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KHSD candidate profile: Larry Bly

BY MAGGIE CREAMER, Californian staff writer
mcreamer@bakersfield.com | Saturday, Oct 4 2008 12:00 PM

Last Updated: Friday, Oct 3 2008 5:50 PM

This is the fifth in a series of profiles of Kern High School District board candidates.

Seven people are on the ballot for two board spots, including incumbents Bob Hampton and Chad Vegas.

In the past few years, the board has voted to: require freshmen to meet certain requirements before moving up to 10th grade; redraw district boundaries to accommodate two new high schools; allow single-sex P.E.; and put posters with the national motto, “In God We Trust,” and other historical documents in all classrooms.

It rejected motions to allow drug-detecting dogs on campus and to have the district take a stance on Proposition 8, which defines marriage.

The election is Nov. 4.

Name: Larry Bly

Age: 55

Occupation: Retired

How long in Kern County: 12 years

Children: One, 19

Political offices held: None

Community activities: Kiwanis Club of Kern

Education: Associate degree from the National Technical Schools and a bachelor’s degree in industrial arts from Cal State Long Beach

Board meeting attended last year: None Regular voter? The Kern County Elections Division shows he voted in 9 out of 9 elections for which he was eligible since 1998.

FIVE QUESTIONS TO ALL CANDIDATES (Lightly edited):

1. What is the first thing you’d change about KHSD?

I would propose a bylaw amendment to prohibit the board from supporting or opposing any proposition or ballot initiative that does not directly affect the district.

2. Describe a board decision you’ve disagreed with.

Proposition 8. No issues – other than issues that deal directly with education, funding or the operation of the school district – should be discussed, opposed, or supported.

3. Twelve of the district’s 16 comprehensive schools did not meet all requirements of No Child Left Behind. What can the board do to help meet these guidelines?

I recommend pre-testing every student at the beginning of each semester. Then, self-paced individualized materials can be developed. By focusing on each student's deficiencies rather than making every student study everything on the tests, students will not be bored and frustrated.

4. Do you think the board has spent too little, too much or an appropriate amount of time and energy on religious and cultural issues?

The board only meets once a month and too many hours have been spent discussing those issues. More important issues are the student dropout rate and test scores. Also, offering a wider variety of vocational education programs should be the highest priority.

5. How do you plan to stay connected with teachers, parents and students?

My home phone number will be available to anyone who wishes to talk to me. Currently, I am an adviser for the Key Club at Bakersfield High School.

LIVE Q&A

Q: Why are you running?

A: There seems to be a lack of vocational education as far as the technical training. I personally utilized on-the-job training, and it can done at any campus because you don’t need a classroom. You need an instructor, and students would be placed out in the community to learn from people who do the work for a living.

Q: You mentioned religious groups having trailers around campuses that students can be released to for a portion of the school day. Do you have any other religious policies?

A: As a Christian, there are things that I would like to do. But there are things not allowed to be done. You have to remember you can’t support any issue that would affect other people and their beliefs.

Q: Do you think you have a good grasp of how the board works having never attended a meeting?

A: I’ve been to a lot of board meetings in my life. And they all pretty much operate the same way. But I have read all the minutes for last year.

Q: Why didn’t you attend any meetings?

A: It was time constraints and until I saw the test scores, I wasn’t that interested in running for the board. But I think I can make a difference in test scores and entry-level skills when students leave school.