I am a dedicated parent, an Art Literacy volunteer, PTO president, coed youth coach and am deeply engaged in the Beaverton School community.

My own upbringing and life experience, including being raised by a single widowed mother on public assistance, my public school background from kindergarten through college graduate and my own multi-ethnic family gives me a very unique perspective.

I have a background in technology and sales, with a degree in Economics which translates into many of the discussions and opportunities for problem solving and discussions on the board.

I am a lifelong learner, teacher and coach who loves to positively impact and enrich the lives of those around me.

My understanding is that the District has and will comply with federal and state education policies. Many of these are now in a state of change and uncertainty, but I don't foresee internal change until these are settled in state and Federal courts. The District will do its best to both protect and continue to serve all students, while weighing the potential risks to its funding,

This is a worrisome potential outcome, but I do believe courts will intervene, and the District can continue its work and path forward.

Financial sustainability: Position ourselves for long term financial health. Current course is unsustainable.

Lack of transparency and accountability: District administration and the board need to be more honest and open, listening to all dissenting opinions.

Lower readiness scores, with higher graduation rates: Give our kids more credit, they want to be held accountable, and grow exponentially from overcoming obstacles and challenges.

Lack of access to low/no cost activities: A large focal point of mine for years, and I have had macro success as a parent, and expect more impact as a board member.

I will help clear the misinformation around uniformed YSO's (aka SRO's)

Address the widening gender learning gap openly and head on.

I have four children currently enrolled in the Beaverton School District. I have a degree in education and am a former public school teacher. For the last year I have been collaborating with parents, educators, and community members to 1) support the Beaverton Education Association as they bargained for better learning conditions and 2) to oppose Beaverton’s proposed school closures that would disproportionately affect students from marginalized communities.

I bring both parent and educator perspectives to the board. If we hope to make informed and effective decisions for our students, we must include the people who know them best: parents and the educators and staff who are with our children at school each day.

The district has a legal and moral obligation to comply with federal and state education policies. Historically, these policies require that schools provide a free and appropriate education for all students. Policies such as Title VI (prohibiting racial discrimination), IDEA (ensuring free and appropriate public education for students with disabilities), and Title IX (prohibiting discrimination based on sex) have been imperative in ensuring that all students have access to free and high-quality education. As a school board member I will do everything I can to ensure that Beaverton School District is a safe and welcoming place where students (and workers) can reach their full potential.

Need for Transparency: I want to make meetings more accessible to families and immigrants. I will engage in robust discussion and debate during these meetings so all are aware of what is at stake in the decisions. Need for Accountability: The school board’s role is to govern the district and ensure that schools are serving the public. I will advocate for extended time between school board members receiving meeting agendas and voting so that we can consult with groups who represent students and other experts (cultural and advocacy groups, relevant unions). Need for Shared Decision-Making: I will draw upon my relationships with the teachers union and the certified staff union to make more informed and effective decisions for our schools.

As a refugee and single mother, I worked multiple jobs while earning two bachelor’s degrees, a master’s, and a doctorate in education. Public education changed my life. I’m committed to ensuring all students, regardless of background have access to opportunity. Over 30 years, I’ve served as a classroom assistant, teacher, principal, ESL Director, and Executive Director of Teaching and Learning. I’ve expanded dual language programs, led equity initiatives, and managed multimillion-dollar budgets. I bring lived experience, policy insight, instructional leadership, and a strong belief instudent-centered leadership. I’m ready to serve with purpose, integrity, and collaboration. Education is a civil right. Representation matters to our students.

The District must follow federal and state laws to ensure every student—especially those historically underserved—can access high-quality education. Federal laws like ESSA, IDEA, Title I, and Title III guide standards, assessments, and support services. State laws, including the Student Success Act and new accountability bills, focus on literacy, attendance, math, and college/career readiness. School boards ensure compliance, transparency, and equity while holding leadership accountable. It’s not just about following rules—it’s about doing what’s right. We are also responsible for keeping students safe and protecting their rights and data.

BSD faces urgent challenges: persistent achievement gaps, declining enrollment, and budget shortfalls intensified by reduced federal funding. I’ll protect student-facing investments like mental health, special education, English learner services, and early learning; expand dual language, STEAM, and college readiness programs; and address the needs of students in poverty. We must pursue grants, partnerships, and efficient resource use. Listening to families to understand why some are leaving, and adapt with flexible learning models. Inclusion must never mean compromising the safety or learning environment of others. It means building systems that serve all students well, with appropriate staff support to maintain safe and supportive school.