Thoughts In Return? A Q&A With Betsy Sues, SPS Candidate

[Editorial Note: As Sudbury Weekly has done in prior years, we offered the opportunity for all candidates in contested races in the Town Election to answer a few questions. We run any and all responses we receive.]

In your opinion, what are two top strengths of the district and two top opportunities for improvement? 

Strengths of SPS

1. Our People – The greatest strength of Sudbury Public Schools is the dedicated and talented people who make up our district. From teachers and staff who work tirelessly to support student success, to engaged parents and community members who invest in our schools, and of course, our students, who continue to inspire us with their curiosity, resilience, and achievements.
2. Our Reputation for Excellence – SPS has built a strong reputation for academic excellence and a commitment to fostering an inclusive environment. Our schools provide high-quality education, innovative programs, and opportunities for all learners. However, to maintain this reputation, we must continue to evolve, embrace innovation, and foster a culture of continuous improvement and collaboration to ensure everyone feels welcomed in our school buildings.

Opportunities for Improvement

1. Strengthening Community Engagement and Support – There is an opportunity to foster stronger collaboration and communication between the School Committee, parents, and key stakeholder groups, such as SEPAC and the LGBTQ+ community. Enhancing two-way communication, hosting more inclusive public forums, and creating working groups focused on after-school care and educational technology will ensure all families feel supported and heard.
2. Budget Sustainability and Transparency – With rising costs and financial constraints impacting the district, we must ensure that our budget is both sustainable and transparent. This means making data-driven financial decisions that prioritize student needs while maintaining fiscal responsibility. A sustainable budget should account for predictable revenue, control expenditures, and allow for long-term investment in critical resources to maintain and improve our schools without compromising quality.

By focusing on these strengths and opportunities, SPS can continue to provide an exceptional and equitable educational experience for all students while ensuring our district remains strong for years to come. To learn more about my campaign, please visit www.sues4sps.com. 

What is your vision for the district in the next five years?

My vision for Sudbury Public Schools is a thriving, inclusive, and innovative district that ensures all students feel supported, challenged, and prepared for future success. Over the next five years, I will advocate to make significant progress in the following areas:

Building Stronger Connections & a Supportive Learning Environment

• Enhancing Support for SPS Families – Strengthen resources for mental health, special education, and other emerging needs, ensuring families feel supported and connected.
• Creating a Challenging & Supportive Academic Experience – Ensure every student has access to a learning environment that balances high expectations with the support needed to succeed.
• Addressing Class Sizes – Proactively collaborate with the school community on class size policies, especially as enrollment grows, to maintain effective student-teacher ratios so teachers can meet the individualized needs of learners.
• Expanding After School Offerings – Allow students more opportunities for after school care and enrichment, increasing capacity to meet needs of students and allowing for students to have more access to social-emotional and academic learning outside their school day. 

Strengthening Leadership & Academic Excellence

• Using Data-Driven Assessment Practices – Regularly analyze student performance trends to support academic growth for all learners.
• Recruiting & Retaining Top Educators – Prioritize hiring and retaining high-quality teachers by ensuring competitive salaries, professional development, and a strong school culture.
• Advancing Educational Technology – Implement research-based EdTech strategies that enhance instruction while being developmentally appropriate and equitable.
• Preparing Students for High School & Beyond – Strengthen transitional support for students entering Lincoln-Sudbury High School, ensuring they are academically, socially, and emotionally prepared.
• Cultivating Critical Thinkers – Foster a learning environment that encourages curiosity, creativity, and lifelong learning.

By focusing on these priorities, SPS will continue to be a district that supports all students, values its educators, and remains a leader in academic excellence.

What unique perspective would you bring to the SPS School Committee? 

I bring a unique and valuable perspective to the Sudbury School Committee through my long-term investment in the district, financial and policy expertise, and commitment to a well-rounded educational experience for all students.

Expertise in Accounting, Policy, and Governance – With 20 years of experience as a CPA and my current role as a Director of Policy and Procedure Governance, I have strong financial and policy expertise that directly aligns with School Committee responsibilities. I understand how financial data is processed, presented, and used in decision-making, ensuring transparent and responsible use of taxpayer funds. 

A Fresh, Long-Term Perspective – Currently, the majority of School Committee members have children who have either graduated or are in their final years at SPS. As a parent of two young children who will soon enter the school system, I offer an unbiased viewpoint, free from a short-term agenda. My long-term commitment ensures that I am fully invested in shaping the future of SPS for years to come, making decisions that will benefit both current and future students.

A Deep Appreciation for Education – Growing up with a mother who was a dedicated kindergarten teacher, I saw firsthand the impact that passionate educators have on young learners. Her commitment to early education and advocacy for her students shaped my belief in the importance of a strong educational foundation. I deeply respect and value the role of teachers and school staff in creating inclusive, supportive learning environments where all students can thrive. I also admired how she and her colleagues met each child where they were, ensuring that every student had the opportunity to succeed both academically and as members of their community. I am committed to supporting and empowering educators at SPS so they have resources available for them to create lifelong learners.

What is your position on the district’s current approach to curriculum review? 

SPS’s current approach to curriculum review presents several opportunities for improvement in timeliness, scope, accessibility, implementation, and targeted professional development.

1. Timeliness & Consistency – Best practices recommend curriculum reviews at least every five years, yet some subjects have exceeded this timeline. Even when the elementary ELA curriculum review finally happened, it took six years for implementation to begin. SPS hasn’t started looking at middle school ELA curriculum, making a longer timeline for grades 6-8. This will prevent curriculum reviews being tier 2 initiatives, taking unnecessary time to provide students and teachers with effective instructional materials. 

2. Comprehensive Scope – A cohesive learning progression is critical. The recent ELA curriculum update only includes grades K-5, leaving a gap in grades 6-8. Fifth graders will experience the updated curriculum this year but revert to older materials in middle school, which disrupts learning continuity. Curtis Middle School’s ELA scores indicate room for improvement, and a new curriculum could enhance student outcomes. 

3. Accessibility & Inclusion – Curriculum selection should incorporate Universal Design for Learning (UDL) principles to ensure all students can access and engage with the material effectively. Student Services should be involved early in the review process, yet in the case of the ELA curriculum, their input was sought after the curriculum had been decided upon.

4. Clear Process & Progress Tracking – While the superintendent’s goals mention seven different curriculum areas, action items focus on only two. Providing specific action steps and progress milestones would increase transparency and accountability. 

5. Professional Development & Implementation Fidelity – A strong curriculum is only as effective as the training and support given to educators. For example, SPS uses Bridges, yet only implements 60 minutes daily instead of the recommended 90 minutes. This could be a factor impacting MCAS scores. Future curriculum decisions should consider proper implementation time, teacher training, and interdisciplinary alignment.

How will you balance the needs of students, teachers and taxpayers if you are elected? 

Balancing the needs of students, teachers, and taxpayers requires a thoughtful, transparent, and data-driven approach to decision-making. As a Sudbury School Committee member, I would prioritize fiscal responsibility while ensuring that Sudbury Public Schools provide a high-quality education that meets the needs of all students.

Supporting Students – Students must remain at the center of every decision. This means:

• Investing in academic programs, mental health resources, and inclusive policies to ensure all students feel supported.
• Addressing learning gaps and maintaining reasonable class sizes.
• Ensuring equity in access to opportunities, including extracurricular activities and special education services.

Supporting Teachers & Staff – Educators are the foundation of a strong school system. I would advocate for:

• Competitive salaries and professional development opportunities to attract and retain top teachers.
• Safe and supportive working environments with adequate resources.
• Policies that promote teacher collaboration and autonomy in delivering high-quality instruction.

Being Fiscally Responsible to Taxpayers – Sudbury values strong schools but also needs to manage budgets responsibly. I would:

• Advocate for long-term financial planning to avoid unnecessary budget fluctuations.
• Ensure spending is strategic, transparent, and data-driven.
• Advocate for long-term capital planning to ensure that our students learn in proper, well-maintained environments that are fully accessible to all.

By balancing these priorities, we can ensure that Sudbury Public Schools remain a top-tier district for our students, teachers feel valued, and taxpayers see responsible financial stewardship.

How would you ensure transparency in the communication between the School Committee and the community? 

School Committee members are elected by the community to ensure that the school budget, policies, and priorities reflect the values and needs of residents. Their role is to provide oversight, accountability, and strategic direction, ensuring that decisions support students, families, and educators. By actively engaging with the community, analyzing data, and making informed choices, School Committee members help shape a transparent, equitable, and high-quality education system that serves Sudbury’s shared priorities. 

To ensure transparency and community engagement, I will work towards allowing for:

Clear and Accessible Communication: Meeting agendas and packets should be posted on the town and district websites at least three business days before meetings to keep the public informed. Meeting minutes from full committee and subcommittee meetings should also be accessible online and recorded by SudburyTV for transparency. 

Opportunities for Two-Way Dialogue: While I fully support opportunities for remote comment at both remote and in person meetings, the School Committee cannot respond directly during meetings. To foster meaningful conversations, the Committee should host public forums, town halls, and Q&A sessions with in-person and virtual options. Additionally, allowing a SEPAC representative to participate in discussions on relevant agenda items would improve engagement.

Responsive Engagement: Elected officials should proactively address community concerns by reviewing policies and clarifying misinformation. Responses should be timely, thorough, and publicly available to ensure transparency.

Proactive Updates: Instead of waiting for concerns to arise, the School Committee should provide regular updates on budget decisions, policy changes, and district initiatives to keep the community informed.

By prioritizing open communication, accessibility, and responsiveness, the School Committee can strengthen trust, encourage collaboration, and ensure all voices are heard in the decision-making process.

What do you believe should be the top priorities for ensuring all students feel safe, included and a sense of belonging in the district? 

Ensuring that all students feel safe, included, and a sense of belonging at Sudbury Public Schools requires a proactive commitment to equity, inclusion, and student well-being.

My key priorities for an inclusive school community are:

1. Updating the SPS Equity Statement
   The current Sudbury Public Schools Equity Statement should be updated to explicitly include students with disabilities. Equity efforts must recognize and support all marginalized student populations, ensuring that policies and practices reflect the needs of students with disabilities alongside other historically underrepresented groups.
2. Embedding the Inclusion Statement in Policy AD – Mission Statement
   The Inclusion Statement, written by the Student Services Department, should be formally integrated into Policy AD – Mission Statement to emphasize the district’s commitment to an inclusive school environment.
   
   By making this statement a central guiding principle, the district can align policies, procedures, and budget decisions to support inclusion, directly improving students’ sense of belonging, academic success, and mental health.

3. Bullying Prevention and Intervention

A strong, proactive bullying prevention strategy is essential to creating a safe school environment. I will support:

• Clear anti-bullying policies that outline consequences and intervention strategies.
• Professional development for staff and students on recognizing, preventing, and responding to bullying.
• Support the work SPS is doing around anonymous reporting and speaking to a trusted adult for students to feel safe in reporting incidents.
• Support services for both victims and perpetrators to address underlying issues and foster a positive school climate.

4. Fostering a Culture of Inclusion

• Training for staff and students on diversity, equity, and inclusion.
• Stronger support systems for students with disabilities, LGBTQ+ students, and other marginalized groups.
• Regular feedback from students and families to assess the school climate.

By embedding inclusive policies into the district’s foundation, Sudbury Public Schools can cultivate a school environment where every student feels valued, respected, and empowered to succeed.

How should Sudbury’s schools approach policies on gender inclusivity, including pronoun use and accommodations for transgender and non-conforming students? 

Sudbury’s schools must adopt a comprehensive gender inclusivity policy to ensure all students, including transgender and gender-nonconforming individuals, feel safe, respected, and supported. This is especially important given the 2022 SPS Equity Audit, which found that transgender students do not feel as welcomed by their peers. Additionally, the MetroWest Adolescent Health Survey consistently shows that these students face higher risks of self-harm, bullying, and mental health challenges.

To address these concerns, schools must ensure:

• Understanding & Education: Staff and students should receive training on gender identity terminology and inclusive practices to foster a welcoming school culture.
• Privacy & Confidentiality: A student’s transgender status, legal name, or sex assigned at birth must be kept confidential in accordance with FERPA and privacy laws.
• Support for Students & Families: Schools should engage parents and guardians thoughtfully, prioritizing student safety and well-being while providing resources to support families.
• Facilities & Participation: Students should have access to restrooms, locker rooms, and activities consistent with their gender identity. Athletics participation should align with Massachusetts Interscholastic Athletic Association (MIAA) policies.
• Records & Dress Code: Students should be able to update their name and gender marker in school records. Dress codes must be applied equitably without reinforcing gender-based distinctions.
• Ongoing Commitment: Schools must integrate inclusive curriculum and ensure staff training on gender inclusivity.

The Sudbury Public Schools must commit to fostering an environment where all students feel safe, supported, and affirmed. The data from the SPS Equity Audit and MetroWest Adolescent Health Survey make it clear that transgender and gender-nonconforming students face significant challenges. By implementing strong, evidence-based policies, we can ensure that every student—regardless of gender identity—feels valued and respected in our schools.

To learn more about my campaign, please visit www.sues4sps.com.