Marblehead SEPAC 2025 School Committee Question/Answer

Marblehead SEPAC sent the five candidates for the 2025 School Committee Election a set of questions surrounding Special Education in our District. Each candidate received the same set of questions.

Henry Gwazda

1. What is your vision for Marblehead Schools over the next three years? Specifically, what two to three goals do you have and how would you contribute to realizing them?

I have two primary goals for the School Committee, which I think of as umbrella goals that will lead to success in other areas. I want to be sure that the committee focuses on its primary mission and builds a measurable set of goals to help guide the district through these responsibilities in the future. We need long-term planning and short-term action. We need to encourage stability in our district after the past few turbulent years. Allow the administration, educators and staff to do their jobs and make the School Committee boring again so we don’t read about it every week in the paper. We have real, but solvable, issues in our district that need the committee’s attention.

My second goal is to repair the relationship the School Committee has with our educators, students, and community and rebuild trust. I want to form a coalition that reflects the concerns and experience of all the stakeholders in our district. I want the committee to be a place where people feel heard, and are eager to share their views and concerns. We need a strong relationship with the experts and advocates in our education system, like you. We need to accept that we don’t know everything about what is best for our schools and be willing to listen to people with good insights and take action based on that feedback. We need to be the loudest advocates for better funding. With the failure of past overrides, it’s essential that we position the committee as responsible and trustworthy. People should be proud to fund our schools, but they will need to be convinced that we have made an effective proposal, and that we can be trusted to manage the money we’re asking for.

2. How can the School Committee help bridge the divide between general education and special education for students, staff, and administration, and, in some cases, the community as a whole?

I think it’s important to dispel the notion that there is a divide between special education and general education. Every student has specific needs, so every student lands somewhere on this spectrum. The students with more needs are still our students and deserve opportunities, just as we provide opportunities to our most gifted learners. This isn’t to say that we push special ed aside in favor of general ed, but that we recognize the relationship between the two, and how investment in special ed leads to better outcomes across the board for both teachers and students.

3. Special education budgets seem complex and some communities have been torn apart when it seems that the costs impact general education resources. What are your thoughts about how to ensure that we manage the challenges in ways that maintain support for special education students?

I see this question as a continuation of question 2. We need to do a better job of socializing the impact of investing in special ed on the broader success of our schools, as well as the inverse impact that a lack of special ed resources has on general education. I think we have an opportunity to show how better special education resources result in lower out-of-district tuition costs, which is a real and tangible dollar amount. For better or worse, we’ve had some high- visibility news items in town that highlight the challenges of special education. I’m hoping that the silver lining is that it’s illustrated to the community the importance of funding better resources. I don’t want this community to be torn apart. I see it as an opportunity to unite on a shared challenge. It’s our duty on the School Committee to help the public understand the special education budget and how that budget isn’t in conflict with the general education budget, but in fact supports it. We need our School Committee to be better advocates.

4. How do you handle disagreements with peers and coworkers? What techniques do you use when trying to convince a team to try an alternative approach to solving a problem?

As a graphic designer, disagreements are intentionally baked into the process of my day-to-day work. Proposing and defending my ideas, and then adapting them based on stakeholder feedback is the essence of what I do every day. I find that truly digging deeply into the issues, incorporating multiple sources of feedback, and relying on data, not opinions, leads to better outcomes. I have thick skin for criticism, and I don’t take things personally. It is possible to have disagreement without conflict. These are not characteristics of some of the current School Committee members. Anyone who has watched a committee open meeting can see that. I’m hoping to change that, and I’ve already contacted some current committee members to let them know I was ready to work with them.

5. What do you think are the educational differences between inclusion - as we currently know it - and an equitable and inclusive culture? What is your view on how an equitable and inclusive culture could impact our students and their learning?

Equity means being sure that everyone has the same access to opportunities. I know there has been a push-back against this nationally, but merit-based approaches have no place in a public school system whose very mission is to provide equity. I think equity is our duty. Sometimes that means inclusion, but we need to be careful about painting with broad strokes. Inclusion without support is abandonment, so we need to be sure we are advocating for the resources to support that.

I think that culture is an essential consideration when looking at our schools. If we focus only on academics then we are missing the point, and not being fair to our students. I want our students to have an equitable experience in our schools, but they need to also be accepted, respected, and valued in our schools. To me, this is the essence of inclusive culture. If we can be compassionate, not just in our hearts, but in our actions, we can achieve the goals of equity and inclusion, and give the students a sense of belonging in our schools.

Emily DeJoy

1. What is your vision for Marblehead Schools over the next three years? Specifically, what two to three goals do you have and how would you contribute to realizing them?

-My vision for Marblehead Schools over the next three years is to create an environment where all students and educators feel heard, respected, and supported, with a renewed and unwavering focus on academic achievement. First, I want to see real progress in our reading and math scores by prioritizing curriculum quality, reducing screen time, and investing in hands-on learning like science labs. Second, I believe it’s essential that we foster a culture that celebrates hard-working, high-achieving students, something I feel we’ve lost sight of. Recognizing effort and excellence across all learning levels not only motivates students but also reinforces the value of personal academic success. I would contribute by listening closely to educators and families, advocating for data-driven decisions, and ensuring we keep our efforts centered on what matters most: helping every student reach their individual potential.

2. How can the School Committee help bridge the divide between general education and special education for students, staff, and administration, and, in some cases, the community as a whole?

-The School Committee can play a key role in bridging the divide between general education and special education by promoting a culture of inclusion, understanding, and collaboration at every level. That starts with ensuring all students, regardless of learning style or ability, have access to the resources and support they need to succeed. It also means advocating for professional development that equips staff to meet diverse learning needs and encourages open communication between educators, administrators, and families. As a Committee member, I would work closely with the Superintendent of Student Services to ensure special education is fully integrated into our district’s overall approach, not treated as a separate system. Through that partnership, we can strengthen outcomes for all students and create a school environment that truly values and supports every child’s potential.

-Special education budgets can be complex, and it's true that managing these costs requires careful planning to ensure all students receive the support they need without creating division within the community. I believe the key is transparency, collaboration, and a commitment to equity. As the only candidate with a strong financial background, I’m confident in my ability to work with district leadership to manage these challenges responsibly and strategically. By taking a thoughtful, data-informed approach, we can ensure that special education students continue to receive the services they deserve while also preserving the quality of general education. It’s not an either-or, it’s about building a system that supports every learner, efficiently and sustainably.

4. How do you handle disagreements with peers and coworkers? What techniques do you use when trying to convince a team to try an alternative approach to solving a problem?

-I handle disagreements with peers and coworkers by approaching them with respect, empathy, and a genuine willingness to listen. I believe that most conflicts stem from a difference in perspective rather than from ill intention, so I make it a priority to understand where others are coming from before responding. When I feel strongly about an alternative approach to solving a problem, I focus on clearly communicating the reasoning behind it, using data or examples to illustrate potential benefits. I also try to create space for open discussion, where every voice is heard and considered. Ultimately, I’ve found that collaboration, not confrontation, leads to better outcomes and stronger working relationships.

-Inclusion, as it is often practiced, typically focuses on ensuring that students with diverse needs are physically present in general education settings and have access to the same curriculum and resources. While this is an important step, an equitable and inclusive culture goes much deeper, it’s about creating a learning environment where all students feel genuinely seen, valued, and supported, not just accommodated.

An equitable and inclusive culture actively addresses barriers to learning, whether academic, social, or emotional, and recognizes that each student may require different supports to thrive. This kind of culture empowers both students and educators to bring their full selves into the classroom, encourages open dialogue, and builds a community rooted in mutual respect and understanding.

When students feel they belong and know their individual needs are being met, they are more likely to engage, take academic risks, and reach their individual potential. Cultivating this kind of environment not only improves outcomes for traditionally underserved groups but benefits the entire school community by fostering empathy, collaboration, and a stronger sense of unity.

Kate Schmeckpeper

1. What is your vision for Marblehead Schools over the next three years? Specifically, what two to three goals do you have and how would you contribute to realizing them?

My vision for Marblehead Schools is rooted in good governance and ensuring that we equip our educators with the resources required to meet the needs of every student in an inclusive and supportive environment. Over the next three years, I have three main goals, which I hope will rebuild trust in the system and create a more inclusive, effective educational environment for all Marblehead students.

● Strengthen Governance for Accountability: It's essential that the school committee remains focused on its core responsibilities—setting policy, managing the budget, and overseeing the superintendent—without overreach. This will allow our schools to run efficiently while ensuring that every department is supported and aligned with our district's goals. I am committed to respecting the limits of my role as a member of the school committee and empowering our administrators to operate our district.

● Repair and Rebuild Relationships: Strong working relationships between educators, administrators and the school committee are vital to the success of our schools. After a few difficult years, those relationships are in need of meaningful attention. I believe the school committee and superintendent should agree to joint, measurable goals for the 2025-26 school year around relationship repair and improving district culture.

● Improve Fiscal Stability: In recent years, the school committee’s oversight of the approved budget has been a roller coaster ride of uncertainty, with anticipated budget shortfalls and unexpected operating surpluses. We need to work towards a model of fiscal management that minimizes surprises and emphasizes stability. It is important that the school committee take a more active leadership role in budget management and work with our administrative team to develop a realistic, needs-based budget that focuses resources on our main priorities – student learning, educator compensation, and facilities management. This work, which has been much discussed over the past several years, cannot continue to be deferred.

2. How can the School Committee help bridge the divide between general education and special education for students, staff, and administration, and, in some cases, the community as a whole?

To bridge the divide, we must foster a culture of collaboration and inclusivity between all educators, staff, and the community. This includes:

● Consistency of Practice: Special education students are general education students first and we must work towards consistency of experience across grade levels and schools. This begins with fostering a mindset across the district that promotes and celebrates inclusion as a practice that benefits all students, not just special education students.

● Amplifying Professional Development: There is a need for targeted professional development for all educators on de-escalation techniques and best practices for supporting students with special needs. By investing in peer-to-peer coaching and ongoing learning, we can ensure that all teachers, general and special education alike, are equipped to meet the needs of every student.

● Increasing SEPAC’s Role in Decision-Making: It's essential that SEPAC has a strong voice in decisions affecting special education services, including policy changes and the selection of school administrators. Ensuring SEPAC’s active involvement will help ensure that the needs of families and students are represented at all levels of decision-making.

Managing the complexity of special education funding requires a holistic approach that prioritizes equity and transparency:

● Invest in MTSS: The MTSS framework helps identify students who need additional support and provide interventions and targeted instruction. Ensuring that our budget supports a robust use of MTSS has the dual benefits of better-meeting student needs and reducing the need for more intensive special education services. When we focus on identifying and addressing needs early, we can provide the resources for students to succeed. MTSS has the added benefit of addressing the needs of all students, regardless of the degree to which they’ve mastered the curriculum.

● Ensure Equity in Resource Allocation: We need to allocate resources equitably across both special and general education, ensuring that funding challenges do not pit one group against another. By developing a more transparent budgeting process and engaging all stakeholders in budget discussions, we can make informed decisions that address the needs of special education students while maintaining quality in general education.

● Long-Term Planning and Flexibility: Through strategic planning, we can address the growing needs of special education without compromising general education. This means forecasting costs and engaging experts in both fields to craft a balanced approach that respects the needs of all students.

4. How do you handle disagreements with peers and coworkers? What techniques do you use when trying to convince a team to try an alternative approach to solving a problem?

I approach disagreements by looking for common ground. Keeping the areas of agreement in perspective shifts focus away from conflict and towards consensus building. I also work to keep the disagreement in perspective – is this a significant issue which must be discussed and debated? Or is it a peripheral issue where we can agree to disagree and move on? Lastly, I hold myself to high standards of professionalism to do my part in reducing unnecessary personality conflicts.

When advocating for an alternative approach, I rely on:

● Data and Evidence: I ensure that any proposed solution is backed by data and research, which allows me to present a well-reasoned argument that appeals to the team’s shared goals.

● Active Listening: By listening to the concerns of others, I ensure that all perspectives are considered. I believe in creating a dialogue where everyone feels heard, which fosters collaborative problem-solving.

● Focus on Shared Values: In a team setting, I emphasize the importance of our shared goals, whether it’s ensuring the success of students or fostering a better work environment. This helps shift the conversation from differences to opportunities for collaboration.

Inclusion is about integrating students with disabilities into general education classrooms, but an equitable and inclusive culture takes that a step further. It is about ensuring that all students, regardless of their background or abilities, have access to the support and resources they need to succeed. True inclusion is not a milestone that can be achieved and then set aside, but a continuous practice to which we must remain committed. This requires:

● Equity in Opportunity: An inclusive culture doesn’t just place students in the same room; it ensures that all students have the tools they need to engage, learn, and thrive in that environment. This could include personalized accommodations, differentiated instruction, and ongoing professional development for staff.

● Shifting the Mindset: An equitable and inclusive culture goes beyond policy—it requires changing the way we view diversity, creating a school environment where every student feels valued and supported. An equitable and inclusive culture benefits students of all abilities by enriching the learning experience for all students. It prepares them for a diverse world and teaches them the importance of empathy, respect, and collaboration.

Alison Taylor

1. What is your vision for Marblehead Schools over the next three years? Specifically, what two to three goals do you have and how would you contribute to realizing them?

It has been a privilege to serve on the School Committee and to have played a central role in the hiring and onboarding of an exceptional administrative team over the past year. One of my primary goals for the next term is to continue supporting and collaborating with this leadership team to further improve the district's culture - one that values transparency, fosters trust, and prioritizes student-centered decision-making. Another important goal is to maintain fiscal responsibility and ensure proper stewardship of district resources. Over the past two years, we have tremendously improved the level of detail to the line item level and ease of availability of our budget which dramatically increased transparency with our community (Anyone remember the one paper binder on Widger Rd?). I look forward to continuing to maintain good governance and advocate for budgets that reflect our educational priorities while remaining mindful of the community’s financial realities. Building off of the incredible amount of work that has been done this past year to enhance our student services and academic excellence is another important goal. In the same way, supporting the administration efforts that promote rigorous and forward-thinking instructional practices, ensuring all students have access to opportunities that prepare them for success in today's world. This includes recognizing that both children and staff well being (physical, mental, and emotional) is critical to successful teaching and learning. I'm very proud of the progress we’ve made, despite the challenges we faced, and I’m enthusiastic about the opportunity to capitalize off of the tremendous amount of knowledge I've gained in my first term to continue moving forward with this important work on behalf of our students, families, and educators.

2. How can the School Committee help bridge the divide between general education and special education for students, staff, and administration, and, in some cases, the community as a whole?

The School Committee’s biggest role in bridging this divide is to ensure we continue to support the phenomenal Administration Team that I’m so proud to have helped to hire and onboard. Operationally, our Administration would determine the supports and systems that would best allow all learners to have proper access to the curriculum and ultimately set them up for success. As a School Committee member, I trust in our leadership to develop their priorities, review progress towards, share feedback, and adjust when necessary. As a School Committee member, the actions I can take to ensure I am supporting those needs include creating policy and/or making budget decisions (curriculums, staffing needs, professional development). That is what I promise to continue to do and am able to do under the School Committee’s purview.

With respect to our community, I again trust that our leadership is listening to our families and our student experiences. This administration is very dedicated to providing opportunities for engagement with our community through surveys and forums. As a School Committee member, I would continue to support this Administration in providing those opportunities.

Ensuring all students have access to a free and appropriate public education is paramount to our Administration, our School Committee and our community. Yes, a special education budget can not only be complex, but unpredictable - particularly when determining out of district placements. Having worked closely with this Administration Team over the past ten months it is clear they have done an amazing job of reviewing our district and have already uncovered, improved and in some cases developed documentation, and done a tremendous amount of work to ensure that we understand all aspects and can better support their needs as a district. This allows us as a School Committee to be more transparent with our community through open meetings, presentations outlining findings and opportunities directly from our Administration. This will ultimately (hopefully) begin to minimize any division in the community.

This Administration is not afraid to put in the continued work that is required to overcome the remainder of the obstacles that they inherited. I have complete faith that they will continue to advocate for and bring forward any requirements or changes related to operations. As a School Committee member I would strongly support them from within my purview to ensure we have the supports and systems that will most greatly benefit our most vulnerable learners.

4. How do you handle disagreements with peers and coworkers? What techniques do you use when trying to convince a team to try an alternative approach to solving a problem?

Disagreements with peers and coworkers are inevitable. However, a more positive approach is to see them as opportunities to better understand other viewpoints. They provide a window into the lens with which others see a situation that can hopefully result in personal growth. Listening, allowing all parties to share their stance, and asking questions for clarity is a critical first step. Looking for common ground and working together to find a mutually acceptable solution is next. Focusing on facts and working through examples, respectfully is critical. As a fellow committee member always says and I try most often to remember - you can disagree without being disagreeable.

Inclusion means that all students of all abilities have access to and can participate in the same classroom. An equitable and inclusive culture provides a learning environment where all students feel supported and are set up for success. Ensuring that all students feel as if they belong and providing all students with the resources and support that they need to succeed is an important goal. As a member of the School Committee I would look to our Administration to suggest improvements - whether to curriculum, physical environment, etc. I would work with my fellow committee members to enable and support our Administration to ensure we are working towards building this kind of environment for all students.

Sarah Fox

1. What is your vision for Marblehead Schools over the next three years? Specifically, what two to three goals do you have and how would you contribute to realizing them?

My vision for the Marblehead Schools over the next three years is one of a growth mindset. Many challenges have been presented to the school committee over the past couple years and it took great commitment to staying focused on students needs and often making difficult decisions to ensure that what is best for students in the long term is happening.

I am very proud of the School Administration leadership team I have helped recruit and onboard. I look forward to supporting the development of the new strategic plan for the district. The leadership team will need an experienced school committee to advocate for the new plan and make sure the funding is available to implement each clearly articulated objective.

Continuing to provide a very transparent budget process is another goal. As a member of the Budget Subcommittee for five years I have been a driving force to make our budget documents available to the public proactively and have always been dedicated to doing public business in public. The townwide budget will be the greatest hurdle for any town official over the next few years. I am committed to leveraging my experience serving Marblehead, particularly on the Budget Sub-Committee, to meet the needs of our schools while staying accountable to the tax payers.

I am extremely proud of helping recruit Lisa Marie Ippolito. I have been honored to support and celebrate her and her team’s successes this year. One of my goals over the next three years is continuing to advocate for the needs identified by the Student Services department. I have always said the best way to serve our students and simultaneously stabilize the budget is to invest in improving our special education programs. I am excited the current Finance Committee shares my vision and am looking forward to the opportunity to put this shared vision into action over the next three years.

2. How can the School Committee help bridge the divide between general education and special education for students, staff, and administration, and, in some cases, the community as a whole?

The School Committee can play a pivotal role in bridging the divide between general education and special education in many ways. By using language that fosters a sense of unity rather than division the School Committee can avoid an "us versus them" mentality and discussions can focus on the common goal of supporting all students.

The School Committee must also use its meetings as an opportunity to educate stakeholders on legal obligations to protect students with disabilities. By raising awareness about the rights to a free appropriate public education, they can help everyone understand that supporting special education is fundamental to the educational mission of the Marblehead Public Schools. Additionally, the Committee should highlight that many strategies and practices beneficial to special education students can also enhance the learning experience for general education students. By showcasing these best practices, the School Committee can encourage collaboration and shared goals.

Encouraging community engagement on the topic of special education is very important. Too often, special education only enters the discussion in the context of a crisis. The School Committee can proactively organize community forums to help create a dialogue about the importance of inclusive education. I am very proud to have helped recruit Lisa Marie Ippolito, the new Assistant Superintendent of Student Services. Lisa Marie has worked diligently, with the full support of the School Committee, to implement several excellent improvements including district wide trainings and aligned practices which are benefitting general and special education students. By continuing to highlight the excellent work Lisa Marie and her team are doing during our School Committee meetings we will continue to shift the narrative away from crisis response in regards to special education to a collaborative mindset about meeting the needs of ALL students.

One of the most powerful tools the School Committee has in bridging the gap between special education and general education is the budget. I have provided additional information in question 3 regarding my thoughts on the impact of proper budgeting on bridging the divide between special and general education.

As a special education parent, I am excited for the opportunity to continue the work I have started on the School Committee of bridging the divide between special education and general education students.

I am very passionate about transparent budgeting. By ensuring transparency in the budgeting process and clearly communicating the needs of both special and general education, the School Committee can help the community understand funding challenges without placing blame on special education. This approach emphasizes shared responsibility for all students and ensures all needs are met. When budgets are tight, divisions grow. Proper budgeting can also secure funding for professional development to foster collaboration between special education and general education staff. I have consistently advocated for investing in building and improving our specialized instruction within the Marblehead Public Schools. The best thing for students is to be able to have their needs met appropriately within Marblehead. No family wants to send their child out of district but many are forced to in order to ensure their child is having their needs met. If we invest and build our capacity in house we will better serve our students, this will have the added benefit of bringing greater stability to our budget.

4. How do you handle disagreements with peers and coworkers? What techniques do you use when trying to convince a team to try an alternative approach to solving a problem?

I am proud of my consistent professional conduct. I am able to disagree without being disagreeable and always conduct myself in a way that affords others respect. I stay student focused and always advocate for what I believe is best for students. The first step is being open to truly hearing diverse opinions. After truly listening to varying thoughts, I share my reasons for backing a particular decision, tracking all reasons back to students. Even when faced with public pressure, I always prioritize the best interests of our students. This past year has certainly brought challenges, but I have stayed true to my principles of treating others with respect and kindness. I believe my steadfast commitment to staying student focused and conducting myself in a professional respectful manner is an asset to solving a problem collaboratively.

When I think of equity and inclusion I often think of the image depicting 3 people, each of varying heights, standing in front of a fence. The equality side of the image gives everyone the same size step stool but does not recognize the real issue. The image showing true equity gives each person the size stool that they need to see over the fence. I believe this shows the difference between inclusion as we currently know it versus what an equitable and inclusive culture could be. Currently I believe the focus for special education attempts to give everyone the same experience. While I believe the goal is well intentioned, all students are not the same and the experience that best serves one student may not set another up for success. I think a true equitable and inclusive culture looks at each student separately and explores what they need. There is no one size fits all in education. While one student with a disability may thrive with maximizing their time in the general education classroom, their peer with the same diagnosis may have a specific profile that makes longer periods of time in the general education setting a roadblock for them making progress. It is important to address each student individually rather than identifying them witha specific label and grouping interventions in the same way.