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[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.]
What is your vision of what public education should be?
For me, the purpose of schooling is so all children may reach their full potential at home, in school, at work, and in life. They should be able to participate in democracy, build their passions, advocate for themselves and others, contribute meaningfully to their communities and economies, and think critically while considering diverse perspectives in a respectful way.
While the “basics” of reading, writing, and arithmetic remain critical, students today live in a world that is very different from 30 years ago, one that demands a new set of skills. The requisite “new basics” include creative problem-solving, collaboration, iteration, visual and oral communication, knowledge of multiple perspectives, technology and media literacy, and presentation skills. Most importantly, based on the fast pace of change, students need to learn how to learn.
As such, as a School Committee member I would encourage policies and budget priorities that focus on:
- Academic achievement and content knowledge across disciplines;
- Skills centered around critical thinking, problem solving, teamwork, collaboration, flexible thinking, and creativity;
- Habits of success including executive functioning skills, growth mindset, self-regulation, agency, adaptability, and perseverance;
- Health and wellness, including but not limited to mental health; and
- Social capital so students can build a deeper sense of how they may contribute to society and connect that goal to their learning.
Some reports indicate that the recovery from Covid-19 learning loss will take many more years. What is your understanding of the impact of Covid-19 on SPS students? Is the SPS response satisfactory in your opinion?
The data we have shows a clear impact: there is a significant gap between MCAS scores in 2019 and 2023. For example, in 2019, 24% of 4th grade students were partially meeting or not meeting math expectations. In 2023, it increased to 35%. Beyond academic learning loss, there was also social-emotional learning loss. In the wake of the pandemic, students face increased mental health challenges that have a direct negative impact on learning outcomes.
SPS has been proactive in introducing summer programs like SMILE to combat learning loss. However, SMILE, similar to ESY, only aims to prevent summer learning regression; its purpose isn’t to boost academic progress towards grade-level goals. The district has also provided professional development as well as curriculum updates – but students are still affected by learning loss.
It’s now 2024. Learning loss in Sudbury needs to be addressed effectively and efficiently. The longer a student stays “behind,” the larger the achievement gap becomes. Each child gets one shot to make the most of their educational experience. Moving forward, SPS should explore or expand 4 areas: reevaluating curriculum, expanding professional development, leveraging out-of-school-time programming, and providing tutoring.
Other districts have offered 1-week vacation boost programs, invested more in Tier 2 supports for students, or offered tutoring before or after the school day. Social-emotional learning could also be boosted in coordination with current and future after- school care offerings in town.
Is the SPS Library Collection Development and Book Challenge policy serving the district well? Would you change it in any way?
This is an important topic. The American Library Association (ALA) reported that book challenges nearly doubled in 2022, and 51% targeted school books and materials. The vast majority of challenged books were written by or about members of the LGBTQIA+ community. Visit my website to read more.
As for SPS policy: There are currently two different but complementary policies in place on this matter. These should be combined and presented in the SPS Policy Manual. The current manual (Section I) includes reference to ALA’s Library Bill of Rights and provides guidance specific to the basis of the challenge (religion, ideology, or profanity/obscenity). While it contains clear policies regarding how to handle challenged material while under review, the review process itself is not made explicit. This is where the separate “School Library Development Policy,” picks up. It contains a detailed process and timeline for public challenges, beginning with the school librarian and proceeding through a succession of steps, ending with a separate “reconsideration committee” that produces a report and recommendation. The recommendation is subject to Superintendent approval, and only if the complainant disagrees with the Superintendent’s decision does the matter go to the School Committee. At that point, the School Committee may “confirm the Superintendent’s decision, direct further review by the administration, or take other action it deems appropriate.”
While I support all of the above, I would like to see it reaffirmed with the input from administration, library professionals, and the School Committee. Once finalized, it should be added to the SPS Policy Manual for easy access and reference.
Is the district doing enough to make sure SPS students benefit from the most rigorous, science-backed curriculum available?
In recent years, the greatest area of focus for curricula shifts has been reading. You may have seen the term “science of reading” flying around or heard of the “Sold A Story” podcast. Research has shown structured literacy (as opposed to whole language or balanced literacy) to be the most effective and efficient way to build kids’ literacy skills. SPS has been proactive in conducting a 6-year Elementary ELA Curriculum Review, currently in year four. Sudbury schools are piloting programs, gathering student performance data, and finalizing a plan to be implemented in the 25-26 school year. This is important, because at the moment, not all of the ELA curriculum in place at SPS fits in the category of research-based, and some of it is no longer recommended by DESE.
At this point in the review process, I am most interested in learning about curriculum selection and implementation – does SPS have the resources and staff needed to deliver the selected curricula with fidelity to students? Is there a sufficient runway to train staff? Are we taking advantage of state grants available to update curricula? Are the curricula supportive of students that need reinforcement as well as students that need extension/challenge? Are we communicating with families about their child’s performance on literacy screeners in K-3? How are we supporting struggling readers early in order to ensure they are reading on grade level by the end of 2nd grade?
Providing teachers with research-based, high-quality curricular materials allows them to focus their time on student outcomes.
Is the SPS budget appropriately funded and structured, in your opinion, to meet the needs of every student in the district?
SPS introduced risk into the FY24 budget when it tapped into one-time circuit breaker special education money to fund the general operating budget. Circuit breaker funds were intended to reduce the amount the district would have to ask for in the FY24 override. But the budget shortfall reported by the Superintendent was nearly double what was asked for in the override.
A few months after the override passed at the Annual Town Meeting in May 2023, SPS reported a Special Town Meeting in October 2023. Article 12 of the town warrant passed, accelerating over $200,000 in funding into the SPS FY24 budget. This added to their base budget of which the Town Manager’s FY25 guidance is applied.
But still, even though the guidance exceeded what SPS said they needed, members of the School Committee expressed concern that SPS can’t maintain a level service budget. A base budget early childhood expansion line item of $30,000 in year one and $15,000 in subsequent years was even eliminated.
In sum, I’m not supportive of budgets that add unnecessary risk. Dipping into the circuit breaker is a last resort. Community educational needs need to be in our general operating budgets in order to get in front of rising costs like transportation. These areas are important to creating a sustainable budget at SPS for all students today as well as in the years ahead. To read more on this issue, please visit my website.
The teacher contract will come up during your term if you are elected. How would you describe the current relationship between the school committee and SPS teachers? What would be your approach to the relationship between the school committee and teachers in advance of those negotiations?
There are many factors that come into play to make schools successful – sufficient resources, support from families, and sound curricula being a few – but one that is often overlooked is a positive relationship between teachers and school committee members. Teacher morale matters when it comes to student outcomes.
My understanding is that the relationship between the current School Committee and SPS teachers is mixed. I think it could be helpful for the School Committee to take steps to reinstate some kind of advisory committee to foster two-way conversation between School Committee members and teachers prior to negotiations. I believe more regular communication and input could help the formal contract negotiations run more smoothly.
Contract negotiations must be handled with fairness, care, and respect. Both parties have to balance their own interests with the interests of the district’s students to come to a mutually beneficial and reasonable agreement.
What are your defining experiences with diversity, equity and inclusion in a school/educational setting? What did you learn from your experiences?
The majority of this work that I have done to date has been around families with disabilities. I currently sit as a member of the Town of Sudbury’s Commission on Disability and Sudbury SEPAC. However, outside of those roles, I have volunteered in this way:
1.) Disability SEL Curriculum in grades 3-5: I (successfully) advocated for this curriculum during the 22-23 school year, meeting numerous times with the Director of Student Services, Assistant Director of Student Services, and Assistant Superintendent. I am happy to report a grant was awarded and a SPS working group is currently in place to implement this.
2.) Curtis Outdoor Wellness Space Planning Committee: I attended planning meetings to specifically advocate for one structure/activity that all students could experience in the same way – a spinner.
3.) PTO collaboration: I have worked with PTO co-chairs across several schools to ensure programs and events are more universally accessible.
4.) Accessible Trick-or-Treat: I organized this event for Halloween night after learning about (and experiencing) the various challenges of this holiday for specific children, especially those with mobility, sensory, and other needs.
5.) Decodable books and adaptive equipment at Goodnow: I collaborated with the Library Director and another parent to write a grant for decodable books and other adaptive equipment to ensure people with disabilities could feel welcome at the library.
In all of these endeavors, my experience is that town staff, administration, teachers, and Sudbury residents are extremely open to more equity and inclusivity. I am excited to extend the work SPS is doing to make the Sudbury school experience more inclusive for all.
What is, in your opinion, the most important responsibility of a school committee member?
The most important responsibility is to serve the families of Sudbury by encouraging policies and budget priorities that enable our PreK-8 learners to reach their fullest potential, all while enjoying the magic of childhood. By educating these children in a supportive and welcoming community, they are much better positioned to become valuable members of society that will contribute meaningfully to their own future communities and economies. In teaching them to appreciate diverse perspectives and learning styles, they are better able to advocate for themselves and others. That said, School Committee members must be committed to engaging with the community on a regular basis in order to understand the needs of students and families. Every child has one opportunity to get an education, and that education is the foundation for a lifetime. It can never be diminished or taken away. I would be privileged to be a small part of ensuring Sudbury children leave 8th grade with not only a strong educational foundation, but also a genuine feeling of connection to this community. If you’ve ever been at one of the elementary schools during that last week of school, when the graduating LS seniors come back to visit their elementary alma maters across Sudbury, you know the vibe I’m talking about. And if you haven’t, look forward to it – it’s something special.