BOSTON

The road to
1ST HAMPDEN-HAMPSHIRE DISTRICT SENATE RACE SERIES
Tim Allen James Chip Harrington Tom Lachiusa Eric Lesser Aaron Saunders
EDITORS 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 specifcally 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 signifcant 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 fts
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 frsthand the negative
effects of standardized testing
like MCAS. Although I do have
concerns with MCAS I would
much rather update our current
system with Massachusettss
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-
nifcant 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 couldnt 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 fuency in technol-
ogy, and the least we can do for
our students is to give them the
tools they need to achieve that fu-
ency. We also know that our local
businesses are in desperate need
of employees with profciency 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
confdence that students have the
know-how to use the computer
programs necessary for compet-
ing in the 21st century. Secondly,
it underscores the signifcance 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 signifcantly.
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-
tifable 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 offce state how they will do
their best to fght 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 benefts 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 signifcant 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 specifc 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
: Ive met with educators
and local offcials 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 effciency.
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 fll in the gaps when districts
face particularly challenging cas-
es and would be predominantly
fnanced 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 its a major burden
for our communities in Western
Massachusetts, and its one more
example of why we need new
leadership fghting 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 fght
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 frst 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 fag 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 cant happen here. Our
frst 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 Springfeld com-
munity, the police have
technology to recognize
the sound of a gunshot and dis-
patch offcers. 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 confict 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 harms 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 dont believe we are and I will
fght 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 specifc 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 arent getting
brought to school by buses they
are often left on their own, raising
signifcant 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 years
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 diff-
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 ft 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 Im 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 signifcantly cut
portion sizes, and school districts
are losing money because sizeable
numbers of students have stopped
buying school lunch. Its 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.
BOSTON
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