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Coos Bay School District 9 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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  • Adrian Deleon
    (N)

  • Jim Kingsley
    (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) (541) 404-4459
Campaign Address PO Box 413
Coos Bay, OR 97420
Town Where You Live Coos Bay
Your Experience/Qualificatons 10 years on Coos Bay School Board (4 years as board chair), Oregon School Board Association (OSBA) Leadership Institute (Gold Level), OSBA Lighthouse Project Training, OSBA Promise of Oregon Training, frequent school volunteer (1st grade reading, 6th grade book groups, HS robotics, outdoor school chaperone, field trip chaperone), FIRST Lego League robotics coach, FIRST Tech Challenge robotics coach, Bachelor of Science in Electrical Engineering.
County Coos
Different strategies are required to address different types of disparities. Achievement gaps linked to socio-economic differences might require making sure all students have adequate nutrition, school supplies, and the tools necessary to complete assignments at home. Racial disparities may require examining district policies to eliminate biases or adjusting hiring practices so that staff demographics more closely resemble those of the local community. For students with special needs, faithful implementation of IEPs and better access to services while in hybrid or distance-learning may be needed.

As a board member, I completed a two-year training program that taught proven, research-based methods that boards can use to improve academic achievement for all students. Those skills include the use of data to identify achievement gaps, determine their cause, and reduce or eliminate them. This system of continuous improvement is currently used by the board and several district schools.
I was a frequent parent volunteer before becoming a board member. Parents are a child's first and most influential teachers. They should always be and feel welcome in our schools. Parent/teacher communication should happen often, be two-way, and be focused on supporting students. Parents' views and opinions should be sought when making rule and policy changes, as those changes will affect the parents as well as their children. Volunteer opportunities, extra-curricular activities, and planning meetings should be well-advertised, so that parents may be full participants in their children's education.
During my tenure as a board member and as a member of the budget committee, our district has done a great job of meeting students' needs by carefully managing the limited funds we receive. When COVID-19 hit, our previous investments in technology allowed us to transition to distance-learning with little impact to the budget, so the district could concentrate on meeting students' needs. By maintaining a healthy contingency fund, we are in a position to ride out any short-term budget shortfalls and continue to concentrate on long-term financial stability.
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