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Saturday, June 4, 2016
SAVE THE DUP AND PVRS
As the clouds roll in on Pioneer Valley ..what a perfect sentence to accompany the pain and grief so many are feeling today , knowing when we walk back into our school this fall , the faces we are so accustomed to and depend on, we won't see.
Mike Duprey
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After all he is the heart of Pioneer
Ahh the memories
How true these statements are. The kids love this man , on and off the field . They look to him for guidance and support , and sometimes just to chat. To lose this man is a loss for PVRS and the kids and teachers combined.
Who are these guys? The Pioneer Valley Regional High School football team is 6-1 and sitting atop the Division IV power rankings. Excuse us? “This year, the kids have finally believed that we had the talent to win.,” Pioneer coach Mike Duprey said. “The kids know that we can be the real deal, that we can play football with anyone.” Pioneer had gone 8-28 since it resumed a varsity schedule in 2005, when it resurrected a program that had disbanded in 1980. “For a few years, we were the new program, we weren’t in a league, we only had 30 kids ...” Duprey said. “Pioneer also started its field hockey program the same year and now they are playing well and also in first place. They have used the ‘worst to first’ slogan and it’s been the same for us. The school is buzzing about it.” Pioneer plays the first of three straight road games Friday night against Pathfinder (1-6, 1-3). The Panthers own a 4-0 Tri-County League record, a half game ahead of Ware (6-1, 4-1) and one game up on Palmer (4-3, 3-1). The Panthers defeated both teams in successive weeks earlier this month. For all the polish of its 6-1 record, it was a Week 2 loss that first proved to Duprey that the 2009 season may bring something special. “No one thought we had a shot against Greenfield,” Duprey said of a 22-20 loss. “We worked real hard and just came up short. Then we turned around and beat Ware, which was ranked No. 1. And then Ware beat Greenfield. That’s when we said, ‘Hey, we’re a good football team.’ Then we beat Ware and Palmer in back-to back weeks.” Duprey gave credit to his coaching staff and the offensive line as to keys to success. “I have coaches here, with about 120 years of experience,” Duprey said. “I can’t tell you how fortunate I am, to have them working with the kids every day.” Tom Gaffigan is the defensive coordinator, Glenn Wilson coaches the line and Dick Howe works with the secondary and helps with defense. Duprey calls the offensive plays. Juniors William Randall (guard) and Jeremy Shippa (tackle) anchor the line as 240-pounders on the strong side. “They are opening holes and giving us time to throw the ball,” Duprey said. “They have been here for four years, and they are only juniors.” “Shane Deming (600 yards rushing) has been great at running back and (quarterback) Pat Viencek has four kids out there who can catch the ball,” Duprey said. Pioneer went 2-12 in its first two seasons of league play, but Duprey sensed better days were ahead at the end of last season. “You could see that we were this close, if you held your thumb and (index) finger a half inch apart,” Duprey said. “We had 44 kids come out. A couple of years ago, these same kids were just getting run over by teams. Now they’re finding that they are doing it to others.” Pioneer has won four home games this season, after winning three in Northfield during its first four seasons. With four teams qualifying for the Division IV playoffs, Pioneer appears in good shape as its final four opponents have a combined record of 7-19. “As a coach, I am not going to boast about anything after Week 6 or Week 7,” Duprey said. “We’ll talk about it after Thanksgiving.”
He showed these kids he believed in them and in turn they believed in themselves . His teachings and support of ALL children makes him what he is and so special to so many .
How can we as a school, just let this man walk away without a fight? He was always available when a student, teacher or parent needed him, Now he needs us.
Write to the editor of the Recorder , Masslive, address your feelings and concerns to the School Committee, who can step in and help save our school from this loss. Mike Duprey needs OUR support now , and this just isn't about him, its about the school and teachers, subs, aides , you ALL need to also take a stand for what is right and you know is right .
Do not stay silent , because I promise you down the road , and not far away , you will wish you had taken this stand.
SAVE THE DUP AND PVRS
Mike Duprey
Pioneer football coach Mike Duprey retires after 30 years of coaching
By
on December 03, 2011 8:37 PM, updated August 23, 2013 9:53 AM
on December 03, 2011 8:37 PM, updated August 23, 2013 9:53 AM
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What a way to end a coaching career.
Pioneer football coach Mike Duprey went out on top on Saturday, as his Panthers defeated McCann Tech 14-8 to win the Division IV Super Bowl.
“It’s huge,” said Duprey of winning the Super Bowl. “To come down here and beat a team like McCann…I feel lucky to get out of here.”
After 30 years of coaching, Saturday was the last game for Duprey.
“Hell of a way to go out,” Duprey said. “It’s the best. How can you ask for anything better than to win the Super Bowl in your last game?”
Duprey retires with a record of 170-118-4 in 23 years at Greenfield and seven years at Pioneer.
In 2005, he returned to Pioneer and restarted the football program which had been disbanded in 1980.
The first four years at Pioneer were rough, with the team going 8-29. However, since 2009 the Panthers have gone 30-8 including three Super Bowl games and two Tri-County League titles.
“We had 22 guys and we won one game,” said Duprey of his 2005 Pioneer team. “Who would have thought that in seven years we would be in three Super Bowls? To make a decision like that happen and be able to go out like this is fantastic.”
Saturday marked the sixth Super Bowl game Duprey has coached in. At Greenfield he lost all three Super Bowls the Green Wave played, in 1989, 1995 and 2004. After losing to Ware 18-4 in 2009 and Easthampton 26-0 in 2010, Duprey’s Pioneer team finally found the winning recipe in 2011 against McCann.
“It’s not just last game for him but for all of them,” said Pioneer running back Curtis Weaver of the coaches. “It was definitely important to come out here and win it for them.”
Duprey might be retiring from coaching football, but he is not retiring from Pioneer.
“I’m the assistant principal and those two jobs don’t go too well together,” Duprey said. “I’m not able to do the job I need to do.”
By winning the Division IV Super Bowl, the Pioneer players lived up to their team motto of “one team, one dream” and helped Duprey retire on top.
“A lot of the players said they did it for me, but I wanted them to do it for themselves,” Duprey said. “I really appreciate all of my guys and I just love them all.”
Pioneer football coach Mike Duprey went out on top on Saturday, as his Panthers defeated McCann Tech 14-8 to win the Division IV Super Bowl.
“It’s huge,” said Duprey of winning the Super Bowl. “To come down here and beat a team like McCann…I feel lucky to get out of here.”
After 30 years of coaching, Saturday was the last game for Duprey.
“Hell of a way to go out,” Duprey said. “It’s the best. How can you ask for anything better than to win the Super Bowl in your last game?”
Duprey retires with a record of 170-118-4 in 23 years at Greenfield and seven years at Pioneer.
In 2005, he returned to Pioneer and restarted the football program which had been disbanded in 1980.
The first four years at Pioneer were rough, with the team going 8-29. However, since 2009 the Panthers have gone 30-8 including three Super Bowl games and two Tri-County League titles.
“We had 22 guys and we won one game,” said Duprey of his 2005 Pioneer team. “Who would have thought that in seven years we would be in three Super Bowls? To make a decision like that happen and be able to go out like this is fantastic.”
Saturday marked the sixth Super Bowl game Duprey has coached in. At Greenfield he lost all three Super Bowls the Green Wave played, in 1989, 1995 and 2004. After losing to Ware 18-4 in 2009 and Easthampton 26-0 in 2010, Duprey’s Pioneer team finally found the winning recipe in 2011 against McCann.
“It’s not just last game for him but for all of them,” said Pioneer running back Curtis Weaver of the coaches. “It was definitely important to come out here and win it for them.”
Duprey might be retiring from coaching football, but he is not retiring from Pioneer.
“I’m the assistant principal and those two jobs don’t go too well together,” Duprey said. “I’m not able to do the job I need to do.”
By winning the Division IV Super Bowl, the Pioneer players lived up to their team motto of “one team, one dream” and helped Duprey retire on top.
“A lot of the players said they did it for me, but I wanted them to do it for themselves,” Duprey said. “I really appreciate all of my guys and I just love them all.”
How true these statements are. The kids love this man , on and off the field . They look to him for guidance and support , and sometimes just to chat. To lose this man is a loss for PVRS and the kids and teachers combined.
Who are these guys? The Pioneer Valley Regional High School football team is 6-1 and sitting atop the Division IV power rankings. Excuse us? “This year, the kids have finally believed that we had the talent to win.,” Pioneer coach Mike Duprey said. “The kids know that we can be the real deal, that we can play football with anyone.” Pioneer had gone 8-28 since it resumed a varsity schedule in 2005, when it resurrected a program that had disbanded in 1980. “For a few years, we were the new program, we weren’t in a league, we only had 30 kids ...” Duprey said. “Pioneer also started its field hockey program the same year and now they are playing well and also in first place. They have used the ‘worst to first’ slogan and it’s been the same for us. The school is buzzing about it.” Pioneer plays the first of three straight road games Friday night against Pathfinder (1-6, 1-3). The Panthers own a 4-0 Tri-County League record, a half game ahead of Ware (6-1, 4-1) and one game up on Palmer (4-3, 3-1). The Panthers defeated both teams in successive weeks earlier this month. For all the polish of its 6-1 record, it was a Week 2 loss that first proved to Duprey that the 2009 season may bring something special. “No one thought we had a shot against Greenfield,” Duprey said of a 22-20 loss. “We worked real hard and just came up short. Then we turned around and beat Ware, which was ranked No. 1. And then Ware beat Greenfield. That’s when we said, ‘Hey, we’re a good football team.’ Then we beat Ware and Palmer in back-to back weeks.” Duprey gave credit to his coaching staff and the offensive line as to keys to success. “I have coaches here, with about 120 years of experience,” Duprey said. “I can’t tell you how fortunate I am, to have them working with the kids every day.” Tom Gaffigan is the defensive coordinator, Glenn Wilson coaches the line and Dick Howe works with the secondary and helps with defense. Duprey calls the offensive plays. Juniors William Randall (guard) and Jeremy Shippa (tackle) anchor the line as 240-pounders on the strong side. “They are opening holes and giving us time to throw the ball,” Duprey said. “They have been here for four years, and they are only juniors.” “Shane Deming (600 yards rushing) has been great at running back and (quarterback) Pat Viencek has four kids out there who can catch the ball,” Duprey said. Pioneer went 2-12 in its first two seasons of league play, but Duprey sensed better days were ahead at the end of last season. “You could see that we were this close, if you held your thumb and (index) finger a half inch apart,” Duprey said. “We had 44 kids come out. A couple of years ago, these same kids were just getting run over by teams. Now they’re finding that they are doing it to others.” Pioneer has won four home games this season, after winning three in Northfield during its first four seasons. With four teams qualifying for the Division IV playoffs, Pioneer appears in good shape as its final four opponents have a combined record of 7-19. “As a coach, I am not going to boast about anything after Week 6 or Week 7,” Duprey said. “We’ll talk about it after Thanksgiving.”
He showed these kids he believed in them and in turn they believed in themselves . His teachings and support of ALL children makes him what he is and so special to so many .
How can we as a school, just let this man walk away without a fight? He was always available when a student, teacher or parent needed him, Now he needs us.
Write to the editor of the Recorder , Masslive, address your feelings and concerns to the School Committee, who can step in and help save our school from this loss. Mike Duprey needs OUR support now , and this just isn't about him, its about the school and teachers, subs, aides , you ALL need to also take a stand for what is right and you know is right .
Do not stay silent , because I promise you down the road , and not far away , you will wish you had taken this stand.
SAVE THE DUP AND PVRS
Congratulations Class of 2016!!
‘We’re all rough drafts’: Pioneer grads embrace hard work of being human
Recorder Staff
Friday, June 03, 2016
As
the clouds rolled in over the Pioneer Valley Regional School’s sporting
fields, the melodious words of country singer Tim McGraw’s “Humble and
Kind” surrounded a full audience and Pioneer’s 60-student class of 2016.
Pioneer Principal Mike Duprey played the song for the students as his parting message to them. “Always stay humble and kind,” he concluded.
Spirits ran high throughout the ceremony, from when the Pioneer band played “More Cowbell!” and students danced through the crowd ringing their own cowbells, to the commencement address by English teacher Matthew Despres, who joked about meeting the height requirement for speaker.
Despres ended the advice and reassurances given to graduates
during the speeches by saying that it’s alright to have complicated
feelings about what tomorrow will bring, and to “make yourself up” as
you go along.
“Being a human being is really, really hard work,” he said. “Think about it: We’re all first drafts.”
Emily Malsch and Kayla Hubbard acted as the class of 2016’s salutatorian and valedictorian, respectively.
Scholarships, awards Matthew Abbey, Excellence in English 12, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Most Improved in Chorus, Outstanding Achievement in Advanced Placement Chemistry, Outstanding Achievement in Marketing and E-Commerce, Student of the Month for April, Evelyn G. Lawley Award, Foundation for Educational Excellence Richard Martin Theatre Award, Principal’s Award.
Michael Adams, Owen Clarke Foundation Scholarship.
Andrew Amidon, Outstanding Achievement in Economics and Entrepreneurship, Outstanding Achievement in Music in Band, Pioneer Valley Regional School Instrumental Music Award, The Silver P Award for National Honor Society, University of Vermont Green and Gold Scholarship.
Colby Bartos, Abigail Stratton Award.
Alexxis Billings, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Daniel Boliver, Outstanding Achievement in Engineering Drawing.
Brenda Brewer, Gerald and Edward McGowan Memorial Award, Owen Clarke Foundation Scholarship, Principal’s Most Improved Award.
Alexis Buzzell, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Joshua Christopher, Excellence in English 12, Excellence in Spanish 5, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Northfield Kiwanis Club Walter F. Asseng Memorial Scholarship, Owen Clarke Foundation Scholarship, The Silver P Award for National Honor Society.
Dylan DePalma, Alfred Orlens Citizenship Award, Dean Beaudoin Memorial Scholarship, Excellence in Elementary Statistics, Excellence in Music in Band, Franklin First Federal Credit Union Scholarship, Fred W. Wells Fund Scholarship, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Lucy Wilder Memorial Humanitarian Award, Ned Green Scholarship, Outstanding Achievement in Global Science, Student of the Month for February, The Silver P Award for National Honor Society.
Danielle Devine, Bernardston Kiwanis Club Scholarship, Bernardston Veterans’ Organization Scholarship, Excellence in English 12, Excellence in French 5, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, Hampshire, Franklin, and Hampden Agricultural Society & Three County Fair Scholarship, Jessica L. Sweeney Memorial Award, Thaddeus M. Ostrowski Memorial Award, The Silver P Award for National Honor Society.
Christopher Dickerman, Fred R. Whitcomb Scholarship, Fred W. Wells Fund Scholarship, Pioneer Valley Regional School Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Maria Emanuelli, Dean Beaudoin Memorial Scholarship, Excellence in Music in Band, Fred W. Wells Fund Scholarship, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Mary Valley Forrest Memorial Music and Art Scholarship, Pioneer Valley Regional School Scholarship, The Silver P Award for National Honor Society.
Emily Geser, Fred W. Wells Fund Scholarship, Northfield Fire Dept. Floyd M. Dunnell Jr. Memorial Scholarship, Outstanding Achievement in Envirothon, Owen Clarke Foundation Scholarship.
Marina Gibbons, Kathy Bonnett Memorial Award, Stephen F. Balk Award, Warwick Community Scholarship.
Kathryn Gibson, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Outstanding Service to Peer Mediation.
Samantha Gorzocoski, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, French Club Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Leadership Award in French 5, Northfield Kiwanis Club Jonathan (Jake) Mayberry Scholarship, Outstanding Achievement in French 5, Rotary Club of Franklin County Scholarship, The Silver P Award for National Honor Society.
Bradley Hastings, Fred W. Wells Fund Scholarship, Jason Peters Memorial Scholarship, Pioneer Valley Regional School Scholarship.
Talia Hicks, Excellence in Elementary Statistics, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Owen Clarke Foundation Scholarship, Pioneer Valley Regional School Scholarship.
Lauren Hnath, Owen Clarke Foundation Scholarship.
Abigail Hoisington, Abigail Stratton Award, Abigail Stratton Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, John A. Hogan Memorial Scholarship of the Pioneer Valley Regional Education Association, Kevin J. Courtney Scholarship, Outstanding Achievement in Music in Chorus, Outstanding Service to Peer Mediation, PVRS National Honor Society Scholarship, Student of the Month for November, The Silver P Award for National Honor Society.
Kayla Hubbard, Excellence in Global Science, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Outstanding Achievement in AP Calculus, Outstanding Achievement in English 12, Outstanding Achievement in Anatomy and Physiology, Student of the Month for May, The Silver P Award for National Honor Society, Fred W. Wells Fund Scholarship, Harold A. and Elizabeth C. Newton Scholarship, Tyler Family Memorial Award, Valedictorian.
Kyle Hubbard, Abigail Stratton Award, Fred W. Wells Fund Scholarship.
Philemon Kang, Bernardston Kiwanis Club Scholarship, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, McDonald’s McScholar Athlete Award, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society.
Lydia Kasper, Ethel F. Jackson Memorial Scholarship, Excellence in Yearbook, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Mary Stuart Rogers Foundation Scholarship, Outstanding Achievement in Visual Art.
Matthew Kenney, Fred W. Wells Fund Scholarship, Leonard Bruno Memorial Scholarship, Pioneer Valley Regional School Scholarship.
Madelyn Kerber, Fred W. Wells Fund Scholarship, George A. Warner Fund Scholarship.
Zachary Lambert, Anita L. Pike Memorial Scholarship, Warwick Community Scholarship.
Tiffany LeDuc, Most Improved in Accounting, Most Improved in Advanced Nutrition, Owen Clarke Foundation Award.
Alyssa Llewelyn, Excellence in Elementary Statistics, Excellence in Global Science, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, Outstanding Achievement in Anatomy & Physiology, Outstanding Service to Peer Mediation, Pioneer Valley Regional School Scholarship, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society, Women of the Moose Scholarship.
Francesca Mahaney, Leonard Eastman Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery
John Maloney, Army Reserve National Scholar Athlete Award, Fred W. Wells Fund Scholarship, Greenfield Lodge of Elks Scholarship, Duane A. Nelson, Maloney Knights of Columbus Greenfield Council 133 Scholarship, Tommy Newton Community Spirit Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Emily Malsch, Andrew R. St. Hilaire Memorial Scholarship, Excellence in English 12, Excellence in Physics, Excellence in Visual Art, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Northfield Fire Dept. Floyd M. Dunnell Jr. Memorial Scholarship, Northfield Kiwanis Club F. Sumner Turner Scholarship, Outstanding Achievement in Personal Money Management, Outstanding Service to Peer Mediation, Salutatorian, Sharon Schena Volleyball Scholarship, Student of the Month for January, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society.
John Orcutt, Administrator’s Award for Resilience, Courage, and Strength of Spirit.
Brittany Patnode, Excellence in English 12.
Chase Peirce, Abigail Stratton Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Meagan Pratt, Pioneer Valley Regional School Scholarship.
John Rackham, Excellence in Advanced Materials Technology.
Madeleine Roberts, Excellence in Music in Chorus, TAB Senior Leader in Training Active Bystanders.
Andrew Rogers, Abigail Stratton Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Kessandra Rooks, Foundation for Educational Excellence Robert S. Coy Art Award, Outstanding Achievement in Visual Art, Outstanding Service to Peer Mediation, Pioneer Valley Regional School Scholarship, Student of the Month for March, The Silver P Award for National Honor Society.
Devon Roy, Ethel F. Jackson Memorial Scholarship , Excellence in Yearbook, Fred W. Wells Fund Scholarship, Kathryn Bassett Memorial Award, Makenzie Goode Memorial Athletic Scholarship, Outstanding Achievement in Visual Art.
Jack Seaman, Excellence in Visual Art, Fred W. Wells Fund Scholarship, George A. Warner Award, Owen Clarke Foundation Scholarship.
Amelia Smiaroski, Fred W. Wells Fund Scholarship.
Kyle Terounzo, Excellence in Physical Education.
Meredith Townsley, Bernardston Kiwanis Club Scholarship, Don Maynard Memorial Scholarship, Fred W. Wells Fund Scholarship, Lucas James Brazeau Memorial Scholarship, Outstanding Achievement in Spanish 5, PVRS Student Council Scholarship, Student of the Month for October, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society, Thomas J. Hurley Nurses’ Scholarship.
Julia Wallace, Foundation for Educational Excellence, The Greenfield Co-operative Bank Scholarship, Fred W. Wells Fund Scholarship, McDonald’s McScholar Athlete Award, Outstanding Service to Peer Mediation, Student of the Month for December, The Silver P Award for National Honor Society, Theodore Cronyn Award.
Megan Weld, Army Reserve National Scholar Athlete Award, Excellence in Intercultural Foods, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, National Merit Scholarship Program Letter of Commendation, Outstanding Service to the Main Office, The Silver P Award for National Honor Society.
Kyle Wheeler, Abigail Stratton Award.
Graduates Matthew Stephen Abbey, Jesse Lee Garrett Adams, Michael Christos Adams, Andrew Royce Amidon, Colby Ryan Bartos, Alexxis Alivia Billings, Eric William Evgeniy Blanker, Daniel Dean Boliver, Brenda Kyoko Brewer, Alexis Taylor Buzzell, Mathew David Capparrille, Joshua Peterson Christopher, Dylan Albert DePalma, Danielle Marie Devine, Christopher Robert Dickerman, Maria Louisa Emanuelli, Emily Ruth Geser,
Marina Lee Gibbons, Kathryn Marie Gibson, Samantha Nicole Gorzocoski, Bradley Alan Hastings, Talia Jade Hicks, Lauren Kathleen Hnath, Abigail May Hoisington, Kayla Ann Hubbard, Kyle Matthew Hubbard, Philemon Dongsoo Kang, Lydia Anne Kasper, Matthew Justin Kenney, Madelyn Carol Kerber, Zachary Luke Lambert, Tiffany Marie LeDuc, Alyssa Catherine Llewelyn, Christopher Michael Lucia, Francesca Marie Mahaney, John Conall Maloney, Emily Elizabeth Malsch, John Edward Orcutt, Brittany Sue Patnode, Chase Ty Peirce, Meagan Elizabeth Pratt, Kelsey Lynn Prest, John Lee Rackham,
John Thomas Ramsdell, Madeleine Murphy Roberts, Andrew Kenneth Rogers, Kessandra Renee Rooks, Devon Coleman Roy, Jack Andrew Seaman, Eric Ryan Shutta, Kaylee Ellen Dawn Shutta, Amelia Ann Smiaroski, Kyle William Terounzo, Meredith Anne Townsley, Benjamin Thomas Tufano, Julia Marie Wallace, Aubrey Paige Weeks, Megan Elizabeth Weld, Kyle Gene Wheeler, Austin Tyler Yelle, AnnMarie Michayla Yezierski.
May you all be blessed and achieve your dreams .
Pioneer Principal Mike Duprey played the song for the students as his parting message to them. “Always stay humble and kind,” he concluded.
Spirits ran high throughout the ceremony, from when the Pioneer band played “More Cowbell!” and students danced through the crowd ringing their own cowbells, to the commencement address by English teacher Matthew Despres, who joked about meeting the height requirement for speaker.
“Being a human being is really, really hard work,” he said. “Think about it: We’re all first drafts.”
Emily Malsch and Kayla Hubbard acted as the class of 2016’s salutatorian and valedictorian, respectively.
Scholarships, awards Matthew Abbey, Excellence in English 12, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Most Improved in Chorus, Outstanding Achievement in Advanced Placement Chemistry, Outstanding Achievement in Marketing and E-Commerce, Student of the Month for April, Evelyn G. Lawley Award, Foundation for Educational Excellence Richard Martin Theatre Award, Principal’s Award.
Michael Adams, Owen Clarke Foundation Scholarship.
Andrew Amidon, Outstanding Achievement in Economics and Entrepreneurship, Outstanding Achievement in Music in Band, Pioneer Valley Regional School Instrumental Music Award, The Silver P Award for National Honor Society, University of Vermont Green and Gold Scholarship.
Colby Bartos, Abigail Stratton Award.
Alexxis Billings, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Daniel Boliver, Outstanding Achievement in Engineering Drawing.
Brenda Brewer, Gerald and Edward McGowan Memorial Award, Owen Clarke Foundation Scholarship, Principal’s Most Improved Award.
Alexis Buzzell, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Joshua Christopher, Excellence in English 12, Excellence in Spanish 5, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Northfield Kiwanis Club Walter F. Asseng Memorial Scholarship, Owen Clarke Foundation Scholarship, The Silver P Award for National Honor Society.
Dylan DePalma, Alfred Orlens Citizenship Award, Dean Beaudoin Memorial Scholarship, Excellence in Elementary Statistics, Excellence in Music in Band, Franklin First Federal Credit Union Scholarship, Fred W. Wells Fund Scholarship, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Lucy Wilder Memorial Humanitarian Award, Ned Green Scholarship, Outstanding Achievement in Global Science, Student of the Month for February, The Silver P Award for National Honor Society.
Danielle Devine, Bernardston Kiwanis Club Scholarship, Bernardston Veterans’ Organization Scholarship, Excellence in English 12, Excellence in French 5, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, Hampshire, Franklin, and Hampden Agricultural Society & Three County Fair Scholarship, Jessica L. Sweeney Memorial Award, Thaddeus M. Ostrowski Memorial Award, The Silver P Award for National Honor Society.
Christopher Dickerman, Fred R. Whitcomb Scholarship, Fred W. Wells Fund Scholarship, Pioneer Valley Regional School Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Maria Emanuelli, Dean Beaudoin Memorial Scholarship, Excellence in Music in Band, Fred W. Wells Fund Scholarship, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Mary Valley Forrest Memorial Music and Art Scholarship, Pioneer Valley Regional School Scholarship, The Silver P Award for National Honor Society.
Emily Geser, Fred W. Wells Fund Scholarship, Northfield Fire Dept. Floyd M. Dunnell Jr. Memorial Scholarship, Outstanding Achievement in Envirothon, Owen Clarke Foundation Scholarship.
Marina Gibbons, Kathy Bonnett Memorial Award, Stephen F. Balk Award, Warwick Community Scholarship.
Kathryn Gibson, John & Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Outstanding Service to Peer Mediation.
Samantha Gorzocoski, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, French Club Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Leadership Award in French 5, Northfield Kiwanis Club Jonathan (Jake) Mayberry Scholarship, Outstanding Achievement in French 5, Rotary Club of Franklin County Scholarship, The Silver P Award for National Honor Society.
Bradley Hastings, Fred W. Wells Fund Scholarship, Jason Peters Memorial Scholarship, Pioneer Valley Regional School Scholarship.
Talia Hicks, Excellence in Elementary Statistics, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Owen Clarke Foundation Scholarship, Pioneer Valley Regional School Scholarship.
Lauren Hnath, Owen Clarke Foundation Scholarship.
Abigail Hoisington, Abigail Stratton Award, Abigail Stratton Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, John A. Hogan Memorial Scholarship of the Pioneer Valley Regional Education Association, Kevin J. Courtney Scholarship, Outstanding Achievement in Music in Chorus, Outstanding Service to Peer Mediation, PVRS National Honor Society Scholarship, Student of the Month for November, The Silver P Award for National Honor Society.
Kayla Hubbard, Excellence in Global Science, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Outstanding Achievement in AP Calculus, Outstanding Achievement in English 12, Outstanding Achievement in Anatomy and Physiology, Student of the Month for May, The Silver P Award for National Honor Society, Fred W. Wells Fund Scholarship, Harold A. and Elizabeth C. Newton Scholarship, Tyler Family Memorial Award, Valedictorian.
Kyle Hubbard, Abigail Stratton Award, Fred W. Wells Fund Scholarship.
Philemon Kang, Bernardston Kiwanis Club Scholarship, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, McDonald’s McScholar Athlete Award, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society.
Lydia Kasper, Ethel F. Jackson Memorial Scholarship, Excellence in Yearbook, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Mary Stuart Rogers Foundation Scholarship, Outstanding Achievement in Visual Art.
Matthew Kenney, Fred W. Wells Fund Scholarship, Leonard Bruno Memorial Scholarship, Pioneer Valley Regional School Scholarship.
Madelyn Kerber, Fred W. Wells Fund Scholarship, George A. Warner Fund Scholarship.
Zachary Lambert, Anita L. Pike Memorial Scholarship, Warwick Community Scholarship.
Tiffany LeDuc, Most Improved in Accounting, Most Improved in Advanced Nutrition, Owen Clarke Foundation Award.
Alyssa Llewelyn, Excellence in Elementary Statistics, Excellence in Global Science, Fortnightly Scholarship, Fred W. Wells Fund Scholarship, Outstanding Achievement in Anatomy & Physiology, Outstanding Service to Peer Mediation, Pioneer Valley Regional School Scholarship, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society, Women of the Moose Scholarship.
Francesca Mahaney, Leonard Eastman Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery
John Maloney, Army Reserve National Scholar Athlete Award, Fred W. Wells Fund Scholarship, Greenfield Lodge of Elks Scholarship, Duane A. Nelson, Maloney Knights of Columbus Greenfield Council 133 Scholarship, Tommy Newton Community Spirit Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Emily Malsch, Andrew R. St. Hilaire Memorial Scholarship, Excellence in English 12, Excellence in Physics, Excellence in Visual Art, Fred W. Wells Fund Scholarship, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, Northfield Fire Dept. Floyd M. Dunnell Jr. Memorial Scholarship, Northfield Kiwanis Club F. Sumner Turner Scholarship, Outstanding Achievement in Personal Money Management, Outstanding Service to Peer Mediation, Salutatorian, Sharon Schena Volleyball Scholarship, Student of the Month for January, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society.
John Orcutt, Administrator’s Award for Resilience, Courage, and Strength of Spirit.
Brittany Patnode, Excellence in English 12.
Chase Peirce, Abigail Stratton Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Meagan Pratt, Pioneer Valley Regional School Scholarship.
John Rackham, Excellence in Advanced Materials Technology.
Madeleine Roberts, Excellence in Music in Chorus, TAB Senior Leader in Training Active Bystanders.
Andrew Rogers, Abigail Stratton Award, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery.
Kessandra Rooks, Foundation for Educational Excellence Robert S. Coy Art Award, Outstanding Achievement in Visual Art, Outstanding Service to Peer Mediation, Pioneer Valley Regional School Scholarship, Student of the Month for March, The Silver P Award for National Honor Society.
Devon Roy, Ethel F. Jackson Memorial Scholarship , Excellence in Yearbook, Fred W. Wells Fund Scholarship, Kathryn Bassett Memorial Award, Makenzie Goode Memorial Athletic Scholarship, Outstanding Achievement in Visual Art.
Jack Seaman, Excellence in Visual Art, Fred W. Wells Fund Scholarship, George A. Warner Award, Owen Clarke Foundation Scholarship.
Amelia Smiaroski, Fred W. Wells Fund Scholarship.
Kyle Terounzo, Excellence in Physical Education.
Meredith Townsley, Bernardston Kiwanis Club Scholarship, Don Maynard Memorial Scholarship, Fred W. Wells Fund Scholarship, Lucas James Brazeau Memorial Scholarship, Outstanding Achievement in Spanish 5, PVRS Student Council Scholarship, Student of the Month for October, TAB Senior Leader in Training Active Bystanders, The Silver P Award for National Honor Society, Thomas J. Hurley Nurses’ Scholarship.
Julia Wallace, Foundation for Educational Excellence, The Greenfield Co-operative Bank Scholarship, Fred W. Wells Fund Scholarship, McDonald’s McScholar Athlete Award, Outstanding Service to Peer Mediation, Student of the Month for December, The Silver P Award for National Honor Society, Theodore Cronyn Award.
Megan Weld, Army Reserve National Scholar Athlete Award, Excellence in Intercultural Foods, John and Abigail Adams Scholarship for MCAS-ELA and Math Mastery, National Merit Scholarship Program Letter of Commendation, Outstanding Service to the Main Office, The Silver P Award for National Honor Society.
Kyle Wheeler, Abigail Stratton Award.
Graduates Matthew Stephen Abbey, Jesse Lee Garrett Adams, Michael Christos Adams, Andrew Royce Amidon, Colby Ryan Bartos, Alexxis Alivia Billings, Eric William Evgeniy Blanker, Daniel Dean Boliver, Brenda Kyoko Brewer, Alexis Taylor Buzzell, Mathew David Capparrille, Joshua Peterson Christopher, Dylan Albert DePalma, Danielle Marie Devine, Christopher Robert Dickerman, Maria Louisa Emanuelli, Emily Ruth Geser,
Marina Lee Gibbons, Kathryn Marie Gibson, Samantha Nicole Gorzocoski, Bradley Alan Hastings, Talia Jade Hicks, Lauren Kathleen Hnath, Abigail May Hoisington, Kayla Ann Hubbard, Kyle Matthew Hubbard, Philemon Dongsoo Kang, Lydia Anne Kasper, Matthew Justin Kenney, Madelyn Carol Kerber, Zachary Luke Lambert, Tiffany Marie LeDuc, Alyssa Catherine Llewelyn, Christopher Michael Lucia, Francesca Marie Mahaney, John Conall Maloney, Emily Elizabeth Malsch, John Edward Orcutt, Brittany Sue Patnode, Chase Ty Peirce, Meagan Elizabeth Pratt, Kelsey Lynn Prest, John Lee Rackham,
John Thomas Ramsdell, Madeleine Murphy Roberts, Andrew Kenneth Rogers, Kessandra Renee Rooks, Devon Coleman Roy, Jack Andrew Seaman, Eric Ryan Shutta, Kaylee Ellen Dawn Shutta, Amelia Ann Smiaroski, Kyle William Terounzo, Meredith Anne Townsley, Benjamin Thomas Tufano, Julia Marie Wallace, Aubrey Paige Weeks, Megan Elizabeth Weld, Kyle Gene Wheeler, Austin Tyler Yelle, AnnMarie Michayla Yezierski.
May you all be blessed and achieve your dreams .
Friday, June 3, 2016
Ruth Miller under a different name
Principal backs off
Winnacunnet High School Principal Ruth Leveille reads her statement outside a School Board meeting after deciding not to go through with a public hearing on the non-renewal of her contract.( alias Ruth Miller)
By Susan Morse and Patrick Cronin
Posted Jun. 3, 2005 at 2:00 AMUpdated Feb 1, 2011 at 1:38 AM
HAMPTON — Winnacunnet High School Principal Ruth Leveille withdrew her right to a public meeting on the non-renewal of her contract Thursday night, just as the hearing was about to begin.
"Because we didn't think we'd get a fair determination," Leveille's attorney Andru Volinsky said afterwards as he quickly followed Leveille out of the school.
Despite deciding not to go through with the hearing, Leveille had asked to read her statement in public. The request was refused by the School Board. The board closed the hearing, to much applause from the 30 to 40 people in attendance, most of them teachers and staff.
"Anyone who wants to hear what I have to say can follow me to the hallway," Leveille said, leaving the room.
Leveille left after reading a four-page statement to an estimated dozen people who had followed her out of the library, where the hearing was to have taken place. Leveille cited her accomplishments during her three-year tenure as principal and gave examples of how her position has been compromised, particularly, she said, since Vice Principal Randy Zito was hired last July.
Leveille said she was not asking for her job back.
"I wish for the year's notice of non-renewal in my contract to be honored and that the community and board will at least meet me partway," she said.
There was no further explanation.
SAU 21 Superintendent James Gaylord notified Leveille he was not renewing her contract in December, she said on Friday.
Leveille and her attorney left before they could be asked if they were considering a lawsuit against the school district. Leveille said Friday she planned no lawsuit. She could not be reached after the hearing.
The School Board and council had been meeting since 5:30 p.m., preparing for the hearing. When the meeting opened at 6:15 p.m., Volinsky said, "Given the events of the last 15 minutes, we have no confidence that we will receive a fair hearing."
Volinsky said afterwards he had spoken to school counsel before the meeting, but did not otherwise explain what had happened in those 15 minutes. It is unclear whether Leveille went into the hearing with the intention to cancel it.
School Board Chairwoman Susan Kepner said the board was ready to give Leveille a fair hearing. The superintendent was going to call witnesses and give reasons why Leveille wasn't renominated, she said.
Leveille said leadership was the reason given to her by Gaylord in December.
Teachers and staff have been tight-lipped on Leveille's non-renewal, which was revealed by the principal on Friday.
Art teacher Linda Varney attended the hearing. She said what has been printed in the newspaper (mostly Leveille's side of the story because administrators have had little to say) has not necessarily reflected the way things have happened.
According to Leveille, after Zito was hired in July, he was given most of her responsibilities, including overseeing the assistant principals and teachers.
Zito was formerly a principal in Newmarket.
"Ruth and I shared administrative duties," Zito said after the hearing. "I supervised, because of my experience, the three assistant principals."
Zito said it was not unusual for staff to report to the vice principal, as was the case when he was an assistant principal at Winnacunnet 10 years earlier and reported to then Vice Principal Joe Burno.
Zito said he was brought in, "to help heal a staff that wasn't getting along, to help the principal. Ruth and I have had a good relationship."
Kepner confirmed the board realigned Leveille's duties after Zito was hired in July.
The board is expected to begin a search for a new principal.
Timeline of Ruth Leveille at Winnacunnet
l May 2002 - The Winnacunnet School Board appoints Ruth Leveille to replace retiring Principal Judeann Langlois. She was selected out of 30 applicants.
l August 2002 - Leveille holds three meetings to give parents a chance to meet her and hear her vision for Winnacunnet High School. At those meetings, Leveille asked three questions: What are the strengths of WHS, what are the needs of WHS and what advice would you give the new principal?
l November 2002 - Leveille unveils a new mission statement for WHS to School Board. It is unanimously supported.
l December 2002 - Leveille goes before School Board with a proposed trimester schedule for students. The board later approved the proposal and it was implemented in the 2003-2004 school year.
l January 2003 - Leveille vows at School Board meeting to go anywhere, talk to anyone, even one-to-one, in pursuit of voter approval of the school's $24.8 million building project.
l March 2003 - Voters rejected the renovation/building project for third year in a row.
l April 2003 - Leveille unveils a plan for four associate principals, one for each grade, two curriculum coordinators, an experienced-based education coordinator, an athletic director, a guidance director, and a special education director.
l May 2003 - James Gaylord is hired to replace interim Superintendent David Brown.
l September 2003 - Leveille tells the committee planning for next spring's vote on the Winnacunnet High School building and renovation project that targeting the parents of middle schools is key if the project is to be approved.
l November 2003 - The preliminary results of the evaluation of WHS by the New England Association of Schools and Colleges are positive overall. The major concern from the organization, which accredits high schools, was the building of the high school itself.
l February 2004 - Leveille visits all the towns in the district to gain support for the $26.4 million renovation project.
l March 2004 - The $26.4 million building and renovation project passes.
l April 2004 - Leveille is offered a new one-year contract.
l May 2004 - Associate Principal Fred Muscara announces that he plans to leave Winnacunnet at the end of the year. He later is appointed interim principal at Hampton Academy Junior High.
l May 2004 - The Winnacunnet School Board holds a non-public meeting with administrators at Winnacunnet. Leveille is not invited.
l July 2004 - Randy Zito, who was a former English teacher and assistant principal, is hired in a newly created position of vice principal.
l July 2004 - The School Board in conjunction with Gaylord realigns duties of the principal and vice principal.
l September 2004 - The new school year starts. Zito oversees the four assistant principals, the two curriculum directors, the athletic director and all teachers. Leveille oversees the facilities manager, technology director, special education director and the food service director.
l October 2004 - Leveille hosts a community forum on drug and alcohol abuse at Winnacunnet High School.
l November 2004 - Leveille invites parents, teachers and members of the community to an informal meeting to brainstorm ways to address issues of substance abuse among teens.
l December 2004 - Leveille comes under fire by several members of the National Honor Society for her decision to induct 11 members into the group who had been denied.
l December 2004 - Gaylord tells Leveille that he will not be renewing her contract next year. Leveille asks Gaylord to buy out her contract.
l March 2005 - School Board agrees with Gaylord's recommendation not to renew her one-year contract.
l May 2005 - Leveille goes public and appeals Gaylord's decision to the School Board.
HMMMMMMM DOES THE SCHOOL COMMITTEE KNOW ABOUT THIS SCHOOL?? SEEMS SHE HAS A BUILDING PROJECT EVERYWHERE SHE GOES , AFTER ALL ITS JUST YOUR TAX DOLLARS AT WORK. .. DOES ANYONE SEE A PATTERN HERE? DOES NOT COMMUNICATE WELL WITH OTHERS , LOVES TO BUILD NEW BUILDINGS OR BUY THEM , AND HAS TEACHERS JUMPING SHIP. PVRS WE HAVE A PROBLEM.
More : Watch out home schooled parents
Winnacunnet punts discriminatory policy
In August, a Winnacunnet-area Home School Legal Defense Association member family asked permission for their child to participate on one of the school's athletic teams. Winnacunnet School District denied the request, saying that district policy required students on sports teams to be "full-time" enrolled, but only two homeschool courses could count toward the four courses required for full-time status.
On September 23, HSLDA faxed a letter to the chairman of the Winnacunnet School Board explaining that this policy was unlawful. House Bill 631, a new state law enacted during the last legislative session, expands the right of homeschool families to have access to academic and non-academic activities. H.B. 631 also prohibits school systems from adopting a policy toward homeschoolers that would be more restrictive than the policy governing its own students in the same classes or activities.
Winnacunnet's policy clearly placed more restrictions on homeschoolers than on its own students. It also appeared to violate the right of homeschool families to the equal protection of laws as guaranteed under the U.S. Constitution and appeared to violate New Hampshire Revised Statutes Annotated �193:1-c-II which prohibits any government agency from using the access statute to impose requirements on homeschool families in excess of what is required under the homeschool statute.
To foster a relationship of goodwill and mutual respect, HSLDA requested that the school board comply with the law.
To her credit, Winnacunnet High School Principal Ruth Leveille wrote the family the very next day: "You are welcome to have access to all co-curricular programs at Winnacunnet High School."
The following day, the school board gave initial approval to a comprehensive home education policy, eliminating the discriminatory restriction that only two homeschool classes could count toward full-time enrollment. We expect final passage of this policy to follow in short order, and we appreciate Winnacunnet's prompt action.
More : Watch out home schooled parents
Winnacunnet punts discriminatory policy
In August, a Winnacunnet-area Home School Legal Defense Association member family asked permission for their child to participate on one of the school's athletic teams. Winnacunnet School District denied the request, saying that district policy required students on sports teams to be "full-time" enrolled, but only two homeschool courses could count toward the four courses required for full-time status.
On September 23, HSLDA faxed a letter to the chairman of the Winnacunnet School Board explaining that this policy was unlawful. House Bill 631, a new state law enacted during the last legislative session, expands the right of homeschool families to have access to academic and non-academic activities. H.B. 631 also prohibits school systems from adopting a policy toward homeschoolers that would be more restrictive than the policy governing its own students in the same classes or activities.
Winnacunnet's policy clearly placed more restrictions on homeschoolers than on its own students. It also appeared to violate the right of homeschool families to the equal protection of laws as guaranteed under the U.S. Constitution and appeared to violate New Hampshire Revised Statutes Annotated �193:1-c-II which prohibits any government agency from using the access statute to impose requirements on homeschool families in excess of what is required under the homeschool statute.
To foster a relationship of goodwill and mutual respect, HSLDA requested that the school board comply with the law.
To her credit, Winnacunnet High School Principal Ruth Leveille wrote the family the very next day: "You are welcome to have access to all co-curricular programs at Winnacunnet High School."
The following day, the school board gave initial approval to a comprehensive home education policy, eliminating the discriminatory restriction that only two homeschool classes could count toward full-time enrollment. We expect final passage of this policy to follow in short order, and we appreciate Winnacunnet's prompt action.
� Scott W. Somerville
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WHS principal is let go
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0
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ZoomRuth Leveille
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By Susan Morse and Patrick Cronin
Posted May. 31, 2005 at 2:00 AM
Updated Feb 1, 2011 at 1:32 AM
HAMPTON — Winnacunnet High School Principal Ruth Leveille has called for a public School Board meeting for parents and others to hear the reasons why Superintendent James Gaylord is letting her go.
The public hearing is scheduled to be held on Thursday at 6 p.m., in the library at Winnacunnet.
Leveille said she was told in December by Gaylord that her one-year contract was not being renewed.
"He said I didn't get along with the other administrators," Leveille said as the reason she was given. *( who would of guessed)
"In December, when he told me of his intention to non-renew me, I got an attorney," she said.
Other reasons have been given to Leveille's attorney, Andrew Volinsky of Manchester, and will be made public on Thursday, she said. She was not willing to discuss them before the Thursday session.
Leveille said her position has been compromised since July, when Gaylord and the School Board hired Randy Zito in a newly created position of vice principal.
"It all started last May. The School Board had a clandestine meeting with subordinates," she said, meaning administrators. The result was the hiring of Zito, she said.
"The end result, they hired the vice principal and gave him all of the authority I had," she said. "They've been essentially paying for two principals."
At the hearing, Leveille has the opportunity to present her job performance, which is heard by the School Board. The board will then make the final decision whether to rehire her.
"The end of June, my contract will expire unless at the hearing the board wants a contract," said Leveille.
Gaylord could not be reached for comment by deadline.
Zito also could not be reached for comment.Winnacunnet School Board Chairwoman Susan Kepner said the board found out about Gaylord's recommendation in March.
Her name was on the annual list of non-renewals that went before the board for approval.
Kepner said the board unanimously supported Gaylord's recommendation.
When asked what Gaylord's reasoning was in not recommending Leveille a new contract, she said it concerned leadership. bingo!!Seems this problem continues to follow her .
She further stated that the board has not discussed the matter with Leveille because she is being represented by an attorney.
After Zito was hired in July, Leveille said she told Gaylord to buy out her contract, since it was obvious he was setting up Zito as principal. Gaylord never responded, she said.
For the past 10 months, said Leveille, Zito has assumed most of her former duties.
Zito, who was a former associate principal at Winnacunnet for more than decade, was hired without her input, she said.
"The whole thing compromised my position," she said.
She said Zito oversees the four assistant principals, the two curriculum directors and the athletic director; while Leveille oversaw the special education director; the facilities manager; the technology director and the food service director. Zito oversaw all teachers, Leveille said.
Kepner said the School Board never received a formal request to buy out Leveille's contract. If they did, they probably wouldn't have gone along with it.
"What does buying out a contract say?" asked Kepner. "What message does that say to the taxpayer?"
She also denied the board was setting Zito up to be principal.
"We brought him in as vice principal to help out," said Kepner.
At the time, Kepner said there were many issues to deal with, including the building project and implementing recommendations made in the evaluation from the New England Association of Schools and Colleges, which accredits high schools.
Kepner said the decision to realign duties was made by the School Board in conjunction with the superintendent.
"She is still the principal of the school," said Kepner. "Zito reports to her."
Leveille said she is very disappointed that she's leaving, that she cares deeply about the community and that she intended to stay at Winnacunnet. She has been there for three years.
Leveille is not considering a lawsuit at this time, she said.
Under her tenure, she said, the Winnacunnet building project went forward and the Seacoast Safety Net drug and alcohol abuse group was formed.
Winnacunnet was Leveille's first job as principal. The first two years she served under a two-year contract; this year under a one-year contract. She is tenured, which means she is entitled to a reason for not being renewed, she said.
Prior to her tenure in Hampton, Leveille was director of continuing education at Timberlane High School for six years; worked at Pinkerton for four years; and was assistant principal at Pembroke Academy for three years.
Leveille, of Hampton, is working on her doctorate degree. The decision not to renew her contract will make finding another job hard, she said.
At Thursday's meeting, she said, "I just want them to objectively listen."
Kepner said the School Board will go into Thursday's hearing with an open mind.
"This is difficult for everyone involved," said Kepner. "I hope we can bring this to a resolution and get on with educating children."
When asked to comment about Leveille's decision to hold the meeting in public, School Board member Brenda Quackenbush said she was surprised by the move.
"It's a personnel issue and typically those are discussed in nonpublic," said Quackenbush.
Leveille said after the hearing is completed, the board has 15 days to make a decision.
Zito goes on to be honored
WHS Principal Honored "State Association Cites Randy Zito as a 'Role Model'
"It's inadequate praise to what he has done for the faculty, to the building and for the students who go here."
James Gaylord
SAU 21 superintendenthttp://www.hampton.lib.nh.us/hampton/history/schools/WHS/WHS_Zito_honoredHU%2020090116.htm
The Building
Today as I was sitting and waiting to do a pick up at the school, I looked at the old superintendent building . From the outside of this building it looks in pretty good shape. I have been coming to this school around 8 years now, and it has always been here . That's a long time for a temp building , wouldn't you think? If these office modular units were to be temporary did the school committee have a plan to replace them? When? They are now 20 years old !
Than I started thinking about the other building the new superintendent now resides in, and FYI wants to buy , according to the minutes I read in Warwick, Selectboard meeting .
Than I started thinking about the other building the new superintendent now resides in, and FYI wants to buy , according to the minutes I read in Warwick, Selectboard meeting .
Town of Warwick
Selectboard
February 9, 2016
Minutes
Members present: Dawn Magi, Lawrence Pruyne
Member absent: Nick Arguimbau
Others present: Town Coordinator David Young, Town Secretary Rosa
Fratangelo, PVRSD Superintendent Ruth Miller, PVRSD School Committee
member Martha Morse, Susan Wright, Steve Ruggiero, Jon Calcari, Rachel
Rapkin (Greenfield Recorder)
I. Call to Order
Chair Magi called the meeting to order at 6:00 pm in the Town Hall.
Members of the Finance Committee had been invited but were unable to
attend.
Young read aloud two letters sent to the Selectboard from students in
Ms. Mullen's 3rd and 4th grade class at Warwick Community School (WCS).
The letters thanked the Board for allowing the students to keep all the
sports equipment that had belonged to the Recreation Committee.
II. Presentations and Discussions
1. FY 17 PVRSD Proposed Budget--PVRSD Superintendent Ruth Miller began
by praising WCS, noting it is consistently a Level 1 school with an
amazing principal and a team that works really well together. She
characterized WCS as "very impressive".
Superintendent Miller started with the revenue fact sheet which showed
Warwick's proposed FY 17 minimum contribution at $484,645.00 and the
total assessment at $833,309.00. She noted that Warwick's assessment,
which is based on enrollment, reflects an increase of 1.57%. Miller
explained the figures on the revenue sheet in some detail, including
state aid and local aid. The total revenues for all four towns were
listed at $13,847,927.00.
Miller said that she had tried to keep the budget in line with
revenues so as not to have to come back to the towns. She said that it
was clear that the towns have been very supportive of the District, but
have struggled over the past few years of increased assessments. The
fact sheet for Warwick assessments showed the percentage of increases
for FY 14 - 5.79%; FY 15 - 5.03%; FY 16 - 2.30%; proposed FY 17 - 1.57%.
Also noted were the enrollment figures over the past few years: FY 14 -
925; FY 15 - 892; FY 16 - 889; FY 17 842. Miller said that enrollment
numbers for Leyden and Warwick have remained about the same, while
Northfield has now lost 26 or 27 students and Bernardston is down to one
class per grade from two classes per grade.
Miller said that seven Instructional Assistants (paraprofessionals)
positions are slated to be cut,( remember in the newspaper it was 8 )
and noted that these are not those who
assist with special education. One position is in Northfield, four are
in Bernardston with one of those being a result of retirement and not
filling the vacancy, and two from the library at the high school. She
said that the High School loses between 25 and thirty students every
year and that raising the budget does not make much sense when
enrollment declines annually. She said that she favored bringing back
pep rallies, making junior varsity and varsity sports more competitive,
and that the District needs more promotion to let the area communities
what they have to offer. Miller noted that recently some students have
been leaving PVRHS for specific programs at other schools. She pointed
out that the high school loses more students each year than any other in
Franklin County. Miller said that great schools attract families and
Warwick has a great school. She said that she has started a Facebook
page for PVRSD and wants the elementary schools to do the same to
promote what they each have to offer. Pruyne suggested using a student
from GCC or UMass Amherst as a publicity intern for the District.
Miller noted that the teachers are really committed and that they care
and work hard. She explained the finer points of the numbers for the
various accounts listed on the proposed FY 17 budget sheet. She also
explained how the numbers worked with special education with respect to
money from grants and the streamlined budget. She pointed out savings in
electricity and fuel.
Young said that future capital costs for technology are now reflected
in the budget. He noted that the Pioneer bond debt will be retired now
that the final Warwick payment of about $55,000.00 is being paid in FY
16.
Miller discussed the building in which the Superintendents office is
currently located and asked for opinions on purchase versus continuing
to rent. She asked the Board's opinion about the future of the District
offices which have moved to rented space. Steve Ruggiero suggested he
might favor buying the building and being a landlord of any unused
space.
There was a consensus that purchase of the building would be a good
idea if the building is in good shape and offered at a good price.
Miller said that she wanted more input from the towns because ultimately
it is they who ultimately pay the bill.
Magi said that she had a much better feeling about the budget talks
this year. Miller said that the budget was not perfect but that it was
doable.
2. Public Comment-- None.
III. Adjournment
At 7:10 p.m., Pruyne MOVED to adjourn. Magi SECONDED. Motion CARRIED
2-0-0.
Documents consulted at this meeting:
*Two letters to the Selectboard from Students in Ms. Mullen's 3rd and
4th grade class at Warwick
Community, both dated February 4, 2016
*Revenue Sheet for PVRSD
*Warwick Assessment for PVRSD by fiscal year (FY 14 - FY 17) for PVRSD
*Proposed FY 17 budget for PVRSD
( Miller said that she had tried to keep the budget in line with
revenues so as not to have to come back to the towns,and than it comes
"the BUILDING" Just in case your wondering , this building
is listed at $450,000.00. )
http://www.loopnet.com/Listing/19421248/168-Main-Street-Northfield-MA/
Now lets think about the new building.
1- It cost over 3600.00 to rent ( what was the security deposit, and where
did the funds come from for it? As well as the rent. )YOUR A TAXPAYER IT'S YOUR MONEY ,
YOU HAVE A RIGHT TO KNOW .
2-What is the monthly cost for the electric, heat, air conditioning,water,sewage,
security system,( I am sure it has one) and the insurance as well to cover cost of computers and
other office equipment ? Again where is that money coming from?
YOUR A TAXPAYER IT'S YOUR MONEY ,YOU HAVE A RIGHT
TO KNOW .
3- The fact is they are throwing away valuable resources for a major rental cost they should have
seen coming. I mean they must of had a plan on what they were going to do right? After all the other
building was suppose to be temporary 20 years is a long temporary . Again you have to ask yourself,
Did the school committee have a plan to replace them?
When?
Why after all this time ? (20 Years ) If its a small amount of mold that was an issue as to why it was
moved,than why wasn't more than one contractor hired to do an evaluation, to ensure the school
committee that money wasn't being wasted? Was this done? I am sure tax payers will want to
know. As well as the heating and cooling . Remember what we heard from Scott McKusick at the
School Committee meeting, this was not as bad as we were told.
4- Again where is this money coming from, and explain how the expense will not hurt the children
and education funds down the road., and tax payers.
5-At the end of the day we have a temp building sitting empty ,that a contractor
stated was not in bad shape and could be cleaned up cheaply, and another
building costing money, and will continue to cost money and nobody is saying how
it's being funded. Personally I think the Superintendents building should be
located next to the school, not miles down the road .
6-Now here is some info you are not aware of.In Templeton where Miller
is from, one of the first things she did was move the Superintendents office to
a new location. hmmmmm
From a Templeton citizen ,
Our Office story here was a renovation of the former industrial arts and she
spent or 85,000.00 on just that alone. Easily could have had the job
done for half or less but it’s not her taxes she was spending. There
are many things she did related to money that made the budget shrink
quickly.
She has just started with Pioneer funds but with a warning this time to be
under a close watch.
We have been warned .
So you care about the kids
According to this email and info , I do not think so . It also makes me question ( and you should as well) Just what is going on in our school now with Mr Duprey ? IS SHE trying to use him as an escape goat for her actions, for that matter Mr Wherli ? Why would two important men not only to the school but to the KIDS , just up and resign ? Why Sharon Jones ?
ACCORDING TO RUTH MILLER = HE IS LEAVING (Wherli) to pursue opportunities elsewhere.. However , according to Principal Wherli and I quote -Reached at home, Wehrli confirmed that he is resigning but offered little further illumination.
“You’ll have to talk to the superintendent,” Wehrli said, asked why he is leaving.
http://www.recorder.com/Archives/2015/12/PioneerPrincipalQuits-GR-122215
Ruth Miller -- No response
Than we have Mike Duprey - Who according to Miller stated, he was retiring , only to learn a few days later , he was resigning !
Ruth Miller - No response
(As you will see at the end of this article , and after the hurt and destruction , and blaming others, she takes the same action.
No Response to the Fox news interview)
Than I get this email about this . I cannot believe this , its a travesty , in so many ways , to the kids , the parents and teachers, but mostly to the Principal who took responsibility for Ruth Millers actions. I am sure she remembers this well . She sure does have a way of placing blame on others for her faults , and avoiding having to face them herself. She would not answer Fox news request because she knows what she stated was a lie and the trauma center could come after her . Just like the Recorder she refused to respond concerning both Mr . Wherli and Mike Duprey . But she sure could get heavy on the phone to announce it to them, but when caught in a lie .. well she either passes the buck or hides , or plays dumb like she did the night of the School committee meeting till after we all left . I did not hear her talk did any of you ?
WARNING THIS IS HEARTBREAKING
TEMPLETON — Last week, Jessica Beaudoin’s mother took a trip through the halls of Narragansett Regional High School to help a family member enroll their child in the district’s School Choice program.
While in the building, she also wanted to take a detour and revisit the mural dedicated to her son Jared McPherson, whose life was tragically cut short during his sophomore year when he suffered an embolism as a result of a childhood illness.
For all intents and purposes the mural appeared untouched – the portly bear Baloo from “The Jungle Book” still lounging against a palm tree with a yellow bookbag, the famous quote from Disney’s adaptation still hanging in the air.
But then Ms. Beaudoin’s mother discovered something was missing.
An off-white splotch was visible where her son’s name had once lovingly been painted, leaving an empty space directly beneath the quote “Whenever great deeds are remembered in this jungle, one name will stand above all others: our friend …”
Jared’s name was not the only one removed, as several other murals around the school dedicated to students who passed away had also recently been touched up in the same way.
Ms. Beaudoin said she was told by the administration that the decision to remove the names came from a recommendation made by an outside consulting firm as part of an initiative to combat teen suicide and help students deal with traumatic experiences and grief.
The action, she argued, does more harm than good, alienating the families who have lost loved ones and leaving students feeling unsupported.
“They made a decision to put their name on the wall and memorialize that person,” Ms. Beaudoin said. “It’s like desecrating a grave.”
The removal, Ms. Beaudoin explained, was carried out by art students at the behest of the administration. The Narragansett graduate said several of those students reached out to her through Facebook, saying they felt uncomfortable with the administration’s request but that their complaints fell on deaf ears.
“They had art students come and do it,” said Ms. Beaudoin. “Students who actually knew these kids.”
The administration also failed to inform families of the removal, Ms. Beaudoin said, leaving many to discover themselves or hear secondhand from other sources.
“Why wasn’t my family notified?” Ms. Beaudoin asked. “Why weren’t any of the other families notified?”
According to Superintendent Ruth Miller, the Narragansett Regional School District has been working with the Needham-based Riverside Trauma Center for several years, developing a district-wide plan to combat the increasing number of teen suicides across the country and also adopt a healthier approach to grief and trauma in students.
“When I took the superintendent position, my priority was to keep all kids safe,” Ms. Miller said.
As part of the ongoing plan, Ms. Miller said the center helped train teachers and faculty to spot and work through signs of grief and depression in students on a one-to-one basis, as well as establish the Peer Pals program and other support groups for students. The removal of deceased students’ names, Ms. Miller said, came at the advice of the trauma center.
“Their recommendation was that it wasn’t necessarily in the best interest of the students to have the names up,” she stated.
Ultimately, the high school principal and faculty decided to follow through with the group’s suggestion and began painting over the names on various murals throughout the school. It was not the easiest course of action, Ms. Miller said, but she felt that, in the end, it was best for the school.
“My job is to support the high school staff,” she said. “It was a difficult decision. It wasn’t done in haste and it certainly wasn’t done to not recognize these students.”
Other parents; however, are not convinced.
“It’s a disgrace,” said Judy Smart, whose daughter Jaime was killed in a car accident in 2001. “This is not right.”
Jaime, Ms. Smart said, was captain of the field hockey team and was involved in numerous school activities, such as the DARE and art programs. The school still issues athletic awards and scholarships for art students in her name and outside the art room stands a memorial mural in her honor. While the mural still carries Jaime’s name, Ms. Smart was told it, like the others, was slated to be removed, calling into question just where the line was to be drawn.
“Yes it was 14 years ago, but 14 years was not the rest of her life,” Ms. Smart stated. “She was a part of that school. They made her a part of that school. Memorials are forever.”
Ms. Smart doesn’t buy the center’s reason for removing the students’ names, as none of the individuals painted over committed suicide. Even if they had, she argued, they still deserved to be recognized and remembered by their peers. While her daughter’s name still remains, she said she stands in solidarity with Ms. Beaudoin and other families dealing with the wounds reopened by the administration’s actions.
“Unexpected death is part of real life,” she said. “Children need to be able to grieve and remember their friends, not just brush them under the carpet like nothing ever happened.”
Superintendent Miller said she sympathized with the families and regretted putting them in such a difficult position.
“The parents aren’t wrong,” she said. “They are absolutely right about the way they are feeling.”
Looking back, Ms. Miller commented that she wished the administration handled the situation differently and that this would serve as a learning experience for the whole district. If given the opportunity to go through the events again, the superintendent added she would have reached out to families personally and informed them of the school’s intentions instead of leaving them to find out about the removal of names on their own.
“For that I’m deeply, deeply sorry,” Ms. Miller said.
The murals themselves will not be covered up and likely will remain preserved on the walls for years to come.
Ms. Beaudoin said she will be meeting with Ms. Miller and the administration later this week to discuss the matter. She also hopes to help create a policy where students who pass away while still in school are honored at what would be their graduation and given space in their yearbook – a policy that could have helped her parents grieve when their son’s name was not mentioned or acknowledged during his graduation two years ago.
“I don’t want this to happen to anyone else,” she stated.
THAN INSTEAD OF MILLER ACCEPTING RESPONSIBILITY FOR HER ACTIONS , PARENTS RECEIVED THIS MESSAGE IN A NEWSPAPER ARTICLE .WHAT! ?
Apologies for Narragansett murals/memorials
Letter to the Editor: 8/20/2014
As Principal of Narragansett Regional High School, I am sorry for the way things were handled concerning the murals and memorials at NRHS.
I am in charge of the high school, and ultimately responsible for the decisions made on my watch, and the many results that occur from these decisions.
Please let me extend to the affected families, my deepest sympathy for your loss and the genuine pain you continue to endure.
I am sorry.
My hope is to learn from this experience and make the changes necessary to improve our communication, programs and service to students.
Shawn Rickan
Narragansett Principal
FYI HE IS NO LONGER PRINCIPAL ,HE LEFT AND IS NOW AT
PARENT 1
If the advise of the Riverside Trauma center didn't include to have a meeting with the parents prior to this action and warn them it would be done i have a hard time thinking they can help anyone in need. If they told the administration they should have a meeting to let us know prior to any action and that advise went ignored we need new administrators with hearts that beat.
This administration is as different as can be from the past administration we were taken care of by. I hope anyone who cares about this issue will call the school and complain. Their treatment/lack of compassion and thoughtless acts have caused harm beyond their comprehension. Was any education done to these decision makers and what else will they need for learning experiences in the future?
This is unbelievable.
PARENT 2
It looks to me like those are "just names" on the wall to Ms. Miller. That is because she is a outsider, she does not get it. It would like taking Mrs. Putnam's name off the gym, or taking Gladys's name off her stone. Thoughtless to say the least. Theresa Kasper told me one year the town was having financial problems, so Mr. Turner level funded the school budget to help out !! He got it !! No one, who worked for the school department starved that year, and Mr. Turner understood his relationship with the people in this town. One hand washed the other, and he did not use the nuclear option to get what he wanted. I am sorry more pain has been added to what these people feel already. It is to bad you can't teach common sense
PARENT3
Miller explained to those at the meeting the "advise" riverside gave them to contact the families first about the removal had
"slipped through the cracks" and she is very sorry it happened.
Those are some kind of cracks. What else has slipped through?For those kids whose names have been removed, maybe they could write their child's name back on the wall. This is a very sad event.
PARENT 4.
After a meeting with miller today and a rejected interview with fox new. It Figures she didn't have the guts to face the reporters. She made the bed she should sleep in it and take responsibility for her actions. Not squirm away from an interview.
So what do we do?
ALSO I FOUND IT SAD SHE NEVER SHOWED UP TO SAY GOOD BYE TO THE CLASS OF 2016, LIKE OUR PAST SUPERINTENDENT DID . SADLY THE SENIORS AND OTHER STUDENTS , THEY NOTICED .BUT HEY ITS ALL ABOUT THE KIDS WITH HER . SUPERINTENDENT DAYLE DOIRON KNEW ALOT OF THE KIDS BY NAME. SHE IS MISSED BY ALL.
ACCORDING TO RUTH MILLER = HE IS LEAVING (Wherli) to pursue opportunities elsewhere.. However , according to Principal Wherli and I quote -Reached at home, Wehrli confirmed that he is resigning but offered little further illumination.
“You’ll have to talk to the superintendent,” Wehrli said, asked why he is leaving.
http://www.recorder.com/Archives/2015/12/PioneerPrincipalQuits-GR-122215
Ruth Miller -- No response
Than we have Mike Duprey - Who according to Miller stated, he was retiring , only to learn a few days later , he was resigning !
Ruth Miller - No response
(As you will see at the end of this article , and after the hurt and destruction , and blaming others, she takes the same action.
No Response to the Fox news interview)
Than I get this email about this . I cannot believe this , its a travesty , in so many ways , to the kids , the parents and teachers, but mostly to the Principal who took responsibility for Ruth Millers actions. I am sure she remembers this well . She sure does have a way of placing blame on others for her faults , and avoiding having to face them herself. She would not answer Fox news request because she knows what she stated was a lie and the trauma center could come after her . Just like the Recorder she refused to respond concerning both Mr . Wherli and Mike Duprey . But she sure could get heavy on the phone to announce it to them, but when caught in a lie .. well she either passes the buck or hides , or plays dumb like she did the night of the School committee meeting till after we all left . I did not hear her talk did any of you ?
TEMPLETON — Last week, Jessica Beaudoin’s mother took a trip through the halls of Narragansett Regional High School to help a family member enroll their child in the district’s School Choice program.
While in the building, she also wanted to take a detour and revisit the mural dedicated to her son Jared McPherson, whose life was tragically cut short during his sophomore year when he suffered an embolism as a result of a childhood illness.
For all intents and purposes the mural appeared untouched – the portly bear Baloo from “The Jungle Book” still lounging against a palm tree with a yellow bookbag, the famous quote from Disney’s adaptation still hanging in the air.
But then Ms. Beaudoin’s mother discovered something was missing.
An off-white splotch was visible where her son’s name had once lovingly been painted, leaving an empty space directly beneath the quote “Whenever great deeds are remembered in this jungle, one name will stand above all others: our friend …”
Jared’s name was not the only one removed, as several other murals around the school dedicated to students who passed away had also recently been touched up in the same way.
Ms. Beaudoin said she was told by the administration that the decision to remove the names came from a recommendation made by an outside consulting firm as part of an initiative to combat teen suicide and help students deal with traumatic experiences and grief.
The action, she argued, does more harm than good, alienating the families who have lost loved ones and leaving students feeling unsupported.
“They made a decision to put their name on the wall and memorialize that person,” Ms. Beaudoin said. “It’s like desecrating a grave.”
The removal, Ms. Beaudoin explained, was carried out by art students at the behest of the administration. The Narragansett graduate said several of those students reached out to her through Facebook, saying they felt uncomfortable with the administration’s request but that their complaints fell on deaf ears.
“They had art students come and do it,” said Ms. Beaudoin. “Students who actually knew these kids.”
The administration also failed to inform families of the removal, Ms. Beaudoin said, leaving many to discover themselves or hear secondhand from other sources.
“Why wasn’t my family notified?” Ms. Beaudoin asked. “Why weren’t any of the other families notified?”
According to Superintendent Ruth Miller, the Narragansett Regional School District has been working with the Needham-based Riverside Trauma Center for several years, developing a district-wide plan to combat the increasing number of teen suicides across the country and also adopt a healthier approach to grief and trauma in students.
“When I took the superintendent position, my priority was to keep all kids safe,” Ms. Miller said.
As part of the ongoing plan, Ms. Miller said the center helped train teachers and faculty to spot and work through signs of grief and depression in students on a one-to-one basis, as well as establish the Peer Pals program and other support groups for students. The removal of deceased students’ names, Ms. Miller said, came at the advice of the trauma center.
“Their recommendation was that it wasn’t necessarily in the best interest of the students to have the names up,” she stated.
Ultimately, the high school principal and faculty decided to follow through with the group’s suggestion and began painting over the names on various murals throughout the school. It was not the easiest course of action, Ms. Miller said, but she felt that, in the end, it was best for the school.
“My job is to support the high school staff,” she said. “It was a difficult decision. It wasn’t done in haste and it certainly wasn’t done to not recognize these students.”
Other parents; however, are not convinced.
“It’s a disgrace,” said Judy Smart, whose daughter Jaime was killed in a car accident in 2001. “This is not right.”
Jaime, Ms. Smart said, was captain of the field hockey team and was involved in numerous school activities, such as the DARE and art programs. The school still issues athletic awards and scholarships for art students in her name and outside the art room stands a memorial mural in her honor. While the mural still carries Jaime’s name, Ms. Smart was told it, like the others, was slated to be removed, calling into question just where the line was to be drawn.
“Yes it was 14 years ago, but 14 years was not the rest of her life,” Ms. Smart stated. “She was a part of that school. They made her a part of that school. Memorials are forever.”
Ms. Smart doesn’t buy the center’s reason for removing the students’ names, as none of the individuals painted over committed suicide. Even if they had, she argued, they still deserved to be recognized and remembered by their peers. While her daughter’s name still remains, she said she stands in solidarity with Ms. Beaudoin and other families dealing with the wounds reopened by the administration’s actions.
“Unexpected death is part of real life,” she said. “Children need to be able to grieve and remember their friends, not just brush them under the carpet like nothing ever happened.”
Superintendent Miller said she sympathized with the families and regretted putting them in such a difficult position.
“The parents aren’t wrong,” she said. “They are absolutely right about the way they are feeling.”
Looking back, Ms. Miller commented that she wished the administration handled the situation differently and that this would serve as a learning experience for the whole district. If given the opportunity to go through the events again, the superintendent added she would have reached out to families personally and informed them of the school’s intentions instead of leaving them to find out about the removal of names on their own.
“For that I’m deeply, deeply sorry,” Ms. Miller said.
The murals themselves will not be covered up and likely will remain preserved on the walls for years to come.
Ms. Beaudoin said she will be meeting with Ms. Miller and the administration later this week to discuss the matter. She also hopes to help create a policy where students who pass away while still in school are honored at what would be their graduation and given space in their yearbook – a policy that could have helped her parents grieve when their son’s name was not mentioned or acknowledged during his graduation two years ago.
“I don’t want this to happen to anyone else,” she stated.
THAN INSTEAD OF MILLER ACCEPTING RESPONSIBILITY FOR HER ACTIONS , PARENTS RECEIVED THIS MESSAGE IN A NEWSPAPER ARTICLE .WHAT! ?
Apologies for Narragansett murals/memorials
Letter to the Editor: 8/20/2014
As Principal of Narragansett Regional High School, I am sorry for the way things were handled concerning the murals and memorials at NRHS.
I am in charge of the high school, and ultimately responsible for the decisions made on my watch, and the many results that occur from these decisions.
Please let me extend to the affected families, my deepest sympathy for your loss and the genuine pain you continue to endure.
I am sorry.
My hope is to learn from this experience and make the changes necessary to improve our communication, programs and service to students.
Shawn Rickan
Narragansett Principal
FYI HE IS NO LONGER PRINCIPAL ,HE LEFT AND IS NOW AT
Franklin County Tech
COMMENTS FROM TEMPLETON PARENTS ( SORRY NAMES REMOVED DUE TO PRIVACY CONCERNS) ON THE MEMORIALPARENT 1
If the advise of the Riverside Trauma center didn't include to have a meeting with the parents prior to this action and warn them it would be done i have a hard time thinking they can help anyone in need. If they told the administration they should have a meeting to let us know prior to any action and that advise went ignored we need new administrators with hearts that beat.
This administration is as different as can be from the past administration we were taken care of by. I hope anyone who cares about this issue will call the school and complain. Their treatment/lack of compassion and thoughtless acts have caused harm beyond their comprehension. Was any education done to these decision makers and what else will they need for learning experiences in the future?
This is unbelievable.
PARENT 2
It looks to me like those are "just names" on the wall to Ms. Miller. That is because she is a outsider, she does not get it. It would like taking Mrs. Putnam's name off the gym, or taking Gladys's name off her stone. Thoughtless to say the least. Theresa Kasper told me one year the town was having financial problems, so Mr. Turner level funded the school budget to help out !! He got it !! No one, who worked for the school department starved that year, and Mr. Turner understood his relationship with the people in this town. One hand washed the other, and he did not use the nuclear option to get what he wanted. I am sorry more pain has been added to what these people feel already. It is to bad you can't teach common sense
PARENT3
Miller explained to those at the meeting the "advise" riverside gave them to contact the families first about the removal had
"slipped through the cracks" and she is very sorry it happened.
Those are some kind of cracks. What else has slipped through?For those kids whose names have been removed, maybe they could write their child's name back on the wall. This is a very sad event.
PARENT 4.
After a meeting with miller today and a rejected interview with fox new. It Figures she didn't have the guts to face the reporters. She made the bed she should sleep in it and take responsibility for her actions. Not squirm away from an interview.
So what do we do?
ALSO I FOUND IT SAD SHE NEVER SHOWED UP TO SAY GOOD BYE TO THE CLASS OF 2016, LIKE OUR PAST SUPERINTENDENT DID . SADLY THE SENIORS AND OTHER STUDENTS , THEY NOTICED .BUT HEY ITS ALL ABOUT THE KIDS WITH HER . SUPERINTENDENT DAYLE DOIRON KNEW ALOT OF THE KIDS BY NAME. SHE IS MISSED BY ALL.
Wednesday, June 1, 2016
Education Laws and Regulations
Seems our school committee should read up.
Education Laws and Regulations
Advisory on School Governance
- Letter of Introduction from Robert V. Antonucci, Commissioner of Education
- I. Educational Goals & Policies; Management & Leadership
- II.Budget
- III.Staffing
- IV.Selection & Purchase of Textbooks & Educational Materials
- V.School Councils; School-Based Decision-Making
- Conclusion
Letter from Robert V. Antonucci, Commissioner of Education
November, 1995Dear Friends,
Successful education reform requires innovation on many levels. One major change brought about by the Education Reform Act of 1993 concerns school governance. The Department of Elementary and Secondary Education has received many questions about the roles and responsibilities of school committees, superintendents, principals, and school councils. The purpose of this advisory is to explain the state law as it applies to particular functions of school governance, and to offer our recommendations, based on two years of experience with the Education Reform Act, on the important role that each partner in this endeavor plays in advancing collaboration and school improvement.
This document is organized according to five broad themes:
- Educational Goals & Policies; Management & Leadership
- Budget
- Staffing
- Selection & Purchase of Textbooks & Educational Materials
- School Councils; School-Based Decision-Making
Sincerely,
Robert V. Antonucci
Commissioner of Education
I. Educational Goals & Policies; Management & Leadership
State law:The school committee establishes educational goals and policies for the schools in the district, consistent with the requirements of law and the statewide goals and standards established by the Board of Education. (G.L. c. 71,[[section]] 37) The school committee's status as the "employer" for collective bargaining purposes remains unaltered by Education Reform. (G.L. c. 150E, [[section]] 1)The superintendent employed by the school committee shall manage the system in a fashion consistent with state law and the policy determinations of the school committee. (G.L. c. 71, [[section]] 52)
Principals are the educational administrators and managers of their schools, and shall supervise the operation and management of their schools and school property, subject to the supervision and direction of the superintendent. (G.L. c. 71, [[section]] 59B) Each principal works with a school council to define educational goals for the school, identify the educational needs of the students, and formulate a school improvement plan, consistent with state and local educational goals and policies. (G.L. c. 71, [[section]] 59C)
Department of Elementary and Secondary Education recommendations: We view the school committee as the publicly elected or appointed equivalent of a board of directors of a corporation, which in this case is a school system. The school committee has oversight of and responsibility for the school system, sets the direction in which the system must go, and establishes criteria to determine if its goals and policies are being met.
The superintendent serves as the school committee's chief executive officer and educational advisor. The superintendent is the educational leader for the school system, and provides administrative leadership for all school staff in operational matters and in proposing and implementing policy changes. Day-to-day operation of the school system is the responsibility of the superintendent, together with school principals and other administrative staff members.
The respective roles of the school committee and the superintendent are described in a position statement published jointly by the American Association of School Administrators and the National School Boards Association in the 1994 booklet, Roles and Relationships: School Boards and Superintendents:
The school board is a legal agent of the state and must, therefore, fulfill both state and federal mandates. At the same time, the board must be responsive to the community it serves. The board is a legislative body that develops, evaluates, and oversees education policies. The superintendent is the professional educator chosen by the board to implement policies and to provide professional leadership for a district's schools. With such vital responsibilities, a sense of teamwork is essential.Just as a corporate board of directors seeks information and recommendations from the CEO and from others with expertise in a particular field before making policy decisions, an effective school committee solicits information and recommendations from the superintendent before establishing policy. After reviewing and discussing this information, it is the school committee's duty to make the best decision possible based on the information available. Similarly, an effective superintendent keeps the school committee informed about major administrative decisions and procedures, enabling the committee to assess whether those administrative actions conform to school committee policy.
In an enterprise as complex as a school district, the line between policy and administration is rarely clear-cut. Nonetheless, harmonious and productive relationships can flourish if two-way communication is established and maintained.
The line between educational policy (the school committee's domain) and administrative operations (the superintendent's responsibility) is sometimes clear. Several statutes specify policy decisions to be made by the school committee. For example, G.L. c. 76, [[section]] 12B, the school choice law, requires the committee to vote (after holding a public hearing), if the district is not going to admit non resident students, and permits the committee to establish terms for accepting non-resident students if it is participating in choice.
Another example of a school committee policy decision concerns the length of the school day and school year. Under the Student Learning Time Regulations (603 CMR 27.00), the school committee establishes the school year schedules for the schools in the district, consistent with the state standards and guided by the student learning time plan recommended by the school council at each school.
Similarly, the school committee is responsible for adopting general disciplinary policies for students in the district, in consultation with the superintendent. However, it is appropriate for the committee to delegate to the superintendent, principals and school councils the authority to define detailed rules of student conduct applicable to specific schools. In fact, at the high school level, state law makes this school-based responsibility explicit. By statute, in every school containing grades 9 through 12, the principal and school council annually prepare and publish the student handbook, within the framework of the general policies adopted by the school committee. (See G.L. c. 71, [[section]][[section]] 37H and 59C.)
Broad, system-wide curriculum or school restructuring issues, such as whether the district should establish a French immersion program for grades K-6, or whether to switch from a junior high to a middle school structure, concern educational goals and policies for the district. As policy issues, these matters are for the school committee to decide, after seeking advice and recommendation from the superintendent.
In contrast, school committees should not decide at what grade level teachers are to start teaching students cursive writing. As an operational issue, that decision should be left to the professional educators. Also, the selection and purchase of textbooks and other educational materials are now the responsibility of school principals, under the direction of the superintendent and within the budget set by the school committee. (G.L. c. 71, [[section]] 48) G.L. c. 71, [[section]] 50 still permits the committee to make a change in the "school books used in the public schools" by a two-thirds' vote. However, we view that law as applying only to a textbook change that constitutes a significant shift in educational direction for the district. As a general rule, the school committee does not approve or reject textbooks and educational materials.
We have been asked whether designing the format of the student report card is a task for the school committee or the school administration. Our response is that the school committee establishes the educational standards for students in the district (e.g., the local standards for high school graduation, and for promotion of students from grade to grade). It is then up to the administration -- the superintendent and principals, perhaps with advice from school councils -- to design the report card format in a way that informs students and families about individual progress, and enables the school committee to determine whether its educational goals and standards for student performance are being met.
Whenever the line between policy and operations is not clear, we believe the matter is best resolved locally, through open communication and collaboration between the school committee and the superintendent. School committees are most effective in advancing education reform when they focus on the strategic direction of the school system, on educational policy and outcomes rather than on managerial responsibilities.
With respect to school principals, under Education Reform their role is more important than ever. The school is the focal point for achieving the primary goal of Education Reform: enabling all students to meet the high standards of the Common Core of Learning adopted by the Board of Education in 1994.
Within the framework of the statewide standards, and the local educational goals, policies and budget established by the school committee and implemented by the superintendent, the principal oversees and promotes the continuous improvement of teaching and learning within the school building. Through the principal's leadership, in collaboration with the school council, teachers and other school staff and parents, each school should be an innovative, safe and supportive environment for teaching and learning.
II. Budget
State law: The school committee reviews and approves budgets for public education in the district. (G.L. c. 71, [[section]] 37) The committee must hold a public hearing on the proposed annual budget. (G.L. c. 71, [[section]] 38N) The school committee has authority to determine expenditures within the total appropriation voted by the city or town. The city or town appropriating body is authorized to make non-binding monetary recommendations to increase or decrease certain items allocating such appropriations, but it may not limit the school committee's authority to determine expenditures within the total appropriation. (G.L. c. 71, [[section]] 34)Department of Elementary and Secondary Education recommendations: The school committee's authority to propose the annual school budget and to determine expenditures within the total appropriation was not amended by the Education Reform Act. However, since Education Reform defines the managerial authority of superintendents and principals in areas such as staff hiring and textbook purchases, some school officials have asked whether the superintendent rather than the school committee should be responsible for approving warrants for payment.
Pending clarification through a statutory amendment or court decision, the school committee remains the body responsible for approving and transmitting school department expenditures to the municipal accountant for the drawing of warrants. The Department of Revenue's Division of Local Services has advised that all school department bills must be approved by the school committee. When the superintendent, or principal and superintendent, have statutory authority to incur expense, the Department of Revenue advises that the bills must be approved by them as well as by the committee.
Some communities have local ordinances or charter provisions that affect school budget and spending procedures. School officials who have specific questions about budget and municipal accounting matters should consult with municipal treasurers and accountants and with local counsel.
III. Staffing
A. Hiring authority for particular positions
1. Superintendent, assistant/associate superintendents, school business
administrator, administrator of special education, school physicians and
registered nurses, legal counsel, supervisors of attendance
State law: The school committee is responsible for appointing
personnel to the following positions:- Superintendent: The school committee has the power to select and terminate the superintendent, and to establish his or her compensation. (G.L. c. 71, [[section]] 37)
- Assistant or associate superintendents: On the recommendation of the superintendent, the committee may establish the positions of and appoint assistant or associate superintendents, who shall report to the superintendent. The superintendent recommends to the school committee candidates for appointment to the position of assistant or associate superintendent. The committee shall approve or disapprove the appointment, but shall not unreasonably withhold its approval. If the superintendent requests, the committee shall explain its disapproval of a recommended candidate. The committee sets the compensation of the superintendent and the assistant or associate superintendents. (G.L. c. 71, [[section]] 59)
- School business administrator; administrator of special education; school physicians and registered nurses; supervisors of attendance; legal counsel:The Education Reform Act did not change several pre-existing statutes that refer to the school committee appointing certain personnel. G.L. c. 71, [[section]] 41 states that "a school committee may award a contract to ... a school business administrator for a period not exceeding six years... ." G.L. c. 71B, [[section]] 3A states that "a school committee ... shall appoint a person to be its administrator of special education." G.L. c. 71, [[section]] 53 says, "The school committee shall appoint one or more school physicians and registered nurses... ." G.L. c. 76, [[section]] 19 says, "Every school committee shall appoint, make regulations governing and fix the compensation of one or more supervisors of attendance."
Department of Elementary and Secondary Education recommendations:In order for the Education Reform Act to provide a coherent framework for school governance and administration, we believe the appointment of the school business administrator, administrator of special education, school physicians and nurses and supervisors of attendance should be the responsibility of the superintendent.
In our view, the Education Reform Act was designed to enable the school committee to function as an educational policy board, holding the administration accountable for meeting the standards and policies set by the committee. The school committee hires the superintendent and assistant superintendents, and should rely on the superintendent to hire the other personnel who serve the school district as part of the administrative team. This view is reinforced by G.L. c. 71, [[section]] 42, which gives the superintendent the authority to dismiss "any employee of the school district."
Future legislation may clarify the statutes relating to appointment of the school business administrator, administrator of special education, school physicians and nurses and supervisors of attendance. At present, school districts can comply with the intent of the Education Reform Act as well as the plain language of the statutes, as follows: The superintendent manages the hiring process and selects the candidate, keeping the school committee informed, and the committee votes on the appointment based on the superintendent's recommendation. (For a school nurse or other personnel who are assigned exclusively to one school, the principal should manage the hiring and selection process, subject to the superintendent's approval.)
As to appointment of legal counsel, we believe the decision-making authority should remain with the school committee, in consultation with the superintendent. Legal counsel advises the school committee on collective bargaining, policy issues and other matters that are clearly within the committee's domain. Ideally, the school committee and superintendent will agree on the appointment of legal counsel, and the school district as a whole will benefit.
2. Administrators, principals, staff not assigned to particular schools,
athletic coaches
State law: The superintendent appoints principals for each public
school in the district. (Two or more elementary schools may share a principal,
and teaching principals are also permitted in elementary schools.) The
superintendent also appoints administrators and other personnel not assigned to
particular schools. All such appointments are made at levels of compensation
determined in accordance with school committee policies. (G.L. c. 71,
[[section]] 59B) The superintendent appoints athletic coaches. (G.L. c. 71,
[[section]] 47A) Department of Elementary and Secondary Education recommendations: The shifting of decisions on most school district personnel actions from the school committee to the superintendent and principals is a major change brought about by the Education Reform Act. For the most part, this has brought positive results: school committees are relieved of personnel matters and can concentrate their time and energy on policy issues, while superintendents and principals have authority commensurate with accountability for the staff they manage.
Consistent with the need for open communication between superintendents and school committees, it is good management practice for the superintendent to keep the school committee informed about appointments and other personnel decisions. Regardless of who makes the actual appointment, the hiring authority should consult with other key parties in the process. For example, the school principal plays a critical role in selecting the athletic coach(es) for the school, even though the superintendent makes the appointment. It is also good practice for superintendents and principals to involve broad-based screening committees (particularly school councils, which represent teachers, parents and community members) in the hiring process whenever possible.
3. Teachers and other school staff
State law: The principal is responsible, consistent with district
personnel policies and budgetary restrictions, and subject to the approval of
the superintendent, for hiring all teachers, instructional or administrative
aides and other personnel assigned exclusively to the school, and for
terminating all such personnel, subject to review and prior approval by the
superintendent and subject to the provisions of state law. (G.L. c. 71,
[[section]] 59B)This general rule does not apply to the Boston Public Schools, where the superintendent continues to have exclusive authority over school personnel decisions, with a few exceptions. (St. 1993, c. 71, [[section]] 97; St. 1987, c. 613) Also, in any school that requires an examination for student admission, the principal is solely and exclusively responsible for hiring and dismissing all teachers and other personnel, without the requirement of review or approval by the superintendent. (G.L. c. 71, [[section]] 59B)
Department of Elementary and Secondary Education recommendations: Some school districts, particularly larger ones, have a central personnel office that does initial screening of applicants for teaching and other positions, to assure that candidates meet the minimum requirements and that local personnel rules and collective bargaining agreements are followed. These central office personnel functions should support principals in exercising their statutory responsibility to hire teachers and other school personnel.
The superintendent has a review and approval role with respect to principals' decisions on hiring of teachers, instructional or administrative aides and other personnel assigned to a single school, as well as in termination decisions. In hiring, for example, if the superintendent does not approve the principal's choice of a teacher, the matter goes back to the principal to propose an alternative. It is not the superintendent's sole prerogative to hire the teachers for a given school building.
On the issue of teacher transfers, the law addresses only the hiring and dismissal of teachers and other school staff; it does not mention transfers of teachers from one school to another. In light of Education Reform, we believe the principal should have discretion to approve the transfer of a teacher or other staff member into the school, just as with initial hiring. However, the principal's hiring authority is subject to the superintendent's approval and also to the district's personnel policies. School officials must follow the local collective bargaining agreement if it specifies a process for teacher transfers.
In this area the Education Reform Act does not supersede the collective bargaining law or any contractual transfer rights and procedures that are specified in the local agreement. Nevertheless, the Education Reform Act presumes that the school principal will play a strong role in deciding who teaches in the school. For this reason, we believe the transfer issue should be addressed locally when collective bargaining agreements are re-negotiated.
As with collective bargaining, civil service law also remains in force and is not superseded by the Education Reform Act. Where certain positions are covered by civil service rules (e.g., custodians who are assigned to school buildings), those rules still apply and should be construed harmoniously with Education Reform. In other words, the principal makes the hiring decision, subject to the approval of the superintendent, but the eligible pool of applicants for the position is determined by civil service or by the applicable collective bargaining agreement.
B. Levels of compensation
State law:The school committee establishes policies on levels of compensation for school principals and for other administrators and personnel not assigned to particular schools. (G.L. c. 71, [[section]] 59B) "Compensation" is a broader term than salary; it includes, for example, benefits such as group insurance. Allison v. Whittier Regional Voc. School Dist., 445 N.E. 2d 625 (1983). In establishing policies on compensation, the school committee is also bound by St. 1993, c. 495, [[section]] 140, a special act of the Legislature, which states that a principal's rights to accrued sick, personal or vacation leave acquired before June 18, 1993 shall not be impaired or denied.Department of Elementary and Secondary Education recommendations: During the first two years of implementation of Education Reform, a few school committees established policies on compensation levels for principals and other administrators that reduced their salaries or their contractual benefits. In our opinion, these reductions are ill-advised. Such actions generate turmoil and uncertainty, and impede the school district's ability to attract and retain well-qualified educators to carry out the important responsibilities placed on them.
C. Hiring practices and policies
State law: All educational personnel hired by the school district must be appropriately certified for the position in which they are employed, unless the district has requested and received from the Department of Elementary and Secondary Education a waiver of the certification requirement. The school committee continues to have authority under the certification statute to "prescribe additional qualifications" for educator positions, beyond basic certification. (G.L. c. 71, [[section]] 38G)The school committee establishes the educational goals and policies for the school district. (G.L. c. 71, [[section]] 37) The superintendent appoints administrators, principals, staff not assigned to particular schools and athletic coaches. (G.L. c. 71, [[section]][[section]] 59B, 47A) The principal hires all teachers and other personnel assigned to the school, consistent with district personnel policies and budgetary restrictions and subject to the superintendent's approval. (G.L. c. 71, [[section]] 59B)
Department of Elementary and Secondary Education recommendations: Since achieving a diverse and highly qualified staff is a sound educational goal, the school committee's policies may include policies on non-discrimination, equal employment opportunity and affirmative action, and open posting and advertising of positions. However, except for those positions that by statute are the school committee's responsibility to appoint, decisions on hiring staff are operational decisions that are within the authority of the superintendent and principal.
In our view, the authority to hire staff encompasses not only the employment decision itself, but also the details of the process. This means, for example, that the school committee may adopt a policy that requires broad-based screening committees to interview candidates for employment, but the superintendent and principal are responsible for determining the specifics of the process. In many school districts principals have found it valuable to use the school council as an interview committee for finalists for school-based positions.
The school committee's policy on personnel screening may suggest categories of people who should be included on a screening committee. However, a school committee policy that requires all teacher candidates to be screened or interviewed by a school committee member would, in our opinion, be inconsistent with the Education Reform Act. Principals and superintendents may, at their discretion, choose to invite a school committee member, or any other interested member of the community, to participate in the interview process.
We encourage superintendents to use a selection and interview process that is open to the community when hiring principals and others for positions that are particularly significant. For certain administrative positions of major importance, an open meeting of the school committee could be an appropriate forum for public interviews of the finalists.
In short, the school committee may establish personnel policies that are consistent with the law and do not infringe on the superintendent's and principals' management responsibility with respect to personnel selection. In exercising their hiring authority, superintendents and principals should recognize the benefit to be gained from using a broad-based screening process.
D. Collective bargaining
State law: The school committee continues to be the "employer" of school employees for collective bargaining purposes. (G.L. c. 150E, [[section]] 1) The Education Reform Act made only one change concerning participants: the chief executive officer of the city or town (or his or her designee) shall participate and vote as a member of the school committee in collective bargaining. If a town does not have a town manager or administrator, the chairman of the board of selectmen (or his or her designee) shall so participate and vote. In regional school districts, the municipal chief executive officers elect one of their number to represent them, in accordance with Board of Education regulations. (G.L. c. 150E, [[section]] 1; 603 CMR 42.00)Department of Elementary and Secondary Education recommendations: The school committee chairperson may appoint the municipal official to be a member of the school committee's negotiating subcommittee. Absent such an appointment, the statute does not guarantee that the municipal official will be at the negotiating table, unless the school committee as a whole is involved in the negotiations. Under the statute, the municipal official's role is to participate and vote "as a member of the school committee," whenever the school committee as a whole takes up the collective bargaining agreement. The municipal official has the same rights and responsibilities of participation as any other member of the school committee in relation to collective bargaining, including the right to be kept informed about the progress of negotiations.
E. Principals' contracts
State law: Principals are not eligible to be represented in collective bargaining. (G.L. c. 71, [[section]] 41) However, if a principal was subject to a collective bargaining agreement on June 18, 1993 and the agreement has not yet expired, section 77 of the Education Reform Act states that any provisions of G.L. c. 71, [[section]] 41 conflicting with the agreement will not take effect until the agreement expires.Every principal has the right to meet and discuss individually the terms and conditions of his or her employment with the superintendent, at which meeting the principal may be represented by an attorney or other representative. Every principal has the right to a written contract of employment, for a term of up to three years. Unless the superintendent notifies the principal of the proposed non-renewal of the contract at least sixty days before its expiration date, the contract is automatically renewed for another year. (G.L. c. 71, [[section]] 41, as amended by St. 1994, c. 346, effective April 13, 1995)
The superintendent appoints principals for each public school at levels of compensation determined in accordance with policies established by the school committee. (G.L. c. 71, [[section]] 59B)
Department of Elementary and Secondary Education recommendations: Although principals are no longer eligible for collective bargaining, each principal is entitled to meet with the superintendent to discuss the terms and conditions of his or her employment. The principal may be represented by an attorney or other representative at the meeting. These discussions should be conducted in good faith and should consider the needs of the individual as well as the needs of the school system. The contracting process should be equitable, fair and expeditious, enabling the district to move forward with Education Reform under the leadership of its administrative team.
In our opinion, the superintendent and principals may meet as a group to discuss contractual issues, if they mutually agree to such a meeting, and the school district may offer a uniform benefit package to all principals, even though collective bargaining does not apply. As we read the statute, assistant principals and other school administrators may continue to be represented in collective bargaining, consistent with the relevant labor laws of the Commonwealth.
One of the "terms and conditions" of the principal's employment contract is the length of the contract. The length of the employment contract for each principal, up to the three year statutory limit, is determined by the superintendent. However, the school committee's policies on levels of compensation (see Sec. III. B), will define the bounds of the compensation level for a principal in any given year of the contract.
Before the 1994 amendment to G.L. c. 71, [[section]] 41, almost half the Massachusetts secondary school principals surveyed did not have written contracts of employment. This was no more appropriate for principals than it would be for superintendents. Today every principal working in a public school in the Commonwealth is legally entitled to have a written contract. Furthermore, we encourage the use of multi-year contracts for principals, as for superintendents. Principals play a critical role in implementing Education Reform. The instability inherent in a one-year contract undermines the district's ability to employ school principals who will be effective in carrying out the responsibilities of Education Reform at the school level.
F. Performance standards; supervision and evaluation
State law: The school committee, upon the recommendation of the superintendent, establishes performance standards for teachers and other employees in the district. These performance standards must be consistent with and supplemental to the Regulations on Evaluation and Principles of Effective Teaching and Administrative Leadership adopted by the Board of Education in July 1995. (G.L. c. 71, [[section]] 38 and 603 CMR 35.00)The school committee establishes teacher performance standards in accordance with the following procedure:
- it must hold a public hearing to solicit comment on the proposed standards;
- it must bargain with the teachers' association to agree on the standards and procedures; and
- if the parties cannot agree on teacher performance standards within a reasonable period of time, the standards shall be determined by binding interest arbitration. (G.L. c. 71, [[section]] 38)
The superintendent shall assure the comprehensive evaluation of the performance of all teachers, principals and administrators within the school district, using the regulations and principles adopted by the Board of Education and such consistent, supplemental performance standards as the school committee may require. (G.L. c. 71, [[section]] 38 and 603 CMR 35.00) The superintendent is responsible for ensuring that all evaluators have training in the principles of supervision and evaluation and have, or have available to them, expertise in the subject matter and areas to be evaluated. (603 CMR 35.06)
Department of Elementary and Secondary Education recommendations: The school committee evaluates the performance of the superintendent, as its chief executive officer. We encourage school committees and superintendents to conduct the performance evaluation of the superintendent in a public meeting of the school committee, consistent with the open meeting law. Other professional staff in the district are evaluated by their administrative supervisors. For example, principals are evaluated by the superintendent, and teachers and other employees assigned exclusively to one school are evaluated by the principal of that school.
The Board of Education's Regulations on Evaluation of Teachers and Administrators, and the Principles of Effective Teaching and Administrative Leadership that they incorporate, provide an excellent foundation for every school committee and superintendent to establish a rigorous and comprehensive staff evaluation process. The purpose of the regulations and principles is to ensure that every school committee has a system to enhance the professionalism and accountability of teachers and administrators which will enable all students to perform at high levels. We encourage all school committees, administrators and teachers to review and use the regulations and principles in the local evaluation process.
G. Professional development
State law: The school committee adopts the professional development plan for all principals, teachers and other professional staff employed by the district. It must update the plan annually, and set forth a budget for professional development. The plan shall include training related to the statewide curriculum frameworks and other skills required for effective implementation of education reform, including participatory decision-making, parent and community involvement, and training for members of school councils. The plan may also include teacher training to address gender bias in the classroom. (G.L. c. 71, [[section]] 38Q)The school improvement plan formulated by the principal and school council at each school shall address professional development for the staff in that school. (G.L. c. 71, [[section]] 59C)
Department of Elementary and Secondary Education recommendations: Every school district's professional development plan should be consistent with the goals and priorities of the State Plan for Professional Development adopted by the Board of Education in June 1995. The additional $25 per pupil funding that the Legislature allocated to each school district for professional development in FY 1996 must be used for purposes consistent with the State Plan. Local professional development should be of high quality, focusing in FY 1996 on the priority areas of curriculum frameworks, educational leadership and use of technology.
Every school should prepare and implement a professional development plan that is consistent with the goals and priorities of the district-wide plan. The plan should be designed to enhance the ability of professional staff in that school to provide high-quality education to the students.
H. Discipline and dismissal
State law: The school committee has authority to discipline or terminate the employment of the superintendent, in accordance with state law and the terms of the contract of employment. (G.L. c. 71, [[section]] 59)The superintendent has authority to discipline or dismiss any employee of the school district, subject to the provisions of state law and the terms of any contract of employment. (G.L. c. 71, [[section]] 42) Only a superintendent may dismiss a principal. (G.L. c. 71, [[section]] 41)
The principal may dismiss or demote any teacher or other person assigned full-time to the school, subject to the approval of the superintendent. (G.L. c. 71, [[section]] 42)
The superintendent may suspend any employee of the school district, and the principal may suspend any teacher or other employee assigned to the school, subject to the provisions of G.L. c. 71, [[section]] 42D. The employee is entitled to review the decision to suspend with the superintendent or principal if the decision was made by the principal.
Standards and procedures for dismissal of certain personnel, including principals and teachers, and for arbitration of disputed dismissals and suspensions, are found in G.L. c. 71, [[section]][[section]] 41, 42 and 42D.
Department of Elementary and Secondary Education recommendations: Discipline and dismissal of public school employees are subject to applicable collective bargaining agreements and contracts as well as state education laws, civil rights and non-discrimination laws, and constitutional requirements. We advise school officials to consult with the school district's legal counsel for advice on employee discipline and dismissal.
IV. Selection & Purchase of Textbooks and Educational Materials
State law: The principal at each school, subject to the direction of the superintendent, shall, at the expense of the school district, purchase textbooks and other educational materials and supplies. The purchases must be within the budget approved by the school committee, and are to be made in accordance with the Uniform Procurement Act (G.L. c. 30B) and any purchasing guidelines adopted by the municipality. (G.L. c. 71, [[section]] 48)Department of Elementary and Secondary Education recommendations: The principal, under the direction of the superintendent, is responsible for selecting and purchasing textbooks and other educational materials and supplies to be used by students in the school. The superintendent's involvement in the process is to ensure that the books and materials selected for any particular school are consistent with the educational goals and policies established by the school committee. The school committee, in approving a budget for the district, establishes the budgetary limits within which the principal and superintendent must operate.
G.L. c. 71, [[section]] 50 still permits the committee to make a change in the "school books used in the public schools" by a two-thirds' vote. We view that law as applying only to a textbook change that constitutes a significant shift in educational direction for the district. As a general rule, the school committee does not approve or reject textbooks and educational materials.
V. School Councils; School-Based Decision-Making
State law: The principal co-chairs the school council, which is a representative, school-based committee composed of the principal, parents, teachers, community members and, at the secondary level, at least one student. The principal works with the council to identify the educational needs of the students attending the school, review the annual school budget, and prepare a school improvement plan. The plan addresses issues such as professional development, student learning time, parent involvement, safety and discipline, and ways to meet the diverse learning needs of the students in the school. Each school council in the district submits its school improvement plan annually to the school committee. If the school committee does not review the plan within thirty days of receipt, the plan is deemed to have been approved. (G.L. c. 71, [[section]] 59C)The school committee may grant a school council additional authority in the area of educational policy, except over matters that are subject to collective bargaining. (G.L. c. 71, [[section]] 59C)
The principal, in consultation with professional staff in the school building, is responsible to promote participatory decision-making among all professional staff for the purpose of developing educational policy. (G.L. c. 71, [[section]] 59B)
Superintendents and principals are expected to pursue opportunities to establish school-community partnerships that may advance policy development, staff development, curriculum development, instructional enrichment and may provide material and financial support. (G.L. c. 71, [[section]] 59D)
Department of Elementary and Secondary Education recommendations: School councils, participatory decision-making and community partnerships strengthen and broaden the base of support for school improvement. Under Education Reform, the goal of all school-based decision-making is to generate and implement more effective approaches to teaching and learning. When teachers, parents and the larger school community participate in a constructive process, the whole school benefits. Decisions on school improvement initiatives can be made after getting a variety of perspectives, and the initiatives are more likely to succeed, because the people implementing them feel ownership and responsibility for the decision.
In the two years since the Education Reform Act took effect, public schools throughout the Commonwealth have established school councils. The most effective councils are actively involved in important issues of substance at the school level, with the encouragement of the principal. While the principal is ultimately responsible as the educational administrator of the school, experience shows an increase in the quality of decision-making and the success of school improvement efforts when the principal engages the school council and school staff in a collaborative endeavor.
While school councils do not have authority over matters that are subject to collective bargaining, they play an increasingly important role in school policy. Starting with the 1995-96 school year, each school council is to include in its school improvement plan recommendations for changes in school practices, structure or schedule that will enable the school to meet the Student Learning Time standards (603 CMR 27.00). On these matters and others, we encourage open communication between the school committee and the school councils in the district. If the school committee does not approve part or all of a school improvement plan, it should state its reasons.
For further information on school councils, please refer to Questions and Answers on School Councils, published by the Massachusetts Department of Education.
Conclusion
Education Reform will be successful if all parties involved in local school governance -- school committees, superintendents, principals, and school councils -- communicate and work collaboratively with each other and with the wider community to achieve the common goal of improving educational opportunities and outcomes for students. Every party in the governance structure has a vital role to play. As the AASA-NSBA booklet states, those who work in and with schools and students "must share a vision, a clear purpose, and the ability and courage to lead." We hope this advisory helps to clarify the roles and relationships in the local school governance structure. If we are to assure that our students realize the promise that Education Reform holds, we must continue to work together.
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