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Granite State Rumblings: Making The Case for Expanding Head Start Programs 

Image by U.S. Department of Education

Image by U.S. Department of Education


Over the past few months I have been in at least three different venues across the state where the topic of Head

Start has come up. In each of those conversations at least one person has said that Head Start does not work and Congress should do away with it.  They did not say we should fix what they perceive to be wrong with Head Start, just do away with it.

I have to admit I left those places shaking my head and wondering if the people who feel so strongly about doing away with Head Start have spent time in the classrooms with the children, teachers, and parents. If they had they would have seen that every day Head Start programs help children to catch up cognitively, socially, and emotionally with their peers who are higher up on the economic ladder, encourages and celebrates parents as their child’s first teachers, help pregnant women receive the services they need in order to give birth to healthy babies, and puts smiles on the faces and hope in the hearts of children and their families.

Young children living in poverty are more likely to face challenges that can negatively impact their development and create disparities in their cognitive and social abilities well before they enter Head Start or pre-school programs at age 4. In an effort to ensure that all young children have the same opportunities to succeed in school and life, the federal Early Head Start program was created to support the healthy development of low-income infants, toddlers, and pregnant women.

Research shows that Early Head Start makes a positive difference in areas associated with children’s success in school, family self-sufficiency, and parental support of child development, but federal funds are reaching fewer than 4% of eligible children and families. Children who participated in Early Head Start had significantly larger vocabularies and scored higher on standardized measures of cognitive development than children in a control group who did not participate in Early Head Start. Additionally, Early Head Start children and parents had more positive interactions, and these parents provided more support for learning than did those in a control group. (U.S. Department of Health and Human Services, Administration for Children and Families, Making a Difference in the Lives of Infants and Toddlers and Their Families).

In addition to early learning opportunities, Head Start and Early Head Start’s comprehensive early childhood development programs provide children and families with access to a range of services such as health screenings, referrals and follow-up support, parenting resources, and social services. Programs emphasize the importance of parental involvement and staff work to cultivate parents’ abilities as their children’s first teachers.

So you may ask, if Head Start and Early Head Start provides all of this for children and their families, why do some people want to get rid of it? 

The answer to that may come down to this word: fadeout.

Our friends at The First Five Years Fund have this to say about the Head Start Fadeout Myth.

Head Start Fadeout, a common argument against investing in early childhood education, is based on a highly selective read of research findings found in Head Start evaluations and, to a lesser extent, the Perry Preschool project.

Critics argue that gains made through early childhood education disappear by the third grade. They acknowledge that disadvantaged children who received early education arrive at kindergarten ahead of peers who did not, but use third grade evaluations to claim there is no lasting effect to justify the investment.

A measurement of progress in the third grade is not a measurement of life outcomes. It’s simply a snapshot in time—and an incomplete one at that.

Research from many studies—including those cited by fadeout critics—overwhelmingly show that the benefits of early childhood education become more evident throughout schooling and adult life. There is no fadeout; there is constant, steady movement into upward mobility.

Disadvantaged children who receive quality early childhood education are more likely to persist in school, enjoy better career outcomes, higher wages and healthier lifestyles. These findings can be found in analysis of the Perry Preschool Project and Abecedarian in the United States, as well as the British Cohort Study in Great Britain, all of which are randomized control studies with longitudinal data that spans upwards of 35 years.

We’ll take 35 years of evidence over three any time.

The fadeout myth comes from an incomplete read of data and a narrow view of what constitutes success.

For example, the Perry Preschool Project has been criticized for not permanently increasing IQ among the treatment group. IQ gains that are evident at kindergarten among the treatment group tend to equalize with the control group during schooling years.

However, IQ is not the only measure of success in an individual. Nobel Laureate Economist James Heckman found that the social and emotional skills learned through early childhood education were the major drivers of success in school, career and life among the Perry treatment group, who far outperform the control group in adult outcomes.

Similarly, the 2012 National Head Start Impact Study shows achievement among the treatment group equalizing with the control group by third grade. In this case, the Impact Study was flawed because many in the control group were allowed to attend other preschool programs, including Head Start programs in other locations. We may be seeing parity here because we’re comparing children with similar experiences.

Heckman says that using the Head Start Impact Study to claim that early childhood education is ineffective is “a generalized conclusion that is neither thoughtful nor accurate.” (Read more of his analysis here.) Heckman also finds that “Head Start graduates tend to be more persistent in their education, more inclined to healthy behaviors, and less inclined to be involved in criminal activity.”

“Head Start is by no means perfect, but that should not rule out efforts to improve the program’s quality and surround it with other high-quality birth-to-five programs that will deliver better outcomes for children, families and society.” – James Heckman


In May of 1965, President Lyndon Johnson announced Project Head Start. Head Start was part of Johnson’s War on Poverty, which embodied a basic belief that education was the solution to poverty.

It began as an 8 week demonstration project.

In 1977, under the Carter administration, Head Start began bilingual and bicultural programs in about 21 states. Eighteen years later, in1995 under the Clinton administration, the first Early Head Start grants were given to provide high quality child development and family services to income eligible pregnant women and families of very young children.

Head Start was most recently reauthorized again in 2007, under the George W. Bush administration, with several provisions to strengthen Head Start quality.  The statute also included a provision that regulations be promulgated to move programs from an indefinite project period to a five-year grant cycle. In 2009, under the Obama administration, the American Reinvestment and Recovery Act added more than 64,000 slots for Early Head Start and Head Start programs.

Sequestration had a major impact on Head Start in 2013. The Office of Head Start reported that approximately 57,000 children were cut from Head Start programs nationwide because of sequestration. In addition to turning away those 57,000 children, Head Start programs were forced to

  • Cut 1.3 million days of service
  • Provide 18,000 fewer hours of service through shortened school days
  • Terminate or reduce salaries of 18,000 employees

In January of 2014 President Obama signed the Consolidated Appropriations Act of 2014. This Act included $8,598,095,000 for programs under the Head Start Act, representing an increase of approximately $1.025 billion over the fiscal year (FY) 2013 funding level.

The approximately $1.025 billion increase restored the 5.27 percent reduction from sequestration and provided all grantees with a 1.3 percent cost-of-living adjustment (COLA). The FY 2014 funding level also included $500 million for expansion through the Early Head Start-Child Care (EHS-CC) Partnership to support communities in expanding high-quality early learning and development opportunities for infants and toddlers.

State funding for Head Start was eliminated by the NH Legislature in the 2010.

In recent years, Head Start has served as a successful, comprehensive model for states in developing high quality pre-kindergarten systems. Additionally, Head Start’s unique shared governance structure provides a model to promote meaningful partnerships with families. Each program has a Policy Council that includes parents of children in the program and makes policy decisions together with staff.

Most children in New Hampshire Head Start programs attend 5 days a week for part of the day. Children and families receive an array of comprehensive supports and services. The top two services families receive are parenting and health education.

Pregnant women also receive a variety of supports and services. Included are coordination of prenatal and postpartum health care, dental and mental health services and follow up (substance abuse prevention and treatment), prenatal education on fetal development, information on the benefits of breastfeeding, emergency/crisis intervention, and others.

In New Hampshire, Head Start grew from 1,267 enrolled children in 1997 to more than 2,000 children (cumulative) enrolled today. New Hampshire is funded to serve 1,618 children and their families at any given time, but actual enrollment can be higher. However, far too many eligible children are not served due to lack of funding:

  • Nationally, it is estimated that Head Start serves less than 43% of eligible children and their families, and Early Head Start serves less than 4% of eligible infants and toddlers. 
  • New Hampshire Head Start serves only about 18% of eligible children aged birth to five years and their families.

Here is some more NH specific information from the 2013-2014 Program Information Report (PIR):

  • Cumulative Enrollment of Children by Age – Total 2,027    
    • Less than 1 Year Old – 139
    • 1 Year Old – 161
    • 2 Years Old – 185
    • 3 Years Old – 693
    • 4 Years Old – 849
  • Total Classes Operated – 87
  • Homeless Children Served – 175
  • Foster Care Children Served – 38
  • Child Welfare Agency Referral Children Served – 52
  • Number of Programs Providing Transportation – 2
  • Children with Health Insurance (at end of enrollment year) – 1,995
  • Children without Health Insurance (at end of enrollment year) – 32
  • Total Number of Families – 1,868
    • Two Parent Families – 795
    • Single Parent Families – 1,073

Recent research has shown what the Head Start community has long observed: Head Start works! Not only does it promote gains in children’s learning and development, Head Start also is associated with improved children’s health, promotes family self-sufficiency, and is cost effective.

Has Head Start had an impact on your life?  We would love to hear your story to share with others.

4-21-15 AFT-NH Legislative Update: Common Core Standards And Pension Reform

Things moved slowly this week at the State House. The full House met on Wednesday and passed the following bill:

SB 101: prohibiting the State from requiring implementation of Common Core standards. This bill prohibits the Department of Education and the State Board of Education from implementing the Common Core standards in any school or school district in this state. This bill clarifies that districts don’t have to adopt the Common Core Standards but a district still needs to have high quality standards. AFT-NH believes that if any standards are to work we need to ensure that in each district the following are in place when implementing them:

  • There needs to be planning time for understanding the Standards and time to put them into practice,
  • We need opportunities to observe colleagues implementing Standards in class,
  • Provide teachers with model lesson plans aligned to Standards,
  • Ensure textbooks/other curricula materials align with Standards,
  • Communicate with parents on the Standards and the expectations of students,
  • Develop best practices and strategies along with coaching to help teachers teach content more deeply,
  • We need to ensure all districts have the equipment and bandwidth to administer computer-based assessments,
  • Make sure we have fully developed curricula aligned to Standards and available to teachers,
  • Assessments need to be aligned to Standards indicating mastery of concepts,
  • Professional development and training in the Standards need to be offered,
  • We need to develop tools to track individual student progress on key Standards

This coming Thursday, April 23, 2015 the Special Committee On Employee Pensions will be meeting at 10 am in LOB 104. They have two bills that they will be discussing

  • HB 369: establishing a defined contribution retirement plan for public employees and
  • HB 556: establishing a cash balance plan for public employees in the retirement system.

We need to keep in mind the following about our pension system:

  • New Hampshire’s retirement system benefit for public workers should set a standard, and be something for larger employers to mirror in the state.
  • Public service should be viewed as a respectable vocation; a commitment by workers of service and dedication to their home state.  Public service is an investment in New Hampshire and retirement security creates a financial cornerstone of the NH economy.
  • The current annual pension benefit is just over $19,000.  Nearly 70% of the state’s 28,000 pensioners receive less than $25,000 per year.
  • Each dollar “invested” by New Hampshire taxpayers in the pension system supports $7.55 in total economic activity in the state
  • Studies have found that public sector workers’ compensation – including benefits – is slightly lower than that of their peers in the private sector with the same education and experience.
  • Police officers and fire fighters are not eligible for Social Security.
  • All of our public employees contribute their own money into pension funds.
  • Defined-benefit pensions held by public employees are much more cost effective than 401(k)-style retirement plans, costing roughly half as much to provide the same level of retirement benefit to workers such as police officers and firefighters, librarians and teachers, and other public-sector workers.
  • Pensions help reduce employee turnover and thus boost worker productivity.

AFT-NH will continue to advocate for:

Security in retirement is something every worker deserves after a long, successful career in public service.  Our workers, after dedicating their working life to educating children, enforcing the law, fighting fires and helping our communities function every day, have earned a benefit that must allow them to retire with dignity.

The benefit should ensure a predictable cost for the employers and employees, who pay into it throughout their careers. It should create, and sustain, a high-quality workforce. It should attract talented younger workers to invest a lifetime in public service, in turn adding value to the state’s economy.

In exchange for a lifetime of service, our workers need to rely on defined and predictable retirement security that is protected against inflationary pressures. Their benefit should ensure sound, long-term investment options and strategies that will result in post-retirement stability, despite the economic concerns of today.

Instead of encouraging the idea that working for the public sector is less valuable than working for the private sector, New Hampshire’s retirement system benefit for public workers should set a standard, and be something for larger employers to mirror in the state.

Public service should be viewed as a respectable vocation; a commitment by workers of service and dedication to their home state. It is service that adds value to the quality of life for NH citizens and visitors. Public service is an investment in New Hampshire and retirement security creates a financial cornerstone for the NH economy.

In Solidarity,
Laura Hainey
AFT-NH President

Have you visited the AFT-NH Facebook page and clicked “Like Us”? Please do so today!
You can also follow us on Twitter at @8027aftnh.
Late breaking news appears on Facebook!

Upcoming Hearings

Monday, April 20

Senate FINANCE, Room 103, SH
Sen. Forrester (C), Sen. Little (VC), Sen. Morse, Sen. Reagan, Sen. D’Allesandro, Sen. Hosmer
AGENCY PRESENTATIONS ON THE BUDGET AS PASSED BY THE HOUSE
Department of Health and Human Services:
9:00 a.m. Budget Overview
10:00 a.m. Public Health
11:00 a.m. Medicaid Business & Policy (including Medicaid Managed Care)
12:00 p.m. Break
1:00 p.m. Continuation of Medicaid Business & Policy
2:00 p.m. Commissioner’s Office
3:00 p.m. Office of Human Services
EXECUTIVE SESSION MAY FOLLOW

Tuesday, April 21

Senate EDUCATION, Room 103, LOB
Sen. Reagan (C), Sen. Stiles (VC), Sen. Avard, Sen. Kelly, Sen. Watters
9:00 a.m. HB 347, relative to payment of wages of certain hourly school district employees.
9:20 a.m. HB 604, relative to the use of mixed use school busses by special education pupils.
9:40 a.m. HB 610, relative to a school board vote on the reassignment of a pupil.
10:00 a.m. Hearing on proposed amendment #2015-1333s – establishing a children’s savings account program, and relative to the bonding authority of the city of Dover to HB
577-FN-A-L, establishing a children’s savings account program.
EXECUTIVE SESSION MAY FOLLOW

Senate FINANCE, Room 103, SH
Sen. Forrester (C), Sen. Little (VC), Sen. Morse, Sen. Reagan, Sen. D’Allesandro, Sen. Hosmer
2:00 p.m. EXECUTIVE SESSION ON PENDING LEGISLATION

House CRIMINAL JUSTICE AND PUBLIC SAFETY, Room 204, LOB
10:00 a.m. Executive session on
SB 72, relative to confidentiality of police personnel files and establishing a commission to study the use of police personnel files as they relate to the Laurie List,

House LABOR, INDUSTRIAL AND REHABILITATIVE SERVICES, Room 307, LOB
1:00 p.m. Executive session on SB 186, reestablishing the commission to study soft tissue injuries under workers’ compensation and to study the feasibility of developing a first responder’s critical injury fund.

House MUNICIPAL AND COUNTY GOVERNMENT, Room 301, LOB
10:15 a.m. SB 242-L, relative to amending the budget in towns that have adopted official ballot voting. The public hearing will include consideration of a non-germane amendment which ratifies the result of a warrant article in the town of Franconia. Copies of the amendment are available in the Sergeant-at-Arms’ office and online.

House TRANSPORTATION, Room 203, LOB
11:00 a.m. SB 234, establishing a committee to study the use of law enforcement details and flaggers for traffic control on municipally maintained roads.

House WAYS AND MEANS, Room 202, LOB
10:00 a.m. Full committee work session on SB 113-FN-A-L, relative to video lottery and table gaming.
2:00 p.m. Executive session on SB 113-FN-A-L, relative to video lottery and table gaming.

Wednesday, April 22

Senate FINANCE, Room 103, SH
Sen. Forrester (C), Sen. Little (VC), Sen. Morse, Sen. Reagan, Sen. D’Allesandro, Sen. Hosmer
AGENCY PRESENTATIONS ON THE BUDGET AS PASSED BY THE HOUSE
9:00 a.m. Department of Transportation
EXECUTIVE SESSION MAY FOLLOW

House FINANCE – (DIVISION II), Room 209, LOB
1:00 p.m. Work session on SB 151-FN, requiring inclusion of home educated pupils in the definition of average daily membership in attendance.

Thursday, April 23

House MUNICIPAL AND COUNTY GOVERNMENT, Room 301, LOB
10:00 a.m. Executive session on
SB 242-L, relative to amending the budget in towns that have adopted official ballot voting,

House SPECIAL COMMITTEE ON EMPLOYEE PENSION PLANS, Room 104, LOB
10:00 a.m. Full committee work session.

Tuesday, April 28

House WAYS AND MEANS, Room 202, LOB
10:00 a.m. Continued public hearing on SB 213-FN-A-L, establishing a committee to study the formula for distribution of meals and rooms tax revenues.

Wednesday, April 29

10 am House in Session

Thursday, April 30

10 am Senate in Session

Tuesday, May 5

Senate FINANCE, Representatives’ Hall, SH
Sen. Forrester (C), Sen. Little (VC), Sen. Morse, Sen. Reagan, Sen. D’Allesandro, Sen. Hosmer
3:00 p.m. to 5:00 p.m. HB 1-A making appropriations for the expenses of certain departments of the state for fiscal years ending June 30, 2016 and June 30, 2017.
HB 2-FN-A-L relative to state fees, funds, revenues, and expenditures.
6:00 p.m. to 8:00 p.m. HB 1-A making appropriations for the expenses of certain departments of the state for fiscal years ending June 30, 2016 and June 30, 2017.
HB 2-FN-A-L relative to state fees, funds, revenues, and expenditures.
Please note: These hearings will be streamed live via the Internet at the following web address:
http://nhgencourt.granicus.com/ViewPublisher.php?view_id=1

House HEALTH, HUMAN SERVICES AND ELDERLY AFFAIRS, Rooms 205-207, LOB
10:00 a.m. Kids Count presentation.

Friday, May 15

Every Child Matters in NH and Child and Family Services of NH are pleased to extend an invitation to all members for “Walk a Month in My Shoes” Poverty Simulation on Friday, May 15th at the Grappone Conference Center in Concord. Breakfast and registration will open at 8:00 a.m. The simulation will begin at 8:30 a.m. and end by noon. Please stay for lunch and an afternoon discussion about poverty in our state with NH experts on this topic. Our goal is to simulate the challenges faced by low-income children and their families as they try to survive from month to month on limited resources. We guarantee that this event will have you talking and thinking about poverty in new ways. There is no cost to attend this event. Breakfast and lunch will be provided to our guests. Space is limited so please RSVP by April 24th by calling (603) 856-7517 or emailing mlbeaver@everychildmatters.org

Friday, May 22

In recognition of your support, the New Hampshire Law Enforcement Officers Memorial Association cordially invites you to the 23rd Annual New Hampshire Law Enforcement Officers Memorial Ceremony. The ceremony will be held on Friday, May 22, 2015, beginning promptly at 10:00 a.m., on the Memorial Site in front of the Legislative Office Building. The ceremony will proceed rain or shine. Refreshments will be served immediately following the ceremony. Please do not hesitate to contact Major Kevin Jordan of the New Hampshire Fish and Game Department at 602-271-3128 if you have any questions.

3-31-15 AFT – NH legislative Update: The New Hampshire House Budget

The full House will be voting on their version of the State budget HB 1 and HB 2 this Wednesday. To review all the amendments and spread sheets click here.

I think Rep. Mary Jane Wallner (Democrat) has written a great summary for the minority report as to what this budget does:

  • The proposed budget fails the citizens of New Hampshire in several important ways. It ignores the warnings of major economists that we must invest in our future to attract a well-educated workforce that will help move our economy forward.
  • The budget reduces K-12 education aid by $27 million, risking the readiness of our students to be college- and career-ready. To read more on this click here.
  • Both community colleges and the University system receive less than the recommended funding in the governor’s budget, by a combined total of more than $32 million.
  • The University system will receive less money in 2016 than it did in 2015, despite our students facing some of the highest college costs and one of the highest debt burdens in the nation.
  • The budget cuts investment in our livesinfrastructure and, at the same time, downshifts the costs of maintaining crumbling roads and bridges to our communities.
  • By sweeping $50 million from the Renewable Energy Fund, the budget breaks the promise made by Republicans in January not to raid dedicated funds; at the same time it eliminates virtually all funding to develop new energy infrastructure projects that offer good jobs and lower municipal energy costs.
  • By diverting $14 million from last session’s gas tax increase to the General fund, this budget breaks the legislature’s promise to spend all of the added revenue fixing our eroding transportation infrastructure.
  • The proposed budget also downshifts nearly $6 million to our counties for long term care by raiding the “bed tax” funds.
  • Broken promises and downshifting are magnified as revenue sharing to cities and towns is frozen, restricting state funding at the same time some communities will see the loss of up to $750,000 in education stabilization grants and all communities will see the fiscal impact of cuts to vital safety net programs that help vulnerable seniors and individuals with mental illness or disabilities.
  • Programs that enable the elderly to remain in the community with dignity and stay off the more expensive Medicaid program are reduced.
  • Funding for developmental disabilities programs is reduced below the current biennium’s level, decreasing the availability of community services that prevent institutionalization, and increasing the risk both of personal harm to individuals and litigation for the State.
  • Cuts to mental health services will add to the number of people experiencing a mental health crisis, held in emergency rooms across the state while they wait for a psychiatric hospital bed.
  • This budget cuts access to emergency shelter for homeless veterans, families, and victims of domestic violence.
  • This budget refuses to address the epidemic of drug abuse that affects employers along with families, increases the strain on law enforcement and corrections budgets, and puts public safety at risk.
  • The Sununu Center, which provides services to our most troubled youth, is cut by nearly a third with no feasible plan to maintain operations.
  • In addition, the budget eliminates funding at the end of 2016 for the New Hampshire Health Protection Program. Ending this program, currently helping almost 40,000 Granite Staters, may lead to destabilization of both the health care provider system and our insurance markets along with greater burden on local welfare offices.
  • All of these cuts to safety net programs can be expected to be downshifted to local communities as the needs will certainly not disappear.
  • In addition to all other broken promises, the budget effectively increases the tax burden on business as energy costs continue to rise without investment in new energy projects and private nursing home payments are cut by $26 million in bed tax payments.
  • The State Employees collective bargaining agreements are not funded in this budget, undermining our state employees and breaking our promise to them.
  • The minority believes these short-sighted cuts will make it harder for vulnerable individuals to live decently and with human dignity, and the lack of investment in our economy will hurt New Hampshire long into the future.


There is a petition “Protect NH Communities: Stop the Reckless Budget Cuts” that has been circulating. If you have not signed it please take the few seconds. Copies will be given to Speaker Jasper and Senate President Morse.  

There is also a “Protect NH Communities from Reckless Budget Cuts, State House Visibility to STOP reckless budget Cuts” on April 1st starting at 9:30amFor more information click here.

Keep in mind that this is just one step in the budget process. The next step is that it moves to the Senate Finance committee next week. There are many moving parts and things change quickly. For the quickest updates please go to AFT New Hampshire Facebook page and like us.

In Solidarity,
Laura Hainey
AFT-NH President

Have you visited the AFT-NH Facebook pageand clicked “Like Us”? Please do so today!

You can also follow us on Twitter at @8027aftnh.

Late breaking news appears on Facebook!



Upcoming Hearings

Monday, March 30

10:00 a.m. to 12:00 p.m. Reps Hall., budget briefings on HB 1-A, making appropriations for the expenses of certain departments of the state for fiscal years ending June 30, 2016 and June 30, 2017and HB 2-FN-A-L, relative to state fees, funds, revenues, and expenditures in Representatives

Tuesday, March 31

Senate EDUCATION, Room 103, LOB
9:00 a.m. HB 662-FN-L, relative to property taxes paid by chartered public schools leasing property.

9:20 a.m. HB 520, establishing privacy protections for student online personal information.

9:40 a.m. HB 276, providing that school districts shall not be required to adopt the common core standards.

10:20 a.m. HB 322, relative to protection of personally identifiable data by the department of education.
EXECUTIVE SESSION MAY FOLLOW

Senate FINANCE, Room 103, SH
Sen. Forrester (C), Sen. Little (VC), Sen. Morse, Sen. Reagan, Sen. D’Allesandro, Sen. Hosmer
2:00 p.m. HB 658-FN, prohibiting collective bargaining agreements that require employees to join a labor union.
EXECUTIVE SESSION MAY FOLLOW

EDUCATION, Room 207, LOB
9:30 a.m. SB 195-FN, encouraging instruction in cursive handwriting and memorization of multiplication tables.

10:00 a.m. SB 151-FN, requiring inclusion of home educated pupils in the definition of average daily membership in attendance.

10:30 a.m. SB 265-FN, establishing the achieving a better life experience (ABLE) savings account program.

11:15 a.m. Executive session on
SB 71, relative to the administration of glucagon injections for children in schools,

SB 166, relative to facilitated individualized education program meetings and

SB 194-FN, relative to epinephrine administration policies in postsecondary educational institutions.

1:00 p.m. Executive session on
SB 69, establishing a commission to study social impact bond funding for early childhood education for at-risk students,

SB 101, prohibiting the state from requiring implementation of common core standards,

SB 151-FN, requiring inclusion of home educated pupils in the definition of average daily membership in attendance,

SB 195-FN, encouraging instruction in cursive handwriting and memorization of multiplication tables, and

SB 265-FN, establishing the achieving a better life experience (ABLE) savings account program.

Wednesday, April 1

10 am House in Session

Senate EDUCATION, Room 103, LOB
Sen. Reagan (C), Sen. Stiles (VC), Sen. Avard, Sen. Kelly, Sen. Watters
2:00 p.m. HB 332, relative to school district policy regarding objectionable course material.

2:20 p.m. HB 346, relative to criminal history records checks for school employees and
volunteers.

2:40 p.m. HB 424, relative to the accessibility of assessment materials.

3:00 p.m. HB 507, relative to teacher personally identifiable data.
EXECUTIVE SESSION MAY FOLLOW

Senate PUBLIC AND MUNICIPAL AFFAIRS, Room 102, LOB
Sen. Birdsell (C), Sen. Boutin (VC), Sen. Stiles, Sen. Lasky, Sen. Kelly
9:15 a.m. HB 155, relative to municipal contracts for police chief.

Thursday, April 2

10 am House in Session if needed

Monday, April 6

TASK FORCE ON WORK AND FAMILY (RSA 276-B:1), Room 207, LOB
1:15 p.m. Regular meeting.

Tuesday, April 7

LABOR, INDUSTRIAL AND REHABILITATIVE SERVICES, Room 307, LOB
10:15 a.m. SB 255, establishing a low-wage service worker task force.

10:30 a.m. SB 186, reestablishing the commission to study soft tissue injuries under workers’ compensation and to study the feasibility of developing a first responder’s critical injury fund.

11:00 a.m. SB 45, relative to opioid treatment agreements under workers’ compensation law.

WAYS AND MEANS, Rooms 202-204, LOB
9:00 a.m. SB 113-FN-A-L, relative to video lottery and table gaming.
Executive session in pending legislation may follow.

 

The Economy, Education & What America Deserves

 

Matthew D'Amico

Matthew D’Amico

By Matthew D’Amico

With the school year underway and children getting ready to learn new things about the world, there is great worry as to the state of education in America today. As the father of an 8-year-old boy who attends public school, I know the concern parents have about their children doing well in school. And as a political coordinator for a labor union representing public employees throughout New York State, I’ve seen that working men and women are deeply troubled about our economy. Watching parents having to struggle to provide the basic necessities affects children, even while they are sitting in classrooms about to learn math or the history of the American Revolution. It is shameful that more than 16 million children live in poverty in America, which has such great wealth. And millions more are near poverty, with their parents living paycheck to paycheck—if they are lucky enough to have a job at all. With these agonizing worries—which no person, let alone a child, should have to go through—the ability of children to learn is made unnecessarily more difficult.

We should all be doing everything we can to make sure our public schools are well-funded, so that every child gets a good education. However, there are many people who are now attacking that great thing—free public education—wanting to privatize our nation’s schools as a source of profit for themselves. There are now more than 6,000 charter schools nationwide, double the number from just a decade ago. They’re publicly funded, but privately run. These charter schools are now part of the growing privatization of public education. Here is what I read on Forbes.com: “dozens of bankers, hedge fund types and private equity investors…gathered to discuss…investing in for-profit education companies.” But according to the National Education Association, “Privatization is a threat to public education, and more broadly, to our democracy itself.”

Why this is happening now is clearly explained by Ellen Reiss, Aesthetic Realism Chairman of Education, in her commentary What Education & the Economy Are For.  It is a must-read for all who are concerned with education, including the worry that the ‘public’ will be eliminated from public education. In it too is the explanation of why there are such ferocious attempts to do away with unions, and it is also what is behind the drive to privatize public schools. Ms. Reiss writes:

“Eli Siegel is the philosopher to explain: ‘The purpose of education is to like the world through knowing it.’ This idea is fundamental to the Aesthetic Realism method, which has been enabling children of all backgrounds to learn successfully—including children who had been thought incapable of doing so. To like the world through knowing it is why we should learn the alphabet, find out about numbers, continents, atoms, history. To like the world is the purpose of everyone’s life. Meanwhile, humanity has lived for centuries with a system of economics completely opposed to that purpose.

“The profit system has not been based on the fact that this world should belong rather equally to every child from birth so he or she can have a full chance to benefit from it. Profit economics has instead been based on contempt. The profit motive is the seeing of human beings in terms of: how much money can I get out of you?; how much labor can I squeeze from you while paying you as little as possible?; how much can I force a buyer to pay for my product, which she may need desperately?

Ethics, Unions, & America’s Children

“In 1970 Eli Siegel explained that this contemptuous way of economics had failed after thousands of years. The profit system might be made to stumble on awhile, but it would never recover. The fundamental cause of its failure, he said, was the force of ethics working in history. For example: 1) People on all the continents know more, can produce more things, and so ‘there is much more competition…with American industry than there used to be.’ 2) Unions, by the 1970s, had been so successful in their fight for decent wages—so successful in bringing people lives with dignity—that big profits for stockholders and bosses who don’t do the work could no longer be easily extracted from American workers.

“The persons trying to keep the profit system going cannot undo the first of those factors. So they have been trying ferociously to reverse the second: there has been a vicious, steady effort to have workers be paid less and less, be made poorer and poorer. And to achieve this, one has to undermine, even extinguish, unions—because unions are the power which prevents workers from being swindled, kicked around, humiliated, impoverished, robbed.

“Meanwhile, there are America’s children. They are literally abused day after day by those persons trying to impoverish the American people so as to maintain the profit system. Many children come to school hungry. Many don’t have warm coats for winter. Home (if a child has one) is often a place of economic deprivation—and the accompanying anger.

“Then, there are the schools themselves. In recent decades, as traditional venues for profit-making have fared ill, persons have looked for new ways to use their fellow humans for private gain. Behold—that huge ethical achievement in human history, public education! And the profit-seekers thought, ‘There’s a whole new industry for us here!’ The one reason for the enormous effort to privatize America’s public schools—and that includes through vouchers and through charter schools—is: to use the lives and minds of America’s children to make profit for a few individuals.

“This use of public schools is related to the effort to privatize public sector work in various fields throughout America: to have public monies used—not for the American people, not to respectfully employ public sector workers—but to finance private enterprises. And through it all, again, a big aim is to undo unions so workers can be paid less and the money can go instead to some private-profit-maker.”

What Ms. Reiss is writing about is a national emergency. No child, whether in Alabama, rural Maine, or the South Bronx, should have to go to bed hungry, or have their basic right to an education be a means of profit for some corporation or individual. The time is now for our nation’s leaders to be courageous and answer with honesty this urgent ethical question asked by Eli Siegel: What does a person deserve by being alive?

In A New Book Teacher’s Advocate Defends Teachers

Total Teaching: Your Passion Makes It Happen By Dr. Tom Staszewski

Total-Teaching-book-graphicFrom the first-year teacher to the most experienced veteran, this book will provide an inspiring message that yes, indeed…teaching is the most noble profession. It serves as an acknowledgement of the importance of teachers and recognizes that ‘teaching is the profession that has created all other professions.’ This book provides real-life tools, tips and strategies to have a successful school year and to persevere beyond the challenges associated with the profession.  This inspiring book is filled with insightful and meaningful stories and examples, it provides a motivational pep talk to help teachers stay focused, to succeed in the classroom, to maintain the passion that brought them into the profession and develop a plan to be the best that they can be!

As featured in http://www.teacherscount.org TeachersCount is working to create a permanent culture of teacher appreciation in the United States.

Copies are available through the publisher Rowman and Littlefield and also at amazon.com and barnesandnoble.com or from Rowman & Littlefield Education Phone: (301) 459-3366, http://www.rowmaneducation.com Customer Service, Toll free: (800) 462-6420, custserv@rowman.com

Dr. Tom Staszewski Teaching standards have risen and so have teacher stress levels. The pressure imposed on teachers by administrators, parents, and students, often creates feelings of teacher self-doubt. Luckily, Total Teaching by Tom Staszewski offers those in this much beleaguered profession both guidance and inspiration.

Offering constructive advice and teaching tools, Total Teaching provides readers with a source of hope. Staszewski provides tips and proven strategies for success that are applicable both inside and outside the classroom. If you are looking for a gift for a special teacher, or looking to purchase a bit of personal inspiration, TOTAL TEACHING will help shine some light at the end of your tunnel.

Tom Staszewski has been an educator since 1974. His career has spanned a variety of levels, from teaching elementary and middle school grades to instructing and holding various administrative positions at both the undergraduate and graduate levels.

Frequently asked questions about Total Teaching…Your Passion Makes it Happen,

written by Dr. Tom Staszewski, tomstasz@neo.rr.com

What prompted you to write the book?

In this era of policy change and educational reform at the K-12 level, suddenly “everybody” has become an expert on our school systems. In my opinion, there is a great amount of unjustified criticism that is unfairly being leveled against our schools and our teachers. Most of the criticism is unfounded, baseless, undeserved and distorted. Many critics of our school systems have never set foot in a classroom to see what’s going on —other than their own experience as a former student—and their criticism is  erroneous and counterproductive. If they (critics) would take the time to better understand just how hard the teaching profession really is, they would change their criticism to face the reality of today’s schools and society at large. I believe that most critics would find it difficult to even make it through even one day in the life of a typical teacher. The essence behind the book is that today’s teachers are under a lot of pressure and scrutiny and there is a need for more support, recognition and appreciation for the good that they are providing for society. So the point of my book is to inform the uninformed about how difficult it is to teach in many of today’s schools. And to provide recognition to educators and to thank teachers for the positive difference they are making  in society. I’ve always said that our schools are a reflection of society and society at large has changed and undergone a dramatic shift from previous generations. The book also focuses on the success stories and “what’s right” with our schools rather than “what’s wrong” with our schools. Unlike previous generations…in many homes today, whether it be a single parent household or with both parents home…many parents send their kids to school unfed, unprepared and with little or no basic skills and often with no social skills, etc.

In my previous work as a motivational speaker and professional development trainer, I have personally worked with thousands and thousands of teachers statewide and nationwide and I have found them to be hard-working, dedicated, industrious and committed to the success of their students. It’s about time that someone has taken a stand to recognize and acknowledge the value to society that  teachers are providing and to thank them for their dedication.

What is the theme of the book?

In addition to thanking and recognizing the good that teachers provide to society, the book is also a handbook that can be used by the teacher as a means of providing coping skills and methods to succeed in the classroom with the trials and tribulations of teaching. It provides a means of offering tips, strategies and techniques to make it through the day and to have a successful school year. In many respects it is a personal growth and development type handbook.

From the first-year teacher to the most experienced veteran, this book provides an inspiring message that yes, indeed…teaching is the most noble profession. It serves as an acknowledgement of the importance of teachers and recognizes that “teaching is the profession that has created all other professions.” This book provides real-life tools, tips and strategies to have a successful school year and to persevere beyond all of the challenges associated with the profession. Filled with insightful and meaningful stories and examples, it will provide a pep talk to help teachers stay focused. Readers are able to maintain the passion that brought them into the profession and to develop a plan to be the best that they can be.

What is the author’s background and experience?

Born, raised and residing in Erie, PA, Dr. Tom Staszewski (pronounced Sta SHEF ski) is a proud product of the City of Erie Public School District and graduated from Erie Academy High School in 1970. He is married to Linda Laird Staszewski. His BS in Education is from Penn State University, an MA from Indiana University of PA and a doctorate in administrative and policy studies from the University of Pittsburgh.

As a career educator, my background has spanned a variety of educational levels, from teaching elementary and middle school grades to teaching at the graduate and undergraduate levels. In addition, I’ve held various administrative positions at the higher ed. level.

AFT-NH Hosts “Working Women Speak Out” (Videos)

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This election is extremely important to working women and their families.  Ensuring that we elect representatives who support women in the workplace was what the Working Women Speak Out event was focused on.

Issues facing working women are the same issues effected every Granite Stater this election.  AFL-CIO Secretary Treasurer Liz Shuler said, “Women’s issues are shaping up to be the second biggest issue of this election.” Working women are facing enormous challenges in our struggling economy. “Women still only make $.77 cents on the dollar compared to man, and that is a shame,” said Shuler.  In her speech, Shuler focused on reelecting Governor Hassan, Senator Shaheen, and Congresswoman Annie Kuster who all support raising the minimum wage and equal pay for equal work.  Shuler also talked about the need to pass “paid sick leave” for all workers, especially since most low wage jobs, like waiting tables, provide no paid time off when your sick.

View Liz Shuler video on YouTube

AFT-President Randi Weingarten also spoke at the event and focused how poverty and education effect working families. “Nearly half of all public school students are living below the poverty line, and one-in-four (25%) of all children nationally are living in poverty,” said Weingarten.  She also talked about how we need to ensure that we are properly funding our public school system. “The only reason we passed a nation budget was because the Republicans were embarrassed after they shut down the government,” said Weingarten. “How dare they say they support children when they cut public school budgets to give tax breaks to the 1%.”

(Randi also spoke in detail about the effects of spending caps like the one in Nashua in separate post here.)

View Randi’s speech on YouTube

Kelly Torosian, an IBEW 2320 member and an Executive Council member of the NH AFL-CIO, took a few minutes to update the crowd on the ongoing FairPoint strike. Torosian asked for people to show their support for workers standing on the picket line by donating gas cards and grocery store gift cards.  After hearing about the current struggle of striking workers, Weingarten stated, “AFT will donate $5,000 dollars to the FairPoint workers strike fund.”

The crowd of 70 people gave a standing ovation to Governor Hassan as she entered the room, showing their support for her strong leadership in the corner office.  “Building a strong innovative economy starts with a strong public schools system,” said Hassan.  Governor Hassan also spoke about the need to “restore and improve the state minimum wage.”

Hassan also brought attention to the importance of keeping Democrats in control of the NH House and not letting Bill O’Brien regain control.  As Speaker, O’Brien cut funding to public schools, the University of New Hampshire system, and repealed the New Hampshire Minimum Wage law.

Governor Hassan also talked about the importance of having access to quality healthcare and provide low income workers with healthcare through the Medicaid Expansion. “As of this week 20,000 Granite Staters now have healthcare thanks to the Medicaid Expansion,” said Hassan.

View Governor Hassan’s speech on YouTube.

Congresswoman Annie Kuster also talked about the Bill O’Brien House and her opponent Marilinda Garcia, who was one of the select few to be a part of  O’Brien’s leadership team.  Kuster talked about her work in Congress to help working families by pushing for expanded access to healthcare, raising the minimum wage and passing a national Paycheck Fairness law.  Kuster noted that while she supports legislation that would help working women, her opponent, wants to repeal the Affordable Care Act, opposes raising the minimum wage, and paycheck fairness is unneeded legislation.

Garcia also wants to abolish the Department of Education that would virtually eliminate the federal student loan program, even though Garcia currently owes tens of thousands of dollars in Sallie Mae student loans.

View Rep. Annie Kuster’s speech on YouTube.

Laura Hainey, President of AFT-NH organized the event and spent a couple of minutes talking about working to ensure that Speaker Bill O’Brien does not regain power in Concord.  As President of AFT-NH, Hainey knows first hand the devastation that another O’Brien legislature would do to the public schools system in New Hampshire.

View Laura Hainey’s speech on YouTube.

Senator Shaheen was unable to attend the event due to a scheduling conflict — she was in Northern New Hampshire campaigning with Sen. Elizabeth Warren — her daughter Stacy gave a short speech on her behalf.  Stacy Shaheen talked about how hard her mother is working for the people of New Hampshire. “My mom is a workhorse,” said Shaheen.  “She has been working for the people of New Hampshire for a long time.”

Working families in New Hampshire need more representatives like this strong, women leaders.

Talk to your friends, neighbors and family members about how important this election is and then encourage them to vote on Nov. 4th.

Eliminating The Department Of Education Would Hurt Middle Class Families In NH

(View ad on YouTube)

Raising a family in New Hampshire is very difficult.  Our pay has become stagnant and yet our costs continue to rise.  Thankfully we have some good government programs set up to help middle class families.  One of these programs is the Federal Student Loan program.  Through the Department of Education, millions of young Americans receive loans and grants that allow them to pay the high cost of higher education.

For millions of Americans, higher education would be completely out of reach if it were not for the student loan program.

Today Congresswoman Annie Kuster released a new ad highlighting how Tea Party candidate Marilinda Garcia wants to eliminate the Department of Education.  This would essentially eliminated the student loan program, making a college education completely out of reach for millions of Americans.

The irony is that Marilinda Garcia owes between $15,000-$50,000 dollars to Sallie Mae for her student loans.

I guess what is good for Marilinda, is not good for the rest of us.

 

AFT’s Statement On New Testing Bill In US House

AFT Pres Randi Weingarten 2014 convention (Image by Russ Curtis) -2

AFT Pres Randi Weingarten 2014 convention (Image by Russ Curtis)

WASHINGTON—AFT President Randi Weingarten statement on the introduction of rep Israels accountability bill:

“The current fixation on high-stakes testing is denying children the engaging, meaningful education they deserve. Testing not only is soaking up too much time and narrowing the curriculum, but is less and less a measure of what kids need to know and be able to do. Standardized tests these days are driving teaching and learning, rather than giving teachers and parents useful data and feedback to help children.

“That is why this bill allowing states to reduce testing is an important step. It also points to the need to build a new accountability system that uses testing as a way to inform instruction, emphasizes meaningful learning, and includes the resources and capacity schools, students and teachers need to continuously improve.

“I would like to thank Rep. Steve Israel (D-N.Y.) for his leadership in recognizing the problems of excessive testing, and look forward to working with him to strengthen the bill in the next legislative session.”

The Truth About Why Educators Are Leaving

“…The primary reason they leave is because they’re dissatisfied.”  Richard Ingersoll, an education professor at the University of Pennsylvania.

Educators in the report cite inadequate administrative support, feelings of isolation in the workplace among other things. This is a toxic situation and not an environment where anyone can teach or learn.

(Read) Up To Half Of Teachers Quit Within 5 Years (http://huff.to/1z46MoR)

Teacher

My Observations On Why Educators Leave By Kyle Leach
Originally posted on Farmington NH Dems 

I’m really proud to tell you my mom was a teacher. It is one of the most honorable professions in my eyes. She taught elementary school, sixth grade. She was really good at it and except for my brother and I, I don’t think anything made her happier. I think educating was a way for her to give back to community. I think she felt it exposed our common bonds, showed people how to come together, and helped people change their circumstances. She wasn’t just imparting facts and figures to be memorized. She was helping young minds become the next set of workers, shaping future leaders and thinkers, and helping young creatives find themselves.

She left very early each school day. She often got home late and when she was home, she normally was doing some kind of grading or prep work for part of the evening. She was dedicated. Her classroom was colorful, interesting, and constantly changing. Her walls were covered with bulletin boards, which she kept decorated the whole school year.  She had an aquarium and plants close to the windows and she had areas for individual seating and tables for community work at the back. Her room was full of art created by her students. She loved her classroom and she loved her students, a new set every year.

Being an educator was a calling for her. Her students respected her. Parents respected her, and at least to some degree administration honored the part she played in our education system and gave teachers what they needed to make students as successful as they could. Society on the whole gave educators a wide birth; and, except for the low pay standards, eduction was a field held in high regard.

Many problems still needed to be worked out and to this day still do. Gender and race issues were problems, as they are today. Many learning challenges were yet to be identified and children with special needs were still being neglected. People with mental and physical challenges fought to be integrated into everyday school life as they still do to today. Bullying was still the standard, but it wasn’t even thought a systemic problem back then.

Around the time I was ten, things noticeably changed. Over the next few decades a cascade effect would make the situation much worse. Some things were subtle, others not so much. Everyone seemed to have less money and less time to spend with each other. More people seemed to be working and much more often. Many people had multiple jobs and it was harder to find jobs within a field you had worked in, unless it was in the retail or service industry. Kids were alone in the afternoon and evening or had sitters much more often. People seemed to be withdrawing from each other and turning toward other forms of entertainment.

I didn’t know it at the time, but the nation’s safety net was being slowly dismantled, education was being under funded year after year, wages were static, savings were evaporating, and benefits, health, retirement, or otherwise were becoming exceptions not the norm. Costs for everything cars, homes, and food rose, in fact they continue to do so. People were turned on to to credit which made their problems worse. People were haggard, stressed and that didn’t get better. Educators had to deal with all this on the personal side, but professionally these things had even higher costs.

With more people working more often and kids and teens left to fend for themselves, I saw respect between adults and kids deteriorate. I also got to see the respect administrators had for educators diminish and saw litigation between the three parties skyrocket. The burden of dealing with these compounding errors fell to teachers in the classroom if for no other reason than they are with our students for at least seven hours of a day. Without universal support from administration to deal with issues in the classroom I saw teachers and children become isolated. I saw teens reject the flaws and hypocrisy of the adults around them. I saw children turn to teachers because they were the the only adults they could trust.

I have known many educators throughout my life. Many of my family members were teachers. Most of my friends are educators. When I went to college I settled on art as the place where my heart was. I went to a college known for fostering educators. I myself was thinking of being an art teacher. In the end I decided the education field was not for me. Knowing all I know now I can’t say that I regret that decision at all. When my husband Stan and I met fourteen years ago I made a much better living working for soulless corporations, without a completed college degree, than Stan did teaching high school all day and educating adults at college at night. Just so you know Stan has two bachelor’s degrees and two masters degrees. His passions and degrees are in the sciences, math, and eduction. Areas our children need greater and greater help with and arenas the increasingly corporate world has no idea how to convey or inspire, short of monetizing them.

When you couple social changes with low wages considering the amount of education and  sometimes limited benefits, increasingly poor administrative and legislative support teachers receive, especially when they are first starting out, what are young educators supposed to take from this situation? What incentive do teachers have to stay? If you want teachers to stay you have to create an environment that is constructive for learning and creation. You can’t overly burden them with administrative problems or parental responsibilities; neither are their roles. You have to find the right candidates to be good teachers and give those new educators support to be successful teachers when they begin. You have to treat them as the professionals they are and hold their positions in high regard. They help our children learn. They help or children create. They help our children dream and help them fine tune those dreams into reality.

Most people I know in the field of education have two things that really make them stand out. They are passionate about helping people learn and discover who they are, what they are good at, and they are inspired by how much potential each person holds, no matter what limitations they currently hold on to. If you can’t figure out that those are two things our society needs, you are part of the problem. Corporate structures are efficient, great at turning our dull cogs, and perfect at reduction, but they can’t make a thinker. If you want a great education system, if you want great people for our society you have to invest in the people that do the work to create those situations. Teachers. The difference between a bright future and a dull one depends on the degree to which we support our educators.  They will develop the minds and nurture the souls that will create that future.

AFT Calls For Education Sec. Duncan To Resign, After He Gets His Due Process

AFT Members Commit to Fighting Back Against Vergara, Harris Decisions
Special Order of Business Passes at AFT Convention

LOS ANGELES—Today, delegates of the American Federation of Teachers’ biennial convention in Los Angeles unanimously passed a special order of business—recommended by the executive council—to fight back against attacks on unions and teachers like Vergara v. California and Harris v. Quinn, and to fight forward to reclaim the promise of America.

The special order characterizes these lawsuits as “contributing to an escalating and engineered imbalance in our democracy.”

Amended from the floor, the order—originally drafted by the executive council—was revised to include strong language on Secretary of Education Arne Duncan, who publicly supported the Vergara decision. It derided his promotion of “misguided and ineffective policies on deprofessionalization, privatization and test obsession.”

The order called upon the president of the United States to “implement a secretary improvement plan which will be based upon standing up for public education, supporting teachers and all school workers, inspiring parents and the public to join us in creating the public schools we want and deserve, and leading with us in reclaiming the promise of public education.”

It asked the president to take the following actions:

  • Enact the funding and equity recommendations of the Each and Every Child report issued by the congressionally chartered, bipartisan Equity Commission;
  • Work with us to change the NCLB/RTTT “test and punish” accountability system to a “support and improve” model; and
  • Promote rather than question the teachers and school support staff of America.

It goes on to say that if “Secretary Duncan does not improve, and given that he has been treated fairly and his due process rights have been upheld, the secretary of education must resign.”

AFT President Randi Weingarten made a statement following the passage of the special order:

“This special order is basically saying, “Enough is enough.” Teachers are evaluated and their future livelihoods are linked to that. And when they fall short, they should have a chance to improve. And that’s what this special order represents. Make no mistake about it: There’s a lot of hurt that has been expressed from the floor—the feeling that the secretary of education doesn’t walk in the shoes of public educators or provide the support and resources necessary to ensure all children have a high-quality public education.”

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