School Committee candidates have their say in Medford

Nine candidates, 27 questions plucked from a fishbowl and 3 rounds in the Medford High School Caron Theater. See how Medford School Committee candidates answered random questions during the Democratic City Committee’s candidate night (presented in the order in which the candidates were seated) . 

Michael Mastrobuoni

 Round 1: Mastrobuoni, a parent of two Roberts School students, essentially answered his first question in his opening statement. He was asked what motivated him to run and what qualifications he has to do the job.

In his professional life, Mastrobuoni is the budget director for the city of Somerville where he manages large complex budgets and long term capital planning, he said. 

“My job is to make sure public dollars serve the public, protecting core services, aligning spending with community priorities, and keeping programs strong no matter what comes our way, that includes the federal government and the state government,” he explained. “That experience that I have in my everyday life matters … I’ve spent my career protecting local resources, planning for the long term and keeping vital programs strong.”

If elected, Mastrobuoni said he’d focus on supporting curriculum, budgeting for values and stability via a transparent multiyear budgeting process and helping to deliver a successful Medford High School project, which he did in Somerville. 

Round 2: Mastrobuoni was also asked what changes should be made at the vocational school in response to changing job roles in the world. 

“Every person I’ve talked to in the last few months wants to expand the vocational school,” he said. “They want to open it up as much as possible to the community. They want to integrate it into the rest of the high school.”

He called keeping the vocational school and the “traditional path” separate a missed opportunity that could spark the curiosity of a 14, 16 or 17 year old. And when it comes to building a new high school, the question should be how should the district integrate the two halves into one environment, he said.

Round 3: The final question Mastrobuoni drew asked him for his perspective on the decline of MCAS scores post COVID and the decision to eliminate it as a graduation requirement. 

“Success is not acing the MCAS,” he said. “I don’t think MCAS is something that’s absolutely necessary, but I think it is a valuable tool for educators.”

He said they should want to use the information to make data informed decisions, not to identify outliers, but he doesn’t believe they need MCAS to take the next step. He said the next step is to figure out what they want the district to look like then make a set of plans to get there without MCAS.

He did not address the post COVID issue.

Aaron Olapade (incumbent)

A product of Medford schools, Olapade said he’s running for re-election because, “at a time when public education is under attack, when diversity of every kind is at the highest it’s ever been in our classrooms, and when budget debates threaten the resources our students depend on, we need steady leadership and voices with lived experience.”

Round 1: Olapade was asked to define the role of the School Committee and how it differed from the role of the superintendent.

Olapade also said the committee’s primary role is to be the governing body for public education, to communicate that to the general public and to prepare students for a post grad life. 

“We’re tasked with not only balancing the budget, but also incorporating the asks and the requests of families, constituents, kinships, into the day to day operations of the school system,” he said. “The superintendent’s job is then to make those things happen.”

Round 2: What could be done to settle teacher contracts in a more timely fashion?

Olapade said contract negotiations are about understanding the budget and how teacher salaries and benefits are one of the biggest components of the budget, and understanding that the budget has been dwindling every year.

It’s also about better understanding the things that are changing at the state and federal level, he said. And trying to better understand everyone’s needs and make teachers feel seen and heard every single day while creating an environment that makes them want to return year after year all while being “budgetarily restricted.”

Round 3: Olapade was asked for his perspective on the possibility of federal funding being subject to certain guidelines, curriculum or policy requirements such as teaching the history of enslaved people, DEI or the policy for the treatment of transgender students.

He said he thinks the federal government’s threat of cuts is tied to fear that Medford is doing things right. His biggest concern, however, is how it could impact students who have the most need such as those who are low income, special needs and English language learners.

The achievement gap will become more apparent and there will be a decline in graduation numbers and in test scores, he said. He believes they need to join local superintendents who are also trying to navigate what’s next by figuring out how they can actually impact student learning with less.

John Intoppa (incumbent)

Intoppa said his vision for education stems namely, around student support, a sense of belonging and the co-curricular experience. A product of the Medford school system, Intoppa said it was the co-curricular experience that got him through the system. 

Round 1: He was first asked for his views on school safety policies and disciplinary practices and steps he would take to address behavioral and mental health challenges facing students and staff.

Intoppa said when he first ran for School Committee, six years ago at age 18, it was largely out of safety concerns and mental health issues. 

“I’m the product of an unfortunate time in America where school shootings seem to be like, ‘Oh, that happened again,’” he said. 

The question is what does a safe school look like from a student and faculty perspective, he said. And how do you make it safe without advocating “for the ridiculous thought of educators carrying firearms, or a bunch of metal detectors … because that’s going to affect people's mental health,” he said. 

“When your building looks like a prison and it feels like a prison, even more than this building does, you’re going to have success rates drop,” Intoppa said. “And so finding that, I keep saying balance, but that balance of safety and also well being is where we need to go.”

Round 2: Intoppa was asked what features he’d like to see in a new or renovated building, and he said it was no secret he was a theater kid and found his voice on the very stage they were sitting on. But he called the Caron Theatre, compared to other theater companies, abysmal.

Along with a new theater, he said he’d like to see the vocational school and the high school integrated and a better graphic design program with up-to-date technology that would empower students who choose that path. 

Round 3: Intoppa had to leave due to a prior commitment and did not answer a final question.

Jessica Park

Park said it was watching her 9-year-old son unexpectedly speak at a School Committee meeting in opposition to proposed teacher cuts that got her thinking about running. 

“Seeing him speak so proudly and unafraid reminded me of why I bring him to these meetings and how powerful community engagement is when we show up, speak out for what we believe in, and do the work even when it’s difficult,” she said.

A strategic planner by profession, Parks said she will bring a collaborative spirit to the board by listening to needs, assembling the right team, analyzing data and turning ideas into real, measurable results to be tracked over time. 

Round 1: When asked how she planned to engage parents and taxpayers to ensure their voices are heard, Parks said she believes communication between the schools and families or caregivers needs to be more consistent, transparent and easily accessible. 

She said if the School Department knows something is going to be a hot button topic, they need to be clear and up front about it. And don’t just rely on the district’s website, she said.

“It’s the website, it’s email, it’s talking points because not everyone understands things the same way,” she said. “It’s making sure you’re tapping all of those different outlets.”

Round 2: Parks was asked to explain her approach to issues such as book challenges or policies concerning LGBTQ plus students. As far as book challenges go, Parks said she would reach out to whoever issued the challenge for a conversation to try and understand what is at the core of the challenge and possibly find a solution.

As for LGBTQ policies, Parks said she is in favor of the school’s current policy, but would like to see paperwork refer to students as “they, them and child,” rather than “he or she.”

Round 3: Park delivered the shortest answer of the night when she was asked if she would support a debt exclusion override to build or renovate a new high school and she said, “yes” and handed the microphone to Graham.

Jenny Graham (incumbent)

Graham, who is running for her fourth term, said the district has made historic progress over the last six years, settling contracts and bringing additional funding to the schools via ballot questions and as head of the building committee is ahead of schedule with the new high school project.

“In my next term, I’ll keep pushing forward,” she said.

Round 1: She was asked what role the School Committee should play in supporting the rights of gender flexible students. 

“I think when we talk about the values of the community and making sure that all of our students feel like they belong here, we have a great responsibility to make sure that that’s true,” she said.

Having policies in place is one thing, “more importantly is we have to prioritize what it takes to implement those policies in a way that’s authentic and that brings all of our staff along so that we can have a consistent experience for students,” she said, adding that she believes the committee has done that.   

Round 2: Graham’s second question wondered how she would ensure that students with special needs and IEPs (individual educational programs) received needed support while balancing it with the needs of the general student population.

Graham said she’s spoken with parents and friends who have gone through the IEP process and central to every conversation is the idea that it’s a fight. She said she fully expects that the committee will see, when working on the strategic plan, that they desperately need to prioritize how to better create IEPs and 504s. 

“I think really putting some priority and some emphasis around charting a better, more productive, more collaborative course forward will not only create a better relationship between home and school and those instances, but will actually also serve the kids, and that's what we’re here to do,” she said. 

Round 3: After school programs have been an ongoing challenge for Medford. Graham was asked if she thought after school programs are important, and how would you help address the challenge?

Graham said the demand for after school programs has historically outpaced the availability, but recently a group of parents, that included Park and Reinfeld have charted a different conversation with the district in relation to the issue.

Out of that meeting has come an increase in after school programs, engagement with a consultant on ways to fully meet the demand and work to change the way the district thinks about after school from a place to just keep kids safe to a place with a wide variety of academic offerings, Graham said. 

“All of that is yet to come, but I’m so excited to finally see some traction,” she said.

Lisa Kingsley 

Kingsley, who has 20 years experience as an educator, said she is running for School Committee now because Medford is at a turning point, selecting a permanent superintendent and shaping a long-term strategic plan, which is a rare opportunity to set a clear vision, align resources and build trust with our families.

Round 1: Kingsley was asked what she sees as the district’s greatest strengths and weaknesses regarding student achievement and what she would like to see improved. 

“Taking that feeling of community and belonging and combining it with some of our need for data driven analysis and using that information to set policy kind of, I hope, speaks to both sides of that question,” she said.

Kingsley said there is much to be proud of in Medford, but an area where she wants to see continued growth is in the use of data. 

She also said, “The disproportionality of our students with disabilities and their achievement as compared to some of their peers across the state, continues to be an area that I would want to attend to.” 

Round 2: Kingsley said in response to how would she engage parent populations that are traditionally hard to reach, that it can’t be a passive process. 

“We cannot reach out once, send a survey, and if no one responds to it, say, ‘OK,’” she said. 

She said it’s important to seek people out, send multiple invitations, ensure translation is available, have interpreters available and make it all a priority.

“I think ensuring that it’s a priority is step one, and then the actual strategies that we use will be dependent on the goals of the purpose of the outreach,” she said.

Round 3: Kingsley was asked for her views on the district’s current math and literacy programs and if there were types of programs she’d rather see in place.

She said there is not one good way to teach and learn, what matters is coherence. What matters is taking a perspective as a district and making a decision about what Medford believes, she said.

“Once that decision is made, and once it’s clear and actionable, then we can assess our current reading program, our math program and ensure that it fits now,” she said. 

Kingsley said the programs they’ve adopted and the fact that all the elementary schools are, for the first time, using the same programs is a move in the right direction.

“But as we work to codify what our vision of teaching and learning looks like, we will then be in a better position to ensure that all of the different curricular components match the vision that we’re seeking to achieve for our students,” she said.

Nicole Branley (incumbent)

Branley said she is a mom who ran for office, not a politician and “I want to continue the important work we do and be part of the decisions that will mold our future, most notably choosing a new superintendent and the future of Medford High School, Medford Vocational Technical High School campus.” 

Round 1: Branley was asked her thoughts on personal devices such as phones, tablets and laptops in the classroom and how the committee should ensure equity for students who might not be able to afford technology.

Branley said technology should be enhancing learning, not replacing it.

“We need to use digital tools to expand opportunities, but balance with the human connection and hands on experience,” she said. “We need students to actually be thinking.”

She believes AI (artificial intelligence) is a double-edged sword and access to Snapchat during school would be a no. 

Round 2: How would Branley address pushback from constituents who disagree with school policies. 

“I think it’s really important to have discussions, to explain where we come from as a committee, as a school, as a community,” she said adding, “we really need to support our families.”

Round 3: Branley was asked what could be done about improving the nutritional value of school lunches, but she called the district’s current food director a game changer.

“She really has changed the face of Medford Public Schools food,” she said. 

Branley said she believes healthy appealing school meals are part of academic success, and that every student deserves access to them without a stigma. 

“A full belly is a full mind, and I know even my high school student is eating school lunch every day,” she said. “I’m really grateful for the strides that we’ve made.” 

Erika Reinfeld (incumbent)

“I’ve spent my whole career trying to bring people and resources together to create learning environments and experiences that get people excited about and engaged in their own learning,” said Reinfeld. “I ran for School Committee two years ago because I thought this was a perspective that the committee needed, and I’m really excited to continue the work that I’ve been doing very briefly.”

Round 1: Reinfeld was first asked if the district should increase or reduce resources applied to special needs or English language learners.

“The schools can always do with more resources,” she said.

Reinfeld said one of the biggest challenges of a district is meeting the individual needs of particular students and while financial resources absolutely could be put into high quality curricula, training for students and staff, there are other things that could be done that doesn’t take money.

And much of that is about intentionality, looking at a problem, seeing what the data says about it, setting achievable goals that are still aspirational and devoting resources to meeting the goal. 

Round 2: In regards to budget priorities, Reinfeld was asked what personnel or programs need more funding, how would you achieve that and what are her top two priorities. 

“That’s a big question,” she said.

Reinfeld said students and their needs come first for her, but she is also a STEM advocate and will always say the arts need more support. But her top priority in regards to budgeting is transparency and knowing where the funds are going and how it impacts students, she said. 

“Accountability and transparency are my priorities, but in terms of what we’re actually spending the money on absolutely student supports and student options so that we students have choices for career, for college, and can develop those skills that they really need to succeed,” Reinfeld said.

Round 3: For her final question, Reinfeld was asked if there were certain types of books or books with a particular message or characters that should be restricted at any grade level. 

“Yes, we need to be careful about what’s in the schools, but not by way of censorship, by way of providing benefit and community to children,” she said. 

Reinfeld called it hugely important that all classroom materials be developmentally appropriate and represent the world everyone lives in.

Paul Ruseau (incumbent)

Ruseau is running for a fifth term on the committee.

“Over the past eight years, I’ve seen dramatic change across our School Committee, our public schools, our City Council and our community,” he said. “I’m energized by that progress, and I’m eager to keep pushing forward.” 

Round 1: Ruseau said he felt like he was given a softball question when asked if he believed the city needed a new high school. 

“Yes, Medford needs a new high school,” he said, adding, “this room is a good example of why.”

He said the school should have a space that could hold the entire student body and the Caron doesn’t meet that need. He also said the gas and electric bills for the building “is nothing short of a horror show” and that basic climate control in the classrooms was not an option.

“That’s why I am very excited to be on the school building committee,” he said. “This building does not serve the needs of the students the way it needs to.”

Round 2: Ruseau was asked, in the wake of school shootings and other violent incidents, what needs to be done physically, through counseling or by monitoring social media to avoid having such incidents occur in Medford.

Ruseau said if there were an easy answer to that everyone would be implementing it. He was participating in an ALICE active shooter drill in Lexington when the Parkland School shooting happened in Florida. He said receiving the news about Parkland after coming out of an active shooter drill “was utterly the most traumatic thing I have experienced.” He said there is no universe in which he would allow an ALICE active shooter drill in Medford schools. 

“It’s a tough question,” he said. “There is no short answer.”

Round 3: The district currently has an interim superintendent. Ruseau was asked what criteria and methods would be used to ensure the best candidate is picked for the job. 

Ruseau said he has previously served on a superintendent search committee. He said at the time he felt they had a good pool of candidates to choose from, but that is no longer the case. In fact, the pool has dwindled dramatically, he said. 

“So I would say that, what am I looking for? I’m looking for a lot of what we have in our current superintendent,” he said.

To see the candidates full responses to the questions and hear opening and closing statements go to medfordTV.org.