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Redmond School District 2J Position 4

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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  • Candidate picture

    Oscar Gonzalez
    (N)

  • Candidate picture

    Carmen Lawson
    (N)

  • Keri Lopez
    (N)

Biographical Information

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) 350-8133
Web Site (leave blank if not applicable) http://oscargonzalez4redmondschools.com/
Town Where You Live Redmond
Your Experience/Qualificatons 25 years in education as mostly as a counselor, teacher, and coach. Since 2016 (as a part of the LCA), I have led the charge of encouraging our regions educational leaders to: 1) recruit more diverse teachers 2) mandate teacher participation in workshops related to: cultural competency trainings, DEI and restorative justice principles and practices; and 4) adopt more culturally relevant, responsive, and rigorous curriculums (including ethnic and intradisciplinary studies).
Term 2 year
It is time to make every evert to reach out, identify, and re-engage with those students (and families) who have gone “MIA” over the course of this past school year. Once re-engaged we need to accelerate the learning by proving more teachers in the classrooms; creating curriculums that our more relevant, rigorous, and engaging to our increasingly diverse student body, support classroom teachers by providing academic (and social-emotional) supports; provide such emotional-social supports to both students and families; seek to provide more professional development opportunities for teachers to learn more about DEI (Diversity Equity, & Inclusion) and cultural competency- so that they have a deeper and clearer understanding as to why educational disparities continue to exist within our educational institutions and now have seemingly become considerably exacerbated over the course of this past year’s pandemic and subsequent school closures.

First, we need to make our schools become more welcoming for those parents who may not speak English or happens to be from a different culture, background, and/or religion. Schools need to do a better job in reaching out to ALL parents and provide safe (and welcoming) spaces for them…and be more inclusive and intentional in inviting such parents to “come to the table” and be a part of the “decision-making” conversations and/or parental school programs. I would be interested in creating a (bi-lingual/multi-cultural) “Parent University” to help train parents interested in becoming a volunteer at their child’s school. I would also seek to expand parental empowerment programs like “Juntos”, as well as early literacy programs (both English & Spanish) like “Juntos Apprendemos” and recruit (and empower) parents to both volunteer and increasingly participate in school-related activities.

Despite the uncertainties as to how many students are expected to return to their respective school next fall, it remains vital that adequate resources are provided for teachers and staff, as well as our students and families to ensure a safe and nurturing learning environment. Our schools will need additional staff to keep classroom sizes small, as well as hire more clinical social workers and/or mental health professionals to provide any needed intervention, support, and follow-up for both students and their respective families. Lastly, we need to ensure that spending from both state and federal monies are equitably allocated for students who have historically been underserved and educationally disenfranchised (BILAPOC, poor, foster kids, EL, Special Ed. Educ., Migrant Ed., LTGBQ+) and provide additional enrichment/academic support (pre & after school programs, tutoring & mentoring services, social-emotional skill building).
Es hora de hacer todo lo posible para llegar, identificar y volver a comprometerse con aquellos estudiantes (y familias) que han pasado por "MIA" en el transcurso del año escolar pasado. Una vez que nos volvamos a involucrar, debemos acelerar el aprendizaje probando más maestros en las aulas; crear currículos que sean más relevantes, rigurosos y atractivos para nuestro cuerpo estudiantil cada vez más diverso, apoyen a los maestros del salón de clases proporcionando apoyos académicos (y socioemocionales); proporcionar tales apoyos emocionales y sociales tanto a estudiantes como a familias; buscar brindar más oportunidades de desarrollo profesional para que los maestros aprendan más sobre DEI (diversidad, equidad e inclusión) y competencia cultural, para que tengan una comprensión más profunda y clara de por qué las disparidades educativas continúan existiendo dentro de nuestras instituciones educativas y ahora aparentemente han se agravó considerablemente durante este ano pasado.
Primero, tenemos que hacer que nuestras escuelas sean más acogedoras para aquellos padres que no hablan inglés o que son de una cultura, origen y / o religión diferente. Las escuelas deben hacer un mejor trabajo para llegar a TODOS los padres y brindarles espacios seguros (y acogedores) ... y ser más inclusivos e intencionales al invitar a esos padres a "venir a la mesa" y ser parte de la "decisión- hacer ”conversaciones y / o programas escolares para padres. Me interesaría crear una "Universidad para padres" (bilingüe / multicultural) para ayudar a capacitar a los padres interesados en convertirse en voluntarios en la escuela de sus hijos. También buscaría expandir los programas de empoderamiento de los padres como "Juntos", así como los programas de alfabetización temprana (tanto en inglés como en español) como "Juntos Apprendemos" y reclutar (y empoderar) a los padres para que sean voluntarios y participen cada vez más en actividades relacionadas con la escuela.
A pesar de las incertidumbres sobre cuántos estudiantes se espera que regresen a sus respectivas escuelas el próximo otoño, sigue siendo vital que se proporcionen los recursos adecuados para los maestros y el personal, así como para nuestros estudiantes y familias para garantizar un entorno de aprendizaje seguro y enriquecedor. Nuestras escuelas necesitarán personal adicional para mantener el tamaño de las aulas pequeñas, así como contratar más trabajadores sociales clínicos y / o profesionales de salud mental para brindar cualquier intervención, apoyo y seguimiento necesarios tanto para los estudiantes como para sus respectivas familias. Por último, debemos asegurarnos de que los gastos de fondos estatales y federales se asignen de manera equitativa a los estudiantes que históricamente han estado desatendidos y privados de sus derechos educativos (BILAPOC, niños pobres, de crianza temporal, EL, Educación especial., Educación migrante, LTGBQ +).
Web Site (leave blank if not applicable) http://www.facebook.com/groups/889035681670482
Town Where You Live Redmond
Your Experience/Qualificatons Carmen Lawson has been a member of the Redmond community for five years. While serving the Redmond and Madras community as an educator, she has been able to practice what she stands for which is; Inclusive Excellence in supporting all students. She believes that now more than ever community members, educators, and parents/guardians need to intentionally set up systems and supports that will benefit ALL students of the Redmond School District. Additionally, Carmen Lawson strategically sets up
County Deschutes
Term 2 years
As an educator and parent I have felt this first hand. I will intentionally help to continue and create systems the procedures that will benefit all students no matter their economic privileges and I will practice inclusive excellence. Through the lens of an educator I will consider all living situations and educational strategies that will support closing the learning loss that a lot of students are struggling with. These strategies may include curriculum consideration, transportation issues, and increased need for para-professionals.
As an educator and parent I have great empathy and understanding for the increased need to be flexible and resilient during and following our worldwide pandemic. Systems need to be carefully examined to insure that all families, no matter their socio-economic status, culture, Race, or gender identification to have equitable opportunities to achieve their full potential and succeed. If a child's basic needs are not being met; which include housing, clothing, food, and safety then they will not be able to be a successful student engaged in learning. Listening to the needs for families and guardians will be essential to create healthy partnerships.
The worldwide pandemic has had a great effect on the budgets that directly impact the classroom and student learning. There may need to be a pivot of priority in spending, there may need to be careful reflection of current budget allotments, and there may need to be partnerships created across the campuses and in the community to bring financial success to students' learning needs. I do not have all of the answers, but I am confident that as a key member of the board I can bring balance to the realities of how fiscal decisions impact the daily lives of an educator.
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