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Reynolds School District 7 Position 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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  • Bill Stewart
    (N)

  • Candidate picture

    Cayle Tern
    (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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Web Site (leave blank if not applicable) http://www.cayleforreynolds.com/
Town Where You Live Portland Oregon
Your Experience/Qualificatons Housing Advocate, Council for the Homeless Clinical Social Work Intern, Metropolitan Pediatrics Restaurant General Manager: NW Restaurants Inc Community Advocate: Iu Mien Association of Oregon, Pacific Islander & Asian Family Center Advisory Board, East County Rising Director Education: Portland State University, Master of Social Work California State University Chico, BS: Business Administration: Human Resources Shasta College, Associates Arts, General Education
County Multnomah County
The disparities in academic achievement are caused by the inability and capacity of schools to identify and acquire the resources to address their diverse needs and barriers to learning. The pandemic in the backdrop has made this more challenging. Recognizing that children will learn at their own pace, we must look for ways to provide comprehensive curricular activities and services that take into account mental health and changed behavior as students transition back to school. It’s clear that the transition to online learning exposed the significance of how a parent's contribution can directly impact learning. The parent’s education level, technological knowledge, and capacity to advocate for their children will determine if that gap can get closed. School Districts ought to bolster and develop materials with clear guidelines for parents to utilize, especially if their students opted in for hybrid learning. It’s critical that we advocate for funding to overhaul this type of support
As a first generation immigrant, I know the importance and privilege of having family support and involvement. I also know and respect that there are many circumstances where parents are not able or available to engage so schools need to help meet those gaps. The current Reynold School District Board has prioritized Family Engagement by proposing initiatives that will mitigate these gaps. We must generate buy-in from parents. It’s clear that the transition to online learning exposed the significance of how a parent's contribution can directly impact learning. Programs like Schools Uniting Neighborhoods (SUN) Community Schools program provide direct support to the local school community. We must take advantage of programs like SUN to learn and connect with parents in the community. Strategically, School Districts will need to collaborate and build relationships with state and local sectors to create a consistent plan and offer alternative solutions for students who are struggling.
The pandemic contributed to the reduction of school budgets left school districts with the responsibility to cut funding to critical priorities. The investments in the Student Initiative Accounts (SIA) which allocated funds to these priorities need to be reassessed and re-prioritized. I think the budget committee needs to reassess and propose amendments and strategies that can address our priorities. I think Reynolds School Board and Administrator can consider staggering the initiation of new projects through the next biennium. At the same time, we will need to wait and see how much emergency funding the district will get from the State and the American Rescue Plan Act. We need Administrative flexibility without significantly impacting the ability of teachers to teach and students to learn.
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