All questions were not addressed at the recent YCHS meeting regarding the scheduling change. Our questions  pertain to a small, but not unimportant, percentage of the school. Our son is affected by autism and attends YCHS. Right now he has two mainstream classes. How will a change in schedule benefit our son? Modifications must be implemented for all special-needs kids. We have had no interaction regarding this change in the schedule with administration. By not addressing this to parents of special-needs children, how can we advocate for what is best?

We finally have opportunities for daily interaction with general-ed students. Will these opportunities now disappear?  

1. How can parents access research that the committee used before they were asked to rank the choice of schedules?

I have not been able to find any great consensus, pro or con.

2. Where can we access research regarding special needs academic success using a changed schedule?  Research should include not just special-ed students and those with learning disabilities, but English language learners.

3. How many students are affected by not being able to access classes at each high school? We have heard the number 38 - is this true? If so why are so many students being impacted?

With 30 percent of students dropping out before graduating, the problem is much greater than the scheduling issue.
 
Karen Fuller
Yuba City