Wednesday, August 17, 2011
Questions About Regionalization: Superintendent's Response
“For those who have not been able to attend meetings on regionalization, would you address that issue in a separate post? It seems like you are a big proponent of regionalization. What are the next steps to regionalization? What are the benefits to regionalizing? There must also be some drawbacks--what are they? If we regionalize how soon could we see the benefits?”
- Amy Borezo
Thank you Amy!
Regionalization meetings have typically been lightly attended since I took over for Dr. Namin in 2009. The topics of the meetings are complex as they deal mostly with education and finance laws, and local and state governmental bodies. Typical conversations at these meetings are around school finance, school committee composition, costs associated with transition, and local politics. While these meetings are full of information and discussion, they can be rather drab for those not directly involved in the conversations.
When I came to Mahar in 2007, I could not say that I was a proponent of regionalization, and I cannot say that I was against it either. At that time I was the Director of Special Education and at first, only concerned myself with the issues that were right in front of me. I looked at the Orange Elementary, Petersham Center, and Swift River Schools as I would look at any neighboring district as I moved from being a classroom aid, to teacher, to administrator. I looked forward to meeting with Dr. Burnim, Dr. Conway, Mrs. Hunter, Mr. Haigh, Dr. Martin, and Mrs. Phillips as students were transitioning from the elementary systems to the secondary system.
Truth be told, we worked together quite a bit to ensure that Mahar’s incoming seventh graders would be greeted with educational programs tailored to their individual needs. In the Spring of 2008 I recall driving down to Butterfield Elementary School to meet with parents and students who would be leaving Orange Elementary in Grade 6 and coming to Mahar for grade 7. That was the first time that the effects of being in a split region dawned on me. I was driving just a few blocks to go see students in a separate school district, and our town had two school Superintendents just blocks away. We also had two special education administrators, two central offices, and well…two of everything quite frankly. I thought about adding Petersham and Swift River to the mix and actually having four of everything.
When I was a teacher at Niagara Falls High School in Niagara Falls, NY the student population of the school was more than 3,000. There were more than a dozen schools in the Niagara Falls City Schools, and they had only one superintendent, one special education administrator, and one central office. I thought about doing four grant applications instead of one, four weekly payrolls instead of one, having four packages for data management instead of one, for directors of facilities, four technology administrators, four cafeteria managers, and…four of everything – all for about 1,800 students. When I worked in Niagara Falls there were nearly 10,000 students in the district! So slowly, with much thought and research, I did become a serious proponent of the regionalization of our schools.
I learned that while some local leaders looked to regionalize Mahar, Orange, Petersham and Swift River in a single Pre-K – 12 region, other local leaders took an active stance against it. I attended meetings, read documents, and educated myself about both sides of this argument. I found all of the places in which regional efforts have fallen down in the past. And I learned how complicated this issue really, really is.
I originally believed that we just had to merge on paper. I thought that once a regional agreement was put together everyone would just vote and that would be that. I could see quite clearly how it would be better for education and better for finances, and I figured everyone else would see that too. Then reality set in…
First, if we were to regionalize several people would be out of jobs. All of the “fours” that I mentioned above would become “ones.” There would be only one school committee, so instead of eighteen school committee members there would be only eleven. Healthcare plans, teaching contracts, and non-teaching contracts would all have to be merged. Finally, in cases where our four separate districts do business with four separate companies, there would be only one company with whom we did business for each good or service we use. Sure, there is cost savings in each of these, but with the cost savings come individual winners and unfortunate losers.
We began regionalizing by consolidating. When I became the Superintendent, Dr. Conway became the Special Education Administrator for Petersham, Orange, and Mahar. With this we have and continue to respect the wishes of the Towns of Wendell and New Salem to remain an independent Pre-K -6 school district. In 2010 Wendell and New Salem funded education 43.1% higher than the minimum required Net School Spending amount. The Swift River School received $391,919.00 more than Net School Spending. They clearly have a great thing going there.
Consolidation at a Glance
Special Education Administration: Merged 2010 – One Special Education Administrator and Special Education Office for three school districts.
Central Office: Merged July 1, 2011 – One Superintendent and one Central Office for three school districts.
Maintenance: To be voted September 2011
Technology: To be voted September 2011
Cafeteria Services: To be voted September 2011
Health Care Plans: Orange, Petersham, and Mahar on same health care plan – MIIA (Blue Cross/Blue Shield)
Next Step: Information Sessions for Voters to understand the proposed regional agreement so that it can be presented to the townspeople for their vote in the Fall of 2011. First session to be held October 13, 2011 at Mahar at 7:00 PM.
There are a number of benefits to regionalizing that would take effect on July 1, 2012 with the affirmative vote of the Towns of New Salem, Orange, Petersham, and Wendell. I will separate these into two categories; financial and educational.
Financial Benefits
Regional Transportation Reimbursement: The Commonwealth of Massachusetts reimburses regional school districts for the transportation of its students. This year the rate of reimbursement was 57.59%. For every $100,000.00 a school district spent on transportation in 2011, $57,590.00 will be given to the regional school as a source of revenue in fical year 2012. In fiscal year 2012 the Ralph C. Mahar Regional School is projected to spend $572,560.00 on transportation and expects to receive $329,737.00 from the state for fiscal year 2013.. Orange Elementary is projected so spend approximately $300,000.00 on transportation in fiscal year 2012 and because it is not a regional district, reimbursement from the state will be $0.00. A regionalized Orange Elementary would receive an additional $172,770.00. These are funds that the district would receive every year.
Bonus Aid: The state has allocated bonus aid for regionalization to the tune of $50.00 per pupil. Orange, Petersham, and Mahar are projected to have around 1,800 students in the next academic year. So if regionalized we would receive a one-time payment of $90,000.00.
Cost Savings: There are cost savings in every consolidated position, merger of purchasing agreements, and increased dollars available in grants for a larger district. I will be presenting these amounts at the informational session on October 13, 2011 at 7:00 PM here at Mahar.
Educational Benefits
A strong elementary focus can now be held by the overseer of elementary education found in the Assistant Superintendent for Elementary Education. Prior to the creation of this position, Dr. Burnim had to oversee all of the financial, facility, state reporting, and personnel decisions in the district, leaving little or no time for education.
Professional development can be shared among all three districts in the generation of common languages and themes for student learning.
A Pre-K through Grade 12 curriculum can be created that is the same for ALL learners.
Uniform preparation of students can be ensured – meaning that seventh grade at Mahar is the same for all students, no matter which town they come from.
From my perspective it is very difficult to see drawbacks. I can see the complexities of getting the regionalization approved, but drawbacks are hard to find. Right now I see school buildings in Orange that need to be repaired, technology that needs to be enhanced, professional development for teachers that needs to take place, teachers who we need to return to work, test scores that need to improve, and textbooks that need to be purchased.
In Petersham I see a school funding formula that is teetering. While the number of school choice students at Petersham Center is a badge of honor, these students are funded at a level that is significantly less than that of students who live in the town in which they are educated.
At Mahar I see seventh grade MCAS scores that have yet to be adequately addressed. To improve seventh grade scores, we must interact with the curriculum in grade 6. To improve 6th grade MCAS scores we must improve practices in grade 5, and so on.
To me Regionalization can be explained as an endeavor of transformation. If accepted it will bring about a change in our system and a changes in individuals who work therein. If we continue at our current pace, state takeover of our schools is a real possibility in the coming years. The state and federal government have set standards that we are not meeting. In not meeting these standards, our students are the people who will suffer. We can be better together, and regionalization is the road to this taking place.
Tuesday, August 16, 2011
A Question About Inclusion
When I started writing this blog, I had hoped that it would bring about lively online dialogue about the issues that confront our students, teachers, families, and schools. In preparation I did some research on how school superintendents across the country have used blogs to communicate with members of their school communities. I found that many superintendents started out with the best intentions, yet wound up shutting their pages down. You see, the anonymity offered by the Internet attracted people to these well-intended sites who had other motives.
Many of these tech-savvy school administrators found themselves confronted by statements that were charged with hate, anger, threats, and other inappropriate material. Essentially, people could post whatever they wanted on these blog sites with no accountability. With this in mind I instituted a more comprehensive technological form of identity verification on this blog. Sadly, the steps that one must go through in order to post seem to have diminished the quantity of posts that I have received. Irrespective of this fact, I am happy to see that this site is on the verge of recording 12,000 hits.
Over the past couple of weeks I have had the opportunity to meet with many in the community who are concerned about our latest unfortunate turn of events. I have also responded to questions at public meetings, and am now experiencing an uptick in the number of questions that I am receiving via E-mail. I decided that with the permission of those who E-mail me, I will begin posting my answers to their questions online. I hope that this will be one more way for our districts to communicate accurate information with regard to our budget crisis and our efforts to regionalize the Orange, Ralph C. Mahar Regional, and Petersham Elementary schools.
Today’s question came via E-mail from Orange Elementary parent, Rachael Coolidge. Rachael’s inquiry pertained to the difference between an elementary inclusion class and those that were not labeled to be inclusion classes in our recent press release about class size in the Orange Elementary system. If you have not had the opportunity to read the release, it was posted on this very blog just one week ago. In Mrs. Coolidge’s E-mail she wondered why there were more inclusion classes in grade 4 at Dexter Park Elementary than in other grades. I thought that this was an excellent question and I could not wait to get to it this evening. So Rachael, please accept my thanks for taking the time to send me the message.
Before answering this question there is some educational jargon that must be understood by all readers:
Least Restrictive Environment (LRE): This term comes from federal legislation (IDEA) that deals with the education of students with disabilities. It refers to the location in which education is provided for students who are educated under this section of law. This law states that children with disabilities must be educated with non-disabled students to the maximum extent possible, and with respect to each individual’s disability.
Full Inclusion Classroom: In Massachusetts a Full Inclusion Classroom is one in which students with disabilities are educated in regular education classrooms with their same aged peers for 80% or more of the school day.
IEP: Individualized Education Plan – the legal binding document that describes the educational program of a student educated under IDEA (Special Education Legislation).
Back in 2001 it appears as though the Orange Elementary Schools had more than 175 full time instructional staff. Today it appears as though there are nearly 70 less full time teachers and classroom aides than there were ten years ago. Over the last thirty days I learned that in 2001 each classroom at Orange Elementary had both a regular education teacher and a special education teacher. So it is my understanding that in 2001, Orange Elementary had what I would call the “Gold Standard” in elementary education staffing. With the advent of school choice, the district has remained with very close to the same student population for all of these years – yet there is significantly less staff.
The 2001 model offered all students with disabilities education in the “Least Restrictive Environment.” Students with special needs were equally dispersed throughout the schools. In this system each child can be provided with his or her daily educational needs in any and all classrooms.
Each year from 2001 the number of employees in the Orange Elementary system was reduced. The reductions were not quite as dramatic as those that took place just a couple of weeks ago. These were quiet reductions. When employees retired, resigned, or were terminated they simply were not replaced. The fact that their positions were not filled did not draw the attention of our recent 22 layoffs. Eventually each classroom that was populated by two teachers each only had one teacher to provide the same quantity of instruction.
According to the law that I mentioned above (IDEA) students with disabilities are required to have services from special education licensed personnel. As staff was reduced students with disabilities were assigned to classrooms with the remaining special education teachers. In the current model, there are many classes in which the classroom teacher and the special education teacher are one in the same. What Rachael sees in the class size report is the serious efforts of the previous superintendent to remain in compliance with special education regulations as resources became less and less available to the school system.
My research has indicated that it has taken several years for this model to evolve. In its current form there must be special education teachers at every grade level. Also, in this model we are not likely to see students who have IEPs in classrooms of teachers who are not properly licensed to provision instruction to special education students.
This special education delivery system will not endure with me in the position of superintendent. I would change it immediately if I could, but funding is not available for professional development to institute a new, more effective model. Also, we are significantly lacking in an even more precious resource…..and that is time.
Many of these tech-savvy school administrators found themselves confronted by statements that were charged with hate, anger, threats, and other inappropriate material. Essentially, people could post whatever they wanted on these blog sites with no accountability. With this in mind I instituted a more comprehensive technological form of identity verification on this blog. Sadly, the steps that one must go through in order to post seem to have diminished the quantity of posts that I have received. Irrespective of this fact, I am happy to see that this site is on the verge of recording 12,000 hits.
Over the past couple of weeks I have had the opportunity to meet with many in the community who are concerned about our latest unfortunate turn of events. I have also responded to questions at public meetings, and am now experiencing an uptick in the number of questions that I am receiving via E-mail. I decided that with the permission of those who E-mail me, I will begin posting my answers to their questions online. I hope that this will be one more way for our districts to communicate accurate information with regard to our budget crisis and our efforts to regionalize the Orange, Ralph C. Mahar Regional, and Petersham Elementary schools.
Today’s question came via E-mail from Orange Elementary parent, Rachael Coolidge. Rachael’s inquiry pertained to the difference between an elementary inclusion class and those that were not labeled to be inclusion classes in our recent press release about class size in the Orange Elementary system. If you have not had the opportunity to read the release, it was posted on this very blog just one week ago. In Mrs. Coolidge’s E-mail she wondered why there were more inclusion classes in grade 4 at Dexter Park Elementary than in other grades. I thought that this was an excellent question and I could not wait to get to it this evening. So Rachael, please accept my thanks for taking the time to send me the message.
Before answering this question there is some educational jargon that must be understood by all readers:
Least Restrictive Environment (LRE): This term comes from federal legislation (IDEA) that deals with the education of students with disabilities. It refers to the location in which education is provided for students who are educated under this section of law. This law states that children with disabilities must be educated with non-disabled students to the maximum extent possible, and with respect to each individual’s disability.
Full Inclusion Classroom: In Massachusetts a Full Inclusion Classroom is one in which students with disabilities are educated in regular education classrooms with their same aged peers for 80% or more of the school day.
IEP: Individualized Education Plan – the legal binding document that describes the educational program of a student educated under IDEA (Special Education Legislation).
Back in 2001 it appears as though the Orange Elementary Schools had more than 175 full time instructional staff. Today it appears as though there are nearly 70 less full time teachers and classroom aides than there were ten years ago. Over the last thirty days I learned that in 2001 each classroom at Orange Elementary had both a regular education teacher and a special education teacher. So it is my understanding that in 2001, Orange Elementary had what I would call the “Gold Standard” in elementary education staffing. With the advent of school choice, the district has remained with very close to the same student population for all of these years – yet there is significantly less staff.
The 2001 model offered all students with disabilities education in the “Least Restrictive Environment.” Students with special needs were equally dispersed throughout the schools. In this system each child can be provided with his or her daily educational needs in any and all classrooms.
Each year from 2001 the number of employees in the Orange Elementary system was reduced. The reductions were not quite as dramatic as those that took place just a couple of weeks ago. These were quiet reductions. When employees retired, resigned, or were terminated they simply were not replaced. The fact that their positions were not filled did not draw the attention of our recent 22 layoffs. Eventually each classroom that was populated by two teachers each only had one teacher to provide the same quantity of instruction.
According to the law that I mentioned above (IDEA) students with disabilities are required to have services from special education licensed personnel. As staff was reduced students with disabilities were assigned to classrooms with the remaining special education teachers. In the current model, there are many classes in which the classroom teacher and the special education teacher are one in the same. What Rachael sees in the class size report is the serious efforts of the previous superintendent to remain in compliance with special education regulations as resources became less and less available to the school system.
My research has indicated that it has taken several years for this model to evolve. In its current form there must be special education teachers at every grade level. Also, in this model we are not likely to see students who have IEPs in classrooms of teachers who are not properly licensed to provision instruction to special education students.
This special education delivery system will not endure with me in the position of superintendent. I would change it immediately if I could, but funding is not available for professional development to institute a new, more effective model. Also, we are significantly lacking in an even more precious resource…..and that is time.
Thursday, August 11, 2011
Orange Elementary Projected Class Size Report Released
Released to local media: August 9, 2011
A little more than one week after laying off 22 Orange Elementary School Employees, new Elementary Superintendent, Michael R. Baldassarre released the K – 6 Class Size Report. “I have been asked by many parents and staff what the effects of the layoffs would be on class size” said Baldassarre. One such forum in which the superintendent was questioned about class size was during the Orange Elementary Finance and Facilities meeting on August 2, 2011. This meeting, held at Mahar Regional was attended by more than thirty concerned parents and community members.
Mr. Baldassarre stated, “There is no doubt that the number of students in a single classroom directly impacts both the quality and quantity of educational attention that each student receives.” “This is precisely why music, art, and physical education were cut from the fiscal year 2012 budget. Our commitment has to be to keep classes as small as possible so that our children have the best and most opportunities to learn to read, write, and do arithmetic” he went on.
The reduction of staff at Orange Elementary is just one of many issues being faced by the district in the next academic year. Deficiencies in funding have also called upon the superintendent to question how facilities repairs could be funded. New on the Orange Elementary facilities radar is the leaking roof at the Dexter Park Elementary School. When Baldassarre and a reporter from Channel 22 News entered the facility for an interview on August 1, 2011 Baldassarre noted water pouring into Principal Softic’s office. Baldassarre, speaking at the previously mentioned finance and facilities meeting also stated that there were little or no funds in the fiscal year 2012 budget for textbooks, technology, curricular materials, or professional development.
More than 450 parents and concerned citizens have gathered on Facebook to express their concerns. Many Orange residents have become educated about the term, “Net School Spending.” This is the term used to illustrate the absolute legal minimum amount of funding that the Commonwealth expects to be dedicated to each school district in the state. Unfortunately, Orange Elementary has not been provided with the legal amount to fund education in fiscal year 2010, and it appears as though that mark will again not be met when the books are closed for 2011.
At the August 2, 2011 meeting, one parent asked of Baldassarre, “How are you going to fix all of this?” Baldassarre’s response was that the task of repairing and/or improving would be a difficult one. Without proper funding it is possible that scores on state tests plummet. If scores plummet in consecutive years, the district runs the risk of being taken over by the state. “We don’t want to see that happen” said Baldassarre. “This is a time to look at transformative system-wide reforms that will benefit our students” he said. Baldassarre was referring to the regional planning efforts. Over the past two years the school committees of Orange Elementary, Petersham, and Mahar have joined forces in unifying their special education administrations and central offices under a single superintendent.
Coming in the next few months the superintendent is expected to present the committees with unified technology departments, cafeteria services, and maintenance departments. Baldassarre said, “This can’t happen soon enough. We have to combine to create efficiencies and save funds wherever and whenever we can.” The districts stand to gain substantial funding through regionalization. Once an agreement is voted Mahar, Petersham, and Orange stand to gain more than $90,000.00 in regional bonus aid and more than $200,000.00 every year in state regional transportation reimbursement.
Baldassarre encourages any person with questions about regionalization efforts to contact him directly via e-mail (mbaldassarre@rcmahar.org) or phone (978-544-2920).
Fisher Hill Elementary Kindergarten Room A: 24 students
Fisher Hill Elementary Kindergarten Room B: 24 students
Fisher Hill Elementary Kindergarten Room C: 25 students
Fisher Hill Elementary Grade 1 Room A: 23 students
Fisher Hill Elementary Grade 1 Room B: 23 students
Fisher Hill Elementary Grade 1 Room C (Inclusion): 18 students
Fisher Hill Elementary Grade 1 Room D (Inclusion): 19 students
Fisher Hill Elementary Grade 2 Room A: 23 students
Fisher Hill Elementary Grade 2 Room B: 22 students
Fisher Hill Elementary Grade 2 Room C: 22 students
Fisher Hill Elementary Grade 2 (Inclusion) Room D: 17 students
Fisher Hill Elementary Grade 2 (Inclusion) Room E: 16 students
Dexter Park Elementary Grade 3 Room A: 25 students
Dexter Park Elementary Grade 3 Room B: 24 students
Dexter Park Elementary Grade 3 (Inclusion) Room C: 20 students
Dexter Park Elementary Grade 3 (Inclusion) Room D: 20 students
Dexter Park Elementary Grade 4 (Inclusion) Room A: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room B: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room C: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room D: 26 students
Butterfield Elementary Grade 5 Room A: 20 students
Butterfield Elementary Grade 5 Room B: 18 students
Butterfield Elementary Grade 5 (Inclusion) Room C: 14 students
Butterfield Elementary Grade 5 (Inclusion) Room D: 14 students
Butterfield Elementary Grade 5 Room E: 19 students
Butterfield Elementary Grade 5 Room F: 19 students
Butterfield Elementary Grade 6 Room A: 20 students
Butterfield Elementary Grade 6 Room B: 20 students
Butterfield Elementary Grade 6 Room C: 19 students
Butterfield Elementary Grade 6 Room D: 18 students
Butterfield Elementary Grade 6 (Inclusion) Room E: 16 students
Butterfield Elementary Grade 6 (Inclusion) Room F: 15 students
A little more than one week after laying off 22 Orange Elementary School Employees, new Elementary Superintendent, Michael R. Baldassarre released the K – 6 Class Size Report. “I have been asked by many parents and staff what the effects of the layoffs would be on class size” said Baldassarre. One such forum in which the superintendent was questioned about class size was during the Orange Elementary Finance and Facilities meeting on August 2, 2011. This meeting, held at Mahar Regional was attended by more than thirty concerned parents and community members.
Mr. Baldassarre stated, “There is no doubt that the number of students in a single classroom directly impacts both the quality and quantity of educational attention that each student receives.” “This is precisely why music, art, and physical education were cut from the fiscal year 2012 budget. Our commitment has to be to keep classes as small as possible so that our children have the best and most opportunities to learn to read, write, and do arithmetic” he went on.
The reduction of staff at Orange Elementary is just one of many issues being faced by the district in the next academic year. Deficiencies in funding have also called upon the superintendent to question how facilities repairs could be funded. New on the Orange Elementary facilities radar is the leaking roof at the Dexter Park Elementary School. When Baldassarre and a reporter from Channel 22 News entered the facility for an interview on August 1, 2011 Baldassarre noted water pouring into Principal Softic’s office. Baldassarre, speaking at the previously mentioned finance and facilities meeting also stated that there were little or no funds in the fiscal year 2012 budget for textbooks, technology, curricular materials, or professional development.
More than 450 parents and concerned citizens have gathered on Facebook to express their concerns. Many Orange residents have become educated about the term, “Net School Spending.” This is the term used to illustrate the absolute legal minimum amount of funding that the Commonwealth expects to be dedicated to each school district in the state. Unfortunately, Orange Elementary has not been provided with the legal amount to fund education in fiscal year 2010, and it appears as though that mark will again not be met when the books are closed for 2011.
At the August 2, 2011 meeting, one parent asked of Baldassarre, “How are you going to fix all of this?” Baldassarre’s response was that the task of repairing and/or improving would be a difficult one. Without proper funding it is possible that scores on state tests plummet. If scores plummet in consecutive years, the district runs the risk of being taken over by the state. “We don’t want to see that happen” said Baldassarre. “This is a time to look at transformative system-wide reforms that will benefit our students” he said. Baldassarre was referring to the regional planning efforts. Over the past two years the school committees of Orange Elementary, Petersham, and Mahar have joined forces in unifying their special education administrations and central offices under a single superintendent.
Coming in the next few months the superintendent is expected to present the committees with unified technology departments, cafeteria services, and maintenance departments. Baldassarre said, “This can’t happen soon enough. We have to combine to create efficiencies and save funds wherever and whenever we can.” The districts stand to gain substantial funding through regionalization. Once an agreement is voted Mahar, Petersham, and Orange stand to gain more than $90,000.00 in regional bonus aid and more than $200,000.00 every year in state regional transportation reimbursement.
Baldassarre encourages any person with questions about regionalization efforts to contact him directly via e-mail (mbaldassarre@rcmahar.org) or phone (978-544-2920).
Fisher Hill Elementary Kindergarten Room A: 24 students
Fisher Hill Elementary Kindergarten Room B: 24 students
Fisher Hill Elementary Kindergarten Room C: 25 students
Fisher Hill Elementary Grade 1 Room A: 23 students
Fisher Hill Elementary Grade 1 Room B: 23 students
Fisher Hill Elementary Grade 1 Room C (Inclusion): 18 students
Fisher Hill Elementary Grade 1 Room D (Inclusion): 19 students
Fisher Hill Elementary Grade 2 Room A: 23 students
Fisher Hill Elementary Grade 2 Room B: 22 students
Fisher Hill Elementary Grade 2 Room C: 22 students
Fisher Hill Elementary Grade 2 (Inclusion) Room D: 17 students
Fisher Hill Elementary Grade 2 (Inclusion) Room E: 16 students
Dexter Park Elementary Grade 3 Room A: 25 students
Dexter Park Elementary Grade 3 Room B: 24 students
Dexter Park Elementary Grade 3 (Inclusion) Room C: 20 students
Dexter Park Elementary Grade 3 (Inclusion) Room D: 20 students
Dexter Park Elementary Grade 4 (Inclusion) Room A: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room B: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room C: 22 students
Dexter Park Elementary Grade 4 (Inclusion) Room D: 26 students
Butterfield Elementary Grade 5 Room A: 20 students
Butterfield Elementary Grade 5 Room B: 18 students
Butterfield Elementary Grade 5 (Inclusion) Room C: 14 students
Butterfield Elementary Grade 5 (Inclusion) Room D: 14 students
Butterfield Elementary Grade 5 Room E: 19 students
Butterfield Elementary Grade 5 Room F: 19 students
Butterfield Elementary Grade 6 Room A: 20 students
Butterfield Elementary Grade 6 Room B: 20 students
Butterfield Elementary Grade 6 Room C: 19 students
Butterfield Elementary Grade 6 Room D: 18 students
Butterfield Elementary Grade 6 (Inclusion) Room E: 16 students
Butterfield Elementary Grade 6 (Inclusion) Room F: 15 students
Wednesday, August 10, 2011
Facebook: 450 and Growing
Back in 2009 when I started this blog, I tried to hone in on the impact that technology has in and around the school system and our students. For the most part I had been thinking about cyber bullying and smart phone uses that well, weren’t all that smart. Recently the reality of the social networking era has taken its impact on our elementary system while those who have worked most intimately with our new problems have remained internet silent….until now.
I have read plenty of articles and scholarly research about the impact of social networks in both the academic environment and in the community. When used appropriately, social networks such as Facebook can be powerful sources of information. They can be places where people share ideas and educate one another about complex and often misunderstood things. These same social networks can also be powerful sources of negativity or even worse, assist in the proliferation of information that is lacking in credibility.
CBS Channel 3 and Channel 22 Springfield newscasters took interest in the fact that more than 450 people joined a Facebook page that focuses on the financial condition of the Orange Elementary Schools. With this, I could not help but to log on and read just about every post from every person since the page was created. I was happy to find people who quickly educated themselves about school funding regulations in our state and shared them with the many readers on the site. Sadly too, I noted some posts that were full of misinformation and unflattering remarks.
On August 2, 2011 I stood in the Eileen Perkins Media Center at the Ralph C. Mahar Regional School and took question after question from parents and community members until there were no more. The communication in which we engaged was much more authentic than the posts that have filled the aforementioned Facebook page. Questions asked were answered in real time, and without the benefit of asynchronous communication offered by sites such as Facebook - answers were given to moms and dads in a more immediate and genuine fashion.
While school district administrators will not be posting on Facebook anytime soon, you can find us here at Mahar in our new Combined Elementary and Secondary Central Office. Our school’s administrators have been and will continue to respond to your phone calls, your letters, your E-mails, and we are available to meet with you in person too. And, if you are reading this blog – don’t hesitate to post questions here.
The Regionalization of our school districts can be the most transformative educational movement that has taken place in our towns since the Ralph C. Mahar Regional School was built in the 1950’s. This effort can be the axis on which opportunities are built while resources are saved. I hope to be blogging more in the very near future about this topic, and your questions, concerns, or comments will provide me the opportunity to do just that. So please, post away!
I have read plenty of articles and scholarly research about the impact of social networks in both the academic environment and in the community. When used appropriately, social networks such as Facebook can be powerful sources of information. They can be places where people share ideas and educate one another about complex and often misunderstood things. These same social networks can also be powerful sources of negativity or even worse, assist in the proliferation of information that is lacking in credibility.
CBS Channel 3 and Channel 22 Springfield newscasters took interest in the fact that more than 450 people joined a Facebook page that focuses on the financial condition of the Orange Elementary Schools. With this, I could not help but to log on and read just about every post from every person since the page was created. I was happy to find people who quickly educated themselves about school funding regulations in our state and shared them with the many readers on the site. Sadly too, I noted some posts that were full of misinformation and unflattering remarks.
On August 2, 2011 I stood in the Eileen Perkins Media Center at the Ralph C. Mahar Regional School and took question after question from parents and community members until there were no more. The communication in which we engaged was much more authentic than the posts that have filled the aforementioned Facebook page. Questions asked were answered in real time, and without the benefit of asynchronous communication offered by sites such as Facebook - answers were given to moms and dads in a more immediate and genuine fashion.
While school district administrators will not be posting on Facebook anytime soon, you can find us here at Mahar in our new Combined Elementary and Secondary Central Office. Our school’s administrators have been and will continue to respond to your phone calls, your letters, your E-mails, and we are available to meet with you in person too. And, if you are reading this blog – don’t hesitate to post questions here.
The Regionalization of our school districts can be the most transformative educational movement that has taken place in our towns since the Ralph C. Mahar Regional School was built in the 1950’s. This effort can be the axis on which opportunities are built while resources are saved. I hope to be blogging more in the very near future about this topic, and your questions, concerns, or comments will provide me the opportunity to do just that. So please, post away!
Wednesday, July 6, 2011
Elementary Strategic Planning Committee Seeks Volunteers
Sent to All Local Media
July 6, 2011
The Orange Elementary School District and Petersham Center Elementary School have partnered to initiate the process of creating and implementing a joint Strategic Plan. To oversee this process, Orange Elementary School Committee Chair, Dr. Joanie Cohen-Mitchell and Petersham Center Elementary Principal, Mrs. Rebecca Phillips have been named as co-chairs of a soon-to-be-formed Strategic Planning Steering Committee. With the assistance of Dr. George Ladd of the Lynch School of Education at Boston College, the steering committee will lead and coordinate efforts to involve all community-stakeholder groups in the process. If you are a representative of one of the stakeholder groups identified below or would like to recommend a representative to take part in this process, please send a letter of interest or recommendation by Friday, July 15, 2011 to the attention of the co-chairs P.O. Box 680, Orange, MA 01364 or apply via E-mail to mbaldassarre@rcmahar.org.
Group 1: Peterhsam/Orange Parents, School Councils, Booster Organizations
Group 2: Organizations in Partnership with Orange Elementary and Petersham Center
Elementary Schools
Group 3: Local Businesses, Young Entrepreneurs’ Society, Chamber of Commerce (All
member towns)
Group 4: Elected officials, Fire and Police Departments (All member towns)
Group 5: Senior Citizens, Library Trustees, Churches, and other clubs and organizations.
Group 6: Orange Elementary/Petersham Center Staff; School Committee Members
July 6, 2011
The Orange Elementary School District and Petersham Center Elementary School have partnered to initiate the process of creating and implementing a joint Strategic Plan. To oversee this process, Orange Elementary School Committee Chair, Dr. Joanie Cohen-Mitchell and Petersham Center Elementary Principal, Mrs. Rebecca Phillips have been named as co-chairs of a soon-to-be-formed Strategic Planning Steering Committee. With the assistance of Dr. George Ladd of the Lynch School of Education at Boston College, the steering committee will lead and coordinate efforts to involve all community-stakeholder groups in the process. If you are a representative of one of the stakeholder groups identified below or would like to recommend a representative to take part in this process, please send a letter of interest or recommendation by Friday, July 15, 2011 to the attention of the co-chairs P.O. Box 680, Orange, MA 01364 or apply via E-mail to mbaldassarre@rcmahar.org.
Group 1: Peterhsam/Orange Parents, School Councils, Booster Organizations
Group 2: Organizations in Partnership with Orange Elementary and Petersham Center
Elementary Schools
Group 3: Local Businesses, Young Entrepreneurs’ Society, Chamber of Commerce (All
member towns)
Group 4: Elected officials, Fire and Police Departments (All member towns)
Group 5: Senior Citizens, Library Trustees, Churches, and other clubs and organizations.
Group 6: Orange Elementary/Petersham Center Staff; School Committee Members
Saturday, June 11, 2011
Sentinel and Enterprise - June 11, 2011
Pathways Program Helps Students Blaze Their Own Trails
by Marissa Donelan
mdonelan@sentinelandenterprise.com
published June 11, 2011
Members of the class of 2012 at the Pathways Early College Innovation School arrived from all backgrounds -- home-school programs, urban high schools and and private schools.
But when they graduate from the program, a trailblazing partnership between the Ralph C. Mahar school district and Mount Wachusett Community College, the 20 teens will already have their associate degrees, and they'll have at least one special designation in common: They'll be the first-ever round of alumni from the state's new Innovation Schools program.
On Thursday, Gov. Deval Patrick stopped by the campus to hear their stories, smiling when he heard students describe the class as a family. Patrick and state legislators last year passed an education-overhaul bill that made Innovation Schools possible.
Under the Innovation School program, any group of stakeholders in a community -- teachers, community groups, businesses or colleges, for example -- can partner with a local school district to tailor a plan designed to meet students' needs, whether through a theme, such as dual-language programs, or a different structure, like extended-day programs or longer calendars. Qualified proposals receive planning grants, and can move forward seeking local and state approval.
Pathways Principal Garo Papazian said the first class of students -- who used School Choice from 11 school districts -- are advanced learners who were ready for the challenge of college-level classes, mature enough to navigate more independent learning.
"When you know students, you see where they're going to go, you see what they can do," Papazian told Patrick. "With these kids, you see something in their eye and know they need more. One-size-fits-all education doesn't work for everybody."
Patrick agreed, saying: "That's the whole point of ... the bill, to meet kids where they are."
Twenty new students will enter the program in the fall, MWCC officials said. There are challenges -- students move from their comfort zone to a new program in their junior year, and they're responsible for their own transportation to school.
Mahar District Superintendent Michael Baldassarre said the idea for the program was developed even before legislation was passed to create Innovation Schools. The goal was to form an academically challenging program for motivated students who weren't thriving in a "four years, four walls" high school.
Ashley Williams, 17, of Leominster, said she looks forward to coming to school every day with students who choose to be there. There are no distractions from reluctant or disruptive classmates, and professors have high expectations, Williams said.
Pathways is only the second Innovation School in Massachusetts, and the first high school-level program, said Bridget Rodriguez, director of planning and collaboration for the Executive Office of Education. Nearly 30 Innovation Schools have since received approval for development across Massachusetts.
Fitchburg High School Principal Richard Masciarelli visited the school along with several state and MWCC officials, Gardner Mayor Mark Hawke and state Rep. Rich Bastien.
Masciarelli said he's encouraged by Pathways, and other partnership programs and alternatives, as signs students will continue to have increasing, worthwhile options for their education.
Patrick said he's excited about the success of the Pathways program and was impressed with the students' motivation in seeking a school program that would best suit them. The idea behind autonomous Innovation Schools is to create niche programs to help students excel.
He listened as Lynea German, 17, of Townsend, spoke about moving from home-schooling to a public charter school to a religious school before she found Pathways, which has had "a profoundly positive effect" on her life.
"What were you searching for?" Patrick asked German about her jump from school to school.
She looked at her classmates, then the governor, and responded: "This."
by Marissa Donelan
mdonelan@sentinelandenterprise.com
published June 11, 2011
Members of the class of 2012 at the Pathways Early College Innovation School arrived from all backgrounds -- home-school programs, urban high schools and and private schools.
But when they graduate from the program, a trailblazing partnership between the Ralph C. Mahar school district and Mount Wachusett Community College, the 20 teens will already have their associate degrees, and they'll have at least one special designation in common: They'll be the first-ever round of alumni from the state's new Innovation Schools program.
On Thursday, Gov. Deval Patrick stopped by the campus to hear their stories, smiling when he heard students describe the class as a family. Patrick and state legislators last year passed an education-overhaul bill that made Innovation Schools possible.
Under the Innovation School program, any group of stakeholders in a community -- teachers, community groups, businesses or colleges, for example -- can partner with a local school district to tailor a plan designed to meet students' needs, whether through a theme, such as dual-language programs, or a different structure, like extended-day programs or longer calendars. Qualified proposals receive planning grants, and can move forward seeking local and state approval.
Pathways Principal Garo Papazian said the first class of students -- who used School Choice from 11 school districts -- are advanced learners who were ready for the challenge of college-level classes, mature enough to navigate more independent learning.
"When you know students, you see where they're going to go, you see what they can do," Papazian told Patrick. "With these kids, you see something in their eye and know they need more. One-size-fits-all education doesn't work for everybody."
Patrick agreed, saying: "That's the whole point of ... the bill, to meet kids where they are."
Twenty new students will enter the program in the fall, MWCC officials said. There are challenges -- students move from their comfort zone to a new program in their junior year, and they're responsible for their own transportation to school.
Mahar District Superintendent Michael Baldassarre said the idea for the program was developed even before legislation was passed to create Innovation Schools. The goal was to form an academically challenging program for motivated students who weren't thriving in a "four years, four walls" high school.
Ashley Williams, 17, of Leominster, said she looks forward to coming to school every day with students who choose to be there. There are no distractions from reluctant or disruptive classmates, and professors have high expectations, Williams said.
Pathways is only the second Innovation School in Massachusetts, and the first high school-level program, said Bridget Rodriguez, director of planning and collaboration for the Executive Office of Education. Nearly 30 Innovation Schools have since received approval for development across Massachusetts.
Fitchburg High School Principal Richard Masciarelli visited the school along with several state and MWCC officials, Gardner Mayor Mark Hawke and state Rep. Rich Bastien.
Masciarelli said he's encouraged by Pathways, and other partnership programs and alternatives, as signs students will continue to have increasing, worthwhile options for their education.
Patrick said he's excited about the success of the Pathways program and was impressed with the students' motivation in seeking a school program that would best suit them. The idea behind autonomous Innovation Schools is to create niche programs to help students excel.
He listened as Lynea German, 17, of Townsend, spoke about moving from home-schooling to a public charter school to a religious school before she found Pathways, which has had "a profoundly positive effect" on her life.
"What were you searching for?" Patrick asked German about her jump from school to school.
She looked at her classmates, then the governor, and responded: "This."
Friday, June 10, 2011
Patrick Gets Up Close View of Local Innovation in Education
By Andres Caamano - Senior News Editor/NIE Director
The Gardner News
Published On Friday, June 10, 2011
Pictured:
Mount Wachusett Community College (MWCC) Vice President, Patricia Gregson (Left); Massachusetts Governor, Deval Patrick; Ralph C. Mahar Regional School District Superintendent, Michael Baldassarre; MWCC Board of Trustees Chair, James Garrison (Right)
In a visit that was in the works for about a month, Gov. Deval Patrick spent time Thursday morning with area school officials and Mount Wachusett Community College administrators to discuss, among other things, the Pathways Early College Innovation School.
While the likes of Gardner Mayor Mark Hawke were among numerous officials on hand for a roundtable discussion that led off the governor’s visit — surrounded by a wide representation of public school officials from surrounding districts — the notable absence of any Gardner Public Schools administration was glaring.
It wasn’t long ago that Pathways’ predecessor, Gateway to College, incorporated a partnership between the Gardner schools and MWCC, from 2006 to 2009. That program was created as an alternative to students thinking of dropping out, and having fallen behind on credits, it offered a second chance to earn a high school diploma. But while Gateway might have left the Gardner public schools, it thankfully did not leave the region, moving 20 miles west to the Mahar Regional School District in Orange.
Even though Gateway to College is no longer represented in Gardner’s public schools (or isn’t involved in Pathways), this space was encouraged to hear Hawke acknowledge the benefit of having at least the college involved in both.
“The people in this room have touched so many lives, and I consider it incredibly fortunate to have Mount Wachusett Community College and these programs here in Gardner,” noted Hawke to the governor.
And from Gateway’s birth came Pathways last year, with the new program meant to provide motivated high school juniors a chance to earn a high school diploma while also earning college credits.
On paper, it sounds like a great idea, but unfortunately, so many public schools seem trapped into a focus that they are solely a K-12 operation, and fail to understand the need to collaborate with schools at the higher education level.
Pathways became possible with a unanimous vote last June by the Mahar Regional School Committee, as the state’s second “Innovation School” came into being.
While Mahar Superintendent Michael Baldassarre admitted to Gov. Patrick that some of the initial steps to create it were “actually very easy to do,” particularly with the help of MWCC, he added, “This is what the power of a partnership is, because we give (MWCC) what they need.”
Once implemented, upon hearing the oft-repeated reactions to the program from its students, Baldassarre wasn’t taken aback.
“With me, it resonated, as I was a teacher, then an assistant principal and a principal. I know what it’s like for a lot of the students,” he said. “You have students in any high school that go above and beyond every day, but do so quietly, humbly, and they don’t ask for anything. They just want to transcend the barriers and become something.”
Unfortunately, for these students, despite these aspirations, the Mahar superintendent acknowledged the numerous hurdles they must deal with at their age.
“Teenage life is sometimes very difficult. Teenagers — as much as we want them to be responsible, young adults — are developing socially and emotionally,” he said. “Sometimes that plays out in concerning ways. So for that student who doesn’t want to be a part of that, there’s a place.”
And for the 14 Pathways students on hand Thursday at MWCC, they each spoke highly to the governor about how the program has proven to be the right “place” for them. It was often framed in the context of how they’d become frustrated in high school, with issues ranging from having to deal with “the politics” at a school to the lack of course choices.
After discussing the program with area school officials, though, Gov. Patrick noted, “There are actually other models like this, which is one of the reasons I’m here. No. 1, though, is that we want to encourage innovation in education, because the more we try these things and meet kids where they are, the more motivated they are, the better the result.”
Among things the governor also took quick note of was the strength in the partnership between Mahar and the college.
“They have a great advantage here, and an extraordinary partnership with Mount Wachusett Community College,” said Gov. Patrick, who added that the program was also achieving the administration’s goal of closing achievement gaps, while promoting innovation and excellence.
While the governor might have deemed that there are “other models like this,” Baldassarre took a different view, stating, “This is the only one of its kind right now. There isn’t anything else that allows you to get the associate’s degree and high school diploma at the same time. It’s very unique.”
With what has been accomplished thus far, the Mahar superintendent went further, deeming it ready to be spread across the country. And proof of an interest to do just that, have been discussions with educators from as far away as Kansas, to want to learn more about Pathways.
“This program is certainly attracting attention, and for one program of 25 kids, people see that it can be replicated,” said Baldassarre. “We’ve established that it is successful, and we’d like to see it replicated to offer more opportunities for more students.”
At the current pace, approximately 20 students each semester are enrolling in Pathways. That was the size of the first class, spread across 11 different school districts, and Baldassarre voiced a hope it could annually graduate between 15 to 20 students annually.
Considering what the Pathways students had to say about the program, such a goal doesn’t seem outlandish.
“We all want to be here, and you are not forced to be here, as you are in high school,” noted Ashley Williams, formerly a Leominster High student. “Then there is the environment and the freedom. Here you have a choice and you want to stay.”
Or as noted by Lynea German of Townsend — who had attended a number of area schools, along with being homeschooled, having last attended Francis W. Parker Charter School in Devens — “School was dragging and dragging. I had been at every type of school and this is allowing me to realize my dreams.”
When Gov. Patrick asked German what she had been searching for, she quickly replied, “This program kicked me into gear.”
Even with options like Gateway or Pathways, Baldassarre emphasized Mahar hasn’t stopped there. Another alternative, he noted at Mahar is the “First Year Experience” program, where students are taught college-level courses by Mahar teachers at the school, with the credited authorized by MWCC.
“We’re acclimating students to the college experience as quickly as possible,” he said. “It started with seven or eight students, and now we have 44 students registered this year. So the partnership isn’t only alive and well on (MWCC’s) campus, but also in the school district environment.”
It simply comes down, he said, to offering students a multitude of choices to expand their education.
“So we have students earning college credits everywhere. They are earning them (at MWCC), they are earning them online, they are earning them (at Mahar) in our classrooms. And they are earning them for free. That’s a big thing. If a student leaves Mahar with 12 or 15 or 18 college credits, we’ve saved that family thousands of dollars, and the student has already developed a college transcript.”
(Andres Caamano is the Senior News Editor/NIE Director at The Gardner News. He can be reached at acaamano@thegardnernews.com.)
The Gardner News
Published On Friday, June 10, 2011
Pictured:
Mount Wachusett Community College (MWCC) Vice President, Patricia Gregson (Left); Massachusetts Governor, Deval Patrick; Ralph C. Mahar Regional School District Superintendent, Michael Baldassarre; MWCC Board of Trustees Chair, James Garrison (Right)
In a visit that was in the works for about a month, Gov. Deval Patrick spent time Thursday morning with area school officials and Mount Wachusett Community College administrators to discuss, among other things, the Pathways Early College Innovation School.
While the likes of Gardner Mayor Mark Hawke were among numerous officials on hand for a roundtable discussion that led off the governor’s visit — surrounded by a wide representation of public school officials from surrounding districts — the notable absence of any Gardner Public Schools administration was glaring.
It wasn’t long ago that Pathways’ predecessor, Gateway to College, incorporated a partnership between the Gardner schools and MWCC, from 2006 to 2009. That program was created as an alternative to students thinking of dropping out, and having fallen behind on credits, it offered a second chance to earn a high school diploma. But while Gateway might have left the Gardner public schools, it thankfully did not leave the region, moving 20 miles west to the Mahar Regional School District in Orange.
Even though Gateway to College is no longer represented in Gardner’s public schools (or isn’t involved in Pathways), this space was encouraged to hear Hawke acknowledge the benefit of having at least the college involved in both.
“The people in this room have touched so many lives, and I consider it incredibly fortunate to have Mount Wachusett Community College and these programs here in Gardner,” noted Hawke to the governor.
And from Gateway’s birth came Pathways last year, with the new program meant to provide motivated high school juniors a chance to earn a high school diploma while also earning college credits.
On paper, it sounds like a great idea, but unfortunately, so many public schools seem trapped into a focus that they are solely a K-12 operation, and fail to understand the need to collaborate with schools at the higher education level.
Pathways became possible with a unanimous vote last June by the Mahar Regional School Committee, as the state’s second “Innovation School” came into being.
While Mahar Superintendent Michael Baldassarre admitted to Gov. Patrick that some of the initial steps to create it were “actually very easy to do,” particularly with the help of MWCC, he added, “This is what the power of a partnership is, because we give (MWCC) what they need.”
Once implemented, upon hearing the oft-repeated reactions to the program from its students, Baldassarre wasn’t taken aback.
“With me, it resonated, as I was a teacher, then an assistant principal and a principal. I know what it’s like for a lot of the students,” he said. “You have students in any high school that go above and beyond every day, but do so quietly, humbly, and they don’t ask for anything. They just want to transcend the barriers and become something.”
Unfortunately, for these students, despite these aspirations, the Mahar superintendent acknowledged the numerous hurdles they must deal with at their age.
“Teenage life is sometimes very difficult. Teenagers — as much as we want them to be responsible, young adults — are developing socially and emotionally,” he said. “Sometimes that plays out in concerning ways. So for that student who doesn’t want to be a part of that, there’s a place.”
And for the 14 Pathways students on hand Thursday at MWCC, they each spoke highly to the governor about how the program has proven to be the right “place” for them. It was often framed in the context of how they’d become frustrated in high school, with issues ranging from having to deal with “the politics” at a school to the lack of course choices.
After discussing the program with area school officials, though, Gov. Patrick noted, “There are actually other models like this, which is one of the reasons I’m here. No. 1, though, is that we want to encourage innovation in education, because the more we try these things and meet kids where they are, the more motivated they are, the better the result.”
Among things the governor also took quick note of was the strength in the partnership between Mahar and the college.
“They have a great advantage here, and an extraordinary partnership with Mount Wachusett Community College,” said Gov. Patrick, who added that the program was also achieving the administration’s goal of closing achievement gaps, while promoting innovation and excellence.
While the governor might have deemed that there are “other models like this,” Baldassarre took a different view, stating, “This is the only one of its kind right now. There isn’t anything else that allows you to get the associate’s degree and high school diploma at the same time. It’s very unique.”
With what has been accomplished thus far, the Mahar superintendent went further, deeming it ready to be spread across the country. And proof of an interest to do just that, have been discussions with educators from as far away as Kansas, to want to learn more about Pathways.
“This program is certainly attracting attention, and for one program of 25 kids, people see that it can be replicated,” said Baldassarre. “We’ve established that it is successful, and we’d like to see it replicated to offer more opportunities for more students.”
At the current pace, approximately 20 students each semester are enrolling in Pathways. That was the size of the first class, spread across 11 different school districts, and Baldassarre voiced a hope it could annually graduate between 15 to 20 students annually.
Considering what the Pathways students had to say about the program, such a goal doesn’t seem outlandish.
“We all want to be here, and you are not forced to be here, as you are in high school,” noted Ashley Williams, formerly a Leominster High student. “Then there is the environment and the freedom. Here you have a choice and you want to stay.”
Or as noted by Lynea German of Townsend — who had attended a number of area schools, along with being homeschooled, having last attended Francis W. Parker Charter School in Devens — “School was dragging and dragging. I had been at every type of school and this is allowing me to realize my dreams.”
When Gov. Patrick asked German what she had been searching for, she quickly replied, “This program kicked me into gear.”
Even with options like Gateway or Pathways, Baldassarre emphasized Mahar hasn’t stopped there. Another alternative, he noted at Mahar is the “First Year Experience” program, where students are taught college-level courses by Mahar teachers at the school, with the credited authorized by MWCC.
“We’re acclimating students to the college experience as quickly as possible,” he said. “It started with seven or eight students, and now we have 44 students registered this year. So the partnership isn’t only alive and well on (MWCC’s) campus, but also in the school district environment.”
It simply comes down, he said, to offering students a multitude of choices to expand their education.
“So we have students earning college credits everywhere. They are earning them (at MWCC), they are earning them online, they are earning them (at Mahar) in our classrooms. And they are earning them for free. That’s a big thing. If a student leaves Mahar with 12 or 15 or 18 college credits, we’ve saved that family thousands of dollars, and the student has already developed a college transcript.”
(Andres Caamano is the Senior News Editor/NIE Director at The Gardner News. He can be reached at acaamano@thegardnernews.com.)
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