+ Why are you running for School Board?

I am running for School Board to give back to a community that I love and call home. This past year has been like no other in terms of overextending our school district staff as well as the children and families in our community. The years that follow will require careful and thoughtful leadership to help the community heal from a global trauma. I have a unique blend of educational, professional, and personal experiences that I believe would be especially helpful to support CSD in the current time and context.

+ What special strengths do you believe you would bring to the board?

Strengths I believe would help me serve as an effective member of the School Board include:

• Significant knowledge of child and youth development related to social-emotional learning and academic achievement;
• Experience working with children of all ages as well as educators and administrators at all grade levels;
• Ability to build relationships across teams of practitioners, researchers, funders, policymakers, and families from diverse backgrounds;
• Expertise associated with developing effective metrics and using data and research to inform practice and policy (while also recognizing the limitations of these approaches);
• Practice communicating statistics and data to broad audiences;
• Experience building partnerships across community and state systems and supporting systems-level change and policymaking at the state level;
• Management of multimillion dollar budgets;
• A commitment to equity through a trauma-informed and anti-racist perspective;
• Dedication to personal and professional learning and growth; and
• Experience making informed decisions based on research as well as identified community needs.

+ What is your experience with K-12 education?

Over the last 20+ years, my professional experiences have given me the opportunity to work within and in partnership with school systems – as an early childhood teacher, a parenting educator, a systems leader, and a researcher focused on developing and evaluating social and emotional learning programs in school settings. I have developed and delivered professional develop workshops and trainings for educators at all grade levels related to social and emotional skills and the intersection between these skills and academic learning with an equity-focused, trauma-informed, and antiracist perspective.

+ What is your experience with K-12 education in Corvallis?

Corvallis is a community that I care deeply about. I grew up in Corvallis and was a student in the Corvallis K-12 public school system (Husky Elementary, 1984-1990; Highland View Middle School, 1990-1993; Crescent Valley High School, 1993-1997). I am now a district parent and aunt. I have engaged with the school system as a parent, a volunteer (e.g., speaking to students at the invitation from staff on emotional well-being/managing stress; supporting workshops for Jaguar PTA), and in my professional role (e.g., providing workshops for educators on self-regulation/social-emotional skills for the summer kindergarten readiness program).

+ What are three things we do well in K-12 education in Corvallis?

There are so many things I could point to that are done well in K-12 education in Corvallis. Corvallis School District:

• has a longstanding history of providing high-quality educational experiences in a supportive learning environment with emphasis on student well-being;
• continually adapts to changing contexts and community needs while honoring educator and family voice (e.g., pandemic response, social justice engagement); and
• engages families in student learning and in decision-making through a variety of approaches.

+ What are three things we need to improve in K-12 education in Corvallis?

In the coming year – I think there will be several critical issues facing the district that would benefit from support:

1. heightened attention to differentiated instruction: Over the past year, students across the academic spectrum have struggled to engage in learning, struggled to “keep up” with traditional standards, or struggled to be sufficiently challenged. The need for personalized and differentiated instruction will be greater than ever before. This will require enhanced relationships with families, discussions related to what achievement means in the current context, and innovative and feasible approaches to measuring progress toward these goals over time;
2. dedicated investment in social, emotional, and mental health: supporting positive student mental health outcomes from an equitable, anti-racist, and trauma-informed perspective must be a priority to ensure student well-being and academic success. Heightened support for positive mental health will also help ensure that our classroom teachers have the support they need to do what they do well;
3. expansion of systems-level partnership: CSD cannot meet all of the needs of students and families alone and the district does not need to if resources in the community are effectively blended and leveraged. Oregon’s historic investment in a $2 billion Student Success Act (SSA) brings new funding opportunities to school districts as well as community partners. SSA funds are designated to support student academic and mental health, early childhood education and the transition to kindergarten, parent leadership, access to parenting education opportunities, and more. Knowledge of these programs and deeper engagement with community partners would allow CSD to use district resources strategically while also coordinating with community partners to effectively support families and meet the district’s metrics and goals.

+ What are the best ways to assess student achievement?

I believe the best way to effectively assess student achievement is through a multi-pronged approach at the classroom and school levels as well as in partnership with families. How CSD defines and assesses student achievement will likely be called into question in the coming year, especially following the challenges experienced with supporting academic success through virtual/hybrid/online learning throughout the COVID-19 pandemic. The school district relies heavily on standardized measures (standardized tests; graduation rates; Oregon Healthy Teens Survey data) and these existing metrics play an important role in understanding areas where students may need support as well as change over time. These measures also have limitations and thus must be coupled with knowledge of student goals and progress from teachers, counselors, supporting staff members, and families to be effective.

+ What does equity in an educational setting mean to you?

My definition of equity is that all children/youth and their families have the resources and opportunities as well as the skills and supports needed to thrive. The Corvallis School District is serving an increasingly diverse population of students and families and that diversity comes in many forms, including gender/gender identity, sexual orientation, language, race/ethnicity, abilities/disabilities, culture, values, political beliefs, socioeconomic background, and lived experience. Ensuring not only equitable access to high-quality learning opportunities, but also that children and youth are able benefit from that access requires that the district embed an equity perspective across all levels of the school system. This must be an ongoing process of listening, learning, reflection, and growth.

Consideration of equity must appear at the:

• classroom/child level (e.g., differentiating instruction; ensuring that materials and books reflect diverse children and families; implementing anti-bias/anti-racist curricula; considering how historical and current events are taught and critically discussed to reflect multiple viewpoints and experiences);
• family level (e.g., offering and recognizing many different forms of family engagement; honoring diverse family forms; ensuring that parents have access to materials in their native language; building relationships with families to understand their values toward effectively supporting their students);
• educator/staff level (e.g., providing teacher professional development focused on understanding trauma, historic oppression, the history of race in our state, implicit bias, navigating challenging conversations, and cultural responsiveness in teaching; supporting teachers as they embark on these transformative experiences and addressing unintended consequences that arise, such as a rise in staff experiencing secondary trauma or negative responses from families/community; discomfort of staff engaging in conversations); and
• administrator level (e.g., recruiting, hiring, supporting, and retaining educators/administrators from diverse backgrounds reflective of our student population, ensuring voices from diverse backgrounds and experiences are valued, even when different from or uncomfortable to the dominant culture).

+ How would you balance your decisions as a member of the board with the input of parents and teachers?

Being a member of the School Board (to me) means representing the voices of parents, teachers, administrators, and community members. Although decision-making responsibilities reside primarily within the School Board and District Administrators, it is the responsibility of that group to seek out and value the voices impacted by the system at all levels. This is critical to make the most well-informed decisions possible while taking into account data and research, the values of the district, and resources available. As such, I view building relationships with and listening to parents and teachers as a critical part of the decision-making process.

+What kinds of influence do you think special interest groups should have on decisions related to curriculum?

I believe that decisions about curriculum and materials need to be driven by research and best practices as well as data that looks at what works and for whom. Curriculum decisions should reflect the values and strategic goals of the Corvallis School District, which aim to ensure “education outcomes should not be determined by income, race, gender, disability, or language” while noting the importance of valuing “diversity as a source of strength.” Finally, choices about curriculum need to garner buy-in and support from educators and administrators in terms of feasibility to implement and integrate into existing practices. If special interest groups have recommendations or concerns, I would listen with the intent of understanding (just as I would with any voice). I would be interested in asking questions to determine how the group’s concerns could enhance or support existing practices OR if community education and transparency is needed around why the School Board and District made the decisions they did. Questions I would ask: Who is the special interest group representing in the CSD community? What are the concerns/recommendations? Is a specific group being harmed or marginalized by existing curricula or practices? Is a specific group being left out of efforts that are intending to be inclusive? What recommendations does the group have for improvement?

+ Email question from a district parent (4.28.2021): Where do you stand on the Jaguar Boundary shift? Would you have supported or rejected the idea, and why?

Email response: Thank you so much for reaching out to me directly. I really appreciate the chance to connect and share. I was asked by a group of parents last year to speak at the School Board meeting that focused on redistricting efforts related to the social-emotional impacts of splitting a school as students transition to middle school. I will paste the testimony that I shared publicly below. In addition, I am a district parent with a 5th grader this year at Jaguar who has been carrying a lot of anxiety about where she will go to middle school next year so you can see that my testimony came from both a researcher perspective as well as a personal perspective. I think it's important for me to share that if elected to the school board, I believe my role is not to advocate personally for my family (of course our personal perspectives shape the perspective we bring to the table), but rather to advocate for an equitable process that explores all possibilities, honors all voices and families (looking for ways to go to families who are not able to bring their voices to a school board meeting), and giving adequate time to adjust to any decisions made (e.g., if a boundary change was determined to be necessary, consideration that a change could be announced with 1-2 years of lead time with options for family choice from neighborhoods impacted being prioritized/honored). I also have concerns about the updated boundary proposal process and the proposal on the table to shift all students from Jaguar to Cheldelin except children in life skills classes from a perspective of inclusion.

I recognize how challenging this decision must be for district administrators and the board and I strongly believe they care deeply about all students and families. However, what I shared in my testimony (scroll down) is what I still believe to be true today - that the boundary process could benefit from more time and community voice and buy-in before a change is made. I hope that helps in understanding my thoughts around this complicated challenge for the district. Please feel free to send any other questions my way.

TESTIMONY THAT I GAVE AT THE IN-PERSON BOARD MEETING

For the record, my name is Shauna Tominey. I’m an assistant professor of practice & parenting education specialist at Oregon State University (the views I share are my own) and I’m the proud parent of a Jefferson Jaguar (note that this testimony was shared before the school name change). I was asked to speak tonight as a content expert by members of our community on the research on school transitions and social-emotional well-being.

The transitions to middle school and high school are challenging for many children. This transition comes with an academic dip for many children, with increased loneliness, anxiety, and risk of depression. But most kids come through that transition just fine, especially those with a good friend. Having good friends and social acceptance relates to reduced anxiety and social-emotional wellbeing as well as academic achievement.

There is very little research that compares school feeder patterns (keeping kids together across transitions versus dividing them), and the research that exists is mixed. As we might expect, how the transition impacts students varies based on the student. "High achieving students" do better when kept with their friends across transitions. These youth are set up well with positive peer relationships and positive expectations for their performance - and they tend to keep on that path. Youth who are struggling socially and academically sometimes see a boost when they transition to a school with new peer groups - they have a chance to start over without carrying expectations for their behavior or performance from peers - this might actually lead to something better for a handful of our children.

Transitions are hard, but they are also part of life. When we have the social support we need to manage transitions well - they can lead to growth, boosted confidence, and ultimately social and academic resilience. With or without their friends, the majority of our children will navigate the transitions to middle school and high school just fine. It’ll take time, but they’ll be okay because they have us and they have each other and new friends they don’t even know yet.

But that won’t be true for all of our youth. We can’t fully predict who is going to struggle and who is going to thrive (with or without their friends), but children most likely to have a hard time across the transitions to middle and high school are those with higher anxiety and depressive symptoms (almost 25% of our middle schoolers and 40% of our high schoolers report depressive symptoms), those who are slow-to-warm up or take significant time to make new friends, and those who might be in marginalized communities or who have experienced trauma where building relationships and trust can take significant time.

The transitions to middle school and high school are hard enough without separating students from their peers and social support. So if there are other creative ways to address overcrowding, why create an unnecessary hardship and extra disruption for our children and youth if we don't have to? And if a boundary transition is the only solution - what supports will be in place to ensure all of our children have the social-emotional supports they need to thrive?

I was going to share that I am also a Jefferson parent and that my child’s path wasn’t affected by the boundary change, but rather, who she would be moving down that path with changing, but that’s not true anymore. I looked at the new map released this week and found that our neighborhood was also added into the new boundary region at the last moment. As a district parent, that gave me a very visceral response and had me thinking not just about the social-emotional implications, but the commute, the bus routes, many of the other challenges brought up here tonight.

As human beings, we like routine. We like predictability and we try to create that for our children, but when change happens quickly, we don’t respond well and we worry about what it will do to our kids. And that’s coming out loudly and clearly tonight. What this response says to me is that this process that was supposed to honor community input and parent voice, isn’t done yet. If the families being impacted the most are standing here saying they have not been heard, then there is more work that needs to be done to listen, to honor those voices, and to work with families to address the real challenges that are surfacing - whether a boundary change happens or not.

+ Email Question (4.30.2021): In the voter pamphlet you stated your goal in "Supporting the continued safety of students, families, and educators with the return to in-person learning;" and on your website "Research must underscore policies and practice, including decisions associated with safe return to in-person learning; Now coming up on a year and a half into the pandemic with extensive research done worldwide on Covid transmission among youth, is there particular research that may guide your decisions on advocating for a full return to school?"

Email response: Thank you so much for reaching out and for your question. This is a complex question and so I'll do my best to give the most straightforward answer that I can while also being thorough. If my response doesn't seem clear, please feel free to let me know and I'll do my best to try again!

Regarding keeping students safe/returning to school - I recognize that the School Board has to follow guidance from the Governor's Office and the Oregon Health Authority while also having some latitude within those guidelines and the choice to advocate for changes in those guidelines at higher levels if there are compelling reasons to do so.

So that brings us to your question about what research I would rely on to make those decisions -

I seek out research from the Centers from Disease Control (CDC - a recent science brief here: https://www.cdc.gov/coronavirus/2019-ncov/science/science-briefs/transmission_k_12_schools.html) as well as scientific journals (e.g., Nature, Science - here's an article from last fall: ) and universities when available. I have been trained as a research scientist and I recognize the strengths of research as well as the biases (I have seen poorly done studies that lead to conclusions that are not actually supported). I am not one to glance through summaries and accept what I read at face value. Statistics can be misleading based on how they are presented and written about so I take time to dive into the data and go back to original sources whenever possible. In looking at research, my priorities are to identify ways to help support children being in school safely (minimize transmission risks while also maximizing time with teachers and peers). While health and safety must be prioritized, having children come in and out of school/quarantine/hybrid and go through one transition after another rapidly is challenging to their mental health well-being and not sustainable for families. At this time, transmission risks among children seem to be extremely low, districts around the country have been successfully keeping schools open with minimal disruptions (when safe distance guidelines are followed) and I believe we can learn from these models to do the same here.

I hope that helps! In a nutshell: I use research from scientific sources that I trust (while also diving into the data to confirm), learning from school district models in the U.S. and other countries that have been successful, prioritizing in school time, and minimizing transitions/changes. I also believe that there are families who may not feel comfortable sending their students back (e.g., students who did better online; students with chronic illness who may be at heightened risk) and we need a strong plan to support flexibility for these students to continue learning if they cannot attend in person. That's another long email, but I hope I answered your question in a way that was helpful!

Please feel free to send any other questions my way. Also - I Googled your name and found a Bryce Maclennan who is a local fire fighter. If that is you - thank you for your service to our communities (my husband is also a first responder as a Benton county deputy). And either way, thank you for caring about this election and reaching out to learn more as you make your decision!

All my best to you and your family.

+ Email question (5.03.2021): "How will you sustain and enhance environmental climate education and experiences for Corvallis school students?"?

I aim to inspire the next generation of environmental stewards through meaningful learning experiences that help children and youth connect with the natural world around them and understand the value in sustainability and preservation of natural resources (e.g., time spent in nature, community gardens, hands-on nature-based/science learning experiences, shared historical and cultural stories that reflect the value of nature/the Earth). In addition, I aim to support the integration of sustainable practices within schools along with access to education on climate science so that students understand the causes and consequences of climate change, the impacts of decisions made today, and have exposure to models of effective intervention. Finally, I believe in hands-on learning approaches that emphasize access to community-based learning projects that engage students and families in taking action in their own lives and the community.

+ Email question (5.06.21): "Recently, I learned that Jaguar/Husky schools were doing away with math tracking and opportunities for kids are who excelling in math and need that extra challenge. I am concerned because I heard the language that “math was racist” as the reason it was being dropped. Can you let me know what your thoughts are on this? Do you think this is something that will be moving forward across all elementary schools and potentially middle and high schools?"

Thank you for reaching out. I had heard about these rumors, too. To the best of my knowledge, this only seems to be a topic currently being discussed at the elementary level and not at higher levels at this time.

To answer your question about my thoughts on the subject:

First, I will share that I don’t believe in a “one size fits all” approach to math (or any subject, really). Even if students are in the same classroom, there are effective ways to differentiate instruction so that all students can engage in practicing basic skills with students who need it receiving support at that level while others engage in higher level problem-solving, tackling problems in different ways, and skill-building at a pace that matches their level. This is important at all levels of education.

Benefits of being in a single classroom at the elementary school level for math:

Being in the same space classroom allows opportunities for all students to learn from one another with more advanced students deepening their knowledge through modeling and even teaching other students. This also gives students who are at more basic levels the chance to have exposure to the types of questions more advanced students are working on so that they can learn from those experiences and move into them when they are ready (I don’t think it’s the responsibility of more advanced students to teach less advanced students, but I do think it can build collaboration and can be a wonderful learning opportunity for them if they are comfortable doing so. When we are able to teach a skill to someone else, we REALLY learn it ourselves). What I describe here is what I see as the best-case scenario IF the single classroom approach is taken (rather than split tracks).

What does it take for a single classroom approach to work?

For the single classroom scenario to work well, this requires that teachers have:

• confidence in their own math skills and math teaching abilities,

• professional development in how to differentiate math instruction while supporting interactive, high-quality math learning activities that give students the opportunity to apply basic and advanced math concepts in many different contexts,

• access to curriculum and materials that support interactive math learning projects and extend math learning to science, engineering, and the arts,

• additional supports in the classroom to ensure all students or small groups of students have support in the moment and receive what they need (e.g., classroom aides who also have this training).

These are the supports I would ask about and advocate for if a single classroom approach is taken for math education in elementary school. Taking away math tracking in elementary school can lead to a high-quality math education for all students IF these supports are in place.

Challenges in early elementary school math education:

There are pros and cons (of course) to a single classroom approach, however. Not all teachers (especially at the elementary school level) have received support in the form of effective curricula or professional development training specific to how to create learning spaces that effectively meet the math learning needs of students across a range of levels AND it is challenging for one teacher to do this alone. In scholarly research (not specific to Corvallis): At the elementary school level, many teachers have expressed that they are not confident in their own math abilities. Unfortunately, this trickles out in the way they teach children. Their own biases about who is good at math or who should be good at math can have significant impact on students (e.g., if a teacher believes boys are better at math than girls or Asians are better at math than other races. As an Asian-American, I often heard things like, “No wonder you’re so good at math.” As a student, it made me feel good in the moment and proud of my heritage, but it did not give credit to the hard work and practice I put in AND it was likely damaging to other students to hear). These types of stereotypes hurt everyone. They can send the message that either you are good at math and have the capacity to be good at math or you do not. Students on the negative side of the stereotype may be more likely to give up and stop trying. And, if the stereotype holds you up positively and then you struggle, you may be likely to give up then as well with heightened feelings of self-doubt or shame. Instead, all students should be encouraged with messages that they can learn and grow in math with practice and effort, just like any other subject. When math feels hard and frustrating, students need support to learn skills to manage frustration, try a problem in a different way, work collaboratively, and/or ask for help.

When math tracking occurs, often it is teachers who have more skill/experience and confidence in math who take the more advanced students and teachers with less confidence/skill in math who take the lower track students. This can impact the quality of math education each group receives and can contribute to the gap in math skills widening over time. Studies have shown that early math tracking impacts student self-esteem. Once these tracks have been established, it is very hard for students from a lower track to join a higher track later on. When tracking starts at young ages, research has found that by the time students are in high school, there is a significant correlation with race. White and Asian students are disproportionately represented in the highest tracks and LatinX and Black/African-American students are disproportionately represented in the lowest tracks.

• This is where the arguments about math tracking being racist come from. Any time we hear the word “racist,” it rings an alarm in us. We don’t want to be racist. Wanting the best for our children shouldn’t mean we are called racist. So, I can certainly understand if hearing those words made that alarm go off for you, especially knowing that your hope is to make sure your children (and all students) have strong math support in school and for their future.

Math at higher levels

• To be competitive in specific fields and degree programs (e.g., engineering, math, and science-based fields), I believe that students do need access to higher level math courses and the skills to excel in these courses (particularly in high school). I also recognize that not all students want or need to engage in higher level math courses (e.g., calculus), depending on the path they hope to pursue. • I have not heard any discussion within the School District to eliminate access to these higher level math courses, only to strengthen the math skills of younger students to make sure more students have access to and can benefit from these courses. Those are the values I would advocate for as well.

School Board Meeting Discussion on Math Tracking 5.6.2021

In case you missed the May 6th School Board meeting, the current School Board discussed this in terms of status of this decision.

Here is the link: https://www.youtube.com/watch?v=B8MTXKOIdsw&t=15703s

Public Comments on this topic start at 1 hour and 18 minutes. The Board Discussion starts at 4 hours and 13 minutes and lasts until 4 hours and 23 minutes (10 minutes total).

One final note:

In speaking with math educators and learning about research on best practices, what I have learned is that best practices for elementary school math education that would help students access higher level math concepts in middle and high school would be for all students to have the opportunity to practice basic math skills routinely (e.g., addition, subtraction, multiplication, division, fractions, decimals, negative numbers) with opportunities to apply these concepts in many different ways while also relating these skills to many different contexts, including through hands-on learning. The importance of these core skills underlie all advanced math. My sister (Stacey Vaughn; math instructor at Oregon State University) often uses the example of LeBron James - a well-known basketball player. Even though he is a superstar, he STILL practices free throws regularly to exercise that skill and keep it strong. She teaches college level math (basic math as well as advanced courses). Even in the 4th term calculus courses she teaches, she has shared that many students struggle with basic math skills. These students were pushed through accelerated tracks, memorized answers without really understanding them, and their lack in skills requires that she spends significant class time teaching and practicing basic fraction manipulation skills with them. She feels this is a product of missed opportunities to deeply understand key basic concepts in early elementary school and middle school.

Whether a math "leveling" or a math "tracking" approach is taken (and this is a school-based decision; not a School Board decision), I believe it is important for all students to receive the support they need to be engaged in meaningful math learning experiences, to feel challenged while also having the support to rise to those challenges, and to excel.

+ Links to additional Q&A as part of the community endorsement and engagement process

Written questions are shared here from questionnaires/requests that I have received over the past few weeks. Links are shared where you can view my responses to each. Please note that some community/organization endorsements came from verbal interviews so may not be represented here.

NAACP Questions

Questions asked:

• What do you think are the biggest challenges currently facing our public schools and what are your plans to address them?
• What is your definition of equity and what is its importance in education?
• Describe the achievement gap in your district and what you think can be done about it. How could the Student Success Act Funds be used to address this gap?
• How can schools address the learning needs of students from other cultures and languages?
• What is your vision for the future of education in your community? What would be your role as a school board member in realizing this vision?

(View my answers at this link): https://drive.google.com/file/d/1DPUHsGU_4dnoJKkRpZ_esFCszVRtkJ-t/view?usp=sharing

Oregon League of Conservation Voters

Questions asked:

• As a school board member, how would you work to advance sustainability and climate action throughout the entire organization and help inspire the next generation of environmental stewards? * (75 words)
• Are you committed to actively identifying equity and justice issues in your community. And if yes, as a member of the school board, what would you do to end systemic racism and create a more just and equitable future? (75 words)

View my responses here: https://docs.google.com/document/d/1Umg0W_yrs7m088FFB7xqOyPhQTVULJr8YBWQhCcU_mI/edit?usp=sharing

Stand Up for Racial Justice (SURJ)

Questions asked:

• What does equity mean to you?
• How do you describe your commitment to racial justice in the past and how do you see that manifested in your role as a board member?
• If elected, what position would you take on the current school board initiative to rename schools?
• The pandemic has revealed significant inequities in how our children could access and learn through online education. Now that schools are moving to in person learning, what changes are important to explore for creating a more equitable educational experience?
• Cultural competency is an extremely critical issue. Students need access to curricula, materials, and role models that reflect their individual and family identities so that they see themselves reflected in their community and for children to see one another as accepted as part of the same community. This is important for students of all genders, sexual orientations, races, ethnicities, languages, cultures, ability levels, socioeconomic backgrounds, with various lived experiences, and with diverse family forms. Teachers and administrators (including School Board Members) should have access to ongoing professional development support related to diversity, equity, and inclusion; anti-racism; implicit bias; decolonizing education; and related. Our public schools must be a place where students have equitable access to social and educational opportunities and where all students and their families find belonging.

View my responses here: https://docs.google.com/document/d/1-kCK0_Fgf3dSJF_fRSGP-oxW2KkXq3LVIB3waQfmzys/edit?usp=sharing

Corvallis Education Association (CEA)

Questions asked:

• What is your name?
• What is your experience with K-12 education?
• What is your experience with K-12 education in Corvallis?
• What are three things we do well in K-12 education in Corvallis?
• What are three things we need to improve in K-12 education in Corvallis?
• Why are you running for school board?
• What special strengths do you believe you would bring to the board?
• What is your opinion of and/or experience with teachers' unions?
• What are the best ways to assess student achievement?
• How should the district handle underperforming teachers?
• What is the most important factor for success in the classroom?
• What does equity in an educational setting mean to you?
• How would you balance your decisions as a member of the board with the input of parents and teachers?
• What kinds of influence do you think special interest groups should have on decisions related to curriculum and materials used for student instruction, and how would you go about making decisions about quality instruction if outside pressure is brought to the board?

View my responses here: https://docs.google.com/document/d/108LCWQazj_cXwtF5C6wzp1siWv1HDgqxrNvt3_esnsw/edit?usp=sharing

Stand for Children

Questions asked:

• QUESTION 1: Why are you running for the school board and why are you the best candidate for the job?
• QUESTION 2: How have you engaged with your local schools? What are your top accomplishments?
• QUESTION 3: What does your school district currently do well? Where could/should the district improve?
• QUESTION 4: What are your strategies for improving your school district’s high school graduation rates, particularly for students from underserved and underrepresented communities (students of color, English Learners, students with special needs, low-income students)?
• QUESTION 5: Since Covid, students across Oregon have engaged in on-line learning. Evidence indicates that there has been considerable learning loss among students; some families chose not to even enroll kindergarten-age children. As a school board member, what policies, practices or budget priorities will you champion to support students as they resume in-person instruction?
• QUESTION 6: What are the most important qualities of a great school board member? How do you see yourself working with current school board members and the Superintendent?
• QUESTION 7: Why is an endorsement from Stand for Children important to you?

View my responses here: https://drive.google.com/file/d/1keRfuDPwJbEJ5UqpBTST8Uxqq_1WvTT3/view?usp=sharing

+ School Board Candidate Campaign Finances

School Board positions are volunteer positions. This has raised questions about how much money candidates are spending on campaigns and what those funds are paying for as well as where campaign funds come from.

The Oregon Secretary of State website (ORESTAR) allows you to search for any candidate to view their campaign expenses along with donations (monetary and in-kind) once candidates have reported that information.

Here is the link:

https://sos.oregon.gov/elections/Pages/campaignfinance.aspx

What are candidates required to report?

Candidates are only required to report spending once it exceeds $750. Even then, a candidate can file a "Certificate of Limited Expenditure" if they believe they will spend less than $3500 from all sources combined. If this certificate is on file, candidates do not need to report detailed transactions unless that amount ($3500) is exceeded.

For my campaign, I filed a Certificate of Limited Expenditure and then tried to report detailed transactions anyway for transparency. This has caused a problem in my ORESTAR account. Apparently, I was only supposed to do one or the other (not both). At this time, neither are showing. I am in contact with the Oregon Secretary of State's office to correct this issue as quickly as possible.

Personal campaign spending

When I first filed my application to run for Position #5 (an unopposed seat at that time), I did not anticipate having costs beyond the filing fee ($10), voter's pamphlet ($25), and setting up a website ($124). I have been grateful to learn from other candidates about the importance of engaging the community in the election process through many different forms of outreach. The community connections, conversations, and learning that has come out of these efforts has strengthened my understanding of challenges faced by families in the Corvallis School District; areas where more transparency is needed between the School Board, District Administrators, and the community; and knowledge of strengths that exist across our district.

Here is a link to a spreadsheet where you can view my personal expenditures ($1287.74) along with all in-kind donations listed that have been made on my behalf ($983).

https://docs.google.com/spreadsheets/d/1JNQYuFecq6wb9oL5P0G20R3p1IieYlSZne468UjAr6A/edit?usp=sharing

*I chose not to accept monetary donations for this campaign, but recognize how critical donations can be to ensure that voices from individuals and groups that have been historically marginalized or silenced are valued and heard.

If you have additional questions about the financing for my School Board candidacy, please feel free to reach out to me directly at shaunafor509j@gmail.com.