M A S B O M AT T E R S
50 Years of Service for the Betterment of Education
We Are Getting Better and Volume 8, Issue 4
I wish you a happy Valentine’s Day as we all await the Special points of interest:
first snow storm of the winter! By the time you read • Executive Director’s
this message, the snow will have been cleared and we Message
will be on our way to spring. But for today the real
winter means a possible “snow day”—good for the stu- • MASBO Candids
dents, and maybe not so good if you are, like I am, in
the midst of intense budget work. On the first of Feb- • MASBO Scholarships
ruary, I enjoyed seeing so many of you at the Bi-
Monthly meeting in Milford. When Angie Peterson, • President’s Award
our visiting ASBO Director, spoke, I felt an immediate
connection with her commitment to the profession and • Meet the Candidates
her happiness at being in New England. Angie’s description of the long distances • MASBO Turns 50
her Oregon colleagues must travel and therefore the reduced number of state wide
meetings in her region made me realize that we take for granted the relatively short • 93rd ASBO Meeting and
distances we travel in order to make our connections with one another. As Exhibits
MASBO reaches its fiftieth anniversary, we know that we are part of a strong pro- • MASBO Professional Devel-
fessional and personal tradition of the kind of learning that occurs when several opment Programs
hundred business officials meet for a day of rich program and interaction. I am
(Continued on page 4) • Every Child Is A Learner
• Making it Work
MASBO ANNOUNCES NEW
LICENSURE PROGRAM Inside this issue:
DOE EPIMS DATA 5
Your Board of Directors, at their February 7th meeting, voted approval of an Ad- COLLECTION
ministrative Apprenticeship/Internship Program for its membership. This pro-
gram will guarantee licensure upon completion of curricula, internship and indi- BRIDGES TO THE 6
vidual meeting the requirements.
Long Term Care Risk 9
The program was conceived by Board member Pat Collins and has been reviewed Factors
by Department of Education officials. It has also received some financial support
A Legal Note by Diana 12
through the sponsorship of Lincoln Investment Planning. The Board has ap-
pointed Joel Lovering as the Program’s Coordinator. As credentials become more
necessary in the competitive field you have chosen to work in, it is time to consider Important School Dis- 12
your future and the security, which a Business Administrator License can bring. trict Safety / Security
Being a professional is more than just showing up to the office. Learn your trade, Measures
increase your value and become a licensed Business Administrator.
On Our Way to Well- 13
You will learn more about the specifics of this exciting program in the upcoming
months. ASBO Facilities Mas- 15
Page 2 50 Years of Service for the Betterment of Education
PLACE RPB AD
Volume 8, Issue 4 Page 3
FROM THE DESK OF THE EXECUTIVE DIRECTOR
In my last article, I announced that MASBO would be commencing its fiftieth year as an organiza-
tion dedicated to the “betterment of education”. I also invited you to join me in rediscovering
MASBO’s illustrious past.
I want to extend my thanks to Leo Crowe, John Ryan and Don Johnson for responding to my invita-
tion to join in the MASBO rediscovery process. The information that I have obtained from them is
invaluable in reconstructing MASBO’s heritage and accomplishments. The following is a summary
of their input.
• MASBO was founded in 1957; became incorporated in 1969; became affiliated with ASBO
in 1977; and became an IRS 501 (c ) 3 non profit organization in 2006.
• Ferdy Tagle is the only MASBO member to become President of ASBO International. This feat was accom-
plished in 1978.
• Frank Antonelli, however, served with distinction on the ASBO Board of Directors
during the early 1990s.
• Many, many members continue to assume leadership roles on ASBO’s committees, overarching
and thereby, have a positive impact upon professional standards and business prac- characteristic. . . is
tices on a national level.
the “strength of
• Our first Executive Director, John F Conway (passed away in 2004), but left a leg-
acy of commitment to setting the highest professional standards, and providing prevails. . .
members with professional development of the highest possible quality.
• This legacy has continued with our second Executive Director, John Ryan; our third Executive Director, Donald
Johnson, and I hope to continue to build upon their efforts and leadership.
• Leo, John and Don all agree that perhaps the single overarching characteristic of the organization is the “strength
of relationships” that prevails to this day. Many comments were made about the willingness of members to pro-
vide assistance to their colleagues. Most members, for example, never fail to return a phone call from an associate
needing some advice or assistance (see Belief #4). In fact, MASBO’s Mentorship program is based on this char-
• MASBO began to hold formal Board meetings in 1961 at the Pillar House, which was located off route 128 in
Newton, but was raised several years ago. Membership meetings began in 1962. One meeting per year was con-
vened at the Boston University Retreat Center on Osgood Hill in North Andover. This was essentially the precur-
sor to our Annual Institute and twenty to twenty-five people attended. Other sites were Moodus, Connecticut;
Newport, Rhode Island and Dunfey’s Sheraton Inn in Hyannis. During this period, the present Annual Institute
was called the “New England Institute”.
• It is perhaps significant to note that no women were in attendance at MASBO meetings until after 1964. In fact, in
1977 (the year MASBO became affiliated with ASBO International), there were only five women members.
Boy have they ever made up for lost time! Madeline Wood became MASBO’s first woman President back in
1983-84. Other women that have served the organization as President in a truly exemplary fashion are Rose
DiOrio (Rose also served as newsletter editor and was the first recipient of the President’s Award), Candice
Walczak, Sally Douglas, and, of course, our current President Sandra Guryan.
Women members continue to demonstrate that service is the most effective form of leadership. Gail Zeman is
(Continued on page 8)
Page 4 50 Years of Service for the Betterment of Education
Getting Better and Reaching Higher Continued
(Continued from page 1)
proud to say that I have learned something at every single MASBO event I have attended over the years. This month marks
my 20th February as a MASBO member! I look forward to celebrating all of our MASBO anniversaries in May at the An-
nual Institute, which will include some special festivities this year.
Last week, the MASBO Board of Directors met as we do regularly throughout the year. Over quite a few hours, the Board
studied MASBO’s finances (tight, this year), reviewed an update to MASBO’s Strategic Plan (very ambitious and compre-
hensive), read the draft agenda for the 40th Annual Institute for this May in Brewster (four days of impressive programs and
speakers), learned the plans for electronic voting (soon to be tested), discussed the possibility of a Massachusetts Facilities
Award Program, new legislation, and the continually improving licensure programs in the works. Each of these items and
quite a few more received thoughtful consideration and the full attention of the Board. Please know that the Board is work-
ing to make MASBO itself get better and reach higher, just as we each strive to do in our own districts and schools. If you
have suggestions and ideas for future plans and programs or services MASBO can offer, please feel free to contact any
Board Member including our hard working Executive Director, John Crafton. John literally travels through the state and
recently to Toronto on MASBO’s behalf, initiating new connections and avenues for professional growth for all of us.
In January, our colleagues in Lincoln Sudbury endured the most terrible of tragedies with the violent death of a student in
the high school. I want to acknowledge the traumatic event in the communities affected, and I want to offer our collective
support in whatever ways we can to help, by listening, by sending condolences, and by working together to learn from this
event. We send our thoughts and hopes for the continuation of the healing that is underway.
I look forward to seeing all of you at the Trade Show in March and the Law Institute in April. Spring is around the corner.
FINANCIAL AID AVAILABILITY
FOR LICENSURE PROGRANS
Each year, the MASBO Board of Directors awards up to two (2) scholarships valued at either $500.00 if two (2) awards are
made or $1,000.00 if only one (1) award is made. In order to qualify for a scholarship, you:
1. Must be a MASBO member;
2. Must be employed on a full-time basis in a school business management or related position for at least
one full year prior to January 1st of the year in which the application is made;
3. Must submit a completed application and letter of recommendation from the applicant’s Superintendent
or immediate supervisor.
It is the intent of the Board of Directors that the scholarship be applied toward any professional development activity that
will contribute to his/her certification (Licensure) or re-certification.
The Board of Directors or a sub-committee of the Board will review all applications, and selection
will be based on the applicant’s stated goals, professional references, professional activities and
achievements, and community and civic activities.
Applications must be received by April 1st at the MASBO Office at 84 Brick Kiln Road, Chelms-
ford, MA 01824. However, please understand that $1,000.00 has been allocated for this program.
Consequently, if funds are not sufficient to accommodate every qualified applicant, then the award
(s) will be made on a “first come/first serve” basis. The Application can be obtained by either
downloading it from the MASBO website or contacting the MASBO office at (978)-452-7044.
The scholarship award will be presented at the Annual Institute.
DON’T DELAY. APPLY TODAY!
Page 5 50 Years of Service for the Betterment of Education
MA DEPARTMENT OF EDUCATION TO IMPLEMENT
EPIMS DATA COLLECTION IN 2007
The Department of Education (DOE) will implement the Education Personnel Information Management System (EPIMS)
on a mandatory basis to all public schools in 2007. The first statewide EPIMS data collection period will be from October
1–December 31, 2007. EPIMS will replace the DSSR (District School Staffing Report), which currently reports similar
information on an aggregate basis.
What is EPIMS?
For the first time in our state’s history, EPIMS will collect demographic data and work assignment information on individ-
ual public school educators. This information will enable Massachusetts to comply fully with the No Child Left Behind Act
by accurately reporting on highly qualified teachers. The EPIMS data also will be used to perform greatly needed analysis
on our educator workforce that over time will identify high need areas, evaluate current educational practices and programs,
and assist districts with their recruiting efforts.
What data is being collected?
There are two major components to the EPIMS application: the assignment of a permanent, unique identifier to education
staff (the Massachusetts Education Personnel Id or MEPID), and the collection of demographic and work assignment data
for individual education staff. The MEPID will follow an individual throughout the course of his or her career. All EPIMS
transactions are conducted via a secure web-based application through the DOE’s online security portal.
How were the data elements developed?
DOE worked very closely with over 30 pilot districts in 2006 to develop the list of 41 data ele-
ments that will be collected and to test the EPIMS pilot application. These pilot districts repre-
sented a true cross-section of public schools throughout the state. The geographically disperse
pilot districts included large schools, small schools, regional schools, a charter school, and a
vocational technical school. The majority of pilot districts assigned MEPIDs to their staff and
over half of the districts successfully submitted and certified their EPIMS data collection in De- EPIMS will
cember 2006. With the assistance of these districts, DOE completed a successful pilot data col- replace the DSSR
lection that will make the statewide collection smoother for everyone. The list of data ele-
ments, the list of pilot districts, and other information about EPIMS is posted on the EPIMS (District School
website at: http://www.doe.mass.edu/infoservices/data/epims/. Staffing Report)
Why is EPIMS so different from previous DOE collections?
The EPIMS data collection represents a major change to the types of data being reported. Some of the EPIMS data ele-
ments may be stored in a district’s human resource database while other data elements may be stored in a student-
scheduling database. Districts may well have to collect information in a different way or supplement the data they cur-
rently collect. It is important for districts to understand the EPIMS data requirements as soon as possible so they can begin
to prepare now for the fall collection. To assist districts in this process, DOE has scheduled a number of information ses-
sions in districts across the state in February and March, and will hold additional training sessions in the spring and early
summer. The application will be available for MEPID assignment in the spring, and will for submitting data in the fall.
What about software vendors?
In addition to working with district staff, DOE is also working with software vendors to familiarize them with the EPIMS
reporting requirements. The DOE has been working with vendors for the pilot districts since the spring of 2006, and con-
ducted a vendor information session for all interested software vendors on March 2, 2007. Many vendors have begun to
work on adapting their software to store and export EPIMS data. We strongly encourage district staff to work closely with
your vendors to ensure that they are made aware of the EPIMS reporting requirements. Please check the pilot vendor list
on the EPIMS website. If your HR and scheduling software vendors are listed, please contact them to find out if they plan
(Continued on page 9)
Page 6 50 Years of Service for the Betterment of Education
Fiscal 2007 MASBO President’s Award
Nominations for this year’s President’s Award are being accepted. Nomination letters should be mailed to John A. Crafton,
Executive Director, MASBO, Inc., 84 Brick Kiln Road, Chelmsford, MA 01824. Nominations will close on April 1, 2007.
MASBO members have always contributed to the growth and improvement of their profession and their investment of time
and skills have greatly improved the efficiency of our schools. MASBO, in partnership with RISO Products of Boston,
have worked together to encourage and recognize these contributions. The President's Award is given in recognition of an
individual's outstanding contribution to his or her school system, community, and/or to MASBO.
To be considered for the President's Award, one must be a member of MASBO and be employed on a full-time basis for 24
consecutive months immediately prior to January 1 of the year in which the nomination is made. The award selection com-
mittee is comprised of the President, President-Elect, Vice-President, Immediate Past President, and Secretary/Treasurer of
MASBO. Members of the selection committee are not eligible for the award.
Anyone may nominate an individual for this award. The letter of nomination should clearly and concisely state the manner
in which the individual has made an outstanding contribution to a school system, community, and/or MASBO.
The recipient receives a plaque to commemorate the award, and his or her school district receives a $1,000 award in the
name of the recipient. There is appropriate recognition in local papers as well as in MASBO's Newsletter. The President's
Award is presented in May at the MASBO Annual Institute with a follow-up presentation at a meeting of the recipient's
BRIDGES TO THE FUTURE PROGRAM
ASBO International and Metlife have developed this program that is designed to introduce networking opportunities, pro-
fessional development, and school management resources to new school business officials.
This program offers a total of twenty-five (25) $1,500 scholarships to new school business officials to attend ASBO Inter-
national’s 93rd Annual Meeting & Exhibits in Toronto, Ontario as well as the Leadership Conference in Denver, CO. Par-
ticipants attend a special Annual Meeting Pre-conference workshop as well as a wrap-up reception. Joanne Blier from the
Mohawk Trail Regional School District was the first Massachusetts Recipient in the three-year history of the program.
Talk to Joanne to obtain additional details.
Throughout the year ASBO develops and coordinates forums allowing new school business officials to network with cur-
rent ASBO members serving as mentors.
This program is open to school business officials who are members of ASBO; who have been in the profession for five
years or fewer, have expressed an interest in growing professionally and personally, and have been identified by their su-
pervisors and colleagues as potential leaders in their district.
This would be an excellent adjunct to MASBO’s own Mentorship program. There is an application process and additional
information can be obtained on the ASBO website. The deadline for submitting an application is August 15th.
Questions about the Bridges to the Future Program?
Contact: Pam Konde at 703/ 708-7069 or email@example.com,
or contact: Pam Weber at 703/ 708-7065 or firstname.lastname@example.org.
Page 7 50 Years of Service for the Betterment of Education
“MASBO, Inc. Turns 50”
Forty-First Annual Institute Announcement
MASBO’s Forty-First Annual Institute will be held at the Ocean Edge Resort and Conference Center in Brewster, MA from
Wednesday, May 16 to Friday May 18, 2007 with a special optional half-day pre-conference on Tuesday afternoon, May
15. This year MASBO turns 50. To celebrate this special milestone, MASBO will be offering a special pin to all atten-
dees. The annual conference will follow a fifties theme to commemorate this special occasion. My theme for the insti-
tute will be “Perseverance Brings Success”.
The program registration forms and hotel information has been mailed out to all our members. If you have not received
this mailing, please email the MASBO office. The email address is: MASBO@mec.edu. The conference registration must
be made through MASBO. The hotel registration must be made through the hotel as follows: oceanedge.com (click on
room reservations, click on group reservations, enter the attendee code which is MASBO)
Registration for the pre-conference, as mentioned, is optional and is $25.00. However, if you bring a Food Service Direc-
tor, the cost will only be $40.00. The topic is Food Service Operations and Finance.
The conference committee has worked very hard to put together this years conference and
has taken into consideration your suggestions and topics. These topics will be important
and offer expertise to all Business Managers.
Again, this year we will be offering an expanded format with concurrent sessions that will
included a wide variety of discussion groups and computer lab sessions.
This years institute will be exciting and beneficial and we encourage every Business Official to
attend to help celebrate our 50 years of success. We also want to extend a warm welcome to the
first time attendee.
We look forward to seeing everyone in Brewster. If you have any questions, please email the
MASBO address listed above or contact Joseph P. Cucinotta, Conference Chair via email ad-
93rd ASBO ANNUAL MEETING and EXHIBITS
Toronto is a beautiful city! It also just happens to be the location of ASBO International’s Annual Conference, which will
convene from October 12, 2007 through October 15, 2007. The Fairmont Royal York Hotel has been selected as the head-
quarters hotel and primary location for most of the conference-related events. It is just a short walk to the convention cen-
ter, and it is really a first class hotel with excellent accommodations.
A block of fifteen rooms has been reserved for Massachusetts’ members. Room registration will begin on April 1, 2007
and will continue until April 27, 2007. Any un-reserved rooms will be released to the general membership after the 27th.
This year, room reservations can be made directly through the ASBO website—not through MASBO. More information
will be made available as it is obtained.
Page 8 50 Years of Service for the Betterment of Education
EXECUTIVE DIRECTOR CONTINUED
(Continued from page 3)
serving as our current Vice President, and two women are among the candidates for next year’s Board. In addi-
tion, many of our female members function as presenters at our workshops. .
I also mentioned, in the last MASBO MATTERS issue, that it is my hope that the process of remembering MASBO’s past,
will result in our rediscovering why and how our guiding beliefs were established; and consequently, we would gain a bet-
ter understanding of their significance. These beliefs represent the foundation upon which MASBO’s mission is based.
Our guiding beliefs are on our website and in your directories, but it is certainly appropriate that they be included here as
1. School business officials perform their duties consistent with the highest ethical standards.
2. Professional development is critical to the effectiveness of school business officials.
3. Standards and practices for school business officials are important to their success.
MASBO was founded in
4. Communication among school business officials is important. 1957; became incorporated
in 1969; became affiliated
5. Technology is an integral tool in the functions of school business officials. with ASBO in 1977; and
became an IRS 501 (c ) 3
6. Involvement of school business officials in MASBO activities is essential to the success of non profit organization in
the organization. 2006.
7. MASBO’s Pro-active involvement in the legislative process will result in more effective
delivery of educational services.
8. Formulation of partnerships with professional, state, regional, and national organizations enhances the effectiveness
of the organization.
In summary, the people and events that have been referenced previously, have coalesced into a unique MASBO culture—
essentially, our own modus operandi (or the way we operate). This culture is expressed not only in our guiding beliefs, but
in the way these beliefs become manifest in the daily activities of members.
I truly believe that Leo, John, and Don were right on target, when they state that MASBO’s single overarching characteris-
tic. . . is the “strength of relationships” that prevails. . .
MASBO members have always extended themselves to assist their colleagues. Whether it is addressing the chal-
lenges of involvement in the legislative process; implementing the use of new technology; development of state, re-
gional or national partnerships; creating exemplary standards and practices; addressing ethical issues; or simply
providing assistance to a fellow School Business official from another district, there are always members that are
willing to offer their assistance and share their knowledge.
This culture is the primary reason for MASBO’s effectiveness as an organization. This culture is the primary reason why I
consider it an honor to serve as your Executive Director.
Do you have something interesting
to share with the membership?
Why not submit an article for
Page 9 50 Years of Service for the Betterment of Education
Long Term Care Risk Factors
Major Eye-Opening Concerns Highlight Perils of Uninsured Care
As 78 million baby boomers approach retirement age, the majority lacks long term care insurance. If you're among
them, there are issues that you face?
• It is estimated that 43% of people over age 65 may spend some time in a nursing home at some time during
their lives and 7 in 10 couples over age 65 will use home health care.
• The average cost of nursing home care in MA. is $200 per day or $73,000 per year and that cost is foreseen
to triple in the next 20 years. Group health insurance and Medicare pay only for skilled nursing care, and the average
number of days in Medicare is twenty-three.
• If you are a surviving spouse or single person your home and your life savings is at risk. The US govern-
ment has a program called Medicaid, which kicks in once you have exhausted your life savings. Medicaid is welfare, it
was created for the poor, it has a potential for restrictive access, and is primarily for institutional care.
• The average stay in a nursing home is 2.6 years, in home health care is 4.5 years, in assisted living is 18
months, and the average life span of an Alzheimer’s patient is 4.9 years.
Long term care planning and long term care insurance is a difficult topic for most people to discuss, after all it deals
with ones own mortality and this is not a popular topic of conversation. Almost every American will be seriously affected
by long term care; all it takes is for one member of a family to get hurt or sick for a long period of time. How many already
are involved in the care of a parent or family member and are aware of the difficulty of being a care provider, with personal
days taken from work and stress added to your lives?
While immediate disasters command headlines, the long term care crisis that could bankrupt tens of millions goes vir-
tually unnoticed. Most people don't realize the danger they face, they are healthy today and bullish about their fu-
ture. What they don't know is that by living longer they may be exposing themselves to more bouts of incapacity than pre-
vious generations and these bouts require expensive care not offered by regular insurance.
Is long term care insurance appropriate for everyone? Absolutely not, however I believe it is important that everyone
become thoroughly educated on the issues in order to make an intelligent decision for their particular situation.
For an in depth understanding of the issues and an overview of ALL the products offered in MA. feel free to contact Rich-
ard Herman at 413 268-0360 or email@example.com. Rich has been in the insurance business since 1979 and for
the past 10 years has worked exclusively with LTC insurance. For the last 3 years Rich has been a partner with Long Term
Care Financial Partners
MA DOE EPIMS DATA COLLECTION CONTINUED
(Continued from page 5)
to support EPIMS. If your vendors are not listed, or if you have any questions about the EPIMS data collection please con-
tact the EPIMS staff at DOE.
Who can I contact about EPIMS?
The DOE looks forward to working closely with district staff as we implement the first statewide EPIMS data collection in
the fall. If you have any questions about EPIMS, you can contact your SIMS support person or the EPIMS project staff
Helene Bettencourt, DOE Data Collections Director: 781-338-3639;
Melinda Coneys, EPIMS Support Specialist: 781-338-6894:
John Shontell, EPIMS Project Manager: 781-338-6614; or
send e-mail to the EPIMS project team at: firstname.lastname@example.org .
Page 10 50 Years of Service for the Betterment of Education
MEET THE CANDIDATES
Paul Schafer: Candidate for Vice President
I would like the opportunity, if the membership so wishes, to continue the great work that has
been accomplished by our Association and the Board of Directors. My involvement with
various committees of the Board has broadened my knowledge and depth of understanding of
the multi-faceted nature of our position in the education community. I have had the pleasure
of meeting and getting to know many talented people who have uplifted me to a greater de-
gree of professionalism than I had thought possible. MASBO has had a critically vital and
positive impact on my ability to perform the many duties and responsibilities that we must
carry out each and every day.
I have been a member of the Board of Directors for the last four years. During my tenure, I
have chaired or assisted with several Construction Institutes, Trade Shows, and Annual Insti-
tutes. This year, I have also chaired the Strategic Planning Committee. After much review and discussion, I will be
pleased to present, on behalf of the Board and Committee, an exciting and aggressive new strategic plan for MASBO at the
I look forward to continuing the effort, on behalf of the membership, to help us to grow, both professionally and personally
through a challenging educational and informative program.
Richard H. Weeks, RSBA: Candidate for Vice President
Richard Weeks is Business Manager at Saugus Public Schools and has served MASBO since
1990. He is past president of MASBO and worked on the mentoring, legislative affairs, legal
and trade show committees. In 1999, Mr. Weeks created the Annual School Construction Insti-
tute, for which he was presented the Pinnacle of Excellence Award by ASBO International.
This is a major educational event and revenue source for MASBO.
Mr. Weeks is a frequent presenter at North Shore Roundtable meetings and annual MASBO
and ASBO conferences. You can read his publications at the website www.richardweeks.org.
Outside of work, Mr. Weeks is a volunteer coordinator with the American Heart Association.
He is a graduate of Harvard University and is a member of King’s Chapel, Boston.
Electronic Balloting may be in the future for MASBO. Watch for more information.
Page 11 50 Years of Service for the Betterment of Education
MEET THE CANDIDATES
Joanne Blier: Candidate for Director
My name is Joanne Blier, and I am running for a seat on MASBO’s Board of Directors
to represent Western Mass. and the small rural school districts with their unique set of circum-
stances. Before I became the Business Administrator at the Mohawk Trail Regional School
District in July of 2006, I spent 13 years in the Business Office at the Greenfield Public Schools
in various capacities beginning as the bookkeeper and serving as the Interim Business Manager
In 2006, I was awarded MASBO’s annual scholarship to assist me financially in pro-
fessional development activities that contribute to my certification. I was also awarded ASBO’s
Bridges to the Future Scholarship for new school business officials interested in developing
their knowledge, skills and leadership. The program offered a great opportunity to network
with colleagues, take part in professional development opportunities and tap into a multitude of
school business management resources. I am currently a member of ASBO’s Finance Commit-
tee and took part in the planning process for this year’s annual conference in Toronto.
In the past couple of years, I have come to value the educational and networking opportunities of both MASBO
and ASBO. Running for the Board of Directors is an opportunity to become an integral part of MASBO and to give back
to the profession. While I expect it to be a lot of work, I also anticipate a great learning experience. I look forward to the
opportunity to join MASBO’s Board of Directors.
Stephanie Fisk: Candidate for Director
I have been involved in education at Gateway Regional School District for the last 19 years, with the last five
years as Business & Finance Officer and the two years prior to that as Assistant Business Manager. I am a member of
MASBO and ASBO, have attended annual MASBO meetings, various bi-monthly meetings, MASBO West meetings, M.A.
S.S. meetings, as well as many professional development conferences.
Gateway is a small regional school district in Western Massachusetts, and the position of business administrator is
quite challenging with all of the diverse responsibilities that need to be tackled. It has given me the opportunity to be en-
gaged in transportation, food service, maintenance, safety & security, negotiations, procurement, building projects, grants
management, as well as the day-to-day fiscal responsibilities. Personally, I find that a good sense of humor is crucial to
maintaining sanity in the arduous position of business administrator.
Over the past seven years I have enjoyed being part of all that MASBO has to offer by attending the quality pro-
grams generated by members that willingly give their time to MASBO. The productive collaboration I have experienced
with my colleagues during that time has become an invaluable resource for my position as Business and Finance Officer at
Gateway. The positive experiences that I have had as a MASBO member are immeasurable, and I would like to have the
opportunity to “give back” to the program and become an instrumental part of continuing the success of the MASBO or-
I am eager to have the chance to come forward and offer my time, energy, commitment and experience in order to
assist the “MASBO team”. I believe that I can devote the time and effort necessary to become a vital member of the
MASBO Board of Directors.
Page 12 50 Years of Service for the Betterment of Education
Diana S. Gondeck, Esq., Counsel to MASBO
Presents a Legal Note
The case of Bilodeau v. City of Leominster, 18 Mass.L.Rptr.203 (2004) involved the issue of whether the Leom-
inster school department and the City of Leominster were negligent under Chapter 258 of the General Laws for the personal
injuries which were sustained on November 21, 2001, by seventeen-year-old high school student Ryan Bilodeau who “was
punched by another student” named Johnston when Ryan was “attending a drafting class at the high school” and their
“teacher left the room and the class was unsupervised for a period of time” despite the teacher’s and the school depart-
ment’s apparent awareness of Johnston’s “propensity for violence toward other students.”
The court stated that Ryan “suffered multiple fractures and other injuries to his face and has undergone several
reconstructive surgeries” as a result of the assault by Johnston who had apparently also “physically assaulted other students
at Leominster High School in the past causing serious and permanent injuries.”
Subsequently thereafter, Ryan and his mother brought a lawsuit for damages against the City of Leominster, and
they claimed that the school department had been negligent under Chapter 258 of the General Laws because, among other
things, “parents reasonably should be able to expect that the schools to which they entrust their children will take reason-
able steps to protect their children from harm when, as here, the school officials are put on notice that the children are or
may well be in jeopardy.”
Turning to Chapter 258 of the General Laws, this statute, in general, regulates the financial liability of public em-
ployers, including cities and towns, for certain wrongful acts of public employees, including the acts of negligence of
school employees which are committed within the scope of the employees' employment.
(Continued on page 14)
IMPORTANT SCHOOL DISTRICT
The following items will help to keep your school district prepared for events that impact the safety and
security of your students and staff.
Assess the public’s access to your school. How easy is it for intruders to gain access to your facili-
ties? How are vehicle and pedestrian access controlled? What non-school functions provide additional
access to your site?
Review screening policies for visitors, volunteers, workers and service personnel. Be aware that
individuals who are "rule followers" will abide by the rules and directional signs for visitor check in.
Those who intend to do harm will circumvent screening procedures. Train school personnel regarding
non-confrontational methods for approaching strangers on campus. Direct them to report all unknown persons who are in
Encourage students to report any unusual activities, behaviors or people that they encounter on campus. Students
must be taught that they share the responsibility for their own safety and for promoting the safety of their school. Students
may be the first to see something unusual that requires an immediate response. Consider the use of a student tip line that
gives students an avenue to report suspicious behaviors or rumors.
Review your official partnership agreements with law enforcement so that crisis roles and responsibilities of educa-
tors and law enforcers are clearly understood. School personnel must know when to lead, when to follow and when to step
aside when a crisis unfolds.
(Continued on page 14)
Page 13 50 Years of Service for the Betterment of Education
On Our Way to Wellness!
Alison Rainey, MS, RD, LDN
John C. Stalker Institute of Food and Nutrition
This fall, when bells sounded the start of school year 2006, students and faculty welcomed a
new kid on the block: the local school wellness policy. Health advisory counsels and policy
teams have been hard at work to develop comprehensive wellness policies that comply with
the requirements of the Child Nutrition and WIC Reauthorization Act of 2004. This law
mandates that schools participating in the National School Lunch Program create district-
wide policies that address nutrition education, nutrient guidelines, physical activity, and other school-based activities to
promote student wellness.
This mandate has served as a call to action for many districts, bringing together all of the key players in school
wellness, often for the very first time. Collaboration between administrators, educators, parents, nurses, school foodservice
directors, and students alike has been extensive and ultimately, productive. In fact, many teams attribute their successes to
the valuable contributions of their unique members.
While the majority of school districts have successfully drafted policy goals and guidelines, many report chal-
lenges in the implementation of the policy. Often times, teams have carefully identified wellness objectives and measures to
achieve them, but their efforts are unknowingly undermined by faculty, staff, or parents, who are not familiar with these
guidelines. Engage the entire school community and gain support by encouraging awareness and offering education and
resources. For example, if your policy focuses on promoting non-food celebrations and fundraisers, supply coaches and
teachers with a list of feasible alternatives. This will reinforce policy goals and ensure that everyone feels involved.
Districts should continuously monitor the effectiveness of policy goals throughout implementation, and adjust
their approach and policy language accordingly. Evaluation of the wellness policy may seem a daunting task, but an
evaluation plan does not need to be a formal, labor-intensive process. There are a variety of evaluation tools available to
measure change and gauge improvement. Even informal tools can be used to evaluate successes: student surveys, focus
groups, feedback from parents, teachers, and administrators. Consider any financial impact of the wellness policy on
school lunch, a la carte, and vending sales. Document any changes in curricula or food offerings that were precipitated by
the wellness policy. Maintain communication among the wellness team as you think about the following: What has
changed since the wellness policy took effect? What’s working? What could we do better? Have we achieved our initial
goals? Celebrate small successes and channel your enthusiasm into the next steps. Remember, this is a work in progress!
In Massachusetts, the Department of Education (DOE) has recognized the time and efforts required to create and
monitor a successful wellness policy. Partnering with the John C. Stalker Institute of Food and Nutrition at Framingham
State College, and with funding from USDA’s TEAM Nutrition, Massachusetts DOE has developed “The Wellness Solu-
tion for Massachusetts,” an online resource for local school districts. In addition to policy development resources and as-
sessment tools, the site also serves as a repository for Massachusetts’s wellness policies. Policies are posted to showcase
the hard work of Massachusetts’s wellness teams, and to provide encouragement and inspiration to those teams still work-
ing to develop policies or improve implementation. Districts are encouraged to “Share the Wellness” at www.
Visit the MASBO website at MASBO.ORG.
Check out the Members Only Section for
great information and sample items.
Have you visited the bookshelf?
Page 14 50 Years of Service for the Betterment of Education
SAFETY/SECURITY MEASURES CONTINUED
(Continued from page 12)
Train members of the custodial and maintenance staff to assume roles and responsibilities for
crisis response. Maintenance personnel may be the first line of defense against a campus intruder.
They should be capable of being in radio contact with the central office to report unusual or threatening
Provide all staff members with adequate crisis training and support. Become aware of those
staff members on campus who have medical or other skills that can be used in an emergency.
Establish protocols and procedures for assessing and dealing with threats at school. Establish threat assessment
teams - teams of school personnel, law enforcement and mental health professionals who are called upon to assess the va-
lidity of a specific threat or who work together in an information network to discuss as appropriate students who are experi-
encing unusual emotional stress or who are showing signs of trouble.
The above list is taken from the National School Safety Center Website:
A Legal Note Continued
(Continued from page 12)
It is noted, however, that notwithstanding the financial liability which Chapter 258 of the General Laws places
upon public employers for the negligence of public employees, said Chapter 258, nevertheless, contains certain exclusions
from liability on the part of a public employer, including among others, an exclusion for acts which fall within the so-called
"public duty rule" as contained in Section 10(j) of Chapter two hundred fifty-eight.
Specifically, Section 10(j) of Chapter 258 of the General Laws excludes from liability "any claim based on an act
or failure to act to prevent or diminish the harmful consequences of a condition or situation, including the violent or tortious
conduct of a third person, which is not originally caused by the public employer or any other person acting on behalf of the
The City of Leominster claimed, in its defense, that the city was not liable for damages under the provisions of
Chapter 258 of the General Laws because, the city asserted, it was excluded from liability pursuant to the so-called "public
duty rule" exclusion contained in Section 10(j) of Chapter two hundred fifty-eight.
The Worcester County Superior Court ruled in favor of the City of Leominster, and the court held that the city
was, indeed, excluded from liability under the provisions of Section 10(j) of Chapter 258 of the General Laws. In other
words, the court said that the only circumstances under which the "public duty rule" exclusion were not applicable were
hypothetically if the public employer had actually created the situation which had caused the harm. There was, in the
court's view a difference between the matter of failing to prevent the harm which did not lead to liability and the matter of
actually causing the harm which did lead to liability.
The court stated the following: “ … The Supreme Judicial Court has held that 10(j) shields public schools from
liability where the injury was caused by the tortious conduct of another student despite being put on notice of an impending
threat. See Brum v. Dartmouth, 428 Mass.684 (1998). (A public school was not liable under S10(j) for the failure to
maintain security and to protect a student who was stabbed to death at school even though the principal had been informed
that the assailants planned to return to the school to retaliate against the student and were visibly armed when they re-
turned.) … The issue in this case is whether the teacher's departure from the classroom was an affirmative act that materi-
ally caused or contributed to the ‘condition or situation’ that resulted in Bilodeau's injuries or whether it was simply a fail-
ure to prevent or diminish harm ... this court finds that the teacher's departure, while it may have been negligent, was not
the original cause of Bilodeau's injuries. Instead, the teacher failed to prevent or diminish a harm originally caused by an-
other student ... the City is immune from liability.”
Page 15 50 Years of Service for the Betterment of Education
ASBO Facilities Masters Award
By Roger L. Young
MASBO members are encouraged to apply for the ASBO Facilities Masters Award program. When you receive the award
you will be able to validate your district’s efforts in providing an environment that supports student achievement while at
the same time protecting the capital investment of the community in school facilities. If you are considering a capital pro-
ject funded through the Massachusetts School Building Authority (MSBA), the recognition of this award will assist you in
demonstrating that you meet the maintenance requirements for additional reimbursement dollars.
With declining budgets becoming a widespread concern for school operations departments, the importance of developing
and maintaining highly efficient and effective facility maintenance programs is vital for continued success. To aid school
professionals in the effort, ASBO International has partnered with SchoolDude.com to create a program that recognizes and
rewards districts that meet national standards for excellence in facilities maintenance and operations. The Facilities Masters
Award program is designed to provide national accolade for school districts that have achieved exemplary performance in
such areas as facility maintenance planning, facility audits, environmental safety, maintenance and management, evaluating
facility maintenance efforts and exemplary practices.
The foundation of the Facilities Masters Award program includes the national best practices established in the Planning
Guide for Maintaining School Facilities. (http://nces.ed.gov/forum/pub_2003347.asp) Created by the National Center for
Education Statistics, the National Forum for Education Statistics, and ASBO International, this publication is designed to
help educational professionals develop, implement and evaluate a highly successful facilities maintenance plan. Focusing
on maintenance as a vital task, the Planning Guide provides practical advice for planning maintenance, ensuring smooth
operations, avoiding costly surprises and assessing maintenance efforts. Guidance is offered through recommended “best
practices” rather than specific solutions assumed to pertain to all school districts.
Guidelines and Criteria
There are six (6) sections that contain a number of questions. The applicant should provide a detailed response to each
question and provide documents that provide additional information and validation of the response. For example, in Section
I Question 1 – How does the school district demonstrate that facilities planning is a priority, school board minutes or policy
statements are examples of some documents to include with the response. The response to this question should also include
a copy of the comprehensive maintenance plan or the executive summary of the plan. In essence, the review team will have
a better understanding of your responses when you include documentation.
Also, after you have responded to each of the sections and questions, please provide an executive summary of your re-
sponses organized by section order.
The most successful applications have been those that were able to blend textual responses to the questions with documen-
tation and “tell the maintenance story”.
Section I – Facilities Maintenance Planning
The importance of maintenance planning is the key element for this section. In many ways the process of planning is as im-
portant as the outcome. The process of formulating a plan establishes a forum through which interested parties have a
chance to voice their opinions about the future of the organization. This opportunity and the dialogue that ensues, is an ef-
fective way of infusing fresh ideas and new perspectives into school management.
Question 1 – How does the school district demonstrate that facilities planning is a priority?
Please provide examples and evidence of how facilities maintenance has been identified as a high priority issue;
and that there is a comprehensive maintenance plan.
Question 2 – How have stakeholders been identified and recruited to participate in the planning process?
Page 16 50 Years of Service for the Betterment of Education
ASBO Facilities Masters Award Continued
Please provide examples and evidence of how they have been involved.
Question 3 – What is the vision statement for facilities maintenance and how is it aligned with the overall mission of the
Question 4 – How is data used for decision making?
Question 5 – Please provide a copy of the facilities maintenance plan for the school district.
Reviewers will be particularly interested in short and long-term objectives, budgets, timelines and use of measures
that indicate attainment of the plan.
Section II – Facility Audit
A facility audit (or inventory) is a comprehensive review of a facility’s assets. Facility audits are a standard method for es-
tablishing baseline information about the components, policies, and procedures of a new or existing facility. An audit is a
way of determining the “status” of the facility at a given time – that is, it provides a snapshot of how the various systems
and components are operating. A primary objective of a facility audit is to measure the value of an aging asset relative to
the cost of replacing that asset. Thus, facilities audits are a tool for projecting future maintenance costs.
Question 1 – What are the current conditions of the school facilities and related building components?
Please provide an overview of the exterior envelope, roof, HVAC, plumbing, and electrical system.
Question 2 – What are the current conditions of the athletic fields, playgrounds, landscaping, parking areas, and courtyards?
Please provide an overview of each.
Question 3 – How is the audit data collected, analyzed and used to make short term and long term decisions?
Please describe the detail to which data is collected and provide summary examples and provide examples of deci-
sion making based upon the audit data.
Question 4 – How is audit data used for benchmarking?
Please provide a description along with examples.
Section III – Environmental Safety
Facilities maintenance is concerned first and foremost with ensuring safe conditions for facility users – be they students,
teachers, staff, parents, or guests. As important as cleanliness, orderliness and instructional support may be to facilities
planners, occupant safety must always be the top priority. Thus, while it maybe difficult to define what, precisely, consti-
tutes a “safe” environment, it is fair to say the ensuring safe conditions are a major component of effective school facility
Question 1 – What is your district doing to manage Indoor Air Quality?
Please describe standard operating procedures for responding to concerns. Describe systems/programs like EPA’s
Tools for Schools and Healthy SEAT and/or locally developed programs used to proactively address and record environ-
mental issues; and what systematic investigations or monitoring that is in operation.
Page 17 50 Years of Service for the Betterment of Education
ASBO Facilities Masters Award Continued
Question 2 – How do you monitor for safe potable water?
Question 3 – Has your district adopted high performance standards or the green schools initiatives? And how is it being
Please describe long term sustainable systems that have been implemented; any environmental approaches to
school design; and the evaluation of existing facilities for environmental friendliness.
Question 4 – What is the integrated pest management plan for the district and describe the effectiveness of the plan?
Question 5 – How does your district conduct environmental safety planning?
Please include a discussion on managing hazardous materials such as asbestos, PCB, radon, mercury; staff mem-
ber training to identify safety issues and suspicious materials; and playground safety.
Section IV – Maintenance and Managing
A comprehensive facility maintenance program is a school district’s foremost tool for protecting its investment in school
facilities. Moreover, preventative maintenance is the cornerstone of any effective maintenance initiative.
Question 1 – How does your maintenance program operate?
Please describe routine, emergency, preventative and predictive maintenance programs that are in operation.
Question 2 – What type of computerized maintenance management system is in place, how does it operate and what is its
Please include a discussion on work order tracking, identifying and scheduling preventative maintenance activities, accessi-
bility to staff members, and feedback mechanism from staff and others.
Question 3 – How are the custodial and maintenance programs managed?
Discussion points should include setting expectations, evaluation systems, new staff training programs, new staff training,
custodial and maintenance manuals, job descriptions and ongoing professional development.
Question 4 – How is energy management implemented?
Please include a copy of the board policy, energy manager job description, measures implemented and outcomes.
Question 5 – What are qualities that you look for when interviewing for maintenance and custodial staff and what is the
Personal characteristics, qualifications, technology skills and leadership potential are some of the discussion points to con-
Section V – Evaluating Facilities Maintenance Efforts
Program evaluation allows planners to see which initiatives are working, which are not working, and which strategies need
to be reconsidered. There is simply no substitute for good data when making evaluation and program decisions.
Question 1 – How are staff evaluated?
Page 18 50 Years of Service for the Betterment of Education
ASBO Facilities Masters Award Continued
Please include evaluation policies, goal setting, instrument or evaluation tool, use of data, and performance stan-
dards in the discussion.
Question 2 – How is the maintenance program evaluated?
Please include information about physical inspections, work order systems, user feedback/customer surveys, per-
formance audits, regulatory activities, and benchmarking.
Question 3 – Does the budget accurately reflect the needs of the annual maintenance plan?
Short and long term budget goals, budget development process, staff involvement, and provisions for unforeseen /
unexpected emergencies are some of the topics to include.
Question 4 – How well does the electronic work order and preventative maintenance systems function?
All maintenance items and materials are identified, accurate data about all maintenance activities, web based sys-
tem, and user feedback is among the topics to include.
Section VI – Exemplary Practices
The purpose of this section is to provide the school district the opportunity to present exemplary practices or highlight spe-
cial achievements that the school district has accomplished.
For additional information about the Facilities Masters Award and/or assistance with applying for the award please contact
Roger Young by phone (919-609-1422) or email (email@example.com).
EVERY CHILD IS A LEARNER
Every child is a learner; therefore, every child can learn.
Every child should be given the opportunity to learn; therefore, every child deserves an environ-
ment in which they will learn.
A level of successful achievement lies with every student and their desire for a future filled
with personal and professional success. The educational community’s goal should be to help make
those desires a reality.
To compete in today’s global society, students must be exposed to all learning methods,
whether it is auditory, visual, tactile or even virtual. The days of standard teacher lecturing are fading
into the past. Enabling students to be a master of their own learning environment helps to create a stu-
dent who can think for themselves, work with others and possesses the skills necessary to accomplish
their individual goals whether it is in the work place or in society
The world we live in and learn in today is not even the same as it was five years ago. Technol-
ogy, and the demands of a global world, mandate that individuals meet the challenges of the future.
(Continued on page 24)
Page 19 50 Years of Service for the Betterment of Education
MAKING IT WORK
In order to understand the school department budget one must review the items needed to make it
all work. First and foremost is the mandatory school year of 180 days of attendance for students. Secondly
is the number of hours of instruction. This is commonly referred to as Time and Learning. Elementary
school students need 900 hours of approved instruction in the core subjects. At the secondary level,
(middle schools and high school) the requirement is 990 hours of approved instruction in the core subjects.
Core subjects shall mean the core academic subjects (mathematics, science and technology, history and
social science, English, foreign languages and the arts). There are also Special Education Programs that extend the school day and the
school year for certain students. This information helps drive the contracts for teachers and aides. As a result the district must have these
individuals available for a minimum of 180 days for the appropriate amount of hours of instruction to a maximum at whatever the district
is willing to pay for. Currently our teachers are paid for a total of a 184-day work year and the aides are paid for a 189-day work year.
The implications of the above will also require that the building support personnel be available for at least the same amount of
time. Thus we have the building principals, clerical and custodial support personnel in attendance at the same time. As most know, in
order to have all that work we will have a central administration working to support all personnel in the district. Many of these employ-
ees will be working all year to handle all of the necessary administrative tasks of operating a school district.
All of this results in a personnel services budget that is approximately 80% to 85% of the overall costs of a school system’s
operational budget. This is by far the most expensive part of education. It is a people business and results in a higher than average per-
sonnel expense program.
Like most school systems the personnel services portion of the budget are the largest and usually considered first when budget-
ing. Most of the personnel are represented by collective bargaining. The collective bargaining process determines what individuals are
to be paid over the length of the contract. Thus the cost of labor, which is directly related to the contracts, is considered fixed in nature.
Our personnel services currently represent an average of 82% of the school’s operational budget.
The next area of expenditures is Contractual Services. These are services that other than employees perform for the school
district. They mainly consist of utility services, such as electricity, telephone, water & sewer, rubbish removal; there are items such as
postage, advertising, staff development, service repairs that will happen as part of the normal operating program. Most of these ex-
penses would fall into an area known as fixed costs. Districts will all have similar expenditures to run their schools. The two other large
cost items in this category, to any school system, are pupil transportation and outside placement tuitions. In Wakefield these are approxi-
mately 60% of the cost for this category. The total percentage for contractual services makes up a little over 12% of the school opera-
Supplies and Materials make up the next category. This is where the cost of textbooks, school supplies, library books and sup-
plies, and computer equipment are recorded. The only oddity in this group is heating fuel. As we all know, heating can certainly be a
part of the fixed costs listed in contractual services. It is listed here because it is a commodity that is purchased. These are items most
schools would consider their discretionary funds. The term discretionary meaning items which they, the school system, wish to spend.
There are many administrators and individuals who would argue the point that this type of item should be considered a fixed
cost for every school system. The reasoning behind this thought process is the focus placed on school systems with MCAS testing. This
resulted in districts needing the materials necessitated by the instructional frameworks imposed by education reform. In order to ensure
that high school students pass the high-stakes test, the curriculum material must meet the state standards. Therefore many districts
needed to update many of their textbooks and reference materials.
We currently budget approximately 4% of the schools budget for supplies and materials. Thus this area of the budget is less
than $1,000,000 of total operational costs.
The only category remaining is “Other” which is for items not categorized by the above areas. Most of the costs associated
with this category are dues and memberships. Our percentage for other is 0.1% and very minor in cost.
Hopefully one can see that the make up of a school system budget does have many fixed areas that must be met in order for a
district to open each fall. The process that every school district goes through which determines the final outcome of each item is rela-
tively the same. The School Administration will make recommendations to the School Committee. The School Committees will bring it
forward to the Selectman and the Finance Committee. How much is finally placed in a budget is up to the city or town and will always
have a direct affect on student learning.
The above article is presented as a representation for informational purposes only and is not representative of all school districts.
Hopefully members may find the information useful for comparative purposes. Editor.
Page 20 50 Years of Service for the Betterment of Education
Page 21 50 Years of Service for the Betterment of Education
Page 22 50 Years of Service for the Betterment of Education
Massachusetts Association of School Business Officials, Inc.
Three New Professional Development Opportunities!!!
March 30, 2007
Elements of School Finance & Accounting
Sue Givens, Masconomet Regional School District &
MaryEllen Dunn, Lexington Public Schools
pre-register by March 20th
April 27, 2007
Elements of School Transportation
pre-register by April 17th
May 4, 2007
Elements of Payroll & Benefits Administration
pre-register by May 4th
Cost: Workshops are FREE!
Location: Assabet Valley Vocational High School, Marlboro, MA
Times: All workshops are from 9:00am to 12:00pm
Pre-register for one or more by calling the MASBO Office at 978.452.7044
Page 23 50 Years of Service
Your newsletter is only important to you if it contains MASBO BOARD 2006-20007
information which is helpful in the performance of President
your job. Why not share some thoughts and or ideas SANDRA S. GURYAN
with fellow members. Write an article today and sub- Assistant Superintendent for Business,
Finance & Planning
mit it to one of the board members or e-mail it to: Newton Public Schools
MASBO MATTERS EDITOR firstname.lastname@example.org
Assistant to the Superintendent for Business
Rockland Public Schools
"The opinions and materials contained email@example.com
in this newsletter “MASBO MATTERS” Vice President
does not necessarily reflect the views Director of Finance & Operations
of MASBO, its Board or the member- Ipswich Public Schools
ship in general" Immediate Past President
SALLY P. W. DOUGLAS
Pittsfield Public Schools First Street
FRANCIS J. ANTONELLI
Assistant Superintendent, Business
Billerica Public Schools
JOHN A. CRAFTON
84 Brick Kiln Road
Chelmsford, MA 01824
2004 – 2007
PAUL O. SCHAEFER
School Business Administrator
King Philip Regional School District
JOHN J. FRIAS
Assistant Superintendent for Personnel & Finance
Bristol-Plymouth Reg. Tech. School Dist.
2005 – 2008
PATRICK C. COLLINS
Director of Business Services
Shrewsbury Public Schools
ROBERT G. HAMEL
Assistant to Superintendent
Springfield Public Schools
MATTHEW J. GILLIS
Director of Business & Finance
Carver Public Schools
JONATHAN C. GOLDFIELD
Director of Finance & Operations
Medford Public Schools
M ASB O M ATTE RS
84 Brick Kiln Road
Chelmsford, MA 01824
Editor Peter D. De Roeve
"Getting Better Reaching Higher"
PRINTING OF MASBO
RPB SYSTEMS AND SERVICES
Every Child is a Learner Continued
(Continued from page 18)
School districts cannot and must not wait for educational institutions to catch up with them. We must
be prepared to meet those challenges and develop students who will make a difference in the world.
All of the above must take place, even though the fiscal and programmatic restrictions placed
upon schools districts by the federal and government, such as NCLB and MCAS testing, make the task
What does the future hold! Is it possible that students will be educated at home, while schools
become a part of the World Wide Web? Will parents be leaving children at home, while they work,
using home-site video monitoring? Those concepts may seem futuristic but many colleges are con-
ducting on-line classes now. Whose to say that this cannot be brought to the high school level or even
lower. Think of the whole world as your school. Think of the possibility of taking a course offered
from anywhere in the world. What a concept! This is global learning. Hopefully every child can learn
to achieve at that level.
Submitted by Peter D. De Roeve, Assistant Superintendent for Personnel & Finance Wakefield Public Schools