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Dave Lee

@heydave7

Jul 16, 2024

I deleted a post I made about California's AB 1955 because after reading the full text a few times, it seems a bit more nuanced than I first thought.

It appears the bill prohibits public/charter schools from requiring teachers to notify parents of the child's gender/sexual orientation. Perhaps a teacher could still voluntarily disclose this info to the parent, but the context and other stipulations of this bill in effect probably discourage that especially with the law's emphasis on the student's consent.

Here's the key sentence in the law: "An employee or a contractor of a school district, county office of education, charter school, or state special school for the blind or the deaf shall not be required to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person without the pupil’s consent unless otherwise required by state or federal law."

Also, note that there is no age restriction on this new law. So, it appears it can apply to any age student, including the youngest children, in California public/charter schools.

Here's the full law text that was signed by Governor Newsom.

Bill No. 1955
CHAPTER 95
An act to add Sections 220.1, 220.3, and 220.5 to, and to add Article 2.6 (commencing with Section 217) to Chapter 2 of Part 1 of Division 1 of Title 1 of, the Education Code, relating to pupil rights.

[ Approved by Governor July 15, 2024. Filed with Secretary of State July 15, 2024. ]

LEGISLATIVE COUNSEL'S DIGEST

AB 1955, Ward. Support Academic Futures and Educators for Today’s Youth Act.(1) Existing law requires the State Department of Education to develop resources or, as appropriate, update existing resources for in-service training on schoolsite and community resources for the support of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) pupils, and strategies to increase support for LGBTQ pupils, as specified.This bill would require the State Department of Education to develop resources or, as appropriate, update existing resources, for supports and community resources for the support of parents, guardians, and families of LGBTQ pupils and strategies to increase support for LGBTQ pupils, as specified.(2) Existing law prohibits discrimination on the basis of, among other characteristics, gender, gender identity, gender expression, and sexual orientation in any program or activity conducted by an educational institution that receives, or benefits from, state financial assistance, or enrolls pupils who receive state student financial aid. Existing law requires the State Board of Education to adopt regulations to implement these provisions.This bill would prohibit school districts, county offices of education, charter schools, and the state special schools, and a member of the governing board or body of those educational entities, from enacting or enforcing any policy, rule, or administrative regulation that requires an employee or a contractor to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person without the pupil’s consent unless otherwise required by law, as provided. The bill would prohibit employees or contractors of those educational entities from being required to make such a disclosure unless otherwise required by law, as provided. The bill would prohibit employees or contractors of school districts, county offices of education, charter schools, or the state special schools, or members of the governing boards or bodies of those educational entities, from retaliating or taking adverse action against an employee on the basis that the employee supported a pupil in the exercise of specified rights, work activities, or providing certain instruction, as provided.DIGEST KEY

THE PEOPLE OF THE STATE OF CALIFORNIA DO ENACT AS FOLLOWS:

This act shall be known, and may be cited, as the Support Academic Futures and Educators for Today’s Youth Act or SAFETY Act.

SECTION 1.
The Legislature finds and declares all of the following:

SEC. 2.
(a) All pupils deserve to feel safe, supported, and affirmed for who they are at school.
(b) Choosing when to “come out” by disclosing an LGBTQ+ identity, and to whom, are deeply personal decisions, impacting health and safety as well as critical relationships, that every LGBTQ+ person has the right to make for themselves.
(c) Parents and families across California understand that coming out as LGBTQ+ is an extremely personal decision and want to support their children in coming out to them on their own terms.
(d) Parents and families have an important role to play in the lives of young people. Studies confirm that LGBTQ+ youth thrive when they have parental support and feel safe sharing their full identities with them, but it can be harmful to force young people to share their full identities before they are ready.
(e) Policies that forcibly “out” pupils without their consent remove opportunities for LGBTQ+ young people and their families to build trust and have these conversations when they are ready.
(f) LGBTQ+ pupils have the right to express themselves freely at school without fear, punishment, or retaliation, including that teachers or administrators might “out” them without their permission. Policies that require outing pupils without their consent violate pupils’ rights to privacy and self-determination.
(g) Pupils have a constitutional right to privacy when it comes to sensitive information about them, and courts have affirmed that young people have a right to keep personal information private.
(h) Laws and policies that target or invite targeting of pupils on the basis of gender or sexual orientation are prohibited under state and federal law.
(i) Attacks on the rights, safety, and dignity of transgender, gender-expansive, and other LGBTQ+ youth continue to grow across the country, including here in California. These efforts are having a measurable impact on the health and well-being of LGBTQ+ pupils, and have led to a rise in bullying, harassment, and discrimination.
(j) School policies that support LGBTQ+ pupils and their parents and families in working towards family acceptance on their own terms, without interference from teachers and school staff, build safety and trust within school communities.
(k) (1) Teachers and school staff can provide crucial support to LGBTQ+ young people and can play an important role in encouraging them to seek out appropriate resources and support.
(2) Affirming school environments significantly reduce the odds of transgender youth attempting suicide, according to The Trevor Project Research Brief: LGBTQ & Gender-Affirming Spaces (2020).
(3) LGBTQ+ students with supportive staff at their school experienced a number of positive outcomes, including being less likely to feel unsafe at school because of their gender expression or sexual orientation, or both, and reporting lower levels of depression, according to Joseph G. Kosciw, Ph.D., et al., The 2019 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation’s Schools (2019).
(4) Transgender and gender-nonconforming youth with supportive educators had better education outcomes, according to Michelle Marie Johns et al., Protective Factors Among Transgender and Gender Variant Youth: A Systematic Review by Socioecological Level (2018).
(l) School personnel have faced increasing harassment and adverse employment actions because of their lawful efforts to protect pupil privacy, to protect pupils from discrimination, to provide instruction consistent with state standards, and to create a safe and supportive learning environment for all pupils, including LGBTQ+ pupils.
(m) This harassment and adverse treatment of school personnel prevents all pupils from accessing safe and supportive learning environments.
(n) No school employee should suffer an adverse employment action because the employee supported a pupil or pupils in exercising their legal rights to privacy, nondiscrimination, state-aligned instructional materials, and equal educational opportunity.

Article 2.6 (commencing with Section 217) is added to Chapter 2 of Part 1 of Division 1 of Title 1 of the Education Code, to read:
SEC. 3.
Article 2.6. Supports and Resources for Parents, Guardians, and Families of Lesbian, Gay, Bisexual, Transgender, Queer, and Questioning Pupils
(a) (1) The department shall develop resources, or, as appropriate, update existing resources, for supports and community resources for the support of parents, guardians, and families of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) pupils and strategies to increase support for LGBTQ pupils and thereby improve overall school and community climate. The resources shall be designed for use in schools operated by a school district or county office of education and charter schools serving pupils in grades 7 to 12, inclusive.217.

(2) The department shall develop the supports and community resources for parents, guardians, and families of LGBTQ pupils in collaboration with parents, guardians, and families of, including, but not limited to, LGBTQ pupils.
(b) The department shall periodically update the supports and community resources for the support of parents, guardians, and families of LGBTQ pupils to reflect changes in law.
(c) (1) As used in this section, school-based supports and community resources for the support of parents, guardians, and families of LGBTQ pupils include, but are not limited to, all of the following:
(A) Parents, guardians, and families of LGBTQ pupils support groups or affinity clubs and organizations.
(B) Safe spaces for parents, guardians, and families of LGBTQ pupils.
(C) Antibullying and harassment policies and related complaint procedures for parents, guardians, and families to access.
(D) Counseling services.
(E) School staff who have received antibias or other training aimed at supporting LGBTQ youth and their parents, guardians, and families.
(F) Suicide prevention policies and related procedures for parents, guardians, and families to access.
(2) As used in this section, community resources for the support of parents, guardians, and families of LGBTQ pupils include, but are not limited to, both of the following:
(A) Local community-based organizations that provide support to parents, guardians, and families of LGBTQ youth.
(B) Local physical and mental health providers with experience in treating and supporting parents, families, and guardians of LGBTQ youth.
Section 220.1 is added to the Education Code, to read:

SEC. 4.
An employee or a contractor of a school district, county office of education, charter school, or state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, shall not in any manner retaliate or take adverse action against any employee, including by placing the employee on administrative leave, on the basis that the employee (a) supported a pupil in the exercise of rights set forth in Article 1 (commencing with Section 200) of, Article 2.7 (commencing with Section 218) of, Article 3 (commencing with Section 220) of, or Article 4 (commencing with Section 221.5) of, this chapter, (b) performed the employee’s work activities in a manner consistent with the recommendations or employer obligations set forth in this chapter, or (c) provided instruction to pupils consistent with the current content standards, curriculum frameworks, and instructional materials adopted by the state board, and any other requirements of this code, including, but not limited to, Section 51204.5 and the California Healthy Youth Act (Chapter 5.6 (commencing with Section 51930) of Part 28 of Division 4 of Title 2).220.1.

Section 220.3 is added to the Education Code, to read:

SEC. 5.
(a) An employee or a contractor of a school district, county office of education, charter school, or state special school for the blind or the deaf shall not be required to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person without the pupil’s consent unless otherwise required by state or federal law.220.3.

(b) Subdivision (a) does not constitute a change in, but is declaratory of, existing law.
Section 220.5 is added to the Education Code, to read:SEC. 6.

(a) A school district, county office of education, charter school, state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, shall not enact or enforce any policy, rule, or administrative regulation that would require an employee or a contractor to disclose any information related to a pupil’s sexual orientation, gender identity, or gender expression to any other person without the pupil’s consent, unless otherwise required by state or federal law.220.5.

(b) Subdivision (a) does not constitute a change in, but is declaratory of, existing law.
(c) Any policy, regulation, guidance, directive, or other action of a school district, county office of education, charter school, or state special school for the blind or the deaf, or a member of the governing board of a school district or county office of education or a member of the governing body of a charter school, that is inconsistent with subdivision (a) is invalid and shall not have any force or effect.

link: leginfo.legislature.ca.gov/faces/billText…

If you read Sec 2. a-g, the language put there in effect tells teachers that they should not tell a student's gender or sexual orientation (what the text called "outing") to their parents without the student's consent.

SEC. 2.
(a) All pupils deserve to feel safe, supported, and affirmed for who they are at school.

(b) Choosing when to “come out” by disclosing an LGBTQ+ identity, and to whom, are deeply personal decisions, impacting health and safety as well as critical relationships, that every LGBTQ+ person has the right to make for themselves.

(c) Parents and families across California understand that coming out as LGBTQ+ is an extremely personal decision and want to support their children in coming out to them on their own terms.

d) Parents and families have an important role to play in the lives of young people. Studies confirm that LGBTQ+ youth thrive when they have parental support and feel safe sharing their full identities with them, but it can be harmful to force young people to share their full identities before they are ready.

(e) Policies that forcibly “out” pupils without their consent remove opportunities for LGBTQ+ young people and their families to build trust and have these conversations when they are ready.

(f) LGBTQ+ pupils have the right to express themselves freely at school without fear, punishment, or retaliation, including that teachers or administrators might “out” them without their permission. Policies that require outing pupils without their consent violate pupils’ rights to privacy and self-determination.

(g) Pupils have a constitutional right to privacy when it comes to sensitive information about them, and courts have affirmed that young people have a right to keep personal information private.

What a crappy law.

If the law just explicitly said, "teachers can't tell parents their kid's gender identity or sexual orientation", then it maybe wouldn't have passed.

Instead they draft the law to say something less controversial, "schools can't require teachers to disclose their kid's gender identity or sexual orientation to their parents", but then they add a bunch of other language to the bill which basically says teachers shouldn't "out" their student's gender identity or sexual orientation to their parents.

So the law, in effect, discourages and most, if not all, teachers will feel the law prohibits them from telling the gender identity or sexual orientation to the child's parents without the child's permission.

So does this new law prohibit teachers from telling the gender identity or sexual orientation of their students to their parents w/o the student's permission? You'll need a lawyer to answer that question. And even a lawyer might be confused. But in the end, the lawmakers get what they wanted. Practically, all California public/charter school teachers will dare not test this law and will keep their student's gender/orientation a secret from their parents.

Read 8 tweets

Dave Lee

@heydave7

Jul 4, 2024

These are the areas that I'm focusing on with my kids' education:

• Reading - knowledge accumulation, ability to quickly become expert in domain
• Sports
• Music
• Math - plus economics/finance/business
• Technology, Design & Creativity - building, creating value with AI
• Communication - writing/speaking persuasively
• Second Language
• Empathy - relationships, ability to connect/feel
• Connection with Nature - wonder and awe

This is what I'm working on most of my day nowadays.

Here's some more specifics on what I'm doing in each area: (btw, my kids are 6 and 9)

1. Reading - providing 1000s of physical books for them to read voluntarily. Kids love it and are voracious readers.

2. Sports - focusing in on tennis. I'm giving them 1.5 hour private tennis lessons 5x a week currently, and also getting outside coaching for them as well. Been a great bonding experience with my kids and I.

3. Music - Kids learning piano via SimplyPiano and other apps. Kids wanting to get better at singing, so I've created a singing app for them that gives real-time pitch detection and feedback for their singing of various songs.

4. Math - Kids were struggling so I created a math app for them to master the basic operational skills of addition, subtraction, multiplication and division. Kids' math skills have dramatically improved. Always talking to them about business, economics and finance. Kids are very fluent in business/finance concepts.

5. Technology, Design & Creativity - Kids watch me create and build with AI every day, we chat with AI daily, and kids are up-to-date on major AI news and developments. My 6 year old even knows all the LLM competitors 😂 . Kids also learn to play various iPad games because I want them to be exposed to good game design as my son has a lot of interest in that area.

6. Communication - I'm always talking and discussing w/my kids various pros/cons of issues/topics throughout the day to get them thinking in various angles. I believe this is the foundation of good communication. I created a simple Kid GPT app for them that helps them with spelling as they do their creative writing projects.

7. Second Language - My wife is trying to teach my kids Korean but have a challenging time. Son was doing DuoLingo for several months, but not learning enough. I've invested a lot of time trying to create a better second language learning app for him, but haven't cracked the nut yet.

8. Empathy - Lots of time as family, kids learn a lot of empathy through sibling relationship and going through and resolving conflict. My wife and I are there to guide and help them through.

9. Connection with Nature - Spent a lot of time RV company during my kids' younger years. Also have invested a lot of time hiking with them. Son is wanting an RV camping trip with campfire soon, so will be seeing if I can plan something for the Fall.

I think my unique take (although I admit I could be wrong) is that I'm wanting my kids to get really, really good at all of the 9 areas mentioned. Not just average or above average in all, but super proficient in each one. But I think the key is to focus in on ONE skill in each area, and to help the kids grow in that skill.

For example, with sports I know my kids won't be good at all sports. Heck, it's tough enough to be good at even one sport with some of that challenges my kids have. But nevertheless, I do think it's attainable with the right strategy and execution for them to get really, really good at one sport. But there's a lot that needs to go right, and it start with them being inspired and motivated.

With reading, I de-emphasize a lot of the typical language arts approach with grammar, etc with my kids. Rather I want them to love to read, so the focus is reading a ton of interesting and fun books. I never have to tell them to read, they do it on their own because they love it. But they'd probably not score well on a typical grade-level grammar or spelling test. We're just not emphasizing that right now due to the priority to install the love of reading.

With music, I'm not trying to have them get good at a ton of instruments, but I really want them to be very proficient and good at something musical. But again, it's a huge challenge. Kids need to be inspired and motivated. You can't force them to learn something they don't want to. So, lots of my energy is spent coming up with creative ways to instill inspiration and motivation. Kids love piano right now. I've never had to once tell them to practice. They do it on their own because it's fun.

With math (and eventually economics/finance/business), I think common core math is too broad and doesn't focus enough on the core operational math skills. That's why I'm wanting my kids to be super proficient at the core math operational skills (addition, subtraction, multiplication, division) and then go on to more advanced skills. But the key is to master the skills to the point of true mastery. The core math skills should be engrained so that the basic math operations are effortless and super quick. Again, toughest assignment is to inspire/motivate but to also find the right math material that matches their sweet spot of learning and personalizes the progression of math curriculum at their pace. Once I cracked this, then my kids took their math to a completely different level.

With Technology, Design & Creativity, I inundate them with AI because it's the future. I interact with AI constantly while driving (ie., ChatGPT audio chat), and I let them ask questions in the car too. I share the various problems I'm having with AI (ie., coding problems for apps I'm working on) and even try to get their feedback. They see every project I build with AI from the very beginning and get daily updates. And on top of this, my kids love to design their own games (ie., via CodeSpark) and create stories. It's all preparing them for a future where they will be building and creating with their creativity and using AI to do some amazing things. My thinking here is my kids need to become experts in AI even at their age, and that's why it's a huge priority. My kids even watched the latest OpenAI, Google, and Apple keynotes to keep up-to-date (although Google and Apple keynotes were kind of boring to my kids).

With communication, I think it's crucial to be able speak and write clearly and persuasively. At the heart of this I think is the ability to see things from different angles and to think critically. By seeing things from different views, one gains understanding and that can translate into clarity and persuasiveness. This is why I'm constantly engaging with my kids to talk about the different angles and views on almost everything. I think this is how they grow their perspective and ability to think bigger, and that also can and should translate into a greater ability to be clear and persuasive.

With second language, I haven't cracked this nut yet. My kids are interested and they're learning. But I'm not sure they're on the right path. I want them to be able to be fluent in a second language by the time they are 12-13 years old since that's when a critical language learning window closes for them. Sure they can learn a second language after that, but I think there's special benefits of learning early. One benefit is they can have truly native pronunciation if they can learn a second language fluently right now. Also, I think it has tremendous benefits with their world view. Entwined in language is a web of values, beliefs and views. It's an amazing way to gain different angles of the world. Also, there's tons of physical brain benefits in learning a second language as well. The challenge right now is there's a lot of curriculum that will teach second languages but they don't teach it well to the point of fluency. I personally think their approach is fundamentally flawed. So I've been exploring and trying to find a different approach and combine it with AI and technology to provide a way my kids can truly become fluent in a second language. I've spent over a year working on this problem but still haven't come up with something that I'm happy with. The alternative I suppose would be to live in a foreign country, or to go to schools in a foreign country (or in a school domestically that speaks another language). And who knows, maybe we'll incorporate some more time abroad in the future. But would be great if my kids could add something to their daily routine that could get them on the path to quick fluency (ie., 2-3 years) in a second language.

Regarding empathy, I think it's a crucial intangible value and skill. And I'm not sure empathy is even the right word. Another word could be "caring for others" or wanting to help others. It doesn't matter if my kids are super talented and have a lot of skills and make a lot of money but they don't care about people. It really needs to be birthed out of empathy and a profound realized connection that my kids have with the world and people around them. I'm constantly talking to my kids about the people I'm helping or trying to help. And talking about the needs of others and how I'm trying to make a difference. The past January was a special time where we were able to visit Vancouver, Canada for month and my family was able to meet many of the refugees families that we had helped out of Afghanistan. My kids finally got to meet lot of the names of people I've been talking to them about for the past couple years. And something really clicked in my son's head. Recently my son asked me, "Dad, I want to learn something that I can use to really help people." And for the past few weeks he's been saying the same thing again.

Lastly with connection to nature, I think there's something profound about nature that I want my kids to deeply experience and be rooted in. Nature is one of the best ways to experience awe and wonder, which are I think foundational to curiosity. And curiosity is foundation to learning. So, I directly connect my kids' ability to experience awe and wonder of nature to their level of innate curiosity and eagerness to learn about the world and things around them. But it's tough because most of our modern society is structured to avoid the awe and wonder of nature. We build houses and buildings and roads, and it's tough for kids nowadays to grow up in truly awesome nature. I've resorted to long RV camping trips with my kids to try to give them foundational nature experiences. It's been a lot of sacrifice as sometimes we've lived in a small RV for 3-4 months out of the year as we would camp. But doing this really planted a deep love and appreciation for nature in my kids. I don't have evidence that this will help them in their lives, but I do intuitively think that it is a foundational experience and will serve them very well and could be a driving force behind their curiosity and eagerness to learn. Another angle with this is that humility is one of the keys to learning. You can't learn if you don't think you need to learn. And nature is great at teaching humility as long as you can do deep with nature and meet nature's true wonder and awe.

Read 4 tweets

Dave Lee

@heydave7

Jan 22, 2024

I’m very hands-on creating a personalized education for my kids (ages 6 and 9). The approach is constantly changing but here’s the status of what my kids are currently doing. The key is none of these activities are coerced.

CURRENT EDUCATION FOCUS VIA FLOW-STATES:

1). Reading
Frequency: Roughly 2 hours a day.
Method: A selection of over 100 books at a time from a larger collection of 1000s of children’s books, allowing free choice of books and no coerced minimum reading time.
Goal: To cultivate a love for reading/curiosity, enhance knowledge acquisition, understand character interactions, become expert in storytelling, develop a strong command of language, potentially understanding profound nature of language/communication, provide foundation for lifelong learning across many subjects/areas, equip to impact people via effective communication.

2). Piano
Frequency: 1-2 hours a day.
Method: Learning with the SimplyPiano app.
Goal: To grow in brain development, pattern recognition, musical skills, appreciation of profound nature of music/metaphysical.

3). Video Games (Street Fighter, Tetris, Adventure iPad games) and iPad educational apps (reading, math, brain puzzle, etc apps)
Frequency: 1-2 hours per day
Method: Playing a mix of strategic and creative video games, as well as educational iPad apps.
Goal: Develop cognitive decision making and rationale choices in high-intensity, fast-paced, high-amygdala situations to equip with skills of calm decision-making in real life, learn game dynamics/design, learn math/reading/logic skills in enjoyable manner.

4). Hiking
Frequency: 4-5 times a week for one hour each time.
Method: Hiking on nature paths.
Goal: To promote physical fitness, connection with nature/metaphysical, mindfulness/awareness, brain health.

5). Legos and Building
Frequency: Approximately 2 hours a day, three times a week.
Method: Building Lego sets and other building kits.
Goal: To encourage building skills/experience/confidence, creative thinking, spatial reasoning, and problem-solving skills.

6). Singing
Frequency: 30 minutes daily.
Method: Using the SimplySing app for guided singing practice.
Goal: To develop connection with music/metaphysical, develop singing ability for self-expression and influence of others.

7). Paw Patrol TV Episodes
Frequency: 30 minutes per day
Method: Watching episodes of Paw Patrol
Goal: To learn about storytelling, character interaction.

PROPOSED ADDITIONAL FLOW-STATES:

1). Second Language Learning (Spanish and Korean)
Frequency: To be determined.
Method: Interactive methods such as apps, games, or immersion techniques.
Goal: To enhance cognitive flexibility, cultural understanding, and communication skills in multiple languages. Take advantage of pre-puberty window of opportunity for second language acquisition’s impact on brain development.

2). Tennis
Frequency: 2-3x week up to 1 hour each time
Method: Hire private tennis coach or enroll in class
Goal: Get more blood and oxygen flowing to brain and organs to improve brain health and body health, reduce anxiety.

3). Martial Arts and Dance
Frequency: To be determined.
Method: Participation in martial arts or dance classes.
Goal: Increase blood/oxygen to brain/organs, develop spatial awareness, gain skills.

4). Drawing
Frequency: 30-60 minutes daily
Method: Learning to draw through SimplyDrawing app, other app, or classes. Unclear how to reach flow-state with kids.
Goal: Develop skills of drawing/art, encourage brain health.

Note: My kids are not enrolled in a traditional school... but are the sole students of my (and my wife's) school. 😂

https://x.com/AdamHendle/status/1749266452983455872?s=20

Last year for about 3 months my kids got super into a bunch of math iPad game apps and they probably learned a couple years of math in just 3 months by spending 2-3 hours a day on them.

I'm looking for the next avenue to teach them the math they need in a way they'll have fun with.

In the meantime, I'm considering prioritizing learning a second language over math this year. But math is crucial and a foundational skill... it's just that I think my kids have a fairly good grasp of the fundamentals of math for their age.

https://x.com/AdamHendle/status/1749266452983455872?s=20

https://x.com/GabGrowth/status/1749266621225664578?s=20

On social interaction...

I'm constantly out and about with my kids, often spending half the day or more out with them going places and interacting with others. They see me model social interaction and also have extremely high interaction with their immediate family. We try to see other families/kids but nonetheless they get less-than-average interaction with kids their own age due to a combo of being homeschooled and also because we travel so much. We usually are traveling almost 6 months of the year... or at least that's what we've done for the past 4 years or so. As they get older, I'll be monitoring their needs and will likely need to make adjustments to join more classes/teams or local homeschooling communities. On the positive, I've never seen siblings love each other and play with each other so well so that's bullish.

If anybody is in the Austin area and is homeschooling their kids (ages 5-10), DM me and might be fun to meet up.

https://x.com/GabGrowth/status/1749266621225664578?s=20

Read 6 tweets

Dave Lee

@heydave7

Mar 3, 2023

If Tesla released a van I think it would become an instant hit. I can just imagine all the vanlifers who make it their home.

Add solar and Starlink to the roof.

Heat pump already provides heat/cooling.

All you need is to add a water/waste system as an aftermarket add-on and you've got the best camper van ever.

The dream is to one day tell your Telsa van, "take me to the Grand Canyon" before going to bed and waking up with a Grand Canyon sunrise.

Read 7 tweets

Dave Lee

@heydave7

Feb 4, 2023

I just took slow-motion video from my iPhone of all my lights in my house and every light had MAJOR flickering (ie., strobe light effect) except two Ikea side table lamps. Will be figuring out how to replace all my other lights with flicker-free ones for the health of my kids.

For those curious here's the main light in our living room. 😟

I would think flickering lights impact people differently. Some people perhaps aren't bothered by it.

And yet some people are bothered by it a lot... and actually a lot of people don't even realize some of the negative effects they're feeling are from flickering lights.

Read 9 tweets

Dave Lee

@heydave7

Jan 4, 2023

With the help of generative AI, here are several concepts of a Tesla Semi RV.

First up, the Tesla RV Zion edition. Comfortable fits family of 4. Hot or not?

Next up, Tesla RV Yosemite edition. Full length slide-out. Family of 6.

Here’s the Tesla RV Glacier edition. Fits 8-10 people. Panoramic scenic windows.

Read 8 tweets

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