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"content": "\u003cp>\u003cem>Editor’s note: This story contains a \u003ca href=\"#correction\">correction\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>In the center of the destroyed school stands the burnt-out basketball court, and just beyond is the blackened playground. There are no walls to the school left, so Amy Jones-Kerr stares at the pile of overturned kindergarten chairs and desks that once was her daughter’s classroom. This is what’s left at Hidden Valley Satellite School near Fountaingrove in Santa Rosa. Oddly untouched is the map of the world, painted in pink and blue on playground asphalt.\u003c/p>\n\u003cp>The surrounding neighborhood, where local students lived, has also burned down.\u003c/p>\n\u003cp>Jones-Kerr is feeling the fire’s aftermath on several fronts. She lives just over the hill from here, so she’s taking photos of homes for friends she knows live nearby. And she is the Roseland School District superintendent, who has lost a school of her own to the fire: Roseland Collegiate Prep with 430 students.\u003c/p>\n\u003cp>“Five of our campuses are OK, which is fortunate. So as a team we have worked together as to how we are going to accommodate those 430 students for now,” Jones-Kerr said. “We’re just jumping in and seeing what we can do to get more students on some of our campuses.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Roseland Collegiate Prep is the next school stop on this police-escorted tour Friday of Sonoma County schools hit by the fires. Jones-Kerr walks around the school, trying to hold it together as she picks up a football from the grounds. It’s emotional because teachers themselves also have had their lives overturned by the fire. Sonoma County schools reported Monday that close to 212 teachers and support staff, such as custodians, lunchroom workers and bus drivers, have lost homes. They expect that number to rise as larger districts, such as Santa Rosa City Schools, report in.\u003c/p>\n\u003cp>“We have about 10 faculty members who have lost their homes, including a principal. And about half of my staff is displaced all over,” said Jones-Kerr. “But we are still coming together for the kids and my staff to figure out what we as a unit can do.”\u003c/p>\n\u003cp>Then she starts taking video on her phone of the burnt-out high school. She knows she will need “before and after” photos to show FEMA if she wants to file a claim for reimbursement as she rebuilds.\u003c/p>\n\u003cp>Sonoma County Superintendent of Schools Steven Herrington says getting schools reopened means cleaning ash and smoke out of schools and possibly bringing in portable buildings from other parts of the state. There is also a plan to bus kids from shelters back to their schools, and to provide mental heath counseling in the shelters. Students living in shelters or anywhere outside their home district can attend school where they are, said Herrington, if they can’t return to their old school.\u003c/p>\n\u003cfigure id=\"attachment_11623805\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623805\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Torlakson-and-Harrington-at-Hidden-Valley-Satellite_171013-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tom Torklakson, left, toured destroyed schools in Sonoma. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All of this poses challenges for local school leaders, who know one of the best things they could do to help their students is to get them back to some kind of normalcy. In a meeting of Sonoma County superintendents, Herrington — who helps provide support to all 40 individual school districts in the county — told the group that outside of home and family, what most kids know best is their school and their teacher.\u003c/p>\n\u003cp>“Anything we can do to get them back will help,” Herrington said. \u003ca href=\"http://www.scoe.org/cs/blank/print/htdocs/storm-update.html\">Most schools remain closed this week.\u003c/a>\u003c/p>\n\u003cp>Tom Torlakson, state superintendent of public instruction, and Herrington are crunching over rubble, talking about how to get more state and federal funding to these schools. Torlakson acknowledged that teachers impacted by the fire will likely add to the statewide teacher shortage. He said finding affordable housing for displaced staff is also something he’s concerned about.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/RDnews/2017/10/SonomaSchools.mp3\" title=\"After Fire’s Tragedy Teachers Ask: How Do I Get to Normal?\" program=\"KQED News\" image=\"https://u.s.kqed.net/2017/10/17/F2E93DEE7B2B4B5998654D1E84DDB659.jpg\"]\u003c/p>\n\u003cp>“This is a daunting challenge. So many of the teachers have lost their own homes. And to be able to rebuild, we don’t know that all of them will have the financial means,” said Torlakson. “We have a teacher shortage already. It’s a crisis around the state, and this exacerbates it significantly. The Legislature in this last session passed some bills to provide housing for teachers, so some of those dollars can go to work faster than we want. We need to go back to the Legislature and ask for more help.”\u003c/p>\n\u003cp>Herrington reports that Santa Rosa has lost 5 percent of its housing stock and the county has lost another 5 percent, which doesn’t include the unincorporated areas.\u003c/p>\n\u003cp>Trying to reopen is even trickier for schools serving as shelters for those displaced. They would need to find a way to cordon off adults from students, if classes were to resume. Several superintendents were serving meals to shelter families with the help of school cooks and staff. As of Monday evening, however, Herrington says just one district school is serving as a shelter, Elsie Allen High School in Santa Rosa.\u003c/p>\n\u003cp>As schools prepare for reopening, Herrington told his superintendents to first begin gathering staff to talk and grieve and share their stories, and then start the planning on how to talk to students about this tragedy after they do return to classes. After schools are determined to be environmentally safe, and only then, can schools begin to welcome students back.\u003c/p>\n\u003cp>\u003ca id=\"correction\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article incorrectly described the location of Roseland College Prep. The story has been corrected. \u003c/em>\u003c/p>\n\n",
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"excerpt": "'This is a daunting challenge,' says state schools chief Tom Torlakson. 'So many of the teachers have lost their own homes. And to be able to rebuild, we don't know that all of them will have the financial means.' ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Editor’s note: This story contains a \u003ca href=\"#correction\">correction\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>In the center of the destroyed school stands the burnt-out basketball court, and just beyond is the blackened playground. There are no walls to the school left, so Amy Jones-Kerr stares at the pile of overturned kindergarten chairs and desks that once was her daughter’s classroom. This is what’s left at Hidden Valley Satellite School near Fountaingrove in Santa Rosa. Oddly untouched is the map of the world, painted in pink and blue on playground asphalt.\u003c/p>\n\u003cp>The surrounding neighborhood, where local students lived, has also burned down.\u003c/p>\n\u003cp>Jones-Kerr is feeling the fire’s aftermath on several fronts. She lives just over the hill from here, so she’s taking photos of homes for friends she knows live nearby. And she is the Roseland School District superintendent, who has lost a school of her own to the fire: Roseland Collegiate Prep with 430 students.\u003c/p>\n\u003cp>“Five of our campuses are OK, which is fortunate. So as a team we have worked together as to how we are going to accommodate those 430 students for now,” Jones-Kerr said. “We’re just jumping in and seeing what we can do to get more students on some of our campuses.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Roseland Collegiate Prep is the next school stop on this police-escorted tour Friday of Sonoma County schools hit by the fires. Jones-Kerr walks around the school, trying to hold it together as she picks up a football from the grounds. It’s emotional because teachers themselves also have had their lives overturned by the fire. Sonoma County schools reported Monday that close to 212 teachers and support staff, such as custodians, lunchroom workers and bus drivers, have lost homes. They expect that number to rise as larger districts, such as Santa Rosa City Schools, report in.\u003c/p>\n\u003cp>“We have about 10 faculty members who have lost their homes, including a principal. And about half of my staff is displaced all over,” said Jones-Kerr. “But we are still coming together for the kids and my staff to figure out what we as a unit can do.”\u003c/p>\n\u003cp>Then she starts taking video on her phone of the burnt-out high school. She knows she will need “before and after” photos to show FEMA if she wants to file a claim for reimbursement as she rebuilds.\u003c/p>\n\u003cp>Sonoma County Superintendent of Schools Steven Herrington says getting schools reopened means cleaning ash and smoke out of schools and possibly bringing in portable buildings from other parts of the state. There is also a plan to bus kids from shelters back to their schools, and to provide mental heath counseling in the shelters. Students living in shelters or anywhere outside their home district can attend school where they are, said Herrington, if they can’t return to their old school.\u003c/p>\n\u003cfigure id=\"attachment_11623805\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623805\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Torlakson-and-Harrington-at-Hidden-Valley-Satellite_171013-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003cfigcaption class=\"wp-caption-text\">State Superintendent Tom Torklakson, left, toured destroyed schools in Sonoma. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All of this poses challenges for local school leaders, who know one of the best things they could do to help their students is to get them back to some kind of normalcy. In a meeting of Sonoma County superintendents, Herrington — who helps provide support to all 40 individual school districts in the county — told the group that outside of home and family, what most kids know best is their school and their teacher.\u003c/p>\n\u003cp>“Anything we can do to get them back will help,” Herrington said. \u003ca href=\"http://www.scoe.org/cs/blank/print/htdocs/storm-update.html\">Most schools remain closed this week.\u003c/a>\u003c/p>\n\u003cp>Tom Torlakson, state superintendent of public instruction, and Herrington are crunching over rubble, talking about how to get more state and federal funding to these schools. Torlakson acknowledged that teachers impacted by the fire will likely add to the statewide teacher shortage. He said finding affordable housing for displaced staff is also something he’s concerned about.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a daunting challenge. So many of the teachers have lost their own homes. And to be able to rebuild, we don’t know that all of them will have the financial means,” said Torlakson. “We have a teacher shortage already. It’s a crisis around the state, and this exacerbates it significantly. The Legislature in this last session passed some bills to provide housing for teachers, so some of those dollars can go to work faster than we want. We need to go back to the Legislature and ask for more help.”\u003c/p>\n\u003cp>Herrington reports that Santa Rosa has lost 5 percent of its housing stock and the county has lost another 5 percent, which doesn’t include the unincorporated areas.\u003c/p>\n\u003cp>Trying to reopen is even trickier for schools serving as shelters for those displaced. They would need to find a way to cordon off adults from students, if classes were to resume. Several superintendents were serving meals to shelter families with the help of school cooks and staff. As of Monday evening, however, Herrington says just one district school is serving as a shelter, Elsie Allen High School in Santa Rosa.\u003c/p>\n\u003cp>As schools prepare for reopening, Herrington told his superintendents to first begin gathering staff to talk and grieve and share their stories, and then start the planning on how to talk to students about this tragedy after they do return to classes. After schools are determined to be environmentally safe, and only then, can schools begin to welcome students back.\u003c/p>\n\u003cp>\u003ca id=\"correction\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction: An earlier version of this article incorrectly described the location of Roseland College Prep. The story has been corrected. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>U.S. Secretary of Education Betsy DeVos visited Thomas Russell Middle School in Milpitas Thursday. DeVos said she chose Russell because of its approach to individualized learning, which tailors curriculum based on individual students’ needs.\u003c/p>\n\u003cp>“I especially appreciate visiting the classrooms and seeing firsthand how the students are being served here,” DeVos said.\u003c/p>\n\u003cfigure id=\"attachment_11623170\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623170\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/IMG_0271-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Russell Middle School students Rhea Karanwal and Natalia Karinnyy show Education Secretary Betsy DeVos how to draw a self-portrait. \u003ccite>(Tonya Mosley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her visit comes on the heels of another visit to a high school in McMinnville, Oregon, where dozens of protesters gathered outside the school.\u003c/p>\n\u003cp>DeVos has been the subject of controversy for her support of charter and religious schools and school vouchers.\u003c/p>\n\u003cp>In Milpitas, about a dozen protesters gathered outside Thomas Russell Middle School with signs that said “Shame on You DeVos!”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It’s not OK to privatize schools,” said Cialysiah Washington, a freshman at De Anza College. “We want her to know that schools are not a business, and schools should be made for everybody.”\u003c/p>\n\u003cp>DeVos’ press secretary, Elizabeth Hill, says DeVos is less focused on school type and more on a parent’s ability to choose. Hill says this tour is part of DeVos’ efforts to learn how schools around the country are teaching students.\u003c/p>\n\u003cfigure id=\"attachment_11623171\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623171\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/DeVosProtesters-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students from De Anza College protest outside of Thomas Russell Middle School in Milpitas. \u003ccite>(Tonya Mosley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Milpitas district didn’t learn about the visit until Saturday, but it was kept under wraps from the public until Wednesday afternoon.\u003c/p>\n\u003cp>During her visit, DeVos visited four classrooms, including an art class where she made a self-portrait and a science class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As part of her West Coast tour, DeVos also will visit Seattle for a fundraiser.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. Secretary of Education Betsy DeVos visited Thomas Russell Middle School in Milpitas Thursday. DeVos said she chose Russell because of its approach to individualized learning, which tailors curriculum based on individual students’ needs.\u003c/p>\n\u003cp>“I especially appreciate visiting the classrooms and seeing firsthand how the students are being served here,” DeVos said.\u003c/p>\n\u003cfigure id=\"attachment_11623170\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623170\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/IMG_0271-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/IMG_0271.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Russell Middle School students Rhea Karanwal and Natalia Karinnyy show Education Secretary Betsy DeVos how to draw a self-portrait. \u003ccite>(Tonya Mosley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Her visit comes on the heels of another visit to a high school in McMinnville, Oregon, where dozens of protesters gathered outside the school.\u003c/p>\n\u003cp>DeVos has been the subject of controversy for her support of charter and religious schools and school vouchers.\u003c/p>\n\u003cp>In Milpitas, about a dozen protesters gathered outside Thomas Russell Middle School with signs that said “Shame on You DeVos!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It’s not OK to privatize schools,” said Cialysiah Washington, a freshman at De Anza College. “We want her to know that schools are not a business, and schools should be made for everybody.”\u003c/p>\n\u003cp>DeVos’ press secretary, Elizabeth Hill, says DeVos is less focused on school type and more on a parent’s ability to choose. Hill says this tour is part of DeVos’ efforts to learn how schools around the country are teaching students.\u003c/p>\n\u003cfigure id=\"attachment_11623171\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11623171\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/DeVosProtesters-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1920x1440.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-1180x885.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-960x720.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-240x180.jpg 240w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-375x281.jpg 375w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters-520x390.jpg 520w, https://cdn.kqed.org/wp-content/uploads/sites/10/2017/10/DeVosProtesters.jpg 2016w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Students from De Anza College protest outside of Thomas Russell Middle School in Milpitas. \u003ccite>(Tonya Mosley/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The Milpitas district didn’t learn about the visit until Saturday, but it was kept under wraps from the public until Wednesday afternoon.\u003c/p>\n\u003cp>During her visit, DeVos visited four classrooms, including an art class where she made a self-portrait and a science class.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As part of her West Coast tour, DeVos also will visit Seattle for a fundraiser.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003ca href=\"https://ww2.kqed.org/news/tag/north-bay-fires-information/\" target=\"_blank\" rel=\"noopener\">Click here\u003c/a> to follow articles on finding shelters, tracking the North Bay fires, official updates, how to protect your health and how to donate.\u003c/em>\u003c/p>\n\u003cp>A school in Santa Rosa that serves about 125 students with autism has been destroyed by the Tubbs Fire.\u003c/p>\n\u003cp>The entryway to the \u003ca href=\"http://www.anovaeducation.org/page.cfm?p=619\">Anova school\u003c/a> — which is inside the Luther Burbank Center for the Arts — is burnt almost beyond recognition in photos.\u003c/p>\n\u003cp>[contextly_sidebar id=”LcW0fgBnMDf3XY118IN53E8H2pZQ1Lul”]\u003c/p>\n\u003cp>Some staff members have lost homes, said Andrew Bailey, founder and CEO of Anova, but as of Tuesday morning there hadn’t been any reports of injuries from staff or families with students attending the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Our number one priority is making sure that our community of kids and family members and employees are safe,” he said.\u003c/p>\n\u003ch2>Kids’ Emotional Needs\u003c/h2>\n\u003cp>The Anova community is still in the assessment phase, but there’s something else on Bailey’s mind: The emotional needs of his students. Autism is a developmental disorder that impacts a person’s ability to communicate and interact. Big changes — like a disaster — can be hard for people with autism to deal with.\u003c/p>\n\u003cp>“We have students who experience anxiety and depression occasionally, sometimes fairly regularly, even without a fire event such as this,” said Bailey. “So those types of students will have a real problem with losing their school.”\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/RDnews/2017/10/KatayamaAutismSchool.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/CEOWithSchoolImage-1180x885.jpg\" Title=\"Santa Rosa School Serving Students With Autism Destroyed\" program=\"The California Report\"]\u003c/p>\n\u003cp>Bailey is organizing a meeting with families and staff to go over how to support the kids during these times. For example, having a favorite stuffed animal or an iPad around as a distraction can be helpful, he said.\u003c/p>\n\u003cp>Then there’s the question of how to talk to the students about what’s happening in a way that’s appropriate.\u003c/p>\n\u003cp>“[We] make sure we keep this simple and not explain a whole lot to these kids other than, ‘This is a dangerous situation but life is full of danger and your family is here,’ ” said Bailey.\u003c/p>\n\u003cp>He also plans on providing small pieces of information about the future and where Anova might be holding classes. His approach is about respecting the students’ routines, which are important to maintain for those on the autism spectrum.\u003c/p>\n\u003cp>Thankfully, Anova has strong community support, said Bailey. The nonprofit school serves more than 200 students from around the Bay Area at two locations — Santa Rosa and Concord.\u003c/p>\n\u003cp>[gallery columns=\"2\" size=\"large\" ids=\"11623006,11623004\"]\u003c/p>\n\u003cp>Bailey’s current job is to look for a new temporary location for the school. Local school districts have reached out to lend them space while they figure out how to rebuild, he said.\u003c/p>\n\u003cp>“We are strong people and we will survive this fire,” said Bailey.\u003c/p>\n\u003ch2>Helping the Vulnerable During Disasters\u003c/h2>\n\u003cp>But what about all the other fire-affected people with developmental challenges who lack a strong support network?\u003c/p>\n\u003cp>That’s a question Richard Ruge thinks about a lot. He leads a group in Sonoma County called \u003ca href=\"http://www.sonoma-county.org/health/meetings/dp4vp.asp\">Disaster Preparedness for Vulnerable Populations\u003c/a>, which helps educate people — especially the disabled or elderly — about the importance of preparing themselves for disasters, like keeping shoes, gloves and flashlights near the bed. Building a community network of neighbors is also a good idea, according to Ruge.\u003c/p>\n\u003cp>[contextly_sidebar id=”pcPPsH4YLaR3M2FRcrPBcQSNjNqOFyIu”]\u003c/p>\n\u003cp>Ruge has worked for many years with people with disabilities, and awhile back he realized nobody was helping the disability community think about how to prepare for disasters.\u003c/p>\n\u003cp>“Some people are on dialysis, some people have oxygen tanks and things like that,” Ruge said. “So they really need to work with their neighbors and let everyone know what needs to happen if a disaster were to strike.”\u003c/p>\n\u003cp>The county has asked Ruge to prepare a list of groups serving vulnerable people so they can help out during evacuations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But there’s no system in place to keep track of people with special needs during an emergency, and Ruge is concerned that many of the hundreds of people who are still unaccounted for could be these vulnerable people he’s tried to serve.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://ww2.kqed.org/news/tag/north-bay-fires-information/\" target=\"_blank\" rel=\"noopener\">Click here\u003c/a> to follow articles on finding shelters, tracking the North Bay fires, official updates, how to protect your health and how to donate.\u003c/em>\u003c/p>\n\u003cp>A school in Santa Rosa that serves about 125 students with autism has been destroyed by the Tubbs Fire.\u003c/p>\n\u003cp>The entryway to the \u003ca href=\"http://www.anovaeducation.org/page.cfm?p=619\">Anova school\u003c/a> — which is inside the Luther Burbank Center for the Arts — is burnt almost beyond recognition in photos.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Some staff members have lost homes, said Andrew Bailey, founder and CEO of Anova, but as of Tuesday morning there hadn’t been any reports of injuries from staff or families with students attending the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bailey is organizing a meeting with families and staff to go over how to support the kids during these times. For example, having a favorite stuffed animal or an iPad around as a distraction can be helpful, he said.\u003c/p>\n\u003cp>Then there’s the question of how to talk to the students about what’s happening in a way that’s appropriate.\u003c/p>\n\u003cp>“[We] make sure we keep this simple and not explain a whole lot to these kids other than, ‘This is a dangerous situation but life is full of danger and your family is here,’ ” said Bailey.\u003c/p>\n\u003cp>He also plans on providing small pieces of information about the future and where Anova might be holding classes. His approach is about respecting the students’ routines, which are important to maintain for those on the autism spectrum.\u003c/p>\n\u003cp>Thankfully, Anova has strong community support, said Bailey. The nonprofit school serves more than 200 students from around the Bay Area at two locations — Santa Rosa and Concord.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Bailey’s current job is to look for a new temporary location for the school. Local school districts have reached out to lend them space while they figure out how to rebuild, he said.\u003c/p>\n\u003cp>“We are strong people and we will survive this fire,” said Bailey.\u003c/p>\n\u003ch2>Helping the Vulnerable During Disasters\u003c/h2>\n\u003cp>But what about all the other fire-affected people with developmental challenges who lack a strong support network?\u003c/p>\n\u003cp>That’s a question Richard Ruge thinks about a lot. He leads a group in Sonoma County called \u003ca href=\"http://www.sonoma-county.org/health/meetings/dp4vp.asp\">Disaster Preparedness for Vulnerable Populations\u003c/a>, which helps educate people — especially the disabled or elderly — about the importance of preparing themselves for disasters, like keeping shoes, gloves and flashlights near the bed. Building a community network of neighbors is also a good idea, according to Ruge.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Ruge has worked for many years with people with disabilities, and awhile back he realized nobody was helping the disability community think about how to prepare for disasters.\u003c/p>\n\u003cp>“Some people are on dialysis, some people have oxygen tanks and things like that,” Ruge said. “So they really need to work with their neighbors and let everyone know what needs to happen if a disaster were to strike.”\u003c/p>\n\u003cp>The county has asked Ruge to prepare a list of groups serving vulnerable people so they can help out during evacuations.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But there’s no system in place to keep track of people with special needs during an emergency, and Ruge is concerned that many of the hundreds of people who are still unaccounted for could be these vulnerable people he’s tried to serve.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>Las Vegas Shooting Update\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s been five days since the horrific mass shooting in Las Vegas that left at least 58 people dead and more than 500 injured. We get an update from Nevada Public Radio’s Joe Schoenmann on the investigation into shooter Stephen Paddock’s motives and how families, friends and the Las Vegas community are working to pick up the pieces.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Gun Control Debate\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the wake of the worst mass shooting in modern U.S. history, renewed calls for stricter gun laws are reigniting a national debate. We look at California’s track record of gun control and whether increased regulation can be effective in preventing incidents like the tragedy in Las Vegas. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guests:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Allison Anderman, Law Center to Prevent Gun Violence, managing attorney\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Lois Beckett, The Guardian senior reporter\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>U.S. Supreme Court Fall Term\u003c/b>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Supreme Court’s docket this fall includes a number of cases with significance for California. UC Hastings law professor Rory Little offers analysis on several cases with potentially lasting impact on immigration, data privacy and First Amendment rights.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Museum of Ice Cream\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhinestone-studded popsicles, a pool filled with a million sprinkles and an ice cream “flavor of the week” are all part of the experience at the new Museum of Ice Cream. KQED’s Sheraz Sadiq gets a rare tour from co-founder Madison Utendahl. Located at 1 Grant Avenue in San Francisco, the museum opened its doors in September 2017 and will run through February 2018.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The U.S. Supreme Court’s docket this fall includes a number of cases with significance for California. UC Hastings law professor Rory Little offers analysis on several cases with potentially lasting impact on immigration, data privacy and First Amendment rights.\u003c/span>\u003c/p>\n\u003cp>\u003cb>Museum of Ice Cream\u003c/b>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rhinestone-studded popsicles, a pool filled with a million sprinkles and an ice cream “flavor of the week” are all part of the experience at the new Museum of Ice Cream. KQED’s Sheraz Sadiq gets a rare tour from co-founder Madison Utendahl. Located at 1 Grant Avenue in San Francisco, the museum opened its doors in September 2017 and will run through February 2018.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Talking to Kids About Violence: Experts Weigh In",
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"content": "\u003cp>The day after \u003ca href=\"https://ww2.kqed.org/news/tag/las-vegas-shooting/\">a shooter in Las Vegas massacred 58 people and wounded hundreds of others at a country music festival\u003c/a>, San Francisco dad Brad Porter braced for a conversation with his teen son about the news.\u003c/p>\n\u003cp>\"We are probably discussing it later tonight,\" said Porter earlier this week. \"You got to have an open dialogue or it can get worse in the mindset of the child, you know?\"\u003c/p>\n\u003cp>Porter was keenly aware of how news about tragedies can cause fear and anxiety in kids. In 2015, Porter was working at a UPS facility just blocks away from the site of \u003ca href=\"https://ww2.kqed.org/news/2015/12/04/authorities-release-names-of-the-14-people-killed-in-san-bernardino-shooting/\">an attack that killed 14 people at a Christmas party\u003c/a> in San Bernardino.\u003c/p>\n\u003cp>His son Marco, a sixth grader at the time, was very worried for his dad's safety. So when Porter returned home, he and his wife sat down to answer their son's questions as honestly as they could, and at the same time reassure him their family was safe.\u003c/p>\n\u003cp>\"It was hard to explain, but he just needed to understand what was happening,\" said Porter, 39, a former substitute teacher. \"It's not about being fearful. It's about being aware.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sticking to the facts—mass public shootings in the U.S. are still quite rare—and answering kids' questions in words they can understand is a good strategy for caregivers to help children cope with news of tragedies and avoid becoming unnecessarily fearful, according to psychologists.\u003c/p>\n\u003cp>\"Let your children's questions be your guide,\" said Dr. Stephen Brock, a psychology professor at California State University, Sacramento. \"As children grow and mature, it is appropriate to engage them in more sophisticated and direct conversations.\"\u003c/p>\n\u003cp>Parents can first check-in with their kids to gauge the extent that an event is frightening or confusing to them. Questions such as 'Have you heard about....?' or 'What are your friends saying about...?' should help parents assess how much information kids need and are ready for, said Brock.\u003c/p>\n\u003cp>\"But don't force the conversation,\" said Brock, who helped develop a National Association of School Psychologists\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/talking-to-children-about-violence-tips-for-parents-and-teachers\" target=\"_blank\" rel=\"noopener\"> tip sheet\u003c/a> on talking to children about violence.\u003c/p>\n\u003cp>\"If you ask a child if they've heard about Las Vegas and they say no, just tell them 'OK, if you hear anything let me know. Happy to answer questions for you,'\" he said. \"And then don't push it.\"\u003c/p>\n\u003cp>Still, starting those conversations can be incredibly hard, said Dr. Robin Gurwitch, a psychiatry professor at Duke University who has worked with communities after the Sandy Hook Elementary School shooting and hurricane Katrina.\u003c/p>\n\u003cp>\"We have to take a deep breath and give ourselves a little pep talk to start it,\" said Gurwitch. \"Not talking to children can make things harder for them. \u003cspan style=\"font-weight: 400\">In today's day and age, it is unusual for children to not hear about an event,\u003c/span>\u003cb> \u003c/b>particularly as they get older.\"\u003c/p>\n\u003cp>Gurwitch remembers having to tell her young daughter she was going back to work in the aftermath of the Oklahoma City bombing in 1995, which killed 168 people. Gurwitch and her family lived in the city at the time.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"She just knew that mommy was going to help. And in her five-year-old mind, she knew I would be safe because I had my cell phone and she could stay connected to me no matter where I was,\" said Gurwitch. \"But it was important to have that conversation with her in words that she could understand about what happened.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing this difficult subject will help children and teens feel that they can be open with their caregivers about other challenges in their lives, said Gurwitch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Everything from feeling bullied at school to other events that touch our children's lives, they'll know that 'Gosh, my parents can talk about the tough stuff, so I can talk to them about anything,'\" said Gurwitch.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Gurwitch also recommends limiting young children's news media exposure, in particular. Last but not least, caregivers should take care of themselves and manage their own stress levels so they can be effective in supporting their kids, she said.\u003c/p>\n\u003cp>\"T\u003cspan style=\"font-weight: 400\">aking our own breaks from media reports, getting sleep, finding things that you enjoy, whether it's taking a walk or playing with your pets,\" she said. \"All that can help us \u003c/span>\u003cspan style=\"font-weight: 400\">when we are feeling stress.\"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Gurwitch recommends these additional resources from the American Psychological Association and the National Child Traumatic Stress Network:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/talking-to-children.aspx\" target=\"_blank\" rel=\"noopener\">How to talk to children about difficult news\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf\" target=\"_blank\" rel=\"noopener\">Parent guidelines for helping youth after the latest shooting\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/mass-shooting.aspx?utm_content=1506951022&utm_medium=social&utm_source=twitter\" target=\"_blank\" rel=\"noopener\">Managing your distress is the aftermath of a shooting\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The day after \u003ca href=\"https://ww2.kqed.org/news/tag/las-vegas-shooting/\">a shooter in Las Vegas massacred 58 people and wounded hundreds of others at a country music festival\u003c/a>, San Francisco dad Brad Porter braced for a conversation with his teen son about the news.\u003c/p>\n\u003cp>\"We are probably discussing it later tonight,\" said Porter earlier this week. \"You got to have an open dialogue or it can get worse in the mindset of the child, you know?\"\u003c/p>\n\u003cp>Porter was keenly aware of how news about tragedies can cause fear and anxiety in kids. In 2015, Porter was working at a UPS facility just blocks away from the site of \u003ca href=\"https://ww2.kqed.org/news/2015/12/04/authorities-release-names-of-the-14-people-killed-in-san-bernardino-shooting/\">an attack that killed 14 people at a Christmas party\u003c/a> in San Bernardino.\u003c/p>\n\u003cp>His son Marco, a sixth grader at the time, was very worried for his dad's safety. So when Porter returned home, he and his wife sat down to answer their son's questions as honestly as they could, and at the same time reassure him their family was safe.\u003c/p>\n\u003cp>\"It was hard to explain, but he just needed to understand what was happening,\" said Porter, 39, a former substitute teacher. \"It's not about being fearful. It's about being aware.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sticking to the facts—mass public shootings in the U.S. are still quite rare—and answering kids' questions in words they can understand is a good strategy for caregivers to help children cope with news of tragedies and avoid becoming unnecessarily fearful, according to psychologists.\u003c/p>\n\u003cp>\"Let your children's questions be your guide,\" said Dr. Stephen Brock, a psychology professor at California State University, Sacramento. \"As children grow and mature, it is appropriate to engage them in more sophisticated and direct conversations.\"\u003c/p>\n\u003cp>Parents can first check-in with their kids to gauge the extent that an event is frightening or confusing to them. Questions such as 'Have you heard about....?' or 'What are your friends saying about...?' should help parents assess how much information kids need and are ready for, said Brock.\u003c/p>\n\u003cp>\"But don't force the conversation,\" said Brock, who helped develop a National Association of School Psychologists\u003ca href=\"https://www.nasponline.org/resources-and-publications/resources/school-safety-and-crisis/talking-to-children-about-violence-tips-for-parents-and-teachers\" target=\"_blank\" rel=\"noopener\"> tip sheet\u003c/a> on talking to children about violence.\u003c/p>\n\u003cp>\"If you ask a child if they've heard about Las Vegas and they say no, just tell them 'OK, if you hear anything let me know. Happy to answer questions for you,'\" he said. \"And then don't push it.\"\u003c/p>\n\u003cp>Still, starting those conversations can be incredibly hard, said Dr. Robin Gurwitch, a psychiatry professor at Duke University who has worked with communities after the Sandy Hook Elementary School shooting and hurricane Katrina.\u003c/p>\n\u003cp>\"We have to take a deep breath and give ourselves a little pep talk to start it,\" said Gurwitch. \"Not talking to children can make things harder for them. \u003cspan style=\"font-weight: 400\">In today's day and age, it is unusual for children to not hear about an event,\u003c/span>\u003cb> \u003c/b>particularly as they get older.\"\u003c/p>\n\u003cp>Gurwitch remembers having to tell her young daughter she was going back to work in the aftermath of the Oklahoma City bombing in 1995, which killed 168 people. Gurwitch and her family lived in the city at the time.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"She just knew that mommy was going to help. And in her five-year-old mind, she knew I would be safe because I had my cell phone and she could stay connected to me no matter where I was,\" said Gurwitch. \"But it was important to have that conversation with her in words that she could understand about what happened.\"\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Addressing this difficult subject will help children and teens feel that they can be open with their caregivers about other challenges in their lives, said Gurwitch.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\"Everything from feeling bullied at school to other events that touch our children's lives, they'll know that 'Gosh, my parents can talk about the tough stuff, so I can talk to them about anything,'\" said Gurwitch.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>Gurwitch also recommends limiting young children's news media exposure, in particular. Last but not least, caregivers should take care of themselves and manage their own stress levels so they can be effective in supporting their kids, she said.\u003c/p>\n\u003cp>\"T\u003cspan style=\"font-weight: 400\">aking our own breaks from media reports, getting sleep, finding things that you enjoy, whether it's taking a walk or playing with your pets,\" she said. \"All that can help us \u003c/span>\u003cspan style=\"font-weight: 400\">when we are feeling stress.\"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Gurwitch recommends these additional resources from the American Psychological Association and the National Child Traumatic Stress Network:\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/talking-to-children.aspx\" target=\"_blank\" rel=\"noopener\">How to talk to children about difficult news\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.nctsn.org/sites/default/files/assets/pdfs/parents_guidelines_for_helping_teens_after_the_recent_attacks.pdf\" target=\"_blank\" rel=\"noopener\">Parent guidelines for helping youth after the latest shooting\u003c/a>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://www.apa.org/helpcenter/mass-shooting.aspx?utm_content=1506951022&utm_medium=social&utm_source=twitter\" target=\"_blank\" rel=\"noopener\">Managing your distress is the aftermath of a shooting\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation",
"title": "Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>At 15, Sarah Vang is a confident leader. With her big, persistent smile, she runs her high school Hmong Club meeting with ease, spreading enthusiasm even to the most reluctant participants.\u003c/p>\n\u003cp>She founded the club last year as a sophomore. And as president, she takes it upon herself to look out for new Hmong students.\u003c/p>\n\u003cp>“There’s a lot of Hmong freshman,” she says, “and I just want to tell them, 'Join the Hmong Club! I’m so happy you’re Hmong!' I feel like I’m the mother of all Hmong people. I love my community so much.”\u003c/p>\n\u003cp>But that love came only after years of wrestling with her identity. Sarah didn’t speak much Hmong growing up, and she didn’t really talk with her parents about their life in Laos or why they came to the United States.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcrmag/2017/10/tcrmag20171006Hmong.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg\" Title=\"Years After Tragedy, Fresno's Hmong Seek Cultural Understanding for Next Generation\" program=\"The California Report\"]\u003c/p>\n\u003cp>In elementary school, kids tormented her with racist taunts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“It made me want to diminish all Asian or Hmong aspects of me,” she says. “I did not want to associate with any Hmong people. I really hated Hmong people.”\u003c/p>\n\u003cp>She felt that way for years. Then eventually, as a teen, she started wanting to know more about her culture. Around the same time, her high school introduced its first Hmong language and history class, and Sarah enrolled. Now every high school in the Fresno Unified School District offers these classes.\u003c/p>\n\u003cp>One day her teacher showed the class a documentary about the Hmong in Fresno. It included a tragic episode in the community's history -- the suicides of eight teenagers between 1998 and 2001.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids didn't have an identity. They don't know who they are, where they came from, why their parents were involved in the war.'\u003ccite>Peter Vang, Hmong survivor of the Vietnam War\u003c/cite>\u003c/aside>\n\u003cp>“Once I saw my brother’s face, I started crying,” Sarah says.\u003c/p>\n\u003cp>Sarah’s brother was one of those teenagers. He died before she was born.\u003c/p>\n\u003cp>“My teacher didn’t know that that was my brother, or that the person they were interviewing was my dad,” she says.\u003c/p>\n\u003cp>After her brother’s death, Sarah’s dad, Peter Vang, talked to the families and friends of the other teens who had killed themselves.\u003c/p>\n\u003cp>“I cannot save my son anymore because he’s gone,” Vang says, “but I want to make sure other parents save their kids.”\u003c/p>\n\u003cp>Vang learned the kids all had distinct troubles, but he found a common theme: “These kids didn’t have an identity,” he says. “They don’t know who they are, where they came from, why their parents were involved in the war.”\u003c/p>\n\u003cfigure id=\"attachment_11620673\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-large wp-image-11620673\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg\" alt=\"Teacher Thae Xiong reads students a book in Hmong.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Thae Xiong reads students a book in Hmong. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vang says that for kids to have a better sense of their identity, they need to learn about that war -- the so-called \u003ca href=\"https://www.nytimes.com/2015/05/28/opinion/heirs-of-the-secret-war-in-laos.html\" target=\"_blank\" rel=\"noopener\">secret war\u003c/a> in which the CIA recruited Hmong fighters to help stop the spread of communism in Laos during the Vietnam War. At least 30,000 Hmong died.\u003c/p>\n\u003cp>After the war, many Hmong ended up in the Central Valley, home to the second-largest Hmong community in the United States. Vang says that when his son was in school, this story wasn’t told.\u003c/p>\n\u003cp>“There’s nothing in history books,” he says. \"So schools, when they talked about Vietnam War, the Hmong did not exist.”\u003c/p>\n\u003cp>So Vang and others in the community successfully advocated for California legislation that encouraged schools to teach students about the role of the Hmong in the Vietnam War. And they began pushing for Hmong language and history classes at Fresno schools, like the one Vang’s daughter, Sarah, took for the first time last year. In that class, the secret war got a lot of attention.\u003c/p>\n\u003cp>“At first we were like, 'Why are we learning about this?' We didn’t understand,” Sarah says. “But once we got into depth about it, we realized Hmong people went through a lot of hardships trying to get here. That’s when I started to ask my dad, ‘So tell me a little about the war.’ ”\u003c/p>\n\u003cp>[contextly_sidebar id=\"G1xagEdRDJkUC617msXn4Mg8RjTmi9W1\"]\u003c/p>\n\u003cp>Vang grew up in the war. As a 4-year-old, he remembers the screeching sound of rockets flying through the air, the sight of body parts strewn across the ground, and the stacks of body bags. At one point, his house was destroyed.\u003c/p>\n\u003cp>“I thought my parents were dead,” he says. “I realized they were still alive after all the smoke cleared.” Vang’s father fought with the CIA and was injured more than once. He lost multiple fingers to a grenade.\u003c/p>\n\u003cp>Hearing these stories had a big impact on Sarah.\u003c/p>\n\u003cp>“It really hit home. It made me appreciate everything the elders did,” she says. “Because of them we are here.”\u003c/p>\n\u003cp>After more than a decade, the work of Peter Vang and other community members is paying off: This year Sarah’s school offered a more advanced Hmong class for the first time, and last year \u003ca href=\"https://www.fresnostate.edu/catalog/subjects/linguistics/hmong-mn.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno State University introduced a minor in Hmong\u003c/a>.\u003c/p>\n\u003cp>Fresno Unified has something else in the works, too. It’s testing out a dual immersion class for kindergartners so that kids like 6-year-old Logan can learn Hmong.\u003c/p>\n\u003cp>“I know how to read English,” he says, while looking through a children’s book written in Hmong. “I don’t know how to read Hmong. It’s hard.”\u003c/p>\n\u003cfigure id=\"attachment_11618123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11618123 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Doua Vu works with students Isaac and Cassidy in Fresno Unified School District's Hmong-English dual-immersion pilot class. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Misty Her oversees the new dual-language program. She says the biggest challenge is developing the curriculum.\u003c/p>\n\u003cp>“There’s really nothing, nothing out there for us,\" she says in terms of models. \"But what’s exciting is we get to build it from the ground up.”\u003c/p>\n\u003cp>Her says there are very few Hmong dual-immersion programs, and there aren't a lot of Hmong written texts out there to work with.\u003c/p>\n\u003cp>“Our written language only happened about the last 60, 70 years,” she says.\u003c/p>\n\u003cp>The kids are just a couple of weeks into the after-school class, but Fresno Unified is already planning to offer regular Hmong dual immersion at elementary schools as early as next year. It will be the first in Fresno, and one of\u003ca href=\"http://www.scusd.edu/program/susan-b-anthony-hmong-dual-language-program\" target=\"_blank\" rel=\"noopener noreferrer\"> just a couple in California\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The Hmong who fled their homeland since the Vietnam War hope this generation -- and those to come -- will walk through the world with confidence. They hope that by knowing their language, their history and exactly where they came from, younger Hmong can decide who they want to be.\u003c/p>\n\n",
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"excerpt": "Almost two decades ago a spate of teen suicides shook Fresno's Hmong community. Something had to change.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>At 15, Sarah Vang is a confident leader. With her big, persistent smile, she runs her high school Hmong Club meeting with ease, spreading enthusiasm even to the most reluctant participants.\u003c/p>\n\u003cp>She founded the club last year as a sophomore. And as president, she takes it upon herself to look out for new Hmong students.\u003c/p>\n\u003cp>“There’s a lot of Hmong freshman,” she says, “and I just want to tell them, 'Join the Hmong Club! I’m so happy you’re Hmong!' I feel like I’m the mother of all Hmong people. I love my community so much.”\u003c/p>\n\u003cp>But that love came only after years of wrestling with her identity. Sarah didn’t speak much Hmong growing up, and she didn’t really talk with her parents about their life in Laos or why they came to the United States.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In elementary school, kids tormented her with racist taunts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It made me want to diminish all Asian or Hmong aspects of me,” she says. “I did not want to associate with any Hmong people. I really hated Hmong people.”\u003c/p>\n\u003cp>She felt that way for years. Then eventually, as a teen, she started wanting to know more about her culture. Around the same time, her high school introduced its first Hmong language and history class, and Sarah enrolled. Now every high school in the Fresno Unified School District offers these classes.\u003c/p>\n\u003cp>One day her teacher showed the class a documentary about the Hmong in Fresno. It included a tragic episode in the community's history -- the suicides of eight teenagers between 1998 and 2001.\u003c/p>\n\u003caside class=\"pullquote alignright\">'These kids didn't have an identity. They don't know who they are, where they came from, why their parents were involved in the war.'\u003ccite>Peter Vang, Hmong survivor of the Vietnam War\u003c/cite>\u003c/aside>\n\u003cp>“Once I saw my brother’s face, I started crying,” Sarah says.\u003c/p>\n\u003cp>Sarah’s brother was one of those teenagers. He died before she was born.\u003c/p>\n\u003cp>“My teacher didn’t know that that was my brother, or that the person they were interviewing was my dad,” she says.\u003c/p>\n\u003cp>After her brother’s death, Sarah’s dad, Peter Vang, talked to the families and friends of the other teens who had killed themselves.\u003c/p>\n\u003cp>“I cannot save my son anymore because he’s gone,” Vang says, “but I want to make sure other parents save their kids.”\u003c/p>\n\u003cp>Vang learned the kids all had distinct troubles, but he found a common theme: “These kids didn’t have an identity,” he says. “They don’t know who they are, where they came from, why their parents were involved in the war.”\u003c/p>\n\u003cfigure id=\"attachment_11620673\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-large wp-image-11620673\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg\" alt=\"Teacher Thae Xiong reads students a book in Hmong.\" width=\"640\" height=\"480\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS27162_RS26637_IMG_42671-qut-520x390.jpg 520w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Teacher Thae Xiong reads students a book in Hmong. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vang says that for kids to have a better sense of their identity, they need to learn about that war -- the so-called \u003ca href=\"https://www.nytimes.com/2015/05/28/opinion/heirs-of-the-secret-war-in-laos.html\" target=\"_blank\" rel=\"noopener\">secret war\u003c/a> in which the CIA recruited Hmong fighters to help stop the spread of communism in Laos during the Vietnam War. At least 30,000 Hmong died.\u003c/p>\n\u003cp>After the war, many Hmong ended up in the Central Valley, home to the second-largest Hmong community in the United States. Vang says that when his son was in school, this story wasn’t told.\u003c/p>\n\u003cp>“There’s nothing in history books,” he says. \"So schools, when they talked about Vietnam War, the Hmong did not exist.”\u003c/p>\n\u003cp>So Vang and others in the community successfully advocated for California legislation that encouraged schools to teach students about the role of the Hmong in the Vietnam War. And they began pushing for Hmong language and history classes at Fresno schools, like the one Vang’s daughter, Sarah, took for the first time last year. In that class, the secret war got a lot of attention.\u003c/p>\n\u003cp>“At first we were like, 'Why are we learning about this?' We didn’t understand,” Sarah says. “But once we got into depth about it, we realized Hmong people went through a lot of hardships trying to get here. That’s when I started to ask my dad, ‘So tell me a little about the war.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Vang grew up in the war. As a 4-year-old, he remembers the screeching sound of rockets flying through the air, the sight of body parts strewn across the ground, and the stacks of body bags. At one point, his house was destroyed.\u003c/p>\n\u003cp>“I thought my parents were dead,” he says. “I realized they were still alive after all the smoke cleared.” Vang’s father fought with the CIA and was injured more than once. He lost multiple fingers to a grenade.\u003c/p>\n\u003cp>Hearing these stories had a big impact on Sarah.\u003c/p>\n\u003cp>“It really hit home. It made me appreciate everything the elders did,” she says. “Because of them we are here.”\u003c/p>\n\u003cp>After more than a decade, the work of Peter Vang and other community members is paying off: This year Sarah’s school offered a more advanced Hmong class for the first time, and last year \u003ca href=\"https://www.fresnostate.edu/catalog/subjects/linguistics/hmong-mn.html\" target=\"_blank\" rel=\"noopener noreferrer\">Fresno State University introduced a minor in Hmong\u003c/a>.\u003c/p>\n\u003cp>Fresno Unified has something else in the works, too. It’s testing out a dual immersion class for kindergartners so that kids like 6-year-old Logan can learn Hmong.\u003c/p>\n\u003cp>“I know how to read English,” he says, while looking through a children’s book written in Hmong. “I don’t know how to read Hmong. It’s hard.”\u003c/p>\n\u003cfigure id=\"attachment_11618123\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11618123 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/Hmong-dual-immersion-3-520x390.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Doua Vu works with students Isaac and Cassidy in Fresno Unified School District's Hmong-English dual-immersion pilot class. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Misty Her oversees the new dual-language program. She says the biggest challenge is developing the curriculum.\u003c/p>\n\u003cp>“There’s really nothing, nothing out there for us,\" she says in terms of models. \"But what’s exciting is we get to build it from the ground up.”\u003c/p>\n\u003cp>Her says there are very few Hmong dual-immersion programs, and there aren't a lot of Hmong written texts out there to work with.\u003c/p>\n\u003cp>“Our written language only happened about the last 60, 70 years,” she says.\u003c/p>\n\u003cp>The kids are just a couple of weeks into the after-school class, but Fresno Unified is already planning to offer regular Hmong dual immersion at elementary schools as early as next year. It will be the first in Fresno, and one of\u003ca href=\"http://www.scusd.edu/program/susan-b-anthony-hmong-dual-language-program\" target=\"_blank\" rel=\"noopener noreferrer\"> just a couple in California\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Hmong who fled their homeland since the Vietnam War hope this generation -- and those to come -- will walk through the world with confidence. They hope that by knowing their language, their history and exactly where they came from, younger Hmong can decide who they want to be.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Here's What You Could Buy With the Estimated $800k Cal Spent on Milo Yiannopolous",
"title": "Here's What You Could Buy With the Estimated $800k Cal Spent on Milo Yiannopolous",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>UC Berkeley was bracing for protests over a series of inflammatory speakers who planned to visit campus during a four-day period at the end of September. The event fizzled, but the school still spent an estimated $800,000 on security.\u003c/p>\n\u003cp>In the end, only Milo Yiannopoulos (with a small contingent, including Pamela Geller) made it to campus. He didn't speak that much on Sept. 24 but had many photos taken. UC Berkeley spokesman Dan Mogulof said, “It feels a little bit like probably the most expensive photo op in the university’s history.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It feels a little bit like probably the most expensive photo op in the university’s history.' \u003ccite>UC spokesman Dan Mogulof\u003c/cite>\u003c/aside>\n\u003cp>UC Berkeley usually sets aside about $200,000 a year for protest response and demonstration management. This one event is estimated to have cost the university four times that amount.\u003c/p>\n\u003cp>All this got us thinking: What else could we do with $800,000?\u003c/p>\n\u003cp>School supplies. You could buy 8 million pencils. Or 800 MacBook Airs. Or 133,333 paperback copies of \u003ca href=\"https://www.amazon.com/Complete-Works-William-Shakespeare/dp/1974346099/ref=sr_1_2?ie=UTF8&qid=1506980381&sr=8-2&keywords=complete+works+of+william+shakespeare\">William Shakespeare’s collected works.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11620502\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620502\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-520x390.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">That's 200 pencils for every Berkeley student. At the rate people use pencils these days, they'd probably be set for life. \u003ccite>(Nevit Dilmen/Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Need caffeine? You could purchase 188,235 cappuccinos at $4.25 a whack.\u003c/p>\n\u003cfigure id=\"attachment_11620490\" class=\"wp-caption aligncenter\" style=\"max-width: 674px\">\u003cimg class=\"size-full wp-image-11620490\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Cappuccino_big.jpg\" alt=\"\" width=\"674\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big.jpg 674w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-240x236.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-375x368.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-520x511.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-64x64.jpg 64w\" sizes=\"(max-width: 674px) 100vw, 674px\">\u003cfigcaption class=\"wp-caption-text\">When did we start agreeing to pay over $4 for a cup of coffee? \u003ccite>(https://commons.wikimedia.org/wiki/File:Cappuccino_big.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But seriously. With $800,000, Berkeley could cover the yearly costs for 23 in-state students. That includes tuition, housing, supplies — everything.\u003c/p>\n\u003cfigure id=\"attachment_11620497\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620497\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-160x112.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1920x1350.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With $800K most of the kids in this picture could go to college for free for one year \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school could give its roughly 547 custodians a one-time $1,462 bonus. That’s almost 4 percent of their average income.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Or, Berkeley could hire 40 more graduate students instructors like William Callison. He teaches political science and makes $20,000 a year, pretax.\u003c/p>\n\u003cp>Forget about UC Berkeley. With that money you could buy eight Tesla Roadsters.\u003c/p>\n\u003cfigure id=\"attachment_11620486\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620486\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1920x1281.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">These puppies go for around 100 grand a pop \u003ccite>(Vince Bucci/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>You could acquire this little house in Berkeley.\u003c/p>\n\u003cp>https://www.zillow.com/homes/for_sale/24838112_zpid/800000-800000_price/2952-2952_mp/san-francisco-_att/globalrelevanceex_sort/37.982904,-122.187538,37.616135,-122.633171_rect/10_zm/\u003c/p>\n\u003cp>And if you just really needed to get out of the Bay Area, you could fly to New York last-minute. You could do that a lot. About 1,700 times.\u003c/p>\n\u003cfigure id=\"attachment_11620477\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11620477 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1020x575.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1920x1082.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1180x665.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-960x541.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-520x293.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A couple hundred bucks will get you a last-minute, one-way ticket away from UC Berkeley and all the way to the Big Apple \u003ccite>(Nicolas Halftermeyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the end, only Yiannopoulos actually came to UC Berkeley for what was supposed to be a four-day \"Free Speech Week\" event with numerous speakers. He didn't stay long, just about 20 minutes. If you break that down, the security cost for him was $40,000 a minute.\u003c/p>\n\u003cp>The total UC Berkeley budget deficit is projected to be about $110 million. At a rate of $40,000 a minute, the school could pay off its deficit in just under 46 hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What would you do with 800 grand?\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley was bracing for protests over a series of inflammatory speakers who planned to visit campus during a four-day period at the end of September. The event fizzled, but the school still spent an estimated $800,000 on security.\u003c/p>\n\u003cp>In the end, only Milo Yiannopoulos (with a small contingent, including Pamela Geller) made it to campus. He didn't speak that much on Sept. 24 but had many photos taken. UC Berkeley spokesman Dan Mogulof said, “It feels a little bit like probably the most expensive photo op in the university’s history.”\u003c/p>\n\u003caside class=\"pullquote alignright\">'It feels a little bit like probably the most expensive photo op in the university’s history.' \u003ccite>UC spokesman Dan Mogulof\u003c/cite>\u003c/aside>\n\u003cp>UC Berkeley usually sets aside about $200,000 a year for protest response and demonstration management. This one event is estimated to have cost the university four times that amount.\u003c/p>\n\u003cp>All this got us thinking: What else could we do with $800,000?\u003c/p>\n\u003cp>School supplies. You could buy 8 million pencils. Or 800 MacBook Airs. Or 133,333 paperback copies of \u003ca href=\"https://www.amazon.com/Complete-Works-William-Shakespeare/dp/1974346099/ref=sr_1_2?ie=UTF8&qid=1506980381&sr=8-2&keywords=complete+works+of+william+shakespeare\">William Shakespeare’s collected works.\u003c/a>\u003c/p>\n\u003cfigure id=\"attachment_11620502\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620502\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-1180x885.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-960x720.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-375x281.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit-520x390.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Pencil_357_droste_effect_nevit.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">That's 200 pencils for every Berkeley student. At the rate people use pencils these days, they'd probably be set for life. \u003ccite>(Nevit Dilmen/Wikimedia Commons)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Need caffeine? You could purchase 188,235 cappuccinos at $4.25 a whack.\u003c/p>\n\u003cfigure id=\"attachment_11620490\" class=\"wp-caption aligncenter\" style=\"max-width: 674px\">\u003cimg class=\"size-full wp-image-11620490\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/Cappuccino_big.jpg\" alt=\"\" width=\"674\" height=\"662\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big.jpg 674w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-160x157.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-240x236.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-375x368.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-520x511.jpg 520w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/Cappuccino_big-64x64.jpg 64w\" sizes=\"(max-width: 674px) 100vw, 674px\">\u003cfigcaption class=\"wp-caption-text\">When did we start agreeing to pay over $4 for a cup of coffee? \u003ccite>(https://commons.wikimedia.org/wiki/File:Cappuccino_big.jpg)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But seriously. With $800,000, Berkeley could cover the yearly costs for 23 in-state students. That includes tuition, housing, supplies — everything.\u003c/p>\n\u003cfigure id=\"attachment_11620497\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620497\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg\" alt=\"\" width=\"800\" height=\"562\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-800x562.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-160x112.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1020x717.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1920x1350.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-1180x830.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-960x675.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/RS12126_ucberkeley20140919-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With $800K most of the kids in this picture could go to college for free for one year \u003ccite>(Justin Sullivan/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The school could give its roughly 547 custodians a one-time $1,462 bonus. That’s almost 4 percent of their average income.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Or, Berkeley could hire 40 more graduate students instructors like William Callison. He teaches political science and makes $20,000 a year, pretax.\u003c/p>\n\u003cp>Forget about UC Berkeley. With that money you could buy eight Tesla Roadsters.\u003c/p>\n\u003cfigure id=\"attachment_11620486\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11620486\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-800x534.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1920x1281.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/GettyImages-80957524-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">These puppies go for around 100 grand a pop \u003ccite>(Vince Bucci/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>You could acquire this little house in Berkeley.\u003c/p>\n\u003cp>https://www.zillow.com/homes/for_sale/24838112_zpid/800000-800000_price/2952-2952_mp/san-francisco-_att/globalrelevanceex_sort/37.982904,-122.187538,37.616135,-122.633171_rect/10_zm/\u003c/p>\n\u003cp>And if you just really needed to get out of the Bay Area, you could fly to New York last-minute. You could do that a lot. About 1,700 times.\u003c/p>\n\u003cfigure id=\"attachment_11620477\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11620477 size-medium\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg\" alt=\"\" width=\"800\" height=\"451\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-800x451.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-160x90.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1020x575.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1920x1082.jpeg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-1180x665.jpeg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-960x541.jpeg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-240x135.jpeg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-375x211.jpeg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/10/New_York_City_skyline_end_of_day_2011-520x293.jpeg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A couple hundred bucks will get you a last-minute, one-way ticket away from UC Berkeley and all the way to the Big Apple \u003ccite>(Nicolas Halftermeyer)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In the end, only Yiannopoulos actually came to UC Berkeley for what was supposed to be a four-day \"Free Speech Week\" event with numerous speakers. He didn't stay long, just about 20 minutes. If you break that down, the security cost for him was $40,000 a minute.\u003c/p>\n\u003cp>The total UC Berkeley budget deficit is projected to be about $110 million. At a rate of $40,000 a minute, the school could pay off its deficit in just under 46 hours.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>What would you do with 800 grand?\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Project Rebound Celebrates 50 Years of Educating Former Prisoners",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Fifty years ago, a program started at San Francisco State University that since has spread throughout much of the California State University system. \u003ca href=\"http://asi.sfsu.edu/asprograms/project-rebound/\">Project Rebound\u003c/a>, which helps formerly incarcerated people attend college, celebrated its anniversary this week with a commemorative dinner and the opening of an art exhibition featuring students and alumni.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s easy for people to say, ‘You know, get out of prison, get out of jail, go do the right thing,’ \" says Jason Bell, the program’s regional director. \"But what does that right thing look like if there are not places designed to receive people who are doing the right thing?”\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound opened up education as an option for Bell, even though he never saw himself as “college material” growing up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That all changed when he began writing to the program from San Quentin State Prison after finding old informational brochures. Bell had spent nearly all of his 20s behind bars. Just two months shy of his 30th birthday, he was released from prison with a plan for his future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bell and many others, the program offers an alternate path to the \u003ca href=\"https://www.justice.gov/sites/default/files/usao-ndga/legacy/2014/12/12/Reentry%20Fact%20Sheet%20_FINAL.pdf\">revolving door of the criminal justice system\u003c/a> by providing a supportive educational experience.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ninety-five percent of formerly incarcerated people who seek education stay out of prison, according to data from S.F. State and the \u003ca href=\"https://uiowa.edu/higheredandsuccessfulreentry/sites/uiowa.edu.higheredandsuccessfulreentry/files/esperian.pdf\">Journal of Correctional Education\u003c/a>, while the rate for those who don’t seek education is 30 percent.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619947\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound celebrates its 50th anniversary by opening an art exhibition featuring students and alumni at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>50 Years of Prison-Building\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For fifty years, this country has embarked on this madness of building more and more prisons and locking up more and more people in harsher and harsher conditions,” said author and Yale Law School professor James Forman Jr., during the anniversary celebration. “But the question is, how are we going to move from some chatter to actual meaningful change? And I think that's where the people in this room come in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound students are successful when it comes to actually graduating. The program boasts an 86 percent six-year graduation rate, compared with a 59 percent rate for all other CSU students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s been so successful because they have a lot of staff that are passionate about the work that they do,” said Tangela Griffin, a Project Rebound student and artist featured in the exhibition. “Now that I realize that I do have a second chance, Project Rebound has given me the tools that I need to keep the path going. If it wasn’t for them, I don’t know where I’d be today.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After helping students enroll in the CSU system, the program serves as a liaison to supportive services on campus and links students with food vouchers, mental health support, textbook money, counseling, \u003ca href=\"https://sociology.sfsu.edu/content/dr-john-irwin-memorial-scholarship\">scholarships\u003c/a> and employment connections, to name a few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I found personally that it helps having a support system with men and women who have been through some of the same experiences that I have, in terms of being adversely impacted by the criminal justice system,” said Curtis Penn, S.F. State’s Project Rebound director.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, 150 Project Rebound students have graduated, and the number of graduates per year has been steadily increasing since the early 2000s. Since 2011, there has been an average of 11 graduates per year through the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the future of Project Rebound did not always look so bright.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program began in 1967 when the only open space in the sociology department at S.F. State -- a storage closet -- was converted into the project's first office.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There were some times where it was really rough on us, and there were some people who were trying to get rid of us,” Bell said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619948\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619948\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound regional director Jason Bell and S.F. State President Leslie Wong sit among the audience at the 50th anniversary celebration of the program at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The man who started it all, John Irwin, had served a five-year sentence at Soledad State Prison and earned college credits through a university extension program. After he was released, he earned his bachelor's at UCLA and his Ph.D. at UC Berkeley, eventually becoming a professor at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He founded Project Rebound to help give formerly incarcerated individuals the same opportunity for higher education that he had received. The program later expanded and became part of Associated Students, a group of services and program dedicated to students at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He is no longer with us, but we continue his legacy,” Penn said about Irwin, who died in 2010.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program has been implemented at nine CSUs to date and plans to expand to seven more over the next three years, according to Bell. \u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Fifty years ago, a program started at San Francisco State University that since has spread throughout much of the California State University system. \u003ca href=\"http://asi.sfsu.edu/asprograms/project-rebound/\">Project Rebound\u003c/a>, which helps formerly incarcerated people attend college, celebrated its anniversary this week with a commemorative dinner and the opening of an art exhibition featuring students and alumni.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s easy for people to say, ‘You know, get out of prison, get out of jail, go do the right thing,’ \" says Jason Bell, the program’s regional director. \"But what does that right thing look like if there are not places designed to receive people who are doing the right thing?”\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound opened up education as an option for Bell, even though he never saw himself as “college material” growing up.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That all changed when he began writing to the program from San Quentin State Prison after finding old informational brochures. Bell had spent nearly all of his 20s behind bars. Just two months shy of his 30th birthday, he was released from prison with a plan for his future.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Bell and many others, the program offers an alternate path to the \u003ca href=\"https://www.justice.gov/sites/default/files/usao-ndga/legacy/2014/12/12/Reentry%20Fact%20Sheet%20_FINAL.pdf\">revolving door of the criminal justice system\u003c/a> by providing a supportive educational experience.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ninety-five percent of formerly incarcerated people who seek education stay out of prison, according to data from S.F. State and the \u003ca href=\"https://uiowa.edu/higheredandsuccessfulreentry/sites/uiowa.edu.higheredandsuccessfulreentry/files/esperian.pdf\">Journal of Correctional Education\u003c/a>, while the rate for those who don’t seek education is 30 percent.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619947\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27065_IMG_9164-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound celebrates its 50th anniversary by opening an art exhibition featuring students and alumni at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>50 Years of Prison-Building\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“For fifty years, this country has embarked on this madness of building more and more prisons and locking up more and more people in harsher and harsher conditions,” said author and Yale Law School professor James Forman Jr., during the anniversary celebration. “But the question is, how are we going to move from some chatter to actual meaningful change? And I think that's where the people in this room come in.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Project Rebound students are successful when it comes to actually graduating. The program boasts an 86 percent six-year graduation rate, compared with a 59 percent rate for all other CSU students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s been so successful because they have a lot of staff that are passionate about the work that they do,” said Tangela Griffin, a Project Rebound student and artist featured in the exhibition. “Now that I realize that I do have a second chance, Project Rebound has given me the tools that I need to keep the path going. If it wasn’t for them, I don’t know where I’d be today.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After helping students enroll in the CSU system, the program serves as a liaison to supportive services on campus and links students with food vouchers, mental health support, textbook money, counseling, \u003ca href=\"https://sociology.sfsu.edu/content/dr-john-irwin-memorial-scholarship\">scholarships\u003c/a> and employment connections, to name a few.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I found personally that it helps having a support system with men and women who have been through some of the same experiences that I have, in terms of being adversely impacted by the criminal justice system,” said Curtis Penn, S.F. State’s Project Rebound director.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, 150 Project Rebound students have graduated, and the number of graduates per year has been steadily increasing since the early 2000s. Since 2011, there has been an average of 11 graduates per year through the program.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But the future of Project Rebound did not always look so bright.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program began in 1967 when the only open space in the sociology department at S.F. State -- a storage closet -- was converted into the project's first office.\u003cbr>\n\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There were some times where it was really rough on us, and there were some people who were trying to get rid of us,” Bell said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_11619948\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11619948\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/10/2017/09/RS27067_IMG_9273-qut-520x347.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Project Rebound regional director Jason Bell and S.F. State President Leslie Wong sit among the audience at the 50th anniversary celebration of the program at San Francisco State University on Thursday, Sept. 28, 2017. \u003ccite>(Audrey Garces/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">The man who started it all, John Irwin, had served a five-year sentence at Soledad State Prison and earned college credits through a university extension program. After he was released, he earned his bachelor's at UCLA and his Ph.D. at UC Berkeley, eventually becoming a professor at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">He founded Project Rebound to help give formerly incarcerated individuals the same opportunity for higher education that he had received. The program later expanded and became part of Associated Students, a group of services and program dedicated to students at S.F. State.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“He is no longer with us, but we continue his legacy,” Penn said about Irwin, who died in 2010.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The program has been implemented at nine CSUs to date and plans to expand to seven more over the next three years, according to Bell. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>New federal guidelines for handling allegations of sexual assault are prompting a range of reactions from school administrators. While many are expressing concerns and vowing to maintain current policy, others are breathing a sigh of relief or scratching their heads in confusion.\u003c/p>\n\u003cp>Education Secretary Betsy DeVos officially \u003ca href=\"http://www.npr.org/sections/ed/2017/09/07/549197971/betsy-devos-signals-a-pullback-on-campus-sex-misconduct-enforcement\" target=\"_blank\" rel=\"noopener\">rescinded Obama-era rules\u003c/a> last week, replacing them with interim guideline, until new permanent rules can be implemented. The Department of Education’s new “\u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf\" target=\"_blank\" rel=\"noopener\">Q&A on Campus Sexual Misconduct\u003c/a>” may change everything, from how much evidence should be required to prove allegations to how accused students can cross-examine witnesses.\u003c/p>\n\u003cp>Universities are “scrambling right now” to figure out what it all means, says Kristi Branham, associate professor and director of gender and women’s studies at Western Kentucky University, who serves on a committee that works on education, training and awareness around sexual assault. “This is a tricky area.”\u003c/p>\n\u003cp>“We’re reading the new guidance carefully,” says Kathleen Salvaty, systemwide Title IX coordinator for the University of California. “I definitely have some questions.”\u003c/p>\n\u003cp>For example, Salvaty says that according to the new guidance, applying “special procedures” in sexual misconduct cases “suggests a discriminatory purpose, and should be avoided.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I’m not sure what that means,” Salvaty says. Schools have lots of special procedures for sexual misconduct cases, she says, precisely because they \u003cem>are\u003c/em> different from cases of plagiarism, for example. And many of those are required by federal regulations. Schools are also unclear whether new language in the new guidance means that Title IX rules would no longer apply off campus — at a fraternity, for example.\u003c/p>\n\u003cp>“That is causing some concern and confusion,” Salvaty says. “We’re just not sure what to do.”\u003c/p>\n\u003cp>Others have raised concerns that the new interim guidance contradicts a 2001 directive that was not among those rescinded by DeVos. John Clune, an attorney with Hutchinson Black and Cook LLC, says “the whole purpose of the 2001 guidance is that grievance procedures be prompt and equitable.” But, he says, the new guidance removes time limits on investigations, allows schools to offer an appeal option exclusively to accused students, and permits schools to raise the evidentiary bar from “preponderance of the evidence” to a “clear and convincing” standard, making allegations harder to prove.\u003c/p>\n\u003cp>“That discriminates against complainants,” Clune says. “It certainly undermines the concept … that the proceedings be prompt and equitable.”\u003c/p>\n\u003cp>Many schools say they are also confused by mixed signals on whether schools can try informal resolution methods, like mediation; the new guidance allows it, but the 2001 guidance bars it.\u003c/p>\n\u003cp>Skidmore College sociology professor David Karp says he hopes it signals a new opportunity for an alternative process he has been promoting known as restorative justice, a nonadversarial model that focuses on a victim’s healing, and how offenders can contribute to that. Schools have refrained from trying the idea for fear it would be seen as a form of mediation.\u003c/p>\n\u003cp>“I do think this is a green light that hasn’t existed before,” Karp says. He cautions that more guidance and training is needed, because “if badly implemented, [RJ] can backfire and cause further harm.” But “I think schools will feel like they have more latitude to explore this as an additional option,” he says.\u003c/p>\n\u003cp>Oklahoma Wesleyan University is one school feeling freed up by DeVos’ decision to rescind the Obama-era guidance, which OKWU President Everett Piper calls “nothing short of a disaster.”\u003c/p>\n\u003cp>Last year, the university sued the Department of Education, arguing that those guidelines resulted in a “growing number of innocent students being trampled [by the] ‘shoot first, ask questions later’ approach.”\u003c/p>\n\u003cp>Piper says he is relieved now that OKWU will no longer feel pressure to “compromise … students’ rights” and can now “operate … without threat of government intrusion and overreach.” But OKWU has not yet announced any specific change in policies or practices.\u003c/p>\n\u003cp>Indeed, most schools appear to be holding off on any immediate action. Officials from schools including Harvard, Cornell, the University of Missouri and the University of Michigan say they are still reviewing the new guidance to see what, if any, changes need to be made. And many more have announced they are simply staying the course.\u003c/p>\n\u003cp>“All of us are continuing as usual,” says Sarah Berg, deputy Title IX coordinator of prevention, training and outreach at the University of Colorado, Denver and the Anschutz Medical Campus.\u003c/p>\n\u003cp>A letter to the Yale University community says the school has “no plans to deviate” from current Obama-era policies. California State University, Northridge says “Regardless of this new DOE action … we will not waver in our commitment to Title IX and its protections.” Similarly, Washington University in St. Louis says “regardless of decisions at the federal level, we have no intention of turning back on our commitment or resolve.”\u003c/p>\n\u003cp>While that kind of resolve is reassuring to some, it’s frustrating to others.\u003c/p>\n\u003cp>“It is disappointing, but not surprising,” says Joe Cohn, legislative and policy director for the Foundation for Individual Rights in Education, a group that has criticized previous policies as unfair to the accused. Many schools see the new guidance as “designed to go back to the Stone Age,” he says. “But really this is about an adjustment to make sure that both sides’ needs are met, because that wasn’t happening before.”\u003c/p>\n\u003cp>Attorney Andrew Miltenberg of Nesenoff & Miltenberg LLP, who represents dozens of accused students, says the “pushback” from universities is unfortunate. “It’s a stubborn ‘we’re still going to do it our way,’ ” he says.\u003c/p>\n\u003cp>While the interim guidance is technically just a recommendation, not a binding rule, Miltenberg says schools that stick to old policies do so at their own peril. He says DeVos’ recent comments, and her decision to rescind the old guidance, will be a big boost to accused students’ lawsuits.\u003c/p>\n\u003cp>“It’s a significant acknowledgement that there is a problem in [that] process,” says Miltenberg. “It’s a great thing to say to a judge that ‘before last week, you didn’t have to believe that there might be inherent bias throughout the process, but now those arguments carry much more weight. The secretary of the Department of Education publicly announced those very things.’ ”\u003c/p>\n\u003cp>Miltenberg rejects the notion that the new guidance causes chaos or confusion, or even what he calls the “false hysteria” that the new guidance represents a setback for rape victims.\u003c/p>\n\u003cp>“This constant refrain is an attempt to create a … big lie,” he says. “It’s like if you say it loud enough and often enough, people will believe it.”\u003c/p>\n\u003cp>Ultimately, Miltenberg says, real change will require not only new policies but also a shift in who is administering them on campuses.\u003c/p>\n\u003cp>“The reality is that most of the people that I’ve come in contact with as part of any school’s Title IX apparatus have some sort of victimcentric view, or previous work history, or something in their lives that I think makes them unable to be as impartial and objective as someone should be,” Miltenberg says.\u003c/p>\n\u003cp>Title IX administrators deny any bias in their work, but they don’t dispute how fervently they want to maintain current policies. “Everyone I know who does this work … wants to hold on to this process, because we’ve really put our careers into this,” says Berg. “We’re really proud of where we’ve gotten. So to have someone essentially gut that policy would be really painful.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2017 NPR. To see more, visit http://www.npr.org/.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>New federal guidelines for handling allegations of sexual assault are prompting a range of reactions from school administrators. While many are expressing concerns and vowing to maintain current policy, others are breathing a sigh of relief or scratching their heads in confusion.\u003c/p>\n\u003cp>Education Secretary Betsy DeVos officially \u003ca href=\"http://www.npr.org/sections/ed/2017/09/07/549197971/betsy-devos-signals-a-pullback-on-campus-sex-misconduct-enforcement\" target=\"_blank\" rel=\"noopener\">rescinded Obama-era rules\u003c/a> last week, replacing them with interim guideline, until new permanent rules can be implemented. The Department of Education’s new “\u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf\" target=\"_blank\" rel=\"noopener\">Q&A on Campus Sexual Misconduct\u003c/a>” may change everything, from how much evidence should be required to prove allegations to how accused students can cross-examine witnesses.\u003c/p>\n\u003cp>Universities are “scrambling right now” to figure out what it all means, says Kristi Branham, associate professor and director of gender and women’s studies at Western Kentucky University, who serves on a committee that works on education, training and awareness around sexual assault. “This is a tricky area.”\u003c/p>\n\u003cp>“We’re reading the new guidance carefully,” says Kathleen Salvaty, systemwide Title IX coordinator for the University of California. “I definitely have some questions.”\u003c/p>\n\u003cp>For example, Salvaty says that according to the new guidance, applying “special procedures” in sexual misconduct cases “suggests a discriminatory purpose, and should be avoided.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m not sure what that means,” Salvaty says. Schools have lots of special procedures for sexual misconduct cases, she says, precisely because they \u003cem>are\u003c/em> different from cases of plagiarism, for example. And many of those are required by federal regulations. Schools are also unclear whether new language in the new guidance means that Title IX rules would no longer apply off campus — at a fraternity, for example.\u003c/p>\n\u003cp>“That is causing some concern and confusion,” Salvaty says. “We’re just not sure what to do.”\u003c/p>\n\u003cp>Others have raised concerns that the new interim guidance contradicts a 2001 directive that was not among those rescinded by DeVos. John Clune, an attorney with Hutchinson Black and Cook LLC, says “the whole purpose of the 2001 guidance is that grievance procedures be prompt and equitable.” But, he says, the new guidance removes time limits on investigations, allows schools to offer an appeal option exclusively to accused students, and permits schools to raise the evidentiary bar from “preponderance of the evidence” to a “clear and convincing” standard, making allegations harder to prove.\u003c/p>\n\u003cp>“That discriminates against complainants,” Clune says. “It certainly undermines the concept … that the proceedings be prompt and equitable.”\u003c/p>\n\u003cp>Many schools say they are also confused by mixed signals on whether schools can try informal resolution methods, like mediation; the new guidance allows it, but the 2001 guidance bars it.\u003c/p>\n\u003cp>Skidmore College sociology professor David Karp says he hopes it signals a new opportunity for an alternative process he has been promoting known as restorative justice, a nonadversarial model that focuses on a victim’s healing, and how offenders can contribute to that. Schools have refrained from trying the idea for fear it would be seen as a form of mediation.\u003c/p>\n\u003cp>“I do think this is a green light that hasn’t existed before,” Karp says. He cautions that more guidance and training is needed, because “if badly implemented, [RJ] can backfire and cause further harm.” But “I think schools will feel like they have more latitude to explore this as an additional option,” he says.\u003c/p>\n\u003cp>Oklahoma Wesleyan University is one school feeling freed up by DeVos’ decision to rescind the Obama-era guidance, which OKWU President Everett Piper calls “nothing short of a disaster.”\u003c/p>\n\u003cp>Last year, the university sued the Department of Education, arguing that those guidelines resulted in a “growing number of innocent students being trampled [by the] ‘shoot first, ask questions later’ approach.”\u003c/p>\n\u003cp>Piper says he is relieved now that OKWU will no longer feel pressure to “compromise … students’ rights” and can now “operate … without threat of government intrusion and overreach.” But OKWU has not yet announced any specific change in policies or practices.\u003c/p>\n\u003cp>Indeed, most schools appear to be holding off on any immediate action. Officials from schools including Harvard, Cornell, the University of Missouri and the University of Michigan say they are still reviewing the new guidance to see what, if any, changes need to be made. And many more have announced they are simply staying the course.\u003c/p>\n\u003cp>“All of us are continuing as usual,” says Sarah Berg, deputy Title IX coordinator of prevention, training and outreach at the University of Colorado, Denver and the Anschutz Medical Campus.\u003c/p>\n\u003cp>A letter to the Yale University community says the school has “no plans to deviate” from current Obama-era policies. California State University, Northridge says “Regardless of this new DOE action … we will not waver in our commitment to Title IX and its protections.” Similarly, Washington University in St. Louis says “regardless of decisions at the federal level, we have no intention of turning back on our commitment or resolve.”\u003c/p>\n\u003cp>While that kind of resolve is reassuring to some, it’s frustrating to others.\u003c/p>\n\u003cp>“It is disappointing, but not surprising,” says Joe Cohn, legislative and policy director for the Foundation for Individual Rights in Education, a group that has criticized previous policies as unfair to the accused. Many schools see the new guidance as “designed to go back to the Stone Age,” he says. “But really this is about an adjustment to make sure that both sides’ needs are met, because that wasn’t happening before.”\u003c/p>\n\u003cp>Attorney Andrew Miltenberg of Nesenoff & Miltenberg LLP, who represents dozens of accused students, says the “pushback” from universities is unfortunate. “It’s a stubborn ‘we’re still going to do it our way,’ ” he says.\u003c/p>\n\u003cp>While the interim guidance is technically just a recommendation, not a binding rule, Miltenberg says schools that stick to old policies do so at their own peril. He says DeVos’ recent comments, and her decision to rescind the old guidance, will be a big boost to accused students’ lawsuits.\u003c/p>\n\u003cp>“It’s a significant acknowledgement that there is a problem in [that] process,” says Miltenberg. “It’s a great thing to say to a judge that ‘before last week, you didn’t have to believe that there might be inherent bias throughout the process, but now those arguments carry much more weight. The secretary of the Department of Education publicly announced those very things.’ ”\u003c/p>\n\u003cp>Miltenberg rejects the notion that the new guidance causes chaos or confusion, or even what he calls the “false hysteria” that the new guidance represents a setback for rape victims.\u003c/p>\n\u003cp>“This constant refrain is an attempt to create a … big lie,” he says. “It’s like if you say it loud enough and often enough, people will believe it.”\u003c/p>\n\u003cp>Ultimately, Miltenberg says, real change will require not only new policies but also a shift in who is administering them on campuses.\u003c/p>\n\u003cp>“The reality is that most of the people that I’ve come in contact with as part of any school’s Title IX apparatus have some sort of victimcentric view, or previous work history, or something in their lives that I think makes them unable to be as impartial and objective as someone should be,” Miltenberg says.\u003c/p>\n\u003cp>Title IX administrators deny any bias in their work, but they don’t dispute how fervently they want to maintain current policies. “Everyone I know who does this work … wants to hold on to this process, because we’ve really put our careers into this,” says Berg. “We’re really proud of where we’ve gotten. So to have someone essentially gut that policy would be really painful.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A new framework for teaching history and social science is encouraging California teachers to ditch the longtime tradition of building miniature missions in fourth grade.\u003c/p>\n\u003cp>Instead, the state’s new framework is encouraging teachers to move their lessons toward a more contextual understanding of the missions’ place in California history and effects on Native Americans.\u003c/p>\n\u003cp>“Building missions from sugar cubes or popsicle sticks does not help students understand the period and is offensive to many,” \u003ca href=\"http://www.cde.ca.gov/ci/hs/cf/sbedrafthssfw.asp\">reads the framework\u003c/a>, which state officials adopted last year and is being rolled out in classrooms this year.\u003c/p>\n\u003cp>Those who find the project offensive think that it glorifies or celebrates the colonization of indigenous people, without discussing the effects on them and their environment. It also can be expensive to execute well, and some parents complain they end up doing more of the project than their children do.\u003c/p>\n\u003cp>“Instead, students should have access to multiple sources that identify and help children understand the lives of different groups of people who lived in and around missions, so that students can place them in a comparative context,” the framework reads.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of those groups? Native Americans.\u003c/p>\n\u003cp>“For example, we might not have students build a plantation or a internment camp,” says Lisa Hutton, director of the California State University, Dominguez Hills site of the \u003ca href=\"http://chssp.ucdavis.edu/blog/mission\">California History-Social Science Project,\u003c/a> which helped develop the curriculum framework. “In the same way, I think building the mission for some students is not respectful of their past.”\u003c/p>\n\u003cp>https://twitter.com/csleeter/status/905923646870372352\u003c/p>\n\u003cp>Angela Castelli has taught fourth grade for three years. When she gets to the section about the missions, she chooses to not assign mission-building projects for her students.\u003c/p>\n\u003cp>Not only does the project make her uncomfortable personally, she says, but she was also concerned about the cost to her students and their families.\u003c/p>\n\u003cp>“To ask my students who can barely afford to bring a pencil or even their lunch every single day … to go to Michael’s or to another craft store and create something that really is just going to go in the trash the week after it’s graded — it seems pretty unfortunate to ask something like that,” she said.\u003c/p>\n\u003cp>But just because she isn’t doing the project doesn’t mean she’s not teaching about the missions at all. Instead, she introduces the missions, and let students’ curiosity guide the conversation.\u003c/p>\n\u003cp>“They ask a lot of questions like, ‘Oh, the California Indians were enslaved, what does that mean?’ and, ‘What does ‘indigenous peoples’ mean?'” Castelli explained.\u003c/p>\n\u003cp>The students use their research and questions to create “lapbooks,” little books collecting their discoveries and reflections.\u003c/p>\n\u003cp>Hutton, from the California History-Social Science Project, says that’s the goal of the new framework as a whole: inquiry-based learning and — in the case of the missions — challenging teachers to come up with other interactive projects that students and families can do.\u003c/p>\n\u003cp>https://twitter.com/suckboyDrew/status/903435198238384129\u003c/p>\n\u003cp>“We want students who are able to think. We want them to be able to read multiple perspectives and think about: Where did that source come from? Who wrote it? What’s the perspective of that source, and hold it up against other sources and think about how they are the same and different,” Hutton said.\u003c/p>\n\u003cp>And the mission project alone just wasn’t accomplishing that.\u003c/p>\n\u003cp>“We don’t want the only thing they remember about history is building that mission,” Hutton said.\u003c/p>\n\u003cp>Tongvan educator Craig Torres said he’s glad to see the changes to how the history of the missions and how they affected indigenous people — including the Tongva — are taught, even if they obviously won’t undo the effects of colonization on his ancestors and on him.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“At least it’ll give people a perspective, and it’ll start to open up their eyes to how this is really affected us to this day,” he said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Angela Castelli has taught fourth grade for three years. When she gets to the section about the missions, she chooses to not assign mission-building projects for her students.\u003c/p>\n\u003cp>Not only does the project make her uncomfortable personally, she says, but she was also concerned about the cost to her students and their families.\u003c/p>\n\u003cp>“To ask my students who can barely afford to bring a pencil or even their lunch every single day … to go to Michael’s or to another craft store and create something that really is just going to go in the trash the week after it’s graded — it seems pretty unfortunate to ask something like that,” she said.\u003c/p>\n\u003cp>But just because she isn’t doing the project doesn’t mean she’s not teaching about the missions at all. Instead, she introduces the missions, and let students’ curiosity guide the conversation.\u003c/p>\n\u003cp>“They ask a lot of questions like, ‘Oh, the California Indians were enslaved, what does that mean?’ and, ‘What does ‘indigenous peoples’ mean?'” Castelli explained.\u003c/p>\n\u003cp>The students use their research and questions to create “lapbooks,” little books collecting their discoveries and reflections.\u003c/p>\n\u003cp>Hutton, from the California History-Social Science Project, says that’s the goal of the new framework as a whole: inquiry-based learning and — in the case of the missions — challenging teachers to come up with other interactive projects that students and families can do.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>“We want students who are able to think. We want them to be able to read multiple perspectives and think about: Where did that source come from? Who wrote it? What’s the perspective of that source, and hold it up against other sources and think about how they are the same and different,” Hutton said.\u003c/p>\n\u003cp>And the mission project alone just wasn’t accomplishing that.\u003c/p>\n\u003cp>“We don’t want the only thing they remember about history is building that mission,” Hutton said.\u003c/p>\n\u003cp>Tongvan educator Craig Torres said he’s glad to see the changes to how the history of the missions and how they affected indigenous people — including the Tongva — are taught, even if they obviously won’t undo the effects of colonization on his ancestors and on him.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“At least it’ll give people a perspective, and it’ll start to open up their eyes to how this is really affected us to this day,” he said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Dozens of University of California students were in or near Mexico City when a 7.1 earthquake devastated the capital last week. After their initial shock, many took it upon themselves to raise money or buy supplies for victims.\u003c/p>\n\u003cp>Gemma Urena, a 22-year-old exchange student from UC Santa Cruz, says she and her roommates felt helpless after the quake.\u003c/p>\n\u003cp>“We were seeing a lot of organizations raising money, but we wanted to do something more proactive and see something more direct,” Urena said.\u003c/p>\n\u003cp>The group decided to ask friends and family back home in California to donate money to their Venmo accounts, which they used to buy medical supplies, baby formula and other aid for quake victims. In all, the three UC students received $1,200 — most of it, they say, from Latinos living in California.\u003c/p>\n\u003cp>[audio src=\"https://www.kqed.org/.stream/anon/radio/tcr/2017/09/UCMexicosegment.mp3\" Image=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Gemma-Urena-L_Jennifer-Zepeda-R-e1506547183262-800x599.jpg\" Title=\"UC Exchange Students Pitch In to Help Mexico Quake Victims\" program=\"The California Report\"]\u003c/p>\n\u003cp>Jennifer Zepeda, another UC Santa Cruz student who helped Urena raise money, says donors “wanted to see their money being used appropriately.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Zepeda, 22, says many Latinos are skeptical of giving money to the Mexican government or to established groups like the Red Cross that have come under fire for how they spend donations.\u003c/p>\n\u003cp>The people who gave money, she says, were comforted by the fact that she and Urena could send them photos of how they spent the donation.\u003c/p>\n\u003cp>“A lot of people of were like, thank you so much for letting us send you money so you can buy this stuff there,” Zepeda said.\u003c/p>\n\u003cp>There are 44 UC exchange students studying in Mexico. Most attend the Mexico City campus of National Autonomous University of Mexico, while others are doing field research.\u003c/p>\n\u003cp>Donations raised from UC students for Mexico’s earthquake victims totaled over $9,000, with some giving their own money.\u003c/p>\n\u003cfigure id=\"attachment_11619466\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Jason-Barajas_Brieanna-Martin-800x600.jpg\" alt=\"Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. KQED/Emily Green\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11619466\">\u003cfigcaption class=\"wp-caption-text\">Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. \u003ccite>(Emily Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty-year-old Jason Barajas was doing research at an HIV/AIDS clinic in Mexico City when the earthquake hit. He says that in the days following the quake, he felt anxious and depressed.\u003c/p>\n\u003cp>“When I get anxious I get cold sores, so that’s how I know,” Barajas said. “The city just felt really sad in general.”\u003c/p>\n\u003cp>The day after the earthquake hit, he and his roommates bought canned tuna, milk and other food and supplies to donate. Barajas says it made him feel better, but his mom urged him to return home to Los Angeles. She was scared.\u003c/p>\n\u003cp>“I told her I just can’t leave yet,” Barajas said. “I came here for a reason, and I’m not leaving until I finish what I came here for.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That was the sentiment of several UC exchange students in Mexico. Not even a deadly earthquake could send them packing.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Zepeda, 22, says many Latinos are skeptical of giving money to the Mexican government or to established groups like the Red Cross that have come under fire for how they spend donations.\u003c/p>\n\u003cp>The people who gave money, she says, were comforted by the fact that she and Urena could send them photos of how they spent the donation.\u003c/p>\n\u003cp>“A lot of people of were like, thank you so much for letting us send you money so you can buy this stuff there,” Zepeda said.\u003c/p>\n\u003cp>There are 44 UC exchange students studying in Mexico. Most attend the Mexico City campus of National Autonomous University of Mexico, while others are doing field research.\u003c/p>\n\u003cp>Donations raised from UC students for Mexico’s earthquake victims totaled over $9,000, with some giving their own money.\u003c/p>\n\u003cfigure id=\"attachment_11619466\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" src=\"https://ww2.kqed.org/news/wp-content/uploads/sites/10/2017/09/Jason-Barajas_Brieanna-Martin-800x600.jpg\" alt=\"Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. KQED/Emily Green\" width=\"800\" height=\"600\" class=\"size-medium wp-image-11619466\">\u003cfigcaption class=\"wp-caption-text\">Jason Barajas and Brieanna Martin are University of California exchange students studying in Mexico City. \u003ccite>(Emily Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Twenty-year-old Jason Barajas was doing research at an HIV/AIDS clinic in Mexico City when the earthquake hit. He says that in the days following the quake, he felt anxious and depressed.\u003c/p>\n\u003cp>“When I get anxious I get cold sores, so that’s how I know,” Barajas said. “The city just felt really sad in general.”\u003c/p>\n\u003cp>The day after the earthquake hit, he and his roommates bought canned tuna, milk and other food and supplies to donate. Barajas says it made him feel better, but his mom urged him to return home to Los Angeles. She was scared.\u003c/p>\n\u003cp>“I told her I just can’t leave yet,” Barajas said. “I came here for a reason, and I’m not leaving until I finish what I came here for.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That was the sentiment of several UC exchange students in Mexico. Not even a deadly earthquake could send them packing.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
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"userAgentReducer": {
"userAgent": "Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; +claudebot@anthropic.com)",
"isBot": true
},
"requestOutcomesReducer": {
"notFound": []
}
}
