I Speak of Dreams

The Ideal Science, Technology, Engineering & Math (STEM) Curriculum for Middle School

Check updates at the bottom

Let's imagine a middle school (for non USians, that is the 7th, 8th & 9th year of schooling, and students typically are between 11 and 15 years of age, depending on how old were when they started kindergarten).

What would the ideal STEM curriculum cover? Not just knowledge, but skills?

KNOWLEDGE

SKILLS

Let's say you, as curriculum designer, have the freedom to ignore state standards, and don't really have to worry about what the follow-on institutions (high schools) expect, either.

I asked a version of this question previously on twitter and got the following:

Lab skills? Can read a meter stick, balance, graduated cylinder, force meter, graph, figure slope + more!

What else?

More responses:

• http://twitter.com/AmoebaMike/ scientific method. measurements. metric system. lab safety.
• http://twitter.com/polarisdotca/ How to measure w a ruler
• http://twitter.com/PhysicsChris/ Encourage to observe and ask why. Making things is also useful #scienceskills

Also see the science-skills survey

https://spreadsheets.google.com/viewform?formkey=dEtrdkltRDVPNEs4QnRNSkczR09CbkE6MQ

Why High Vaccine Uptake is a Social Justice Issue

Breaking news from Minnesota

Situation Update (3/29/11) There have been 13 confirmed cases of measles reported in Minnesota. Cases have ranged in age from 4 months to 34 years old. Five of the cases were too young to receive vaccine, six were of age but were not vaccinated, and two have unknown vaccine status. There have been eight hospitalizations and no deaths.

I wrote this as a comment at Respectful Insolence, but I think it deserves a post of its own:

I've been thinking about Dr. Jay's various comments:
Dr. Jay at #67, 3/25 Friday afternoon

The hospitalization details are unavailable. I think that most of them are probably quite "soft" because most doctors are just confounded by this "new" disease

Jay's comment made me irate, but I wasn't sure why.

Later on in the discussion, Dr. Jay reveals that over the weekend, he has time to play two games of soccer, take his dog to the beach, and watch sports on TV.

I began to understand my ire.

In other words, Dr. Jay has leisure--he does not have to work another (or a third) job to make ends meet. He isn't caring for a second or a third or a fourth child, or older family members. He's not counting the money he has, and from that drawing up the weekly shopping list. He's not concerned with the worry of doing the week's laundry outside of the home (you know, are there enough coins for the washer and dryer, what will he do to keep the kids out of trouble while spending a couple of hours at the laundromat, making sure the family's laundry isn't just processed but not stolen)...

The freedom Dr. Jay has to spend his time over the weekend suggests his assumptions about what people do on a weekend. In other words, like many =>middle-class folk, Dr. Jay cannot imagine the reality--the daily tasks and worries that people with far fewer economic resources that he commands--must manage.

To get back to the subject of the hospitalized children:What we do know is that all of the hospitalized were children and we can infer that some were infants.

Another thing we can infer is that many of the 11 confirmed cases of measles in Hennepin county are Somali..

And what do we know about the socio-economic status of the Minnesota Somali? Here's Omar Hassan, owner of Robland Home Healthcare.

"The Somali community, we are new immigrants, most of them are low-income, their education is very poor,...

It's not that poor folk --even under-educated immigrants-- don't have the will or the desire or even the knowledge to care for their children ill with vaccine-preventable disease. It's that they do not have the resources, and their children may have better care in hospital.

And that is why high vaccine uptake is not just a public health issue, but a social justice issue.

A Must-See Movie: Loving Lampposts

Updates:

1. See Steve Silberman's interview with director Todd Drezner: http://blogs.plos.org/neurotribes/2011/03/29/loving-lampposts-a-groundbreaking-documentary-about-autism-love-and-acceptance/ 
2. You can now put Loving Lampposts into your Netflix queue for when it is available on Netflix: http://www.netflix.com/Movie/Loving-Lampposts/70166285?strkid=305844720_0_0&lnkctr=srchrd-sr&strackid=3d6e63f3b256867a_0_srl&trkid=222336

 

My colleague Shannon Rosa has an extended review of the just-released documentary Loving Lampposts (website: http://www.lovinglamppostsmovie.com/ ) at The Thinking Person's Guide to Autism.  I recommend you read the whole review.

The director, Todd Drezner, showcases the varied faces of our community: the advocates, the adults, the loving parents, the beloved children -- plus the professionals, the doctors, the researchers, and the gadflies.  Loving Lampposts takes the oft-repeated phrase "if you've met one autistic person, you've met one autistic person" and gives it life. You need to see this film. And if you want to help others better understand autism, you need to recommend Loving Lampposts to them.

The segment I found most moving was the interviews (in the film itself, and the extended interview in the Extras) with Lila Howard, whose son Lyndon was born in the same year I was.  It was all so different then -- Lila had to contend with the "refrigerator mother theory", the lack of supports, the lack of educational opportunities... She made it all happen.  Indomidable is the word.

Lyndon is living in his own apartment, with support from visiting staff. Yes he has challenges, but he is also living a life of dignity and satisfaction.

You can buy the DVD through Amazon (http://www.amazon.com/gp/product/B004H4XDI6/) or download it from iTunes (http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewMovie?id=421776921&s=143441 link opens iTunes Store).

Eventually it will be available on Netflix, too,just not today.

When you introduce friends...

I got to have lunch today with three people I like and admire a lot: Sullivan, who blogs at LeftBrain/RightBrain, mostly on autism research, who I have known in real life for at least four years; Shannon des Roches Rosa (Squidalicious), and Jennifer Byde Myers (Into the Woods), who I have also known in real life for at least four years. (Shan, Jen & I are co-founders and editors of The Thinking Person's Guide to Autism.)

Here's the deal: Sullivan had never met Shannon & Jennifer  in real life before.  It was kind of like a group blind date.  It was great.

We met at Mudai, an outstanding Ethiopian restaurant in Silicon Valley.  It helped that the food was really, really good and we were sharing dishes.

And oh did we talk.  Things about autism in childhood.  Things food-related.  We shared photos of our children (well, grandchildren in my case). Things about the broader autism community.

It also helped that the four of us share a lot of values.

So the moral(s) of this little post is: if you get a chance, meet your blog-friends and online acquaintances in real life.  At a good restaurant.  For lunch.  You won't regret it.

Infographic: The Cost of Dropping Out | Certification Map

Infographic: The Cost of Dropping Out | Certification Map.

Amidst the anxiety over U.S. students slipping in international math and science rankings, there is a more crippling epidemic plaguing education in America: abysmal high school graduation rates. While there is an outpouring of concern over how American students fare on tests, we seem to have forgotten about the students who don’t even make it to the test.

The infographic below is a frightful illustration of how a student dropping out of high school affects us all.

Denver Dyslexia Awareness

About | Denver Dyslexia Awareness.

The Listening To Learn Guild is a 501 (c) 3 organized in Denver, Colorado by a group of dedicated parents and volunteers. The mission of the Guild is to increase awareness about reading acquisition problems which are caused by physical and visual impairments, dyslexia, and other learning disabilities. The vision of the Guild is to provide every child in Colorado with access to appropriate assistive technology tools to meet his or her individual education goals.

A Profoundly Religious Man Objects to Publicly-Funded Waldorf Schools

Jim Wilson, the president of PrayNorthState, (a religious organization in Northern California) writes a blog for the Redding CA online newspaper. Yesterday he published a column on the wrongness of

Jim Wilson's blog: Subsidizing Religion Endangers Everyone

 Monday, March 21, 2011 The Pacific Justice Institute has weighed in on the appeal to the Ninth Circuit after a federal judge in Sacramento ruled that the publicly funded Waldorf Charter Schools are not religious. Judge Frank Damrell ruled the Waldorf Schools are not religious in nature after excluding most of the evidence. People for Legal and Non-Sectarian Schools sued to block funding for what is clearly a religiously based educational system in a violation of the Establishment Clause of the First Amendment.

The ruling came despite the fact that the schools are based on the teachings of Anthroposophy - a faith-based belief system authored by spiritualist thinker Rudolph Steiner in the early twentieth century. Teachers are required to train at Waldorf institutions, and the web site for Sacramento's Rudolph Steiner College proudly proclaims its tax exempt status under the religious institutions section of the Tax Code. A look at the waldorfanswers.org web site reveals the schools' own claim that they are grounded in the "spiritual philosophy" of Anthroposophy. The site, maintained by the school system, elaborates on the theme that it "strives to bridge the clefts...between the sciences, the arts, and the religious strivings of man...and build a foundation for the synthesis of them." Anthroposophy seeks to "nurture the life of the soul...in human society." If this is not a faith-based grounding for a school system operating with taxpayer funding I cannot imagine what is.....

Some will wonder why - given my own background and allegiances - I would object to taxpayer funding of a faith-based school system. Reality is that I object to taxpayer funding of any faith-based educational enterprise - including any with which I might be in sympathy. Subsidizing religion endangers everyone - including the adherents of the religion itself.

It is not rocket science to conclude that when tax dollars fund a religious school taxpayers are forced to fund faith ideologies to which they may conscientiously object. Less obvious, but just as insidious, is the reality that if a faith operation accepts government money it becomes subject to government regulation - even to the influencing of the content of teaching. This is not good for anyone.

The bottom line is that our national and state constitutions call for no establishment of religion coupled with a near absolute right to freely practice our religious faith - inside or outside of our schools. (This is not to be confused with so-called separation of church and state - a phrase and idea that makes no appearance in any American constitution.) That means I have the same right to freedom of speech, thought, and conscience as any other American - even if I am a teacher - but I have no right to use my publicly funded teacher's desk to indoctrinate students with a particular religious point of view. I can pray in school as much as I like, but I cannot initiate prayer from or with students on the public's dime. I can share my faith with students, but only in response to a student initiated conversation and not in such a way as to ridicule or exclude a view with which I may not agree. I cannot - ever - bring a sectarian curriculum into my class room and hold my captive audience of students accountable to it. The waters are not hard to navigate.....

Waldorf Schools flunk every constitutional test I so cheerfully passed. I would never question their right to exist - or to educate students as they see fit. But to do it on public money is just not right; it is not right for anyone. Let them stand or fall on the resources provided by their understanding of God - just like the rest of us believers.

While I have profound disagreements with some of Rev. Wilson's beliefs and values, I believe that he is exactly correct in this opinion, and I thank him for expressing them.

Previous writings on Waldorf

 

• http://lizditz.typepad.com/i_speak_of_dreams/2010/10/publicly-funded-waldorf-education.html
• http://lizditz.typepad.com/i_speak_of_dreams/2010/12/publicly-funded-waldorf-education-update.html

 

Autism: April 2 at Stanford: Annual Autism Update

This year, the focus is on parent-doctor partnerships.

Update:

• Scholarships are available for the conference. Parents that are interested should contact Maura Chatwell of Stanford Autism Center at Packard's Childrens Hospital via email: chatwell@stanford.edu or phone (650) 721-6327
• Spanish-language translation will not be provided at the conference, but Stanford Autism Center at Packard's Childrens Hospital does offer Spanish-language autism services through Parents Helping Parents.

Press release:

Autism Symposium April 2 at Stanford University, Sponsored by Packard Children's Hospital

STANFORD, Calif. —An autism diagnosis raises big questions in parents' minds. Prominent among them: How do I talk to my child's doctors? Will I be able to communicate my family's needs? How will I make sure my son or daughter receives the right treatments?

Lucile Packard Children's Hospital at Stanford is here to help parents find answers. On April 2, the hospital presents its Fourth Annual Autism Spectrum Disorders Update, an event that gives members of the community a chance to learn about new autism research and therapies. This year's theme, "Bridging the Gap," puts the focus on parent-doctor partnerships.

WHAT:

Autism experts from Lucile Packard Children's Hospital, the Stanford University School of Medicine and across the country will give presentations on the biology of autism; stem cells and nascent autism therapies; building strong relationships with your child's physicians; improving social communication in children with autism; medications for autism spectrum disorder; and autism and sleep problems. The day will conclude with break-out sessions where participants can interact with experts and get their questions answered. The complete program is online at http://tinyurl.com/annual-autism-agenda

WHERE:

Frances C. Arrillaga Alumni Center, Stanford University, 326 Galvez St., Stanford, Calif. Register online at http://tinyurl.com/annual-autism-symposium.

WHEN:

Saturday, April 2, 2011, 8:30 a.m. to 4:30 p.m. (Registration and continental breakfast begin at 7:45 a.m.)

WHY:

"We hope parents will leave the symposium with new approaches for how to ask doctors and scientists for the information they really need," said Carl Feinstein, MD, director of the Center for Autism and Related Disorders at Packard Children’s and professor of psychiatry and behavioral sciences at the Stanford University School of Medicine. "Doctors may know a lot about autism, but they may not always know all of the parents' concerns, or what their specific questions are. We want to help bridge that gap."

The conference also provides parents, educators and caregivers with a rare opportunity to interact first-hand with the scientists who are advancing our understanding of the biology and treatment of autism, Feinstein added.

"We really want to reach out to parents," he said. "At the Center for Autism, we believe that two-way communication between parents and experts is an essential part of providing the best care for children, teens and young adults with autism spectrum disorders."

WHO SHOULD ATTEND:

Parents, teachers, pediatricians, psychologists, caregivers, media and anyone with an interest in autism are invited to attend. Register online at http://tinyurl.com/annual-autism-symposium. The $100 registration fee includes a continental breakfast and lunch.

Go to http://www.lpch.org/clinicalSpecialtiesServices/COE/BrainBehavior/Psychiatry/clinics/autism/conference/agenda.html for the full agenda Go to http://www.lpch.org/clinicalSpecialtiesServices/COE/BrainBehavior/Psychiatry/clinics/autism/conference/profiles.html for talk summaries and full biographies

Quick Note: Expanding A College Student's Horizons in Peru

My daughter, Jumper Girl (JG) is a student at The University of San Francisco. 

Last week, for spring break, she traveled to Peru to work with street children in Peru .  Her trip was part of USF's Arrupe Immersion Programs, lead by Luis Enrique “Kique” Bazan, who is also on the staff of the Not For Sale Campaign.

Not For Sale supports Lucy Borja, a modern day abolitionist who has fought for the rights of Peruvian street children throughout her life. Her organization, Generación provides social services and support to children.

The USF students volunteered with the Peruvian NGO Casa Generacion (http://www.casageneracion.org/).

The week started in San Batolo, where Casa Generacion has a house where former street children can live and go to school.  Later they were in Lima, where Generacion has a house (Veronica's House) and works to better the lives of children living on the street.

No photos to share yet, as she decided to let the other trip participants take photos while she concentrated on being present.

She came back revitalized towards her studies and with an action plan for her social service involvement.  Thanks Kique!

If you would like to support Casa Generacion, the best way for now is through the Not For Sale Campaign, earmarking your donation for their work in Peru.

 

 

San Francisco Bay Area Summer (and year-round) Camps for Special Needs Children

I am on the board for the Special Education Parent-Teacher Association for the Redwood City School District.  Our association is called SEPTAR.

Tonight's meeting was focused on summer recreation resources for special needs children.  Presenters included those who provide camps, workshops and classes from ages 3 through adulthood for people with  autism, Asperger's, speech, language and behavioral issues, as well as those with physical and developmental disabilities.

What follows is a brief introduction to each program.  Some programs offer 1:1 suport others 1:3 or other levels of support.  Please contact each program for more information.

Presenters included:

• B.O.K Ranch (http://www.bokranch.com/), a NARHA -accredited therapeutic horseback riding program which runs year-round at The Horse Park in Woodside, CA.  There are some social skills groups available as well: http://www.changeyourlead.com/ AGES school-aged through adulthood. DAY CAMP
• Camp Costanoan: Please see the listing for Via Services below.
• Camping Unlimited/Camp Krem.  Founded by Alex Krem in 1957, Camping Unlimited (http://www.campingunlimited.com/) provides year-round and summer recreational programs for people with developmental disabilities.  Campers come form all over the Bay Area and beyond. AGES 5 years-adulthood.  DAY CAMP, RESIDENTIAL CAMP
• Parks and Recreation, City of Belmont (http://www.ci.belmont.ca.us/subContent.asp?CatId=240000254 ).  George Brunson, Belmont's  Recreation Manager,  wants parents to know that Belmont welcomes special needs children who are self-directed and independent.  While the city cannot provide aides, children who have aides are welcome to participate in camps and activities. DAY PROGRAM, DAY CAMP.
• Parks and Recreation, Redwood City (http://www.redwoodcity.org/parks/) also has a dedicated program Accessable Recreation Activities Program (ARAP) (http://www.redwoodcity.org/parks/arap/index.html)  for people 14 and above, and an inclusion program (http://www.redwoodcity.org/parks/arap/How_inclusion_works.htm) for younger people.  Contact Stephanie  Douglas, Community Services Program Coordinator,SDouglas@redwoodcity.org. DAY PROGRAM, DAY CAMP.
• Quest Therapeutic Camps (http://www.questcamps.com/) run year-round, after school and summer intensive programs for campers who experience mild to moderate difficulties behaviorally,  emotionally,  or socially.  AGES 6 to 18 years.  DAY CAMP
• Sage Therapy (http://sagetherapy.com/) year-round speech and language therapy and group programs. Izzy the Facility Dog (from Canine Angels) who is part of the Sage Therapy team is also available to visit other programs and groups. DAY PROGRAM AGES pre-school to young adulthood.
• Stepping Stones Social Groups.  (http://steppingstonesca.com/html/index2.html ) not a full-day program but several tracks.  DAY PROGRAM AGES birth-young adulthood.
• Talking Playhouse Summer Programs (http://www.talkingplayhouse.com/) will offer several tracks on social skills, writing, organization, and parent coaching.  AGES pre-school through college.  DAY CAMP.
• Via Services (http://www.viaservices.org/, http://www.facebook.com/pages/Via-Services/93138469821)  Via West Campus used to be known as Camp Costanoan.  (http://www.viaservices.org/content/west-campus-formerly-camp-costanoan)   Via Services's year-round and summer programs provides a setting in which children and adults with developmental disabilities can experience a traditional camp experience. AGES 5 years  to through adulthood. RESIDENTIAL CAMP