bostonThe road to

1st Hampden-HampsHire district senate race series

Tim Allen James “Chip” Harrington Tom Lachiusa Eric Lesser Aaron Saunders

EDITOR’S NOTE: This is the third in a four-part series of coverage of the Democratic State Senate Primary race in the 1st Hampden-Hampshire District replacing Sen. Gale Candaras (D-Wilbraham). Republican can-didate Debra Boronski and Inde-pendent “America First” candi-date Michael Franco will appear on the November ballot with the winner of the Democratic Pri-mary Sept. 9. An editorial board made up of editors presented questions to the candidates cov-ering a range of issues, including the below specifically related to education. The candidates were asked to limit their responses to 200 words or less. Their answers appear below. Some answers have been minimally edited for clarity without altering the intent or meaning.

Q: Guidelines for the proposed online testing system, known as the

Partnership for Assessment of Readiness for College and Ca-reers (PARCC), recommend a student-to-computer ratio of approximately 3 to 1, a level hundreds of schools have not reached. How will you address this problem?

TIM ALLEN

A: Any federal or state guidelines imposed on our local communities

and school districts should be accompanied by adequate fund-ing to implement them. Students who attend schools without the necessary resources to imple-ment the recommended student to computer ratio could be put at a significant disadvantage. While I am in favor of standards in edu-cating students, I want to hear more from parents and educators before mandating a one size fits all approach to assessments.

“JAMES “CHIP” HARRINGTON

A: I am not a supporter of the proposed PARCC exam. I feel very strongly

that we are overloading our stu-dents and teachers with cookie cutter standardized tests. As a member of the Ludlow School Committee for many years I have seen firsthand the negative effects of standardized testing like MCAS. Although I do have concerns with MCAS I would much rather update our current system with Massachusetts’s

teacher and parent involvement instead of adopting PARCC.

The idea that these proposed Common Core guidelines rec-ommend that the student to com-puter ratio is 3-1 without offering funding is just another unfunded mandate that this state often re-sorts to. I will address this sig-nificant problem by working to slow down any implementation of Common Core and PARCC because it is unrealistic and sets students, teachers and districts up for failure.

TOM LACHIUSA

A: While I was in gradu-ate school, the University suddenly began to set up

computer labs in just about any space they could convert because they knew the personal computer was going to catch on. Today many university programs require students to have a computer or purchase one at low cost through the university. Some research has shown that 50 percent of high school students have computer ac-cess through a phone or tablet.

This senate district may need to negotiate with computer sup-pliers to get low prices for com-puters that will meet the needs of PARCC testing. If parents are already purchasing computer access for their children at such a high rate, a low price alterna-tive computer purchase may be a win-win option. This approach would help the students who are college bound, off to the mili-tary, or about to start working. One research group found 62 percent of parents would pur-chase a mobile device for aca-demic purposes. In my family, if you couldn’t afford new you accepted something used. Cor-porations are constantly updat-ing the computers and looking to

donate them. New expectations of schools may help students in the long run by leaving school with their own computer.

ERIC LESSER

A: In our modern economy it is inconceivable that students can be equipped

for success without basic com-puter literacy skills. As state sen-ator my goal would be to enable an eventual 1:1 student computer ratio, which has been recom-mended by the Massachusetts Department of Elementary and Secondary Education. Private sector partnerships are one way we can help bridge the computer gap in our schools. I will also advocate for stronger computer literacy initiatives that ensure all students have the skills neces-sary to navigate computers and use them as a productive tool.

We know that the jobs of the future require fluency in technol-ogy, and the least we can do for our students is to give them the tools they need to achieve that flu-ency. We also know that our local businesses are in desperate need of employees with proficiency in technology. Delaying technology initiatives in schools ultimately becomes very costly, because it hurts economic growth and re-duces employment levels.

AARON SAUNDERS

A: Computers and ac-cess to the Internet have become as essential to

education as pens and pencils. The PARCC recommendation touches on two important items. First, it is not only the ratio, but confidence that students have the know-how to use the computer programs necessary for compet-ing in the 21st century. Secondly,

it underscores the significance of the digital divide. Children and families without reliable access to computers and the Internet will fare worse than their coun-terparts who have this education-al necessity.

Taking the recommenda-tions at face value, I believe it would be unfair to test and score students on an exam with which the students do not have the tools necessary to take the test.

Q: What will you do to help increase available funds earmarked for

educational mandates that are no longer funded, such as spe-cial education guidelines?

TIM ALLEN

A: Every unfunded man-date imposed by the state or federal government

on our local communities puts undue strain on municipal bud-gets and taxpayers. Despite state revenues having increased since 2008, many unfunded mandates remain, such as the mandate that cities and towns provide out of district transportation to home-less children sheltered in their communities. In 2012, the state auditor determined that this trans-portation requirement amounted to an “unfunded mandate.”

Increases in local aid should grow in proportion with increases in state revenue. Some tough de-cisions had to be made during the economic crisis but now that the state and national economies are experiencing somewhat of a recovery, so too should levels of local aid that our communities re-ceive. The governor initially pro-posed level funding local aid in the FY15 budget before the House Ways and Means committee wise-ly increased it significantly.

JAMES “CHIP” HARRINGTON

A: School districts across Massachusetts are being overburdened with un-

funded mandates. From special education to lunch programs to the proposed Common Core, we are often times required to shift funding from proven effective programs to other areas of the budget to meet a new mandate. As well intentioned as a new law may have, without an iden-tifiable funding source it usually has a ripple effect in our local budgets. As a state senator I would advocate that new initia-

tives from DESE must have a revenue source before it is made a requirement on the local level.

TOM LACHIUSA

A: This is a situation that is discussed not only across the senate district and

across the Commonwealth but also across the nation. Every elec-tion season, the individuals seek-ing office state how they will do their best to fight for better fund-ing for schools. In this November election it looks like we will have a question about allowing casinos in the state, and I am prepared to hear how the tax benefits of hav-ing casinos will pay for under-funded educational mandates.

The only way to get more money from the state will involve building a significant level of sup-port from a large group of sena-tors who have support from the governor. I am willing to work on this. The process of adding new mandate after new mandate is tied to well-meaning legislators from across the country but needs fund-ing considerations. Special edu-cation mandates are specific con-tracts with families that present a high level of liability if the school does not provide what is agreed on. School districts will need to do the best they can until a mandate restricting mandates is approved.

ERIC LESSER

A: I’ve met with educators and local officials across our area and the issue of

unfunded mandates, especially for special education, is a recur-ring concern. Four area school districts already pool resources to help fund special education via the Lower Pioneer Valley Educa-tional Collaborative (LPVEC), and I would advocate for in-creased collaboration among school districts to help save money and improve efficiency. Additionally, cost savings can be provided through cohorting stu-dents with like diagnoses togeth-er, such as the Longmeadow Life Skills program, which saved that district $300,000 in 2014. I also support the creation of “excep-tional-need funds,” which would help fill in the gaps when districts face particularly challenging cas-es and would be predominantly financed and managed by the state. Saddling our communities with expensive requirements may be an easy way out for politicians

Part 3: Focus on Education

Please see SENATE SERIES, on following page

Turley Publications photo by David Miles

Students get off a school bus during the school year. Can-didates were asked what they would do to help restore funding for regional school districts.

in Boston, but it’s a major burden for our communities in Western Massachusetts, and it’s one more example of why we need new leadership fighting to make sure our area has a voice.

AARON SAUNDERS

A: The educational ex-emption to the unfunded mandate law cannot be

abused and as state senator I will not support expansions to un-funded mandates. I will also fight for additional funding for exist-ing mandates like special educa-tion and regional transportation.

Generally, I believe that we need to reevaluate how we spend tax dollars, especially in educa-tion. Critical funding should not be diverted from the classroom in order to pay private third par-ties to consult on new initiative after new initiative. Our public school dollars are best spent on reducing class size, ensuring our students have modern and ap-propriate learning materials, and recruiting and retaining the best educators we can.

Q: In the wake of so many school shootings, what will you do as senator

to continue to improve safety procedures at schools to pre-vent these types of tragedies?

TIM ALLEN

A: I think that this is a question on many par-ents’ minds. I would seek

to address the problem of school shootings by prioritizing access to mental health treatment for fami-lies, training teachers to recognize the signs of emotionally disturbed youth and methods of interven-ing, promoting increased parental involvement, and asking schools to develop crisis plans and train-ing surrounding situations that involve an active shooter.

JAMES “CHIP” HARRINGTON

A: There is one common denominator in all school shootings - mental health.

Every school shooting has been at the hands of an individual(s) who have some kind of mental health issue. The first and best lines of defense are well trained and highly alert staff. Most of these shootings occur from someone that is known in the school com-munity. Many districts have be-gun putting procedures in place to assist staff with identifying “red flag” behavior.

As a member of the school committee (last 10 years), I have been active on our school safety team to increase our prepared-ness for all kinds of safety sce-narios. Last year I supported the introduction of ALICE (Alert, Lockdown, Inform, Counter, and Evacuate). This training changes the way we prepare our students during an emergency, and is in response to the tragic cases we have seen in other parts of the

country. It is important to pre-pare for all situations rather than pretend it can’t happen here. Our first line of defense is identifying and preventing an individual with a mental health disorder before anything occurs. I would support funding for local districts to add additional school training for more staff that can identify an individual with a disorder.

TOM LACHIUSA

A: In the Springfield com-munity, the police have technology to recognize

the sound of a gunshot and dis-patch officers. We may need to utilize additional technologies like this in schools as an early warning system for teachers.

As an employee in a jail I am reminded daily of the need for security. In the case of an emer-gency our security is able to con-tain conflict quickly with several ways to communicate a problem. We can do more with emergency, locking doors in schools and, per-haps, the use of tear gas or pep-per spray, when eminent danger is present. School staff should not be placed in harm’s way. We need security experts to design a plan that involves a decision tree based on the risk. The greatest risk is when communication breaks down or when a series of seem-ingly unimportant decisions open the door to a high-risk situation.

ERIC LESSER

A: My mother is a social worker and has done considerable work in

school counseling and mental health for schoolchildren. We need to continue to work with school administrators to improve anti-violence programs, mental health screenings, and training for school social workers and teachers. Improving training and expanding early detection and awareness is also crucial to preventing school violence, and is possible only with streamlined collaboration between law en-forcement, educators, and men-tal health professionals.

However, preventing school tragedies involves more than just providing early training - it also means providing resources for districts to fund interventions with students. We need to be vigilant and identify problems before they start - and that requires collabora-tion from schools, students, law enforcement, mental health pro-viders, and parents. We also need to ensure schools have protocols and response plans in place so that lives can be saved and students are prepared if an incident occurs.

AARON SAUNDERS

A: Ensuring the safety of our children is one of the basic responsibilities

of our schools and government. While we never like to think of these tragic events happening again, it is important that our schools have the proper pro-cedures in place to ensure that we know who is in our schools through entry and sign in proce-

dures, as well as what to do in case of an emergency in terms of evacuation and lockdown plans.

As your state senator, I will work to ensure that our lo-cal school districts have access to best practices and that these programs are funded. Providing a safe and healthy learning en-vironment is paramount to any educational goal, and I will work to ensure that school children, educators, and staff will be pre-pared in case of an emergency.

Q: What would you do to reverse the trend of a decline in state funding

for transportation for regional school districts, such as the Wil-braham-Hampden Regional School District, among others?

TIM ALLEN

A: State funding for trans-portation for regional school districts has in-

creased 17.2 percent over the last four years and about $17 million more is included in the FY15 budget for this line item. The issue again is whether West-ern Massachusetts is receiving its fair share of funding, which I don’t believe we are and I will fight for equity in this area. This is one of the most important jobs of the next senator.

JAMES “CHIP” HARRINGTON

A: I feel school transpor-tation is so important especially in a regional

school setting because that is often the most rural parts of our state. I would certainly look to restore funding for the students and families in the Wilbraham-Hampden Regional School Dis-trict. As your state senator I will seek out more information on this specific topic.

TOM LACHIUSA

A: Regional school districts in this area generally do not have public transpor-

tation available. Students in urban centers have been issued bus pass-es to get to school using public transportation. Perhaps this prob-lem can be a useful way to mo-tivate the state to provide public transportation options for students as well as residents/[tax payers.]

In some rural communities taxpayers get a limited amount of services for their taxes other than good schools. When we look at the number of families without school age children, it seems like another plan for the district would be to identify ways a public transpor-tation pilot project could receive grant funding from the state and serve more than one purpose.

ERIC LESSER

A: Transportation for stu-dents is an important public safety priority, be-

cause if the students aren’t getting brought to school by buses they are often left on their own, raising significant safety concerns. I will

work to reduce distance thresh-olds on district-mandated free transportation and coordinate with safety and law enforcement to ensure our children have safe, reliable transportation to school.

AARON SAUNDERS

A: As state senator I would work to continue the practice of this year’s

budget, which provided regional school districts with 90 percent reimbursement for busing stu-dents to school. Senate Ways and Means Committee chairman Stephen Brewer called it one of the highest reimbursement rates since the state began encourag-ing regional schools in 1948. I will maintain this commitment so that scarce local resources can focus on the classroom.

Q: What is your position on the “Healthy Stu-dents, Healthy Schools”

school nutrition standards?

TIM ALLEN

A: According to the Cen-ters for Disease Control, more than one-third of

US children were considered overweight or obese. Obese chil-dren are at much higher risk for serious health problems such as cardiovascular disease and type 2 diabetes. Schools need to adopt sensible nutritional standards that contribute to healthy eating habits and limit high fat, sugar, and calorie options. However, increased parental involvement in instilling good dietary choices is the key factor in promoting healthier children.

JAMES “CHIP” HARRINGTON

A: I fully understand the in-tent of the “Healthy Stu-dents, Healthy Schools”

initiative. Obviously a student that is getting good nutrition and exercise is more able to stay fo-cused and have the best opportu-nity to succeed in the classroom. Across the state, school cafete-rias have changed the offerings for breakfast and lunch and moved away from using food as a reward in classrooms. In my school district we have noticed an increase of students bringing there own lunches to school as a way to avoid the new school lunch programs. This has had an effect of the amount of revenue the school district receives from the lunch program. We have also witnessed an increase in wasted food because many students are getting our school lunch, eating a small portion of it, and throwing out the rest. Some students even ask for only the items they want but are told they must take all of the food items even if they do not intend on eating it. More food goes to waste. As a state senator I would like to encourage local school districts to purchase more of our fruits and vegetables from local producers. Local food is higher in nutritional value and it

supports the local economy.

TOM LACHIUSA

A: The term I heard that came from a training for teachers on this topic was

“hungry students eat the teacher.” Schooling has always been diffi-cult. Most people enjoy learning and teaching but the challenge of meeting school curriculum standards requires a high level of energy from both students and teachers. From what I have learned about food, just eating whatever is available is not the same as having the proper fuel to think and learn.

When I was a student and also competing in wrestling, I voluntarily cut back on my eat-ing so I could fit in the toughest lineup in New England. I found I was no longer able to take notes in class. Most of my schoolwork was done in the evening after I had proper nutrition. At one point I learned how to eat healthier and my ability to function like other students returned. I am a strong supporter of proper food content and would like to promote farm to schools programs. In the high school I attended we had an ap-ple vending machine that I used regularly for a snack.

ERIC LESSER

A: It is important to promote nutrition and good eat-ing habits in our schools

- these are values I’m teaching my own one-year-old daughter. But sometimes well-intentioned re-quirements can go a bit overboard. Some of the new restrictions, for example, have significantly cut portion sizes, and school districts are losing money because sizeable numbers of students have stopped buying school lunch. It’s impor-tant for us to strike a balance, and make sure new regulations placed on our schools are realistic. School food should be healthy but stu-dents should also look forward to breakfast and lunch, from both a health and an appetite perspective.

AARON SAUNDERS

A: Providing fresh and nutritious foods in our public schools is a step

in the right direction toward re-ducing chronic disease like dia-betes and addressing childhood obesity. Like any program, there are details that can be improved upon, but the opportunity to have fresh fruits and vegetables avail-able to children in our schools is a good thing.

It is just as important that these healthy foods are affordable as it is that they are available. Too often the healthiest foods are not available to many families simply because they are too expensive. Innovative programs that source locally grown fruits and vegeta-bles are a great way to bolster the local agriculture economy while providing healthy and affordable food to students.

Edited by Aimee Henderson of the Belchertown Sentinel.

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1st Hampden-HampsHire district senate race series

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