Providence committee backs resolution supporting "empowerment" school model and statute changes for local control

The Providence City CouncilSpecial Committee on Health, Opportunity, Prosperity and Education on Feb. 13 voted to endorse a resolution supporting recommendations from a special state senate commission to expand school-based flexibility and customized management models aimed at returning more local control to Providence schools. Councilman Justin Royers moved the motion and Councilwoman Sherry Peterson seconded; the motion carried.

The resolution asks local stakeholders to adopt the study commission—s recommendations and signals the council—s support for statutory changes the presenters said are necessary to make such models work. Education consultant Steven Smith told the committee, "without changes in statute, no plan," arguing that existing state laws constrain many reforms the city might pursue.

The committee heard a 40-minute presentation from Matthew Montero, a representative of Empowerment Schools, who described district-driven community partnerships and customized models used in other cities. Montero cited Springfield, Mass., and Fort Worth, Texas, as examples where schools formed partnership boards or worked with local institutions to gain greater control over staffing, schedules, budgets and curricula while remaining part of the district. He said those models emphasize "decision-making power with responsibility for results," teacher leadership and shared goals between the district and operating partners.

Montero and Smith outlined several specific features and limits of the empowerment model discussed: - Governance: clusters of schools are overseen by a nonprofit partnership board that reports to the district school board; that partnership hires a small staff to coordinate supports and monitor progress. - Budget flexibility: Montero said Springfield moved from schools controlling a small share of their budgets (described in testimony as roughly 10% in his example) to controlling what he characterized as the majority (he cited an increase to about 80% of discretionary spending at the school level) and therefore millions more dollars of locally controlled resources; small transition funds were used in initial years. - Collective bargaining: Springfield used a modified collective bargaining agreement for empowerment schools; Montero and later witnesses said unions and district negotiators modified terms to allow school-level flexibilities while preserving teacher protections, and that the process required political negotiation and time.

Committee members pressed presenters on implementation risks and local context. The city's municipal integrity officer asked how clusters would collaborate across the district if each cluster had autonomy; Montero and Smith said partnership boards and a small central staff are meant to coordinate and that school boards retain an oversight role. Smith and Montero repeatedly cautioned that the model is not a quick fix and that success depends on sustained support, accountability and changes to the state legal framework.

Members also raised questions about student demographics and resources. A committee member and a school social worker noted Providence—s high share of multilingual learners and that such demographics require significant resources; Montero said Springfield's initial cluster had a large share of English learners (he estimated roughly 30—0% during the program—s early years) and emphasized that empowerment alone does not remove central challenges like poverty and trauma.

Several committee members, including Chairwoman Helen Anthony, expressed support for the resolution and for continued council work with the mayor and stakeholders; the committee voted to send the resolution forward. Council correspondence and outreach to the administration were described as ongoing steps to press for statutory changes and stakeholder negotiations.

Implementation uncertainties noted at the meeting included the need for: - State statutory changes to permit the operating flexibilities described by presenters; presenters and members said that without legal changes, local plans would be limited. - Negotiated collective-bargaining terms that explicitly allow school-level flexibilities while preserving teacher rights and protections. - Clear performance contracts between the school board and any partnership entity, and staffing for partnership boards to monitor progress.

The committee did not adopt specific ordinance language or set implementation deadlines; members said the resolution is intended as a policy signal and to prompt continued engagement with state and local stakeholders.

The committee—s endorsement means the City Council now formally supports the senate commission—s recommendations and will continue work with the administration, teacher representatives and community partners on next steps, including advocacy for statutory changes the presenters said are required for full implementation.