Voices for Vaccines: A Welcome Reality Check & Resource

Photo credit: CDC

Are you part of the pro-vaccine mega majority? Do you wonder why mini-minority groups who distrust vaccines get such outsized representation in the media and, occasionally, policy? Wondering what to do about it? The new org Voices for Vaccines (www.voicesforvaccines.org) is the place for you. The below is from their recent launch and conference call.

Who is Voices for Vaccines?

When stories are told about vaccines in the media, among decision makers, and between parents, the parent voice that often gets the most attention is the antivaccine voices. The antivaccine movement has been excellent at shaping their story and getting attention as a legitimate, equal “other side” opposed to public health officials and scientists.

However, the vast majority of parents, well over 90% of parents, happily vaccinate their children. If the vaccine story were told with actual equity, only 5% of the story would cover the movement against vaccines, and it would be shaped as a denialism of the science supporting vaccines.

Voices for Vaccines seeks to reclaim that appropriate balance and to help parents, providers, and community members speak up on behalf of vaccination. These provaccine voices are needed in places like Vermont, where a well-organized antivaccine movement defeated a bill last year to tighten the personal belief exemption that allows parents to opt out of vaccinating their children. We also need these voices in Oregon where legislators are trying to provide real, truthful information about vaccines to those parents seeking to opt out.

To help people advocate for immunization, Voices for Vaccines gets the tools needed into the hands of those everyday people who need them. Our website hosts our toolkits, which so far include “How to Write an OpEd for Publication.” We are also working on a toolkit that addresses vaccine hesitancy and a toolkit that childbirth educators, doulas, midwives, OBs, and the like could give to new parents to help prepare them for vaccinating their children. To support our efforts, we send out a monthly newsletter that directs people to action and gives them up-to-date information about vaccine advocacy. Lastly, our blog provides a place for everyday people to tell their stories. Our members blog about why they vaccinate, how they became provax, and how vaccine-preventable diseases have changed their lives.

How we came to Voices for Vaccines.

The act of writing brought Ashley Shelby and Karen Ernst into this world of vaccine advocacy. Minnesota’s personal belief exemption is one of the least restrictive in the country. A parent need only get a notarized form saying that they do not want to vaccinate, and they are exempted from vaccinating their children. Karen was trying to figure out a way to have this law changed when she found Ashley’s OpEd in the Minneapolis StarTribune about making it more difficult for parents to opt out of immunizations. After reading this article, Karen tracked down Ashley’s email address and convinced Ashley to meet her.

From there, Karen and Ashley went to serve on various Minnesota Department of Health committees and also founded the Moms Who Vax blog. Moms Who Vax was a success. Ashley wrote much about political and news events surrounding vaccines, while Karen tended to debunking things antivax celebrities said. And then other mothers began to join in. Chrissy wrote about her conversation from antivax to provax after realizing that vaccines had not caused her son’s autism. Tristen wrote about how her pediatrician was able to convince her to vaccinate her child against chicken pox. And Katie wrote about her surprise that the antivaccine movement even existed.

At that time, the Minnesota Department of Health sent us to the National Immunization Coalition Conference where we met Dr. Deborah Wexler of the Immunization Action Coalition. Dr. Wexler asked Ashley and Karen to head up Voices for Vaccines and create in it a parent-driven organization whose purpose was to allow everyone to advocate for vaccines.

Connecting bloggers and their audiences to Voices for Vaccines

Because of our experience with Moms Who Vax and our vision for Voices for Vaccines, we are hoping that bloggers can connect their readers to the world of advocating for vaccines and that Voices for Vaccines can be one of those tools. We notice a bump in our membership each time we are mentioned in a blog, and as our membership grows, so does our ability to organize the pro-vaccine
community and make sure the conversation and the laws about vaccines are accurate and smart.

If you do decide to write about us in your blog, please let us know at info@voicesforvaccines.org. We will help promote your blog. We can also send our members to your blog if the comment section of any vaccine-related post needs intelligent responses.

Issues and triumphs when blogging about vaccines

The final portion of the conference call was a discussion about various issues surrounding blogging about vaccines. The discussion touched on comment sections, tactics of the antivaccine
movement, and appropriate imagery. The following links were discussed:

● http://www.motherjones.com/environment/2013/01/you-idiot-course-trolls-comments-make-you-believe-science-less
● http://blog.drwile.com/?p=3591
● http://www.wired.com/geekmom/2012/05/mayim-bialik-disappoints/
● http://lizditz.typepad.com/i_speak_of_dreams/2012/03/californias-ab-2109-strengthening-school-entry-vaccination-requirements-a-mild-change.html

Making Reusable iPad Worksheets: Leo's Learning Revolution Continues

Leo's room is usually a flurry of worksheets -- for matching, sight reading, writing practice, basic math, dot-to-dot puzzles, all sorts of learning. I used to laminate the most frequently used sheets so as to reduce paper use, but now we're managing to do without many of those paper worksheets entirely -- we're porting the worksheets to Leo's iPad, cobbling a process together via the free apps DropBox, iBooks, and DrawFree.

Leo enjoys his iPad worksheets, whether he uses them with a stylus or in traditional touchscreen mode. The iPad format makes them easier for him to use than paper ones, and fun, too -- once again our boy is learning in ways no one anticipated.

Here's how I've been making Leo's reusable iPad worksheets:

Short version

1. Create worksheets in .doc or PDF format, on a computer
2. Upload them to the iPad using a shared DropBox folder
3. Save them on the iPad in an iBooks collection, so they're all in one place
4. Open worksheets in iBooks, then take a screenshot
5. Open that screenshot as a DrawFree background. Voila: fresh new worksheet.

Long version

1) Leo's program supervisor creates curriculum worksheets on her computer, in Word. (We use .doc or .pdf format files.)

2) Everyone on Leo's team installs DropBox (a Cloud storage service) on their desktops, and I install the DropBox app on Leo's iPad.

3) I create a Leo's Activities folder on my desktop, and formally invite everyone on Leo's team to access it via DropBox Sharing (which lets the Leo's Activities folder and any changes we make to it appear on everyone's desktops).

4) Leo's program supervisor uploads a Numeral Matching sheet to the Leo's Activities DropBox folder.

5) I open the DropBox app on Leo's iPad, find the Numeral Matching sheet, and choose to open it in iBooks.

6) I save the Numeral Matching worksheet to a Leo's Activities collection I've created in iBooks, so we can use his worksheets whether the iPad has online access or not.

7) Now for the reusable part. Whenever it's time for Leo to work on one of his worksheets, I open it in iBooks, then take a screenshot by pressing the iPad's home and on/off buttons (note: every image in this post is a screenshot). The screenshot will be saved as the last image in the iPad's Photo Library.

8) I open the simple drawing app DrawFree, and click Background. I choose Photo Library Background, and select the worksheet image I just created.

9) Leo uses DrawFree to go to town on his totally reusable and replaceable worksheet.

If anyone has similar iPad worksheet processes -- especially more streamlined ones -- please do share them.

The Cutest Singer in the World

Here's Leo performing Shoo Fly at yesterday's variety show at his school, which featured performances from the littlest students to members of the adult program (Leo and many of his peers will probably stay at the school ... forever).



Leo was awesome, don't you think? It's worth noting that he can sing much, much longer sequences than he can string together conversationally -- I've been wondering for just about ever if there's a way to use the former to build on the latter. Ideas?

Leo's sisters and three cousins were able to watch his performance, and they were very proud of him too, as was Jennyalice (whose Jake was the cutest bumblebee ever).

My favorite moment of the show was when one of the show's star teen performers came and sat next to Iz and her equally suddenly leggy cousins. He was quite charming. "I'm happy!," he told them, then "I'm hungry. Are you hungry?" The girls admitted that they were, and that was the extent of the conversation, and cheerfulness continued to reign. No one ever mentioned anything odd about the exchange -- they said afterward that they thought he was really nice. Chalk one up for autism acceptance as a matter of course -- as nothing worth mentioning, even. Except for by this ever-vigilant and very proud -- in more ways than one -- mother.

I love Leo's school (and staff) so so so much.

Totally New School!

I tend to be liberal with the OMGs due to my SoCal upbringing, but this one - this one is legitimate:

OMG! Leo got into The World's Greatest Autism School! YEAAAH!

This is something we've been working on for a while - I met with our school district rep for permission to explore the option (the new school is an NPS, a non-public school, which means that we can't pay for it - the school district has to), then Supervisor M and I toured the school together, then a rep from the school visited and observed Leo at his current school. Yesterday was the last step, in which Leo spent time in his potential new classroom.

They were supposed to take time with their decision, but when they returned him to me after an hour, they told me they loved him and were accepting him on the spot!

Isn't that what we all want to hear about our kids, no matter what kind of kid they are?

Seymour and I are thrilled. Thrilled that Leelo will be in a place where he is appreciated, supported, pushed, and expected to succeed. Thrilled that our kid will be at a school with several of his friends - which means we'll know other families, unlike at his current school. Thrilled for the existing parent community, support groups, fundraisers, motivated and energetic staff -- just thrilled.

----

To be clear - Leo's current school has the motivated and energetic staff too. :) But it's not specifically an autism school.

We Are Not Sparta: The Real, Justified Costs of Educating Kids With Special Needs

I am posting this with permission from my smart, tenacious, Italian-from-Italy friend Lea. Our sons went to kindergarten together.

Special Needs Children and Public Education
by Lea Cuniberti-Duran

Raising and educating children with special needs is expensive. That's just a fact.

I have attended many school district budget meetings in which officials blurted to their audience, "We cannot pay for XYZ because of our financial responsibility toward children with special needs: to educate one special needs student can cost the district $100,000 a year." I also hear about how the district has "an unfunded mandate to educate children with special needs, and how this results into an encroachment to the general fund."

As one can imagine this argument is not always well received by parents of typical kids who want a great education for their children, and are lead to believe that "all those quirky kids" are in the way. It is easy to believe the encroachment argument: how can one argue with the fact that our district has to transfer $7M from general fund to the special education department?

The school district's argument has been so effective that a good friend recently confronted my husband and me. She said she couldn't see why the district had to spend so much money to educate special need children. She resented spending $100,000 for a child who will may never be a fully contributing member of our society. Why not spend that money toward the education of all the other children, those who will be able to contribute, go to university, and have a career?

Don’t Be Fooled By the Numbers
Districts use children with special needs the way a magician uses props: as a distraction, a way to divert attention from schools underperforming because of problems that have nothing to do with special needs. Just look at the numbers: Redwood City School District spends about $10,000 per student (according to the latest data released by the district). RCSD is rated a 5 out of 10 based on State and Federal tests results for the school year 2008-09

If we look at districts around the Bay Area that, like Redwood City, are revenue-limit (meaning, they rely heavily on state funding), have the same proportion of students with special needs, YET are rated higher by GreatSchools.net; we will see that these districts spend less money per student. From this we can infer that special needs students are not the reason why school districts underperform:

• Cabrillo Unified (Half Moon Bay)
• Rated 7 out of 10
• Spending per pupil: $7,477

• San Mateo-Foster City
• Rated 7 out of 10
• Spending per pupil: $7,917

• Mountain View
• Rated 7 out of 10
• Spending per pupil: $8,433

• San Francisco
• Rated 7 out of 10
• Spending per pupil: $8,357

• Millbrae
• Rated 8 out of 10
• Spending per pupil: $7,203

• Novato
• Rated 8 out of 10
• Spending per pupil: $7,283

• Walnut Creek
• Rated 10 out of 10
• Spending per pupil: $7,281

A Good Investment
Allowing people with disabilities to reach their full potential is a good investment. With appropriate services and support, people with disabilities can lead full and productive lives. And helping those who may never be fully independent reach their full potential costs taxpayers less than funding 24/7 assistance for the rest of their lives.

We, as society, need to move away from thinking that people with a mental or physical disability cannot be contributing members of society. Just look around in your daily life, and notice some examples of people who have gone and beyond those simple expectations: my children’s occupational therapist who is missing an arm, or a tax accountant who happen to be dyslexic, or one of my personal heroes, Dr. Temple Grandin, PhD, who is a leading expert in livestock management as well as an advocate for the autism community.

Work programs can specialize in employing individuals in areas where they excel, like complex but repetitive tasks that a neurotypical person cannot perform with consistent precision. I was told of a woman with Down syndrome whose job is to prepare all the instruments for the surgeons in a mid-west hospital. Educating and teaching skills to a person with a disability may require extra resources, but it leads to more independence – so it’s not only the right thing to do, but it’s the least expensive approach.

We Are Not Sparta
We, as society, value life, and have laws to protect it. We also value diversity. Long gone is the time of Sparta when people with differences were thrown off a cliff. But in the not-so-distant past, American children with disabilities were taken away from their families and put in institutions, where they were often left in very desperate conditions: with minimal food, clothing and shelter and terrible unhygienic conditions. In 1967, for example, state institutions were homes for almost 200,000 persons with significant disabilities. Some of these institutes still exist, like the NAPA State Hospital outside Sacramento, California which has been investigate by the State as recently as 2005 for abuses and infractions against patients.

The birth of IDEA
“In the 1950s and 1960s, the Federal government, with the strong support and advocacy of family associations, such as The ARC, began to develop and validate practices for children with disabilities and their families. These practices, in turn, laid the foundation for implementing effective programs and services of early intervention and special education in states and localities across the country.” (From the US Department of Education)

This lead to the creation of IDEA (Individual with Disabilities Educational Act), which gives children with disabilities the right to a free and appropriate public education, in the least restrictive environment, with accommodations, modifications and support so that children can access their education. This law benefits ALL children with an IEP, no matter how few services he or she is receiving.

What Has IDEA Accomplished?
A few examples from the US Dept of Education:

• The majority of children with disabilities are now being educated in their neighborhood schools in regular classrooms with their non-disabled peers.
• High school graduation rates and employment rates among youth with disabilities have increased dramatically. For example, graduation rates increased 14 percent from 1984 to 1997.
• Today, post-school employment rates for youth served under IDEA are twice those of older adults with similar disabilities who did not have the benefit of IDEA.
• Post-secondary enrollments among individuals with disabilities receiving IDEA services have also sharply increased, with the percentage of college freshmen reporting disabilities more than tripling since 1978.

In Conclusion
In a year like 2010, when schools are squeezed by a state in financial disarray, when budgets and programs are slashed with a hatchet; when the panic feeling of saving money makes people cut corners; special needs children will be the easy target for blaming and the victims of further cuts. As a parent and an advocate for my children, I have pledged to stay involved, informed and calm; attend as many school board meetings as I can, and share information with other parents.

I also pledged to monitor closely the next November election, when we will elect a new governor, a US senator, and, here in San Mateo County, two new state representative (both assemblyman Ruskin and senator Simitian are out of term).

For those of us who want to make a difference, this is the time to get informed, contact the candidates, hear their prospective on issues and flex our political muscles on election day. 

I am committed to push further and follow in the footsteps of the parents and advocates before us, who fought for their children to have a more appropriate education and a dignified life.

Review: Wonder Rotunda

Today is my 40th birthday. If I were the type who considered such milestones opportunities to dwell upon unachieved dreams, I would moan bitterly about the very cool new kids' educational online world, Wonder Rotunda, and gripe bout why I should have been the one to create it given that I and my two Geography degrees have been creating and improving upon that which used to be called "edutainment," for almost fifteen years.

Instead, I'll pause to appreciate all the loveliness in my life, remark that contract gigs combining geography, education, and interactivity are my very favorite kind of paid endeavor, and commence with the review.

Wonder Rotunda is an online, exploration-based learning environment for kids age seven - twelvish who want to learn more about the world around them, or whose parents would like them to learn more and understand that game-like environments are very good carrots. Specifically:

"The Wonder Rotunda is a virtual, educational theme park designed to open the eyes of youngsters to the wonders of our world, much the way world’s fairs and expos did for prior generations. It is designed to get kids thinking about our world, finding things that they're passionate about, and exploring how they might make their mark some day.

"Set on an island in New York Harbor, the Wonder Rotunda’s fifteen, interactive, animated adventures cover topics as diverse as tropical rainforests, African wildlife, marine life, the human body's digestive system, money and business, American government, nutrition, globalization, film making, classical music, performing and visual arts, space exploration and, making a difference in the world. The adventures move briskly and with excitement, while affording youngsters the option of probing more deeply where they have the interest."

The kids explore Wonder Rotunda's many exhibits via self-created avatars (mind you, kids used to Rock Band avatars might be a bit option-underwhelmed). There's a bit of standard kid-game looking for gold coins and Wonder Dollars to keep the avatars supplied with "healthy choices" from the Wonder Rotunda food stands, or to let them shop for souvenirs, but otherwise players are free to explore the many educational exhibits and adventures, in as much detail as they like.

Parents worried about Webkinz or Club Penguin-like unmonitored social environments will be pleased with Wonder Rotunda. Though it's web-based, there are no social networking or commercial options, no advertising. And there are considerable parental controls, such as requiring parents to create their own, administrative account before the child's account can be created, allowing parents to create their own avatar so they can tag along with their kids (the Wonder Rotunda folks liken it to visiting a museum together), and the ability to browse your child's Wonder Rotunda's trail, to see where they have been spending the most time -- so you can tell what subjects they're most interested in, and encourage them to pursue them.

I have to admit, given Wonder Rotunda's squeaky-clean appearance, its earnest goals, and the home page's tour, I have not felt the need to monitor my ten-year-old Iz as she explores Wonder Rotunda. She finds WR's subject matter motivating, and has been tearing around all by herself, popping out occasionally to blurt newly acquired facts:"iguanas can fall from a height of 40 feet without getting hurt!" and decry the occasional factual error: "Thomas Jefferson was the third U.S. President, not the second, tell them that right now, Mommy!" (To their credit, the Wonder Rotunda staff fixed the error immediately. Gotta love online content.)

The graphics are nicely done, the content has depth (always a concern, Iz gets bored quickly), and -- most tellingly -- I had to rip Iz away from the screen so she could do her homework. This led to a debate about my priorities -- did I want to send her brain chasing after the new facts, systems, and synergies Wonder Rotunda offered, or did I want it to stagnate in revisiting concepts and worksheets it had already mastered? I recommend that you avoid such scenarios by requiring that your children finish their homework before they get to "play" with Wonder Rotunda.

I approve of Wonder Rotunda's mission wholeheartedly. I would likely have purchased it for my kids independently, but we were gifted a one month unlimited access pass worth $12. (Unlimited access for one year is $45, and can be renewed each year for $35). If you have the kind of kids who love The Magic Schoolbus and The Discovery Channel -- or are looking to nudge your kids in that direction -- Wonder Rotunda is a safe, mentally enriching, fun place to send them.

California's Education Crisis Made Manifest in Redwood City

If you want to know exactly what the effects of the California state budget crises in general, and the failure of Measure E specifically, will be for the individual students and families of Redwood City, scroll down. I hope this report might make a few more people less apathetic. At the very least it will crack open the non-hardened heart.

The notes below are a compilation of my live twitter feed from last night's Redwood City School District board meeting, the public portion of which lasted from 7 PM until 11:30 PM (at which point the board members went into closed session). The school board was asked to make some really hard choices, and few people in the audience would have traded places with them. I for one felt reassured in seeing the smart, alert, knowledgeable, and empathetic board members in action.

Frustrated enough to take action? Good. Here's what my friend Ep had to say:

I'd like to encourage anyone who knows anyone who lives in any of the 44 [California] state districts with a Republican senator or Assembly member to phone, email, or write them with the message that we can't fix the budget crisis on the backs of our children. You can get a list of representatives and districts at: http://www.cagop. org/about/ .

You can also direct your thoughts to our Governor at:
http://www.gov. ca.gov/interact.

Onward:

76. Live-tweeting the Redwood City School District school board meeting: stay tuned!

75. Budget discussion tabled for tonight; Measure E failure & state budget fluctuations means no stable figures available; discussion premature.

74. Passionate plea from single working mom to keep Preschool for All open; otherwise she has no options for working next year.

73. Preschool for All was a state-level cut; district still has Child Development Centers that might help.

72. Jack Hickey is speaking out of both sides of his mouth to an audibly cool & skeptical room. Railing against tenure, which is a state issue.

71. Standing ovation, teacher praise, & flowers for Alisa M. & Shelly M., Measure E Ass-kickers.

70. Since so many 5/19 measures failed, we have to make serious cuts in order to maintain reserve; we have to cut $1M for evry $1B in state cuts

69. Budget presentation (not discussion): 08-09: cuts for ed were $3 million; we used our reserve instead of cutting

68. Budgets are based on previous year's income, but we do have some Federal Stimulus funds, including special ed; projected 08-09 cuts: $10.7M.

67. Discussed cuts for parts of the following: IB program, library aides, custodians, class size reduction, all very complicated.

66. Increasing class size could help reduce expenditures & increase revenue.

65. Anticipate 51 fewer classrooms in 09-10

64. Title II funds can only be used for staff or professional development.

63. Special Ed is a categorical cost, indirect. Now that we have IDEA funding, it will help somewhat (unclear on exact funding/$ stream shifts).

62. Outdoor Ed is another potential area for cuts; not looking good (i.e. NO at this point.)

61. IDEA is very strict about its funds being used for special ed programming and not to address district deficit.

60. Governor has said that there could be more Education cuts between now & June 30th.

59. Board member SM: When you have to cut $6.5 million dollars, there's no good place to cut.

58. Rumor, which budgeteer thinks might have merit: that special ed transportation $ cut by 65 percent.

57. Parcel tax failure means we're losing PE teachers, library aides, middle school teachers, though music program funded for one year more.

56. Post-E cuts might be able to be moderated on a school site, per-student basis.

55. Class size: could we lower class size a bit more to offset cuts? It's complicated, penalties for exceeding class size.

54. General fund is about $65 million, that's where $10M/15 percent cuts will come from. Separate from federal funds/title funds.

53. Questions from audience: teacher at Fair Oaks, RWC native, worried about losing extra-curricular actvities for kids in disadvantaged areas.

52. teacher: Please let Fair Oaks keep title I funds; school & activities are only inspiration/leisure some of his students ever get.

51. Board wants to keep class size reductions from affecting schools like Fair Oaks. Board will do their best to help keep art/after sch prgrms.

50. Higher class size might help us break even at schools like Fair Oaks but budgeting is so raw & unfinished that can't be stated officially.

49. Jack Hickey thinks it would behoove state to remove class size restrictions. Can we rent empty portables? Look at the rosy side (*hooting*). [SR: I would note that Mr. Hickey was respectful, and some of his ideas may have had merit. But he has done so much to undermine funding for our school district -- specifically in his instrumental role in helping to defeat the last two parcel tax efforts -- that few in the room were willing to give him the benefit of the doubt. I'll bet the devil has good manners, too.]

48. We need to focus on not cutting from areas that touch every student - uh, touching in a positive way.'

47. Teacher says we need to do everything we can to keep class sizes reduced; for many dropouts, last succesful moment was in 4th grade.

46. Financial committee wants additional stimulus funds to go to school sites to increase per-student discretionary funding.

45. Argument against reduction: if class sizes are reduced, can't expand them again/hire teachers again if federal money comes thru in fall.

44. Office clerks are critical; can't be cut any more than already have been.

43. Custodian cuts: we may have fewer classrooms but we won't have fewer kids, and kids are messy messy messy.

42. The testimonials of every single parent/teacher/staff member tonight would break your heart, especially re: the role of the middle school counselor

41. GATE coordinator making the case for her pull-out program. Stating that she considers her kids special needs & that its a matter of equity.

40. Pres of GATE parent club: GATE coordinator is 1 staff; certain school has whole staff; do we really want to cut 1 person affecting 250 kids?

39. Teacher at Redwood High: don't cut sex ed! 130 HS students got preg this yr; one specifically b/c missed sex ed & did not know about sperm.!

38. No one has yet demonized special ed; hope we get thru the night this way (testimonials still). Lots of comments re: pgms that DN benefit all

37. Parent: our highest priority should be teachers & materials.

36. Office coordinators: we are already working overtime w/o extra pay to get our work done. Don't know how we'd get our work done w/more cuts.

35. Adelante staff: we need large # of kinder classes to maintain # of kids in upper grades.

34. Parents: please spread the word about the hard work & hard choices that are happening here tonight; we need to fight community apathy!

33. re: Accusations of choosing administration over kids: but we have 27 administrators for over 1,000 RCSD staff.

32. board member SM: we have been thinking long & hard about these cuts; we have kids in the district & they are affected too.

31. Board member: there's not one thing on the cuts list that the board would choose to cut if there was any other option. Not one. All very sad

30. Board & audience want to hear more about cutting outdoor ed, gate pullout, & the international baccalaureate program.

29. Measure E: now that it has failed & budget cuts are real & severe (state too), maybe people will realize that such initiatives are critical.

28. Communications Director position brought in more than $1 million last year by increasing attendance; board has checked & verified figure.

27. board: Please try to stay focused on what's best for all of our students, & not get divisive/combative over special interests/programs.

26. Outdoor ed: may not be able to fund, but if class size rises, then music for minors pgm will have less $, outdoor ed might be saved.

25. District costs per yr for outdoor ed: $60K. Also some scholarships from SMCOE & Tim Griffith Foundation.

24. GATE pullout called special ed equivalent again. In principle I agree, but my GATE kid would be ok w/o prgm; my Special Ed kid would not!

23. Keep in mind that budget is still fluid and not final.

22. Like many cuts, custodial cuts based on formula (square footage, etc.).

21. Need to be mindful of how many custodians we can cut before clean (or not) classrooms becomes a health & safety issue & affects attendance.

20. One board member mentioned that we should find a way to access our very restricted reserves.

19. IB program at Selby Lane, loss for that school, esp. in terms of investment in training, but serves low number of students at a high cost.

18. Board member: wants Outdoor Ed kept b/c serves every single kid in the district at low cost. So many kids have never been out of city!

17. Outdoor ed is back in the please don't cut column!

16. Do you know anyone/any leads for grants for outdoor ed? RCEF will help you follow through!

15. Followup/open meeting with board will be at McKinley auditorium Tuesday 6/16 at 7 PM. (I believe)

14. Summer school $: might be reallocated to school sites. Means cancelling already scheduled summer classes/teachers. Doesn't affect ESY.

13. Wed, Jun 10, 2009 10:23 PM

12. Cutting summer school would affect more than 1,000 kids.

11. Summer school just got axed.

10. Again, NOT ESY.

9. Letter was already sent out letting parents know summer school might be cut. Board absolutey hated to make this cut.

8. Many impassioned pleas to align both RCSD calendars with the high school calendars, especially re: spring break.

7. No one here envies the school board's job at this moment in time.

6. School board approves but can't change school year calendar. At this point no resources 4 calendar fight. Have 2 approve or reject entirety.

5. In future board would like to see school calendars aligned, esp Spring Break. And let's have one calendar FFS!

4. Not everyone voted yes to approve school calendars. But I believe it passed.

3. Teacher meeting hours per year were reduced to 33 from 35 via teacher-sponsored mediation.

2. Anyone who lives in California, please write your state senator to support Simitian's bill to reduce voter approval for $ measures to 55%.

1. All done board meeting!