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Woodburn School District Position 5

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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  • Rosie Burkoff
    (N)

  • Candidate picture

    Laura Isiordia
    (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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Town Where You Live Woodburn, Oregon
Your Experience/Qualificatons I'm a former farmworker, a former Leadership and community development Director, Community Organizer, Former Executive Director, and now, I'm a Field Coordinator.
-The pandemic became a mirror for government organizations, showing the discrepancies or the gaps; they cannot be ignored any longer. These disparities already existed, with that in mind, we strived to make sure the students and teachers had the tools to work virtually. We also worked closely with a local internet service-carrier to serve our families for services at no cost or very low cost. Information to homes, some by knocking on doors and home visits conducted by bicultural and bilingual staff to keep parents informed about how to get prepared for the virtual world. -We, the Board, worked hard to make sure our students and teachers were safe to return to school. Our students needed to return to classrooms because their mental and academic state has been in jeopardy. Two strategies I support are having mentors and mentorships available and offering enrichment programs during the summer for all students in need.

--For me, it starts from the reality we have to change the narrative for our parents they are not present in the schools or represented in PAC’s due to systems that aren’t appropriate for our marginalized communities. It seems too often that the government and organizations always waiting for the community to come to them. The people need to do the in-reach, instead of the organization do outreach. We, the Board, have change the narrative by taking the District to our communities; we are present and visible to our parents. We know that the community needs to feel safe. Therefore, a place is important and so is the schedule/timing, so we do evening events to fit the availability of our families. We bring translation and we go to where the community is. When the community is invited to school settings, we make sure we have staff represented at the door, staff that are bilingual, Spanish- English, Russian-English.
-Many Districts with diverse student populations were heavily impacted during the pandemic. Enrollment, and therefore revenue, dropped as families left the District for a full time school or seeking employment following widespread layoffs.. -We need to advocate at state legislature for this funding especially when students are at risk by not having enough funding to cover students’ needs.
-La pandemia fue un espejo para las organizaciones de gobierno, salieron a relucir las disparidades, se mostraron tal y cual y se notaron los abismos que no podían ser ignorados. Estas disparidades han existido y con esto en mente la Mesa Directiva intento que estudiantes y maestros tuvieran herramientas necesarias para enfrentar al mundo virtual. -También trabajamos de cerca con la compañía de servicio de internet para sirvir a las familias gratis o a precios asequibles. Información fue entregada casa por casa incluyendo visitas las cuales se llevaron a cabo con personal biliengue y biculturales para mantener a los padres informados para el mundo virtual. -La Mesa se aseguro que estudiantes y maestros pudieran regresar con seguridad a la escuela. Los estudiantes debían de regresar a las aulas de la escuela, su salud mental y nivel académico estaban a riesgo. Dos estrategias: Tener instructores disponibles y un programa enriquecedor de verano para todos los estudiantes necesitados.
-Para mí, todo empieza con la realidad de cambiar la narrativa, los padres que no están presentes en las escuelas o representando en los comités de PAC es dado que el sistema no está adecuado para nuestras comunidades marginalizadas. El gobierno y organizaciones siempre están esperando que la comunidad vaya a ellos. La gente necesita ir a buscarlos en vez de que la organizacion vaya a la gente. -Nosotros La Mesa cambiamos la narrativa al llevar el distrito a las comunidades y estamos presentes y visibles a los padres. Sabemos que la comunidad necesita sentirse segura para asistir a eventos, el lugar es importante en donde reunirse y los horarios, los eventos los llevamos a cabo por las tardes para cumplir con la mayoría de horarios de trabajo. Llevamos traducción, los encontramos en lugares donde ellos se sienten seguros. Cuando la comunidad es invitada a las escuelas nos aseguramos de tener no solo el personal que represente a las comunidades pero personal bilingue y bicultural.
-Algunos Distritos con una poblacion diversa de estudiantes fueron gravemente impactados por la pandemia y los presupuestos sufrieron golpes fuertes, cuando las familias necesitaban escuelas de tiempo completo y en persona, incluso familias que salieron en busca de otros trabajos. -Necesitamos abogar a nivel de la legislatura estatal por estos fondos, especialmente cuando los estudiantes están a riesgo al no tener suficientes fondos para cubrir estas necesidades básicas de los estudiantes.