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Beaverton School District Director Zone 5

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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  • Candidate picture

    Ugonna Enyinnaya
    (N)

  • Candidate picture

    LeeAnn Larsen
    (N)

Información Biográfica

Even before COVID and the transition to online learning, school districts struggled with disparities in academic achievement. Educators fear even greater gaps upon their return to classrooms. What strategies will you consider to address these increased disparities?

COVID has shown us the importance of family support in facilitating students’ education. How will you build on this understanding to increase the role of parents in decision making and promote parental involvement in schools?

What is the impact of the pandemic on school budgets and spending priorities? How do you propose meeting these new challenges?

Los distritos escolares ya tenían dificultades con las disparidades en el desempeño académico, inclusive antes del COVID y de la transición al aprendizaje por internet. Los educadores temen que aparezcan vacíos aún mayores cuando el estudiantado vuelva a los salones de clase. ¿Qué estrategias considerará usted para enfrentar el aumento de estas dificultades?

El COVID nos ha mostrado la importancia del apoyo de las familias para facilitar la educación de los estudiantes. ¿Cómo utilizará este hecho para ampliar la función de los padres en la toma de decisiones y promover la participación de los padres de familia en las escuelas?

¿Cuál es el impacto de la pandemia en los presupuestos escolares y en las prioridades de gasto? ¿Qué propone usted para enfrentar estos nuevos desafíos?

Town Where You Live Beaverton
County Washington County
Some of the factors that contribute to disparities in academic achievements include race, culture, ethnicity, language, economic status and harsh disciplinary policies. Most students are already disadvantaged and so far behind before arriving at school. Additionally, Covid-19 disruptions have created a wide range of challenges for students. Some students are dealing with social and emotional trauma, having lost friends or family members to the pandemic. We must tailor the education system to make it equitable for every student by making the commitment to give each student what they need to overcome those barriers that limit their success. The strategies I would use to address this issue is to work collaboratively with the school to access resources that will allow for smaller classroom sizes which would help create individualized learning opportunities for students and access to mental health and academic support for students who need it.
The importance of family support can not be over emphasized during this period. Parents have had to step up and become substitute teachers. I had to help my son navigate through his school virtual site during the first few days of distance learning and he relied a lot on my support during those early days as we worked together to understand the new learning environment. There was a lot of collaboration and mutual understanding between the schools and the parents. The school district has been open, transparent and responsive with parents in giving them the option to choose between CDL or hybrid learning. This is the start of a collaborative relationship. I would build on this by continuing to work with parents and making sure that we carry them along in the decision making process.
Covid 19 has created added costs to the school budget including costs related to providing distance learning and creating a safe classroom environment for students and teachers. That brings with it potential budget cuts which means that spending priorities and the way funds were meant to be spent prior to the pandemic have shifted. I would propose prioritizing investments into the historically underserved communities and advocate that priority be given to those equity centered programs that are based on specific needs of those communities where students have experienced academic disparities.
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Campaign Phone (public) (503) 572-6763
Web Site (leave blank if not applicable) http://leeannlarsenforschoolboard.com
Town Where You Live Beaverton, OR
Your Experience/Qualificatons I am currently on the Beaverton School Board and have been for 12 years. I also sit on the Oregon School Boards Association Board of Directors for the state of Oregon. I work in a collaborative spirit, am a good listener, and am passionate about providing an excellent public education for all students. I have been a part of policy reviews, overseeing budgets and insuring that targeted investments are made to close the achievement gap. I also lobbied for the passage of the Student Success Act
County Washington
Term 4 years
First we need to ensure all students and staff have a safe environment when they return to in-person instruction. Once we know where the academic disparities in academic achievement exist, we need to add supports for those students that need extra help whether it be with our AVID programs or some other interventions that are successful in raising student achievement. We are prepared to add these extra supports with our Student Investment funds that are targeted specifically for underserved student populations. In addition, we need to add mental health supports for students that are struggling and in need of this type of intervention as well, so that these students are ready to learn and succeed. We are designing mental health teams at each school to offer this type of support. Finally, I am committed to insuring we hire staff that reflect our student's ethnicity and create incentives for the retention of these staff members by having a dedicated HR staff member for these purposes.
I believe in the inclusion of family in making education decisions for their students. We need to continue to meet with the families of our underserved students and find out how we can best support them and collect their input for our decision making process. We need to have clear communication out to our families and have multiple ways that we receive feedback from the families to the district whether it be an online survey, emails, community room meetings, phone calls, or text messages. We also need to make our schools welcoming for all families so that they feel encouraged to be involved with their particular schools and student's classrooms. We also need to include our families (and have a good representation of them) on our various district project teams when decisions are being made around curriculum, policies, procedures and budget investments. The input of our families is vital to the health of our district.
With the new Student Investment funds from the Student Success Act I am hopeful that we will be able to make additional targeted investments in programs and supports that are intended for our most vulnerable, underserved students to help with their academic success. The pandemic has highlighted the academic disparities and mental health needs of our students, and our spending priorities need to address and remedy these disparities. While I have been on the Board, I have asked for data that shows what programs and processes are successful in raising academic achievement and have been a proponent of shifting our investments to the most successful supports. I will continue to propose budget investments that close the achievement gap and raise graduation rates for all students. As far as shortfalls in the State School Fund, I will continue to lobby at the state level for increased, sustainable funding for our district.
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