Vote Medford 2007

Full Text: (Q7) Fostering a Hate-Free, Supportive Environment

It is imperative that all students are educated within an environment that is not just hate free, but openly supportive of their diversity along such lines as race, ethnicity, religion, sexual orientation and academic and economic status. What specifically would you do as a member of the school committee to foster that environment within the schools and within the community at large?

Attenazio: (Q7) Fostering a Hate-Free, Supportive Environment

There are very good programs at the state level that could be invited to the district to provide presentations on topics like bullying and harassment, discrimination, etc (We actually held a forum a couple of weeks ago at city hall about this). The Attorney General’s office has excellent resources for cyber-bulling, bullying and harassment, in general, and strong civil rights programs that are made available to districts at no charge.

The Anti-Defamation League also has strong programs available to districts which also includes a disability awareness training curriculum. Disability is a significant component to the discussion on Diversity given that in this country today, 1 in 5 people in this country will live with a disability for some time in their lifetime. The ADL also has a program to designate communities as “No Place for Hate” that the town could review and incorporate.

Brady: (Q7) Fostering a Hate-Free, Supportive Environment

Medford has significant diversity throughout all of our schools. We need to celebrate the strength of that diversity and encourage all of our students to be proud of their heritage. We have instituted some curriculum in our schools that is designed to help foster greater understanding and appreciation of differences. We must continue to seek out more faculty and staff that is representative of our diverse student population. We must also insure that if any person creates disharmony that they will be dealt with quickly and severely. Diversity is an opportunity to give our students the experience they need to live in a world that requires an increased ability to work with many different cultures and traditions.

Cugno: (Q7) Fostering a Hate-Free, Supportive Environment

Our school system is providing programs such as Second Step, for grades K-8, and Peer Mediation for grades 9-12 in fostering the respect of differences and diversity. What I have done as a school committee member is work together with the Citywide PTO in hosting a forum with former Senator Jarrett Barrios in speaking about the bullying issues and what we could do. I have also brought the Senator together with Representative Donato to co-sign a Bullying Bill. The idea of the bill is not to give our teachers more to do, but to have a law to state that the bullying will be looked upon the same throughout the commonwealth. Unfortunately, there are circumstances were the victim is the one to move or reschedule their class; this bill is to say, No! It is time for the bully to pay for their action and not the victim! I have also worked with the Citywide PTO and Tuft’s University in piloting a Peace Game Program for students in the 4th and 5th grades throughout our public school system. I have recently participated in the Bullying Forum hosted by Representative Donato at the City Hall Chambers to spread awareness of this issue to parents, students and the public at large.

D'aveta: (Q7) Fostering a Hate-Free, Supportive Environment

This is an issue that strikes a particular chord with me. As our society becomes more tolerant along racial lines, we are also becoming more intolerant of differences in socioeconomic status, sexual orientation and religion. It is important to educate students at a young age that intolerance and prejudicial feelings surrounding any differences among students are not only wrong at their core, but are circular in nature and can do damage also to the child who holds that prejudice.

Programs that are bias-free and educate on diversity issues should be standardized and consistent within the district. Positive role models in different fields and of different backgrounds are also exceedingly important and should be invited to speak with students during special assemblies or, in addition, during regular class time set aside for such purposes.

DiGiantommaso: (Q7) Fostering a Hate-Free, Supportive Environment

Medford has worked hard to group students in ways that allow for integration by school, by grade and by class. I will continue to work at acquiring a faculty and staff that is more representative of different cultures.

Kulik: (Q7) Fostering a Hate-Free, Supportive Environment

The best way to foster a community of tolerance and acceptance is to lead by example. Our children need to learn to accept that people have different opinions and practices, and come from different religious, ethnic, family and financial background.

We should encourage PTOs to provide scholarships for economically disadvantaged families to offset the cost of field trips and after school programs at the schools. We should Encourage programs that deliberately mix children from different settings. We need to recognize that diverse families exist within Medford and avoid any ostracizing of them.

We should train teachers to refrain from any judgmental comments regarding race, ethnicity, religion, sexual orientation and academic or financial status. They should also be trained to deal with students engaging in such behavior.

PTO's should be encouraged to hold diversity meetings in which controversial topics are presented and discussed amongst parents. We can train guidance councilors and school psychologists to keep an ear out for issues that may be surfacing at a particular school. We should also make it a point to use curriculum materials which shows diversity.

O'Keefe: (Q7) Fostering a Hate-Free, Supportive Environment

A recent Department of Education Coordinated Program Review of Medford evaluated our programs in accordance with regulatory requirements and found that Multicultural and Multiracial efforts, as evidenced in K-12 curriculum are regularly tracked through the work of the Medford Human Rights Commission and the Racial Balance Advisory Committee. Medford was also found in compliance with procedures to ensure that its programs and materials are free of bias and stereotypes. My personal commitment, as an elected school committee member, would be as a liaison to this group as well as to the Special Education Parent Advisory Board (SEPAC) which was newly elected in June 2007. I actively volunteered and voted in this process along with only one other school committee candidate. In reviewing the 2005 VoteMedford questions pertaining to special education, some candidates made many statements pertaining to special education and students but as was noted during many public meetings and various DOE reports, this process was not being managed or reviewed by school administration or the school committee. Currently, there is no point of contact identified from the Medford School Committee for the Parent Advisory Committee although the community has asked on many occasions. Legislation is pending for under House Bill 574 that will mandate school committees to direct, manage, and audit in collaboration with the Special Education Parent Advisory Committee leadership policies and procedures for school districts as a way to reduce expenditures and costs. Special Education is expensive. It is even more expensive when it is not managed appropriately. We must do better.

Pompeo: (Q7) Fostering a Hate-Free, Supportive Environment

I would encourage and support programs that are provided in an environment that places emphasis on diversity.

Skerry: (Q7) Fostering a Hate-Free, Supportive Environment

The new school enabled Medford to ensure that all children would go to an integrated school. Medford has worked hard to group students in ways that allow for integration by school, by grade, and by class.

There are many programs in place to foster respect for the differences and diversity. We have such programs as Second Step and Peer Mediation that can help prevent conflict and resolve differences.

We must continue to celebrate the achievements of all groups within our schools and promote activities that bring student and families together.

We will continue to work at acquiring a faculty and staff that is more representative of our student’s demographics.