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1 SEPTEMBER - OCTOBER 2005 (iack to choo1 GRASSROOTS SNAPSHOT Air-quality flags at school 3 FAMILY ECONOMIC SUCCESS Cooperative businesses 4 New tools for improwng conditions inschools 6 Real-life math and science for young children 8 HAN DS-ON Overcoming learning disabilities I 0 Vision and school success I 2 NOV 8 ELECTION BALLOT MEASURES Limits on state spending and school funding 14 Teachertenure IS Union funds for political action IS Discount prescription drugs I 6 z 0 Q ; - cn, c, 0%> cdfi 0 0

2 $ Advocate LhiLdren The bimonthly Children s Advocaee is published by Aceion Affiance for Children, a nonprofit organization dedicated to informing and empowering people who work with and on behalf of children Si *k ;Ftç - sqt -k1%$ j\ ;;- \ %?*t $Q3(?t1 3i, t < e %t%tn arn 4N*% It 3<% cj wf% j; A4 >eflk 4* 4 bew ma/eater Jean Teppennan kcsun Pam Elliott Atniant Editor jessine Foss ainioüatiw honda Eric Foss (qy P41w bun Coon Tramobw Locrecia Miranda Volunteer Patty Overland ham Silvia Oiiang Keith Nicholans hbllatia Ddp and bdcim lochwood design Primal Friche Parhs Press Dislnlhám Jane Welford Legd Ceand Nonprofit lagal Services Networh hard of Directorn Randy Reker, President Carlos Casteflanos, Vice President Charles Druclcer, Treasorer; Catalina Alvarado, Secretary Kathy Flares; Lisa lee Rosemary Oheid; Adam Ray Melnoq Cot Maria liii Torre Jill Doerr Berrids, Univenity of California OvId Welfare Research Center ; Margaret Brodhin, Dept of Cliildren,Yooth, and their Famihes, San Fransisco Maria Camphell Casey, Partnership for the Mlics Health Hedy It thani Consoltant Jonah Edelman, Stand for fiiildren loois Freedhere San Francisco Osronide Dana Hughes, losthote for Health Policy Stodies Huh Kohl, Aothor and edocator Milton koteldioch, Boston University 5th of Pohlic Health Aralsella Martinez, Unity Coendl Uk Lee Morris, California Lihrary Services Daphne Hose, Molticoltoral aethor and editor locy Qeadnella, Attorney Wihon Riles, Jr American Friends Service Committee Giovanna Starlç Assemhly Sekct Cone on Adolescents Alan Watahara, Attorney and childrews policy advocate Stan Weisoer, 1K Ber Ovlfree A the thanng Family Preg Rev Cecil Williams, Glide Memorial thorch Action Albsece hr Oiildree a tasaempt organisation sepport od in part l a California State Department ef Edecation (SDE) grant However, the oñeeies espressed herein do not oecessardy and epieioes espressed hy cootribeton or misers do not necessarily reflect the opinions of this pqer reserve the right to mime advertising for any reasoe relect those of SDE OvWree Advecate assonses no hahibty for pmdects or services in it features or ads As this is a conrighted peblicadoe, permission to reprint matmial most ho roqersted Q thddree Advocate ei available at select child care centers, nodal service organisations and pehhc hbraries throughnot California Availahle hy bells order or individoal sshscriptioo pie copies are availahle for $3 each tales Alliance for Childree The Hoes Hooso 1201 Martin tether tog Jr Way Oalslaed, CA Tel (510) Faa (510) f n-malt aac14dsildreenrg www4childreeorg OdldreWs Advocate NewsNagasioo 6591 f739-45x Nest lsssw Hoveeiher-Decemhor 2005 Advertising Deadke Dctoher I, 2005 Prüsted en recycled paper I e %t,hajt t êt\ 4sML I -4wi wide ranjofiopoa >4 tta#zt r - Sc 1t-; %j ¾ tjj;;!l NAME ORG f ADDRESS ION A *ts$t rj -$?is,**5(& F Action Alliance for Children Publications CA residents add 8% sales tax WM t Adrocas U $12 fint-time, I-year rate $18 I-year renewal U $34 for 2 years Iii Orders (6 issues/year) U $40/yr for 25 copies U $50/yr for 45 copies U $92/yr for 100 copies Communites Committed to Children $5 U Pathways to Parent Leadership (bilingual) LI Strategies for Family Economic Success $5 (bilingual) Children s Advocate a bilingual, bimonthly newsmagazine for people who care for and work Special reports on behalf of children Strategies for Family Economic Success; Pathways to Parent Leadership; Communities Committed to Children Order our publications online at www4childrenorg/subscribehtm CITY STATE ZIP PHONE j Enclosed is my check for $ Make check payable (do not send cash) to Action Alliance for Children Please mail this form to 1201 Martin Luther king Jr Way, Oakland, CA 94612

3 _ Merced- Man posa coalition launches air-quality flag program BYJEAN TEPPERMAN Iati Bake, a mother in Merced, joined the Merced Mariposa County Asthma Coalition (MMCAC) after her son Brandon ended up in the emergency room with a severe asthma attack Brandons teacher had insisted he run a mile in dusty aii despite his asthma, and Baker wanted to make sure things like that didn t happen again Now, two years latei more than 100 schools in Merced Count and hundreds in neighboring CentralVailey counties, fly color-coded flags to announce the day s air quality Green and yellow mean 0K orange means students with respiratory sensitivities stay indoors Red means evetyone stays indoors The asthma flag program, first launched by MMCAC, is one response to the Central Valley air pollution crisis, says MMCAC program manager Mary-Michal Rawling Former MMCAC manageralicia Bohlke, for example, says her six-year-old son had few problems back in florida, but several months after moving to Merced, I had the worse scare of my life He was in the ER all night MMCAC got the idea of asthma flags from a more limited program in Long Beach, then brought it to local schools Their strategy I Starting at the top they first got the support of the county superintendent, then went to district superintendents and principals I Involving school nurses as allies Bringing informational materi als We even brought them the flags, says Bohike Following up with a survey of all the schools MERCED-MARIPOSA C ASTHMA COALITION I Grassroots participation I i d community-based health organization, says I with 80 volunteers from a host of backgroun including education, health, and business, and parents of children with asthma r Statewide network; MMCAC is one of 27 asthma coalitions in the statewide Community Action to FightAsthma network, funded bythe California Endowment I Contact , wwwcalasthmaorgl asthma in your area/cvlview coalitionlmmcac Results Immediate benefits In the survey, sponsored by the Central Valley Asthma Coalitions, almost all the school administrators reported that they fly the flags every day and more than four-fifths said the program helps kids with asthma Raising awareness About three-quarters of the administrators said the program has made school staff more aware of the importance of addressing other asthma-related issues MMCAC followed up by meeting with school staff about the need for asthma plans for students with asthma In addition, says Rawling, the program is helpfiil in just getting people thinking about air pollution and the connection to health effects This year, she reports, MMCAC mem bers lobbied for SB 99 (Machado), to expand the mem bership and give more tools to the San Joaquin Air Pollution Control District What advice would MMCAC give to other parents of kids with asthma? If they have an asthma coalition in their community, says Bohike, I would join! To find your local asthma coali tion, go to wwwcalasthmaorg and click on asthma in your area or call MLLIF%PILL rijtc LflILUKtIN 3 j - JLIIJbtK UU3 fliluktfm ) /LVJ%It

4 % I w ECDND We rely on each other aucceaa Cooperative house-cleaning businesses provide members with higher pay, safer work and a community of support 1ST tvt F taklmain hen Claudia Zamora started working as ajanitot she did not like the low pay or the disrespectful way her supervisors spoke to het Worse, after working with strong industrial cleaning supplies, she often came home sick with headaches, red and itchy eyes, and rashes Then her husband saw a story on Spanish-language television about an environmentally friendly worker-owned cleaning business being formed with the support of the Oakland-based Womens Action to Gain Economic Security (WAGES) Zamora called WAGES and went to an orientation meeting Dignified jobs that will last When she was invited to join the cooperative, says Zamora, the mother of two young girls, she was very nervous, especially about the requirement that she put in $400 ofher own money But after a bit, she says, it was OK I saw how much it was going to benefit me She learned more in the three week, 60-hour pre membership training about eco-friendly cleaning techniques, positive communication, the rights and responsibilities of co-op membership, and more WAGES has been working on developing small, Latina-owned cooperative businesses since it began in 1995 At first members spent long hours in meetings and all participated in every aspect of developing a business Now more of the work in WAGES coopera tives is delegated to paid staff Claudia Zamora says the house cleaning co-op has many benefits for her What we re doing now, says Hilary Abell, WAGES executive director, is trying to focus on creating digni fled jobs that will last that means finding the right bal ance between developing learning opportunities for women and puffing together a business that can be suc cessful in the long term Structured for success Since its start in 2003, Zamora s co-op, Natural Home Cleaning Professionals (NHP), has grown to include 16 members who earn $1220 an hour the average hourly wage for janitors in Alameda County is $7 Two office staff an operations manager and a business manager, both fully bilingual and college-educated are paid by WAGES The cleaners work in pairs, and all members participate in twice-monthly meetings that include ITaining, budgeting, and input into policy deci sions (see box) NHP is governed by a board of six, which includes two co-op members, Abell, and three community mem bers who offer support and guidance Family Economic Success is a six-part series supported by Friedman Family Foundation, Walter and Elise Haas Fund, and Evelyn and Walter Haas, Jr Foundation tl I

5 , I! Natural Home Cleaning Professionals Oaklandbased NHCP recently added several new members and is looking for new clients The co-op cleans homes or small offices They can be reached at or Nl-ICP expects to train the next group of membeic early in 2006 For information contact WAGES at WAGES With co-ops in the East Bay, South Bay, and on the Peninsula, WAGES is researching new Bay Area locations If we got a group of women in Mann or San Francisco or one ofthe places we haven tyet established a co-op7 says Abell, we might be interested in working with them WAGES is ftinded by private foundations including California Weilness Foundation, Walter and Elise Haas Fund, Evelyn and Walter HaasJr Foundation, Levi Strauss Foundation, and Zellerbach Family Foundation WAGES hopes NHCP will grow to more than 30 cleaners and eventually become independent of WAGES Many benefits For Zamora, being a part owner of Natural Home Cleaning Professionals has not just brought improved income (she and her husband recently purchased their first home), but better health (she is no longer sick from cleaning supplies) In addition, being in the co-op is like having another family for support, she says Members of the co-op talk through all sorts of things children, families, professional troubles and help each other out We all support each other and rely on each other, says Zamora More cleaning co-ops In addition to Natural Home Cleaning Professionals, two other co-ops owe their start to WAGES In Redwood City, WAGES oldest continuing co-op, Emma s Eco Care (founded in 1999), operates independently of WAGES and provides 17 current members with hourly wages of over $13, with paid health, dental and vaca tion benefits In Morgan Hill, Eco-Care Professional Housecleaning was born when a group of women taking English classes asked a WAGES representative to speak with them about forming a business of their own I had never heard of a co-op, says Guadalupe Serrato, a founding member and now operations manager ofeco-care, but I believed it was possible We re creating dignified and healthy work for lowincome women who have significant challenges in terms of formal education, language, and professional experience, says Abell By encouraging them to develop themselves as professionals we ve been able to make something work that has a really transforming impact on their lives Training key The first challenge, says Serrato, was learning the ins and outs of creating a business Before I d never known anything about income tax, she says, by way of example We learned so many things Ivette Melendez a member of WAGES first co-op and now its principal trainer also helps women devel op skills for working together Ivette taught us how to respect each other and our differences, to work as a team and how to resolve conflicts, says Serrato Melendez, who immigrated from El Salvador 10 years ago, recently wrote in a newsletter, WAGES has given me the opportunity to influence the lives of women who, like me, arrived looking for opportunities I feel very satisfied to be helping my family, says Serrato, who helps support her son, a psychology skident at UC San Diego, and has enrolled her daughter in a private school I feel more fulfilled as a mother and this is why I continue working Resources for worker cooperatives S National Center for Employee Ownership, , wwwnceoorg U New Village Press, , wwwnewvillagepressnet I University ofwisconsin Center for Cooperatives, , wwwwiscedu/uwcc Resources in the Bay Area I Women s Action to Gain Economic Security, , wwwwagescooperativesorg a Natural Home Cleaning (East Bay), , vwnaturalhomeclçaningcçm1 Emma s Eco-Clean (Peninsula), , wwwwagescooperativesorg/emmasbtml S Leo-Care Professional Housecleaning (South Bay), , wwwwagescooperativesorg! eco-carehtml, I Network of Bay Area Worker Cooperatives, , wwnobawcorg SEPTEMBER-OCTOBER 2005 CHILDRENS ADVOCATE

6 S facilities, S about Anyone, S The 5 S members, S S with S To elevate the impact of parents voices Last yearwi1iiams settlement gives parents new tools for improving schools by L)tBOkAH iun( VVI IMI I I lit VVILLIMI 1 Mt I1 aomi Haywood was troubled when she noticed her son, Jhonathan, wasn t bringing home any homeworkjhonathan, a ninth grader at Fremont High in Los Angeles, told her the texthooks in his classes were so old that some pages were missing and there weren t enough books for students to bring home When visits and letters to the school got no results, Haywood decided to file a complaint using a new process created by the settiement ofa lawsuit known as the Williams case (see sidebar) Thats part ofwhat the Williams complaint is foi to hold these schools accountable for not allowing these children the adequate materials that they need to be successful young men and women, says Haywood Under the settlement agreed to last year by Gov Schwarz enegger Parents can file complaints about instructional materials, facili ties, or teacher qualifications Schools have to correct the problem and report to parents in 45 days Schools must post notices about these rights and about where to find complaint forms Power and accountability For Haywood, the complaint process had a mostly happy ending her son got new books for class and to bring home We as parents didn t know we had power, and we had power We didn t know there was accountability for the school, says Haywood She was among about two dozen Los Angeles parents who filed com plaints in April with the help of Community Asset Development Redefining Education (CADRE), a parent organizing group in South Los Angeles (see Children Advocate, March 2005) Haywood reports that one of Jhonathau s teachers reacted to her complaint by making disparaging remarks about her son But fear of retaliation shouldn t stop parents from filing a Williams complaint, says Haywood If you re going to be afraid of anything, be afraid of your child s future if he s not able to read, write or fill out an application, she says Wthiams a1ilirnia was a das-action Iawsuft claiming that the state failed to provide many studenb, espedafty Io4ncome students of color, equal access to instructional materiai safe and decent school and qualified teachers Under lastyear s settlernet schools must ensure that ALL stxidentshave these things The settlement provides $138 miuicn forinstructional materialsind $800 million to repafr bii1dings at Iow-perkrming schools What rights do parents have under Williams? The Williams settlement created a new complaint process for parents and community members to raise concems about textbooks, facilities, and teachers Schools must post notices explaining this, noting that complaint forms are available at the school or district office or on the California Department of Education s web site, w w, ale ca eolcelw4ocumentslucpform pcw Who can use the Williams complaint procedure? S including community may file Williams compbints about any school in the state What steps should you take? First approach your childs teacher or principal about the problems If you are not satisfied with the response, try the Williams complaint process What is the school required to do? school must irwéstigàte and respond toyour cornplaint within 45 working days Sources Liz Guillen, Public Advocates Inc and California Department ofeducation, 5; CJIILURtN 3 AL)VOLAIt PItMbLR-UCIObtR LUU A(IION ALLIAIN(t ruk LtIILUKtN

7 vvilliiri wrirlmirl I I ir From advocates and parents who have filed Williams complaints I Talk to your child I tell parents to ask your stu dents, What s going on at the school? Does everyone have a textbook, or is there a need to share? says Kim Ships,, chairperson of the district advisory council for Oakland tinthed School District and mother of twx LA parents working withcadre file Williams complaints More results Adrian Angulo also filed a Williams complaint about inadequate textbooks for his ninth-grade son Our community s been neglected for a long, long time with regards to education, he says In filing the complaint, the feeling that I felt is empowerment Angulo was at first dissatisfied with the school s response, but a few months later a shipment of new textbooks arrived Maria Galvan heard about the Williams settlement from the LA parent advocacy group Parents-U-TURN After staff saw her taking notes on the conditions of bathrooms at her daughter s elementary school, locks on the stalls were fixed, she says Two days after she complained about a broken water fountain, it was fixed Basically what makes them move is the law, the Williams (settlement), Galvan says Tons of potential This case really does have an accountability compo nent of making sure our communities aren t overlooked, areas like South Central Los Angeles, says Frank Wells, principal of Locke High in LA You have to have the basics in order for kids to be in a position to excel Maisie Chin, CADRE s director, says the Williams complaint process has tons of potential So far, it created some communication chains, she says, but I think there s still more work to do (to make it) a good communication tool between parents and the schools That s why we are using it not just to deal with resource issues, but also to elevate the impact of parents voices I Shipp also advises parents to ask about facilities whether bathrooms have running water and if doors lock, whether classrooms are too hot or cold, etc And ask children how class is going and who their regular teacher is I Ask for a tour of the campus Check out bathrooms, play areas, classrooms, cafeteria anywhere your child spends time S Write down room numbers, subjects, teacher names, dates, and times People have to put themselves in a position to have a positive response, says CADRE director Maine Chin That means researching your complaint S Approach a teacher or principal with your con- cems before filing a complaint U Don t be intimidated by the form It s simple There s nothing complicated, says Los Angeles parentadrian Angulo Check the box on the form requesting a response S You may attach additional sheets ifyou have more to say S If you are dissatisfied with your school s response you can take your complaint to the school board Communities, parents, and students must monitor and take action to make sure the Williams case leads to real change, says Liz Guillen of Public Advocates I Finally, follow through and keep at it, urges Los Angeles parent Maria Galvan FOR MORE INFORMATION S California Department of Education, , wwwcdecagovleolce/wclindexasp Public Advocates, , wwwpublicadvocatesorg ii 5IPTEMBER-OCTOBER 2005 I CHILDREN 5 ADVOCATE

8 Little scientists Tips for teaching children math and science through hands-on experience A orting buttons, weighing rocks, seeing iffruit will float, rambling outdoors, children by nature are active learners, says Claudia Marinai, a preschool teacher at OakIands The Lake SchooLThey like activities that engage all ofthe senses Whether you use an abacus or a computet math sticks or gravel, as long as you are interactive, your kids going to learn more, says Richard Dye, the administrative coordinator for English Learner Programs at Grossmont Union High School District in San Diego Adults that discuss and explain things to kids, those are the ones whose kids have most success at school, he adds Experts also say that hands-on math and science can help children do better in school and improve their learning and social skills And they can gain confidence, excitement about learning and awareness about the environment Early care and education providers, teachers, and other experts offer tips for doing hands-on math and science activities for kids Make math interactive The kitchen is a great place to learn about quantities and proportions Two small bowls make one large bowl, says Dye Ask a child to bring you four of something, suggests Ivette Zendejas-Gil, a bilingual kindergarten teacher for the Monterey Peninsula Unified School District The children are proud to help and they are learning about numbers Children can also help measure and count ingredients for simple recipes Marinai gives several examples that she uses in her program Trays with buttons, beads, feathers, and other interesting objects let children sort by size or shape, or group a certain number of items With an assortment of boxes and lids, children can match sizes and shapes They can make matching pairs from magazine pictures and egg cartons cut in half or a pile of different-colored socks, mittens, or shoes Feely bags with different-sized blocks, small toys, or outside objectslet children learn to identify and describe objects based on touch -3W 4k } - Working together on a science project Marinal also fills a box with a kitchen timer, an egg timer, a scale, a ruler, measuring tape, and a thermome ter so that children can explore weight, length, and time Engage children in science When teaching children about science, Tarni Ellison of how2science suggests asking them four basic ques tions What is this? How would you describe it? Why is it important? What would happen if we didn t have it? She recalls one preschool class telling their teacher that trees are important because pythons and squirrels need places to live and people need food and air The children were thinking about cause and effect and connecting these to what interested them, she adds Experts recommend having children do simple sci ence experiments using objects from their everyday world For example, Ellison suggests experimenting with different fruit to see what will float or sink Will a whole orange float? What if we peel it? Will the peel float? The segments? What happens if we squeeze the peel under water? Ah, air bubbles come up What about a coconut? Children learn about density and why fruits float (so the seeds disperse more easily), as well as grouping and classifying 35 ADVOCATE ILIIIJIN ILLlFINLt rjk LflILUKtIN tffit15n

9 Ordinary activities can take on new meaning when children learn about the science behind them Ellison hides colored plastic figures in plain sight After the children find them, she talks about the importance of camouflage You could also use blocks to talk about gravity and stability Take kids outside Preschoolers at Kumara School in Mill Valley partic ipate in an eight-month Nature Project which includes exploring a creek As the children near the creek, they are asked to stop and listen and look around them On one trip, a boy noticed that the creek had overflowed again, recalls Rappaport His classmate responded, I heard the water is slow and now it s mov ing fast When water goes (through) the grass, the water makes it move We followed the creek because the kids wanted to know where it went, says Betty Rappaport, a teacher at Kumara School We drew it We sculpted it We recorded water levels using bamboo rods marked with pieces of tape We saw the children were fascinated with the movement of the water so we got different col ored golf balls and timed the movement of the balls downstream Outdoor activities don t have to be field trips Ellison suggests having kids go outside to look at the sky, make cloud pictures, and talk about the types of clouds chil dren see Plant seeds or even a garden Gardening is a wonderful way to introduce young children to science, says Marinai Gardening fosters physical growth through meaningful work with real tools And it strengthens critical thinldng, prediction, open-ended inquiry Children use basic math skills, such as counting, measuring, and estimating She adds that gardening can teach children about caring for living things and in learning where food comes from and what different people eat an awareness and appreci ation for other cultures Seeds can be grown on a sunny windowsill or, if there s space, think about planting a garden Children can help in garden planning and planting measure how many steps long and how many steps wide a veg etable plot will be Ask the child, How many rows can you plant? says Dye 1 b1jm ;(4; I UC Berkeley Lawrence Hall of Science offers bilingual workshops and curriculum interials (prek 12) Programs include Family Math and Greater Explorations in Math and Science eoualsberkeleyeduwwwihsgemsorg I how2science provides information on teaching science to young children, including unit on snowflakes, clouds, gases, and butterflies www,hpw2sciencecpm For early care and education providers B RedLeaf Press offers books on early math and science activities and curriculum, including V Building Strucres with Young Children V My Big World ofwonder Activities Ir Learning About Natu V Worms SIUZdOWc, and Wh1r4,oob Science in the Early Childhood Classroom V wwrè1esorgicataiogcfm?catpos 2O3 a For more about the Nature Project, contact Betty Rappaport at Kumara School, For teachers I Gateway to Educational Materials has a teacher section with lesson ideas wwwthegatewayorg Kids Gardening offers gardening lesson plans for teachen inciuding ways to use plants to explore geography, history, and culture wwwkidsgardeningcom S Math and Science Content Standards, from the California Department of Education, describe math and science skills that children should be learning in each grade wcdecagovireion1fd/documents/sci-stnd,odf l4 ACTION ALLIANCE FOR CHILDREN SEPTEMBER-OCTOBER 2005 CHILDRENS ADVOCATE

10 HANDS ON Something I need to figure out how to work with Kids can manage learning disabili ties with the right kind of help ly AN[IAU1T hat do Tom Cruise,Whoopi Goldberg MagicJohnson, andjay Leno have in common? They all have learning disabilities So did Albert Einstein, Thomas Jefferson, andalexander Graham BelL What is a learning disability (LD)? LD is a disorder that affects people s ability to interpret what they see or hear, or how they link information together in the brain At least 10% of school-age chil dren have LD There s a real stigma about learning disabilities, says Georgia Abi-Nader of Sacramento, whose son was teased by his classmates in elementary school Children with disabilities are often called retard, she says, but mental retardation is something totally different ln fact, research shows that many people with LD have above-average intelligence Abi-Nader s son was very angry at being teased, and she worried that he might lash back at the other stu dents So during his sixth-grade year, Abi-Nader went into his classroom and had students do exercises like reading scrambled messages and writing while looking in a mirror, to help them understand a little of what it s like to have LD What are the basic types of LD? Developmental reading disorder, sometimes called dyslexia, is the most common type of LD Children with this disorder may reverse numbers and letters, or lose their place on the page More often, they have trouble telling sounds apart, which makes sounding out words very difficult Other types of LD are developmental writing disor der, dysgraphia and developmental arithmetic disorder, or dyscalculia Some children have learning disorders that don t fit into these categories Byjack, age 9, Albany, from the picture gallery at LD Online What are the early warning signs of LD? Early symptoms vary, but during the preschool years, a child with LD may have difficulty spealcing, following directions, taking turns, or following simple steps to complete a task LD is rarely diagnosed in preschoolers Even kindergarten and first grade may be too early for a diagnosis, since children develop at different speeds and are still learning to read Patrice Brewer of Antioch cares for her four-year-old nephew, Tootie, who has cerebral palsy Tootie s doc tor and teachers agree that Tootie has strong dyslexic tendencies, but will not diagnose him yet Tootie always writes his letters backwards, says Patrice When he writes his name, he gets the order of the letters right, but every letter s in reverse Parents should be careful not to label their child learning disabled without a diagnosis Most children struggle a bit when learning to read and write It s nor- I LDREW3ADVOCATE SEPTEMBER-OCTOBER 2005 ACTION ALLIANCE FOR ChILDREN

11 S 5 5 more mal for a kindergartener or first-grader to reverse and d sometimes But struggling with basic reading, writing, or arithmetic into second and third grade may beasignofld What should I do if I suspect my child has LD? If you suspect LD, contact your child s teacher Before testing can take place, the teacher is required to try several interventions, such as S extra tutoring teaching in a mulu-sensory way, like having the child learn letters by seeing them, saying them, and thawing them in sand special learning exercises to do at home If interventions don t help and your child is signifi cantly behind in school, you have the legal right, as a parent, to request testing Put your request in writing and give it to the principal if testing identifies a learning disabifity, your child may receive extra help in the classroom, in visits to a resource teacher, or in a special day class Abi-Nader and her son were relieved when he received a diagnosis of LD It was liberating to find out why [he was having problems in school], she says It s like he could finally say, I m not crazy, lazy, or stupid I just have something I need to figure out how to work with What can experts do to help a child with LD? Children don t outgrow LD, but they can learn to read and succeed Daylin Boyd, who has taught LD stu dents in Hayward and Los Angeles, says a special edu cation teacher helps the LD student by finding out his or her abilities and inabilities jjij ai S In Parent Training, Information, and Resource Centeri, parents ofchildren with disabilities provide support to others For a list ofthese centers and other resources, go to wwwcdecagovlsplse/ ga/capmtorgasp or call Learning Disabilities Association ofamerica (Pittsburgh, PA), , www1danatiorg S LD Online, wwwldonlineorg R International Dyslexia Association (Baltimore, MD), , I Dyscalcuhaorg, wwwdyscalcuiiaorg - mqtt [1I S IQK I AKtNTS I Praise your child for what he or she doesweii Give your child opportunities to develop those talents I Read out loud to your child every day, and have your child read out loud to you S Look for good research-based, antenswe reading programs, such as Undamood-BeII (wwwlindajnoodbellcom) and Read Naturally (wwwreadnaturalkcom) I Learn more about ID The more you know, the you can help Join parent groups for support ; changing or simplifying lessons to fit the student s ability level B explaining instructions in several ways to make sure the student understands setting up special ways to test the student giving the student time to work at his or her own pace using lots of repetition and practice using intensive reading programs and workbooks How can parents help? You have to work with your school That s an absolute must, says Theresa Cooper, who directs a Los Angeles organization, Loving Your Disabled Child When her son Eric was diagnosed with LD at seven, Cooper coordinated with the teacher Ms Wallace used Hooked on Phonics in the classroom with Eric, she says, and I used it at home too That worked wonderfully for learning his letters and sounds Cooper and the teacher also passed a notebook back and forth every day, to communicate about how Eric was doing Brewer does learning activities at home with Tootie For example, she writes a letter on a piece of paper and lets Tootie paste beans on the lines to get a feel for the letters She also has Tootie write letters in sand, in dirt, and with finger paints Abi-Nader also got involved with other parents of children with LD, to get more ideas on how to help her son She now serves as president of the California S Learning Disabifities Association CTION ALLIANCE FOR CHILDREN 3tt ItMbtKIJLlUbtK UU) LIIILL)KtlN 3 IUVULJlt

12 HANDS ON Seeing success Vision problems are the source of many kids difficulties in school but help is available BY LAUR/tBtRNELL A and CesarVega ofsan Pablo, noticed their children were having trouble reading and concentrating and were falling behind in school Then they got a letter from their childrens teacheg recommending eye exams-and with it a flyer from an organization called JVQ California, which provides free exams and glasses After their children got glasses,joy Vega said in a letter tojvq California My children have finally overcome their greatest dis advantage Now, they have the tools they need to fully participate in class My son said, Mom, why do I see things clear and closer now? I told him it was the answer to our prayers Studies show that children in low-income families are less likely to get glasses and eye exams when they need them And chil dren with trouble seeing often have difficulty in school, with sports, and sometimes with self-esteem (see box) Though children s eye exams and glasses can be costl>c these are covered by free and low cost state health insurance and nonprofits around California help low-income families who don t qualify (see resources, p13) R About 80% ofstudents learning depends on good KILi vision, says the American Public Health Association but 10% of preschoolers and 25% of elementary stu dents have vision problems that interfere with learn- ing The longer a vision problem goes uncorrected, the more likely a child is to fall behind in school, feel discouraged and frustrated, and misbehave, say experts S A Florida study found that when children got the glasses they needed, 62% did better in school, 69% misbehaved less, and 77% felt better about school (JVQ Florida, 1999) Steps to better sight The American Optometric Association recommends all children receive eye exams at six to eight months, at two and one-half to three years, and every two years after Experts recommend that parents 1) Get a vision screening for their children at the school, clinic, or pediatrician s office 2) if it turns up problems, contact a nonprofit vision program (see resources) for information about free and low-cost eye exams and glasses 3) Take their child to an eye doctor if the eye exam turns up problems, get a prescription for glasses 4) Take the prescription to an optician who participates in Medi-Cal, Healthy Families, and/or nonprofit vision programs Vision screening Schools periodically test childrens vision at different ages in different districts But kids who are absent that day or whose family has moved may miss out if the screening turns up problems, schools let parents know the child should get a fill eye exam and often fl1lijktin ),UYIJIFlt )tpitivibtkijliijbtk UU)

13 S S S S S S S S S include information on nonprofits that will help pay (see resources) But we need more school nurses to follow up better and (make sure) every child that needs glasses gets them, says Dee Apodaca, LA school nursing adminis trator Parents can also have a child s vision screened at a clinic or their pediatrician s office Child care providers, case workers, and other agencies can refer children to eye doctors Getting glasses Even after parents learn that their child may have trouble seeing, vision problems may go uncorrected, for several reasons Invisible problem Parents seek medical care faster when they can see the problem, such as an injury, says Maria Castro, pupil services and atten dance counselor for LA Unified But children with vision problems are hurting in many invisible ways socially, academically, and physically (see box, p 12) High cost Low-income families may avoid getting needed vision care because it is expensive But if children have Medi-Cal or Healthy Families, they can get free or low-cost eye exams and glasses If families don t qualify and don t have private insur ance, nonprofits may be able to help (see resources) IiI 1s QI- WI UtKN F Children with vision problems often have some ofthe following symptoms though some of these symptoms may be a sign of learning disabilities (see p 10) or other problems S havingfrequent headaches, dizziness, tired eyes, blurredor double vision I often squinting or ruwng their eyes, or closing one eye for dose-up activities U having eyes that don t move together, are red or watedng S holding their heads too close to books or their desk S hang trouble coying ftm the chalkboard or over head projector U often losing their place when reading I showing fatigue, fidgeting and frustration in the classroom having trouble with eye-hand coordination, such as piayng catch or buttoning clothes I having dif&ulty walking down stairs, over curbs, and around holes I having trouble seeing details (when watching TV or movies) or spotting distant objects (such as birds and 1eaves) JIJIUb Help with eye exams and glasses Medi-Cal and Healthy Families provide free or low- cost eye exams and glasses for childrenunder 18 (restncted Medi-Cal does not) Programs that help pay for vision care I JVQ CaUlornia, S Califàmia Vision Foundation, 8OO , S Lion s Clubs, 63O ext 383, wwwlionsclubsorg B University of California School ofoptometry Eye Center in Berkeley, , wwwcaey re,crg S Pediatric Center, S lnfantsee, sponsored by the America9 Optometric Association, wwwaoanetorg S Vision Services Plan, wvvvp org S LensCrafter Gift ofsight Program, wyswiensçrafteçs corn UJLtYP F Our program targets the working poor who (can t) afford insurance, says Jason Vitaich, admin istrator for the California Vision Foundation We deliberately seek the kids caught between the cracks, agrees Scott Bell, president of JVQ California if we can find a kid who needs glasses, we ll get em U Lack of eye doctors Particularly in rural areas, there are lots of (vision) patients but not many doctors, says Vitaich JVQ plans to start a mobile van to visit rural children A kid will walk into the van with a problem seeing, and walk out with a pair of glasses on their face, says Bell I Immigrant status Undocumented families may be afraid to approach organizations that could require filling out forms asking for social security numbers Also, families with some undocumented family members may not realize that kids born here may qualify for free or low-cost glasses under Medi-Cal or Healthy Families or that some nonprofits will help cover the costs for children who don t qualify (see resources) 3ti ItMbtKJLiUbtK tuu) iii1ll)ktin 3 AUVIJi/Ut -

14 PROPOSITION 76 School Funding State Spending I roposition 76 would change the state budget process and limit spending for schools and early childhood programs The Live Within Our Means Act (LWOM), backed by business and anti-tax lobbies arid Governor Schwarzeneg ger, amends the state constitution to create annual spending caps and gives the governor broad powers over the budget Under the LWOM If the legislature fails to pass a budget by July 1, spending continues at the same level as the year before If funds are low, the legislature has 30 days to act or else the governor makes cuts Spending is automatically capped every year, based on a three-year average revenue A 50% drop in the state s reserves OR a 15% drop in expected income triggers a fiscal crisis If the legisla ture fails to act within 45 days, the governor decides what to cut B Spending caps include special funds like Prop 10 (tobacco tax for early childhood programs) a LWOM changes voter-approved guarantees for K-12 education (Prop 98, see chart) Supporters say LWOM will Curb runaway spending Make debt repayment and road maintenance budget priorities End prolonged political stalemates over the budget Limit inflationary school funding caused by Prop 98 Supporters include Governor Arnold Schwarzeneg ger, Citizens for California, California Business Roundtable, ( ) Opponents say LWOM will - Give the governor too much power to make budget cuts Undermine voter-approved funding initiatives for public safety, schools, and early childhood programs (Prop 142, Prop 98, and Prop 10) t IIS PROP;-76GOOD FOR K1DS?!S c4 i QJ ts t t We should have to live within our means just like in f your family, yo& can t constantly overspend What parenb I should want for their children is a vibrant economy good jobs, and a solid tax base We must overcome the perception q t thatthe state is anti-business, - f \4t >t - - JthnKenne$l teathe, Calaveras High School, San 4& *% ;c Fw? 4 NO StSr At 1 Spending caps are bad fr programs children rely on t When you have no checks and balances kids will get short % shrift because kids have no voice in the process s- % 4 fr I r Aleaa Sanchez Chddrens Advocacy Iwtltutej 9 - I - d k3 vi ds - 2kt I J WeoppoSfls$h%tJØtØrbtfratily caps spending with, outeøstdevabon 6r4Ø$n basicneeds--for food, shel tei,andclothing w%y J rr t r - I Deena Latin, Califorina Chddreth Deknse Fund& - ) 4tq j -r -c I CSP1A believes that any erosion timum guarantee will hurt students and sthoofrpiod1ttfl oqg the westq(istat i per-,bpu,pøb4i3n >\$fl$ø g -c -* 7 _,% t r NancyAdatianF CaliforniaStatePrA J Cut money for schools when school performance and per-pupil spending are below national averages a Fail to address the underlying problem what the state really needs are new revenues Opponents include California State PTA ( ), California League of Women voters ( ), Health Access Under Prop 98 If LWOM Passes Schools cannot be funded less than the year before; I Whenever there s a deficit, the governor rnay end up funds increase with inflation and enrollment deciding how rnuch rnoney goes to schools lffunds are short, the minimum guarantee can be sus- The state is not required to repay money to schools pended, but the state promises to ay back the difference after spending is cut Whenever schools get more funding than is guaranteed If schools receive extra funding one year the minimum by Prop 98, the minimum funding level increases would NOT increase w c L 1 rn7nr air c r I cr n-rr i izividcr- a mm nrrrvnii sin r rrr narr I Akrr rnii #i ALi,nnu tuk CiliLL)KtiN aai

15 PROPOSITION 74 Teacher probation and dismissal BY SILVIA CHIANG rop 74 would increase the time a teacher is on pmbation (untenured) from two to five years untenured teachers do not get a hearing before they are firedalso, the measure would mean tenured teachers no longer have 90 days to improve performance before being fired The measure would allow school boards to fire teachers who get two unsatisfactory evaluations in a row currendy teachers cannot be fired for bad evaluations Arguments for Supporters want to make it easier for school boards to fire inadequate teachers According to joinarnold corn It is difficult to fire poor-performing teachers because unions have created a maze of cornplex rules to protect thern Parents can t push for change This measure means only qualified teachers would stay in schools Supporters include California Chamber of Cornrnerce ( ), California Business Rouudtable ( ), Howard Jarvis Taxpayers Association Arguments against Opponents believe the measure is not needed because school boards can already fire teachers They say The measure will increase teacher turnover and dis courage new teachers, says Fred Glass of the California Federation of Teachers Nearly half of teachers already quit in the first five years m Teacher quality is not determined by how long a teacher is on probation, says Becky Zoglman of the California Teachers Association m Without tenure, teachers can be unfairly fired without reason The rneasure does absolutely nothing to improve student achievement, says Zoglman Opponents include California Federation of Teachers ( , wwwcftorg), California Teachers Association ( , wwwctaorg), California Nurses Association A his PROPOSITION 75 Public employee union political contributions BY SILVIA CHIANG measure would prevent public employee unions (includ ing teachers, nurses, and social workers) from using a member s dues to pay for political campaigns and lobbying unless the member signs a consent form each year Arguments for Public employees deserve a choice in where their money goes says Lewis Uhler, president of the National Tax Limitation Committee Supporters say R Unions should not be able to force people to take part in something they disagree with, says Uhier The measure would make it easier to opt out currentiy members have to find and ff1 out paperwork R Children are not unions prunary rnterest, so they do not directly benefit from unions political campaigns Supporters include National Tax Limitation Com mittee ( ), Howard Jarvis Taxpayers Asso ciation Arguments against The measure would take away the voice of working people completely by cutting the amount of money unions have to support political causes on behalf of members, says Jerry Fillingim of the Service Employees international Union (SEIU) Opponents say Union members can already opt out of having their money go to political causes I It would be incredibly thne-consuming and labori ous to make sure every member completes the paperwork Reducing unions political contributions would cut the power of some of the strongest defenders of chil dren s programs Opponents include California Labor Federation, ( , wwwcalaborfedorg, California Nurses Association (wwwstoparnoldus), Service Employees International Union ACTION ALLIANCE FO R CH I LDREN )tilbtkijlijbtk UU LIIILUKEIN 3 UVIJLAIt

16 PROPOSITIONS 78 AND 79 Prescription drug discounts r- ----IIrsIImI1Ir----IIIIBHuIIiIllIliInjHIuwI BYJESSINE FOSS, oth measures would provide prescription drug discounts to low- and moderate-income Californians, but differ on key details If both pass, the one with most votes wins Prop 78 Prop 79 Eligibility Uninsured California families under 300% of Uninsured California families under 400% of the federal poverty level (FPL) (might include the FPL (includes undocumented immigrants) undocumented immigrants) Underinsured Californians spending more than Seniors in Medicare 5% offamily income on medical costs Would cover around 5 million people Seniors in Medicare Would coveraround 8-10 million people How it works Participating pharmacies would offer discounts Same on certain prescription drugs The state would reimburse them Later drug companies would reimburse the state Discounts Estimated 40% discount for consumers Estimated 50% discount for consumers The state would negotiate which drugs and size Same of discounts with drug companies Discounts based on the lower Medi-Cal best Discounts based on lowest commercial price price Enforcement None Program could end ifthere aren t The state could remove drugs from the Medi enough discounts or applicants Cal prior authorization list if drug companies don t participate This means a doctor would need Medi-Cal approval to prescribe these drugs Supporters of Prop 78 say Ensure that drug companies offer discounts It would deliver real help, right now for seniors and Reduce emergency room visits by making drugs for dia low- and middle-income families, says the campaign betes, asthma, etc, more affordable B Drug companies have committed publicly to this pro- Offer cheaper drug prices to more people by using Medi gram, says Denise Davis of Californians for Affordable Cal s purchasing power, says Wright Adding/removing Prescriptions drugs from the prior authorization list is how Medi-Cal Supporters Californians for Affordable Prescriptions (916- gets drug companies to offer discounts x 425, wwwcalrxnoworg), Pharmaceutical Re- Supporters Health Access ( , wwwvote search and Manufacturers of America, many drug companies yeson79com), California Council of Churches, CHIRLA, (GlaxoSmithKlein, Johnson and Johnson, and Pfizer each League of Women Voters, many public employee unions gave $13 million) (AFSCME 1fld CTA each gave $500,000) Opponents of Prop 78 say Opponents of Prop 79 say it would It would provide less discount to fewer people than Prop Offer discounts to people who can afford prescription 79 and does not ensure drug companies participate drugs California tried a voluntary approach in 2001, but drug Move prescription drugs a step out of reach for the poorcompanies wouldn t offer discounts est and sickest, says Angela Galliard of the Western S The entire purpose of Prop 78 is to counter Prop 79, Center for Law and Poverty Not take effect if it passed, because federal officials would Opponents Health Access ( , wwwvote not approve it says Anthony Wright of Health Access yeson79com), California Nurses Association Opponents Californians for Affordable Prescriptions ( x 425; wwwcalrxnoworg), Pharmaceutical Re- Supporters of Prop 79 say it would search and Manufacturers of America, Western Center on B Provide deeper discounts to more people Law and Poverty LIIILUKtJN 3 FL)VIJiFUt 3tIivi,JLIUbtk tuu) ,ii_iiiji ILLII W ILt rjk J1ILUKtPI

17 de 4ertsor e I Los z D D z INSTANTANEA DE LA COMUNIDAD &inderas de aviso de ía calidad del aire en las escuelas EXITO ECONÔMICO FAMILIAR Emprendimientos cooperativos 4 Nuevas herramientas para mejorar condiciones en las escuelas 6 Matemática y ciencias de Ia vida real para niños pequenos 8 CON LOS NIIOS Superando discapacidades de aprendizaje I 0 Pmblemas de Ia vista y éxito escolar 12 3 ELECCIÔNDEL 8 DE NOVIEMBRE MEDIDAS SUJETASAVOTACIÔN LImites en el gasto del estado y Ia finanaaaón escolar Permanencia de los maestros en el cargo 15 Fondos sindicales para activismo politico IS Medianas con descuento z 0 0%> CDi 0 0 * - -S

18 rreteiisor JmIiN1ftp5 The bimonthly Children s Advocate is published by Action Alliance for Children, a nonprofit organization dedicated to informing and empowering people who work with and on behalf of children Execithe DirectorlEditor Jean Tepperman kceuntam Pam Elliott Assistant Etor Jessine Foss Mnistrave Associate Enc Foss Copy Eitor Laura Coon Traasbtor lucrecia Miranda Volunteers Patty Overland btiis Silvia Chiang Keith Nickolaus Puhibtion Design and Production lockwood design Printing Fricke Parks Press DisUihution Jane Welford bgal Cousd Nonprofit Legal Services Network Board of Directors Randy Reiter, President (arlos Castellanos, Vice President Charles Drucker, Treasurer; Catalina Aivarado, Secretary Kathy Flores; Lisa Lee Rosemary Obeid; Adam Ray; Maria isis Torre Adnisaty (aundi Jill Duerr Bernck, University of California Quid Welfare Research Center Margaret Brodkin, Dept of Children,Youdi, and their Families, San Fransisco Maria CampheN Casey, Parmership for the Public s Health Hedy N thani Consultant Jonah Edelman, Stand for Children Louis Freedherg, San Frandsco Gironide Dana Hughes, Institute for Health Policy Studies Herb Kohl, Author and educator Milton Kotelchuck, Boston University 5th of Public Health ArabeNa Martinez, Unity Council Eflie Lee Morris, California Lilwary Services Daphne Muse, Multicultural author and editor Lucy Quacinella, Attorney Wilson Riles,Jr, American Friends Service Committee Giovanna Stark, Assembly Select Cinte ou Adolescents Alan Watahara, Attorney and children s policy advocate Stan Weisner, UC Berkeley Children A the Changing Family Prog Rev Cecil Wilkams, Glide Memorial Church Action Afiiauce for Children is a taxexempt organization support ed in part by a California State Department of Education (SDE) grant However the opinions expressed herein do not necessasily reflect those of SDE nod opiuious expressed by contributurs or writers do not necessarily reflect the opinions of this paper We reserve the right to refuse advertising for any mason asildree Advocase assumes no liability for products or services in its features or ads As this is a copyrighted pubhcatioe, per mission to reprint material must be requested jfaf Osildree s Advocate is available at select child care centers, social service organizations and public libraries through out California Available by bulk order or individual subscripsion pie copies are available for $3 each Action Affiance for Children The Hunt House 1201 Martin Luther king Jr Way Oakbnd, CA Tel (510) Fax (510) aac 4childrennrg www4thildrenorg Children s Advocate NewsMagazine ASSN X Next Issue November-December 2005 Advertising Doadliue October I, 2005 Printed on recyded paper ji &-, - %$ $_ *j5 q ip tt \ S bikformato pdfde arbculos online ty -- r sugerencias - usø$ \ 4 e t 1t4 Gracias a Pennisula Cmmunity Foundation por su apoyo de las paginas en español Pobikadones de Atioa Allianc for Children Defensor de los Niflos revista bilingüe y bimestral de noticias para gente que se preocupa por los niños y trabaja en su nombre Residentes de California agregar 8% L SusCripCión de I (primera vez) $12 RenovaCión por I ao $18 IZI RenovaCión por 2 aos $34 Pedidos al por mayor (6 ejemplares/año) $40/aflo por 25 Copias $5O/ao for 45 Copias $92Iao for 00 Copias E Estrategias para éxito económico familiar (bilingüe) $5 Senderos al liderazco de padres (bilingue) $750 Communites Committed To children (en inglés) $5 Informes especiales Estrategias para éxito económico familiar; Senderos al liderazco de padres; Communities committed to children (en inglés) Pida nuestras publicaciones a través de Internet en www4childrenorg/subscribehtm NAME ORGAN IZAT I 0 N ADDRESS CITY PHONE Adjunto mi cheque por valor de $ Hacer el cheque a nombre de Action Alliance for Children Por favor no adjunte dinero en efectivo Por favor envie este formulano por correo a 1201 Martin Luther King JrWay, Oakland, CA Iôr i1eiö MPTIIM8RL-QCTUBRI 20U5 ACTION ALLIANCEFO R CHILDREN Sc

19 1 Li1 LL_L_LJL11 Tfl 1 La Instantaneci de La Comunida4 Coalición Ianza programa de banderas de aviso de Ia calidad del aire PORJEAN TEPPERMAN Iati Bakei una madre de Merced, se hizo miembro de Ia Coalidón Contra ei Asma del Condados de Merced y Mariposa (MMCAC, segün su sigla en ingles) Iuego de que su hqo &andon acabara en Ia sala de emergendas con un severn ataque dc asma A pesar de su asma, el maestro de &andon habla insistido en que ei niño corriem una milla en un dia en el que ei aire estaba muy cargado de polvo, por lo que Baker quiso asegurarse de que cosas como éstas no ocurrieran nunca más Mora, dos aios después, más de den escuelas en el condado de Merced y cientos en condados vecinos del Voile Central izan bonderas con côdigos de colores porn dar aviso de Ia calidad diana del aire El verde y el amarillo indican que el aire está bien; el naranja, que los estu diantes con diflcultades respiratorias han de permanecer dentro; el rojo, en tanto, alerta que nadie ha de sour fuera El programa de banderos para el asma, lanzado originalmente por MMCAC, es una de las respuestos a Ia crisis de contaminación del ow del Voile Central, dice Ia administradoro del programa MatyMichoI Rawling La antigua administradora del programaalicia Bohlke, por ejem plo, cuenta que su ho de seis años tenia pocos problemas cuando vivian en Florida;seis meses después de mudarse a Merced, sin embargo, tuve ci susto más grande de mi vida Estuvo en Ia solo de emergencios todo Ia noche MMCAC sacó la idea de las banderas para el asma de un programa más limitado existente en Long Beach, el cual trasladaran a las escuelas locales Su estrategia Comenzar desde arriba primero consiguieron el apoyo del superintendente del condado; luego se dirigieron a los superintendentes de distrito y a los directores de escuelas Involucrar a los enfermeros escolares como aliados I Lievar los materiales informativos necesarios Incluso les lie- S vamos las banderas, dice Bohike Hacer un seguimiento mediante una encuesta de todas las escue las 1 CoaIición contra el Asma del Con- dados de Merced y Mariposa combina 1 Participación de base MMCAC es una organización de salud con base en Ia comunidad dice Rawling, Ia aial cuenta con ochenta voluntanos con antecedentes de todo bpon que induyen educacion salud comercia) adems de padres,de niños con asma 1j en todo el estado MMCAC es una de las veintisi ete coaiidone contra ci asma integrantes de Ia red que opera en todo el estado CommunityAction to Fight Asthma (Accion Comunitana de Lucha contra ci Asma) fundadaporthecalifornia Endowment (dotación del estado de CalWornia) I Contacto a través del teléfono 2O , o del sitio we1iwwwcalasthmaorg/asthma in yrarea1 CYMew cotion1mmcac Resultados S Beneficios inmediatos En la encuesta, auspiciada por las Coaliciones del Valle Central contra el Asma, casi todos los adnilnistradores escolares reportaron que izan las banderas todos los dlas y más de cuatro quintas partes expresó que el programa ayuda a los ninos con asma Crear conciencia Aproximadainente lies cuartos de los funcionarios escolares reportaron que el progratna ha hecho que el personal de la escuela sea más conciente de la importancia de atacar otros temas vincula dos con el asma MIvICAC avanzó el tema mediante una reunion con el personal de la escuela sobre la necesidad de contar con planes para el asma para los estudiantes que padecen esta enfermedad Asimismo, dice Rawling, el programa es ütil simplemente por hacer que la gente se ponga a pensar sobre la contami nación del aire y lo conecte con los efectos para la salud Este ano, reporta, los miembros de MMCAC hicieron cabildeo airededor de la propuesta de ley SB 999 (Machado) pam expandir el nümero de miem bros y dat más herramientas al Distrito de Control de la Conta nilnación del Aire de San Joaqufn Qué consejo les dana MMCAC a otios padres de ninos con asma? Si cuentan con una coalición de temas de asma en su comunidad, dice Bohilce, me harfa miembro! Para localizar la coalición local mats cercana a su domicffio dirfjase al sitio web wwwcalasthmaorg y haga dc en asma en su area, o liame _ 1L is, l, JI ALLIANCE FOR CHILDREN S DEFENSOR DE LOS NINOS

20 Contamos una con Ia otra Empresas cooperativas de Iimpieza ofrecen a sus miembros una paga mejor trabajo más seguro, y una comunidad de apoyo I )k tvt I tikl1vifun ruando Claudia Zamora comenzó a trabajar como personal de limpieza no le gustaron ni lo bajo de su paga ni el modo irrespetuoso en el que le hablaban sus supervisores Peor aün, al trabajar can potentes productos industriales de limpieza a menudo volvia a casa con dolor de cabeza, con los ojos enrojecidos e irritados, y con erup clones en Ia piel Más tarde su marido yb un programa en un canal de television en espanol en el que se hablaba de una empresa cooperativa de limpieza respetuosa del medioambiente que se estaba formando con el apoyo de una organización de Oakland ilamada WAGES (sigla en inglés de Acción de Mujeres pam Conseguir Seguridad Económica ) Zamora llamó a WAGES y fue a una reunion informativa Trabajos dignos que perdurarán Cuando la invitaron a integrar la cooperativa, dice Zamora madre de dos ninas pequenas estaba muy nerviosa, especialmente sobre el requerimiento de contribuir $400 de su propio dinero Pero poco después, dice, estuvo bien Vi cuánto iba a beneficiarme Zamora aprendió más en el cursilo de formación de 60 horas que durante ties semanas se imparte antes del ingre so a la cooperativa, el cual versa sobre técrilcas de limpieza seguras para el medioambiente, comunicación positiva, derechos y responsabilidades como miembro de la cooperativa, y mucho más Desde sus comienzos en 1995, WAGES ha estado traba jando para desarrollar pequenas empresas cooperatives de Miembros de Natural Home Cleaning Professionals con dos instructores de WAGES propiedad de mujeres latinas Al principio sus miembros pasaban largas horas reunidas, y todas participaban en cada uno de los aspectos vinculados al desarrollo de una empresa Hoy hay más trabajo de WAGES que se delega a personal pago Lo que estamos haciendo ahora, dice Hilary Abell, directora ejecutiva de WAGES, es tratar de concentrarnos en la creación de trabajos dignos que perdurarán, lo cual hnplica encontrar el equilibrio justo entre el desarrollo de oportunidades de aprenclizaje para las mujeres y montar un negocio que pueda ser exitoso a largo plazo Estructuradas para ei éxito Desde sus comienzos en 2003, la cooperativa de Zamora, Natural Home Cleaning Professionals (NHCP), ha crecido hasta contar con dieciséis miembros que ganan $12,20 por hora (el promedio de salario por hora para personales de limpieza en el condado de Alameda es de $7) WAGES paga por las dos personas de la administración una encargada de operaciones y una gerente comercial, ambas absolutamente bilingues y con educación universi taria Las limpiadoras trabajan en pareja, y todas partici pan en dos juntas por mes que incluyen formación, temas de presupuesto y participación en las decisiones que atañen a las poifticas de la empresa (ver recuadro) 2005 ACTION ALLIANCE FOR CHILDREN j _&, S

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