Section 1: Legal Compliance and Systemic Accountability
According to the official 2024-25 determination letter from the Massachusetts Department of Elementary and Secondary Education (DESE), Somerville Public Schools has been designated as “Needs Assistance” under IDEA Part B. This determination was driven by poor results on student performance metrics and five official findings of noncompliance from the Problem Resolution System, which investigates parent complaints. As a result, the district is now required to conduct a formal root cause analysis. It is prohibited from utilizing certain budget flexibility, signaling the state’s significant concern with the district’s ability to meet its legal obligations to students with disabilities.
For School Committee Candidates:
1) Experience and Parent Partnership: Please describe your prior experience with special education, either personally or professionally. What specific steps will you take to ensure parents, guardians, and individuals with disabilities are active partners in district and school-based policy-making?
2) Addressing Non-Compliance: What is your actionable plan to address the systemic issues that led to the DESE’s “Needs Assistance” determination? How will you use your oversight role to ensure the district moves swiftly toward full compliance with federal and state law?
3) Superintendent Evaluation: Given that the Superintendent’s recent evaluation was “Proficient” while outcomes for students with disabilities declined in multiple areas, what specific changes would you advocate for in the evaluation process to ensure it is directly tied to measurable improvements for students with disabilities?
4) Measuring Effectiveness: Beyond state accountability data, what specific metrics would you use to measure the effectiveness of the district’s special education programs and ensure they are responsive to family concerns before they escalate to state complaints?
From a young age, I knew I wanted to teach. Growing up with an older brother who has Tourette Syndrome and ADHD shaped my understanding of difference, resilience, and the importance of inclusive education. He was (and still is) brilliant, but school wasn’t always easy. I watched as he was bullied for his tics. I remember crying while others laughed. Yet he developed a strength I admire. My mother was a fierce advocate, and I’ll never forget the teachers and administrators who supported him. They made a lasting impact on our family.
When I began my graduate program at Lesley University, I chose a dual-licensure track in Elementary Education and Teaching Students with Moderate Disabilities. I knew then that to be an effective teacher, I needed to be equipped to reach students of ALL abilities.
Today, I am a mother of three children who attend Somerville Public Schools, two of whom are neurodiverse, and I understand the joys and challenges of navigating the school system to ensure every child gets what they need to thrive. I have worked as a special educator in Cambridge Public Schools( CPS) for 15 years and have served as an instructional math coach for the past five. I bring a deep understanding of inclusion and use my special education background to help improve math outcomes for all students, especially our most vulnerable learners. I served on School Improvement Councils at both the Capuano and the Kennedy School. In my CPS current role,, I write School improvement plans to address the disparities that affect all of our most vulnerable youth.
I became involved in the Somerville SEPAC (Special Education Parent Advisory Council) in 2019. During the COVID-19 pandemic, it became clear that our community needed more advocacy, guidance, and connection. I spoke at School Committee meetings about the experiences of families whose children weren’t receiving the services they needed. I also realized how many caregivers had never heard of SEPAC (a parent-run volunteer group) and how critical it is that we build bridges between families, the School Committee, and the Special Education Department.
If elected to the School Committee, I will bring my lived experience and professional expertise in special education, inclusion, and systemic change. Families are frustrated with the pace of progress in closing achievement gaps. I believe it’s time for transparent collaboration among all stakeholders to create meaningful change. As a school committee member, I won’t be writing IEPs or managing staffing directly, but I will use my experience as a special educator to ask the right questions, advocate for fully funded schools, and push for budgets and policies that prioritize student needs over system limitations. I will work to ensure that every IEP is a reflection of the student, not the budget, and that our staffing models are built to deliver on the promises we make to families.
While MCAS accountability is one measure, we must remember that behind every data point is a child with dreams for a better future. We must also consider other forms of formative and summative assessments and trust that our educators know the strengths and challenges of our students before receiving results the following school year about student performance. I’m proud of our district’s investment in iReady, and I believe we should expand its use, especially the personalized learning tools available for students at home.
My campaign is rooted in listening, learning, and leading and I will continue to be a committed, accessible partner to our community.
My top priorities to address these disparities:
- Strengthen MTSS (Multi-Tiered System of Supports) by hiring more reading and math interventionists
- Invest in before- and after-school tutoring for students who are one or more grade levels behind
- Adopt strong, research-based curriculum and provide ongoing professional development for teachers and paraprofessionals
- Ensure full staffing of related service providers (i.e. occupational therapists, speech-language pathologists, physical therapists, and other specialists) by building and sustaining partnerships with local colleagues and universities so that all services are delivered on time
- Advocate for fully funded public schools so that every student has access to high-quality educators, service providers, counselors and social-emotional curriculum and resources
Our kids deserve a school system that works for all of them and I’m ready to do the work to make that vision a reality.
Section 2: (Did not apply to school committee candidates)
Section 3: Budget, Staffing, and Resources
Systemic understaffing has led to students not receiving legally mandated services.
For School Committee Candidates:
1) Upholding IDEA Mandates: How will you address the systemic failures that prevent the district from meeting its core legal obligations under IDEA? Please include your plan to: Improve “Child Find” processes to ensure all students who may need services are identified equitably.
The “Child Find” process is a legal requirement under the Individuals with Disabilities Education Act (IDEA) that ensures all children with disabilities are identified, located, and evaluated for special education services. As a school committee member, I wouldn’t be directly involved in identifying students, but I do have a responsibility to ensure that the district has the resources, staffing, and policies in place to fulfill this obligation effectively. That means supporting funding for early intervention, professional development, and robust systems like MTSS that help flag students who may need evaluation. It also means holding the district accountable to its legal and ethical responsibilities under Child Find, especially for students who may be historically underserved or harder to reach.
2) Guarantee that Individualized Education Programs (IEPs) are developed based solely on the unique needs of each student, and not influenced by budget limitations or staffing availability.
I know that IEPs must be driven by student needs and never by budget constraints or staffing gaps. Every student deserves a plan that reflects their strengths, unique challenges, and goals. I will fight to ensure that those plans are followed.
IEPs Must Reflect Student Needs (not system limits)
I will work to ensure IEPs are developed solely based on each student’s unique learning profile. Budget limitations or staffing shortages should never dictate the services a student receives. This is both a legal and moral obligation.
Resolve the Staffing Crisis
We must address the staffing shortage head-on to ensure all IEP services (i.e. speech, OT, counseling, academic supports etc.) are delivered consistently and effectively. That means competitive pay, better working conditions, and support systems that prevent burnout.
Advocate for Fully Funded Schools
Let’s FULLY fund our schools! I will push for state and local investment in fully funding our schools, especially special education. Without full funding, we cannot staff appropriately or meet the needs of all learners.
Strengthen MTSS (Multi-Tiered System of Supports)
A strong MTSS framework helps identify and support students early, before needs become crises. I will advocate for a robust MTSS structure that supports general and special education collaboration and reduces pressure on special education services by meeting needs proactively. This is another area where I bring direct, on-the-ground experience, along with proven strategies, resources, and deep knowledge to inform and guide effective implementation.
Every student has the right to a meaningful, individualized education. I will bring both professional experience and unwavering commitment to ensuring we deliver on that promise.
3) Budgeting for All Hours: How will you ensure the special education budget and staffing models are reformed to adequately account for essential, non-service hours (e.g., evaluations, IEP meetings, collaboration, crisis management)?
I know firsthand that essential non-service hours, like evaluations, IEP meetings, collaboration time, and crisis management are critical to supporting students, but too often overlooked in budgeting and staffing models.
If elected, I will take the following steps to ensure these responsibilities are properly accounted for:
Use My Expertise to Review the Budget Thoughtfully
I will closely examine the special education budget through the lens of someone who understands the day-to-day work. I’ll ask informed questions to make sure staffing models reflect the full scope of responsibilities special educators carry, not just direct service time.
Explore Effective Models from Other Districts
I will research high-performing districts to evaluate alternative models of testing, service delivery, and staffing. Learning from what works elsewhere will help us build more sustainable systems locally.
Center Educator Voices
I will actively seek input from the educators doing this work every day. Their insight is essential to building staffing models that are realistic, effective, and responsive to students’ real needs.
Invest in Inclusive Curriculum
To reduce strain on special educators and improve student outcomes, I will advocate for curriculum investments that embed high-leverage practices. This helps meet the needs of both multilingual learners and students with disabilities, reducing the need for reactive support later. In practice, this will also ensure that students who need additional challenges and extensions get the teacher time and resources they need to thrive.
By combining my on-the-ground experience with collaboration, research, and a focus on equity, I will fight for a budget and staffing model that supports both our educators and our students.
4) Budget Transparency: What specific measures will you implement to make the special education budget transparent and ensure funds are verifiably allocated to direct student services?
As a long time special education teacher, I’ve seen firsthand how critical it is that every dollar truly supports our students. If elected to the school committee, I will work to ensure that the special education budget is both transparent and directly tied to student needs.
Student-Needs-Based Funding
Our budget should prioritize our most vulnerable students. I will advocate for funding to be allocated based on actual student needs, ensuring that resources go where they are most urgently required.
Clear, Accessible Budget Information
The special education budget is public information, but that doesn’t mean it’s easy to understand. I will work with the Special Education Director to ensure the budget is broken down in a way that clearly shows how funds support direct student services.
More Frequent and Inclusive Communication
I will push for more regular public presentations on the special education budget, not just at school committee meetings, but in collaboration with SEPAC, the Multilingual Parent Advisory Council (MLPAC), and Padres Latinos. This includes meeting families where they are, whether at community centers, housing spaces, and/or schools, to explain how funds are being used and gather input.
Ongoing Collaboration
Transparency is about communication and trust. I will promote ongoing dialogue between families, educators, and community partners to ensure the budget reflects real student needs and shared community priorities. As a former leader on the SEPAC and current member, I will continue to collaborate with this essential community partner.
By bringing both professional experience and a commitment to open, inclusive communication, I’ll work to ensure the special education budget is clear, fair, and student-centered.
5) Recruitment and Retention: What is your plan to improve the recruitment and retention of high-quality, certified special education teachers and para-educators in the current competitive landscape?
To improve the recruitment and retention of high-quality, certified special education teachers and para-educators, my plan focuses on support, training, and sustainability.
Invest in In-House Training
As a school committee elected official, I will work with the district to increase school-based trainers and fund certification programs such as Orton-Gillingham and Wilson for our special educators. This removes the financial burden from our special education staff and makes professional growth more accessible.
Include Paraprofessionals in High-Quality Training
Our paraprofessionals are competitively paid here in Somerville and play a critical role on the front lines with students. To support their impact, I will support policies and budget items to provide them with high-quality professional development, especially in curriculum adaptation and best practices for students with complex social, emotional, and behavioral needs.
Supportive Work Environment
It is essential for our support staff to have manageable caseloads to prevent burnout and allow them to do their best work. This also helps with long-term retention by creating a more sustainable and supportive work environment.
By investing in training, respecting the roles of all staff, and maintaining a healthy workload, we can attract and retain the high-quality professionals our students deserve.
Section 4: Inclusion, Equity, and Student Experience
SEPAC acknowledges the district’s progress in certain areas. For instance, according to the 2024-25 DESE determination data, the four-year graduation rate for students with disabilities was 78.5%. However, the same state data reveals deep and persistent challenges. Academic proficiency remains critically low, with data indicating that only 8.75% of 4th-grade students with disabilities and 12% of 8th-grade students with disabilities are proficient in reading, and only 8.11% of 8th-grade students with disabilities are proficient in math. These statistics, combined with significant inequities among schools, underscore the urgency of the questions that follow.
For School Committee Candidates:
1) Closing the Proficiency Gap: What is your concrete, evidence-based plan to close this achievement gap?
2) District Culture and Practices: Neurodiversity-affirming and trauma-informed approaches are essential frameworks for supporting all students. What is your understanding of these principles, and what concrete steps would you take to embed them into the district’s culture, professional development, policies, and practices?
3) Bullying and Safety: What is your plan for proactively addressing issues of bullying and safety to create a genuinely inclusive and safe environment for students with disabilities?
4) Intra-District Disparities: What is your plan to identify and rectify intra-district disparities to ensure a consistent, high-quality education for all students with disabilities, regardless of their school placement?
As a special educator and instructional leader, I ensure that every decision I make is rooted in what’s best for students and their families. I bring that same mindset to my candidacy for school committee. I’ve seen how important it is to not just consult families, especially those from historically marginalized communities, but to share real decision-making power with them. Somerville Public Schools has taken steps in this direction through groups like SEPAC, MLPAC, and Padres Latinos, but we must go further to ensure families are true co-designers of district policies, practices, and budgets.
In my current role, I have the knowledge and expertise to turn these values into action. I understand how policies affect students on the ground, and I know how to ask the right questions, build trust, and follow through. As a school committee member, I will advocate for transparent processes, inclusive budgeting, and meaningful collaboration with families—meeting them in community spaces, listening deeply, and ensuring their voices help shape the future of our schools. This is how we shift power: by leading with integrity, centering community, and staying focused on what our students need to thrive.
For All Candidates:
Disability Justice as a Core Value: Disability Justice teaches that we must fight ableism by also fighting racism, classism, and all other forms of oppression. A core principle of this framework is ensuring that leadership is led by the most impacted. This means moving beyond simply asking for feedback and instead centering the voices and decision-making power of the most marginalized members of our community—including disabled students of color, immigrant families, and multilingual families. In your respective role, what specific, concrete actions will you take to shift power and ensure that these communities are not just consulted, but are empowered as leaders and co-designers of the district’s policies, practices, and budgets?
Empowerment isn’t about invitation; it’s about co-ownership. As a school committee member, I will work to make sure that community engagement is not performative, rather embedded in how we govern. That means showing up consistently in community spaces, not just expecting families to come to us. It means partnering with SEPAC, MLPAC, Padres Latinos, and other parent groups early in the decision-making process, not after policies are already drafted. I will push for structures where community voices help shape district priorities, especially in the budget, which is one of the most powerful tools we have. And I will hold myself and the committee accountable by ensuring follow-through, tracking how feedback is incorporated and reporting back regularly to the communities we serve.
Section 5: Communication, Trust, and Family Partnership
Many families feel forced to pursue out-of-district placements or private services because the district has not provided adequate support and interventions for their children. These gaps—compounded by a lack of accountability, transparency, and collaboration —have weakened trust and made genuine partnership with families far more difficult.
For School Committee Candidates:
1) Rebuilding In-District Trust: What is your plan to build a system of robust, high-quality programs that fully meet the needs of students with disabilities, thereby reducing the number of families who feel compelled to seek supplemental private services or out-of-district placements? SEPAC Partnership: The SEPAC has a legally mandated advisory and participatory role. What specific, ongoing actions will you take to ensure the SEPAC is fully included in district planning, program development, and budget creation?
2) Public Accountability and Follow-Through: Concerns raised by families and even by School Committee members themselves during public meetings often lack a clear pathway to resolution. There is no formal system for creating measurable goals with deadlines, assigning responsibility to specific individuals or departments, or publicly tracking progress. What specific system would you champion to ensure that all substantive issues raised at School Committee meetings are formally documented, assigned clear and measurable action items with deadlines and owners, and tracked publicly until they are verifiably resolved?
As a special educator and instructional math leader, I ensure that every decision I make is rooted in what best meets the needs of our diverse students. I bring that same mindset to my candidacy for School Committee.
In my current role, I’ve spent years working directly with our district data lead, learning how to interpret and respond to a wide range of assessments, including iReady, curriculum-based measures, and MCAS. I use this data to identify learning gaps, design targeted instruction, and collaborate with teachers to adjust supports in real time. Differentiated instruction and universal design are parts of my professional training. But closing the achievement gap requires more than numbers. It takes culturally responsive teaching, strong relationships, and systems that center the needs of our most underserved students. As a School Committee member, I will advocate for using data not just to monitor outcomes, but to drive equity-focused action and investment. Fully funding our schools is imperative to drive this work.
I’ve seen how disparities in staffing, resources, and inclusion practices can lead to unequal experiences across schools. We need a district-wide commitment to identifying and correcting these inequities. To rebuild in-district trust, I will advocate for the creation of a unified special education improvement plan that includes equitable staffing ratios, increased in-district program capacity, and targeted professional development. This plan must be co-developed with families and educators, with SEPAC playing an advisory role.
My candidacy is grounded in both lived experience and systems-level knowledge. I understand how to connect policy with classroom practice, and I’m committed to using that experience to ensure our district is inclusive, data-informed, and equity-driven at every level.