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Silver Falls 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

    Stephanie Mantie
    (N)

  • Jennifer Traeger
    (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) (971) 301-5679
Town Where You Live Silverton
Your Experience/Qualificatons Educational Aid at Pratum Elementary (4 years) Classified Substitute for SFSD (1 year) Classroom Volunteer (10 years)
County Marion
Term 4 years
Our district and staff have had success by thinking outside the box to increase graduation rates and help students be successful overall. With support in place, I am confident that students and staff can recover from what learning may have been lost or delayed as a result of school closures.

Our students had to adapt quickly to distance learning, which brought unprecedented challenges. Our staff and current board had to remain flexible, consider the needs of others, and be willing to cooperate when opinions differed.

I will build upon these experiences. I will listen to the ideas of our staff, students, fellow board members and the community to better understand the needs and potential solutions. Each school in our district is unique and cannot be served by a one-size-fits-all plan. We will only know the full extent of these disparities when students return to the classroom full time. Fully understanding these disparities should be our first priority.
Over the past year, parents and families have been involved in the education of their students like never before. Parents became teachers, supportive coaches, instructional aids, counselors, and played other roles not likely considered ever before. As students return to school, one of two situations will likely occur. Either parents and families will become more involved, or burn-out from the demands of the pandemic and distance learning will discourage parental involvement. I think the latter can be helped by continuing the communication strategies that were put into place during COVID.

Administrators and teachers were given a new communication platform to stay in touch with families, and as a parent supporting four distance-learners, it was very effective. Our staff will need to be transparent about their needs, clearly communicate the type of support that is necessary, and offer unique opportunities for greater family involvement in the education of their children.
The pandemic has increased expenses that no one could have projected. I anticipate many discussions and changes to spending priorities. The board, administrators, and staff will need to be able to work together to reprioritize spending in order to meet short term needs as well as maintain long term goals. Many compromises will need to be made by all schools and departments. As long as we all agree to keep the needs of our students first and foremost, I believe we can recover from this pandemic as a stronger community.
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