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"bio": "Katie Orr was a Sacramento-based reporter for KQED's Politics and Government Desk, covering the state Capitol and a variety of issues including women in politics, voting and elections and legislation. Prior to joining KQED in 2016, Katie was state government reporter for Capital Public Radio in Sacramento. She's also worked for KPBS in San Diego, where she covered City Hall.\r\n\r\nKatie received her masters degree in political science from San Diego State University and holds a Bachelors degree in broadcast journalism from Arizona State University.\r\n\r\nIn 2015 Katie won a national Clarion Award for a series of stories she did on women in California politics. She's been honored by the Society for Professional Journalists and, in 2013, was named by \u003cem>The Washington Post\u003c/em> as one of the country's top state Capitol reporters. She's also reported for the award-winning documentary series \u003cem>The View from Here \u003c/em>and was part of the team that won national PRNDI and Gabriel Awards in 2015. She lives in Sacramento with her husband. Twitter: @1KatieOrr",
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"content": "\u003cp>The chancellor of UC Davis says politics are driving a state decision to put her on paid leave amid an uproar over her service on corporate boards and the school's hiring of image consultants after campus police used pepper spray against protesters.\u003c/p>\n\u003cp>Melinda Guzman, an attorney for Chancellor Linda Katehi, called the action by UC President Janet Napolitano unjustified.\u003c/p>\n\u003cp>\"This smacks of scapegoating and a rush to judgment driven purely by political optics, not the best interests of the university or the UC system as a whole,\" Guzman said in a statement late Wednesday.\u003c/p>\n\u003cp>Napolitano, the head of the statewide University of California system, announced earlier Wednesday that she plans to appoint an independent investigator to examine the \"serious and troubling\" questions raised involving Katehi and to determine if they violated university policies.\u003c/p>\n\u003cp>In the meantime, Napolitano has removed Katehi from the post she has held for nearly seven years until the inquiry is completed. Campus provost Ralph Hexter will fill the post on an acting basis.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I am deeply disappointed to take this action,\" Napolitano said in her statement. \"But Davis is a strong campus, nationally and internationally renowned in many academic disciplines. I'm confident of the campus's continued ability to thrive and serve California students and the Davis community.\"\u003c/p>\n\u003cp>Katehi welcomed the independent investigation, the statement from her lawyer said.\u003c/p>\n\u003cp>The probe will examine whether Katehi has been truthful about her role in the hiring of consultants to improve the school's online image and evaluate if there were irregularities surrounding the hiring and compensation of three of her close relatives, Napolitano said in a letter to Katehi released by the president's office.\u003c/p>\n\u003cp>Katehi's husband is a chemical engineering professor at Davis, while her daughter-in-law works as chief of staff for the vice chancellor for student affairs. Her son is a graduate student in epidemiology.\u003c/p>\n\u003cp>Napolitano said she is concerned about a raise of over $50,000 and a series of promotions the daughter-in-law received over 2½ years while reporting to an administrator who in turn reported to the chancellor.\u003c/p>\n\u003cp>Katehi recommended that the vice chancellor's pay go up by 20 percent during the same period, according to the letter.\u003c/p>\n\u003cp>Napolitano also expressed concern that the academic program where Katehi's son has a paid research position was put under his wife's supervision and that student fees may have been used inappropriately to finance the move.\u003c/p>\n\u003cp>\"You have verbally assured me that all matters relating to the employment of your husband, son and daughter-in-law have been consistent with policies and procedures, but documents and other information appear contrary to that assurance,\" Napolitano wrote to Katehi.\u003c/p>\n\u003cp>Napolitano's announcement ended two days of tense speculation on campus over Katehi's status.\u003c/p>\n\u003cp>A petition to Napolitano, circulated among faculty members and signed by more than 300 professors earlier Wednesday, stated they believed Napolitano had asked Katehi to resign and voiced objection to \"this peremptory action carried out without any consultation.\"\u003c/p>\n\u003cp>Katehi added to the intrigue with a midday email to her deans and vice chancellors in which she said she was \"100 percent committed\" to staying on as chancellor.\u003c/p>\n\u003cp>Katehi, 62, an electrical engineer who has advocated for women in the sciences, came under fire early in her tenure at Davis when campus police officers used pepper spray on seated demonstrators during a November 2011 protest by the Occupy movement.\u003c/p>\n\u003cp>The action received widespread attention because of widely circulated videos and photos of the cringing demonstrators getting sprayed.\u003c/p>\n\u003cp>The Davis Faculty Association called for Katehi's resignation for ordering police to dismantle the protesters' tent city. An independent investigation later criticized her for demonstrating ineffective leadership leading to and during the incident that sparked a series of campus reforms.\u003c/p>\n\u003cp>Katehi weathered the crisis, but calls for her resignation increased after the Sacramento Bee reported in March that she had accepted a seat on the board of a for-profit college company the federal government is suing and previously earned hundreds of thousands of dollars as a director for a textbook publisher.\u003c/p>\n\u003cp>Student protesters upset by what they perceived as a conflict of interest spent five weeks camped outside her office, staying there even after Katehi said she would donate some of the proceeds from her service on the board of textbook company John Wiley & Sons to a scholarship fund.\u003c/p>\n\u003cp>Pressure from state lawmakers and others for her to quit continued to mount when the Bee reported the campus had spent at least $175,000 on Internet search optimization consultants who promised to diminish online references to the pepper-spray incident.\u003c/p>\n\u003cp>In a statement last week, Katehi apologized for \"a series of highly publicized missteps\" that she acknowledged had overshadowed the university's accomplishments and \"been a setback to our reputation and hard-earned prestige.\"\u003c/p>\n\u003cp>She disputed, however, the idea that her administration had tried to bury the pepper-spray incident by working with the search optimization firms and investing more than $2.6 million on advertising and campus outreach.\u003c/p>\n\u003cp>\"Because of the importance of philanthropy to UC Davis and the need to make sure those searching for information about the university get a complete picture, we needed to do a better job telling the world about the university's extraordinary achievements,\" she said. \"So we did what any organization in a similar situation would do. We sought to strengthen our communications capabilities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>UC Davis enrolls about 27,000 undergraduates and 4,600 graduate students at a campus 18 miles from Sacramento.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I am deeply disappointed to take this action,\" Napolitano said in her statement. \"But Davis is a strong campus, nationally and internationally renowned in many academic disciplines. I'm confident of the campus's continued ability to thrive and serve California students and the Davis community.\"\u003c/p>\n\u003cp>Katehi welcomed the independent investigation, the statement from her lawyer said.\u003c/p>\n\u003cp>The probe will examine whether Katehi has been truthful about her role in the hiring of consultants to improve the school's online image and evaluate if there were irregularities surrounding the hiring and compensation of three of her close relatives, Napolitano said in a letter to Katehi released by the president's office.\u003c/p>\n\u003cp>Katehi's husband is a chemical engineering professor at Davis, while her daughter-in-law works as chief of staff for the vice chancellor for student affairs. Her son is a graduate student in epidemiology.\u003c/p>\n\u003cp>Napolitano said she is concerned about a raise of over $50,000 and a series of promotions the daughter-in-law received over 2½ years while reporting to an administrator who in turn reported to the chancellor.\u003c/p>\n\u003cp>Katehi recommended that the vice chancellor's pay go up by 20 percent during the same period, according to the letter.\u003c/p>\n\u003cp>Napolitano also expressed concern that the academic program where Katehi's son has a paid research position was put under his wife's supervision and that student fees may have been used inappropriately to finance the move.\u003c/p>\n\u003cp>\"You have verbally assured me that all matters relating to the employment of your husband, son and daughter-in-law have been consistent with policies and procedures, but documents and other information appear contrary to that assurance,\" Napolitano wrote to Katehi.\u003c/p>\n\u003cp>Napolitano's announcement ended two days of tense speculation on campus over Katehi's status.\u003c/p>\n\u003cp>A petition to Napolitano, circulated among faculty members and signed by more than 300 professors earlier Wednesday, stated they believed Napolitano had asked Katehi to resign and voiced objection to \"this peremptory action carried out without any consultation.\"\u003c/p>\n\u003cp>Katehi added to the intrigue with a midday email to her deans and vice chancellors in which she said she was \"100 percent committed\" to staying on as chancellor.\u003c/p>\n\u003cp>Katehi, 62, an electrical engineer who has advocated for women in the sciences, came under fire early in her tenure at Davis when campus police officers used pepper spray on seated demonstrators during a November 2011 protest by the Occupy movement.\u003c/p>\n\u003cp>The action received widespread attention because of widely circulated videos and photos of the cringing demonstrators getting sprayed.\u003c/p>\n\u003cp>The Davis Faculty Association called for Katehi's resignation for ordering police to dismantle the protesters' tent city. An independent investigation later criticized her for demonstrating ineffective leadership leading to and during the incident that sparked a series of campus reforms.\u003c/p>\n\u003cp>Katehi weathered the crisis, but calls for her resignation increased after the Sacramento Bee reported in March that she had accepted a seat on the board of a for-profit college company the federal government is suing and previously earned hundreds of thousands of dollars as a director for a textbook publisher.\u003c/p>\n\u003cp>Student protesters upset by what they perceived as a conflict of interest spent five weeks camped outside her office, staying there even after Katehi said she would donate some of the proceeds from her service on the board of textbook company John Wiley & Sons to a scholarship fund.\u003c/p>\n\u003cp>Pressure from state lawmakers and others for her to quit continued to mount when the Bee reported the campus had spent at least $175,000 on Internet search optimization consultants who promised to diminish online references to the pepper-spray incident.\u003c/p>\n\u003cp>In a statement last week, Katehi apologized for \"a series of highly publicized missteps\" that she acknowledged had overshadowed the university's accomplishments and \"been a setback to our reputation and hard-earned prestige.\"\u003c/p>\n\u003cp>She disputed, however, the idea that her administration had tried to bury the pepper-spray incident by working with the search optimization firms and investing more than $2.6 million on advertising and campus outreach.\u003c/p>\n\u003cp>\"Because of the importance of philanthropy to UC Davis and the need to make sure those searching for information about the university get a complete picture, we needed to do a better job telling the world about the university's extraordinary achievements,\" she said. \"So we did what any organization in a similar situation would do. We sought to strengthen our communications capabilities.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>UC Davis enrolls about 27,000 undergraduates and 4,600 graduate students at a campus 18 miles from Sacramento.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "In San Francisco, Colleges and Universities Struggle to House Students",
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"content": "\u003cp>The hardest thing about being homeless for George Perez was acting like he wasn’t homeless.\u003c/p>\n\u003cp>During the day, Perez would study at school, go to class or clean up in the campus gym.\u003c/p>\n\u003cp>At night, the 39-year-old sophomore at City College of San Francisco was downtown, sleeping at BART stations to keep warm.\u003c/p>\n\u003cp>“No one knew I was homeless,” said Perez, who’s studying business administration and social science and behavior. “I would act like I was OK, but I really wasn’t. At the end of the day it was hard, because I had nobody to talk to.”\u003c/p>\n\u003cp>Now Perez works at the Homeless At-Risk Transitional Students Programs \u003ca href=\"https://www.ccsf.edu/en/student-services/student-counseling/homeless-at-risk-transitional-students-programs-harts.html\" target=\"_blank\">(HARTS) \u003c/a>at City College of San Francisco. He helps students experiencing the kind of housing instability he knows all too well.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I feel their pain. I know exactly what they're going through,” said Perez, who said it took him between six months to a year to find subsidized housing in the Bayview. “I can see it in their faces.”\u003c/p>\n\u003cfigure id=\"attachment_10936047\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10936047 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/0M6A3952-e1461265758407-400x247.jpg\" alt=\"George Perez stands at the entrance of the HARTS Program at City College.\" width=\"400\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-400x247.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-800x494.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-1920x1185.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-1180x728.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-960x593.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">George Perez stands at the entrance of the HARTS program at City College. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent Board of Supervisors committee meeting, \u003ca href=\"http://www.sfbos.org/index.aspx?page=11325\" target=\"_blank\">Supervisor Scott Wiener\u003c/a> asked San Francisco's colleges and universities what they are doing to provide more on-campus housing for those attending the 30 or so colleges and universities in the city -- a population estimated to be at least 80,000, according to the city's Planning Department.\u003c/p>\n\u003cp>\"We have never built nearly enough student housing in San Francisco to account for these students and their housing needs,” Wiener said. “Due to our lack of student housing production, these students are frequently basically tossed into our general housing pool to compete against the broader population, which drives up housing costs. It’s not good for the students. It’s not good for the broader population of San Francisco.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/261360792&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The Planning Department says there are about 9,000 on-campus beds available to students across campuses citywide. AnMarie \u003c!--correct spelling--> Rodgers, a senior policy adviser with the department, said at the hearing that even though colleges have built more housing and have plans to build more, the city would need 28,000 more beds to house just half of those attending school here.\u003c/p>\n\u003cp>Those beds won't appear any time soon. The process of building in the city is expensive and slow. David Seward, chief financial officer for UC Hastings College of the Law, told the hearing about another obstacle public colleges face in developing housing.\u003c/p>\n\u003cp>\"There is no state funding provided to support student housing,\" Seward told supervisors. \"Under the Master Plan for Higher Education, all of these projects must be self-supporting.\"\u003c/p>\n\u003cp>\u003cstrong>A Squeeze at S.F. State\u003c/strong>\u003c/p>\n\u003cp>One place the shortage of student housing is particularly acute is San Francisco State University, which provides housing for about 4,000 of its nearly 30,000 students.\u003c/p>\n\u003cp>Changing enrollment patterns at S.F. State have increased the demand for local housing among its students, said Jo Volkert, the school's interim vice president of student affairs. Last year, 50 percent of freshmen came from counties outside the Bay Area -- double the rate in 2000. Volkert notes that those students generally don't have family nearby they can live with.\u003c/p>\n\u003cp>Erick Gaona, a junior studying environmental science at S.F. State, applied for on-campus housing last semester. Gaona was put on a waitlist. But with school starting, he felt he couldn't wait any longer and began looking for off-campus housing on Craigslist. When he found nothing within his budget, he decided to live out of his car for a month.\u003c/p>\n\u003cp>\"It definitely was a downer,\" said Gaona. \"The thing I was worried about mostly every day was that if my car got broken into, then my 'house' basically has this huge hole in it.\"\u003c/p>\n\u003cp>Gaona, who is from Los Angeles, had his entire life in his car. He said that was the only inconvenience. But Gaona often had to schedule his sleeping schedule around store hours at the Trader Joe's near campus so that he could wash up before it closed. He had a yoga mat for a mattress and couldn't cook warm meals.\u003c/p>\n\u003cp>Finding a shared house in the Sunset District has made all the difference in his college experience, Gaona said.\u003c/p>\n\u003cp>\"I've found my grades have gone up because having that comfort and having that proximity,\" he said.\u003c/p>\n\u003cp>S.F. State has announced plans to develop housing that would ease, if not end, its housing squeeze. The university currently has a public-private partnership called the Holloway Project under review. Officials say the project would add about 250 to 450 beds and could be ready to occupy by 2018.\u003c/p>\n\u003cp>\u003cstrong>Commuting From Far Away \u003c/strong>\u003c/p>\n\u003cp>Some students who choose to attend school in San Francisco are finding ways around dealing with the housing market, by avoiding it.\u003c/p>\n\u003cp>Half of all students attending S.F. State don’t even live in the city, according to the \u003ca href=\"http://parking.sfsu.edu/sites/sites7.sfsu.edu.parking/files/forms/SF%20State%20Transportation%20Survey%202014%20FINAL.pdf\" target=\"_blank\">university’s latest transportation survey\u003c/a>. Instead, they live in the East Bay, North Bay or Peninsula.\u003c/p>\n\u003cp>Patrick Racela, 23, drives to S.F. State from his parents' home in Pittsburg -- about 40 miles away -- because he cannot afford to live in San Francisco. He said his commute to school lasts anywhere between an hour to an hour and a half one way.\u003c/p>\n\u003cp>“It affects all aspects of my life,” said Racela. “I wouldn't say this would be the best option because of the toll that commuting can take on your mental and physical health, but it's the only option I had.”\u003c/p>\n\u003cp>Because Racela also works and is involved in organizations on campus, he said he has to plan his life weeks and even months ahead to account for the time it'll take him to get from Pittsburg to the city for events and meetings.\u003c/p>\n\u003cp>Racela said he sometimes still thinks about one day being able to move to the city, but hesitates when he thinks about his student debt. For now, he's putting up with the commute.\u003c/p>\n\u003cp>\"The hustle and grind really puts a strain on you as it is,\" he said. \"Commuting can intensify that strain.\"\u003c/p>\n\u003cp>\u003cstrong>Impact of High Rents\u003c/strong>\u003c/p>\n\u003cp>The rapid rise in San Francisco housing prices is also making it hard for students to find a place to live -- even at schools training future doctors and lawyers.\u003c/p>\n\u003cp>Clare Hansen-Shinnerl, UC San Francisco’s assistant vice chancellor of campus services, told supervisors that the medical school's students used to rely on off-campus housing but can no longer afford it.\u003c/p>\n\u003cp>Because on-campus housing at UCSF is currently 40 percent below market rate, Shinnerl said on-campus housing has become all the more appealing. But the university has housing for only about 1,000 of its more than 6,300 students.\u003c/p>\n\u003cp>Shinnerl said the housing shortage at the college is a particularly pressing problem because of how critical access to campus is to the medical curriculum there.\u003c/p>\n\u003cp>“Students and trainees need proximity to labs, patients, clinics,” said Shinnerl. “They don't have options to live far away.”\u003c/p>\n\u003cp>UCSF is planning to build 550 housing units in the city's Dogpatch neighborhood, but Shinnerl admits that doesn’t solve much for current students.\u003c/p>\n\u003cp>“We call the students and trainees at UCSF right now the 'sandwich generation,' because they don't have a solution for them,” said Shinnerl.\u003c/p>\n\u003cp>\u003cstrong>An Extra Burden for Students at City College\u003c/strong>\u003c/p>\n\u003cp>At the HARTS program at City College of San Francisco, students stop in for food vouchers and subsidized Muni passes.\u003c/p>\n\u003cp>In one corner of the office there’s a microwave on a shelf, along with free Cup Noodles. They’re paid for out of the pocket of Chris Shaeffer, the program's coordinator.\u003c/p>\n\u003cp>“I’m not sure people think much about these students and what their housing needs are,” he said. “These people are engaged in college, a career, an education program which is going to lead to a better life for them. But they need some place to live, and we should be offering it to them.”\u003c/p>\n\u003cfigure id=\"attachment_10936064\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10936064 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/0M6A3948-e1461265679650-400x276.jpg\" alt=\"Martha Hurtado peeps her head in the HARTS program clothing donation closet which stores clothes, shoes and socks for students in the program. \" width=\"400\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-400x276.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-800x551.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-1920x1323.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-1180x813.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-960x661.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Martha Hurtado peeps her head in the HARTS program clothing donation closet, which stores clothes, shoes and socks for students in the program. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>HARTS can help with paying for things like books, food or transportation. When it comes to housing, it can only refer students to waitlists for shelters and single-room-occupancy hotels.\u003c/p>\n\u003cp>That's because City College of San Francisco has no on-campus housing options, as is the case with most community colleges, which are built by design to serve residents who live close by. But Martha Hurtado, the office assistant at HARTS, said she sees how the cost of housing in the city affects the students who stop by the office every day.\u003c/p>\n\u003cp>“I see some of the students come in here and they’re hungry,” said Hurtado. “Sometimes they just stay on campus and find a windless corner and that’s where they stay. To be able to study, then think about where you’re gonna sleep? That’s hard. They don’t get to go home.”\u003c/p>\n\u003cp>Shaeffer said the city is losing out on individuals who can and want to contribute to society.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We’re gonna lose artists and poets, musicians, intelligent students. We’re gonna lose a lot with this housing bust we got going on,” he said. “They're gonna end up some place we don't want them to be. Either dead, in jail, on the streets, broken down, ill. Think about it. Just think about it.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The hardest thing about being homeless for George Perez was acting like he wasn’t homeless.\u003c/p>\n\u003cp>During the day, Perez would study at school, go to class or clean up in the campus gym.\u003c/p>\n\u003cp>At night, the 39-year-old sophomore at City College of San Francisco was downtown, sleeping at BART stations to keep warm.\u003c/p>\n\u003cp>“No one knew I was homeless,” said Perez, who’s studying business administration and social science and behavior. “I would act like I was OK, but I really wasn’t. At the end of the day it was hard, because I had nobody to talk to.”\u003c/p>\n\u003cp>Now Perez works at the Homeless At-Risk Transitional Students Programs \u003ca href=\"https://www.ccsf.edu/en/student-services/student-counseling/homeless-at-risk-transitional-students-programs-harts.html\" target=\"_blank\">(HARTS) \u003c/a>at City College of San Francisco. He helps students experiencing the kind of housing instability he knows all too well.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel their pain. I know exactly what they're going through,” said Perez, who said it took him between six months to a year to find subsidized housing in the Bayview. “I can see it in their faces.”\u003c/p>\n\u003cfigure id=\"attachment_10936047\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10936047 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/0M6A3952-e1461265758407-400x247.jpg\" alt=\"George Perez stands at the entrance of the HARTS Program at City College.\" width=\"400\" height=\"247\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-400x247.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-800x494.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-1920x1185.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-1180x728.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3952-e1461265758407-960x593.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">George Perez stands at the entrance of the HARTS program at City College. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a recent Board of Supervisors committee meeting, \u003ca href=\"http://www.sfbos.org/index.aspx?page=11325\" target=\"_blank\">Supervisor Scott Wiener\u003c/a> asked San Francisco's colleges and universities what they are doing to provide more on-campus housing for those attending the 30 or so colleges and universities in the city -- a population estimated to be at least 80,000, according to the city's Planning Department.\u003c/p>\n\u003cp>\"We have never built nearly enough student housing in San Francisco to account for these students and their housing needs,” Wiener said. “Due to our lack of student housing production, these students are frequently basically tossed into our general housing pool to compete against the broader population, which drives up housing costs. It’s not good for the students. It’s not good for the broader population of San Francisco.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=https%3A//api.soundcloud.com/tracks/261360792&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The Planning Department says there are about 9,000 on-campus beds available to students across campuses citywide. AnMarie \u003c!--correct spelling--> Rodgers, a senior policy adviser with the department, said at the hearing that even though colleges have built more housing and have plans to build more, the city would need 28,000 more beds to house just half of those attending school here.\u003c/p>\n\u003cp>Those beds won't appear any time soon. The process of building in the city is expensive and slow. David Seward, chief financial officer for UC Hastings College of the Law, told the hearing about another obstacle public colleges face in developing housing.\u003c/p>\n\u003cp>\"There is no state funding provided to support student housing,\" Seward told supervisors. \"Under the Master Plan for Higher Education, all of these projects must be self-supporting.\"\u003c/p>\n\u003cp>\u003cstrong>A Squeeze at S.F. State\u003c/strong>\u003c/p>\n\u003cp>One place the shortage of student housing is particularly acute is San Francisco State University, which provides housing for about 4,000 of its nearly 30,000 students.\u003c/p>\n\u003cp>Changing enrollment patterns at S.F. State have increased the demand for local housing among its students, said Jo Volkert, the school's interim vice president of student affairs. Last year, 50 percent of freshmen came from counties outside the Bay Area -- double the rate in 2000. Volkert notes that those students generally don't have family nearby they can live with.\u003c/p>\n\u003cp>Erick Gaona, a junior studying environmental science at S.F. State, applied for on-campus housing last semester. Gaona was put on a waitlist. But with school starting, he felt he couldn't wait any longer and began looking for off-campus housing on Craigslist. When he found nothing within his budget, he decided to live out of his car for a month.\u003c/p>\n\u003cp>\"It definitely was a downer,\" said Gaona. \"The thing I was worried about mostly every day was that if my car got broken into, then my 'house' basically has this huge hole in it.\"\u003c/p>\n\u003cp>Gaona, who is from Los Angeles, had his entire life in his car. He said that was the only inconvenience. But Gaona often had to schedule his sleeping schedule around store hours at the Trader Joe's near campus so that he could wash up before it closed. He had a yoga mat for a mattress and couldn't cook warm meals.\u003c/p>\n\u003cp>Finding a shared house in the Sunset District has made all the difference in his college experience, Gaona said.\u003c/p>\n\u003cp>\"I've found my grades have gone up because having that comfort and having that proximity,\" he said.\u003c/p>\n\u003cp>S.F. State has announced plans to develop housing that would ease, if not end, its housing squeeze. The university currently has a public-private partnership called the Holloway Project under review. Officials say the project would add about 250 to 450 beds and could be ready to occupy by 2018.\u003c/p>\n\u003cp>\u003cstrong>Commuting From Far Away \u003c/strong>\u003c/p>\n\u003cp>Some students who choose to attend school in San Francisco are finding ways around dealing with the housing market, by avoiding it.\u003c/p>\n\u003cp>Half of all students attending S.F. State don’t even live in the city, according to the \u003ca href=\"http://parking.sfsu.edu/sites/sites7.sfsu.edu.parking/files/forms/SF%20State%20Transportation%20Survey%202014%20FINAL.pdf\" target=\"_blank\">university’s latest transportation survey\u003c/a>. Instead, they live in the East Bay, North Bay or Peninsula.\u003c/p>\n\u003cp>Patrick Racela, 23, drives to S.F. State from his parents' home in Pittsburg -- about 40 miles away -- because he cannot afford to live in San Francisco. He said his commute to school lasts anywhere between an hour to an hour and a half one way.\u003c/p>\n\u003cp>“It affects all aspects of my life,” said Racela. “I wouldn't say this would be the best option because of the toll that commuting can take on your mental and physical health, but it's the only option I had.”\u003c/p>\n\u003cp>Because Racela also works and is involved in organizations on campus, he said he has to plan his life weeks and even months ahead to account for the time it'll take him to get from Pittsburg to the city for events and meetings.\u003c/p>\n\u003cp>Racela said he sometimes still thinks about one day being able to move to the city, but hesitates when he thinks about his student debt. For now, he's putting up with the commute.\u003c/p>\n\u003cp>\"The hustle and grind really puts a strain on you as it is,\" he said. \"Commuting can intensify that strain.\"\u003c/p>\n\u003cp>\u003cstrong>Impact of High Rents\u003c/strong>\u003c/p>\n\u003cp>The rapid rise in San Francisco housing prices is also making it hard for students to find a place to live -- even at schools training future doctors and lawyers.\u003c/p>\n\u003cp>Clare Hansen-Shinnerl, UC San Francisco’s assistant vice chancellor of campus services, told supervisors that the medical school's students used to rely on off-campus housing but can no longer afford it.\u003c/p>\n\u003cp>Because on-campus housing at UCSF is currently 40 percent below market rate, Shinnerl said on-campus housing has become all the more appealing. But the university has housing for only about 1,000 of its more than 6,300 students.\u003c/p>\n\u003cp>Shinnerl said the housing shortage at the college is a particularly pressing problem because of how critical access to campus is to the medical curriculum there.\u003c/p>\n\u003cp>“Students and trainees need proximity to labs, patients, clinics,” said Shinnerl. “They don't have options to live far away.”\u003c/p>\n\u003cp>UCSF is planning to build 550 housing units in the city's Dogpatch neighborhood, but Shinnerl admits that doesn’t solve much for current students.\u003c/p>\n\u003cp>“We call the students and trainees at UCSF right now the 'sandwich generation,' because they don't have a solution for them,” said Shinnerl.\u003c/p>\n\u003cp>\u003cstrong>An Extra Burden for Students at City College\u003c/strong>\u003c/p>\n\u003cp>At the HARTS program at City College of San Francisco, students stop in for food vouchers and subsidized Muni passes.\u003c/p>\n\u003cp>In one corner of the office there’s a microwave on a shelf, along with free Cup Noodles. They’re paid for out of the pocket of Chris Shaeffer, the program's coordinator.\u003c/p>\n\u003cp>“I’m not sure people think much about these students and what their housing needs are,” he said. “These people are engaged in college, a career, an education program which is going to lead to a better life for them. But they need some place to live, and we should be offering it to them.”\u003c/p>\n\u003cfigure id=\"attachment_10936064\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003cimg class=\"wp-image-10936064 size-thumbnail\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/0M6A3948-e1461265679650-400x276.jpg\" alt=\"Martha Hurtado peeps her head in the HARTS program clothing donation closet which stores clothes, shoes and socks for students in the program. \" width=\"400\" height=\"276\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-400x276.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-800x551.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-1920x1323.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-1180x813.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/0M6A3948-e1461265679650-960x661.jpg 960w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003cfigcaption class=\"wp-caption-text\">Martha Hurtado peeps her head in the HARTS program clothing donation closet, which stores clothes, shoes and socks for students in the program. \u003ccite>(Ericka Cruz Guevarra/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>HARTS can help with paying for things like books, food or transportation. When it comes to housing, it can only refer students to waitlists for shelters and single-room-occupancy hotels.\u003c/p>\n\u003cp>That's because City College of San Francisco has no on-campus housing options, as is the case with most community colleges, which are built by design to serve residents who live close by. But Martha Hurtado, the office assistant at HARTS, said she sees how the cost of housing in the city affects the students who stop by the office every day.\u003c/p>\n\u003cp>“I see some of the students come in here and they’re hungry,” said Hurtado. “Sometimes they just stay on campus and find a windless corner and that’s where they stay. To be able to study, then think about where you’re gonna sleep? That’s hard. They don’t get to go home.”\u003c/p>\n\u003cp>Shaeffer said the city is losing out on individuals who can and want to contribute to society.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re gonna lose artists and poets, musicians, intelligent students. We’re gonna lose a lot with this housing bust we got going on,” he said. “They're gonna end up some place we don't want them to be. Either dead, in jail, on the streets, broken down, ill. Think about it. Just think about it.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "S.F. State Students Approve $180 Per Semester Fee for New Transit Pass",
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"content": "\u003cp>San Francisco State University students overwhelmingly approved a referendum last week to add a $180 per semester mandatory campus fee in exchange for unlimited Muni use and a 25 percent BART discount for trips starting or ending at the Daly City stop.\u003c/p>\n\u003cp>Just under 10 percent of the school's student body voted in this year's Associated Students elections, which ended last Friday. \u003ca href=\"https://eballot4.votenet.com/sfsu/admin/images/reports/D332022/PDFReport.pdf?CFID=1592456&CFTOKEN=71879886\">Almost three-quarters\u003c/a> of voters supported the new fee to implement a \"Gator Pass\" in fall 2017.\u003c/p>\n\u003cp>The fee must still be approved by the Associated Students president and California State University Chancellor Timothy White. Backers of the Gator Pass say they hope for final approval by the end of May. \u003c/p>\n\u003cp>“If students decide they don’t want the pass, we have the power to stop it,” said Naeemah Charles, Associated Students vice president of external affairs, who says she's worked on creating the transit pass for two and a half years. \"It is a student-led fee.”\u003c/p>\n\u003cp>If the Gator Pass gets a final green light, SFSU will become the latest Bay Area university to provide students with discounted transportation and the first to land cheaper BART fare, although that's limited to just the Daly City station.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://archives.sfmta.com/cms/cmta/documents/mx070402_v5.pdf\">University of San Francisco students\u003c/a> held Muni passes since 2000, and \u003ca href=\"http://www.actransit.org/wp-content/uploads/UCB-Class-Pass-User-Guide-Web-0111.pdf\">UC Berkeley students\u003c/a> have had discounted AC Transit since 2006. But neither of those arrangements include BART.\u003c/p>\n\u003cp>For SFSU, a transit pass without BART would have been a tough sell. The school's \u003ca href=\"http://parking.sfsu.edu/sites/sites7.sfsu.edu.parking/files/forms/SF%20State%20Transportation%20Survey%202014%20FINAL.pdf\">2014 Transportation Survey\u003c/a> shows 26 percent of students use BART and nearly half use Muni for at least part of their commute. Though the rest of the students on campus use neither system, they'll still pay the $180 fee.\u003c/p>\n\u003cp>Freshman Kevin Catalan lives in Daly City's Westlake Center and uses San Mateo County's SamTrans to commute to school, but uses Muni and BART to visit family in Concord.\u003c/p>\n\u003cp>\"I was bummed there wasn't SamTrans, but I take Muni,\" Catalan said. \"It would save me a lot of money.\"\u003c/p>\n\u003cp>The referendum approved last week says that the fee is likely to go up in the future:\u003c/p>\n\u003cp>\"It is anticipated that the fee will increase by $5 annually (i.e., Fall 2018: $185; Fall 2019: $190) to account for Muni and BART fare increases, which will be subject to review by a team of SFSU students and administrators who will regularly evaluate the program’s efficacy and determine appropriate cost escalation, if any,\" the measure said. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The effort also got help from campus administrators, San Francisco Supervisor Scott Wiener, BART District 8 Director Nick Josefowitz and U.S. Rep. Jackie Speier.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco State University students overwhelmingly approved a referendum last week to add a $180 per semester mandatory campus fee in exchange for unlimited Muni use and a 25 percent BART discount for trips starting or ending at the Daly City stop.\u003c/p>\n\u003cp>Just under 10 percent of the school's student body voted in this year's Associated Students elections, which ended last Friday. \u003ca href=\"https://eballot4.votenet.com/sfsu/admin/images/reports/D332022/PDFReport.pdf?CFID=1592456&CFTOKEN=71879886\">Almost three-quarters\u003c/a> of voters supported the new fee to implement a \"Gator Pass\" in fall 2017.\u003c/p>\n\u003cp>The fee must still be approved by the Associated Students president and California State University Chancellor Timothy White. Backers of the Gator Pass say they hope for final approval by the end of May. \u003c/p>\n\u003cp>“If students decide they don’t want the pass, we have the power to stop it,” said Naeemah Charles, Associated Students vice president of external affairs, who says she's worked on creating the transit pass for two and a half years. \"It is a student-led fee.”\u003c/p>\n\u003cp>If the Gator Pass gets a final green light, SFSU will become the latest Bay Area university to provide students with discounted transportation and the first to land cheaper BART fare, although that's limited to just the Daly City station.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://archives.sfmta.com/cms/cmta/documents/mx070402_v5.pdf\">University of San Francisco students\u003c/a> held Muni passes since 2000, and \u003ca href=\"http://www.actransit.org/wp-content/uploads/UCB-Class-Pass-User-Guide-Web-0111.pdf\">UC Berkeley students\u003c/a> have had discounted AC Transit since 2006. But neither of those arrangements include BART.\u003c/p>\n\u003cp>For SFSU, a transit pass without BART would have been a tough sell. The school's \u003ca href=\"http://parking.sfsu.edu/sites/sites7.sfsu.edu.parking/files/forms/SF%20State%20Transportation%20Survey%202014%20FINAL.pdf\">2014 Transportation Survey\u003c/a> shows 26 percent of students use BART and nearly half use Muni for at least part of their commute. Though the rest of the students on campus use neither system, they'll still pay the $180 fee.\u003c/p>\n\u003cp>Freshman Kevin Catalan lives in Daly City's Westlake Center and uses San Mateo County's SamTrans to commute to school, but uses Muni and BART to visit family in Concord.\u003c/p>\n\u003cp>\"I was bummed there wasn't SamTrans, but I take Muni,\" Catalan said. \"It would save me a lot of money.\"\u003c/p>\n\u003cp>The referendum approved last week says that the fee is likely to go up in the future:\u003c/p>\n\u003cp>\"It is anticipated that the fee will increase by $5 annually (i.e., Fall 2018: $185; Fall 2019: $190) to account for Muni and BART fare increases, which will be subject to review by a team of SFSU students and administrators who will regularly evaluate the program’s efficacy and determine appropriate cost escalation, if any,\" the measure said. \u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The effort also got help from campus administrators, San Francisco Supervisor Scott Wiener, BART District 8 Director Nick Josefowitz and U.S. Rep. Jackie Speier.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "budgeting-from-the-blacktop-a-day-in-room-30",
"title": "After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty",
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"headTitle": "After Years of Helping Kids Manage Trauma, One School’s Unique Program Faces Uncertainty | KQED",
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"content": "\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>“It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\u003c/p>\n\u003cp>[soundcloud url=”https://api.soundcloud.com/tracks/259701864″ params=”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false” width=”100%” height=”166″ iframe=”true” /]\u003c/p>\n\u003cp>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students — but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,” Coburn tells her. “The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>[contextly_sidebar id=”LsEKR6HOfZFBnuSX3qBVEu1KYfm4079p”]\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.”\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\" rel=\"noopener\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n",
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"excerpt": "Sacramento's Oak Ridge Elementary created Room 30 to help at-risk kids manage stress and trauma. But the program's financial future is uncertain.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>\u003cem>\u003ca href=\"http://ww2.kqed.org/news/2016/06/16/despues-de-anos-de-ayudar-a-ninos-con-trauma-el-programa-particular-a-una-escuela-se-enfrenta-con-la-incertidumbre\" target=\"_blank\" rel=\"noopener\">Leer esto en Español\u003c/a>\u003cbr>\n\u003c/em>\u003c/strong>\u003cbr>\nRoom 30 at \u003ca href=\"http://oakridge.scusd.edu/\">Oak Ridge Elementary School\u003c/a> in Sacramento is decked out with inspirational posters.\u003c/p>\n\u003cp>Board games and art supplies fill the shelves. An exercise treadmill is tucked in one corner. Students use this piece of equipment on a daily basis to manage stress and refocus their energy.\u003c/p>\n\u003cp>Across the room sits school social worker Danielle Martin. She has a stack of student files on her desk this morning and gets ready to make some phone calls to families. But first, she turns on a small device in her cubicle called a “sound screen,” which produces a constant buzz of white noise.\u003c/p>\n\u003cp>“It’s like a little buffer,” Martin says. “A lot of what happens here could be sensitive, but it’s also a private confidential space.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='”100%”' height='”166″'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=”https://api.soundcloud.com/tracks/259701864″&visual=true&”color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false”'\n title='”https://api.soundcloud.com/tracks/259701864″'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>Martin then calls the parents of a young girl who has been getting into fights. Martin says the girl needs help and she wants their permission to get her some group counseling.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge is unique in the \u003ca href=\"http://www.scusd.edu/\">Sacramento City Unified School District\u003c/a> because it has a \u003ca href=\"http://www.scusd.edu/student-support-centers\">Student Support Center\u003c/a> on campus with two dedicated professionals. Millions of dollars in federal funding made that possible several years ago. But now, that funding is drying up.\u003c/p>\n\u003cfigure id=\"attachment_10930556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930556\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg\" alt=\"Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives.\" width=\"800\" height=\"492\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-800x492.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-400x246.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-1180x725.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/DanielleMartin-960x590.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin is one of two school social workers at Oak Ridge Elementary helping students manage stress and trauma in their young lives. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Under \u003ca href=\"http://edsource.org/2016/local-control-funding-formula-guide-lcff/89272\">California’s new way of handing out school funding\u003c/a>, Oak Ridge is getting an additional $187,000 this year for its at-risk students — but it’s not enough to cover all the people and programs it has added over the years.\u003c/p>\n\u003cp>The principal is now trying to figure out how to spend that money so that it has the biggest impact.\u003c/p>\n\u003cp>Bethany Coburn, the other school social worker at Oak Ridge, says having a space like Room 30 is critical for high-needs students because it helps them and their families with everything from evictions to domestic violence. As many as 70 students come here every week for special services.\u003c/p>\n\u003cp>“Teachers are dealing with so many things,” Coburn says. “We can take some of that pressure, some of that load off of them, so that teachers can teach and focus on academics.”\u003c/p>\n\u003cp>Coburn, who is also the Student Support Center coordinator, says she and Martin try not to let budget concerns get in the way of their work, because a crisis could come up at any moment.\u003c/p>\n\u003cp>Today is no exception.\u003c/p>\n\u003cfigure id=\"attachment_10930565\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930565\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg\" alt=\"Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students.\" width=\"800\" height=\"503\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-800x503.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-400x251.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-1180x741.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/BethanyCoburn-960x603.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Bethany Coburn, a social worker and coordinator of the Student Support Center at Oak Ridge Elementary, prepares posters with inspirational messages written by students. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A second-grade boy who is new to the school is brought to Room 30 because he says he’s going to hurt himself. Martin springs into action, but is careful not to overreact. She takes him into her cubicle and begins a casual conversation with the boy, which eventually evolves into a line of questioning as part of a suicide risk assessment.\u003c/p>\n\u003cp>“Ms. Allison told me that you were thinking of possibly hurting yourself,” Martin says to the boy.\u003c/p>\n\u003cp>He confirms what Martin was told, and then urges her not to call his parents because he says there will be consequences if they find out he is in trouble. Martin does her best to settle his fears.\u003c/p>\n\u003cp>“When kids come see me, they’re usually not in trouble. So you are not in trouble with me,” Martin responds sympathetically.\u003c/p>\n\u003cp>The boy lets out a big sigh of relief. Thirty minutes later, Martin and the student come out of her cubicle, and the boy hops on the treadmill to walk it off.\u003c/p>\n\u003cp>This school year, Oak Ridge’s Student Support Center performed four suicide risk assessments on students at the campus. More than 50 assessments have been completed districtwide.\u003c/p>\n\u003cfigure id=\"attachment_10930607\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-10930607\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg\" alt=\"Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy.\" width=\"800\" height=\"736\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-800x736.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-400x368.jpg 400w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-1180x1086.jpg 1180w, https://cdn.kqed.org/wp-content/uploads/sites/10/2016/04/TreadmillSupportCenter-960x884.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Danielle Martin helps a student use a treadmill in Room 30 at Oak Ridge Elementary School. The treadmill is used on a daily basis for kids to release stress and refocus their energy. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Coburn and Martin says they’re trying to help little ones understand their emotions before things escalate. Another way is through weekly group counseling sessions.\u003c/p>\n\u003cp>On this day, Coburn brings a small group of first-grade students into Room 30 during lunch, sits them down at a table and reads a book about feelings as they munch on apple slices and crackers.\u003c/p>\n\u003cp>“Can you tell me a time when you felt sad?” Coburn asks the kids.\u003c/p>\n\u003cp>“I feel sad because I get mad. Sad and mad,” responds one of the little girls.\u003c/p>\n\u003cp>“Sometimes those feelings go together, and that’s OK,” Coburn tells her. “The important thing is that we learn to manage those feelings and control them.”\u003c/p>\n\u003cp>Many parents say they appreciate what’s happening in Room 30.\u003c/p>\n\u003cp>Amanda Hawkins pops into the room for a quick visit with her son, Mekhi, who’s in the sixth grade. Earlier this year, Mekhi wasn’t listening in class, and he was talking back and hitting other kids. Now he’s less explosive and more focused.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I’m very proud of him for the choices he has made,” Hawkins says. “I just want him to be the person that he is.”\u003c/p>\n\u003cp>This year Oak Ridge did end up using part of its extra state funding to support Room 30 because of its impact on high-needs kids. But next year the money is going to a different position, and so Oak Ridge will have to tap into another stream of federal funding to keep the center alive.\u003c/p>\n\u003cp>“I think the work we do speaks for itself,” Coburn says. “We serve so many students, and I think we’re a valuable asset to the school and the community. I think it would be a shame for it to go away.”\u003c/p>\n\u003cp>\u003cem>This report is the third in \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\" rel=\"noopener\">Budgeting From the Blacktop\u003c/a>, a four-part series by Ana Tintocalis taking a deep look at Oak Ridge Elementary in Sacramento.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>See how much your school district spends per student, and how that compares to the national average (\u003ca href=\"http://www.npr.org/2016/04/18/474256366/why-americas-schools-have-a-money-problem\" target=\"_blank\" rel=\"noopener\">map via NPR\u003c/a>):\u003cbr>\n\u003c/em>\u003cbr>\n[NPRSchoolFundingMap]\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "UC Berkeley Provost Resigns Amid University Sexual Harassment Scandal",
"title": "UC Berkeley Provost Resigns Amid University Sexual Harassment Scandal",
"headTitle": "News Fix | KQED News",
"content": "\u003cp>UC Berkeley Executive Vice Chancellor and Provost Claude Steele announced Friday afternoon that he is resigning, citing his wife's health.\u003c/p>\n\u003cp>Steele faced criticism for his lenient discipline of faculty and administrators found to have violated school sexual harassment policy. Over the last seven years \u003ca href=\"http://ww2.kqed.org/news/2016/04/06/report-19-uc-berkeley-employees-violated-harassment-policy\" target=\"_blank\">19 employees\u003c/a>, including some faculty members, were found to have sexually harassed students or employees.\u003c/p>\n\u003cp>After the former law school dean Sujit Choudry was found to have sexually harassed his assistant, Tyann Sorell, Steele imposed what many consider overly lenient sanctions. Those sanctions included requiring Choudry to attend sexual harassment training, write an apology and take a 10 percent pay cut.\u003c/p>\n\u003cfigure id=\"attachment_10930425\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/claude-1-1.jpeg\" rel=\"attachment wp-att-10930425\">\u003cimg class=\"size-full wp-image-10930425\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/claude-1-1.jpeg\" alt=\"Claude M. Steele\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-75x75.jpeg 75w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Claude M. Steele \u003ccite>(UC Berkeley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a campus anti-sexual harassment rally this week, French lecturer Blanca Misse said that Steele should be held accountable--and fired--for such decisions, which she calls 'ridiculous'.\u003c/p>\n\u003cp>\"There is no decision that involves how to make the work space and the student space a safe space for survivors. It's just like a tax, an economic sanction,\" Misse said. \"So if your'e an administrator, a dean, or a well-paid faculty member, you can afford to do sexual harassment.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2016/03/14/uc-president-orders-new-process-for-dealing-with-sexual-harassment-cases\" target=\"_blank\">Choudry resigned\u003c/a> from his post as Dean and UC President Janet Napolitano then stepped in to insist that the school go farther--barring him from campus and beginning further disciplinary proceedings within the Academic Senate. Choudry is currently still on the payroll as tenured faculty, but an Academic Senate process could change that--as it has power to suggest that the Board of Regents fire him.\u003c/p>\n\u003cp>In a statement Chancellor Nicholas Dirks says that the university will appoint a new executive vice chancellor soon.\u003c/p>\n\u003cp>Dirks lauded Steele's contributions over the past two years, including his efforts to shore up the budget and diversity on campus.\u003c/p>\n\u003cp>Included is a message from Steele, who says he can't afford to further sacrifice time with his wife, who faces significant health challenges.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Read the statement:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues,\u003c/p>\n\u003cp>It is with sadness that I write to inform you that my friend and long-time colleague, Claude Steele, has decided to step down from his administrative position as UC Berkeley’s Executive Vice Chancellor and Provost. Claude’s many contributions will have a lasting impact on our university, including:\u003c/p>\n\u003cp>· Launching a budget reform and simplification effort to base planning and decision-making on more clearly understood and predictable metrics.\u003cbr>\n· Managing the university’s effort to assess and verify its financial deficit as well as develop short and long term strategies for sustaining its excellence in the face of financial challenges. I am confident that the university is now on a path to financial strength in the years ahead.\u003cbr>\n· Designing a new, more centrally managed fund-raising organization with the aim of achieving a closer relationship between the donor and alumni communities and the needs of the university.\u003cbr>\n· Improving the campus climate through the African American Initiative and the diversification of campus leaderships from the athletic department to deanships.\u003c/p>\n\u003cp>We will, very shortly, have an announcement about who will fill the EVCP role on an interim basis, including assuming responsibilities for leading the strategic initiatives process, and I greatly appreciate Claude’s readiness to assist with the transition. In the meantime, he has asked me to share with you the following message:\u003c/p>\n\u003cp>\u003cem>Two years ago, I joined UC Berkeley—an institution I have long admired—with excitement about its twin missions of excellence and access. It has been a privilege to devote my time and energy to growing and supporting the university, and in particular to building a more inclusive community. For academic freedom to be meaningful in the experience of our students, staff and faculty, our university has to be a place where everyone has a sense of belonging and of being valued. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For all the reasons that the Chancellor just mentioned, I have been fortunate to be part of important developments here, and indeed there are so many more things I would like to be part of in the university’s near- and long-term.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alas, my wife’s ongoing health challenges remain quite significant, and this is simply not a time in our lives where I can afford to further sacrifice our time together. The choice has thus become clear: I can no longer offer UC Berkeley the time and level of commitment it needs from its EVCP, while at the same time being a part of my family in the way I want to be. \u003c/em>\u003c/p>\n\u003cp>\u003cem>While I am sad to leave the central administration and my beloved colleagues there, my consolation is that I won’t be far away. I am excited to return to my professional life as a psychologist and writer, and will join UC Berkeley’s Department of Psychology next year, a place and group of friends and colleagues that I have known and admired for many years. I am also excited about the opportunity to play a role at the School of Education.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I want to thank my colleagues in the central administration mightily for the support they have given me and my family, and for their continued dedication and hard work for the university and the UC system. UC-Berkeley is a special place – I am proud of my work as provost, and look forward to continuing to be part of the Berkeley family.\u003c/em>\u003c/p>\n\u003cp>I know you will all join me in wishing Dorothy Steele, Claude’s wife, a rapid return to good health. She is and will remain in our thoughts and prayers.\u003c/p>\n\u003cp>We will have an opportunity to say more about Claude’s many contributions to the university during his time as EVCP in due course; for now we thank him profoundly for his service, and wish him the very best as he returns to his professional life as a psychologist and writer, and becomes a valued full time member of our faculty. I also want to thank the Cal community for their remarkable resilience during this time of transition. I look forward to continued partnership and collaboration as we go forward with our work to secure Berkeley’s excellence and access for years to come.\u003c/p>\n\u003cp>Regards,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003cbr>\nChancellor\u003c/p>\u003c/blockquote>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Berkeley Executive Vice Chancellor and Provost Claude Steele announced Friday afternoon that he is resigning, citing his wife's health.\u003c/p>\n\u003cp>Steele faced criticism for his lenient discipline of faculty and administrators found to have violated school sexual harassment policy. Over the last seven years \u003ca href=\"http://ww2.kqed.org/news/2016/04/06/report-19-uc-berkeley-employees-violated-harassment-policy\" target=\"_blank\">19 employees\u003c/a>, including some faculty members, were found to have sexually harassed students or employees.\u003c/p>\n\u003cp>After the former law school dean Sujit Choudry was found to have sexually harassed his assistant, Tyann Sorell, Steele imposed what many consider overly lenient sanctions. Those sanctions included requiring Choudry to attend sexual harassment training, write an apology and take a 10 percent pay cut.\u003c/p>\n\u003cfigure id=\"attachment_10930425\" class=\"wp-caption alignright\" style=\"max-width: 400px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/claude-1-1.jpeg\" rel=\"attachment wp-att-10930425\">\u003cimg class=\"size-full wp-image-10930425\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/claude-1-1.jpeg\" alt=\"Claude M. Steele\" width=\"400\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1.jpeg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-32x32.jpeg 32w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-64x64.jpeg 64w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-96x96.jpeg 96w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-128x128.jpeg 128w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/claude-1-1-75x75.jpeg 75w\" sizes=\"(max-width: 400px) 100vw, 400px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Claude M. Steele \u003ccite>(UC Berkeley)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At a campus anti-sexual harassment rally this week, French lecturer Blanca Misse said that Steele should be held accountable--and fired--for such decisions, which she calls 'ridiculous'.\u003c/p>\n\u003cp>\"There is no decision that involves how to make the work space and the student space a safe space for survivors. It's just like a tax, an economic sanction,\" Misse said. \"So if your'e an administrator, a dean, or a well-paid faculty member, you can afford to do sexual harassment.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/news/2016/03/14/uc-president-orders-new-process-for-dealing-with-sexual-harassment-cases\" target=\"_blank\">Choudry resigned\u003c/a> from his post as Dean and UC President Janet Napolitano then stepped in to insist that the school go farther--barring him from campus and beginning further disciplinary proceedings within the Academic Senate. Choudry is currently still on the payroll as tenured faculty, but an Academic Senate process could change that--as it has power to suggest that the Board of Regents fire him.\u003c/p>\n\u003cp>In a statement Chancellor Nicholas Dirks says that the university will appoint a new executive vice chancellor soon.\u003c/p>\n\u003cp>Dirks lauded Steele's contributions over the past two years, including his efforts to shore up the budget and diversity on campus.\u003c/p>\n\u003cp>Included is a message from Steele, who says he can't afford to further sacrifice time with his wife, who faces significant health challenges.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Read the statement:\u003c/strong>\u003c/p>\n\u003cblockquote>\u003cp>Dear Colleagues,\u003c/p>\n\u003cp>It is with sadness that I write to inform you that my friend and long-time colleague, Claude Steele, has decided to step down from his administrative position as UC Berkeley’s Executive Vice Chancellor and Provost. Claude’s many contributions will have a lasting impact on our university, including:\u003c/p>\n\u003cp>· Launching a budget reform and simplification effort to base planning and decision-making on more clearly understood and predictable metrics.\u003cbr>\n· Managing the university’s effort to assess and verify its financial deficit as well as develop short and long term strategies for sustaining its excellence in the face of financial challenges. I am confident that the university is now on a path to financial strength in the years ahead.\u003cbr>\n· Designing a new, more centrally managed fund-raising organization with the aim of achieving a closer relationship between the donor and alumni communities and the needs of the university.\u003cbr>\n· Improving the campus climate through the African American Initiative and the diversification of campus leaderships from the athletic department to deanships.\u003c/p>\n\u003cp>We will, very shortly, have an announcement about who will fill the EVCP role on an interim basis, including assuming responsibilities for leading the strategic initiatives process, and I greatly appreciate Claude’s readiness to assist with the transition. In the meantime, he has asked me to share with you the following message:\u003c/p>\n\u003cp>\u003cem>Two years ago, I joined UC Berkeley—an institution I have long admired—with excitement about its twin missions of excellence and access. It has been a privilege to devote my time and energy to growing and supporting the university, and in particular to building a more inclusive community. For academic freedom to be meaningful in the experience of our students, staff and faculty, our university has to be a place where everyone has a sense of belonging and of being valued. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For all the reasons that the Chancellor just mentioned, I have been fortunate to be part of important developments here, and indeed there are so many more things I would like to be part of in the university’s near- and long-term.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Alas, my wife’s ongoing health challenges remain quite significant, and this is simply not a time in our lives where I can afford to further sacrifice our time together. The choice has thus become clear: I can no longer offer UC Berkeley the time and level of commitment it needs from its EVCP, while at the same time being a part of my family in the way I want to be. \u003c/em>\u003c/p>\n\u003cp>\u003cem>While I am sad to leave the central administration and my beloved colleagues there, my consolation is that I won’t be far away. I am excited to return to my professional life as a psychologist and writer, and will join UC Berkeley’s Department of Psychology next year, a place and group of friends and colleagues that I have known and admired for many years. I am also excited about the opportunity to play a role at the School of Education.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I want to thank my colleagues in the central administration mightily for the support they have given me and my family, and for their continued dedication and hard work for the university and the UC system. UC-Berkeley is a special place – I am proud of my work as provost, and look forward to continuing to be part of the Berkeley family.\u003c/em>\u003c/p>\n\u003cp>I know you will all join me in wishing Dorothy Steele, Claude’s wife, a rapid return to good health. She is and will remain in our thoughts and prayers.\u003c/p>\n\u003cp>We will have an opportunity to say more about Claude’s many contributions to the university during his time as EVCP in due course; for now we thank him profoundly for his service, and wish him the very best as he returns to his professional life as a psychologist and writer, and becomes a valued full time member of our faculty. I also want to thank the Cal community for their remarkable resilience during this time of transition. I look forward to continued partnership and collaboration as we go forward with our work to secure Berkeley’s excellence and access for years to come.\u003c/p>\n\u003cp>Regards,\u003c/p>\n\u003cp>Nicholas B. Dirks\u003cbr>\nChancellor\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A three-judge state appeals panel has thrown out a Los Angeles court's ruling that California teacher tenure and seniority laws violate the rights of low-income and minority students in public schools.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">2014 Vergara v. California ruling\u003c/a> by Los Angeles Superior Court Judge Rolf Treu struck down several parts of the state's education code, finding that they denied many students equal protection under the law.\u003c/p>\n\u003cp>\"The evidence is compelling,\" Treu wrote. \"Indeed, it shocks the conscience.\"\u003c/p>\n\u003cp>Treu's \u003ca href=\"https://www.documentcloud.org/documents/1193670-tenative-vergara-decision.html\" target=\"_blank\">decision\u003c/a> would have overturned laws governing how tenure is granted, teacher dismissal procedures and the last-hired/first-fired process for laying off teachers.\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/259266491\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>But the unanimous appeals court ruling Thursday said that the plaintiffs in the case had not made their case:\u003c/p>\n\u003cblockquote>\u003cp>We reverse the trial court’s decision. Plaintiffs failed to establish that the statutes violate equal protection, primarily because they did not show that the statutes inevitably cause a certain group of students to receive an education inferior to the received by other students. Although the statutes may lead to the hiring and retention of more ineffective teachers than a hypothetical alternative system would, the statutes do not address the assignment of teachers; instead, administrators — not the statutes — ultimately determine where teachers within a district are assigned to teach. Critically, plaintiffs failed to show that the statutes themselves make any certain group of students more likely to be taught by ineffective teachers than any other group of students.\u003c/p>\n\u003cp>With no proper showing of a constitutional violation, the court is without power to down the challenged statutes. The court’s job is merely to determine whether the statutes are constitutional, not if they are “a good idea.”\u003c/p>\u003c/blockquote>\n\u003cp>Treu's ruling two years ago was rendered in a lawsuit brought by \u003ca href=\"http://studentsmatter.org/\" target=\"_blank\">Students Matter\u003c/a>, a group founded by Silicon Valley billionaire engineer/entrepreneur \u003ca href=\"http://valleywag.gawker.com/silicon-valley-mogul-financed-california-lawsuit-to-end-1588947329\" target=\"_blank\">David F. Welch\u003c/a> on behalf of nine public school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Largely because of \u003ca href=\"http://capitalandmain.com/features/california-expose/david-welch-the-man-behind-vergara-versus-california/\" target=\"_blank\">close ties\u003c/a> between Students Matter and a variety of charter and school-privatization proponents, the Vergara case is seen by the state's teachers unions as an attack on classroom educators. Critics also say the suit and similar legal action ignore the galaxy of factors, including scarce funding, high crime rates in school neighborhoods and fragmented families, that contribute to poor educational outcomes for many inner-city students.\u003c/p>\n\u003cp>The California Teachers Association issued \u003ca href=\"https://www.cta.org/en/About-CTA/News-Room/Press-Releases/2016/04/20160414.aspx\" target=\"_blank\">a statement\u003c/a> celebrating the Thursday appeals court ruling as a complete vindication of its position that the state's tenure and seniority laws are essential protections:\u003c/p>\n\u003cblockquote>\u003cp>In a sweeping victory for students and educators, the California Court of Appeal today reversed a lower court decision in the deeply flawed Vergara v. California lawsuit. The unanimous appellate opinion is a stinging rebuke to Judge Rolf M. Treu’s poorly-reasoned ruling, and to the allegations made and millions of dollars spent by wealthy anti-union “education reformers” to bypass voters, parents, and the legislature with harmful education policy changes. The reversal affirms the arguments of educators, civil rights groups, legal scholars and education policy experts that the state statutes affirming educator rights do not harm students.\u003c/p>\u003c/blockquote>\n\u003cp>But in a statement on the Students Matter website, Welch promised an appeal of Thursday's ruling:\u003c/p>\n\u003cblockquote>\u003cp>The fight continues! I just got off the phone with our attorneys, and I’m not going to mince words — we lost. This is a sad day for every child struggling to get the quality education he or she deserves — and is guaranteed by our state constitution.\u003c/p>\n\u003cp>We think the California Court of Appeal is wrong, so our fight for California students isn’t over — not even close. We’re taking this case to the California Supreme Court, and we intend to win. For our plaintiffs, for our families, for every child in California working hard to get ahead.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe class=\"scribd_iframe_embed\" src=\"https://www.scribd.com/embeds/308691226/content?start_page=1&view_mode=scroll&access_key=key-gt8a5io4Cx5o5Lp1aOzu&show_recommendations=true\" data-auto-height=\"false\" data-aspect-ratio=\"0.7729220222793488\" scrolling=\"no\" id=\"doc_80798\" width=\"100%\" height=\"600\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A three-judge state appeals panel has thrown out a Los Angeles court's ruling that California teacher tenure and seniority laws violate the rights of low-income and minority students in public schools.\u003c/p>\n\u003cp>The \u003ca href=\"http://www.latimes.com/local/education/la-me-teacher-lawsuit-20140611-story.html\" target=\"_blank\">2014 Vergara v. California ruling\u003c/a> by Los Angeles Superior Court Judge Rolf Treu struck down several parts of the state's education code, finding that they denied many students equal protection under the law.\u003c/p>\n\u003cp>\"The evidence is compelling,\" Treu wrote. \"Indeed, it shocks the conscience.\"\u003c/p>\n\u003cp>Treu's \u003ca href=\"https://www.documentcloud.org/documents/1193670-tenative-vergara-decision.html\" target=\"_blank\">decision\u003c/a> would have overturned laws governing how tenure is granted, teacher dismissal procedures and the last-hired/first-fired process for laying off teachers.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/259266491&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/259266491'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>But the unanimous appeals court ruling Thursday said that the plaintiffs in the case had not made their case:\u003c/p>\n\u003cblockquote>\u003cp>We reverse the trial court’s decision. Plaintiffs failed to establish that the statutes violate equal protection, primarily because they did not show that the statutes inevitably cause a certain group of students to receive an education inferior to the received by other students. Although the statutes may lead to the hiring and retention of more ineffective teachers than a hypothetical alternative system would, the statutes do not address the assignment of teachers; instead, administrators — not the statutes — ultimately determine where teachers within a district are assigned to teach. Critically, plaintiffs failed to show that the statutes themselves make any certain group of students more likely to be taught by ineffective teachers than any other group of students.\u003c/p>\n\u003cp>With no proper showing of a constitutional violation, the court is without power to down the challenged statutes. The court’s job is merely to determine whether the statutes are constitutional, not if they are “a good idea.”\u003c/p>\u003c/blockquote>\n\u003cp>Treu's ruling two years ago was rendered in a lawsuit brought by \u003ca href=\"http://studentsmatter.org/\" target=\"_blank\">Students Matter\u003c/a>, a group founded by Silicon Valley billionaire engineer/entrepreneur \u003ca href=\"http://valleywag.gawker.com/silicon-valley-mogul-financed-california-lawsuit-to-end-1588947329\" target=\"_blank\">David F. Welch\u003c/a> on behalf of nine public school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Largely because of \u003ca href=\"http://capitalandmain.com/features/california-expose/david-welch-the-man-behind-vergara-versus-california/\" target=\"_blank\">close ties\u003c/a> between Students Matter and a variety of charter and school-privatization proponents, the Vergara case is seen by the state's teachers unions as an attack on classroom educators. Critics also say the suit and similar legal action ignore the galaxy of factors, including scarce funding, high crime rates in school neighborhoods and fragmented families, that contribute to poor educational outcomes for many inner-city students.\u003c/p>\n\u003cp>The California Teachers Association issued \u003ca href=\"https://www.cta.org/en/About-CTA/News-Room/Press-Releases/2016/04/20160414.aspx\" target=\"_blank\">a statement\u003c/a> celebrating the Thursday appeals court ruling as a complete vindication of its position that the state's tenure and seniority laws are essential protections:\u003c/p>\n\u003cblockquote>\u003cp>In a sweeping victory for students and educators, the California Court of Appeal today reversed a lower court decision in the deeply flawed Vergara v. California lawsuit. The unanimous appellate opinion is a stinging rebuke to Judge Rolf M. Treu’s poorly-reasoned ruling, and to the allegations made and millions of dollars spent by wealthy anti-union “education reformers” to bypass voters, parents, and the legislature with harmful education policy changes. The reversal affirms the arguments of educators, civil rights groups, legal scholars and education policy experts that the state statutes affirming educator rights do not harm students.\u003c/p>\u003c/blockquote>\n\u003cp>But in a statement on the Students Matter website, Welch promised an appeal of Thursday's ruling:\u003c/p>\n\u003cblockquote>\u003cp>The fight continues! I just got off the phone with our attorneys, and I’m not going to mince words — we lost. This is a sad day for every child struggling to get the quality education he or she deserves — and is guaranteed by our state constitution.\u003c/p>\n\u003cp>We think the California Court of Appeal is wrong, so our fight for California students isn’t over — not even close. We’re taking this case to the California Supreme Court, and we intend to win. For our plaintiffs, for our families, for every child in California working hard to get ahead.\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe class=\"scribd_iframe_embed\" src=\"https://www.scribd.com/embeds/308691226/content?start_page=1&view_mode=scroll&access_key=key-gt8a5io4Cx5o5Lp1aOzu&show_recommendations=true\" data-auto-height=\"false\" data-aspect-ratio=\"0.7729220222793488\" scrolling=\"no\" id=\"doc_80798\" width=\"100%\" height=\"600\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Empiezan las clases en 10 minutos en Oak Ridge Elementary en Sacramento. El director de la escuela, Daniel Rolleri está sobre el pavimento saludando a los estudiantes, como suele hacer.\u003c/p>\n\u003cp>Oak Ridge es como muchos otros recintos educativos por todo el estado dorado. Los estudiantes en su mayoría son pobres. Muchos luchan por aprender el inglés. Otros no lo saben hablar.\u003c/p>\n\u003cp>“Existe un ciclo vicioso de pobreza, un ciclo vicioso de situaciones difíciles en la vida de nuestras familias”, explica Rolleri, al dar las últimas vueltas al recinto antes de sonar la campana. “La educación tiene que ser la mayor niveladora para que nuestros estudiantes tengan éxito en la vida.”\u003c/p>\n\u003cp>Ahora Rolleri tiene la responsabilidad de manejar las finanzas de la escuela bajo el audaz nuevo experimento de California promulgado hace tres años conocido como la Fórmula de Financiación bajo Control Local.\u003c/p>\n\u003cp>El cerrar la brecha de las disparidades es el eje central de este enfoque innovador que se da después de años de pleitos judiciales sobre la financiación del estado y sobre las calificaciones a nivel estatal, las cuales indican que la brecha académica en el estado no ha cambiado en absoluto.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>El objetivo del sistema de financiación es sencillo: Darles a las escuelas como Oak Ridge más dinero y mayor control sobre cómo gastar ese dinero. A cambio, los dirigentes escolares deben demostrar que las decisiones que toman en cuanto al gasto logran que más estudiantes en riesgo aprendan.\u003c/p>\n\u003cp>La esperanza es que los dirigentes escolares locales – y no los legisladores estatales – opten por estrategias y programas más enfocados, porque son ellos quienes comprenden las necesidades particulares de sus estudiantes.\u003c/p>\n\u003cp>Por ende, ahora las escuelas públicas con grandes números de estudiantes de reducidos ingresos, que aprenden el inglés y niños de acogida, reciben mayores ingresos de dinero cada año. “Es una manera de financiar las escuelas en zonas con altas tazas de pobreza y de necesidad,” dice Rolleri. “Darles fondos adicionales y permitir que contraten los recursos adicionales. Es posible que cueste tiempo y energía lograr los resultados, pero, al final del día, lo que requiere son seres humanos.”\u003c/p>\n\u003cp>\u003cstrong>Nueva libertad para gastar\u003c/strong>\u003c/p>\n\u003cp>Hace seis años, Oak Ridge Elementary estaba entre las peores escuelas en el estado. El distrito finalmente respondió y le asignó un nuevo equipo académico, que fue un respiro de vida nueva para la escuela.\u003c/p>\n\u003cp>Ahora, bajo el nuevo sistema estatal para financiar las escuelas, Oak Ridge recibe aproximadamente $185.000 en ingresos adicionales estatales para sus estudiantes necesitados. La escuela tiene un presupuesto operativo general de $1,4 millones.\u003c/p>\n\u003cp>Pero, esto es lo que pasa: A pesar del dinero que llega del estado, Oak Ridge todavía tiene que hacer recortes porque se están secando varias otras vertientes de financiación del distrito y federal – dólares con los que se pagan sueldos y los programas centrales a esta escuela.\u003c/p>\n\u003cfigure id=\"attachment_10926780\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri.jpg\" rel=\"attachment wp-att-10926780\">\u003cimg class=\"size-medium wp-image-10926780\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri-800x493.jpg\" alt=\"Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>No es típico, pero hay un número creciente de escuelas en California que enfrentan el mismo problema.\u003c/p>\n\u003cp>Recientemente, Rolleri tuvo que cortar a cuatro maestros de recursos, cosa que no conviene en esta escuela, donde todas las manos van a la obra.\u003c/p>\n\u003cp>Entre los estudiantes, corren muy alto y muy rápido las tensiones. El día de hoy, irrumpe una pelea después del almuerzo. A una niña del sexto grado le golpean en el rostro.\u003cbr>\n“Se va a relajar a mi oficina un rato,”dice Rolleri, en lo que la acompaña hacia su oficina. “Está un poco agitada y alterada.”\u003c/p>\n\u003cp>Todos los maestros de esta escuela tienen una forma particular de calmar a los estudiantes. La técnica que emplea Rolleri es la aromaterapia. La niña se sienta en su oficina, y él permite que seleccione de entre tres diferentes aromas. Él enciende una pequeña fuente, y le da a la niña un poco de tiempo a solas. Rolleri explica que los niños reaccionan así no porque son malos, sino porque en la escuela y en casa, tienen estrés y frustración.\u003c/p>\n\u003cp>El director está empeñado en usar los fondos del estado para programas que ayudan a los estudiantes a sentir amor propio.\u003c/p>\n\u003cp>\u003cstrong>Calculando las cifras\u003c/strong>\u003c/p>\n\u003cp>Después del almuerzo y de un recreo, Rolleri se enfoca en finalizar el presupuesto del año entrante. Consume apresurado una barra alimenticia, se quita la corbata y enrolla las mangas.\u003c/p>\n\u003cp>“Cuando primero asumí el puesto de director, lo que más me costó entender fue el presupuesto,” comenta Rolleri. “Ahora que tengo más experiencia y comprensión, se me hace un poco más fácil, pero sigue siendo difícil.”\u003c/p>\n\u003cp>Esta tarde Rolleri se encuentra un poco más nervioso de lo normal. Dentro de una hora tiene una reunión con autoridades del distrito para revisar el plan de gastos, y no logra que las cifras encajen.\u003c/p>\n\u003cfigure id=\"attachment_10926782\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice.jpg\" rel=\"attachment wp-att-10926782\">\u003cimg class=\"size-medium wp-image-10926782\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice-800x590.jpg\" alt=\"Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice-400x295.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bajo las nuevas reglas de financiación, Rolleri debe demostrar que está gastando los fondos adicionales del estado en personas y en programas que mejorarán el rendimiento de los estudiantes.\u003c/p>\n\u003cp>“El solo hecho de contar con fondos adicionales, recursos adicionales, no hace que el trabajo sea fácil,” explica Rolleri. “Y yo pienso que es una percepción errónea que tienen algunas personas. No es fácil. Yo diría que hasta es más difícil porque hay una obligación inherente que con esto no podemos fracasar, no podemos arruinarlo.”\u003c/p>\n\u003cp>En su mayoría, los distritos escolares por todo el estado de California han estado gastando su parte de los fondos adicionales del estado en aumentar los sueldos de los maestros – lo cual conlleva a graves inquietudes sobre si es un uso apropiado del dinero.\u003cbr>\nLos dirigentes de las escuelas, sin embargo, insisten en que pagarles más dinero a los maestros sí ayuda a los estudiantes en riesgo, porque los buenos maestros sienten mayor voluntad de seguir empleados a largo plazo en las escuelas difíciles.\u003c/p>\n\u003cp>En Oak Ridge, Rolleri piensa usar una gran parte del dinero adicional para una posición: la de subdirector.\u003c/p>\n\u003cp>Rolleri cree que esta posición es crítica porque es la primera línea de defensa para todo lo que ocurre en la escuela, desde atender a padres que discuten hasta ayudar a estudiantes con dificultades.\u003c/p>\n\u003cp>\u003cstrong>El valor de la subdirectora\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Subdirectora de la escuela de Oak Ridge, Tiffany Wilson, rara vez se encuentra sentada en su oficina. Más bien, se le encuentra corriendo por toda la escuela, ayudando a estudiantes.\u003c/p>\n\u003cp>Hoy Wilson está sentada bajo un árbol en el jardín comunitario de la escuela, hablando con un estudiante que tiene dificultades en una clase.\u003c/p>\n\u003cp>Wilson, quien fue premiada maestra del año en el condado de Sacramento, aprende que el niño es el segundo hijo de tres y que siente que su mamá ya no lo quiere. No tiene padre presente.\u003c/p>\n\u003cp>Wilson explica que su rol ayuda a los estudiantes de alta necesidad en la escuela porque cuando ella atiende sus problemas personales, los maestros pueden dedicarse a la instrucción, y los niños al aprendizaje.\u003c/p>\n\u003cp>“Si bien el impacto que tengo yo sobre lo académico puede ser algo más indirecto, yo sí creo que mi rol es importante por ayudar que los maestros no se sientan abrumados,” comenta Wilson. “Yo me puedo encargar de ciertas cosas, lo cual permite que ellos se dediquen a su cometido.”\u003c/p>\n\u003cfigure id=\"attachment_10926783\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg\" rel=\"attachment wp-att-10926783\">\u003cimg class=\"size-medium wp-image-10926783\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn-800x588.jpg\" alt=\"Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn-400x294.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hasta el momento, grupos como la American Civil Liberties Union indican que no hay garantías los dólares adicionales produzcan mejores resultados académicos.\u003cbr>\nLas autoridades educativas del estado replican que esto es porque California acaba de cambiar a una nueva prueba estandarizada a nivel estatal, y éste es el primer año en el que todas las escuelas públicas deben implementar las normas académicas del llamado Common Core. \u003c/p>\n\u003cp>Encima de esto, continúan las autoridades educativas del estado, California está en el proceso de desarrollar un nuevo sistema de rendición de cuentas que mide el rendimiento de las escuelas de una forma completamente nueva, usando múltiples medidas, incluyendo el ambiente en la escuela, la participación de los padres y las calificaciones de las pruebas.\u003c/p>\n\u003cp>Aún así, algunos críticos temen que los dirigentes escolares simplemente están financiando a personas y programas ya existentes, sin explorar otras maneras de dirigirse a mejorar las escuelas.\u003c/p>\n\u003cp>\u003cstrong>Logrando el apoyo de los padres\u003c/strong>\u003c/p>\n\u003cp>En la escuela de Oak Ridge Elementary, la mayoría de los padres con autoridad apoyan la decisión del director por gastar una cantidad importante de los fondos adicionales del estado en el sueldo de la subdirectora de la escuela.\u003cbr>\n“He visto cambios en la escuela,” comenta April Ybarra, madre sin pareja con dos hijas estudiantes en Oak Ridge. “Los administradores están tratando de hacer una diferencia. Yo pienso definitivamente que es un esfuerzo de equipo.”\u003c/p>\n\u003cp>El proceso de formular un presupuesto para la escuela local también es un esfuerzo de equipo bajo el nuevo enfoque de financiación.\u003c/p>\n\u003cp>Los dirigentes del distrito y de las escuelas tienen la obligación ahora de incluir a los padres en el proceso, permitiendo que den sus opiniones en cuanto al tipo de programa y servicios que quieren para sus hijos.\u003c/p>\n\u003cp>Es otro cambio al terreno de juego en la financiación de las escuelas en California.\u003c/p>\n\u003cfigure id=\"attachment_10926817\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall.jpg\" rel=\"attachment wp-att-10926817\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall-800x473.jpg\" alt=\"Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \" width=\"800\" height=\"473\" class=\"size-medium wp-image-10926817\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall-400x237.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Durante décadas, las autoridades escolares, desde los superintendentes hasta los oficiales de finanzas, operaban en su propia sede distrital.\u003c/p>\n\u003cp>Ahora están dejando las oficinas para organizar reuniones comunitarias sobre el presupuesto, relacionándose con los padres de familia y liderando talleres sobre las nuevas reglas de financiación. \u003c/p>\n\u003cp>Rolleri distribuyó encuestas y realizó reuniones después de las horas de escuela en Oak Ridge para conseguir las reacciones de los padres de familia. Un consejo escolar conformado por padres, maestros y administradores aprobó el plan de gastos.\u003c/p>\n\u003cp>“Yo siento que tenemos voz en el proceso,” dice Ybarra. “El problema es que no hay suficientes padres de la escuela que entiendan o que les importe lo que significa este dinero y para qué se puede usar.”\u003c/p>\n\u003cp>Un informe de Ed Trust West del 2015 halla que las nuevas reglas para el gasto en California consiguen que participen más personas, pero en algunos distritos y en algunas escuelas no hay un “profundo nivel de participación.”\u003c/p>\n\u003cp>Rolleri es uno de los directores que agradece tener más libertad en cuanto al gasto a cambio de la participación de la comunidad.\u003c/p>\n\u003cp>“De ninguna manera somos perfectos,” comenta Rolleri. “Pero, al final del día, estamos intentando cumplir con las necesidades de todos. Con los datos que salgan del rendimiento estudiantil, voy a poder entender mejor lo que debemos hacer para dar apoyo y para seguir adelante.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el primero de Budgeting From the Blacktop/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary. \u003c/em>\u003c/p>\n\n",
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"excerpt": "Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n",
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"description": "Oak Ridge Elementary in Sacramento is one of many schools grappling with how to bridge disparities under the state's new way of handing out money.\r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Empiezan las clases en 10 minutos en Oak Ridge Elementary en Sacramento. El director de la escuela, Daniel Rolleri está sobre el pavimento saludando a los estudiantes, como suele hacer.\u003c/p>\n\u003cp>Oak Ridge es como muchos otros recintos educativos por todo el estado dorado. Los estudiantes en su mayoría son pobres. Muchos luchan por aprender el inglés. Otros no lo saben hablar.\u003c/p>\n\u003cp>“Existe un ciclo vicioso de pobreza, un ciclo vicioso de situaciones difíciles en la vida de nuestras familias”, explica Rolleri, al dar las últimas vueltas al recinto antes de sonar la campana. “La educación tiene que ser la mayor niveladora para que nuestros estudiantes tengan éxito en la vida.”\u003c/p>\n\u003cp>Ahora Rolleri tiene la responsabilidad de manejar las finanzas de la escuela bajo el audaz nuevo experimento de California promulgado hace tres años conocido como la Fórmula de Financiación bajo Control Local.\u003c/p>\n\u003cp>El cerrar la brecha de las disparidades es el eje central de este enfoque innovador que se da después de años de pleitos judiciales sobre la financiación del estado y sobre las calificaciones a nivel estatal, las cuales indican que la brecha académica en el estado no ha cambiado en absoluto.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>El objetivo del sistema de financiación es sencillo: Darles a las escuelas como Oak Ridge más dinero y mayor control sobre cómo gastar ese dinero. A cambio, los dirigentes escolares deben demostrar que las decisiones que toman en cuanto al gasto logran que más estudiantes en riesgo aprendan.\u003c/p>\n\u003cp>La esperanza es que los dirigentes escolares locales – y no los legisladores estatales – opten por estrategias y programas más enfocados, porque son ellos quienes comprenden las necesidades particulares de sus estudiantes.\u003c/p>\n\u003cp>Por ende, ahora las escuelas públicas con grandes números de estudiantes de reducidos ingresos, que aprenden el inglés y niños de acogida, reciben mayores ingresos de dinero cada año. “Es una manera de financiar las escuelas en zonas con altas tazas de pobreza y de necesidad,” dice Rolleri. “Darles fondos adicionales y permitir que contraten los recursos adicionales. Es posible que cueste tiempo y energía lograr los resultados, pero, al final del día, lo que requiere son seres humanos.”\u003c/p>\n\u003cp>\u003cstrong>Nueva libertad para gastar\u003c/strong>\u003c/p>\n\u003cp>Hace seis años, Oak Ridge Elementary estaba entre las peores escuelas en el estado. El distrito finalmente respondió y le asignó un nuevo equipo académico, que fue un respiro de vida nueva para la escuela.\u003c/p>\n\u003cp>Ahora, bajo el nuevo sistema estatal para financiar las escuelas, Oak Ridge recibe aproximadamente $185.000 en ingresos adicionales estatales para sus estudiantes necesitados. La escuela tiene un presupuesto operativo general de $1,4 millones.\u003c/p>\n\u003cp>Pero, esto es lo que pasa: A pesar del dinero que llega del estado, Oak Ridge todavía tiene que hacer recortes porque se están secando varias otras vertientes de financiación del distrito y federal – dólares con los que se pagan sueldos y los programas centrales a esta escuela.\u003c/p>\n\u003cfigure id=\"attachment_10926780\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri.jpg\" rel=\"attachment wp-att-10926780\">\u003cimg class=\"size-medium wp-image-10926780\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalRolleri-800x493.jpg\" alt=\"Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \" width=\"800\" height=\"493\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalRolleri-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director de Oak Ridge Elementary Daniel Rolleri ve por una ventana del pasillo en lo que recorre la escuela. La escuela sirve a familias de reducidos recursos en un vecindario difícil de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>No es típico, pero hay un número creciente de escuelas en California que enfrentan el mismo problema.\u003c/p>\n\u003cp>Recientemente, Rolleri tuvo que cortar a cuatro maestros de recursos, cosa que no conviene en esta escuela, donde todas las manos van a la obra.\u003c/p>\n\u003cp>Entre los estudiantes, corren muy alto y muy rápido las tensiones. El día de hoy, irrumpe una pelea después del almuerzo. A una niña del sexto grado le golpean en el rostro.\u003cbr>\n“Se va a relajar a mi oficina un rato,”dice Rolleri, en lo que la acompaña hacia su oficina. “Está un poco agitada y alterada.”\u003c/p>\n\u003cp>Todos los maestros de esta escuela tienen una forma particular de calmar a los estudiantes. La técnica que emplea Rolleri es la aromaterapia. La niña se sienta en su oficina, y él permite que seleccione de entre tres diferentes aromas. Él enciende una pequeña fuente, y le da a la niña un poco de tiempo a solas. Rolleri explica que los niños reaccionan así no porque son malos, sino porque en la escuela y en casa, tienen estrés y frustración.\u003c/p>\n\u003cp>El director está empeñado en usar los fondos del estado para programas que ayudan a los estudiantes a sentir amor propio.\u003c/p>\n\u003cp>\u003cstrong>Calculando las cifras\u003c/strong>\u003c/p>\n\u003cp>Después del almuerzo y de un recreo, Rolleri se enfoca en finalizar el presupuesto del año entrante. Consume apresurado una barra alimenticia, se quita la corbata y enrolla las mangas.\u003c/p>\n\u003cp>“Cuando primero asumí el puesto de director, lo que más me costó entender fue el presupuesto,” comenta Rolleri. “Ahora que tengo más experiencia y comprensión, se me hace un poco más fácil, pero sigue siendo difícil.”\u003c/p>\n\u003cp>Esta tarde Rolleri se encuentra un poco más nervioso de lo normal. Dentro de una hora tiene una reunión con autoridades del distrito para revisar el plan de gastos, y no logra que las cifras encajen.\u003c/p>\n\u003cfigure id=\"attachment_10926782\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice.jpg\" rel=\"attachment wp-att-10926782\">\u003cimg class=\"size-medium wp-image-10926782\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PrincipalsOffice-800x590.jpg\" alt=\"Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado.\" width=\"800\" height=\"590\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PrincipalsOffice-400x295.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri trabaja desde su escritorio en una mañana típica. Es director de una escuela que se enfrenta con decisiones económicas muy serias, a pesar de haber recibido fondos adicionales del estado. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Bajo las nuevas reglas de financiación, Rolleri debe demostrar que está gastando los fondos adicionales del estado en personas y en programas que mejorarán el rendimiento de los estudiantes.\u003c/p>\n\u003cp>“El solo hecho de contar con fondos adicionales, recursos adicionales, no hace que el trabajo sea fácil,” explica Rolleri. “Y yo pienso que es una percepción errónea que tienen algunas personas. No es fácil. Yo diría que hasta es más difícil porque hay una obligación inherente que con esto no podemos fracasar, no podemos arruinarlo.”\u003c/p>\n\u003cp>En su mayoría, los distritos escolares por todo el estado de California han estado gastando su parte de los fondos adicionales del estado en aumentar los sueldos de los maestros – lo cual conlleva a graves inquietudes sobre si es un uso apropiado del dinero.\u003cbr>\nLos dirigentes de las escuelas, sin embargo, insisten en que pagarles más dinero a los maestros sí ayuda a los estudiantes en riesgo, porque los buenos maestros sienten mayor voluntad de seguir empleados a largo plazo en las escuelas difíciles.\u003c/p>\n\u003cp>En Oak Ridge, Rolleri piensa usar una gran parte del dinero adicional para una posición: la de subdirector.\u003c/p>\n\u003cp>Rolleri cree que esta posición es crítica porque es la primera línea de defensa para todo lo que ocurre en la escuela, desde atender a padres que discuten hasta ayudar a estudiantes con dificultades.\u003c/p>\n\u003cp>\u003cstrong>El valor de la subdirectora\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>Subdirectora de la escuela de Oak Ridge, Tiffany Wilson, rara vez se encuentra sentada en su oficina. Más bien, se le encuentra corriendo por toda la escuela, ayudando a estudiantes.\u003c/p>\n\u003cp>Hoy Wilson está sentada bajo un árbol en el jardín comunitario de la escuela, hablando con un estudiante que tiene dificultades en una clase.\u003c/p>\n\u003cp>Wilson, quien fue premiada maestra del año en el condado de Sacramento, aprende que el niño es el segundo hijo de tres y que siente que su mamá ya no lo quiere. No tiene padre presente.\u003c/p>\n\u003cp>Wilson explica que su rol ayuda a los estudiantes de alta necesidad en la escuela porque cuando ella atiende sus problemas personales, los maestros pueden dedicarse a la instrucción, y los niños al aprendizaje.\u003c/p>\n\u003cp>“Si bien el impacto que tengo yo sobre lo académico puede ser algo más indirecto, yo sí creo que mi rol es importante por ayudar que los maestros no se sientan abrumados,” comenta Wilson. “Yo me puedo encargar de ciertas cosas, lo cual permite que ellos se dediquen a su cometido.”\u003c/p>\n\u003cfigure id=\"attachment_10926783\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg\" rel=\"attachment wp-att-10926783\">\u003cimg class=\"size-medium wp-image-10926783\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/PlayGroundCheckIn-800x588.jpg\" alt=\"Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/PlayGroundCheckIn-400x294.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Director Daniel Rolleri consulta con el especialista en comportamiento de la escuela durante un receso en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Hasta el momento, grupos como la American Civil Liberties Union indican que no hay garantías los dólares adicionales produzcan mejores resultados académicos.\u003cbr>\nLas autoridades educativas del estado replican que esto es porque California acaba de cambiar a una nueva prueba estandarizada a nivel estatal, y éste es el primer año en el que todas las escuelas públicas deben implementar las normas académicas del llamado Common Core. \u003c/p>\n\u003cp>Encima de esto, continúan las autoridades educativas del estado, California está en el proceso de desarrollar un nuevo sistema de rendición de cuentas que mide el rendimiento de las escuelas de una forma completamente nueva, usando múltiples medidas, incluyendo el ambiente en la escuela, la participación de los padres y las calificaciones de las pruebas.\u003c/p>\n\u003cp>Aún así, algunos críticos temen que los dirigentes escolares simplemente están financiando a personas y programas ya existentes, sin explorar otras maneras de dirigirse a mejorar las escuelas.\u003c/p>\n\u003cp>\u003cstrong>Logrando el apoyo de los padres\u003c/strong>\u003c/p>\n\u003cp>En la escuela de Oak Ridge Elementary, la mayoría de los padres con autoridad apoyan la decisión del director por gastar una cantidad importante de los fondos adicionales del estado en el sueldo de la subdirectora de la escuela.\u003cbr>\n“He visto cambios en la escuela,” comenta April Ybarra, madre sin pareja con dos hijas estudiantes en Oak Ridge. “Los administradores están tratando de hacer una diferencia. Yo pienso definitivamente que es un esfuerzo de equipo.”\u003c/p>\n\u003cp>El proceso de formular un presupuesto para la escuela local también es un esfuerzo de equipo bajo el nuevo enfoque de financiación.\u003c/p>\n\u003cp>Los dirigentes del distrito y de las escuelas tienen la obligación ahora de incluir a los padres en el proceso, permitiendo que den sus opiniones en cuanto al tipo de programa y servicios que quieren para sus hijos.\u003c/p>\n\u003cp>Es otro cambio al terreno de juego en la financiación de las escuelas en California.\u003c/p>\n\u003cfigure id=\"attachment_10926817\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall.jpg\" rel=\"attachment wp-att-10926817\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/HandballWall-800x473.jpg\" alt=\"Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \" width=\"800\" height=\"473\" class=\"size-medium wp-image-10926817\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/HandballWall-400x237.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Se decora una cancha de frontón con orgullo escolar en Oak Ridge Elementary, una de siete “escuelas prioritarias” en el Distrito Unificado de Escuelas de Sacramento. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Durante décadas, las autoridades escolares, desde los superintendentes hasta los oficiales de finanzas, operaban en su propia sede distrital.\u003c/p>\n\u003cp>Ahora están dejando las oficinas para organizar reuniones comunitarias sobre el presupuesto, relacionándose con los padres de familia y liderando talleres sobre las nuevas reglas de financiación. \u003c/p>\n\u003cp>Rolleri distribuyó encuestas y realizó reuniones después de las horas de escuela en Oak Ridge para conseguir las reacciones de los padres de familia. Un consejo escolar conformado por padres, maestros y administradores aprobó el plan de gastos.\u003c/p>\n\u003cp>“Yo siento que tenemos voz en el proceso,” dice Ybarra. “El problema es que no hay suficientes padres de la escuela que entiendan o que les importe lo que significa este dinero y para qué se puede usar.”\u003c/p>\n\u003cp>Un informe de Ed Trust West del 2015 halla que las nuevas reglas para el gasto en California consiguen que participen más personas, pero en algunos distritos y en algunas escuelas no hay un “profundo nivel de participación.”\u003c/p>\n\u003cp>Rolleri es uno de los directores que agradece tener más libertad en cuanto al gasto a cambio de la participación de la comunidad.\u003c/p>\n\u003cp>“De ninguna manera somos perfectos,” comenta Rolleri. “Pero, al final del día, estamos intentando cumplir con las necesidades de todos. Con los datos que salgan del rendimiento estudiantil, voy a poder entender mejor lo que debemos hacer para dar apoyo y para seguir adelante.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el primero de Budgeting From the Blacktop/Manejando el presupuesto, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades",
"title": "Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades",
"headTitle": "Budgeting From the Blacktop | The California Report | KQED News",
"content": "\u003cp>Me reúno con Carlos Delrio, de 11 años, al fondo del recinto escolar de \u003ca href=\"http://oakridge.scusd.edu/\" target=\"_blank\">Oak Ridge Elementary\u003c/a>, donde le deja su mamá todos los días antes de empezar las clases. Es un niño dulce, con carita graciosa y rellena. Delrio es fanático de los superhéroes, y siempre lleva un juego de tarjetas coleccionables de sus favoritos cruzados con capa.\u003c/p>\n\u003cp>Hoy, nos dirigimos a su aula de sexto grado donde su maestra, Sarah Wagner, nos recibe a nosotros y a los demás estudiantes en el umbral de la puerta.\u003c/p>\n\u003cp>“Buenos días, Carlos,\" sonríe Wagner, dándole la mano.\u003c/p>\n\u003cp>Delrio es uno de unos 200 estudiantes en la escuela de Oak Ridge considerado estudiante que aprende inglés [English language learner en inglés]. Hay un total de 500 estudiantes en la escuela. Delrio habla español en casa, y le cuesta leer y escribir en inglés. También tiene una discapacidad de aprendizaje, por lo que le lleva más tiempo comprender ciertos conceptos.\u003c/p>\n\u003cp>Bajo el sistema innovador nuevo de finanzas para las escuelas del estado, las escuelas como Oak Ridge ahora reciben más dinero -- y tienen mayor control sobre cómo gastar ese dinero -- para ayudar a apoyar a los niños con altas necesidades.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Oak Ridge cuenta con $185.000 adicionales con los cuales operar este año.\u003c/p>\n\u003cp>Tres veces al día, Delrio sale de su aula normal para recibir apoyo adicional.\u003c/p>\n\u003cp>\u003cstrong>El reparto de apoyo de Oak Ridge\u003c/strong>\u003c/p>\n\u003cp>Delrio pasa la mayor parte de su tiempo en un aula tradicional. Oak Ridge, así como otras escuelas públicas en California, cree que los estudiantes con altas necesidades reciben beneficios cuando se incorporan al aula con otros muchachos. \u003c/p>\n\u003cp>Pero aun así, Delrio recibe atención en particular.\u003c/p>\n\u003cp>Este año, Oak Ridge está usando los ingresos adicionales para extender las horas de los asistentes de instrucción para que puedan ayudarlo a él y a otros estudiantes en riesgo.\u003c/p>\n\u003cp>Cuando llega la hora de su primera clase de apoyo, Delrio salta de pie y se dirige al Aula 27, para ver a Jocelyn Ramírez, la asistente de instrucción para educación especial de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_10927474\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg\" alt=\"Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Yo lo conozco mucho mejor,” explica Ramírez. “Yo sé lo que es capaz de hacer y lo que no. Eso me ayuda mucho a la hora de personalizar lo que le estoy enseñando.”\u003c/p>\n\u003cp>Ramírez ayuda a Carlos y a tres estudiantes más a recortar formas para aprender sobre las fracciones. Delrio recibe 40 minutos de instrucción en las matemáticas básicas en esta clase, y me doy cuenta que es claro que participa más y se siente más cómodo – bromeando con los otros muchachos y ayudando a Ramírez con la asignación.\u003c/p>\n\u003cp>“Cuando Carlos entra a mi aula, se siente completamente relajado”, comenta Ramírez. “Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.”\u003c/p>\n\u003cp>Pero, admite que Delrio tiene mucho camino que recorrer en lo académico – sigue sin poder sumar o restar mentalmente. \u003c/p>\n\u003caside class=\"pullquote alignright\">‘Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.'\u003c/aside>\n\u003cp>Esto es problemático porque las normas académicas más rigorosas del estado, llamadas Common Core, requieren que los niños usen sus habilidades de criterio mental a un nivel mucho más elevado. \u003c/p>\n\u003cp>\u003cstrong>Un paso para adelante, otro paso para atrásk\u003c/strong>\u003c/p>\n\u003cp>Antes de comenzar las clases hoy, me senté con la maestra tradicional de Delrio, Sarah Wagner, para conversar sobre la ayuda que recibe Delrio en la escuela.\u003c/p>\n\u003cp>Wagner dice que si bien agradece el personal de apoyo dedicado, quisiera que Oak Ridge gastara hasta más de los fondos estatales en otras intervenciones para los estudiantes que las necesitan.\u003c/p>\n\u003cp>Wagner tiene 32 estudiantes en su clase, y explica que no le puede dar a Delrio la atención que se merece.\u003c/p>\n\u003cp>“Es difícil, porque al final del día, como maestra, simplemente quieres sentir que has hecho una diferencia en sus vidas,” comenta Wagner, con inicio de lágrimas en los ojos. “Me preocupa que no hago lo suficiente por ellos.”\u003c/p>\n\u003cfigure id=\"attachment_10927482\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-1.jpg\" alt=\"Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo.\" width=\"800\" height=\"530\" class=\"size-full wp-image-10927482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Después del recreo, Delrio se dirige de vuelta al aula de Wagner para la clase de inglés, y al concluir el día, está puliendo sus habilidades de lectura con otro grupo pequeño de muchachos en el Aula 27.\u003c/p>\n\u003cp>“No se trata de ver dónde empiezan los estudiantes, sino ver hasta dónde han llegado,” explica Katherine Craig, maestra de recursos de lectura de Delrio en Oak Ridge.\u003c/p>\n\u003cp>En la clase tradicional de Delrio, los demás estudiantes de sexto grado leen una complicada novela de misterio. Pero en el salón de Craig, el niño de 11 años opta por una obra clásica de Dr. Seuss, “¡Cómo el Grinch robó la Navidad!”\u003c/p>\n\u003cp>“En mi clase, pueden sentir la libertad de leer y disfrutar del libro que quieran,” comenta Craig. “Les ayuda mucho para ganar confianza y motivación por lo que son capaces de leer, y pueden sentir el éxito.”\u003c/p>\n\u003cp>Cuando Delrio comenzó a recibir el apoyo de Craig, leía sólo 14 palabras por minuto, y con las justas lograba completar una frase. Ahora lee hasta 26 palabras por minuto, y es capaz de terminar pequeños párrafos.\u003c/p>\n\u003cfigure id=\"attachment_10927510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg\" alt=\"Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927510\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Para todas estas personas él es importante, para la comunidad él es importante”, explica Craig. “A mí me parece maravilloso para Carlos ver que avanza en la lectura, pero avanza de otra forma. Sencillamente toma tiempo.”\u003c/p>\n\u003cp>Oak Ridge y otras escuelas públicas en el estado pronto tendrán una idea más clara de los resultados que han logrado con el apoyo económico.\u003c/p>\n\u003cp>El año pasado California debutó una nueva prueba estandarizada, y los educadores anticipan recibir datos de rendimiento más robustos, los cuales podrán influir mucho en sus decisiones de gastos para el año entrante. \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Este informe es el segundo de \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop/Manejando el presupuesto\u003c/a>, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Las escuelas en California ahora tienen mayor control sobre dinero extra para sus estudiantes más necesitados. ¿Cómo funciona esto en la práctica? Nos pasamos un día con Carlos Delrio en la primaria Oak Ridge en Sacramento. ",
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"description": "Las escuelas en California ahora tienen mayor control sobre dinero extra para sus estudiantes más necesitados. ¿Cómo funciona esto en la práctica? Nos pasamos un día con Carlos Delrio en la primaria Oak Ridge en Sacramento. ",
"title": "Un día acompañando a un estudiante de sexto grado: Cómo apoya una escuela a un estudiante con altas necesidades | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Me reúno con Carlos Delrio, de 11 años, al fondo del recinto escolar de \u003ca href=\"http://oakridge.scusd.edu/\" target=\"_blank\">Oak Ridge Elementary\u003c/a>, donde le deja su mamá todos los días antes de empezar las clases. Es un niño dulce, con carita graciosa y rellena. Delrio es fanático de los superhéroes, y siempre lleva un juego de tarjetas coleccionables de sus favoritos cruzados con capa.\u003c/p>\n\u003cp>Hoy, nos dirigimos a su aula de sexto grado donde su maestra, Sarah Wagner, nos recibe a nosotros y a los demás estudiantes en el umbral de la puerta.\u003c/p>\n\u003cp>“Buenos días, Carlos,\" sonríe Wagner, dándole la mano.\u003c/p>\n\u003cp>Delrio es uno de unos 200 estudiantes en la escuela de Oak Ridge considerado estudiante que aprende inglés [English language learner en inglés]. Hay un total de 500 estudiantes en la escuela. Delrio habla español en casa, y le cuesta leer y escribir en inglés. También tiene una discapacidad de aprendizaje, por lo que le lleva más tiempo comprender ciertos conceptos.\u003c/p>\n\u003cp>Bajo el sistema innovador nuevo de finanzas para las escuelas del estado, las escuelas como Oak Ridge ahora reciben más dinero -- y tienen mayor control sobre cómo gastar ese dinero -- para ayudar a apoyar a los niños con altas necesidades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oak Ridge cuenta con $185.000 adicionales con los cuales operar este año.\u003c/p>\n\u003cp>Tres veces al día, Delrio sale de su aula normal para recibir apoyo adicional.\u003c/p>\n\u003cp>\u003cstrong>El reparto de apoyo de Oak Ridge\u003c/strong>\u003c/p>\n\u003cp>Delrio pasa la mayor parte de su tiempo en un aula tradicional. Oak Ridge, así como otras escuelas públicas en California, cree que los estudiantes con altas necesidades reciben beneficios cuando se incorporan al aula con otros muchachos. \u003c/p>\n\u003cp>Pero aun así, Delrio recibe atención en particular.\u003c/p>\n\u003cp>Este año, Oak Ridge está usando los ingresos adicionales para extender las horas de los asistentes de instrucción para que puedan ayudarlo a él y a otros estudiantes en riesgo.\u003c/p>\n\u003cp>Cuando llega la hora de su primera clase de apoyo, Delrio salta de pie y se dirige al Aula 27, para ver a Jocelyn Ramírez, la asistente de instrucción para educación especial de la escuela.\u003c/p>\n\u003cfigure id=\"attachment_10927474\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg\" alt=\"Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927474\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosSpecialClass-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Asistente de instrucción para educación especial de Oak Ridge Elementary, Jocelyn Ramírez, reparte asignaciones personalizadas a Carlos Delrio (C) y a cuatro estudiantes más en su clase de apoyo en las matemáticas. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Yo lo conozco mucho mejor,” explica Ramírez. “Yo sé lo que es capaz de hacer y lo que no. Eso me ayuda mucho a la hora de personalizar lo que le estoy enseñando.”\u003c/p>\n\u003cp>Ramírez ayuda a Carlos y a tres estudiantes más a recortar formas para aprender sobre las fracciones. Delrio recibe 40 minutos de instrucción en las matemáticas básicas en esta clase, y me doy cuenta que es claro que participa más y se siente más cómodo – bromeando con los otros muchachos y ayudando a Ramírez con la asignación.\u003c/p>\n\u003cp>“Cuando Carlos entra a mi aula, se siente completamente relajado”, comenta Ramírez. “Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.”\u003c/p>\n\u003cp>Pero, admite que Delrio tiene mucho camino que recorrer en lo académico – sigue sin poder sumar o restar mentalmente. \u003c/p>\n\u003caside class=\"pullquote alignright\">‘Le encanta aprender, y el trabajo en grupo pequeño le ayuda mucho porque le da más tiempo para enfocarse.'\u003c/aside>\n\u003cp>Esto es problemático porque las normas académicas más rigorosas del estado, llamadas Common Core, requieren que los niños usen sus habilidades de criterio mental a un nivel mucho más elevado. \u003c/p>\n\u003cp>\u003cstrong>Un paso para adelante, otro paso para atrásk\u003c/strong>\u003c/p>\n\u003cp>Antes de comenzar las clases hoy, me senté con la maestra tradicional de Delrio, Sarah Wagner, para conversar sobre la ayuda que recibe Delrio en la escuela.\u003c/p>\n\u003cp>Wagner dice que si bien agradece el personal de apoyo dedicado, quisiera que Oak Ridge gastara hasta más de los fondos estatales en otras intervenciones para los estudiantes que las necesitan.\u003c/p>\n\u003cp>Wagner tiene 32 estudiantes en su clase, y explica que no le puede dar a Delrio la atención que se merece.\u003c/p>\n\u003cp>“Es difícil, porque al final del día, como maestra, simplemente quieres sentir que has hecho una diferencia en sus vidas,” comenta Wagner, con inicio de lágrimas en los ojos. “Me preocupa que no hago lo suficiente por ellos.”\u003c/p>\n\u003cfigure id=\"attachment_10927482\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/Carlos4Square-1.jpg\" alt=\"Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo.\" width=\"800\" height=\"530\" class=\"size-full wp-image-10927482\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/Carlos4Square-1-400x265.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio juega a las cuatro esquinas con sus compañeros durante el recreo. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Después del recreo, Delrio se dirige de vuelta al aula de Wagner para la clase de inglés, y al concluir el día, está puliendo sus habilidades de lectura con otro grupo pequeño de muchachos en el Aula 27.\u003c/p>\n\u003cp>“No se trata de ver dónde empiezan los estudiantes, sino ver hasta dónde han llegado,” explica Katherine Craig, maestra de recursos de lectura de Delrio en Oak Ridge.\u003c/p>\n\u003cp>En la clase tradicional de Delrio, los demás estudiantes de sexto grado leen una complicada novela de misterio. Pero en el salón de Craig, el niño de 11 años opta por una obra clásica de Dr. Seuss, “¡Cómo el Grinch robó la Navidad!”\u003c/p>\n\u003cp>“En mi clase, pueden sentir la libertad de leer y disfrutar del libro que quieran,” comenta Craig. “Les ayuda mucho para ganar confianza y motivación por lo que son capaces de leer, y pueden sentir el éxito.”\u003c/p>\n\u003cp>Cuando Delrio comenzó a recibir el apoyo de Craig, leía sólo 14 palabras por minuto, y con las justas lograba completar una frase. Ahora lee hasta 26 palabras por minuto, y es capaz de terminar pequeños párrafos.\u003c/p>\n\u003cfigure id=\"attachment_10927510\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg\" alt=\"Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary.\" width=\"800\" height=\"493\" class=\"size-full wp-image-10927510\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/CarlosHandRaised-1-400x247.jpg 400w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Carlos Delrio, de once años, participa en una discusión en grupo en su aula de sexto grado en la escuela Oak Ridge Elementary. \u003ccite>(Gabriel Salcedo/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Para todas estas personas él es importante, para la comunidad él es importante”, explica Craig. “A mí me parece maravilloso para Carlos ver que avanza en la lectura, pero avanza de otra forma. Sencillamente toma tiempo.”\u003c/p>\n\u003cp>Oak Ridge y otras escuelas públicas en el estado pronto tendrán una idea más clara de los resultados que han logrado con el apoyo económico.\u003c/p>\n\u003cp>El año pasado California debutó una nueva prueba estandarizada, y los educadores anticipan recibir datos de rendimiento más robustos, los cuales podrán influir mucho en sus decisiones de gastos para el año entrante. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Este informe es el segundo de \u003ca href=\"http://ww2.kqed.org/news/series/budgeting-from-the-blacktop\" target=\"_blank\">Budgeting From the Blacktop/Manejando el presupuesto\u003c/a>, una serie de cuatro partes de Ana Tintocalis, que analiza profundamente la escuela primaria de Oak Ridge Elementary.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Should Teachers Carry Concealed Guns? Central Valley School District Says Yes",
"title": "Should Teachers Carry Concealed Guns? Central Valley School District Says Yes",
"headTitle": "The California Report | KQED News",
"content": "\u003cp>Kingsburg High School is just east of the town’s center, where Swedish flags line the streets and business owners draw on the area’s Scandinavian heritage. You can order Swedish pancakes with lingonberry jam at a local cafe or stroll through a shop filled with Swedish handicrafts and candy.\u003c/p>\n\u003cp>It’s a quaint place: Church bells ring in the distance and the town’s water tower is designed to look like an antique Swedish coffee pot. There’s not a lot of crime in this Fresno County town. But in light of the country’s recent mass shootings, many people here support a policy to arm school employees in the name of public safety.\u003c/p>\n\u003cp>“I’ll be honest, at first I had no idea it was even a possibility,” says Randy Morris, superintendent of \u003ca href=\"http://www.kjuhsd.com/\">Kingsburg Joint Union High School District\u003c/a>. “But we delved into the legal component, and it became a reality.”\u003c/p>\n\u003cp>[soundcloud url=\"https://api.soundcloud.com/tracks/258006600\" params=\"color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false\" width=\"100%\" height=\"166\" iframe=\"true\" /]\u003c/p>\n\u003cp>He says most folks are surprised to hear that California allows school employees with CCW gun permits to carry concealed weapons as long as there’s a written policy in place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“They probably wouldn’t be as surprised in a state like Texas, but in California, they’re a little surprised that it is a possibility,” Morris says.\u003c/p>\n\u003cp>The school board votes on the policy April 11. It was created based on recommendations from various entities, including the Fresno County Sheriff’s Office and the Kingsburg Police Department. The policy allows for up to five employees with gun permits to carry concealed weapons in holsters. They’ll be trained, Morris says, and anonymous.\u003c/p>\n\u003cp>“This isn’t the wild, Wild West,” he says. “We just want to protect children.”\u003c/p>\n\u003cfigure id=\"attachment_10923932\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10923932\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/KingsburgSuper-800x588.jpg\" alt=\"Superintendent Randy Morris greets students on the Kingsburg High campus.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-800x588.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-1180x868.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-960x706.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Randy Morris greets students on the Kingsburg High campus. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says he feels good about the policy because he’s the one in charge. He’ll decide which employees carry guns based on several criteria, including evaluations, discipline records and an interview with him.\u003c/p>\n\u003cp>“I can tell you, I’m not out there recruiting folks right now, but I have had folks come to me and say ‘Hey, Mr. Morris, if this becomes a reality, I am interested in the process.’ ”\u003c/p>\n\u003cp>Morris says there wasn’t a particular incident that prompted the school board to create a policy, just a concern that there weren’t enough measures in place to keep children safe.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What if the teacher loses it, or shoots someone by accident?'\u003c/aside>\n\u003cp>“In the severe case, God forbid, that something happen where our kids or staff are in grave danger, the response time would need to be immediate,” Morris says.\u003c/p>\n\u003cp>The high school’s campus is open. Unlike many Central Valley high schools, there are no gates or fences. At lunchtime, students on their way to a pizza parlor talk about the policy.\u003c/p>\n\u003cp>“It could [make it] safer,” one student says. Another asks, “But what if at the same time, someone jacks the gun?” \"What if like the teacher loses it?” another student asks. “What if the teacher shoots someone by accident?”\u003c/p>\n\u003cp>Parent Michele Lopez voiced similar concerns.\u003c/p>\n\u003cp>“We don’t know what kind of temper that teacher has,” she says. “So that’s really what my biggest fear is. I don’t know how they’re gonna react when they pull the gun out.”\u003c/p>\n\u003cfigure id=\"attachment_10923944\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10923944\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TeacherHandgun-800x717.jpg\" alt=\"A teacher is shown how to handle a handgun at a concealed-weapons training class in Utah.\" width=\"800\" height=\"717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-800x717.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-400x358.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-1180x1057.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-960x860.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A teacher is shown how to handle a handgun at a concealed-weapons training class in Utah. \u003ccite>(George Frey/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says she was surprised when the district introduced the idea. “There’s hardly ever any crime here,” she says.\u003c/p>\n\u003cp>But the district’s five school board members are all for it, as are plenty of parents, like Olga Frandsen.\u003c/p>\n\u003cp>“It’s not a gated high school so anybody can walk on campus and cause a threat. For the safety, I believe it’s a good thing,” she says. “You watch the news, there’s a lot of bad stuff happening around the world.”\u003c/p>\n\u003cp>At a downtown Christian coffee shop called Common Ground, manager Lori Querin gives the idea two thumbs up. She says teachers are defenseless without weapons. “By the time you get a broomstick to whack a guy or try to tackle him, he’s already shot you,” she says.\u003c/p>\n\u003cp>In fact, there’s enough support in this small conservative town that faculty who are against the gun policy are afraid to speak to the media. One teacher says the school is pretty much split down the middle on the policy, but those who are against it don’t want to jeopardize their jobs by speaking out.\u003c/p>\n\u003cp>Teachers say they found out about the policy only after the school board introduced it and it was covered by the press.\u003c/p>\n\u003cp>At least one other California school district has a written gun policy. \u003ca href=\"http://www.sacbee.com/news/local/education/article64868747.html\">Folsom-Cordova\u003c/a> Unified School District in Sacramento allows a few staff with gun permits to bring the guns on campus. However, those guns are stored in a locked gun vault; teachers don’t wear them in a concealed holster in the classroom. The district has about 20,000 students. Kingsburg High has about 1,200 students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A new state law, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article38708496.html\">Senate Bill 707\u003c/a>, prohibits concealed carry weapons on campus unless the superintendent gives written permission.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kingsburg High School is just east of the town’s center, where Swedish flags line the streets and business owners draw on the area’s Scandinavian heritage. You can order Swedish pancakes with lingonberry jam at a local cafe or stroll through a shop filled with Swedish handicrafts and candy.\u003c/p>\n\u003cp>It’s a quaint place: Church bells ring in the distance and the town’s water tower is designed to look like an antique Swedish coffee pot. There’s not a lot of crime in this Fresno County town. But in light of the country’s recent mass shootings, many people here support a policy to arm school employees in the name of public safety.\u003c/p>\n\u003cp>“I’ll be honest, at first I had no idea it was even a possibility,” says Randy Morris, superintendent of \u003ca href=\"http://www.kjuhsd.com/\">Kingsburg Joint Union High School District\u003c/a>. “But we delved into the legal component, and it became a reality.”\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003cdiv class='utils-parseShortcode-shortcodes-__shortcodes__shortcodeWrapper'>\n \u003ciframe width='100%' height='166'\n scrolling='no' frameborder='no'\n src='https://w.soundcloud.com/player/?url=https://api.soundcloud.com/tracks/258006600&visual=true&color=ff5500&auto_play=false&hide_related=false&show_comments=true&show_user=true&show_reposts=false'\n title='https://api.soundcloud.com/tracks/258006600'>\n \u003c/iframe>\n \u003c/div>\u003c/p>\u003cp>\u003c/p>\n\u003cp>He says most folks are surprised to hear that California allows school employees with CCW gun permits to carry concealed weapons as long as there’s a written policy in place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They probably wouldn’t be as surprised in a state like Texas, but in California, they’re a little surprised that it is a possibility,” Morris says.\u003c/p>\n\u003cp>The school board votes on the policy April 11. It was created based on recommendations from various entities, including the Fresno County Sheriff’s Office and the Kingsburg Police Department. The policy allows for up to five employees with gun permits to carry concealed weapons in holsters. They’ll be trained, Morris says, and anonymous.\u003c/p>\n\u003cp>“This isn’t the wild, Wild West,” he says. “We just want to protect children.”\u003c/p>\n\u003cfigure id=\"attachment_10923932\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10923932\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/KingsburgSuper-800x588.jpg\" alt=\"Superintendent Randy Morris greets students on the Kingsburg High campus.\" width=\"800\" height=\"588\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-800x588.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-400x294.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-1180x868.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/KingsburgSuper-960x706.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Superintendent Randy Morris greets students on the Kingsburg High campus. \u003ccite>(Alice Daniel/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>He says he feels good about the policy because he’s the one in charge. He’ll decide which employees carry guns based on several criteria, including evaluations, discipline records and an interview with him.\u003c/p>\n\u003cp>“I can tell you, I’m not out there recruiting folks right now, but I have had folks come to me and say ‘Hey, Mr. Morris, if this becomes a reality, I am interested in the process.’ ”\u003c/p>\n\u003cp>Morris says there wasn’t a particular incident that prompted the school board to create a policy, just a concern that there weren’t enough measures in place to keep children safe.\u003c/p>\n\u003caside class=\"pullquote alignright\">'What if the teacher loses it, or shoots someone by accident?'\u003c/aside>\n\u003cp>“In the severe case, God forbid, that something happen where our kids or staff are in grave danger, the response time would need to be immediate,” Morris says.\u003c/p>\n\u003cp>The high school’s campus is open. Unlike many Central Valley high schools, there are no gates or fences. At lunchtime, students on their way to a pizza parlor talk about the policy.\u003c/p>\n\u003cp>“It could [make it] safer,” one student says. Another asks, “But what if at the same time, someone jacks the gun?” \"What if like the teacher loses it?” another student asks. “What if the teacher shoots someone by accident?”\u003c/p>\n\u003cp>Parent Michele Lopez voiced similar concerns.\u003c/p>\n\u003cp>“We don’t know what kind of temper that teacher has,” she says. “So that’s really what my biggest fear is. I don’t know how they’re gonna react when they pull the gun out.”\u003c/p>\n\u003cfigure id=\"attachment_10923944\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-10923944\" src=\"http://ww2.kqed.org/news/wp-content/uploads/sites/10/2016/04/TeacherHandgun-800x717.jpg\" alt=\"A teacher is shown how to handle a handgun at a concealed-weapons training class in Utah.\" width=\"800\" height=\"717\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-800x717.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-400x358.jpg 400w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-1180x1057.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/10/2016/04/TeacherHandgun-960x860.jpg 960w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A teacher is shown how to handle a handgun at a concealed-weapons training class in Utah. \u003ccite>(George Frey/Getty Images)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She says she was surprised when the district introduced the idea. “There’s hardly ever any crime here,” she says.\u003c/p>\n\u003cp>But the district’s five school board members are all for it, as are plenty of parents, like Olga Frandsen.\u003c/p>\n\u003cp>“It’s not a gated high school so anybody can walk on campus and cause a threat. For the safety, I believe it’s a good thing,” she says. “You watch the news, there’s a lot of bad stuff happening around the world.”\u003c/p>\n\u003cp>At a downtown Christian coffee shop called Common Ground, manager Lori Querin gives the idea two thumbs up. She says teachers are defenseless without weapons. “By the time you get a broomstick to whack a guy or try to tackle him, he’s already shot you,” she says.\u003c/p>\n\u003cp>In fact, there’s enough support in this small conservative town that faculty who are against the gun policy are afraid to speak to the media. One teacher says the school is pretty much split down the middle on the policy, but those who are against it don’t want to jeopardize their jobs by speaking out.\u003c/p>\n\u003cp>Teachers say they found out about the policy only after the school board introduced it and it was covered by the press.\u003c/p>\n\u003cp>At least one other California school district has a written gun policy. \u003ca href=\"http://www.sacbee.com/news/local/education/article64868747.html\">Folsom-Cordova\u003c/a> Unified School District in Sacramento allows a few staff with gun permits to bring the guns on campus. However, those guns are stored in a locked gun vault; teachers don’t wear them in a concealed holster in the classroom. The district has about 20,000 students. Kingsburg High has about 1,200 students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>A new state law, \u003ca href=\"http://www.sacbee.com/news/politics-government/capitol-alert/article38708496.html\">Senate Bill 707\u003c/a>, prohibits concealed carry weapons on campus unless the superintendent gives written permission.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California State University management and the California Faculty Association have reached a \u003ca href=\"http://www.calstate.edu/hr/employee-relations/bargaining-updates/documents/2016/cfa-bargaining-update-4-2016.pdf\" target=\"_blank\">tentative labor agreement \u003c/a>less than a week before the faculty was scheduled to go on strike. The two sides have been locked in a labor dispute for the past year.\u003c/p>\n\u003cp>Under the terms of the deal, faculty on active pay status or on leave will receive a 5 percent general salary increase on June 30, 2016. That will be followed by a 2 percent increase on July 1, 2016, a 3.5 percent increase on July 1, 2017, and a 2.65 percent step increase during fiscal year 2017/18 for eligible faculty.\u003c/p>\n\u003cp>Tenure-line faculty who are promoted will also see larger minimum pay increases. Those rising from assistant to associate professor and associate professor to full professor will get at least a 9 percent pay increase, up from 7.5 percent.\u003c/p>\n\u003cp>The university also won some concessions. New employees hired after July 1, 2017, will have to work for 10 years instead of five to receive retirement health benefits.\u003c/p>\n\u003cp>In a statement, CSU Chancellor Timothy P. White said the agreement increases faculty compensation in a fiscally responsible way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"The tentative agreement enables all of us to focus our efforts on serving students and spares students the negative impacts of the threatened strikes,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.calfac.org/tentative-agreement\" target=\"_blank\">In a letter\u003c/a> to faculty members, union president Jennifer Eagan thanked them for their \"fearlessness.\"\u003c/p>\n\u003cp>\"Preparing for the strike, your work on the campuses helped us secure this agreement,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Union members must still vote to ratify the contract.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California State University management and the California Faculty Association have reached a \u003ca href=\"http://www.calstate.edu/hr/employee-relations/bargaining-updates/documents/2016/cfa-bargaining-update-4-2016.pdf\" target=\"_blank\">tentative labor agreement \u003c/a>less than a week before the faculty was scheduled to go on strike. The two sides have been locked in a labor dispute for the past year.\u003c/p>\n\u003cp>Under the terms of the deal, faculty on active pay status or on leave will receive a 5 percent general salary increase on June 30, 2016. That will be followed by a 2 percent increase on July 1, 2016, a 3.5 percent increase on July 1, 2017, and a 2.65 percent step increase during fiscal year 2017/18 for eligible faculty.\u003c/p>\n\u003cp>Tenure-line faculty who are promoted will also see larger minimum pay increases. Those rising from assistant to associate professor and associate professor to full professor will get at least a 9 percent pay increase, up from 7.5 percent.\u003c/p>\n\u003cp>The university also won some concessions. New employees hired after July 1, 2017, will have to work for 10 years instead of five to receive retirement health benefits.\u003c/p>\n\u003cp>In a statement, CSU Chancellor Timothy P. White said the agreement increases faculty compensation in a fiscally responsible way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"The tentative agreement enables all of us to focus our efforts on serving students and spares students the negative impacts of the threatened strikes,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://www.calfac.org/tentative-agreement\" target=\"_blank\">In a letter\u003c/a> to faculty members, union president Jennifer Eagan thanked them for their \"fearlessness.\"\u003c/p>\n\u003cp>\"Preparing for the strike, your work on the campuses helped us secure this agreement,\" she said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Union members must still vote to ratify the contract.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The UC Berkeley executive assistant who has filed a sexual harassment suit against her ex-boss, former law school dean Sujit Choudry, says Cal should automatically release the names of people found to have violated campus sexual harassment policies.\u003c/p>\n\u003cp>Tyann Sorrell said during a press conference yesterday she was heartbroken to learn of 11 new cases made public this week.\u003c/p>\n\u003cp>Sorrell's is one of 17 sexual harassment cases substantiated over the past seven years. That's according to a trove of documents Cal recently released in response to public records requests by media, including KQED.\u003c/p>\n\u003cp>The cases provide more clues as to how the university handles those found likely to have committed sexual harassment. Eleven confirmed perpetrators were either fired or resigned, while six others were punished but allowed to keep their jobs.\u003c/p>\n\u003cp>Those who were allowed to stay on include diving coach Todd Mulzet, even though he was found to have routinely sexually harassed what appears to be an athletics maintenance worker. Mulzet offered to pay that worker for oral sex.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The worker told investigators he simply wanted the behavior to stop. Mulzet’s punishment was a 5 percent pay cut over two months in lieu of suspension.\u003c/p>\n\u003cp>Others who harassed students, such as an adjunct professor, a cafeteria manager and a custodian, were fired or resigned.\u003c/p>\n\u003cp>The university did not initially move to fire any of the higher-level faculty or administrators, such as Choudry.\u003c/p>\n\u003cp>\u003cstrong>The Case of Tyann Sorrell\u003c/strong>\u003c/p>\n\u003cp>Sorrell, a married mother of five, has been on leave from her job since March 2015 after complaining about Choudry's inappropriate behavior. Investigators found Sorrell credible, stating that it was more likely than not that Choudry hugged, kissed and harassed her over eight months, once putting her hands on his waist and rubbing it. Choudry admitted to the latter, but insisted there was no sexual intent.\u003c/p>\n\u003cp>Even so, Choudry was initially given a 10 percent pay cut, ordered to write Sorrell an apology and directed to an in-person sexual harassment training. Sorrell decided to sue, and Choudry has since resigned from his post, though he is still receiving pay as tenured faculty. Under public pressure, UC President Janet Napolitano barred him from campus and ordered an Academic Senate review, which could end in his tenure being revoked.\u003c/p>\n\u003cp>Sorrell accuses Cal of suppressing reports like hers, and insists that survivors should help lead the university's reform efforts. She says the campus community should not have to depend on public records requests in sexual harassment cases and should be \u003ci>immediately\u003c/i> notified after misconduct is confirmed.\u003c/p>\n\u003cp>\"That's the minimal consideration and respect that you can show people who are attending that university, who are working at that university and who are donating to that university. It's our right,\" Sorrell says.\u003c/p>\n\u003cp>Some caution that this sort of move would amount to a \"professional death penalty,\" no matter the severity of the offense.\u003c/p>\n\u003cp>While UC Berkeley spokesman Dan Mogulof says Chancellor Nicholas Dirks' newly formed sexual misconduct committee will consider including survivors, as well as issues of transparency, he denies the school has withheld information.\u003c/p>\n\u003cp>\"The records are out, we have responded to requests to see them and always will,\" Mogulof says. \"These are societal questions -- whether entities, companies, nonprofits, should begin releasing the names of anyone and everyone who violated sexual harassment policies. It's an important discussion.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mogulof says the committee will begin reviewing the university's policies next week.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The UC Berkeley executive assistant who has filed a sexual harassment suit against her ex-boss, former law school dean Sujit Choudry, says Cal should automatically release the names of people found to have violated campus sexual harassment policies.\u003c/p>\n\u003cp>Tyann Sorrell said during a press conference yesterday she was heartbroken to learn of 11 new cases made public this week.\u003c/p>\n\u003cp>Sorrell's is one of 17 sexual harassment cases substantiated over the past seven years. That's according to a trove of documents Cal recently released in response to public records requests by media, including KQED.\u003c/p>\n\u003cp>The cases provide more clues as to how the university handles those found likely to have committed sexual harassment. Eleven confirmed perpetrators were either fired or resigned, while six others were punished but allowed to keep their jobs.\u003c/p>\n\u003cp>Those who were allowed to stay on include diving coach Todd Mulzet, even though he was found to have routinely sexually harassed what appears to be an athletics maintenance worker. Mulzet offered to pay that worker for oral sex.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The worker told investigators he simply wanted the behavior to stop. Mulzet’s punishment was a 5 percent pay cut over two months in lieu of suspension.\u003c/p>\n\u003cp>Others who harassed students, such as an adjunct professor, a cafeteria manager and a custodian, were fired or resigned.\u003c/p>\n\u003cp>The university did not initially move to fire any of the higher-level faculty or administrators, such as Choudry.\u003c/p>\n\u003cp>\u003cstrong>The Case of Tyann Sorrell\u003c/strong>\u003c/p>\n\u003cp>Sorrell, a married mother of five, has been on leave from her job since March 2015 after complaining about Choudry's inappropriate behavior. Investigators found Sorrell credible, stating that it was more likely than not that Choudry hugged, kissed and harassed her over eight months, once putting her hands on his waist and rubbing it. Choudry admitted to the latter, but insisted there was no sexual intent.\u003c/p>\n\u003cp>Even so, Choudry was initially given a 10 percent pay cut, ordered to write Sorrell an apology and directed to an in-person sexual harassment training. Sorrell decided to sue, and Choudry has since resigned from his post, though he is still receiving pay as tenured faculty. Under public pressure, UC President Janet Napolitano barred him from campus and ordered an Academic Senate review, which could end in his tenure being revoked.\u003c/p>\n\u003cp>Sorrell accuses Cal of suppressing reports like hers, and insists that survivors should help lead the university's reform efforts. She says the campus community should not have to depend on public records requests in sexual harassment cases and should be \u003ci>immediately\u003c/i> notified after misconduct is confirmed.\u003c/p>\n\u003cp>\"That's the minimal consideration and respect that you can show people who are attending that university, who are working at that university and who are donating to that university. It's our right,\" Sorrell says.\u003c/p>\n\u003cp>Some caution that this sort of move would amount to a \"professional death penalty,\" no matter the severity of the offense.\u003c/p>\n\u003cp>While UC Berkeley spokesman Dan Mogulof says Chancellor Nicholas Dirks' newly formed sexual misconduct committee will consider including survivors, as well as issues of transparency, he denies the school has withheld information.\u003c/p>\n\u003cp>\"The records are out, we have responded to requests to see them and always will,\" Mogulof says. \"These are societal questions -- whether entities, companies, nonprofits, should begin releasing the names of anyone and everyone who violated sexual harassment policies. It's an important discussion.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Mogulof says the committee will begin reviewing the university's policies next week.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The San Francisco Board of Supervisors approved a number of important measures at its board meeting Tuesday. They include: becoming the first city in the nation to provide fully paid parental leave, the first to ban evictions of school employees during the school year, and the declaration of a shelter crisis for the city's homeless.\u003c/p>\n\u003ch2>Paid Parental Leave\u003c/h2>\n\u003cp>San Francisco is now the first place in the nation to \u003ca href=\"http://ww2.kqed.org/news/2016/04/05/s-f-approves-fully-paid-parental-leave\" target=\"_blank\">require companies to give their workers six weeks of fully paid parental leave\u003c/a>. The Board of Supervisors unanimously approved the measure.\u003c/p>\n\u003cp>The state currently allows workers who become new parents to receive 55 percent of their pay for up to six weeks of bonding time with their new child.\u003c/p>\n\u003cp>That money comes out of a worker-funded state insurance program. The proposal approved Tuesday will require employers in San Francisco with at least 20 employees to make up the rest.\u003c/p>\n\u003cp>\"This is absolutely an issue of income inequality, where we have higher-paid workers who frequently have better access to parental leave than lower-paid workers that have little or no access,\" said Supervisor Scott Wiener, who introduced the legislation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Businesses with at least 50 employees must comply starting in January 2017. Businesses with at least 20 employees have until January 2018 to comply.\u003c/p>\n\u003ch2>School Employee Evictions Banned During School Year\u003c/h2>\n\u003cp>San Francisco became the first city in the nation to ban landlords from evicting teachers and other school employees during the academic year.\u003c/p>\n\u003cp>The measure gives extra tenant protections to San Francisco public and private school employees, including teachers, cafeteria workers and janitors.\u003c/p>\n\u003cp>The measure would bar property owners from evicting during the school year for reasons that aren't the tenants' fault, such as when a landlord wants to move into a unit.\u003c/p>\n\u003cp>Landlords could still evict tenants using the Ellis Act -- the state law that allows property owners to get out of the rental business.\u003c/p>\n\u003cp>\"If you are an educator, the impact of an eviction is pretty significant in the sense that if you are evicted it means that you are pushed out. Not only out of San Francisco, but chances are the Bay Area,\" said Supervisor Davis Campos, who introduced the measure.\u003c/p>\n\u003cp>Supporters say the legislation is needed to stabilize local schools.\u003c/p>\n\u003cp>Some property owners say Campos' measure could discourage landlords from renting to school employees.\u003c/p>\n\u003ch2>Gender-Neutral Bathrooms\u003c/h2>\n\u003cp>Single-occupancy bathrooms in San Francisco government buildings and private businesses will soon be marked as gender neutral.\u003c/p>\n\u003cp>Supporters say the legislation will reduce harassment of transgender people, or seniors with a caregiver of a different gender who are sometimes denied access to facilities that correspond with their gender identity.\u003c/p>\n\u003cp>The Human Rights Commission and San Francisco Department of Building Inspections will supervise the law's implementation.\u003c/p>\n\u003ch2>Homeless Shelter Crisis Declared\u003c/h2>\n\u003cp>The board is also declaring a crisis in the city over a shortage of shelter space for the homeless.\u003c/p>\n\u003cp>The declaration, authored by Supervisor David Campos, makes it easier for the city to turn public land into shelter sites.\u003c/p>\n\u003cp>The emergency provision is typically used in the aftermath of natural disasters like floods and earthquakes.\u003c/p>\n\u003cp>Mayor Ed Lee has voiced opposition to the measure, saying that it lacks substance.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Danielle Venton, Guy Marzorati and Peter Jon Shuler contributed to this post.\u003c/em>\u003c/p>\n\n",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
"site": "radio",
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"link": "/radio/program/code-switch-life-kit",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
"site": "news",
"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"freakonomics-radio": {
"id": "freakonomics-radio",
"title": "Freakonomics Radio",
"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
}
},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
"info": "Hosted by Terry Gross, \u003cem>Fresh Air from WHYY\u003c/em> is the Peabody Award-winning weekday magazine of contemporary arts and issues. One of public radio's most popular programs, Fresh Air features intimate conversations with today's biggest luminaries.",
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"meta": {
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"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. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"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.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
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"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Masters-of-Scale-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"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>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"apple": "https://podcasts.apple.com/us/podcast/mindshift-podcast/id1078765985",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
"stitcher": "https://www.stitcher.com/podcast/kqed/stories-teachers-share",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"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?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"stitcher": "https://www.stitcher.com/show/on-our-watch",
"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
"info": "Analysis, background reports and updates from the PBS NewsHour putting today's news in context.",
"airtime": "MON-FRI 3pm-4pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.pbs.org/newshour/",
"meta": {
"site": "news",
"source": "pbs"
},
"link": "/radio/program/pbs-newshour",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2",
"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
"rss": "https://www.pbs.org/newshour/feeds/rss/podcasts/show"
}
},
"perspectives": {
"id": "perspectives",
"title": "Perspectives",
"tagline": "KQED's series of daily listener commentaries since 1991",
"info": "KQED's series of daily listener commentaries since 1991.",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/01/Perspectives_Tile_Final.jpg",
"imageAlt": "KQED Perspectives",
"officialWebsiteLink": "/perspectives/",
"meta": {
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"source": "kqed",
"order": 14
},
"link": "/perspectives",
"subscribe": {
"apple": "https://podcasts.apple.com/us/podcast/id73801135",
"npr": "https://www.npr.org/podcasts/432309616/perspectives",
"rss": "https://ww2.kqed.org/perspectives/category/perspectives/feed/",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"
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},
"planet-money": {
"id": "planet-money",
"title": "Planet Money",
"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
"officialWebsiteLink": "https://www.npr.org/sections/money/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/planet-money",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/M4f5",
"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
"tuneIn": "https://tunein.com/podcasts/Business--Economics-Podcasts/Planet-Money-p164680/",
"rss": "https://feeds.npr.org/510289/podcast.xml"
}
},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
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