Cathy Larson
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Issues not mutually exclusive

7/11/2016

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In the wake of all that transpired this past week, culminating in the Dallas standoff, I found myself thinking about the division in our country. This idea that permeates society, suggesting someone is either pro-one side or pro-the other, but not both. An idea perpetuated by news outlets and social media. An idea that makes it feel as if we have to choose a side -- when we know that neither side, exclusively, feels quite right. Isn’t it okay to care about it all? All at the same time?

This notion of “having to pick sides” left me thinking about education, about the challenges facing our local district and schools that systematically rush us to judgement, forcing us to “pick a side.” Is it possible that maybe, just maybe, the issues of this past week can serve to remind us that challenges don’t have to be mutually exclusive?

Let’s take the issue of inter-district transfer students as an example. I hear arguments on both sides of this issue. Arguments suggesting we need to eliminate them. Arguments suggesting we need to keep them. Isn’t it just possible we currently have too many, but still need a small number of these kids throughout all our schools? Too few may result in unintended consequences, and too many has resulted in the challenges we face today. The support from both sides is compelling; however, what if the answer lies somewhere in between?

Let’s take the issue of traffic. We can’t eliminate it all. Our communities’ residents drive. They drive to work. They drive their kids to school. The drive to the grocery store. They own multiple cars and their kids drive, too. And much of our driving time happens when schools are beginning and ending. This causes traffic nightmares. Unfortunately, we are a busy lot with people to see and things to do, so eliminating traffic completely isn’t realistically possible. But do we have to endure a traffic situation that perpetually gets worse year-over-year? Again, I’m suggesting the answer lies somewhere in between “like it was in the 1960’s” and “I’m forced to leave my home an additional thirty minutes earlier in order to get to work on time.”

Let’s look at one more issue -- fundraising. We live in the Los Alamitos Unified School District, a public school system the last time I checked, but time-and-time again we are caught up in the belief that in order for our schools to run and our kids to participate in sports, we need to shell out thousands of dollars. Correct me if I’m wrong, but doesn’t the fact the we send them to a public school, in-and-of-itself, mean that the education our kids receive is “publically” funded -- in another word, free? That our kids can’t be held from an activity or program because of either an inability or an unwillingness of a family to pay? Again, I’m not suggesting that fundraising be cut completely, but I am suggesting that our district’s fundraising practices be closely re-evaluated. My guess is the fundraising answer lies somewhere between “nothing” and “I’m going to need to take out a second mortgage.”

An answer to our concerns as parents isn’t going to always be black and white. The answers are going to take a willingness on our part to stand on principles and have our voices heard. And our voices aren’t going to argue, offend, degrade, demean, or attack; rather, they will question, discuss and debate.

And somewhere in the middle, with a little give-and-take -- and without having to pick a side -- we’ll find our mutually “inclusive” solutions.
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Seeking election to Los Alamitos Board of Education

6/27/2016

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I picked up last week’s News Enterprise to read about our local news, and mixed in with news about charity drives, All-Star youth teams, heat advisories, the LA Fitness controversy, crime, and faith, I ran across the one written by Karen Russell, one of the three incumbents on the Los Alamitos Unified School District Board, writing on behalf of them all, about their intent to seek re-election in November.

I was shocked. Kinda. I just thought a combined 40 years on the Board for them would’ve been enough. Guess I was wrong.

Time to throw my hat in the proverbial ring.

I am seeking election for the Los Alamitos School District Board.

I read Russell’s article closely. In it she simply highlighted their “record.” Her rhetoric was more of the same: national awards, AP scores, modernization, ROP offerings, high standards, A-G completion rates, and safety initiatives. While all of these programs and successes are ones we celebrate throughout our communities, as they keep our kids engaged, inspired, and most importantly, safe, this “record” doesn’t address the issues about which our communities are growing more and more concerned. I ended the article wondering, “But what’s next?”
​

We are desperately ready to hear discussions about and solutions to the traffic nightmares in Rossmoor. We want to hear honest debates about the inter-district transfers that make up over 30% of our student population. We want to understand where all the money goes, including those dollars raised for individual classrooms, programs, schools, the ever-present district-driven fundraising events and the ubiquitous LAEF -- and why we need another bond measure on the ballot again this election cycle. We want to see teaching practices move into the 21st century and educational equity for all students. We want to give our teachers a voice and hold  our administrators accountable for leading their teams with purpose and intent. We want transparency into the sports programs’ operating procedures. We want to discuss options for decreasing the sheer number of kids in our schools, so the schools can become more manageable. We want to see research on the value of summer homework.
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I don’t claim to have all the answers, but I do have lots of questions. Isn’t that all we really want? A member on the Board who is not afraid to raise the tough questions, hear from our communities, weigh the options, and make decisions in the best interest of us all?

I live in Rossmoor because when my husband and I began having kids we wanted to be part of a great school district. Los Alamitos was that district for us. We moved to this small community district before our kids even started school, and one of them is now at Oak and the other one is at the high school. Crazy how time flies.

This district has served us well, and I want to continue the good work, but I see room for improvement. And rather than rest on our laurels, I’d like to revisit what has made us great and return to a focus on that foundation. We haven’t been great in only the last 15 years; we’ve always been great -- and we’ve been great because we have always been a neighborhood, boutique district. We need, therefore, to continue to move forward, but not forget who we are.

Here’s to Curriculum. Equity. Safety. And a teacher on the board who is focused on why we’re in this business of education -- the kids.

Feel free to contact me via my website at cathylarson.com or via email at mrscathylarson@gmail.com. We are in this together, and it’s time we stand together.

Who’s with me?
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Screen time this summer

6/13/2016

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I spent this last weekend on a soccer field for my daughter’s last tournament of the season. Because the tournament was in Mission Viejo, the families opted to stay near the fields for the four hours between games on both Saturday and Sunday, rather than drive all the way home and then have to turn right back around to return to the field. In the end, I calculated that between the games and the waiting, we had over 20 hours to bond. This left lots of time to discuss lots of topics, but the one that stuck with me this weekend was our discussion about filling the summer now that we are only days away.

“What are you guys doing this summer?” was the question of the weekend. Of course, we discussed everyone’s family vacation plans, the end-of-season soccer party, summer sports camps, and visits to Knott’s Berry Farm. It was the hours of free time the kids are going to have between these planned activities that triggered our most thoughtful discussions, though. How are we going to help fill the kids’ free time with activities and play that eliminate the need for electronics without intruding too much on their time to “be a kid”?

How is that done? Is going completely “black” the answer? Is one hour too little time? Too much? Do they need any? How will they contact their friends? What if I want them to have their phone, so I can get in touch with them? How can I both set a boundary and set a good example at the same time when staying off my phone is just as hard for me as staying off of theirs is for them?

These are tough questions and the questions that got me into trouble last summer when I gave into my kids’ demands only 10 days into the summer. A “blackout” is hard -- for everyone!

This week I thought I’d share a great idea I saw one afternoon (while wasting time on Facebook). Because we’re all so attached to our screens, this proposed solution felt like a great compromise for my family. My kids are in middle and high school, so my rules may be more or less lenient than you’d like, but, nevertheless, this tip helped me envision what I wanted to accomplish and empowered me to create my own set of “Summer Rules.”

My rules are modified from those that I saw that one afternoon, but the brevity, simplicity and direct approach from the sample was what I worked to emulate. I organized my categories by what I want from my own kids, knowing their challenges and propensities, and I encourage you to organize yours by your needs. I’ll share just a taste of our family rules, but know that the full rules have been shared with our kids, printed and posted on the refrigerator.

My hope is that something similar ends up on yours if you’re so inspired. Here goes.

“Summer Rules for Screen Time”

You may earn up to two hours on the computer, your phone/iPad, or TV, as long as all of these requirements have been completed to parental satisfaction. Once completed, you are free to manage your screen time as you see fit.

Health and Hygiene: (1) make your bed, (2) brush your teeth, (3) take a shower, (4) make and eat a healthy breakfast

Academics: (1) read for 45 minutes from a book of your choice

Creativity: (1) make or build something -- Erector set, write a letter to grandparent, bake, woodwork, paint/color, do a puzzle, tinker in the garage, etc

Contribution to the Family: (1) clean one assigned room, (2) ask to help someone with a task, (3) take care of one dog duty

Playtime Outside: (1) ride your bike to the park, take a short run, play with a friend, swim in the pool, play at the beach, go surfing, etc

Note: All electronics are turned in to mom or dad before going to bed.

My hope is for you to enjoy your summer in an old-fashioned way. My hope for you is to be active and nurture friendships. My hope for you is to build memories.

This summer you are not going to spend all your time watching someone else’s life. You’re going to create your own.
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God, help us all.

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May 1st Looms Ahead

4/11/2016

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May 1st is right around the corner, and if you’re the parent of a high school senior, then these next couple weeks are going to be fraught with indecision, anxiety and excitement.

On May 1st, kids around the country finalize their college decision and submit their SIR (Statement of Intent to Register) -- the decision a student unfortunately feels not only defines the rest of his life, but also his identity and self worth.

I wish our kids all had the wisdom to know that college is simply another step in life’s journey, not an end to it.
My thoughts this week are prompted by a student-created comic strip published in my school’s monthly student newspaper. The comic was a simple, horizontal, four-panel strip. Each panel represented one of each of the four years of high school: freshman, sophomore, junior, senior. In each panel is simply a girl sitting at a table, but with each panel her facial expression changes: in panel one she’s smiling, in panel two she’s sad, in panel three she’s crying, and in panel four she’s completely distraught.

What’s most telling in the comic is the thought bubble in each of the first three panels. The first panel’s bubble lists Ivy League universities: Harvard, Yale, Cornell, Princeton and Brown. The second panel’s bubble: USC, UCLA, Berkeley and Duke. The third panel’s bubble: Cypress, CSULB, Riverside and Merced. The final panel, wherein the girl is having a complete meltdown, does not have a bubble at all; she’s too overwhelmingly lost. As her college choices change and evolve, to what she clearly sees as choices less prestigious or renowned, her self worth seems to evaporate as well.

Satire? I’m sure.

Truth? I’m absolutely sure.

The comic makes me so sad. Have we really become a society where our kids believe they are worthless unless they attend an Ivy League university? I’m in no way suggesting that these prestigious universities aren’t worthwhile goals. I am suggesting, however, that attending one of these schools doesn’t define a child.

I want to remind us all to help our kids realize that self worth and identify aren’t defined by the college they attend, because college choice is dependent on dozens of factors: finances, declared major, distance from home, environment, weather, family, readiness, etc.

What really matters is how our kids embrace the experience once they arrive on campus -- regardless the school.
Our kids need to use college to discover themselves, get involved, grow up, find independence, help the community, volunteer to help others, decide on a direction for their future, travel abroad, get curious about life, find a passion, build friendships, master new subjects, play a new sport, become more culturally aware, get political, and, sometimes even, fall in love.

My point? These things can be done on any campus. And it’s these experiences that define character, build identity and create self worth -- traits developed through life itself, not assigned based on the college name on a diploma. All our kids are worthy. They all have something unique to offer the world. We need to help them see the bigger picture.

We need to stop celebrating just a select few; we need to celebrate them all.

May 1st isn’t a day to judge -- it’s a day to celebrate the start of each child’s unique journey.

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What you need to know about Open House

4/4/2016

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Open House is important. Our schools have prepared, our teachers have prepared, and our kids know their work will be on display for the world to see. The stakes are high, as they should be. Not only is this evening a celebration of all that has been accomplished, but also a glimpse into the learning environment.

As a teacher, Open House is a tough night. I inevitably find myself dodging parents who want to line up and get one-on-one time with me to talk about their child. Dodging is maybe too harsh a word, but I definitely work diligently to avoid these conversations. And I want to avoid them because this isn’t the time or the place. Parents of stellar kids want to hear kudos about how stellar their kids are. Parents of struggling kids want to discuss what can be done. Both conversations are important, but in a classroom with dozens of kids and parents milling around, discussing private, confidential details about individual children isn’t appropriate.

Additionally, Open House isn’t about just one child. Open House is about the school’s learning  environment.
So with it being Open House season, I wanted to share a few suggestions about how to learn the most possible from your child’s Open House -- without having to wait in line to talk to the teacher. I promise, my approach will be much more enlightening.

Is the displayed work engaging and purposeful? When I attend Open House this week for my own kids, I will be looking closely at the displayed work. I’m hoping the walls and desks will be filled with it. Be wary, however, of just a “pretty picture.” Look for lots of writing -- in all classrooms. I want to see that the writing has been generated by my kids and not just information gathered from websites and textbooks. I want to see thinking and creating. And does the writing I see demonstrate a true skill or strategy that can be used in multiple settings and classes and situations. I want to see engagement and purpose in the writing process.

Do I see depth or breadth? I intentionally look for depth. It is easy to be swayed by “stuff,” but more doesn’t necessarily mean better. Look for multiple activities created for one concept. Look for process. Look for content mastery to be demonstrated in various ways.  I want more than just rote, superficial work; I want to see deep engagement and rigor in what is being learned.

Can your kids walk you through the learning? Think of your own children as docents. Take them with you and ask them to walk you through their classrooms and explain the displayed work. Can your children articulate what they learned? Why they learned it? Where they struggled? How they persevered? The importance of the skill or strategy? I want my own kids to be able to explain their growth this year; I want them to see the value in the learning.

Are assignments new and relevant? In the social studies classes I want to see infographics, current events and parallels between history and our current realities. In science, I want to see hands-on activities, experimentation and scientific articles about new findings. In math, I want to see integration of multiple concepts to solve real-world problems and not so many textbook equations. In English, I want to see reading, writing and speaking. I could go on-and-on. But I won’t. Nevertheless, I hope you see my point -- new and relevant.

Do I see evidence of collaboration? Whether online or on paper, is it observable? I want to see my kids have opportunities to work with others in groups to solve problems and generate new ideas. Collaboration is a skill they will need in the real world, so I expect the school to be helping them become good teammates and leaders. You’ll see this reflected in the layout of the classroom. Are desks in traditional rows or small groupings? Imagine yourself as a student in the classroom -- does the environment lead to isolation or collaboration?

And if we are really lucky this year, then our schools will have kids on display: choir performances, drama monologues, band performances, poetry readings, science experiments in action, art decorating the campus, rockets on the field, and student-created computer programs up and running. This is true learning in action.

With all there is to see and do in such a short amount of time, don’t spend your time talking one-on-one with the teacher. It’s not necessary.  

Instead, have fun, enjoy yourself and revel in the accomplishments of all our kids -- they have earned it!
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What's in a name?

3/23/2016

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If your kids are anything like mine, then they oftentimes couldn’t be any more opposite one another. My friends and I talk about this quite a bit, wondering how our kids -- created by the same parents, raised in the same houses, given the same opportunities -- can be so different. It’s astounding and disturbing all at the same. Makes me wonder about the power of nature over nurture, but I’ll save that discussion for another week.

Regardless a kid’s drive, demeanor, sassiness and attitude, each one of them has to attend school. And our local schools have a responsibility to create an inclusive school climate where all students can achieve their maximum potential, regardless their personalities.

But with all these different personalities milling around any school campus -- elementary through high school -- how does a school go about creating one cohesive climate where all students can be their greatest selves?

Climate is determined by many factors: how discipline is handled, bullying acceptability thresholds, availability of clubs, teacher/student interactions, approach taken with struggling students, the feeling of being safe, among myriad other things.

Reflecting on my own kids again, each of them has different needs to feel part of their school’s climate.

My daughter is social. She needs to belong to clubs, participate in school-sponsored events, and take classes that encourage belonging to a larger purpose. She thrives in being part of the school and feeling like she makes a difference. This is the traditional understanding of school culture -- belonging, participating, leading.

My son is not social. His needs are less about other kids and more about his sense of comfort with his teachers. His day can be made or destroyed because of his interaction with teachers and substitutes. Don’t get me wrong. He has a group of friends he hangs with socially at lunch, but he isn’t motivated by what is traditionally thought of as school culture. He would rather lose a limb than attend a club meeting or an after-school dance. His needs are less traditional -- he needs to feel that the adults care.

Other kids can’t function unless they feel safe.

Others, still, don’t want to be forgotten when they struggle academically.

Regardless your kids’ needs, they all need to be met in order for your child to be successful. And this is not an easy task. Building an inclusive school culture can begin, however, with two simple initiatives: knowing every child’s name and knowing every child’s need. Not easy, but doable.

I work in a school where the English department teachers have made it a habit to greet kids as they walk into the classroom. This happens every day for most every period. Some of us just welcome the kids to class, others give kids a high five, some take that time to address each child by name. Regardless the why, the power lies in simply the doing. Does it take time? Does it mean we have to get out from behind our desks? Does it require we have a good attitude? Yes. Yes. And yes.

You would be amazed at how impactful this small gesture is to the students on our campus. We know it’s impactful because the kids tell us. This momentary interaction requires we look our students in the eyes, requires we see them each as individuals and not just part of a large classroom of kids, and requires us to put ourselves out there to make them feel welcome.

The beauty of this small gesture? I see them outside the classroom. And seeing a child outside the classroom helps me learn his name, see his needs, feel his anxiety, notice his stress, interact on a more personal level, and tell him he matters.

Does this small gesture solve all school culture problems? I’m not arguing that it does. I am suggesting, however, that this is a first step in knowing how I can best support each student.

For my daughter, this means a teacher can make her feel part of that classroom’s social dynamics.

For my son, this means a teacher can appear friendly, thoughtful, and caring, creating an environment where my he feels ready to learn and fully supported.

For us, as parents, this means we can rest assured, knowing that our kids are noticed and known -- giving them every opportunity to be their best selves.

So I ask again: What’s in a name?

Everything.
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Fair does not mean equal

2/17/2016

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Every day, over and over again, we all hear the same thing from our kids: “That’s not fair!”

It can stem from anything, including what we watch on TV, who feeds the dogs, who gets new tennis shoes, and, the ever-favorite, who gets what punishment for some wrongdoing.

As parents, we know fair doesn’t mean equal. We know parenting means that in order to be fair to each child, sometimes one child needs more or less things, attention, punishment, or money than the other.

All kids are unique. All kids have different needs. Being fair as a parent means that we are making informed decisions about what’s best for our kids.

So why do we accept something other than this from classroom teachers?

The system we use to educate is antiquated: we group kids arbitrarily by age, stick as many of them as we can in one room, keep them in this system for thirteen years, give them a summer break originally designed a hundred years ago so kids could help with the harvest, and then teach them all in the same way, at the same time, and expect them all to progress in a lock-step manner with the same success. There is nothing more “equal” than this.

Since the birth of American education, the only real progress we’ve made is moving kids from a one-room schoolhouse into a multi-room schoolhouse. With all we’ve learned about psychology, learning theory, and brain development, it’s crazy we still run our schools like we’re in the 19th century.

Yes, we have begun to tinker with technology and project-based learning, and career technical education,  but the core of what happens in the classroom - the sameness of teaching and learning - is still antiquated.

Because of this, my mission in the classroom has always been to treat each child fairly.

Fairly, not equally.

Even though I still have to deliver instruction to a large heterogenous group, I work every day to find ways to deliver it to differentiate for different types of learners. I deliver information so the auditory, visual, and kinesthetic learners can all excel. I deliver it so those with special needs can succeed. I offer various options for final projects and even provide more time for some kids, on a case-by case basis, if they need it.

I also try to find ways to provide additional support for those who aren’t quite ready to learn new concepts. I give graphic organizers, one-on-one help, additional instruction. Sometimes I even re-teach concepts to small groups of kids, because they need to hear the information a second or third time.

Not every child is going to be able to write a complete essay in two days - some need more time. Others won’t be ready for a math exam on Tuesday and need a few extra days, and help, to master the material. And a science lab may have been so technical for some that they could really benefit from conducting the lab again before writing the report.

All kids have strengths; all kids have areas in which they struggle.

I’m not suggesting we remove the struggle; I’m suggesting we help our kids through it.

Teaching kids how to work through struggle successfully, rather than just letting them fail, will ultimately teach more about life than the mastery of any content from our arbitrary, antiquated system. Today, we need to look at the whole child and commit to treating each one fairly - not equally.

As parents we know this isn’t easy, and we don’t always get it right. The same goes for the classroom teacher. I’m simply suggesting teachers start asking questions of our kids that ensure everyone is treated fairly. Instead of “How can I punish?” I would rather our teachers and schools start asking “How can I help?”

As parents, isn’t that all we really want?

I think that’s fair.
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Are parents too involved?

2/8/2016

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Probably like the rest of you, I spent Sunday with neighbors, friends, and family watching The Big Game. I love these gatherings: good food, good camaraderie and good conversation. I especially enjoyed this weekend, because it gave me a chance to run a question by the group.

Over the course of the last couple weeks, I’ve found myself thinking quite a bit about my role and responsibility in my own kids’ education.

This group of friends happens to be a few years ahead of me and my husband when it comes to child rearing. Their children have all graduated high school, a few are still in college, others are recent college grads entering the real world, and the oldest are married with, or almost with, young children of their own. These friends have become more than neighbors over the last twelve years; they are trusted advisers who tell it to us straight. And I was ready for a little straight-talk on Sunday.

I asked them a simple question about their upbringings: “Were your parents involved in your education when you were in middle and high school?”

Without exception, they all said that their parents were “hands off” when it came to school. No parent called teachers. No parent checked grades on a regular basis. No parent harped about getting homework done or questioned grades on tests. Some of them even said that they weren’t sure their parents ever saw a report card. We all had the same experience -- parents who set expectations, modeled acceptable behavior, worked hard, and left the burden of handling education in the hands of their kids. Our parents didn’t micro-manage us. They didn’t hover. They let us navigate our own education, make mistakes, and figure it out. And we all did.

How and when did society shift? When did the responsibility of educational ownership shift from the kids to the parents? When did parents decide that their role in their child’s education was to manage it -- every day, for every assignment, with every minute detail.

As parents we’ve become obsessed with  ever-present online grades, missing and incomplete assignments, student/teacher relationships, curriculum, semester grades, course selections. We don’t even let our kids walk or ride their bikes to school anymore.

Do you remember your parents ever doing ANY of these things?

Of course they didn’t. They left the responsibility for our education in our hands.

So when I sit in a staff meeting at school, and we talk about all the interventions, accommodations, and modifications we make for this generation of students, as well as all the opportunities we create for parent and community involvement, I wonder why.

Would this generation of kids, those we’ve at some point all found irritatingly entitled, spoiled, and unmotivated, be better off if we hadn’t been so involved? Did we created this monster ourselves?

Would our kids be better off if we backed off? If we placed the responsibility of school back on their shoulders? If we intentionally allowed kids to succeed by their own devices? I’m more and more convinced treating our kids as our own parents treated us would not only ensure a next generation of confident children who have learned how to navigate life, but a next generation of children who have discovered that effort and attitude reap untold rewards.

Let’s trust we’ve laid the right foundation and believe in the strength of our kids again -- so they can succeed in their own “Big Game” called life.
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Question Everything

10/30/2014

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Time and time again, all I see from the incumbents in this School Board race are press releases, responses submitted as a team, and rhetoric about what has been done in the past. I am not sure exactly how each feels about any one issue, haven’t been able to discern how one is any different from the other, and have a sense that they do only what the other endorses. Is that really what we want for the next four years in Los Alamitos Unified? A School Board that views the issues through exactly the same lens? A School Board so lock-step and ingrained that the status quo rules, whether working or not. A School Board where nothing new or innovative is introduced, brought to the cabinet, or used to challenge the accepted practices?

I appreciate all the current School Board has accomplished, as my own children have been the recipients of the progress. However I still see gaps, because my own children, unfortunately, have been the recipients of the status quo, as well. Regardless the rhetoric of success, don’t let the statistics blind the reality. We have work to do, and it makes me wonder: What have you done for me lately?

In the eighth grade, I had Mr. Howard for science. One of his bulletin boards was decorated with a turtle and this line: “Always wonder why.” I don’t know exactly why he chose a turtle to impart these impactful words, but the turtle did just that and continues to impact my life on a daily basis. 

What does this turtle from 30+ years ago mean for Los Alamitos Unified School District and my race for a School Board seat? It means I don’t claim to have all the answers or be the expert. What it means is I have lots of questions that need to be asked and deserve a discussion:

  • Of the 10,000 students in our district, why are almost 35% of them inter-district transfers?
  • What is the district doing to increase the rigor in the classroom?
  • What is the plan for Common Core implementation in ELA, mathematics, and technical subjects?
  • How is LAEF spending our money, and what percentage of our donations is spent on administrative salaries and fees?
  • How is the Board involving the community in its decisions?
  • Why do we continue to hire from within for cabinet-level positions, perpetuating the status quo without regard for innovation and fresh eyes?
  • Are we ready for an on-campus shooting? Who is responsible for my children in an emergency? What is the district’s communication plan? 
  • Even though “recruiting” in sports in not allowed, why do I keep hearing stories about how this is happening with our district sports’ teams?
  • Are school uniforms something our district families want to discuss?
  • Why are most of the emails I receive from the district and our district schools about fundraising and asking for money?
  • Where does all the money go?
  • How are our classrooms differentiating instruction for children of all academic achievement levels?
  • What can be done about the traffic in Rossmoor immediately?
  • Why did we hire 80 new employees for this school year when salaries are our district’s biggest expense?
  • Why are we not doing more writing in the classroom?
  • Why are we still graduating 44% of our students without having taken an AP course and 28% of our students not having completed A-G requirements?
  • What are we doing about the challenges with maintaining the grass at Oak's field? How much money is spent with each fix?
  • How are we supporting our local, community sports programs with field space and facilities?

I could go on and on ... but I won't. 

My platform since day one has been based on three key issues: Curriculum. Safety. Equity. I am immersed in these issues on a daily basis as a classroom teacher, and I see my role on the Board of Education in Los Alamitos as one of challenging what has been business as usual - questioning the status quo. Our district has had lots of success; however, it’s important to recognize and embrace its challenges and gaps so we can continue to build a great district that remembers we do it all for our kids.

Elect the same – expect the same.

Elect the new – and let the questions uncover our potential. 

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Why a teacher on the Board?

10/4/2014

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I participated in the Rossmoor Homeowner’s Association (RHA) “Meet the Candidates” evening this past Thursday. I didn’t know what to expect, given I’m new to this whole political scene. However, I was pleasantly surprised; they put on a great, informative, well-run program. I was able to learn more about all our local candidates, helping me make decisions about how I, personally, want to vote in November. Additionally, I was given a chance to introduce myself and answer a few questions about school issues as part of the School Board panel of candidates. But most impactful that night was the opportunity to meet my local neighbors.

In fact, I had a conversation with one woman that has stuck with me the past few days and has inspired tonight’s blog.

Within just a few minutes of my arriving at Rush Park Auditorium, she approached me and introduced herself. She is a teacher at one of our Los Alamitos elementary schools, mom of children who attend our schools and a Rossmoor resident. She told me she’d been following my campaign, reading my blog posts and spreading my name around her school. I think I can actually say she might be one of my biggest supporters … and we hadn’t even met yet!

She told me that while reading my blog she yelled to her husband, “You’ve got to read this! It’s like I could have written it myself!” Turns out, my “teacher” voice is coming through loud and clear. And it got me thinking … I’m running for a Los Al School Board seat because I have a passion for education, but I now realize having a teacher on the board is more necessary than ever.

As a teacher, I can bring perspective, insight, voice, and knowledge to this entrusted Board position. Because of new standards and a new funding formula in California, the next four years are going to bring some tough decisions about:
  • teacher tenure
  • raises and benefits
  • teacher training
  • common core implementation
  • special education
  • funding plans for programs
  • safety
  • technology implementation

When I think about the list, I realize each and every one of these touches a teacher. They are tough issues, and I want a teacher helping to make decisions about each one of them. I’m sure that any one of the current Board members, well-respected doctors and business people, can speculate and surmise and guess about possible impacts and implications, but until you’ve been a teacher in a classroom dealing with district mandates year-over-year, all the assumptions about the impact those mandates have on a classroom or teacher mean nothing. I can’t promise to know all the answers, or even promise that I will always make decisions that are easy for teachers, but I can promise that a teacher’s voice will be heard before decisions are made. Isn’t that all a teacher ever wants? To be heard? To be valued? To be respected?

Yes, schools are a business; however, our business is kids. Our kids deserve the best we can offer … and that responsibility lies in the hands of the teachers – the one person who has the most impact on a child’s success. Nothing our district achieves is possible without them.

So to all my teacher supporters … I “get it.” And I plan to help all the other Board members “get it,” too.

My fellow teachers, go, teach, inspire – and let me take care of business.

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