AFT Massachusetts 38 Chauncy Street Suite 402 Boston, MA 02111 : Snow Days Snow President’s Column President’s reminder survey TELL MASS Citizens for Public Schools Public for Citizens About Truth the Shares Charter Schools On Campus: CostsOn Campus: of College the Promise Reclaiming in Lynn Retiree Corner: Tax Issues Corner: Tax Retiree Summa Cum Laude Wilkins and Carolyn Winer Gordon Kerry FEATURE FOCUS: FOCUS: FEATURE Success to Paths New Diary of a New Teacher: Diary Teacher: New of a Janco Lisa FOCUS: FEATURE In This Issue 2 3 7 8 4 5 6 CHECKING ON THE CHARTERS CHECKING ON Vice Schools’ Public for Citizens AFT with Norma Shapiro President Assistant to the President MA’s Ed Doherty at at the CPS forum on January High School, Madison Park 3. see page story, For 25. ------AFT Find us on Find Facebook at Facebook Massachusetts Continued on page 7 page on Continued “Early child care educators In addition to the legislators have a voice in setting general and basic standards for early education. Their professional experience and their own educa tion is too closely aligned to the improvement of our state’s early education system to keep them out of the deliberations about how best to strengthen early education for all children in Massachusetts.” was keen to comment on it. are critical to the lives of many Massachusetts working fami lies,” Tolman said. “We need to ensure that these professionals and union administrators, many teachers had taken time off to participate in the event and sup port the legislation. Among them was Susan Rogers, a teacher and Noting that Chapter 15D of MA Before people can fully get behind Citing ECE as a “hot button issue” “This legislation is important “Go back to your offices,” he sug In addition to being important for careers” and cited evidence that dem onstrates that “kids who have been through some sort of program before kindergarten fare much better.” General Law created a Department of Early Childhood and Development and that this agency is “already deal ing with many of these issues,” Fader to reach out to their colleagues and local representatives to help push this important bill forward. “We should be the people ensuring that the state as sists us in upholding our oath, which is to provide children with a quality education from birth. Every child should have access to childcare that is safe, engaging, professionally staffed and of the highest quality.” the bill, however, they need to under stand it. That is why Atty. Ira Fader also participated in the event. During his talk, the MTA counsel who had a hand in drafting the bill carefully explained each section and point so that everyone could be clear on what is and is not being asked in the proposed legislation. across the country, Fader pointed out how “most agree about the importance of early child education in preparing kids for their eventual educational assistant director at Commonwealth Children’s Center. because it is the only way for teachers and directors to unite across the state of Massachusetts in order to have an effective impact on the direction of early education,” Rogers claimed, urging the assembled and everyone gested, “and please tell your legislators gested, “and please tell your legislators that this is an important bill to put through this session.” parents and legislators, this issue is also foremost in mind for many of our brothers and sisters in Labor. In fact, MA AFL-CIO President Steve Tolman February 2014 - - - - - ommonwealth ommonwealth C usan Rogers, That is why DiDomenico closed “It is about quality,” DiDomenico As a parent, DiDomenico has seen “My children have benefitted from Citing ECE as “the foundation of As so many ECE workers make so Senator Sal DiDomenico, the lead “We filed this bill…[because] the As the father of a five-year-old with a call to action for those in the room and those outside. any advanced degrees. As a result, teacher turnover is high, which is a factor in diminished quality. observed. “There is no doubt about that!” first-hand the benefits of quality ECE teaching and teachers. early childhood education,” he said, “and I know it is a big issue in this state.” pen,” he said, “so keeping good teach ers is important!” education” (a fact that is backed up by copious and convincing data), the senator said, “We must provide the necessary resources to keep people in this field…. Keep good people in the field, and we will all be happy!” little (the average wage is just $25,000 a year), few are able to afford to stay in the field, especially after they garner she is ready to learn,” he said, noting, “That is what this bill is about- invest ing in our educatolers and allowing them to talk about the conditions they are working under.” sponsor of the Senate version of the in motivation explained his legilsation, offering the bill that now enjoys over 50 supporting sponsors in the House and Senate. teachers are who makes things hap tuned to the needs of parents with young children. “I want to make sure buildings, we also need to support the buildings, we also need to support the the workforce.” He also suggested that increasing emphasis put on testing makes it necessary to support the ear liest educators because, “as we impose increased standards, we must be sure the children are prepared.” daughter, Sanchez is especially at ------GIVING CHILDREN A BETTER START A BETTER START GIVING CHILDREN Children’s Center Assistant Director S Director Alissa Center Chicopee Child Development Tracy Sheerin and Pittsfield Kidzone Director Papuzynski, unite to support Childhood Education Early their fellow Bill 223 into law 477/Senate in turning House Bill workers - - -

s Massachusetts schools pre pare to “test drive” and perhaps eventually adopt the new Com

In his remarks, Rep. Sanchez In addition to legislative sponsors “We are all here today because it On February 6, educators, legisla For this reason, a large

Teachers and legislatorsunite to support Teachers ECE Establishinga Firmer Foundation phasized how, “in addition to fixing Commonwealth’s youngest citizens. While he mentioned a recent bond bill intended to raise funds for physical plant improvements, Sanchez em discussed the difficult and challeng ing conditions under which many ECE workers care for and educate the Livingstone, and other legislators and community leaders. DiNatale, the event was also attended by Rep. Jon Zlotnik, Rep. Tackey Chan, Rep. Claire Cronin, Rep. Jay Sen. Sal DiDomenico and Rep. Jeffrey Sanchez and co-sponsor Rep. Stephen for the rest of a child’s educational career,” said AFT MA President Tom Gosnell. “It is essential that we con tinue to invest in their future.” has been shown that investments in early education lay the foundation to improve their working conditions and the learning conditions of their thousands of students. 223 ) that would allow and encourage many early childhood educators to speak on their own behalf in an effort packed a private room in the House lobby at the Massachusetts State House to learn more about pending legislation (House Bill 477/Senate Bill lated by DEEC. tors, concerned parents and students gotiate with the Department of Early Education and Care (DEEC) over a range of issues that are currently regu working at about 500 resource-needy independent centers to form a certi fied organization empowered to ne serving their students and communities. House Bill 477 and Senate Bill 223 would enable teachers and directors conditions in ECE centers so that they could focus more time and energy on group through which ECE workers could discuss and seek to improve the MTA - to put forth and support a pair of bills that would establish a new chusetts Early Childhood Educators Union - a joint campaign of AFT-MA and number of state legislators have come together with the support of the Massa ies points to the impor tance of early childhood education (ECE). for success in these tests and in life. In for success in these tests and in life. Massachusetts and across the country, a growing number of stud considerable attention continues to considerable attention continues to be be focused on what can and should done to better prepare our students mon Core-based PARCC assessment, mon Core-based PARCC assessment, A HEALTH ISURANCE FOR FUTURE REFERENDA ISSUES RETIREES In Massachusetts, referenda are Last year the Governor submitted known as initiative petitions. Within legislation which would significantly the last few years, AFT MA, in alliance Thomas J. Gosnell alter the health insurance benefits for with many other groups, opposed two President, AFT Massachusetts future retirees. Cost would be tied to petitions which would have devastated length of service. For example, those public services by sharply reducing who worked in public employment revenue. Fortunately, the voters for twenty years would pay higher wisely rejected both. premiums than those who worked Now, the labor movement is A Potpourri of Issues thirty years. This type of proposal vigorously pursuing two petitions vents in 2014 have met my Core Curriculum. Massachusetts is would not affect current retirees but which would increase the minimum expectations. Many issues are one of the many states adopting it. would affect current public employees wage and guarantee five sick days for a gushing forth and will continue Whatever its merits or deficiencies E who eventually retire. larger number of workers. to do so. This article will refer to a may be, one thing is certain. If the A hearing was held in 2013 at The Executive Board of AFT number of them. assessment is done in a slip shod and which many public sector unions MA has voted to support both of superficial manner, the assessments voiced their displeasure with the bill. these referenda and will be sending MCAS AND THE COMMON CORE will be suspect. Implementation of AFT MA was among them. So far the information to all of you. the assessments in one state was so legislature has not crafted its own AFT MA has consistently opposed unprofessionally done that students’ bill nor has it taken any action on the If you have any questions or the use of MCAS for high stakes scores dropped so precipitously that Governor’s bill. We shall keep you comments, you can email me at testing. One of our concerns is that the scores have no credibility. informed. [email protected]. this emphasis meant that an excessive AFT MA will continue to express ▪ amount of time has been and is being its objections to excessive testing, devoted to test preparation and the high stakes testing, its uses, and the students’ taking of tests. implementation of assessments that Another concern has been that promote harm rather than benefit to students’ results on the tests would the education of our students. be used to evaluate teachers even though MCAS was not created for DISTRICT DETERMINED MEASURES that purpose. Although a number (DDM’s) of states have been using students’ scores on standardized tests to The Department of Elementary and evaluate teachers, such use has been Secondary Education is requiring extremely limited here. We want that that all communities include some to continue. measure of student academic Another concern is that this progress in their teacher evaluation fixation on high stakes standardized instruments for pre-K to 12. testing would lead to a constriction of Obviously this can be a thorny issue, the curriculum. This has happened. but whatever will be implemented is For example, the offerings in art and subject to collective bargaining. We music, necessary components of the shall be working with the locals to education of the whole child, have negotiate the most professional and suffered greatly. Since much time is protective language possible. Much ANNUAL AWARDS used for high stakes testing, time is more information will follow. 2013 recipients of the UMass-Dartmouth AFT Local 1895 Faculty Federation frequently lacking to incorporate the After all, AFT MA wants what is best Annual Awards (front row, from left) Dr. Kevin Stokesbury, Dr. Tracie Ferreira arts into the curriculum. for the students, fair to educators, and and Barbara Cunha, RN, stand with Faculty Federation President Dr. James Now along comes the Common collaboratively done. Griffith and ESU Chair Bruce Sparvfen(photo by Justin Maucione)

Make Sure Your Voice Is Heard: ATTENTION Take the TELL MASS Survey PARAPROFESSIONALS The official publication of he statewide “TELL Massachusetts” survey officially launched on January 21, THE 2014 BTU—AFT-MA AFT Massachusetts, AFL-CIO and will remain live until March 3, 2014. Last administered in 2012, TELL MASS is an anonymous, online survey of PARAPROFESSIONAL Thomas J. Gosnell, President T licensed, school-based educators that assesses school climate, teaching and learn- STATEWIDE Mark Allred, Sr., Secretary-Treasurer ing conditions, and supports for teaching. The survey is being administered by the CONFERENCE is COMING Mass. Department of Elementary and Secondary Education (DESE) in conjunction VICE PRESIDENTS with the New Teacher Center. AFT Massachusetts is a member of the TELL MASS APRIL 5, 2014 Tim Angerhofer 2014 Advisory Council and strongly encourages all eligible educators to complete at BTU HALL Patricia Armstrong the survey. (80 Mount Vernon Street, Deborah Blinder “This is an invaluable opportunity to ensure that educators’ voices are heard in Kathryn Chamberlain matters that affect teaching and learning,” said Dan Murphy, AFT MA’s director of Dorchester, MA 02125) Brenda Chaney educational policy and programs. “Ideally, the results can be used by teachers and Kathy Delaney administrators to engage in collaborative school improvement planning. Strengths Registration Deadline is Catherine Deveney can be celebrated and areas needing more work can be tackled jointly.” Patricia Driscoll Friday, March 28. Marianne Dumont The following are some key facts relating to this year’s survey administration: Brant Duncan To register or for more J. Michael Earle • The online, anonymous survey runs from January 21 to March 3, 2014 information, contact Margaret Farrell • School-based educators in licensed positions are eligible to take the survey Jenna Fitzgerald (e.g., teachers, administrators, guidance counselors, nurses, social workers, and oth- Pat O’Donnell at Richard Flaherty ers in jobs that require a DESE license). the Boston Teachers Union Paul Georges • Eligible educators can access and take the survey at www.tellmass.org via (617-288-2000) Daniel Haacker any Internet location, at any time, using an individual, anonymous access code. Joyce Harrington • Educators should receive letters of instruction and access codes from their Susan Leahy building principals. The codes should be distributed randomly to ensure anonymity. Francis McLaughlin • Educators who do not receive an access code can request a single code via Bruce Nelson the TELL MASS Help Desk at any time. Also, if needed, multiple codes for educators Want more information? James Philip at a school can be obtained by any school representative (e.g., any teacher) one week Joe Poli after the launch of the survey (after Jan. 28). The school representative should call Want to get more Robert Salois the Help Desk at 1-800-310-2964 and provide an email address to receive “batch involved? Bruce Sparfven codes” to be printed and disseminated to colleagues in his/her school. Richard Stutman • A school must achieve a 50% or higher survey participation rate in order to Gale Thomas receive building-level results. Go to our website for • During the survey window, anyone can view the real-time response rate exclusive information Matt Robinson, Editor tracker at www.tellmass.org to make sure schools are on track to reach the mini- and access. 38 Chauncy St., Suite 402 mum 50% participation threshold. Boston, Mass. 02111 • Survey results will be made available five weeks after the survey window Tel. 617-423-3342 /800-279-2523 closes. Once posted, the data will be passcode-protected for a two-week courtesy www.aftma.net Fax: 617-423-0174 review period. www.aftma.net • Extensive information regarding the survey, including 2012 results, can be [email protected] found at the TELL MASS website, www.tellmass.org. Questions or concerns regard- ing taking the survey may be directed to the TELL Mass Help Desk by calling 1-800- c. 2013 AFT MA, ARR 310-2964 7:30 a.m. to 4:30 p.m. EST. 2 janitor, and anything else he was asked to do (all for a 40-hour mini- Checking on the Charters mum wage salary), Smith described the demoralizing “demerit” system Citizens for Public Schools hosts forum and other programs that, he said, “do ith a new administration in Speaking of state representatives, populations similar to those the pro- not work for a lot of students.” Boston and more applica- Frank Smizik from Brookline, Pat posed school seeks to serve,” including While charter schools may have Wtions for charters being pre- Jehlen from Somerville and Liz Malia students of, “limited English…profi- been intended as a means to close the sented across the Commonwealth, the from Jamaica Plain were all in atten- ciency.” Even so, many recent charter achievement gap, Belson suggested issue of charter schools remains one of dance at the event and all received ap- applications have been approved even that they are not the best way. Offer- the primary concerns for supporters of preciative ovations when introduced. though they make no mention of such ing the example of Medford’s highly- public education. In her remarks, Professor Cook qualifications. touted Mystic Valley Regional Charter On January 25, Citizens for Pub- quoted famous education expert John “They are being allowed to grow School, Belson pointed out how, as lic Schools (www.citizensforpublic- Dewey in proposing that, “What the without proof of promise,” Mogul sug- they do not have one single ELL stu- schools.org) hosted a public forum at best and wisest parent wants for his gested. dent, it is difficult to see what value or Madison Park High School in Boston own child, that must the community “If the schools were proven provid- solutions they can be providing. “If the to discuss the state of the charter want for all of its children.” In saying ers,” Jehlen added, “this wouldn’t be a reason for charter schools is to close school movement and what it means this, Cook echoed Doherty in suggest- problem.” the achievement gap,” Belson asked, for public schools. ing that one of the main problems Another problem Jehlen discussed “shouldn’t they take kids who are the “We are here to examine an ex- with the charter school movement was particularly pertinent to the venue achievement gap?” periment that began in 1993 with the is its lack of equality in terms of the at which the CPS event was being held. Belson then offered a more effec- Education Reform Act,” explained students it serves. “At one time,” he recalled, “Madi- tive alternative. Citizens for Public Schools (CPS) Vice “We have to hold charters schools son Park had programs for [immi- “The achievement gap will never be President Norma Shapiro, noting that, – and all schools – accountable for grant] kids with interrupted education closed unless we deal with preparation as we are all tax payers in addition to equity,” she said, noting that the programs to help them get the kind gap,” he said, emphasizing the impor- concerned citizens, we have the right “danger” inherent in surrendering of trade training they wanted if they tance of early childhood education. to know if charter schools represent public education to a market system is wanted it.” Unfortunately, about eight Belson also suggested that, in the “best way to spend the money that that “someone has to be a winner and years ago, such programs disappeared. addition to working with the entire we budget for our children.” someone has to be a loser.” Cook also “Why?” Jehlen asked. “MCAS.” community of students, we need to In addition to over 100 students, noted how many elements of the mar- Mogul went on to discuss a similar work with the “whole child” instead of teachers, parents, community mem- ket have crashed and suggested that, situation for students with disabilities, just the part that can fill in bubbles. bers and education and community as students are not “widgets,” such a noting that while Boston Public School “MCAS is being used in areas where leaders in attendance, the event fea- system is inappropriate and unfair. (BPS) rosters include 11.5% students there are much more complicated tured a pair of panels that included Cook also emphasized Doherty’s with emotional issues and 6.9% problems than academic perfor- both local and national experts on ed- points in dicsussing the lack of train- with Autism, charters only include mance,” he observed. “We do not edu- ucation and education policy. Among ing many charter school teachers 7.5% and 2%, respectively (the latter cate kids to pass MCAS; we educate the speakers were AFT MA’s Special have. “You want the best surgeon number amounting to just 17 students kids to go out into the real world…and Assistant to the President Ed Doherty, working on a tumor,” she suggested, in 16 schools). Using “no tolerance” make an impact.” Mass Advocates for Children’s Jerry using a medical reference as a tribute and other punitive policies, charter Continuing the commentary on Mogul, Roger Rice from the Multicul- to her Boston hosts. “We want the schools make it more difficult for such the importance of diversity in schools, tural Education and Training Associa- best teachers with students to enter and Gallo admitted that the 54% ELL tion (META), Medford Superintendent students who need far easier for them to and 82% low-income populations in Roy Belson, Lawrence School Com- the most help.” leave. “In fact,” Mogul Lynn’s public schools pose challenges, mittee member James Blatchford, While she noted, “only two of the but also offer strengths in making the Lynn School Committee member realizes that “the 18 websites for charter community “a rich educational and Charlie Gallo, and Dr. Daniella Ann reality is that char- schools mentioned social experience.” He also noted how Cook, a professor in the Department ters are here,” and special education.” the once-threatened academic com- of Instruction and Teacher Education admits that some “Proud” BPS parent munity in Lynn is now thriving. at the University of South Carolina. charter schools and advocate Karen “We are opening and reopening In his remarks, Doherty cited the have developed Kast-McBride told her schools and hiring teachers,” he said “similar views” that are shared by AFT useful ideas, Cook personal story having of the schools that were recently taken MA and CPS. “Too much money is complained that a child with a learning off the infamous “Level IV” list. Gallo being drained from our public school most charters are disability being dis- also proudly mentioned how, last De- systems to pay for charter schools ,” unwilling to share couraged from apply- cember, his colleagues unanimously Doherty said, noting that , this year their ideas (as they ing for admission to a passed a resolution opposing the alone, the City of Boston has had were originally charter school. ‘They establishment or expansion of charter $87.5 million taken from its School intended to). suggested I not apply,” schools in Lynn. Department budget on account of “People say they she recalls, noting how “Communities from all over the the growing charter school presence. care about kids,” many students who state have pushed back against plans “The state has to find a way to reim- Cook observed. are granted admission for more and more charter schools,” burse our cities for these crippling “We have to look CHARTING A BETTER COURSE are suspended before noted CPS President Ann O’Halloran. losses.” at who is giving Lawrence School Committee MCAS season in order “It’s a step in the right direction,” Doherty also noted how charter what information member James Blatchford tells to avoid damaging the Gallo suggested, “and I wish other school enrollments rarely reflect the and how indepen- of the positive steps being taken charter school’s scores districts would do the same.” communities in which they are estab- dent it is.” After by public schools in Lawrence and and reputations. Another “gleaming ray of hope” lished, especially in terms of students all, she noted, elsewhere at the CPS forum at Despite her frustra- that was discussed at the event was with special needs or students who “Choice is an Madison Park High School tion, Kast-McBride the Oliver Partnership School in need extra support learning English. illusion without also said that charter Lawrence. Again likening the world of “They are very quick to send back to better communication and account- schools have “a place in the ecosys- education to that of medicine, Blatch- public schools students who do not ability.” tem that is our education world,” but ford observed how “doctors become perform well or who cause any prob- As noted by CPS Executive Board emphasized how our elected officials heads of departments” and noted how, lems ,” Doherty observed. member Alain Jehlen, many students must “make it a point to hold them at this pioneering program (which is Doherty also noted how AFT MA are not given a choice at all when it accountable.” She discussed painstak- being closely watched both locally and and CPS share in their disappointment comes to whether or not they can ing personal research that revealed the nationally as a possible blueprint for regarding how many charter school benefit from the alleged advantages of per-pupil funding allocation for char- other districts) “we have teachers who teachers are not as fully qualified or charter schools. “The central promise ter schools is more than twice that for now run the school ,” proving that certified as public school teachers of charters is to take the same kids and public schools and noted that, when “teachers know what they are doing if are and, in fact, must be. “We believe do a better job,” he suggested. Unfor- charter school students are expelled given the opportunity.” teachers in charter schools should be tunately, Jehlen noted, “they do not (as they all-too-often are) the public In the end, this event seemed to be held to same high standards...and cer- serve many students with substantial school system does not get the money most about that- opportunity. Stu- tified under the same terms and also disabilities” or ELL students. back. dents want the opportunity to get the receive professional teacher status as “Charters are not taking ELL stu- “We should not be paying for them best education they can and teach- we do,” he proposed. dents,” Jehlen observed, “and when out of our budgets,” Kast-McBride ers want the opportunity to give it to In closing, Doherty strongly urged they do, they take those with the high- said, noting how cuts to public school them. The question is, therefore, can all those who are interested in the est level of English proficiency, not budgets have threatened or ended we raise our voices loud enough to be state of public education (which those who need more help.” such vital programs as art, physical heard over the din of the corporate should include all of us) to read Diane According to M.G.L.A. Chapter 71, education and even the STEM pro- agenda? At the end of the day, CPS Ravitch’s new book, Reign of Error, a Section 89(i)(3), the Board of Educa- grams that Race to the Top and other Executive Director Lisa Guisbond book that was recently presented by tion is only to approve a new charter programs were meant to promote. seemed to think so. AFT MA to every state legislator. “We school if the organization behind it Another speaker who described “I feel so empowered and encour- hope that [you and] they will take the “has a record of operating at least 1 negative experiences with charters was aged by the number and quality of time to read that book,” Doherty said, school or similar program that dem- former MATCH Corps Member Bar- people we have involved,” said Guis- “and if you see your state representa- onstrates academic success and orga- rett Smith. In addition to recalling 60- bond, “and I invite everyone to get tive, please ask them if they have.” nizational viability and serves student 70-hour weeks of serving as a teacher, more involved!” ▪ February 2014 3 knew that I had made a NEW VIEW teachers and students alike made great decision. Special Education it work. A camaraderie that is not As a new teacher, I teacher Lisa common was formed amongst the was anxious, but most Janco is helping staff and I feel privileged to have been Diary of all excited. The school to change public a part of it. of a New Teacher year seemed to be off perspectives We all spent about six months in to a relatively smooth about Lawrence this temporary school and ultimately Lisa Janco start, until a fateful day schools returned back to the Guilmette, 1st grade Special Education Teacher in October when we were thankful and appreciative of the Guilmette Elementary School, Lawrence told that we would be modern conveniences and technology leaving the school due it had. I know that I was wistful about to unsafe mold levels. became what the time spent at our “temporary” began working at the Guilmette What started as a long school should be home, but what I learned was that Elementary School in September weekend, turned into all about. Our when you have students that want to Iof 2010. As a life- long resident a months long journey students arrived learn and are able to adapt to change of the Merrimack Valley, I was well that includes some of my that first Monday and teachers that are dedicated, hard- aware of the many stereotypes that fondest moments of my a bit confused, working and also flexible, anything had been connected to the teachers tenure in Lawrence. but willing and is possible even within the most and students of Lawrence. However, I saw teachers step up excited to see their seemingly impossible situation. I my first impression of the students to the plate and create warm, inviting “new” classrooms and get back to believe this time in the Guilmette and staff at the Guilmette was the classrooms from just about nothing; work. The resilience and adaptability School history could change mindsets opposite of all that I had heard. I was bringing in books and supplies from of these children will forever amaze about education in Lawrence. Just immediately struck by the warmth home, procuring donations and me. These classrooms were stripped when some might say the deck is I felt walking through the front enlisting friends and family members down, bare and basic, we had no stacked against us, the students door. I quickly realized how lucky I to help. It was wonderful! As a new computers, specials were held in a and teachers are able to rise above. was to work with such a dedicated, teacher, I was impressed and grateful cafeteria that did triple duty as the Our students learned and made hard-working and helpful staff. That to be surrounded by such wonderful, auditorium and gymnasium, students great gains during this transitional coupled with students that were dedicated colleagues. walked uphill in the snow during one time academically, socially, and excited to learn and be in school; I Our “temporary” home quickly of the worst winters we had seen but emotionally. And that is priceless! ▪ Feature Focus: Snow Days This might involve a series of assign- Educator’s Opinion Boston, it is virtually impossible to Educator’s Opinion ments and pre-taped videos posted close schools early since busses cannot By Ken Craft online for students to access from By Michael Maguire be easily rerouted. hanks to the polar vortex and a home should the weather turn inclem- econd only to “summer vaca- On December 13, 2007 snow string of weekday snowstorms, ent. It also could include a web-based tion,” a student’s two favorite started falling at noon. By school this has been the winter of our learning management system (LMS) words are “snow day.” dismissal, the traffic was nearly grid- T such as Edmodo or Schoology where S locked. A colleague of mine said it discontent. Those of us over 40 recall the epic The reason is a familiar one: The students and teachers can interact blizzards of 1978. Over 21 inches fell took her over five “atrocious” hours to venerable snow day. online. from January 20-21 and 27 inches fell complete what was usually a 45-min- For students, the two words are In consideration of those students from February 6-7. I was in the first ute commute! Schools that dismissed magical, conjuring images of hot who lack computer access, teachers grade when the blizzards hit and I can late did not have busses show up for chocolate, snow angels, and snowball must also provide hard copies in what count on one hand how many days of hours, if they showed up at all. Many fights (or, to update matters a bit, of Ohio calls a “blizzard bag” for students school I attended from the first storm teachers and principals sacrificed their marathon video games, Netflix mov- to take home. The law grants students until February break. own family concerns to wait with and ies, and social networking sites). up to two weeks to hand in this work. In the past 36 years, meteorology comfort stranded children. This one Though teachers may take secret In consideration of parents who might has improved so much that we now storm made it clear that contingency pleasure in the unexpected gift of a be spending the day at home with occasionally cancel school a day or two plans are a must! day off, too, they also realize that it’s a their children, the work tasks created in advance of an approaching storm. Since the blizzards of ‘78, the Trojan horse of sorts. Unlike Cracker by teachers must be ones that can be It is hard to fault mayors and super- Commonwealth of Massachusetts has Jacks, the “surprise inside” is no treat. done independently by their students. intendents for calling off school early invested countless millions of dollars Every day lost in January, February, By now, electronic classes are when every media outlet warns of the in snow removal equipment. Today, or March becomes a day tacked on in old hat at colleges and universities. impending snowfall. In our 24-hour roads can be cleared much more the furnace of June. Flipped classes, made famous by news cycle, parents want to know now quickly and efficiently, provided of Fair exchange? Not if student Salman Khan and his Khan Academy, what the plan will be for tomorrow (or course that the equipment is gassed up learning is the gold standard. As stu- are also mak- even the and ready for use. Sometimes, how- dents will happily acknowledge, make- ing inroads day after). ever, we are still caught off guard. up days in June count in the state’s into teacher Who can From March 31 to April 1, 1997, eyes but not theirs. They know it’s all planning blame Boston was hit with a greatly unex- over but the shouting by then. Most and prepa- them when pected 25.4 inches of snow that was grades have already been checked in, ration in so many part of a huge late-season storm. and most minds have already been the brave parents From Maine to Maryland, people checked out. new world have to were house bound for days since There’s also the matter of climate. of technol- scramble many shovels, plows and sanders By late June, the words “polar vortex” ogy part- to find were already stored away for the year. don’t look so bad, not with students nered with alternate More recently, the entire country was and teachers melting over their desks education. placement affected by a storm in January of this like so many Salvador Dali clocks. It was only for their year. While northern cities recovered Heat and humidity can become a matter of A WELCOME SIGN? children? relatively quickly, places that were not unbearable when snow days push the time, then, Snow days wreak havoc on traffic and schedules In 1948 used to such weather took far longer school calendar into early summer. before some- Boston was to dig out. In fact, as many of these The bottom line of all this is that 180 one came up with the idea of melding experiencing such epic snowfalls that areas had absolutely no equipment school days – the amount prescribed electronic tools with online learning to then Mayor James Michael Curley to handle snow removal, even less by law for students – become legiti- counter Old Man Winter and his hoary sent a letter to the president of the than two inches was enough to cripple mate on paper only. On blazing June old sidekick, the snow day. Massachusetts Institute of Technol- them! makeup days, sweaty students are go- Snow may stop school buses in ogy asking for his help in finding ways No matter how many storms we ing through the motions, and not very their tracks, but it seldom freezes com- to remove snow. Mayor Curley’s fear weather, it is worth remembering that, convincingly, either. puters. Ohio teachers have warmed was that flooding would occur if all in many ways, our high school stu- It doesn’t have to be this way. For to the idea of turning snow days into the snow melted at once. Curley even dents are as new to snow as southerns inspiration, we need only look to virtual school days that count toward asked MIT about the feasibility of us- are when it comes to driving. I be- Ohio, which is working on sending school districts’ legal obligations and ing flamethrowers on the snowbanks! come a driving instructor-cum-physics the “snow day” the way of the Edsel. end the school year on schedule. MIT president Dr. Karl Compton teacher each time the first flakes fall. I That’s right. Retiring the term for Massachusetts, host to many a replied rather playfully that a better consider it good practice for when my good by making it all but obsolete. “Nor’easter” in the winter months, approach is to use salt. own children become teenage drivers, Under a law that went into effect would do well to take notice. “E- It is now standard practice not only but that’s not for at least four of five this year, schools can use up to three learning days” might truly be a case to sand and salt the roads as they are more blizzards. “e-learning days,” which amount to of teachers and learners having their being plowed, but often to pre-salt ▪ school days in snow days’ clothing. To cake and eating it too! the road so that the first snow melts Michael Maguire is a Latin and meet obligations under the law, school ▪ quickly and easily. Classics teacher at Boston Latin districts must forward plans to the Ken Craft is an eighth grade Eng- Traffic nightmares often occur Academy. Ohio Department of Education detail- lish teacher in Holliston. when the snow starts falling during ing preparations for “e-learning days.” the school day. In a district such as

4 The AFT Massachusetts Advocate FEATURE FOCUS: New Paths to Success Putting Partnership on the MAPP hile the focus on such this program. achievement gaps by improving aca- and coordination between the Com- subjects as science, tech- Hines-Fisher goes on to explain demic and career programs. monwealth and the City of Boston, Wnology , engineering and that participants in RoxMAPP are en- In addition to partnering students and Roxbury Community College and math (STEM) remains prevalent in couraged to enroll in one college-level at the two institutions, RoxMAPP is Madison Park High School.” academic circles, it seems that more course at RCC while still matriculating also engaging area business adminis- Citing RoxMAPP as a “bold com- people are talking about them than are at Madison. “Classes are held at RCC trators to encourage and support the mitment” on behalf of all partners and actually doing something with them. and are taught by college faculty,” development of skills and interests participants, Gottlieb goes on to sug- Recently, however, a pioneering part- Hines-Fisher says, noting that a goal that are engendered in the program. gest that the program should help not nership was formed between Roxbury of the program is “to ensure students Many of these community members only the schools grow but should also Community College (RCC) and Madi- have work-related training that can have been organized into a Joint help grow the local economy. son Park Vocational Technical High lead to successful careers in high- Industry Advisory Board (JIAB) that is “Their synergies can create a pow- School that will not only help students demand fields.” charged with not only supporting stu- erhouse pipeline to ensure that gradu- in both institutions develop their skills After graduating from Madison, dents but also supporting each other ates have the skills that tomorrow’s and abilities in these important areas RoxMAPP participants have the op- and their community by creating new workplace will demand,” Gottlieb says. but will also help prepare them for tion of attending RCC or transferring opportunities in and around Roxbury. In order to continue to ensure that further studies and eventual careers. their credits to other schools. “Madi- Among the members of the JIAB are the program and the students involved Launched in June of 2013, The son and RCC faculty are working col- RCC President Valerie Roberson, RCC in it do all they can for themselves and Massachusetts Academic Polytech laboratively to align curriculum, and Board Member and Year Up Admin- their community, Hines-Fisher ex- Pathway-Roxbury program (a.k.a., addressing common core standards istrator Gerald Chertavian, Partners plains that the JIAB is always looking “RoxMAPP”) is intended to prepare as the current phase of the pathway,” HealthCare CEO Gary Gottlieb, Neil for new partners to approach and new the educators, engineers, health care Hines-Fisher says. Sullivan from the Boston Private companies and fields to incorporate professionals and scientists of the fu- According to program organizers, Industry Council, advertising execu- and involve. ture by offering them mentorships and RoxMAPP is intended to implement tive Jack Connors, City Year Boston’s “Currently the JIAB…[is] determin- support today. By exposing students new academic and career development Sandra Lopez-Burke, Suffolk Con- ing the career programs to include in at Madison and RCC to opportunities programs, expose students to career struction’s John Fish, Boston School the next pathway,” Hines-Fisher ex- sooner than they might have been pre- options early in their high school Committee Member Claudio Martinez, plains, noting that recent suggestions viously, it is hoped that the students careers, and provide them with greater and Boston City Councilman Tito have included information technology, will have the time and interest to access to work-based learning op- Jackson. clean energy and life sciences. engage possible paths in the sciences portunities. The program also creates “To meet our ambitious long-term Already, RoxMAPP has made clear and to be better prepared for the chal- effective and efficient pathways to em- goals, we need to ensure our young and measurable gains, both for the lenges of school and jobs. ployment in industries such as health people are prepared to compete for students at Madison Park and RCC “Madison Park Technical High care, information technology, and the the jobs of the future by aligning and for the community at large. School is the only career and techni- life sciences. Among the specific goals education with career opportunities “This first-of-its-kind collaborative cal program in the city of Boston,” cited by program administrators are and establishing partnerships among effort will offer young people greater explains Opal Hines-Fisher, Madison’s providing more responsive support our local educational institutions access to educational opportunities coordinator for the RoxMAPP pro- to students, increasing retention and and businesses,” Fish suggests. “The and resources, exciting work-based gram. As Madison is also nearby to graduation rates, supporting college RoxMAPP partnership is a major learning programs, and employment RCC, it was the perfect place to launch and career readiness, and closing step toward increasing collaboration options after college,” Fish says. ▪ YMSS Helps Young Men Say “Yes!” ith academic, occupational, and Lewis Middle. become successful leaders.” ficed before me is a principle I take and social pressures bear- “It’s a great way for our youth to Once young men (or women) come seriously,” Hayles explains, observing Wing down on them, it can be invest their energy,” says UMass-Bos- to YMSS, they are offered a partner- how this understanding has “evolved difficult for young men of color to plot ton sophomore and YMSS participant ship with an adult mentor with whom into a passion to work and mold future a plan or even find a direction for their Ted Hilaire. “It’s very beneficial to they develop an individualized “life generations.” lives. Every day, more young men fall your life…[and] what the community curriculum” that promotes personal A long-time educator who has through the cracks and more research of YMSS offers is something you can’t change as the main means of changing also provided student services at the details the need for change. find in any school.” their life circumstances and garner- elementary, secondary and college Fortunately, there is a growing or- “Educating the public is the most ing a chance at a meaningful and levels, Hayles also has an intimate un- ganization that is intended to provide powerful thing that we can do,” says successful life. While financial wealth derstanding of how to work effectively not only training but support and di- Winchester High student and YMSS is considered as a potential goal, with students, especially those who rection to young men. Since 2010, the participant Erik Shing. “That is what YMSS also defines success in terms are having difficulty finding success Young Men’s Success Series (YMSS) Mr. Hayles aims to do every day!” of character and relationships. “Our in school and in life. “I have managed has been providing young men of color Posing YMSS as “a window that thinking is that one cannot lift others programs for students with a focus on with life skills designed to maximize more individuals will soon want to from poverty and destructive thinking completing college and career devel- their chances for success. look through” to escape stereotypes if they…have little to give,” Hayles ob- opment,” he recalls. “In all my profes- According to Founding Director “skewed perceptions,” Shing observes serves. “Individual success is of little sional positions, the mission has been Percy Hayles, YMSS was born from that, while it may be “an uphill battle... consequence unless it open doors and the same: To expand educational op- “the frustration of low performance with the assets that YMSS is rapidly engenders success for others.” portunities for disadvantaged students schools and the well known issues that acquiring, we will be able to move While YMSS helps individuals, its by improving academic pathways.” face young men [of color].” As many mountains!” larger focus is on the community as a While an academic advisor at of these young men are raised in what Though whole. Northeastern University, Hayles Hayles calls “fragmented” families and nominally “We… created a program for boys without in low-income communities, opportu- intended promote fathers called Simba (which means nities and guidance are often in short for men, commu- “young lion”) in which he connected supply. YMSS strives to fill those gaps YMSS nity lead- elementary students with mentors. so young men can be more fulfilled. also offers ership” As the participants in YMSS are older In order to attract potential par- benefits Hayles and further along in their lives, Hayles ticipants, Hayles calls on community to young notes, suggests that “the stakes are higher leaders to speak at YMSS’s bi-monthly women also men- and the task more difficult,” citing workshops (including a meeting with as well. tioning the myriad opportunities men of this City Councilman Tito Jackson on Jahlissa educa- age have to “make wrong decisions.” February 22 and BASE baseball league Jackson tion, That is why he works so tirelessly to founder Robert Lewis on March 8) is an 11th integrity, develop and grow his program and its and field trips (including a visit to grader at BEHIND EVERY SUCCESSFUL YOUNG MAN... leader- community outreach. Google on February 19) and also Welles- YMSS Director Percy Hayles (right) with marketing ship and “I see my professional and com- engages mentors and tutors to work ley High executive and YMSS mentor Dedric Polite profes- munity service as instruments to make with participants on such important School. “I sional- a difference in the lives of those who academic issues as science and math. wanted to join YMSS to make a differ- ism among YMSS’s core values. have been relegated to the margins of “We meet every second and fourth ence,” she says, noting how many of A native of Cleveland with a Mas- society,” says Hayles, who also direct- Saturday from 9:30 to 12:30,” Hayles the leadership skills can be “taken in” ters degree in history from the Univer- ed the STRIVE program that trained explains (for information, go to www. by young girls or by anyone. sity of Akron, Hayles came to Boston and placed chronically-unemployed ymssboston.com), noting the strong “I see YMSS growing every time I 22 years ago with a deep understand- workers. “ My…focus is to build YMSS relationships that have already de- go,” Jackson observes, “but the only ing of the importance of community into a safe haven for young men who veloped with schools such as Timility way we can gain more people is if service. “The idea of giving back to need the support to succeed and be Middle, Madison Park, and Higginson young [people] want to learn how to others as a debt to those who sacri- full participants in society.”▪ February 2014 5 On Campus Dan Georgianna, Political Director UMass Faculty Federation, Local 1895 The Costs of College: Men v. Women ising costs and falling benefits also face the risk of not graduating, What happened to the men? and study more, behavior that leads have made college a bad invest- which puts them in about the same The economic argument is that men teachers to favor girls over boys. Rment for many students. While income level as high school graduates. who do not go to college have higher There are plenty of other areas the percentage increases in costs have In this case, the ungraduated student paying alternatives than women. Con- in American life where women face slowed a bit, especially at UMass and will never break even on their loan. As struction, building trades, and manu- discrimination. The glass ceiling for other public universities, four (now John Belushi says in “Animal House” facturing, which are typically posed as women executives remains firmly in more likely six) years of college for a after his character, future Senator John men’s jobs that do not require college place. Thirty years ago, a friend of child costs more than their parents’ “Bluto” Blutarski, is expelled, “Seven degrees, pay more than clerical and mine looking for this kind of work told home for most families. College loans years of college down the drain” service work, which are more typically me that most executive positions for now total more that $1 trillion in the Today’s students are hopefully more jobs held by women. In other words, women start with A, as in Assistant U.S. and loan payments look more and likely to spend seven years in college women have more to lose from not at- (now upgraded to Associate). more like mortgages. because they are working several jobs tending college or from dropping out. The discrimination and inequality Research has shown that the aver- rather than because they spend too Economic class also plays a role are not jus tone-sided, however. In fact, age college graduate in his early 20s much time partying. In either case, in men refusing college. Boys from the other bad news concerning men is who has borrowed $100,000 and finds however, ending up without a degree higher-income families do not choose that the labor force participation rate a job after graduation will break even costs far more now. working-class jobs over college. In Ivy is dropping for men at about the same from his investment in college loans As a result of thehigh costs and low League and other expensive schools, rate as their college enrollment and when he is 34. However, finding a job assurance of return, many students are ratios of men to women are much graduation. far from guaranteed. High unemploy- opting out. According to gender stud- closer to 50%, and some of these These are problems that need fixing, ment for college graduates is more than ies, more men than women have made schoolls actually enroll more men than and educators have the experience and a statistic. We all know graduates who the choice that college isn’t worth it. women, especially in computer science knowledge to solve them. can’t find jobs, take jobs that used to About 60% of current college students and engineering programs. When responding to the debate go to high school graduates or work as are women. This is a reversal of the Cultural differences also seem to “Resolved: Men are Obsolete,” famed unpaid interns. numbers seen just a generation before! be important aspects to consider when gender scholar Camille Paglia had it ex- While college graduates still have The same percentages hold for gradu- discussing gender differences in college actly right. “When an educated culture lower unemployment rates that high ates, including associate, bachelor, and enrollment. In many cultures, school routinely denigrates masculinity and school graduates, once unemployed, masters degrees. More women than is not considered “cool” for boys. Also, manhood,” she saud, “then women will college graduates have the same chance men also receive doctorates, but the many K-12 schools favor girls over boys be perpetually stuck with boys.” of remaining unemployed long-term as percentage difference is less than for because they typically work better to- ▪ high school graduates. College students other degrees. gether, act out less, ask for help more, Reclaiming Takes Collaborative Effort LTU President Brant Duncan; Gale including teachers from Lawrence. We a powerful resource it is and how it Educator’s Opinion Thomas of the LBEF; and Lynn School were able to collaborate as a leader- helps teachers to know where student By Sarah McIsaac Committee member John Ford. ship team and make decisions about strengths and weaknesses are and to and Alyson Serwak The conference began with AFT what actions we were going to take in relfect on their own practice so they eclaiming the promise of public President Randi Weingarten articulat- order to make improvements at Cob- can adjust appropriately. education requires everyone to ing the unifying concept of Reclaiming bet Elementary School and elsewhere. Creating collaborative partnerships work towards a common goal. the Promise of Public School Educa- “The Cobbet leadership team is ea- among our schools is also important R tion. She spoke passionately about ger to continue to work together on all to us. We feel that working together to At the Center For School Improve- ment Leadership Institute, we learned education representing our “collective facets of the principles and practices strengthen best practices and student that collaboration is the key corner- obligation to help all children succeed” that were discussed at the conference,” achievement will help benefit our stu- stone for reclaiming the promise. and that “economic and societal fac- said Viselli, “so that they are not only dents and teachers. How do we create safe, engaging tors” cannot be ignored when promot- sustained but will eventually become “This was a great opportunity for schools that parents and children ing and culti- woven into our core the community, district, union and want to attend? How do we develop vating growth values here.” schools to collaborate as a team,” Rug- and deliver engaging lessons to help in all of our We are excited giero said. “Being part of that process raise student achievement? We need children. to say that we have gave me a sense of pride that the work to form trusting relationships between Reclaiming developed an action we are doing in Lynn is at the cutting students, teachers, administrators, the promise is plan that will be focus- edge of what is happening nationally. parents, unions and local business and taking a holis- ing on team building I am looking forward to watching the community leaders. If all stakehold- tic education- to help create trusting leadership team at the Cobbet School ers unite, not only will it benefit the al approach relationships within develop a plan to collaborate with students we educate, but it will also to provide the Cobbet com- teachers, parents, community, dis- help build stronger relationships and a safe and munity. We feel that trict and other schools. This work will strengthen the climate and culture of welcoming continuing to develop bring our schools and district to the our communities. environment a strong collaborative next level of education.” With the help of the Lynn Busi- that promotes climate and culture The recurring message that we got ness Education Foundation (LBEF), teaching and will have a profound from President Weingarten was that the Lynn Teachers Union (LTU), and learning in impact on student building trusting, lasting partner- the City of Lynn, Cobbet Elementary our schools. achievement and will ships that involve all stakeholders will school was offered the opportunity to Most im- also help strengthen greatly impact student achievement attend AFT’s 16th annual Center for portantly, our core values. and help reclaim the promise of public School Improvement Leadership Insti- reclaiming Another area we education. Looking around our group, tute in New York City from Jan. 23-26. the promise is are focusing on is we realized that we had a representa- Cobbet’s leadership team was chosen about uniting READY TO RECLAIM data-informed deci- tive from the district, union, admin- to attend because it is currently des- students, par- Alyson Serwak and Sarah McIssac sion-making. “Our istration, teachers, school committee ignated as a Level 3 school, with the ents, teachers team learned how to and a business partner, which rein- vision of raising student achievement. and communities. analyze and interpret data to consider forced that the city of Lynn is heading The Lynn leadership team that There were five principles and appropriate interventions to raise stu- in the right direction. attended was comprised of a variety practices upon which the School dent achievement,” Garrity said, citing ▪ of stakeholders: classroom teachers Improvement Leadership Institute a data analysis protocol we learned Sarah McIssac is a Curriculum and Anthony Frye and Alyson Serwacki; focused: Effective Communica- to use in order to identify and assess Instruction teacher (CIT) at the Cob- curriculum instructional teachers tion, Team Building, Data-Informed school community needs by using bet School in Lynn. Geoffrey King, Peter Viselli and Sarah Decision-Making, Professional Devel- multiple data sources as a collabora- Alyson Serwak is a third grade McIsaac; Cobbet Principal Susanne opment, and Team Action Planning. tive mechanism for decision making. teacher at the Cobett. Garrity; Harrington School Principal Throughout the four-day institute, we “We now hope to train our teachers in Deborah Ruggiero; Eva O’Malley, attended group work sessions with using this protocol to enhance student assistant director of educator quality; teachers from all over our country, achievement.” Garrity also noted what 6 The AFT Massachusetts Advocate SENIOR SEMINARS Retiree Corner Check out the Retirees’ Preparing for Retirement section and other Marie Ardito’s presentation is directed Marie Ardito, Co-founder EXCLUSIVE content to people retiring in the next 10 years Massachusetts Retirees United at www.aftma.net from public sector jobs in Massachu- www.retireesunited.org setts, whether they are retiring under the teacher’s state, Social Security, or public pension. It provides partici- pants with an understanding of the retirement system and options from MA State Tax Issues for Seniors which they can select, as well as a le- f you were 65 or older by December exceeds 10% of your total income, educational assistance programs. This gal checklist, tips for protecting major 31, 2013, and a resident of Mas- then you are eligible for the $1,030 benefit became law in January 2001 assets, advice about understanding Isachusetts, you may qualify for amount. Most senior centers have and the maximum benefit at that time Medicare, its penalties and surcharge the Circuit Breaker Credit. For 2013 someone who helps seniors with taxes. was $385. and much more. the maximum credit allowed for both Even if you are not eligible for the full All those filing a Massachusetts renters and homeowners is $1,030. $1030 you may be eligible for a good state income tax form that are age 65 Methuen - Thursday, March 20, 3:30- This benefit does not apply to those portion of it. or over before January 1, 2014 are 5:30, Methuen Education Assoc. Office who receive a federal or state rent sub- For renters, if 25% of your annual entitled to a $700 exemption. This (184 Pleasant Street, Suite 1-204 ) sidy; those who claim married filing rental payment is more than 10% of also applies to your spouse if he/she separately status; those who rent from your total income then you qualify for meets the age requirement before Westport - Thursday March 27, a landlord who is not required to pay this benefit. Your actual annual rent is the date stated. This is in addition to 2:30-4:30, Westport Middle real estate taxes; or if you are depen- the amount you paid during a certain your personal exemption of $4,400 School Media Center (400 Old dent on another taxpayer. calendar year. So if you paid Janu- if single, $6800 if head of household County Road) Further the assessed valuation ary 2014 rent in December 2013 that and $8,800 if married filing a joint of your home as of January 1, 2013, counts for your 2013 tax credit. If one return. Lawrence - Wednesday April 2, before residential exemptions but after resides in a private independent living IRA, Keogh, Tax sheltered Annui- 5:30-7:30, Relief’s In (1 Market abatements cannot exceed $700,000. facility or assisted living facility the ties and 403b’s distributions are not Street) The taxpayer’s total income cannot part of their monthly payments that taxable until all of your contributions ‘Lynn - Monday, April 7, 3:15-5:15, exceed $55,000 for a single filer who is constitutes rent may be used for this that were subject to Massachusetts’s Lynn Teachers’ Union Office (679 not the head of a household, $69,000 benefit and is calculated the same way taxes are recovered. Western Avenue) for a head of household, or $82,000 rent is calculated. If you did not make use of any of for taxpayers filing jointly. Even In 2008, when MRU did a sur- the above tax breaks in the past and Understanding Social Secu- though you do not pay a state income vey of the 5100 of the lowest teacher you qualified you can do up to three rity and Medicare tax on your state or federal pension in pensions, we were amazed at how years of amended forms now, two This two-hour seminar discusses Massachusetts, for the purpose of get- few were making use of this benefit. years if you wait until after the April how Social Security is factored ting this benefit that pension amount Remember even if you do not nor- tax deadline in 2014. and how penalties affect you is considered part of your total income mally file a state tax you can receive If you have specific questions about because you are collecting a MA for qualification purposes. If you this benefit by filing the CB worksheet your tax account, please call the DOR’s pension. It also covers eligibility normally pay no state income tax you that is part of the state income tax customer service call center 617-887- for Medicare, and more. may still qualify for this benefit but packet. The money received from 6367 or toll-free in MA 800-392-6089 you will have to file a state tax form CB this Circuit Breaker Benefit is not between the hours of 9 am- 5 pm, Saturday, April 26, 10-noon Worksheet. considered income for the purpose Monday through Friday. ▪ If a homeowner, if the combined of obtaining eligibility under means- How to Protect Your Nest Egg amount of the real estate tax paid tested assistance programs including and Plan for Your Family plus 50% of water and sewage charges food, medical, housing, energy and This seminar, presented by Elder Law intent of the legislation, Fader went on in many ECE centers is causing a “dis- Attorney Mary Howie, discusses wills ECE legislation to emphasize how the main thrust of ruption” in how ECE centers are run and trusts, gifting, Medicaid Qualify- Continued from page 1 the bill is to “call for a dialogue” and to and how young children are taught. ing Trusts, probate, joint tenancy, di- rect transfers upon death, and much went on to suggest that “there is a lot assure them that “it does not man- “Teachers who work year to year more. Howie is a member of both the more that needs to get done and there date an outcome or create any policy with the same population are going to MA and NH Bar Association, National are a lot of people in that universe who change.” be your best teachers,” Fader suggest- Academy of Elder Law Attorneys, NH do not have a voice” when it comes to Turning toward the issue of money, ed, offering a conclusive reason why Conflict Resolution Association and labor regulations and other matters Fader observed that, “Dialogue doesn’t this legislation is so important, both to the National Association of Consumer that directly affect their job and the cost a cent. “ However, he noted, as so ECE teachers and administrators and Bankruptcy Attorneys. quality of work they can provide. many ECE centers and teachers are also to students and their families. “This bill,” Fader said, “is intended facing more difficult financial chal- Among the other issues dealt with Saturday March 8, 10-noon to give hem a voice!” in the bill are the quality rating system Saturday April 12, 10-noon “Acknowledging that some have ex- known as QRIS, dispute resolution Saturday June 21, 10-noon pressed concern that this bill would be and career development pathways that all-encompassing and thereby include will encourage ECE teachers to take These seminars are offered at 314 even those who, for whatever reason, classes themselves without having to Main Street, Wilmington, MA, Unit might wish to opt out and that it could worry if they will have to leave their 105, on Saturday, March 8, Saturday disrupt or even destroy the good work centers when they are done. All of April 12, and Saturday June 21, 2014, that many childcare organizations these things are vital to the future of from 10-noon provide (a claim that Rep. Sanchez ECE and all are to be discussed as part said was “nonsense”), Fader made of this new dialogue. To register for any seminar, email it clear that “This bill does not cover “This conversation…can only be [email protected] or call everybody.” Among the groups that a good thing for the pre-K teachers,” 781-365-0205. Please give the name of have already been exempted are the Fader observed, “and for the field in the seminar, your name, phone num- YMCAs, Boys and Girls Clubs, Head general.” ber and the number attending. Do Start programs and public school pre- A long-time supporter of this not expect a call back unless you k centers. “The bill exempts [them],” legislation and an MECEU leader, have questions or need directions. Fader explained, “because they al- Chicopee Child Development Center ready have a voice.” Director Alissa Papuzynski also com- Regardless of who is exempt, the mented on the legislation. “I feel that main issue was what is in the offing for this bill would put early educators in Are YOU a librarian those who do, in fact, participate. As MA on the path to having a strong STANDING UP FOR CHILDREN with a story or Fader explained, the main point of the voice to work with the state to get Rep. Jeffrey Sanchez speaks at legislation is to establish a new group better resources,” she suggested. “It observation to share? MECEU event at the State House in that will allow ECE workers to discuss would be the incentive that teachers support of House Bill 47, which he and play a role in their own labor rela- need in order to stay in ECE.” While Please contribute to is co-sponsoring along with Sen. Sal tions. she sees many improvements in terms State of the Stacks. DiDomenico “Section 20 creates the process for of the respect and regard that ECE ensuring that this set of people are lenges, finances should be involved in teachers and administrators receive, Send ideas and able to ‘form, join and participate’ the dialogue. Papuzynski concluded that the pas- in an organization like the MECEU,” “A lot of this bill is about bringing sage of this legislation would still be of suggestions to Fader explained, quoting directly from money into these centers so they can great benefit. “It would also empower [email protected]. the text of the proposed legislation. hire quality teachers and those teach- the workforce,” she suggested, “and As a further salve for those with ers wanting to stay,” he explained, even add more of a sense of profes- Thank you! any anxieties about the scope and noting how the “big turnover problem” sionalism.”▪ 7 February 2014 I wrote my book to inspire readers Summa Cum Laude: Carolyn Wilkins to challenge their preconceived ideas ith the myriad artists com- pianists. be different.” about the limits of possibility. If my peting for what is still limited In addition to a difficult marriage, Wilkins’ gratitude for this support book inspires people to dig into their Wvenue, shelf, bandwidth, and Wilkins was held back for a time by also inspired her book. own family stories and pursue their ear space, the music business can be other barriers, including her gender “I have been blessed to live a life own artistic dreams, I will be very one of the most challenging industries and her race. less burdened by overt racism,” she happy!” in which to make one’s living. Being a “When I was a college student back observes. “However, I’d be lying if I ▪ woman can make it even more dif- in the early ‘70s,” she recalls, “I hoped didn’t say that race and gender inequi- ficult! In addition to talent, it takes to become an orchestral percussion- ties remain an ugly reality even in the Do YOU know drive, determination, and even inspi- ist. But time and again I was told twenty-first century.” ration to make it in music. either that girls don’t Though mu- someone who Carolyn Wilkins is one of the many play drums or that black sic has served as talented women who had these gifts. people cannot play Euro- Wilkins’ “salvation should be Currently she serves as a professor of pean music.” and life-long ad- ensembles at Berklee College of Music. Even in the musically diction,” it too has featured in She is also an accomplished composer, diverse community of not been free from vocalist, pianist and percussionist who Boston, Wilkins found difficulty. Summa Cum has performed with such legends as herself isolated and alone “Since race Laude? Andre Previn and Nancy Wilson. in many situations. “I impacts all aspects Life for Wilkins was not always was frequently the only of American life,” so rosy, however. Stuck in Seatlle in female instrumentalist Wilkins suggests, Want to recognize a an unhappy marriage in the 1980s, on the bandstand,” she “it should sur- Wilkins gathered her belongings, recalls, noting that such prise no one that a teacher, student, staff her hopes, and her inspirations and situations inspired her to musician’s race and member or graduate? headed east. In her latest book, They tell her story in the new gender play a role in Raised Me Up (which she will present book, which weaves the how they are treated at Porter Square Books in Cambridge story of her first year in by audiences, critics RAISING IMPORTANT ISSUES Send their information on February 27 at 7 p.m.), Wilkins Boston as a single mother and record compa- Carolyn Wilkins to [email protected] tells her story as she tells those of the and aspiring jazz musi- nies.” women who came before and support- cian with the stories of five African Perhaps this is why Wilkins con- ed her, whether they knew it or not. American women struggling to realize tinues to take strength and solace “I cannot remember a time in my their own musical ambitions at the from the stories of her predecessors Thank you! life when I didn’t make music,” the turn of the last century. and why she felt it so important to music teacher’s daughter explains. “I For Women, as for all of these reflect upon and share them, even as played the piano from the age I could women, the pressures and problems she continues to find success in the toddle up and reach the keys.” of being a woman were exacerbated music world. Another of the women in While her mother was one inspi- by those of being from racial minority her book, Alberta Sweeney, survived ration, Wilkins also pays tribute in cultures. personal tragedy by relying on her her book and in her life to an array “I have been aware of my race musical talent. As a musician and as of other impressive women, includ- as long as I can remember,” Wilkins an educator, Wilkins hopes that these ing her great-aunt Marjory Jackson says, recalling how, growing up in an stories will inspire others as they have and her great-grandmother Lilly all-black Chicago neighborhood in the her and help them make it through Pruett. Looking outside of her family, 1950s, segregation was “a fact of life.” difficult times in their own lives. Her Wilkins opens her circle of influence “My parents and grandparents main goal, however, is to enlighten to Philippa Schuyler and Ruth Avery were denied many opportunities and entertain, as well as to inspire. Lipscomb, both of whom mirrored because they were African American,” “Although its subject matter is Wilkins herself in facing great ob- she recalls. “They made enormous sometimes serious,” she admits, “my stacles en route to becoming concert sacrifices to make sure my life would book contains a great deal of humor…. Summa Cum Laude: Kerry Gordon Winer he Merrimack Vaklley has given Framingham. However, Winer will be students, she also spends a good deal on immigration and why different us many great and important returning to Lawrence this month as a of time and energy trying to develop cultures such as the Irish, Italian, etc. Tthings From thge Industrial recipient of the Sontag Prize in Urban new programs to support them. In re- came to the U.S.” Revolution toi the Labor Momvement Education. In addition to participa- cent years, Winer has helped redesign Such multicultural understandings itself, the great cities on the water tin gin professional development in extra learning time programs and has have proven valuable for Winer as she have pushed us forward in industry, Lawrencem, this award will also give also served as a curriculum resource continues to teach hundreds of diverse education, and countless other ways. Winer and other excewllent teachers specialist and a leader of a writing students each year. While she may not be run by a pad- from across the country the opportu- initiative task force in her new home- “I have also created a lot of cur- dle wheel, Lowell native Kerry Gordon nity to study at Harvard. town. Outside of her classroom, WIner riculum over the years,” Winer admits, Winer is still able to get a great deal of While she is clearly an excellent co-founded a professional develop- noting that she leaves much of it off power from her roots and to use it to teacher, Winer remains an eternal ment committee and also serves as a her resume as she prefers to focus on help others move forward in their lives student. That is why she is so excited faculty representative for the PTO. dis- what she has learned and how she as well. to participate in the Lawrence pro- trict. On an even larger scale, Winer has helped students and colleagues in In addition to being raised in Low- has also helped colleagues across the other ways. Among the programs of ell, Winer started her teaching career Commonwealth deal with the com- which she is proudest, however, was there as well. Since her early days as plicated issues related to testing as a one she developed for Framingham on a substitute, Winer has worked her member of the Department of El- character education. way up through the ranks to the point ementary and Secondary Education’s “It was piloted in the middle where she is now qualified to serve as MCAS Assessment Development Com- schools,” she recalls, explaining a principal. Even so, she spends most mittee and even acted as a facilitator that the program involved creating of her time among her beloved stu- at the 2007 World Leadership Forum community partnerships to provide dents in the classroom, forging direct in Washington, DC. She also partici- resources and funding for enrichment and meaningful connections that pated in the National Conference for programs related to character building inspire others as she was inspired by Educators at the National Holocaust and citizenship, both of which are vital her own teachers. Museum as well. to all students in today’s world. After graduating from the Univer- When not teaching in Framingham With all that she has done and con- sity of Hartford in 1985 with a major or Lawrence, Winer continues to share tinues to do to support her students in English, Winer spent a few years her knowledge and skills with others and her colleagues, it is rather impres- working in her family’s real estate as a member of the teaching staff at sive that Winer remains so humble business. As a liberal arts major, how- Cambridge College, Lesley University about her accomplishments. ever, she soon realized that teaching and Framingham State University. “I wish I could say that I started represented “a natural progression.” MERRIMACK VALLEY MAVEN While working at these esteemed teaching to make a difference in the Garnering her first Masters degree Kerry Gordon WIner institutions of higher learning Winer world,” she says, explaining that, if in education in 1991, Winer began gram. Eventhough she has oft been continues to raise her own knowledge one or two of the thousands of stu- teaching at the middle school level in recopgnized for her educational excel- level by taking courses, including a re- dents she has worked with come Lowell. “That was where my love for lence, Winer’s focus is always on her cent FSU offering that focused on the back to thank her for teaching them teaching really began,” Winer says of students. When asked about the many role Labor has played in New England. something (especially something as her hometown. time sshe has had worked publioshed “It traced the history of labor from the important and beneficial as writing After working in Lowell, Winer in education journals, Winer mentions sweatshops of the industrial period and self-expression), “that is worth it moved downriver to Lawrence, where how “my students have [also] been through Great Depression to [today],” to me.” she served at the Brown Middle published numerous times for their Winer recalls, noting how her na- ▪ School. These days, she and her poems, essays and short stories.” tive Lowell was a major focus of the husband can most often be founbd in As Winer is so dedicated to her curriculum. “The course also focused