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Eugene School District 4J Position 3

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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  • Bryan Costa
    (N)

  • Candidate picture

    Tom DiLiberto
    (N)

  • Candidate picture

    Judy Newman
    (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) (541) 359-7580
Web Site (leave blank if not applicable) http://www.tomdilibertofor4j.com
Town Where You Live Eugene
Your Experience/Qualificatons •31 years middle school teacher •5 years high school teacher •3 years elementary class aide •Bargaining chair, Eugene Education Assoc. •Student teacher supervisor, UO •Bilingual (English, Spanish) •BA in Spanish, California State Univ. Northridge •MS in Education, University of Oregon
County Lane
Term 4 years
There may be increased gaps in achievement among various groups of students when we return from COVID. First, we need to resist the call from some to test everyone now to assess the damage. With fewer than 14 days of in-person instruction left, using standardized tests now would be more of an assessment of home technology and supports than a gauge we could use to help our students. Another pitfall is ramping up remediation so much that students, fragile from this isolation, could burn out from being pushed through curriculum. Instead we should concentrate on the social-emotional and get kids to again get used to and enjoy learning. We need personalized learning, culturally relevant lessons, and closer ties with families to reach struggling kids. Finally, our teachers need latitude to select high-interest lessons that allow all kids to explore subjects and re-experience the joy of learning.
There’s no doubt that we have learned lessons from the pandemic and how it has changed how we teach and reach students. The role of parental support has been in the spotlight since the outbreak, forcing families to often drastically change work schedules to accommodate the shift. The truth is that parental involvement has always been a key to student success in school. But the COVID pandemic has intensified the family’s importance, and the transition back to in-person learning will no doubt require close collaboration with parents. It’s my hope that productive family partnerships by continuing with outreach programs put into place in the COVID era (especially with overlooked and underserved population groups) and clear, prompt communication will continue to be valued and implemented as we emerge from COVID.
Health and economic conditions are now improving, but everything will not be back to normal in the fall. We’ll continue to have to invest in facility upgrades, services, and other areas. But I believe many of the changes we made due to COVID will continue to be beneficial. For example, providing family wraparound services has made a difference in keeping kids engaged. In addition, many of the technology purchases will allow us to provide learning alternatives and enhancements not thought possible before. It will be important to thoroughly examine these and other silver linings as we go forward. Our class sizes and caseloads are too high, student mental health needs aren't being met, we need more counselors, and there are still inequities in our schools’ facilities and offerings. I’m hopeful that next year we’ll eventually be able to put back what has been diverted or removed while not forgetting the lessons learned from the pandemic.
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Web Site (leave blank if not applicable) http://www.electjudynewman.com
Town Where You Live Eugene
Your Experience/Qualificatons •40 years as an educator in Lane County, •Founded and Directed Early Childhood Cares a public education program for children with disabilities and their families, served over 25,000 children •Associate Professor of Clinical Practice, UO College of Education •Founder Lane Early Learning Alliance •30 years advocating for education funding and equity •4J School Board •Chair, 4J School Board Legislative Committee •Numerous local boards, successful efforts to support children, schools, CTE & arts
County Lane
Term 2nd 4 year
We will welcome every student back with care and connection, and determine what every student needs and what they have learned. We will build on the new skills and provide the extra time and social /emotional supports, as well as mental health and academic supports to ensure each child can catch up. This wide range of additional instruction and supports will be offered during regular school times, before and after school and during the summer; wisely spending new federal funds.

I will continue implementing Student Success Act equity plans aimed at reducing disparities: Kids in Transition to School (KITS); use proven practices for reading instruction; ensure kids are on-track for success; expand Career Technical Education, arts and extracurricular options.

I will continue 4J’s “All Students Belong” work, aimed at eliminating racism and discipline and academic disparities and making EVERY student in EVERY school safe, respected and welcomed.
For years we have identified parent involvement as an important contributor to student success. My entire career has focused on working with families to help, support and be engaged in their child’s education. For many students the pandemic has required parental help to participate in online learning and has given teachers more opportunities to connect and engage with parents which benefits students. I will encourage continued parent involvement.

Parent participation in meetings and conferences has increased in this remote environment, because it eliminates the need to travel, get child care or take time off work. My plan is to continue robust outreach to parents, and to provide options for parents to participate remotely in meetings with staff and the Board.

The pandemic has also made the disparities in student and family circumstances even more pronounced. I will work for equal access to all families by providing needed connectivity, stability, flexibility and supports.
The basic school fund increased this past biennium, but we still face potential reductions. Every district receives their share of these funds based on student enrollment, and during the pandemic enrollment has dropped in 4J and in most school districts. I am advocating to increase the basic school fund allocation and to hold districts harmless from the enrollment dip, given the circumstances and the anticipation that enrollment will rapidly increase when schools reopen fully.

We have received additional federal dollars this year. These funds are targeted to offset additional expenses related to the pandemic. Initially the funds helped pay for technology and internet access for all students and staff; and the purchase of PPE and cleaning supplies. Federal funds will now be used for air filtration systems; cleaning buildings, and to provide hybrid instruction, extra academic and social emotional supports, and summer services.
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