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Portland School District 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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  • Candidate picture

    Jaime Cale
    (N)

  • Herman Greene
    (N)

  • Margo Logan
    (N)

  • Candidate picture

    Brooklyn Sherman
    (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?

Campaign Phone (public) (503) 388-8921
Web Site (leave blank if not applicable) http://caleconnectingpdx.wixsite.com/jaimegoldencale
Town Where You Live Portland, Oregon
Your Experience/Qualificatons Non-profit board experience Facilitator Mediator Social Worker Community Organizer PPS Committee Member
County Multnomah
Term 2021-2025
We owe our students a rigorous and robust education. All students should have an equitable education, meaning that all schools across the district should have access to all the same opportunities and curriculum. Students should receive a variety of curriculum, from STEAM to foreign languages. From art to music. Not all children learn the same, and having a variety of lessons, classes and programs will help students who need to use their hands, body and brain in different ways to learn. Additionally, our district serves a diverse population, with almost half of our students coming from BIPOC communities. However, less than 20% of our teachers are from these same communities. We need to hire more educators of color, as studies have shown students not only engage more with their teachers, but higher literacy rates, higher graduation rates and lower discipline occur simply by having an educator who looks like them.
I would propose quarterly town halls to be held in the community. We should be going out into the community, not expecting our members to come to us. I want to hear how the community feels the district is doing, and what issues are affecting the most marginalized communities. We should be able to cite the important matters to our parents, when discussing important votes and decisions that affect their children. Additionally, I have a long history in the PTA, and I can give examples of how to increase parental engagement in schools. It is similar to the above. It's about reaching out to the community, offering spaces to hear what the community needs, having translation and interpretation always available - Essentially being transparent, open to feedback and being willing to make changes.
We will see the pandemic causing major funding issues. Opening schools during a pandemic has proven to be both challenging and expensive. Buying PPE, cleaning supplies, sanitizer, Chromebooks, hotspots, etc. was not in our proposed budget when it was created. These needs have all arisen due to the changing complexities of opening a school during a global crisis. I think we have to be willing to think outside the box when creating our new budgets. We need to be willing to invest in students. That means spending money on the most important areas - curriculum, social emotional learning and anti-racist pedagogy. With these three important items funded, the district will able to curate and craft a budget that has equity at the forefront.
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Campaign Phone (public) (971) 888-9844
Web Site (leave blank if not applicable) http://shermanforpps.com
Town Where You Live North Portland
Your Experience/Qualificatons As a recent PPS graduate who has been in Portland Publics SpED program, I bring in my personal experience on the positive and the negative effects of the Portland Public School system. I have also in the past have attended community care days and have gone on trips to Salem to advocate for dyslexia. I have also been to School Board meetings to support fellow community members as they presented to the board on issues in PPS.
County United States of America
Term 2021-2025
Make sure to leave no families behind.  Not all parents had were fortunate enough to work from home.  Expectations that parents can afford to be involved in schools assumes that this is a choice not a privilege. Technology: As a leader I would work with PPS to ensure that students keep the district Chrome Books upon returning to classrooms and encourage PPS to continue paying for internet service and hotspot.  The digital divide compounds economic disparities.

Human connections: Peer tutoring and reading buddies. Pay high-schoolers from low income households to work as tutors.
Not all parents can make it to schools for meetings.  Encourage PTA/PTSA/PTO Site Council and other meetings to have a hybrid model, so that when meetings are able to be held in person community members can have the option to Zoom in.

Make sure that non-native English speakers have access to meeting interpretation.

Dyslexia is an example of a learning challenge that can impact the parents as well as the students.  
The State of Oregon is looking to use the Federal Pandemic funds earmarked for education to balance the state's education budget.  The state is assuming that to balance their budget, based on projected loss of revenue, that the State will be reducing their investment in schools. Oregon has the one of the shortest school years and the lowest graduation rates in the U.S. We loose families to Washington where a child receives and entire year longer by the end of Senior year of high school than their peers in Oregon.  This has always put as burden on working poor families in Oregon.  Even those with means are not going to be able to purchase enrichment camps that were accessible prior to COVID.  The loss of the Children's Museum and their summer camps is just one example of post pandemic ripple effect.  Our SUN programs need to be expanded and accessible to all PPS students.
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