May Superintendent's Message

Before I was a superintendent, I was a teacher—and that part of me has never left. My time in the classroom shaped everything I believe about education. It taught me that students thrive when they are seen, believed in, and supported by people who care. Teaching is about more than delivering lessons—it's about building relationships, creating hope, and showing students what’s possible.

As I reflect on Teacher Appreciation Week, I see those same values lived out every day in MESD schools. Our educators make a lasting difference not only through instruction, but by showing up for students in ways that change lives. To all MESD teachers: thank you. Your dedication matters deeply, and I am truly grateful for all that you do.

This month, Oregon joined several other states in submitting a formal response to the U.S. Department of Education’s certification request—reaffirming that diversity, equity, and inclusion are foundational to public education in our state. At a time when national discourse often questions or undermines the work of educators, it is both heartening and inspiring to see our state leadership stand firmly in support of Oregon’s core values and its deep commitment to serving all students.

This affirmation arrives as MESD, like many educational institutions across the state, confronts significant and complex financial challenges. Inadequate state school funding, reduced district utilization of our services due to local budget constraints, and a substantial cut to Student Success Act Technical Assistance funding have all contributed to a more limited financial landscape. These pressures are further intensified by increasing PERS obligations and rising insurance premiums, even as we continue working to keep our District and Local Service Plans as flat as possible to minimize impacts on our component districts.

In this context, MESD has made the deeply difficult decision to sunset the Director of Equity position, effective June 30, 2025. This decision in no way reflects a departure from our values or our mission. Rather, it reflects the financial realities we must navigate. MESD’s mission, vision, and strategic plan remain firmly centered on equity, and our commitment to educational justice and the success of historically underserved students continues to guide everything we do.

Looking ahead, I will work with our leadership team to reconfigure our internal structures to ensure that equity is embedded across all departments and decision-making processes. Once more, this is not the end of our equity work—it is a transition to a new phase. As we build a more sustainable model within these constraints, your voice and partnership will be essential. We will create avenues to welcome your ideas, feedback, and questions as we continue this work together.

At our April Board meeting, I was proud to witness the Multnomah Education Service District Board of Directors unanimously pass a resolution affirming our commitment to gender expansive and transgender students. This action powerfully reinforces MESD’s ongoing work to create learning environments where every student feels seen, valued, and safe.

As Superintendent, I want to make clear that our support is not symbolic—it is grounded in our strategic plan, the Blueprint’28, equity policy, and reflected in the day-to-day practices across our district. We stand firmly with our transgender and gender expansive students, staff, and families. Our work to foster inclusive, affirming spaces is essential to student success, and I am grateful to the Board and our entire MESD community for continuing to lead with courage, care, and purpose.

We continue to move deeper into our budgeting process. This is indeed a very challenging time for public education across Oregon.

Over the past few months, I have shared budget updates through multiple channels, including:

• Monthly Superintendent Messages

• Updates at the Monthly Administrators Meetings from Dr. Coakley and Doana Anderson

• Monthly Cabinet and SPA Meetings

• Supervisors have also been asked to communicate this information directly with their teams.

Through these channels, we have shared updates about the financial pressures facing MESD and our partner districts. Rising operational costs, reduced revenue projections, and anticipated reductions in key funding sources—such as the Student Success Act Technical Assistance grant—have required us to make difficult, strategic decisions. As a result, reductions will occur across all levels of our organization—including administrators, teachers, classified staff, departments, schools, and programs. I want to acknowledge the stress and uncertainty this brings, especially for those whose positions may be directly affected.

We also shared the budget process, timeline, our three decision-making guidelines to help ensure we stay focused on our mission, our students, and our long-term goals:

• Student-Centered Approach: Decisions are guided by what best supports student learning, health, and well-being, ensuring that essential services remain in place for those who need them most.

• District Selection Engagement & Transparency: MESD has sought input from its eight component districts to ensure that budget decisions reflect shared priorities and maintain transparency throughout the process.

• Strategic Plan Alignment: Budget decisions will align with MESD’s Strategic Plan to maintain long-term sustainability, effectiveness, and impact on student success. Budget adjustments prioritize the needs of historically underserved students and communities, ensuring resources are distributed in a way that promotes fairness and opportunity.

This month, we are entering the phase where some staff will begin receiving notifications related to program or position changes. I want to be clear: these decisions are not a reflection of your work or dedication. You are valued members of our MESD team, and we are committed to communicating with transparency, compassion, and respect. Wherever possible, we will work to offer options and support, including reassignments, internal job opportunities, or retirement conversations where appropriate.

We are also continuing to advocate for adequate and equitable funding at the state level, working closely with the Oregon Department of Education, the Governor’s Office, and our legislative partners. While advocacy alone may not fully resolve our current budget gap, your voice—as educators, professionals, and community members—remains powerful.

This week, we received a Notice of Non-Continuation from the U.S. Department of Education regarding a recent grant application. The proposed funding would have supported mental health and social-emotional learning efforts, with a focus on integrating equity and restorative practices into our special education behavior programs.

Unfortunately, this important work will be paused while we advocate for reconsideration and an additional review of our application. We anticipate there may be further updates related to federal funding opportunities over the summer and fall.

In June, the MESD Board will finalize our budget for the upcoming school year. Between now and then, we will continue to provide regular updates and engage in open conversations about the path forward. Together, we are navigating this difficult season with integrity and care—and I remain deeply grateful to each of you for the work you do to serve our students and communities every day.

Read previous budget updates here:

• January
• February
• March
• April

• LGBTQ2SIA+ Resources. The Oregon Department of Education has published a set of resources to support safe, welcoming, and inclusive learning environments for LGBTQ2SIA+ students. These tools help clarify student rights and legal protections, align with state content standards, and offer data, guidance, and materials to support student success.

• Protecting Oregon Students From Discrimination, Harassment, Intimidation, and Bullying in Public Schools. ODE released new guidance clarifying existing law protecting students from discrimination on the basis of race, national origin, and immigration status in Oregon schools.