We have partnered with the Lake Oswego Sustainability Network (LOSN) to create a questionnaire for the candidates in the May 20 school board election to see where they stand on issues of equity and sustainability. Lena Elbakshish’s answers are copied below, verbatim.
Remember to vote in the May 20 election!
Voters can use the Clackamas County Equity Coalition’s Equity Ratings Guide as a helpful tool for voting with an equity lens.
Candidate: Lena Elbakshish – Position 2
1. The LOSD website states “the Board appoints advisory committees to consider matters of district-wide importance.” Beyond “consideration,” what, in your opinion, is the role of the advisory committees (SACs, strategic plan and academic advisory committees)? How would/do these committees help you in your role as a board member? What changes would you make to improve the effectiveness of these committees (structure, board interaction, recruitment, agenda-setting)?
A: While the Board tasks advisory committees with “considering” district-wide matters, I believe their role should go beyond that to include influencing, informing, and advising on key decisions. Committees like SACs, strategic planning, and academic advisory groups should serve as a bridge between the community and the board—bringing forward diverse perspectives, surfacing unmet needs, and identifying opportunities the School Board might otherwise miss.
To improve effectiveness, I’d advocate for:
- Clearer mandates and scopes so committee work is purposeful and aligned with board goals.
- More diverse recruitment, including outreach to underrepresented voices. ● Structured collaboration with the board, which could include regular joint sessions and/or frequent, structured reporting.
- More transparency in agenda-setting, allowing community members and students to suggest topics.
2. During the February 24 School Board meeting, it was revealed that graduation rates for Hispanic students have dropped and that graduation rates for underserved students have dropped nearly 10%. Reading and math proficiency have also disproportionately dropped for Black elementary students in the district. How will you combat these disparities in education outcomes?
A: The recent data is unacceptable and deeply concerning. Every student—regardless of background—deserves equitable opportunity and support to succeed. Here’s how I’d approach closing these gaps:
- Data transparency: Disaggregate and publish achievement data regularly. ● Targeted supports: Expand tutoring, culturally responsive teaching, and mentorship programs for underserved students.
- Early intervention: Identify students at risk of falling behind earlier, particularly in elementary grades.
- Community engagement: Partner with families and community leaders to co-create solutions.
- Accountability: Ensure school leaders have measurable equity goals and are held accountable for progress.
3. How do you envision the LOSD Board of Directors and the district engaging with community based sustainability and antiracism organizations? For example, the Coalition of Communities of Color’s “Cultivating Belonging in Clackamas County” report recommends dominant institutions partner with community based organizations and provides suggestions for effectively and ethically approaching those partnerships.
A: The LOSD board should actively seek partnerships with organizations like the Coalition of Communities of Color. These groups bring expertise, lived experience, and community trust. We must:
- Approach as collaborators, not just benefactors—sharing power and decision-making.
- Fund partnerships so they’re sustainable.
- Co-create programs, particularly around belonging, mental health, and culturally specific supports.
4. Teach and Practice Sustainability is a pillar in the current strategic plan. Do you support including sustainability in the next strategic plan? Why or why not? How would you like to see sustainable practices addressed by the district in the future?
A: Absolutely, sustainability should remain a pillar. It’s critical for the well-being of our students, our planet, and our community’s future. Sustainability education helps students become thoughtful, informed global citizens, and aligning district operations with sustainable practices models that commitment.
I’d like to see:
- Green building standards for all renovations and new construction. ● School gardens and composting programs to engage students hands-on.
- Energy efficiency audits and shifts to renewable energy.
- Student-led climate action projects, integrated into curriculum and leadership opportunities.
5. We’ve heard from current and former students that taking Ethnic Studies helps them feel better prepared to work with people from diverse backgrounds. Will you support reinstating Ethnic Studies and making it mandatory? If so, how will you go about it? If not, why?
A: Yes, I support reinstating Ethnic Studies and making it a core graduation requirement. It prepares students to work in diverse environments and fosters empathy, understanding, and critical thinking. To make it happen:
- Partner with educators and community members to design the curriculum. ● Provide training and support for teachers.
- Ensure it’s well-resourced and embedded into core subject areas.
6. We have heard from our students that climate literacy is critical to be prepared for life after graduation. How would you ensure our students are learning about the climate crisis at all grade levels?
A: We need a K–12 approach to climate education:
- Integrate climate topics into science, social studies, and even language arts at age-appropriate levels.
- Partner with local environmental groups for guest speakers, field trips, and project-based learning.
- Empower student voices to lead climate advocacy initiatives.
7. School administrations tend to be reactive rather than proactive when it comes to addressing the needs of BIPOC students. For example, students often have to come to their administrators with requests, and are rarely, if ever, asked what they need unprompted. What steps will you take to ensure that schools are more proactive in addressing the needs of BIPOC students? For example, one of the most common obstacles BIPOC students report is navigating microaggressions. How will you implement a district-wide approach for addressing microaggressions?
A: We must shift from reactive to proactive. Steps I’d advocate for:
- Routine listening sessions with BIPOC students and families—on their terms.
- Culturally responsive professional development for all staff.
- School climate audits, including qualitative and quantitative data on student experiences.
- Clear district-wide protocols for addressing microaggressions, with accountability for follow-through.
8. How would you integrate sustainability into the existing curriculum and district operations? What role do you see professional development playing in support of teaching and practicing sustainability.
A: I believe that sustainability can be woven into science, economics, literature, and more subject. Operationally, we can:
- Adopt green procurement policies.
- Promote low-waste cafeterias.
- Include sustainability goals in every school improvement plan.
Sustainability isn’t just about recycling. It’s an overall mindset that should be considered as part of decision making.
Professional development is crucial—we must empower teachers to confidently bring sustainability themes into their classrooms, using real-world examples and interdisciplinary learning.
9. How will you address students’ lack of trust in the bias reporting system? How can schools better protect students who file bias reports from peer and staff retaliation? How can you improve accountability from LOSD staff and administrators? A: To rebuild trust in the bias reporting system:
- Ensure anonymity and protection for students who file reports. ● Publicly share aggregate data on reports and resolutions.
- Follow up with students who file reports to ensure support and closure. ● Hold staff accountable with consistent consequences and restorative practices.
We also need student oversight or advisory groups to provide feedback on the system and its effectiveness.
10. School board members oversee the district’s budget. For the sections of the budget over which the board has discretionary authority, how do you approach evaluating and prioritizing what should be included both generally and specifically with respect to equity and sustainability?
A: I approach budgeting as a reflection of our values. We must bring transparency, rigor, and community input into these decisions. When discretionary funds are available, I’d prioritize:
- Resource allocation, meaning more investment where needs are greatest. ● Sustainability projects that yield long-term savings and educational benefits.
- Program evaluation: Are we funding what actually works? Are outcomes equitable?