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Woodburn School District Position 2

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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  • Noemi Legaspi
    (N)

  • Candidate picture

    Michael Vasquez
    (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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Campaign Phone (public) (503) 757-7046
Town Where You Live Woodburn
Your Experience/Qualificatons Michael is a 2020 graduate from the UO and a 2016 graduate from Woodburn High. As a lifelong resident of Woodburn, Michael knows firsthand the barriers our students face and what they will have to endure in the aftermath of this pandemic. With experience in the HD22 legislative office and as an active community member, Michael has unique insight on how the decision-making process affects those who have to live those decisions on a day-to-day basis.
County Marion
Term First time
The pandemic has escalated the disparities in academic achievement in more ways than one. We must return to classrooms with a plan focused on using culturally relevant research and data to improve practice, engage everyone in the improvement processes, and implement a system that works hand in hand with parents to ensure every student's success.
Recognizing that not every parent can navigate and understand the system is the first step to creating a successful parent-district relationship. By identifying the needs, the system can fill those gaps and balance parental involvement by targeting and closing gaps that prove difficult for many families. A few of them are gaps that could be closed by having interpreters for parents in various languages. Another solution is to have increased availability for activities involving parents. Not every parent has a 9-5 job, and being available for all parents can provide great success in increased parental involvement.
Budget priorities that addressed the educational inequities had to be diverted to respond to the pandemic's needs. Data shows the communities that are being hit the hardest and the level of investments needed. The severity of these needs means that equitable funding is necessary to ensure students do not pay the price. It is vital to work with the state legislature to allocate money for these needs & make a system that is more proactive than reactive to the emerging needs. A proactive approach would have measures to prepare for disasters or pandemics that hinder the students from learning and teachers from teaching effectively.
La pandemia ha aumentado las disparidades en el rendimiento académico en más de un sentido. Debemos regresar a las escuelas con un plan enfocado en el uso de investigación y datos culturalmente relevantes para mejorar la práctica, involucrar a todos en los procesos de mejora e implementar un sistema que trabaje de la mano con los padres para asegurar el éxito de cada estudiante.
Reconocer que no todos los padres pueden navegar y comprender el sistema es el primer paso para crear una relación exitosa entre padres y distrito. Al identificar las necesidades, el sistema puede llenar esos vacíos y equilibrar la participación de los padres al identificar y cerrar los espacios que resultan difíciles para muchas familias. Algunos de ellos son problemas que podrían cerrarse con intérpretes para los padres en varios idiomas. Otra solución es tener una mayor disponibilidad para actividades que involucren a los padres. No todos los padres tienen un trabajo de 9 a 5, y estar disponible para todos los padres puede proporcionar un gran éxito en una mayor participación de los padres.
Las prioridades presupuestarias que abordan las desigualdades educativas tuvieron que desviarse para responder a las necesidades de la pandemia. Los datos muestran las comunidades más afectadas y el nivel de inversión necesario. La gravedad de estas necesidades significa que es necesaria una financiación equitativa para garantizar que los estudiantes no paguen el precio. Es vital trabajar con el gobierno federal para asignar dinero a estas necesidades y crear un sistema que sea más proactivo que reactivo a las necesidades emergentes. Este enfoque proactivo tendría medidas para prepararse para desastres o pandemias que impiden que los estudiantes aprendan y que los maestros enseñen de manera efectiva.