Food for Thought on the MVRCS Fiasco!

Honestly, while I have my own opinions and thoughts regarding the Hogan/MVRCS fiasco, they are irrelevant as the story is just a symptom of a much bigger issue (in my opinion).


After reading through all the comments, just some thoughts:

1. Was this story leaked to the media out of concern for the students of MVRCS and their contact with the individual or was it leaked out of vengeance to the school administration? Few would argue with the fact that the school administration and board (specifically Kinnon and his clan) have made many enemies and have operated by their own standards for many years. It should not be ignored that the school DID hire Gately, who at the time was a publically disgraced, disbarred attorney and political figure, knowing full well of his (lack of) moral integrity. Whether the school knew or not (and I'm not sure they didn't), how can they justify hiring Gately and not this individual, after all, one actually committed crimes and the other didn't. At the same time, those who are familiar with the happenings of the school know that they have very double standards and expectations for their staff. Hogan may possibly be a victim of the past acts of Kinnon and/or the Board/Administration.

2. Is Kevin Hogan related in any way to Kinnon’s campaign manager and childhood friend Ron Hogan (whose children attend the school BTW)? If so, this would make one question if in fact the school did know about his past when they hired him and were hoping that the fact wouldn’t be discovered.

3. Regardless of Hogans sexual orientation and actions, one has to wonder why an individual who has limited teaching experience was hired as an English Department Chair to begin with. One would expect an individual in this position to have extensive teaching experience within the subject matter. If I remember the information correctly, Hogan had only a few years of sporadic teaching experience which would make his hiring for that position questionable at best. Given the current economy and the number of unemployed individuals located here in Massachusetts (some of whom must have more teaching experience than Hogan), why did the school hire an individual from out of state? Maybe a more appropriate issue for discussion would be the hiring practices of the school.

4. Does anyone else familiar with the ways of MVRCS find it interesting that so many individuals are willing to put their name out there in support of this individual? Those in the know would tend to agree that parents and students typically do not dare speak out publically (or even challenge them) against the school without fear of retribution. Would that indicate that the school has encouraged this and therefore, is in support of Hogan? This would again make us question if, in fact, Hogan is somehow related to Ron Hogan?

5. It is interesting that the school has chosen to put this teacher on paid administrative leave rather than just terminate them (as they are so famous for doing with those who go against them or who do not ‘fit’)? Is it due to the fact that this teacher has gained national attention and the school is finally forced to handle it in an appropriate and legal manner (as opposed to the sleazy and often illegal manner that they have become known for)?

6. While I don’t typically pass judgment on student’s individual abilities, does anyone else find the comment regarding the poor grammar and spelling of their students ironic given that they are supposedly providing a superior education? It should be noted that the ‘awards’ that they have received from ‘Newsweek’ are not based on the academic ability or successes of their students but is based simply on the percentage of their students who sat for the IB tests. It does not take into account their performance on such tests, just how many sat for it. It should also be noted that the school requires all of their students to sit for these exams regardless of their desire, ability, or interest. Additionally, the school paid to be included in the analysis. Sort of takes the air out of the balloon, doesn’t it?
7. MVRCS has been accused of breaking or bending many of the laws that govern them as has the Chairman of the Board, Neil Kinnon. They have repeatedly refused to follow directives that they have received from the DESE (re: transportation issues, changing of the board members, questionable lottery practices and re-entry of certain individuals, SPED dealings, open meeting/executive session requirements of publishing minutes, etc) and have done as they please for far too long. While their actions have been overlooked or ignored in the past, could this possibly be the incident that begins to process of holding them accountable?

Links to some interesting discussions:
http://www.boston.com/yourtown/news/malden/2011/12/mystic_valley_teachers_contrac.html

http://malden.patch.com/articles/students-parents-fox-comment-on-hogan-suspension

http://bostonherald.com/news/columnists/view/2011_1201naked_truth_porn_teachers_dont_mix

http://www.huffingtonpost.com/2011/12/01/kevin-hogan-high-school-e_n_1123398.html

http://www.huffingtonpost.com/2011/11/30/kevin-hogan-high-school-t_n_1121376.html

http://www.huffingtonpost.com/2011/11/30/kevin-hogan-english-teacher-gay-porn-_n_1121554.html

Gotta Love It! So MVRCS -like!

We came across the following article on Boston.com regarding the current scandal over at MVRCS (http://www.boston.com/yourtown/news/malden/2011/12/mystic_valley_teachers_contrac.html).

Had to love a few key points that we'll highlight here. We're sure most of you will know why these points stood out to us, but just in case:


Letter sheds some light on Mystic Valley teacher's contract

Posted by Matt Byrne  December 7, 2011 06:10 PM 

By Matt Byrne, Town Correspondent

...The three-page agreement, obtained by the Globe from Mystic Valley's attorney, John Hanify, after a public records request, lists conditions that could be cited as grounds to terminate Hogan: Noncompliance with school rules and personnel policies; dishonesty or misconduct that affects nearly anyone connected to or doing business with the charter, and a final clause that indicates a reason the school could use: "In the event that, in its reasonable judgment, your performance or conduct is incompatible with the educational principles or policies established by the Board or the Director."


Wonder how long it the Globe to obtain a copy of that contract?? Oh, it was probably easier than trying to get a copy of meeting minutes or responses to complaints because Kinnon and his shoe-shiners probably think that releasing a copy of the contract will justify any and all of their actions. We especially love the line "in its reasonable judgment" - nothing reasonable about any of Kinnons judgment, just justification and bullying to do what he wants. Then, what about "your performance or conduct is incompatible with the educational principles or policies..." - translation, you can be as sleazy, unethical, and immoral as we you want as long as we are sleazier, less ethical and more immoral than you OR it doesn't offend us. Lets not forget how many sleazy dealings Sir Little Man Kinnon has had over the years, or the despicable actions of his, ummmm, 'PR Director' Gatley. Let us not forget that by conduct, they are also referring to ones sexual orientation because Sir Little Man Kinnon is homophobic, we've heard stories of teachers being told they weren't 'a good fit' for MVRC due to their sexual orientation. Oh, how Sir Little Man yearns to rule the world! Oh to be King!

The article continues as follows:

"The contract also contains passages that seem to codify the school's reluctance to discuss the matter publicly, including language that prevents Hogan, except with express permission, from writing about the school in any way for five years after he leaves.
Hogan also agreed to strict rules against affiliating himself with, doing work for, or consulting Malden Public Schools and five surrounding public districts in Everett, Medford, Melrose, Stoneham, and Wakefield.
"If you choose to breach this agreement ... you may be liable for damages to the Board," the contract said."

We LOVE that the teachers contract now tries to restrict individuals from writing about the school for five years. We wonder if our lovely blog has anything to do with this restriction. In other words, unless you are going to write only good things about the school, you are not permitted to write anything. That usually (and as in their case) means that they have so much to be ashamed or fearful of being exposed that they feel the need to place this restriction on their employees. Funny, they do this frequently with parents who sue them also.

So scared their dirt will get out and they won't have control over it.

Isn't it also interesting that former employees are not permitted to work for the sending districts of the school. We're sure that is because they don't want the districts that  they pull their funding from to know exactly what is going on at good ol MVRCS. Scared all of their funding would dry up and they wouldn't be able to build athletic facilities, buy up real estate, and funnel money into hidden pockets instead of spending the money they receive on educating the kids. We have to even wonder if all of this is even legal and/or would hold up in a court of law...?

Oh, does anyone else find it humorous that with good ol sticky fingers Gately as their PR person that Eric Rubin has been acting as mouth piece for this and other issues lately? For those who think Eric is just 'another involved parent' - don't kid yourself, he is a long-time friend of Kinnon's and his wife 'works' at the school. Oh, and yes somehow, miracles of miracles, his son got in through the 'lottery'. Yet another staff member who had a child selected. So amazing!

Oh, good ol MVRCS, may you continue in your crooked, despicably, sleazy manner until Sir Kinnon Sleazy Pants manages to destroy his own empire!

Oh MVRCS, Those Nasty Double Standards!

Parents- Be Outraged, Demand Answers and Accountability - but not from FOX or the teacher~ from MVRCS regarding their hiring practices!

People on both sides are outraged regarding the recent firing (or administrative leave) of the HS teacher at MVRCS. Some think it was wrong for Fox to dig into the poor guys past, others are outraged that the guy who was teaching their children was either a gay or porn star (or both), and others are furious that he was hired in the first place.  The real issue isn't truly any of these, the real issue is much more concerning and complicated than any of these. The real issue is the hiring practices that have been going on over at MVRCS - both the double standards  and poor hiring practices and decisions that they are forced to make due to the ever-constant revolving door they have. The word is on the street here in Massachusetts, many teachers want nothing to do with the BS, poor working conditions, and corruption that MVRCS has become known for. This is why the school must constantly spend so much money each year (or claim to anyways) recruiting new, green teachers from out of state. Then, we would suggest you speak to any of the current teachers there, either they were hired as a result of who they knew OR they were interviewed and offered the position within a day or two of each other. Ask any of them if ANY of their references were ever contacted by anyone from the school? Yes, it may be a formality but its still worth at least ensuring that someone, somewhere is willing to vouch for someone who will be educating children.
We also find it interesting that the school takes issue with this fella's past yet is willing to have a disbarred attorney as their PR person (making more than most teachers make) who STOLE MONEY FROM AN ELDERLY COUPLE AND THEN ATTEMPTED TO BULLY THEM INTO NOT FILING CHARGES, and who, NEVER SERVED A DAY OF JAIL TIME FOR HIS CRIME. Hmmm, that double standard thing starts rearing its ugly head again! We kind of feel bad for the guy, Fox would have never had anything to with him or his past if Kinnon hadn't pissed off so many people.
Isn't it interesting that this guy was put on paid administrative leave (ask how many other un-Kinnected individuals have received THAT) when most are just terminated regardless of actual cause? Yeah, Kinnon must be shaking a bit right now - Civil Liberties, Discrimination, Wrongful Termination, and the whole LGBT Rights thing (Mr. Hogan would be well advised to possibly reach out to some other former teachers who may be card carrying members to that group - BIG case there).
Truthfully, what we find most up setting is that the school has knowingly had an individual willing to steal from elderly as their PR  person for 4 years (?) yet is now trying to claim ignorance and outrage over an employee who hasn't stolen from anyone, hurt anyone, his 'actions' were not common knowledge (as were Gateleys). Oh yes, its that 'different strokes for different folks' thing going on again - BUT THIS TIME, IT'S GETTING A WHOLE LOT OF PUBLICITY!!!!

PS - Mike B from Fox, we have a few people you could speak to regarding that rigged, campaign contribution funding, lottery over there at MVRCS - yet another great story.....for anther day!

Nothing Ever Changes.....For The Good Anyway!

It's official, MVRCS is back in session and summer vacation is over. Yes, back to good ol MVRCS where nothing ever changes. Chris Finn, during his Orientation speech last week, very proudly stated this to incoming Kindergarten parents. To be exact, what he said was that MVRCS is still doing today what they did when they first opened their doors (except of course teacher turnover, which has changed drastically over the years). While the Administration may think that this is a positive thing, we find it disappointing and a bit sad, especially considering that they think this is a good thing. It makes it overly apparent to us just how uneducated the Administration and Board are in regards to best practices in education. Constant research is being done on what our children require to learn, child development, and various educational theories and practices. The fact that MVRCS is totally out of the loop and unwilling to explore what experts in the education field have found, should not be an embarrassment NOT something they brag about. Yes, direct instruction (i.e. rote and repetition) are no longer seen as highly effective or a best practice as that methodology fails to meet the educational and learning needs of ALL students. Of course since none of the Administration has ever worked in any other educational setting and/or do not truly have the credentials that our district schools would require, it should come as no surprise that the school refuses to employ varying approaches in education. Unfortunately, we do not feel as though this is something Chris Finn should be eager to brag about to incoming parents but apparently the school feels that educating the students that can learn through this method is sufficient and, for those students that don't, adios.
This brings us to his next, totally inappropriate but typical, MVRCS standard comment "This is how we do it here and if you don't like it, you can leave" attitude. First off, imagine a Superintendent, Principal or School Committee member making such a statement? They would probably be ousted faster than you could say Winn Dixie yet Chris Finn states it as though it were scripture. Yes, many parents chose MVRCS because they value their childs education BUT if they have any varying views, opinions, or thoughts as to the actual education their child receives, they have mistakenly thought that Kinnon would value their input. No, parents at MVRCS get to decide if their child enters the lottery and subsequently enroll there but the buck stops there! Parents are not given any say or input into how things are done. A parent has a concern about the group level their child is placed in for Reading or Math instruction, good luck getting insight as to how the determination was made or trying to get it changed. Kinnon and his following Administration make all the decisions and parents do not have any input. Again, no room for improvements or possibility of improving things, as remember, NOTHING CHANGES at MVRCS (yes, that includes the Board of Trustees who have all outlived their usefulness - especially Kinnon). Note to new incoming families, be very careful what you say to the Administration as you should know that they do not welcome varying opinions, input, suggestions, or parents standing up for their children. You have enrolled your child in the school and you must check your parental involvement/concern at the door and entrust your child into the hands of an Administration and Board that have questionable (if any) credentials/experience within child centered, innovative, and professionally appropriate educational settings.
We also found Chris Finns orientation speech to be filled with an incredible amount of propaganda while lacking the focus on the emotional needs incoming Kindergarten students. No talk of how parents can best help their child adjust to their first exposure to school (never mind the very structured environment), what children may go through, how the school can and is willing to assist parents through this milestone, or any other discussion regarding their child's development and adjustment to Kindergarten. This should come as no surprise seeing as the school chose not only to move the Kindergarteners to the Athletic facility but to do so after the start of the school year as it isn't finished yet. Heaven forbid they put off plans of relocating students until the facility is complete and has been up and running long enough to work out any issues or problems. Not only did they not take the emotional implications of relocating Kindergarteners to yet ANOTHER new environment, but they increased the number of classrooms for both K and 1st graders. Of course, the school was already bursting at the seems trying to accomodate the students they had yet the Board added 2 additional classrooms before ensuring the Athletic facility was going to be complete. We have to wonder what the law requires a classroom size be for a group of 25 or 30 children. We know that one of the Kindergarten classrooms is obviously too small a space for such a group (the one near the 'kitchen' area of the fishbowl building) yet MVRCS is using it for one class. The parents of incoming children had better hope that the the school does not run in to any further issues that may postpone the completion of the Athletic facility as the current facility is clearly no adequate to accomodate the number of students currently being housed there.
The reoccurring theme we see time and time again with the management of MVRCS is the constant disorganization and poor planning of the Board and Administration. Too often it is overly apparent that they are not all on the same page and/or do not fully understand or choose to ignore the laws and regulations that govern them. The transportation fee fiasco of last year is a clear indicator that they lack a clear understanding of their obligations and effective, professional, well-verse, informed leadership. After charging families for transportation (we won't even get into the linear v driven mileage issue or the use of a hub), they were informed that per their initial charter, they were not permitted to charge for transportation. Of course the jury is still out on whether they knew they couldn't charge and chose to ignore yet another inconvenient law or if they were just clueless as to the implications of their charter contract. In either case, just another example of poor leadership, ignorance, and mismanagement of our children's education. But hey, they require you to leave your child's education in their hands and trust them.

So Much Going On @ Good 'Ol MVRCS!

We're not sure whether we should start off with the McCleary issue or the nightmare incoming Kindergartner parents are going to be dealing with....decisions, decisions, decisions!

The entire fiasco regarding Dr. McCleary has us simultaneously befuddled and outraged. We are befuddled as we KNOW that there is more to this story than Dr. McCleary deciding to take a PAID sabbatical with such short notice and then not returning. Isn't a sabbatical usually granted to individuals with the expectation that the individual will return to their position??? In any event, we've included the wiki definition of a sabbatical below.  Even as we speculate as to the terminology that Dr. McCleary and MVRCS have agreed to use, we all know that this is just yet ANOTHER person to fall under the ax of Dictator Kinnon. We have to imagine that either: 1. McCleary tired of being used for his credentials (without the authority or responsibility that accompanies it); 2. FINALLY took issue with having to sign his name to the numerous shenanigans, statements (lies), documents, etc. that he was constantly having to do; or 3. McCleary did something that so angered Kinnon that he wasn't given a choice in the matter. Unfortunately, we're more inclined to believe that it is option number 3 and that while he wasn't given a choice in the matter, he IS being paid for the 'sabbatical' as hush money (again, at the expense of the students as not only are those funds not being effectively used but the school will be without ANY individual who is qualified to run the school). We're sure that McCleary could destroy Kinnon and the school with all that he has been privy to during his time there. It has always been surprising to us that McCleary allowed some of the things that have occurred to occur under his name as he is obviously a very moral, ethical, and righteous individual. While Dr. McCleary was not the strong presence within the school that one would expect of a Director, it never appeared as though he had much say in the matter. Even though the Charter School Laws and Regulations are very clear that the Board NOT have control or oversight into the day to day operations of the school, Kinnon has managed to wrangle almost complete control. Unfortunately for the students and MVRCS community, Dr. McCleary (the only individual on the Board or Administrative Team that has the experience, background, and credentials in education) was not permitted nor encouraged to make decisions or run the school in the manner he saw fit but was instead forced to follow the directions, demands, and practices of Neil Kinnon. We wish him all the best in his future endeavors.

In recent times, "sabbatical" has come to mean any extended absence in the career of an individual in order to achieve something. In the modern sense, one takes sabbatical typically to fulfill some goal, e.g., writing a book or traveling extensively for research.

In the United States, academic sabbaticals are typically granted by an academic dean only if the faculty member who applies is qualified in terms of consistently high job performance, has demonstrated success in previous research, and possesses a well-conceived, well-planned, and promising research proposal that requires sustained effort. Sabbaticals are not granted automatically and usually are not even scheduled automatically. Provided the faculty applicant is first granted academic tenure (this may not hold true at all institutions), the opportunity to qualify for one's first sabbatical usually comes only after an initial waiting period the length of which may vary. Thereafter, the opportunity to qualify for sabbatical typically follows at seven-year intervals of full-time employment. The most common arrangement is for a half-year at full pay, or a full year at half pay.

Ok, the other typical of MVRCS fiasco is that of the situation that our incoming kindergarten students and family face. They are going to be at the new Athletic center (named of course after Sir Dictator Kinnon), no, no, no, THAT building isn't going to be done in time. SO, let's add a little more stress to the lives of these poor, scared, anxious students - they'll start at the main campus and then, when the other building is done (even if it isn't COMPLETELY done but close enough), they'll be shipped over to the Athletic center. The timing should be PERFECT - they should JUST be adjusting to their new school and routine and now BOOM, yet another change! Oh, and did anyone mention that now instead of 5 Kindergarden classes and 4 1st grade classes, the school has (apparently) decided to add an additional class to each grade level. Yeah, remember that obnoxious ad the school took out last year against Malden schools and the possibility of them increasing their enrollment size, they apparently did it. We'll be VERY curious to see how crowded the first few months of school are at good 'ol MVRCS, as if they weren't packed in there like packed sardines already! Oh, don't we all LOVE the way MVRCS handles things....just another example of their inability to effectively and soundly manage the operations of the school. 
In closing, we can't WAIT to see how the transportation plays out for all of this. After the fiasco last year with first charging and then refunding transportation costs, it is no wonder they are no longer charging for transportation. BTW, per the DESEMVRCS! 

Put This One Here, That One There, Oh, This One Could....Maybe?

Let the fun begin! We have heard from a number of former teachers that yet another massive turnover of staff at MVRCS is in the works. Once again teachers under the "leadership" (if that is what you want to call it) of Jen Mullen are jumping ship (and we hear some are leaving without having secured employment elsewhere). Of course the 7th & 8th grade teachers and HS teachers are also leaving in droves. Of course this comes as no surprise as rumors had been running rampant for some time. We came across the following postings for job positions and imagine that since the majority of 4th, 5th, & 6th grade teachers are leaving, they have moved a Kindergarten and 3rd grade teacher into one of these slots as a lead teacher. What we found discouraging is that although the school (as are all public schools) is required to hire certified teachers, the job requirements only make reference of it being preferred (or attainable within one year but most colleges require graduates to pass the MTEL before graduation and many who graduate without it are typically having problems passing the test). Further, the posting for the 'Substitutes' make reference for the potential of moving into a teaching position yet does not require certification. Both positions state 'Bachelors  Preferred' - yet another questionable statement and practice. Boy does this school have high expectations for their new hires....NOT! Most districts require copy of certification, college transcripts, and 3 recommendations to even get an interview. Apparently they do not feel these things are important or are so desperate for bodies, they'll take ANYONE. And we all wonder why so many teachers leave mid-year each year!                                                                                                                                                                                       Another ironic and totally fabricated piece of bs on the part of the school is their 'Equal Opportunity Employer' statement....no discrimination or retaliation? Really? Must be confusing themselves with a different school! We pity those poor, uninformed individuals who seek a position within this school as long as Kinnon is in charge.                                                                                                                  Equal Opportunity Employer Mystic Valley Regional Charter School is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation. This last line is our favorite because we all know how Kinnon would react to ANYONE standing up against him and his bully-team! Why don't we ask the individuals who have filed claims against the school in the past how they were treated once the school heard of the allegations. Funny, it doesn't say that preferential treatment (and higher pay, lower expectations) is given to those individuals who have connections to Neil Kinnon. Oh yeah, they can't, that would be an ethical issue (you know, conflict of interests).                                                     We are looking for candidates to be Permanent Substitutes for our Lower School campus. Candidates will also be promotable into classroom settings for all K - 8 positions, i.e. K - 6 classroom teachers and/or subject teachers at the middle school levels.   Position Type: Full-time Positions Available: 3 Job Requirements Massachusetts certification preferred or certification attainable within one year of hire. At least 1 year of relevant experience preferred Bachelors degree preferred Citizenship, residency or work VISA in United States required Application Questions There are no application questions required for this job posting.Of course not, that might limit the application pool and show ones theory of teaching. Why would we want to know that of any incoming teachers??? We have current openings in Kindergarten and 3rd grade.Wonder which poor K and 3rd grade teachers have been forced into changing grades? Levine? Flynn? Kozlowski? Penhaligone?   Position Type: Full-time Positions Available: 3
Job Requirements
Massachusetts certification preferred or certification attainable within one year of hire. Experience with Direct Instruction and COre Knowledge a definite plus. At least 1 year of relevant experience preferred Bachelors degree preferred Citizenship, residency or work VISA in United States required
	Special Education Teacher - Opening for 2011 - 12 school year, starting in early-mid August. Resouce room setting with pull out services along with some in class services. Qualified candidates will pull out students for tests to read for the students, plus MCAS and other standardized testing assistance, based on IEP plans. Position Type: Full-time Positions Available: 1 Job Requirements IEP writing experience required. 1 - 3 years of Special Education experience along with MA Special Education certification preferred. Bachelors degree preferred Citizenship, residency or work VISA in United States required

How REAL School Boards Do It....Meeting Minutes

Even though the Attorney General under the Open Meeting Laws now requires school committees (including Board of Trustees of charter schools) to provide 48 hour notice (with an agenda)AND keep minutes of all meetings, it seems that of the sending districts, only the Board at Mystic Valley does not feel the need to make such minutes easily accessible to parents. Getting a copy of the minutes for Board Meetings at Mystic Valley is, at the very least, a challenging task. While most districts (and the sending districts of MVRCS) make their minutes easily accessible on their website, Sir Kinnon does not choose to do so. At MVRCS if a parent or individual would like to see the minutes a request must be made and a copying fee charged unless one chooses to go into the business office to review them there (if they do in fact exist - we've heard that the appointed secretary of the board is not generally taking notes). Additionally, while minutes of Executive Sessions are only legally allowed to be kept confidential until the issue(s) discussed within such sessions have been resolved, His Royal Arse has refused to release these minutes upon request (and let us not fail to mention that the Board is only LEGALLY permitted to enter into Executive Session under certain circumstances, not whenever they choose).
In any event, we feel that it is worth demonstrating how school boards/committees who are accountable to the parents of their school AND have NOTHING to hide, make obtaining copies of meeting minutes so incredibly easy to access. We feel it is also worth mentioning that at some of these meetings state representatives have attended. This of course would NEVER happen at MVRCS (except of course maybe Arse's side kick Howard who doesn't count) as if any public official (besides those from Malden who have become immune to Kinnon's rude, arrogant behavior toward those in attendance) EVER witnessed the Board Meetings at MVRCS, they would be truly horrified and disgusted. Never mind the fact that Kinnon has incorrectly informed parents that dared to speak out that he 'doesn't have to have public meetings' - yet another illegal bullying tactic from the Arse's mouth. Oh Kinnon, what a gem you are!

How great it is for the parents of these districts that parents are actually permitted to be kept abreast of what takes place at meetings involving their childs education. Simply Marvelous!

Stoneham School Committee Minutes:
http://www.stonehamschools.net/Pages/School%20Committee%20Minutes

Melrose School Committee Minutes:
http://www.melroseschools.com/msc/full_committee_meetings/index.cfm

Wakefield School Committee Minutes:
http://www.wakefield.k12.ma.us/pages/WakefieldPS_ComMinutes/

Medford School Committee Minutes:
http://www.medfordpublicschools.org/about/central-administration/school-committee/#agendas

Everett School Committee Minutes:
http://www.boarddocs.com/wa/waesd/Board.nsf/Public

Malden School Committee Minutes: (these were, by far, the most vague and lacking of all the sending districts)
http://www.cityofmalden.org/index.cfm?fuseaction=content.eventCalendar&view=text

We have made it no secret that we have been less than impressed with the Special, Education services that Mystic Valley offers. While we believe that the Special Education teachers per se are not the problem (although they could take on a more collaborative approach to teaching by working WITH the classroom teachers rather than independently), we do feel that the department is incredibly lacking due to the lack of leadership on the part of Kathy Kinnon. We have seen their IEP's and find them lacking in substance and in addressing each childs individual needs (too many of their IEP's state the same goals and objectives regardless of the child). Since we know that parents are left to the information that is provided to them by Kathy Kinnon (and Chris Finn when they question or challenge their childs progression and need to be reminded that 'they have other options and MVRCS isn't for everyone'), we thought we'd provide some insight from a well-educated, experienced individual with real Special Education knowledge. We hope this helps parents who are in the process of updating their childs IEP and/or those who do not feel that their childs IEP is adequate. Remember, you may request an additional meeting to address IEP's at any time should you have concerns or do not feel as though your child is progressing under their current IEP.

From WrightsLaw: http://www.wrightslaw.com/info/goals.lesson.heitin.htm

Writing IEP Goals

by Ruth Heitin, Ph.D., Educational Consultant

Creating an IEP with a team of people who are all there to design a good educational program for one unique child can be a pleasure. It can also be very productive. When the whole team has the same level of understanding about IEPs, it is even better. Sounds like crazy talk? Just ask those who have seen it happen. The big winner here is the child.

A Lesson in Writing IEP Goals
An IEP is good educational programming. Good IEPs set the standard for good education. Each part of the IEP addresses an important part of educational planning. The IEP team focuses on the unique educational needs of an individual student. The goals reflect the child’s needs. Designing well-formed goals is an important part of writing an IEP.

“How do I find examples of good IEP goals?”

Marie, the mother who asked this question, had attended several IEP meetings for her child. She did not think the goals the IEP team proposed were good. Yet, she didn’t know what good IEP goals look like.

If you are a teacher, you may have the same questions. Good IEPs set the standard for good teaching. Each part of the IEP addresses an important part of educational planning.

IEP goals must be individualized. Rather than relying on sample goals, you need to learn how to write IEP goals that meet the unique needs of a particular child.

Goals
We all set goals for ourselves, whether we are aware of it or not. Our goals can be as simple as getting to work on time. They can be as complex as budgeting our expenses. We know what we need to do, and we set out to do it.

An IEP goal is not unlike a personal goal. With an IEP goal, we create an educational program for a child with special needs. An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction.

The outcome is stated as an action we expect to see. Goals must be measured in an objective way. We have to be able to see the action or count it or score it. When we state goals clearly as actions, measuring progress comes naturally from the goal. A goal must establish a criterion for acceptable mastery.

In short, when we write instructional goals we have to know what the child needs to learn and what action we want to see. We have to measure progress toward the goal. Finally, we set a level of mastery that we expect.

We use standardized tests and informal assessments to measure a child’s progress toward the goals. We can do tallies or checklists or give tests specific to the action we seek. Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion.

Learning how to write individualized IEP goals is an important first step in developing your child’s IEP. IEP goals should also be SMART and based on good educational practice.

SMART IEP goals are:
Specific
Measurable
Use Action words
Realistic
Time-limited

Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills for a subject, you will know how skills build on each other. You can identify gaps in skills – skills that your child hasn’t mastered and needs to learn.

Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide.

Before you can develop measurable IEP goals, the child’s skills must be measured objectively. Objective data about a child’s skills are the baselines for goals. This data also should show progress, or lack of it, when measured over time.

We tend to use the terms “goal” and “objective” to mean the same thing. In IEPs, there is a distinction between them. We write annual goals. Objectives are the short-term steps to reach goals.

Reading
In 2000, the report of experts on the National Reading Panel explained the research in reading. This included more than 10,000 research studies. All this information helped form a better understanding of reading and what works in teaching (see www.nationalreadingpanel.org/publications/researchread.htm). The findings from the research changed reading instruction forever. In 2001, Congress passed No Child Left Behind (see www.wrightslaw.com/nclb). The results of the research were included there, too.

Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:

Phonemic Awareness - the ability to hear and sequence sounds in spoken words.
Phonics - the relationship between the letters of written language and the sounds of spoken language.
Fluency - the ability to read text accurately and quickly.
Vocabulary - the words students must know to communicate effectively.
Comprehension - the ability to understand and gain meaning from what has been read.

Learning to read requires a child to learn specific skills in sequence. Children who have difficulty learning to read have deficiencies in phonemic awareness skills. A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader. If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension.

One young teacher made a banner to illustrate the sequence of reading skills. This came from the specialized program she was using. As students learned a skill, she would advance them down the banner. This made it easy for her to write specific reading goals.

Math
After children master math operations skills (adding, subtracting, multiplying and dividing), they learn how to use reasoning to solve word problems.

One of my clients, Jane, had this math goal in her IEP:

Jane will use problem solving strategies to solve 2 step word problems with + and – (0 – 999) and x and division (0 – 12) on 3/4 trials.

This is NOT a good IEP goal. Why not?
The intended outcome might have been for Jane to solve two-part word problems. But this goal says she needs to learn to use problem-solving strategies. The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations (adding, subtracting, multiplying and dividing), making the goal overly broad.

Jane’s math goal is not SMART. It is not specific or measurable. It does not use action words, and is not realistic or time-limited.

How can we revise this goal to make it SMART?

According to Jane’s IEP, using objects helps her to solve problems. A better goal for Jane might be:

Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75 percent accuracy measured twice weekly each quarter.

Now, the goal meets the five criteria for a SMART IEP goal.

Writing
Achievement in written language requires many skills. Mechanics help make thoughts clear. Word usage and sentence structure help make the writing interesting. Good thought expression sends the desired message.

In Jane’s IEP, her writing goal read:

Jane needs to write a paragraph, with a topic sentence and at least 4 detail sentences, on one given topic using her editing checklist measured twice monthly.

So, if Jane writes that paragraph, has she achieved that goal?

By the way it was written, the intended outcome is that Jane only “needs” to write a paragraph to meet the goal.

A better writing goal for Jane is:

Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month. Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

Tip: Rubrics are useful scoring tools that measure a child’s progress. A writing rubric includes the criteria and standards used to assess a child’s performance on writing assignments.

The revised goal is specific and measurable. It uses action words, is realistic, and time-limited. The revised goal is SMART!

DESE 'Common Criteria' - For All Schools EXCEPT MVRCS!

We came across the following information at (http://www.doe.mass.edu/charter/guides/commoncriteria.pdf) and thought that it was interesting and worth sharing. The document that it was contained in was described as the ‘common school performance criteria’ from the DESE. Given our most recent blog regarding what we felt to be a less than adequate concern level on behalf of Jeff Wulfson at the DESE, it is interesting to see what MVRCS SHOULD be being evaluated on.  

Comments we found most interesting have been bolded while our comments are in red.

The Common School Performance Criteria (Criteria) have been developed using the three guiding areas of charter school accountability defined in the current regulations, 603 CMR 1.00 – faithfulness to charter, academic success, and organizational viability.

The purposes of the Criteria are:

to bring alignment to the criteria used across all aspects of charter school accountability, from the application process to the renewal process;

to provide charter schools with clear guidance about how the Massachusetts Department of Elementary and Secondary Education (Department) defines charter school success and on what basis charter schools will be evaluated; and

to clarify the connections between charter school accountability and state and federal accountability standards.

There is a wide range of sources of evidence that will provide the data to help charter schools, the Charter School Office, and the Commissioner and Board of Elementary and Secondary Education know if a charter school has met performance expectations. A partial list of evidence sources is attached after the Criteria.

            Unfortunately, the wide range of sources that are listed at the end of this document DO NOT include concerned parents other than those chosen by the school to participate in an interview.

Mission, Vision, and Educational Philosophy
The school is faithful to the mission, vision and educational philosophy defined in the charter application and any subsequent approved amendment(s).

           We once again find ourselves drawn to the Mission Statement from the 2003-2004 Annual Report and wonder how true the Board is staying to their original mission statement. If, as is stated below, ‘that a first rate education is the birthright of every child’ then why is has the lottery and waitlist come under such scrutiny these past few years and why are only certain families permitted entry? We’re also not seeing anything in this mission statement (or even the most recent one) pertaining to creating a school that places athletic facilities above academic needs.

MISSION STATEMENT
To establish a school which provides the opportunity of a world-class education. The prime characteristics being a well mannered disciplined and structured academic environment. One which promotes and incorporates certain core virtues, as well as, our common American culture, both which are embodied in our Declaration of Independence and our United States Constitution.
The Mystic Valley Regional Charter School was founded on the following principal:

·          That a first-rate education is the birthright of every child,

·          That all children can learn,

·         That every child should be challenged to reach his or her full potential.

The overachieving goals of the school are to:
•
Demonstrate the heights of academic achievement that public schools can routinely attain when the advantages of charter school governance are coupled with new academic standard,
•
Offer area families new choices in public education,
•
Create new professional opportunities for teachers that permit them to succeed,
•
Graduate well educated, civic minded, principal adults capable of thoughtful, logical reasoning.

AYP
The school makes Adequate Yearly Progress (AYP) in the aggregate and for all statistically significant sub-groups.3
The school does not have a status for accountability purposes of Improvement, Corrective Action, or Restructuring.

          But the school does, and has had a status of Corrective Action and/or Restructuring yet nothing is done about it.

Diverse learners
The school provides services for all students, including English language learners and those with disabilities and/or special education needs, as required by law.
The school implements and follows a Department approved recruitment and retention plan.

            Yes, another big one in our book. The DESE has ruled in a hearing that MVRCS was not providing an adequate education for a student, parents and teachers have filed numerous complaints with the DESE, and we have been in contact on several occasions YET NOTHING HAS CHANGED.

As for the ‘approved recruitment and retention plan’, the DESE has ‘directed’ MVRCS to place recruitment ads in languages other than English yet to our knowledge, they have not.

Professional climate
Teachers are provided with feedback and guidance that leads to improved instructional practice and student achievement.

Teachers can’t approach any Administrator at the school for assistance without it being used against them. Teachers receive less than adequate training and guidance in issues pertaining to Special Education matters.
The school implements a professional development plan that effectively addresses the needs of teachers.

Little attention is given to ‘professional development’ other than the hearing more of the same from the Administration. At no time do they have outside speakers come in to speak on matters that would matter or make a difference to the teachers professionally.

Teachers are provided with structures for collaboration.
The school establishes a professional climate resulting in a purposeful learning environment and reasonable rates of retention for school administrators, teachers and staff.

The retention issue at MVRCS is as joke. With Neil Kinnon believing a monkey could do what teachers do, it is no wonder that they feel underappreciated and disrespected. Again, the only retention plan in place is to hire and retain as many friends and family members as possible – regardless of their abilities or qualifications.

Curriculum
The school’s curriculum is documented, articulates the skills and concepts that all students must know and be able to do to meet state standards, is aligned horizontally and vertically, and supports opportunities for all students to master these skills and concepts.

The part we find interesting here is ‘ALL STUDENTS’….yes, Kathy Kinnon that means those students that have IEP’s and require additional services. Unfortunately we’ve been noting how few of the Special Education students actually pass the MCAS tests.

Decision making and communication
The school has clear and well-understood systems for decision-making and communication. These systems result in a common sense of purpose for all school constituencies.
               

                A ‘clear and well-understood systems for decision-making’ ----yes, all decisions are made by Neil Kinnon and based on his many years of formal education and training within an educational setting. Oh yes, that’s right, he doesn’t have ANY formal education or training in School Administration OR teaching (in fact, he doesn’t have any respect for the profession of teaching!).

Roles and responsibilities
The school defines and delineates clear roles and responsibilities among board and staff.

In one of the annual reviews the reviewer made mention of his concern for the lack of delineation between the Board and the day to day operations of the school.

Board oversight
The board of trustees makes use of best practices to hire (an) effective school leader(s).

Yes, friends and family members who agree to follow the orders of Neil Kinnon
The board of trustees regularly and systematically assesses the performance of (the) school leader(s) against clearly defined goals and makes effective and timely use of the evaluations.

Yes, the Board assesses the performance of school leaders in a very unbiased, honest, and ethical manner……EXCEPT of course those members of the friends and family club. How  Neil Kinnon can assess his sister in law , brother, childhood friend, friends of friends, etc. in an unbiased, truthful, ethical manner is beyond us…..because it doesn’t happen!

The board of trustees operates with a clear set of goals for the school and has developed a set of tools for understanding progress toward meeting those goals.

The board of trustees manages the school in a manner that ensures academic success, organizational viability, and faithfulness to the terms of its charter.

Is a response even necessary for this one? As long as you leave out corruption, unethical behavior, conflicts of interest, putting sports before academics, and back room deals, no comments are required.

School leadership
School leaders administer the school in a manner that ensures academic success, organizational viability, and faithfulness to the terms of its charter.

Are we referring to Dr. McCleary who is given little say beyond the art that is placed on the walls or Chris Finn who has the job only as a result of his childhood friendship with Neil Kinnon (yes, a Business Manager would naturally progress into an Assistant Director position - - - right?). Oh, what about Kathy Kinnon who does little besides make sure she is at the Chinese Buffet on Chinese New Years? Note to Kathy Kinnon….faithfulness to the terms of the charter would mean that all the students receive an education, even those who are on your poorly written IEP’s.

Organizational planning
The school has realistic plans for program improvement, possible future expansion, and adequate facilities based on evaluation and analysis of data.

We like ‘adequate facilities’ on this one….yes, they’ll have adequate athletic facilities and really, who cares about adequate facilities at the lower campus. So they’re a little cramped in there, just think how great it will be to have a state of the art athletic facility for yet another friend or family member to manage!

Family engagement
The school involves parents/guardians as partners in the education of their children.
Families and students are satisfied with the school’s program.

Yes, parents are partners as long as they remember that Neil Kinnon has the final say and that he ‘doesn’t have to have open meetings’ for them.

Coordinated Program Review

The school receives minimal findings in the Coordinated Program Review (CPR) process and immediately addresses any areas of non-compliance.

Funny, some issues have been addressed and re-addressed in multiple year visits yet no corrective action has been taken. Board of Trustees issue for one.

Safety
The school establishes and maintains a physically safe environment for students and staff.
The school establishes an environment free from harassment and discrimination for students and staff, and effectively addresses the social, emotional, and health needs of its students.

No discrimination in this school but if a student does do well they use systematic elimination. That isn’t discrimination is it….? Really?

Employee qualifications
Employees of the school meet all applicable state and federal qualifications and standards.

Ok so only 55% of the teachers are truly qualified (i.e. certified to teach in Massachusetts), oh well.

Our Theory - Exactly!

From Wrightslaw  http://www.wrightslaw.com/blog/?p=4470

One Person is a Fruitcake, 50 People are a Powerful Organization!

12/27/10
by Wrightslaw

Life’s most persistent and urgent question is, “What are you doing for others?” - Martin Luther King

Millions of children attend under performing schools. Millions of parents struggle to get appropriate educational services for their children.

What can you do to help these parents and children? What can you do to improve the lives and educational outcomes for children in your community?
To boost your creative thought processes, we’ll tell you what others are doing…



Loni Allen, an educational advocate from California, began a From Emotions to Advocacy group and has trained hundreds of parents.

Jackie Igafo-Te’o and Deborah Canja from Michigan built a dynamic website that is improving the lives of parents and children in the U.S. and Canada. Check out bridges4kids.org.

Not convinced that a few determined people can make a difference? Still wondering what can one person do?

Mom gathers petitions for school takeover.  CA parents force an overhaul of failing school - using a new state law to force the failing school to be taken over by a charter school operator, the first such move in the country.

If you think that you alone cannot do much to improve your school, you are probably right. You’re more likely to get what you want for your child if you work with other parents.
If you are in a school that is not parent-friendly, this is how you might be perceived.

1 person = A fruitcake
2 people = A fruitcake and a friend
3 people = Troublemakers
5 people = “Let’s have a meeting”
10 people = “We’d better listen”
25 people = “Our dear friends”
50 people = A powerful organization”

If you collaborate with other parents and organizations, you can make a difference. There is strength and power in numbers.

Source: 12 Things Parents (and Teachers) Need to Know About and Expect From Your Schools - and Yourself.  (Originally from Parent Leadership Associates)

Numbers, Numbers, and More Numbers....

A reader had requested information regarding the demographics of the districts that make up the 'region' of MVRCS. We were able to come up with that information rather easily but what we did have trouble finding (that we know we've seen) are the number of students that each district is currently sending (including those outside of the MVRCS region of Malden, Everett, Medford, Stoneham, Wakefield, and Melrose). We will locate it and add it to this posting and will include the figures originally requested at the bottom of this post.
While compiling the data requested we stumbled upon the MCAS scores for each district and started analyzing them. As we began looking at the different scores, we were reminded of the message and tone of the 'recruitment' ad that MVRCS recently took out regarding Malden Public schools. The demographics and diversity of the student body between the two schools is vastly different as are the number of English Language Learners and Special Education (or diverse learners) students between the two schools. Additionally, the argument could be made that the longer school year (200 days v. 185 days) and the longer school day (which I believe the two equal an additional year of learning if a child were to complete their education at MVRCS) also help increase the MCAS scores of students at MVRCS. Given this, we thought that it was interesting (and a bit disturbing) that while the students of MVRCS have a longer school year and longer school day, they don't fare so well on the MCAS when compared to some of the other sending districts such as Melrose and Wakefield (and probably Stoneham although we didn't do that comparison). We were disappointed to see that while MVRCS 10th grade students did well on the 2010 MCAS, not all grades did so well when compared to Wakefield and Melrose. Why do we mention this when we have tried to stay focused on the BIG issues you ask? Because this too is a BIG issue and is as a direct result of the mismanagement and nepeotism that is occurring at MVRCS. The high teacher turnover, the vast differences in expectations and pay among the teachers and staff, low moral, and poor guidance on the part of the administration all contribute greatly to the inconsistent and less than ideal test scores. Do we believe that MCAS scores are the end all, be all in assessment for schools? No, but we do believe they provide an overview and snapshot image of the effectiveness of the school.
As an example, for the 3rd grade Reading, Wakefield (as a district) had 22% of their students at 'Advanced/Above Proficient' and 56% of their students testing at 'Proficient'. Melrose had 25% 'Advanced/Above Proficient' and 49% 'Proficient'. Alternatively, MVRCS 3rd grade Reading scores were 16% were 'Advanced/Above Proficient' and 55% 'Proficient'. That would mean that6 78% of Wakefield's 3rd graders were reading at grade level or higher, 74% of Melrose and 71% of MVRCS. Although not a huge difference in percentages, given the fact that the 3rd graders at MVRCS have already had 61 more school days (15 for each year and 4 for each Feb. school vacation), the longer school day, more time than the other districts spent on academics in a direct instruction methodology, one would hope that more MVRCS 3rd graders would be reading at or above grade level. What about math for this same group? Similar story, Wakefield had 37% Advanced and 46% Proficient (equaling 83% at or above grade level), Melrose had 28% Advanced and 46% Proficient (equaling 74% at or above grade level) and MVRCS had 24% Advanced and 39% Proficient (equaling 63% at or above grade level). Yes, the Administration and Board of MVRCS were very happy with the 2010 MCAS results but that was probably because 2008 and 2009 were much worse. Again we bring this back to an issue of inconsistency and lack of stability among the staff as 2007 MCAS were superior for many grades and subjects. Was 2007 the year that Jen Mullen returned as PDC of the upper grades? Is she as focused on her position and the school as the previous PDC was? We're not sure but we do know that with the exception of 10th grade and a few random grade/subject matters, Melrose and/or Wakefield students scored higher on their MCAS tests than the students of MVRCS.

This information can all be found at the Department of Elementary and Secondary Education website if you would like to look at it further or to simply verify what we have stated.

As for the original reason for our visit to the DESE, the demographics for the sending communities are as follows (information obtained from the DESE website at http://profiles.doe.mass.edu or from the MVRCS Annual Report).

MVRCS

African American 15.4

Asian 12.2

Hispanic 4.1

Native American 0.4

White 65.6

Native Hawaiian, Pacific Islander 0.1

Multi-Race, Non-Hispanic 2.1

Race/Ethnicity	# of students	% of entire student body
African-American	213	15.8 %
Asian	168	12.5 %
Hispanic	47	3.4 %
Native American	12	0.1 %
White	867	63.6 %
Native Hawaiian, Pacific Islander	3	0.1 %
Multi-Race, Non-Hispanic	37	2.7 %
Special Education	116	8.6%
Limited English Proficient	0	0
Low Income	263	19.5

Malden

African American 19.7

Asian 21.3

Hispanic 19.1 

Native American 0.6

White 35.6

Native Hawaiian, Pacific Islander 0.1

Multi-Race, Non-Hispanic 3.6

Medford

African American 15.2

Asian 7.3

Hispanic 10.3

Native American 0.1

White 64.6

Native Hawaiian, Pacific Islander 0.1

Multi-Race, Non-Hispanic 2.4

Everett

African American 16.6

Asian 5.1

Hispanic 29.3

Native American 0.6

White 47.4

Native Hawaiian, Pacific Islander 0.1

Multi-Race, Non-Hispanic 0.9

Melrose

African American 4.7

Asian 3.1

Hispanic 2.5

Native American 0.2

White 86.9

Native Hawaiian, Pacific Islander 0.3

Multi-Race, Non-Hispanic 2.3

Stoneham

African American 1.7

Asian 3.1

Hispanic 3.4

Native American 0.1

White 89.4

Native Hawaiian, Pacific Islander 0.6

Multi-Race, Non-Hispanic 1.7

  

Wakefield

African American 1.9

Asian 2.3

Hispanic 2.0

Native American 0.2

White 92.5

Native Hawaiian, Pacific Islander 0.1

Multi-Race, Non-Hispanic 1.0