Good evening. Thank you to all who made tonight possible. 

 

I’m a mom of three children with disabilities, rare diseases, and complex medical needs. Two of my children live with rare diseases and one has two. I’m also a longtime education advocate and the President and co-founder of an educational nonprofit.

My husband’s family moved to Bridgewater in 1968. This community isn’t just where we live, it’s where we chose to raise our children in 2008. 

I’m running because I believe our schools should work for every child, not just those who fit neatly into a box.

My advocacy didn’t begin in a boardroom; it began at my kitchen table, fighting for my children and others like them. When that didn’t come, I became a homeschool mom. This experience showed me how many families face the same and how our district can grow to be more inclusive and accommodating.

I have real-world experience, lived every day. I’ve spent years advocating for families, navigating systems, and fighting for children who are often overlooked. I’ve built solutions, led initiatives, and founded an educational nonprofit while raising children with complex needs. I’ve also worked alongside parents in New Jersey advocating for virtual and innovative learning options, because every child learns differently. 

This isn’t theory. This is action. This is leadership you can see and measure hands-on, everyday experience that stands loud and tall when making decisions that impact students, families, teachers, and taxpayers.

What drives me is simple: transparency, excellence, and accountability. Decisions that impact thousands of families should never be made behind closed doors; they should be made with public input, honesty, and integrity.

I believe in protecting what makes this district strong: our students, parents, educators, and our community’s passion for excellence while ensuring that every student, regardless of need, feels seen, valued, and supported.

 

Question 1:

 What are the strengths of BRRSD that need to be preserved and protected because they directly contribute to the district’s success, and what are the opportunities for growth? Please name 2 in each area.

One of BRRSD’s greatest strengths is its commitment to high academic standards and dedicated educators who go above and beyond to help students reach their full potential. That culture of excellence is something we must protect and continue to invest in. Our teachers and staff go above and beyond to help students reach their full potential. Protecting this culture of excellence is essential to the district’s ongoing success.

The second is our deeply engaged community – Families actively participate, advocate, and partner with educators to support students, creating a strong foundation that drives achievement and accountability. It allows our district to flourish in ways others have yet to see. 

Opportunities for Growth: 

Bridgewater Raritans opportunity for growth are the following areas: 

Expand inclusion and individualized learning – Ensure every student, including those with disabilities, unique learning needs including being medically complex, has access to an environment that allows them to thrive academically, socially, and emotionally. Not one child is the same and the one size fits all approach does not fit 2025. 

Strengthen transparency and communication – Improve collaboration between administration, staff, and families so that decisions impacting students are made openly and with trust, fostering stronger, sustainable outcomes. Decisions should always be made with input from all stakeholders and residents. 

 

Question 2: School start time

I support exploring later start times for high school students, and I believe students should have a justifiable voice in this discussion. However, this should not be treated as an administrative decision yet that is exactly what’s happening. A change that impacts thousands of families, teachers, transportation routes, and childcare routines is being treated as an operational issue, when it is actually a major policy decision. 

This is a policy decision because it affects students, family schedules, staff, transportation, the district budget, and taxpayers all issues with district-wide implications and long-term significance. Decisions like this should require Board oversight, public input, and formal approval, not just administrative implementation.

I would advocate for a community-based task force including students, parents, teachers, transportation staff, and special education representatives to study the logistics and bring forward realistic recommendations. The goal is simple: make changes with families, not to families, balancing student wellness with practical, community-driven solutions. Again this is a major policy issue and should be treated as such. 

 

Question 3:

 What are you uniquely bringing to our students as a candidate?

I bring a unique perspective as both a parent and an education advocate. As a parent of children with different needs, I know firsthand how decisions at school affect students not just in the classroom, but at home and in their daily lives. I’ve experienced the challenges families face, and I am committed to making sure those voices are finally heard.

I also bring years of advocacy experience, working to ensure that all children, regardless of learning style or ability, have access to the education they deserve. This experience has taught me how decisions on policy, staffing, and resources directly impact students, families, and teachers, and it gives me the insight to propose practical, effective solutions.

I bring transparency, empathy, and accountability to everything I do. I believe every child deserves to be seen, heard, and supported, and that success isn’t just about grades, it’s about making sure students have the resources, guidance, and opportunities they need to grow and thrive.

My goal is to help BRRSD continue its strong record of success while making sure no student is left behind. I believe decisions about our schools should involve students, families, teachers, and taxpayers, creating an environment where everyone can succeed and feel valued. I see my role as both a listener and a leader, someone who brings perspective, care, and actionable solutions to the challenges our students and families face every day.

 

Closing Statement

This isn’t about who’s most popular or who speaks the loudest. It’s about standing up for what’s right even when it’s difficult or uncomfortable.

I’m not running to win a title. I’m running because, as a parent of children with different needs and someone who has spent years advocating for families, I know firsthand how decisions at school affect students, parents, teachers, and taxpayers. Every decision we make as a district must put students, parents and teachers first, with honesty, accountability, and transparency. Our tax dollars are valuable, and they should not be going up while enrollment is going down all while we lost 33 staff members. Every dollar should be spent carefully, in ways that directly support our students and the teachers who guide them every day.

I will never be afraid to ask the tough questions or challenge decisions that don’t serve our kids, families, teachers, or community. Students, parents ,teachers and tax payers deserve to be heard. Students deserve leaders who truly listen. That is not negotiable.

At the end of the day, It’s about creating a district where every child feels seen, supported, and valued, where every parent and teacher feels respected, and where every voice matters. Leadership must listen, observe, and respond thoughtfully always with students at the center.

I believe we can continue to build a district. We can all be proud of one that upholds high standards while never losing sight of each student’s unique needs, the dedication of every teacher, and the support of every family. That’s why I’m running alongside Dr. Lucy Li and Dr. Ketrin Maxwell. Together, we will fight for every student and family every single day, bringing real-world experience, advocacy, and my perspective as an advocate to guide every decision.