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Administrative School District 1 Zone 4

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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  • Gregg Henton
    (N)

  • Candidate picture

    Shirley Olson
    (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) (510) 501-3896
Web Site (leave blank if not applicable) http://www.shirley4schools.com
Town Where You Live Sunriver
Your Experience/Qualificatons Worked in 8 school districts in 3 states; teacher, principal, district administrator. Consulted with schools across the nation with 5 private educational companies. Active on Boards as officers for professional organizations in 3 states. Ed.D, Educational Leadership, USC; M.Ed, Curr/Instruction, UofO.
County Deschutes
Term 2021-2025
Data on academic achievement is very telling...the gaps have been widened by the requirement of online learning, the economic impact for many families, and the lack of relationships with caring adults. Schools must continue to provide basic needs, academic, and social/emotional support for every student. Strategies include having students in classrooms full-time, training for school staff in recognition of student needs, and increased opportunities for individual student learning, such as tutoring, after-school classes, and increased summer school, all targeted to student needs.
Parent/family support has always been important; now more than ever, involvement by parents/families is critical to understanding what students need to be successful learners. What is the most important? It is the commitment to students by all those involved in their lives. Parents/families must be sought to provide input into the decisions and strategies schools determine to provide. Schools and districts must openly invite that input.....at both the classroom, school and district levels. Parent nights, student-led conferences, school-site councils, open meetings around meaningful topics.....all are ways to increase (and pay attention to) student needs.
There are positive and negative impacts on school budgets at this time. Additional federal and state funding is providing new funds for districts to address identified priorities post-pandemic. However, these priorities may well influence the budget support of other more traditional efforts....like athletics, field trips, recognition events, school social events. It will require schools and districts to be transparent in their decision making and proposed priorities. Planning will be extremely important; options must be reviewed and weighed with data available. Input from the community and families, along with school staff, will drive the solutions.
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