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Forest Grove School District Director Position 3

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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  • Mark Everett
    (N)

  • Candidate picture

    Mary Whitmore
    (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?

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Campaign Phone (public) (360) 914-8044
YouTube Video (leave blank if not applicable) http://Mary Whitmore --Learn To Read English Fast!
Town Where You Live Forest Grove
Your Experience/Qualificatons 20 years in schools, 10 years clerical, 42 of activism for women and girls. Three daughters and eight grandchildren.
County Washington
Term 2021-2027
For the last year available, ODE revealed only 40% of our third graders and 45% of our eleventh graders can pass a reading test. Taxpayers provide $150,000 per student to get these meager results.

Reading and writing are the foundations of all other learning.

I'm proposing a 4-year trial teaching with explicit phonics. This program has proven very successful over a hundred years! It's free after teacher training. The Emmaus Christian School used EP for 30 years before they closed.

We need to consider diverse qualifications and grading systems.

We learned quickly that not all students had tablets or wifi. We need to make sure our students have the tools they need. Parents often found themselves stretched between remote employment and the demand of several school schedules. That was stressful for all.

Remote learning increased the involvement of parents, and made it easier for them to ask teachers for clarification. Parents got a much clearer picture of methodologies, making it easier for them to make connections between curriculum and the child's life at home. It's important to have an open mind, as we approach large and small restructuring of education.

Closing the physical schools eliminated or reduced utility costs, busing costs, cafeteria help, janitors, custodians and nurses. There had to be an uptick in IT costs, providing tablets for all students, and adding training costs for teachers.

Students cannot be blamed for learning losses, but they must be heard. They might have surprising solutions.

Districts need to "compare notes" on what worked and what didn't. 17 states that originally signed on to Bill Gates' "Common Core" in 2010 have withdrawn their support. This would be a good time for the Department of Education to provide leadership, although this is unlikely. Curriculum choices have been left up to the states. We have to use reason and logic, not the credit card.
Yo veo un conflicto básico el los ahogares donde los padres no hablan bien el inglés. No pueden guiar sus niños. De vez en cuando hermanos y hermanos mayores pueden ayudar, pero ¿quién va a ayudar a ellos?
¿Cómo podemos organizar mejor la participación de famílias bilingües? ¿Necesitamos mas clases de inglés para ellos?

Hay que considerar estos detalles con cuidado. Tenemos que comunicar mejor. Nosotros haremos errores y tenemos que estar listos a cambiar direcciones.
Los líderes hicieron decisions sobre programas caras que no sirvieron. Pagamos $600,000 en 2010, y tres años mas tarde, los estudiantes no podrian leer un examen de leer.

Las escuelas reciben $150,000 por cada estudiante. ?Qué están aprendiendo?