My husband and I have been Rockville Centre residents for more than a decade, and we are the proud parents of two children who attended Hewitt Elementary School and South Side Middle School, and who are currently a senior and a sophomore at South Side High School.

As a parent of both a special education and general education student, a member of the Special Education Partners leadership team, and the current Co-President of the SSHS PTSA, I’ve had the opportunity to see our district from many different perspectives. I’ve seen firsthand how decisions made at the district level affect classrooms, teachers, students, and families in very real ways. Through years of advocacy, collaboration with administration, and direct involvement in both special education and general education matters, I’ve developed a strong understanding of district curriculum, instructional models, policies, procedures, and the day-to-day realities within our schools. That experience allows me to approach issues not just from a governance perspective, but with a practical understanding of how decisions actually impact the people they are meant to serve.

I am running for the Board of Education because I believe our district needs thoughtful, experienced, and independent leadership focused on students, transparency, and long-term stability. With a professional background in finance, governance, leadership, and accountability — combined with years of direct involvement in both special education and general education — I bring a perspective that balances data-driven decision-making with a real understanding of how those decisions impact students, teachers, and families every day.

I am running because I care deeply about preserving what makes this district special while ensuring we continue to move forward thoughtfully and responsibly. I believe every decision should be grounded not only in fiscal responsibility and evidence-based analysis, but also in a clear understanding of the real-world impact on students and families. My goal is to bring a steady, informed, and student-centered voice to the Board — one that asks thoughtful and difficult questions, values collaboration, and always keeps the long-term success and well-being of students at the center of every decision.

I am currently Co-Founder and Managing Director of Arnhold LLC, a private investment advisory firm overseeing approximately $3 billion in assets under management. I lead Client Relations, oversee Human Resources, and previously served as Chief Compliance Officer — reflecting both strategic leadership and deep regulatory expertise.

With a career spanning nearly three decades, I have held senior roles at Arnhold and S. Bleichroeder Holdings, First Eagle Investment Management, Lazard Frères & Co., Morgan Stanley, and Republic National Bank.

I hold a B.S. in Management and Communications and an MBA from Adelphi University, with professional certifications from the New York Institute of Finance and have maintained Series 7 and 63 licenses.

My financial experience has taught me that strong decisions require discipline, perspective, and long-term thinking. It has trained me to analyze complex information, ask the right questions, and approach decisions with rigor, discipline, and a clear understanding of long-term impact.

I am an active community leader and dedicated advocate for students. I have been a longtime member of Special Education Partners (SEP), serve as the SEP representative for South Side High School, and am currently Co-President of the SSHS PTSA. As a member of both the Sponsors of the Arts and the Booster Club, I value and actively support the important role athletics, and the arts play in a well-rounded education.

As a longtime member of SEP, I have been actively involved in advocating for meaningful program changes and expanded opportunities for students. I was part of the SEP team that helped lead the charge for greater academic choice at the high school level, and I am proud of what was accomplished when members of the community came together to advocate for change. Those efforts included the addition of Math 8 and Science 8 options for students, as well as moving away from the “IB for All” model to provide students with options such as English 11 and History 11. That period represented a pivotal shift for our district and reinforced the importance of recognizing that students succeed through different pathways and learning experiences.

I have also worked collaboratively with administration to help organize and support regents review classes specifically structured for special education students, with a focus on providing additional academic support and improving accessibility for diverse learning needs.

In addition, I have participated in interview committees for faculty and administrative positions, including principal interviews, which has provided me with valuable insight into district leadership, staffing, and the qualities needed to support successful school communities.

Last year, I also worked closely with faculty, advisors, and student groups to help create a more inclusive prom experience for students of all abilities. This included the addition of separate sensory and quiet spaces, increased involvement from Best Buddies, and more intentional inclusive seating arrangements. The success of that effort led to many of those practices continuing this year and becoming part of the planning process moving forward.

I have also met with both the Athletic Director and Arts Director to discuss ways to make athletics and the arts more inclusive, accessible, and appropriate for students of all abilities. Those conversations focused on expanding opportunities for participation, fostering inclusion, and ensuring all students feel supported and represented within extracurricular programs.

As part of the SEP leadership team, I was also involved in meetings with district leadership immediately following comments that identified special education costs as one of the drivers of the district’s budget gap. Those conversations focused on ensuring that students receiving services are viewed through the lens of support, opportunity, and educational need — not simply budget impact.

I continue to meet regularly with district administration as part of the SEP leadership team to discuss community concerns, programming changes, student supports, and district initiatives. In my role as Co-President of SSHS PTSA, I also have the opportunity to engage directly with the Superintendent on current issues impacting students, families, and our schools.

The Board’s responsibility is to provide oversight — making sure curriculum decisions align with state standards, are educationally sound, and that student outcomes are being reviewed thoughtfully over time. The Board’s role is not to select individual books, dictate exactly how subjects are taught, or directly write curriculum. Those decisions are developed by our teachers and administrators, who have the educational background and classroom expertise to lead that work.

That said, I do think the current vacancy in the Assistant Superintendent of Curriculum and Instruction position is a real concern. Curriculum leadership plays an important role in providing consistency, direction, and support for both staff and students, especially during periods of change. Right now, with so many ongoing conversations around programming, curriculum, and student support, I believe it is important that the position be filled thoughtfully and in a timely way so the district has strong, stable leadership moving forward.

I also believe the Board should help foster open, respectful communication with the community. Families may not always agree on every issue, but people deserve to feel heard, respected, and included in the conversation.

I absolutely believe parents should have access to curriculum materials, books, and classroom content. Parents are partners in their children’s education, and transparency and communication between schools and families are important.

Speaking personally, as the parent of a special education student, staying closely involved in what my child is learning has almost been a necessity. I have read every assigned book with him so I fully understand the material being discussed, but more importantly so I can have meaningful conversations with my child, support comprehension, and better understand their thoughts, reactions, and feelings about the content. I review assignments and classroom materials daily through Google Classroom so I can stay informed and engaged in their day-to-day learning experience.

I understand that curriculum selection is guided by New York State standards and educational requirements, but I still believe parents should know what their children are learning and feel connected to that process. I also think communication between teachers and families is most effective when it happens consistently throughout the year — not just during conference season or when concerns come up. Some of the best insight I’ve had as a parent has come from regular conversations with teachers, and I think that ongoing partnership makes a real difference for students.

I think these conversations require balance, thoughtful discussion, and a willingness to really listen — because families often come to them with very different perspectives and experiences. My approach would always be to start with facts, context, and evidence-based educational practices, while also making sure families feel heard and respected.

I believe decisions around curriculum and instructional materials should be guided by student outcomes, age appropriateness, educational value, and alignment with New York State standards — not driven by emotion, politics, or budgetary restrictions alone. At the same time, I understand why parents want transparency and a voice in the process. Open communication and respectful engagement with families are critical, especially when topics become sensitive or controversial.

I also think it is important to recognize that students learn differently and not every educational pathway is the right fit for every child. As part of SEP, I was part of the charge that pushed for greater academic options for students at the middle school and high school level. That advocacy helped move the district away from a one-size-fits-all approach and led to additional course options like Math 8, Science 8, and alternatives to the “IB for All” model, including English 11 and History 11 choices. That experience reinforced for me how important student choice, flexibility, and community engagement are when making educational decisions.

I think the first thing to acknowledge is that “reasonable” means different things to different families. For some people, even modest tax increases feel very significant right now given the broader economic pressures families are facing. At the same time, our community also expects a very high level of education, programming, student support services, athletics, arts, and facilities. Balancing those expectations while still being mindful of taxpayers is one of the hardest parts of governing a school district.

We are also not just dealing with rising costs. Districts are managing increases in salaries, benefits, insurance, transportation, facilities, and special education mandates, while at the same time facing challenges on the revenue side as well. In New York, districts like ours are often impacted by state aid formulas, and our high wealth ranking can actually work against us when it comes to outside funding and support.

I believe the only way to navigate that responsibly is through stronger long-term planning, disciplined forecasting, transparency, and thoughtful decision-making. We have to continually evaluate programs, staffing, enrollment trends, and operational efficiencies, but we also must understand that these decisions affect real students, teachers, and families. One of the biggest lessons from this year is that we cannot simply focus on balancing one budget cycle — we need to be thinking several years ahead so we are not putting the district in a similar position again.

At the end of the day, budgets are not just spreadsheets and numbers. They shape the student experience and the overall health of the district. My background in finance has taught me to ask hard questions, analyze long-term impact, and understand trade-offs, but also to recognize that good financial decisions are not just about cutting costs — they are about making thoughtful, sustainable decisions that protect both our schools and our community over time.

Yes, I absolutely support transparency and clear financial communication with the community. That said, it is also important to recognize that Rockville Centre already does have independent third-party audits in place, along with oversight from New York State. The district undergoes annual external audits performed by independent certified public accounting firms, and the New York State Office of the State Comptroller also conducts audits and reviews periodically.

I am also strongly in favor of bringing in outside third-party consultants, when appropriate, to evaluate district spending, review vendor contracts, identify operational efficiencies, and help advise on long-term financial planning. Sometimes having an independent outside perspective can help identify areas for improvement, strengthen accountability, and provide an additional layer of confidence for the community.

I think the bigger issue is not whether audits exist — because they do — but whether financial information is being communicated in a way that is clear, accessible, and easy for the average community member to understand. Budget documents can be extremely technical, and many residents simply want a clearer picture of where money is going, what is driving increases, and what the long-term financial outlook looks like.

I would support efforts that improve transparency and communication around the budget process, including clearer presentations, easier-to-understand financial summaries, multi-year planning discussions, and more opportunities for community engagement and questions. Transparency is not just about posting documents online — it is about making information understandable and building trust through open communication and accountability.