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Superintendent to prioritize statewide K–12 funding advocacy; bond work to continue under committee leadership
Summary
The board discussed superintendent goals and refocused a proposed individual goal away from leading a facilities bond toward coordinating districtwide advocacy for stable, adequate K–12 funding; board members outlined roles for bond committee leadership and agreed staff and committee leads will guide bond process while the superintendent leads
At its work session the Hillsboro School Board and Superintendent discussed refining the superintendent’s annual goals to prioritize understanding statewide K–12 funding challenges and organizing a coordinated advocacy effort, while leaving bond leadership to the bond committee and external partners.
Superintendent (name not specified) told the board that after discussion at the August retreat she was removing direct bond leadership from her top personal goals to concentrate instead on building a shared narrative and concentrated advocacy around the state funding situation for K–12. "I think it's more important that I focus my attention and refocus our attention and time together on understanding the situation for K–12 schools in the state of Oregon and having a concerted effort among ourselves and across districts in talking to our elected officials and talking to community leaders about the challenges that we face," she said.
Board members and staff discussed practical leadership roles for the bond process: the superintendent and cabinet will support the bond committee and the district’s project manager, while committee co‑chairs (named in the session as Erica Lopez and Keith Cowley) and external consultants/piper sandler (financial advisors referenced) would lead community engagement and package development. The board agreed that staff will produce materials for advocacy, and that board members might act as visible supporters at legislative meetings and community presentations.
Board members emphasized advocacy tactics and timing: meet with state legislators and representative offices during the legislative off‑season, use board presence when district staff present to the legislature to show support, and refine messaging to explain both the bond package’s effects and what loss of state funding would mean for students and programs. The board and staff also discussed using OSBA (Oregon School Boards Association) resources and possibly a board self‑evaluation process administered with outside facilitation (Kristen from OSBA was mentioned as a potential facilitator) to set measurable board engagement goals.
Ending: The board endorsed refocusing the superintendent’s personal goal toward coordinated funding advocacy while bond committee leadership and the district’s project manager will continue to lead the bond development process; staff will return with materials and a schedule for advocacy and bond outreach.
