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About Us

Inspiring Minds empowers students for success in school and life by supporting them with trusted relationships, tutoring and mentoring from inspired community members.

About Us

Inspiring Minds empowers students for success in school and life by supporting them with trusted relationships, tutoring and mentoring from inspired community members.

About

Inspiring Minds partners with schools to deliver fully-integrated student support systems that provide focused, individual academic support to accelerate skill acquisition. Services are available to students from PreK-Grade 8, at select schools, in math and literacy. Inspiring Minds efficiently manages these initiatives by using recruited, screened, trained and managed community volunteers and leveraging collaborations with other nonprofits, businesses and universities to make a difference in our students’ lives.

Inspiring Minds focuses much of its efforts on our youngest students because reading proficiently by the end of third grade is a crucial indicator of a child’s development. Students who read by third grade are more likely to perform well in other subjects, and those who do not read at grade level in third grade are four times more likely to drop out of high school.

Rhode Island’s economy demands that more children be on track to be proficient readers. The current pool of qualified high school graduates is neither large enough nor skilled enough to supply our nation’s workforce, higher education, leadership, and national security needs. Every student who does not complete high school costs an estimated $260,000 in lost earnings, taxes and productivity.

Schools

Teachers requested our volunteers

Volunteers

Tutoring/mentoring sessions

Hours of engagement with students

Economic value in dollars

Our Impact

Our Logic Model guides our work. In this model, we have identified needs within the Providence Community and our organization’s strategies to approach and mitigate these issues. The intermediate and long-term outcomes that arise from our services are listed, as well as overarching impacts.

While the impact on our students is our primary goal, we also recognize the impact service has on our volunteers.

Student Achievement

Problem / Need

Providence public school students have low academic achievement as measured by RICAs.

PVD students lack developmental relationships and enrichment opportunities.

Classroom teachers lack the time and supports needed to intervene with all students.

Assumptions

Search Institute research demonstrates the critical and essential role of a developmental relationship with a caring adult for students to learn, grow and thrive.

All kids can succeed with the sufficient and applicable supports.

Strategy

Provide trained volunteer tutors and mentors to support students.

Focus on pre-k-5th grade to support children acquiring critical skills.

Teachers select students needing Tier 2 interventions who will benefit from a mentor/tutor.

Intermediate Outcomes

Students have individualized practice opportunities to achieve mastery of literacy and numeracy.

Students develop relationships with a caring adult to support social-emotional learning.

Students feel more confident about their ability to learn and take charge.

Student attendance improves.

Student’s horizons expand beyond their immediate environment.

Longer-Term Outcomes

Students take responsibility for their learning and academic achievement.

Students become lifelong learners.

Students have the capability to achieve better grades.

Students experience improved social and emotional well-being.

Impact

PVD children have better life outcomes.

Societal costs are reduced by reducing inequities.

Volunteers and Tutor/Mentors

Problem / Need

Classroom teachers need more people capacity to support children than funding allows.

Urban students need more specially trained teachers who are bilingual and teachers of color.

Caring community members don’t know how to support Providence students.

Caring community members don’t have the training to support Providence students.

IM needs skill based volunteers to expand capacity beyond its financial means.

Assumptions

Community members want to support Providence children’s success.

College students want/ need exposure to urban classrooms.

Volunteers can be trained to make a difference for children.

Funding can be found to support volunteers through IM.

Not all volunteers who care about children want o work directly with them.

There are folks with needed skills who could volunteer at IM if given the opportunity, support and awareness.

Strategy

Recruit and train community volunteers and higher education students to serve as mentors and tutors.

Provide meaningful and rewarding experiences for volunteers.

Provide ongoing support, social connections and professional development to retain and develop volunteers.

Intermediate Outcomes

Volunteers develop meaningful relationships with children in PVD public schools.

Volunteers develop the skills they need for mentoring and tutoring.

Volunteers experience purpose and meaning through mentor/tutoring

Volunteers gain a greater understanding of the needs of urban students and their schools.

Longer-Term Outcomes

Student academic outcomes improve.

Volunteers have agency to make more differences in their community.

Providence acquires more aware teachers responsive to urban student development.

State residents support more resources for urban schools.

Volunteers advocate for and donate to IM.

Impact

A strong, engaged, connected and resilient community supports Providence’s youngest learners.

Volunteers advocate for responses to social issues that our students face.