Empezar de nuevo

Guía de Votantes

Salem-Keizer School District Zone 1

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]

Haga clic sobre la foto del candidato para aprender más. Para comparar dos candidatos, haga clic en el botón "compare". Para empezar de nuevo, haga clic sobre la foto de otro candidato.

  • Candidate picture

    Osvaldo F Avila

  • Candidate picture

    Richard Riggs

  • Candidate picture

    Ross Swartzendruber

  • Kari Zohner

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) (971) 218-2370
Web Site (leave blank if not applicable) http://www.osvaldo4skboard.com
Town Where You Live Salem
Your Experience/Qualificatons Director, Herencia Latina Center San Juan College, Farmington, New Mexicp NW Regional Director - ENLACE, Farmington, New Mexico Tutor Coordinator/Bilingual Academic Advisor, Western Oregon University, Monmouth, Oregon Recruiter - College Assistance Migrant Program, Chemeketa Community College, Salem, Oregon Master's of Education in Educational Leadership and Policy.
County Polk
Term 4 years
Addressing these types of achievement gaps is what I have dedicated my career to doing. As a young man I experienced personally what it’s like to come from a working class family and to be told that I would never go to college or succeed in education, and after I overcame those challenges and pursued higher education I have devoted my career to helping students from families like mine get access to opportunities they didn’t think were possible.

In my work managing teams of employees or important grant funding, one has to lead with objective data. I would make sure our district kept accurate data on where COVID-19 is creating more achievement gaps, and ensure that the district is prioritizing resources, educator’s time and our community focus on the students who are being left behind.
One of the reasons I, as a parent, decided to run for school board is seeing how our current board has actively made it harder for parents to participate in our school board’s decisions.

I have spent my professional life working with students, parents, families and community leaders to help students get the chance to go to college. I would bring that experience to not just opening up our school board meetings to the community, but being out actively across the Salem-Keizer community meeting with the community where they live (once it is safe to do so).
I know from experience as a working parent that this pandemic has had many costs on our families, and on our district. New equipment, training and other costs burden our schools during distance learning, and now we have more costs associated with reopening our classrooms safely.

While it is important to make sure as a school board member we are spending the money the district has wisely, the reality is we need more resources to pay for these emergency costs. I will take my experience working with electeds and community leaders to advocating to our Legislature for the funds our schools need to prioritize health and safety while fully reopening our schools as quickly as we can do it responsibly.
Abordar este tipo de brechas en el rendimiento es a lo que he dedicado mi carrera. Cuando era joven, viví personalmente lo que es venir de una familia de clase trabajadora y que me digan que nunca iría a la universidad ni tendría éxito en la educación, y después de superar esos desafíos y obtener una educación universitaria, he dedicado mi carrera a ayudar los estudiantes de familias como la mía a tener acceso a oportunidades que no creían posibles.

En mi trabajo gestionando equipos de empleados hay que liderar con datos objetivos. Me aseguraría de que nuestro distrito mantuviera datos precisos sobre dónde COVID-19 está creando más brechas de rendimiento, y me aseguraría de que el distrito priorice los recursos, el tiempo de los educadores y nuestra comunidad se enfoque en los estudiantes que se están quedando atrás.
Una de las razones por las que yo, como padre, decidí postularme para la Mesa Directiva escolar es ver cómo nuestra mesa directiva actual ha dificultado la participación de los padres en las decisiones de la mesa directiva escolar.

He pasado mi vida profesional trabajando con estudiantes, padres, familias y líderes comunitarios para ayudar a los estudiantes a tener la oportunidad de ir a la universidad. Traería esa experiencia no solo para abrir nuestras reuniones de la mesa directiva escolar a la comunidad, sino también para participar activamente en la reunión comunitaria de Salem-Keizer con la comunidad donde viven (una vez que sea seguro hacerlo).
Sé por experiencia como padre que trabaja, que esta pandemia ha tenido muchos costos para nuestras familias y nuestro distrito. El equipo nuevo, la capacitación y otros costos son una carga para nuestras escuelas durante el aprendizaje a distancia, y ahora tenemos más costos asociados con la reapertura de nuestras escuelas de manera segura.

Es importante asegurarse de que como miembro de la mesa directiva escolar estamos gastando el dinero que el distrito tiene sabiamente, la realidad es que necesitamos más recursos para pagar estos costos de emergencia. Tomaré mi experiencia trabajando con legislativos y líderes comunitarios para abogar ante nuestra Legislatura por los fondos que nuestras escuelas necesitan para priorizar la salud y la seguridad mientras habremos completamente nuestras escuelas, tan pronto como podamos hacerlo de manera responsable.
Campaign Phone (public) (503) 371-3438
Web Site (leave blank if not applicable) http://www.RichardRiggs.com
Town Where You Live Salem, Oregon
Your Experience/Qualificatons I was elected to Chemeketa’s Board of Education in 2007 & ’11 and served in the US Navy 1986-2006. I have advised the Child Care Education Committee and Early Learning Council, served on Association of Community College Trustees committees and understand board governance, local budgeting and public meetings laws from years of firsthand experience. I have also been a teacher and education administrator throughout much of my professional life and volunteered extensively throughout the community.
County Marion and Polk
Term 2021-2025
Policies I would push for include outreach and engagement of families, making them part of the education process, as we do with OSU Extension’s Open campus programming, which has a proven to be 100% effective at getting all participating students to graduate from high school. Additionally, the district must identify the students’ medical and social needs and take action to address them, as is being done in the Corvallis School District. Woven throughout all of these processes, including the classroom environment, would be the use of culturally sensitive programming, setting high expectations for student success, and not falling into the trap of ignoring achievement gaps due to “where the students come from.” All students can thrive and succeed if given the opportunity and appropriate expectations are set by the board, superintendent, administrators and teachers.
In my role as OSU Extension’s Regional Director I have pushed to have the Open Campus Juntos program, which actively engages family members in their students education into Marion, Polk and Lane Counties, with the expanded offerings starting in July 2021. The Open campus program enjoys a 100% success rate for all participating students completing high school. Where possible I would push for expanded partnerships with OSU’s Open campus program. Additionally, schools should also employ bilingual staff who are fluent in the community’s different languages, provide wrap around services (medical, social, food pantries, etc.) to families at the school, and make school facilities available for community events. The board should also actively seek community input and hold board meetings in different high schools periodically to make it more convenient for community members to attend. Lastly, there should always be Zoom options for meetings so families do not need to pay for childcare.
Schools will need to address student trauma and disrupted learning with the addition of counselors, additional training for teachers and administrators and expanded educational offerings. Online and/or hybrid learning will likely become more common and require higher support costs in licensing fees for programs, equipment and training for teachers. The legislature provides approximately 75% of the districts funding and hopefully it recognizes these additional costs and increases school funding. The district also has the option to seek funding through a five year local option levy, which if set at 5 cents per $1,000 of assessed value would only cost the average home about $15 per year yet raise significant funds to help defray these expenses.
Las políticas que impulsaría incluyen el alcance y la participación de las familias, haciéndolas parte del proceso educativo, como lo hacemos con la programación de campus abierto de OSU Extension, que ha demostrado ser 100% eficaz para lograr que todos los estudiantes participantes se gradúen de la escuela secundaria. Además, el distrito debe identificar las necesidades médicas y sociales de los estudiantes y tomar medidas para abordarlas, como se está haciendo en el Distrito Escolar de Corvallis. Entretejido a lo largo de todos estos procesos, incluido el entorno del aula, estaría el uso de programación culturalmente sensible, estableciendo altas expectativas para el éxito de los estudiantes y sin caer en la trampa de ignorar las brechas de rendimiento debido al "origen de los estudiantes". Todos los estudiantes pueden prosperar y tener éxito si se les da la oportunidad y la junta, el superintendente, los administradores y los maestros establecen las expectativas adecuadas.
En mi papel como Director Regional de OSU Extension, he presionado para tener el programa Open Campus Juntos, que involucra activamente a los miembros de la familia en la educación de sus estudiantes en los condados de Marion, Polk y Lane, con las ofertas ampliadas a partir de Julio de 2021. El programa Open Campus disfruta una tasa de éxito del 100% para todos los estudiantes participantes que terminan la escuela secundaria. Siempre que sea posible, presionaría para ampliar las asociaciones con el programa de campus abierto de OSU. Además, las escuelas también deben emplear personal bilingüe que domine los diferentes idiomas de la comunidad, brindar servicios integrales (médicos, sociales, despensas de alimentos, etc.) a las familias en la escuela y hacer que las instalaciones escolares estén disponibles para eventos comunitarios. La junta también debe buscar activamente la opinión de la comunidad y celebrar reuniones de la junta en diferentes escuelas secundarias periódicamente para
Las escuelas deberán abordar el trauma de los estudiantes y el aprendizaje interrumpido con la adición de consejeros, capacitación adicional para maestros y administradores y ofertas educativas ampliadas. El aprendizaje en línea y / o híbrido probablemente se volverá más común y requerirá mayores costos de apoyo en las tarifas de licencia para programas, equipos y capacitación para maestros. La legislatura proporciona aproximadamente el 75% de los fondos del distrito y es de esperar que reconozca estos costos adicionales y aumente los fondos escolares. El distrito también tiene la opción de buscar financiamiento a través de un impuesto de opción local de cinco años, que si se establece en 5 centavos por $ 1,000 de valor tasado solo le costaría al hogar promedio alrededor de $ 15 por año, pero recaudaría fondos significativos para ayudar a sufragar estos gastos.
Campaign Phone (public) (503) 383-6173
Web Site (leave blank if not applicable) http://friendsofross.org
YouTube Video (leave blank if not applicable) http://www.youtube.com/channel/UCi9hTmaIHlWcm-kDbw69xug
Town Where You Live Rural Salem
Your Experience/Qualificatons As a life-long resident of rural Salem, I've owned a small business for 20 years and served on numerous nonprofit boards over the past 15 years. I am currently a board director of Bethel College and The Music Lessons Project. My family is bicultural and speaks four languages. My spouse has taught in Salem-Keizer for 24 years and my three children attend South Salem High School. As a member of Oregon Public Education Network, I've helped influence state legislation and local outcome measurements.
Twitter @videomash
County Polk
Term 2021-25
Racialized policy creates these academic achievement disparities. This policy is present in our Continuous Improvement Plan outcome measurements and key performance indicators; EasyCBM, iReady and Smarter Balanced Assessments. Until these are changed for equitable outcome measurements, racialized policy continues. Oregon Public Education Network (OPEN), a group of parents and retired teachers, has addressed these issues by educating about essential learning skills, kindergarten and summative assessments. Each of these assessments has been discontinued. Interim assessments should also be challenged.

Return to in-person instruction should emphasize student-teacher relationships rather than data gathering through standardized tests. Other strategies include teacher-led formative assessments and discontinuing computer surveillance of students. We need to shift from outcome-based data-centered policy toward a human-centered approach.
Family support in facilitating students' education becomes even more important as we continue with COVID. Forms of support for our three children on Comprehensive Distance Learning include work reschedules, increased internet, utility, screentime and food costs.. Parents have had very little input on these and many other decisions. More parental volunteer involvement in schools will be easier than policy-making decisions.

As Straub music booster president, I saw more parents involved with events at the school that encouraged socializing opportunities. Cultural programming increases extended family and community connections, too.

OPEN's success in helping create the 2021 State Wide Assessment Group and current legislation took years of educating policymakers, one meeting at a time. Influencing the district and board to address local outcome measurements happened during three minute public testimony and meeting with directors and administrators. I would make this process easier.
The impact on budgets is unknown. Transportation costs were less but this money was allowed for online learning. Physical costs were less but may equal COVID safety precaution costs. Without having a breakdown of the budget, it will be difficult to follow, evaluate costs. I advocate for better budget transparency.

Spending priorities should always remain the same, providing equitable education while meeting the physical and mental health needs of students and employees. The ongoing COVID situation will present many challenges. Students returning to in-person learning will have to take state assessments and those remaining with Edge will not. This disparity must be addressed.

The district estimates 7000 students are using Edge. This trend may lead to under-capacity at schools next year, when bond projects are finishing. Separating students with sub-standard instruction creates more inequity. Canvas costs are also unknown. Parents, teachers had no input on these decisions.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.
No hay repuesta.