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!

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

No Title 1 Funds? Now We Know Why!

We could never understand why MVRCS refused Title 1 funding even though they are eligible for it. We recently came across some information that shed light on why Kinnon wouldn't want to accept Title 1 funding - it's called MONITORING! We all know how much his royal arse hates anyone telling him how to do things or what he has to do. Yea, compliance monitoring are two words that probably make Sir Kinnon quiver in his boots! Of course, Kinnon and friends are VERY quick to point out that they are not eligible for funding assistance for facilities but never mentions that they ARE eligible for funding that they refuse to accept in order to avoid oversight and monitoring.

Off subject a bit but does anyone have the final count on how many teachers are leaving MVRCS this year? We hear it may be a record breaking year....thanks Kinnon. the board and administration for treating the teachers in such a demeaning, deplorable, unprofessional manner that none of them wanted to be there. We hear that a few chose unemployment rather than subject themselves to another year there. We must mention however that none of "THOSE" employees (who should be leaving as they are only employed due to their Kinnection) are leaving. And really, why should they, the gravy train is still running!

Title I Program Evaluation Procedure (http://www.doemass.org/titlei/monitoring/10Aeval_procedure.pdf)

The effectiveness of (name of district) Title I program is evaluated annually. The evaluation considers all aspects of the Title I program, including effectiveness of policies, involvement of parent/guardians and impact of equitable services for private school children, if applicable. The following primary questions guide program evaluation: (1) Has the Title I program been effective? (2) What has worked well in the Title I program? (3) What has not worked well in the Title I program? (4) How should the Title I program be refined? The data are analyzed and the results of these analyses are used as the source of evidence to determine the answers to the four questions.
1. Information is collected in the form of formative and summative student performance data; surveys; attendance data; and other data from students, teachers, and administrators. Additionally, a program evaluation survey is distributed to all Title I families in Title I schools. To the extent practicable, the survey is made available in multiple languages.
2. The data are analyzed by the Title I Coordinator with the assistance of other staff, as needed.
3. As necessary and appropriate, the results of the analysis are shared with Title I staff, Title I building classroom teachers, principals, district administrators, parents, and other stakeholders to determine necessary and important changes that should be made to the Title I program to better survey its students.
4. The results of the evaluation, including information about any changes to the Title I program, are shared with district and school officials and distributed to all Title I families in Title I schools. To the extent practicable, the evaluation results are made available in multiple languages. Massachusetts Department of Elementary and Secondary Education Page

Title 1 Evaluation Proceduresm - (http://www.doemass.org/titlei/monitoring/procedures.pdf)
Parent / Guardian Communications
     District and School Parent/Guardian Involvement Policies: Districts and Title I schools must develop jointly with, annually evaluate with, and distribute to parents/guardians of Title I students (or, in the case of Schoolwide programs, all students) written parent/guardian involvement policies. The policies establish the district’s and each Title I school’s expectations for parent/guardian involvement, and describe how the district and served schools will involve parents/guardians in developing the district and school improvement plans and in reviewing school performance; provide 2010‐11 Title I Program Review Procedures Page 6
support to assist Title I schools in planning and implementing effective parent/guardian involvement activities to improve student achievement; build the schools' and parents' /guardians’ capacity for strong parental involvement; and coordinate and integrate parent/guardian involvement strategies with other programs (e.g., Head Start program, Reading First, etc.).

       Parent/Guardian Notification – NCLB Report Cards (updated annually): Districts receiving Title I funds must prepare and disseminate annual report cards for the district and each of its schools containing certain information related to assessment, accountability, and teacher quality. "teacher quality" - does that mean that pesty little number that indicates how few of their teachers are certified and/or have previous experience? Does it also include the ever present issue of the outrageously high teacher turnover at MVRCS (and this year will be no exception!).


         Right‐To‐Know (updated annually): Districts must annually notify the parents/guardians of each student attending any Title I school that they may request information regarding certain professional qualifications of the student's classroom teachers. In addition, schools that receive Title I funding must provide each individual parent/guardian timely notice that the parent's child has been assigned or has been taught for four or more consecutive weeks by a teacher who is not highly qualified (regardless of whether or not the teacher is being paid with Title I funds).

        Parent/Guardian Notification – NCLB Accountability Status and School Choice – if applicable: Districts receiving Title I funds must notify parents/guardians of each student attending a school identified for improvement, corrective action or restructuring of that school’s status and of options available to them. While a school receiving Title I funds is identified for improvement, corrective action or restructuring, the district is required to offer the parents/guardians of all students enrolled in the school the option to transfer to another public school served by the district that has not been identified for school improvement, if available. 

       Parent/Guardian Notification – Supplemental Educational Services (SES) – if applicable: If a school receiving Title I funds is identified for improvement (year 2), corrective action or restructuring, the district is required to offer students from low‐income families free tutoring, or supplemental educational services (SES). Rather than allow students to seek outside supplemental educational services (or SES funds), services are provided at the school. This not only keeps money in their pocket but also limits qualified individuals from informing parents of issues their children may have.


Needs Assessment Procedure: Districts are required to conduct annual needs assessments for each Title I school (both Schoolwide and Targeted Assistance programs) that include 2010‐11 Title I Program Review Procedures Page 8 data on student achievement relative to State standards, and input from parents and educators. The Needs Assessment Procedure briefly describes how the district and schools conduct their needs assessments in order to establish priorities for action and make appropriate decisions about the allocation of resources (e.g., people, materials, time, and fiscal, including all funds under NCLB). This includes a description of the quantitative and qualitative data collected and analyzed, who is involved in the analysis, how priority needs are determined, and how school improvement planning and documentation relate to this process.
What, and NOT allow them to do as they please and put funds towards an athletic facility before ensuring the educational needs of all children are met???? How dare they!

Targeted Assistance Program Plans (updated annually): A "Targeted Assistance Program Plan" is documented by completing the template provided (see http://www.doe.mass.edu/titlei/monitoring). The form provides a summary of what is being taught to whom, by whom (e.g., number and type of teachers / paraprofessionals); in which grades; and using which model (e.g., inclusion or pull‐out). Districts are required to develop Targeted Assistance program plans that are coordinated with and support regular education program(s) in relevant schools. Title I staff must be integrated with regular instructional staff in all activities, and Targeted Assistance programs must: (1) Use effective instructional methods and strategies that strengthen the core academic program of the school; (2) Use multiple, educationally related, objective criteria to identify children failing, or most at risk of failing, to meet the State's academic achievement standards (children in grades PK‐2 selected solely on the basis of such criteria as teacher judgment, interviews with parents, and developmentally appropriate measures); (3) Give primary consideration to providing extended learning time for served students; (4) Provide an accelerated, high‐quality curriculum; (5) Minimize the removal of children from the regular classroom during regular school hours.

Revised School Improvement Plans for Title I Schools with Accountability Status: Once identified for improvement, a school must revise its school improvement plan to address the subjects, grade levels and student groups in which the school did not make AYP. In developing or revising this plan, the school must consult with parents, school staff, and others. The plan must be revised no later than three months after the school has been identified for improvement. When schools are identified for corrective action status, the district plans for and implements corrective action steps stipulated in NCLB, as appropriate. When schools are identified for restructuring status, the district plans for and implements restructuring steps stipulated in NCLB, as appropriate. Yes, MVRCS has an 'Accountability Status' - would be interesting to the see how the Sir 'No Education in Education but Knower of It ALL' Kinnon would develop a plan that addressed the issues (if he could even stand to identify the issues!). Consult with who??? Parents and Staff - Not in this lifetime!

 Principals’ Written Attestation ‐ HQ (updated annually): Principals of Title I schools (Schoolwide or Targeted Assistance) must provide annual written attestation that all teachers of core academic subjects have met, or are working toward meeting, the NCLB Title II‐A Highly Qualified Teacher and Paraprofessional requirements. Copies of such attestations must be maintained at each Title I school and at the main office of the district. That would be fine except they can't keep teachers around long enough to write such an attestation! And again, we hear this year is no different as last years teachers are running for the doors!


Supplemental Educational Services (Selected Districts Only)
Supplemental Educational Services (SES) are additional, free, academic instruction designed to increase the academic achievement of students in schools identified for improvement, corrective action or restructuring under NCLB. Students from low‐income families attending Title I schools in their second year of school improvement (i.e., have not made Adequate Yearly Progress (AYP) for three or more years), in corrective action, or in restructuring status are eligible to receive SES.

Let the Teacher Turnover Begin!

As the Administration continues to make their rounds with contracts for those employees they hope to keep, the rumors will be flying about who they DON'T plan on keeping. In true MVRCS fashion those staff members who the school does not want to keep will have their contract discussions held off until the school is done with them (i.e. the last day of the school year). It causes us great concern that so many of the teachers who had been with the school for years have left within recent years. Of course none of the 'Friends and Family' members EVER leave (and of course, why would they, they all have very cushy positions that requires little). At the same time it is always disappointing when certain teachers DON'T leave and return year after year much to the dismay of students and parents alike.
We have heard a number of rumors regarding who is staying, who is going, and who is LOOKING to go.It seems that the lead teacher for the 4th grade is actively seeking positions elsewhere. As this particular teacher is a known snitch who frequently rats out her colleagues, we are left to believe that the decision to leave is her own and wonder if she has shared her intentions with the Administration. Sadly, many former staff members have left MVRCS as direct result of this particular teachers sense of superiority and habit of snitching on her colleagues. Even more teachers have requested to not work with her and approached the Administration as a result of her being so incredibly difficult to work with. Unfortunately, as a result of her willingness to rat out her fellow staff members and willingness to play the MVRCS game of systematic elimination (of both teachers and students), she was permitted to continue in her role. We are of the belief that with her departure the 4th grade teachers have a chance of becoming a more cohesive and effective team. If nothing else, morale in the building has a chance of improving.
 Interestingly enough the school does give 'staying bonuses' to those teachers who are both welcomed to return AND plan on returning. We've heard that over the years teachers who have signed contracts, and ultimately accepted a 'staying bonus', yet have a change in plans have been sued. Since it isn't the end of the year and this teacher is proactively and aggressively seeking a position elsewhere, we are left to the conclusion that it is her decision. The question is whether she has or will accept the 'staying bonus' if offered to her. Inquiring minds want to know...Adios Rat-Girl!

$91,304.00 for Recruiting and Advertising…..REALLY?

Yes, that is what MVRCS reportedly spent for recruiting and advertising during the 2008 fiscal year. We mention this as the school continues with their reviews of teachers. Apparently, due to the expense of the Athletic Complex the powers that be are being less than generous to the teachers and staff. Considering that they spend such an exorbitant amount of money to recruit and advertise for new staff one would think they’d try to limit their future recruitment needs. Pay now or pay later. Interestingly enough we haven’t seen this expense on any of the public school budgets and while we have seen other charter schools spending funds on recruitment, we weren’t able to find any that spent anywhere near what MVRCS does each year. Unfortunately, this isn’t just a one time expense but rather approximately what the school spends each year. It is also worth mentioning that the school also employs a HR Director who is making over $80,000.00 per year AND pays a vendor to handle additional HR matters. Certainly makes one stop and wonder if the school is using their funds appropriately and reasonably.


To add insult to injury, we came across the following charter school law (located at http://www.doe.mass.edu/lawsregs/603cmr1.html?section=07):

1.07: Charter School Staff

Charter school teachers hired after August 10, 2000 must either:

(1) take and pass, within their first year of employment at a charter school, the Massachusetts Tests for Educator Licensure; or

(2) be already certified to teach in Massachusetts.

Regulatory Authority:

603 CMR 1.00: M.G.L. c. 69, § 1B; c. 71, § 89.

One may conclude that the schools recruitment and advertising fees are so exorbitant as a result of having to hire certified teachers and that they are working towards that end with the high turnover rate. Unfortunately we found that that is not the case. It seems that the school has chosen not to follow this law as they go about hiring, firing and losing the many teachers that pass through the schools doors. In reviewing the data of the past few years, the school typically employs between 88-95 teachers yet only 55-60% of them are actually certified. One would think that with the incredibly high number of new teachers they are forced to hire each year that they would be at least moderately increasing the number of certified teachers they employ. While not only is that NOT the case but to further exasperate the issue, they show a decline in the percent of certified teachers they employ since 2008. It seems that they do not feel the need to follow this law any more than they feel the need to follow many of the other laws and regulations that govern them. But then again, why should they, they are Mystic Valley – the school held to very different expectations and standards than other charter schools.

The Lottery and Waitlist ……Powerball Anyone?

It seems that certain staff members (or any with children who are interested in sending them to MVRCS) and/or friends should play Powerball as they seem to have incredible luck!

We’ve blogged before about the issues relating to the handling of the lottery and waitlist at MVRCS but feel the need to do so again. In November the school held its annual lottery for incoming Kindergarten students. We didn’t give it much focus as we wanted to gather information and review the information before jumping to any conclusions. We were fortunate to have several different individuals in the audience who either manually recorded or (secretly) voice recorded the drawing. It’s taken us a while to put it all together and find the discrepancies but we found some. We had seriously hoped that the school had handled it with integrity and ethics this year but found otherwise. It seems that regardless that the school has an outside CPA handle the drawing itself, the school officials have somehow managed to continue manipulating the list to ensure certain individuals gain entry. We have heard from some reliable sources that not only has the Department of Education taken possession of the school’s waitlist, it is also now being managed by an outside source as a result of a change in the law and (we would imagine) wrongdoing on the part of the school.

We’ve compiled a comparative list of the numbers that were called and the final list that the school has published (located @ http://www.mvrcs.com/files/Lottery_Results_11_23_10.pdf). We see a number of differences and will be forwarding the data to the DOE for their review and (in)action, along with the names of the individuals who we believe will have benefited. It seems that being friends with Danielle Ferrara in the office is one way of ensuring entry into the school. We have also heard that parents also have the option of bribing their way into the school but have been unable to confirm the specifics. We’re also not sure if Ferrara is the person to bribe or if she is just the one doing the dirty work at the lottery drawings and/or working of the waitlist (either on own accord or at the instructions of someone else)..

As a side note, we have noticed that staff members of the school have unbelievable luck gaining entry into the school. We’ve mentioned before the high number of Kinnon’s and Finn’s and that they were all unbelievable fortunate to gain entry, never mind all the relatives of Henry Gennetti. Also worth mentioning is that relatives of both Finn and Gennetti who were so fortunate to gain admission not just once but twice! Somehow at least two families chose to leave the school and then somehow managed to be at the front of the waitlist when other children left (how that can happen is beyond us). We did hear that the school has some kind of allowance for this in their By-laws although how this can be is again beyond us as it is not permissible per the Department of Education (but then again, the rules that apply to all other charter schools don’t seem to apply to MVRCS). We have been unable to locate the school by-laws to confirm this but are continuing to work on it.

We have noticed that with a few exceptions, any staff member who places their child in the lottery or on the waitlist seems to gain entry. We’d heard about past teachers who somehow managed to gain access to MVRCS for their children after beginning to work there. Two good examples would be Dr. Biegler and Ms. Herrera. More disturbing is that it appears as though Ms. Herrera’s children got in ‘from the waitlist’ which we seriously question if they were ever on. We’ve come across other examples as well which leads us to believe that this was not an isolated incident.

Bringing the focus to current practices, it amazes us how many staff and faculty members have been fortunate enough to gain entry through the lottery and/or waitlist. Yes, we know that some staff members began working there after their children were admitted but it doesn’t seem as though many who work there and have children DO NOT GAIN ENTRY. Funny enough it doesn’t seem to just be limited to staff member’s children but also includes staff member’s relatives and friends. Isn’t it amazing that Gina McKinnon and Jen Mullen were both fortunate enough to have their children selected? Amazing, what luck they have. We did hear that Jen Mullen was not originally selected but did have a low number on the waitlist and made sure her child managed to get in (probably one of those non-english speaking kids that were systematically eliminated or encouraged not to enroll). Then again, it appears as though being a friend to Danielle Ferrara (or is she the person to bribe?) is one way of ensuring entry as a few of her friends that work at a popular Melrose seafood restaurant have managed to gain entry (one of which doesn’t even live in one of the sending districts). Who knows, we could be wrong but... It seems Val Doherty and Peter Connolly were fortunate enough to gain entry into the school for their nephews. This was in the year that a number of other staff members also were fortunate enough to have their children admitted. The current first grade class has a number of employee’s children sprinkled among it. It amazes us that out of only 125 spots that so many staff members, friends of Danielle Ferrara (not to mention Neil Kinnon) and relatives were selected from the lottery YET individuals who have been included in numerous lotteries have NEVER been selected. Isn’t it amazing? That is why we think the these staff members, family members, and friends should play Powerball – the odds are in their favor. Although the Powerball lottery isn’t fixed, is it? 

NOTE: We'd like to clarify that when we 'verify' our information, we aren't speaking to other parents but individuals who are either currently or have been employed by the school, a number of which have been there for numerous years. Through these individuals and our own resources (such as class lists and year books), we are able to confirm our information.

Kinnon - Mudding the MVRCS Name....?

It is a well known fact that we have numerous issues with Neil Kinnon and the dictatorship he has created for himself. At the same time we do appreciate that MVRCS would not be in existence today if it weren't for the efforts of him and the other founding members. We have been very vocal in pointing out issues we find troubling such as the numerous conflicts of interest surrounding many of his actions and decisions, the hiring and retaining of individuals solely based on their association with him (regardless of their qualifications and/or performance), his disregard and demeaning manner in which parents of the school are treated, and the treatment of the teachers and staff of the school (who are NOT part of his inner circle). We have worked (and continue to do so) towards bringing the bigger issues to the attention of the Department of Elementary and Secondary Education, State Ethics Committee, Attorney General, Inspector General, and Governor Deval Patrick. While our efforts have been solely on issues pertaining to the school, it seems as though others within the community have concerns of their own and are acting on those concerns. It is our understanding that a number of state agencies have begun investigating allegations of corruption and wrong-doing amongst Malden politicians. Included within the issues being investigated are the many back room deals that are common between Neil Kinnon and the City of Malden (such as the park deal from last spring) that are conducted outside of the laws that govern their actions. We can't be sure what the end result will be or how this will implicate or impact our school but the issue remains that if Neil Kinnon followed not only the letter of the laws but the spirit of the laws as well, MVRCS would not be in a position to be found guilty by association. We will wait with baited breath as the investigation continues and will keep everyone updated as to the status of the numerous investigations currently being conducted by various state agencies.

MVRCS Evaluations - Every Wonder....? Wonder No More!

As a parent have you ever wondered what and how the teachers of MVRCS are evaluated? We've been able to obtain a copy of the evaluation form the school uses to assess the teacher and staff performance. We found a number of their objectives to be interesting and thought provoking. Our biggest concern is that while the issue of handling behavioral students is mentioned (c. Individual student behavior management plans are implemented correctly), nowhere is it mentioned about teachers correctly implementing IEP goals and objectives or working/communicating with the Special Education staff concerning students with learning disabilities. To us, this shows how little thought and importance students with learning disabilities are given by the Board and/or Administration. Also note how  nothing is mentioned concerning the well being of students, positive communications with parents, and/or effectiveness with individual students.
We also felt that the lack of focus on any sort of professional responsibilities' (that you would typically see in a school evaluation form) such as understanding their legal and moral responsibilities, ability to convey knowledge of their subject matter, takes initiative both in and out of the classroom, use of professional judgement to ensure success of all students, works actively to involve parents in child's school life, use of resources to ensure student success both in and out of classroom, overall well being of students. No mention of knowledge (even general) about Special Ed issue knowledge or No Child Left Behind knowledge. The list could go on but so much is missing and too much focus is given to the success of the school rather than to ensure the success of the students.
Our comments are in red.

1.       Student Achievement & Instructional Implementation (35%)

a.       Students attain targets for lesson progress and mastery test scores (generally, student scores are within the allowable range unless there are relevant extenuating circumstances).
      The reason most 'student scores are within the allowable range) is because the students are grouped according to ability level. The unfortunate aspect is that if a 5th grader is working at a 3rd grade level, they will be placed within a group of similar students. The students will, for the most part, achieve passing or acceptable grades. The issue is that not only are they NOT working at grade level but parents are given the false impression that their child is doing well in school. MVRCS has been known to retain these students for failing to achieve a passing score on MCAS even when the child has earned A's and B's throughout the year. Of course part of this is systematic elimination.

b.      Students’ scores improve on independent standardized tests and other independent assessments.

c.       Students achieve targeted performance in other subjects on available measures.

d.      Individual faculty member implements all curricula (e.g. attaining 90% correct student responses, demonstrating strong lesson presentation skills, using appropriate correction procedures, monitoring of students’ independent work in class, ,and using of appropriate signals).

e.      Individual faculty member effectively implements other curricula, assessments, parent progress reports, and report cards developed, or selected, by the Mystic Valley Regional Charter School, and appropriately assigns homework and corrects papers.
      Within this category it seems as though too much focus is given to testing and assessment rather than ensuring that students learn (not always the same thing). This reminds us of the situation with the Robert Hughes Charter School where the teachers were instructed to coach or guide students during MCAS testing to ensure high scores for the school. 

2.       Promotion of Positive School Image (10%)

a.       Individual faculty member contributes to a measure impact on enrollment (e.g. increased enrollment is linked to parent satisfaction with individual faculty member, or conversely, word-of-mouth, and/or independent marketing student attrition is caused by dissatisfaction with the individual faculty member)
      This doesn't even seem as though it should fall within a teachers evaluation. The focus should be on the students, NOT the school. If they are so concerned about student attrition then why are they not concerned with the dissatisfaction of many special education (or diverse learners) students who leave as a result of a less than impressive Special Education Department and the leadership of that department. We wonder how Kathy Kinnon scores within this category.

3.       Classroom/Behavior Management (20%)

a.       Faculty member demonstrates the effective use of time, smooth transitions between activities, effective room arrangements, appropriate movement, clear expectations for student conduct, a greater frequency of praising students to correcting them, use of the School’s character curriculum vocabulary, effective and appropriate use of reward systems, proper referrals to the School Director’s office, and fairness and consistency in recognizing negative behavior and imposing consequences/restitution.
      Our course fairness and consistency in recognziing negative behavior and imposing consequences/restitution for those un-Kinnected students.

b.      Students demonstrate instructional/task focus and appropriate character virtues in the classroom, as well as appropriate conduct in the halls, restrooms, play areas, and other non-classroom environments.

c.       Individual student behavior management plans are implemented correctly. 
      Again, no mention of IEP's for learning disabilities. This is very alarming to us. 

4.       Performance of Duties (15%)

a.       Individual faculty member faithfully, diligently, and effectively implements the policies and procedures of the Mystic Valley Regional Charter School, demonstrating a strong work ethic and a positive attitude. The individual is punctual and meets other basic organizational expectations, including organizing student extracurricular activities and fulfilling such assigned duties as morning monitoring, dismissal monitoring, bus monitoring, and recess monitoring.

5.       Interpersonal Skills (10%)

a.       Individual faculty member works well with other School staff, contributes to the development of a collegial work culture, participates in informal professional development discussions, shares expertise with colleagues, and participates in team planning meetings.
      As long as it doesn't touch upon any of the topics covered in the next category, 'Professionalism'. 

6.       Professionalism (10%)

a.       Individual faculty member shows an understanding of professional behavior in the areas listed below:

                                                               i.      Communication with the Leadership Team. The individual faculty member directs communication about a conflict, issue, concern, or problem to the members of the Leadership Team of the Lead Teacher. The individual faculty member does not discuss any of the above with colleagues that are not directly involved with the issue in question. The individual faculty member does not discuss any of the above issues with parents. 
                                    It continues to amaze us that staff members are not permitted to discuss any 'conflicts, issues, concerns, or problems' with student's to their parents. Why is so much focus paid to these types of issues? How does this impact the learning of the students?

                                                             ii.      Discussion of Salary, Performance Based Raises or any other Compensation. The individual faculty member directs any and all communication concerning any of the topics listed above with the members of the Leadership Team. The individual faculty member does not, under any circumstances, discuss any issues related to compensation with other members of the faculty, staff, or parents.  
                                    Again, they will be terminated if it is discovered that a discussion was had. We do know that they talk about such things but no one ever dares admit to it out of fear of being terminated. We heard of one 'Kinnected' individual who scored originally well below 60 in their initial evaluation yet over the years slowly improved 2 points per year but is still under the acceptable mark. YET IS STILL EMPLOYED THERE!

                                                            iii.    Discussion of Confidential Information regarding students. The individual faculty member directs communication of confidential information regarding students to members of the Leadership or Education Teams. The individual faculty member does not discuss confidential information regarding students with other members of the faculty, staff or parents.  
                                    One staff member has told us that although this should be common practice, it is not. Also, the reason this is included is not for the protection of the students but rather to limit teachers coming to similar conclusions and joining forces when issues arise regarding students.

Friend, Follower or Problem....Review Time!

As unbelievable as it seems, the school year is just over half way through. For most districts and schools, the Administration is still focused on the current year and how to make sure that everyone, both students and teachers, reaches their potential. Unfortunately at MVRCS that isn't quite the case as it is this time of year each year that the Board and Administration begin reviewing the teachers and staff of the school. In any other district we would be encouraging parents to be sure that they voiced their opinions and thoughts regarding the teachers and staff. Our hope would be that when reviews were being completed they accurately reflected not only the perceptions and views of the Board and Administration but also those of the parents. It is a well known fact that at MVRCS the insights and feelings of parents regarding the performance of any teacher or staff is of no concern or consideration to the Administration and Board. Unfortunately many times neither is a teacher or staff members actual performance, consideration for potential, contributions to the school community or students, nor their efforts.
When it comes to performance reviews what matters at MVRCS is who an individual knows, how much they are willing to go along with (without questioning or challenging the ethical or moral aspect), what they are willing to overlook, and their not looking for support or insight from the Administration (as this is seen as a negative). Reviews at MVRCS rarely reflect an individuals true ability, potential, or effectiveness within the classroom but rather are a reflection of whether they have been identified as a 'friend' (of Kinnon), 'follower' (willing to just collect their checks and do as they are told without question), or a 'problem' (someone unwilling to accept the rules and limitations that are placed upon them). A staff member deemed as a 'friend' who does the bare minimum within their position, makes little effort or contributions to the school community or students, and/or is less than dependable may receive a review that is within the 'warning' or less than acceptable range but will still be rehired (and probably given a 'staying bonus'). On the alternative, an individual who goes above and beyond within their position and efforts but who has been labeled as a 'problem' (as a result of their questioning, opinions, efforts or simply pissing off of a Kinnon) may also receive a similar review yet not only will they NOT be rehired but they probably will not stick around for the remainder of the year. Yes, insight for parents into the incredibly high turnover that typically occurs in early spring. Of course the staff are adamantly forbidden from even discussing their reviews or expectations. So while one individual may be held to one set of standards or expectations, their counterpart(s) can (and usually are) held to very different standards or expectations but are forbidden from discussing the differences. We are not speaking of salary issues but rather job descriptions and expectations. The rule is so firmly enforced that any individual who acknowledges such off limited conversations are terminated. The Board and Administration wouldn't want everyone to know how much variance in expectations truly exists among the 'classes' of MVRCS.
We mention this now as we find it disturbing that parents have so little say (and that the Board and Administration place so little value on parental insight) in not only performance reviews but to which teachers and staff members are and should be valued. We have all seen some wonderful teachers and staff come and too quickly leave for unknown reasons (although rumors usually run a muck) much to the disappointment of parents and students. The Board and Administration believes that the relationship between parents and teachers and teachers and students should all be very adversarial; they don't want bonds to be built or nurtured. If teachers and staff are permitted to show concern for their students, they are not as likely to turn a blind eye to the questionable, unethical, and illegal actions of the Board and Administration. So, unfortunately in our school writing those letters to praise or criticize a staff member or teachers performance or incident will do nothing except either get ignored (if an issue or concern) or possibly result in the termination of a teacher or staff member who doesn't believe in adversarial relationships. No wonder why so many teachers and staff members don't stick around long.

School Today...Really? Oh Yes, REALLY!

Many parents and staff have written in to us to share their displeasure, concern, and overall disappointment with the officials at MVRCS who are responsible for making the decision of whether we should have a snow day or not. After deciding  yesterday to 'allow' parents to retrieve their children early without penalty and with the prediction of today being equally bad (if not worse), we must say that it was quite surprising that classes at MVRCS were not canceled today. Not only were all sending districts canceled but the Governor of Massachusetts had instructed all non-essential state employees to not report for work in the interest of safety and enable quicker cleanup of the storm yet MVRCS felt that a day of education was warranted and of more importance than the efforts of government officials and offices. Granted, we have heard repeatedly that the idea of adding the day to the end of the school year was not ideal, but the safety of not only our children but of the staff members surely outweighed the inconvenience. We're not sure which individual or individuals are responsible for the decision but one has to question whether it was based on pride (MVRCS NEVER CANCELS), ignorance, or little regard for those students who do not live within walking distance of the school. In either case, the decision (we feel) put the safety of our children at risk.
The issue of the staff being required to report to school is also worth mentioning. Just as we value our children we value the safety of the staff and teachers of the school. Not only did they require teachers to be there (otherwise they were not paid for the day and could not use their time off) but they took note of teachers and staff that arrived late. It is unfortunate enough that they were required to be there but special consideration and leniency should have been extended. The teachers and staff should have been commended and their efforts appreciated at their making it into work (after many probably had to dig themselves out and/or were subjected to a tedious commute). It is no wonder that the turnover rate is so high at MVRCS.
We should clarify that before writing this posting we did venture out to experience the roads first hand. We were fortunate to have a vehicle with front wheel drive and still found the driving conditions challenging. It should be noted that we have also heard of bob-cats overturning and that even trains and trolleys are experiencing difficulties as a result of the snow and/or icy conditions. We can only imagine what the conditions will be like at the end of the school day and for the school buses. Let us all hope that neither the students nor staff members are the victims of any casualties.
As it turned out we understand that the majority of parents either kept their children home or had them released early. We have heard that the person(s) responsible for making the decision regarding snow days believes that parents do not want school to be canceled (for whatever reason). While no one wants to be at the school later in the school year than necessary, one would imagine that we hold the safety of our children above the inconvenience of adding a day to the end of the year. Our staff and teachers should not be held with such little disregard that they are made to feel as though they are there to 'babysit' our children; they are there to educate them and one has to wonder how much educating occurred today. We suggest that parents who took issue with school NOT being canceled today make sure to voice your concerns with not only Dr. McCleary but also with Neil Kinnon and the Board of Trustees to ensure that they understand the priority we place on the safety of our children.

In the Spirit of the Holiday Season....

We want to thank those teachers and staff (both past and present) who have gone above and beyond in providing a safe, fair, adequate, and superior educational setting for our children. It is unfortunate that many of these same individuals were not mentioned in the list of the top 50 employees of the school (although some were) as we feel that many are deserving. In particular we'd like to mention the nursing and facility staff (again, those folks NOT mentioned on the list) whose contributions and efforts are often overlooked. We also think that the many teaching assistants who contribute to the learning of our children should also not be overlooked. Also, the efforts and patience of Greg Turner is also worth mentioning as his office is typically filled to capacity with students. And, while not typically a part of the school staff, we must mention the diligence and dedication of the numerous crossing guards who must endure the elements to ensure that our children are able to reach their school safely and in one piece. We ask that you remember these folks during this holiday season as they are the individuals who are dedicated, patient, and essential to our school yet often go unnoticed and unappreciated. Hats off to all of them!

A Readers Comment Highlighted

This was posted under an older posting and we thought it worth sharing:
                    Anonymous said...

Listen, MVRCS is a good school with excellent teachers. The Administration is inept and incompetent yet they hold the purse strings to mismanage the funds that pour into their coffers. Kinnon is quick to brush off items because he's as ignorant as the day is long! His family will always be granted a pass as will any other adminstratively connected family member. Who would be foolish enough to ruin the MVRCS money pit? Veilleux is a good example; nunber one stooge, $103k to run the bus operation, really! So he shows up at dismissal to make sure everyone is posted at their spots so he looks like a genius?! Kathy Kinnon shows up at dismissal to bark out a few incoherent thoughts to justify her $89K existence. It's all a sham. The DOE should investigate the financial records and qualifications of the Administration personnel. Chris Finn, because of his 10 years of ass kissing to Tony Biegler allows him to be Asst. Director of an educational institution? Please. He couldn't operate a profitable lemonaide stand with free lemons!! The man is a goof. He has difficulties speaking at staff meetings once a month never mind run an office. The school has some great attributes in spite of the Administration. Gina McKinnon one of the more embarrassing people in the school. She is absolutely useless. Seriously folks, what does she accomplish? NOTHING, but she is handed $75K a year to walk the halls and utter true nonsense.

December 9, 2010 7:25 PM

 A few members of the band wagon were left off such as Jen Mullen (Gina McKinnon's counterpart) who is inept at hiring and retaining staff who refuse to rat out their coworkers to her (as she likes them to do, that is how you earn her respect -sad). Her all time favorite rat is a particular 4th grade teacher who has had numerous co-workers complain about her yet is still there and held in high regards due to her willingness to sell out her colleagues.
We should also mention one of our personal members of the band wagon, Greg Kinnon who is responsible for the facilities (and overseeing others who do all the work) and shows up at the end of the day to direct the buses out of the yard safely. We'd be interested in hearing what his official work hours are as it doesn't seem he is at either facility much. We'd also like to know how much time Greg spends filling in for the nurses as it seems like that was a bunch of BS. Same with Kathy Kinnon, anyone else notice how infrequently her car is parked in the driveway of the blue house at 8:00? Does she not have the same working hours as the rest of the staff or does she come in late due to her late evenings assisting with the swim team? Although the way we see it, since she receives a stipend for the swim team work, it should not excuse her from her normal responsibilities (or what should be her normal responsibilities as it seems as though she has shuffled most of her duties off). I'm sure none of the others who pick up extra positions are not allowed to neglect their everyday job descriptions or make their own hours.
We should mention that Chris Finn isn't in his position solely as a result of kissing Dr. Biegler's a$$ but also as a result of his longtime friendship with none other than Neil Kinnon. The two families go way back and the two were childhood friends. Now Gina McKinnon and Jen Mullen, they are ONLY there as a result of their a$$ kissing to both Dr. Biegler and Neil Kinnon as neither of them do much in the sense of developing or working with their staff, you know something a PDC (Professional Development Coordinator) would typically be responsible for.

How Equal is Equal at MVRCS?

In past posts we've done a pretty thorough job discussing and documenting the differences in expectations and compensation between those 'Kinnected' or 'Konnected' staff members versus other staff members. We've also touched upon the manner in which the admissions lottery has historically been handled (although the Administration must have realized that by announcing the names, they gave away too much information so instead chose to assign numbers. Pretty sneaky we must say). One area we haven't touched upon is how differently students can be treated. Honestly, we don't like to bring the students into our concerns and issues with the school as we feel that it is unfair. That being said we will be trying to NOT mention or identify any students as we discuss the manner in which some students are treated.
It has recently come to our attention that Neil Kinnon's neighbor has been hired to handle the construction of the new Athletic facility.Our first thought as we read that the contract was negotiated, but the amount NOT published, was what the interview, application, or screening process for this position entailed. We have been able to confirm that the individual was involved with Big Dig (although we're not sure if that is a good thing or bad thing) and graduated from Northeastern University with an Engineering degree. We just found it awfully convenient that Neil Kinnon was able to hire yet another friend, family member and/or associate at the expense of MVRCS (and ultimately the taxpayers of the sending districts). But we digress as this the intent of this post is to discuss how different students may or may not be treated. The school policy states that 3 dismissals and/or tardies equal an absence and that 20 absences is an automatic retention. It has come to our attention that some students have had a tendency in the past to experience a tardy issue. If we understand the policy correctly, if a student had 100% attendance and was not dismissed, they could be tardy no more than 60 times. Hmmm, we wonder if this policy has been uniformly enforced to all students or if some students may be held to different standards and expectations just as some staff members are. Isn't it so sad that Neil Kinnon doesn't even make the ATTEMPT at seeking the best individuals for various positions but rather just hires his friends, family, and associates.

We recently heard from a former staff member who recalled a troubling situation regarding differences in academic ability and retention. While we have been unable to confirm this information, the former staff member did provide us with some credible information and materials. It seems that one student (student A) demonstrated superior academic abilities than another student (student B) who was several grade levels higher than student A. Sadly, student A had been retained and was being considered for retention once again while student B had never been retained (although should have been). While the staff member initially believed the difference in treatment was as a result of race (student A was African-American and student B Caucasian) but later realized that student B had a 'Konnection' to Neil Kinnon. We must say that we were provided with work examples from both students and had to agree that Student A's work was superior (even though their was a number of grade levels between them and just to clarify, Student A was in the lower grade). Yes, other factors are typically taken into consideration but the problem with this situation is that while both students were on IEP's, student A's included a behavior component and we believe (although have not had the opportunity to verify) that students can not be retained as a result of a behavior issue, especially if diagnosed.

Our final example (and we truly do have many) includes the child of an Administrative team member who has been known to act up during class. Apparently (and according to our sources) this child has grown up with Chris Finn and has a very friendly relationship with him. As such, the child does as they please and when they end up in the office, are handled with the most gentlest of kid gloves. While children who are guilty of their same infractions are often given detention, suspended, and/or sent home, this child is not. To make matters worse, the Administrative team member (i.e.parent) who at first griped about this situation (that Chris Finn refused to handle the situation appropriately) became incensed when Chris Finn held the child to the same standards as other students. Interesting how that works. As a side note, another employee had written in regarding this same Administrative team member/parent who was confronted with having to discipline a child one day when Chris Finn was out of the building. Apparently, the PDC was less than professional with the child and spoke to the child in manner that was not becoming of a school administrator. Further, it appears that the student in question was being disciplined regarding an ongoing issue of threatening others with firearms. Yeah, the DESE might just have regulations regarding how the situation SHOULD HAVE been handled. We do wonder if that student was possibly a child of someone who is 'Kinnected' or 'Konnected' individual. But don't worry, we hear this individual is only still there at the insistence of Neil Kinnon, she too must know too much and could probably do some real damage to the school if not treated in the manner she feels is appropriate. Now if only she could learn to do a better job of either interviewing and hiring individuals or at the very least provide guidance, mentoring, or coaching. Actually, communication lessons might go far with this PDC.

To Neil Kinnon, About Neil Kinnon and What He Is Reading.....

A post dedicated to the Dictator of MVRCS, Neil Kinnon himself. Many would say that we have a vendetta or ax to grind with Kinnon but we don’t, we are just tired of his use of the school as his own personal employment agency and his insistence on controlling all aspects of it. While we are not removing fault for the wrong doings that have (and continue to) occurred from others on the Board and Administration, we do know that not much happens without Neil Kinnon orchestrating it all from behind his curtain (much like the Wizard in the Wizard of Oz). We’re sure that at times the Administration would love nothing more than to terminate certain employees but are prevented from doing so as a result of their ‘kinnection’ or ‘konnection’ to Neil Kinnon. In attempting to create a post title, we found ourselves facing difficult decisions as many were appropriate.

Kinnon and Napoleon ~ two of the same?

Napoleon Bonaparte (we liken Neil Kinnon to Napoleon and the ‘little man’ syndrome that has long been associated with Napoleon)”

“Human greed, passion, vanity are the motive forces by which kings rule.”

Are we being ruled by a king who is driven by greed, passion, and vanity?

“A man must be a good deal of a fool if he thinks there is nothing superior to his own ideas but miracles, and the mind of God!”

                        We’re sorry to keep coming back to this but his quote, “The quickest way to be not true to the charter is to not have continuity. Since superintendents come and go, where do you get continuity? You’re able to get that through a long-serving board that has full understanding of the charter. This is what I have told the DOE every year they’ve come in and questioned it’’ continues to come to mind as we read various quotes that various dictators and ego-maniacs have used to justify their actions. At least if other Trustees were appointed the school would have a chance of being run in accordance with the laws AND with the best interest of ALL children held first and foremost.

Carly Simon:

“You’re so vain”….you probably think this school is just about you…..

Author Unknown:

            "Don't go away mad, just go away.'

            (And don't worry, we'll still name that fancy new athletic center after you, or at the very least, the pool cause we know that is what is important to you ~ not staying focused on the charter's mission that makes NO mention of athletics taking precedence over adequate learning facilities).

Idiom on deception:

“Fool me once, shame on you. Fool me twice, shame on me.”            

AND FINALLY, from George Orwell’s, 1984 –

            “Big Brother is watching you….”

For those of you not familiar with the book 1984, it would appear that Neil Kinnon is attempting to create his own totalitarian state:

“Big Brother is a fictional character in George Orwell's novel Nineteen Eighty-Four. He is the enigmatic dictator of Oceania, a totalitarian state taken to its utmost logical consequence - where the ruling elite ('the Party') wield total power for its own sake over the inhabitants.

In the society that Orwell describes, everyone is under complete surveillance by the authorities, mainly by telescreens. The people are constantly reminded of this by the phrase "Big Brother is watching you", which is the core "truth" of the propaganda system in this state. Since the publication of Nineteen Eighty-Four, the term "Big Brother" has entered the lexicon as a synonym for abuse of government power, particularly in respect to civil liberties.”

We bring this comparison into our post for a number of reasons. While we see the similarity between the two as scary with the ruling elite using its power for the sake of them selves, the bigger implication is even more disturbing.

It has come to our attention (and we have verified this) that while many parents are aware that the area surrounding the school is wired with surveillance cameras, so too are the buildings. While we may be able to appreciate the value in this to some degree, what we take issue with is that these cameras have a lip reading device on them. Apparently, while eavesdropping or wiretaps require permission from either the individual or a court, lip reading software is legal and does NOT require individuals to be notified of its presence.

Since the financial collapse in 2008, local, state and the federal governments have struggled financially to meet the needs of the citizens.  In many cases, this has meant cut backs in numerous social and education programs including in some cases direct funding to schools.  To adjust for these shortfalls, schools have had to eliminate after school programs, libraries, music and art programs.  MVRCS has not escaped the financial pressures.  If you recall, the parents have had to step up and subsidize the transportation program because MVRCS claimed “they couldn’t afford it.”  Well how is it exactly that a school claiming that it can’t afford to transport its students can afford a “LIP READING SOFTWARE”????  For those that may be confused as to what this is, allow me to explain.  MVRCS has remote cameras installed in the hallways of the building that secretly monitor the conversations that take place in the hallways by and between students, teachers, and yes you guessed it, PARENTS.  Did you know that the conversation you had with your child’s teacher in the hallway was being monitored?  You do now.  Anyone heard of Carly FiorinaKinnon is aware that he may not be breaking the federal and state wire tapping laws but one could argue that conversations pertaining to children should be confidential and many parents may (and do) take issue with Big Brother (and his merry band of thieves) eavesdropping. Should we also mention the implications this has on the teachers, many of whom do not KNOW that many of their conversations are being translated into interesting reading material for a member of the merry band of thieves. Yes staff members, you can keep no secrets from Big Brother (and we’ve heard they are reading your emails these days too). Just curious, was ANY of this in your contract or the School Compact that parents signed….?

Yes, Big Brother IS WATCHING (AND READING EVERYTHING YOU SAY!).

And We ARE THANKFUL for Much at MVRCS.....

With Thanksgiving quickly approaching and at the suggestion of one of our readers, we'd like to show thanks for all the aspects of MVRCS that we are thankful for. A few have accused us of being 'haters' or 'bashers' of MVRCS and we cannot reiterate enough how far from the truth that is. If we truly 'hated' the school, we would not put the time and energy into this blog in the hopes of ensuring the school's future viability, we would walk away like many others before us have. On that note, here is what we are thankful for in regards to MVRCS (and we welcome your additions for anything or anyone we may inadvertently overlook).

• We are thankful to Neil Kinnon and the other founders of MVRCS for their tireless efforts and perseverance to create the foundation that MVRCS is based upon; 
• We are thankful to the many teachers of MVRCS who are passionate and committed to providing ALL of our children with an exceptional education and especially:

o   those teachers who have endured and been subjected to the many challenges placed upon them by the Board of Trustees, Administration, and a few of their colleagues;

o   those teachers who go above and beyond the expectations of MVRCS in an attempt to create a positive, nurturing learning environment that goes beyond just the curriculum;

o   All the teachers who should have made the Top 50 paid employees and didn’t yet continue to be passionate and dedicated to teaching our children without taking offense by those who did.

o   We are thankful to the many High School teachers who are dedicated and passionate about ensuring our students succeed.

• We are thankful that MVRCS offers our elementary children foreign language while many of our district schools do not offer them in the lower grades;
• We are thankful to Mike and Wei An who work tirelessly to keep up the lower school facility;
• We are thankful to Bob Kravitz not only for his contributions to the upkeep of the school facilities but also for being a ‘Kinnected’ individual who takes his position and responsibilities seriously and does not abuse it.
• We are thankful to the real school nurses who take care of our children when they are sick, hurt, or just not feeling well.  
• We are thankful to the receptionists in the fishbowl who are also kind, patient, and helpful to both the many students and parents who seek their assistance.
• We are thankful to the many teachers of the past who helped create the curriculum and lessons that are not part of the monkey training that the school uses (specifically the history and science lessons).
• We are thankful to the many teachers who help our students succeed by committing their time and energy to MCAS tutoring, coaching, drama productions, and the likes.
• We are thankful to the art teachers who have been conducting some amazing art projects that are truly impressive and inspiring.
• We are thankful for all of the teachers who have come and gone who suffered harassment, retaliation, and abuse for trying to do right by the students they felt were not receiving the education and services they needed.
• We are thankful for the many years of free transportation the school was able to offer parents during prior years and for the low cost of transportation this year (even if we don’t agree with their policy or handling of the same).
• We are thankful for the efforts and progress that past parents have made towards bettering the school and specifically, the Special Education Department and PAC.
• We are thankful to Ms. Goggin for all of her efforts and accomplishments with the Booster Club including the awesome Haunted Houses they did in prior years and the numerous coat drives.
• We are thankful to all of the school athletes who are committed to their sport and are working to put MVRCS on the map in the athletic arena.
• We are thankful to the uniform policy as it not only ensures an appropriate dress code and creates a sense of equality and unity but also makes mornings incredibly easy for many parents.
• We are thankful for the math and reading program in the lower school as it provides most students with a strong foundation in both.
• We are thankful for the behavior management program (when it works and followed correctly) as it sets clear expectations for the students and the warning system allows for gentle reminders to the students.
• We are thankful for Craig Turner who manages Chris Finn’s office for his handling and ‘babysitting’ of those students who are frequent visitors.
• We are thankful to the cleaning crews who come in like fairies in the night and bring the building back to shape before the students return each morning.
• We are thankful to the food staff that ensures many of our children receive their meals each day.
• We are thankful to the many staff members and crossing guards who stand outside in miserable weather conditions to ensure the safety of our children.
• We are thankful to the Action Service students who provide our children with a safe and fun environment after school hours. 
• We are thankful to the students who have to do Community Service and clean up our parks, streets, collect food for the hungry and the other kind actions that they perform.  

Have anyone or anything to add? We welcome your comments!

Another Example of Salary Issues at MVRCS.....

We find ourselves drawn repeatedly to the Globes listing of the top 50 salaries at MVRCS as we keep finding examples of preferential treatment (in this case, salary) for friends, family members, and associates of various individuals. While a number of HS teachers were mentioned, very few lower school teachers were actually mentioned. One individual pointed out that this may be due to differences in education and/or experience and not as a result of questionable practices. As we began looking into the teachers in the lower school, we realized that a few of them have been at the school for many years, some have Master's degrees, and others take on extra activities that pay 'stipends', yet fail to appear on 'the list'.
For instance, we know that the entire second grade team are all long time employees (one has been commended for exceptional  behavior management - Ms. White), at least one has obtained her Master's (Ms. Lynch), one is in the process (again Ms. White), yet neither of these individuals are making more than 45,000.00? It upsets us (especially in light of the massively high turnover and Neil Kinnon's statement to the contrary) that these teachers (who most would say are highly qualified and an asset to the teaching staff of MVRCS), and many of the other long term teachers, are not making what the facility manager and supervisor, office manager, lower level music teacher, or public relations employees are. It seems as no wonder that long time teachers are making a mass exit out of MVRCS, many must be livid that so many individuals that perform the least are paid the most.