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Tigard-Tualatin 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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  • Octavio Gonzalez
    (N)

  • Candidate picture

    Tristan Kira Irvin
    (N)

  • D. Scott Miller
    (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) (541) 915-5266
Web Site (leave blank if not applicable) http://www.tristanirvin.org/
Town Where You Live Tigard, OR
Your Experience/Qualificatons I am a teacher and mom of three kids in the district - a senior, an 8th grader, and a 2nd grader. I have my MA in Education and I serve on the Wash County Family Justice Center Board of Directors, the City of Tigard Parks and Rec Advisory Board, I am the President of the Foundation for Tigard Tualatin Schools, and am the President of the Durham Elem School PSO. I have been active within the TTSD community serving on committees for the Student Success Act, budget, & Diversity/Equity/Inclusion.
County Washington and Clackamas
Term 4 years
I think first and foremost, we need to prioritize student and teacher mental health. While academic outcomes are important, we need to do our best to ensure every student, and teacher, has the supports they need. The district and school board must see to it that schools are provided ample support, which includes increased access to mental health professionals, counselors, special education resources, social workers, and culturally-responsive partners. This year has been traumatic for many of our students, families, and teachers. If we want everyone safely back in schools, we need to prioritize mental health and social skills in tandem with academic learning. In addition,
I think the district has done a great job by creating our Family Advocate positions in order to support and create spaces for our historically marginalized families. In addition, I believe that ALL families play a critical and important role in our district. My goal would be to have transparency in the work that we are doing at the school board level, offer regular opportunities to have family involvement where questions and concerns can be addressed, and continue to underscore that families are pivotal stakeholders in the work we do. I would also make sure that the board is accessible to our families - are there barriers that we can eliminate in order to get more families involved and are we also successful in amplifying student voices?
As we look towards a $9 million dollar reduction in funding, teacher compensation needs to be prioritized. I am a huge advocate for teachers, & the TTEA. We need to ensure that we are keeping the qualified teachers that we have, & stay competitive to attract highly qualified educators that represent our student populations. Having highly qualified and engaged staff will increase academic achievements and reduce learning gaps. We are also fortunate have SSA funds that we can use to help ease the burden of the budget reduction. In the original SSA budget, nearly 40% was allocated to SEL and mental health. If we do see the projected increase in funding for SSA dollars, we need to focus on many of the areas we originally wanted to prioritize - Social Emotional Learning supports, increasing counselors at all levels, medical-social workers, and culturally-responsive partners and advocates - and keeping our Trauma-Informed specialist in his current and vitally important role.
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