What Drives My Campaign

I’m running for the Medford School Committee to advocate for accurate and transparent budgeting that reflects what our schools need to thrive. I hope to support the individual needs of all learners, provide educators with the necessary resources for success, and continue efforts to expand the after-school program to assist families and caregivers. I also aim to ensure that every voice is valued and heard. My campaign is grounded in community action—from advocating for teaching positions to expanding after-school care—driven by listening, data, and strategic thinking.

We have had wonderful experiences with many teachers and administrators throughout Medford. From recognizing when a child acting out just needed a moment to “shine”, to starting a chess club for children who don’t play sports at recess. My interactions have also allowed me to understand what they are up against and that they don’t always feel like they have a voice or a choice. However, I have heard many stories from people whose experiences are much different. It is these experiences and stories combined with the work I have already done with the District that shape how I think about our schools.

1. Build Budgets That Reflect Real Needs

We need to develop budgets that accurately reflect the true costs for our district to thrive and grow, rather than just maintaining services at the same level year after year without real progress.  Whether managing millions of dollars in EPA grants or a capital project at MIT, I have consistently needed to present my budgets to various audiences clearly and concisely, so they can easily understand where the money is being spent and why. While the District’s budget process has improved over the years, with the budget now being created earlier than ever, there is still room for improvement. My experiences, combined with my strong data analysis and solutions-based thinking, will be a valuable asset to these ongoing efforts as we aim to: 

• Enhance financial transparency by releasing more detailed information, explanations, and identifying funding sources in a clear and concise format. Clearly articulate the difference between the requested budget and the City’s allocated amount. Determine if any items in the School Budget should be funded from sources other than the City’s General Fund, such as capital improvement projects for repairing or replacing school building systems.

• Support the district in creating a more accurate budget. Ask that the district identify the necessary resources to establish a thriving environment where everyone feels supported and the needs of our educators and diverse student body are met. Then, work backwards to determine the operating costs for a single fiscal year. This should always be the initial step in any budget discussion, similar to many construction projects, where you first develop a design that satisfies all users’ needs and then outline the initial budget. From there, it is essential to collaborate and adjust the scope of the request for the fiscal year based on the priorities identified by all stakeholders.

• Involve teachers, parents, caregivers, and students in budget discussions to ensure that spending aligns with current needs and community priorities. If the budget isn't fully approved, it's essential to ensure our priorities are properly aligned.

• Allocate sufficient resources to address changing needs. Funding for staff development is crucial for teachers and support staff to keep up with evolving educational standards. Additionally, ensure that technology and infrastructure improvements are fully funded to sustain safe, modern, and conducive learning environments in our schools.

• Ensure ongoing preventative maintenance to prevent costly emergencies and unexpected repairs, while greatly extending the lifespan of our school facilities. As a project manager for existing building projects, I recognize the critical importance of this.
  
  

2. Support Every Learner: Meet Every Child Where They Are

As a district, we need to create safe and welcoming schools that address the individual academic and social-emotional needs of all learners in our diverse community while delivering a more consistent experience across the different schools. 

I truly understand what it's like to face challenges as a student, especially since I wasn't diagnosed with learning disabilities until 10th grade. I also empathize with the helplessness that arises when your child’s needs are not met. We had a child living with us who was denied an IEP despite his obvious need, but he met the criteria in a different district, where he is now thriving. I have another child who often finishes work quickly and then spends time on his Chromebook for independent learning. I have heard many stories similar to mine from Medford residents, and I have good friends whom the Medford schools have been unable to support, forcing them to seek help elsewhere, which truly hurts to see.

This is not only deeply personal for me—but also something I hear about constantly from neighbors, teachers, and others in our city. Our classrooms are full of students with a wide range of needs—some working below grade level, some right on target, and others far ahead. Supporting all of them at once is a significant challenge, even for our most skilled educators. 

We must give our educators the tools, training, and resources necessary to meet these diverse needs consistently across every school. Families shouldn’t have vastly different experiences depending on which school they attend or who their teacher is. Every child in Medford deserves the opportunity to grow, be supported, and thrive. To accomplish this, we must:

• Create environments where students are eager to come and learn every day, ensuring they feel supported in meeting all their learning needs.

• Prepare our educators for success by providing practical training and ongoing professional development that enables them to understand and utilize tailored resources to support diverse learning needs, thereby fostering positive growth and development for every student.

• Ensure that students have access to appropriate and effective classroom resources for keeping them engaged, whether they are working below, at, or above their grade level.

• Create project-based or experiential learning opportunities beyond Chromebook use for students who need extra stimulation or have additional classroom time.

• Identify barriers to IEP testing, determinations, retention, or increasing services as needed, and work to provide clear and consistent communication throughout the entire process.

• Review classroom disruptions and disciplinary cases to ensure fair treatment and similar corrective actions district-wide.

• Create chances for educators, families, and caregivers to review classroom resources, share feedback on their effectiveness, and identify needed administrative support.
  
  

3. Support Families & Caregivers: Expand After-School Access

Ensuring safe and reliable access to before- and after-school opportunities, as well as safe methods of travel to and from schools, is crucial to supporting our families and caregivers, many of whom are unavailable at the end of the school day. Expanding after-school spots in Medford is essential to reducing the number of children not currently served by the district or private programs, and it is a top priority for my campaign.

In January, I worked with a small group of parents, to create an After-School Task Force, which adopted a strategic and proactive approach to the issue by developing case studies from other communities, analyzing real data, working with school committee members and school administrators, and engaging partners to demonstrate a way forward for expanding existing school-based services over the next two years. Continuing my work on the After-School Task Force, I will collaborate with others to:

• Ensure that communication is more consistent, transparent, and easily accessible by using public forums, a standardized website that is regularly updated, and clear, concise, and templated messages.

• Encourage community and family participation in decision-making to ensure after-school programs better meet the needs of students and the community.

• Create key performance indicators (KPIs) for the program and establish a review schedule to assess its effectiveness.

• Review the annual budget and understand the revolving fund, its role in supporting the after-school program, and its benefits to the district to guide equitable resource distribution and staffing.

• Develop policies based on the outcomes of trial applications and case studies.

• Explore opportunities to expand safe routes to and from our schools for walkers and bikers through the use of additional crossing guards and group sign-ups
  
  

4. Empower All Voices & Foster Transparent Communication

Communication should be more consistent, transparent, and easily accessible. Families and Caregivers often send multiple emails on the same topic to school officials because they believe information isn't shared promptly or clearly. Educators and staff I speak with feel they lack a voice outside of bargaining periods. For our schools to thrive, we must build a welcoming environment where every voice feels valued and heard, and we must create opportunities for underrepresented voices to share their perspectives. 

Our families, caregivers, students, and educators deserve clear and consistent information about what’s happening across the district so they can make informed decisions. Just as important, they should all feel empowered to speak up.  Whether it’s at a School Committee meeting, regular coffee hours at schools, or one-on-one conversations (my favorite), everyone should have opportunities to share their thoughts, raise concerns, and feel respected. Too often, we only hear from people when an issue has already escalated. Let’s change that. Let’s make space for open, respectful dialogue—so concerns can be addressed before they become crises. Instead of escalation, let’s create a culture of open, honest conversation to strengthen trust and collaboration. And if problems do arise, we can solve them early, together.

To help foster this type of environment, I will:

• Support the creation of dedicated webpages for regularly updated 'hot topic' items, such as after-school availability and registration, staffing changes, and other relevant information. These would provide families and caregivers with consistent, timely updates, reducing the need for individual emails.

• Establish coffee hours at each school on a quarterly or monthly basis and add regular agenda items to school committee meetings that allow underrepresented voices (educators, staff, and students) to feel comfortable sharing their stories, successes, challenges, and opportunities for change. 

• Leverage my experience in communicating complex information and gathering feedback on building systems, project budgets, timelines, and occupant impacts for diverse audiences (students, researchers, faculty, staff, consultants, tradespeople, etc.) to support ongoing efforts to enhance communication.

• Utilize my experience with sustainable design, construction, and project management to assist with clear communication related to the Medford Comprehensive High School Building Committee process.