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North Santiam School District Position 1 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]

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  • Candidate picture

    Tass Morrison
    (N)

  • Mackenzie Strawn
    (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) 910-7219
Town Where You Live SUBLIMITY
Your Experience/Qualificatons 14 years experience on NSSD board; retired educator with 30+ years experience; graduate of OSU and WOU; served on Oregon School Boards Assoc. board, including President in 2019; served on Stayton Sublimity Chamber board including board President; served on Stayton Public Library Fdn board, including President.
County Marion
Term 4 years
First, we need to understand that underserved children are not broken, they don’t need to be fixed. They have spent a year learning how to survive/thrive in a pandemic environment. Their learning has not stopped – it has been diverted. We need to welcome and support them, celebrate their return, honor their resilience, and not treat them as “learning deficits”. Second, board members must be well-informed about equity issues, know what the learning/participation barriers are for our children and families and take steps to remove them; for instance, school participation fees, food insecurity, lack of technical resources, and the potential need for additional social/emotional support at school. Third, board members need to be well-informed about resources available to specifically address disparity in student achievement such as Title I, High School Success/M98 funds, and Student Success Act funding. These resources have student equity as a fundamental focus.
Families are our front-line partners in NSSD; pandemic restrictions forced them to become “teachers’ assistants” and we need to capitalize on these experiences to be best informed about our services going forward. NSSD policies promote a culture of strong family involvement and we have many opportunities for families to participate in their children’s learning; this will continue here. We have a mobile app that has over 4300 users and we know from surveying that it’s the preferred method for connecting with our families. We survey our parents to get their opinions and thinking on critical issues and to better understand their needs.
Fortunately, we have had the advantage of Federal funding from the CARES Act for implementing health and safety protocols and procedures. We developed an online academy, which was not a priority in our 2020-2021 budget, to meet the needs of our students and families during pandemic closures. We used grant funds to open a daycare program, as well as a preschool for underserved children/families this year. So, taking advantage of funding sources for providing essential services is a critical strategy. NSSD has experienced a decrease in enrollment which influences the amount of state funds we get to operate the schools, so a primary focus will be to recover those students. In 2020 we had to abort efforts to place a capital improvements measure on the May ballot and those needs for our buildings will be monitored to determine continuing needs. We anticipate that additional social-emotional counseling may be a greater need for students now.
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