U.S. measles outbreak grows with 75 new cases, mostly in New York

Gabriela Borter: The U.S. Centers for Disease Control and Prevention reported a 9.8% increase in measles cases as of May 10, a resurgence that public health officials have attributed to the spread of misinformation about the measles vaccine. Data are updated every Monday. In New York, 66 cases were reported according to CDC spokesman Jason … Continue reading U.S. measles outbreak grows with 75 new cases, mostly in New York

People near Portland aren’t vaccinating babies. Health officials just declared a measles emergency

Ashley May: People choosing not to vaccinate has emerged into a global health threat in 2019, the the World Health Organization recently reported. The CDC has also recognized that the number of children who aren’t being vaccinated by 24 months old has been gradually increasing. Some parents opt not to vaccinate because of the discredited … Continue reading People near Portland aren’t vaccinating babies. Health officials just declared a measles emergency

Madison School Board backs contract that would keep police officers in high schools

Logan Wroge: The Madison School Board on Monday backed a proposed contract that would keep police officers at Madison’s four main high schools. Board members voted 4-2 in favor of the proposed contract, which would emphasize alternative disciplines instead of arresting or citing students, lay the groundwork for a new complaint procedure against the officers … Continue reading Madison School Board backs contract that would keep police officers in high schools

In China’s Public Schools, Kids With Asperger’s Are Cut Adrift

Ni Dandan: Cheng Yanbin always knew his son, nicknamed Junjun, was different from other kids. Whenever his fellow kindergarteners played together in gleeful twos and threes, Junjun sat off to one side and didn’t join in the fun. “Other kids would laugh at a funny game or story, but his facial expression just stayed the … Continue reading In China’s Public Schools, Kids With Asperger’s Are Cut Adrift

Parents Are Leery Of Schools Requiring ‘Mental Health’ Disclosures By Students

Julio Ochoa: Children registering for school in Florida this year were asked to reveal some history about their mental health. The new requirement is part of a law rushed through the state legislature after the February shooting at Marjory Stoneman Douglas High School in Parkland, Fla. The state’s school districts now must ask whether a … Continue reading Parents Are Leery Of Schools Requiring ‘Mental Health’ Disclosures By Students

For Brandon: How One Family’s Struggle Can Help Us Imagine an Education System That Does Better by Exceptional Children

Travis Pillow, via a kind Deb Britt email: Twenty-five years ago CRPE was founded on the idea of the school as the locus of change. Today we are reexamining our old assumptions in light of new technical possibilities, changes in the economy, and a recognition that even the most effective schools may need to develop … Continue reading For Brandon: How One Family’s Struggle Can Help Us Imagine an Education System That Does Better by Exceptional Children

Are Facebook and YouTube quasi-governmental actors?

The Economist: ONE of the internet’s most odious conspiracy theorists has had his videos and podcasts removed from Apple, YouTube, Spotify and Facebook. Alex Jones (pictured), who has a radio show and runs a few websites, including Infowars, has raised doubts about the murders of 26 children and teachers in the Sandy Hook mass shooting, … Continue reading Are Facebook and YouTube quasi-governmental actors?

Partnerships with people on the spectrum yield rich research insights

Nicholette Zeliadt: There are different views on whether ‘people with autism’ or ‘autistic people’ is the better way to refer to individuals on the spectrum. Some of the people quoted in this article prefer to say ‘autistic,’ but Spectrum’s style is to refer to ‘people with autism.’ It wasn’t until Anna Remington had nearly finished … Continue reading Partnerships with people on the spectrum yield rich research insights

Graduates of Elite Universities Dominate the New York Times and Wall Street Journal, Study Finds

Said Jilani: Authors Jonathan Wai, a research fellow at Geisinger Health System at the Autism and Developmental Medicine Institute, and Kaja Perina, the editor-in-chief of Psychology Today, collected a sample of 1,979 employees working at two of America’s most prominent and influential newspapers, the New York Times and the Wall Street Journal, during 2016. They … Continue reading Graduates of Elite Universities Dominate the New York Times and Wall Street Journal, Study Finds

The Party

unit 9: The Party is based on a concept by the author Lucy Hawking and is written by Sumita Majumdar, who drew on her own experiences as a person with autism in similar social situations. Throughout the film, viewers hear Layla’s thoughts, voiced by the autistic teenager Honey Jones. The storyline was developed after extensive … Continue reading The Party

Say goodbye to the information age: it’s all about reputation now

Gloria Orrigi: The paradigm shift from the age of information to the age of reputation must be taken into account when we try to defend ourselves from ‘fake news’ and other misinformation and disinformation techniques that are proliferating through contemporary societies. What a mature citizen of the digital age should be competent at is not … Continue reading Say goodbye to the information age: it’s all about reputation now

Teachers: St. Paul schools are violating federal law with special ed kids

Susan Du: Over the past few months, Humboldt High teacher Rachel Wannarka started noticing a lot of kids being transferred to her special education math class after failing out of regular math. While regular math takes place daily, special ed math is every other day, taught at a level several grades lower than what many … Continue reading Teachers: St. Paul schools are violating federal law with special ed kids

Campus Rhetoric

Sandor Farkas: One hour into the lecture, an audience member asked her whether she thinks Buchanan’s libertarian philosophy was motivated by “personal greed” or “malevolence,” to which she responded by speculating that support for individual liberty might actually be the result of a mental disorder. “It’s striking to me how many of the architects of … Continue reading Campus Rhetoric

Madison K-12 Status Quo? Anna Moffit, Mary Burke running for re-election to Madison school board in 2018

Lisa Speckhard Pasque: Madison School Board members Anna Moffit and Mary Burke have announced they will be running for re-election in 2018. In April, the terms will expire for seats 1 and 2 on the Madison Metropolitan School Board, currently occupied by Moffit and Burke. Burke has filed a declaration of candidacy with the Madison … Continue reading Madison K-12 Status Quo? Anna Moffit, Mary Burke running for re-election to Madison school board in 2018

Bad News for the Highly Intelligent

David Z. Hambrick, Madeline Marquardt: There are advantages to being smart. People who do well on standardized tests of intelligence—IQ tests—tend to be more successful in the classroom and the workplace. Although the reasons are not fully understood, they also tend to live longer, healthier lives, and are less likely to experience negative life events … Continue reading Bad News for the Highly Intelligent

WBEZ Investigation: CPS Secretly Overhauled Special Education At Students’ Expense

Sarah Karp: After Julie Rodriguez enrolled her 10-year-old autistic son at a public school on Chicago’s Southwest Side last year, she found herself navigating a maze of paperwork that she said seemed designed to prevent her son from getting the special education services he needed. Rodriguez had just moved to the city from the suburbs, … Continue reading WBEZ Investigation: CPS Secretly Overhauled Special Education At Students’ Expense

What you learn from the Very Short Introduction series.

Kathryn Schulz: I learned this fact about myself (and you) from one of the more unlikely books I lately committed to reading: “Teeth: A Very Short Introduction,” by Peter S. Ungar, a professor of anthropology at the University of Arkansas. Like its subject, “Teeth” is both a freestanding entity and part of a larger body: … Continue reading What you learn from the Very Short Introduction series.

How Online Filter Bubbles Are Making Parents Of Autistic Children Targets For Fake “Cures”

Tom Chivers: It started simply enough – with suggestions that her child should follow an unremarkable-sounding special diet. “They did these tests: a stool test and a urine test,” Layla (not her real name) tells BuzzFeed News. “I can’t remember where they were from – not the NHS, obviously, but some lab. The results had … Continue reading How Online Filter Bubbles Are Making Parents Of Autistic Children Targets For Fake “Cures”

Anti-vaccine groups step up outreach to Minnesota Somali families over measles outbreak

Glenn Howatt and Faiza Mahamud: As Minnesota confronts its second measles outbreak in seven years, public health officials are battling to contain the disease while also trying to educate parents in the face of an organized opposition. As happened in 2011, anti-vaccine activists are reaching out to Minnesota’s Somali community, where both outbreaks have been … Continue reading Anti-vaccine groups step up outreach to Minnesota Somali families over measles outbreak

‘There is no other medicine’: Texas father breaks law to treat self-harming autistic daughter with marijuana

Travis M. Andrews: Along with her twin sister, she was born 26 weeks early. At 1 pound 12 ounces, she weighed slightly less than the healthy Keeley. Then, 10 hours into life, Kara suffered a brain hemorrhage. Seventeen years later, she’s lucky to be alive. But she has cerebral palsy and severe autism, which in … Continue reading ‘There is no other medicine’: Texas father breaks law to treat self-harming autistic daughter with marijuana

Denied: How Texas keeps tens of thousands of children out of special education

Brian M. Rosenthal: During the first week of school at Shadow Forest Elementary, a frail kindergartner named Roanin Walker had a meltdown at recess. Overwhelmed by the shrieking and giggling, he hid by the swings and then tried to escape the playground, hitting a classmate and biting a teacher before being restrained. The principal called … Continue reading Denied: How Texas keeps tens of thousands of children out of special education

The Anti-Vaccination Movement Is Gaining Ground In Texas

Leif Reigstad: The video was posted on Facebook as a trailer for Vaxxed, a documentary film directed by disgraced former doctor Andrew Wakefield, the author of a since-retracted study that linked vaccines with autism. The film, which doubled down on his research, drew so much criticism from actual doctors that it was pulled from the … Continue reading The Anti-Vaccination Movement Is Gaining Ground In Texas

Study of half a million people reveals sex and job predict how many autistic traits you have

University of Cambridge: Autistic traits are not the same as having a diagnosis of autism; instead, these are characteristics of personality and behaviour that are found throughout the general population and are linked to what is seen in the clinical condition of autism. Everyone has some autistic traits – such as difficulty in taking another … Continue reading Study of half a million people reveals sex and job predict how many autistic traits you have

The treatment of autistic children in the 20th century was shocking

The Economist: Neurotribes: The Legacy of Autism and the Future of Neurodiversity. By Steve Silberman. Avery; 544 pages; $29.95. Allen & Unwin; £16.99. EVERYTHING about autism, which is among the most common and the most slippery of mental conditions, is contested. The American Psychiatric Association, which determines what ailments American insurance companies will pay to … Continue reading The treatment of autistic children in the 20th century was shocking

Youthful Folly

The Economist: THE REBECCA SCHOOL for autistic children occupies all five floors of a building in midtown Manhattan. Its rooftop playground has a fine view of the Empire State Building. It features colourful classrooms and lots of places for children to lie down and recover from the sensory overload often suffered by autistic people. “My … Continue reading Youthful Folly

This mom is coding iPad apps to help her autistic child explore the world

Daniela Hernandez: Lee and her husband, who was getting his doctorate in computer science at the University of California, Berkeley, discovered their son’s condition was serious enough that they wouldn’t be able to go back to the life they had as game developers in South Korea. The family decided to stay in the U.S. Lee … Continue reading This mom is coding iPad apps to help her autistic child explore the world

‘Education savings account’ for students with disabilities? Or ‘voucher?’

Hank Long: Public schools are required by state and federal law to accept students with disabilities and to make appropriate accommodations for their learning. So when a district – despite its best of intentions – fails to meet the individual educational needs of such students, where are the students and their families to turn? That’s … Continue reading ‘Education savings account’ for students with disabilities? Or ‘voucher?’

The connections in autistic brains are idiosyncratic and individualized

Diana Gitig: The New York Times Magazine recently ran a cover article about mapping the connectome, all of the connections that link all of the neurons in someone’s brain. Many of these connections are formed and reinforced as a result of our experiences, and their sum total constitutes everything about our personalities: the memories we’ve … Continue reading The connections in autistic brains are idiosyncratic and individualized

California’s anti-vaccine brigade and the dark side of individualism

The Economist: DR BOB SEARS, a paediatrician from Orange County, California, does not like to call his patients “free-riders”. True, he specialises in treating vaccine-sceptics, those families who resent being told to immunise their children against nasty diseases, from measles to whooping cough. It is also the case that, as a trained doctor, he believes … Continue reading California’s anti-vaccine brigade and the dark side of individualism

Autistic and Searching for a Home: Between jail and the hospital, Savannah Shannon’s life is in limbo.

Genna Buck: Savannah Shannon has good days and bad days. On good days, she can crack a great joke, go on and on about Harry Potter and quote Shrek with such deadpan delivery that she’ll have the whole room in stitches. Her bad days can be terrifying. May 31, 2012, wasn’t a good day. On … Continue reading Autistic and Searching for a Home: Between jail and the hospital, Savannah Shannon’s life is in limbo.

U.S. Child Study Canceled After $1.3 Billion

Alex Wayne: The U.S. government canceled one of its most ambitious health research projects, an effort to follow 100,000 children from before birth through adolescence, after spending about $1.3 billion since 2007 without it ever really getting off the ground. Run by the National Institutes of Health, the study was to collect data on child … Continue reading U.S. Child Study Canceled After $1.3 Billion

Reading Resources & Conferences

Wisconsin Reading Coalition, via a kind email: IDA Dyslexia Handbook: What Every Family Should Know is now available online Free Open LETRS Training An overview of the professional development program Language Essentials for Teachers of Reading and Spelling. This session is especially for district administrators: superintendents, curriculum directors, special education directors, reading specialists, principals, etc. … Continue reading Reading Resources & Conferences

Fearful Parenting Is Contagious

Rebecca Tuhus-Dubrow: On Immunity: An Inoculation Eula Biss Graywolf Press, $24 (cloth) After my daughter was born, whenever I heard about parents who refused vaccines, I’d feel a flare of hostility. Not because I couldn’t relate to them—as an easily spooked new mom, I could relate all too well. No mother is thrilled to see … Continue reading Fearful Parenting Is Contagious

FL families begin using new parental choice scholarship accounts

Redefined Ed: One of the nation’s newest parental choice programs is shifting into higher gear. PLSAFamilies of hundreds of Florida students with significant special needs, including autism, Down syndrome and cerebral palsy, have been given the green light to begin using Personal Learning Scholarship Accounts for the 2014-15 school year. So far, parents of more … Continue reading FL families begin using new parental choice scholarship accounts

Most Autistic People Have Normal Brain Anatomy

Nueroskeptik: Published in Cerebral Cortex by Israeli researchers Shlomi Haar and colleagues, the new research reports that there are virtually no differences in brain anatomy between people with autism and those without. What makes Haar et al.’s essentially negative claims so powerful is that their study had a huge sample size: they included structural MRI … Continue reading Most Autistic People Have Normal Brain Anatomy

How Apple’s Siri Became One Autistic Boy’s B.F.F.

Judith Newman: Just how bad a mother am I? I wondered, as I watched my 13-year-old son deep in conversation with Siri. Gus has autism, and Siri, Apple’s “intelligent personal assistant” on the iPhone, is currently his B.F.F. Obsessed with weather formations, Gus had spent the hour parsing the difference between isolated and scattered thunderstorms … Continue reading How Apple’s Siri Became One Autistic Boy’s B.F.F.

Technology Use in Special Education Classrooms

Gail Robinson: Eleven-year-old Matthew Votto sits at an iPad, his teacher at his elbow. She holds up a small laminated picture of a $20 bill. “What money is this?” she asks. Matthew looks at the iPad, touches a square marked “Money Identification” and then presses $20. “20,” the tablet intones, while the teacher, Edwina Rogers, … Continue reading Technology Use in Special Education Classrooms

New Pittsburgh Private School offers Student Jobs to offset tuition

Max Radwin: A new Catholic high school opening this fall in Emsworth will provide jobs to students to help them pay their tuition and gain work experience.  Holy Family Academy will open its doors to about 70 students Aug. 18, with plans to use its work-study program to give students something substantial to put on their … Continue reading New Pittsburgh Private School offers Student Jobs to offset tuition

Violent and Legal: The Shocking Ways School Kids are Being Pinned Down, Isolated Against Their Will

Heather Vogell: Carson Luke, a young boy with autism, shattered bones in his hand and foot after educators grabbed him and tried to shut him into a “scream room.” Kids across the country risked similar harm at least 267,000 times in just one school year. he room where they locked up Heather Luke’s 10-year-old son … Continue reading Violent and Legal: The Shocking Ways School Kids are Being Pinned Down, Isolated Against Their Will

IPads, Galaxys, and other devices are becoming staples of special-ed classrooms.

Gail Robinson : Eleven-year-old Matthew Votto sits at an iPad, his teacher at his elbow. She holds up a small laminated picture of a $20 bill. “What money is this?” she asks. Matthew looks at the iPad, touches a square marked “Money Identification,” and then presses “$20.” “Twenty,” the tablet intones, while the teacher, Edwina … Continue reading IPads, Galaxys, and other devices are becoming staples of special-ed classrooms.

Why do people persist in believing things that just aren’t true

Maria Konnikova: Last month, Brendan Nyhan, a professor of political science at Dartmouth, published the results of a study that he and a team of pediatricians and political scientists had been working on for three years. They had followed a group of almost two thousand parents, all of whom had at least one child under … Continue reading Why do people persist in believing things that just aren’t true

Why it’s not “Rain Woman”: Women have fewer cognitive disorders than men do because their bodies are better at ignoring the mutations which cause them

The Economist: AUTISM is a strange condition. Sometimes its symptoms of “social blindness” (an inability to read or comprehend the emotions of others) occur alone. This is dubbed high-functioning autism, or Asperger’s syndrome. Though their fellow men and women may regard them as a bit odd, high-functioning autists are often successful (sometimes very successful) members … Continue reading Why it’s not “Rain Woman”: Women have fewer cognitive disorders than men do because their bodies are better at ignoring the mutations which cause them

Genetics’ Rite of Passage

David Dobbs:

If you want a look at a high-profile field dealing with a lot of humbling snags, peer into #ASHG2013, the Twitter hashtag for last week’s meeting of the American Society of Human Genetics, held in Boston. You will see successes, to be sure: Geneticists are sequencing and analyzing genomes ever faster and more precisely. In the last year alone, the field has quintupled the rate at which it identifies genes for rare diseases. These advances are leading to treatments and cures for obscure illnesses that doctors could do nothing about only a few years ago, as well as genetic tests that allow prospective parents to bear healthy children instead of suffering miscarriage after miscarriage.
But many of the tweets–or any frank geneticist–will also tell you stories of struggle and confusion: The current list of cancer-risk genes, the detection of which leads some people to have “real organs removed,” likely contains many false positives, even as standard diagnostic sequencing techniques are missing many disease-causing mutations. There’s a real possibility that the “majority of cancer predisposition genes in databases are wrong.” And a sharp team of geneticists just last week cleanly dismantled a hyped study from last year that claimed to find a genetic signature of autism clear enough to diagnose the risk of it in unborn children.

Riverside Cop Tricks Autistic Teen into Buying Pot

Amanda Winkler:

We felt like our family was totally violated by the sheriff’s department and the school district,” says Doug and Catherine Snodgrass of Temecula, California. Last December their 17-year-old autistic high school son was arrested after twice buying marijuana for an undercover Riverside county police officer.
The undercover operation, titled “Operation Glass House,” spanned a few months and included undercover officers in three area high schools: Chaparral, Temecula Valley, and Rancho Vista Continuation. The officers posed as regular high school students and would ask other students for drugs. Twenty-two students were arrested – the majority of them are reported to be special needs students like the Snodgrass’ son.
Their son, who wished to remain unnamed, is noticeably handicapped and has been diagnosed with autism as well as bipolar disorder, Tourettes, and several anxiety disorders.
“Everyday is a challenge for him,” says his father.
Their son’s list of disabilities have many in the community wondering why he was targeted in this undercover drug operation.

A Peek Inside My Son’s Head

David Mitchell:

The 13-year-old author of The Reason I Jump invites you, his reader, to imagine a daily life in which your faculty of speech is taken away. Explaining that you’re hungry, or tired, or in pain, is now as beyond your powers as a chat with a friend. I’d like to push the thought-experiment a little further. Now imagine that after you lose your ability to communicate, the editor-in-residence who orders your thoughts walks out without notice. The chances are that you never knew this mind-editor existed, but now that he or she has gone, you realize too late how the editor allowed your mind to function for all these years. A dam-burst of ideas, memories, impulses, and thoughts is cascading over you, unstoppably. Your editor controlled this flow, diverting the vast majority away, and recommending just a tiny number for your conscious consideration. But now you’re on your own.
Now your mind is a room where 20 radios, all tuned to different stations, are blaring out voices and music. The radios have no off-switches or volume controls, the room you’re in has no door or window, and relief will come only when you’re too exhausted to stay awake. To make matters worse, another hitherto unrecognized editor has just quit without notice–your editor of the senses. Suddenly, sensory input from your environment is flooding in, too, unfiltered in quality and overwhelming in quantity. Colors and patterns swim and clamor for your attention. The fabric softener in your sweater smells as strong as air freshener fired up your nostrils. Your comfy jeans are now as scratchy as steel wool. Your vestibular and proprioceptive senses are also out of kilter, so the floor keeps tilting like a ferry in heavy seas, and you’re no longer sure where your hands and feet are in relation to the rest of you. You can feel the plates of your skull, plus your facial muscles and your jaw; your head feels trapped inside a motorcycle helmet three sizes too small which may or may not explain why the air conditioner is as deafening as an electric drill, but your father–who’s right here in front of you–sounds as if he’s speaking to you from a cellphone, on a train going through lots of short tunnels, in fluent Cantonese. You are no longer able to comprehend your mother tongue, or any tongue: From now on, all languages will be foreign languages. Even your sense of time has gone, rendering you unable to distinguish between a minute and an hour, as if you’ve been entombed in an Emily Dickinson poem about eternity, or locked into a time-bending sci-fi film. Poems and films, however, come to an end, whereas this is your new ongoing reality. Autism is a lifelong condition. But even the word autism makes no more sense to you now than the word 自閉症 or αυτισµός or .

What can an autistic perspective in novels show us about contemporary subjectivity?

Tom Cutterham:

Christopher Boone loves prime numbers and hates being touched. Oskar Schell has a hyperactive imagination. He won’t swear, but he will say, “Succotash my Balzac, dipshiitake.” The behavioral problems of Christopher and Oskar, the respective narrators and protagonists of The Curious Incident of the Dog in the Night Time and Extremely Loud and Incredibly Close, are never explicitly labeled as autistic spectrum disorders, In a brief statement, worth reading, Mark Haddon has written that “Curious Incident is not a novel about Asperger’s… If anything, it’s a novel about difference, about being an outsider.”but it has been easy for readers to identify them in these terms. As much as both novels have relied on an existing public understanding of autism, they have each — supported by stage and screen adaptations — also helped to construct it. More than any other two books, these have encoded the autistic perspective into a literary trope with its own set of mechanisms and effects.
While both the novels have male protagonists, and males are about four times more likely to have autistic spectrum disorders than females, the most prominent autobiographies of autism have been by women: See Temple Grandin’s Emergence and Donna Williams’ Nobody Nowhere.What distinguishes the autistic person is a difficulty gaining access to other people’s minds. TNI Vol. 18: Family Planning is out now. Subscribe for $2 and get it today. He lacks the ability to reconstruct and predict thoughts, feelings, desires, and reactions. The neurologist Simon Baron-Cohen has called this “mindblindness.” Those who don’t suffer from this problem, on the other hand, unconsciously translate myriad physical and symbolic cues — subtext, allusion, tone, and all the elements of body language. In Baron-Cohen’s terms, we can read minds.

Autistic man breaks through the silence

Emily Le Coz:

The last word Watson Dollar spoke before autism erased his ability to do so was “lights.”
The chubby cheeked toddler lay in his father’s arms as anesthesia, administered for an ear-tube surgery, dimmed his consciousness. Head lolling back, body going limp, Watson gazed at the fluorescent lamps above him, uttering the one-syllable noun.
Then he closed his eyes and never spoke again. That was 20 years ago.
In the two months between Halloween and Christmas of 1992, Watson had lost almost of all of his 150-word vocabulary along with an interest in the world.
His parents initially failed to notice the change, chalking up the subtle signs to stubbornness or fatigue or the ever-changing nature of a developing child.
By New Year’s, though, the difference was both inescapable and worrisome.

How Technology Is Changing Education For Students With Disabilities

K Jackson:

Some people see computers as little more than gaming consoles and shopping tools. Recently developed electronics, however, have revolutionized education for children with disabilities. If you know a child with disabilities who is struggling, you might want to explore some of these devices.
Technology for Kids With Autism
Children with autism often don’t develop typical communication skills. It takes years and years of therapy for some of these children to start using simple language. Just because a child cannot speak does not mean that he or she doesn’t have something to say.
That’s where revolutionary electronics come in. For years, counselors have used picture cards to communicate with non-verbal children. Now, they can use some of these apps that let autistic kids express practically any thought or feeling. They just load the app on a laptop of your choice so the kids can point and click their way to expression.

Driving students into science is a fool’s errand

Colin Macilwain:

The United States spent more than US$3 billion last year across 209 federal programmes intended to lure young people into careers in science, technology, engineering and mathematics (STEM). The money goes on a plethora of schemes at school, undergraduate and postgraduate levels, all aimed at promoting science and technology, and raising standards of science education.
In a report published on 10 April, Congress’s Government Accountability Office (GAO) asked a few pointed questions about why so many potentially overlapping programmes coexist. The same day, the 2014 budget proposal of President Barack Obama’s administration suggested consolidating the programmes, but increasing funding.
What no one asked was whether these many activities actually benefit science and engineering, or society as a whole. My answer to both questions is an emphatic ‘no’.
Students with autism gravitate toward STEM majors
Taken individually, of course, these programmes are all very cuddly and wonderful. They are keenly pursued by governments around the world — particularly in countries that fret about their economic competitiveness, such as the United Kingdom and the United States.
But taken together, these schemes — which allocate perhaps $600 to each child passing through the US education system — constitute bad public policy. Government promotion of science careers ultimately damages science and engineering, by inflating supply and depressing demand for scientists and engineers in the employment market.

China Is Engineering Genius Babies

Aleks Eror:

It’s not exactly news that China is setting itself up as a new global superpower, is it? While Western civilization chokes on its own gluttony like a latter-day Marlon Brando, China continues to buy up American debt and lock away the world’s natural resources. But now, not content to simply laugh and make jerk-off signs as they pass us on the geopolitical highway, they’ve also developed a state-endorsed genetic-engineering project.
At BGI Shenzhen, scientists have collected DNA samples from 2,000 of the world’s smartest people and are sequencing their entire genomes in an attempt to identify the alleles which determine human intelligence. Apparently they’re not far from finding them, and when they do, embryo screening will allow parents to pick their brightest zygote and potentially bump up every generation’s intelligence by five to 15 IQ points. Within a couple of generations, competing with the Chinese on an intellectual level will be like challenging Lena Dunham to a getting-naked-on-TV contest.
Geoffrey Miller, an evolutionary psychologist and lecturer at NYU, is one of the 2,000 braniacs who contributed their DNA. I spoke to him about what this creepy-ass program might mean for the future of Chinese kids.

Related: New data reveal scale of China abortions and Eugenics.
Many links here.
Technology Review:

In its scientific work, BGI often acts as the enabler of other people’s ideas. That is the case in a major project conceived by Steve Hsu, vice president for research at Michigan State University, to search for genes that influence intelligence. Under the guidance of Zhao Bowen, BGI is now sequencing the DNA of more than 2,000 people–mostly Americans–who have IQ scores of at least 160, or four standard deviations above the mean.
The DNA comes primarily from a collection of blood ­samples amassed by Robert Plomin, a psychologist at King’s College, London. The plan, to compare the genomes of geniuses and people of ordinary intelligence, is scientifically risky (it’s likely that thousands of genes are involved) and somewhat controversial. For those reasons it would be very hard to find the $15 or $20 million needed to carry out the project in the West. “Maybe it will work, maybe it won’t,” Plomin says. “But BGI is doing it basically for free.”
From Plomin’s perspective, BGI is so large that it appears to have more DNA sequencing capacity than it knows what to do with. It has “all those machines and people that have to be fed” with projects, he says. The IQ study isn’t the only mega-project under way. With a U.S. nonprofit, Autism Speaks, BGI is being paid to sequence the DNA of up to 10,000 people from families with autistic children. For researchers in Denmark, BGI is decoding the genomes of 3,000 obese people and 3,000 lean ones.

Where Should Special Needs Kids Be Special? Tricky questions about how to share public spaces.

Amy SF Lutz:

Earlier this year, I was out to dinner with a friend and our combined eight kids. My 14-year-old son, Jonah, who has autism, was very excited about the imminent arrival of his hamburger and french fries, so he was acting as he does when he’s happy: bouncing in his seat, clapping his hands, and vocalizing a mishmash of squawks and catchphrases from his favorite Sesame Street videos. He wasn’t exceedingly loud, but the oddness of his behavior had clearly caught the attention of an older gentleman at the one other table occupied at that early hour.
“Shhhhhhh,” he hissed from across the room.
Everyone at the table instantly froze–except, of course, for Jonah. “I’m sorry,” I explained, rising from my seat and taking a few steps toward him so I wouldn’t have to holler. “My son is autistic … ”
“Oh, sorry,” he said.
“He’s not trying to disturb you intentionally … “

Are Grading Trends Hurting Socially Awkward Kids?

Katherine Beals:

Children have long been graded not just for academics, but also for elements of “character” — particularly behavior and emotional maturity. However, in the last few decades, socially eccentric children have seen their awkwardness or aloofness factored into their grades in math, language arts, and social studies. Ironically, this trend has coincided with a rise in diagnoses of autistic spectrum disorders.
For children on the autism spectrum, new social studies curricula pose a particular challenge. Once restricted to readings, worksheets, and essays on history, government, and politics, the subject increasingly requires students to reflect on their connections within their local communities. They are asked to present projects to their classmates (even in primary school), spend much of class time working in groups, and evaluate scenarios such as this one, from a worksheet for 3rd graders:

Key Senate Republicans say changes needed for Scott Walker’s Wisconsin voucher-expansion plans to pass

Erin Richards:

When Miriam Oakleaf was 10 months old, her parents noticed something was wrong.
By 2 1/2 she had been formally diagnosed with autism, epilepsy and a rare skin and central nervous system condition called linear nevus sebaceous syndrome.
Now 8 and in second grade at Crestwood Elementary School in Madison, Miriam’s schooling requires extensive support and planning from a variety of education professionals – administrators, therapists, teachers and aides – in addition to her parents.
The story of Miriam and children like her is at the heart of a $21 million proposal in Gov. Scott Walker’s state budget that would allow 5% of kids with disabilities in Wisconsin to attend private or public schools outside their home districts on a taxpayer-funded voucher.
The proposal has driven a wedge through the state’s network of special-needs parents. Some believe it would open up more schooling options for their children while others contend it will drain more resources from their local public schools.

Internet ‘Addiction’ Linked to Druglike Withdrawal

Deborah BrauserSo-called “Internet addiction” is associated with increased depression and even druglike withdrawal symptoms, new research suggests. A study of 60 adults in the United Kingdom showed that those who were classified as high Internet users had a significantly greater decrease in positive mood after logging off their computers than the participants classified as low … Continue reading Internet ‘Addiction’ Linked to Druglike Withdrawal

Parents with a difference: A playdate with ‘Far from the Tree’ author Andrew Solomon

Katie Rophie:

As the writer Andrew Solomon, his husband, John Habich, and their three-year-old son George descend the stone steps, they bring a burst of colour to the dark grey underworld of the New York Transit Museum: John in brilliant red corduroys, George in an orange-striped shirt, Andrew in a bright-blue striped shirt and scarlet socks.
I have brought along my son, Leo. Being three, the boys don’t really talk to each other, they run. There are antique buses to drive, models of the third rail to electrify, subways to bounce around.
Solomon has just published his spectacularly successful book Far from the Tree: A Dozen Kinds of Love, which chronicles the stories of children who, for various reasons, are extremely different from their parents. The book took 11 years to write and its 702 pages include autism, schizophrenia, Down’s syndrome, child prodigies, transgendered children, deafness, dwarfism, and crime. Each chapter tackles a different subject, seen through interviews with numerous families.

Rate of de novo mutations and the importance of father’s age to disease risk

Nature:

Mutations generate sequence diversity and provide a substrate for selection. The rate of de novo mutations is therefore of major importance to evolution. Here we conduct a study of genome-wide mutation rates by sequencing the entire genomes of 78 Icelandic parent-offspring trios at high coverage. We show that in our samples, with an average father’s age of 29.7, the average de novo mutation rate is 1.20 × 10−8 per nucleotide per generation. Most notably, the diversity in mutation rate of single nucleotide polymorphisms is dominated by the age of the father at conception of the child. The effect is an increase of about two mutations per year. An exponential model estimates paternal mutations doubling every 16.5 years. After accounting for random Poisson variation, father’s age is estimated to explain nearly all of the remaining variation in the de novo mutation counts. These observations shed light on the importance of the father’s age on the risk of diseases such as schizophrenia and autism.

New voucher program for dyslexic students deserves a look

Allison Hertog:

Mississippi recently became the first state in the nation to adopt a public and private school choice program in which state and federal monies are provided directly to schools which parents choose. Aimed at students with dyslexia, it’s also the second special needs school choice program in the country designed for children with a single type of disability. (Ohio’s Autism Scholarship Program enacted in 2003 was the first.)
What makes this new program interesting is that it may be a starting point for other state legislatures where special needs voucher bills have failed due to concerns about parent accountability – Wisconsin comes to mind – or where special needs voucher laws have come under increased scrutiny due to reports of private school abuse of public money – Florida comes to mind.
Mississippi’s program morphed from a dyslexia screening and treatment bill (supported by a governor who struggled with the learning disorder) into a school choice measure during the proverbial sausage-making legislative process. It’s not as carefully or as broadly designed as it could have been. It also appears there’s currently only one school in the state which is specialized enough to meet the exceedingly specific criteria to participate. But nonetheless, it succeeds in incentivizing the growth of more highly-accountable school options for parents.

Test scores not enough to measure success at Wings

Alan Borsuk:

The 10-year flight of Wings Academy will end Tuesday. The closing of the small school on the south side where the vast majority of students qualify for special education leaves me thinking that nationwide we haven’t worked hard enough on figuring out what to aim for with special ed kids and how to figure out if we’re achieving it.
To what degree should we set the same goals for at least a large portion of special ed kids as for other kids, largely measured by test scores? Is success on less measurable fronts – personal development and preparation for adulthood – good enough? Better? Settling for too little?
Wings was an independent charter school, authorized to operate by the Milwaukee School Board. It had the atmosphere of a friendly, energetic, but, as one staff member put it, squirrelly family. Its program included phonics-oriented reading instruction, individualized and project-based work in many classes, tae kwon as its physical education focus, and a lot of relationship building among staff, students and families.
Test scores at Wings were, as Nicola Ciurro, co-founder and head of the school, put it, terrible. “We always knew that,” she said. Among 10th-graders in last fall’s testing, 34% were proficient in reading, 6% in math.
About 80% of the 150 students, who ranged from first- to 12th-graders, had attention deficit hyperactivity disorder, learning disorders, autism, Asperger’s syndrome, dyslexia or other special circumstances. Many of the other 20% were “gray area” kids when it came to special needs, Ciurro said.

1 in 3 autistic young adults lack jobs, education

Associated Press:

One in 3 young adults with autism have no paid job experience, college or technical schooling nearly seven years after high school graduation, a study finds. That’s a poorer showing than those with other disabilities including those who are mentally disabled, the researchers said.
With roughly half a million autistic kids reaching adulthood in the next decade, experts say it’s an issue policymakers urgently need to address.
The study was done well before unemployment peaked from the recession. The situation today is tough even for young adults who don’t have such limitations.

It’s tough raising an autistic child. But for expatriate families in Hong Kong, the options for special needs education are even more limited

Oliver Chou:

Global public health crisis and a fast-growing epidemic: these were the stark terms used by experts at an international summit held here last weekend to describe the cost of autism. The descriptions are backed up by grim figures. In South Korea, as many as one in 38 children are diagnosed as having autism spectrum disorders.
The US Centres for Disease Control and Prevention reports prevalence at about one in 88 youngsters in the country. Hong Kong doesn’t have an official estimate, but groups say the number ranges from 70,000 to 200,000, depending on the screening criteria.

Teaching with comics

Karen Sze:

A secondary school teacher recently consulted me on how to manage a student’s problematic behavior. The 13-year-old boy, with issues on the autism spectrum, had been wreaking havoc in class with inappropriate comments.
It had started out mildly with his blurting out “I hate so and so” in front of the whole class. However, his latest and most provocative comment was “I want to touch your breasts” – to female students.
The boy would usually broadcast the statement a few more times before terminating the interaction with a pointed look and a triumphant smirk.
The teachers were already busy with the girls, who were obviously upset by the sexually charged statement.

Special Tax Deductions for Special Education

Laura Sanders:

More than six million children in the U.S. fall into the “special needs” category, and their ranks are expanding. The number of those affected by one developmental disability alone–autism–grew more than 70% between 2005 and 2010.
The tax code can help–if you know where to look.
There are numerous tax breaks for education, but the most important one for many special-needs students isn’t an education break per se. Instead, it falls under the medical-expense category.
Although students with disabilities have a right to a “free and appropriate” public education by law, some families opt out and others pay for a range of supplemental therapies.

Analysis of New Jersey’s Census-Based Special Education Funding System

Augenblick, Palaich and Associates:

As part of the School Funding Reform Act of 2008, New Jersey changed how special education was funded. Prior to 2008, special education students in New Jersey were funded based on their level of need. Each student was placed into one of four need tiers, with higher per pupil funding associated with the higher need tiers. A study done in 2003 by Center for Special Education Finance (CSEF) showed that New Jersey had higher per pupil spending for special education than the national average. 1 The study suggested switching to a census-based special education funding model might help New Jersey control its spending. In 2008, the state made the switch to a census-based model.
Under a census-based funding model all districts are funded for the same percentage of special education students. For the 2008-09 through 2010-11 school years the funding percentage was 14.69%. (This percentage does not include students receiving only speech services, who are funded separately.) Each district’s special education funding, excluding extraordinary aid2, is calculated by multiplying the district’s resident student population by 14.69% to determine the number of special education students to fund. This funded count is then multiplied by the special education per pupil funding amount to determine the total special education funding allotted to the district. The new system then wealth equalizes two thirds of this amount, splitting it up into a state and local share, and then funds the remaining third entirely from the state. Wealth equalization is a process commonly used in school funding formulas that determines what percentage of funding the state pays based inversely on the relative wealth of each individual district (the wealthier the district, the lower percentage the state pays). It is important to note that districts also receive extraordinary aid for special education students who are extremely expensive to serve. This aid is beyond the basic special education funding.

New Jersey Left Behind:

First, a little back story. New Jersey currently has about 185,000 kids who are eligible for special education services, out of a total enrollment of about 1.3 million. Before SFRA, costs for special ed kids was calculated based on the individual level of need. But after the passage of SFRA, we went to a census-based model which calculates state aid for kids with disabilities based on a percentage above cost-per-pupil of 14.69%. The idea behind the census-based model was that we could control our special ed costs, which are among the highest across the nation.
The formula is also weighted for high high cost-disabilities (like autism, emotional disturbances, deaf/blind, severe cognitive impairment); moderate-cost disabilities (like moderate cognitive impairment, auditory); and low-cost disabilities (like specific learning disabilities or communication-impaired).

Bachelor’s for Autistic Students

Allie Grasgreen:

For some students with autism, the idea of operating in the social environment of a college classroom can be so debilitating as to derail the pursuit of higher education at all. For those who do enroll, their condition can make it difficult to succeed in a traditional classroom setting.
But Dana Reinecke, in the department of applied behavior analysis at the Sage Colleges in Albany, N.Y., said she realized that through online learning, students with autism can overcome those barriers. “It allows them to learn from their most comfortable environment, whether it’s home, a library, a friend’s house, a treatment center, their psychiatrist’s office,” she said. “It takes away that need to be in a room full of people that they might be uncomfortable with.”

Experts say the earlier they can treat autistic children, the better their chances of improvement. But for many youngsters the waiting list is too long

Oliver Chou:

Dannen Chan Kim-wai vividly recalls the joy he felt when his son – “a lovely and healthy child” – was born in 2005. But there was a problem. As he grew, Rex didn’t speak a word, he says.
“Friends comforted us with the usual words, saying that boys typically start talking later than girls. But when all my boy uttered was a single syllable ‘da’ at age two, we decided not to wait. We took him to the Child Assessment Centre. There he was diagnosed as having symptoms of autism.”
Hong Kong is seeing a big leap in autism cases. Last year, the Health Department diagnosed about 1,500 children under the age of 12 with autism spectrum disorders (ASD) compared with 218 children in 2000. That is a five-fold increase over the past 10 years.

Shifting Trends in Special Education

Janie Scull, Amber M. Winkler, Ph.D.:

In this new Fordham Institute paper, analysts examine public data and find that the national proportion of students with disabilities peaked in 2004-05 and has been declining since. This overall trend masks interesting variations; for example, proportions of students with specific learning disabilities, mental retardation, and emotional disturbances have declined, while the proportions of students with autism, developmental delays, and other health impairments have increased notably. Meanwhile, at the state level, Rhode Island, New York, and Massachusetts have the highest rates of disability identification, while Texas, Idaho, and Colorado have the lowest. The ratio of special-education teachers and paraprofessionals to special-education students also varies widely from state to state–so much so that our analysts question the accuracy of the data reported by states to the federal government.

Woof! John Elder Robison, Living Boldly as a “Free-Range Aspergian”

Steve Silberman:

John Elder Robison would stand out in a crowd even if he didn’t have Asperger syndrome. A gruff, powerfully built, tirelessly curious, blue-eyed bear of a man, he hurtles down a San Diego sidewalk toward a promising Mexican restaurant like an unstoppable force of nature. “What’s keepin’ you stragglers?” he calls back to the shorter-legged ambulators dawdling in his wake.
As they catch up, Robison utters his all-purpose sound of approval — “Woof!” — which he utters often, being a man in his middle years who is finally at peace with himself after a difficult coming-of-age. For the acclaimed author of the 2007 New York Times bestseller Look Me in the Eye, a diagnosis of Autism Spectrum Disorder in mid-life was liberating, giving a name to the nagging feeling that he was somehow different from nearly everyone around him.

Parents Battle School Districts for Special Support

Trey Bundy In October, after months of anxiety, Caroline Barwick and her husband, Russell Huerta, celebrated the arrival of their son Sebastian’s third birthday. It was the day the San Francisco Unified School District became legally responsible for addressing Sebastian’s severe autism. Ms. Barwick and Mr. Huerta met with school clinicians to discuss their son’s … Continue reading Parents Battle School Districts for Special Support

Expert to help Ball State better train teachers to educate autistic kids

Dan McFeely:

Among the questions facing parents raising children with autism is this: Could easing the symptoms be as simple as taking away grains and dairy products?
Many parents swear the popular gluten-free, casein-free diets being promoted by celebrities help their children be more social and less prone to problematic behaviors such as loud outbursts.
But Lee Anne Owens, a Brownsburg mother of two boys with autism, isn’t sure.
“I have a girlfriend who has tried it for her autistic child, and she has seen remarkable improvement,” Owens said. “But I just don’t see it.”

Highs & Lows

It seems that the academic expository writing of our public high school students will rise, or fall, to the level of our expectations. Here are excerpts from narrative essays, written by U.S. public high school students, to illustrate that claim–three have been written to the student’s own high expectations and the other three to our generally low expectations for National Competitions, civics and otherwise:
Excerpt from a 40-page essay written as an independent study by a Junior in a Massachusetts public high school [endnote notation omitted]:

“At first, the church hierarchy was pleased at this outburst of religious enthusiasm and female piety; it was almost a revival. Hutchinson, after all, was a prominent and devout member of the Boston church, and only the most suspicious churchmen found immediate fault in the meetings. But soon, Hutchinson’s soirées became less innocuous. In response to her audience’s interest–in fact, their near-adulation–and in keeping with her own brilliance and constant theological introspection, she moved from repeating sermons to commenting on them, and from commenting to formulating her own distinct doctrine. As Winthrop sardonically remarked, ‘the pretense was to repeat sermons, but when that was done, she would comment…and she would be sure to make it serve her turn.’ What was actually happening, however, was far more radical and far more significant than Hutchinson making the words of others ‘serve her turn.’ She was not using anyone else’s words; she was preaching a new brand of Puritanism, and this is what is now known as Antinomianism.”

————–
Excerpt from a Grand Prize-winning 700-word essay written for a National Competition by a Junior from a public high school in Mableton, Georgia:

“Without history, there is no way to learn from mistakes or remember the good times through the bad. History is more than a teacher to me; it’s an understanding of why I am who I am. It’s a part of my life on which I can never turn back. History is the one thing you can count on never to change; the only thing that changes is people’s perception of it.
It cannot be denied that every aspect of the past has shaped the present, nor that every aspect of the present is shaping and will continue to shape the future. In a sense, history is me, and I am the history of the future. History does not mean series of events; history means stories and pictures; history means people, and yet, history means much more. History means the people of yesterday, today, and tomorrow. History means me.”

—————-
Excerpt from a 30-page independent study by a Junior at a public high school in Worthington, Ohio [endnote notation omitted]:

“Opposition to this strictly-planned agricultural system found leadership under Deng Zihui, the director of rural affairs in the Central Committee of the Communist Party of China (CCCPC). This faction believed that peasants engaged in farming should have freedom in management, and advocated a form of private ownership. To them, peasants should have the power to buy, sell, or lease land, and to manage and employ labor. Zihui saw collectivization as a dangerous and detrimental practice to the Chinese economy. The production-team system that was practiced under collective farming did not maximize agricultural output. Production teams were comprised of around 20 to 30 households in the neighborhood, and net income was based on the performance of the production team as a whole. Individual peasants did not see direct returns for their efforts, and therefore the incentive to work hard did not exist under the production-team system. Consequently, agricultural outputs and farmers’ per capita net income were significantly low; in 1957, each farmer received an average net income of 73.37 yuan.”

—————-
Excerpt from a 750-word Grand Prize-Winning essay for a National Competition by a Sophomore from a public high school in Rochester, Michigan:

“Similar to how courage has changed our country, having courage has helped shaped who I am today. When I was in 7th grade, I befriended two boys with autism in my gym class. I fully knew that being friends with them was not going to help me climb any higher on the social ladder, but I did not care. I had the courage to go against what was socially acceptable in order to do what was right. I soon not only played with them in gym but invited them to sit with my friends at lunch too. Someone had to have the courage to say that they deserved to be treated equally.
Equality is a civic value that Americans take pride in, and it needs to be defended.
Courageous people stand up for what is right in order to preserve these civic values.
Courageous acts in American history are what have molded us into the great nation we are today. They are, in large part, the reason why we became an independent nation and also an important reason why we have our first African-American president. Social and political movements in the U.S. began with one courageous person willing to stand up and go against the crowd. Every downpour has to start with one drop of rain.”

—————-
Excerpt from a 25-page essay by a Junior at a public high school in Manchester, Massachusetts [endnote notation omitted]:

“Paris was the center of medicine in the 19th century, an age which witnessed a revolt against dogmatism and a new emphasis on scientific thought. As universities were freed of political and ecclesiastic control, more social classes were able to attend, and true scientific thought was encouraged. A new type of clinical observation emerged that focused on active examination and explainable symptoms. Furthermore, laboratory medicine, meaning research-based medicine, gained a foothold. As medicine became more systematic, scientists moved away from the four humors view of the body and began conducting experiments in chemistry, notably biochemistry. In 1838, Theodor Schwann and Malthais Schleidan formulated the cell theory, and in 1854, Hugo von Mohl, John Goodsir, Robert Remak, and Rudolf Virchow demonstrated that cells arise from other cells. These two discoveries make up the modern cell theory and the foundation of all biological advances. With the discovery of cells came new opinions about the origins of disease, reviving interest in microbiology. The most widely accepted theory about how disease was spread was the “filth theory.” According to the filth theory, epidemics were caused by miasmatic hazes rising from decaying organic matter. However, some disagreed with this hypothesis. The idea that epidemic diseases were caused by micro-organisms and transmitted by contagion was not new in the mid-19th century. It had been proclaimed by Fracastorius in the 16th century, Kircher in the 17th, and Lancisi and Linne in the 18th. Opposing the filth theory, Jacob Henle proposed the role of micro-organisms again in 1840. Unfortunately, many of his contemporaries viewed him as old-fashioned until some notable discoveries occurred. Bassi, Donné, Schoelein, and Grubi each proved fungi to be the cause of certain diseases. In 1850, bacteria, discovered earlier by Leeuwenhoek, were also confirmed as sources of disease. Even though micro-organisms as the source of disease was well documented, many did not accept this theory until about 20 years later. Nevertheless, people knew something was causing diseases, igniting a public hygiene movement in Europe and the dawn of the preventive medicine age.”

—————–
Excerpt from a First Prize essay by a public high school Sophomore for a National Creative Minds Competition [creative nonfiction writing] organized by the oldest and best-known gifted program in the United States:

“It is summer, one of those elusive, warm days when the world seems at peace. I splash around in the ocean, listening to the voices of the beachgoers mingling with the quiet roar of the waves. When I scoop water into my palm, it is clear, yet all the water together becomes an ocean of blue. Nothing plus nothing equals something; I cannot explain the equation of the ocean. I dip my head under to get my hair wet and to taste the salt once held by ancient rocks. I hold myself up on my hands, imaging I am an astronaut, and explore my newfound weightlessness.
But water is the opposite of space. Space is cold and lifeless, and water is warm and life giving. Both are alien to my body, though not to my soul.
Underwater, I open my eyes, and there is sunlight filtering through the ceiling of water. As I toss a handful of sand, the rays illuminate every drifting grain in turn. I feel as if I can spend forever here, the endless blue washing over me. Though the water is pure, I can’t see very far. There is a feeling of unknown, of infinite depths.
As a little girl, I used to press my face against the glass of my fish tank and pretend I swam with my guppies, our iridescent tails flashing. The world moved so unhurriedly, with such grace. Everything looked so beautiful underwater–so poetic. It was pure magic how the fish stayed together, moving as one in an instant. What was their signal? Could they read minds? how did these tiny, insignificant fish know things I did not?”

————
The questions suggest themselves: What sort of writing better prepares our students for college and career assignments, and must we leave high standards for high school academic expository writing up to the students who set them for themselves? [The more academic excerpts were taken from papers published in The Concord Review–www.tcr.org]
Will Fitzhugh
The Concord Review
19 April 2011

Siblings play key role in child development

Physorg:

PhD candidate in the School of Psychology, Karen O’Brien, said children with autism could have difficulties in social interactions and that their siblings played an important role in their development, particularly when it came to social skills.
“Children acquire the ability to identify mental states, also known as ‘theory of the mind’ (ToM), at around four years of age,” she said.
“Research has shown that children with autism typically struggle on ToM tests and their everyday ToM skills are impaired, making it rare for even the highest-functioning autistic child to pass these tests before the age of 13 years.”
Mental states identified in ToM include intentions, beliefs, desires and emotions, in oneself and other people, and understanding that everyone has their own plans, thoughts, and points of view.
According to Ms O’Brien, typically developing children show a significant advance in ToM understanding between the ages of three to five years.

IMPORTANT SCHOOL BOARD MEETING: Madison Board of Education to Vote on Madison Prep Planning Grant!

Kaleem Caire, via email:

March 28, 2011
Dear Friends & Colleagues,
In 30 minutes, our team and the public supporting us will stand before the Madison Metropolitan School District Board of Education to learn if they will support our efforts to secure a charter planning grant from the Wisconsin Department of Public Instruction for Madison Preparatory Academy for Young Men.
For those who still do not believe that Madison Preparatory Academy for Young Men is a cause worthy of investment, let’s look at some reasons why it is. The following data was provided by the Madison Metropolitan School District to the Urban League of Greater Madison in September 2010.
Lowest Graduation Rates:

  • In 2009, just 52% of Black males and 52% of Latino males graduated on-time from the Madison Metropolitan School District (MMSD) compared to 81% of Asian males and 88% of White males.

Lowest Reading Proficiency:

  • In 2010, just 45% of Black, 49% of Hispanic, and 59% of Asian males in 10th grade in the MMSD were proficient in reading compared to 87% of White males.

Largest ACT Performance Gap:

  • Just 7% of Black and 18% of Latino seniors in the MMSD who completed the ACT college entrance exam were “college ready” according to the test maker. Put another way, a staggering 93% of Black and 82% of Latino seniors were identified as “not ready” for college. Wisconsin persistently has the largest gap in ACT performance between Black and White students in the nation every year.

Children Grossly Underprepared for College:

  • Of the 76 Black seniors enrolled in MMSD in 2010 who completed the ACT college entrance exam required by Wisconsin public universities for admission consideration, just 5 students (7%) were truly ready for college. Of the 71 Latino students who completed the ACT, just 13 students (18%) were ready for college compared to 403 White seniors who were ready.
  • Looking at it another way, in 2010, there were 378 Black 12th graders enrolled in MMSD high schools. Just 20% of Black seniors and completed the ACT and only 5 were determined to be college ready as state above. So overall, assuming completion of the ACT is a sign of students’ intention and readiness to attend college, only 1.3% of Black 12th graders were ready for college compared to 36% of White 12th graders.

Not Enrolled or Succeeding in College Preparatory Courses:

  • High percentages of Black high school students are completing algebra in the 9th grade but only half are succeeding with a grade of C or better. In 2009-10, 82% of Black 9th graders attending MMSD’s four comprehensive high schools took algebra; 42% of those taking the class received a C or better compared to 55% of Latino and 74% of White students.
  • Just 7% of Black and 17% of Latino 10th graders attending MMSD’s four comprehensive high schools who completed geometry in 10th grade earned a grade of C or better compared to 35% of Asian and 56% of White students.
  • Just 13% of Black and 20% of Latino 12th graders in the class of 2010 completed at least two or more Advanced Literature courses with a grade of C or better compared to 40% of White and 43% of Asian students.
  • Just 18% of Black and 26% of Latino 12th graders in the class of 2010 completed at least two or more Advanced Writing courses with a grade of C or better compared to 45% of White and 59% of Asian students.
  • Just 20% of Black 12th graders in the class of 2010 completed 2 or more credits of a Single Foreign Language with a grade of C or better compared to 34% of Latino, 69% of White and 59% of Asian students.
  • Just 33% of Black students took Honors, Advanced and/or AP courses in 2009-10 compared to and 46% of Latino, 72% of White and 70% of Asian students.
  • Just 25% of Black students who took Honors, Advanced and/or AP courses earned a C or better grade in 2009-10 compared to 38% of Latino, 68% of White and 64% of Asian students.

Extraordinarily High Special Education Placements:

  • Black students are grossly over-represented in special education in the MMSD. In 2009-10, Black students made up just 24% of the school system student enrollment but were referred to special education at twice that rate.
  • Among young men attending MMSD’s 11 middle schools in 2009-10, 39% of Black males were assigned to special education compared to 18% of Hispanic, 12% of Asian and 17% of White males. MMSD has been cited by the Wisconsin Department of Public Instruction for disparities in assigning African American males to special education. The full chart is attached.
  • Of all students being treated for Autism in MMSD, 14% are Black and 70% are White. Of all Black students labeled autistic, 77% are males.
  • Of all students labeled cognitively disabled, 46% are Black and 35% are White. Of all Black students labeled CD, 53% are males.
  • Of all students labeled emotionally disabled, 55% are Black and 35% are White. Of the Black students labeled ED, 70% are males.
  • Of all students labeled learning disabled, 49% are Black and 35% are White. Of the Black students labeled LD, 57% are males.

Black students are Disproportionately Subjected to School Discipline:

  • Black students make up a disproportionate percentage of students who are suspended from school. Only Black students are over represented among suspension cases.
  • In 2009-10, MMSD levied 2,754 suspensions against Black students: 920 to Black girls and 1,834 to Black boys. While Black students made up 24% of the total student enrollment (n=5,370), they accounted for 72% of suspensions district-wide.
  • Suspension rates among Black children in MMSD have barely changed in nearly 20 years. In 1992-93, MMSD levied 1,959 suspensions against a total of 3,325 Black students. This equaled 58.9% of the total black enrollment in the district compared to 1,877 suspensions against a total of 18,346 (or 10.2%) white students [Dual Education in the Madison Metropolitan School District, Wisconsin Policy Research Institute, February 1994, Vol. 7, No. 2].
  • Black males were missed a total of 2,709 days of school during the 2009-10 school year due to suspension.
  • Additionally, 20 Black students were expelled from the MMSD in 2009-10 compared to 8 White students in the same year.

    The Urban League of Greater Madison his offering MMSD a viable solution to better prepare young men of color for college and beyond. We look forward to making this solution a reality in the next 18 months.
    Madison Preparatory Academy for Young Men 2012!
    Onward!
    Kaleem Caire
    President & CEO
    Urban League of Greater Madison
    Main: 608-729-1200
    Assistant: 608-729-1249
    Fax: 608-729-1205
    Website: www.ulgm.org

  • Much more on the proposed Madison Preparatory Academy Charter school.

    New Berlin teen with Asperger’s finds he belongs on the stage

    Laurel Walker:

    When Judy Smith was looking for someone to play the central role of stage manager in “Our Town,” the classic Thornton Wilder play about life in small-town America, she wasn’t expecting to cast a boy with Asperger’s syndrome.
    Yet when 14-year-old Clayton Mortl auditioned more than six weeks ago, Smith said she experienced a director’s “quintessential moment.” He was perfect for the role.
    Legendary actors like Paul Newman have brought powerful performances to the play – a staple of Broadway, community theater and classrooms since its 1938 debut, said Smith, the performing arts center manager and theater arts adviser at New Berlin West Middle / High School.
    But when the 18-member middle school cast takes the stage Thursday, at 10 a.m. and 7 p.m., Clay’s performance may be legendary in its own right.
    Though everyone is different, people with Asperger’s – an autism spectrum disorder – have impaired ability to socially interact and communicate nonverbally. Their speech may sound different because of inflection or abnormal repetition. Body movements may not seem age appropriate. Interests may be narrowly focused to the extent that common interests aren’t shared.

    Tiered Diplomas Abandoned in Rhode Island

    Susan Moffitt:

    Advocates for low-income, minority students and students with special needs, including the Rhode Island Disability Law Center and The Autism Project of Rhode Island scored a major victory in Providence last week when Education Commissioner Deborah Gist announced she would scrap a plan for a three-tiered high school diploma system tied to standardized test scores.
    The plan called for students with high scores to receive an “Honors” diploma, those with average scores to earn a “Regents” diploma, and ones who score “partially proficient” to be granted a basic Rhode Island diploma. Children who fail the test would have the opportunity to take it again. If they fail a second time, but other requirements are achieved, they could still graduate with a certificate.
    Opponents claimed the proposal created a state-sanctioned caste system that would stigmatize struggling students and haunt them when seeking future employment or college admission. Based on recent test scores, they countered that almost all students who were poor, minorities, had disabilities, or were learning English would get the lowest tier diploma, if they even got one at all.

    Why 4-K is a good idea

    Jami Collins & Vikki Kratz:

    Mary was four years old when she entered the pre-kindergarten program in Marshall. Her parents were struggling with her behavior. She had a significant speech delay. She didn’t like snuggling with them. She didn’t want to read books. And she refused to let her parents touch her hair.
    “What are we doing wrong?” her parents wondered.
    Mary’s early childhood teachers worked with her parents and her pediatrician to help diagnose the problem: Mary had autism. Her teachers created a special education plan for her, which included “social stories” — books of pictures from Mary’s daily life that helped explain mysterious rituals like brushing her hair.
    The teachers taught Mary how to read facial expressions and verbalize her feelings, instead of having tantrums. They took her on field trips to public places, so she could get used to the noise and bustle of other people.
    As Mary’s parents began to understand autism, the teachers supported them by offering advice. The intense, early intervention helped Mary and her family learn to manage her autism. By sixth grade, Mary was doing so well she was able to exit special education services for good.

    Much more on Madison’s planned 4k program, here.

    Q & A: Charter School Proposal for Madison Preparatory Academy for Young Men

    570K PDF:

    APPENDIX MMM-7-21 January 31, 2011
    Urban League of Greater Madison
    SUMMARY
    On December 6, 2010, the Urban League of Greater Madison presented an initial proposal for the establishment of Madison Preparatory Academy for Young Men (a non-instrumentality all-boys secondary charter school) to the Planning and Development Committee of the MMSD Board of Education. During the discussion that followed, Board members agreed to submit follow-up questions to the Urban Leagne, to which the Urban Leagne would respond before the next meeting of the Planning and Development Committee. Questions were submitted by Ed Hughes and Lucy Mathiak. Furthermore, Arlene Silveira submitted questions presented to her by several connnunity members. Below each numbered Board member question, you will find the ULGM response.
    1. Ed Hughes: Do you have a response to the suggestion that your proposal may violate Wis. Stat. sec. 118.40(4)(c) other than that you also intend sometime in the future to develop and operate a school for girls? If so, what is the response?
    ULGM: Please refer to our letter to MMSD Board of Education members that responded to the ACLU’s opposition to Madison Prep. The answer to your question is contained in that letter. We have attached the letter to this document for your review.
    2. Ed Hughes: To the extent the information is available to you, please list the 37 or so non instrumentality charter schools currently operating in Wisconsin.
    ULGM: The following list of non-instrumentality charter schools currently operating in Wisconsin was compiled from the 20 I 0-20 II Charter Schools Yearbook published by the Department of Public Instruction. You can find the complete Yearbook online at: http://dpi.wi.gov/sms/pdf/2010.llyearbook.pdf
    1. Barron, North Star Academy
    2. Cambridge, JEDI Virtual High School
    3. City of Milwaukee, Central City Cyberschool
    4. City of Milwaukee, Darrell Lynn Hines (DLH) Academy
    5. City of Milwaukee, Downtown Montessori Academy
    6. City of Milwaukee, King’s Academy
    7. City of Milwaukee, Milwaukee Academy of Science
    8. Grantsburg, Insight School of Wisconsin
    9. Hayward, Hayward Center for Individualized Learning
    10. Hayward, Waadookodaading Charter School
    11. McFarland, Wisconsin Virtual Academy
    12. Milwaukee, Carmen High School of Science and Technology
    13. Milwaukee, Highland Community School
    14. Milwaukee, Hmong American Peace Academy (HAPA)
    15. Milwaukee, International Peace Academy
    16. Milwaukee, La Causa Charter School
    17. Milwaukee, Milwaukee Community Cyber (MC2) High School
    18. Milwaukee, Next Door Charter School
    19. Milwaukee, Wings Academy
    20. Milwaukee, Wisconsin Career Academy
    21. Nekoosa, Niikuusra Community School
    22. New Lisbon, Juneau County Charter School
    23. New Richmond, NR4Kids Charter School
    24. Sheboygan, Lake Country Academy
    25. UW-Milwaukee, Bruce Guadalupe Community School
    26. UW-Milwaukee, Business & Economics Academy of Milwaukee (BEAM)
    27. UW-Milwaukee, Capitol West Academy
    28. UW-Milwaukee, Milwaukee College Preparatory School
    29. UW-Milwaukee, Milwaukee Renaissance Academy
    30. UW-Milwaukee, School for Early Development & Achievement (SEDA)
    31. UW-Milwaukee, Seeds of Health Elementary School
    32. UW-Milwaukee, Tenor High School
    33. UW-Milwaukee, Urban Day Charter School, Inc
    34. UW-Milwaukee, Veritas High School
    35. UW-Milwaukee, Woodlands School
    36. UW -Milwaukee, YMCA Young Leaders Academy
    37. UW-Parkside, 21st Century Preparatory School
    38. Weyauwega-Fremont, Waupaca County Charter School
    3. Ed Hughes: Do you have copies of any of the contracts Wisconsin non-instrumentality charter schools have entered into with their school districts? If so, please list the contracts and provide a copy of at least one of them.
    ULGM: See attached contracts for Lake Country Academy in Sheboygan and the Wisconsin Virtual Academy in McFarland, which are both non-instrumentality charter schools.
    4. Ed Hughes: To the extent the information is available to you, please list the amount ofper.student payment each non-instrumentality charter school in Wisconsin is contractually entitled to receive from its sponsoring school district.
    ULGM: We have requested information from the DPI on the current per-student payments to each non-instrumentality charter school in Wisconsin, but we understand that DPI does not now have the information consolidated in one database. We expect that the per-student payment information will be available from DPI by January 17, and we will submit that information to the board and administration as soon as it becomes available from the DPI. The per-pupil payment to each district.authorized charter school in Wisconsin, including instrumentality and non-instrumentality charter schools, is determined through negotiations and mutual agreement between the school district, as the charter school authorizer, and the charter school developer/operator.
    5. Ed Hughes: Please identify the minimum per-student payment from the school district that would be required for Madison Prep to be financially feasible from your perspective. If you don’t have a specific figure, provide your best estimate of the range in which that figure is likely to fall.
    ULGM: The MMSD Superintendent and Assistant Superintendent-Business in agreement with us that more time is needed to present a projected minimum payment from the school district. DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.
    6. Lucy Mathiak: Do you know what Madison Prep will cost the district? And do you know where the money will come from?
    ULGM: We have an idea ofwhat our school will cost but as stated in the answer to question number 5, we are working through several costs and line items with MMSD’s Superintendent and Assistant Superintendent-Business. In Wisconsin, public charter schools are funded primarily by school districts or the state legislature (non-school district authorized schools). Generally, private funding is limited to 5% of costs during the budgeting process. However we will raise significantly more in private funding during the pre-implementation and implementation years of the school than we will in out years.
    7. Lucy Mathiak: How the financial commitment asked of the district compares to the financial commitment to its existing schools?
    ULGM: Assuming you mean existing traditional public schools, we will require more information from MMSD’s administration to make this comparison. Given that Madison Prep will be a new school and a non-instrumentality, there will be costs that Madison Prep has that the school system does not, and vice versa. However, we are firmly committed to ensuring our school is operated within the annual per pupil cost MMSD now spends to educate students in middle and high schools.
    8. Community Member, via Arlene Silveira: First of all, has the funding that is indicated as part of the proposal actually been acquired or promised? The proposal indicates $100,000/ year from the Madison Community Foundation, but I can’t find any information from MCF itself about funding Madison Prep. All I can see is that they donated to the Urban League’s capital and Workforce campaigns. Will you check into this? Also, the proposal indicates $250,000/ year for 3 years from Partners for Developing Futures. Last year, despite having received 25 applications for funding from “education entrepreneurs,” this organization did not fund any of them due to the quality of the applications. How is the Madison Prep planning team able to claim this as a source of funding? Have promises been made?
    ULGM: The Madison Community Foundation and Partners for Developing Futures were listed as potential revenue sources; these dollars were not committed. Our business plan followed the same approach as most business plans for start-up initiatives: listing prospective revenue sources. However, we do intend to pursue funding through these and other sources. Our private fundraising goals and needs in our five-year budget plan are reasonable.
    9. Lucy Mathiak: What additional resources are needed to make the Madison Prep model work?
    ULGM: Our school is designed as a demonstration school to be replicable, in whole or in part, by MMSD and other school systems. Therefore, we will not request more than the district’s own annual costs per pupil at the middle and high school levels.
    10. Lucy Mathiak: What resources are in hand and what resources will you need to raise?
    ULGM: We presently have $50,000 to support the planning of the school, with the offer of additional support. However, we will secure additional private and public funding once the Board of Education formally approves the DPI planning grant application/detailed proposal for Madison Prep.
    11. Lucy Mathiak: Ifthere is a proposed endowment, what is the amount of the endowment in hand, the estimated annual rate of return, and the estimated income available for use?
    ULGM: New charter schools generally do not budget for endowment in their first few years of operation. We intend to build an endowment at some point and have line items for this in Madison Prep’s budget, but these issues will be decided by the Board ofDirectors ofthe school, for which we will not begin recruiting until the Board of Education approves our DPI plauning grant application/detailed proposal.
    12. Ed Hughes: Which parts of your proposal do you require non-instrumentality status to implement?
    ULGM: Non-instrumentality status will be vital to Madison Prep’s ability to offer an extended school day, extended school year, as well as the expectations we have of teachers to serve as mentors and coaches to students. The collective bargaining contract between the Board of Education and Madison Teachers, Inc. would not allow for this added instructional time. Yet this added instructional time will be necessary in order for students to meet Madison Prep’s ambitious achievement goals. In addition, our professional development program will also require more hours of training. We also intend to implement other special activities for students and faculty that would not be allowed under MMSD and MTI’s collective bargaining agreement.
    13. Ed Hughes: What will be the school’s admission policy? Please describe any preferences that the admission policy will include. To what extent will students who live outside ofthe Madison school district be considered for admission?
    ULGM: Madison Prep will comply with all federal and state regulations relating to charter school admissions. In its inaugural school year (20 12-20 13), Madison Prep will be open to any 61h and 7’h grade male student residing within the boundaries of MMSD.
    All interested families will complete an Enrollment Form at the Urban League’s offices, online, during community meetings and outreach activities, through local partners, or during a visit to the school (after it opens). If Madison Prep receives less than 45 enrollment forms for either grade (6 and 7) in the tirst year, all students’ who applied will be admitted. If the school receives more than 45 enrollment forms for either grade level in the first year, or enrollment forms exceed the seats available in subsequent years, Madison Prep will hold a public random lottery at a location that provides enough space for applicant students and families. The lottery will be held in accordance with DPI guidelines for random lotteries. If Madison Prep does not fill all available seats, it will continue its grassroots recruitment efforts until it reaches its enrollment goal.
    14. Community Member, via Arlene Silveira: We know that Madison Prep won’t accept girls. Will it except boys with Autism or Aspergers? If a boy has a learning disability, will he be allowed to attend? What ifthis learning disability makes it not possible for him to perform above grade level on a standardized test? Will he be allowed in? And can they kick him out if his test scores aren’t advanced/proficient?
    ULGM: Please see our answer to question #13. To be clear, Madison Prep will accept students with special learning needs, including students who speak English as a second language. As always, IEP teams will determine on a case-by-case basis if Madison Prep is an appropriate placement for special education students. No Madison Prep student will ever be expelled for academic performance.
    15. Ed Hughes: An attraction ofthe proposed school is that it could provide the kind ofiutense academic and other sorts of support that could change the trajectories of its students from failure to success. How will you ensure that your school serves primarily students who require the sort of approach the school will offer in order to be successful?
    ULGM: Please see our answer to question #13 and question #16 below. We will go to great lengths to inform parents about Madison Prep as an option for their child, and to recruit students and families to our school. We will over-market our efforts in low-income communities and through media, sports clubs, community centers, churches, employers, and other vehicles that reach these students and their parents. We are also exploring the legality of our ability to set an income goal or threshold for student admissions. Nonetheless, we believe that any young man, regardless of their family background, would be well served by Madison Prep.
    16. Ed Hughes: To the extent yon know them, describe what the school’s stndent recruitment and marketing strategies will be.
    ULGM: Madison Prep’s marketing plan will support three priorities and goals:
    1. Enrollment: Recruiting, retaining, and expanding student enrollment annually -share Madison Prep with as many parents and students as possible and establish a wait-list of at least 20 students at each grade level by June I each year (with the exception of year one).
    2. Staffing: Recruiting and retaining a talented, effective, and committed faculty and staff -field qualified applicants for each position in a timeframe that enables us to hire by June 30 each year.
    3. Public Image and Support: Building, maintaining, and solidifying a base of support among local leaders, financial contributors, key partners, the media, and the general public.
    To ensure the public is well acquainted with the school, Madison Prep, with the support of the Urban League of Greater Madison, will make use of a variety of marketing strategies to accomplish its enrollment, staffing, fundraising, and publicity goals. Each strategy will be phased in, from pre.launch of the school through the first three years of operation. These marketing strategies are less expensive and more sustainable with the budget of a new charter school than television, radio, and popular print advertisements. They also deliver a great return on investment if executed effectively. Each strategy will enable Madison Prep, with its limited staff, to promote itself to the general public and hard-to-reach communities, build relationships, sustain communications and achieve its goals.
    A. Image Management: Madison Prep’s logo and images of young men projecting the Madison Prep brand will be featured on the school’.s website, in informational and print materials, and on inexpensive paraphernalia (lapel pins, emblems, ink pens, etc). Students will be required to wear uniforms that include a red or black blazer featuring the Madison Prep emblem, a sweater, a red or black tie, white shirt, black or khaki pants, and black or brown dress shoes. They will also have a gym uniform and athletic team wear that features the Madison Prep emblem. Additionally, Madison Prep will ensure that its school grounds, educational facility, and learning spaces are clean, orderly and well-maintained at all times, and that these physical spaces reflect positive images of Madison Prep students, positive adult males, community leaders, families, and supporters. Madison Prep’s Core Values will be visible through the school as well, and its students, faculty, staff, and Board of Directors will reflect an image in school and in public that is consistent with the school’s Core Values and Leadership Dimensions.
    B. Grassroots Engagement: Madison Prep’s founders, Board members, volunteers, and its key staff (once hired) will go door-to-door in target neighborhoods, and other areas within MMSD boundaries where prospective candidates can be found, to build relationships with young men, families, and local community resource persons and advocates to recruit young men to attend Madison Prep. Recruiters will be dressed in the Madison Prep uniform (either a polo shirt, sweater or suit jacket/tie, each showing the Madison emblem, and dress slacks or skirt) and will visit homes in two person teams.
    Madison Prep will also partner with City Council members, Advisory Neighborhood Commissioners, and local libraries to host community meetings year-round to promote the school in target neighborhoods and military bases. It will also promote the school to citizens in high traffic residential areas of the city, including metro stops, restaurants, community centers, community health agencies, and at public events. Madison Prep will engage the religious community as well, promoting the school to church leaders and requesting to speak before their congregations or have the church publicize the school during their announcements on Sundays and ministry activities during the week. Area businesses, hospitals, government agencies, foster care agencies, and mentorship programs will be asked to make information available to their patrons, clients, and families. Madison Prep will also seek to form partnerships with the Police Department and Court System to ensure judges, attorneys, neighborhood police officers, and family advocates know about the school and can make referrals of young men they believe will benefit from joining Madison Prep’s school community.
    C. Online Presence & Partnerships: Madison Prep will launch a website and update its current Facebook and Twitter pages prior ·to the school opening to expand its public presence. The Facebook page for Madison Prep presently has more than 100 members, has been operational for less than 2 months, and has not yet been widely marketed. The page is used to raise awareness, expand support, communicate progress, announce activities and events, and promote small-donor fundraising campaigns. The website will be used to recruit students, staff, and eventually serve as an entry-point to a member only section on the Internet for faculty, students, and parents. Madison Prep will also seek to establish strategic alliance partnerships with service associations (100 Black Men, Sororities and Fraternities, Civic Clubs or Organizations, etc.), enlisting their participation in the school’s annual events. In addition, Madison Prep will establish partnerships with other public and private schools in the Madison area to recruit students, particularly elementary schools.
    D. Viral Marketing: Madison Prep will use email announcements and social networking sites to share its mission, activities, employment opportunities, and successes with its base of supporters and will inspire and encourage them to share the information with their friends, colleagues, parents and young men they know who might be interested in the school. Madison Prep will add to its base of supporters through its other marketing strategies, collecting names and contact information when and where appropriate.
    E. Buzz Marketing: Madison Prep will use subtle forms of marketing to recruit students and faculty, increase its donor and support base, and develop a positive public image. The school will maintain an influential board of directors and advisors, will engage notable people and organizations in the school, and will publicize these assets to the general public. The school will also prepare key messages and strategically involve its students, staff, and parents in key events and activities to market its brand -high achieving, thoughtful, forward thinking, confident and empowered young men who are being groomed for leadership and success by equally talented, passionate and committed adults. The messages, images, and quality of interactions that the broader community has with members of the greater Madison community will create a positive buzz about the school, its impact, and the success of its students.
    F. School Visits & Activity Participation: Each year, from the week after Thanksgiving through the end of the school year, Madison Prep will invite prospective students and parents, funders, and members of the community to visit the school. A visit program and weekly schedule will be established to ensure that the school day and learning is not interrupted by visitors. Madison Prep will also establish an open visit policy for parents, and will create opportunities for them to leverage their ongoing involvement with the school and their young men. Through nurturing positive relationships with parents, and establishing an enviromnent where they are wanted and respected, Madison Prep will create spokespersons in the community who help grow its student body and community support. Finally, Madison Prep will host an annual community event that engages its school community with the greater Madison community in a day of fun, competitive events for families, and will serve as a resource to parents whose children do not attend Madison Prep by inviting them to participate in its Destination Planning workshops.
    G. Popular Media: Madison Prep will allocate resources to market itself on Urban and News Radio during the peak student recruitment season in two phases. Phase I will take place in November 2011 and Phase 2 advertising will take place between Jannary and May 2012. To defray costs, Madison Prep will enlist the support of local and national celebrities for feature interviews, spotlights, and PSAs with Madison Prep’s Leadership to promote the school.
    17. Community Member, via Arlene Silveira: It looks like the Charter school is aiming for 50% of its population to be low-income. The middle school my children will go to, Sherman, is 71% low income. Blackhawk is at 62%. Wright is 83%. Sennett is 65%. Cherokee is at 63%. Toki is at 51%. Can we, in good conscious, start a new school-designed to help low income students -that has a lower percentage oflow-income students than six of our existing middle schools?
    ULGM: The Urban League has set the 50% low-income target as a floor, not as a ceiling. In fact, we expect that more than 50% of Madison Prep students will qualifY for free or reduced lunch.
    Furthermore, we have chosen to use the 50% figure to allow us to be conservative in our budgeting process. No matter what the level of low income students at Madison Prep -50% or higher-the student achievement goals and overall program quality will remain unchanged.
    18. Ed Hughes: Have you considered limiting admission to students who have scored minimal or basic on their WKCE tests?
    ULGM: No. Madison Prep will be open to any male student who wishes to attend, regardless of past academic performance.
    19. Ed Hughes: Some have suggested that Madison Prep could skim offthe most academically.motivated African-American students from the District’s middle and high schools, leaving fewer role models and academic peers for the African-American boys who remain in our existing schools. What is your response to that concern?
    ULGM: The notion that charter schools skim off the most motivated students is a common misconception. First, this argument is not logical. Parents/caregivers ofchildren who are academically motivated and doing well in traditional public schools have little incentive to change their students’ educational environment. Those kids will likely stay put. When a parent, teacher, social worker, or school counselor recognizes that a child isn’t doing well in the traditional school and seeks an alternative, the charter school that is sought as an alternative does not in this process gain some advantage. In fact, research suggests the opposite. A 2009 study by researchers at Michigan State University, the University of Wisconsin, and Mathematic Policy Research examined charter schools from across the country to test the “skimming” theory. The researchers found no evidence of skimming. In fact, they found students who go to charter schools typically have LOWER test scores than their counterparts in traditional public schools. (Read the full paper at http://www.vanderbilt.edu/schoolchoice/conference/papers/Zimmer_COMPLETE.pdf)
    20. Ed Hughes: Have you extended preliminary or informal offers of employment at Madison Prep to anyone? If so, identify to whom the preliminary or informal offers were made and for which positions.
    ULGM:No.
    21. Ed Hughes: What will he your strategy for recruiting teachers? What qualifications will you establish for teachers? Please describe the general range of salary and benefits you expect to offer to teachers.
    ULGM: Teacher Recruitment -The overarching goal of teacher recruitment will be to hire a highly qualified, passionate, hard-working, diverse staff. The recruitment effort will include casting a wide net that allows Madison Prep to draw from the pool oflocal teachers as well as teachers statewide and nationwide who will embrace the opportunity to help build a school from the ground up. We will recruit though typical both typical means (postings on our website, WECAN, charter school association job pages) as well as through recruitment fairs outside of the state. Our hiring process will take place in early and mid spring rather than late spring and summer so that we may have a competitive edge in recruiting the teachers that are the best fit for Madison Prep. While the Head of School will be responsible for the hiring of teachers, he/she will engage a committee of teachers, community members, parents, and students in the process ofselecting teachers and other staff. In addition to a thorough interview, teacher candidates will be required to teach a sample lesson to a group of students, as well as other interview committee members. Teacher Qualifications-All teachers at Madison Prep will be licensed by the Department of Public Instruction.
    General Salary Range and Benefits*-For the 2012-2013 school year, the salary for Master Teachers (of which there will be two) is currently projected to be $61,406 with a signing bonus of $2,000 and a maximum performance bonus of $2,750. The salary for general education teachers is currently projected to be $50,055 for the 2012-2013 school year, with a signing bonus of$2,000 and a maximum performance bonus of$1,750. Madison Prep intends to provide a full range of benefits to its teachers. *Salary and bonus figures are subject to change
    22. Ed Hughes: MMSD already has a charter middle school with a very diverse student population -James C. Wright Middle School. If the school district chose to continue James C. Wright as an instrumentality charter school but modeled on your Madison Prep proposal, which components of your proposal do yon think could be implemented at the school and which components of your proposal could not?
    ULGM: The Urban League is not in a position to determine how the fundamental elements ofthe Madison Prep proposal could or could not be implemented at James C. Wright Middle School. That determination would have to be made by the district administration and c01mnunity at Wright.
    23. Community Member, via Arlene Silveira: Here is the annual report from one of the Urban League charter schools that the proposal cites as a model for Madison Prep:
    http://www.doe.mass.edu/charter/reports/2009/annual/0471.doc This is a report from the school’s lO'” year in existence. Please note the test achievement goals and scores on page 4 and compare them with the extremely overconfident goals of the Madison Prep proposal. IfMadison Prep is serious about attaining the goal of 75% oftheir students scoring 22 or higher on the ACT or 1100 or higher on the SAT, how do they plan to achieve this and what will happen with those students who fail to meet this standard? What will happen to the teachers who don’t meet their quota ofstudent test scores above this level? Please investigate these questions in detail and within the framework of Madison Prep processes from admissions through expulsion.
    ULGM: The reference to the New Leadership Charter School in Springfield, Massachusetts in the Madison Prep initial proposal was meant to show the precedent for the establishment of charter schools by Urban League affiliates; the New Leadership Charter School is NOT a model for Madison Prep, nor was this ever stated in the initial proposal. That said, Madison Prep IS serious about our student achievement goals related to the ACT and SAT. We plan to meet these goals through-as the proposal states-an all-male student body, the International Baccalaureate Curriculum, college preparatory educational program, Harkness Teaching, an extended school day and year,mentoring and coll1111unity support, and a prep year. Students will be carefully assessed for years leading up to these tests to ensure their preparedness. When formative assessments indicate re-teaching is needed in order to meet the goal, students will receive further individualized instruction. Madison Prep teachers will not have student test score “quotas.”
    24. Lucy Mathiak: What would a timeline for the counterpart girls’ school look like?
    ULGM: We would like to initiate the process for the girls’ school in the fall of 2012, with an opening aimed at 2014-2015.

    I continue to believe that the fate of this initiative will be a defining moment for the Madison School District. If approved and implemented, it will, over time, affect other traditional schools within the District. If it is rejected, a neighboring District will likely step in.
    Finally, I found the Urban League’s response to Ed Hughes’ question #5 interesting:

    DPI’s School Finance Data Warehouse indicates that MMSD reported $14,432 in revenue per student and spent $13,881 per student iu 2008-09. We are certain that we will not request more per student than what MMSD spends annually.

    Flushing Out Lead, Metals With Chelation Therapy

    April Fulton:

    Sherri Oliver lives in a small town on the Eastern Shore of Maryland. It’s a two-hour bus ride to get to the Mount Washington Pediatric Hospital in Baltimore — and she has brought her daughter, Katie Dail.
    Katie has dangerously high levels of lead in her blood.
    She’s a fast-moving first-grader with copper-colored hair. Katie has bright brown eyes but has trouble making eye contact. She also has autism — and she doesn’t really speak, but she makes a kind of whooping sound when she’s happy.
    But Katie is not here for autism treatment. The treatment she has been getting — chelation therapy — is to get her lead levels down. Although hospitals offer the treatment, some desperate parents are turning to home-based chelation kits and over-the-counter pills, which doctors say can be more dangerous.

    Beyond Understanding

    Andy Martin

    I ought to have known better than to have lunch with a psychologist.
    “Take you, for example,” he said. “You are definitely autistic.”
    “What!?”
    “I rest my case,” he shot back. “Q.E.D.”
    His ironic point seemed to be that if I didn’t instantly grasp his point — which clearly I didn’t — then, at some level, I was exhibiting autistic tendencies.
    Simon Baron-Cohen, for example, in his book “Mindblindness,” argues that the whole raison d’être of consciousness is to be able to read other people’s minds; autism, in this context, can be defined as an inability to “get” other people, hence “mindblind.”

    Alone Together: My Autistic Son

    Mary Melton

    My six-year-old son is affectionate (a Southern granny couldn’t give bigger hugs), funny (he looked at me one morning and declared, “Mama’s hair is broke”), and bright (his memory is scary-sharp, and he can assemble a 250-piece puzzle five times faster than I can). He is also autistic.
    We learned that Isaac had mild autism when he was three. A close friend asked my husband and me, “Do you notice how he flaps his hands? He has a lot of anxiety, too. I’m just wondering…” It had never crossed our minds. We just thought Isaac was eccentric, a late talker but a charmer. I Googled “autism symptoms” and sat at the computer in disbelief. Assessments followed. Out went his Montessori, where he was most often found safe in the lap of a teacher, far from the mayhem of Duck, Duck, Goose; in came a special-needs program with our school district. The teacher was kind but the classroom too large, the demands of the children too disparate. Isaac sat on his assigned carpet square, lined up for snacks, and absorbed nothing. He was slipping further into his obsessions–fountains, photographs, Dr. Seuss–and became so fettered by his fears of crying babies and barking dogs that it was hard to leave our house. During trips to the Getty or dinners at our local pizza joint, I bristled at the reproachful stares of strangers.

    Rutgers University to Approve Charter Schools Under a Proposed New Jersey Bill

    Michael Symons:

    With the latest batch of charter-school approvals likely to be announced soon by the state Department of Education, some state lawmakers are beginning a push for a bill that could expand the alternative public schools’ movement in New Jersey.
    The proposal would permit Rutgers University to approve charter schools, in addition to the Department of Education. It also would end deadlines for organizers to apply for charters, allowing applications to be filed at any time and requiring decisions on them within five months.
    The proposal would also expand the types of charter schools allowed in New Jersey, allowing virtual or e-charter schools, charter schools with students of only one gender and charter schools catering to students with behavioral needs or disorders, such as autism.
    The legislation is sponsored by five Democrats but seems likely to receive a warm welcome from pro-charter Republican Gov. Chris Christie and his education commissioner, Bret Schundler, who helped found a Jersey City charter school in the 1990s.

    Students, Meet Your New Teacher, Mr. Robot

    Benedict Carey & John Markoff:

    The boy, a dark-haired 6-year-old, is playing with a new companion.
    The two hit it off quickly — unusual for the 6-year-old, who has autism — and the boy is imitating his playmate’s every move, now nodding his head, now raising his arms.
    “Like Simon Says,” says the autistic boy’s mother, seated next to him on the floor.
    Yet soon he begins to withdraw; in a video of the session, he covers his ears and slumps against the wall.
    But the companion, a three-foot-tall robot being tested at the University of Southern California, maintains eye contact and performs another move, raising one arm up high.

    Call for Kids’ Mental-Health Checks

    Shirley Wang:

    Pediatricians should screen children for possible mental health issues at every doctor visit, according to new, extensive recommendations a national pediatrician group issued Tuesday.
    These doctors also should develop a network of mental-health professionals in the community to whom they can send patients if they suspect a child needs further evaluation, according to the task force on mental health convened by the American Academy of Pediatrics. The recommendations were made in a series of reports published in a supplement to the journal Pediatrics.
    In recent years, pediatricians and mental health professionals have been calling for increased attention to mental health in primary-care settings because of growing rates of disorders in children such as attention-deficit hyperactivity disorder, autism and anxiety.
    At the same time, there is a shortage of child mental-health experts, particularly psychiatrists. While 21% of U.S. children and adolescents have a diagnosable mental illness, only one-fifth of that group receives treatment, according to the academy.

    The World Needs All Kinds of Minds

    Ted Talks:

    Temple Grandin, diagnosed with autism as a child, talks about how her mind works — sharing her ability to “think in pictures,” which helps her solve problems that neurotypical brains might miss. She makes the case that the world needs people on the autism spectrum: visual thinkers, pattern thinkers, verbal thinkers, and all kinds of smart geeky kids.

    Should schools use seclusion rooms, restraints?

    Shawn Doherty:

    By age 2 Donovan Richards was kicked out of day care for hitting. At age 3, he was obsessed with dinosaurs and utterly uninterested in other children. At 4, he was hospitalized for mania after he threatened to kill himself with his toy sword. And by 5, he was on medicine for bipolar and autism spectrum disorders. One doctor told Paula Buege her son would end up in an institution. Buege vowed to help him remain at home and go to public school in Middleton instead.
    He was a handful there. School records from a grim stretch in November 2001 show Donovan, then 7, was given frequent timeouts and suspended several days in a row. “Donovan was being escorted to the calming room. When the special education aide tried to remove a ball from the room, Donovan lay on the ball and bit the EA on the wrist. He also hit her arm with the door when she was trying to get out of the room,” read one report. The next school day, Donovan threw wood chips in a classmate’s face and was put into the “quiet” room again. “He repeatedly kicked the wall and slammed the window with great force, spit on walls and shouted profanity,” his teacher wrote.

    Followup article here.

    Life Among the ‘Yakkity Yaks’

    Bari Weiss:

    ‘Who do you think made the first stone spear?” asks Temple Grandin. “That wasn’t the yakkity yaks sitting around the campfire. It was some Asperger sitting in the back of a cave figuring out how to chip rocks into spearheads. Without some autistic traits you wouldn’t even have a recording device to record this conversation on.”
    As many as one in 110 American children are affected by autism spectrum disorders, according to the Centers for Disease Control. Boys are four times more likely to be diagnosed than girls. But what causes this developmental disorder, characterized by severe social disconnection and communication impairment, remains a mystery.
    Nevertheless, with aggressive early intervention and tremendous discipline many people with autism can lead productive, even remarkable, lives. And Ms. Grandin–doctor of animal science, ground-breaking cattle expert, easily the most famous autistic woman in the world–is one of them.
    Earlier this month, HBO released a film about her to critical acclaim. Claire Danes captures her with such precision that Ms. Grandin tells me watching the movie feels like “a weird time machine” to the 1960s and ’70s and that it shows “exactly how my mind works.”

    Problem children should be helped, not excluded, says schools report

    Anushka Asthana:

    The system of excluding badly behaved pupils from school should be abolished because it punishes the most vulnerable children, a major new report on education has concluded, writes Anushka Asthana.
    The study, by the thinktank Demos, says that difficult children are being pushed out of schools too often and finds that exclusions do not solve behavioural problems. Instead, they are linked to very poor results and in three out of four cases relate to children with special educational needs who should receive additional support. The report finds that 27% of children with autism have been excluded from school.
    Sonia Sodha, co-author of the report, said: “Most other countries do not permanently exclude children from school in the same way we do. Instead of helping these children, we are punishing and then banishing them.”
    The report comes as figures from the Conservatives show that 1,000 pupils are excluded or suspended for physical and verbal assaults every day. Speaking at the Tory party spring conference, Michael Gove, shadow children’s secretary, promised that in power he would make it easier for teachers to remove violent and disruptive pupils.

    TJX hacker mulls Asperger’s defense

    Dan Goodin:

    The international hacker who has admitted to stealing more than 130 million payment card numbers has mounted a new defense claim that he might suffer from Asperger’s syndrome, a court filing indicates.
    On Tuesday, attorneys for Albert Gonzalez filed a report from a forensic psychologist that questioned the criminal hacker’s “capacity to knowingly evaluate the wrongfulness of his actions and consciously behave lawfully and avoid crime,” according to federal prosecutors. The report went on to state that his “behavior was consistent with description of the Asperger’s disorder.”
    Gonzalez becomes the latest hacker under prosecution to raise the Asperger’s defense in arguing for leniency. Most notably, NASA hacker Gary McKinnon has cited the Autism-related disorder in fighting extradition to the US to face computer trespass charges. UK Home Secretary Alan Johnson has repeatedly rejected claims raised by McKinnon’s attorneys and supporters and has indicated he will not stop the forced transfer.

    As number of autistic kids rises, schools and programs are being created to aid those with mild form

    Emma Brown:

    The middle school years, when nothing seems more important or more impossible than fitting in, are rough for nearly everyone. But they are particularly brutal for preteens such as Will Gilbertsen, whose mild autism makes him stand out.
    Less than two months into sixth grade at Arlington County’s Kenmore Middle School this fall, the freckle-faced 11-year-old with a passion for skateboarding had gained a reputation for racewalking through the halls between classes. “That’s so I can’t hear the teasing,” he told his mother.
    As the number of children with autism has ballooned nationwide, so has the population of children who, like Will, are capable of grade-level academics but bewildered by the social code that governs every interaction from the classroom to the cafeteria. Not so profoundly disabled that they belong in a self-contained classroom but lacking the social and emotional skills they need to negotiate school on their own, they often spend the bulk of their day in mainstream classes supported with a suite of special education services including life-skills groups and one-on-one aides.

    $11,654,078 Additional Madison School District Spending Via the Federal Taxes & US Treasury Borrowing (“Stimulus”)

    Madison School District Superintendent Dan Nerad [838K PDF]:

    As part of Federal Stimulus funding iliat will be made available the district will receive American Recovery and Reinvestment Act (ARRA) funds to be used over a two year period.
    These funds are in IDEA, IDEA EC and Title 1.
    Program Costs/FundingiConsultation Service Employment Contract
    The district has prepared a two year funding proposal along with a budget analysis for 2009-10 and 2010-11 for each of the sources for your review. The proposal amounts are as follows:
    IDEA – $6,199,552
    IDEA EC – $293,082
    Title I – $5,161,444
    Salary Savings
    The funding proposals would increase FTE’s and include funding sources during the two year period of the ARRA funds

    The proposal includes quite a bit of professional development, such as $400,000 for dual language immersion, $1.48M for 4K staff and $456,000 for 4K furniture and $100,000 for talented & gifted assessment.
    Plan B, without 4K spending, includes $1,150,000 for professional development in the following areas: Topics include universal design, differentiation, mental health,
    inclusive practices, autism, and quality IEPs.