Frequently Asked Questions

Here are my answers to some of the questions that I was asked regularly as I campaigned.


Question: How do we prevent the need for frequent overrides or frequent budget cuts?


My answer: I see the role of the School Committee as governance and leadership to create an excellent school system with the funding that we are given. The town communicates a number to us and we create a budget that adds up to that number. It is a mistake to accuse us of wanting to spend more because during the process we discuss different options. 


Our process is solid and I stand by it. We begin with a list of priorities, and we limit our list so that they are truly priorities. Then, the town tells us how much we have to spend. I want to be clear that the school system makes the decisions on programming and staffing and we listen to the people who run the schools. When we discuss the list of priorities that come from the schools, that meeting is open to the public due to open meeting laws. Our one chance to discuss is at our meetings.


We ultimately confirmed the choices of the school personnel and stayed true to the amount that the town gave us to spend. It was a conversation to make sure that we could approve the wishes of our principals and central office, the people who run the schools. The School Committee governance and our conversations during meetings are to verify that the options have been weighed and we then confirm that the budget is a good one.


Question: The state’s 2023 data shows that 36% of Brookline third-graders do not meet expectations in English Language Arts. How might we do better for our early readers?


My answer: The research behind reading instruction has shown us that the majority of students learn through direct reading instruction in sounding out words phonetically and reading challenging texts that build vocabulary and knowledge of the world, a method called Structured Literacy. We are not the only community who has to make the transition to this new-to-us way of teaching. 


In years past, our reading specialists and classroom teachers were pulling from many different resources to teach reading. I have three children and if you are in touch with children you know this as well. Some children you read to them at night and they page through books and look at pictures and teach themselves to read. And some, like two of my three, don’t learn that way. The research shows that all children are better readers when taught through Structure Literacy.


The prior practices have failed our students. The good news is that we are making changes, led by Jodi Fortuna in the Office of Teaching and Learning. I have been proud to support this change. I want you to know that all aspects of this change are taken into account: a new curriculum, training for teachers and the materials that are needed.


We funded a review that will be completed in June. They are soon to choose a new curriculum, purchase materials and train teachers. Our system has been responsive to the need to change. 


Question: What specific initiatives would you champion to prevent and address hate and discrimination in Brookline schools?


My answer: Addressing hate is important to me. The focus of our work needs to be on discourse and engaging with people who are different from ourselves. We need to create environments where students are with other diverse students and they engage in dialogue and own the impact of their words. Included in this is the need to unite in making sure that antisemitism, islamophobia, Asian-hate and other forms of hate are seen, reported and addressed. 


There is consensus in our community on the following points. First, we agree that we need to teach our children to identify when criticism of a country's leaders or of a regime crosses over into opinions of whether a group has the right to exist. Secondly, the leaders in the schools must provide teachers with training and with resources to teach tolerance and these need to be from vetted sources. And thirdly, we will use our reporting tool and will track patterns.


I am committed to protecting students from hate through our current policies on harassment and discrimination. I am urging the committee to take a few specific stands. For me, it is important that school culture and appropriate student-to-student and student-to-teacher interaction is addressed in schools. In addition, I would encourage discussion that is respectful so we can engage others; we don’t avoid it because we want to bring to light what students are thinking. These are imperative goals for us to address in Brookline.


Question: The average U.S. public school student in grades 3-8 lost the equivalent of a half year of learning in math and a quarter of a year in reading. How can our schools address learning loss from the pandemic?


My answer: We do not have unlimited funds, so I am going to answer your question about what we would do in an ideal world, though some of these initiatives are possible now.


Question: What do you see as benefits of children getting to school by walking, biking, or rolling?


My answer: I have been telling my children since they were five that it is best for them if they get to school on their own. If children use their own energy to arrive at school, the movement leads to better long term health. For some of us, a walk or a bike ride helps us order our thoughts. And, the independence of taking care of oneself is great for a lifetime of self-reliance. In addition, having flexibility after school allows them to engage with friends and being out in the community while walking fosters deeper relationships. Most importantly, leaving the car behind is important for the environment. I am proud that we live in a town where there is a culture of walking and biking. We have sidewalks, public transportation for longer distances and increasingly protected bike paths.