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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Why are kids so stressed?

2/22/2016

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‘Tis the season of college acceptance letters -- the culmination of twelve years of blood, sweat, and tears for both kids and parents. My question for the week stems from the stress created by those twelve years. Has it all been worth it?

We have friends whose kids are brilliant, self-motivated, high achievers. And I teach students like this every day at my school. They are inspired, driven and believe they know their path. They want to take as many AP classes as possible, don’t accept anything less than A’s, and are convinced success will only be attained through attendance at an Ivy League university. I also know and work with kids who aren’t this driven; they struggle with self esteem, confidence and achievement. Regardless the type of student, our culture has developed an accepted practice that with all kids come parents who continually push, don’t settle for average and set exceptionally high expectations. Is this undue stress necessary?

Educators are finding that this relentless expectation of perfection is creating a generation of kids who are overly stressed, depressed, and, in the most extreme cases, suicidal.

What are we doing wrong?

Here are my few thoughts about how we can all help students lead less stressful lives.

Find a Balance: I get that the world is becoming more competitive. I also get that not every student is prepared or capable of taking five AP classes in one year. For every hour of an AP class, a student should be preparing an additional two hours at home. There aren’t even enough hours in a day for a student to attack this workload. This also then assumes a child is good at everything -- a brilliant mathematician, insightful scientist, a natural writer and an exceptional historian. Wouldn’t a child’s time be better spent pursuing extra-curricular activities to cultivate other passions: sports, the arts, photography, robotics, friendships, animals, philanthropy, etc. I will argue any day that these activities will ultimately create the most well-rounded, balanced child.

Know the End Game: Let’s extrapolate the stressful school schedule from above. The child takes and passes five or six AP classes. The college awards college credit. The student begins college as a sophomore. Yeah! Or is it? This simply means the child has only three years to find his right fit career. Only three years to enjoy the college life. Only three years until he has to enter the workforce. To what end? To begin the grind of life earlier? I’m definitely sure I wouldn’t recommend that path to my younger self.

There is More Than One Path: How many of us knew exactly what we wanted to study in college? I took an informal poll at work this week during a meeting, and only one-fifth of us are currently working in the field of our first college-declared major. This is normal. In fact, it’s expected. That’s why colleges encourage kids to take General Education courses in the first two years, so they can explore their options. And for those of us who aren’t where we thought we’d be as adults, would an Ivy League education have changed the outcome? Life paths aren’t always just a linear A to B. Most of us meander around the alphabet for quite a while before landing on a perfect fit career. And regardless the college, success is still attainable -- ALL levels of success.

I’m not suggesting as parents we stop raising the bar, stop having high expectations, stop encouraging our kids to be the best they can be, stop pushing them to want to excel.

I am suggesting, however, that we build in some opportunities for them to discover their own purpose of education. Their own passion. Their own way.

I want all students, my own kids included, to give effort and show grit. I want them to work hard. I want them to push to be great.

But I also want their stress to motivate -- not destroy.

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Are Our Kids Safe?

12/7/2015

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In light of the tragic events in San Bernardino this week, I have been preoccupied by thoughts of safety on school campuses when untold violence -- at any moment -- threatens our community and children.

My thoughts took me back to the various Indiana schools I attended as a kid. I was educated both in one-room schoolhouses in rural farm country and sprawling campuses in a metropolitan city. And in each and every school, regardless the setting or location, the only threats I remember were the inevitable danger of the seesaw and whether or not I was going to be able to find the right school bus after school. And as best I can remember, the only fences were around the playgrounds, and those only existed, I’m guessing, to keep us in and not strangers out. They were installed to keep us safe from ourselves and our need to wander across busy streets.

In Indiana, we also had the luxury of being protected from outside influence and violence because of the weather. Our schools were all built as large buildings with interior classrooms and hallways. In the course of the school day, we didn’t venture outside unless the weather was cooperative enough for an outdoor PE class. Our cafeteria, gymnasium, band room, classrooms and lockers were all housed inside this one large building.

When I moved to California in the late 1980’s, my high school was quite a shock to this Hoosier. Classrooms that opened to the outside? A school completely surrounded by a locking fence? I quickly discovered that I wasn’t going to be able to easily sneak past the security guard who monitored the only opening to the student parking lot. Thinking back now, I see why the fence was a necessity. But again, was it to keep us in, rather than keep someone else out? It was a high school after all, so I’m guessing the fences were installed to protect us against our rebellious selves, lest an off-campus lunch turn quickly into a ditch day.

So here we are thirty years later, and I am saddened by our need to install fences for safety from others, and our need to conduct more than just earthquake and tornado drills. The drills on my campus now include Threat Levels 1, 2 and 3, procedures designed to protect us from everything from an event happening locally in the community across town to the most serious of on-campus violence -- and I am thankful that my district is working to build these procedures.

In the instant that violence occurs, however, I don’t know that these procedures will fully protect us. The moments are too instantaneous. Too bold. What we need, additionally, are security measures that enable us to prevent, secure and survive.

First and foremost -- prevention. We need to be able to identify outsiders. The only people on any campus should be those who attend and those who teach, all campus staff included. These people need to be identifiable at a glance. All students and staff should wear their student or staff ID’s in plain sight on a brightly colored lanyard. They all have ID’s, let’s put them to use. In one quick glance, anyone without this would raise an eyebrow, providing a first layer of protection. Also, let’s have drills when kids aren’t in a classroom. Schools have a tendency to run perfunctory drills during the same class or at the same time. But what happens when a threat comes during lunch or recess, when most everyone is outside and vulnerable? Let’s run drills during this time, intentionally teaching kids where to go and staff how to direct them. Should the kids run? Stop? Hide? Fight back? Does anyone even know? I imagine chaos. Training could help prevent the panic, potentially protecting all kids.

Second --  secure. I happen to work in a classroom that opens to the interior hallway of a building. Our teachers all have keys that allow us to lock the building’s exterior doors from the inside; however, we have no way to lock our classroom doors from inside. If a threat were already inside the building, we would have to go outside our room to lock the door -- not too safe if you ask me. And the windows in the classroom don’t open. Are they safety glass? Could we break them quickly if necessary to escape? Can they be covered in an instance to prevent someone from seeing inside while everyone is hiding? So I ask, do all our local school’s classrooms have the ability to lock safely from inside?

Third -- survive. Do we have numbers on the top of all buildings to help law enforcement in the sky quickly identify buildings for police on the ground? What is the emergency communication plan to parents and the community? If a shooter is on one of our campuses, I’m guessing the entire community will need to be put on alert. How does that happen? Additionally, should students be on their cell phones? Why or why not?   

I know these aren’t our only concerns with regard to terror threats; nevertheless, the more questions we ask, the stronger the emergency plan and the safer our kids.
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The safer our kids, the more opportunity they have to worry about only those things that should worry a child -- the seesaw and the bus.
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School Uniforms, Anyone?

11/12/2015

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I travel north on Los Alamitos Blvd. past the high school on my way to work every day, and every day I see students walking to school in clothing I find, as both a teacher and parent, offensive and inappropriate. When the weather is warm, I see girls in spaghetti straps and Daisy Dukes, boys in tank tops and frayed jean shorts, and most students in flip flops. When the weather turns cooler, I start noticing slippers, flannel pajama bottoms and blankets. And every day I find myself thinking Really? Is this really the standard to which we are holding our youth and academic scholars before sending them into the real world?

I will not beat around the bush on this one. I am a proponent of school uniforms for all schools K-12.
I’ve done some research on this recently to find out the role and legalities of a school uniform in public schools. Turns out that instituting a mandatory school uniform is both allowed and legal in public school.

In 1996, the US Department of Education published the potential benefit of school uniforms in the Manual of School Uniforms and distributed the manual to all of the nation’s 16,000 school districts. The manual stated that uniforms decrease violence and theft, prevent gang-related clothing and activities, instill student discipline, help students resist peer pressure, help students concentrate on academics and aid in recognition of intruders.

I also checked with the CA Department of Education policies to find where our state stands on this issue, and the CA Education Code Section 35183 clearly supports the implementation of school uniforms.

Then, in May 2000, the Philadelphia Board of Education implemented a policy requiring uniforms in all 259 of their K-12 schools, affecting 200,000 students -- the first large district to do so. And even our neighbor to the north, Long Beach Unified, implemented school uniforms in all of their K-8 campuses.

At the public school where I teach in Cypress, CA, we have a strict uniform policy for all students. The uniform consists of simple school-branded polos, uniform pants, skirts or shorts, and limited shoe-color options. I love it, and so do our parents. The same benefits the US Department of Education purports of school uniforms are the same benefits I find to be true on my campus. In addition, I also find that our uniform diminishes differences among socio-economic levels, promotes school spirit, improves self confidence, raises the bar on behavior, sets expectations for learning, and creates a professional environment for both students and staff.

Kids like to complain about the uniform, but not one student has been able to find an argument worthy of a school-wide change in policy; the students’ primary arguments lie in “individuality,” suggesting that clothing is the one, and only, opportunity they have for self expression.

I support self expression for students, but I will argue that rather than their outward appearance reflecting who they are, wouldn’t we all rather our children find ways to behave in such a way that reflects who they are on the inside? Be irreplaceable because of volunteerism. Stand out through academic achievement. Gain recognition for participation in local community events. Be a star on the playing field or stage, rather than just wearing one on your t-shirt.
 
Just as we have expectations for dressing appropriately on the job as adults, we should hold our kids accountable for their clothing at their job -- school. I would no sooner want to see my lawyer dressed in his pajamas than I would my child’s teacher dressed for the beach. Being a professional includes not only behavior, knowledge, and performance, but also dress; it’s part of the package.

And as I sit here and think about what I want for my own children from their public education, I am convinced that becoming a confident young adult, concerned with content and substance, is more important than the pair of jeans they want to wear school, being concerned, rather, with only how they look. I wholeheartedly admit and accept that a change in dress code for our kids in LAUSD would be monumental and a tremendous struggle -- I can hear my own kids’ arguments as I type. Nevertheless, based on the research, it’s a fight I’m worth having.

Any policy that promotes a more focused educational environment, additional safety measures and equity among all students ... then I'm all in!
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Who’s with me?
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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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Vote Informed

10/18/2014

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This week our neighborhood newspaper, The News Enterprise, will be publishing responses from each of the school board candidates to the same three questions. In case you don't receive the paper, I want to make sure everyone has the opportunity to see where I stand. All I ask this year is that votes are cast and based in facts. Ask the tough questions, hear each candidates' answers, and make a decision based on the direction in which you'd like to see our board move. We haven't had an election for a school board seat since 2006, as no one has challenged the incumbents in the last three elections. 

With our district facing unprecedented changes the next four years - new funding formulas, new curriculum and new technology - we need a leader on the board who can take us into the future, rather than continuing to live in the past.

Listed below are The News Enterprise questions and my answers.

How would you describe an effective school board member?

An effective school board member must act responsibly within the law and in the best interest of all stake holders to ensure fiscal stability, academic fidelity, effective policy, and community involvement. Trustees must be available to all members of the community – those with and without children – to build a school that graduates responsible young adults who have learned to teach, give back, and contribute. Our board needs to reflect the needs of the community, while maintaining a balance between those needs and those of the student. School board members are called "Trustees" for a reason: they are being "trusted" with the future of the community – our most precious commodity – the children.  

What are you top priorities for the next four years?

Curriculum.
The academic growth of the district has been stagnant for the past five years, Common Core is not commonplace in all classrooms across all grade levels, writing has been forgotten, and almost 50% of our children are not participating in AP courses, because the achievement gap is insurmountable. Curriculum needs to be a top priority – and a teacher needs to lead the charge.

Safety. 
Alleviating traffic congestion in our neighborhoods needs to be a top priority of the next school board. Alongside easing the traffic woes, the next safety steps need to include training students in Bully Prevention and online e-reputation responsibility, reducing drug and alcohol abuse, and ensuring all students are safe in all dark corners of every campus. Additionally, research shows uniforms to be a great safety measure; therefore, an initiative in dress code reform K-12 needs to be discussed. 

Equity.   
I want to see inter-district transfer students, 35% of our district's current enrollment, dramatically decreased immediately, so our own in-district kids are given first, top priority for academics, arts, athletics and activities. I also want reform and transparency in all fundraising. I will also argue it's time all students – disenfranchised, EL, GATE – in LAUSD receive the same opportunities, regardless the school, leadership or classroom teacher. 

Do you have any specific changes you¹d like to make in the District?

I am a teacher, so my specialty is culture and curriculum. I will focus on what matters most for our kids: academics. Our district likes to celebrate the successes, but neglects to publicize its failures. My first academic change will be to increase the writing, depth and complexity in all courses, because there is no excuse for having only increased ELA proficiency 5% in the last six years. Additionally, our district needs to train all teachers and departments in the power of vertical alignment to ensure access to and success in AP courses, rather than accepting the fact that we are still graduating 44% of our students without an AP experience – one of the most significant measures of college success. Finally, we need to update our signature practices to embrace Common Core and 21st century education, especially since 28% of our students have not completed A-G college entrance requirements upon graduation, leaving them under-prepared for college and career opportunities. 

I have many more ideas for supporting kids, teachers and administrators, all while embracing what makes Los Al great. It's time to shake things up. 

In the words of Mark Twain, "Politicians and diapers must be changed often, and for the same reason."

Vote informed!

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Inter-District Transfers

9/17/2014

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When my husband and I found out I was pregnant with my son, we decided to start researching the schools in the neighborhood where we lived at the time. We are both college graduates and wanted our children to have the type of quality education and experiences we had while growing up. What we found at the neighborhood school was a little disconcerting – we made a decision pretty quickly we wanted to move. We started looking for neighborhoods where the schools were high-performing and the students college-bound. It didn’t take us long to find Los Alamitos, put our first house on the market, and move into Rossmoor with the hope that this small district would provide just what we were looking for.

When we made the decision to move, it was based on quite a few factors. LAUSD offered:

  • a small-community feel with large-district course offerings and opportunities for students
  • intimate elementary schools tucked into the neighborhoods so our kids could walk to school
  • community pride in school sports and activities
  • the potential for our kids to make life-long friends because of the tendency for Los Al graduates to return “home” to raise their own families
  • well-educated parents who prioritize education and college attendance
  • involved parents and volunteers all working towards a common goal

We ended up with two kids, and both of our kids have attended Los Al schools since Kindergarten. What we’ve found in the last seven years is:

  • more than 30% of their classrooms year-over-year have been made up of inter-district transfer students
  • a growing fear of my children being unable to play high school sports because of the sheer number of students trying out for limited spots
  • my kids are making friends with kids outside of the neighborhood, limiting their ability to simply “go outside to play”
  • increased traffic inside our intimate neighborhoods, perpetuating even more traffic because neighborhood parents don’t want their children in potential danger from speeding cars
  • over-crowded schools
  • increased fundraising requests to help pay for more programs for more children

I decided to check out the California Ed Code. What are districts legally able to offer and restrict with regard to inter-district transfers?

“Policies regarding …inter-district/reciprocal agreement transfers are the responsibility of each local district governing board and are not within the jurisdiction of the California Department of Education. Each local district governing board has ultimate authority over general education processes such as district transfers. Parents/guardians shall work with their local school district administration to share their concerns and to determine what local processes their district has in place regarding district transfers.”

Interesting.

I initially believed a school district was required to offer a free and public education to all students. Turns out this is only true of your own in-district kids.

“California law requires school districts to provide an education to any student who resides within the district’s attendance area. Although students have the right under California law to a free, public education, the law does not guarantee that a student can attend the school of his or her choice, or even the neighborhood school.”

Interesting.

Our own district kids may not be able to attend their own neighborhood school? This gets me thinking about the inter-district transfers again. Could it be true that in addition to the challenges I’ve been experiencing the past seven years, we also have been filling seats with transfer students and displacing our own district kids?

I’d like to see our district return to the small-community district I know it has been in the past and can be again. I want to see our local children get first-right-of-refusal for participation in athletics, activities, academic courses, and the arts. I am ready to eliminate the inter-district transfer students.

Will we see financial repercussions?

Possibly.

Is it worth taking a close look at our options, thinking outside the box, and re-evaluating our district priorities? 

Absolutely.

Who’s with me?

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Traffic Woes

9/14/2014

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Two summers ago I decided to bring some culture into my kids’ lives. This was my plan: once a week the three of us were going to visit one important site in Los Angeles for the day. Southern California is an amazing place, and I was determined to have my kids experience a big chunk of it in three short months. My list of sites was ambitious: The Getty Museum, Griffith Park Observatory, Santa Monica Pier, LA County Museum of Art, Catalina Island, Hollywood, Venice Beach Boardwalk, The Rose Bowl, Downtown Pasadena, La Brea Tar Pits. You get my point. We had lots of sites to explore in a short amount of time.

We began our summer adventure with a trip to the La Brea Tar Pits and Original Farmer’s Market. We had a nice time, learned quite a bit, and decided the summer was going to be quite an adventure. Then we got in the car to head home. This is when everything changed.

The 35-mile drive home took 3 hours and 10 minutes.

By the time we arrived at our house, everyone was done. We were all grumpy, angry, tired, and sufficiently frustrated to forget the great time we’d have that day. The only saving grace was driving into the neighborhood. We found our calm and sanity pulling into Rossmoor. The neighborhood was quiet this afternoon, a light breeze welcomed us home and we found respite and safety inside this small corner of the world we call home. Needless to say, our Summer O’ Adventure only lasted one week; no one could stomach the thought of braving the LA traffic again.

Which is why I find myself so frustrated by the debilitating morning school traffic around Los Alamitos. Regardless the school – elementary, middle or high – the traffic congestion has gotten out of control. The challenges may not be as severe as the 405 freeway on a Wednesday afternoon, but just in my small corner of Rossmoor by Lee Elementary, cars speed down Silverwood, Donovan and Loch Lomand to avoid the congestion on Foster. Cars are lined up to Rossmoor Park from the light at Wallingsford, waiting to exit the neighborhood. Everyone is in a hurry, and every student’s safety is at risk – too many cars, not enough cross walks, frayed nerves for working parents, and a speed limit left ignored. And I know this is happening all around our district schools.

Why has the traffic gotten so bad? What happened to our quiet neighborhoods with neighborhood kids that brought me and my husband here almost twelve years ago? How can we go about restoring the community and quality of life in Los Alamitos, Rossmoor and Seal Beach?

I think it’s time to discuss this problem. I don’t have all the answers, but I do have some ideas about what issues we can discuss to try to solve this challenge:

  • staggered start times for each school
  • designated drop-offs at busing locations outside of Rossmoor
  • elimination of inter-district transfers
  • equal distribution of inter-district transfers among schools
  • more crosswalks
  • more sheriff presence

I want to see more neighborhood kids walking, biking, skateboarding to school with friends. I want to see our neighborhoods become the safe-haven we all remember. I want to see safety become a priority.

I want a lot … but don’t we all?

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