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Tigard-Tualatin School District Director Position 1

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

    David Jaimes

  • Candidate picture

    Donna Kreitzberg

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    Amy Zuckerman

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?

Web Site (leave blank if not applicable) http://bit.ly/davidforttsd
Town Where You Live Tigard
Your Experience/Qualificatons Occupation: Assistant Principal, Newberg School District Occupational Background: 3rd Grade Teacher, Building Equity Coordinator, Community Liaison, Tigard Tualatin School District; Loan Officer, OnPoint Community Credit Union; Sr. Loan Officer, CFCU;
County Washington
Term 2021-2025
One of the biggest problems that we have is that we do not have a good equity foundation in our school boards. Again, most of the members on our school boards are monolingual, older White men and women. This does not help us when it comes to understanding what equitable practices are. Our school districts do a great job of providing professional development for the staff but not for the people on the school board. This is why we sometimes hear of boards that do not understand equitable practices. This further exacerbates the inequities experienced by our students. The school boards are faced with making decisions that will affect all students and if they only think of the students that look like them then we will not be able to provide equitable outcomes for all students, pandemic or no pandemic.
As a former Community Liaison, I know exactly the struggle that parents of marginalized communities go through when they try to navigate our educational system. Tigard Tualatin has a great understanding of this work. Through their equity work they are constantly working to engage families, support families, and promote parental involvement. I would support that work and add to it by advocating for Spanish Language translation at all board meetings.
We know that the pandemic will hurt our budgets. There are warnings of budget reductions, and perhaps reduction in workforce. We will need to make sure that we are not spending money that we do not have. We have to make sure that we are making the right hiring decisions. We might also have to dip into our rainy day funds to make ends meet. The board should partner with local government so we can petition the state to make sure that we have proper funding.
Uno de los mayores problemas que tenemos es que no tenemos una buena base de equidad en nuestras juntas escolares. Una vez más, la mayoría de los miembros de nuestras juntas escolares son monolingües, hombres y mujeres blancos mayores. Esto no nos ayuda a entender qué son las prácticas equitativas. Nuestros distritos escolares hacen un gran trabajo al proporcionar desarrollo profesional para el personal, pero no para las personas de la junta escolar. Es por eso que a veces escuchamos hablar de juntas directivas que no comprenden las prácticas equitativas. Esto agrava aún más las desigualdades experimentadas por nuestros estudiantes. Las juntas escolares se enfrentan a la toma de decisiones que afectarán a todos los estudiantes y si solo piensan en los estudiantes que se parecen a ellos, entonces no podremos brindar resultados equitativos para todos los estudiantes, con pandemia o sin pandemia.
Como ex enlace comunitario, conozco exactamente la lucha que atraviesan los padres de comunidades marginadas cuando intentan navegar por nuestro sistema educativo. Tigard Tualatin tiene un gran conocimiento de este trabajo. A través de su trabajo de equidad, trabajan constantemente para involucrar a las familias, apoyarlas y promover la participación de los padres. Yo apoyaría ese trabajo y lo agregaría abogando por la traducción al español en todas las reuniones de la junta.
Sabemos que la pandemia afectará nuestros presupuestos. Hay advertencias de reducciones presupuestarias y tal vez reducción de la fuerza laboral. Tendremos que asegurarnos de no gastar dinero que no tenemos. Tenemos que asegurarnos de que estamos tomando las decisiones de contratación correctas. También es posible que tengamos que echar mano de nuestros fondos para días difíciles para llegar a fin de mes. La junta debe asociarse con el gobierno local para que podamos solicitar al estado que nos aseguremos de contar con la financiación adecuada.
Web Site (leave blank if not applicable) http://donnaforttsd.com
Town Where You Live Tualatin
Your Experience/Qualificatons CPA, Masters Degree in Finance, Real Estate Broker, Business and Tax Lawyer
County Washington
Term 4 years
I think it is crucial that all students are given the opportunity to achieve academic proficiency. To help those students who may be struggling, it is important to identify in which subjects they may need help. The teachers could provide a “welcome back” review to gauge how the students perform, and pinpoint in which subjects various students may need more assistance. I think the board should recommend that the budget allocate some money to fund resources for “catch up time:” To any student who has fallen behind, additional teacher time, during class or after school, will be provided to help the student get back on track and feel confident in their ability to succeed.
Parents are a loving support system and source of guidance for a child. When it comes to education at home, parents offer a student help with homework and encouragement. For the education system, I think of schooling as a sturdy three-legged stool made up of input from the parent, the student and the teachers. Once students return to in-person classes, parents could be involved in the classroom by mentoring students, helping struggling students with homework, and assisting with art and reading programs. Parents who attend school board meetings or submit written statements offer crucial input and knowledge that will help guide the school board members in their decision making.
With the challenges of the pandemic, the schools spent money on technology and providing resources to teachers who had to adapt daily assignments, tests and how they interacted with students. When the students return to classrooms, the schools will need to prioritize spending to help struggling students catch up and regain confidence. A possible source of savings is to ask parents to come to the classroom to help teachers. Another possible source of savings is for students to get together to raise money through various events such as car washes, door to door sales, sale of student artwork, selling tickets for band and drama performances, talent show, haunted house, fashion show, and fun run. Students could also raise money through helping the community by doing odd jobs such as mowing lawns, raking leaves, pulling weeds and walking dogs.
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Web Site (leave blank if not applicable) http://www.amyzforttsd.com
Town Where You Live Tualatin, OR
Your Experience/Qualificatons As a working mom with two TTSD students—a musician and an athlete—I am passionate about protecting activities that help students thrive. I am equally committed to strengthening our school district’s academic objectives. My 25+ years of professional experience in human resources and customer support along with my long history of community involvement have allowed me to build the knowledge and relationships critical to this moment in TTSD schools.
County Washington and Clackamas
Term 4 years
We must find a way to provide more support staff to work with kids in small groups once students are back in our brick-and-mortar buildings. This is especially true at non-Title I schools where that additional funding and support is not available.

As a school board director I would continue to push for academic opportunity and rigor. Set the bar high and remove barriers that prevent students from reaching the bar. The role of a public school system is to prepare students for success beyond high school, be it in the workforce or higher education.

If this pandemic has taught us anything, it is that what is good for one student is not good for all. I believe it is important to provide teachers the training and tools necessary to meet children where they are and help close the gap. We owe all children a quality education, regardless of barriers they may face.
Parents don’t always know how to help their children succeed in school. Even parents who have successfully “plugged in” to the system in the past found themselves at a loss during this year of distance learning.

It is necessary to provide clear and regular communication employing a variety of methods. Affinity groups are one way to connect families with similar language and/or cultural backgrounds in an effort to build trust and share critical information that may not flow through traditional channels.

Many parents have taken a much more active role by attending live virtual board meetings this year. Having these meetings available on YouTube for viewing at a later date has been extremely helpful to parents who seek information but require flexibility.

Virtual teacher conferences were a surprise success. A 10 minute virtual meeting proved much more accessible than the “old way” of arranging child care or leaving work in order to meet with teachers at the school.
As a school board director I will always use my position to be a vocal champion of fully funding all public schools in the state in Oregon.

The economic impact of the pandemic hit school funding hard when expected Student Success Act revenue dried up. Tigard-Tualatin School District is only expecting to receive about 25% of its expected allocation.

The CARES Act helped plug some holes with emergency funding for technology to support distance learning and mitigation measures to ensure our buildings are safe for students and staff to return to in-person instruction. There are no easy answers. We are still in a state of emergency. The board will have to make difficult decisions about what is absolutely essential to meet student’s learning and social-emotional needs and what can afford to take a back seat until our community collectively gets back on its feet.

Debemos encontrar una manera de proporcionar más personal de apoyo para trabajar con niños en grupos pequeños una vez que los estudiantes estén de regreso en nuestros edificios. Esto es especialmente cierto en las escuelas que no pertenecen al Título I, donde no se dispone de financiación y apoyo adicionale.

Como director de la junta escolar, continuaría presionando por oportunidades académicas y rigor. Coloque el listón alto y elimine las barreras que impiden que los estudiantes lleguen al listón. El papel de un sistema de escuelas públicas es preparar a los estudiantes para el éxito más allá de la escuela secundaria, ya sea en la fuerza laboral o en la educación superior.

Si algo nos ha enseñado esta pandemia es que lo que es bueno para un alumno no es bueno para todos. Creo que es importante brindarles a los maestros la capacitación y las herramientas necesarias para encontrar a los niños donde están y ayudar a cerrar la brecha. A todos los niños les debemos una educación de cali
Los padres no siempre saben cómo ayudar a sus hijos a tener éxito en la escuela. Incluso los padres que se han "conectado" con éxito al sistema en el pasado se encontraron perdidos durante este año de aprendizaje a distancia.

Es necesario proporcionar una comunicación clara y regular empleando una variedad de métodos. Los grupos de afinidad son una forma de conectar a familias con antecedentes lingüísticos y / o culturales similares en un esfuerzo por generar confianza y compartir información crítica que puede no fluir a través de los canales tradicionales.

Las conferencias de maestros virtuales fueron un éxito sorpresa. Una reunión virtual de 10 minutos resultó ser mucho más accesible que la “forma antigua” de organizar el cuidado de los niños o dejar el trabajo para reunirse con los maestros en la escuela.
Como director de la junta escolar, siempre usaré mi puesto para ser un defensor vocal de la financiación total de todas las escuelas públicas del estado de Oregón.

El impacto económico de la pandemia afectó fuertemente la financiación de las escuelas cuando se agotaron los ingresos esperados de la Ley de Éxito Estudiantil. El Distrito Escolar de Tigard-Tualatin solo espera recibir alrededor del 25% de su asignación esperada.

La Ley CARES ayudó a tapar algunos agujeros con fondos de emergencia para tecnología para apoyar el aprendizaje a distancia y medidas de mitigación para garantizar que nuestros edificios sean seguros para que los estudiantes y el personal regresen a la instrucción en persona. Seguimos en estado de emergencia. La junta tendrá que tomar decisiones difíciles sobre lo que es esencial para satisfacer las necesidades socioemocionales y de aprendizaje de los estudiantes y lo que puede quedar en segundo plano hasta que nuestra comunidad se recupere colectivamente.