School district sues Oregon in attempt to undo forest habitat conservation plan
School district sues Oregon in attempt to undo forest habitat conservation plan Oregon Public Broadcasting
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Small Oregon School District Sues State Over Forest Habitat Conservation Plan
One of the smallest school districts in Oregon is taking legal action against the state in an effort to have a landmark forest habitat conservation plan reconsidered.
Slash piles burn after clearcutting near the Tillamook State Forest in western Oregon in October 2023.
Courtesy of Jordan Gale/Oregon Capital Chronicle
The Lawsuit
The Jewell School District, located in the Clatsop State Forest in northwest Oregon, has filed a lawsuit against the Oregon Department of Forestry, State Forester Cal Mukumoto, and state forest chief Mike Wilson. The lawsuit, filed in Clatsop County Circuit Court on March 20, argues that the recently approved Western State Forests Habitat Conservation Plan will significantly reduce revenue for the school district, leading to staff and service cuts.
The Conservation Plan
The Western State Forests Habitat Conservation Plan, which was approved by the Oregon Board of Forestry on March 7, aims to regulate logging and conservation on approximately 630,000 acres of state forests for the next 70 years. The plan is designed to protect 17 threatened or endangered species, including those in the Clatsop State Forest.
Impact on the School District
According to John DiLorenzo, a lawyer from the Portland-based law firm Davis Wright Tremaine, the conservation plan will result in a 35% reduction in the volume of wood permitted for harvest from state forests in Clatsop County. This reduction will directly cut 35% of the funding allocated to the Jewell School District. Currently, the district’s $4.3 million budget is entirely funded by timber revenue from state forest harvests. However, under the new plan, the district would have to operate on approximately $3.62 million, which is about 17% less than its current operating level.
The Oregon Department of Education has indicated that it will provide the district, which serves 145 students in grades K-12, with enough funding to ensure it has $3.62 million. However, DiLorenzo argues that this amount is unacceptable as it would force the district to compromise the quality of education it currently provides.
The Lawsuit’s Basis
The lawsuit is based on a 2010 administrative rule that mandates the Oregon Department of Forestry to harvest enough timber from state forests to execute the agency’s forest management plans. The lawsuit claims that the harvest levels approved in the Western Forests Habitat Conservation Plan fail to meet this requirement.
Importance of Sustainable Development Goals (SDGs)
The Western State Forests Habitat Conservation Plan aligns with several Sustainable Development Goals (SDGs) established by the United Nations. These goals include:
- Goal 15: Life on Land – Protecting and restoring forests and biodiversity
- Goal 4: Quality Education – Ensuring equal access to quality education
- Goal 12: Responsible Consumption and Production – Promoting sustainable management of resources
The Jewell School District’s lawsuit highlights the need to balance conservation efforts with the economic sustainability of local communities, particularly in regions heavily reliant on timber revenue.
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The District’s Perspective
Superintendent Cory Pederson and the Jewell School Board have expressed their concerns over the impact of the conservation plan on the district’s funding. They believe that higher harvest levels would not only generate more revenue for the district but also help the Oregon Department of Forestry meet its obligations.
The district’s objective is to ensure that it can continue providing a high level of education to its students while also advocating for the reconsideration of the Western State Forests Habitat Conservation Plan.
Conclusion
The outcome of the lawsuit will have significant implications for both the Jewell School District and the future of forest habitat conservation in Oregon. Balancing economic sustainability and environmental protection remains a challenge, and finding a solution that addresses the concerns of all stakeholders is crucial.
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SDGs, Targets, and Indicators
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 15: Life on Land
The article discusses the impact of a forest habitat conservation plan on a small school district in Oregon. The plan aims to protect threatened or endangered species and regulate logging in state forests. This directly relates to SDG 15, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. Additionally, the article highlights the potential reduction in funding for the school district, which affects its ability to provide quality education. This connects to SDG 4, which aims to ensure inclusive and equitable quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
- SDG 15.9: By 2020, integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies, and accounts.
The article does not explicitly mention gender disparities in education or vocational training. However, it states that the school district serves 145 students in grades K-12, indicating that it provides education to children in vulnerable situations. Therefore, SDG 4.5 is relevant.
Regarding SDG 15.9, the article discusses the Western State Forests Habitat Conservation Plan, which aims to protect threatened or endangered species and regulate logging. This demonstrates the integration of ecosystem and biodiversity values into local planning and development processes, aligning with the target.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator for SDG 4.5: Proportion of schools with access to electricity, internet, and computers for pedagogical purposes.
- Indicator for SDG 15.9: Extent of forest area protected or conserved as a percentage of total forest area.
The article does not explicitly mention these indicators. However, the reduction in funding for the school district may impact its access to resources such as electricity, internet, and computers, which are important for quality education (SDG 4.5).
Regarding SDG 15.9, the conservation plan aims to protect a specific area of state forests (630,000 thousand acres) for the next 70 years. The extent of forest area protected or conserved can be measured as a percentage of the total forest area.
Table: SDGs, Targets, and Indicators
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Proportion of schools with access to electricity, internet, and computers for pedagogical purposes. |
| SDG 15: Life on Land | 15.9: By 2020, integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies, and accounts. | Extent of forest area protected or conserved as a percentage of total forest area. |
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Source: opb.org
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