Special districts in Oregon are formed to govern specific resources. Examples are people’s utility districts, library districts, sewer districts, irrigation districts, ports and cemetery districts. Some districts get revenue only from taxes. Others, such as water districts, get revenue from ratepayers. Others may combine the two sources. Each district is governed by a board of directors which is responsible for the operation of the district and its financial accountability. ( https://www.oregonlaws.org/ors/198.010 ) Qualifications: Candidate must be a registered voter and a resident of the district for 1 year. Employees of the district are not eligible unless employed as a substitute driver. ORS 332.016 and 332.018(2)Salary: A member of the governing body of a district may receive an amount not to exceed $50 for each day or portion thereof as compensation for services performed as a member of the governing body. Such compensation shall not be deemed lucrative. The governing body may provide for reimbursement of a member for actual and reasonable traveling and other expenses necessarily incurred by a member in performing official duties. [1971 c.403 §2; 1983 c.327 §2; 1983 c.740 §53a; 1989 c.517 §1; 1995 c.79 §74] In event of Vacancy: Except as otherwise provided by law, a vacancy in an elected office in the membership of the governing body of a district shall be filled by appointment by a majority of the remaining members of the governing body. If a majority of the membership of the governing body is vacant or if a majority cannot agree, the vacancies shall be filled promptly by the county court of the county in which the administrative office of the district is located. [ORS 198.320]
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OCCUPATIONAL BACKGROUND: Teacher, Beaverton School District (1999–2016); Adjunct Professor, Lewis and Clark Graduate School of Education; District Administrator, Eugene School District 4J
EDUCATIONAL BACKGROUND: Doctorate, Lewis and Clark Graduate School of Education; Masters in Special Education and Elementary Education, Portland State University
PRIOR GOVERNMENTAL EXPERIENCE: Oregon Department of Education, English Language Learner Task Force member; Oregon Association of Latino Administra
The strategies I will use include: (1) targeted budgeting, where the highest needs schools get a additional portion of ESSRA funds directed at addressing the accelerated learning and re-engagement opportunities for students; (2) State Level Advocacy - to insure complete funding for our Student Investment Account and our Measure 98 funding as well as other state and federal funding sources; (3) Advocacy for the usage of the Federal Funds for Accelerated Learning & Re-engaging opportunities over the next few summers for those students needing extra supports.
I believe families and caregivers are a student's first teacher. With that said, our roles as parent-educators has shifted tremendously during the time of COVID. We parents have multi-tasks and found ways to balance accompanying our children's education, managing the impacts of COVID and work.
I believe that families, caregivers and student voices are critical in decision making processes. I have already spoken to various student groups and we are looking at setting up a zoom meeting every other month to have conversations with students on their most important topics. For families and caregivers, I believe we should look at creating Parent Action Committees like the ones Hillsboro school district has set up. It is my understanding that school board members then rotate to the PACs on a regular basis. I would love to see BSD set up Parent Action Committees of diverse student populations from around our area.
The impact of the pandemic on school budgets will not be felt as much this year or next year, as there are currently federal funds being provided to address some of the pandemic needs. However, the state of Oregon has said they will not be fully funding the school general funds. The effects of this will be felt in the following year as federal funds end. In addition, BSD will have a Levy which covers about 300 teachers and a bond to pass around the same time that our pandemic budgets hit.
To meet the new challenges, spending priorities around COVID will need to include the COVID-safety items followed by an equitable distribution of the general fund budget provided by the state with the added supports of SIA and Measure 98 money in ways that proportionally support those schools and programs for our students with the highest needs. We would need to prioritize and balance maintaining current services while finding ways to increase supports to students with the highest needs.
Las estrategias que usaré incluyen: (1) presupuesto específico, donde las escuelas con mayores necesidades obtienen una porción adicional de los fondos federales dirigidos a abordar el aprendizaje acelerado y las oportunidades de re-participación para los estudiantes; (2) Abogacía a nivel estatal: para asegurar el financiamiento completo de nuestra Cuenta de Inversión Estudiantil (SIA) y nuestro financiación de la Medida 98, así como otras fuentes de financiación estatales y federales; (3) Defensa del uso de los Fondos Federales para el Aprendizaje Acelerado y las oportunidades para estudiantes poder reintegrarse a las escuelas durante los próximos veranos con fondos para los estudiantes que necesitan apoyos adicionales.
Creo que las familias y los tutores de los estudiantes son los primeros maestros de un estudiante. Este año, nuestros roles como familia/tutores-educadores han cambiado enormemente durante la época de COVID. Las familias/tutores hemos luchado para encontrar formas de equilibrar el acompañamiento de la educación de nuestros hijos, manejando los impactos de COVID en nuestros hogares y en el trabajo.
Creo que las voces de las familias, los tutores y los estudiantes son fundamentales en los procesos de toma de decisiones. Ya he hablado con varios grupos de estudiantes y estamos buscando establecer una reunión de zoom cada dos meses para tener conversaciones con los estudiantes sobre sus temas más importantes. Para las familias y los tutores, creo que deberíamos considerar la creación de Comités de Acción, como los que ha establecido el distrito escolar de Hillsboro. Tengo entendido que los miembros de la junta escolar luego rotan a los PACs de forma regular. Me encantaría ver que BSD
El impacto de la pandemia en los presupuestos escolares no se sentirá tanto este año ni el próximo, ya que actualmente se están proporcionando fondos federales para abordar algunas de las necesidades de la pandemia.
Pero, el estado de Oregon ha dicho que no financiará completamente los fondos generales de la escuela. Estos son los fondos que necesitamos para mantener los programas actuales. Los efectos de esto se sentirán el año siguiente cuando terminen los fondos federales. Además, BSD tendrá un impuesto (Levy) que cubre a unos 300 maestros y un bono (bond) los cuales tendremos que pasar al mismo tiempo que lleguen nuestros presupuestos para la pandemia.
Para enfrentar los nuevos desafíos, las prioridades de gasto en torno a COVID deberán incluir los elementos de seguridad de COVID seguidos por una distribución equitativa del presupuesto del fondo general provisto por el estado con los apoyos adicionales de SIA y el dinero de la Medida 98 de manera que apoye proporcionalmente.
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Scientist, instructor, community volunteer
Due to students’ varying situations within the COVID-19 pandemic, many students may have been and may be experiencing increased difficulty in accessing and/or metabolizing course content. As we return to in-person learning, we must ensure that these students receive the support they need to continue and maintain the pace of their education. Schools can set up special programs, learning groups to assist students in their academic achievement.
Schools need to listen to parents' thoughts. A parent-teacher conference is always a good method for parents to understand the student's learning achievement and get parents involving the students' education. Parent-teacher clubs can build good communication between parents and teachers to increase the role of parents in school decision-making.
The school budget should increase the spending on clean, disinfect, and classroom reset to meet new distance standard as well as the lunch meat. Each school also needs to prepare PPE for unexpected use. School nurses need be training to deal with the pandemic.
To protect students, teachers, and school staffs to return classrooms, the School District should 1. establish and maintain a cleaning, disinfection, and infectious disease prevention program to minimize risks associated with infectious agents like the novel coronavirus (SARS-CoV-2); 2. set up proper cleaning protocols, disinfection techniques, and work practices in place to combat biohazards and infectious diseases; 3. have highly informed cleaning professionals who are trained for outbreak and infectious disease preparation and response.
the school District should apply special funds from the city, state, and federal and get support from the local medical system.
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