also pointed to a lack of support and
making the personnel decisions they feel will best professional development from PPSD’s Central
serve their students, predominantly citing rigid Office, which had either failed to remove low-
hiring processes driven by the collective bargaining performing principals or had shuffled them to other
agreement. In the Johns Hopkins report, principals schools and roles, perpetuating failure. Archaic
consistently noted the results that stemmed from and dysfunctional hiring practices and a lack of
their inability to remove the weakest teachers and school leader support left school leaders feeling
hire the most qualified staff to meet their schools’ like they couldn’t run their school and, ultimately,
and students’ specific needs. demoralized and powerless.
In one extreme case, a principal told of the

difficulties in removing a teacher who had FROM THE JOHNS
inappropriate physical contact with children. The HOPKINS REPORT
principal was eventually successful in putting the
teacher on administrative leave, however that “Principals and other school leaders
teacher was “still on the roster and [was] still being repeatedly reported they are held
paid.” Principals also pointed to the requirement to
accountable for results they neither
conduct multiple, prolonged, internal hiring rounds,
have the resources or authority to
including with displaced teachers, prior to being
influence.”
able to consider any external candidates. They
Great leaders make for great schools, and RIDE put in place, including the creation of an innovative
and PPSD leaders are committed to ensuring every network structure to provide professional support
city school has an empowered and effective leader. for principals. Many schools throughout the
In the first year of the TAP, several reforms were district began the 2020 school year with new,
58 BUILDING ON HOPE
highly effective leaders at the helm. The teacher closer to schools and students, enabling the
hiring timeline was moved up by a month and network teams to build strong, collaborative
a half in preparation for the school year, and relationships with school leaders.
teacher vacancies in the district were significantly
3) As part of this new structure, the network
diminished.
established professional learning communities
Ensuring each PPSD school had a among school leaders and provides coaching
high-quality school leader from highly skilled former leaders focused on
helping principals achieve specific objectives
1) To address the issues raised in the Johns
for their schools and targeted individual
Hopkins report, PPSD prioritized putting great
development goals. This network structure
leaders in schools, with 13 PPSD schools having
enables principals and assistant principals to
new leadership for the 2020-2021 school year,
engage in professional learning communities
either by recruiting new, high-quality hires or
on a regular basis, where they are able to
transferring existing effective leaders to low-
collaborate with colleagues, gain ideas, and
performing schools. When necessary, the district
engage in problems of practice with district
has made personnel moves in school leadership
leaders.
in response to school performance data and
a comprehensive assessment of leadership 4) Each principal and assistant principal receives
performance. All new leaders held previous on-the-ground, job-embedded coaching
school leadership experience and add diversity support from leaders within the network. In
of background and experience to the district’s addition, each month, principals participate
principal corps. in four-hour professional learning sessions
designed specifically around four key levers
Providing principals with professional
of school turnaround: leadership, culture,
learning and tools to succeed
instructional transformation, and talent
2) Responding to direct feedback that principals development. Experienced school leaders from
needed more support and autonomy to the network leadership team provide these
be successful, PPSD launched a network sessions and ongoing training. This training
structure designed to support and develop includes regular school walkthroughs and visits.
outstanding school leadership. PPSD schools Survey data is regularly collected and analyzed
are now organized into one of two networks to assess the feedback received from principals
organized by grade level (elementary and and ensure supports are responsive to their
secondary schools). Each network is led by a needs.
Network Superintendent and includes staff
5) Network leadership is receiving extensive
who provide direct supports and services to
coaching and support from an expert
school leadership teams. This new structure
national principal leadership coach funded
shifts traditional Central Office functions
by the Schusterman Foundation. This coach is

providing ongoing support and development as COVID-19 safety protocols, alignment of the
aligned with National Model Principal school’s instructional and cultural priorities with
Supervisor Standards. Coaching also supports the TAP, implementation of the new curriculum,
network leaders in supporting principals in and effective usage of remote learning
getting what they need, when they need it, platforms.
so they can lead their schools as instructional
8) PPSD has used business intelligence software
leaders focused on standards-based instruction
over the past several years to provide
for all students.
timely access to data to school and district
6) All building administrators participated in a leadership. In the 2020 school year, the district
week-long professional development series enhanced the data dashboards that were
in August with a focus on teaching, learning, available to inform leader decision making.
and culture. This School Leadership Academy This was in response to a greater need for
(SLA) was a summer professional development data at a standards-level and allowed for the
opportunity for site-based leaders to meet with disaggregation of information by subgroups to
network leadership and level-set the goals identify potential disproportionality and gaps in
and objectives for PPSD in alignment with the performance. PPSD also developed dashboards
TAP. Time was spent on specific leadership to support monthly data reviews for attendance,
development to prepare leaders with goal discipline, and critical incidents.
setting and the creation of their pre-planning
9) The Johns Hopkins report cited a broken hiring
approach for their faculty and staff. The major
process as a constant point of frustration for
difference from previous years was the 2020
school leaders. The report cited that the “the
SLA was grounded in pillars of the network:
multiple rounds that make up the hiring system
school leadership, instruction, culture, and
undermine strong faculty placements” and that
talent management. Leaders were provided
“principals usually cannot hire from outside the
with key elements of PPSD’s school reopening
district until all inside-the-district candidates
plan, identified actions to date, and engaged in
have been placed.“ By moving up the hiring
expectations focused on school leadership and
timeline, principals were able to hire external
key levers of school improvement.
candidates beginning in March, rather than
7) Principals now lead the professional learning May, allowing them to select the best candidate
days at their school, providing professional for the position and solidify their staffing for the
learning trainings based on the specific needs next school year.
of their faculty, staff, and students. The major
10) RIDE also developed a state assessment
difference in the principal-led professional
visualization for all schools in the fall of 2019.
learning days was the additional days created
This tool enables school leader teams to review
by new PPSD leadership. Moving to five days
Rhode Island Comprehensive Assessment
allowed principals to cover critical topics, such
System (RICAS) data down to the standard
60 BUILDING ON HOPE
level to see where students may have strengths approach to transforming PPSD to be more
and weaknesses in specific skill areas, allowing supportive of school leaders, especially when
them to use this data to inform the school’s RIDE first assumed control of PPSD.
instructional strategies.
13) Superintendent Peters made it an early priority
11) PPSD has developed a Culturally Responsive of his term to engage with principals and
Leadership professional development series receive their feedback. Over the summer, he led
and framework to support ongoing leadership a Principal Leadership Series, where he walked
development. Moving forward, PPSD will principals through his theory of action for
work with network leadership teams and the school improvement, led sessions on leadership
leadership development director to codify and coaching, and received feedback on district
and scale culturally responsive practices in operations and areas for improvement. The
order to create the conditions for the Culturally Superintendent relies closely on the advice and
Responsive Teaching (CRT) framework to be leadership of the two network superintendents
implemented successfully. so that he can continue to strengthen
engagement between Central Office and
Strengthening engagement between
principals and provide them with the support
school and district leadership
they need.
12) Commissioner Infante-Green conducted
14) School leaders from all grade levels have been
ongoing meetings with entire teams of
integral to the negotiations process for the new
PPSD school leaders, organized by grade-
teacher collective bargaining agreement. RIDE
span. These meetings provided her with the
and PPSD involved school leaders in both the
opportunity to directly and candidly hear from
initial priority setting and proposal development
school leaders about the challenges they faced
process, and turns to them on an ongoing
in their buildings, and the tools and supports
basis as subject-matter experts throughout
they needed to successfully improve student
negotiations.
outcomes. This feedback informed RIDE’s
Inside Story: Strengthening School Leadership
L eadership matters. A talented and empowered

principal boosts the morale of a school’s
staff and students, while drawing the best out
to lead effectively, and many felt they were set up
for failure.
When speaking to Johns Hopkins reviewers, for

the school’s teachers and focusing all efforts on
example, principals “referenced the collective
delivering success for students. Over the years,
bargaining agreement as impeding their ability to
PPSD principals have not had the tools they need
exercise leadership and oversight in their schools.”

The Johns Hopkins report clearly emphasized These efforts include a robust assistant principal
the need for principal autonomy and suggested pipeline, a principal residency network, and
the need for targeted professional development ongoing professional development for school
programs to ensure effective leadership and leaders. The grant also allows the district to look
increased academic performance for PPSD at compensation systems and incentives as they
students. relate to career ladders. Year 1 activities include
building a TSL network design that
provides direct leader and teacher
These findings influenced Commissioner supports at each individual school
Infante-Green and her team at RIDE to daily.
prioritize the development of programs that

enhance principal leadership competency
and build a pipeline of future leaders – all in
support of developing world-class talent.
These findings influenced Commissioner Infante-

Green and her team at RIDE to prioritize the
development of programs that enhance principal
leadership competency and build a pipeline
of future leaders – all in support of developing
world-class talent. This effort got a big boost in
early 2020 when Harrison Peters, an experienced
leader in urban school system turnaround efforts,
was hired as the Providence Superintendent. Success of these initiatives will be measured by
the percentage of leaders participating in training;
Peters quickly began work on the creation of a
closer alignment between teacher evaluation
leadership network that would embrace a vision
ratings and student performance; increased
of excellence and create a pipeline of competent
percentage of school leaders of color; and
leaders for years to come. To support this goal,
increased retention of highly effective principals.
PPSD applied for and was awarded the highly
competitive and prestigious Teacher School A new, dedicated position, Director of Leadership
Leader (TSL) Grant from the U.S. Department Development, will lead this initiative, supported by
of Education. The $10 million, three-year grant a TSL Steering Committee that includes the Chief
supports strategies to fulfill the promise of “a more Operation Officer, Network Superintendent for
diverse, effective educator workforce, which leads Elementary Schools, Network Superintendent for
to improved educational experiences for students, Secondary Schools, and Chief of Equity, Culture
and therefore, improved student performance.” and Student Supports, among other professionals
62 BUILDING ON HOPE
who provide on-the-job support and professional school leaders to make decisions in the best
development. Leadership development requires interests of their school communities.
a long-term commitment to build a culture and
2) PPSD applied for and received a $10 million,
structure to support excellence, and this year has
three-year federal Teacher and School Leader
sent PPSD efforts off in the right direction.
(TSL) Grant to support leadership development.
MOVING FORWARD: Funded efforts will include creating a robust
BUILDING FOR THE FUTURE assistant principal pipeline, a principal
residency, ongoing professional development
As the CBA negotiations continue, RIDE and PPSD
for school leaders, and compensation review
leadership will continue to advocate for greater
systems and incentives as they relate to career
principal autonomy, including the ability to hire
ladders.
the most qualified, effective teachers for their
schools. The district will use funds from a federal
grant to create a structure to identify school
COMMUNITY VOICES
leaders best positioned to take on greater decision-
making power, establish a system of building-level
management, and put in place targeted support “The new network support is really
systems for principals. The network structure will pushing principals to strengthen
continue to provide the professional learning their instructional leadership
and supports that principals need to ensure their practices so that we can really
schools’ success. develop our teaching staff. This helps
Major initiatives on the way include: us ensure that every teacher has
high expectations for every student.”
1) A new PTU contract is being negotiated that
will provide school leaders with more authority – Kristin Bagley, Principal (Pleasant View
Elementary Schools)
and autonomy in key areas, such as staffing
and budgeting. Under current provisions that
have developed over the decades, principals
are unable to quickly move ineffective teachers 3) Administrators will engage with the network
out of the classroom, hire the most qualified leadership team in a process of “learning walks”
candidates for open positions, or intervene to focused on gauging how well instructional
improve the performance of educators who practices are aligned to their articulated
are struggling. They have not even had the instructional priorities. Learning walks will
ability to guarantee that teachers would attend incorporate observations to identify trends in
parent-teacher conferences. By finalizing a instructional practices within schools to provide
new contract, PPSD will bring decision-making effective feedback that will lead to shifts in
power to those closest to students and enable instruction that improve student outcomes. H

Goal #5
School Buildings Will Be Modernized and Updated

WHERE WE WERE: NEGLECTED
SCHOOL BUILDINGS WERE FROM THE JOHNS
SYMBOL OF FAILURE HOPKINS REPORT
“Casual inattention.” Symbolic of the low
expectations that permeated the school system, “Our team saw the paint on the
casual inattention described the expected level of ceilings on the third floor were falling
cleanliness (or lack thereof) to which Providence’s in sheets. We didn’t see any actually
facilities were expected to be maintained. falling off while we were there, but
According to the professional standards of teachers reported that is actually
cleanliness for school buildings, “casual inattention” comes down in sheets from time to
is only one mere step above “moderate dinginess.” time.”
Decades of neglect had left Providence’s school
buildings in a state of structural disrepair. The
John Hopkins review team noted visiting buildings
shared stories of rodents squirming through
with peeling paint and discolored drinking water.
classrooms, leaking ceilings disrupting classroom
Through interviews with PPSD teachers, the John
instruction, and the dangerous presence of
Hopkins review team heard shocking accounts
asbestos in buildings throughout PPSD.
of filth and hazards in school buildings Teachers
Based on a 2016 facility review analysis, 27 out of
PPSD’s 38 school facilities were rated as being in
either “poor” or worse condition. Only three school
buildings were rated as “good,” While a capital plan
was initially in place to address these structural
deficiencies, the plan had repairs sometimes taking
multiple years to complete at one school. Further,
it was clearly noted in interviews across the district
that getting repairs done is a “haphazard business”
that can often take months.
As a result, these decaying facilities disrupted student

learning and contributed to low morale for all –
students, educators, and community members alike.
64 BUILDING ON HOPE
Every child, educator, and community member Providence’s citizens signaled overwhelming
deserves a school building that reflects the pride confidence in Providence’s revised capital plan. In
and high expectations that should exist inside the November 2020, 89 percent of Providence voters
classroom. When the state began its intervention in overwhelmingly approved a second school facilities
Providence, both Commissioner Infante-Green and bond to finance the revised capital plan.
Mayor Elorza agreed that a solid plan to upgrade
Reimagining PPSD’s school facilities
PPSD school facilities was a top, immediate priority.
through a new capital plan
RIDE and PPSD administrators went to work, in
partnership with the city, to determine how to 1) Providence’s $300 million facilities capital plan
best approach this costly, but necessary priority, has been realigned to improve facilities and
including how to realign the facilities capital plan in create 21st century learning environments for
place to one that matched the new academic vision students, educators, and entire communities.
for the district. The new plan now emphasizes and shifts
funds to student-centric innovations and new
In August 2020, an updated transformative
construction, allocating almost two-thirds of
Capital Improvement Plan was revealed. The
total funding for these purposes, compared
new plan provides for $300 million to transform
to only 25 percent in the prior plan. Student-
PPSD buildings into safe, modern learning
centric innovations include a variety of
facilities furnished with the latest in 21st century
improvement areas that lead to redesigned
technologies. The new plan puts student-centric
learning spaces and create classrooms and
facility improvements front and center, making
schools that are better suited for 21st century
facility decisions that will lead to improving student
learning. Taken all together, the revised plan will
outcomes. The plan also includes the best-practice
address much-needed infrastructure repairs
use of swing space to cut construction time at
and improve student learning environments by
schools from five years to just one.
addressing the following four key priorities:
Good news also came when former Providence
n Aligning the school capital plan to the
Mayor Joseph Paolino Jr. donated the old St.
district’s new educational strategy under the
Joseph’s Hospital building to the district. After
TAP, including the use of stand-alone Pre-K –
further renovations, this facility will be used for
8 facilities.
a brand new, state-of-the-art Pre-K – 8 school.
The Pre-K – 8 school will be the first of its kind in n Delivering more new facilities and
Providence, and was heavily informed by both renovations on a shorter timeline.
strong community interest in and national research
on the strength of a Pre-K – 8 model.

n Conducting facility renovations and and secondary school students. After serving as
improvements with student learning mind. swing space, Windmill will be transitioned into a
dedicated school facility.
n Maintaining and strengthening plans to
address the most urgent safety and facility 3) Former Providence Mayor Paolino generously
needs. donated the former St. Joseph’s Hospital
building for PPSD to use as a new, state-of-
2) To ensure the new capital plan delivers more
the-art Pre-K – 8 school, following extensive
new facilities and renovations on a shorter
renovations. This facility, located in the heart
timeline, it now includes the first-time, best-
of the South Providence community, will serve
practice use of “swing space.” Closed in 2012,
hundreds of neighborhood children. The
the former Windmill Street School will be
school’s Pre-K – 8 grade structure will provide
rehabilitated and brought back online as
a unique learning experience, as students will
PPSD’s swing space. The swing space will
avoid the transition from elementary school to
enable different schools to temporarily move
middle school where many children struggle.
into Windmill for one year, while renovations
The facility will first be used as a transitional
are completed at their home school. Having
education space, and is expected to be a
an entire school building empty and utilizing
stand-alone school by fall 2024.
flexible swing space will allow the capital plan
projects to be completed much faster, while at 4) PPSD has already initiated over $5.15 million in
the same time ensuring students can continue critical capital improvement projects, including
their education without the disruption caused a roof replacement at Hope High School, unit
by prolonged construction. For example, when heater replacements at Kizirian Elementary
the Carl Lauro Elementary School undergoes School, school security enhancements across
extensive renovation, the Lauro students will the district, and the installation of new rooftop
attend school temporarily at the Windmill swing HVAC units at Carl Lauro Elementary School.
space facility and will return to Lauro once that
5) In October 2020, PPSD reconstituted the PPSD
building is ready to be reoccupied. The original
School Building Committee, incorporating
repair would have required the Lauro school
new district and school leadership, as well
to be under construction for 27 months – or
as two parent representatives, to oversee
just over two full school years, with students
implementation of the new capital plan.
trying to learn in the building while construction
Required by RIDE’s school construction
was ongoing. By utilizing the Windmill swing
regulations, and chaired by the Superintendent,
space, the time under construction will be
the PPSD School Building Committee is
reduced to 15 months – or just one school year
tasked with reviewing projects in the capital
plus summers, with students safely learning in
plan, providing vital feedback, and making
Windmill and free from construction disruption.
recommendations that align projects to the
In addition, the Windmill Street swing space
educational goals of the district and the TAP.
facility will be equipped to serve elementary
66 BUILDING ON HOPE
6) To move this important work forward, PPSD improving cleaning and the level of cleanliness
hired a Senior Manager of Facilities and Capital of all school buildings. The district also
Planning to oversee the facilities maintenance created a clear process for the deep cleaning
contract and capital planning process. Prior to of all spaces. In response to the COVID-19
the state intervention, the school district was pandemic, the district’s custodial vendor hired
not significantly engaged in school construction additional temporary staff to augment the
decisions and oversight. This added capacity full-time team to ensure a safe environment
allows PPSD to have a dedicated staff person for students and staff. This augmented staff
focused exclusively on school facilities and capacity has resulted in an approximately 40
to ensure the proper alignment with the percent increase in custodial hours worked
educational goals and strategies of the district. since September 2020 (approximately 12,000
The Senior Manager coordinates the PPSD additional custodial hours). Working exclusively
School Building Committee and also serves during school hours, these extra custodians
as the district liaison to both the RIDE School perform on-going disinfection of restrooms and
Building Authority and the Providence Public high-touch surfaces.
Property Department.
9) To support a safe reentry, PPSD procured
Preparing PPSD’s facilities for a safe substantial amounts of personal protective
reopening during the COVID-19 pandemic equipment (PPE) for staff members and
students, including: 100,000+ reusable masks
7) As part of the comprehensive response to
and 100,000+ disposable masks; 19,000+ bottles
the COVID-19 pandemic, PPSD engaged in
of hand sanitizer; and 2,000+ gallon containers
a thorough process to prepare safe facilities
of disinfectant spray. In addition, PPSD installed
for students to learn and staff to work. As part
750+ window fans and 300+ HEPA filters to
of this effort, PPSD worked with a ventilation
increase ventilation within the classrooms.
engineer to ensure proper air exchanges in
buildings with and without existing HVAC 10) As part of the initial response to COVID-19 in
systems. This resulted in a school-by-school, spring 2020, from March 17 through June 30,
classroom-by-classroom approach to PPSD and its food service vendor distributed
ventilation and an investment in over 750+ over 1.5 million meals to the city’s school
window fans and 500+ HEPA filters. Additionally, children at 14 school-based sites during the
with support from RIDE, the district recently COVID-19 shutdown. This food distribution
added an additional 1800+ HEPA filters to initiative included home delivery service to
support building ventilation in cold weather those students and families most in need.
months, when keeping windows open may not Because food insecurity is a major concern
be feasible. of families and because students need the
nourishment provided through the school meals
8) Working with a custodial vendor, PPSD
program, it was vitally important to provide
increased custodial staff hours dedicated to

meals to children even when the schools were year. This higher level of cleanliness has led to
physically closed. At the conclusion of the 2019- a better school environment for students and
20 school year, meal distribution transitioned to staff, one that is more conducive to teaching
the Providence Recreation Department as part and learning.
of its regular summer meal program.
12) To improve customer service to schools, PPSD
Improving ongoing upkeep and has worked with its facilities maintenance
maintenance of PPSD’s facilities vendor to streamline the work order reporting
system, so that any staff can identify building
11) The Association of Physical Plant Administrators
issues and have them entered into the work
(APPA) provide a five-level rating system
order system and receive follow up emails
to help educational facilities evaluate the
as the work order progresses to resolution.
cleaning quality at their facilities, as well as
PPSD has also developed a rotating painting
the appropriate staffing needed to maintain
schedule so that all schools receive two full
them. Historically, PPSD had contracted with
weeks of painting service each school year. In
a custodial vendor to maintain the schools
addition, the implementation of the Capital
at an agreed upon APPA level 3, or “Casual
Revolving Fund (see bullet below) will allow
Inattention” level. However, since RIDE assumed
PPSD to address more of the high-impact visual
control of the district, the custodial vendor
enhancement (HIVE) projects that improve
has been performing at an APPA level 2, or
the student experience in the schools. PPSD
“Ordinary Tidiness.” This level is reviewed by
has also initiated painting and plaster repair
an independent, third-party evaluator now
projects that remediate interior damage caused
contracted to review the cleanliness and
by past water penetration from failed roofing.
condition of the school facilities three times per
Inside Story: Restoring, Rebuilding, Reimagining
O ne of the most sobering findings of the

Johns Hopkins Report was the unacceptable
physical condition of many of PPSD’s school
During the public forums over the summer 2020,
families recounted the troubling stories their
children had told them about their decaying
buildings. Reviewers stated, “in all but one of school environments. In response, Commissioner
the (elementary) schools, the buildings were in Infante-Green recognized the importance of
very poor – and in one, absolutely dire condition. building modern learning environments in
In some cases, the facilities clearly disrupted a successful turnaround effort and made a
learning.” commitment to release a plan to upgrade PPSD
68 BUILDING ON HOPE
school facilities—a plan that prioritized safety and The amended new plan supported by Mayor
21st century learning opportunities. Elorza and RIDE includes $160 million in phase-
one projects targeted improvements in 26
In reviewing the condition of the current school
buildings currently in use. Highlights include a
facilities, 27 out of the 38 school buildings in
new building on the site of the current Spaziano
use, or 71 percent, were rated in poor condition.
Elementary Annex in the Laurel Hill area of
Only three buildings were rated in
good condition. Moreover, building
capacity exceeded 100 percent at a
time when enrollment was continuing
to grow. Any capital plan would
have to do more than incorporate
new space while making critical
renovations; it would also have to
innovate to address 21st century
learning requirements.
This summer, Commissioner

Infante-Green was joined by Mayor
Elorza to announce an amended,
$300-million multi-phase School
Capital Improvement Plan that Providence and a major renovation of the district’s
would augment Mayor Elorza’s 2017 flagship for academic achievement, Classical High
commitment to invest heavily in School. Phase one also detailed the improvement
school infrastructure. and reopening of the Windmill School to serve

as needed swing space, so construction could
happen in other buildings during the school year.
This summer, Commissioner Infante-Green
With funding approved in the November election,
was joined by Mayor Elorza to announce an
phase two of the plan includes a significant
amended, $300-million multi-phase School
investment in Carl Lauro Elementary that will
Capital Improvement Plan that would augment
not only modernize the facility, but add much-
Mayor Elorza’s 2017 commitment to invest heavily
needed green space to its campus. Phase two
in school infrastructure. This included $160 million
also accounts for renovations in the recently
in previously approved funding and an additional
donated building, the former St. Joseph’s Hospital,
$140 million bond, which Providence voters
a generous gift of former Providence Mayor
approved in November 2020.

Paolino. The donated building will
be reconfigured as transitional
space before it is renovated into
a much-needed state-of-the-art
Pre-K – 8 school facility.
Much of this work is urgently

needed, and six critical structural
improvement projects are slated
to take place during the 2020-2021
school year: Fortes Elementary
School, Lima Elementary School,
Webster Ave Elementary School,
MOVING FORWARD:
Kizirian Elementary School, Feinstein
BUILDING FOR THE FUTURE
Elementary at Broad Street, and
Roger Williams Middle School. The amended Capital Improvement Plan includes
several exciting infrastructure projects that will
be undertaken in the coming years, including the
long-overdue reconstruction of many of PPSD’s
Much of this work is urgently needed, and six
oldest school buildings located in the city’s most
critical structural improvement projects are
historic neighborhoods. Meanwhile, the district will
slated to take place during the 2020-2021 school
continue to upgrade and expand initiatives that
year: Fortes Elementary School, Lima Elementary
make the schools ever safer from COVID-19.
School, Webster Ave Elementary School, Kizirian
Elementary School, Feinstein Elementary at Broad Major initiatives on the way include:
Street, and Roger Williams Middle School.
1) Over the next five years, approximately $300
A reconceived School Building Committee that million in capital improvement and building
includes greater parent involvement convened projects will be completed, significantly
this fall, and will be overseeing details on all the modernizing and upgrading Providence’s
shared PPSD and city capital projects for the next schools. In November 2020, the voters in
five years. Providence approved a bond referendum
totaling $140 million, to be combined with the
already existing $160 million bond approved
in 2018, to support PPSD’s five-year capital
70 BUILDING ON HOPE
plan. The major projects earmarked for these continue to ensure proper ventilation and air
combined funds include: the renovation circulation to safely provide in-person learning
of the former St. Joseph’s Hospital facility during the winter months, when keeping
and conversion into a Pre-K – 8 school; the classroom windows open is a challenge.
construction of a new school to replace the
Spaziano Annex school; and the renovation of
the former Windmill Street School. COMMUNITY VOICES
2) The Spaziano Annex building, rated in the
Jacobs Report as one of the state’s worst school “As a mother I feel so grateful to
facilities, will be demolished and rebuilt to be see my son’s school, Harry Kizirian
nearly double its size, going from 17,000 to Elementary, doing these type of
30,000 square feet. The new Spaziano Annex changes to make the school a better
and freshly renovated Spaziano building place for students, families, and
will combine to create a modern, Pre-K – 8 staff. The school really needed a
educational campus that will meet the needs change for our students…new roof,
of students and families in the Silver Lake
new playground. Awesome!”
neighborhood.
– Carol Duluc (Providence Parent)
3) In the near term, Providence is investing $12
million in much-needed exterior building
repairs to Roger Williams Middle School and
5) For the first time, Providence is developing
Broad Street, Fortes, Lima, Kizirian, and Webster
a $1 million Capital Revolving Fund so that
Avenue Elementary Schools. The initial projects
more smaller-scale capital projects can be
at these schools include building envelope
completed in our buildings for the benefit of
repairs to address urgent needs, such as roof
our students, staff, and families. These projects
replacement and masonry work to eliminate
will be reviewed and approved by the RIDE
water infiltration. Subsequent projects at
School Building Authority and will be subject to
these schools will involve additional structural
state reimbursement. The state reimbursement
repairs, high-impact visual improvements, and
would then be directly deposited into the
additional student-centric innovations.
revolving fund, enabling the district to
4) As part of the next stage of PPSD efforts to continuously complete additional projects
respond to COVID-19, the district is acquiring using these replenished funds. These types of
and will install more than 1,800 HEPA-filtered projects selected would be prioritized to reflect
air purifiers in school buildings across the investments that save money in the future and
district. The deployment of these purifiers in that would enhance the student experience in
every PPSD classroom will permit the district to the school. H

Goal #6
All Schools Will Be Safe, Modern, and Have a

Respectful and Positive School Culture
WHERE WE WERE: SCHOOL that bullying, demeaning and even physical
CULTURE IN PROVIDENCE violence are occurring within the school walls at
WAS BROKEN very high levels, particularly at the middle and high
school levels.” PPSD staff pointed to inconsistent
Bullying and cases of physical violence were
student discipline measures and the pressure to
commonplace in PPSD middle and high schools.
reduce suspensions as problematic.
In one elementary school, students complained to
Johns Hopkins reviewers about daily bullying and The alarmingly high incidences of teacher and
frequent backpack thefts, while an elementary student absenteeism that plagued the district
school principal was noted as saying her most for years were attributed in part to poor school
important daily task was “ensuring that the culture. Based on 2019 survey results, less than
students feel safe.” half of Providence’s students had a favorable
perception of feeling safe at their school. Direct
feedback from students to Commissioner
Infante-Green when she first started revealed a
disheartening reality: all students wanted was the
opportunity and support to thrive, but instead they
felt trapped in a system that neither valued nor
respected them.
FROM THE JOHNS

HOPKINS REPORT
“School culture is broken, and safety

is a daily concern for students
The Johns Hopkins review team was stunned by
and teachers. Our review teams
the low morale throughout the PPSD community encountered many students and
and alarmed about the frequent references to teachers who do not feel safe in
safety concerns by PPSD staff and students. They school.”
specifically noted, “there is widespread agreement
72 BUILDING ON HOPE
PRIDE and PPSD leadership recognized the need students, and family members. This steering
to transform the toxic culture in PPSD schools committee informed the development of an SEL
into a culture that fosters a safe and nurturing vision statement that is rooted in equity and
learning environment focused on student growth social justice.
and achievement. Through the TAP, they made
“We believe academic learning and cognitive
a commitment to ensure that “every student in
growth are inextricably tied to social emotional
Providence will be enrolled in a school where they
development and the pursuit of equity, liberation
feel engaged, secure, and valued. A data-driven
and self-actualization for our students. Our
process for regularly assessing the social and
children, families and staff will work together to
emotional health and growth of students will be
gain an awareness of self; equipping us with the
implemented.”
skills to not only explore the inequities that exist
Strengthening each school’s climate and in the world around us, but practice navigating
culture through them with responsible decision making.
We believe SEL is not a “curriculum” set apart
1) PPSD significantly expanded its focus on
from core content; it is explicit skills cultivated in
social emotional learning (SEL) as a critical
order to provide access to rigorous, high quality
lever to improve each school’s climate and
learning experiences for students. Through
culture. Previously, SEL had been conflated
ongoing self-reflection and the celebration of
with social-emotional behavioral health, and
our collective experiences, we will all grow as
as a consequence, PPSD primarily focused SEL
critical thinkers who know our worth and what
efforts and supports on students with significant
we need to thrive.”
behavioral needs. The new leadership team re-
configured the district’s thinking from a deficit- This new SEL vision was shared as a part of the
based view of student capacity to an affirming transition lessons designed for every teacher to
and asset-oriented view that supports all deliver. Teachers, building leaders, and network
students. For example, this SEL mindset now asks, leaders were all trained on the SEL framework
what SEL competencies do students bring into and culturally responsive teaching to help them
the classroom that educators can build upon? develop and strengthen cross-disciplinary
And what areas of growth do students need to frameworks that create a strong classroom
be able to develop to further access instruction? culture and the conditions for high-quality,
grade-level aligned instruction.
2) To inform this shift in strategy, PPSD convened
an SEL summer steering committee comprised 3) To assess SEL within the district, PPSD formed
of teachers, building leaders, clinicians, a cross-divisional team in the summer of

2020 to begin a process for collecting and 5) PPSD built upon this vision and assessment
tracking social-emotional health and growth with a series of initiatives to improve SEL within
data of students. PPSD had already been the district. These have included five days
collecting some social-emotional data through of SEL lessons for teachers; adoption of SEL
the Behavioral Intervention Monitoring competencies; and the codifying and scaling
Assessment System (BIMAS). This measure uses of classroom-level SEL practices. PPSD also
educator assessments of social, emotional, launched an SEL resource site for educators
and behavioral functioning, and can be used and school leaders. Since SEL had long been
to identify students who may be in need of conflated with social-emotional behavioral
additional support. The team discussed whether health, PPSD plans to work with schools and
gaps existed in the data and determined that, the Director of Student Services to form an
while the current measure provided important SEL community of practice to support school-
data related to teacher perception of students’ level implementation of SEL, combined with
social, emotional, and behavioral functioning, it additional SEL coaching and supports.
was also important to implement an additional
6) PPSD previously had allocated school-level
measure that would capture student’s self-
staffing for school culture through culture
perception.
coordinator positions at the middle-school
4) PPSD subsequently adopted a new measure level. To better support school culture across
of student social-emotional skills called the the district, PPSD repurposed these positions
Social Emotional Competency Assessment and activated existing staff, including “culture
(SECA). The first administration of the measure leaders” at the elementary level, to ensure that
with students in grades 5-12 was fall 2020. every school had a clear point person focused
Data from the fall 2020 administration indicate on school climate and culture. PPSD also added
that students identify Self-Management as supports within the larger network structure
the SEL competency that is most challenging, centered on implementing PPSD’s culture and
while Relationship Skills was easiest to master. equity priorities. These added network level
The district has put together individual supports included the creation of a Culture and
school-level data reports and provided a Equity Specialist position.
list of recommended resources to use in the
7) PPSD secondary school leaders identified
classroom with students. The data will be used
school culture priorities based on individual
to inform classroom, grade-level, and whole-
schools’ review and analysis of data related
school SEL practices and interventions. A key
to discipline, attendance, and school culture.
purpose of administering this measure was
As part of a root cause analysis, principals
also to gauge across school levels how students
and their school team determined one area
are coping with stress and managing emotions
they would focus on for the school year and
during these unprecedented times.
developed “look-fors” to support alignment
74 BUILDING ON HOPE
and focus from one classroom to the next Through the School-Based Mental Health
across their entire campus. Each school also Collaborative, PPSD has sought to promote
implemented Student Support Plans embedded better access to services, including mental
with goals, resources, and objectives to address health services by pupil service providers and/
school culture and equity concerns. or community mental health clinical services for
children with serious emotional or behavioral
8) The PPSD Secondary School Network launched
issues and their families. This initiative has
a series of professional learning experiences,
also improved efficiency and coordination
held monthly with school support personnel,
of services among school professionals and
focused on collaborative problem solving
community service providers to ensure more
around addressing school culture needs. The
students and families consistently participate
training is rooted in Restorative Justice Practices
in support and treatment through linkages with
and Positive Behavior Supports.
the school’s wellness programs.
9) PPSD hired a new Director of Student Support
11) The School-Based Mental Health Collaborative
Services to oversee the implementation of
has also helped with the early identification of
social-emotional learning and a multi-tiered
mental health challenges through appropriate
system of supports in the district. This position
screening, assessment, and follow-up;
was a repurpose of a previous role to add
emphasized school attendance and reductions
much-needed capacity to building district
in dropouts (i.e., students not missing school
coherence and codification around Multi-Tiered
due to appointments, improved functioning
Systems of Support (MTSS) and a district SEL
to address mental health symptoms that
strategy and impact measurement approach.
contribute to absences, etc.); and focused
Providing holistic wrap-around services to efforts to reduce the stigma often associated
support students with mental illness by offering culturally
competent professional development and
10) PPSD implemented the School-Based Mental
consultation with school staff.
Health Collaborative to ensure that 36 schools
have a clinician (social worker or school 12) PPSD secured a $20,000 training grant from
psychologist) to support site-based social- RIDE to provide leadership development to its
emotional health, with plans to expand this Specialized Instruction Team. Previously, the
initiative to all PPSD schools. National research district had used focus groups to determine
indicates that availability of school-based service gaps, in which families specifically
mental health services can improve student asked for more streamlined, clinical support
academic achievement. School-based mental as it relates to behavioral health initiatives.
health services have also been proven to These grant funds are building the necessary
increase family participation in their children’s capacity to deliver on this request by improving
education and mental health treatment. school responsiveness, especially as it relates

to culturally responsive positive behavioral district wellness and health policy initiatives.
interventions and supports (PBIS) and In summer 2020, the district-wide wellness
individualized social-emotional supports. PPSD committee developed and reviewed a report
also secured eight additional counselors to focused on PPSD students’ overall health and
support students and secure clinical support for wellness. Armed with key findings, PPSD has
students without coverage in response to the focused on promoting student access to better
uptick in social-emotional health concerns due nutrition, such as farm-to-table programs
to COVID-19. and removing vending machines, as well as
promoting more outside activity in partnership
13) PPSD piloted the Cross Agency Collaborative
with Providence’s “Take it Outside” program.
Group in partnership with local child, family,
and youth support agencies to discuss and Focusing deeply on equity as a driver of
implement holistic wraparound supports for improving school climate and culture
students. This group consists of the Department
16) PPSD launched equity-focused professional
of Children, Youth & Families (DCYF), Family
development and people development
Services, Tides Family Services, and the
efforts, including professional learning
Rhode Island Parent Information network to
sessions now required for all teachers and
collaborate around student support services for
staff on the Fundamentals of Diversity,
the over 13,000 students shared between the
Equity, and Belonging. PPSD also expanded
agencies.
professional development initiatives that
14) As part of the response to COVID-19, RIDE addressed culturally responsive teaching. TNTP
and PPSD provided technology and internet instructional walkthrough recommendations
access to students and families. These efforts suggested that the district create supports
included raising over $400,000 in April 2020, to build educator capacity in holding high
including donations from CVS Health, Cox, expectations for students, and support them in
Brown University, and private individuals for “carrying the cognitive load” rigor. So far, more
mobile computers and hotspots through a than 250 educators have completed the initial
fundraising challenge issued in partnership Introduction to Culturally Responsive Teaching
with the Rhode Island Foundation. Mobile and session. This professional learning series will roll
internet providers also created local hotspots out across middle schools in the spring. At the
and provided reduced-cost internet access for elementary level, culture leaders are holding
families. Thousands of PPSD students gained coaching sessions and community-of-practice
access to distance learning as a result. sessions facilitated by the Culture and Equity
Specialists.
15) Each school has a team that focuses on
promoting and integrating school wellness 17) PPSD launched a Diversity Equity and
and instruction. PPSD also has a district-wide Belonging virtual day of learning that
wellness committee dedicated to analyzing engaged over 800 PPSD educators and
76 BUILDING ON HOPE
consisted of 16 professional development address civil unrest, COVID inequities, and the
offerings with five community partners. This 2020 elections.
day of learning included focused discussions
Engaging and listening to students to
on intersectionality, culturally responsive
inform district policies
teaching, supporting differently abled students,
community collaboration for equity, and the 21) One of the major themes that emerged
launch of district ethnic affinity groups during the community forums was the need to
ensure that student voice is elevated to inform
18) PPSD partnered with Diversity Talks to launch
district policies. In an effort to directly hear
a 60-educator cohort program, facilitated by
from students, Commissioner Infante-Green
students. PPSD will partner with Diversity Talks
started conducting school-specific student
to curate another cohort for the 2021-2022
roundtables. These roundtables provide the
school year. Student facilitators from three high
Commissioner an opportunity to engage with
schools are leading professional development
and hear directly from students, one school at
sessions for a diverse group of educators across
a time. The roundtables typically immediately
the district, including building leaders, teachers,
follow coffee hours that the Commissioner
related service staff, and district leaders.
and Superintendent host with teachers and
19) PPSD held Equity Office Hours with over 150 administrators from that same school. This
educators to discuss diversity, equity, and provides an ongoing opportunity for the
belonging in a small-group setting. These Commissioner and Superintendent to focus
sessions included educators, students, parents, on the set of issues that are affecting that
and community members. Prior to each particular school, and to discover themes and
session, participants registered and received trends that affect the district as a whole.
key definitions so they could participate in rich
22) To ensure that student voices were represented
and open conversations during the office-hour
in the development of the Providence’s TAP,
sessions.
two students served as community members
20) PPSD partnered with national equity and on the CDT. In addition, the CDT invited other
diversity leaders to launch the “Say Their students to provide their direct feedback on its
Names” toolkit in response to national unrest preliminary recommendations for the TAP.
after the death of George Floyd and in support
23) As part of Superintendent Peters’ Entry Plan,
of students, families, and educators. PPSD will
he held several student roundtables to gain
continue to work with local partners to curate
insight into their perspectives on the district.
resources for educators and leaders to engage
The Superintendent has continued these
in critical classroom conversations about race,
roundtables, including holding a student-
justice, and civic engagement. This toolkit
specific feedback group on the district’s
has been accessed by 400 educators across
reopening plan over the summer. The
the district and used throughout the year to

Superintendent continues to make himself on initiatives like the TAP and brainstorming
available to students who reach out to discuss sessions pertaining to youth-led events.
concerns about their schools and the district.
25) RIDE worked with these students to develop the
24) RIDE recruited a small group of students Stand-Up Youth Summit, with the goal of better
from schools, organizations, and afterschool understanding key issues related to school
programs to participate in Focus Fridays. This culture and safety. The three-hour, virtual event
group was tasked with developing activities and drew 60 high school students from Providence
events that would help RIDE proactively involve and across the state. The event was originally
youth from PPSD on decisions, initiatives, planned for March 2020, but was postponed
and strategies. Youth were able to meet with due COVID-19. However, thanks to the efforts of
Commissioner Infante-Green and RIDE staff to a group of passionate students, the event was
discuss policies they were considering, while held virtually in April 2020. PPSD students were
offering their feedback on issues affecting them heavily involved in the planning of the Stand-Up
as students. The meetings included feedback Youth Summit.
Inside Story: Supporting Emotional Health
S EL has long been recognized by researchers

and practitioners as an effective approach
that can lead to better student achievement and
had already incorporated SEL into select curricula.
Johns Hopkins reviewers noted Providence
teachers’ enthusiasm for SEL despite the lack of
provide students with the life skills needed for much needed resources for SEL competencies.
future success. Prior to the state intervention, PPSD “There is real pride in the fact that SEL is being
implemented in some schools,” they noted.
Early in her tenure, Commissioner Infante-

RIDE quickly recognized both
Green made it clear that the expansion of
COVID-19 and distance learning as
social-emotional learning would be an essential
major disruptions in the daily lives
component in RIDE efforts to improve school
of students and families, and began culture and enhance students’ educational
working with Pure Edge to expand environment. She also understood the role it can
their well-being services to students play in staff self-care. In November 2019, RIDE
and families. Over 2,000 individuals partnered with Pure Edge, Inc. to provide online
participated during the month of social-emotional support to teachers, made
April alone. possible through generous philanthropic support.
78 BUILDING ON HOPE
When COVID-19 prompted a quick pivot to online to make a safe space and foster the skills to help
learning in March 2020, RIDE quickly recognized people manage when they are hurting. At the
both COVID-19 and distance learning as major secondary level, students engaged in project-
disruptions in the daily lives of students and based lessons based on the coronavirus and its
families, and began working with Pure Edge to impacts on their lives—lessons designed to build
expand their well-being services to students and collaboration, rapport and decision-making skills.
families. Over 2,000 individuals participated during This curriculum was so successful that other Rhode
the month of April alone. Island school districts began requesting it. RIDE has
now made it available for free to all
local education agencies statewide.
RIDE and PPSD are now working

to support an evaluation of SEL
learning throughout the district.
Other initiatives include the adoption
of expanded SEL competencies for
teachers, the development of an SEL
website for PPSD staff, and the scaling
of classroom-level SEL practices.
At the secondary level, students

engaged in project-based lessons
based on the coronavirus and its
Recognizing that social-emotional skills would
impacts on their lives—lessons
be critical to the transitioning back to in-person
designed to build collaboration,
learning, in the spring 2020, the district contracted
with national experts to develop a unique back- rapport and decision-making skills.
to-school curriculum, focused on rebuilding and This curriculum was so successful
celebrating community. Planned for the first week that other Rhode Island school
of school, the lessons were designed to build skills districts began requesting it.
for understanding one’s own emotions and others’
feelings during the ongoing public health crisis.
Additionally, RIDE applied for and received a
Through this transition curriculum, elementary
federal School Climate Transformation grant, a
students received three reinforcing lessons a day
portion of which PPSD is using to train special
on understanding harm, building empathy, and
education staff on tiered SEL supports for students.
restoring trust. During circle time, students learned

MOVING FORWARD: topics and policies that are important to
BUILDING FOR THE FUTURE them. Although not a new concept, this type of
advisory has not existed at the district in many
To strengthen the SEL curriculum in PPSD, leaders years. PPSD is dedicated to ensuring students
will make a continued effort to heighten the SEL have representation and a seat at the table.
competencies of teachers and school leaders alike. Recruitment for this Student Advisory Council is
RIDE and PPSD will launch initiatives to engage currently in progress.
students in district-wide policy discussions and
provide them important supports to grow both 3) To address an issue that has been of particular
academically and socially. concern across the community, RIDE, PPSD,
and the City of Providence initiated a
Major initiatives on the way include: series of student, educator, and community
conversations to gather feedback on the future
1) Thanks to support of a group of philanthropic
of school resource officers (SROs) in schools.
partners, two PPSD schools will soon host
innovative SMART Clinics, which are set to open
in early 2021. The clinics will directly embed
COMMUNITY VOICES
health services into the school buildings to
provide service to students, educators, and
staff. The clinics are based on the SMART Clinic “When I called FACE to ask for
model, which has been successfully used to help about my IEP student, they
improve student and community health in responded quickly and provided the
schools in Chicago and Alabama. The SMART guidance necessary to help my child.
model takes a holistic approach to improving As a PTA president in my son’s school,
the health of students, teachers, staff, and the
I also referred a parent member to
whole school community. By integrating health
the PTA with concern about their
issues into all aspects of the school, the clinics
students, and FACE staff responded
will improve the short- and long-term health
and gave prompt support.”
of all involved. Plans are being considered to
expand the SMART model to other schools in – Carolina Linares (PAC Parent)
Providence and other districts in Rhode Island.
2) Meetings of the Superintendent’s new Student

4) PPSD secured a $460,000 Gates Foundation
Advisory Council will soon begin to provide
Model, Design Initiative Grant to improve
direct feedback to the Superintendent from the
culture and climate in middle schools. PPSD will
students’ perspective to inform district-wide
use grant resources to establish a richer, more
policy. This student advisory council was formed
inspiring school climate and culture for eighth-
to provide PPSD students an opportunity to
grade students, elevating student voice and
directly engage the district’s leadership around
80 BUILDING ON HOPE
improving the eighth-to-ninth-grade transition 5) PPSD will work with local partners to continue
experience. This grant will directly address to curate resources for educators and leaders
the challenges students face transitioning to engage in critical conversations about race,
from 8th to 9th grade. Research indicates that justice, and civic engagement in the classroom.
students’ success in 9th grade is a key indicator Through strategic partnership opportunities,
in determining on-time graduation. To improve PPSD will generate the equity framework, which
school climate and culture, the grant will will include equity score cards, equity priorities
support continuous improvement around scale as articulated by community leaders, and an
and implementation of restorative practices articulated lens by which to fold authentic
and the reduction of disproportionate discipline decision making into an expanded community
referrals for Black students. Grant efforts of practice.
will subsequently include building network
6) RIDE proposed $1 million in its FY2021 budget
leadership capacity to lead improvement
to increase the number of counselors, social
practices around equity, restorative justice,
workers, and other mental health professionals
and high expectations for adolescents with
in schools using funds previously allocated
unfinished learning. PPSD will also use the
for School Resource Officers to strengthen
grant to reduce chronic absenteeism, elevate
school culture. RIDE will continue to advocate
student voice, and improve culturally responsive
for these funds, which will help enhance the
practices.
number of school counselors and mental health
professionals in PPSD schools. H

Goal #7
Our Central Office Will Be Effective, Efficient, and Responsive

WHERE WE WERE:
BUREAUCRATIC DISTRICT FROM THE JOHNS
OFFICE STIFLED CHANGE HOPKINS REPORT
Multiple levels of bureaucracy within PPSD have
stifled innovation and reform efforts for decades.
“Providence Public School System
A divide between the Central Office and school
is overburdened with multiple,
building staff led to confusion in schools across the
overlapping sources of governance
district, while teachers and school leaders often
and bureaucracy with no clear
complained about the many layers of management
domains of authority and very little
they had to navigate to address basic issues. The
current teachers’ contract has stifled innovation
scope for transformative change.”
and flexibility at all levels and continues to threaten
academic quality and professional development.
change. The resulting structures paralyze action,
As stated in the Johns Hopkins report, the
stifle innovation, and create dysfunction and
“Providence Public School District is overburdened
inconsistency across the District. In the face of
with multiple, overlapping sources of governance
the current governance structure, stakeholders
and bureaucracy with no clear domains of
understandably expressed little to no hope for
authority and very little scope for transformative
serious reform.”
Commissioner Infante-Green recognized the need Building a strong team: Restructuring and
for a functional and effective Central Office as a repurposing resources at PPSD’s Central
priority in her efforts to transform the troubled school Office
district into a world-class education system. In early
1) Commissioner Infante-Green’s appointment
2020, she recruited and appointed a leadership team
of Harrison Peters, a leader with significant
experienced in school transformation. The team
experience in urban school system reform,
immediately applied smart budgeting practices and
as the Turnaround Superintendent gave the
was successfully able to realign $1 million in district
turnaround effort an immediate energy boost.
resources for school-level priorities.
82 BUILDING ON HOPE
Previously, as Deputy Superintendent-Chief ground coaching and support. The elementary
of Schools for Hillsborough County Schools, network and secondary network include
Peters was responsible for the day-to-day dedicated instructional, data, and evaluation
operations of the district’s 250 schools that supports, moving these traditional Central
educate 220,000 students. His team achieved Office functions closer to the school level.
record-breaking graduation rates, industry This approach allows school leaders to build
certifications, and college scholarships, as stronger working relationships, have greater
well as a significant reduction in the student accessibility to information and decision-
achievement gap. When he served as Chief of making power, and ultimately be more
Schools on the south side of Chicago, Peters effective. The reorganization also includes
was credited with significantly increasing ACT network-specific supports around climate
scores, 3rd grade reading, math proficiency, and culture, attendance, and family support
and graduation rates. A proud veteran of the services. Each network is led by a Network
United States Navy, Harrison served on the Superintendent, a seasoned administrator
USS Cleveland before beginning his career in with a strong understanding of best practices
education. in coaching and instruction. In addition to the
superintendents, each network includes an
2) To align resources and deliver on the
executive director of school supports, a director
Commissioner’s commitment to better serve
of instructional supports, and a number of other
families and the community, RIDE announced
staff members dedicated to serving the needs
two additional positions in the PPSD turnaround
of individual schools and their leaders.
leadership team on the day Peters was named
Superintendent: first, the Chief of Family and 4) To support the transition prior to the
Community Engagement ,which was a position appointment of Superintendent Peters, Dr.
elevated from an earlier executive director Frances Gallo, a highly regarded veteran leader
position and is responsible for the strategic of several Rhode Island school districts, served
vision for all stakeholders – family, students, as Interim Superintendent. Additionally, then-
partners, and community members – who Zone Executive Director Dorothy Smith provided
support student success; second, the Chief of keen leadership before and after Dr. Gallo’s
Equity, Culture, and School Supports, a new term by serving as Acting Superintendent.
position responsible for setting districtwide Once Harrison Peters came on board officially,
strategy around race and equity priorities while Dorothy Smith moved a new role of Senior
also providing direction on improving school Advisor to the Superintendent, providing vital
culture and climate. guidance until her retirement earlier this year.
3) Early in his tenure, the Superintendent created 5) Prior to Superintendent Peters starting at
a network structure to provide immediate PPSD, RIDE recruited a new Chief of Staff and
collaboration to schools through on-the- Chief Operating Officer to lead critical roles in

PPSD’s transformation. Both positions provide plan did not include any teacher layoffs, it
direct daily support and guidance to the did include a net reduction of approximately
Superintendent and serve as levers to promote, 30 Central Office staff members. Reductions
enact, and manage change within the district. include employees in the finance, human
resources, student affairs, and central supply
Shifting and reprioritizing district
offices.
resources to have a closer, positive impact
on students success 8) Clarity on the district’s finances had been a
major issue for years. New leadership has
6) In response to a major finding of the Johns
since identified a number of ways the Finance
Hopkins review, RIDE initiated a comprehensive,
and Budget Division could be reorganized to
top-to-bottom financial analysis of the district.
better support schools and phase out outdated
This 10-week-long deep dive, conducted by
district functions. For example, payroll has
EY, painted a picture of a district where the
been reorganized to reduce the number of
status quo had kept investments from reflecting
staff focused on processing paper timesheets
student needs. At its core, the analysis found
and increased a focus on building systems
that overall budget numbers were not major
to automate and monitor weekly payroll.
obstacles. Rather, a “fixed costs” mentality was
Additionally, positions were reallocated to
cited by numerous district staff as a stumbling
create network budget coordinators who,
block to change. Senior leaders have used
similar to HR, are assigned to schools and
this analysis as a guide to the realignment
accountable to meeting school needs related to
of district resources to fuel transformational
budget and finance issues.
change. For example, the district was able to
leverage multiple funding sources to make a 9) Leveraging analysis from the EY-Parthenon
significant purchase of ELA and math curricula report, PPSD conducted a comprehensive
districtwide, the largest curriculum purchase review of current vendor contracts. Senior
the district has ever made. leadership reviewed all major contracts
spanning across all functional areas, from
7) PPSD engaged in a districtwide reorganization
academics to facilities, to identify those that
focused on student needs, reducing Central
could be reduced or eliminated. This review
Office costs by $1 million annually. This freed up
produced over $275,000 in savings that
valuable resources for use on top priority issues
the district was able to reallocate to other
at the school level and shielded schools from
initiatives.
the financial challenges posed by the COVID-19
pandemic. While districts across the state 10) The EY report suggests that there should be
provided layoff notices to many teachers and more flexibility around supporting students
school-based staff, PPSD was able to avoid any who are differently abled, including fluidity
school-based layoffs. While the reorganization in services and support, not just programs.
84 BUILDING ON HOPE
PPSD restructured two roles to include building Restructuring and enhancing how PPSD
capacity for BIP (behavior intervention Central Office serves schools, educators,
program) students and students on the Autism students, and the community
spectrum. These teachers are able to focus
13) PPSD reshaped how the Office of Family and
on inclusive practices for these students and
Community Engagement interacts and provides
support a more collaborative and nimble
services to families. This redesign included a
approach to service delivery. PPSD is continuing
more centralized way to engage parents who
to build out the intersectionality of work
either call or walk in to the district office. PPSD
between the Office of Equity and Diversity and
shifted its approach to be a rapid response
the Office of Specialized Instruction, with a
and support team that addresses issues or
focus on continued professional development,
challenges families may be experiencing. PPSD
inclusive practices, and high expectations for
incorporated new technology that allows the
differently abled students.
team to document and track parent feedback
11) In direct response to one of the major findings requiring a resolution. PPSD also added the
of the Johns Hopkins report, PPSD streamlined opportunity for families to rate the district’s level
the procurement system, removing multiple of customer service. As part of the revamped
layers of purchasing approvals and red team, PPSD added two new translators and
tape, while strengthening transparency a volunteer manager to help facilitate parent
and compliance. Previously, schools and engagement opportunities.
departments were required to submit RFPs
14) By restructuring the Student Affairs Office
to be reviewed by multiple individuals and
(SAO), PPSD has brought this important work
committees in the City of Providence, and
closer to school leaders and schools. Student
were beholden to approval of contracts by
safety and disciplinary concerns frequently
multiple governing boards with overlapping
came up as an issue in the Johns Hopkins
and conflicting authority. PPSD streamlined the
report. SAO has been relocated to the network
process by creating a tiered system for review,
level, and the hearing process for student
with lower value contracts having a simplified
discipline issues has been reorganized so that
review and approval process and larger value
schools better meet the needs of their students.
contracts being reviewed by the school board
In addition, an external partner is working to
to support transparency.
conduct a review of this support to see how to
12) PPSD’s practice of supply and resource improve the district infrastructure to be less
reallocation across the district was significantly reactive and more proactive in meeting PPSD’s
outdated. The district reorganized the central most vulnerable students’ needs.
supply and warehouse functions and focused
15) In order to create a more streamlined and
moving and other supports directly to the
effective Office of Human Resources, the new
school level.
Chief Operating Officer assumed responsibility

for the HR function, and the previous Chief 18) The Chief of Equity, Culture and Student
of Human Capital position was eliminated. Support issued an RFP for a program review
PPSD went further, streamlining the Office of of Specialized Services, which currently serves
Human Resources by reducing head count and 4,675 students with disabilities – including 1,700
realigning positions to support schools first. in private schools or community day care. The
Now, staffing and recruitment officers are built review should provide PPSD with much-needed
into the network-based approach, dramatically situational awareness so it can move forward
increasing responsiveness to school leaders. with identifying best practices in service
delivery and organizational changes to improve
16) PPSD leveraged content supervisors in the
efficiency.
Teaching and Learning Team to support
implementation of curriculum-related shifts in 19) The Superintendent launched a number of
PPSD schools. In these roles they are leading initiatives to be more visible and responsive to
the organization of professional learning so families during the pandemic. These included
school teams can implement the resources well. a number of videos and messages delivered
PPSD now works with schools and networks to through social media channels to reach both
get resources to schools in as timely a manner families and stakeholders. He also began
as possible within the guidelines of the modified regular weekly updates to staff to keep them
procurement process. informed of all school reopening developments
as they happened, from curriculum and
Additional efforts to increase Central
technology to cleaning protocols and PPE
Office’s effectiveness, efficiency, and
deliveries. Lastly, to support feedback and
responsiveness
continuous improvement, Superintendent
17) This fall, the district embarked on customer Peters launched [email protected] for all
service training in a wide-ranging effort to members of the school community to make
be more responsive to district families. More suggestions to improve school and district
than 200 school staff members and the Central operations.
Office are participating in training on recently
20) PPSD has worked to create Research-Practice
adopted customer service standards: Courtesy
Partnerships in an effort to leverage higher
and Respect; Communication and Accessibility;
education institutional knowledge and capacity
Professional, Cultural, and Linguistic
to assist with research that is relevant to the
Responsiveness; Environment of Belonging;
district and will improve student outcomes.
and Awareness and Continuous Improvement.
PPSD forged three major Research Practice
These standards will be rolled out in a more
Partnerships forged since the 2020 school
public way later this school year to set clear
year. One is with the Annenberg Institute at
service expectations for families, students, and
Brown University. Another is with the Regional
employees.
86 BUILDING ON HOPE
Education Laboratory for New England and the 21) To increase overall coordination and
Islands (REL-NEI), focused on district activities effectiveness of implementing the TAP, PPSD
to address chronic student absenteeism. More created a digital, web-based tool and meeting
recently, The Policy Lab at Brown has been structure that allows named individual
assisting in a three-year cohort analysis of MLLs accountable owners to plan and track the
as part of PPSD’s U.S. DOJ agreement. execution of each turnaround initiative.
Inside Story: Putting Your Money Where the Students Are
O ften the toughest budget decisions yield the

most dramatic and positive results. That
spirit was the motivation for Commissioner Infante-
out a 10-week financial assessment of PPSD that
“aimed to assess the financial health of the district
and to provide a more detailed view on current
Green’s decision to request a top-to-bottom resource allocation.”
financial analysis of PPSD immediately after the
The EY team analyzed budget and personnel data
state intervention began in June 2019.
across multiple years to evaluate how resources
After the troubling findings of the Johns Hopkins were being allocated and to assess potential areas
report came to light, the Commissioner committed for reallocation in the district. As part of this work,
to implementing sweeping reforms
in a district that has suffered
from decades of neglect and
underachievement. To succeed,
sound finances would be essential,
leading RIDE to select EY, the globally
prominent accounting firm, to carry
After the troubling findings of the

Johns Hopkins report came to light,
the Commissioner committed to
implementing sweeping reforms
EY interviewed and held in-depth discussions
in a district that has suffered
with 50+ stakeholders across the district, city, and
from decades of neglect and
state to develop an understanding at depth of
underachievement. the district’s financial resources and identify cost
savings.

The analysis concluded that, while the district strategies to reallocate “wasted” funds, while
is not in financial trouble, a range of strategic developing the district’s long-term budget priorities
opportunities existed for reallocating and aligning “with the goal of increasing equity and efficiency in
funds to better serve students and fund critical the use of funds at the individual school level.”
needs. Highlights included: (1) revising the district’s
For example, $1 million in annual personnel and
approach to staffing of teachers to meet the
non-personnel savings were quickly identified to
needs of a significant MLL population; (2) driving
reallocate from the Central Office alone. As the
efficiencies in the Central Office to strengthen
districtwide reorganization continued, $1 million
school supports and reallocate funds to schools to
was adjusted to add classrooms to enable MLL
increase dollars controlled at the school level; and
students to be more quickly enrolled in classrooms
(3) shifting from PPSD’s fixed budget mentality,
that best meet their learning needs. The new
which inhibited change, to a more flexible
approach to school budgeting also eased fears
approach to budgeting.
of pending teacher lay-offs, an early win for
It became clear that, contrary to what had educators and students alike.
been reported over the years, a
lack of funds was not the district’s
primary problem; budgeting did not Upon receiving the analysis, the RIDE and
match priorities, and there was no PPSD budget teams rolled up their sleeves
accountability for this fundamental and went to work to identify cost savings and
mismatch. practical strategies to reallocate “wasted”
funds, while developing the district’s long-term
budget priorities “with the goal of increasing
equity and efficiency in the use of funds at the
individual school level.”
MOVING FORWARD:
BUILDING FOR THE FUTURE
A new and invigorated PPSD Central Office will be
ever more responsive to the diverse needs of PPSD
students, families, and educators alike. The district
will expand smart budgeting practices to support
Upon receiving the analysis, the RIDE and PPSD better education practices through powerful
budget teams rolled up their sleeves and went investments in state-of-the art technology. Leaders
to work to identify cost savings and practical will continue to focus on increasing equity and
transparency.
88 BUILDING ON HOPE
Major initiatives on the way include:
COMMUNITY VOICES
1) PPSD is making a major investment in
technology to support teaching and learning.
The District is securing 12,422 Chromebooks “Providence Schools has helped
and 1,300 Wi-Fi hotspots to support distance shorten the distance between home
learning for students; more than 2,000 laptops and school by adding in digital tools.
and 300 webcams/headsets for educator use; With their smartphone, parents can
and 120 new SmartBoards and 800+ sound watch a video from their principal,
systems for improved classroom instruction. listen to a get-to-know-you interview
2) RIDE and PPSD are developing plans for of the teacher, read updates from
the district’s approach to school budgeting teachers, and respond back. This
to increase equity and efficiency in the use growth has been a great addition.”
of funds at the individual school level. This
– Amy Punchak (PAC Parent)
includes providing school leaders with greater
information and transparency into their budget,
as well as closer alignment between district 5) PPSD has secured over $700,000 in grant
investments and priorities identified in the TAP. dollars to invest more deeply in a districtwide
culture-and-climate strategy. This grant
3) PPSD’s senior cabinet team will continue
includes funding for a new Director of Student
to focus on capacity building experiences
Supports, a districtwide Restorative Practices
regarding “Equity Policy,” which will guide
Team, an SEL community supported by a
division equity goal setting. PPSD will
practice and coaching framework, and
continue to support the cabinet team through
a Multi-tiered System of Support (MTSS)
seven “Equity Centered Capacity Building”
implementation model.
professional learning sessions in order to
cascade equity-oriented practices throughout 6) PPSD is investing in a new budgeting tool that
their divisions. will make individual budgets more transparent
and more easily accessible to building leaders,
4) PPSD plans to conduct a survey to gather
thereby improving financial decision-making at
school leader feedback on Central Office
the school level.
performance. Data will be used to provide
comparison points to previous survey findings,
as well as to determine a baseline to measure
growth and improvement as the district
turnaround continues.

Tracking Transformation: A Timeline of Action
2018
FALL 2018  Initial RICAS results are extremely
n Initial Rhode Island Comprehensive disappointing in Providence, with just 10
Assessment System (RICAS) conducted and percent of students proficient in Math and 14
results released. percent in English Language Arts.
2019
APRIL 2019 AUGUST 2019

 April 29: Angélica Infante-Green is confirmed as n August 8: Commissioner Infante-Green
the Rhode Island Commissioner of Education. issues her Proposed Order of Control and
Reconstitution of PPSD. She advises Mayor
M AY 2 0 1 9 Elorza, Providence City Council, School Board,
n In partnership with Governor Gina M. Raimondo and Superintendent that they have 30 days to
and Mayor Jorge O. Elorza, Commissioner “show cause” why she should not intervene in
Infante-Green asks the Johns Hopkins Institute the city schools.
for Education Policy to conduct an in-depth
study of PPSD. SEPTEMBER 2019
n September 13: Commissioner Infante-Green
JUNE 2019 convenes the “show cause” hearing and records
 June 25: Johns Hopkins delivers its report, that no parties object to her Order, per the
concluding that in Providence, the “system is process outlined in the Crowley Act. Additionally,
fundamentally broken.” she receives comments from stakeholders.
J U LY 2 0 1 9 OCTOBER 2019
 Commissioner Infante-Green and Mayor Elorza n October 11: Commissioner Infante-Green issues
host a series of nine public forums across the city, her final Order for Control and Reconstitution.
allowing hundreds of parents, teachers, students,
and others to voice their concerns with PPSD. NOVEMBER 2019
n July 23: The Council on Elementary and

 November 1: The State of Rhode Island assumes
Secondary Education votes unanimously to control of the management and operation of
grant Commissioner Infante-Green authority to PPSD.
intervene in PPSD, pursuant to the Crowley Act. n November 21: PPSD partners with Pure Edge to
90 BUILDING ON HOPE
provide online and free social and emotional more than 100 students during 15 in-school
learning (SEL) professional development conversations.
support to teachers.
DECEMBER 2019
n District pilots an immediate over-the-phone
interpretation service in over 350 languages.
n December 13: An independent analysis
conducted by Ernst & Young details
n RIDE’s community engagement team partners
Providence schools’ financial challenges.
with a Brown University Urban Education
Policy intern to conduct a deep dive into
 December 17: RIDE names the 45 members of
family engagement, student registration, and the Community Design Teams (CDTs) to help
community partnerships. develop a Turnaround Action Plan for PPSD.
Members include parents, students, educators,
n PPSD establishes new human resources (HR)
and advocates.
procedures and hires new HR director to
improve practices and attract talent to PPSD.
n PPSD hires new Chief Operating Officer, with
management over HR and finance operations.
n Commissioner Infante-Green meets with
2020
JANUARY 2020 to lead an expanded FACE office, with staff

n January 10: RIDE establishes a statewide increasing from 5 to 8.
fund for Rhode Island Public Education, n February 4: Dr. Barbara Mullen is hired as Chief
with fiduciary support from Rhode Island Equity and Diversity Officer to oversee a variety
Foundation. of programs designed to increase equitable
 January 30: The district announces an English as opportunities and outcomes.
a Second Language (ESL) certification program  February 20: Turnaround Superintendent

that provides up to $3,200 to reimburse Harrison Peters begins his first day as the
Providence teachers for participation. The leader of PPSD.
program attracts more than 100 teachers. n RIDE hires a Deputy Commissioner for School
n RIDE and PPSD convene more than 100 System Transformation.
educators to review and help select uniform n RIDE collaborates with national experts to
curriculum for the district. launch a high school specific, multi-year
n RIDE and PPSD support recruitment and strategy to redesign high schools in the district.
training for three Community Advisory Boards
(CABs), with a resulting membership of more MARCH 2020
than 60 leaders. n March 1: First two cases of COVID-19 in Rhode
Island are reported.
FEBRUARY 2020
n March 7: RIDE and PPSD host a Community
n February 4: Nick Figueroa is hired as Chief of Design Team (CDT) showcase at Asa Messer
Family and Community Engagement (FACE) Elementary School.

2020 (CONTINUED)
n March 23: Due to COVID-19, PPSD joins all social media campaign. More than 160,000
Rhode Island public schools in transitioning people view the video at least once. More than
to distance learning for the remainder of the 9,000 visit the landing page for potential PPSD
school year. teachers, leading to nearly 800 live leads for
n March 27: PPSD successfully negotiates an PPSD recruiters.
earlier hiring timeline to better prepare for the  June 23: RIDE releases “Turning Hope Into
following year’s staffing needs. Results,” the Turnaround Action Plan (TAP) for
PPSD, grounded in the work of the Community
n RIDE expands the Pure Edge Partnership to
Design Teams and designed to drastically
include students, with 2,000 participating in just
improve Providence Schools.
one month.
 PPSD supports the services of 1.5 million meals
n PPSD sends more than 1 million electronic
to students at 14 school-based sites during
messages to families during the shift to distance
COVID-19 response.
learning over the first month of the pandemic.
n Superintendent Peters launches the districtwide
APRIL 2020 leadership network to better support students
and school-based leaders.
n Thanks to the EY analysis, PPSD identifies $1
million in annual personnel and non-personnel
J U LY 2 0 2 0
savings. This money is reprogrammed to
support multilingual learner (MLL) classrooms.
n July 20: PPSD safely opens school spaces to
support summer school.
M AY 2 0 2 0  July 28: Four new principals hired and 13 PPSD
n May 20: PPSD selects the bilingual reading schools receive new leadership for SY 2020-
curriculum from American Reading Company 2021.
(ARC) for all students in grades 1-8 after a n July 31: PPSD publishes a 70-page reopening
comprehensive, inclusive decision-making plan for a safe and healthy return to schools.
process with teachers and other stakeholders.
n PPSD conducts mandatory anti-bias training for
n PPSD also selects unified Eureka 5! K-5 math all new hires, a practice that will continue for all
curriculum for use across the district. new hires moving forward.
JUNE 2020
n PPSD conducts four town hall meetings to
gather feedback on reopening.
n June 6: RIDE hosts the Stand-Up Youth Summit
to better understand key issues related to school AUGUST 2020
culture and safety.
n August 18: PPSD, RIDE, and Mayor Elorza
n June 12: RIDE and PPSD debut “Almost announce an amended $300 million multiphase
Impossible,” a YouTube-based teacher School Capital Plan for Providence school
recruitment video and launches a nationwide buildings.
92 BUILDING ON HOPE
n PPSD reduces the radius qualification for bus for the year and earn up to 27 credits.
passes for Providence high school students from n PPSD revives the PPSD School Building
two to just one mile from school. Committee and expands representation to
n Former Mayor Joseph Paolino donates the include parents.
former St. Joseph’s Hospital building to be n PPSD develops an early warning indicator
transformed into a new, state-of-the-art PreK-8 system that serves as a critical tool in
school after extensive renovations. supporting students’ academic success.
n PPSD increases professional development day  PPSD procures and distributes substantial
opportunities for teachers from 1 to 5 prior to cleaning supplies and personal protective
the start of school, with another 5 embedded equipment (PPE) to support a safe reopening,
throughout the school year. including 100,000 reusable masks, 100,000
n PPSD establishes monthly, four-hour professional disposable masks, 19,000 bottles of hand sanitizer,
learning sessions designed to focus on the four and 2,000 1-gallon containers of disinfectant.
key levers of successful school turnaround efforts.
OCTOBER 2020
n PPSD works with its custodial vendor to increase
n Every elementary school performs a deep-
custodial staff hours dedicated to cleaning and
dive analysis of student achievement and
improve levels of cleanliness.
engagement data, which helps establish
n PPSD hires a Senior Manager of Facilities and
cultural and instructional priorities for all 22
Capital Planning to oversee building projects.
district elementary schools.
SEPTEMBER 2020 n PPSD reinvigorates the existing Parent Advisory

Council (PAC) and expands recruiting efforts.
n September 14: PPSD opens under a partial
reopening plan. NOVEMBER 2020
n September 14: PPSD launches a separate  November 4: Providence voters approve a
Virtual Learning Academy (VLA) for more than $140-million school facilities bond.
6,000 students.
n November 23: RIDE and PPSD announce that
n September 14: At the start of the school year, teacher participation in upcoming parent
PPSD launches a new Social Emotional Learning teacher conferences will be mandatory.
series of lessons to help students transition back
n PPSD installs 1,836 air purifiers to support
to the classroom and build a strong culture.
improved air circulation in classrooms during
n PPSD starts the 2020-2021 school year with the colder months.
22 classroom vacancies, down from 102 the
n PPSD orders 12,422 Chromebooks, 1,300 Wi-
previous year.
Fi Hotspots, 2,000 laptops for educators, 800
n PPSD launches the Accelerate early-college sound systems and 120 SmartBoards to support
program, allowing seniors to enroll in college distance learning technology requirements.
T R A N S F O R M AT I O N U N D E R WAY !

LEARN MORE AND GET INVOLVED
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Building on Hope

One-Year Report on the Providence Public Schools’ Transformation

Tracking Transformation: A Timeline of Action 90

Dear Providence Community,

We have made a concerted

classrooms equipped with world-class learning With utmost respect,

Throughout this challenging year, our heroes have

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 3

Responding to the Community & Delivering for Students

The Johns Hopkins report demanded a

for lasting change. We have made

From unifying PPSD with top-notch

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 5

1 Low level of academic instruction and

2 Parents feel powerless

3 Teachers and staff are demoralized and

4 Principals and school leaders have no

5 Schools are crumbling across the city

6 Poor school culture and safety concerns

7 System governance gets in the way of

others who may embark on such an undertaking

We are moving forward. Each section also

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 7

Delivering for Students and the Community

Communications and supports were

Transforming PPSD, however, is not

the elevated Office of Family and Community Smith.

Engagement, PPSD sought to fundamentally

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 9

These changes, built upon the steps

arrangements and resource-

the district over the coming years. support services.

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 11

3) Reforming and streamlining how services

n Student Affairs Office (SAO). PPSD has

In its reorganization, PPSD added

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 13

Chief of Family and Community Engagement (Nick Figueroa)

Chief of Equity, Culture, and Student Supports (Barbara Mullen)

Network Superintendent of Elementary (Susan Chin)

Network Superintendent of Secondary (Olayinka Alege)

Executive Director of Multilingual Learners ( Jen Efflandt)

Secondary Transformation Officer (Kevin Gallick)

Executive Director of Elementary Schools (Patricia Royal)

Executive Director of Middle Schools (James Boyd)

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 15

PPSD Supports Students Through the COVID-19 Pandemic

mapping out robust online curricula

advantage of this offering. There were 33 sessions

in the new environment. This began

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 17

and expects to receive more than 2,000 laptops

SAFELY REOPENING students who have been most impacted

AND MAINTAINING HIGH by educational inequities and COVID-19,

EXPECTATIONS including the youngest learners, MLLs,

ONE-YEAR REPORT ON THE PROVIDENCE PUBLIC SCHOOLS’ TRANSFORMATION 19

Understanding the importance of

A Report of Actions Taken to