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Centennial School District At-large Position 6

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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  • Rod Boettcher
    (N)

  • Erica Fuller
    (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 Portland,OR
Your Experience/Qualificatons Current elected official in position for 29 years, two bachelor's degrees (one in education and one in psychology) and a half finished masters in counseling
County Multnomah
Term Sixth
Currently, we are going to be offering three week summer classes, paid for by Covid-relief funds. We have found that some students across the spectrum have actually done much better than in traditional classrooms, so we will continue CDL for those students as needed and/or requested by parents. Up until Covid, the district had been making modest progress with gains in these educational groups. In that pre-Covid times, we struggled with lack of state funding and a reduced pool of teachers of color throughout the grades. We have been working hard to create parity and equity led by a great team of administrators who are all pulling in the same direction and bolstered by the hiring of many administrators educators of color (superintendent and curriculum director, for example). We have worked diligently (through policy changes) to reduce the out-of-class and disproportionate disciplinary time
Family support is not like having a four to six year degree in the field of education. Parents can always increase their students' chance for success by: creating a stable home life, prioritizing education as having current and future value, always reflect respect for their teachers, having an interest in the home work their student brings home, reinforcing work habits that will mirror the completion of homework sent by their teachers, making sure their student attends school regularly and look to include their student in extracurricular activities. This is just a short list of what parents can bring to help their student achieve success in school. These are important decisions that can and should accompany the educational process that the instructional staff brings to the educational decision matrix. Our school could offer (free) classes to parents that gives them information on how to structure all of the above work that is critical for student success.
The spending priorities will be funded by the Covid-relief funds. For this to happen, we are told that we have to: get authorization for an expenditure, spend our own district monies up front and then wait for the federal government to reimburse us. Depending on how strict the budget is for our district, seeings as how we need to meet payroll on time every month and have a large enough money reserve in our contingency bucket to care for large authorized but not yet reimbursed expenditures and have a great CFO, this is doable. As soon as we get a sense of how long the reimbursement lag time will be, then we will get a rhythm going for scheduling what needs to be done when so we are not nervously awaiting "the check is in the mail" to pay outstanding bills.
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