Rhode Island

This wiki is an effort to help our volunteers in Massachusetts access the resources they need to provide excellent tutoring services wherever they end up! Here, you'll find a wealth of resources on tutoring strategies, volunteer dos and don'ts, DOC policies and procedures, directions to the facilities, and much more.

1 About the Petey Greene Program in Rhode Island

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Ralph Waldo "Petey" Greene
Image Unavailable
Radio talk show host and community activist who was the inspiration for this program

In Rhode Island Petey Greene coordinates volunteers from Brown University who supplement education at the ACI by providing volunteer tutoring to people who are incarcerated. Petey Greene volunteers tutor in high school equivalency, college courses, and other educational classes at the Rhode Island Prisons once a week for a 3 hour time block (2 hours tutoring, 1 hour travel and entering/leaving).

Petey Greene has a close working relationship with the Rhode Island Department of Corrections, the Community College of Rhode Island, the OpenDoors program, and College Unbound, and draws volunteers mostly from an active student organization at Brown University, although we also accept some volunteers who are not affiliated with Brown University. Petey Greene staff works closely with staff at facilities, and Campus Leaders at Brown to coordinate the program. These community partnerships enable us to serve incarcerated students at all education levels, as we support students in Adult Basic Education classes, working towards high-school equivalency degrees, and working towards Associates Degrees through the Community College of Rhode Island and taking college courses with College Unbound. Informal studies demonstrate our efforts are making a significant difference, and as our program grows, so does our impact.

Please feel free to email Eric with suggestions, questions, or comments at gro.eneergyetep|namgilese#gro.eneergyetep|namgilese. We're especially interested in hearing about additional resources you think would be helpful here!
You can also contact Aidea Downie '18 (ude.nworb|einwod_aedia#ude.nworb|einwod_aedia) the main campus leader to hear more about her experience!

1.2 Tutoring and TAing
Tutors: The Petey Greene Program supplements educational programming in correctional institutions by providing volunteer tutoring to incarcerated people.
We work with correctional facilities to enable volunteers to work as tutors in adult basic education, high school equivalency, and college programs. Tutors commit to volunteer once a week for at least one semester. This supplemental tutoring service is provided at no charge to correctional facilities.

TAs, in-class tutors, study hall tutors: Graduate students can volunteer as TAs in college-in-prison programs, and are matched with specific instructors in a facility and support the professor inside and outside of the classroom. At times that might involve leading small group discussions, posing questions, writing notes on board, answering questions, making study guides, holding one-on-one conferences with students, presenting alternative viewpoints, summarizing/outlining class, hold study hall if the professor is absent, etc. Outside of class it might involve conducting research for the class. In an alternate model, an instructor may have roaming tutors who answer questions or support specific individuals in that college class. As with tutors commit to visit the prison at the same time once a week for the duration of a semester and, barring instructor absences, work in the same classroom and with the same students.
In a variation of this model we coordinate graduate student and undergraduate student volunteers to work as in-class tutors during class time, answering questions and meeting individually with students about their assignments.
Space permitting, we facilitate study halls where graduate and undergraduate student volunteers work as tutors in study halls held in the prison. In a study hall, volunteers are not matched with a specific student, but instead tutor any college students who attend the study hall sessions seeking extra support. This often involves workshopping essays, discussing class material, reviewing mathematical concepts, and sharing study skills. As with the in-class volunteers, these volunteers commit to visit the prison at the same time once a week for the duration of a semester.
In each of the above roles, we emphasize that you are always “TAs” or “tutors” and never “teachers.” We recognize that our volunteers are not trained as college instructors (i.e. have no formal certifications) and that they are more effective working to support professors and with students one-on-one and in small group settings. Thus, although tutors may work in different college classroom settings, we make sure that each variation emphasizes the provision of supplemental academic support resources similar to those available to college students on campus.

1.3 Our Approach
The approach Petey Greene takes to facilitating volunteers is distinctive - we are a program, rather than an unstructured volunteer organization. Our program entails training, regular check-ins, frequent workshops, group debriefs, classroom visits, student monitoring, feedback collection. Our administrative procedures and structures are strong and thus we are able to take responsibility for recruiting, training and coordinating volunteers - all free of cost to the facilities and universities

1.3.1 Volunteer Supervision
Volunteers are supervised by network of Regional Field Managers, Volunteer Coordinators, and Campus Leaders. Regional Field Managers (RFMs) are responsible for coordinating and overseeing a number of programs and being the chief liaisons between university and correctional facility partners. The RFMs, along with Volunteer Coordinators, are responsible for leading and overseeing trainings, coordinating volunteers, and soliciting and responding to feedback from volunteers. Finally, the RFMs and Volunteer Coordinators also select and empower a number of Campus Leaders (generally experienced volunteers) to help manage a single program. These Campus Leaders help lead trainings and debrief sessions, gather regular feedback, and foster a community of volunteers on their campuses.

1.4 Volunteer Training
As a volunteer you will need to complete a standardized training program before they begin working as tutors and complete additional trainings during the course of their tutoring experience. Before their first tutoring experience all volunteers participate in four workshops that provide:
· Background information on education programs in correctional facilities
· Training in cultural humility
· Training on working with adult learners
· Training in roles of TA or study hall facilitation skills
After three to four tutoring experiences, volunteers participate in another training, which focuses on specific tutoring skills. Each semester, volunteers participate in an additional reflection session.
Petey Greene staff and, in some cases, Campus Leaders (experienced volunteers and who have undergone additional training) lead these mandatory trainings. With many partners, volunteers participate in additional optional trainings.

2 Volunteer Post-Acceptance Information

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2.1 Post-Acceptance Form
Fill this out after you apply

2.2 Tutoring Schedules
Fill out our scheduling application. Please email it to receive it!

2.3 Training Calendar
Every new volunteer needs to attend 1 initial training with Petey Greene and 1 prison orientation at the facility
All volunteers (new and returning) need to attend 2 mid-semester training/debrief events
On-site orientations are organized by the prison only once a month. We ask that you clear your schedule in order to make it. If that involves missing class, we can write a note or speak with your professor.

2.4 Requisite Background Checks/Paperwork
All volunteers are required by to fill out relevant clearance forms and send scans to gro.eneergyetep|namgilese#gro.eneergyetep|namgilese. This involves submitting a background check form and a "volunteer application" to the prison. Additionally, all volunteers need to sign an "Informed Consent Form."
It can take several weeks for the paperwork to be processed, so if you think you will be tutoring for the upcoming semester, scan and e-mail the paperwork to gro.eneergyetep|namgilese#gro.eneergyetep|namgilese as quickly as possible!

ACI Clearance Form **(required)**
ACI Volunteer Application **(required)**

You must e-mail scanned forms signed in ink or with an image of your signature superimposed in pdf (Click here for instructions on filling out clearance forms online and electronically signing them) to the volunteer Coordinator. Tinyscanner and iscanner are two apps that allow you to scan an image on your phone and e-mail it for free.

If you have a previous criminal history, or have family members in Rhode Island correctional facilities, you must disclose this on the forms. Depending on the circumstances, you may not be allowed to tutor. Previous criminal history does not mean parking tickets or moving traffic violations, but offenses that would likely turn up in a comprehensive background check; for example, convictions of trespassing, disorderly conduct, driving while intoxicated, or any kind of drug usage or possession. Trespassing or other offenses related to civil disobedience or political protest generally will not prevent you from being cleared, but please list these on the form if applicable, as they will come up on the background check. You need not list family members incarcerated or on parole in states other than Rhode Island.

  1. Complete all papers and sign ALL sections that require a signature.
  2. If you are not a U.S. citizen you MUST submit a scan of your passport
  3. Return the paperwork to Eric Seligman via email at gro.eneergyetep|namgilese#gro.eneergyetep|namgilese
  4. Wait for your clearance! Volunteers cannot begin tutoring until the clearance has gone through the DOC.

Volunteers must submit this paperwork annually; We will send you the renewal forms as your expiration date approaches.

2.5 Attendance
It is important to attend every tutoring session. Petey Greene’s relationship with the facility and the DOC as a whole depends on our promise to provide volunteers on a regular schedule. Moreover, it is important that once our volunteers take their weekly commitment to support the students seriously. It demonstrates respect to our students, and the success of the program comes from tutors and students working together closely over the course of a semester.
General tutor schedule policy
• Tutors are required to show up each week and fill out the tutor-student attendance forms, and confirm tutoring happened via the e-mail form
• Each tutor is allowed off the days in their academic calendars that are breaks and during finals period.
• Please alert gro.eneergyetep|namgilese#gro.eneergyetep|namgilese at beginning of semester if there are any days you know you must be away
• Contact gro.eneergyetep|namgilese#gro.eneergyetep|namgilese if for any reason you will not attend tutoring or if you find out tutoring is canceled

2.6 Facility Closures
Additionally, factors outside the control of the program within prison, such as testing, lock-downs, or student and teacher absences mean that there will invariably be missed sessions. This makes it even more important that volunteer tutors attend during the agreed upon time.

  • If you find out about a cancelation once at the facility, do not argue, and return home
  • During a session make it clear (to both the teacher and the students you tutor) that the day of the week and time at which you meet is to be the same every single week, and that if class is canceled you must be notified as early as possible
  • If the prison did not let you or Petey Greene know about a cancelation in advance contact gro.eneergyetep|strebore#gro.eneergyetep|strebore about this
  • In terms of rescheduling sessions, it is left to the tutors and prison’s discretion: if you have a cancellation and can reschedule and secure transport, you are encouraged to reach out to Petey Greene to attempt to gain the prison’s permission to do so

In the case of illness or another emergency, call the Volunteer Coordinator (Eric Seligman), the other volunteers who travel with you, and send an e-mail to the teacher who you support immediately to tell them you will not be able to make your session, at least 24 hours in advance whenever possible.

2.7 Dress Code
You must follow the dress code when you enter the facility. The DOC has a strict dress code and will prohibit volunteers from entering the facility if staff feels they are not dressed in accordance with the guidelines listed below.

All tutors should wear:

  • A loose-fitting Petey Greene t-shirt or Petey Greene polo where T-shirts are not accepted
  • Long dark slacks (no jeans, no khakis, shorts, skirts, or leggings)
  • Close-toed shoes
  • For women: a bra without underwire or metal, such as a sports bra. The metal in an underwire will set off the metal detector and you will not be allowed to enter the facility.
  • No jewelry or watches

Full DOC Dress Code
All visitors MUST wear undergarments.

Visitors to any RIDOC facility are prohibited from wearing:

• See-through clothing of any kind
• Low-cut and V-neck sweaters, blouses, shirts and tank, halter, or “tube” tops
• Skirts, dresses, shorts with slits that are two (2) inches or more above the knee
• Blouses or shirts too short to tuck in; blouses or shirts which expose the midriff
• Tight-fitting or athletic type clothing
• Spandex, stirrup, sweat and/or “swish” pants
• Clothing the Visiting Room Lieutenant determines is provocative/inappropriate
• Hats, headbands and/or hooded clothing
• Clothes with holes, rips, tears (clothing must be completely intact)
• Clothing with the pockets torn out or torn to allow access beneath the garment
• Sleeveless garments
• “Farmer” jeans
• Camouflage garments
• Khaki, beige, or any other clothing which could be mistaken for inmate clothing
• Military clothing ( actual uniforms and look-alikes)
• Clothing which closely resembles uniforms (Correctional Officer, police, sheriff, marshal, etc.)
• Nursing uniforms (including “scrubs”)
• Jewelry (except wedding and/or engagement rings and medical alert jewelry)
• Under wire bras, metal buttons, buckles which cannot be removed and set off the metal detector
• Metal hair ornaments
• No sandals, open toe shoes and/or backless shoes; shoes must cover entire foot


2.8 Materials

  • You are allowed to bring your license or ID.
  • You should leave any personal belongings in your car or the van or in a locker, including your wallet and phone. You can leave car keys in the lockers. Lockers require a 25-cent deposit, so bring quarters.
  • You may not bring a cell phone or any digital device into the prisons. Before going through the security screening, double check that you do not have your cell phone in your pocket.
  • Bring your sign in sheet and fill it out everytime

2.9 Transportation
Volunteers travel via personal car, carpool, or Lyft carpool depending on what is available..

  • Volunteers who have their own cars are encouraged to drive themselves, and carpool with others!

2.9.1 Expenses and reimbursement

  • All personal transportation expenses from going to or from a tutoring session is reimbursable either through Brown or Petey Greene, unless you spent money on more expensive transportation options without Petey Greene staff approval (i.e. taking an uber when other volunteers were carpooling)
  • If you drive a personal car to get to session please make sure to keep track of your mileage. Reimbursement is $0.23/mile
  • Every tutor must send moc.liamg|unworb.eneergyetep#moc.liamg|unworb.eneergyetep their receipts from public transportation, Zipcar, or uber/Lyft expenses and fill out This Reimbursement Form in order to receive reimbursements from Brown University.
  • If our funding from Brown University runs out, transportation expenses will be reimbursable by Petey Greene through Venmo. Please ask Eleanor Roberts or Eric Seligman for further instruction.

3 Tutoring in the Facilities

3.1 Entering
(NOTE: You may want to visit our facility-specific pages to find out more about policies and procedures unique to those locations.)
*Sign-in on the sign-in sheet at the front desk when you enter. If you are unsure where it it is, ask a correctional officer. You may need to sign multiple sign in sheets in different locations, if required by the individual facility.

  • Inform the officer at the front desk that you are a Petey Greene volunteer tutor and give them your state-issued or passport. The officer will then check to make sure you are on the "visit slip" or "pass list" for that day.
  • The officer will keep your ID for the duration of your visit in exchange for a facility ID badge. Clip this badge to the neckline of your t-shirt, as it must be visible and at chest level at all times. Be sure to return your badge and reclaim your license/ID on the way out. It is a good idea to check that the license you picked up is yours. At some facilities you will receive a body alarm, attach that to your pants.
  • *The officers at the front desk have the ability to prevent you from entering the facility and will do so if they perceive you to be discourteous or impatient or not following the dress code
  • Proceed through the metal detector or trap and follow the directions of the officers. The procedure here is similar to an airport: put anything you have in your pockets, which should only be locker keys and pens, along with any glasses, belts, or feminine hygiene products (i.e. tampons) in the tray for inspection. If you bring any approved books or papers, that will also go in the tray. You may need to remove your shoes before going through the metal detector, and if the metal detector goes off you may be asked to submit to a wand search. Common things that may make the detector go off may include metal clasp on pants or metal glasses frames.
  • The officers may wait for all expected teachers or volunteers to arrive before letting you go down to the education wing.
  • You may be escorted to the education wing by a member of the education staff or an officer. If you need directions, do not hesitate to ask an officer or member of the education staff for help.
  • When you enter the education wing, classroom, or library, please check-in with the education staff and let them know you have arrived and are ready for class.
  • Please be respectful of education staff, officers, and incarcerated people at all times. Please refer to officers as "officers" or “correctional officers” (which will sometimes be shortened within the facility as “C.O.”), not "guards." In the facility, the term that officers tend to use for incarcerated people is “inmates,” though in the Petey Greene context, tutors should refer to students as “students.” It is a good practice to thank the officers for letting you in and out of the prison, as well as to thank the teachers for letting you work in their classrooms.

3.2 Interacting with Correctional Officers

  • Always tell Correctional Officer when you sign in that you are a volunteer for education, and the class you volunteer in
  • If questioned, explain that you have a weekly commitment, name the teacher expecting you, and explain that the Supervisor of Education has been tracking your attendance
  • If a CO seems unsure about what program you are talking about or thinks you shouldn't be there, calmly explain that you have a weekly commitment, name the teacher expecting you, and explain that the Supervisor of Education has been tracking your attendance. You can suggest the call the teacher or Supervisor of Education if there is still confusion.
  • C.O.'s may deny you entrance if they perceive you as breaking the dress code or there is an issue in the facility. While this can be frustrating, it is important to be polite if this happens, and alert Petey Greene staff that you were denied entrance and the reasons given to you.
  • It is a good idea to be polite and thank C.O.'s for escorting you in and out of the prison.
  • If you are upset by an interaction with any staff call Eleanor Roberts right away at 267-280-2728. If she doesn't answer, leave a voice message.

3.3 Interacting with Teachers
Always introduce yourself to the teacher and express an interest in being supportive.
Throughout the semester maintain:
• Respect
• Open communication
• Inform them about session scheduling, vacation, cancellations, etc.
• Make sure to ask them for updates on the student

3.4 Tracking Sessions
At most facilities there will be a sheet where you fill out who you worked with, and how long each time. This data allows us to see number of students reached, unique students, tutoring hours per each student receives, and student-tutor consistency. This information is essential to Petey Greene's functioning. When tutoring at a facility that uses it you MUST fill it out.

3.5 Classroom Conduct

  • Please arrive at the facility at your scheduled time (generally a 15 minutes before class starts).
  • Introduce yourself to any students you work with. You should ask your student's name, and them address students by their names.
  • Avoid physical contact with the students. Even casual physical contact can put the students at risk for harsh punishments.
  • Do not discuss the students’ offenses or the length of their sentences. If a student brings this up in conversation, promptly and respectfully guide the conversation back to the academic subject at hand.
  • Discussions and interactions should always be of a professional nature. Be friendly, but avoid talking in detail about your personal life or theirs.
  • Each facility has a washroom designated for staff use. Ask an officer or education department employee for directions and a key, if needed.
  • You should not develop a pen-pal relationship with any student, nor should you carry any messages for them outside the facility. This includes distributing student writing, even for academic assignments, to individuals outside the prison.
  • If you wish to rearrange the desks in a classroom, make sure to clear this with the teacher or supervisor and put the chairs back in the same place when you leave. If you arrange the desks in a circle, try to place your own seat closest to the classroom door or have a line of sight to the door.
  • Clearly demonstrate your expectations about appropriate classroom conduct at the beginning of your first session. If students use language or behave in ways that you find objectionable or disruptive, ask them to stop. If the problem continues, address the problem with the classroom teacher.
  • Class attendance is not something you control. However, if an absence strikes you as out of character or unusual, you may ask an officer to call a student down from his unit.
  • It is important that we keep accurate attendance records. Please fill out the attendance sheets provided by your coordinator and, if asked to do so, please fill out the attendance sheets that are provided by the education supervisor in the prison.
  • Students are allowed to leave the classroom to use the restroom, if an officer explicitly tells you to excuse a student from class, or during movement.

3.6 Feedback
You will be asked to provide feedback about the program by the Volunteer Coordinator at the midpoint and end of every semester.
In addition, you are welcome and encouraged to provide feedback as often as you would like.

3.7 Incidents
This section presents three cases of potentially problematic situations that may occur while tutoring within a correctional facility. While the classroom space is intended to be as normal an academic setting as possible, please do not forget that you are in a correctional facility. Be aware at all times and do not place yourself or the students in unnecessary danger. With everyone's commitment to safety and proper practices, we can continue to provide education to Massachusetts's incarcerated population.

The safe option is always to follow the guidelines provided by your Coordinator and correctional facility. If you find yourself in an awkward or potentially dangerous situation, maintain composure, be assertive, and immediately reach out to teachers or administrative staff nearby. After you leave the facility, tell the Volunteer Coordinator (Eric Seligman) about the incident immediately.

Case 1: A student asks you to pass on a letter to a friend, newspaper journalist, or someone else.
Proper Response: Do not agree to take the letter. This is strictly against prison guidelines and could jeopardize our program. There are ways for incarcerated people to send letters to family and friends, as well as internal mechanisms for facility maintenance and oversight. Your responsibility within the prison is limited to tutoring. Simply explain to the student that passing the note is against program guidelines.

Case 2: While tutoring, a student does something extremely inappropriate, such as exposes himself or becomes belligerent.
Proper Response: Immediately notify the teacher or nearest supervisor or corrections officer about the incident. Do not panic and do not simply accept the behavior.

Case 3: A student asks for personal information like your phone number or address.
Proper Response: Do not give out any personal information other than what is necessary to tutor; for instance, phone number or other contact information. It is important to be friendly and build a professional tutor-student relationship to facilitate the learning process, but prison rules also require that tutors do not disclose personal information to students.

An official Petey Greene Incident Report form coming soon!

3.8 There is an emergency and I have to miss tutoring this week! What should I do?

First call and leave a message for Eric Seligman, the volunteer coordinator at 914-815-3837.
Next e-mail gro.eneergyetep|namgilese#gro.eneergyetep|namgilese, your teacher, and any travel buddies to let them know that you will not be attending

3.9 Frequently Asked Questions

Q: When is tutoring?
A: Classes generally meet 8:30 - 10:00 am, 10:00-11:30, 1:00-2:30 pm, or 5:00-6:30 pm. You will be scheduled for a specific class on a specific day. You should plan to arrive about 20 minutes before the class starts each week.

Q: How much time will I need to commit per week?
A: The average commitment is 3 hours, with 2 hours of tutoring and 20 minutes of travel each way.

Q: Is transportation provided?
A: Petey Greene staff helps volunteers plan carpools, take ubers, or take public transportation. Transportation expenses are reimbursable through Brown University using This Form and e-mailing scans to moc.liamg|unworb.eneergyetep#moc.liamg|unworb.eneergyetep. If Brown funding runs out, Petey Greene can reimburse through Venmo. Please ask Eleanor Roberts or Eric Seligman for further instruction.

Q: What subjects will I tutor?
A: It depends on your interest, the needs of the students, and the time you choose. Generally, tutors work on high-school equivalency or adult basic education reading, writing, math, science, and social studies. Tutors have also worked in ESL classes. If you are tutoring students at the college level, tutoring may involve algebra tutoring, workshopping/editing essays, talking through assignments, and sharing exam study tips.

Q: Why does the on-site orientation cover so much information that is not relevant to tutoring?
A: The on-site orientation you attend is used for all ACI employees: medical workers, chaplains, education staff, correctional officers, etc. While it provides a lot of valuable information about the ACI, it is not directed at volunteer tutors in specific. The Petey Greene training will give you the specific advice on how to fulfill your role as a tutor. Please contact your campus leaders and/or Petey Greene staff if you are unsure about your role as a tutor after the on-site orientation.

Q: How should I present myself for tutoring?
A: Always lock up any personal items, present your state ID to the correctional officer on staff, and state the class you are there to tutor. Your name should be in the system set for that time, but if a CO seems unsure, courteously inform them that this is a weekly commitment, the name of the teacher who is expecting you, and that the education director has been keeping track of your presence. Alert Petey Greene staff right away or immediately after if you have difficulties getting in.

Q: Is it safe?
A: We have never had a serious incident in the years the program has been running. The volunteers need to follow the prison rules assiduously and, if there is a problem, there are always teachers and officers nearby.

3.9.1 Extra Links

GED Handbook - General tutoring tips included here, too!

4 Tutoring Resources

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4.1 Information on Correctional Education

4.2 Information on Tutoring

4.3 information on TAing
Here are some resources from other organizations for preparing TAs
TA TA Tasks
TA responsibilities
Teaching Assistant General Description

4.4 General GED and High School Equivalency Resources

  • GED Testing Service: Want to know more about the GED your students will take? The test was revamped in 2014, and most recently, they've changed the scoring system to make it slightly easier for students to pass. Take the practice test to see how you do (it's harder than you think!). See how the GED is used in Corrections.

4.5 Academic Subject Specific Materials
Social Studies

4.6 Studying Tips for Students

  1. Review the prep materials right after a prep class. The information is still fresh in your memory, and the review can actually improve your memory.
  2. Do not do all the studying the night before the test. We all tend to put things off until the last minute, so make a study plan early on. Try to space out your TASC test studying by section, and review the content well before test day.
  3. Study in a quiet, well-lit and comfortable place. Find time when there are few distractions. Here’s another hint: studying in bed will make you want to sleep. Find somewhere that keeps your mind awake.
  4. When you start to study, do not try to memorize everything from the beginning. Read it through once to get the big ideas, and then go back and take notes.
  5. Learn general concepts first. It prepares your mind to learn and remember the details.
  6. Take notes in your own words. They should include a summary of the big ideas and the details that fall under those general concepts.
  7. Make flash cards for the important ideas. Ask a question in your own words on one side of the card, and write the answer in a few words on the other side. When you’re ready to check your memory, shuffle the flash cards, read the questions out loud, and flip them over to quiz yourself. The questions you answer correctly can be set aside while you work on others. As you get closer to the test, put all the cards back into the deck to be sure you’re prepared.
  8. Take short breaks every 20 minutes. Why? Studies have shown that your long-term memory is best at the beginning and end of these 20-minute study periods. Start and end your study sessions with the topics that need the most work.
  9. If you study a set amount every day (say two 20-minute periods) for as many days as you need to cover everything, your long-term memory will kick in. Remember: it’s your long-term memory that will help you develop the critical thinking skills you need for TASC test. Many small sessions of studying can add up over time.
  10. Think about what you’re reading, and really try to understand it. Talk about it with someone. Ask yourself questions about it. Get into it so the lessons can get into your head.
  11. Take advantage of the pre-tests and assessments that can let you know in advance what areas you most need to study. You only have a certain amount of time to study for TASC test. If you find out that you are a good enough reader to pass that part of test but need a lot of work in the sciences, spend more time prepping and studying for the science section.
  12. The human brain is not designed to multi-task. You can jump from your book to your phone to your music to the TV and back to your book. But this only distracts your mind from focusing on the intended task – studying. Learn to focus.
  13. Study during the time that you’re usually awake. You’ll probably need to sacrifice other activities for a short time, but the investment will pay off.

5 Campus Leadership Resources

The Petey Greene Program is only as strong as its volunteer base. We are great because our tutors are great! The Campus Leadership team is an opportunity to empower our tutors by giving them hands-on experience in nonprofit work. The leaders are involved in multiple aspects of programming on their particular campus with the hope that they they will discover and/or deepen a passion for social/criminal justice, education and service. They gain knowledge of the field and marketable skills through:

  • Tutor recruitment, interviewing and training
  • Organizing transportation
  • Debriefing peer volunteers
  • Event planning
  • Conducting focus groups and gathering feedback
  • Liaising between Petey Greene staff and tutors
  • Assisting with the establishment of a formal organizational partnership with the college/university
  • Creating and leading a Petey Greene Club on campus
  • Holding weekly office hours
  • …and more!

5.1 Campus Leader Application
Apply to be a campus leader
5.2 Group Coordination
Skill-Sharing Workshop

  • Practice tutoring with other volunteers
  • Give each other feedback

Group Debrief

  • Bring volunteers together to reflect about their puzzles and realizations from the semester

5.4 Event Ideas

Film Screening
First Degree


  • Invite a formerly incarcerated person who participated in an education program while incarcerated to speak about his or her experiences
  • Invite someone who teaches in the prisons - perhaps someone at your school who teaches at your university and a prison!
  • Invite someone who studies and teaches about criminal justice
  • Considering bringing these people together, and add some others, to create a panel! A local activist group or other Criminal Justice themed organization on campus may be interested in co-hosting with you.

6 Regional Location Information

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This section will include all the necessary regional information for Massachusetts. While the Petey Greene Program is expanding throughout the Northeast regions, Rhode Island continues to be a primary location for our volunteers to interact with the prison community. We are working towards solidifying our partnerships with both universities and the prison facilities in an effort to deepen our program's influence across the region.

6.1 Our DOC Partners - Check here for driving directions!
The ACI is one complex with a number of prisons. It can be hard to navigate, so we recommend entering the specific facility or address into google maps during travel to and from the ACI for step-by-step directions.
Addresses and phone numbers included below. Additionally, links to written directions/facility websites are included below:

Directions from ACI Website

The Training Academy
This is where on-site orientations take place
Rhode Island Department of Corrections
Training Academy
Pinel Building
Wilma Schesler Lane
Cranston, RI 02920
Driving Directions from Brown University

Anthony P. Travisono Intake Service Center (ISC)
This is where Badge photos are taken
Rhode Island Department of Corrections
Anthony P. Travisono Intake Service Center
18 Slate Hill Drive, Cranston, RI 02920
Driving Directions from Brown
Men's ISC Web Page

Minimum Security
State Of Rhode Island Department of Corrections
40 Howard Avenue, Cranston, RI 02920
Driving Directions from Brown
Men's Minimum Security Web Page

John J. Moran Medium Security
The Rhode Island Department of Corrections
John J. Moran Facility
40 Howard Avenue, Cranston, RI 02920.
Directions from Brown University
Men's Medium Security Web Page

Maximum Security
Rhode Island Department of Corrections
Maximum Security
40 Howard Avenue, Cranston, RI 02920
Driving Directions from Brown
Men's Maximum Security Web Page

Map of ACI complex
Driving Directions Document
For more information on other ACI facilities see: Facilities
For more information on Rhode Island Department of Corrections see: Rhode Island Department of Corrections Home Page

6.2 Educational Partners at Facilities
All Petey Greene tutoring happens at correctional facilities. While most tutors serve students enrolled in DOC classes (Information on DOC educational programming), some volunteers serve incarcerated students enrolled in other academic programs at the facilities.

In Rhode Island we serve students in Community College of Rhode Island and 9 Yards classes.

The Petey Greene Program provides volunteers to support the college program run by the Community College of Rhode Island at the ACI. Each semester, Petey Greene coordinates volunteers who serve as TAs for specific college courses and tutor students in those classes.
CCRI Post-Secondary Classes

At Medium Security, we partner with OpenDoors, a reentry-focused nonprofit that runs 9 Yards, an intensive pre-release educational and vocational training program, that supports a group of men during their last 9 months in prison. Through our partnership, our tutors support students in the post-GED/pre-college math classes that 9 Yards runs.
9 Yards

7 Related Articles and Readings

Want to read more about prison education? Check out the links included here:

  1. 'These men aren't barbaric or malign' inside a US prison classroom by Clinton Smith https://www.theguardian.com/teacher-network/2015/sep/23/inside-prison-classroom-education-prisoners-america
  2. The Power of Pell Grants for Prisoners by Clinton Smith http://www.newyorker.com/news/news-desk/the-power-of-pell-grants-for-prisoners
  3. Incarceration, Education, Emancipation by Eric Anthamatton http://www.theatlantic.com/education/archive/2015/07/incarceration-education-emancipation/398162/
  4. The Smart Way to Help Ex-Convicts and Society by Robert E. Rubin http://www.nytimes.com/2016/06/03/opinion/how-to-make-mass-incarceration-end-for-good.html
  5. A College Education for Prisoners by New York Times Editorial Board http://www.nytimes.com/2016/02/16/opinion/a-college-education-for-prisoners.html?action=click&pgtype=Homepage&clickSource=story-heading&module=opinion-c-col-left-region&region=opinion-c-col-left-region&WT.nav=opinion-c-col-left-region&_r=1
  6. Stories from the Norfolk Prison Debate Team by Natasha Haverty and Adam M. Bright http://valleyadvocate.com/2011/04/18/stories-from-the-norfolk-prison-debate-team/
  7. Prison vs. Harvard in an Unlikely Debate by Leslie Brody http://www.wsj.com/articles/an-unlikely-debate-prison-vs-harvard-1442616928
  8. Unlocking the Mind by The Daily Free Press http://dailyfreepress.com/2001/03/28/unlocking-the-mind/
  9. "Evaluating the Effectiveness of Prison Education" The Rand Study http://www.rand.org/content/dam/rand/pubs/research_reports/RR200/RR266/RAND_RR266.pdf
  10. Throw the Book at Them [http://www.slate.com/articles/news_and_politics/crime/2015/01/should_prisons_offer_degree_granting_courses_to_convicted_felons_cardinal.html]
  11. Participatory Literacy Education Behind Bars AIDS Opens the Door by Kathy Boudin https://drive.google.com/file/d/0B-3pzDO5nj-JVk90Nk1BMUZlbUU/view?usp=sharing
  12. Fog Count by Leslie Jameson [http://www.example.com http://www.oxfordamerican.org/magazine/item/466-fog-count]

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Further Readings

8 The Petey Greene Team

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Rhode Island Region-Specific Staff
Eleanor Roberts - Massachusetts and Rhode Island, gro.eneergyetep|strebore#gro.eneergyetep|strebore
Eric Seligman - Masschusetts and Rhode Island, gro.eneergyetep|namgilese#gro.eneergyetep|namgilese

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