December 17, 2012
Dear Ralph C. Mahar Regional School Community Members:
In the telephone message that was sent to your home on Sunday morning (CLICK HERE TO LISTEN TO MESSAGE), December 16, 2012 I indicated that safety protocols would be posted on line and available in our offices. I learned later in the day that the safety drills and procedures practiced regularly and followed by our students and staff was already available on the Mahar website. Principal Tabales and I both felt that the level of detail provided could pose a threat to the safety of our students and staff.
This morning I met with the Chiefs of Police from Petersham and Orange, our School Resource Officer, Counselors, and other Administrative Personnel. I am also planning to work regionally with Franklin County Sheriff, Chris Donelan in maintaining the sense of safety and security that exists in all of our schools.
I feel that it is important that you be made aware of the safety protocols currently in place:
They include:
1. Full-time Resource Officer who is vigilant within our hallways, cafeteria, and wherever he is needed
2. Administrators and support personnel are equipped with two way radios to communicate with the Resource Officer and each other at all times
3. An Emergency phone system that reaches our offices with a distinct ring tone so that all are made aware of a call that must be answered immediately
4. 32 Cameras throughout the building and in some exterior locations
5. Video monitors at our offices so that administrative support personnel only “buzz in” appropriate visitors
6. Students and staff regularly practice and participate in secure in place and evacuation drills
It is recognized that even with all that we do, there is always room for improvement and our goal is to create the greatest sense of safety in our school community.
I will continue to post information this website as it becomes available. As always if you have any questions or concerns do not hesitate to E mail me at mbaldassarre@rcmahar.org or call my office at 978-544-2920.
Sincerely,
Michael R. Baldassarre
Superintendent of Schools
Monday, December 17, 2012
Wednesday, November 21, 2012
Savings Reinvested in What Matters
As Published in Local Papers, Week of November 12, 2012
For the past three years the Orange Elementary Schools, Mahar Regional, and Petersham Center School have been sharing a consolidated Administration for Special Education, and the same three districts are now in their second year of sharing all Central Office Services and Administration of Technology. Orange Elementary and Ralph C. Mahar Regional (without Petersham Center) are in their second year of sharing Administration for Food Services Management. The spirit of saving resources by sharing services also appears to be on the brink of permeating Town Hall as the new Orange Town Administrator, Diana Schindler and I have begun sharing ideas about how we can team up to do more with less!
The consolidation of the schools’ Central Offices began with considerable commotion. For starters, the Orange Elementary School District was faced with a half-million dollar deficit that could only be alleviated through cuts in staff. On top of this Orange Elementary was faced with a decaying technological infrastructure and pressure from the Department of Education to improve student performance on standardized testing. Up the street, Mahar Regional prepared for a ten-year accreditation visit by a team of 14 people from the New England Association of Schools and Colleges (NEASC), and all three districts began to struggle through the initiation of a new system for educator evaluation that was forced by the State.
As if this was not enough, the roof at the Dexter Park Elementary School continued to leak water, the chairlift at Butterfield Elementary School was in need of repair, and the Dam at Mahar Regional started making front page news on a regular basis. The roof at Dexter Park and Mahar Dam alone threatened to constitute about another half-million in spending for the district and the Town.
Just yesterday I was asked about the shared cost agreement that was voted by all three school committees seemingly so long ago. I took a moment to reflect on that document this morning and actually found myself smiling because I am starting to realize how the actions that the committees have taken are paying off for our children. In all the consolidation of Technology, Special Education, and Central Office Administration has saved the partnering districts hundreds of thousands of dollars.
Some of these savings are easily seen. For instance one Technology Administrator instead of three, one Special Education Administrator instead of three, one Cafeteria Director instead of two, and one Superintendent Salary with two Assistants instead of three Superintendents, and all with health and dental care plan costs that are shared by the three districts approaches $200,000.00 in savings each year. By the end of this fiscal year nearly $500,000.00 will have been saved in salary and benefits alone.
Then there are savings that are not so easily seen. For instance, every time counseling, speech, or psychological services are shared in the Special Education Department and every time joint contracts for services across the districts are negotiated the taxpayers continue to save. Let us not forget partnerships such as those in the ASPIRE afterschool care program. Under normal circumstances the transportation of Petersham students from Petersham Center to the program at Mahar would cost nearly $17,000.00 per year. This expense would be incurred by the taxpayers from Petersham or the parents of the children who participate. In the current partnership the cost to the parents and Petersham Center School for transport to Mahar is $0.00.
I am happy to report that the savings you have just read about have been put to use in improving the quality educational environment for all of our students. In the Orange Elementary Schools all three school buildings now have full access to the Internet – without wires. 72 brand new Mac Airs (new high tech laptops) and 140 iPads have been deployed to the elementary schools for student use. This is the equipment that many educators across the country use everyday in their classrooms – and we are proud to say that we finally have this technology in Orange.
The leaky roof at Dexter Park is fixed, the chairlift repair at Butterfield is underway, the accreditation team has come and gone at Mahar, the Mahar Dam issue is going to be handled by a generous group of volunteers, and we are hopeful that assessments to our member towns will be reduced in Fiscal Year 2014. Art instruction and Physical Education are back at Orange Elementary along with additional support in reading. We are also scheduling the purchase of a brand new math curriculum in January 2013, which is outstanding considering that our teachers were called upon to provide instruction without for far too many years.
As you can see the administrators, teachers, and staff of our three districts have dealt with a lot in recent years. I would be remiss if I did not take this opportunity to publicly applaud their efforts. Their willingness to engage in professional development and to pursue data driven techniques for the improvement of student learning is noted and should be appreciated by all. If you have gotten this far into this article and are the parent or friend of an employee in our three systems, please take a moment to send them a note of thanks.
Because of their hard work and efforts the schools in your towns have been enhanced. These schools are a better place for your children than they have ever been. You have elected educationally supportive school committees, and you continue to do your part to fund us as best you can. For this I am personally grateful. Your investment in our schools is an investment in the future of our children. The path to improvement in not only set, but as you have read we have been on it for some time.
For the past three years the Orange Elementary Schools, Mahar Regional, and Petersham Center School have been sharing a consolidated Administration for Special Education, and the same three districts are now in their second year of sharing all Central Office Services and Administration of Technology. Orange Elementary and Ralph C. Mahar Regional (without Petersham Center) are in their second year of sharing Administration for Food Services Management. The spirit of saving resources by sharing services also appears to be on the brink of permeating Town Hall as the new Orange Town Administrator, Diana Schindler and I have begun sharing ideas about how we can team up to do more with less!
The consolidation of the schools’ Central Offices began with considerable commotion. For starters, the Orange Elementary School District was faced with a half-million dollar deficit that could only be alleviated through cuts in staff. On top of this Orange Elementary was faced with a decaying technological infrastructure and pressure from the Department of Education to improve student performance on standardized testing. Up the street, Mahar Regional prepared for a ten-year accreditation visit by a team of 14 people from the New England Association of Schools and Colleges (NEASC), and all three districts began to struggle through the initiation of a new system for educator evaluation that was forced by the State.
As if this was not enough, the roof at the Dexter Park Elementary School continued to leak water, the chairlift at Butterfield Elementary School was in need of repair, and the Dam at Mahar Regional started making front page news on a regular basis. The roof at Dexter Park and Mahar Dam alone threatened to constitute about another half-million in spending for the district and the Town.
Just yesterday I was asked about the shared cost agreement that was voted by all three school committees seemingly so long ago. I took a moment to reflect on that document this morning and actually found myself smiling because I am starting to realize how the actions that the committees have taken are paying off for our children. In all the consolidation of Technology, Special Education, and Central Office Administration has saved the partnering districts hundreds of thousands of dollars.
Some of these savings are easily seen. For instance one Technology Administrator instead of three, one Special Education Administrator instead of three, one Cafeteria Director instead of two, and one Superintendent Salary with two Assistants instead of three Superintendents, and all with health and dental care plan costs that are shared by the three districts approaches $200,000.00 in savings each year. By the end of this fiscal year nearly $500,000.00 will have been saved in salary and benefits alone.
Then there are savings that are not so easily seen. For instance, every time counseling, speech, or psychological services are shared in the Special Education Department and every time joint contracts for services across the districts are negotiated the taxpayers continue to save. Let us not forget partnerships such as those in the ASPIRE afterschool care program. Under normal circumstances the transportation of Petersham students from Petersham Center to the program at Mahar would cost nearly $17,000.00 per year. This expense would be incurred by the taxpayers from Petersham or the parents of the children who participate. In the current partnership the cost to the parents and Petersham Center School for transport to Mahar is $0.00.
I am happy to report that the savings you have just read about have been put to use in improving the quality educational environment for all of our students. In the Orange Elementary Schools all three school buildings now have full access to the Internet – without wires. 72 brand new Mac Airs (new high tech laptops) and 140 iPads have been deployed to the elementary schools for student use. This is the equipment that many educators across the country use everyday in their classrooms – and we are proud to say that we finally have this technology in Orange.
The leaky roof at Dexter Park is fixed, the chairlift repair at Butterfield is underway, the accreditation team has come and gone at Mahar, the Mahar Dam issue is going to be handled by a generous group of volunteers, and we are hopeful that assessments to our member towns will be reduced in Fiscal Year 2014. Art instruction and Physical Education are back at Orange Elementary along with additional support in reading. We are also scheduling the purchase of a brand new math curriculum in January 2013, which is outstanding considering that our teachers were called upon to provide instruction without for far too many years.
As you can see the administrators, teachers, and staff of our three districts have dealt with a lot in recent years. I would be remiss if I did not take this opportunity to publicly applaud their efforts. Their willingness to engage in professional development and to pursue data driven techniques for the improvement of student learning is noted and should be appreciated by all. If you have gotten this far into this article and are the parent or friend of an employee in our three systems, please take a moment to send them a note of thanks.
Because of their hard work and efforts the schools in your towns have been enhanced. These schools are a better place for your children than they have ever been. You have elected educationally supportive school committees, and you continue to do your part to fund us as best you can. For this I am personally grateful. Your investment in our schools is an investment in the future of our children. The path to improvement in not only set, but as you have read we have been on it for some time.
Wednesday, October 10, 2012
Outstanding Attendance at Preschool Network Conference on October 3!
On October 3, 2012 the Ralph C. Mahar Regional School hosted an event in partnership with the Regional Preschool Network, Thom WRCP, and the Orange Elementary Public Schools to provide a day of workshops for parents and area child care providers. Professional presentations by Certified Human Behavior Specialists provided attendees with opportunities to understand new and effective practices and philosophies for working with children and students.
In all, the three workshops offered had a total of attendance of 250! From local schools the event was attended by, Narragansett; Gardner; Petersham Center School, Ralph C. Mahar; UMASS; Deerfield Academy, Quabbin; Ashburnham- Westminster; The Perkins School for the Blind; CAPS Collaborative; and the Orange Elementary Public Schools. Other organizations represented were, THOM WRCP (Thom Western Regional Consultation Program); PCDC (Parent Child Development Center- Head Start)- Greenfield; Greenfield STARR Program; Hampshire Franklin Daycare; Bethany Christian Nursery School- Gardner; REACH Early Intervention; ABC Easthampton; Criterion Heritage EI Program- Hadley and Holyoke; Totspot Child care- Pittsfield (at least 5 staff); Little Bears Learn & Care; Valley Opportunity Council- Holyoke; Southern Berkshire Child Care Program- Sheffield MA; and Educare.
Participants were asked to complete Evaluation Forms after each session. Below, please find some highlights from the comments sections of these forms:
Session I: BRAIN GYM
“Loved practicality of it, it is easy to do and takes minimal time but there is a large benefit.”
“I am a parent that has 2 young girls. Transition is hard and I think this will help!”
“I now have the knowledge & information to put some of the activities to use at home!”
Session II: BEYOND BOSSING, BEGGING AND BRIBING
“Another great workshop- the humor- the suggestions- the life experiences shared were wonderful to listen to even at the late hour. So many great tips, thoughts and advice!!!”
“ABSOLUTELY AWESOME!”
“I gained a lot of strategies to try and share with my co-workers.”
“I will put the 3 steps (rules, consequences, consistent follow through) into my newsletter for parents because it is clear & easy to understand- Thank you”
Session III: EMOTIONS COACHING
“Jeanine[the presenter] is a marvel at what she does. Every bit is useful and her stories make it enjoyable. Her LOVE of children is strong and pleasant to see.”
“Triggers, humor, informative, as parent found information very valuable.”
“Connection from child to adult concepts back to child behavior, the way the presenter did her presentation, that there is work that I need to do to better my relationship with my children! To give them and myself an emotional language.”
Thank you to CAPS Executive Director, Dr. Edward McCaul for taking the lead on this outstanding program. Thank you to the Regional Preschool Network and Thank You to all who were able to attend. I hope that the Ralph C. Mahar Regional School can serve as the site for future workshops with the same level of success as we saw on October 3!!!!
Tuesday, October 2, 2012
Mahar Grade 10 ELA Growth Percentile: 9th Highest in State
The release of 2012 MCAS data last week brought
about what has become a usual stir of activity in the media. Whether we like it or not, our system for
accountability pits neighboring districts against one another. I think it is human nature. People just want to know who the best is, who
the worst is, and where they stand in this continuum. In recent years, test results for individual
students tell parents how their children performed in relation to their same aged
classmates who scored similarly on previous MCAS administrations state-wide.
For many people who do not work in schools or take a
seriously active role in understanding all of the information, it can be very
confusing. The casual visit to the
assessment portion of our Department of Education’s website presents acronyms,
and statistical analyses that require a careful eye. In 2012, more than 395,000 Massachusetts
students took the MCAS and there is plenty that can be said about their
performance locally as well as across the Commonwealth.
For many districts in Central and Western
Massachusetts it is business as usual when it comes to reporting our
scores. With great certainty our
districts are improving as the Department of Education encourages central
office administrators, who support principals.
The principals provide direction and guidance to teachers and staff who
have the most monumental task of all; teaching, motivating, and assisting their
students. But as always when it comes to
comparing district to district, the playing field is not level.
The original examination on this topic was published
in 1966 by a researcher named Coleman.
He showed that children from high socioeconomic backgrounds consistently
outperformed children from low socioeconomic backgrounds when it came to school
based outcomes. This fact has been
researched and reported on again and again and again over the 66 years that
followed his study. Last year a book
called “Unequal Childhoods” was published and it was more of the same. Rich kids outperforming poor kids
nationwide.
The system of accountability has put extreme focus
on individual teachers, administrators, schools, and districts – indicating
that the axis for real transformation in student performance rests on local
school committees. Yet many argue that
with per pupil expenditures so out of whack, the low socioeconomic districts
will really never be able to compete with the high socioeconomic
districts. For example, the per-pupil
expenditure in 2011 for Orange, MA was roughly $5,000.00 less per student that
it was in Newton, MA. If the Orange
Elementary Public Schools were funded at the same level as the Newton Public
Schools it would have an operating budget of $11 million rather than the $6.9
million that it is provided to do business with.
For those who are waiting for the Federal or State
Government to do something drastic to bring about some fairness to education
funding, my recommendation is for you is to be optimistic, but don’t hold your
breath. In our region we have been
taking steps locally to provide our children and young adults with as many
opportunities to compete with their classmates around the state – and not just
on our athletic fields.
Specialized programming along with focused
day-to-day instruction has brought Ralph C. Mahar Regional High School to a
high point with regard to our Grade 10 English and Language Arts
performance. In 2012 our district is
reported by the Department of Education to have just fewer than 50% of our
student body classified as low income. This
is more than 15% higher than the average of all districts in the state. And you know what? In 2012, 10th graders at Ralph C.
Mahar Regional High School outperformed the state average on their English and
Language Arts Assessments. It appears
as though we can compete.
Friday, September 14, 2012
Episode #8: All About Pre-School
In this episode, Jackie and I talk with CAPS Educational Collaborative Executive Director, Dr. Edward McCaul, Assistant Superintendent Tari Thomas, and Naragansett Director of Early Education, Ms. Terry LaBonte. Since pre-school is not compulsory for all students, many parents and community members are unaware of the benefits of early educational opportunities for children between the ages of 3 and 5. Click Here to View Episode #8: All About Pre-School
Wednesday, September 5, 2012
Episode #7: Canines for Disabled Kids
Jackie and I had the opportunity to sit in the studio with Canines for Kids Executive Director, Kristen Hartness and her trainee, Asha. Prior to our interview, I like many assumed that service animals were limited to Seeing Eye Dogs and Police work. Kristen provided me with a new understanding of how would be pets can trained to do so much more to improve life's quality. http://www.schooltube.com/video/47d97b230fa64c058883/Education Connection - Service Dogs
Friday, August 17, 2012
Kindergarten - Grade 6 After School Program: ASPIRE Approved by Mahar Regional School Committee
On August 13, 2012 the Ralph C. Mahar Regional School Committee held a special meeting in which I presented plans to open a Kindergarten – Grade 6 after school program that was given the name, “ASPIRE.” The acronym stands for:
A = After
S = School
P = Program
I = Incorporationg
R = Recreation &
E = Education
In prior years approximately 75 children in the Orange Elementary Public Schools attended an after school program that was grant funded. The five year grant known as the “21st Century Learning Grant” expired at the end of the 2011 – 2012 school year, leaving area parents and students with no after school programming. Many families in the Orange-Athol region also utilize pricey private after school programs to which transportation must be arranged and in which there is little connection between classroom instruction and after school academic programming.
The Massachusetts Department of Elementary and Secondary Education posted grant applications for another 21st Century Additional Learning Time Grant for this academic year. We will be filing an application for funding, and it is due on September 20, 2012. Competitive priority in this grant fund is given to applications that are jointly developed between school districts and/or other partnering entities. Mahar and Orange Elementary will partner on this grant application, and invite some other after school programs to participate with us in the grant application process.
I informed the school committee that the ASPIRE program would be available for families in Orange and surrounding towns. The program will be housed at the Ralph C. Mahar Regional School because the nearly 200,000 square foot facility offers more opportunities for children to engage in sports, arts and crafts, cooking, and networked computer use. The Mahar facility also sits on more than 100 acres of land, offering students opportunities for outside play, nature walks, and even a low level ROPES course that is used for Mahar’s physical education program.
It is also our intention to work with area farmers and our partners at the Seeds of Solidarity to have a small farm on campus. The children will have the opportunity to have real hands on experiential learning with regard to agriculture. The opportunity to grow food that we can distribute on our campus is also very exciting!
Children who attend the ASPIRE program every day during the school year will be provided with an additional 290 hours of instruction in mathematics and language arts. I presented data from the Massachusetts Extended Learning Initiative that showed how the additional hours of instruction have paid huge academic dividends for children across the state.
The cost of the program is $10.50 per 3-hour day. Children will be provided with snacks, 90 minutes of instruction in mathematics and language arts, and 60 – 90 minutes of recreation daily. The adult to student ratio was set at 8.5 students per adult. This is because each group of 17 students is scheduled to be supervised by two adults at all times. At no point will a child be unaccompanied by an adult in this program. We have a huge facility and the safety of the children is our first priority.
Services will be available on the first day of school which is August 29, 2012. Applications are available for parents at the Ralph C. Mahar Regional Website (www.rcmahar.org) and in the Superintendent’s Office at the Ralph C. Mahar Regional School. Applications are also be available at the Fisher Hill, Dexter Park, Butterfield, and Petersham Center Schools.
Questions about the program can be directed to me at 978-544-2920 or via e-mail (mbaldassarre@rcmahar.org).
A = After
S = School
P = Program
I = Incorporationg
R = Recreation &
E = Education
In prior years approximately 75 children in the Orange Elementary Public Schools attended an after school program that was grant funded. The five year grant known as the “21st Century Learning Grant” expired at the end of the 2011 – 2012 school year, leaving area parents and students with no after school programming. Many families in the Orange-Athol region also utilize pricey private after school programs to which transportation must be arranged and in which there is little connection between classroom instruction and after school academic programming.
The Massachusetts Department of Elementary and Secondary Education posted grant applications for another 21st Century Additional Learning Time Grant for this academic year. We will be filing an application for funding, and it is due on September 20, 2012. Competitive priority in this grant fund is given to applications that are jointly developed between school districts and/or other partnering entities. Mahar and Orange Elementary will partner on this grant application, and invite some other after school programs to participate with us in the grant application process.
I informed the school committee that the ASPIRE program would be available for families in Orange and surrounding towns. The program will be housed at the Ralph C. Mahar Regional School because the nearly 200,000 square foot facility offers more opportunities for children to engage in sports, arts and crafts, cooking, and networked computer use. The Mahar facility also sits on more than 100 acres of land, offering students opportunities for outside play, nature walks, and even a low level ROPES course that is used for Mahar’s physical education program.
It is also our intention to work with area farmers and our partners at the Seeds of Solidarity to have a small farm on campus. The children will have the opportunity to have real hands on experiential learning with regard to agriculture. The opportunity to grow food that we can distribute on our campus is also very exciting!
Children who attend the ASPIRE program every day during the school year will be provided with an additional 290 hours of instruction in mathematics and language arts. I presented data from the Massachusetts Extended Learning Initiative that showed how the additional hours of instruction have paid huge academic dividends for children across the state.
The cost of the program is $10.50 per 3-hour day. Children will be provided with snacks, 90 minutes of instruction in mathematics and language arts, and 60 – 90 minutes of recreation daily. The adult to student ratio was set at 8.5 students per adult. This is because each group of 17 students is scheduled to be supervised by two adults at all times. At no point will a child be unaccompanied by an adult in this program. We have a huge facility and the safety of the children is our first priority.
Services will be available on the first day of school which is August 29, 2012. Applications are available for parents at the Ralph C. Mahar Regional Website (www.rcmahar.org) and in the Superintendent’s Office at the Ralph C. Mahar Regional School. Applications are also be available at the Fisher Hill, Dexter Park, Butterfield, and Petersham Center Schools.
Questions about the program can be directed to me at 978-544-2920 or via e-mail (mbaldassarre@rcmahar.org).
Tuesday, July 3, 2012
Education Connection Episode #6: A Conversation with School Resource Officer Softic
On June 7, 2012 Mrs. Samalis and I had the opportunity to sit down with Orange Elementary / Ralph C. Mahar School Resource Officer, Chad Softic. Officer Softic provides us with insights related to his work in the area of juvenile justice and some interesting observations of student life in 2012. I recommend that all parents view this episode.
Click Here to Watch the Video:
http://www.schooltube.com/video/8ee2cbfe32e44d56ab28/Education%20Connection%20-%20School%20Resource%20Officer
Click Here to Watch the Video:
http://www.schooltube.com/video/8ee2cbfe32e44d56ab28/Education%20Connection%20-%20School%20Resource%20Officer
Wednesday, April 25, 2012
Education Connection, Episode #5: Autism Awareness Center in Sterling, MA
On April 6, 2012, Jacki Samalis and I had the opportunity to visit the Autism Resource Center in Sterling, MA. There we met with Executive Director, Sue Loring. Please remember that April is Autism Awareness Month!
Questions and/or suggestions for future broadcasts can be E maild to: edconnect@rcmahar.org
Click here to view Episode #5:
http://www.schooltube.com/video/5fa908b70f864045915b/Education%20Connection%20-%20Autism%20Awareness
Questions and/or suggestions for future broadcasts can be E maild to: edconnect@rcmahar.org
Click here to view Episode #5:
http://www.schooltube.com/video/5fa908b70f864045915b/Education%20Connection%20-%20Autism%20Awareness
Education Connection, Episode #4: Regionalization and Consolidation, Part II
Part II
On Friday, March 30, 2012 Mrs. Samalis and I had the opportunity to sit with Hadley Superintendent, and author of Creative Solutions to Contemporary Challenges in Small and Rural Schools Across America, Dr. Nicholas Young, and Massachusetts Association of Regional Schools Executive Director, Dr. Stephen Hemman. In this two part series we discuss District Consolidation and Regionalization.
Suggestions for future shows and questions with regard to content in this episode may be E-mailed to edconnect@rcmahar.org.
Click Here to View Education Connection Episode #4
http://www.schooltube.com/video/2ba4fe2a1b4544bdbab8/Education%20Connection%20-%20Regionalization%20part%201
On Friday, March 30, 2012 Mrs. Samalis and I had the opportunity to sit with Hadley Superintendent, and author of Creative Solutions to Contemporary Challenges in Small and Rural Schools Across America, Dr. Nicholas Young, and Massachusetts Association of Regional Schools Executive Director, Dr. Stephen Hemman. In this two part series we discuss District Consolidation and Regionalization.
Suggestions for future shows and questions with regard to content in this episode may be E-mailed to edconnect@rcmahar.org.
Click Here to View Education Connection Episode #4
http://www.schooltube.com/video/2ba4fe2a1b4544bdbab8/Education%20Connection%20-%20Regionalization%20part%201
Wednesday, April 11, 2012
Parent Workshop Series: May 2012
Programs Sponsored By: The Mahar Regional School District with funding provided through a Department of Secondary and Elementary Education School Improvement Grant on Drop Out Prevention
Understanding Eating Disorders and Body Image
When: Wednesday, May 9, 6 to 7:30 pm with time after for informal talk and questions
Where: Charlotte Ryan Theatre
Presenters: Carol Nolin; Registered Dietitian and Certified Diabetes Educator at Heywood Hospital, Gardner.
Body image refers to how people see themselves. A distorted body image refers to an unrealistic view of how someone sees their body. Today, millions of Americans possess a negative body image, or at the very least, body dissatisfaction. The way a person sees their own body is rarely based on reality. Come learn the facts about dieting, eating disorders and how body image relates to both.
New Strategies for the Care of Children with ADHD
When: Wednesday, May 16, 6 to 7:30 pm; with time after for informal talk and questions
Where: Room H08
Presenters: Catherine Sickles LMHC and Grace Leger LICSW; Staff clinicians at CHD-Outpatient Behavioral Health Services
Presentation will help to untangle some of the myths and mysteries of this common disorder among school-aged children and adults. Details about the necessary steps for a good screening will be discussed. Learn what other types of problems are "look-alikes" for ADHD. How parents and teachers can come together to create a healing and supportive environment for each child.
Your Responsible Child:
Chores-Homework-Cooperation, No Problem!
When: Monday, May 21, 9:15 to 10:45 am; with time after for informal talk and questions
Where: Mahar Teacher’s Dining Room
Presenters: Catherine Sickles LMHC, Staff clinician at CHD-Outpatient Behavioral Health Services
What are the secrets to parenting children who actually WANT to help out around the house, finish their homework, and cooperate with adults? The answers are found in understanding the child's stage of development and what can be expected of the child in each stage, TTT (taking time for training), building self esteem, and rewarding the right kinds of attitudes and actions.
Organizing the Disorganized Student
When: Tuesday, May 29: 6 to 7:30 pm with time after for informal talk and questions
Where: Mahar Media Center
Presenters: Victoria Elliott; School Adjustment Counselor, Mahar Regional
Participants of the workshop will learn the organizational style of their child; learn how to choose school supplies most compatible with your child’s organizational style; learn how to effectively organize a school locker; and learn how to get homework home, back to school and into the teacher’s hand.
Mindfulness for School Success
When: Thursday, May 31, 3 to 4:30 pm; Mahar Media Center
Presenters: Paula Swenson; LMHC, Guidance Counselor, Mahar Regional
Learn how studies have shown that mindfulness can help reduce stress, increase focus and concentration and help with emotional regulation. Through various forms of mindfulness practice such as eating, sitting and walking, participants will discover/rediscover the capacity to mindfully pay attention in the present moment, without judgment. In addition, a bibliography and list of area resources will be available to help participants who wish to continue to explore mindfulness in their lives.
Light refreshments will be served
during each program
during each program
For information contact: 978-544-2535
Tuesday, April 10, 2012
Education Connection, Episode #3: Regionalization and Consolidation
On Friday, March 30, 2012 Mrs. Samalis and I had the opportunity to sit with Hadley Superintendent, and author of Creative Solutions to Contemporary Challenges in Small and Rural Schools Across America, Dr. Nicholas Young, and Massachusetts Association of Regional Schools Executive Director, Dr. Stephen Hemman. In this two part series we discuss District Consolidation and Regionalization.
Suggestions for future shows and questions with regard to content in this episode may be E-mailed to edconnect@rcmahar.org.
Click Here to View Education Connection Episode #3
http://www.schooltube.com/video/2ba4fe2a1b4544bdbab8/Education%20Connection%20-%20Regionalization%20part%201
Suggestions for future shows and questions with regard to content in this episode may be E-mailed to edconnect@rcmahar.org.
Click Here to View Education Connection Episode #3
http://www.schooltube.com/video/2ba4fe2a1b4544bdbab8/Education%20Connection%20-%20Regionalization%20part%201
Monday, March 26, 2012
Education Connection Episode #2: Educational Collaboratives
Education Connection is a show that is airing on Athol-Orange Television. I am working closely with CAPS Educational Collaborative Teacher of Students with Severe Disabilities, Jackie Samalis to share information about our school community on a larger scale than can be offered by this blog. The show also airs on a popular website known as SchoolTube.
Thank you to Mrs. Samalis for making this opportunity to communicate with our community possible.
Episode #2: Educational Collaboratives
Guest: Dr. Edward McCaul, Executive Director of CAPS Educational Collaborative
May be viewed by clicking below:
http://www.schooltube.com/video/80f3a913e3bb468c84b0/Education%20Connection%20-%20Education%20Collaboratives
Thank you to Mrs. Samalis for making this opportunity to communicate with our community possible.
Episode #2: Educational Collaboratives
Guest: Dr. Edward McCaul, Executive Director of CAPS Educational Collaborative
May be viewed by clicking below:
http://www.schooltube.com/video/80f3a913e3bb468c84b0/Education%20Connection%20-%20Education%20Collaboratives
Thursday, February 23, 2012
Free Associate Degree
The title of this article reads like the bottom of the television screen during some late night infomercial and it is a gimmicky title at the very least. But if it captured your attention, I encourage you to read on. For high school students in the vicinity of Mount Wachusett Community College (MWCC), you do have an opportunity to earn a free Associate Degree.
To earn an Associate Degree a successful student must complete 66 credit hours. The cost of a single credit hour at MWCC is $185.00. So for the families of students enrolled in the Pathways Innovation School at MWCC, $12,210.00 worth of high quality educational programming is now available for your children.
For those who depend on student loans to pay for college, $12,210.00 can easily become more than $20,000.00 in payments over the years that it takes to pay off such a loan. And for those who continue to accrue loans as they go through Bachelor Degree programs, Masters Degree programs, advanced certificate programs, or doctoral programs, the costs just balloon from there. For students in the Pathways Early College Innovation School at MWCC, the cost of tuition is $0.00. No loans. No bills.
The Pathways Early College Innovation School offers a unique set of learning opportunities for students who will be entering grade 11 in the fall, 2012. For the young men and young ladies who are willing to go to college every day, rather than their local high schools – an Associate Degree can be theirs on the very same day that they receive their high school diplomas in May, 2014.
Students in this program can still participate in athletics programs at the Ralph C. Mahar Regional School, attend dances, belong to clubs, participate in theatrical performances, and enjoy all of the after school activities offered in the Mahar Regional School District. These students also have opportunities to participate with their peers at Mount Wachusett in many of the extra-curricular offerings of the college.
In order to enroll, students must reside in Massachusetts, possess a minimum high school GPA of 2.5 (cumulative, based on a 4.0 scale), be at least 16 years old and entering Grade 11 by the start of the fall semester, be recommended by the sending school and complete the Pathways application process. Students who have not passed the MCAS will be scheduled to take the appropriate test at MWCC. Students must be willing to enroll in classes during all available MWCC semesters, including Fall, Intersession, Spring, May, and Summer sessions, in order to complete diploma and associate degree requirements during the program.
Space is limited, and applications are accepted on a first-come, first served basis. In order to be eligible for the program, applicants must attend an information session, complete placement testing, and be interviewed by the Pathways director prior to the fall semester. For details please call (978) 630-9248.
To earn an Associate Degree a successful student must complete 66 credit hours. The cost of a single credit hour at MWCC is $185.00. So for the families of students enrolled in the Pathways Innovation School at MWCC, $12,210.00 worth of high quality educational programming is now available for your children.
For those who depend on student loans to pay for college, $12,210.00 can easily become more than $20,000.00 in payments over the years that it takes to pay off such a loan. And for those who continue to accrue loans as they go through Bachelor Degree programs, Masters Degree programs, advanced certificate programs, or doctoral programs, the costs just balloon from there. For students in the Pathways Early College Innovation School at MWCC, the cost of tuition is $0.00. No loans. No bills.
The Pathways Early College Innovation School offers a unique set of learning opportunities for students who will be entering grade 11 in the fall, 2012. For the young men and young ladies who are willing to go to college every day, rather than their local high schools – an Associate Degree can be theirs on the very same day that they receive their high school diplomas in May, 2014.
Students in this program can still participate in athletics programs at the Ralph C. Mahar Regional School, attend dances, belong to clubs, participate in theatrical performances, and enjoy all of the after school activities offered in the Mahar Regional School District. These students also have opportunities to participate with their peers at Mount Wachusett in many of the extra-curricular offerings of the college.
In order to enroll, students must reside in Massachusetts, possess a minimum high school GPA of 2.5 (cumulative, based on a 4.0 scale), be at least 16 years old and entering Grade 11 by the start of the fall semester, be recommended by the sending school and complete the Pathways application process. Students who have not passed the MCAS will be scheduled to take the appropriate test at MWCC. Students must be willing to enroll in classes during all available MWCC semesters, including Fall, Intersession, Spring, May, and Summer sessions, in order to complete diploma and associate degree requirements during the program.
Space is limited, and applications are accepted on a first-come, first served basis. In order to be eligible for the program, applicants must attend an information session, complete placement testing, and be interviewed by the Pathways director prior to the fall semester. For details please call (978) 630-9248.
Monday, November 28, 2011
Class of 2012 John and Abigail Adams Award Winners Announced
Sent to all local media.
At 1:00 PM on November 3, 2011 twenty-eight students in grade twelve at Ralph C. Mahar Regional High School were called to a meeting in the Charlotte Ryan Theater. There, they were met by Ralph C. Mahar Regional School District Superintendent, Michael Baldassarre; Principal, Ismael Tabales; and Guidance Counselor Caitlin McKenna. These students were informed that they had been named recipients of the John and Abigail Adams Scholarships for their performance on their Grade 10 MCAS Examinations during the 2009 – 2010 School Year.
There are a number of criteria that a student must meet to be eligible for this honor. First, a student must score in the Advanced category in either the Mathematics or the English language arts section of the grade 10 MCAS test and score in the Proficient or Advanced category on the second subject (Mathematics or English language arts); and must have a combined MCAS score on these assessments that ranks in the top 25% in their school district. Superintendent Baldassarre informed the students named below telling them, “I hope that you see how cooperation, hard work, and preparation bring about circumstances such as these. When you are willing to put in the effort as you have, your success is as predictable as sun in the summer and snow in the winter. ”
Students who are named recipients of the John and Abigail Adams Scholarship are entitled to four years of free tuition upon their acceptance to participating Massachusetts public institutions of higher education, such as a University of Massachusetts campus or a community college beginning with the fall 2011 semester. Sadly, this scholarship does not cover the cost of college fees, which can be up to four times more costly than tuition, room and board, textbooks, and other expenses.
Ralph C. Mahar Regional High School 2012 John and Abigail Adams Scholarship Winners:
Benoit Carley
Christopher Capuzzo
Leigh Closser
Linnea Duley
Raymond Fisher
Garrett Gale
Travon Godette
Paige Gonzalez
Zachary Gordon
Andrew Hough
Steven Koonz
Nicolaus Kowalczyk
Jesse LaCroix
Nathaniel Martin
Russell McBurnie
Jacob Mongeau
Kyle Olsen
Danielle Recos
Gregory Richard
Eric Sawin
William Simmons
Danielle Spear
Susan Stewart
Michael Sullivan
Leah Truesdell
Holly Wilson
Emma Woodcock
Casey Zeman
At 1:00 PM on November 3, 2011 twenty-eight students in grade twelve at Ralph C. Mahar Regional High School were called to a meeting in the Charlotte Ryan Theater. There, they were met by Ralph C. Mahar Regional School District Superintendent, Michael Baldassarre; Principal, Ismael Tabales; and Guidance Counselor Caitlin McKenna. These students were informed that they had been named recipients of the John and Abigail Adams Scholarships for their performance on their Grade 10 MCAS Examinations during the 2009 – 2010 School Year.
There are a number of criteria that a student must meet to be eligible for this honor. First, a student must score in the Advanced category in either the Mathematics or the English language arts section of the grade 10 MCAS test and score in the Proficient or Advanced category on the second subject (Mathematics or English language arts); and must have a combined MCAS score on these assessments that ranks in the top 25% in their school district. Superintendent Baldassarre informed the students named below telling them, “I hope that you see how cooperation, hard work, and preparation bring about circumstances such as these. When you are willing to put in the effort as you have, your success is as predictable as sun in the summer and snow in the winter. ”
Students who are named recipients of the John and Abigail Adams Scholarship are entitled to four years of free tuition upon their acceptance to participating Massachusetts public institutions of higher education, such as a University of Massachusetts campus or a community college beginning with the fall 2011 semester. Sadly, this scholarship does not cover the cost of college fees, which can be up to four times more costly than tuition, room and board, textbooks, and other expenses.
Ralph C. Mahar Regional High School 2012 John and Abigail Adams Scholarship Winners:
Benoit Carley
Christopher Capuzzo
Leigh Closser
Linnea Duley
Raymond Fisher
Garrett Gale
Travon Godette
Paige Gonzalez
Zachary Gordon
Andrew Hough
Steven Koonz
Nicolaus Kowalczyk
Jesse LaCroix
Nathaniel Martin
Russell McBurnie
Jacob Mongeau
Kyle Olsen
Danielle Recos
Gregory Richard
Eric Sawin
William Simmons
Danielle Spear
Susan Stewart
Michael Sullivan
Leah Truesdell
Holly Wilson
Emma Woodcock
Casey Zeman
Monday, September 26, 2011
Why People Resist Change: Fear
Not long ago I solved a cryptogram which was a quote from a man that I never heard of. It read, “Only fools and dead men don’t change their minds. Fools won’t. Dead men can’t.” My drive to work each day is about thirty minutes, and when not on the phone I take the time to think as deeply as I can about the issues of the day. On my way in this morning, this quote reemerged in my brain as I thought about the resistance to change that we are experiencing as we move closer and closer to the towns voting regionalization up or down.
There are cadres of people who have been against merging our schools for a very long time. The merging of the districts in a Grades 7 – 12 regional school took place 56 years ago and conversations about bringing in the elementary schools have been going on ever since. Unfortunately some people have taken such a stance against our efforts to change that they have refused to listen and refused to think deeply about the possibilities. Still, we have gained momentum and as the times to vote approach and we have been hit with a barrage of questions and concerns that I jokingly refer to as “scuds.”
You might recall in Operation Desert Storm the United States Military was quite successful in shooting down Scud Missiles fired by Iraqi forces via the Patriot Missile System. These missiles were renowned for both their destructive power yet joked about for their lack of precision. United States media outlets led the American public to believe that these missiles were the equivalent of a child trying to hit a piñata. Blindfold on, stick in hand, swing away and hope you make contact.
Since 2009 information has become increasingly available about how much money has been saved in the consolidation of our offices. Then more information was made available about where new funds will become available. I think it is sad and unfortunate that the only thing we talk about is the money because what we are really trying to do this to make the school system better. Fewer people though seem to care about that. There are about two dozen people in our communities who have taken an active stance against merging our districts, and guess what…..they have no children in the schools.
Over the last couple of years I have read a great deal about change in preparation to complete my doctoral degree at UMASS. There is no shortage of quotes about the difficulties associated with change. Famous quotes date back to the 1500’s when Niccolo Machiavelli is stated to have said, "There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things."
As the regional planning committee has continued to hammer away at fact after fact in support of regionalization, opponents to regionalization have become more vocal with their opinions in hopes of slowing and/or putting a stop to the potential change. But facts have a funny way of messing up opinions, so the opposition has had to call upon a new game plan. The new game plan is rooted in asking questions that haven’t been, or cannot be answered. So much of our energy and time lately has been spent answering questions. In many cases though, those who are asking the questions really don’t care what the answer is. They just hope to find something that is not answered to use as a reason not to regionalize.
The Regional Planning committee has welcomed the questions however. Each and every one has provided an opportunity to provide clarity and deeper understanding of the issue. If you are a regular reader of this blog, you know what I mean when I write about Ground Truth. In preparation for the votes to regionalize I will be posting reasons that certain groups of people will stand against regionalization. In general there are five reasons why people resist change:
1. People in general reject new and different things
2. People are not interested in change because it interferes with goals that they want to pursue
3. People do not understand the messages and consequences that will change their individual situations
4. People do not trust the person or people who are communicating the change
5. The most important reason: Fear
Readers will find that the biggest fear among those who oppose regionalization is rooted in their individual losses of power and control. The next series of blog posts will highlight shifts in power and control that will result from regionalization. Those who read the blog will then have a deeper understanding of why certain groups of people will stand in opposition to this change. This will also provide clarity for voters so that when the time comes they can make the most informed vote as possible.
There are cadres of people who have been against merging our schools for a very long time. The merging of the districts in a Grades 7 – 12 regional school took place 56 years ago and conversations about bringing in the elementary schools have been going on ever since. Unfortunately some people have taken such a stance against our efforts to change that they have refused to listen and refused to think deeply about the possibilities. Still, we have gained momentum and as the times to vote approach and we have been hit with a barrage of questions and concerns that I jokingly refer to as “scuds.”
You might recall in Operation Desert Storm the United States Military was quite successful in shooting down Scud Missiles fired by Iraqi forces via the Patriot Missile System. These missiles were renowned for both their destructive power yet joked about for their lack of precision. United States media outlets led the American public to believe that these missiles were the equivalent of a child trying to hit a piñata. Blindfold on, stick in hand, swing away and hope you make contact.
Since 2009 information has become increasingly available about how much money has been saved in the consolidation of our offices. Then more information was made available about where new funds will become available. I think it is sad and unfortunate that the only thing we talk about is the money because what we are really trying to do this to make the school system better. Fewer people though seem to care about that. There are about two dozen people in our communities who have taken an active stance against merging our districts, and guess what…..they have no children in the schools.
Over the last couple of years I have read a great deal about change in preparation to complete my doctoral degree at UMASS. There is no shortage of quotes about the difficulties associated with change. Famous quotes date back to the 1500’s when Niccolo Machiavelli is stated to have said, "There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things."
As the regional planning committee has continued to hammer away at fact after fact in support of regionalization, opponents to regionalization have become more vocal with their opinions in hopes of slowing and/or putting a stop to the potential change. But facts have a funny way of messing up opinions, so the opposition has had to call upon a new game plan. The new game plan is rooted in asking questions that haven’t been, or cannot be answered. So much of our energy and time lately has been spent answering questions. In many cases though, those who are asking the questions really don’t care what the answer is. They just hope to find something that is not answered to use as a reason not to regionalize.
The Regional Planning committee has welcomed the questions however. Each and every one has provided an opportunity to provide clarity and deeper understanding of the issue. If you are a regular reader of this blog, you know what I mean when I write about Ground Truth. In preparation for the votes to regionalize I will be posting reasons that certain groups of people will stand against regionalization. In general there are five reasons why people resist change:
1. People in general reject new and different things
2. People are not interested in change because it interferes with goals that they want to pursue
3. People do not understand the messages and consequences that will change their individual situations
4. People do not trust the person or people who are communicating the change
5. The most important reason: Fear
Readers will find that the biggest fear among those who oppose regionalization is rooted in their individual losses of power and control. The next series of blog posts will highlight shifts in power and control that will result from regionalization. Those who read the blog will then have a deeper understanding of why certain groups of people will stand in opposition to this change. This will also provide clarity for voters so that when the time comes they can make the most informed vote as possible.
Friday, September 23, 2011
Benefitting From Debate
This morning I caught a three minute video in which former Presidents Bill Clinton and George W. Bush along with Speaker John Boehner made a plea for citizens to make donations to complete the memorial being constructed in Shanksville, PA to honor those who were killed there in the attacks of September 11th. In the clip President Clinton stated, “What gets things done is cooperation. Conflict may be good politics, but cooperation changes lives.” When the next collection of leadership quotes through the ages is printed, President Clinton’s words will be read again and again.
In my most recent blog I responded to a letter that appeared in the Athol Daily News. When I wrote my response to the letter there was not a doubt in my mind that I was absolutely and willingly entering into a public debate (conflict). While the word “debate” may carry negative connotations, there is so much value in it. Buddhist teachings identify debate as a means to develop awareness, improve concentration, reform opinions, and provide clarity to situations while at the same time bringing others to do the same. As a result of debate, I have at times been left to feel even stronger about my personal convictions and have also been called upon to say, “Ooooh…I didn’t think of that!”
Truth be told, debate makes people smarter, more equipped, and actually helps us to develop personality. These are some of the many reasons for debate clubs in elementary and middle, and high schools around the world. But the most important reason is that through debate, we learn. In debate you can identify others to be well thought, well-intended, or unfortunately the opposite. Even worse though, try having a debate with an emotionally unbalanced person and you can find yourself in a world of problems.
So last night I had the opportunity to meet with Mr. Haskins in person. After an exchange of a couple of passages from the bible, and a brief discussion about the fiscal implications of regionalization, we shook hands. I explained to Mr. Haskins that I learned long ago that public statements are subject public responses, and private conversations are well…private. I explained my fear that a person who does not know all of the facts about the transformation that regionalization will bring to our town and schools could vote based on the public opinions of others. Ultimately, it is one thing to say, “Please come vote” and another thing to say, “My group does not support this issue, please come vote.”
Mr. Haskins explained to me that he really hasn’t made up his mind about regionalization yet. He stated that he needs to know more about the financial implications of this project. In his letter he did use the words “At this time….” These words show open mindedness and is really saying, “Hey, we want some more information!!!” This request is more than reasonable, and it will be answered in the Eileen Perkins Media Center at Mahar on October 13, 2011.
We hope to see you there.
In my most recent blog I responded to a letter that appeared in the Athol Daily News. When I wrote my response to the letter there was not a doubt in my mind that I was absolutely and willingly entering into a public debate (conflict). While the word “debate” may carry negative connotations, there is so much value in it. Buddhist teachings identify debate as a means to develop awareness, improve concentration, reform opinions, and provide clarity to situations while at the same time bringing others to do the same. As a result of debate, I have at times been left to feel even stronger about my personal convictions and have also been called upon to say, “Ooooh…I didn’t think of that!”
Truth be told, debate makes people smarter, more equipped, and actually helps us to develop personality. These are some of the many reasons for debate clubs in elementary and middle, and high schools around the world. But the most important reason is that through debate, we learn. In debate you can identify others to be well thought, well-intended, or unfortunately the opposite. Even worse though, try having a debate with an emotionally unbalanced person and you can find yourself in a world of problems.
So last night I had the opportunity to meet with Mr. Haskins in person. After an exchange of a couple of passages from the bible, and a brief discussion about the fiscal implications of regionalization, we shook hands. I explained to Mr. Haskins that I learned long ago that public statements are subject public responses, and private conversations are well…private. I explained my fear that a person who does not know all of the facts about the transformation that regionalization will bring to our town and schools could vote based on the public opinions of others. Ultimately, it is one thing to say, “Please come vote” and another thing to say, “My group does not support this issue, please come vote.”
Mr. Haskins explained to me that he really hasn’t made up his mind about regionalization yet. He stated that he needs to know more about the financial implications of this project. In his letter he did use the words “At this time….” These words show open mindedness and is really saying, “Hey, we want some more information!!!” This request is more than reasonable, and it will be answered in the Eileen Perkins Media Center at Mahar on October 13, 2011.
We hope to see you there.
Wednesday, September 21, 2011
Response to Letter in Athol Daily News from Orange Taxpayers Association
I received an E mail from an Orange Elementary Teacher who copied and pasted a letter that appeared in the Athol Daily News from Orange Taxpayers Association (OTA) Member, Brian M. Haskins. I never actually saw the letter in the paper, for if I had this response would have been drafted much sooner. In his letter, Mr. Haskins indicated that the OTA could not support regionalization at this time.
The first part of my response is simply a series of questions. The first being, what is the Orange Taxpayers Association? From what I have seen at public meetings it is a group of about a dozen or so people who are active participants in school committee meetings, finance committee meetings, and meetings of the Board of Selectmen. I have never asked them what it is that they stand for, what their mission statement is and/or if they have a vision statement. I could not find a website with their name on it, as I was curious as to what were their core values. I did surmise that they have something to do with trying to keep taxes low for citizens, but after reading Mr. Haskins letter I figured I must be wrong.
You see, I did some math today. It is a hard FACT that if the Orange Elementary Schools had regionalized with the Ralph C. Mahar Regional School District in 2006, over the last five years $1,374,063.00 would have been available for the Orange Elementary Schools as a source of revenue. This would have come to the schools with no strings attached! With this much more to work with, I can say with great certainty that the roof at Dexter Park would not be in the poor condition that it is in. The $100,000.00 repair would have been covered and left $1,274,063.00 to spare.
The remaining $1.2 MILLION DOLLARS could very well have been used for art, music, physical education, books, computers, professional development, curricular materials, and/or other building repairs. In an Orange Elementary School District that is not regionalized these bills will have to be picked up by the taxpayers. So, I have to ask…Mr. Haskins:
Does the OTA stand for raising taxes or reducing them????
If you say reducing them, why would you reject the hundreds of thousands of dollars in state aid that will come to Orange via Massachusetts Regional Transportation Reimbursement each and every year????
Perhaps you know of some other way to return teachers to classrooms, repair buildings, and bring up to date technology to our schools???
The first part of my response is simply a series of questions. The first being, what is the Orange Taxpayers Association? From what I have seen at public meetings it is a group of about a dozen or so people who are active participants in school committee meetings, finance committee meetings, and meetings of the Board of Selectmen. I have never asked them what it is that they stand for, what their mission statement is and/or if they have a vision statement. I could not find a website with their name on it, as I was curious as to what were their core values. I did surmise that they have something to do with trying to keep taxes low for citizens, but after reading Mr. Haskins letter I figured I must be wrong.
You see, I did some math today. It is a hard FACT that if the Orange Elementary Schools had regionalized with the Ralph C. Mahar Regional School District in 2006, over the last five years $1,374,063.00 would have been available for the Orange Elementary Schools as a source of revenue. This would have come to the schools with no strings attached! With this much more to work with, I can say with great certainty that the roof at Dexter Park would not be in the poor condition that it is in. The $100,000.00 repair would have been covered and left $1,274,063.00 to spare.
The remaining $1.2 MILLION DOLLARS could very well have been used for art, music, physical education, books, computers, professional development, curricular materials, and/or other building repairs. In an Orange Elementary School District that is not regionalized these bills will have to be picked up by the taxpayers. So, I have to ask…Mr. Haskins:
Does the OTA stand for raising taxes or reducing them????
If you say reducing them, why would you reject the hundreds of thousands of dollars in state aid that will come to Orange via Massachusetts Regional Transportation Reimbursement each and every year????
Perhaps you know of some other way to return teachers to classrooms, repair buildings, and bring up to date technology to our schools???
Monday, September 19, 2011
An Answer to a Question: Protecting Class Size in Petersham
At the conclusion of our Regionalization Planning Meeting on Wednesday, September 14, 2011 Petersham School Committee Representative, Chuck Berube asked me and excellent question about the potential effects of regionalization on class size at the Petersham Center Elementary School. Mr. Berube stated that some of the constituency of Petersham expressed a concern that if regionalization were to take place that the newly formed Ralph C. Mahar School Committee could increase class size at the Petersham Center School.
Currently in Petersham it is very rare to have a class with more than sixteen (16) students. This is because there is a school committee policy that school choice students will not be accepted into any particular grade if class size will be driven to be higher than sixteen students. Now, it is possible that in some year there are more than 16 students from Petersham in a particular grade. If this happens, then a class may be higher than 16 students. But, to date this has rarely been the case.
Without a doubt the lower the number of students in a class, the more individual attention each student receives. Educational research shows that small class sizes have a deep correlation with higher student performance. In general this is an irrefutable fact in education. The smaller the class the more attention each student gets from his or her teacher. And this is why Mr. Berube’s question is such an important one. Why would anyone in Petersham want to merge their school with another district if it were to mean diminished learning opportunities for the children of Petersham Center School?
Below, please find a list of protections that will exist for the Petersham Center School with regard to educational quality, class size, and school finance:
Petersham School Choice Policy
As I stated above, class size in Petersham is regulated by school committee policy. This policy limits the number of students that can be accepted in to Petersham Center School from other communities. In order for this number to change the school committee would have to pass a policy to this effect.
The Authority of the Superintendent of Schools
In some school districts, class size is listed in the collective bargaining agreement for the teachers. Since the Petersham Teacher’s Contract has no such language at this time, the decision that pertains to the number of students in each class is made by the Superintendent of Schools, and in consultation with the building principal. The contract for the Superintendent of Schools reads:
“The Superintendent shall administer curriculum and instruction and decide all matters having to do with selection, appointment, assignment, transfer, promotion, organization, reorganization, reduction, or termination of personnel employed or to be employed by the school districts consistent with state law and contract obligations.”
More important than the aforementioned statement is language in the Superintendent’s Contract specifically written to ensure that a school committee cannot remove the authority of the Superintendent to make educational decisions:
“The Committees shall not, without the Superintendent’s written consent adopt any policy, by-law, or regulation which impairs or reduces the duties and authority specified above; and provided; further, that all additional duties and responsibilities prescribed by the Committees are consistent with those normally associated with the position of Superintendents of School in the Commonwealth of Massachusetts.”
Budget Approval Process in the Newly Proposed Region
Here you see a picture that provides a graphic illustration of the budget approval process in the newly proposed region.
1. First and foremost, the Petersham Elementary subcommittee (2 members) would both have to approve the Petersham Center budget to be presented to the full Mahar Pre-K – 12 School Committee.
2. The Mahar Pre-K – 12 School Committee approves the entire Pre-K – 12 budget. The two members from Petersham sit on this committee. In order for the budget to pass in an eleven member committee 8 of the 11 members must approve. Two of these members are from Petersham. If some amendment to the Petersham budget were to be presented to the Mahar Pre-K – 12 Committee, it would be very difficult for it to pass without the approval of the Petersham representatives.
3. If a budget were to be passed by the Mahar Pre-K – 12 School Committee that was not approved by the Petersham Elementary Subcommittee, the Town of Petersham would be provided with the option of not approving the full Mahar Pre-K – 12 budget on town floor at its Annual Town Meeting. Three out of four towns must agree in order to pass a budget in a regional school. I have been here since 2007, and have yet to see all four towns agree on a budget. As a matter of fact, Petersham’s continual support of the Mahar budget has been greatly appreciated by our school community.
Option to Gift Funds to Peterhsam Center School
In the newly proposed regional agreement, the Town of Petersham (or Orange) has the option of gifting funds to its elementary school(s). This mechanism allows for additional programs to be added to the elementary school of one town without impacting the entire Pre-K – 12 budget.
Finally...
Five layers of protection were named above for individual towns to support their schools. If a time ever came in which the interests of the Town of Petersham and the Petersham Center School were not being respected by the full Pre-K – 12 school committee, Principal, Superintendent of Schools, and/or the Budget Subcommittee, Petersham residents could vote at a town meeting to make a new decision. You see just as a vote of the Town can get into a regional agreement, a vote of the Town can be to pull out of a regional agreement.
Currently in Petersham it is very rare to have a class with more than sixteen (16) students. This is because there is a school committee policy that school choice students will not be accepted into any particular grade if class size will be driven to be higher than sixteen students. Now, it is possible that in some year there are more than 16 students from Petersham in a particular grade. If this happens, then a class may be higher than 16 students. But, to date this has rarely been the case.
Without a doubt the lower the number of students in a class, the more individual attention each student receives. Educational research shows that small class sizes have a deep correlation with higher student performance. In general this is an irrefutable fact in education. The smaller the class the more attention each student gets from his or her teacher. And this is why Mr. Berube’s question is such an important one. Why would anyone in Petersham want to merge their school with another district if it were to mean diminished learning opportunities for the children of Petersham Center School?
Below, please find a list of protections that will exist for the Petersham Center School with regard to educational quality, class size, and school finance:
Petersham School Choice Policy
As I stated above, class size in Petersham is regulated by school committee policy. This policy limits the number of students that can be accepted in to Petersham Center School from other communities. In order for this number to change the school committee would have to pass a policy to this effect.
The Authority of the Superintendent of Schools
In some school districts, class size is listed in the collective bargaining agreement for the teachers. Since the Petersham Teacher’s Contract has no such language at this time, the decision that pertains to the number of students in each class is made by the Superintendent of Schools, and in consultation with the building principal. The contract for the Superintendent of Schools reads:
“The Superintendent shall administer curriculum and instruction and decide all matters having to do with selection, appointment, assignment, transfer, promotion, organization, reorganization, reduction, or termination of personnel employed or to be employed by the school districts consistent with state law and contract obligations.”
More important than the aforementioned statement is language in the Superintendent’s Contract specifically written to ensure that a school committee cannot remove the authority of the Superintendent to make educational decisions:
“The Committees shall not, without the Superintendent’s written consent adopt any policy, by-law, or regulation which impairs or reduces the duties and authority specified above; and provided; further, that all additional duties and responsibilities prescribed by the Committees are consistent with those normally associated with the position of Superintendents of School in the Commonwealth of Massachusetts.”
Budget Approval Process in the Newly Proposed Region
Here you see a picture that provides a graphic illustration of the budget approval process in the newly proposed region.
1. First and foremost, the Petersham Elementary subcommittee (2 members) would both have to approve the Petersham Center budget to be presented to the full Mahar Pre-K – 12 School Committee.
2. The Mahar Pre-K – 12 School Committee approves the entire Pre-K – 12 budget. The two members from Petersham sit on this committee. In order for the budget to pass in an eleven member committee 8 of the 11 members must approve. Two of these members are from Petersham. If some amendment to the Petersham budget were to be presented to the Mahar Pre-K – 12 Committee, it would be very difficult for it to pass without the approval of the Petersham representatives.
3. If a budget were to be passed by the Mahar Pre-K – 12 School Committee that was not approved by the Petersham Elementary Subcommittee, the Town of Petersham would be provided with the option of not approving the full Mahar Pre-K – 12 budget on town floor at its Annual Town Meeting. Three out of four towns must agree in order to pass a budget in a regional school. I have been here since 2007, and have yet to see all four towns agree on a budget. As a matter of fact, Petersham’s continual support of the Mahar budget has been greatly appreciated by our school community.
Option to Gift Funds to Peterhsam Center School
In the newly proposed regional agreement, the Town of Petersham (or Orange) has the option of gifting funds to its elementary school(s). This mechanism allows for additional programs to be added to the elementary school of one town without impacting the entire Pre-K – 12 budget.
Finally...
Five layers of protection were named above for individual towns to support their schools. If a time ever came in which the interests of the Town of Petersham and the Petersham Center School were not being respected by the full Pre-K – 12 school committee, Principal, Superintendent of Schools, and/or the Budget Subcommittee, Petersham residents could vote at a town meeting to make a new decision. You see just as a vote of the Town can get into a regional agreement, a vote of the Town can be to pull out of a regional agreement.
Friday, September 2, 2011
Ground Truth vs. Official Truth: A Response to a Facebook Post
As mentioned in an earlier blog post, social networking sites can be wonderful sources of information. This is true when the information posted is factual, empirically based, and is written with the intent of promoting some type of public good. In many cases however, posts on sites such as Facebook can be written by individuals who misinterpret facts, only serving to proliferate their own misunderstandings.
Recently I was made aware of some military terminology that is fitting for this situation. In war there are two types of truth. The Official Truth is what people are willing to say publicly about things, and the Ground Truth is terminology that accurately reflects real life events. The two statements below provide an educational example of Official Truth vs. Ground Truth.
Official Truth: Our students MCAS scores are higher than many students statewide who are from similar socioeconomic backgrounds. This statement may be viewed as propaganda.
Ground Truth: Our students are consistently not meeting accountability standards set forth by the state. They are failing the MCAS in alarming numbers. This statement is a cold hard fact.
This blog post is written in response to a recent post on Facebook by a member of the Orange Taxpayers Association. In an effort to provide readers with Ground Truth, I will dissect the post one statement at a time. I have found this level of honesty about our situation is appreciated by many faculty and parents in our school community.
Ms. Piro's statements are in black
Mr. Baldassarre's statements are in red
Ms. Piro: I have asked Mr. Baldassarre how much in extra expenses it will cost the town if we regionalize.
Mr. Baldassarre: This statement is true. To clarify, I have posted the entire electronic correspondence from Ms. Piro with my response to her at the bottom of this post. You can read every question that Ms. Piro asked of me, and every response that I provided.
Ms. Piro: If we regionalize- all the elementary teachers pay will go up to meet the pay already received at the Mahar level, if the pay raises outweigh the bus savings, then financially it will hurt the town.
Mr. Baldassarre: The statement made by Ms. Piro here is not ground truth. Our consultants are currently conducting a financial analysis of the exact increases in salary for teachers if they are negotiated that way. In order for the salary schedules to be made final three teacher contracts must be merged and three non teaching contracts must be merged. All six of these mergers will involve intense negotiations with the new school committee.
A Mahar teacher with a Masters Degree in his/her first year of teaching is paid $305.00 less per year than a teacher with a Masters Degree at Orange Elementary.
A Mahar teacher with a Bachelor’s Degree in his/her 14th year of teaching will be paid $1,015.00 less than an Orange Elementary Teacher in his her 14th year of teaching if he/she has a Bachelors Degree and 18 additional credit hours.
You see, our pay scales are different. They are available for any reader to see. And I recommend perusing these documents before publishing statements about them. The bottom line, ground truth is that the salaries have to be negotiated. The union and the school committee have the right to collectively bargain.
Ms Piro: I also asked if we are implementing the suggestions from the DOE report of 2011, the suggestions in this report which I posted here a couple weeks ago, had very serious issues with the curriculum in certain areas, critical thinking skills and conversations for the students, continuity of curriculum from Fisher to Dexter to Butterfield, and the end result being poor MCAS scores, these are not money problems, but management problems, have we fixed these issues yet?
Mr. Baldassarre: The above is not true. As you will see in the correspondence posted to the blog from me to Ms. Piro, no such question has ever been asked of me. Unfortunately, those opposed to regionalization have failed to express any concerns of the quality of our educational programs via e-mail or in open sessions. This should alert those who are interested in improving education for our students.
Ms. Piro: Not enough information on the questions I am asking to warrant the regionalization at this time.
Mr. Baldassarre: We will have an informational session on October 13, 2011 here at Mahar at 7:00 PM. This is an open meeting. I have posted information on this blog and there is central office consolidation website on the mahar webpage (http://www.rcmahar.org/central-office-consolidation-website/). There readers can find a video in which we engaged a public question and answer session about this topic.
Ms. Piro: If we fund our elementary and make the changes the DOE has suggested, then our students will get a better education and we will still own our school system, I think these needs to be done first before we jump into a new system that so far, is only offering a savings to the town for one year.
Mr. Baldassarre: The elementary schools have been funded up to 20% less than the average of districts across the state in 2010, 2011, and now in 2012. The students in Orange are not being given the opportunity to compete with students from more than 300 districts in Massachusetts because of the funding issues. What Ms. Piro says is true however. If the elementary schools were given a little more than $1,000,000.00 more each year the children would be subject to a higher quality education. Of course another way to solve this issue would be to increase district capacity. This can be achieved through regionalization.
Ms. Piro: Bus costs fluctuate; pay raises only keep going up. We cannot afford to make the wrong decision.
Mr. Baldassarre: Bus costs do fluctuate. Fortunately for those in regional school districts like Mahar, our transportation costs are reimbursed by the state. This year Mahar received $309,502.00. Orange received $0.00. The state pays a portion of regional transportation. In Orange, transportation is paid for by the taxpayers.
Electonic Correspondence Below: Sent to from Mr. Baldassarre to Ms. Piro
Copied and Pasted to this Site September 2, 2011
Ms. Piro's statements are in black
Mr. Baldassarre's statements are in red
From: Michael Baldassarre
Sent: Monday, August 15, 2011 6:04 PM
To: 'nqac@verizon.net'
Subject: RE: Regionalization
Ms. Piro: Hi Mike - Brenda Piro here- I couldn't make the last meeting but will make the next - It was posted for Sept 1 st, it was also posted albeit FB that the BOS are in support of this- is that true?
Mr. Baldassarre: Hello Brenda and thank you for your correspondence. The next regionalization planning meeting is in fact on September 1, 2011 at 6:30 PM in the Media Center at Mahar. I have not been given any indication that the Board of Selectmen are against our regional effort. If this were the case, I would have to ask for reasons. You see, we have already consolidated central offices, special education administration, maintenance, technology, and cafeteria services. The final piece, an approved agreement means up to $300,000.00 in additional aid every year. Why would one turn down such funding???
Ms. Piro: I am familiar with the 2 assessments, one question I have is a comparison of what the assessment would be for elementary 2011/12 vs what they asked for at town meeting.
If we were a region- what assessment would be used?
Mr. Baldassarre: I am not clear on your question about the “two assessments.” There is really only one assessment – the statutory method that has ever been used. In this case, 3 of 4 towns must agree to pass a budget. The alternative assessment cannot be characterized by using terminology that defines it as a single assessment. This assessment methodology can be different every year. It can be changed at the discretion of the school committee. All four towns must agree in order for any alternative assessment to be passed.
If we become a larger region the rules for assessing the towns would be the same. 3 out of 4 for statutory, and 4 out of 4 for any alternative to that.
Ms. Piro: they asked for 5385037 and got 5083060- in the new regional scenario- what would that figure be?:
Mr. Baldassarre: These numbers are incorrect. The budget was again reduced to 5.037 million dollars. It appears very likely that Net School Spending will not be met in fiscal year 2012 – which is a real travesty. This will mean that NSS has not been met in three consecutive years. On average schools in the commonwealth are funded at 13% above NSS. Orange Elementary’s funding being below NSS means that our students receive close to 20% less than students across the state. But to answer your question, we would not know the outcome of the assessment until the towns voted. It is up to the school committee and the people of the towns. To illustrate this, I have attached a document that defines the proposed process.
Ms. Piro: I realize this is simplified as people are told there will be additional revenues coming in if we regionalize - but this is the question taxpayers are concerned of - a simple breakdown of funds that will rise if we consolidate would be helpful. I think if the answers are " shot from the belt" rather than the over complicated - take the long road around so as to create confusion- (not that you do it ) citizens wil understand, many citizens just want the financial breakdown- not the structure that gets us to the finances.
Mr. Baldassarre: It is true that this topic is complicated, and we are doing our best to ensure that everyone has the most accurate and empirical information. In a nutshell, here is what we stand to gain by regionalizing:
1. $50.00 in one-time bonus aid per student. With approximately 1800 students this equates to $90,000.00
2. 56% in regional transportation reimbursement. This means approximately $200,000.00 for Orange every single year. This can go up, and has been as high as 85% in recent years.
Ms. Piro: This town has a long history of frugal savers- thats how our coffers 10 years ago had 7 million in them, they have listened to our governance tell them that do this- this is good, and watched as the 7 million was spent in less than a decade.
Mr. Baldassarre: Right now, things do not look so optimistic. It is not my position to comment on town matters. As an ambassador for the schools however, state takeover of the elementary system should be on the radar of the town’s leadership. The Department of Elementary and Secondary Education has implemented a serious system for school accountability under the No Child Left Behind Act. It should not be taken lightly.
Ms. Piro: So..... you need to understand this past with our town. Citizens are extremely upset, with good cause. We have seen the management of our town not go to the good of the community. We pay people here the same pay to do a job that others do with much greater populations and responsibilities. We have always been a poor town- we are the 9th poorest in 353 communities in Mass. We have the 21st higest tax rate, our children are not doing well in school, and we act( financially) like we have cadillac services,of which many would beg to differ.
Mr. Baldassarre: It is my sincerest hope that I will have be able to provide you along with our parents and teachers with an understanding of all that has taken place over the past few years. I do not do this by stating my opinions however. I will be rooting any and all statements in facts that are made available via audits and document analysis.
Ms. Piro: also- it was stated that Orange would have to accept the budget or it wouldnt go through- I find that hard to believe- could you clarify?
Orange would have 5 members- other towns 7 ? Is this true?
Mr. Baldassarre:
Orange – 5
Petersham – 2
New Salem – 2
Wendell – 2
It takes a 2/3 vote of the school committee to pass a budget. This means that 8 of 11 must agree to pass a budget. If Orange representatives choose to, they will be able to stop a budget from moving forward since they will have 5 members.
Ms. Piro: what would the sub committes function be, and thier powers- if any?
Mr. Baldassarre: Subcommittees advise the full committee.
Ms. Piro: Information told to citizens at Fincom was the audit hadn't been done since 2010- FB parent at school meeting said 2003- clarify?
Mr. Baldassarre: The end of year report is required pursuant to 603 CMR 10.10 to be audited every year. Orange Elementary has not had its end of year report audited since 2002. I have attached a letter from DESE ordering that an audit of Fiscal Year 2010 be completed. Once information is available I will issue a report.
Ms. Piro: Thank you for your time- It would be nice to sit and ask questions, If you have time for a 1/2 hr meeting I would surely appreciate it- Talk Soon
Mr. Baldassarre: I’d love to get together. Just let me know what works for you.
Michael Baldassarre, Superintendent of Schools
Ralph C. Mahar Regional School District
Orange Elementary Schools
Petersham Center School
507 South Main Street
PO Box 680
Orange, MA 01364
Office: 978-544-2920
Fax: 978-544-8383
Website: www.rcmahar.org
Recently I was made aware of some military terminology that is fitting for this situation. In war there are two types of truth. The Official Truth is what people are willing to say publicly about things, and the Ground Truth is terminology that accurately reflects real life events. The two statements below provide an educational example of Official Truth vs. Ground Truth.
Official Truth: Our students MCAS scores are higher than many students statewide who are from similar socioeconomic backgrounds. This statement may be viewed as propaganda.
Ground Truth: Our students are consistently not meeting accountability standards set forth by the state. They are failing the MCAS in alarming numbers. This statement is a cold hard fact.
This blog post is written in response to a recent post on Facebook by a member of the Orange Taxpayers Association. In an effort to provide readers with Ground Truth, I will dissect the post one statement at a time. I have found this level of honesty about our situation is appreciated by many faculty and parents in our school community.
Ms. Piro's statements are in black
Mr. Baldassarre's statements are in red
Ms. Piro: I have asked Mr. Baldassarre how much in extra expenses it will cost the town if we regionalize.
Mr. Baldassarre: This statement is true. To clarify, I have posted the entire electronic correspondence from Ms. Piro with my response to her at the bottom of this post. You can read every question that Ms. Piro asked of me, and every response that I provided.
Ms. Piro: If we regionalize- all the elementary teachers pay will go up to meet the pay already received at the Mahar level, if the pay raises outweigh the bus savings, then financially it will hurt the town.
Mr. Baldassarre: The statement made by Ms. Piro here is not ground truth. Our consultants are currently conducting a financial analysis of the exact increases in salary for teachers if they are negotiated that way. In order for the salary schedules to be made final three teacher contracts must be merged and three non teaching contracts must be merged. All six of these mergers will involve intense negotiations with the new school committee.
A Mahar teacher with a Masters Degree in his/her first year of teaching is paid $305.00 less per year than a teacher with a Masters Degree at Orange Elementary.
A Mahar teacher with a Bachelor’s Degree in his/her 14th year of teaching will be paid $1,015.00 less than an Orange Elementary Teacher in his her 14th year of teaching if he/she has a Bachelors Degree and 18 additional credit hours.
You see, our pay scales are different. They are available for any reader to see. And I recommend perusing these documents before publishing statements about them. The bottom line, ground truth is that the salaries have to be negotiated. The union and the school committee have the right to collectively bargain.
Ms Piro: I also asked if we are implementing the suggestions from the DOE report of 2011, the suggestions in this report which I posted here a couple weeks ago, had very serious issues with the curriculum in certain areas, critical thinking skills and conversations for the students, continuity of curriculum from Fisher to Dexter to Butterfield, and the end result being poor MCAS scores, these are not money problems, but management problems, have we fixed these issues yet?
Mr. Baldassarre: The above is not true. As you will see in the correspondence posted to the blog from me to Ms. Piro, no such question has ever been asked of me. Unfortunately, those opposed to regionalization have failed to express any concerns of the quality of our educational programs via e-mail or in open sessions. This should alert those who are interested in improving education for our students.
Ms. Piro: Not enough information on the questions I am asking to warrant the regionalization at this time.
Mr. Baldassarre: We will have an informational session on October 13, 2011 here at Mahar at 7:00 PM. This is an open meeting. I have posted information on this blog and there is central office consolidation website on the mahar webpage (http://www.rcmahar.org/central-office-consolidation-website/). There readers can find a video in which we engaged a public question and answer session about this topic.
Ms. Piro: If we fund our elementary and make the changes the DOE has suggested, then our students will get a better education and we will still own our school system, I think these needs to be done first before we jump into a new system that so far, is only offering a savings to the town for one year.
Mr. Baldassarre: The elementary schools have been funded up to 20% less than the average of districts across the state in 2010, 2011, and now in 2012. The students in Orange are not being given the opportunity to compete with students from more than 300 districts in Massachusetts because of the funding issues. What Ms. Piro says is true however. If the elementary schools were given a little more than $1,000,000.00 more each year the children would be subject to a higher quality education. Of course another way to solve this issue would be to increase district capacity. This can be achieved through regionalization.
Ms. Piro: Bus costs fluctuate; pay raises only keep going up. We cannot afford to make the wrong decision.
Mr. Baldassarre: Bus costs do fluctuate. Fortunately for those in regional school districts like Mahar, our transportation costs are reimbursed by the state. This year Mahar received $309,502.00. Orange received $0.00. The state pays a portion of regional transportation. In Orange, transportation is paid for by the taxpayers.
Electonic Correspondence Below: Sent to from Mr. Baldassarre to Ms. Piro
Copied and Pasted to this Site September 2, 2011
Ms. Piro's statements are in black
Mr. Baldassarre's statements are in red
From: Michael Baldassarre
Sent: Monday, August 15, 2011 6:04 PM
To: 'nqac@verizon.net'
Subject: RE: Regionalization
Ms. Piro: Hi Mike - Brenda Piro here- I couldn't make the last meeting but will make the next - It was posted for Sept 1 st, it was also posted albeit FB that the BOS are in support of this- is that true?
Mr. Baldassarre: Hello Brenda and thank you for your correspondence. The next regionalization planning meeting is in fact on September 1, 2011 at 6:30 PM in the Media Center at Mahar. I have not been given any indication that the Board of Selectmen are against our regional effort. If this were the case, I would have to ask for reasons. You see, we have already consolidated central offices, special education administration, maintenance, technology, and cafeteria services. The final piece, an approved agreement means up to $300,000.00 in additional aid every year. Why would one turn down such funding???
Ms. Piro: I am familiar with the 2 assessments, one question I have is a comparison of what the assessment would be for elementary 2011/12 vs what they asked for at town meeting.
If we were a region- what assessment would be used?
Mr. Baldassarre: I am not clear on your question about the “two assessments.” There is really only one assessment – the statutory method that has ever been used. In this case, 3 of 4 towns must agree to pass a budget. The alternative assessment cannot be characterized by using terminology that defines it as a single assessment. This assessment methodology can be different every year. It can be changed at the discretion of the school committee. All four towns must agree in order for any alternative assessment to be passed.
If we become a larger region the rules for assessing the towns would be the same. 3 out of 4 for statutory, and 4 out of 4 for any alternative to that.
Ms. Piro: they asked for 5385037 and got 5083060- in the new regional scenario- what would that figure be?:
Mr. Baldassarre: These numbers are incorrect. The budget was again reduced to 5.037 million dollars. It appears very likely that Net School Spending will not be met in fiscal year 2012 – which is a real travesty. This will mean that NSS has not been met in three consecutive years. On average schools in the commonwealth are funded at 13% above NSS. Orange Elementary’s funding being below NSS means that our students receive close to 20% less than students across the state. But to answer your question, we would not know the outcome of the assessment until the towns voted. It is up to the school committee and the people of the towns. To illustrate this, I have attached a document that defines the proposed process.
Ms. Piro: I realize this is simplified as people are told there will be additional revenues coming in if we regionalize - but this is the question taxpayers are concerned of - a simple breakdown of funds that will rise if we consolidate would be helpful. I think if the answers are " shot from the belt" rather than the over complicated - take the long road around so as to create confusion- (not that you do it ) citizens wil understand, many citizens just want the financial breakdown- not the structure that gets us to the finances.
Mr. Baldassarre: It is true that this topic is complicated, and we are doing our best to ensure that everyone has the most accurate and empirical information. In a nutshell, here is what we stand to gain by regionalizing:
1. $50.00 in one-time bonus aid per student. With approximately 1800 students this equates to $90,000.00
2. 56% in regional transportation reimbursement. This means approximately $200,000.00 for Orange every single year. This can go up, and has been as high as 85% in recent years.
Ms. Piro: This town has a long history of frugal savers- thats how our coffers 10 years ago had 7 million in them, they have listened to our governance tell them that do this- this is good, and watched as the 7 million was spent in less than a decade.
Mr. Baldassarre: Right now, things do not look so optimistic. It is not my position to comment on town matters. As an ambassador for the schools however, state takeover of the elementary system should be on the radar of the town’s leadership. The Department of Elementary and Secondary Education has implemented a serious system for school accountability under the No Child Left Behind Act. It should not be taken lightly.
Ms. Piro: So..... you need to understand this past with our town. Citizens are extremely upset, with good cause. We have seen the management of our town not go to the good of the community. We pay people here the same pay to do a job that others do with much greater populations and responsibilities. We have always been a poor town- we are the 9th poorest in 353 communities in Mass. We have the 21st higest tax rate, our children are not doing well in school, and we act( financially) like we have cadillac services,of which many would beg to differ.
Mr. Baldassarre: It is my sincerest hope that I will have be able to provide you along with our parents and teachers with an understanding of all that has taken place over the past few years. I do not do this by stating my opinions however. I will be rooting any and all statements in facts that are made available via audits and document analysis.
Ms. Piro: also- it was stated that Orange would have to accept the budget or it wouldnt go through- I find that hard to believe- could you clarify?
Orange would have 5 members- other towns 7 ? Is this true?
Mr. Baldassarre:
Orange – 5
Petersham – 2
New Salem – 2
Wendell – 2
It takes a 2/3 vote of the school committee to pass a budget. This means that 8 of 11 must agree to pass a budget. If Orange representatives choose to, they will be able to stop a budget from moving forward since they will have 5 members.
Ms. Piro: what would the sub committes function be, and thier powers- if any?
Mr. Baldassarre: Subcommittees advise the full committee.
Ms. Piro: Information told to citizens at Fincom was the audit hadn't been done since 2010- FB parent at school meeting said 2003- clarify?
Mr. Baldassarre: The end of year report is required pursuant to 603 CMR 10.10 to be audited every year. Orange Elementary has not had its end of year report audited since 2002. I have attached a letter from DESE ordering that an audit of Fiscal Year 2010 be completed. Once information is available I will issue a report.
Ms. Piro: Thank you for your time- It would be nice to sit and ask questions, If you have time for a 1/2 hr meeting I would surely appreciate it- Talk Soon
Mr. Baldassarre: I’d love to get together. Just let me know what works for you.
Michael Baldassarre, Superintendent of Schools
Ralph C. Mahar Regional School District
Orange Elementary Schools
Petersham Center School
507 South Main Street
PO Box 680
Orange, MA 01364
Office: 978-544-2920
Fax: 978-544-8383
Website: www.rcmahar.org
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