I am not a racist. I am not a xenophobe. I am not a misogynist. I am not homophobic.
I am not about MLM, ETFs, or cryptocurrency. I’m wary of blockchain.
I am not a career politician. I think suits and ties are silly attempts to make us look serious.
WHAT I AM
I am fair. I am someone who listens. I look for context and understanding of an issue.
I am a father of three children, two with permanent disabilities. I am also disabled. I can be ableist but I’m working on that. I support disability rights.
I am a supporter of women’s rights, including that we need to stop legislating women’s bodies.
I am an LGBTQ+ ally. I believe that we build unity through community.
I am respectful of boundaries. Like the boundary between church and state, and fair district lines.
I am someone who believes that we should protect our lands, our air and our water. It’s my opinion that “Great Salt Lake” sounds a lot better than “Arsenic Flats”.
I believe that “Medicaid for All” is a good thing, and that it’s worlds better than using GoFundMe as your insurance plan.
I believe in opportunity. I believe in sharing opportunity, making opportunity, realizing opportunity.
I believe a rising tide lifts all boats.
I’ll add to this list as ideas come up in conversation, so expect this post to be updated over time.
I’m proud to share that Utah Parents For Teachers has endorsed my campaign! Investing in public education, and actively supporting our educators and students are in the best interest of our community.
For transparency, I am providing my answers to a survey from Utah Parents for Teachers so that my positions on these questions can be shared with constituents.
Q1: Your name and the office you are running for:
Greg Green, HD44 House Representative
Q2: If you are currently serving in office, how are CURRENT teachers a consistent part of conversations regarding education policy? If you are not currently in office, how do you plan on making sure teachers are part of your learning when it comes to educational policy in the future?
I’m not currently in office. The first step is for democratic candidates to successfully campaign up and down the ticket to replace USBE board members to restore reasonable oversite for Utah schools.
Q3: If you are currently serving in office, how did you vote on HB215 (vouchers) and why did you vote that way? For everyone, what is your position on increasing the number or amount of vouchers?
I’m not currently in office. I would have voted no for vouchers, and I will categorically state that vouchers work against a free public education system. The particular issue I had with HB215 was the “compromise” of offering salary for educators as a gimmick to gain support. We need to fund our educators, and I will work to promote that, but I don’t believe the compromise in this bill was beneficial. See HB215 https://le.utah.gov/~2023/bills/static/HB0215.html
Q4: What is your position on the current book banning that is happening in all school districts in Utah? What is your position on the bill by Rep. Ivory is proposing that will lower the threshold to ban books statewide to 2 school districts or 5 charter schools causing a small minority to control what is banned statewide?
I am 100% against book banning. Period. You can see my comments about this on my campaign site at https://utah44.com/issues/. You can also see my post at https://utah44.com/a-utah-reading-list/ about response to Utah Parents United. It’s worth mentioning that I have my own Little Free Library charter specifically to make banned books available in the community. Regarding Ken Ivory’s bill HB29 https://le.utah.gov/~2024/bills/static/HB0029.html, he attempts to define “sensitive material” as constituting “objective sensitive material or subjective sensitive material”, he expands the definition beyond library materials, and unnecessarily apportions review to school boards. Contrast that with the quote “A truly great library contains something in it to offend everyone.” from librarian Jo Godwin. We don’t need to be banning books, we need to create more classes in critical thinking and encouraging debate. We need to be funding educators and librarians. We need to offer safe spaces for students to grow into adults with the capacity to think for themselves and make educated, reason-based decisions.
Q5: How do you define CRT and do you believe it is currently being taught in Utah public schools? Do you also support AP African American Studies courses being developed in high schools? If so, why? If not, why not?
CRT is Critical Race Theory, which argues that historical patterns of racism are ingrained in law and other modern institutions. It is generally understood that CRT is not taught in K-12 settings, rather is part of higher education programs. “CRT” has been used recently for a word-soup of acronyms, with the intent to get the public thinking that all are the same, and that all are bad. This is broadly an attack against diversity and equity in our public schools. I’m fighting against the USBE attempt to repeal of Educational Equity Rule – R277-328 (we won by only 1 vote this week, see my letter at https://utah44.com/letter-vote-against-repeal-of-educational-equity-rule-r277-328/), and also against the UT GOP RESOLUTION IN SUPPORT OF REPEALING R277-328 AND ALL CRT PRAXIS IN UTAH SCHOOLS (https://utgop.org/wp-content/uploads/2023/11/Oct-28-2023-Resolution-in-Support-of-Repealing-R277-328-and-All-CRT-PRAXIS-in-Utah-Schools.docx.pdf).
Q6: How often do you meet with local school board members? How often do you meet with teachers/administrators/classified personnel? How many town halls/public meetings have you had since last legislative session? (If not currently in office, what are your plans for this?)
I have 3 adult kids who graduated from the Utah public education system (last in 2019). I have not recently attended local school board meetings but was an active participant in the response to Jordan District’s 2021 attempt to force consolidation of local special education classrooms (see https://utah44.com/letter-all-students-belong-in-all-utah-schools/). Regarding plans to engage constituents if elected, my thoughts have been to host moderated “listening parties” to hear from the public on matters important to them, and supplement that with quarterly local town halls within the House District for accessibility. I’m still figuring out what this will look like, but this is the general idea.
Q7: What ideas have you formulated that will increase public school funding to keep up with growth, fully compensate teachers for their expertise and commitment to teaching, ensure they have the classroom resources they need to be effective educators, and making teacher retention a priority?
In 2024 I think the first issue is to look at proposals to do away with income tax, which would disproportionally shift the burden of taxes to property and sales taxes. Utah’s Constitution requires income tax revenues to only be used for public and higher education and some social services for disabled residents, so the question is how and where funding would continue to be sourced for education. I would support higher earmarking for education funding. Regarding classroom resources and teacher retention, I think this needs to be addressed in legislation AND in campaigns to defend our public education system and challenge the rhetoric of conservatives that disrupt and dismantle education standards, funding, and outcomes of our public school system.
Q8: What are your short and long term plans to address school age population declines, shifts and increases (due to limited housing options for young families, less children being born per family, etc.)? With Utah spending the LAST per pupil in the nation, how can funds be allocated to increase spending per pupil and make it more equitable for rural school districts as well?
I already spoke about the serious funding issue for schools in the question above. Demographically Utah has some of the youngest counties in the nation (https://www.axios.com/local/salt-lake-city/2023/06/26/utah-young-us-median-age-county-cache), so it’s not appropriate by any means that we spend so little. I need to learn more in this topic, but initially some things that I believe would help include Medicaid expansion in the state to provide better health and support services, tackling the rhetoric in the legislature and working with the Governer’s office to grow funding, working with education councils and associations, and more. On a side note, it would be interesting if the proposed 2024 bill from Rep. Kera Birkeland on a constitutional amendment to legalize lotteries in Utah could become a source of funding for education in Utah. I am really interested in seeing this legislation introduced (it has not yet been submitted effective Jan 13, 2024).
Q9: If budget was not a concern, what 3 things would you tackle in education? What steps are you taking now to address those issues?
More than 3, sorry.
Change the USBE Board of Director positions to non-partisan/apolitical positions
Provide explicit direction for recall of USBE board positions when persons are materially working against interests of a free public education
Fund our educators, provide funding for professional development, provide funding for paras, provide funding for libraries, offer qualified reimbursement to teachers for supply purchases for classroom materials.
Provide visible support and expansion of Unified Schools programs that include mainstreaming, clubs, leadership development, and athletics
Broadly implement Social Emotional Learning (SEL) policies in K-12 public education
Restore a science-based nonjudgemental sex education program that is not based on abstinence-only
Expand post-secondary University certificate programs for students with IDD (i.e. Aggies Elevated, Wolverines Elevated, etc)
Q10: What ways can we support diversity in our curriculum so that all students see themselves as culturally relevant?
Stop banning books
Remove policies that set cultural standards on hair and clothing
Report discrimination and abuse, and ensure escalations to investigative or prosecutorial agencies takes place. Hold administration accountable.
Encourage roles for diversity for Student Body Officers (i.e. chief diversity officer)
Stop the re-writing of history for our students.
Offer civics and history classes on african-american studies, Latinx, Disability legislation, and the Pride movement
Q11: What have you personally done to support teachers/public education?
Letters written, and attendance at school board, district, or state USBE meetings setting policy or addressing critical issues
Participation in groups like “We All Belong Utah – All Abilities, All Schools”
In-school volunteering, past mentor/counselor for the South Jordan Youth Council
Sponsored and participated in school supply drives at work, participated in school supply drives in the community
Participation during Junior Achievement Career Days by speaking to, or bringing my daughter (Special Olympics Global Ambassador) to speak to Special Education classes on personal story and transition for students with disabilities. Special Education is typically not engaged in Junior Achievement Career Day programs
Supporting my daughter Natalie as a Special Olympics Utah Global Ambassador and Special Olympics US Youth Ambassador for Unified Champion Schools.
Recognition for teachers during teacher’s week in the school year
We funded two special education scholarships through Jordan Education Foundation in memory of Cindy Chavez, a para-educator for our daughter who passed away.
Invitations and outreach to teachers/classes/teams to attend Best Buddies Friendship Walks, Special Olympics events
Sponsoring “Spread the Word: Inclusion” campaigns at Jordan District Schools
Q12: How will you show your commitment to public education outside of your role as an elected official?
By continuing to do what I do. I will maintain engagement with school programs, and if elected will actively sponsor and/or support legislation that defends free public education in Utah.
Before I start, I will remind the Board that you have each been elected to improve student outcomes. Every child needs an opportunity to excel, to contribute to our society positively, and to grow Utah’s increasingly diverse and competitive economy. As parents, teachers and leaders, we are concerned about school board members who care about student well-being and are invested in their success.
DEI is a protection for everyone. Educational Equity is fundamentally about lifting up every single child so that they have an equal opportunity to succeed. Educational Equity is an enabler for success. All kids benefit from schools that know how to serve each and every child.
That said, it’s not time for stupid political stunts. The attempt to repeal the Education Equity Rule (R277-328) is exactly that. If you say that the equity rule is simply “messaging”, then repeal of the rule is also “messaging”. It is a message that has a chilling effect of the political action taking place at your level.
developing tools for students to succeed in school INCLUDE equity.
every superintendent in the state supports retaining the rule
a repeal has tangible effects, and would mean loss of professional learning, materials and formal processes for parental feedback
the effort placed to get this rule passed 3 years ago was filled with tough questions about equity, and we got there. Alternately, there are current USBE board members who are actively working to defund public education.
for those board members who state that nothing will change after repealing the rule, this is absolutely not true. There is already clear shift in classrooms after passage of H.B. 427 Individual Freedom in Public Education (https://le.utah.gov/~2023/bills/static/HB0427.html)
The rumors are that this repeal is being forced on the board before the Republican caucus to show alignment to conservative causes. You know, and we know that this is absolutely political.
What exactly is wrong with Educational Equity? What about this definition is disturbing for the board? Reference https://www.utah.gov/pmn/files/745615.pdf. I encourage you to review the file.
Quite frankly, the policy may be there today, but the impact is not present in schools. It is disingenuous to say that the Education Equity Rule is not relevant because other policies are in place elsewhere. The reality is that discrimination has been happening and is happening today, and the USBE is not taking it seriously.
We need to do MORE to ensure Educational Equity at this time. It is an embarrassment for the Board to consider a repeal of the Rule when considering events taking place in the past year.
With a politically elected board, what is the expectation going forward? Should our children, who attend public education classes for 13 years in K-12 experience continued political shenanigans based on the partisan whims of the Board? You remove stability and you lose credibility.
On a personal note, I have 3 children who benefited from the public education that Utah provides. I have a daughter with disabilities who benefited from IDEA and 504 accommodations, but more importantly was accepted by her peers specifically because equity programs existed (i.e. fostering a learning environment that was safe and respectful of students and educators). It was how other students learned to see her as a person, and how she gained and shared important social recognition, and earned opportunities in education and sports working with her peers.
I emphatically request that the Board vote AGAINST Repeal of Educational Equity Rule (R277-328)
Last, I know that my representative Natalie Cline WILL NOT and CANNOT represent me due to her extreme partisan bias. She is a scourge on the face of public education who actively works against the better interests of the majority of tax-paying Utahns putting their children through our public school programs. If only I had a board representative who believed in the betterment of education rather than to tear it down.
“I inadvertently picked up on a kind of disability code that was common then: minimize the impact, hide it, sweep it aside as a mere personal detail – and get on with your life. This, I see now, was the opposite of disability pride.“
Ben Mattlin
It is July 2023, and it’s Disability Pride month. As an ally, and a caregiver, and a person with my own disabilities I know that there are nuances to what pride means to the disabled community; but the word “disability” is an intentionally broad and inclusive term for us to gather under.
Disability Pride is about breaking down the shame and stigma that still abound in our homes, communities and at work. It is about being seen, it is about speaking up, it is for challenging institutional biases. It is a movement of porting conversations, and policies, and law, and architecture to recognize that we all contribute uniquely, that we engage and communicate uniquely, that we access things differently.
As an ally, I want to encourage you to recognize how different a view of the world is for someone who is disabled. Perspective is gained by engaging, by listening, and by learning. It’s a journey that I’m on too and I’m asking you to share it with me.
Learn more. Here are some book and film references (sorted by year of publication):
Connect. Here are some social media accounts to follow (sorted alphabetically by first name) – there are many accounts to follow but this will get you started:
Thanks to a post from Utah Parents United (who I will affectionately reference as Q-UTiP), we now have access to a fantastic reading list on books about marginalized and oppressed identities, particularly books dealing with race and LGBT issues.
Books on this list are Teacher’s Picks, finalists and winners of awards for National Book Award for Young People’s Literature, the Michael L. Printz Award, Stonewall Book Award, and the Pura Belpré Award. Many of these books are on the New York Times bestseller list. Several have been adapted to film.
DONATE BOOKS HERE: I’m providing a link to the Q-UTiP Banned Books list on amazon.com, where you can purchase any of these books for distribution to Little Free Libraries in our community, and to any 501(c)3 organizations based in Utah that are willing to accept book donations.
BUY YOUR OWN BOOKS HERE: You can peruse the list of Q-UTiP’s “banned” books below, sorted alphabetically by title. The links in the table go to the amazon.com page where you can purchase the book for yourself, if desired.
This letter is posted for reference in work I have performed or been involved in.
April 11, 2021 – a Response to Jordan District Decision on closing Bingham & Herriman Life Skills Programs
To the Jordan District School Board, and to the Jordan District Special Education team:
I understand that the Jordan School district has decided to pull the Life Skills programs from both Herriman and Bingham High Schools. This decision was made without adequate input from educators, the community, the impacted students (both abled and disabled) and the parents of the children with Special Needs. Budgetary considerations are a wholly inadequate defense to uproot kids who will be impacted by the move. The decision destroys the community fabric in these schools by taking away opportunities for inclusion, empathy, leadership; and erodes purpose and service.
You may recall that the Utah PTA recently hosted the Utah PTA Advocacy Conference in 2020, where Tim Shriver was a keynote speaker and delivered a presentation on “Building Bridges of Understanding through Social and Emotional Learning“. Our Utah state Governor Herbert at that time spoke of the importance of the social/emotional learning movement.
“Social connection drives learning and the brain has a social filter: if relationships are weak or damaged, learning is too. On top of these challenges, schools are increasingly diverse and rightly responsible for optimizing the chances for all children to feel welcome and supported. If a pattern of bullying and divisiveness exists, children of all backgrounds will suffer. ”
“For over a generation, educators have been working to make schools into places that offer children a path to resisting being a part of this cycle of anxiety, bullying, and despair. That’s what schools need to do now more than ever—teach and model the skills and values that will reduce stress and promote positive relationships and success in school and life. To do so, educators are welcoming efforts to promote the skills, values, and beliefs that reduce divisiveness and isolation and promote learning, belonging, and purpose for all.“
– Business Insider: Tim Shriver Op-Ed, Dec 8 2020
If you want to improve student outcomes, make decisions that build character, raise empathy and grow inclusion in our schools.
Removing students with disabilities from our public schools destroys bonds for these students, both abled and disabled. These relationships are critical for students, who form lifelong bonds and shape perspectives on individuality, purpose, and understanding.
Perhaps you can instead focus on building programs that grow Leadership, Unification, Mentoring/Aide programs, Sports, Arts and Community at these schools – these are all areas that students with disabilities can teach and engage in.
Introduce a Diversity Officer role for Student Body Officers. Students with disabilities should help to plan, host and drive events
Charity events like Bingham True Blue and Herriman Hearts of Gold programs should not be the only consideration or kind of outreach that high schools participate in. Students with disabilities want to contribute, be accepted, and find respect within their communities. This is only found through real engagement. I’m seriously recommending you take 5 minutes to play the Inclusion Tiles game at https://www.generationunified.org/games/inclusion-game-page-1/
Work with the UHSAA Utah High School Activities Association to grow sports programs and host #PlayUnified events. https://www.uhsaa.org/unified/
My daughter Natalie attended schools in the Jordan School district and benefited from being part of mainstream classes, social organizations, sports programs and in SBO leadership roles. She is a Special Olympics Youth Ambassador today, where she speaks about inclusion and unified programs that grow empathy and understanding, and enhance the social development of ALL students. https://unite.us/
The decision on closing Bingham & Herriman Life Skills Programs is wrong. You need to reconsider the impact of change and how profoundly negative this will be to all students, to staff and the spirit of these schools.
To: Stuart Adams; David G. Buxton; Jani Iwamoto; Luz Escamilla; Allen Christensen; Scott Sandall; Ron Winterton Cc: Lincoln Fillmore Subject: Please vote no on SB96 and SB97
Hello Committee Members –
I’m writing to ask that you vote “no” on the two current bills that attempt to repeal Medicaid expansion.
I am the father of an adult son who has been diagnosed with paranoid schizophrenia. I have been working since November 2018 to help him sign up for Medicaid, and are in limbo waiting for an approval that would allow him to begin treatment at Valley Mental Health – a medicaid only facility.
I have been thankful for my company-provided insurance but know that he is losing coverage as he ages out of that system. We are struggling to find coverage with adequate mental health counseling with prescriptive support that he needs.
My reality is that without treatment he will lose the support he currently has. The ability to receive support through a Utah-based medicaid program will literally be life-changing for him.
Respectfully, Gregory Green
Gregory,
Thanks for your email. Thank you for sharing your son’s story. My wife’s late brother had the same disease until he passed away in 2015. I understand your difficulties, though not as well as my wife and her parents do. To help people like your son, I’m running a separate bill (SB39) to provide new funding and a new way for you to get treatment for your son, especially as he ages out of eligibility on your insurance plan.
Regarding Prop 3, I am confident that expansion will move forward in a way that provides more options for your families, but it will necessarily look different than what was on the ballot in November. Unfortunately, that program is projected to run a deficit of more than $150 million over five years. That deficit has to be closed, because our constitution does not allow for an unbalanced budget. In order to close the gap, I see four options:
Repeal the initiative
Raise taxes beyond what voters approved in the initiative.
Cut funding to other programs (like education, transportation, public safety, or air quality) that voters did not approve in the initiative.
Restructure the initiative so that it can be implemented in a more efficient way and reduce costs to fit the taxes approved by voters.
Each of those would change what was approved by voters. Which do you prefer? Or, do you see another option that I’ve missed?
I’m not sure why Prop 3 has to be necessarily different than what was on the ballot. I don’t have any conflicts with Prop 3, and generally support its increase of the state’s sales tax by 0.15 percentage points (from 4.7 percent to 4.85 percent) to fund Medicaid expansion costs. According to https://gardner.utah.edu/wp-content/uploads/Medicaid-Brief-Final-Aug-2018.pdf the cost to Utah would only be $77m. Please tell me what analysis projects costs of $150m? Regardless, the federal funds made available through this are significant, and are currently unavailable. An attempt to repeal Prop 3 goes directly against the will of voters and would obviously be challenged in courts by us. Your third option doesn’t have to happen if the tax increase is implemented, and the fourth option would obviously be entertained where improvements that improve the efficiency of the Medicaid rollout can be made.
Thank you, Gregory Green
Greg,
In Prop 3, the voters approved Medicaid expansion for a set amount of money. Unfortunately, the money, after the first year, won’t cover costs. Anything we do to close that gap changes the initiative. We could raise more taxes. (SB96 does that.) We could take money from other programs (SB96 does that, too) to cover some of the gap. We could also restructure service availability so that people that are eligible for access under non-Medicaid programs get that coverage first. (SB96 does that, too.)
The federal funds available for Medicaid expansion are more than $1 Billion per year in 2024. And the sales tax increase approved by voters brings in another $105 million. And savings from the expansion are another $40 million per year. Yet, with all that, there is still a $65 million deficit in year five, which makes the cumulative deficit over that five year period over $150 million.
The tax approved by voters is simply not enough to fund the program the way it’s structured. Even the initiative’s sponsors acknowledge this. They’d just prefer that we take money from other programs to pay for the expansion, which is their top priority. It may also be yours. However, I think that SB96 strikes the right balance of providing access to health care for all Utahns within the funding authorized by voters.
Thanks, Senator Lincoln Fillmore
Note: I contest the numbers that Lincoln provides in his response, which is contrary to research on fiscal impact published by third parties at that time.
I’m writing as a father of a daughter with cerebral palsy and epilepsy. I want to urge your support of H.R.5226 – Charlotte’s Web Medical Hemp Act of 2014 to amend the Controlled Substances Act to exclude therapeutic hemp and cannabidiol from the definition of marijuana.
My daughter suffered an inutero stroke and was born with cerebral palsy. Her first seizures started at approximately 8 months of age and have only ever been partially controlled with a combination of prescribed medications and a ketogenic diet. The type and frequency of seizures has changed over time, and in 2010 became so aggressive that she would become unresponsive, stop breathing and turn blue during a seizure. Each time this happened we were helpless as parents. Each time it was like preparing to watch your child die in front of you. In 2011 we were fortunate that our daughter qualified for a brain surgery (Pediatric Peri-Insular Hemispherotomy) which severed the nerves connecting the stroke-damaged side of her brain. The surgery successfully stopped her seizures. It has been 3 yearsvthat our daughter Natalie has been seizure free, and it still makes me emotional to talk about this because my family knows what it’s like to fight for someone you care so deeply about to not have seizures.
We continue to be involved in the Epilepsy community, and continue to advocate for people who have seizures. This House Bill is significant because through it comes a therapeutic solution for U.S. citizens that offers tangible and evident relief from seizures which are otherwise not controlled by medicine. There is stigma around the treatment because the oil is derived from a form of cannabis; however the amount of THC in the hybrid used is low enough to meet the federal definition of industrial hemp. The medicine is oral and is not psychoactive. CBD has significant neuroprotective properties, while causing fewer side effects than anti-seizure medications.
Please show support for this bill when it comes your time to weigh in. This bill offers hope to families whose lives are impacted by epilepsy. This is a viable treatment to significantly reduce seizures for some people who are not otherwise able to control their seizures. It is a safe treatment which has growing evidence of success.
This letter is posted for reference in work I have performed or been involved in.
28 June 2014 – a letter to the U. S. Department of Health and Human Services requesting to reschedule marijuana on the DEA list of Controlled Substances
The Honorable Sylvia Mathews Burwell, Secretary U. S. Department of Health and Human Services 200 Independence Avenue SW, Washington, DC 20201
Hello Sylvia –
I’m writing to you as a father of a daughter with cerebral palsy and epilepsy. I want to urge your support to change policies to support research of marijuana and to recommend that Attorney General Eric Holder reschedule marijuana on the DEA list of Controlled Substances to make it more accessible for compassionate use and research.
My daughter suffered an inutero stroke and was born with cerebral palsy. Her first seizures started at approximately 8 months of age and have only ever been partially controlled with a combination of prescribed medications and a ketogenic diet. The type and frequency of seizures has changed over time, and in 2010 became so aggressive that she would become unresponsive, stop breathing and turn blue during a seizure. Each time this happened we were helpless as parents. Each time it was like preparing to watch your child die in front of you. In 2011 we were fortunate that our daughter qualified for a brain surgery (Pediatric Peri-Insular Hemispherotomy) which severed the nerves connecting the stroke-damaged side of her brain. The surgery successfully stopped her seizures. It has been 2 years and 11 months that our daughter Natalie has been seizure free, and it still makes me emotional to talk about this because my family knows what it’s like to fight for someone you care so deeply about to not have seizures.
We continue to be involved in the Epilepsy community, and continue to advocate for people who have seizures. Utah was one of the first states to pass legislation that allowed use of CBD oil as a therapeutic solution that offers tangible and evident relief from seizures which are otherwise not controlled by medicine and diet (much thanks to Utah State Representative Gage Froerer for sponsoring HB0105S09). Still, I have friends in and out of the state who have children with Lissencephaly and Dravet Syndrome who are waiting for legislation, or are on a waiting list to be treated. I know one family that moved to Colorado just to become eligible for Charlotte’s Web. It is heartbreaking to know that there are barriers to a seizure treatment that would improve quality of life and save lives.
Please show support for research of marijuana when it comes your time to weigh in, and urge Eric Holder to reschedule marijuana on the DEA list of Controlled Substances. Your stance on this topic and changes in DEA policy can offer hope to families whose lives are impacted by epilepsy. There are viable treatments to significantly reduce seizures for some people who are not otherwise able to control their seizures.
