Frequently Asked Questions

On Your Qualifications

How does your background in Project Management prepare you for a role on the School Committee?

As a Project Manager, I am an adept planner who recognizes the importance of defining a clear scope, timeline, and deliverables. My processes have very clear milestones and minimize risk. These are skills I feel have been missing from previous decisions made by the School Committee, leading to rushed decisions that weren’t representative of the community. Moreover, my background in project management has been primarily in the creative marketing field, where I have led teams of artists, writers, marketing executives, and business owners with very different objectives and perspectives. As a result, I have developed a keen ability to balance the needs (and often emotions) of key stakeholders to drive results. I believe these skills will transfer well as School Committee members are often balancing the needs of the community with recommendations from Administration and the Teacher’s Union. I plan to bring these skills to the School Committee to make informed decisions, to minimize the risk to the community, and to elevate Holliston Public Schools.

On Budget

Some residents claim too much of our tax revenue goes to the schools. How do you respond?

I recognize that this is a significant challenge for the Holliston community. The schools rely heavily on tax revenue to fund the schools, with nearly 80% of the entire school budget being funded by taxes. On the other hand, Holliston has one of the highest tax rates amongst neighboring communities and given that nearly ⅔ of households do not have school-age children, I understand the criticism from the community. However, our schools are still underfunded in areas such as special education so I think we need to take a careful look at our spending and get creative about finding ways to support our schools without placing further burdens on taxpayers. I also think it is important to address the fact that Holliston rankings have been trending downward over the last decade, which does ultimately affect property value. So it is no surprise that households without school-age children have come to expect a greater deal of transparency from the schools, and that is why effective communication is one of the 3 pillars of my campaign.

How would you determine budget priorities?

I would begin by garnering an understanding of our current spending and determining if and where we could find cost savings. As a parent of two neurodivergent children, I have a vested interest in Special Education. At the May 1st School Committee meeting, administration reported that they felt we were not currently meeting the needs of all of our students. I believe, as a result, many families end up out-of-district which ultimately costs the district more money. I am committed to finding ways to keep families in-district and meet the needs of our residents.

On School Start Times

How do you feel about the new School Start Times decision for the 2025-2026 school year?

I have spoken to many families, parents, and students who have expressed significant concerns and impacts with the approved changes. Putting my own preferences aside, I have many concerns about how the decision was made. I understand decisions like this are not going to appease everyone. However, I do believe in a strong process that better addresses the needs of the community, even if the decision doesn’t go in everyone’s favor. Ultimately, the decision made by the School Committee left many community concerns unaddressed. The day the School Committee voted on the schedule, it appeared their decision was made exclusively on a transportation feasibility spreadsheet put forth by administration just minutes before the vote. As a result, their decision appeared rushed and failed to critically evaluate the spreadsheet, leaving many safety and logistical concerns unaddressed. Additionally, they neglected to address many questions and concerns that families and students raised in previous meetings and failed to address findings from the public survey. If elected, I will make it a priority to continually monitor the effects of the new school start times. Further, I will strive to address many of the concerns raised by families and work to find creative solutions for concerns such as childcare and safety concerns. Finally, I will ensure that future decisions are made with a greater level of organization, transparency, and community input.

In general, how do you feel about moving High School Start times later?

Based on data and research, I do support later start times for high school, but I don’t believe it should come at the expense of our younger students. The studies undoubtedly show the importance of adequate sleep for the emotional and academic success of adolescents, but there isn’t a comparable study that shows the effects of early start times on elementary students. As a result, we could potentially be shifting the issue to our youngest students, who, according to the American Academy of Pediatrics and the CDC, require 10-12 hours of sleep per night. With bus pickups as early as 6:35 AM, students would need to be asleep sometime between 5:30-7:30 PM, which isn’t feasible for a majority of families. Furthermore, young students who struggle to fall asleep at night, for example students with ADHD or Anxiety, will be particularly affected. In a district that is already struggling to meet the needs of all students, I am concerned that the school will not be able to support the needs of a growing number of students due to exasperated mental health and academic struggles from the earlier start times. Moreover, middle school and high school students have access to tools that elementary students typically do not. For example, medications to help manage anxiety and depression, and access to therapists who typically only see older children. There are several districts in MA that have been able to successfully implement later high school start times. However, many of these districts have been able to retain safe and healthy school hours for elementary students, whether it is due to higher transportation budgets, or other logistics such as having neighborhood-based schools. Ultimately, I would like Holliston to implement later start times for the high school, but I don’t think we have the tools or resources to do so at this time without negatively impacting our elementary students. I truly believe we need to be more diligent when making decisions like this in the future.

What are next steps for Holliston School Start Times?

At this point, we need to move forward with the decision that was made. With that said, I am committed to keeping a close eye on how the new school times affect our students and their families, and advocate for changes if they are necessary. The district was supposed to complete a follow-up survey when the start times were initially changed in 2019. That survey never happened and the district moved forward pushing yet another elementary school earlier without fully understanding the effects it has had on Miller students for the last 6 years. I am committed to keeping the community engaged and understanding how they are affected so we can help address any pain points. I would like to survey students and families over the next several years to understand how the start and end times are affecting them. I will continue to address concerns such as student safety and childcare. I would like to find ways to improve transportation so that no child is waiting for the bus prior to 7AM. I would like to brainstorm with other municipal departments such as Parks and Rec to see if we could partner to give families additional after-school care options. In short, I will hold the district and the School Committee accountable for the decision that was made and ensure we continue to support families in any way we can. At the same time, I think we need to advocate for changes at the state-level that would better align schools throughout the state. When our high school gets out 30-60 minutes later than neighboring districts this puts a tremendous burden on after-school activities. Creating some uniformity throughout the state would alleviate this burden.

On High School Schedule

How do you feel about the recent decision to change the High School schedule?

Much like the School Start Times, many students and families felt their concerns were not meaningfully considered throughout the decision-making process. Personally, I was alarmed that legal action needed to be taken against the teacher’s union (and vice versa) to finally come to an agreement. The unwillingness of administration, teachers, and the School Committee to work collaboratively ultimately hurts our students, which is why I hope to build stronger, more collaborative relationships with the teacher’s union and administrators. With that said, over the last year the School Committee has let administrators and teachers lead their decisions. As a School Committee member, I plan to fulfill my role as an ELECTED REPRESENTATIVE of the Holliston Community. While I value the knowledge and expertise of our teachers and administrators, I intend to let community feedback lead my discussions with the professionals. Before making decisions, I will ensure the schools are prepared to address the concerns of the community, something I feel has been missing from recent School Committee decisions. For example, students with ADHD thrive on consistency and routine. We heard from a high school student who was extremely concerned about her ability to stay organized with the new schedule. How does the school plan to support these students, especially when administration has already confirmed we aren’t meeting the needs of all of our special education students due to limited funding? As an elected representative, I will stay committed to asking these questions and supporting our students in the best ways I can.

On Math Curriculum

Are you aware of the discussions around the Math curriculum? Critics claim “deleveling” would be a disadvantage to students planning to study engineering or other math-dependent fields as it can eliminate a path to calculus in high school. Do you think there should be the opportunity for advanced math education for middle schoolers?

I believe offering advanced math classes gives students an opportunity to learn at a pace that best meets their needs. Speaking from personal experience, I went to a very small K-12 school that did not offer advanced classes. When I went to high school in a different district, I was severely behind. Unfortunately, that district also did not offer leveled classes and despite my best efforts, I struggled in math throughout high school. Because of this experience, I think it is vital that we allow our students to thrive in whatever environment suits them best. With that said, I realize deleveling classrooms aims to create a more inclusive environment for all students, which is why I am particularly interested in learning more about the research and data to support this. I am a passionate advocate for inclusive education which is why I plan to work closely with groups like Holliston SEPAC to understand the impact our decision has on their students. Most importantly, as an elected representative, I plan on soliciting community feedback and will use that feedback to guide discussions with administration, teachers, and the Math Curriculum Subcommittee, ensuring that community concerns are clearly addressed before coming to a final decision.

On Special Education

What is your philosophy of special education? Do you see any challenges in our school district regarding special education?

I believe every child deserves the opportunity to succeed in an environment that supports their individual strengths. Like many districts, Holliston is challenged with balancing limited funding and meeting the needs of an increasing number of students. At the May 1st School Committee meeting, Administration confirmed that we are not necessarily meeting the needs of all of our students due to funding challenges, which is something I would like to prioritize as a School Committee member. Ultimately, it costs the district more money to send students out-of-district, which is why I am dedicated to finding solutions to support students in our schools. Additionally, funding is impacted when families choose out-of-district placements through school choice or charter schools. As a School Committee member, I would like to better understand why families are choosing to send their students out-of-district and ultimately find solutions to keep our families in Holliston. Speaking to families, I have learned that many parents feel like they have to convince the district of their children’s needs and defend their services year-after-year. When it comes to special education, I feel Holliston has developed a reputation that has broken trust between families and the district, and I would like to find solutions that could rebuild that trust, and ultimately keep students in the HPS.

What is your experience/understanding with inclusion, and what do you think our school district can do to increase inclusive practices?

I believe we can empower all students through classrooms that are structured to support the physical, emotional, academic and cultural needs of all students. I’m especially passionate about inclusive education and advocating for the unique learning needs of all students. That is why I am dedicated to enhancing academic programs and supporting the whole-child through a nurturing and diverse educational environment. I do not believe in a one-size-fits-all model for education. Each child has a unique learning style that should be nurtured. Additionally, I don’t believe a child’s academic success should be defined by test scores that typically only cover traditional subjects like math, science, history, and english. That is why I plan to advocate for a robust and diverse curriculum that includes arts, computer sciences, STEAM, and trade classes that allow each and every student to succeed. Each child has their own unique strengths and I believe in hiring teachers, staff, and administrators who are dedicated to meeting students where they are in all subject areas and nurturing their strengths in an effort to prepare them for life after Holliston Public Schools.

If a parent approached you with a Special Education concern, and stated that he/she felt that this was a systemic problem, what would you do?

First of all, I would reassure them that they are not alone. As a parent of two neurodivergent children, I have found myself frustrated with the system, both locally and on a national-scale. In many ways, our education system is built for neurotypical children and as more children are being diagnosed, we are finding more families seeking support within schools. But funding for Special Education is limited, so districts need to prioritize with the limited resources they have, often leaving many children with needs unaddressed. While many families seek help from professional advocates, this isn’t necessarily a viable option for financially disadvantaged families. I understand and deeply empathize with families who struggle with the system. I would assure them that I will continue to advocate for improved Special Education in our schools and more inclusive classrooms, while also pointing them to resources like SEPAC, Holliston Youth and Family Services, and the Holliston Community Action Fund, which have been phenomenal resources for my family.

On Diversity, Equity, and Inclusion

How can we support DEI in our schools?

I will always support ALL students, regardless of their background, sexual preferences, gender identity, ability, or anything else. I will work to create an inclusive environment for ALL students. I strongly believe in promoting a diverse education that introduces students to perspectives and experiences outside of their own, a key component in becoming a free thinker and responsible citizen. Additionally, we need to consider how our decisions and policies affect a diverse student population. For example, one of my criticisms of the School Start Times decision was that it did not take into account that some cultures traditionally stay up into the later hours of the evening. As a result, young students whose families’ traditions fall into the later hours of the evening risk increased academic struggles as they will naturally be losing hours of sleep. This creates an inequality which goes against Holliston’s core values.

Holliston School District has recommitted to diversity, equity and inclusion after President Trump called for a renunciation of all references to Diversity, Equality and Inclusion at a national level. How do you feel about this local response?

I think it is great that we live in a community that continues to welcome and support all students despite federal threats. Some of Holliston’s core values include guiding principles such as “an emotionally and physically supportive safe, and equitable school environment” as well as “recognizing, celebrating, and appreciating individuality in order to establish respect amongst learners as well as the community as a whole.” Our mission statement is: “To collaboratively create a safe, inclusive environment that empowers all learners through innovative teaching and learning, to be lifelong, active, global citizens.” None of these would be possible without diversity, equity, and inclusion. Furthermore, every child deserves to learn in an environment where they are free from threat. I am so grateful that we have the support of our state government in regard to this and I will work to ensure we have local leadership that continues to support DEI, resist racism, and promote inclusivity in all of our schools.

What is your opinion of critical race theory (CRT)? Does it have a place in our curriculum?

I think emotions rise once someone says “critical race theory” and I believe it has many different meanings to many different people. Without understanding the reader’s definition of CRT, I can’t speak specifically about it in this Q&A format. Instead, I will tell you how and why I believe race should be part of discussions in our schools. Personally, I believe in an education that offers perspectives outside of what we’ve been taught. I believe we should be discussing race and in many ways we already do: we learn about slavery, Jim Crow, etc. I think we can expand upon that and ask our students how policies, past and present, shape our experiences and how those experiences might differ from someone with a different background. How policies might inadvertently (or not) affect a specific population. This kind of learning can shape a student’s mind, promote empathy, and ultimately give students the power to become well-informed citizens.