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"content": "\u003cp>A severe teacher shortage exacerbated by the pandemic has prompted a growing number of California school districts to increase teacher pay, develop new hiring strategies and reduce teachers’ workloads by hiring more support staff, according to a report by the Learning Policy Institute, a nonprofit education research organization.\u003c/p>\n\u003cp>The move comes as officials in districts across the state scramble to fill classroom positions this school year, particularly in traditionally hard-to-staff subjects and areas like mathematics, science and special education, according to the report.\u003c/p>\n\u003cp>\u003ca href=\"https://learningpolicyinstitute.org/product/california-teacher-shortages-response-report\">The report\u003c/a> is based on a survey of officials from 12 large and small districts throughout California — including those in San Francisco, Los Angeles and San Diego, as well as several rural districts — that collectively enroll roughly one out of every six K-12 student in the state.\u003c/p>\n\u003cp>Two-thirds of the districts surveyed reported they have had more teacher vacancies than usual this school year and were having a harder time finding teachers to hire — despite an influx or additional \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\">state and federal funding\u003c/a>.\u003c/p>\n\u003cp>The teacher shortage is due in part to recent higher-than-average rates of teacher resignations and retirements — largely a result of burnout. In one large district, retirements in 2020-21 increased by 25% over the 2018-19 school year, and leaves of absence increased by 50%.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The dearth of teachers has been further amplified by an \u003ca href=\"https://edsource.org/2021/substitute-shortages-so-severe-some-districts-may-have-to-temporarily-close-classrooms/660540\">acute substitute shortage\u003c/a> so severe that many schools have been forced to merge classrooms, use administrators as temporary fill-in and, in some drastic cases, \u003ca href=\"https://edsource.org/2021/covid-closes-rural-california-schools-as-delta-variant-spreads/660712\">close schools\u003c/a> for one or more days.\u003c/p>\n\u003cp>“In San Lorenzo USD, directors, principals, assistant superintendents, and the superintendent are in classrooms trying to support school sites,” said Superintendent Daryl Camp, in the report. “Teachers are subbing during their prep periods way too much.”\u003c/p>\n\u003cp>In August and September, when the 12 districts were surveyed, half were still trying to fill a significant number of teacher vacancies.\u003c/p>\n\u003cp>As a result, schools have increasingly had to hire instructors with intern credentials, permits or waivers, rather than fully credentialed teachers who have completed the required coursework, clinical practice and tests.[aside label=\"Related Stories\" postID=\"news_11902497,news_11900220,news_11898251\"]“The solutions that are available aren’t often the solutions we would want for our children — cutting classes and combining classes, or trying to fill classes with substitutes and teachers on emergency credentials who haven’t demonstrated competency in the subjects they are teaching,” said Desiree Carver-Thomas, one of the authors of the report. “What we would want is for classes to be filled with competent teachers that are experienced. Instead they are scrambling to find those people and are relying on strategies that aren’t necessarily ideal.”\u003c/p>\n\u003cp>With only a limited number of candidates for jobs, many districts are focusing on retaining the teachers they do have by working to improve their working conditions, a strategy that often includes hiring additional classroom support staff, according to the study. Several of the districts surveyed had recently increased teacher pay, while one large district had focused on building its pool of substitute teachers by increasing their daily rates.\u003c/p>\n\u003cp>Some rural districts, where the eligible hiring pool is typically much smaller, have particularly struggled to attract teachers despite offering signing bonuses and relocation stipends, Carver-Thomas said.\u003c/p>\n\u003cp>One of the small districts surveyed offered teachers a $15,000 signing bonus and a $3,000 moving stipend to fill positions in high school mathematics and music, but had yet to receive any applications for those jobs, according to the study.\u003c/p>\n\u003cp>Some districts that can’t hire enough new teachers are trying to lighten the load of their existing workforce by using state and federal recovery dollars to bring on more classroom aides, counselors, psychologists, social workers, instructional coaches and assistant principals. A number of districts are also \u003ca href=\"https://edsource.org/2020/california-school-districts-forced-to-move-to-virtual-recruiting-and-its-working/632718\">investing in recruitment operations\u003c/a>, hiring more human resources staff, streamlining their recruitment process and increasing their presence at virtual and in-person job fairs.\u003c/p>\n\u003cp>“Each district had its own strategy — from what we heard, it’s a holistic set of strategies,” Carver-Thomas said. “They are doing everything they can, making classes smaller, hiring counselors, hiring instruction aides.”\u003c/p>\n\u003cp>The report also acknowledges the state’s record investment in teacher preparation, retention and training over the last two years. The \u003ca href=\"https://edsource.org/2022/funding-for-schools-community-colleges-to-break-100-billion-in-gov-newsoms-proposed-budget/665602\">budget proposed\u003c/a> by Gov. Gavin Newsom earlier this month includes more than $54 million to recruit teachers and make it easier for them to earn a credential. Carver-Thomas said these funds can be used to support some of the report’s recommendations for increasing the number of teachers available.\u003c/p>\n\u003cp>Among the report's suggestions:\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>School districts should increase teacher compensation by increasing wages, and offering stipends and bonuses, especially for hard-to-fill positions. They should develop their teacher pipeline by starting teacher residency programs and initiatives that recruit and train school staff to become teachers as they earn a credential. Districts should also continue to invest in teacher recruitment and add more staff to support teachers.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>The federal government should make teaching more financially attractive by making college debt-free for students who commit to becoming educators, and providing income tax credits and housing subsidies.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>California should implement a program to help teacher candidates navigate preparation programs, credentialing requirements and funding opportunities. 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"content": "\u003cdiv class=\"post-body\">\u003cp>“The solutions that are available aren’t often the solutions we would want for our children — cutting classes and combining classes, or trying to fill classes with substitutes and teachers on emergency credentials who haven’t demonstrated competency in the subjects they are teaching,” said Desiree Carver-Thomas, one of the authors of the report. “What we would want is for classes to be filled with competent teachers that are experienced. Instead they are scrambling to find those people and are relying on strategies that aren’t necessarily ideal.”\u003c/p>\n\u003cp>With only a limited number of candidates for jobs, many districts are focusing on retaining the teachers they do have by working to improve their working conditions, a strategy that often includes hiring additional classroom support staff, according to the study. Several of the districts surveyed had recently increased teacher pay, while one large district had focused on building its pool of substitute teachers by increasing their daily rates.\u003c/p>\n\u003cp>Some rural districts, where the eligible hiring pool is typically much smaller, have particularly struggled to attract teachers despite offering signing bonuses and relocation stipends, Carver-Thomas said.\u003c/p>\n\u003cp>One of the small districts surveyed offered teachers a $15,000 signing bonus and a $3,000 moving stipend to fill positions in high school mathematics and music, but had yet to receive any applications for those jobs, according to the study.\u003c/p>\n\u003cp>Some districts that can’t hire enough new teachers are trying to lighten the load of their existing workforce by using state and federal recovery dollars to bring on more classroom aides, counselors, psychologists, social workers, instructional coaches and assistant principals. A number of districts are also \u003ca href=\"https://edsource.org/2020/california-school-districts-forced-to-move-to-virtual-recruiting-and-its-working/632718\">investing in recruitment operations\u003c/a>, hiring more human resources staff, streamlining their recruitment process and increasing their presence at virtual and in-person job fairs.\u003c/p>\n\u003cp>“Each district had its own strategy — from what we heard, it’s a holistic set of strategies,” Carver-Thomas said. “They are doing everything they can, making classes smaller, hiring counselors, hiring instruction aides.”\u003c/p>\n\u003cp>The report also acknowledges the state’s record investment in teacher preparation, retention and training over the last two years. The \u003ca href=\"https://edsource.org/2022/funding-for-schools-community-colleges-to-break-100-billion-in-gov-newsoms-proposed-budget/665602\">budget proposed\u003c/a> by Gov. Gavin Newsom earlier this month includes more than $54 million to recruit teachers and make it easier for them to earn a credential. Carver-Thomas said these funds can be used to support some of the report’s recommendations for increasing the number of teachers available.\u003c/p>\n\u003cp>Among the report's suggestions:\u003c/p>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>School districts should increase teacher compensation by increasing wages, and offering stipends and bonuses, especially for hard-to-fill positions. They should develop their teacher pipeline by starting teacher residency programs and initiatives that recruit and train school staff to become teachers as they earn a credential. Districts should also continue to invest in teacher recruitment and add more staff to support teachers.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>The federal government should make teaching more financially attractive by making college debt-free for students who commit to becoming educators, and providing income tax credits and housing subsidies.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>California should implement a program to help teacher candidates navigate preparation programs, credentialing requirements and funding opportunities. It should also invest in programs that allow students to begin teacher preparation at community colleges and complete it at a four-year institution.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli style=\"list-style-type: none\">\n\u003cul>\n\u003cli>Universities should increase enrollment in teacher preparation programs, especially in high-demand education fields.\u003c/li>\n\u003c/ul>\n\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/california-school-districts-increase-pay-working-conditions-to-ease-teacher-shortage/666523\">This article was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/personal_012522_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11902667\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/personal_012522_final.png\" alt='Cartoon: an anti-vaccine parent with anti-vax signs and phony covid cures stands next to his child. An arrow pointing at the child reads, \"personal belief exemption.\" The arrow pointing at the shrunken brain of the parent reads, \"parenting skills exemption.\"' width=\"1920\" height=\"1287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-800x536.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-1020x684.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-1536x1030.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>The \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2022/01/california-vaccine-mandate-children/\">bill Democratic state Sen. Richard Pan introduced on Monday\u003c/a> would require all California students in grades K-12 to be vaccinated against COVID-19 by Jan. 1, 2023, eliminating the personal belief exemption.\u003c/p>\n\u003cp>Pan’s bill goes a step further than \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">Gov. Gavin Newsom’s mandate announced in the fall\u003c/a>, which allows for personal belief exemptions.\u003c/p>\n\u003cp>In this era of rampant anti-science misinformation, a personal belief exemption is far too easy of an out, and it only serves to sabotage herd immunity and prolong the pandemic.\u003c/p>\n\u003cp>Sorry, if you really want to put yourself, your kids and others at risk, you’re going to need a much better reason than “personal belief.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/personal_012522_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11902667\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/personal_012522_final.png\" alt='Cartoon: an anti-vaccine parent with anti-vax signs and phony covid cures stands next to his child. An arrow pointing at the child reads, \"personal belief exemption.\" The arrow pointing at the shrunken brain of the parent reads, \"parenting skills exemption.\"' width=\"1920\" height=\"1287\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-800x536.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-1020x684.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-160x107.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/personal_012522_final-1536x1030.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>The \u003ca href=\"https://calmatters.org/newsletters/whatmatters/2022/01/california-vaccine-mandate-children/\">bill Democratic state Sen. Richard Pan introduced on Monday\u003c/a> would require all California students in grades K-12 to be vaccinated against COVID-19 by Jan. 1, 2023, eliminating the personal belief exemption.\u003c/p>\n\u003cp>Pan’s bill goes a step further than \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">Gov. Gavin Newsom’s mandate announced in the fall\u003c/a>, which allows for personal belief exemptions.\u003c/p>\n\u003cp>In this era of rampant anti-science misinformation, a personal belief exemption is far too easy of an out, and it only serves to sabotage herd immunity and prolong the pandemic.\u003c/p>\n\u003cp>Sorry, if you really want to put yourself, your kids and others at risk, you’re going to need a much better reason than “personal belief.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Testing Shortages at Oakland Schools Leave Students and Teachers Frustrated",
"title": "Testing Shortages at Oakland Schools Leave Students and Teachers Frustrated",
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"content": "\u003cp>Teachers at Oakland’s Reach Academy were fed up.\u003c/p>\n\u003cp>The elementary school on the eastern edge of the city has been overwhelmed by positive COVID cases since returning from winter break — the Oakland Unified School District’s dashboard tallies nearly 80 cases there in the first three weeks back.\u003c/p>\n\u003cp>Teachers were desperate to stop more students and coworkers from turning up positive, but while some of their colleagues around the district planned sick-outs, Reach Academy staff hatched a plan to catch cases before kids entered the building.[pullquote size=\"medium\" align=\"right\" citation=\"Megan Bumpus, fifth grade teacher, Reach Academy\"]'We made it so that we literally stayed outside until we were sure that each child in our class tested negative.'[/pullquote]\u003c/p>\n\u003cp>“We decided, we're the teachers, we know how this works. Let's just see if our families will do this,” said fifth grade teacher Megan Bumpus.\u003c/p>\n\u003cp>She and her colleagues knew a district testing team would be on campus Tuesday, after the MLK holiday, until midday. But they wanted to ensure kids got swabbed before sitting down in a classroom, or eating breakfast in the cafeteria, where positive students would have a chance to infect others while unmasked. So, without approval from administrators, they designed a staggered arrival schedule. “We said to the principal, ‘This is what we're doing. We are already sending these messages,’” Bumpus said.\u003c/p>\n\u003cfigure id=\"attachment_11902563\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-scaled.jpg\">\u003cimg class=\"size-medium wp-image-11902563\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-800x600.jpg\" alt=\"A woman wearing a mask sits down in a classroom.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Bumpus, a fifth grade teacher at Oakland's Reach Academy, goes over a math lesson in a classroom. \u003ccite>(Courtesy of Megan Bumpus)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers alerted parents in advance, and gave those who couldn’t manage it the option to drop kids off early. “We made it so that we literally stayed outside until we were sure that each child in our class tested negative,” she said. She credits the district for sending extra staff to support the effort, though it wasn’t condoned.\u003c/p>\n\u003cp>“For the first time ever, we literally had — at least according to the rapid tests — only kids and adults in school who had tested negative,” she said. “The peace of mind that we felt on Tuesday was amazing.”\u003c/p>\n\u003cp>Whether Reach Academy’s unsanctioned testing strategy curbs new cases remains to be seen. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/science-briefs/transmission_k_12_schools.html\">Transmission rates have generally been low in schools\u003c/a> when mitigation protocols are followed, with most spread taking place in less controlled community contexts. But the action speaks to a broader need for a sense of safety and stability. It came amid a second week of student and staff protests in the district, with some students striking in an effort to force the district to improve safety measures, while teachers at some sites held sick-outs.\u003c/p>\n\u003cp>The pressure has seen some success: The district and teachers union worked out a plan to reinstate paid COVID sick leave, something teachers had been demanding, and it emboldened the Oakland Education Association to flex some muscle in negotiations for a new safety agreement with the district. OEA President Keith Brown now has approval from union leadership to call a strike vote if he deems it necessary, and nearly three-quarters of members told the union they’d support the action.\u003c/p>\n\u003cp>OUSD has distributed N95 or KN95 masks for students and staff, something both the union and student organizers are demanding, and is working to provide covered outdoor eating areas at all sites, efforts officials say were underway before the pressure.[aside postID=\"news_11900220,news_11898251,mindshift_58938\" label=\"Related Posts\"]\u003c/p>\n\u003cp>But the demand teachers and students say they care most about — increased testing — isn’t getting much traction.\u003c/p>\n\u003cp>“Testing is the most important demand of the students and the staff and the wider community,” said Sasha Rockwell, who teaches third and fourth grades at Bridges Academy at Melrose in East Oakland, where staff held a sick-out. Rockwell would like to see a “test to stay” policy along the lines of what Reach Academy teachers pulled off. She argues it’s key to avoiding unnecessary learning loss.\u003c/p>\n\u003cp>“Before coronavirus, a child would come to me with an invisible boo-boo and I'd be like, ‘Let me rub it and it's going to be OK. Get back in the school,’ you know?”\u003c/p>\n\u003cp>Now, she said, everyday ailments trigger pandemic precautions.\u003c/p>\n\u003cp>“A child comes to me with a headache, well, that's a symptom of COVID, so they need to go to the isolation tent. A child comes to me with a stomachache, same,” she said. “We don't have a system in place to ensure that kids can stay in school for the maximum amount possible.”\u003c/p>\n\u003cp>Student organizers are advocating for twice-weekly rapid and PCR tests at all schools; the teachers union is pushing for weekly testing at all sites. But the district has not announced any plans to further ramp up testing.\u003c/p>\n\u003cp>“Obviously there are capacity issues at work, but we are doing everything we can to ensure the testing is available at all times,” district spokesperson John Sasaki said. “We are \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">\u003cspan style=\"font-weight: 400\">following the public health experts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at both the county, state and federal level and feel that we are moving in the right direction with regard to testing and everything else.”\u003c/span>\u003c/p>\n\u003cp>Beyond the issue of limited resources, it’s not clear more aggressive testing would meaningfully improve safety. UCSF professor and infectious disease specialist Peter Chin-Hong said layering strategies is the best approach, and vaccination remains the most important mitigation tool.\u003c/p>\n\u003cp>“At the end of the day, there is no magic bullet,” he said. “Whether you test once a week, twice a week, I'm not sure if you get a bigger bang for the buck when you add the other components.”\u003c/p>\n\u003cfigure id=\"attachment_11902556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022.jpg\">\u003cimg class=\"size-medium wp-image-11902556\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-800x533.jpg\" alt=\"A woman with a purple mask and t-shirt holds a piece of paper rolled up in her hand with others in the background.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students march to call for COVID-safe and racially just schools in Hayward on Jan. 21, 2022. The group said that racial justice should be a part of the conversation about a safe return to school with COVID. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When there was less of the virus circulating in the community, it made more sense to think of testing as a way to stamp out infection, he said. “In the age of omicron, we've kind of abandoned virus elimination,” he said.\u003c/p>\n\u003cp>In fact, some local public health experts are \u003ca href=\"https://www.change.org/p/gavin-newsom-post-omicron-pivot-for-california-public-schools\">petitioning state officials\u003c/a> to accept that COVID is endemic and “shift our public dialogue toward defining a path for removing all remaining COVID-19 restrictions in public schools.”\u003c/p>\n\u003ch3>What does testing look like in OUSD?\u003c/h3>\n\u003cp>Oakland Unified runs 10 testing hubs at schools around the city. Four of the 10 are open on any given day, from 8 a.m. to 4 p.m., and have been serving over 300 people a day during the surge, according to Sasaki.\u003c/p>\n\u003cp>For MetWest High School student Ximena Santana, who helped organize the student strike and petition calling for more testing, off-site testing isn’t enough. “Some people don’t have the time to go to a place and do it,” she said. “We need the weekly testing at schools.”\u003c/p>\n\u003cp>Bridges Academy teacher Rockwell points out that the hubs are largely open during school hours. “So this means that all OUSD students, teachers and staff do not have access to the testing unless they are at that school,” she said. “And working families who often work late into the evening do not have access to that testing.” For weekend and after-school testing, the district refers families to the \u003ca href=\"https://covid-19.acgov.org/testing.page?#Community\">county’s many free testing sites\u003c/a>.\u003c/p>\n\u003cp>The district also runs a \u003ca href=\"https://www.ousd.org/Page/21454\">pilot pool testing program\u003c/a> at 39 elementary schools. Students at these sites are tested at least once a week. Swabs are collected for entire classes and tested together in a single vial. If the pooled PCR test comes up positive, every student in the positive pool is then rapid-tested. Pooled testing can be cost-effective and reduces the burden on labs, according to Chin-Hong.\u003c/p>\n\u003cp>Both Bridges Academy and Reach Academy are part of the program, and, while teachers Rockwell and Bumpus are appreciative, they say implementation doesn't always go smoothly.\u003c/p>\n\u003cp>“Pool testing has been a positive change for us, but has it been consistent? Absolutely not,” Rockwell said. “Today was a perfect example. My principal did not get a message at all of why the pool testers did not come today. So here we are, left with nothing.”\u003c/p>\n\u003cp>The testing is optional and teachers say tracking down consent forms for all students can be tricky, leaving some classes with several students untested.\u003c/p>\n\u003cp>District officials say they also provide on-site rapid testing at schools with classes in modified quarantine. Theoretically, the more classes are affected, the more testing resources are dispatched. \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">Modified quarantine\u003c/a> applies to unvaccinated students who’ve been in close contact with someone who tests positive. To stay in school, they must get tested regularly.\u003c/p>\n\u003cp>Some middle and high school administrators and teachers describe weekly testing programs at their sites; others say they have testers on campus biweekly. Frick United Academy of Language teacher Ella Every-Wortman said her site is small enough to give all students a chance to swab when testers come every other week. “I know that is not the case at other sites,” she wrote in a text. “Another frequent issue is that they run out of tests.”\u003c/p>\n\u003cfigure id=\"attachment_11902519\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022.jpg\">\u003cimg class=\"size-medium wp-image-11902519\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-800x533.jpg\" alt='Nine people are standing outside with two people wearing purple shirts with their backs turned and facing a sign being held that reads \"safety and racial justice for Oakland schools.\"' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demonstrators rally outside the Alameda County Office of Education during a protest calling for COVID-safe and racially just schools in Hayward on Jan. 21, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for getting themselves tested on campus, some teachers say finding coverage to leave class during the narrow testing window in the middle of a severe staffing shortage is nearly impossible.\u003c/p>\n\u003cp>At Oakland Technical High School, students say they have access to voluntary on-site testing once a week on Thursdays. “The lines get extremely long and they're not really socially distanced. It's just kind of a cluster and the tests take forever,” said 10th grader Scarlett Welpton. “It's just not set up well.”\u003c/p>\n\u003cp>Welpton said she waited in line about an hour last week, and though the test only took a few seconds, it took almost another hour to get results, during which she wasn’t allowed to return to class. “Which means we're missing a lot of school,” she said.\u003c/p>\n\u003cp>Fellow Tech 10th grader Jasmina Garfagnoli has opted not to get tested at school. Instead, she uses the nearby testing hub at Oakland International High School, where she said lines are shorter, or she takes at-home tests. “It's so hard to get tested at school and to wait in line for an hour,” she said. “I think it's a very good thing that we have testing, but I just think that it needs to be revised a little bit.”\u003c/p>\n\u003cp>The district also distributed 41,000 at-home rapid tests for students and staff to use over winter break, but some students say they never saw them.\u003c/p>\n\u003cp>By now, most schools have gone through their supplies of rapid tests to use as needed. OUSD began placing orders for more rapid tests with the California Department of Public Health, Abbott and Office Depot beginning last fall, Sasaki said in an email, “but they were delayed because of the large supply set aside for the federal program to send at-home tests to all households.”\u003c/p>\n\u003cp>The district’s existing supply of at-home tests is being reserved for preschools, “where students are entirely unvaccinated and don't have easy access to hubs because of age limits,” according to Sasaki, and for student athletes, who are required to test regularly.\u003c/p>\n\u003cp>Last week, the student leaders behind the safety petition and strike held a virtual forum. For more than an hour, students and staff around the district shared stories of sick family members, empty classrooms, and anxiety as schoolmates tested positive. They expressed solidarity with striking students and thanked them for their work.\u003c/p>\n\u003cp>MetWest High School student Ayleen Serrano, who helped organize the boycott, told students to keep pressuring the district. “Not all the demands have been met. Some schools still do not have access to PCR or rapid testing,” she said.\u003c/p>\n\u003cp>She encouraged her peers to get involved in organizing and plans to hold another Zoom forum Thursday, Jan. 27. She said students will keep at the strike until there are better testing options at all schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "In Oakland's school district, both teachers and students have been frustrated with COVID testing shortages. In an attempt to curb transmission rates in schools, teachers at Reach Academy came up with an unsanctioned strategy to test students before they arrived in classrooms. ",
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"description": "In Oakland's school district, both teachers and students have been frustrated with COVID testing shortages. In an attempt to curb transmission rates in schools, teachers at Reach Academy came up with an unsanctioned strategy to test students before they arrived in classrooms. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Teachers at Oakland’s Reach Academy were fed up.\u003c/p>\n\u003cp>The elementary school on the eastern edge of the city has been overwhelmed by positive COVID cases since returning from winter break — the Oakland Unified School District’s dashboard tallies nearly 80 cases there in the first three weeks back.\u003c/p>\n\u003cp>Teachers were desperate to stop more students and coworkers from turning up positive, but while some of their colleagues around the district planned sick-outs, Reach Academy staff hatched a plan to catch cases before kids entered the building.\u003c/p>\u003c/div>",
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"content": "'We made it so that we literally stayed outside until we were sure that each child in our class tested negative.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We decided, we're the teachers, we know how this works. Let's just see if our families will do this,” said fifth grade teacher Megan Bumpus.\u003c/p>\n\u003cp>She and her colleagues knew a district testing team would be on campus Tuesday, after the MLK holiday, until midday. But they wanted to ensure kids got swabbed before sitting down in a classroom, or eating breakfast in the cafeteria, where positive students would have a chance to infect others while unmasked. So, without approval from administrators, they designed a staggered arrival schedule. “We said to the principal, ‘This is what we're doing. We are already sending these messages,’” Bumpus said.\u003c/p>\n\u003cfigure id=\"attachment_11902563\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-scaled.jpg\">\u003cimg class=\"size-medium wp-image-11902563\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-800x600.jpg\" alt=\"A woman wearing a mask sits down in a classroom.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-2048x1536.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/IMG_4488-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Megan Bumpus, a fifth grade teacher at Oakland's Reach Academy, goes over a math lesson in a classroom. \u003ccite>(Courtesy of Megan Bumpus)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Teachers alerted parents in advance, and gave those who couldn’t manage it the option to drop kids off early. “We made it so that we literally stayed outside until we were sure that each child in our class tested negative,” she said. She credits the district for sending extra staff to support the effort, though it wasn’t condoned.\u003c/p>\n\u003cp>“For the first time ever, we literally had — at least according to the rapid tests — only kids and adults in school who had tested negative,” she said. “The peace of mind that we felt on Tuesday was amazing.”\u003c/p>\n\u003cp>Whether Reach Academy’s unsanctioned testing strategy curbs new cases remains to be seen. \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/science/science-briefs/transmission_k_12_schools.html\">Transmission rates have generally been low in schools\u003c/a> when mitigation protocols are followed, with most spread taking place in less controlled community contexts. But the action speaks to a broader need for a sense of safety and stability. It came amid a second week of student and staff protests in the district, with some students striking in an effort to force the district to improve safety measures, while teachers at some sites held sick-outs.\u003c/p>\n\u003cp>The pressure has seen some success: The district and teachers union worked out a plan to reinstate paid COVID sick leave, something teachers had been demanding, and it emboldened the Oakland Education Association to flex some muscle in negotiations for a new safety agreement with the district. OEA President Keith Brown now has approval from union leadership to call a strike vote if he deems it necessary, and nearly three-quarters of members told the union they’d support the action.\u003c/p>\n\u003cp>OUSD has distributed N95 or KN95 masks for students and staff, something both the union and student organizers are demanding, and is working to provide covered outdoor eating areas at all sites, efforts officials say were underway before the pressure.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But the demand teachers and students say they care most about — increased testing — isn’t getting much traction.\u003c/p>\n\u003cp>“Testing is the most important demand of the students and the staff and the wider community,” said Sasha Rockwell, who teaches third and fourth grades at Bridges Academy at Melrose in East Oakland, where staff held a sick-out. Rockwell would like to see a “test to stay” policy along the lines of what Reach Academy teachers pulled off. She argues it’s key to avoiding unnecessary learning loss.\u003c/p>\n\u003cp>“Before coronavirus, a child would come to me with an invisible boo-boo and I'd be like, ‘Let me rub it and it's going to be OK. Get back in the school,’ you know?”\u003c/p>\n\u003cp>Now, she said, everyday ailments trigger pandemic precautions.\u003c/p>\n\u003cp>“A child comes to me with a headache, well, that's a symptom of COVID, so they need to go to the isolation tent. A child comes to me with a stomachache, same,” she said. “We don't have a system in place to ensure that kids can stay in school for the maximum amount possible.”\u003c/p>\n\u003cp>Student organizers are advocating for twice-weekly rapid and PCR tests at all schools; the teachers union is pushing for weekly testing at all sites. But the district has not announced any plans to further ramp up testing.\u003c/p>\n\u003cp>“Obviously there are capacity issues at work, but we are doing everything we can to ensure the testing is available at all times,” district spokesperson John Sasaki said. “We are \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">\u003cspan style=\"font-weight: 400\">following the public health experts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at both the county, state and federal level and feel that we are moving in the right direction with regard to testing and everything else.”\u003c/span>\u003c/p>\n\u003cp>Beyond the issue of limited resources, it’s not clear more aggressive testing would meaningfully improve safety. UCSF professor and infectious disease specialist Peter Chin-Hong said layering strategies is the best approach, and vaccination remains the most important mitigation tool.\u003c/p>\n\u003cp>“At the end of the day, there is no magic bullet,” he said. “Whether you test once a week, twice a week, I'm not sure if you get a bigger bang for the buck when you add the other components.”\u003c/p>\n\u003cfigure id=\"attachment_11902556\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022.jpg\">\u003cimg class=\"size-medium wp-image-11902556\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-800x533.jpg\" alt=\"A woman with a purple mask and t-shirt holds a piece of paper rolled up in her hand with others in the background.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/004_Hayward_OUSDCarCaravan_01212022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Students march to call for COVID-safe and racially just schools in Hayward on Jan. 21, 2022. The group said that racial justice should be a part of the conversation about a safe return to school with COVID. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When there was less of the virus circulating in the community, it made more sense to think of testing as a way to stamp out infection, he said. “In the age of omicron, we've kind of abandoned virus elimination,” he said.\u003c/p>\n\u003cp>In fact, some local public health experts are \u003ca href=\"https://www.change.org/p/gavin-newsom-post-omicron-pivot-for-california-public-schools\">petitioning state officials\u003c/a> to accept that COVID is endemic and “shift our public dialogue toward defining a path for removing all remaining COVID-19 restrictions in public schools.”\u003c/p>\n\u003ch3>What does testing look like in OUSD?\u003c/h3>\n\u003cp>Oakland Unified runs 10 testing hubs at schools around the city. Four of the 10 are open on any given day, from 8 a.m. to 4 p.m., and have been serving over 300 people a day during the surge, according to Sasaki.\u003c/p>\n\u003cp>For MetWest High School student Ximena Santana, who helped organize the student strike and petition calling for more testing, off-site testing isn’t enough. “Some people don’t have the time to go to a place and do it,” she said. “We need the weekly testing at schools.”\u003c/p>\n\u003cp>Bridges Academy teacher Rockwell points out that the hubs are largely open during school hours. “So this means that all OUSD students, teachers and staff do not have access to the testing unless they are at that school,” she said. “And working families who often work late into the evening do not have access to that testing.” For weekend and after-school testing, the district refers families to the \u003ca href=\"https://covid-19.acgov.org/testing.page?#Community\">county’s many free testing sites\u003c/a>.\u003c/p>\n\u003cp>The district also runs a \u003ca href=\"https://www.ousd.org/Page/21454\">pilot pool testing program\u003c/a> at 39 elementary schools. Students at these sites are tested at least once a week. Swabs are collected for entire classes and tested together in a single vial. If the pooled PCR test comes up positive, every student in the positive pool is then rapid-tested. Pooled testing can be cost-effective and reduces the burden on labs, according to Chin-Hong.\u003c/p>\n\u003cp>Both Bridges Academy and Reach Academy are part of the program, and, while teachers Rockwell and Bumpus are appreciative, they say implementation doesn't always go smoothly.\u003c/p>\n\u003cp>“Pool testing has been a positive change for us, but has it been consistent? Absolutely not,” Rockwell said. “Today was a perfect example. My principal did not get a message at all of why the pool testers did not come today. So here we are, left with nothing.”\u003c/p>\n\u003cp>The testing is optional and teachers say tracking down consent forms for all students can be tricky, leaving some classes with several students untested.\u003c/p>\n\u003cp>District officials say they also provide on-site rapid testing at schools with classes in modified quarantine. Theoretically, the more classes are affected, the more testing resources are dispatched. \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">Modified quarantine\u003c/a> applies to unvaccinated students who’ve been in close contact with someone who tests positive. To stay in school, they must get tested regularly.\u003c/p>\n\u003cp>Some middle and high school administrators and teachers describe weekly testing programs at their sites; others say they have testers on campus biweekly. Frick United Academy of Language teacher Ella Every-Wortman said her site is small enough to give all students a chance to swab when testers come every other week. “I know that is not the case at other sites,” she wrote in a text. “Another frequent issue is that they run out of tests.”\u003c/p>\n\u003cfigure id=\"attachment_11902519\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022.jpg\">\u003cimg class=\"size-medium wp-image-11902519\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-800x533.jpg\" alt='Nine people are standing outside with two people wearing purple shirts with their backs turned and facing a sign being held that reads \"safety and racial justice for Oakland schools.\"' width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2022/01/001_Hayward_OUSDCarCaravan_01212022.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Demonstrators rally outside the Alameda County Office of Education during a protest calling for COVID-safe and racially just schools in Hayward on Jan. 21, 2022. \u003ccite>(Amaya Edwards/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>As for getting themselves tested on campus, some teachers say finding coverage to leave class during the narrow testing window in the middle of a severe staffing shortage is nearly impossible.\u003c/p>\n\u003cp>At Oakland Technical High School, students say they have access to voluntary on-site testing once a week on Thursdays. “The lines get extremely long and they're not really socially distanced. It's just kind of a cluster and the tests take forever,” said 10th grader Scarlett Welpton. “It's just not set up well.”\u003c/p>\n\u003cp>Welpton said she waited in line about an hour last week, and though the test only took a few seconds, it took almost another hour to get results, during which she wasn’t allowed to return to class. “Which means we're missing a lot of school,” she said.\u003c/p>\n\u003cp>Fellow Tech 10th grader Jasmina Garfagnoli has opted not to get tested at school. Instead, she uses the nearby testing hub at Oakland International High School, where she said lines are shorter, or she takes at-home tests. “It's so hard to get tested at school and to wait in line for an hour,” she said. “I think it's a very good thing that we have testing, but I just think that it needs to be revised a little bit.”\u003c/p>\n\u003cp>The district also distributed 41,000 at-home rapid tests for students and staff to use over winter break, but some students say they never saw them.\u003c/p>\n\u003cp>By now, most schools have gone through their supplies of rapid tests to use as needed. OUSD began placing orders for more rapid tests with the California Department of Public Health, Abbott and Office Depot beginning last fall, Sasaki said in an email, “but they were delayed because of the large supply set aside for the federal program to send at-home tests to all households.”\u003c/p>\n\u003cp>The district’s existing supply of at-home tests is being reserved for preschools, “where students are entirely unvaccinated and don't have easy access to hubs because of age limits,” according to Sasaki, and for student athletes, who are required to test regularly.\u003c/p>\n\u003cp>Last week, the student leaders behind the safety petition and strike held a virtual forum. For more than an hour, students and staff around the district shared stories of sick family members, empty classrooms, and anxiety as schoolmates tested positive. They expressed solidarity with striking students and thanked them for their work.\u003c/p>\n\u003cp>MetWest High School student Ayleen Serrano, who helped organize the boycott, told students to keep pressuring the district. “Not all the demands have been met. Some schools still do not have access to PCR or rapid testing,” she said.\u003c/p>\n\u003cp>She encouraged her peers to get involved in organizing and plans to hold another Zoom forum Thursday, Jan. 27. She said students will keep at the strike until there are better testing options at all schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'Shouldn't Have to Make This Decision': Thousands of Contra Costa Students Stay Home, Citing Omicron Fears",
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"headTitle": "‘Shouldn’t Have to Make This Decision’: Thousands of Contra Costa Students Stay Home, Citing Omicron Fears | KQED",
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"content": "\u003cp>Nearly one-third of students in West Contra Costa Unified have not been attending school over the past three weeks, creating a crisis for the East Bay school district.\u003c/p>\n\u003cp>The district — which covers the cities of Richmond, San Pablo, El Cerrito, Pinole and Hercules and enrolls some 27,000 students — reported 737 student and 70 staff COVID cases from Jan. 11-14. But even students who are not positive or quarantining are choosing to remain at home, out of fear they will be next to get the virus. On Jan. 14, for example, district attendance figures show 8,820 students were absent, while 17,440 attended.\u003c/p>\n\u003cp>“This entire week, I feel like I am choosing between my health, the health of my family versus my education. I shouldn’t have to make this decision,” student school board delegate Justin Trujillo, a senior at Pinole Valley High School, told the board at a Jan. 13 safety meeting in Richmond.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Irene Kou, student delegate to the West Contra Costa County Unified School District board\"]‘It is a joke that the district believes that in-person learning in these conditions is better for all of us.’[/pullquote]\u003c/p>\n\u003cp>While the district says few of these positive cases are linked to in-school transmission, students like Trujillo aren’t buying it.\u003c/p>\n\u003cp>Both Trujillo and De Anza High senior Irene Kou, the other student delegate to the board, believe it is past time for the district to offer a temporary return to online learning for students who feel vulnerable.\u003c/p>\n\u003cp>“It is a joke that the district believes that in-person learning in these conditions is better for all of us,” said Kou. “Having our county health officials determine it is safe to go to school when they have not visited our school sites or interviewed students or staff members to understand what it is truly like on campus is just another slap in the face for us.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>County health officials and county education officials confirmed they had not made any visits to schools in the West Contra Costa Unified School District since the most recent omicron surge began.\u003c/p>\n\u003cp>A Contra Costa Health Services spokesperson said in an email that infections diagnosed in students and school staff are not necessarily the result of exposure at school, and COVID-19 transmission remains much more likely to occur among people living in the same household or participating in other non-school activities, which they attributed to the California Department of Public Health.\u003c/p>\n\u003cp>At Richmond High, where 53 students tested positive for COVID during the week of Jan. 11-14 (a short week after students had Monday off) and where hundreds of kids have been sent home to quarantine, 32 teachers stayed home Wednesday as part of a single-day “sick-out” action by teachers and students protesting safety conditions at the school.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Lorenzo Morotti, teacher, Richmond High\"]‘Latino students and families were hit so hard last year with COVID. They’ve seen family members die because of COVID, they’ve had family members lose jobs … There’s a huge disconnect between the district and the reality that’s on the ground.’[/pullquote]Richmond High journalism teacher Lorenzo Morotti, who did show up to teach, said hundreds of students are without teachers, and are being sent to the auditorium or gym to spend their seven class periods. “There is no learning going on in these classrooms. All there is is anxiety and the spread of COVID,” said Morotti.\u003c/p>\n\u003cp>Dayanara Mendoza, a 16-year-old sophomore at Richmond High, said that on a recent school day three of her five teachers were out.\u003c/p>\n\u003cp>“They either put us in the theater or they give us subs because a lot of teachers are absent and they have to put, like, other kids in the theater as well,” she said.\u003c/p>\n\u003cp>Morotti supports the teacher’s sick-out, calling it absurd to think COVID isn’t being transmitted inside the school. During the Jan. 19 board meeting, the district said it has little evidence of in-school transmission. However, Morotti said after kids returned from winter break, eight of his students were sent home on a single day, all of them in class with a student who tested positive.\u003c/p>\n\u003cp>In this majority-Latino district, Morotti said families have a right to be concerned.\u003c/p>\n\u003cp>“Latino students and families were hit so hard last year with COVID. They’ve seen family members die because of COVID, \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">they’ve had family members lose jobs because of COVID\u003c/a>. There’s a huge disconnect between the district and the reality that’s on the ground,” Morotti said.\u003c/p>\n\u003cfigure id=\"attachment_11902413\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902413\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut.jpg\" alt=\"male high school senior wearing mask and white t shirt stands with a backpack in front of high school entrance\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Adrian Revuelta, 18, a senior at Richmond High School, stands outside the school on Jan. 14, 2021. ‘With the uprising of COVID cases … you see everyone keeping their distance, being scared,’ he said. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richmond High’s student body is 85.4% Latino with 40.7% English-language learners, and many teachers have voiced concerns to the board about the difficulty many of their non-native English-speaking parents are having navigating the school district’s online portal needed to reserve COVID testing appointments, where even the translation option is hard to see, according to those who spoke during public comment.\u003c/p>\n\u003cp>Although senior Adrian Revuelta said the fear of catching COVID at school is real, he remains reluctant to return to distance learning. Revuelta said the hallways feel different.\u003c/p>\n\u003cp>“At lunch, you usually see people up on the lockers, people chitchatting … With the uprising of COVID cases … you see everyone keeping their distance, being scared, you know?”\u003c/p>\n\u003cp>But Revuelta had just returned from four days in quarantine himself (he tested negative) and said he’s having a hard time catching up. The only silver lining of fewer classmates, he said, is that his class sizes are smaller and teachers who are there can give him more individualized instruction.\u003c/p>\n\u003cp>With so many teachers out, and a shortage of substitutes to step in, sophomore Luz Ruiz said the staffing shortage is affecting learning.\u003c/p>\n\u003cp>“It is a little difficult for me right now since there’s finals, and I really wanted my teacher’s opinions on what to do, and they’re not here, so I can’t really ask them,” she said. Ruiz thinks a temporary pause on in-person classes makes sense.\u003c/p>\n\u003cfigure id=\"attachment_11902418\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut.jpg\" alt=\"young girl wearing mask sits with pensive look outside an entrance to her high school\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Luz Ruiz, 15, a sophomore at Richmond High, sits outside the school on Jan. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Jan. 19 school board meeting, board member Leslie Reckler called the situation across the district “desperate.” But safety concerns were not even part of the board agenda.\u003c/p>\n\u003cp>Following public comment during which parents questioned the lack of focus on safety concerns, district Superintendent Kenneth “Chris” Hurst announced he had amended his presentation to include an update on safety, admitting this was not typically done.\u003c/p>\n\u003cp>“We are certainly listening. The message by some that’s being shared that we are not listening is simply not accurate,” said Hurst, as he began a lengthy presentation on the district’s future strategic plan.\u003c/p>\n\u003cp>While some teachers and students are calling for allowing some schools to shift over to online learning, that’s not an option being endorsed by the district. The district’s only virtual school is already at capacity with 316 students, in part because they cannot fill the 24 positions needed to staff the online school. Meanwhile, some 400 parents are on the waitlist, trying to get their kids in.\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']It is not just a problem of hiring teachers — \u003ca href=\"https://www.kqed.org/news/11900220/state-slow-to-approve-substitute-teachers-districts-use-new-tactics-to-fill-the-gap\">like many other Bay Area districts, WCCUSD is also struggling to find substitutes\u003c/a>. District data shows it pays the lowest daily rate for substitutes in the Bay Area: $190 compared with $300 in San Francisco. Board member Demetrio Gonzales-Hoy pleaded for the district to do what it can to attract more substitute educators who could help fill in for teachers. “That is on us, that there are hundreds of students who are not learning,” Gonzalez-Hoy lamented.\u003c/p>\n\u003cp>This week the district \u003ca href=\"https://www.mercurynews.com/2022/01/12/here-come-the-parents-to-help-palo-alto-schools-stay-open-amid-covid-surge/\">followed others\u003c/a> in launching a public campaign calling on community members for help. So far, 11 have come forward; the district’s goal is to get 100.\u003c/p>\n\u003cp>When asked at last week’s special board meeting about learning loss for the thousands of students who are missing classes, the district’s Chief Academic Officer LaResha Martin didn’t have an answer for elementary school kids. For middle and high school kids, she said, grading deadlines would be extended.\u003c/p>\n\u003cp>“And so that’s really to help all those students who’ve been out, to give them an extra eight to 10 days to get in any missing work, especially for our students who have been out on quarantine because of COVID, and to give our staff additional time to enter grades,” Martin said.\u003c/p>\n\u003cfigure id=\"attachment_11902420\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902420\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1.jpg\" alt=\"young high school student wearing wearing mask sits beneath a tree on green grass with bright red school wall behind her\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Cincia Valiente, 17, a junior at Richmond High School, sits outside the school on Jan. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Extra time to turn assignments in should help Richmond High junior Cincia Valiente. She stayed home Wednesday in part, she said, because the school has only been distributing cloth masks, which she considers inadequate.\u003c/p>\n\u003cp>“They are not giving out the disposable kind. I asked multiple times, actually,” Valiente said.\u003c/p>\n\u003cp>The district says it is now distributing N95s for teachers and surgical masks for students. It has requested 200,000 from the state. But at Richmond High, it feels a bit late since during the week of Jan 11, over half the student body was out.\u003c/p>\n\u003cp>District staff said more take-home testing kits have been ordered and it is trying to get the county to help it schedule more vaccine clinics. Just 52% of West Contra Costa Unified’s students are vaccinated, fewer than in other Bay Area districts, such as Oakland Unified (62%) and Berkeley Unified (80%).\u003c/p>\n\u003cp>Meanwhile, the county office of education has said it will help the district speed up its contact tracing.\u003c/p>\n\u003cp>“I’m actually really scared that we might have to leave school again,” said Valiente. ”It’s really hard to work at home. There’s so many distractions.”\u003c/p>\n\u003cp>Valiente said she doesn’t want to return to learning from home — she just wants schools to be safer.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Nearly one-third of students in West Contra Costa Unified — covering Richmond, San Pablo, El Cerrito, Pinole and Hercules — haven't attended school over the past three weeks, saying they don't feel safe returning to in-person instruction, and that the district is failing them by not providing better online learning options.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nearly one-third of students in West Contra Costa Unified have not been attending school over the past three weeks, creating a crisis for the East Bay school district.\u003c/p>\n\u003cp>The district — which covers the cities of Richmond, San Pablo, El Cerrito, Pinole and Hercules and enrolls some 27,000 students — reported 737 student and 70 staff COVID cases from Jan. 11-14. But even students who are not positive or quarantining are choosing to remain at home, out of fear they will be next to get the virus. On Jan. 14, for example, district attendance figures show 8,820 students were absent, while 17,440 attended.\u003c/p>\n\u003cp>“This entire week, I feel like I am choosing between my health, the health of my family versus my education. I shouldn’t have to make this decision,” student school board delegate Justin Trujillo, a senior at Pinole Valley High School, told the board at a Jan. 13 safety meeting in Richmond.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While the district says few of these positive cases are linked to in-school transmission, students like Trujillo aren’t buying it.\u003c/p>\n\u003cp>Both Trujillo and De Anza High senior Irene Kou, the other student delegate to the board, believe it is past time for the district to offer a temporary return to online learning for students who feel vulnerable.\u003c/p>\n\u003cp>“It is a joke that the district believes that in-person learning in these conditions is better for all of us,” said Kou. “Having our county health officials determine it is safe to go to school when they have not visited our school sites or interviewed students or staff members to understand what it is truly like on campus is just another slap in the face for us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>County health officials and county education officials confirmed they had not made any visits to schools in the West Contra Costa Unified School District since the most recent omicron surge began.\u003c/p>\n\u003cp>A Contra Costa Health Services spokesperson said in an email that infections diagnosed in students and school staff are not necessarily the result of exposure at school, and COVID-19 transmission remains much more likely to occur among people living in the same household or participating in other non-school activities, which they attributed to the California Department of Public Health.\u003c/p>\n\u003cp>At Richmond High, where 53 students tested positive for COVID during the week of Jan. 11-14 (a short week after students had Monday off) and where hundreds of kids have been sent home to quarantine, 32 teachers stayed home Wednesday as part of a single-day “sick-out” action by teachers and students protesting safety conditions at the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Richmond High journalism teacher Lorenzo Morotti, who did show up to teach, said hundreds of students are without teachers, and are being sent to the auditorium or gym to spend their seven class periods. “There is no learning going on in these classrooms. All there is is anxiety and the spread of COVID,” said Morotti.\u003c/p>\n\u003cp>Dayanara Mendoza, a 16-year-old sophomore at Richmond High, said that on a recent school day three of her five teachers were out.\u003c/p>\n\u003cp>“They either put us in the theater or they give us subs because a lot of teachers are absent and they have to put, like, other kids in the theater as well,” she said.\u003c/p>\n\u003cp>Morotti supports the teacher’s sick-out, calling it absurd to think COVID isn’t being transmitted inside the school. During the Jan. 19 board meeting, the district said it has little evidence of in-school transmission. However, Morotti said after kids returned from winter break, eight of his students were sent home on a single day, all of them in class with a student who tested positive.\u003c/p>\n\u003cp>In this majority-Latino district, Morotti said families have a right to be concerned.\u003c/p>\n\u003cp>“Latino students and families were hit so hard last year with COVID. They’ve seen family members die because of COVID, \u003ca href=\"https://www.kqed.org/mindshift/58972/how-teens-are-experiencing-their-version-of-the-great-resignation\">they’ve had family members lose jobs because of COVID\u003c/a>. There’s a huge disconnect between the district and the reality that’s on the ground,” Morotti said.\u003c/p>\n\u003cfigure id=\"attachment_11902413\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902413\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut.jpg\" alt=\"male high school senior wearing mask and white t shirt stands with a backpack in front of high school entrance\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53039_026_Richmond_HighSchoolStudents_01132022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Adrian Revuelta, 18, a senior at Richmond High School, stands outside the school on Jan. 14, 2021. ‘With the uprising of COVID cases … you see everyone keeping their distance, being scared,’ he said. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Richmond High’s student body is 85.4% Latino with 40.7% English-language learners, and many teachers have voiced concerns to the board about the difficulty many of their non-native English-speaking parents are having navigating the school district’s online portal needed to reserve COVID testing appointments, where even the translation option is hard to see, according to those who spoke during public comment.\u003c/p>\n\u003cp>Although senior Adrian Revuelta said the fear of catching COVID at school is real, he remains reluctant to return to distance learning. Revuelta said the hallways feel different.\u003c/p>\n\u003cp>“At lunch, you usually see people up on the lockers, people chitchatting … With the uprising of COVID cases … you see everyone keeping their distance, being scared, you know?”\u003c/p>\n\u003cp>But Revuelta had just returned from four days in quarantine himself (he tested negative) and said he’s having a hard time catching up. The only silver lining of fewer classmates, he said, is that his class sizes are smaller and teachers who are there can give him more individualized instruction.\u003c/p>\n\u003cp>With so many teachers out, and a shortage of substitutes to step in, sophomore Luz Ruiz said the staffing shortage is affecting learning.\u003c/p>\n\u003cp>“It is a little difficult for me right now since there’s finals, and I really wanted my teacher’s opinions on what to do, and they’re not here, so I can’t really ask them,” she said. Ruiz thinks a temporary pause on in-person classes makes sense.\u003c/p>\n\u003cfigure id=\"attachment_11902418\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut.jpg\" alt=\"young girl wearing mask sits with pensive look outside an entrance to her high school\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53026_013_Richmond_HighSchoolStudents_01132022-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Luz Ruiz, 15, a sophomore at Richmond High, sits outside the school on Jan. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>During the Jan. 19 school board meeting, board member Leslie Reckler called the situation across the district “desperate.” But safety concerns were not even part of the board agenda.\u003c/p>\n\u003cp>Following public comment during which parents questioned the lack of focus on safety concerns, district Superintendent Kenneth “Chris” Hurst announced he had amended his presentation to include an update on safety, admitting this was not typically done.\u003c/p>\n\u003cp>“We are certainly listening. The message by some that’s being shared that we are not listening is simply not accurate,” said Hurst, as he began a lengthy presentation on the district’s future strategic plan.\u003c/p>\n\u003cp>While some teachers and students are calling for allowing some schools to shift over to online learning, that’s not an option being endorsed by the district. The district’s only virtual school is already at capacity with 316 students, in part because they cannot fill the 24 positions needed to staff the online school. Meanwhile, some 400 parents are on the waitlist, trying to get their kids in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>It is not just a problem of hiring teachers — \u003ca href=\"https://www.kqed.org/news/11900220/state-slow-to-approve-substitute-teachers-districts-use-new-tactics-to-fill-the-gap\">like many other Bay Area districts, WCCUSD is also struggling to find substitutes\u003c/a>. District data shows it pays the lowest daily rate for substitutes in the Bay Area: $190 compared with $300 in San Francisco. Board member Demetrio Gonzales-Hoy pleaded for the district to do what it can to attract more substitute educators who could help fill in for teachers. “That is on us, that there are hundreds of students who are not learning,” Gonzalez-Hoy lamented.\u003c/p>\n\u003cp>This week the district \u003ca href=\"https://www.mercurynews.com/2022/01/12/here-come-the-parents-to-help-palo-alto-schools-stay-open-amid-covid-surge/\">followed others\u003c/a> in launching a public campaign calling on community members for help. So far, 11 have come forward; the district’s goal is to get 100.\u003c/p>\n\u003cp>When asked at last week’s special board meeting about learning loss for the thousands of students who are missing classes, the district’s Chief Academic Officer LaResha Martin didn’t have an answer for elementary school kids. For middle and high school kids, she said, grading deadlines would be extended.\u003c/p>\n\u003cp>“And so that’s really to help all those students who’ve been out, to give them an extra eight to 10 days to get in any missing work, especially for our students who have been out on quarantine because of COVID, and to give our staff additional time to enter grades,” Martin said.\u003c/p>\n\u003cfigure id=\"attachment_11902420\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11902420\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1.jpg\" alt=\"young high school student wearing wearing mask sits beneath a tree on green grass with bright red school wall behind her\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2022/01/RS53017_004_Richmond_HighSchoolStudents_01132022-qut-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Cincia Valiente, 17, a junior at Richmond High School, sits outside the school on Jan. 14, 2022. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Extra time to turn assignments in should help Richmond High junior Cincia Valiente. She stayed home Wednesday in part, she said, because the school has only been distributing cloth masks, which she considers inadequate.\u003c/p>\n\u003cp>“They are not giving out the disposable kind. I asked multiple times, actually,” Valiente said.\u003c/p>\n\u003cp>The district says it is now distributing N95s for teachers and surgical masks for students. It has requested 200,000 from the state. But at Richmond High, it feels a bit late since during the week of Jan 11, over half the student body was out.\u003c/p>\n\u003cp>District staff said more take-home testing kits have been ordered and it is trying to get the county to help it schedule more vaccine clinics. Just 52% of West Contra Costa Unified’s students are vaccinated, fewer than in other Bay Area districts, such as Oakland Unified (62%) and Berkeley Unified (80%).\u003c/p>\n\u003cp>Meanwhile, the county office of education has said it will help the district speed up its contact tracing.\u003c/p>\n\u003cp>“I’m actually really scared that we might have to leave school again,” said Valiente. ”It’s really hard to work at home. There’s so many distractions.”\u003c/p>\n\u003cp>Valiente said she doesn’t want to return to learning from home — she just wants schools to be safer.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Just when it seemed like a little normalcy might be returning to the lives of beleaguered California families at long last, the deep-seated angst and confusion that comes with parenting amid a pandemic has returned.[pullquote size=\"medium\" align=\"right\" citation=\"Janelle Scott, an Oakland mother\"]‘The excruciating parental calculations of what is safe during this surge for teenagers who want and need to be with friends are exhausting.’[/pullquote]\u003c/p>\n\u003cp data-reader-unique-id=\"4\">As the highly contagious omicron variant sweeps through the state and a new wave of schools shuts down due to outbreaks and staff shortages, many parents are feeling conflicted about sending their children back to school after winter break. The timing coincides with what may be the peak of the latest surge, as the infection count climbs and test kits and child-size masks are hard to come by, all of which puts more strain on frazzled parents.\u003c/p>\n\u003cp data-reader-unique-id=\"5\">“As a parent, I’m part of a community and an ecosystem where all of us are struggling right now,” said Janelle Scott, an Oakland mother of two children in their early teens. “Like a lot of parents, I can tell I’m nervous by how hard I’ve been clenching my jaw. The excruciating parental calculations of what is safe during this surge for teenagers who want and need to be with friends are exhausting.”\u003c/p>\n\u003cp data-reader-unique-id=\"6\">Some are most worried about schools shuttering again, fearful of remote learning, which led to emotional damage and learning loss for many families. Others, particularly those with children too young to be vaccinated, are keeping their children at home out of caution.\u003c/p>\n\u003cp data-reader-unique-id=\"7\">“We are afraid of sending our son back to his preschool,” said Amie Zheng, a Menlo Park mother of two who is keeping her 3-year-old son at home for now. “We feel health is the most important thing in our family. Mainly because we have a 6-month-old baby at home.”\u003c/p>\n\u003cp data-reader-unique-id=\"8\">The piercing uncertainty of the situation leaves many parents confused about how to proceed and what is safest for their children. The constant risk assessment can be draining.\u003c/p>\n\u003cp data-reader-unique-id=\"9\">“I would say we are worried about all of it,” said Qasim Ali, a father of two girls, ages 8 and 11, in Redwood City. “It’s a hard choice to make, but if I had to choose one thing I’m most worried about since both girls are thankfully vaccinated, I’d say we are most concerned about schools closing again.”\u003c/p>\n\u003cp data-reader-unique-id=\"10\">Many parents say they have been run ragged by navigating the ongoing volatility of the situation.\u003c/p>\n\u003cp data-reader-unique-id=\"11\">“It’s so frustrating. It’s been two years of this,” said Katharine Fitzpatrick, a mother of three who lives in San Diego County. “You reach a point of fatigue.”\u003c/p>\n\u003cp data-reader-unique-id=\"12\">Down to her last at-home test kit, she is scrambling to find more and take all necessary precautions with her three small children, ages 6, 5 and 3. However, even though her 3-year-old is too young to be vaccinated, Fitzpatrick remains committed to in-person learning.\u003c/p>\n\u003cp data-reader-unique-id=\"13\">“I know we need to be vigilant,” she said, “but at this point, I’m more worried about school shutting down than about anything else.”\u003c/p>\n\u003cp data-reader-unique-id=\"14\">Some parents feel strongly that safety measures have not been rigorous enough at school. Some have even switched their children from public to private schools as a result. Others are hoping that enhanced safety protocols will become more widespread as the public health crisis drags on.\u003c/p>\n\u003cp>[aside postID=\"forum_2010101887375,forum_2010101887248,news_11900637\" label=\"Related Posts\"]“This is yet another example of how the pandemic exacerbated issues of inequity,” said Jessica Reid Sliwerski, an Oakland mother of one. “I don’t feel worried about sending my child to school because she goes to a private school where they’ve implemented weekly pool testing and have outdoor classrooms they’ve set up for kids. They figured out how to safely reopen when so many other kids were at home doing remote school.”\u003c/p>\n\u003cp data-reader-unique-id=\"16\">Sliwerski, a former teacher who now runs an educational nonprofit, is mindful of her privilege in this regard.\u003c/p>\n\u003cp data-reader-unique-id=\"17\">“I feel insanely fortunate that I can afford private school,” she said, “and also very sad that what my child is receiving isn’t universally what all kids are getting.”\u003c/p>\n\u003cp data-reader-unique-id=\"18\">Meanwhile, some parents of vaccinated children are avoiding most indoor activities other than school, for which they are willing to make an exception.\u003c/p>\n\u003cp data-reader-unique-id=\"19\">“It can happen anywhere, so why should we stop kids from going to school?” said Gaurav Bharadwaj, a Fremont father of one. “The only thing to do is to take precautions, get the vaccine, wear a mask, wash hands and try to stay outdoors as much as possible.”\u003c/p>\n\u003cp data-reader-unique-id=\"20\">There are myriad trade-offs on the table. Staying at home might be best for a child’s physical health, for instance, keeping them safe from the virus, but it might also deepen the mental health crisis among youth. The\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://www.hhs.gov/about/news/2021/12/07/us-surgeon-general-issues-advisory-on-youth-mental-health-crisis-further-exposed-by-covid-19-pandemic.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"21\">surgeon general has called for urgent measures\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>to grapple with the\u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"22\">\u003cspan class=\"apple-converted-space\"> \u003c/span>national emergency\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>in children’s mental health triggered by the pandemic.\u003c/p>\n\u003cp data-reader-unique-id=\"23\">“They need school to socialize,” Bharadwaj said. “And I am afraid if they stop school I don’t know if they will open again.”\u003c/p>\n\u003cp data-reader-unique-id=\"24\">Learning loss is also a concern.\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReportSB?ps=true&lstTestYear=2021&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"25\">Student test scores\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>have plummeted in the wake of COVID-triggered remote learning. To make matters worse, the data shows that existing\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/standardized-test-scores-in-california-fell-during-year-in-distance-learning/665487\" data-reader-unique-id=\"26\">achievement gaps\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>between Black and Latino students and their white and Asian peers have gotten even wider.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">Many parents are concerned that children who fall behind now will struggle to catch up, shaping the course of their academic futures for the worse.\u003c/p>\n\u003cp data-reader-unique-id=\"28\">“I am a stay-at-home mom, but I can’t duplicate the academics or the social-emotional learning of being in the classroom,” Fitzpatrick said. “They really need that peer engagement.”\u003c/p>\n\u003cp data-reader-unique-id=\"29\">Children crave stability, as all parents know, and\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2787966\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"30\">recent Harvard research\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>shows that educational disruptions, a hallmark of the pandemic that includes school shutdowns and switching among in-person, hybrid and remote learning formats, negatively affect children’s social, emotional and behavioral well-being.\u003c/p>\n\u003cp data-reader-unique-id=\"31\">Juggling the shifting uncertainties and weighing the risks is no mean feat for stressed-out parents, some of whom are reluctant to let go of in-person learning and return to Zoom school.\u003c/p>\n\u003cp data-reader-unique-id=\"32\">“I’m so worn out. This has gone on for so long,” said Fitzpatrick, as her three children vie for her attention in the background. “Also, I can’t handle all the Zoom stuff.”\u003c/p>\n\u003cp data-reader-unique-id=\"33\">For others, the plan is to wait it out and hope for the best. Zheng, for one, intends to keep her little boy at home from preschool until the spike has passed.\u003c/p>\n\u003cp data-reader-unique-id=\"34\">“We will wait to see some numbers drop down,” she said. “Right now we are not comfortable when we are at the top of the pandemic wave.”\u003c/p>\n\u003cp data-reader-unique-id=\"35\">\u003ca href=\"https://edsource.org/2022/stressed-out-parents-divided-over-going-back-to-school-amid-surge/666205\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp data-reader-unique-id=\"35\">\u003ci>EdSource staffer Sunny Xie contributed to this report.\u003c/i>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp data-reader-unique-id=\"4\">As the highly contagious omicron variant sweeps through the state and a new wave of schools shuts down due to outbreaks and staff shortages, many parents are feeling conflicted about sending their children back to school after winter break. The timing coincides with what may be the peak of the latest surge, as the infection count climbs and test kits and child-size masks are hard to come by, all of which puts more strain on frazzled parents.\u003c/p>\n\u003cp data-reader-unique-id=\"5\">“As a parent, I’m part of a community and an ecosystem where all of us are struggling right now,” said Janelle Scott, an Oakland mother of two children in their early teens. “Like a lot of parents, I can tell I’m nervous by how hard I’ve been clenching my jaw. The excruciating parental calculations of what is safe during this surge for teenagers who want and need to be with friends are exhausting.”\u003c/p>\n\u003cp data-reader-unique-id=\"6\">Some are most worried about schools shuttering again, fearful of remote learning, which led to emotional damage and learning loss for many families. Others, particularly those with children too young to be vaccinated, are keeping their children at home out of caution.\u003c/p>\n\u003cp data-reader-unique-id=\"7\">“We are afraid of sending our son back to his preschool,” said Amie Zheng, a Menlo Park mother of two who is keeping her 3-year-old son at home for now. “We feel health is the most important thing in our family. Mainly because we have a 6-month-old baby at home.”\u003c/p>\n\u003cp data-reader-unique-id=\"8\">The piercing uncertainty of the situation leaves many parents confused about how to proceed and what is safest for their children. The constant risk assessment can be draining.\u003c/p>\n\u003cp data-reader-unique-id=\"9\">“I would say we are worried about all of it,” said Qasim Ali, a father of two girls, ages 8 and 11, in Redwood City. “It’s a hard choice to make, but if I had to choose one thing I’m most worried about since both girls are thankfully vaccinated, I’d say we are most concerned about schools closing again.”\u003c/p>\n\u003cp data-reader-unique-id=\"10\">Many parents say they have been run ragged by navigating the ongoing volatility of the situation.\u003c/p>\n\u003cp data-reader-unique-id=\"11\">“It’s so frustrating. It’s been two years of this,” said Katharine Fitzpatrick, a mother of three who lives in San Diego County. “You reach a point of fatigue.”\u003c/p>\n\u003cp data-reader-unique-id=\"12\">Down to her last at-home test kit, she is scrambling to find more and take all necessary precautions with her three small children, ages 6, 5 and 3. However, even though her 3-year-old is too young to be vaccinated, Fitzpatrick remains committed to in-person learning.\u003c/p>\n\u003cp data-reader-unique-id=\"13\">“I know we need to be vigilant,” she said, “but at this point, I’m more worried about school shutting down than about anything else.”\u003c/p>\n\u003cp data-reader-unique-id=\"14\">Some parents feel strongly that safety measures have not been rigorous enough at school. Some have even switched their children from public to private schools as a result. Others are hoping that enhanced safety protocols will become more widespread as the public health crisis drags on.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is yet another example of how the pandemic exacerbated issues of inequity,” said Jessica Reid Sliwerski, an Oakland mother of one. “I don’t feel worried about sending my child to school because she goes to a private school where they’ve implemented weekly pool testing and have outdoor classrooms they’ve set up for kids. They figured out how to safely reopen when so many other kids were at home doing remote school.”\u003c/p>\n\u003cp data-reader-unique-id=\"16\">Sliwerski, a former teacher who now runs an educational nonprofit, is mindful of her privilege in this regard.\u003c/p>\n\u003cp data-reader-unique-id=\"17\">“I feel insanely fortunate that I can afford private school,” she said, “and also very sad that what my child is receiving isn’t universally what all kids are getting.”\u003c/p>\n\u003cp data-reader-unique-id=\"18\">Meanwhile, some parents of vaccinated children are avoiding most indoor activities other than school, for which they are willing to make an exception.\u003c/p>\n\u003cp data-reader-unique-id=\"19\">“It can happen anywhere, so why should we stop kids from going to school?” said Gaurav Bharadwaj, a Fremont father of one. “The only thing to do is to take precautions, get the vaccine, wear a mask, wash hands and try to stay outdoors as much as possible.”\u003c/p>\n\u003cp data-reader-unique-id=\"20\">There are myriad trade-offs on the table. Staying at home might be best for a child’s physical health, for instance, keeping them safe from the virus, but it might also deepen the mental health crisis among youth. The\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://www.hhs.gov/about/news/2021/12/07/us-surgeon-general-issues-advisory-on-youth-mental-health-crisis-further-exposed-by-covid-19-pandemic.html\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"21\">surgeon general has called for urgent measures\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>to grapple with the\u003ca href=\"https://www.aap.org/en/advocacy/child-and-adolescent-healthy-mental-development/aap-aacap-cha-declaration-of-a-national-emergency-in-child-and-adolescent-mental-health/\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"22\">\u003cspan class=\"apple-converted-space\"> \u003c/span>national emergency\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>in children’s mental health triggered by the pandemic.\u003c/p>\n\u003cp data-reader-unique-id=\"23\">“They need school to socialize,” Bharadwaj said. “And I am afraid if they stop school I don’t know if they will open again.”\u003c/p>\n\u003cp data-reader-unique-id=\"24\">Learning loss is also a concern.\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReportSB?ps=true&lstTestYear=2021&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"25\">Student test scores\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>have plummeted in the wake of COVID-triggered remote learning. To make matters worse, the data shows that existing\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://edsource.org/2022/standardized-test-scores-in-california-fell-during-year-in-distance-learning/665487\" data-reader-unique-id=\"26\">achievement gaps\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>between Black and Latino students and their white and Asian peers have gotten even wider.\u003c/p>\n\u003cp data-reader-unique-id=\"27\">Many parents are concerned that children who fall behind now will struggle to catch up, shaping the course of their academic futures for the worse.\u003c/p>\n\u003cp data-reader-unique-id=\"28\">“I am a stay-at-home mom, but I can’t duplicate the academics or the social-emotional learning of being in the classroom,” Fitzpatrick said. “They really need that peer engagement.”\u003c/p>\n\u003cp data-reader-unique-id=\"29\">Children crave stability, as all parents know, and\u003cspan class=\"apple-converted-space\"> \u003c/span>\u003ca href=\"https://jamanetwork.com/journals/jamapediatrics/fullarticle/2787966\" target=\"_blank\" rel=\"noopener noreferrer\" data-reader-unique-id=\"30\">recent Harvard research\u003c/a>\u003cspan class=\"apple-converted-space\"> \u003c/span>shows that educational disruptions, a hallmark of the pandemic that includes school shutdowns and switching among in-person, hybrid and remote learning formats, negatively affect children’s social, emotional and behavioral well-being.\u003c/p>\n\u003cp data-reader-unique-id=\"31\">Juggling the shifting uncertainties and weighing the risks is no mean feat for stressed-out parents, some of whom are reluctant to let go of in-person learning and return to Zoom school.\u003c/p>\n\u003cp data-reader-unique-id=\"32\">“I’m so worn out. This has gone on for so long,” said Fitzpatrick, as her three children vie for her attention in the background. “Also, I can’t handle all the Zoom stuff.”\u003c/p>\n\u003cp data-reader-unique-id=\"33\">For others, the plan is to wait it out and hope for the best. Zheng, for one, intends to keep her little boy at home from preschool until the spike has passed.\u003c/p>\n\u003cp data-reader-unique-id=\"34\">“We will wait to see some numbers drop down,” she said. “Right now we are not comfortable when we are at the top of the pandemic wave.”\u003c/p>\n\u003cp data-reader-unique-id=\"35\">\u003ca href=\"https://edsource.org/2022/stressed-out-parents-divided-over-going-back-to-school-amid-surge/666205\">\u003ci>\u003cspan style=\"font-weight: 400\">This story originally appeared in EdSource.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\u003cp data-reader-unique-id=\"35\">\u003ci>EdSource staffer Sunny Xie contributed to this report.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Survey Finds 'Grim' Results for California Kids' Well-Being",
"title": "Survey Finds 'Grim' Results for California Kids' Well-Being",
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"content": "\u003cp>The COVID pandemic, wildfires, economic uncertainty and persistent racial injustices have upended nearly every aspect of children’s lives in California, according to one of the first comprehensive surveys of young people’s overall well-being since the pandemic began.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.childrennow.org/portfolio-posts/2022-california-childrens-report-card/\">2022 California Children's Report Card\u003c/a>, released Wednesday by the Oakland-based research and advocacy organization Children Now, offers a glimpse into the struggles — and victories — children have experienced as the pandemic approaches the end of its second year. Education, child care, physical and mental health, homelessness, poverty, juvenile justice and food security are among the topics explored in the report, which issues A through F letter grades based on data and state policies.\u003c/p>\n\u003cp>“For years, policymakers have been saying, ‘Of course, of course, kids are a priority,’ but what we know is, that it’s not enough,” said Ted Lempert, president of Children Now, which has been compiling the annual surveys since 1990.\u003c/p>\n\u003cp>“The situation is especially grim because of the pandemic, and children have to be our No. 1, No. 2 and No. 3 top priorities. Not ensuring that our children are healthy and educated will have an enormous impact on our economy and our democracy. ... It’s doable. We just have to do it.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Of particular concern is the disparity in learning loss during last year’s school closures. Using \u003ca href=\"https://edpolicyinca.org/sites/default/files/2021-06/i_ch_jun2021_2.pdf\">data from Policy Analysis for California Education\u003c/a>, the report shows that English learners, students from lower-income families, Native American, Black and Latino students lost far more ground academically in math and English language arts than their white and Asian peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe title=\"Students experiencing pandemic learning lag by race/ethnicity\" aria-label=\"Split Bars\" id=\"datawrapper-chart-lWI0V\" src=\"https://datawrapper.dwcdn.net/lWI0V/3/\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" width=\"1000\" height=\"264\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Native American students and English learners, for example, had lost nearly four months of learning compared with just over a week for Asian students. The data is based on third through eighth graders’ scores on interim assessments given in fall 2020 compared with the previous year.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe title=\"Students experiencing pandemic learning lag by economic and English learner status\" aria-label=\"Split Bars\" id=\"datawrapper-chart-m1Vzf\" src=\"https://datawrapper.dwcdn.net/m1Vzf/4/\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" width=\"1000\" height=\"259\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The reason for the disparity is uneven quality in distance learning programs, limited access to technology and the disproportionate impact of the pandemic on lower-income families, according to the report.\u003c/p>\n\u003ch3>Surge in suicides among Black youth\u003c/h3>\n\u003cp>Another noteworthy statistic is the surge in suicides among Black youth. According to the report, the suicide rate among Black 10- to 24-year-olds has more than doubled since 2014 while the rate among other groups has remained steady or dropped. In 2020, 12 of every 100,000 Black young people died by suicide, compared with a statewide average for all racial groups of just over 6 of every 100,000 young people.\u003c/p>\n\u003cp>While disturbing, the numbers are not a shock, said Lisa Andrews, a director at the California College Guidance Initiative and a counseling professor at the University of La Verne. The spotlight on racial injustice, as well as continuing violence against Black people, has contributed to ongoing trauma among Black youth, she said.\u003c/p>\n\u003cp>A cultural stigma associated with mental illness and a shortage of Black counselors, meanwhile, has prevented too many young Black people from seeking help, she added.\u003c/p>\n\u003cp>[aside postID=news_11895538 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/11/Oak_Tech_008-1200x750-1-1020x638.jpeg']Schools and other organizations can do a better job addressing mental health challenges among Black young people, she said.\u003c/p>\n\u003cp>“Teachers can say, ‘Hey, how’re you doing?,’ and just spend a few minutes talking about life,” Andrews said. “If students know that someone is concerned, someone cares, it can make a big difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13881725/where-to-find-affordable-culturally-competent-therapy-in-bay-area-and-beyond\">\u003cstrong>Check out our updated list of affordable and culturally competent mental health services in the Bay Area.\u003c/strong>\u003c/a>\u003c/p>\n\u003ch3>Some good news\u003c/h3>\n\u003cp>The expansion of transitional kindergarten was a bright spot in the report. California got an A- for its investment in transitional kindergarten for all 4-year-olds, but it needs to do more to ensure that all children have access to early childhood education, the report said. Transitional kindergarten classes should have smaller student-to-teacher ratios and better-trained teachers, and affordable preschool needs to be available for every 3-year-old.\u003c/p>\n\u003cp>Another bright spot was health insurance. California “has made remarkable progress toward ensuring health coverage for every child” by expanding Medi-Cal to undocumented children and youth age 19 to 25, the report said.\u003c/p>\n\u003cp>But even with health insurance, too many children aren’t getting basic medical care, the report said. In some cases, the premiums are still too high for parents to afford, or families don’t know what services they’re eligible for, or health care providers aren’t offering services in a timely way. The report gave California a D- for its health care oversight and accountability.\u003c/p>\n\u003cp>This is a particular concern during the pandemic, according to the report.\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']Increased student engagement was a reason for optimism. More students registered to vote — and voted when they became eligible — after California allowed 16- and-17-year-olds to preregister last year, and took the lead in national movements centered on social justice, climate change and other issues. Nearly half of California’s 18- to 24-year-olds voted in 2020, above the national average and up from 37% in 2012.\u003c/p>\n\u003cp>“When young people are engaged and empowered, they can be integral partners in shaping the policies that impact their lives,” the report said.\u003c/p>\n\u003cp>But overall, California needs to do much more to support young people, especially regarding their mental health, Lempert said. He noted that California lags behind most other states in the number of adults on school campuses, including teachers, counselors, tutors, social workers, nurses and psychologists. While the state has been boosting funding for schools for years, it hasn’t been enough to keep up with students’ needs, he said.\u003c/p>\n\u003cp>“We’ve been sounding the alarm about this for a while,” he said. “This is unacceptable. And the result is incredibly detrimental to kids. We’re behind other states in so many areas, and there is no excuse for that.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/grim-outlook-for-california-childrens-well-being-report-finds/665747\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The COVID pandemic, wildfires, economic uncertainty and persistent racial injustices have upended nearly every aspect of children’s lives in California, according to one of the first comprehensive surveys of young people’s overall well-being since the pandemic began.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.childrennow.org/portfolio-posts/2022-california-childrens-report-card/\">2022 California Children's Report Card\u003c/a>, released Wednesday by the Oakland-based research and advocacy organization Children Now, offers a glimpse into the struggles — and victories — children have experienced as the pandemic approaches the end of its second year. Education, child care, physical and mental health, homelessness, poverty, juvenile justice and food security are among the topics explored in the report, which issues A through F letter grades based on data and state policies.\u003c/p>\n\u003cp>“For years, policymakers have been saying, ‘Of course, of course, kids are a priority,’ but what we know is, that it’s not enough,” said Ted Lempert, president of Children Now, which has been compiling the annual surveys since 1990.\u003c/p>\n\u003cp>“The situation is especially grim because of the pandemic, and children have to be our No. 1, No. 2 and No. 3 top priorities. Not ensuring that our children are healthy and educated will have an enormous impact on our economy and our democracy. ... It’s doable. We just have to do it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Of particular concern is the disparity in learning loss during last year’s school closures. Using \u003ca href=\"https://edpolicyinca.org/sites/default/files/2021-06/i_ch_jun2021_2.pdf\">data from Policy Analysis for California Education\u003c/a>, the report shows that English learners, students from lower-income families, Native American, Black and Latino students lost far more ground academically in math and English language arts than their white and Asian peers.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe title=\"Students experiencing pandemic learning lag by race/ethnicity\" aria-label=\"Split Bars\" id=\"datawrapper-chart-lWI0V\" src=\"https://datawrapper.dwcdn.net/lWI0V/3/\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" width=\"1000\" height=\"264\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>Native American students and English learners, for example, had lost nearly four months of learning compared with just over a week for Asian students. The data is based on third through eighth graders’ scores on interim assessments given in fall 2020 compared with the previous year.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe title=\"Students experiencing pandemic learning lag by economic and English learner status\" aria-label=\"Split Bars\" id=\"datawrapper-chart-m1Vzf\" src=\"https://datawrapper.dwcdn.net/m1Vzf/4/\" scrolling=\"no\" frameborder=\"0\" style=\"border: none;\" width=\"1000\" height=\"259\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>The reason for the disparity is uneven quality in distance learning programs, limited access to technology and the disproportionate impact of the pandemic on lower-income families, according to the report.\u003c/p>\n\u003ch3>Surge in suicides among Black youth\u003c/h3>\n\u003cp>Another noteworthy statistic is the surge in suicides among Black youth. According to the report, the suicide rate among Black 10- to 24-year-olds has more than doubled since 2014 while the rate among other groups has remained steady or dropped. In 2020, 12 of every 100,000 Black young people died by suicide, compared with a statewide average for all racial groups of just over 6 of every 100,000 young people.\u003c/p>\n\u003cp>While disturbing, the numbers are not a shock, said Lisa Andrews, a director at the California College Guidance Initiative and a counseling professor at the University of La Verne. The spotlight on racial injustice, as well as continuing violence against Black people, has contributed to ongoing trauma among Black youth, she said.\u003c/p>\n\u003cp>A cultural stigma associated with mental illness and a shortage of Black counselors, meanwhile, has prevented too many young Black people from seeking help, she added.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools and other organizations can do a better job addressing mental health challenges among Black young people, she said.\u003c/p>\n\u003cp>“Teachers can say, ‘Hey, how’re you doing?,’ and just spend a few minutes talking about life,” Andrews said. “If students know that someone is concerned, someone cares, it can make a big difference.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/arts/13881725/where-to-find-affordable-culturally-competent-therapy-in-bay-area-and-beyond\">\u003cstrong>Check out our updated list of affordable and culturally competent mental health services in the Bay Area.\u003c/strong>\u003c/a>\u003c/p>\n\u003ch3>Some good news\u003c/h3>\n\u003cp>The expansion of transitional kindergarten was a bright spot in the report. California got an A- for its investment in transitional kindergarten for all 4-year-olds, but it needs to do more to ensure that all children have access to early childhood education, the report said. Transitional kindergarten classes should have smaller student-to-teacher ratios and better-trained teachers, and affordable preschool needs to be available for every 3-year-old.\u003c/p>\n\u003cp>Another bright spot was health insurance. California “has made remarkable progress toward ensuring health coverage for every child” by expanding Medi-Cal to undocumented children and youth age 19 to 25, the report said.\u003c/p>\n\u003cp>But even with health insurance, too many children aren’t getting basic medical care, the report said. In some cases, the premiums are still too high for parents to afford, or families don’t know what services they’re eligible for, or health care providers aren’t offering services in a timely way. The report gave California a D- for its health care oversight and accountability.\u003c/p>\n\u003cp>This is a particular concern during the pandemic, according to the report.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Increased student engagement was a reason for optimism. More students registered to vote — and voted when they became eligible — after California allowed 16- and-17-year-olds to preregister last year, and took the lead in national movements centered on social justice, climate change and other issues. Nearly half of California’s 18- to 24-year-olds voted in 2020, above the national average and up from 37% in 2012.\u003c/p>\n\u003cp>“When young people are engaged and empowered, they can be integral partners in shaping the policies that impact their lives,” the report said.\u003c/p>\n\u003cp>But overall, California needs to do much more to support young people, especially regarding their mental health, Lempert said. He noted that California lags behind most other states in the number of adults on school campuses, including teachers, counselors, tutors, social workers, nurses and psychologists. While the state has been boosting funding for schools for years, it hasn’t been enough to keep up with students’ needs, he said.\u003c/p>\n\u003cp>“We’ve been sounding the alarm about this for a while,” he said. “This is unacceptable. And the result is incredibly detrimental to kids. We’re behind other states in so many areas, and there is no excuse for that.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/grim-outlook-for-california-childrens-well-being-report-finds/665747\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"disqusTitle": "'Hopefully This Will Change Lives': Mental Health Curriculum Added to California High School Health Classes",
"title": "'Hopefully This Will Change Lives': Mental Health Curriculum Added to California High School Health Classes",
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"content": "\u003cp>Health classes in California high schools soon will cover more than just nutrition and exercise. Thanks to a new law that went into effect Jan. 1, students will learn about depression, schizophrenia, mood disorders and other serious mental health conditions.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB224\" rel=\"noopener noreferrer\">Senate Bill 224\u003c/a> requires all school districts that offer health classes to include mental health as part of the curriculum. The California Department of Education has until Jan. 1, 2023, to incorporate mental health into the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf\" rel=\"noopener noreferrer\">state standards\u003c/a>, and districts have until Jan. 1, 2024, to begin teaching the new material.\u003c/p>\n\u003cp>“Hopefully this will change lives,” said state Sen. Anthony Portantino, D-La Cañada Flintridge, who sponsored the bill. “That ninth grader who’s inspired by a health class may go on to save a peer’s life. Every one of us touches so many people in our lives, we see this as having an exponential benefit.”\u003c/p>\n\u003cp>Health classes are not mandatory in California high schools, but about 60% of districts offer a course that includes lessons on nutrition, exercise, substance abuse, sexual health, injury prevention, healthy relationships and other health-related topics.\u003c/p>\n\u003cp>The standards also include mental health, but the new legislation takes the subject a step further to cover more serious conditions such as schizophrenia, eating disorders, post-traumatic stress disorder, obsessive-compulsive disorder and bipolar disorder. The curriculum will explore causes, symptoms and treatment of mental illness, and how to advocate for friends or family members who need help. Substance use disorders also will be part of the curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The California Department of Education will create the new curriculum. Schools that don’t already offer health classes will not be required to add them.\u003c/p>\n\u003cp>Portantino, whose brother died of suicide a decade ago, has long advocated for mental health education. The new law, he said, will empower young people to talk about mental illness, recognize the signs and provide help for those who need it.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"forum_2010101882337,mindshift_58942,mindshift_58663\"]“Teenagers are much more likely to listen to someone at school than a lecture from Mom or Dad,” he said. “Our hope is that this encourages that peer-to-peer advocacy and support and it will have wide-reaching effects.”\u003c/p>\n\u003cp>Even before the pandemic, young people were facing myriad mental health challenges, fueled in part by social media, racial inequity and growing social and political discord.\u003c/p>\n\u003cp>In 2019, a third of U.S. high school students reported persistent feelings of sadness or hopelessness, according to the U.S. \u003ca class=\"external\" href=\"https://www.cdc.gov/nchhstp/dear_colleague/2020/dcl-102320-YRBS-2009-2019-report.html\" rel=\"noopener noreferrer\">Centers for Disease Control and Prevention\u003c/a>. After nearly two years of a pandemic, those feelings have dramatically intensified for many students, especially those who have felt isolated or struggled with distance learning, medical conditions or economic hardship.\u003c/p>\n\u003cp>Alvin Lee, the executive director of Generation Up, a California youth advocacy group that strongly supported the new law, said education is a good way to help students cope with their own emotional struggles, while also learning how best to support their friends.\u003c/p>\n\u003cp>“Mental health is one of the biggest conversations happening right now,” said Lee, a first-year student at Claremont McKenna College. “The research is pretty clear. The more mental health education early on, the better the outcomes later. … Our hope is that this prepares the next generation of students to talk about and deal with mental health issues, their own as well as others’.”\u003c/p>\n\u003cp>Last month, U.S. Surgeon General Vivek Murthy \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf\">issued a stark warning about the mental health of young people\u003c/a>, urging schools, health care companies and other institutions to do a better job supporting young people’s emotional health and self-esteem.\u003c/p>\n\u003cp>In the report, Murthy recommended that young people have increased access to high-quality counseling and physical care and learn techniques for managing stress and emotional changes, while also limiting their social media and video game exposure.\u003c/p>\n\u003cp>Increased support for kids in families struggling with poverty and other inequities is also key, he added.\u003c/p>\n\u003cp>“Mental health challenges in children, adolescents, and young adults are real, and they are widespread,” Murthy wrote in the report. “But most importantly, they are treatable, and often preventable. … Our obligation to act is not just medical — it’s moral.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cahperd.org/\">California Association for Health, Physical Education,\u003cbr>\nRecreation and Dance\u003c/a> strongly supported SB 224, noting that even though mental health is included in existing curriculum, the way it's taught is not consistent across school districts and teachers often are not adequately prepared to cover it.\u003c/p>\n\u003cp>Hopefully, this bill will help fix that, said William Potter, the group’s president.\u003c/p>\n\u003cp>“Many [of our] members instruct mental health topics in schools, and we know how important this education is for young people. It can literally save lives,” he said. “However … many school districts do not have qualified health teachers who are trained to teach this content and it would be great to see that change.”\u003c/p>\n\u003cp>Jessica Cruz, executive director of the California chapter of the National Alliance on Mental Illness, said the new law is a good start in reducing the stigma of mental illness and encouraging students, teachers and families to talk about the issue.\u003c/p>\n\u003cp>“We’re happy this isn’t one-and-done,” she said. “We wanted to make sure it’s robust, ingrained in the curriculum and cumulative over time, so students really get a chance to understand and identify mental health disorders and know how to access resources.”\u003c/p>\n\u003cp>Ideally, she said, it’s the beginning of more comprehensive and substantial mental health education in schools, beginning in kindergarten.\u003c/p>\n\u003cp>“My hope is that eventually this curriculum will get into every school in California and the nation,” she said. “It’s not just for the benefit of students, but their families and teachers, too. It’s for the entire community.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/new-law-on-mental-health-curriculum-goes-into-effect-with-start-of-the-new-year/665417\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Health classes in California high schools soon will cover more than just nutrition and exercise. Thanks to a new law that went into effect Jan. 1, students will learn about depression, schizophrenia, mood disorders and other serious mental health conditions.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB224\" rel=\"noopener noreferrer\">Senate Bill 224\u003c/a> requires all school districts that offer health classes to include mental health as part of the curriculum. The California Department of Education has until Jan. 1, 2023, to incorporate mental health into the \u003ca class=\"external\" href=\"https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf\" rel=\"noopener noreferrer\">state standards\u003c/a>, and districts have until Jan. 1, 2024, to begin teaching the new material.\u003c/p>\n\u003cp>“Hopefully this will change lives,” said state Sen. Anthony Portantino, D-La Cañada Flintridge, who sponsored the bill. “That ninth grader who’s inspired by a health class may go on to save a peer’s life. Every one of us touches so many people in our lives, we see this as having an exponential benefit.”\u003c/p>\n\u003cp>Health classes are not mandatory in California high schools, but about 60% of districts offer a course that includes lessons on nutrition, exercise, substance abuse, sexual health, injury prevention, healthy relationships and other health-related topics.\u003c/p>\n\u003cp>The standards also include mental health, but the new legislation takes the subject a step further to cover more serious conditions such as schizophrenia, eating disorders, post-traumatic stress disorder, obsessive-compulsive disorder and bipolar disorder. The curriculum will explore causes, symptoms and treatment of mental illness, and how to advocate for friends or family members who need help. Substance use disorders also will be part of the curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Teenagers are much more likely to listen to someone at school than a lecture from Mom or Dad,” he said. “Our hope is that this encourages that peer-to-peer advocacy and support and it will have wide-reaching effects.”\u003c/p>\n\u003cp>Even before the pandemic, young people were facing myriad mental health challenges, fueled in part by social media, racial inequity and growing social and political discord.\u003c/p>\n\u003cp>In 2019, a third of U.S. high school students reported persistent feelings of sadness or hopelessness, according to the U.S. \u003ca class=\"external\" href=\"https://www.cdc.gov/nchhstp/dear_colleague/2020/dcl-102320-YRBS-2009-2019-report.html\" rel=\"noopener noreferrer\">Centers for Disease Control and Prevention\u003c/a>. After nearly two years of a pandemic, those feelings have dramatically intensified for many students, especially those who have felt isolated or struggled with distance learning, medical conditions or economic hardship.\u003c/p>\n\u003cp>Alvin Lee, the executive director of Generation Up, a California youth advocacy group that strongly supported the new law, said education is a good way to help students cope with their own emotional struggles, while also learning how best to support their friends.\u003c/p>\n\u003cp>“Mental health is one of the biggest conversations happening right now,” said Lee, a first-year student at Claremont McKenna College. “The research is pretty clear. The more mental health education early on, the better the outcomes later. … Our hope is that this prepares the next generation of students to talk about and deal with mental health issues, their own as well as others’.”\u003c/p>\n\u003cp>Last month, U.S. Surgeon General Vivek Murthy \u003ca href=\"https://www.hhs.gov/sites/default/files/surgeon-general-youth-mental-health-advisory.pdf\">issued a stark warning about the mental health of young people\u003c/a>, urging schools, health care companies and other institutions to do a better job supporting young people’s emotional health and self-esteem.\u003c/p>\n\u003cp>In the report, Murthy recommended that young people have increased access to high-quality counseling and physical care and learn techniques for managing stress and emotional changes, while also limiting their social media and video game exposure.\u003c/p>\n\u003cp>Increased support for kids in families struggling with poverty and other inequities is also key, he added.\u003c/p>\n\u003cp>“Mental health challenges in children, adolescents, and young adults are real, and they are widespread,” Murthy wrote in the report. “But most importantly, they are treatable, and often preventable. … Our obligation to act is not just medical — it’s moral.”\u003c/p>\n\u003cp>The \u003ca href=\"https://www.cahperd.org/\">California Association for Health, Physical Education,\u003cbr>\nRecreation and Dance\u003c/a> strongly supported SB 224, noting that even though mental health is included in existing curriculum, the way it's taught is not consistent across school districts and teachers often are not adequately prepared to cover it.\u003c/p>\n\u003cp>Hopefully, this bill will help fix that, said William Potter, the group’s president.\u003c/p>\n\u003cp>“Many [of our] members instruct mental health topics in schools, and we know how important this education is for young people. It can literally save lives,” he said. “However … many school districts do not have qualified health teachers who are trained to teach this content and it would be great to see that change.”\u003c/p>\n\u003cp>Jessica Cruz, executive director of the California chapter of the National Alliance on Mental Illness, said the new law is a good start in reducing the stigma of mental illness and encouraging students, teachers and families to talk about the issue.\u003c/p>\n\u003cp>“We’re happy this isn’t one-and-done,” she said. “We wanted to make sure it’s robust, ingrained in the curriculum and cumulative over time, so students really get a chance to understand and identify mental health disorders and know how to access resources.”\u003c/p>\n\u003cp>Ideally, she said, it’s the beginning of more comprehensive and substantial mental health education in schools, beginning in kindergarten.\u003c/p>\n\u003cp>“My hope is that eventually this curriculum will get into every school in California and the nation,” she said. “It’s not just for the benefit of students, but their families and teachers, too. It’s for the entire community.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/new-law-on-mental-health-curriculum-goes-into-effect-with-start-of-the-new-year/665417\">This story was originally published by EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Updated 4:50 p.m. Tuesday \u003c/span>\u003c/i>\u003c/p>\n\u003cp>In schools from Oakland and Berkeley to American Canyon, staffing shortages are resulting in \u003ca href=\"https://www.kqed.org/news/11898251/i-learned-nothing-for-three-weeks-bay-area-sub-shortage-leaves-students-hanging\">more chaotic hallways and lost learning time\u003c/a>. The lack of subs ready to fill in for classroom teachers who have to take a sick or personal leave day is a large part of the problem.\u003c/p>\n\u003cp>“I’ve had classes where … other teachers come in to take over and they come in to teach my class and they are really exhausted,” said Joanna Lam, a senior at Lowell High School in San Francisco. “One time, I had an administrator cover for a little bit. Lately I’ve had this one class like rotating counselors sitting in as subs. It definitely throws a wrench in things in terms of learning.”\u003c/p>\n\u003cp>Throughout the pandemic, Bay Area substitute teachers have left their districts in large numbers, in part because work dried up when school instruction moved online and teachers began working from home.\u003c/p>\n\u003cp>Now districts are having a hard time getting those subs back, as they, like other workers nationwide, are reevaluating the worth of their labor, and have changed locations or found better-paying jobs.\u003c/p>\n\u003cp>The shortage has left districts trying new ways of recruiting by targeting retirees, parents who help out in classrooms, and corporate volunteers to become certified substitutes. However, new recruits are running into certification slowdowns at the state level.\u003c/p>\n\u003cp>In response, on Tuesday Gov. Gavin Newsom signed an executive order providing more flexibility for schools to support in-person instruction. The order will lower state barriers that are delaying the hire of short-term subs; will allow assignment extensions for subs; and eliminates barriers “that may prevent additional retired teachers from returning.”\u003c/p>\n\u003cp>The flexibilities expire on March 31, 2022, and are only available to schools that submit a written statement saying the changes will support in-person services for students despite staffing shortages.\u003c/p>\n\u003cp>Despite the great need for subs — and the high number of applications coming in from people looking for those jobs — the state is still processing applications from October and faces a backlog of nearly 600 applications.\u003c/p>\n\u003cp>The Commission on Teacher Credentialing says it’s well aware of the shortage in subs. In its defense, spokesperson Sasha Horwitz said in an email that applications are still being processed under the 50-day statutory time frame allowed.[pullquote size=\"medium\" align=\"right\" citation=\"Dana Moran, Berkeley High School teacher\"]‘A huge and frustrating irony in all this is that we have student teachers who would love to sub, and desperately need the money since they are in grad school.’[/pullquote]\u003c/p>\n\u003cp>Horwitz says the slowdown is due in part to an influx of new applicants resulting from recent changes to the law making it easier to apply, such as waiving the processing fee, and making it easier to meet the basic skills requirement through prior college course work.\u003c/p>\n\u003cp>This has led to a large influx of applicants for all credential types — the agency is working to clear some 3,887 total teaching applications, including subs — meaning there are more applications being processed by the commission than usual.\u003c/p>\n\u003cp>The commission says it’s working overtime and has brought on three more people to speed things up.\u003c/p>\n\u003cp>Staffing shortages at the district administrative level also are a part of the problem. The head of San Francisco Unified’s human resources department, Kristin Bijur, says her office is at between 65% and 75% below capacity.[aside postID=\"news_11898251,news_11892468,mindshift_58938\" label=\"Related Posts\"]Bijur says the staff she is missing could be helping folks complete \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/30-Day-Substitute-Teaching-Permit-(CL-505p)\">the application process\u003c/a>, which can include locating old SAT scores and other data not readily available.\u003c/p>\n\u003cp>“It’s actually not easy to become a substitute. You have to submit transcripts and you have to submit an assessment of basic skills,” Bijur explained.\u003c/p>\n\u003cp>The district has been trying to attract bilingual immigrant parents who might already be volunteering in their child’s elementary school classroom to the job.\u003c/p>\n\u003cp>“Every single night, every night, it keeps me awake,” Bijur says. “The single most important factor in a child’s education is the quality of their teacher.”\u003c/p>\n\u003ch3>Districts trying new ways to attract substitutes\u003c/h3>\n\u003cp>At SFUSD, Bijur is trying to come up with new ways of getting more people to help staff schools. She wants to work with the district’s corporate partners to have them send in service day volunteers to handle playground duty, freeing up those staff to fill in on classroom teaching, for example.\u003c/p>\n\u003cp>And Bijur is also looking into ways to get more student teachers emergency credentials to sub. Student teachers are graduate students working toward their teaching degree who often train in public school classrooms.\u003c/p>\n\u003cp>If she succeeds, however, Bijur says any who are newly credentialed as subs would go straight into the 36 district classrooms that still don’t have a permanent teacher in them this year.\u003c/p>\n\u003cp>(In San Diego, some school districts have mailed letters directly to parents asking them to step in and help. Others have turned to \u003ca href=\"https://www.cbs8.com/article/news/local/poway-unified-parents-step-up-after-plea-to-help-with-worker-shortage-san-diego-county-schools-education/509-f5ea1bae-74ae-4f0d-9456-3e00690eb8cf\">Tiktok to recruit\u003c/a>.)\u003c/p>\n\u003cp>Berkeley Unified also is working to get more student teachers emergency credentials.\u003c/p>\n\u003cp>“A huge and frustrating irony in all this is that we have student teachers who would love to sub, and desperately need the money since they are in grad school,” said Berkeley High teacher Dana Moran in an email.\u003c/p>\n\u003cp>“But staff shortages and backlogs at the district, state, and ACOE have made it impossible for them to get certified to sub,” she said, referencing the Alameda County Office of Education. “They have literally been trying to get on the sub list since August and still have not been approved.”\u003c/p>\n\u003cp>In Oakland, the district has been able to hire 104 new subs this year by contracting with companies like ZipRecruiter and Indeed to target substitute recruitment. The district has moved to video screening for the sub interviews to move things along, and they’ve increased the pay rate to that of a first-year teacher’s salary.\u003c/p>\n\u003cp>However, OUSD does not provide health benefits for nonpermanent, day-to-day subs.\u003c/p>\n\u003cp>Oakland sub Craig Gordon, who is a retired teacher, says the district could attract more retired teachers like him back into the sub pool if it would agree to cover the costs of health care should they contract COVID-19 while on the job. Retired teachers don’t have to go through the same screening process when they want to return as a sub since they’re already credentialed.\u003c/p>\n\u003cp>“And so we have asked for some kind of formula whereby a substitute who is working would get health care benefits, too. But they are refusing to negotiate any of that right now,” said Gordon.\u003c/p>\n\u003cp>According to state law, on Jan. 1, teachers who retired six months ago are eligible to work as subs, and many districts said they are hoping those teachers can be persuaded to come back to the classroom a few days a week to fill in\u003c/p>\n\u003cp>But older teachers also can be more hesitant to work in classrooms during the pandemic, especially during the current surge. Furthermore, aside from concerns about omicron breakthrough cases, some potential subs also are balking at working in schools that are so understaffed they’re having a hard time functioning.\u003c/p>\n\u003cp>In Marin County, where the sub pool has shrunk from about 500 to 300, previous recruitment methods just aren’t working, said Tracee Edmunds, director of personnel with the Marin County Office of Education. She says districts have to actively reach out to people and leverage the networks that already exist to try to solve the sub shortage.\u003c/p>\n\u003cp>“It’s going to go beyond just the responsibility of the HR offices,” Edmunds said. “Everyone’s going to have to get involved, including the school site staff recruiting parents, people reaching out to members of the community and coming together as a village to help solve the staffing shortage.”\u003c/p>\n\u003cp>The Marin County Superintendent of Schools Office is spearheading an effort to find new substitute prospects by approaching people in line at vaccination clinics, for example. Edmunds says the district wants to appeal to the county’s retired residents who may be willing to sub one or two days a week.\u003c/p>\n\u003cp>But Edmunds predicts it will take years to build back up the staffing of substitutes.\u003c/p>\n\u003cp>“I think it is something that districts are going to be working on for years to come in building back up the staffing for our substitutes and public education,” she said.\u003c/p>\n\u003cp>“With people moving out of the state and removing themselves due to COVID-related concerns,” she said, “we have a long road ahead of us to bring back really great quality substitutes to replace our teachers.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Updated 4:50 p.m. Tuesday \u003c/span>\u003c/i>\u003c/p>\n\u003cp>In schools from Oakland and Berkeley to American Canyon, staffing shortages are resulting in \u003ca href=\"https://www.kqed.org/news/11898251/i-learned-nothing-for-three-weeks-bay-area-sub-shortage-leaves-students-hanging\">more chaotic hallways and lost learning time\u003c/a>. The lack of subs ready to fill in for classroom teachers who have to take a sick or personal leave day is a large part of the problem.\u003c/p>\n\u003cp>“I’ve had classes where … other teachers come in to take over and they come in to teach my class and they are really exhausted,” said Joanna Lam, a senior at Lowell High School in San Francisco. “One time, I had an administrator cover for a little bit. Lately I’ve had this one class like rotating counselors sitting in as subs. It definitely throws a wrench in things in terms of learning.”\u003c/p>\n\u003cp>Throughout the pandemic, Bay Area substitute teachers have left their districts in large numbers, in part because work dried up when school instruction moved online and teachers began working from home.\u003c/p>\n\u003cp>Now districts are having a hard time getting those subs back, as they, like other workers nationwide, are reevaluating the worth of their labor, and have changed locations or found better-paying jobs.\u003c/p>\n\u003cp>The shortage has left districts trying new ways of recruiting by targeting retirees, parents who help out in classrooms, and corporate volunteers to become certified substitutes. However, new recruits are running into certification slowdowns at the state level.\u003c/p>\n\u003cp>In response, on Tuesday Gov. Gavin Newsom signed an executive order providing more flexibility for schools to support in-person instruction. The order will lower state barriers that are delaying the hire of short-term subs; will allow assignment extensions for subs; and eliminates barriers “that may prevent additional retired teachers from returning.”\u003c/p>\n\u003cp>The flexibilities expire on March 31, 2022, and are only available to schools that submit a written statement saying the changes will support in-person services for students despite staffing shortages.\u003c/p>\n\u003cp>Despite the great need for subs — and the high number of applications coming in from people looking for those jobs — the state is still processing applications from October and faces a backlog of nearly 600 applications.\u003c/p>\n\u003cp>The Commission on Teacher Credentialing says it’s well aware of the shortage in subs. In its defense, spokesperson Sasha Horwitz said in an email that applications are still being processed under the 50-day statutory time frame allowed.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Horwitz says the slowdown is due in part to an influx of new applicants resulting from recent changes to the law making it easier to apply, such as waiving the processing fee, and making it easier to meet the basic skills requirement through prior college course work.\u003c/p>\n\u003cp>This has led to a large influx of applicants for all credential types — the agency is working to clear some 3,887 total teaching applications, including subs — meaning there are more applications being processed by the commission than usual.\u003c/p>\n\u003cp>The commission says it’s working overtime and has brought on three more people to speed things up.\u003c/p>\n\u003cp>Staffing shortages at the district administrative level also are a part of the problem. The head of San Francisco Unified’s human resources department, Kristin Bijur, says her office is at between 65% and 75% below capacity.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Bijur says the staff she is missing could be helping folks complete \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/30-Day-Substitute-Teaching-Permit-(CL-505p)\">the application process\u003c/a>, which can include locating old SAT scores and other data not readily available.\u003c/p>\n\u003cp>“It’s actually not easy to become a substitute. You have to submit transcripts and you have to submit an assessment of basic skills,” Bijur explained.\u003c/p>\n\u003cp>The district has been trying to attract bilingual immigrant parents who might already be volunteering in their child’s elementary school classroom to the job.\u003c/p>\n\u003cp>“Every single night, every night, it keeps me awake,” Bijur says. “The single most important factor in a child’s education is the quality of their teacher.”\u003c/p>\n\u003ch3>Districts trying new ways to attract substitutes\u003c/h3>\n\u003cp>At SFUSD, Bijur is trying to come up with new ways of getting more people to help staff schools. She wants to work with the district’s corporate partners to have them send in service day volunteers to handle playground duty, freeing up those staff to fill in on classroom teaching, for example.\u003c/p>\n\u003cp>And Bijur is also looking into ways to get more student teachers emergency credentials to sub. Student teachers are graduate students working toward their teaching degree who often train in public school classrooms.\u003c/p>\n\u003cp>If she succeeds, however, Bijur says any who are newly credentialed as subs would go straight into the 36 district classrooms that still don’t have a permanent teacher in them this year.\u003c/p>\n\u003cp>(In San Diego, some school districts have mailed letters directly to parents asking them to step in and help. Others have turned to \u003ca href=\"https://www.cbs8.com/article/news/local/poway-unified-parents-step-up-after-plea-to-help-with-worker-shortage-san-diego-county-schools-education/509-f5ea1bae-74ae-4f0d-9456-3e00690eb8cf\">Tiktok to recruit\u003c/a>.)\u003c/p>\n\u003cp>Berkeley Unified also is working to get more student teachers emergency credentials.\u003c/p>\n\u003cp>“A huge and frustrating irony in all this is that we have student teachers who would love to sub, and desperately need the money since they are in grad school,” said Berkeley High teacher Dana Moran in an email.\u003c/p>\n\u003cp>“But staff shortages and backlogs at the district, state, and ACOE have made it impossible for them to get certified to sub,” she said, referencing the Alameda County Office of Education. “They have literally been trying to get on the sub list since August and still have not been approved.”\u003c/p>\n\u003cp>In Oakland, the district has been able to hire 104 new subs this year by contracting with companies like ZipRecruiter and Indeed to target substitute recruitment. The district has moved to video screening for the sub interviews to move things along, and they’ve increased the pay rate to that of a first-year teacher’s salary.\u003c/p>\n\u003cp>However, OUSD does not provide health benefits for nonpermanent, day-to-day subs.\u003c/p>\n\u003cp>Oakland sub Craig Gordon, who is a retired teacher, says the district could attract more retired teachers like him back into the sub pool if it would agree to cover the costs of health care should they contract COVID-19 while on the job. Retired teachers don’t have to go through the same screening process when they want to return as a sub since they’re already credentialed.\u003c/p>\n\u003cp>“And so we have asked for some kind of formula whereby a substitute who is working would get health care benefits, too. But they are refusing to negotiate any of that right now,” said Gordon.\u003c/p>\n\u003cp>According to state law, on Jan. 1, teachers who retired six months ago are eligible to work as subs, and many districts said they are hoping those teachers can be persuaded to come back to the classroom a few days a week to fill in\u003c/p>\n\u003cp>But older teachers also can be more hesitant to work in classrooms during the pandemic, especially during the current surge. Furthermore, aside from concerns about omicron breakthrough cases, some potential subs also are balking at working in schools that are so understaffed they’re having a hard time functioning.\u003c/p>\n\u003cp>In Marin County, where the sub pool has shrunk from about 500 to 300, previous recruitment methods just aren’t working, said Tracee Edmunds, director of personnel with the Marin County Office of Education. She says districts have to actively reach out to people and leverage the networks that already exist to try to solve the sub shortage.\u003c/p>\n\u003cp>“It’s going to go beyond just the responsibility of the HR offices,” Edmunds said. “Everyone’s going to have to get involved, including the school site staff recruiting parents, people reaching out to members of the community and coming together as a village to help solve the staffing shortage.”\u003c/p>\n\u003cp>The Marin County Superintendent of Schools Office is spearheading an effort to find new substitute prospects by approaching people in line at vaccination clinics, for example. Edmunds says the district wants to appeal to the county’s retired residents who may be willing to sub one or two days a week.\u003c/p>\n\u003cp>But Edmunds predicts it will take years to build back up the staffing of substitutes.\u003c/p>\n\u003cp>“I think it is something that districts are going to be working on for years to come in building back up the staffing for our substitutes and public education,” she said.\u003c/p>\n\u003cp>“With people moving out of the state and removing themselves due to COVID-related concerns,” she said, “we have a long road ahead of us to bring back really great quality substitutes to replace our teachers.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How We Got Here: The Road to the Recall Election of 3 SF School Board Members",
"title": "How We Got Here: The Road to the Recall Election of 3 SF School Board Members",
"headTitle": "KQED News",
"content": "\u003cp>The effort to recall three San Francisco Board of Education commissioners has divided the city.\u003c/p>\n\u003cp>Depending on the take, the recall is a coup attempt by a mob of venture capitalists and moneyed moms; a righteous crusade to save the city’s marginalized children run by a bootstrapping crew of political newbies; or a misguided effort to exorcize the demons of the last two years.\u003c/p>\n\u003cp>The effort to oust school board members Alison Collins, Gabriela López and Faauuga Moliga — the first recall effort to make it onto the city’s ballot in almost four decades — is a uniquely San Franciscan edition of the ire directed at school boards across the country. Parents have been pushed to the brink by COVID-era stresses, and many have felt abandoned by their public institutions — and are hungry for accountability.\u003c/p>\n\u003cp>Should Collins, López and Moliga be held responsible for the disarray largely wrought by the pandemic?\u003c/p>\n\u003cp>In San Francisco, anger over the handling of education during the pandemic launched a parent advocacy movement that surfaced the recall effort. That push has been fueled by long-simmering tensions, including a battle over who should have access to the city’s premier public high school and a years-old racial justice effort to rename certain schools — all of which have been highlighted by detractors as evidence of the school board’s ineptitude.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The prolonged debacle has garnered national media attention and hundreds of thousands of dollars in donations in support of the recall. Politicians have piled on. There have been lawsuits, allegations of racism and even death threats. And now, finally, it’s almost time to vote.\u003c/p>\n\u003cp>Ballots will be mailed Jan. 12. To help you understand how we got to this point, here’s a timeline of key events that have led to the Feb. 15 recall election. Good luck, voters.\u003c/p>\n\u003cfigure id=\"attachment_11896856\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/faauuga-e1637364441573.jpeg\">\u003cimg class=\"size-full wp-image-11896856\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/faauuga-e1637364441573.jpeg\" alt=\"SF Mayor London Breed faces a man in a suit holding up his right hand.\" width=\"1920\" height=\"1406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Mayor London Breed appoints Faauuga Moliga to the SF Board of Education on Oct. 15, 2018, on the campus of the June Jordan School for Equity. Breed has since supported the effort to recall Moliga, who is now the board's vice president. \u003ccite>(Courtesy \u003ca href=\"https://twitter.com/LondonBreed/status/1051912735196250112\">London Breed/Twitter\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>May 22, 2018\u003c/strong>: School Board Resolution No. 184-10A1, “In Support of a Formal Process in the Renaming of San Francisco Unified School District Schools,” is \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=ANVP8B5C815A\">unanimously adopted by board commissioners\u003c/a>. Written in the wake of the white supremacist rally in Charlottesville, Va., the resolution calls for the school renaming process to be led by a blue-ribbon panel selected by the superintendent.\u003c/p>\n\u003cp>\u003cstrong>Oct. 15, 2018\u003c/strong>: \u003ca href=\"https://sfmayor.org/article/mayor-london-breed-appoints-faauuga-moliga-san-francisco-unified-school-district-board\">Mayor London Breed appoints Faauuga Moliga\u003c/a> to the school board to fill a seat vacated by Hydra Mendoza-McDonnell. Breed has since announced her support for recalling Moliga, as well as fellow board members Alison Collins and Gabriela López, and will select their replacements if the effort to oust them is successful.\u003c/p>\n\u003cp>\u003cstrong>Nov. 6, 2018\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/politics/article/SF-school-board-election-Collins-Lopez-and-13369546.php\">Gabriela López, Alison Collins and Faauuga Moliga are elected\u003c/a> to the school board. The three, all people of color, have since focused much of their policymaking on the district’s historically underserved students.\u003c/p>\n\u003cp>\u003cstrong>June 25, 2019\u003c/strong>: The \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-school-board-votes-to-destroy-14050025.php\">school board votes to paint over a controversial mural\u003c/a> at Washington High School. The 1936 \"Life of Washington\" mural, by Victor Arnautoff, had been criticized for its derogatory depictions of Native Americans and African Americans. The decision comes after a community advisory committee — consisting of local Native American community members, students, school representatives, district representatives, local artists and historians — recommends permanently removing the offensive content. But the board’s decision triggers a backlash from the school’s alumni association, art historians and local preservationists.\u003c/p>\n\u003cp>\u003cstrong>Aug. 13, 2019\u003c/strong>: The school \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-school-board-votes-to-destroy-14050025.php\">board reverses course on the Washington High mural\u003c/a>, voting 4-3 to cover the painting rather than permanently remove it. Board President Stevon Cook and board members Rachel Norton, Jenny Lam and Faauuga Moliga vote to cover the mural, while Alison Collins, Mark Sanchez and Gabriela López vote against it.\u003c/p>\n\u003cfigure id=\"attachment_11765101\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg\">\u003cimg class=\"wp-image-11765101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg\" alt=\"People take photos of a mural.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the public snap pictures of the controversial 'Life of Washington' mural during viewing hours at George Washington High School. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>March 16, 2020\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about/news/current-news/schools-will-close-students-3-weeks\">SFUSD schools close\u003c/a> due to the onset of the COVID pandemic.\u003c/p>\n\u003cp>\u003cstrong>Summer 2020\u003c/strong>: A parental group called Decreasing the Distance, which forms to pressure the district to reopen schools, begins holding rallies and lobbying local and state elected officials. The group eventually evolves into the San Francisco Parent Coalition, laying the organizational groundwork to propel the recall.\u003c/p>\n\u003cp>\u003cstrong>June 24, 2020\u003c/strong>: In the wake of the murder of George Floyd by Minneapolis police, the school board unanimously passes a resolution limiting police presence on campuses.\u003c/p>\n\u003cp>\u003cstrong>July 15, 2020\u003c/strong>: SFUSD announces, per Superintendent Vince Matthews's recommendation, that \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-confirms-it-will-begin-school-year-distance-learning\">classes for the 2020-21 school year will begin remotely\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Sept. 24, 2020\u003c/strong>: About a month after the \u003ca href=\"https://sfmayor.org/article/san-francisco-announces-next-phase-reopening-begin-monday\">state moves San Francisco into the “red” reopening tier\u003c/a>, allowing for the resumption of limited capacity TK-sixth grade in-person learning, the \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-shares-planning-process-return-person-learning\">district shares an initial reopening plan\u003c/a>. Under the plan, the city must meet certain public health indicators and have measures in place, including a COVID testing strategy, staff training and labor agreements. Once met, SFUSD says it will apply to the city to offer in-person classes for priority student populations.[aside label=\"Related Stories\" postID=\"news_11894065,news_11897089,news_11892743\"]\u003cstrong>Oct. 21, 2020\u003c/strong>: The school \u003ca href=\"https://www.sfusd.edu/about/news/current-news/board-education-approves-lowell-high-school-admissions-change-incoming-class-fall-2021\">board adopts a change to a lottery-based admissions process\u003c/a> at Lowell High School for the 2021-22 school year only, approving \u003ca href=\"https://www.sfusd.edu/about/news/current-news/lowell-high-school-admissions-change-incoming-class-fall-2021\">a policy presented by Matthews\u003c/a>. With standardized testing and letter grades halted because of the pandemic, district officials say it's not possible to carry out the normal admissions process at Lowell. The elite high school’s merit-based admissions system has for decades been the subject of controversy, and the board's decision stokes anger among some parents and helps galvanize recall supporters.\u003c/p>\n\u003cp>\u003cstrong>Oct. 23, 2020\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/bayarea/article/A-bloody-glove-and-swastikas-SF-school-board-15676326.php\">Racist and threatening social media posts\u003c/a> attacking board members López and Collins appear online in response to the board’s unanimous vote to temporarily halt merit-based admissions at Lowell. Elected officials gather to denounce the harassment.\u003c/p>\n\u003cp>\u003cstrong>Nov. 10, 2020\u003c/strong>: The \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BV7UJT7C54B0/%24file/Presentation%20To%20BOE_School%20Names%20Panel%20Update.pdf\">School Names Advisory Committee provides an update\u003c/a> to the school board, including a list of 44 school sites identified for possible renaming.\u003c/p>\n\u003cp>\u003cstrong>Dec. 18, 2020\u003c/strong>: The \u003ca href=\"https://www.sfusd.edu/about/news/sfusd-updates-timeline-person-learning\">district pushes back its Jan. 25 target date to reopen\u003c/a> the first 12 schools for in-person instruction because an agreement with labor unions hasn't yet been reached.\u003c/p>\n\u003cp>\u003cstrong>Jan. 4, 2021\u003c/strong>: A \u003ca href=\"https://drive.google.com/file/d/1FgRX68QeYT7C01jyfNfEXeIloxJgtZAd/view\">survey of SFUSD families\u003c/a> finds that 57% of respondents plan to return their children to in-person learning once it is offered. But those rates vary significantly by race/ethnicity, with 80% of white, 62% of Black, 61% of Latino and 36% of Asian families opting to return.\u003c/p>\n\u003cp>\u003cstrong>Jan. 20, 2021\u003c/strong>: Students and staff at \u003ca href=\"https://thelowell.org/9736/features/looking-back-and-moving-forward-on-racial-equity-at-lowell/\">Lowell High School are exposed to racist, antisemitic and pornographic content\u003c/a> during a school-wide online anti-racism lesson. In response, the school's \u003ca href=\"https://lowell-blackstudentunion.medium.com/lowell-bsu-2020-2021-demands-339494e24641\">Black Student Union leaders issue a set of 23 demands\u003c/a> aimed at creating a safe environment for Lowell’s underrepresented students. The first demand calls for the school board to pass a resolution permanently ending merit-based admissions.\u003c/p>\n\u003cfigure id=\"attachment_11899779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg\">\u003cimg class=\"size-full wp-image-11899779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg\" alt='A young woman looks at the camera wearing a purple sweatshirt that says, &outclass of 21\" with a raised fist in place of the number 1.' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district, stands outside her school in San Francisco on Jan. 29, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Jan. 26, 2021\u003c/strong>: The school board \u003ca href=\"https://www.sfusd.edu/about/news/current-news/SF-Board-of-Education-Advances-Plan-to-Rename-Schools\">votes to move ahead with renaming 44 sites\u003c/a>. The plan calls for the committee to review new names by April 19 and then make recommendations to the board. Commissioner Kevine \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6NYK613C77\">Boggess is the only dissenter\u003c/a>. Mayor Breed criticizes the decision.\u003c/p>\n\u003cp>\u003cstrong>Feb. 2, 2021\u003c/strong>: School board commissioners Collins, López and Matt Alexander and student delegates Shavonne Hines-Foster and Kathya Correa Almanza \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BXR4HA0B9CC0\">introduce a resolution\u003c/a> that would permanently end the merit-based admissions system at Lowell High School and replace it with the same lottery system used at the district’s comprehensive high schools.\u003c/p>\n\u003cp>\u003cstrong>Feb. 3, 2021\u003c/strong>: \u003ca href=\"https://www.sfcityattorney.org/2021/02/03/herrera-sues-school-board-and-district-to-implement-real-reopening-plan/\">City Attorney Dennis Herrera sues the school district\u003c/a> and its board, alleging they have failed to come up with a reopening plan that meets state requirements. Three days later, \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-unions-reach-tentative-agreement-health-and-safety-standards-person-learning\">SFUSD and labor unions reach a tentative agreement\u003c/a> on the health and safety standards for in-person learning. Still, on Feb. 11, \u003ca href=\"https://www.sfcityattorney.org/2021/02/11/herrera-files-for-emergency-court-order-to-open-sf-public-schools/\">Herrera files an emergency court order\u003c/a> to reopen schools.\u003c/p>\n\u003cp>\u003cstrong>Feb. 9, 2021\u003c/strong>: The school \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3X614632\">board votes to permanently end merit-based admissions at Lowell High School\u003c/a>. Commissioners Lam and Boggess vote against the resolution.\u003c/p>\n\u003cp>\u003cstrong>Feb. 19, 2021\u003c/strong>: Parents Autumn Looijen and Siva Raj launch a campaign committee in support of recalling López, Collins and Moliga — the only three commissioners who have served on the school board long enough to face a recall challenge, per city election rules. (Leaders of the effort say they would recall all seven board members if they could.)\u003c/p>\n\u003cfigure id=\"attachment_11894302\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/Autumn_Siva_petitions_credit_Recall_SF_School_Board-1-scaled-e1635468698126.jpeg\">\u003cimg class=\"size-full wp-image-11894302\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/Autumn_Siva_petitions_credit_Recall_SF_School_Board-1-scaled-e1635468698126.jpeg\" alt=\"A man and a woman, smiling and arm in arm, stand at the corner of two walls stacked with election filing boxes.\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Autumn Looijen, left, and Siva Raj, co-founders of the Recall SF School Board campaign, stand in front of boxes filled with signed petitions to put the effort on the ballot. \u003ccite>(Recall SF School Board)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recall opponents brand the couple interlopers because Looijen’s children attend Los Altos schools, while Raj and his children only moved to the city from Pleasanton months before initiating the recall campaign.\u003c/p>\n\u003cp>\u003cstrong>Feb. 21, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/opinion/openforum/article/S-F-school-board-president-Renamings-are-on-15967923.php\">In an opinion piece in The San Francisco Chronicle\u003c/a>, López, who recently became school board president, says the board will put the school renaming effort on hold to prioritize reopening classrooms.\u003c/p>\n\u003cp>\u003cstrong>March 5, 2021\u003c/strong>: SFUSD announces\u003ca href=\"https://www.kqed.org/news/11863665/questions-linger-as-san-francisco-schools-aim-to-reopen-next-month\"> an agreement with the United Educators of San Francisco\u003c/a> to resume in-person learning on April 12 for some of the district’s youngest students.\u003c/p>\n\u003cp>\u003cstrong>March 18, 2021\u003c/strong>: Attorney Paul Scott, representing high school alumni associations and others, \u003ca href=\"https://www.courthousenews.com/wp-content/uploads/2021/03/Alumni-v.-SFUSD.pdf\">sues the school board \u003c/a>over its decision to rename 44 schools, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Did-S-F-school-board-s-renaming-of-44-schools-15938584.php\">following through on an earlier, February threat\u003c/a>. The same day, San Francisco Superior Court Judge Ethan Schulman \u003ca href=\"https://www.courthousenews.com/wp-content/uploads/2021/03/SFSchoolNaming-ORDER.pdf\">orders the district to either withdraw its renaming resolution\u003c/a> or show good cause for why it has not done so at a hearing set for May 6.\u003c/p>\n\u003cp>\u003cstrong>March 19, 2021\u003c/strong>: A growing number of students, community members and local leaders begin \u003ca href=\"https://www.sfchronicle.com/local-politics/article/SFUSD-school-board-member-criticized-for-racist-16039069.php\">calling for school board vice president Alison Collins to resign\u003c/a> after the discovery of a series of tweets she wrote in 2016 disparaging Asian Americans. The tweets are resurfaced and circulated by recall supporter and Lowell alum Diane Yap, who herself has \u003ca href=\"https://twitter.com/upzonethememes/status/1374136766802718720\">come under fire for past comments\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11867521\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/IMG_7815-scaled-e1617305062188.jpg\">\u003cimg class=\"size-full wp-image-11867521\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/IMG_7815-scaled-e1617305062188.jpg\" alt=\"A woman standing in front of microphones at a news conference.\" width=\"1920\" height=\"1280\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Board of Education Commissioner Alison Collins addresses her supporters at a rally in San Francisco on March 31, 2021. \u003ccite>(MJ Johnson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>March 25, 2021\u003c/strong>: The school board \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BYMMM75BCEF6\">votes to strip Collins of her role as vice president\u003c/a>. Commissioners Lam and Moliga, who authored the resolution, call for her to resign, saying she has failed to take responsibility for the harm she caused.\u003c/p>\n\u003cp>\u003cstrong>March 31, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/education/article/SF-school-board-member-Alison-Collins-sues-16068075.php\">Collins sues the school district\u003c/a> and fellow board members for $87 million, claiming they unlawfully retaliated against her for the 2016 tweets and violated her free speech rights. She ultimately drops the lawsuit in September.\u003c/p>\n\u003cp>\u003cstrong>April 1, 2021\u003c/strong>: The “Committee to Support the Recall of Board of Education Commissioners, Lopez, Collins, and Moliga” (later renamed \"Recall School Board Members Lopez, Collins, & Moliga\") begins circulating petitions to qualify the effort for the ballot.\u003c/p>\n\u003cp>\u003cstrong>April 5, 2021\u003c/strong>: Superintendent \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-superintendent-announces-decision-postpone-retirement-until-june-30-2022\">Matthews announces his decision to postpone his retirement\u003c/a> until June 30, 2022. The \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BYMM8S599F9A\">conditions of his staying on\u003c/a> are laid out in a new contract approved by the board on April 20 that includes a requirement that it follow its own rules and stay focused on reopening. Recall proponents argue that replacing the three board members is key because the school board will select the next superintendent.[aside label=\"Related Stories\" postID=\"news_11896759,news_11893795,news_11896685\"]\u003cstrong>April 6, 2021\u003c/strong>: The board \u003ca href=\"https://docs.google.com/viewer?url=https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZPR896CB91E/%2524file/Second%2520Amended%2520Resolution%2520Re%2520Renaming%2520Schools.pdf\">votes to rescind its decision to rename 44 schools\u003c/a>, citing the lawsuit.\u003c/p>\n\u003cp>\u003cstrong>April 7, 2021\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sf-board-education-commits-returning-all-students-full-time-person-learning-fall-2021\">The board votes for all SFUSD students\u003c/a> to have the option to return to full-time in-person school starting the first day of the 2021-22 academic school year.\u003c/p>\n\u003cp>\u003cstrong>April 12, 2021\u003c/strong>: Students in pre-K through second grade \u003ca href=\"https://www.kqed.org/news/11869003/a-light-at-the-end-of-the-tunnel-some-san-francisco-kids-return-to-in-person-school\">begin returning to the classroom\u003c/a>, with third, fourth and fifth graders starting a week later. \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-resume-high-school-athletics-programs-april-12\">High school athletics resume.\u003c/a> New York City schools had begun opening seven months earlier, while Chicago schools started two months before. Frustration among some parents over the pace of reopening in San Francisco is central to the recall push. On April 26, \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-welcomes-back-secondary-students-focal-populations\">2,000 middle and high school students in certain populations\u003c/a> return to in-person learning, \u003ca href=\"https://www.kqed.org/news/11873384/a-lot-of-people-are-unhappy-about-sfusd-plan-to-bring-high-school-seniors-back-to-class\">with some high schoolers joining in mid-May\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>April 23, 2021\u003c/strong>: Lowell alums and other groups that oppose the move to lottery-based admissions \u003ca href=\"https://www.sfchronicle.com/education/article/S-F-school-board-sued-over-controversial-change-16125125.php\">sue the school board\u003c/a>, alleging it voted in violation of the Brown Act, a state law requiring public access to local government agency meetings.\u003c/p>\n\u003cp>\u003cstrong>May 25, 2021\u003c/strong>: The campaign supporting the recall receives its first donation of at least $100. Previously, the campaign limited donations to under $100 in order to, they say, democratize their campaign and limit record-keeping responsibilities. In late August, venture capitalist Arthur Rock \u003ca href=\"https://www.kqed.org/news/11894065/sf-school-board-recall-funded-mostly-by-local-donors-with-venture-capitalists-topping-the-list\">contributes $49,500 to the pro-recall campaign committee\u003c/a>, the largest donation up to that point. Rock has contributed to organizations with ties to charter schools, including political advocacy arms of the California Charter Schools Association, and the EdVoice for the Kids political action committee.\u003c/p>\n\u003cp>David Sacks, a fellow venture capitalist, also chips in $49,500 for the recall. He previously contributed $180,000 to the campaign to recall Gov. Gavin Newsom and hosted a fundraiser in San Francisco for Florida Gov. Ron DeSantis. Critics of the recall seize on the Rock and Sacks donations, labeling the campaign a coup attempt bankrolled by politically motivated outsiders.\u003c/p>\n\u003cfigure id=\"attachment_11897090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\">\u003cimg class=\"size-full wp-image-11897090\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\" alt='A woman wearing a black mask kneels down next to a small girl wearing a blue mask who is holding a poster that reads \"no to recall!\"' width=\"1200\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-1020x816.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-160x128.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School Board President Gabriela López poses for a photo with a young supporter at the launch event for the No School Board Recalls campaign on Nov. 13, 2021. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>July 27, 2021\u003c/strong>: A judge \u003ca href=\"https://www.ktvu.com/news/judge-overturns-2019-decision-by-sfusd-to-cover-up-mural-at-washington-hs\">overturns the school board’s 2019 decision to cover the mural\u003c/a> at Washington High School, ruling in favor of the George \u003ca href=\"https://www.sfexaminer.com/news/george-washington-high-schools-alumni-association-sues-over-controversial-s-f-mural/\">Washington High School Alumni Association, who had sued the district\u003c/a> and school board on the grounds that the district didn’t do an environmental review required by state law.\u003c/p>\n\u003cp>\u003cstrong>Aug. 16, 2021\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-opens-full-person-learning-2021-2022-school-year\">SFUSD resumes in-person learning\u003c/a> full time at all schools, five days a week.\u003c/p>\n\u003cp>\u003cstrong>Sept. 15, 2021\u003c/strong>: \u003ca href=\"https://www.sfexaminer.com/news/time-is-of-the-essence-san-franciscos-school-district-faces-possible-state-takeover/\">State officials tell SFUSD they are stepping in\u003c/a> to oversee budget-related decisions in the face of a $125 million deficit. California Department of Education officials give the district until Dec. 15 to present a plan to address the shortfall. The news is made public the following month, emboldening recall supporters.\u003c/p>\n\u003cp>The superintendent’s budget-balancing plan, approved Dec. 14, would cut $50 million from school sites, resulting in the loss of about 360 positions and $40 million from the central office. The balance would be made up in savings and new revenue. López is the sole no vote.\u003c/p>\n\u003cp>The district’s budget troubles date back years. In Feb. 2020, \u003ca href=\"https://www.sfexaminer.com/news/educators-hit-with-first-layoff-warning-in-a-decade/\">Matthews warned district employees of layoffs\u003c/a> and “drastic cuts” totaling $26 million, citing rising costs that by then had outpaced revenues for years.\u003c/p>\n\u003cp>\u003cstrong>Week of Sept. 27, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Judge-orders-S-F-school-district-to-pay-legal-16500190.php\">A judge orders SFUSD to pay $60,000 in legal fees\u003c/a> related to a lawsuit over the renaming of schools.\u003c/p>\n\u003cp>\u003cstrong>Oct. 5, 2021\u003c/strong>: The board \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=C738F91DFC25\">votes 6-1 to appeal\u003c/a> a court ruling that found that the board violated state law when it decided to cover the Washington High mural. Lam is the only no vote.\u003c/p>\n\u003cp>\u003cstrong>Oct. 18, 2021\u003c/strong>: The San Francisco Department of Elections announces that \u003ca href=\"https://www.kqed.org/news/11892743/recall-of-3-san-francisco-school-board-members-headed-to-ballot\">all three school board member recalls qualify\u003c/a> for the ballot, and sets a Feb. 15 election date.\u003c/p>\n\u003cp>\u003cstrong>Oct. 25, 2021\u003c/strong>: “Stop the Recall of Faauuga Moliga” political action committee is formed.\u003c/p>\n\u003cp>\u003cstrong>Oct. 30, 2021\u003c/strong>: A campaign committee to oppose the recall of all three board members, “No on Recalls of School Board Commissioners Lopez, Collins and Moliga,” is created.\u003c/p>\n\u003cfigure id=\"attachment_11897133\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897133\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A man wearing a green t-shirt and two women, one wearing a navy blue shirt and the other with a black jacket, yellow pin and shirt with a flowers stand on the street.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teachers and school board recall opponents (from left) Alex DiCicco, Karina Hwang and Cynthia Meza stand outside Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Nov. 4, 2021\u003c/strong>: State Sen. Scott \u003ca href=\"https://twitter.com/scott_wiener/status/1456302181187944458\">Wiener, D-San Francisco, announces his endorsement of the recall\u003c/a> of all three board members. Five days later, Breed \u003ca href=\"https://www.sfchronicle.com/sf/article/Mayor-Breed-backs-recall-of-three-San-Francisco-16607126.php\">announces her endorsement\u003c/a> of the recall.\u003c/p>\n\u003cp>\u003cstrong>Nov. 15, 2021\u003c/strong>: A second pro-recall campaign committee, \u003ca href=\"https://public.netfile.com/pub2/?aid=sfo\">Concerned Parents Supporting the Recall of Collins, Lopez, and Moliga\u003c/a>, is formed to handle the messaging and media in support of the recall. Todd David, the former political director for Wiener’s state Senate campaign, is listed as the treasurer. Arthur Rock, the venture capitalist, chips in $350,000.\u003c/p>\n\u003cp>\u003cstrong>Nov. 17, 2021\u003c/strong>: \u003ca href=\"https://www.sfexaminer.com/news/judge-lowell-admissions-decision-violated-open-meeting-law/\">A judge rules that the school board violated the Brown Act\u003c/a> when it voted to do away with merit-based admissions at Lowell. The order leaves open the possibility of correcting the procedural error by putting the resolution on the school board's agenda with proper notice.\u003c/p>\n\u003cp>\u003cstrong>Dec. 16, 2021\u003c/strong>: The \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sf-board-education-approves-maintaining-current-admissions-criteria-lowell-high-school-2022-23\">school board votes\u003c/a> to maintain lottery-based admissions at Lowell High School for the 2022-23 school year.\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-superintendent-proposes-maintaining-choice-based-admissions-lowell-high-school-2022-23-school\"> Matthews put forward the proposal in late November\u003c/a>, saying there wasn't enough time to transition back to a merit-based system before the district’s Feb. 4 application deadline.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cstrong>Feb. 15, 2022\u003c/strong>: The recall election.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The effort to recall three San Francisco Board of Education commissioners has divided the city.\u003c/p>\n\u003cp>Depending on the take, the recall is a coup attempt by a mob of venture capitalists and moneyed moms; a righteous crusade to save the city’s marginalized children run by a bootstrapping crew of political newbies; or a misguided effort to exorcize the demons of the last two years.\u003c/p>\n\u003cp>The effort to oust school board members Alison Collins, Gabriela López and Faauuga Moliga — the first recall effort to make it onto the city’s ballot in almost four decades — is a uniquely San Franciscan edition of the ire directed at school boards across the country. Parents have been pushed to the brink by COVID-era stresses, and many have felt abandoned by their public institutions — and are hungry for accountability.\u003c/p>\n\u003cp>Should Collins, López and Moliga be held responsible for the disarray largely wrought by the pandemic?\u003c/p>\n\u003cp>In San Francisco, anger over the handling of education during the pandemic launched a parent advocacy movement that surfaced the recall effort. That push has been fueled by long-simmering tensions, including a battle over who should have access to the city’s premier public high school and a years-old racial justice effort to rename certain schools — all of which have been highlighted by detractors as evidence of the school board’s ineptitude.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The prolonged debacle has garnered national media attention and hundreds of thousands of dollars in donations in support of the recall. Politicians have piled on. There have been lawsuits, allegations of racism and even death threats. And now, finally, it’s almost time to vote.\u003c/p>\n\u003cp>Ballots will be mailed Jan. 12. To help you understand how we got to this point, here’s a timeline of key events that have led to the Feb. 15 recall election. Good luck, voters.\u003c/p>\n\u003cfigure id=\"attachment_11896856\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/faauuga-e1637364441573.jpeg\">\u003cimg class=\"size-full wp-image-11896856\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/faauuga-e1637364441573.jpeg\" alt=\"SF Mayor London Breed faces a man in a suit holding up his right hand.\" width=\"1920\" height=\"1406\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Mayor London Breed appoints Faauuga Moliga to the SF Board of Education on Oct. 15, 2018, on the campus of the June Jordan School for Equity. Breed has since supported the effort to recall Moliga, who is now the board's vice president. \u003ccite>(Courtesy \u003ca href=\"https://twitter.com/LondonBreed/status/1051912735196250112\">London Breed/Twitter\u003c/a>)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>May 22, 2018\u003c/strong>: School Board Resolution No. 184-10A1, “In Support of a Formal Process in the Renaming of San Francisco Unified School District Schools,” is \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=ANVP8B5C815A\">unanimously adopted by board commissioners\u003c/a>. Written in the wake of the white supremacist rally in Charlottesville, Va., the resolution calls for the school renaming process to be led by a blue-ribbon panel selected by the superintendent.\u003c/p>\n\u003cp>\u003cstrong>Oct. 15, 2018\u003c/strong>: \u003ca href=\"https://sfmayor.org/article/mayor-london-breed-appoints-faauuga-moliga-san-francisco-unified-school-district-board\">Mayor London Breed appoints Faauuga Moliga\u003c/a> to the school board to fill a seat vacated by Hydra Mendoza-McDonnell. Breed has since announced her support for recalling Moliga, as well as fellow board members Alison Collins and Gabriela López, and will select their replacements if the effort to oust them is successful.\u003c/p>\n\u003cp>\u003cstrong>Nov. 6, 2018\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/politics/article/SF-school-board-election-Collins-Lopez-and-13369546.php\">Gabriela López, Alison Collins and Faauuga Moliga are elected\u003c/a> to the school board. The three, all people of color, have since focused much of their policymaking on the district’s historically underserved students.\u003c/p>\n\u003cp>\u003cstrong>June 25, 2019\u003c/strong>: The \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-school-board-votes-to-destroy-14050025.php\">school board votes to paint over a controversial mural\u003c/a> at Washington High School. The 1936 \"Life of Washington\" mural, by Victor Arnautoff, had been criticized for its derogatory depictions of Native Americans and African Americans. The decision comes after a community advisory committee — consisting of local Native American community members, students, school representatives, district representatives, local artists and historians — recommends permanently removing the offensive content. But the board’s decision triggers a backlash from the school’s alumni association, art historians and local preservationists.\u003c/p>\n\u003cp>\u003cstrong>Aug. 13, 2019\u003c/strong>: The school \u003ca href=\"https://www.sfchronicle.com/bayarea/article/San-Francisco-school-board-votes-to-destroy-14050025.php\">board reverses course on the Washington High mural\u003c/a>, voting 4-3 to cover the painting rather than permanently remove it. Board President Stevon Cook and board members Rachel Norton, Jenny Lam and Faauuga Moliga vote to cover the mural, while Alison Collins, Mark Sanchez and Gabriela López vote against it.\u003c/p>\n\u003cfigure id=\"attachment_11765101\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg\">\u003cimg class=\"wp-image-11765101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg\" alt=\"People take photos of a mural.\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos.jpg 640w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2019/08/washignton-mural-photos-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the public snap pictures of the controversial 'Life of Washington' mural during viewing hours at George Washington High School. \u003ccite>(Chloe Veltman/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>March 16, 2020\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about/news/current-news/schools-will-close-students-3-weeks\">SFUSD schools close\u003c/a> due to the onset of the COVID pandemic.\u003c/p>\n\u003cp>\u003cstrong>Summer 2020\u003c/strong>: A parental group called Decreasing the Distance, which forms to pressure the district to reopen schools, begins holding rallies and lobbying local and state elected officials. The group eventually evolves into the San Francisco Parent Coalition, laying the organizational groundwork to propel the recall.\u003c/p>\n\u003cp>\u003cstrong>June 24, 2020\u003c/strong>: In the wake of the murder of George Floyd by Minneapolis police, the school board unanimously passes a resolution limiting police presence on campuses.\u003c/p>\n\u003cp>\u003cstrong>July 15, 2020\u003c/strong>: SFUSD announces, per Superintendent Vince Matthews's recommendation, that \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-confirms-it-will-begin-school-year-distance-learning\">classes for the 2020-21 school year will begin remotely\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Sept. 24, 2020\u003c/strong>: About a month after the \u003ca href=\"https://sfmayor.org/article/san-francisco-announces-next-phase-reopening-begin-monday\">state moves San Francisco into the “red” reopening tier\u003c/a>, allowing for the resumption of limited capacity TK-sixth grade in-person learning, the \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-shares-planning-process-return-person-learning\">district shares an initial reopening plan\u003c/a>. Under the plan, the city must meet certain public health indicators and have measures in place, including a COVID testing strategy, staff training and labor agreements. Once met, SFUSD says it will apply to the city to offer in-person classes for priority student populations.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>Oct. 21, 2020\u003c/strong>: The school \u003ca href=\"https://www.sfusd.edu/about/news/current-news/board-education-approves-lowell-high-school-admissions-change-incoming-class-fall-2021\">board adopts a change to a lottery-based admissions process\u003c/a> at Lowell High School for the 2021-22 school year only, approving \u003ca href=\"https://www.sfusd.edu/about/news/current-news/lowell-high-school-admissions-change-incoming-class-fall-2021\">a policy presented by Matthews\u003c/a>. With standardized testing and letter grades halted because of the pandemic, district officials say it's not possible to carry out the normal admissions process at Lowell. The elite high school’s merit-based admissions system has for decades been the subject of controversy, and the board's decision stokes anger among some parents and helps galvanize recall supporters.\u003c/p>\n\u003cp>\u003cstrong>Oct. 23, 2020\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/bayarea/article/A-bloody-glove-and-swastikas-SF-school-board-15676326.php\">Racist and threatening social media posts\u003c/a> attacking board members López and Collins appear online in response to the board’s unanimous vote to temporarily halt merit-based admissions at Lowell. Elected officials gather to denounce the harassment.\u003c/p>\n\u003cp>\u003cstrong>Nov. 10, 2020\u003c/strong>: The \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BV7UJT7C54B0/%24file/Presentation%20To%20BOE_School%20Names%20Panel%20Update.pdf\">School Names Advisory Committee provides an update\u003c/a> to the school board, including a list of 44 school sites identified for possible renaming.\u003c/p>\n\u003cp>\u003cstrong>Dec. 18, 2020\u003c/strong>: The \u003ca href=\"https://www.sfusd.edu/about/news/sfusd-updates-timeline-person-learning\">district pushes back its Jan. 25 target date to reopen\u003c/a> the first 12 schools for in-person instruction because an agreement with labor unions hasn't yet been reached.\u003c/p>\n\u003cp>\u003cstrong>Jan. 4, 2021\u003c/strong>: A \u003ca href=\"https://drive.google.com/file/d/1FgRX68QeYT7C01jyfNfEXeIloxJgtZAd/view\">survey of SFUSD families\u003c/a> finds that 57% of respondents plan to return their children to in-person learning once it is offered. But those rates vary significantly by race/ethnicity, with 80% of white, 62% of Black, 61% of Latino and 36% of Asian families opting to return.\u003c/p>\n\u003cp>\u003cstrong>Jan. 20, 2021\u003c/strong>: Students and staff at \u003ca href=\"https://thelowell.org/9736/features/looking-back-and-moving-forward-on-racial-equity-at-lowell/\">Lowell High School are exposed to racist, antisemitic and pornographic content\u003c/a> during a school-wide online anti-racism lesson. In response, the school's \u003ca href=\"https://lowell-blackstudentunion.medium.com/lowell-bsu-2020-2021-demands-339494e24641\">Black Student Union leaders issue a set of 23 demands\u003c/a> aimed at creating a safe environment for Lowell’s underrepresented students. The first demand calls for the school board to pass a resolution permanently ending merit-based admissions.\u003c/p>\n\u003cfigure id=\"attachment_11899779\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg\">\u003cimg class=\"size-full wp-image-11899779\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg\" alt='A young woman looks at the camera wearing a purple sweatshirt that says, &outclass of 21\" with a raised fist in place of the number 1.' width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/12/010_SanFrancisco_LowellHS_Shavonne_01292021-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district, stands outside her school in San Francisco on Jan. 29, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Jan. 26, 2021\u003c/strong>: The school board \u003ca href=\"https://www.sfusd.edu/about/news/current-news/SF-Board-of-Education-Advances-Plan-to-Rename-Schools\">votes to move ahead with renaming 44 sites\u003c/a>. The plan calls for the committee to review new names by April 19 and then make recommendations to the board. Commissioner Kevine \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6NYK613C77\">Boggess is the only dissenter\u003c/a>. Mayor Breed criticizes the decision.\u003c/p>\n\u003cp>\u003cstrong>Feb. 2, 2021\u003c/strong>: School board commissioners Collins, López and Matt Alexander and student delegates Shavonne Hines-Foster and Kathya Correa Almanza \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BXR4HA0B9CC0\">introduce a resolution\u003c/a> that would permanently end the merit-based admissions system at Lowell High School and replace it with the same lottery system used at the district’s comprehensive high schools.\u003c/p>\n\u003cp>\u003cstrong>Feb. 3, 2021\u003c/strong>: \u003ca href=\"https://www.sfcityattorney.org/2021/02/03/herrera-sues-school-board-and-district-to-implement-real-reopening-plan/\">City Attorney Dennis Herrera sues the school district\u003c/a> and its board, alleging they have failed to come up with a reopening plan that meets state requirements. Three days later, \u003ca href=\"https://www.sfusd.edu/about/news/current-news/sfusd-unions-reach-tentative-agreement-health-and-safety-standards-person-learning\">SFUSD and labor unions reach a tentative agreement\u003c/a> on the health and safety standards for in-person learning. Still, on Feb. 11, \u003ca href=\"https://www.sfcityattorney.org/2021/02/11/herrera-files-for-emergency-court-order-to-open-sf-public-schools/\">Herrera files an emergency court order\u003c/a> to reopen schools.\u003c/p>\n\u003cp>\u003cstrong>Feb. 9, 2021\u003c/strong>: The school \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BW6P3X614632\">board votes to permanently end merit-based admissions at Lowell High School\u003c/a>. Commissioners Lam and Boggess vote against the resolution.\u003c/p>\n\u003cp>\u003cstrong>Feb. 19, 2021\u003c/strong>: Parents Autumn Looijen and Siva Raj launch a campaign committee in support of recalling López, Collins and Moliga — the only three commissioners who have served on the school board long enough to face a recall challenge, per city election rules. (Leaders of the effort say they would recall all seven board members if they could.)\u003c/p>\n\u003cfigure id=\"attachment_11894302\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/Autumn_Siva_petitions_credit_Recall_SF_School_Board-1-scaled-e1635468698126.jpeg\">\u003cimg class=\"size-full wp-image-11894302\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/10/Autumn_Siva_petitions_credit_Recall_SF_School_Board-1-scaled-e1635468698126.jpeg\" alt=\"A man and a woman, smiling and arm in arm, stand at the corner of two walls stacked with election filing boxes.\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Autumn Looijen, left, and Siva Raj, co-founders of the Recall SF School Board campaign, stand in front of boxes filled with signed petitions to put the effort on the ballot. \u003ccite>(Recall SF School Board)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Recall opponents brand the couple interlopers because Looijen’s children attend Los Altos schools, while Raj and his children only moved to the city from Pleasanton months before initiating the recall campaign.\u003c/p>\n\u003cp>\u003cstrong>Feb. 21, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/opinion/openforum/article/S-F-school-board-president-Renamings-are-on-15967923.php\">In an opinion piece in The San Francisco Chronicle\u003c/a>, López, who recently became school board president, says the board will put the school renaming effort on hold to prioritize reopening classrooms.\u003c/p>\n\u003cp>\u003cstrong>March 5, 2021\u003c/strong>: SFUSD announces\u003ca href=\"https://www.kqed.org/news/11863665/questions-linger-as-san-francisco-schools-aim-to-reopen-next-month\"> an agreement with the United Educators of San Francisco\u003c/a> to resume in-person learning on April 12 for some of the district’s youngest students.\u003c/p>\n\u003cp>\u003cstrong>March 18, 2021\u003c/strong>: Attorney Paul Scott, representing high school alumni associations and others, \u003ca href=\"https://www.courthousenews.com/wp-content/uploads/2021/03/Alumni-v.-SFUSD.pdf\">sues the school board \u003c/a>over its decision to rename 44 schools, \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Did-S-F-school-board-s-renaming-of-44-schools-15938584.php\">following through on an earlier, February threat\u003c/a>. The same day, San Francisco Superior Court Judge Ethan Schulman \u003ca href=\"https://www.courthousenews.com/wp-content/uploads/2021/03/SFSchoolNaming-ORDER.pdf\">orders the district to either withdraw its renaming resolution\u003c/a> or show good cause for why it has not done so at a hearing set for May 6.\u003c/p>\n\u003cp>\u003cstrong>March 19, 2021\u003c/strong>: A growing number of students, community members and local leaders begin \u003ca href=\"https://www.sfchronicle.com/local-politics/article/SFUSD-school-board-member-criticized-for-racist-16039069.php\">calling for school board vice president Alison Collins to resign\u003c/a> after the discovery of a series of tweets she wrote in 2016 disparaging Asian Americans. The tweets are resurfaced and circulated by recall supporter and Lowell alum Diane Yap, who herself has \u003ca href=\"https://twitter.com/upzonethememes/status/1374136766802718720\">come under fire for past comments\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11867521\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/IMG_7815-scaled-e1617305062188.jpg\">\u003cimg class=\"size-full wp-image-11867521\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/IMG_7815-scaled-e1617305062188.jpg\" alt=\"A woman standing in front of microphones at a news conference.\" width=\"1920\" height=\"1280\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Board of Education Commissioner Alison Collins addresses her supporters at a rally in San Francisco on March 31, 2021. \u003ccite>(MJ Johnson/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>March 25, 2021\u003c/strong>: The school board \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BYMMM75BCEF6\">votes to strip Collins of her role as vice president\u003c/a>. Commissioners Lam and Moliga, who authored the resolution, call for her to resign, saying she has failed to take responsibility for the harm she caused.\u003c/p>\n\u003cp>\u003cstrong>March 31, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/education/article/SF-school-board-member-Alison-Collins-sues-16068075.php\">Collins sues the school district\u003c/a> and fellow board members for $87 million, claiming they unlawfully retaliated against her for the 2016 tweets and violated her free speech rights. She ultimately drops the lawsuit in September.\u003c/p>\n\u003cp>\u003cstrong>April 1, 2021\u003c/strong>: The “Committee to Support the Recall of Board of Education Commissioners, Lopez, Collins, and Moliga” (later renamed \"Recall School Board Members Lopez, Collins, & Moliga\") begins circulating petitions to qualify the effort for the ballot.\u003c/p>\n\u003cp>\u003cstrong>April 5, 2021\u003c/strong>: Superintendent \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-superintendent-announces-decision-postpone-retirement-until-june-30-2022\">Matthews announces his decision to postpone his retirement\u003c/a> until June 30, 2022. The \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=BYMM8S599F9A\">conditions of his staying on\u003c/a> are laid out in a new contract approved by the board on April 20 that includes a requirement that it follow its own rules and stay focused on reopening. Recall proponents argue that replacing the three board members is key because the school board will select the next superintendent.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cstrong>April 6, 2021\u003c/strong>: The board \u003ca href=\"https://docs.google.com/viewer?url=https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZPR896CB91E/%2524file/Second%2520Amended%2520Resolution%2520Re%2520Renaming%2520Schools.pdf\">votes to rescind its decision to rename 44 schools\u003c/a>, citing the lawsuit.\u003c/p>\n\u003cp>\u003cstrong>April 7, 2021\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sf-board-education-commits-returning-all-students-full-time-person-learning-fall-2021\">The board votes for all SFUSD students\u003c/a> to have the option to return to full-time in-person school starting the first day of the 2021-22 academic school year.\u003c/p>\n\u003cp>\u003cstrong>April 12, 2021\u003c/strong>: Students in pre-K through second grade \u003ca href=\"https://www.kqed.org/news/11869003/a-light-at-the-end-of-the-tunnel-some-san-francisco-kids-return-to-in-person-school\">begin returning to the classroom\u003c/a>, with third, fourth and fifth graders starting a week later. \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-resume-high-school-athletics-programs-april-12\">High school athletics resume.\u003c/a> New York City schools had begun opening seven months earlier, while Chicago schools started two months before. Frustration among some parents over the pace of reopening in San Francisco is central to the recall push. On April 26, \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-welcomes-back-secondary-students-focal-populations\">2,000 middle and high school students in certain populations\u003c/a> return to in-person learning, \u003ca href=\"https://www.kqed.org/news/11873384/a-lot-of-people-are-unhappy-about-sfusd-plan-to-bring-high-school-seniors-back-to-class\">with some high schoolers joining in mid-May\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>April 23, 2021\u003c/strong>: Lowell alums and other groups that oppose the move to lottery-based admissions \u003ca href=\"https://www.sfchronicle.com/education/article/S-F-school-board-sued-over-controversial-change-16125125.php\">sue the school board\u003c/a>, alleging it voted in violation of the Brown Act, a state law requiring public access to local government agency meetings.\u003c/p>\n\u003cp>\u003cstrong>May 25, 2021\u003c/strong>: The campaign supporting the recall receives its first donation of at least $100. Previously, the campaign limited donations to under $100 in order to, they say, democratize their campaign and limit record-keeping responsibilities. In late August, venture capitalist Arthur Rock \u003ca href=\"https://www.kqed.org/news/11894065/sf-school-board-recall-funded-mostly-by-local-donors-with-venture-capitalists-topping-the-list\">contributes $49,500 to the pro-recall campaign committee\u003c/a>, the largest donation up to that point. Rock has contributed to organizations with ties to charter schools, including political advocacy arms of the California Charter Schools Association, and the EdVoice for the Kids political action committee.\u003c/p>\n\u003cp>David Sacks, a fellow venture capitalist, also chips in $49,500 for the recall. He previously contributed $180,000 to the campaign to recall Gov. Gavin Newsom and hosted a fundraiser in San Francisco for Florida Gov. Ron DeSantis. Critics of the recall seize on the Rock and Sacks donations, labeling the campaign a coup attempt bankrolled by politically motivated outsiders.\u003c/p>\n\u003cfigure id=\"attachment_11897090\" class=\"wp-caption aligncenter\" style=\"max-width: 1200px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\">\u003cimg class=\"size-full wp-image-11897090\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg\" alt='A woman wearing a black mask kneels down next to a small girl wearing a blue mask who is holding a poster that reads \"no to recall!\"' width=\"1200\" height=\"960\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31.jpg 1200w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-800x640.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-1020x816.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/PHOTO-2021-11-17-15-56-31-160x128.jpg 160w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">San Francisco Unified School Board President Gabriela López poses for a photo with a young supporter at the launch event for the No School Board Recalls campaign on Nov. 13, 2021. \u003ccite>(https://noschoolboardrecall.org/)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>July 27, 2021\u003c/strong>: A judge \u003ca href=\"https://www.ktvu.com/news/judge-overturns-2019-decision-by-sfusd-to-cover-up-mural-at-washington-hs\">overturns the school board’s 2019 decision to cover the mural\u003c/a> at Washington High School, ruling in favor of the George \u003ca href=\"https://www.sfexaminer.com/news/george-washington-high-schools-alumni-association-sues-over-controversial-s-f-mural/\">Washington High School Alumni Association, who had sued the district\u003c/a> and school board on the grounds that the district didn’t do an environmental review required by state law.\u003c/p>\n\u003cp>\u003cstrong>Aug. 16, 2021\u003c/strong>: \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-opens-full-person-learning-2021-2022-school-year\">SFUSD resumes in-person learning\u003c/a> full time at all schools, five days a week.\u003c/p>\n\u003cp>\u003cstrong>Sept. 15, 2021\u003c/strong>: \u003ca href=\"https://www.sfexaminer.com/news/time-is-of-the-essence-san-franciscos-school-district-faces-possible-state-takeover/\">State officials tell SFUSD they are stepping in\u003c/a> to oversee budget-related decisions in the face of a $125 million deficit. California Department of Education officials give the district until Dec. 15 to present a plan to address the shortfall. The news is made public the following month, emboldening recall supporters.\u003c/p>\n\u003cp>The superintendent’s budget-balancing plan, approved Dec. 14, would cut $50 million from school sites, resulting in the loss of about 360 positions and $40 million from the central office. The balance would be made up in savings and new revenue. López is the sole no vote.\u003c/p>\n\u003cp>The district’s budget troubles date back years. In Feb. 2020, \u003ca href=\"https://www.sfexaminer.com/news/educators-hit-with-first-layoff-warning-in-a-decade/\">Matthews warned district employees of layoffs\u003c/a> and “drastic cuts” totaling $26 million, citing rising costs that by then had outpaced revenues for years.\u003c/p>\n\u003cp>\u003cstrong>Week of Sept. 27, 2021\u003c/strong>: \u003ca href=\"https://www.sfchronicle.com/bayarea/article/Judge-orders-S-F-school-district-to-pay-legal-16500190.php\">A judge orders SFUSD to pay $60,000 in legal fees\u003c/a> related to a lawsuit over the renaming of schools.\u003c/p>\n\u003cp>\u003cstrong>Oct. 5, 2021\u003c/strong>: The board \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/goto?open&id=C738F91DFC25\">votes 6-1 to appeal\u003c/a> a court ruling that found that the board violated state law when it decided to cover the Washington High mural. Lam is the only no vote.\u003c/p>\n\u003cp>\u003cstrong>Oct. 18, 2021\u003c/strong>: The San Francisco Department of Elections announces that \u003ca href=\"https://www.kqed.org/news/11892743/recall-of-3-san-francisco-school-board-members-headed-to-ballot\">all three school board member recalls qualify\u003c/a> for the ballot, and sets a Feb. 15 election date.\u003c/p>\n\u003cp>\u003cstrong>Oct. 25, 2021\u003c/strong>: “Stop the Recall of Faauuga Moliga” political action committee is formed.\u003c/p>\n\u003cp>\u003cstrong>Oct. 30, 2021\u003c/strong>: A campaign committee to oppose the recall of all three board members, “No on Recalls of School Board Commissioners Lopez, Collins and Moliga,” is created.\u003c/p>\n\u003cfigure id=\"attachment_11897133\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\">\u003cimg class=\"size-full wp-image-11897133\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg\" alt=\"A man wearing a green t-shirt and two women, one wearing a navy blue shirt and the other with a black jacket, yellow pin and shirt with a flowers stand on the street.\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/11/RS52670_009_SanFrancisco_SchoolBoardRecallOpponents_11192021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">SFUSD teachers and school board recall opponents (from left) Alex DiCicco, Karina Hwang and Cynthia Meza stand outside Leonard Flynn Elementary School in San Francisco on Nov. 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Nov. 4, 2021\u003c/strong>: State Sen. Scott \u003ca href=\"https://twitter.com/scott_wiener/status/1456302181187944458\">Wiener, D-San Francisco, announces his endorsement of the recall\u003c/a> of all three board members. Five days later, Breed \u003ca href=\"https://www.sfchronicle.com/sf/article/Mayor-Breed-backs-recall-of-three-San-Francisco-16607126.php\">announces her endorsement\u003c/a> of the recall.\u003c/p>\n\u003cp>\u003cstrong>Nov. 15, 2021\u003c/strong>: A second pro-recall campaign committee, \u003ca href=\"https://public.netfile.com/pub2/?aid=sfo\">Concerned Parents Supporting the Recall of Collins, Lopez, and Moliga\u003c/a>, is formed to handle the messaging and media in support of the recall. Todd David, the former political director for Wiener’s state Senate campaign, is listed as the treasurer. Arthur Rock, the venture capitalist, chips in $350,000.\u003c/p>\n\u003cp>\u003cstrong>Nov. 17, 2021\u003c/strong>: \u003ca href=\"https://www.sfexaminer.com/news/judge-lowell-admissions-decision-violated-open-meeting-law/\">A judge rules that the school board violated the Brown Act\u003c/a> when it voted to do away with merit-based admissions at Lowell. The order leaves open the possibility of correcting the procedural error by putting the resolution on the school board's agenda with proper notice.\u003c/p>\n\u003cp>\u003cstrong>Dec. 16, 2021\u003c/strong>: The \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sf-board-education-approves-maintaining-current-admissions-criteria-lowell-high-school-2022-23\">school board votes\u003c/a> to maintain lottery-based admissions at Lowell High School for the 2022-23 school year.\u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-superintendent-proposes-maintaining-choice-based-admissions-lowell-high-school-2022-23-school\"> Matthews put forward the proposal in late November\u003c/a>, saying there wasn't enough time to transition back to a merit-based system before the district’s Feb. 4 application deadline.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Feb. 15, 2022\u003c/strong>: The recall election.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>With California expecting another year of record state revenues, Gov. Gavin Newsom on Monday unveiled a spending plan that would make deep investments into containing the current COVID-19 surge, expanding health care access, shoring up drought response and \u003ca href=\"https://www.kqed.org/news/11899691/gov-newsom-boosts-efforts-to-combat-organized-retail-theft-in-california\">fighting organized retail crime\u003c/a>.\u003c/p>\n\u003cp>The $286.4 billion proposal is aimed at tackling what Newsom’s administration deems California’s “most existential threats”: COVID-19, climate change, homelessness, inequality and public safety. With midterm elections and the governor’s reelection campaign looming this fall, however, those challenges also pose clear political threats to the national Democratic establishment.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Gov. Gavin Newsom\"]‘[We] continue to do what we can to fight this latest surge.’[/pullquote]His budget seems aimed at getting ahead of some of that. Newsom is asking lawmakers to spend an extra $1.4 billion immediately on pandemic response measures — a proposal that comes as the state faces down its third year of addressing the pandemic even as COVID-19 cases surge to record levels, causing major disruptions in schools and hospitals.\u003c/p>\n\u003cp>The governor wants the state to earmark $2.7 billion in additional money over the next 18 months \u003ca href=\"https://www.gov.ca.gov/2022/01/08/governor-newsom-announces-new-2-7-billion-covid-19-emergency-response-package/\">for increased testing, vaccination campaigns and support for hospitals and health care workers\u003c/a>.\u003c/p>\n\u003cp>“The goal this year is to do more in testing and those vaccine boosters,” he said. “[We] continue to do what we can to fight this latest surge, in issues related to staffing of frontline workers in our hospitals, and dealing with this incredible stress and strain that so many in our system are facing.”\u003c/p>\n\u003cp>Newsom also praised “the individuals that show up every single day for work against just extraordinary, extraordinary circumstances.”\u003c/p>\n\u003cp>With at least $45 billion more in expected revenue than had been forecast by state officials last year — a number that could climb even higher over the coming months — Newsom also wants to expand health care access to all Californians, regardless of immigration status. If his proposal to make Medi-Cal available to all undocumented immigrants is approved, California would become the first state in the nation to do so.\u003c/p>\n\u003cp>[aside postID=\"news_11879724\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50190_GettyImages-1310021506-qut-1020x668.jpg\"]Not all of that $45 billion in extra money is unspoken for. Newsom noted that $16 billion of it will automatically go to schools, and $9 billion will be put in state reserves or used to pay down debt.\u003c/p>\n\u003cp>In all, California leaders will have about $20 billion extra to spend — cash Newsom said he wants to spend largely on one-time investments. It’s still unclear, the governor said, whether the state will have to refund any money to taxpayers under a 1979 law that places limits on state spending.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>Schools and COVID-19\u003c/strong>\u003c/h3>\n\u003cp>With the pandemic still top of mind for many Californians, Newsom is including a proposed $1.2 billion to help expand hours and capacity at testing sites as well as distribute millions of antigen tests to schools, local governments and clinics. The lack of access to testing has become a huge problem for schools in particular as the omicron variant drives cases to unprecedented levels, prompting staffing shortages and posing political challenges for Newsom and other state leaders.\u003c/p>\n\u003cp>In addition to testing, the governor wants to pump another $583 million into efforts to get more Californians vaccinated and boosted. That money would fund not only in-home vaccination and testing programs and free transportation to vaccine appointments, but also a public education campaign aimed at combating vaccine misinformation.\u003c/p>\n\u003cp>The governor also wants to invest billions more into behavioral health services — including for young people who have been hit hard by mental health issues during the pandemic. And, he’s proposing to continue offering two free meals a day to all public schoolchildren, not just those from families with incomes deemed low enough to qualify.\u003c/p>\n\u003cp>And, to address concerns about how declining public school enrollment could hurt schools already struggling to survive the pandemic, Newsom is proposing a new way to calculate how much money school districts receive. Instead of basing budget figures on a district’s average daily attendance over one school year, the budget proposes allowing them to consider an average of three years of attendance figures.\u003c/p>\n\u003ch3>\u003cstrong>Climate investments\u003c/strong>\u003c/h3>\n\u003cp>Despite wet weather in recent weeks, California is still facing a historic drought. Last year, lawmakers and the governor approved a $5.2 billion water package that will fund infrastructure projects around the state to make water more reliable and safer. In this year’s plan, Newsom proposes spending an additional $750 million to help residents, farmers and wildlife.\u003c/p>\n\u003cp>“We are mindful of our need to do better to prepare not only for short-term, medium- and long-term realities of a world that’s being replumbed both literally and figuratively as it comes to weather,” Newsom said, adding that in addition to investments in storage and infrastructure, “we have got to do more, all of us including my family, on water conservation.”\u003c/p>\n\u003cp>[aside postID=\"news_11900750\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2022/01/GettyImages-1323577332-1-1020x676.jpg\"]The governor is also including $1.2 billion in new spending on initiatives like forest thinning, prescribed burns, grazing, reforestation, fuel breaks and new technology to detect wildfires early. And he wants to direct nearly $650 million in new funds to support firefighting efforts — including $400 million for CalFire firefighters directly.\u003c/p>\n\u003cp>“They are overwhelmed, they are stressed,” Newsom said of the CalFire workforce. “We have gotten staffing up [in recent years] but the workload is still profound.”\u003c/p>\n\u003cp>Newsom wants to reduce the state’s reliance on fossil fuels in part by investing a total of $10 billion to encourage the switch to electric vehicles, including nearly $4 billion for trucks, buses and heavy-duty vehicles. And he’s proposing over $1 billion over the next three years in new tax credits for businesses that create “cutting-edge climate solutions” and “develop green energy technologies and agree to share profits.”\u003c/p>\n\u003ch3>\u003cstrong>Targeting inequality\u003c/strong>\u003c/h3>\n\u003cp>The governor also is prioritizing the state’s high cost of living, saying he wants to help blunt the rising costs of health care, housing and child care — and help small businesses stay open.\u003c/p>\n\u003cp>Among his initiatives:\u003c/p>\n\u003cul>\n\u003cli>Expanding Medi-Cal health coverage to undocumented immigrants who are between age 26 and 50. In recent years, the state has slowly increased access to the health care insurance program for Californians with lower incomes — first by expanding it to young people up to age 26 in 2019, \u003ca href=\"https://www.kqed.org/news//so-thankful-california-to-offer-medi-cal-to-235000-undocumented-californians\">and then last year by including an estimated 235,000 undocumented people over the age of 50\u003c/a>. Under this year’s proposal — which is likely to be embraced by the Democrat-led Legislature, another 764,000 people would be covered by January of 2024.\u003c/li>\n\u003cli>Investing in child care and education programs by adding thousands of new child care slots for lower-income families and increasing access to before-, after- and summer-school programs. He’s also proposing $4 billion in spending over the next several years to create universal preschool in California.\u003c/li>\n\u003cli>Earmarking $2 billion for grants and tax credits aimed at increasing housing production in California.\u003c/li>\n\u003cli>Providing hundreds of millions of dollars in grants and tax breaks to small businesses as well as waiving fees. Newsom, a business owner himself, noted the challenges small businesses have faced during this pandemic.\u003c/li>\n\u003cli>$182 million to fight the opioid epidemic, particularly the fentanyl crisis, including for overdose prevention and medication-assisted treatment.\u003c/li>\n\u003c/ul>\n\u003cp>And, the governor said the state will be experimenting with a way to bring down the cost of prescription drugs by entering into agreements to produce its own insulin.\u003c/p>\n\u003cp>“Insulin epitomizes the failures in the pharmaceutical industry,” he said, adding that more details will be released in the coming months but that he hopes the pilot program could be a model for other pharmaceutical products.\u003c/p>\n\u003ch3>\u003cstrong>Reducing homelessness\u003c/strong>\u003c/h3>\n\u003cp>In addition to $12 billion authorized last year, Newsom is proposing another $2 billion in spending this year aimed at getting people off the street and into shelters that have behavioral health support. He noted that the state has housed more than 50,000 people since the pandemic began, through its Project Roomkey program, but said more needs to be done.\u003c/p>\n\u003cp>Most strikingly, the governor indicated he intends to double down on one of the state’s most controversial strategies for getting people into housing: conservatorship laws, which allow counties to force residents deemed mentally incompetent by a court into treatment.\u003c/p>\n\u003cp>[aside postID=\"news_11887815\" hero=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/GettyImages-1233456190-1020x680.jpg\"]Conservatorship laws have been vociferously opposed by some advocates for unhoused people and by civil libertarians, but the governor promised to overhaul the state’s laws this year, with more details in the coming weeks for what is sure to be a controversial proposal.\u003c/p>\n\u003cp>“Look, we recognize our responsibility to do more and better,” he said.\u003c/p>\n\u003cp>Among his budget proposals: $1.4 billion for mobile crisis services, so that Medi-Cal providers can provide behavioral health care to unhoused residents where they are.\u003c/p>\n\u003ch3>\u003cstrong>Public safety\u003c/strong>\u003c/h3>\n\u003cp>Newsom also is trying to get ahead of concerns about public safety. His proposal includes $255 million in grants to help local law enforcement combat organized retail crime — including by increasing police presence at stores. He’s piloting a new grant program to help small businesses that have been the victims of smash-and-grab theft.\u003c/p>\n\u003cp>Newsom also wants to make permanent a “smash and grab” division at the California Highway Patrol dedicated to assisting police agencies in the Bay Area, Sacramento, San Joaquin Valley, Los Angeles and San Diego regions combat retail, auto and rail theft.\u003c/p>\n\u003cp>[aside label ='Related Coverage' tag='politics']The budget also calls for nearly $50 million to help both state and local prosecutors in theft-related cases — including to prosecute large retail theft rings.\u003c/p>\n\u003cp>Newsom said he understands that mayors and local police and prosecutors need support to tackle, in particular, organized theft.\u003c/p>\n\u003cp>“It’s wrong and you have to be held to account,” he said, noting that those crimes threaten “our sense of safety,” which he called “foundational to any thriving society.”\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>With California expecting another year of record state revenues, Gov. Gavin Newsom on Monday unveiled a spending plan that would make deep investments into containing the current COVID-19 surge, expanding health care access, shoring up drought response and \u003ca href=\"https://www.kqed.org/news/11899691/gov-newsom-boosts-efforts-to-combat-organized-retail-theft-in-california\">fighting organized retail crime\u003c/a>.\u003c/p>\n\u003cp>The $286.4 billion proposal is aimed at tackling what Newsom’s administration deems California’s “most existential threats”: COVID-19, climate change, homelessness, inequality and public safety. With midterm elections and the governor’s reelection campaign looming this fall, however, those challenges also pose clear political threats to the national Democratic establishment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>His budget seems aimed at getting ahead of some of that. Newsom is asking lawmakers to spend an extra $1.4 billion immediately on pandemic response measures — a proposal that comes as the state faces down its third year of addressing the pandemic even as COVID-19 cases surge to record levels, causing major disruptions in schools and hospitals.\u003c/p>\n\u003cp>The governor wants the state to earmark $2.7 billion in additional money over the next 18 months \u003ca href=\"https://www.gov.ca.gov/2022/01/08/governor-newsom-announces-new-2-7-billion-covid-19-emergency-response-package/\">for increased testing, vaccination campaigns and support for hospitals and health care workers\u003c/a>.\u003c/p>\n\u003cp>“The goal this year is to do more in testing and those vaccine boosters,” he said. “[We] continue to do what we can to fight this latest surge, in issues related to staffing of frontline workers in our hospitals, and dealing with this incredible stress and strain that so many in our system are facing.”\u003c/p>\n\u003cp>Newsom also praised “the individuals that show up every single day for work against just extraordinary, extraordinary circumstances.”\u003c/p>\n\u003cp>With at least $45 billion more in expected revenue than had been forecast by state officials last year — a number that could climb even higher over the coming months — Newsom also wants to expand health care access to all Californians, regardless of immigration status. If his proposal to make Medi-Cal available to all undocumented immigrants is approved, California would become the first state in the nation to do so.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Not all of that $45 billion in extra money is unspoken for. Newsom noted that $16 billion of it will automatically go to schools, and $9 billion will be put in state reserves or used to pay down debt.\u003c/p>\n\u003cp>In all, California leaders will have about $20 billion extra to spend — cash Newsom said he wants to spend largely on one-time investments. It’s still unclear, the governor said, whether the state will have to refund any money to taxpayers under a 1979 law that places limits on state spending.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>Schools and COVID-19\u003c/strong>\u003c/h3>\n\u003cp>With the pandemic still top of mind for many Californians, Newsom is including a proposed $1.2 billion to help expand hours and capacity at testing sites as well as distribute millions of antigen tests to schools, local governments and clinics. The lack of access to testing has become a huge problem for schools in particular as the omicron variant drives cases to unprecedented levels, prompting staffing shortages and posing political challenges for Newsom and other state leaders.\u003c/p>\n\u003cp>In addition to testing, the governor wants to pump another $583 million into efforts to get more Californians vaccinated and boosted. That money would fund not only in-home vaccination and testing programs and free transportation to vaccine appointments, but also a public education campaign aimed at combating vaccine misinformation.\u003c/p>\n\u003cp>The governor also wants to invest billions more into behavioral health services — including for young people who have been hit hard by mental health issues during the pandemic. And, he’s proposing to continue offering two free meals a day to all public schoolchildren, not just those from families with incomes deemed low enough to qualify.\u003c/p>\n\u003cp>And, to address concerns about how declining public school enrollment could hurt schools already struggling to survive the pandemic, Newsom is proposing a new way to calculate how much money school districts receive. Instead of basing budget figures on a district’s average daily attendance over one school year, the budget proposes allowing them to consider an average of three years of attendance figures.\u003c/p>\n\u003ch3>\u003cstrong>Climate investments\u003c/strong>\u003c/h3>\n\u003cp>Despite wet weather in recent weeks, California is still facing a historic drought. Last year, lawmakers and the governor approved a $5.2 billion water package that will fund infrastructure projects around the state to make water more reliable and safer. In this year’s plan, Newsom proposes spending an additional $750 million to help residents, farmers and wildlife.\u003c/p>\n\u003cp>“We are mindful of our need to do better to prepare not only for short-term, medium- and long-term realities of a world that’s being replumbed both literally and figuratively as it comes to weather,” Newsom said, adding that in addition to investments in storage and infrastructure, “we have got to do more, all of us including my family, on water conservation.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The governor is also including $1.2 billion in new spending on initiatives like forest thinning, prescribed burns, grazing, reforestation, fuel breaks and new technology to detect wildfires early. And he wants to direct nearly $650 million in new funds to support firefighting efforts — including $400 million for CalFire firefighters directly.\u003c/p>\n\u003cp>“They are overwhelmed, they are stressed,” Newsom said of the CalFire workforce. “We have gotten staffing up [in recent years] but the workload is still profound.”\u003c/p>\n\u003cp>Newsom wants to reduce the state’s reliance on fossil fuels in part by investing a total of $10 billion to encourage the switch to electric vehicles, including nearly $4 billion for trucks, buses and heavy-duty vehicles. And he’s proposing over $1 billion over the next three years in new tax credits for businesses that create “cutting-edge climate solutions” and “develop green energy technologies and agree to share profits.”\u003c/p>\n\u003ch3>\u003cstrong>Targeting inequality\u003c/strong>\u003c/h3>\n\u003cp>The governor also is prioritizing the state’s high cost of living, saying he wants to help blunt the rising costs of health care, housing and child care — and help small businesses stay open.\u003c/p>\n\u003cp>Among his initiatives:\u003c/p>\n\u003cul>\n\u003cli>Expanding Medi-Cal health coverage to undocumented immigrants who are between age 26 and 50. In recent years, the state has slowly increased access to the health care insurance program for Californians with lower incomes — first by expanding it to young people up to age 26 in 2019, \u003ca href=\"https://www.kqed.org/news//so-thankful-california-to-offer-medi-cal-to-235000-undocumented-californians\">and then last year by including an estimated 235,000 undocumented people over the age of 50\u003c/a>. Under this year’s proposal — which is likely to be embraced by the Democrat-led Legislature, another 764,000 people would be covered by January of 2024.\u003c/li>\n\u003cli>Investing in child care and education programs by adding thousands of new child care slots for lower-income families and increasing access to before-, after- and summer-school programs. He’s also proposing $4 billion in spending over the next several years to create universal preschool in California.\u003c/li>\n\u003cli>Earmarking $2 billion for grants and tax credits aimed at increasing housing production in California.\u003c/li>\n\u003cli>Providing hundreds of millions of dollars in grants and tax breaks to small businesses as well as waiving fees. Newsom, a business owner himself, noted the challenges small businesses have faced during this pandemic.\u003c/li>\n\u003cli>$182 million to fight the opioid epidemic, particularly the fentanyl crisis, including for overdose prevention and medication-assisted treatment.\u003c/li>\n\u003c/ul>\n\u003cp>And, the governor said the state will be experimenting with a way to bring down the cost of prescription drugs by entering into agreements to produce its own insulin.\u003c/p>\n\u003cp>“Insulin epitomizes the failures in the pharmaceutical industry,” he said, adding that more details will be released in the coming months but that he hopes the pilot program could be a model for other pharmaceutical products.\u003c/p>\n\u003ch3>\u003cstrong>Reducing homelessness\u003c/strong>\u003c/h3>\n\u003cp>In addition to $12 billion authorized last year, Newsom is proposing another $2 billion in spending this year aimed at getting people off the street and into shelters that have behavioral health support. He noted that the state has housed more than 50,000 people since the pandemic began, through its Project Roomkey program, but said more needs to be done.\u003c/p>\n\u003cp>Most strikingly, the governor indicated he intends to double down on one of the state’s most controversial strategies for getting people into housing: conservatorship laws, which allow counties to force residents deemed mentally incompetent by a court into treatment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Conservatorship laws have been vociferously opposed by some advocates for unhoused people and by civil libertarians, but the governor promised to overhaul the state’s laws this year, with more details in the coming weeks for what is sure to be a controversial proposal.\u003c/p>\n\u003cp>“Look, we recognize our responsibility to do more and better,” he said.\u003c/p>\n\u003cp>Among his budget proposals: $1.4 billion for mobile crisis services, so that Medi-Cal providers can provide behavioral health care to unhoused residents where they are.\u003c/p>\n\u003ch3>\u003cstrong>Public safety\u003c/strong>\u003c/h3>\n\u003cp>Newsom also is trying to get ahead of concerns about public safety. His proposal includes $255 million in grants to help local law enforcement combat organized retail crime — including by increasing police presence at stores. He’s piloting a new grant program to help small businesses that have been the victims of smash-and-grab theft.\u003c/p>\n\u003cp>Newsom also wants to make permanent a “smash and grab” division at the California Highway Patrol dedicated to assisting police agencies in the Bay Area, Sacramento, San Joaquin Valley, Los Angeles and San Diego regions combat retail, auto and rail theft.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California high school seniors were in 10th grade when the COVID-19 pandemic closed schools and sent them home to learn. This year, many seniors are either struggling to earn enough credits to graduate or, because of a new state law, graduating with fewer credits and requirements than classes before them.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB104\">Assembly Bill 104\u003c/a>, signed by Gov. Gavin Newsom in July, allowed parents to request that D’s and F’s earned in the 2020-21 school year be changed to pass or no-pass grades. It also gave last year’s juniors and seniors the option to graduate with \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=51225.3.&nodeTreePath=2.3.4.3.3&lawCode=EDC\">the state’s minimum requirements\u003c/a>, made up of 13 courses totaling about 130 credits. Students also can take a fifth year of high school if needed.\u003c/p>\n\u003cp>Despite these flexibilities, some high school students are still lagging academically, and school districts and their teachers are working hard to help them catch up. Popular tactics include instituting block schedules that allow students to take more classes and add tutoring sessions into their school days, as well as meeting with students to set up graduation plans and expanding after-school tutoring programs.[pullquote size=\"medium\" align=\"right\" citation=\"Alix Gallagher, director of strategic partnerships, Policy Analysis for California Education\"]‘Some of the students the hardest hit were the ones already struggling.’[/pullquote]\u003c/p>\n\u003cp>It’s hard to know how many seniors are failing classes this school year, as first-term grades aren’t yet available, but it’s no secret students are struggling, said Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education, \u003ca href=\"https://edpolicyinca.org/\">or PACE,\u003c/a> an independent research center at Stanford University that focuses on education.\u003c/p>\n\u003cp>“I’m hearing it everywhere,” she said. “Last year was their junior year, and they spent it online.”\u003c/p>\n\u003cp>Data from \u003ca href=\"https://coredistricts.org/\">Core Districts\u003c/a>, a collaboration of California school districts working to improve student achievement, shows a 10% increase in the number of ninth graders at 15 schools across multiple districts with at least one D or F in college preparation courses in the second semester of 2020-21, compared with the same semester of the 2018-19 school year.\u003c/p>\n\u003cp>“It’s not a small leap to say it isn’t just ninth graders [who are failing more classes],” Gallagher said.\u003c/p>\n\u003cp>And, she said, students who stopped showing up for school weren’t included in those numbers.\u003c/p>\n\u003cp>“Some of the students the hardest hit were the ones already struggling,” she said.\u003c/p>\n\u003ch3>Students need academic and social-emotional support\u003c/h3>\n\u003cp>Educators contacted by EdSource overwhelmingly said that social-emotional issues are the primary reason students are struggling academically. Schools have added therapists, counselors and social workers to help students to deal with emotional issues, often related to the pandemic, so they can get on track academically.\u003c/p>\n\u003cp>Tatiana Torres, 17, a senior at Heritage High School in Brentwood, started attending high school her sophomore year after three years in a home-hospital school program because of an injury. She was just settling into the high school campus — making friends, changing classes, dreaming about school dances — when the pandemic hit, and she found herself at home again.\u003c/p>\n\u003cp>Even though she was accustomed to studying independently, online distance learning was a struggle, Torres said. “It was a difficult time academically,” she said. “There was so much emotion going on. It was really difficult.”\u003c/p>\n\u003cp>But returning to school was also hard. Along with trying to get reacquainted with old friends, adapting to the return to school and being part of a class again, seniors had to make sure they had enough credits to graduate, Torres said.\u003c/p>\n\u003cp>“I know in my class, especially in the beginning of the year, people couldn’t pay attention,” Torres said. “Some people just couldn’t do it. Some people couldn’t focus. If you haven’t been doing it in the last one and a half years, getting back into it is very difficult.”[aside postID=\"mindshift_58693,news_11888038,mindshift_58872\" label=\"Related Posts\"]David Cohen, an English and writing teacher at Palo Alto High School with certification from the National Board for Professional Teaching Standards, said students are still trying to get acclimated to classrooms again, as well as to academic rhythms and expectations. The problems in his classes seem to be overall work habits and drive, he said.\u003c/p>\n\u003cp>“Anecdotally, there has not been a huge increase in the number [of students] that actually fail, but an increase in those who come close and need extra support to stay on solid ground,” he said.\u003c/p>\n\u003cp>Many teachers are trying to provide more structure for students by guiding them through their work, but they also are offering more flexibility when students have trouble completing work on time, Cohen said.\u003c/p>\n\u003ch3>School districts are getting creative to keep students on track\u003c/h3>\n\u003cp>Los Angeles Unified, the state’s largest district, with 450,000 students, and Nevada Joint Union High School District in Grass Valley, with 2,686 students, were two of the districts that adopted a block schedule to help students catch up.\u003c/p>\n\u003cp>A block schedule allows for longer class periods and fewer classes each day. Individual classes are held a few times a week instead of five times, often allowing students to take more classes and earn additional units.\u003c/p>\n\u003cp>Los Angeles Unified saw a 1.6% increase in students earning a failing grade in the 2020-21 school year, compared with 2018-19 — the year before the pandemic — although the graduation rate increased slightly.\u003c/p>\n\u003cp>“Los Angeles Unified has aggressively worked to increase instructional opportunities and credit recovery for all students, including the adoption of block scheduling and eight-period school days to enable students to graduate on time and be eligible for post-secondary opportunities,” said district officials in a statement.\u003c/p>\n\u003cp>Nevada Joint Union High School District, located in the Sierra Nevada foothills, moved to four 82-minute classes a day and a 35-minute period for tutoring.\u003c/p>\n\u003cp>“If students are struggling in any particular thing, counselors will assign them to get additional assistance,” said Superintendent Brett McFadden. “If students are doing well and are on target, they can use the 35 minutes for homework. “\u003c/p>\n\u003cp>The district also went to a pass/no pass grading policy a few months after schools closed in 2020 and agreed last year to allow students who were struggling to petition the district to allow them to graduate with a minimum of 160 credits, instead of the district’s usual 210-credit requirement.\u003c/p>\n\u003cp>At the end of last school year, counselors also met with students who didn’t have enough credits and their parents to develop a graduation plan and to offer services like after-school tutoring and summer school.\u003c/p>\n\u003cp>“Because of early actions we took, we aren’t facing a high number of seniors at risk of not graduating,” McFadden said.\u003c/p>\n\u003cp>San Juan Unified School District in Sacramento was another district that didn’t wait for legislators to pass AB 104 before they stepped in to make graduating easier for seniors affected by the pandemic. District officials decided early in the pandemic to allow students who had been on track to graduate before the pandemic to earn their diploma even if they had fallen behind since.\u003c/p>\n\u003cp>“We basically just notified them and said, ‘Hey, by the way, you know you don’t have to go to summer school. You graduated,’” said Brett Wolfe, a director with the school district.\u003c/p>\n\u003cp>District officials expect that the legislative flexibilities that are still in place and district strategies to accelerate learning will keep graduation rates around 96% — the same as last year.\u003c/p>\n\u003cp>Some strategies the district uses include meetings with counselors, students and their parents to ensure students who are struggling are aware of how many credits they still need, as well as the academic interventions that are available.\u003c/p>\n\u003cp>Last year 433 of San Juan’s 2,734 high school graduates used the lower state graduation requirements allowed under AB 104. The district has 51,000 students.\u003c/p>\n\u003cp>“We want kids to graduate what we call college-, career-ready,” Wolfe said. “AB 104 is a safety net, not a strategy. And so really that’s the message we want to send.”\u003c/p>\n\u003cp>To accommodate students who are behind on credits, the district increased access to online credit-recovery courses and summer school programs, and added flexible schedules at high schools that include 30 minutes of designated time each day to provide academic intervention, enrichment and emotional support to students.\u003c/p>\n\u003cp>“It’s very hard for them, coming back full time,” said Kristan Schnepp, assistant superintendent of secondary education at San Juan Unified. “There’s just a lot of stress that goes along with that return. There was a lot of trauma that happened for students over the last 18 months.”\u003c/p>\n\u003cp>San Bernardino City Unified, a district of 48,755 students in Southern California, also has seen some increase in failure rates, said Sudha Venkatesan, director of secondary education for the district.\u003c/p>\n\u003cp>“The learning loss is evident,” she said.\u003c/p>\n\u003cp>Many students fell behind academically during school closures because of a lack of attendance, due to problems including getting online and turning their cameras on, Venkatesan said.\u003c/p>\n\u003cp>The district also had a slight drop in its graduation rate — from 91.8% in 2018 to 88.5% in 2020, according to the \u003ca href=\"https://www6.cde.ca.gov/californiamodel/gradreport?&year=2020&cdcode=3667876&scode=&reporttype=schools\">California Department of Education website\u003c/a>.\u003c/p>\n\u003cp>San Bernardino City Unified has long offered high school seniors credit-recovery programs so they can make up needed credits and graduate. But its optional fifth year of high school, online credit-recovery programs and condensed coursework at its alternative schools wasn’t enough this year.\u003c/p>\n\u003cp>The district added tutors and increased access to online classes that allow students to make up credits. The district’s summer school program also had some of the highest enrollment numbers since the program began about seven years ago, Venkatesan said.\u003c/p>\n\u003cp>San Bernardino students who were affected by the 2020-21 school closures also were allowed to submit a petition to waive the district’s graduation requirements, which are currently 220 credits, and complete the state’s minimum course requirements of about 130 credits. A district team of counselors, parents and school administrators vetted student petitions, ultimately approving about 35 requests last year.\u003c/p>\n\u003cp>Students who were struggling academically before the pandemic are more likely than their peers to be failing their classes now and are more likely to ask to graduate with fewer credits, according to experts. Students who were planning and preparing for college before the pandemic have been the quickest to get back on track academically.\u003c/p>\n\u003cp>“There has been a further separation of the haves and have-nots,” McFadden said. “Students from a high social-economic status and more stable homes, those students continue to get enrolled into colleges, and we aren’t seeing much of a change in that. COVID’s impact has been on students who have lower economic status and students who are having more challenges, academic and social-emotional. It further exacerbates the challenges they are facing.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/hit-hard-by-covid-california-high-school-seniors-are-struggling-but-still-moving-toward-graduation/665184\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California high school seniors were in 10th grade when the COVID-19 pandemic closed schools and sent them home to learn. This year, many seniors are either struggling to earn enough credits to graduate or, because of a new state law, graduating with fewer credits and requirements than classes before them.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB104\">Assembly Bill 104\u003c/a>, signed by Gov. Gavin Newsom in July, allowed parents to request that D’s and F’s earned in the 2020-21 school year be changed to pass or no-pass grades. It also gave last year’s juniors and seniors the option to graduate with \u003ca href=\"https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?sectionNum=51225.3.&nodeTreePath=2.3.4.3.3&lawCode=EDC\">the state’s minimum requirements\u003c/a>, made up of 13 courses totaling about 130 credits. Students also can take a fifth year of high school if needed.\u003c/p>\n\u003cp>Despite these flexibilities, some high school students are still lagging academically, and school districts and their teachers are working hard to help them catch up. Popular tactics include instituting block schedules that allow students to take more classes and add tutoring sessions into their school days, as well as meeting with students to set up graduation plans and expanding after-school tutoring programs.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s hard to know how many seniors are failing classes this school year, as first-term grades aren’t yet available, but it’s no secret students are struggling, said Alix Gallagher, director of strategic partnerships for Policy Analysis for California Education, \u003ca href=\"https://edpolicyinca.org/\">or PACE,\u003c/a> an independent research center at Stanford University that focuses on education.\u003c/p>\n\u003cp>“I’m hearing it everywhere,” she said. “Last year was their junior year, and they spent it online.”\u003c/p>\n\u003cp>Data from \u003ca href=\"https://coredistricts.org/\">Core Districts\u003c/a>, a collaboration of California school districts working to improve student achievement, shows a 10% increase in the number of ninth graders at 15 schools across multiple districts with at least one D or F in college preparation courses in the second semester of 2020-21, compared with the same semester of the 2018-19 school year.\u003c/p>\n\u003cp>“It’s not a small leap to say it isn’t just ninth graders [who are failing more classes],” Gallagher said.\u003c/p>\n\u003cp>And, she said, students who stopped showing up for school weren’t included in those numbers.\u003c/p>\n\u003cp>“Some of the students the hardest hit were the ones already struggling,” she said.\u003c/p>\n\u003ch3>Students need academic and social-emotional support\u003c/h3>\n\u003cp>Educators contacted by EdSource overwhelmingly said that social-emotional issues are the primary reason students are struggling academically. Schools have added therapists, counselors and social workers to help students to deal with emotional issues, often related to the pandemic, so they can get on track academically.\u003c/p>\n\u003cp>Tatiana Torres, 17, a senior at Heritage High School in Brentwood, started attending high school her sophomore year after three years in a home-hospital school program because of an injury. She was just settling into the high school campus — making friends, changing classes, dreaming about school dances — when the pandemic hit, and she found herself at home again.\u003c/p>\n\u003cp>Even though she was accustomed to studying independently, online distance learning was a struggle, Torres said. “It was a difficult time academically,” she said. “There was so much emotion going on. It was really difficult.”\u003c/p>\n\u003cp>But returning to school was also hard. Along with trying to get reacquainted with old friends, adapting to the return to school and being part of a class again, seniors had to make sure they had enough credits to graduate, Torres said.\u003c/p>\n\u003cp>“I know in my class, especially in the beginning of the year, people couldn’t pay attention,” Torres said. “Some people just couldn’t do it. Some people couldn’t focus. If you haven’t been doing it in the last one and a half years, getting back into it is very difficult.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>David Cohen, an English and writing teacher at Palo Alto High School with certification from the National Board for Professional Teaching Standards, said students are still trying to get acclimated to classrooms again, as well as to academic rhythms and expectations. The problems in his classes seem to be overall work habits and drive, he said.\u003c/p>\n\u003cp>“Anecdotally, there has not been a huge increase in the number [of students] that actually fail, but an increase in those who come close and need extra support to stay on solid ground,” he said.\u003c/p>\n\u003cp>Many teachers are trying to provide more structure for students by guiding them through their work, but they also are offering more flexibility when students have trouble completing work on time, Cohen said.\u003c/p>\n\u003ch3>School districts are getting creative to keep students on track\u003c/h3>\n\u003cp>Los Angeles Unified, the state’s largest district, with 450,000 students, and Nevada Joint Union High School District in Grass Valley, with 2,686 students, were two of the districts that adopted a block schedule to help students catch up.\u003c/p>\n\u003cp>A block schedule allows for longer class periods and fewer classes each day. Individual classes are held a few times a week instead of five times, often allowing students to take more classes and earn additional units.\u003c/p>\n\u003cp>Los Angeles Unified saw a 1.6% increase in students earning a failing grade in the 2020-21 school year, compared with 2018-19 — the year before the pandemic — although the graduation rate increased slightly.\u003c/p>\n\u003cp>“Los Angeles Unified has aggressively worked to increase instructional opportunities and credit recovery for all students, including the adoption of block scheduling and eight-period school days to enable students to graduate on time and be eligible for post-secondary opportunities,” said district officials in a statement.\u003c/p>\n\u003cp>Nevada Joint Union High School District, located in the Sierra Nevada foothills, moved to four 82-minute classes a day and a 35-minute period for tutoring.\u003c/p>\n\u003cp>“If students are struggling in any particular thing, counselors will assign them to get additional assistance,” said Superintendent Brett McFadden. “If students are doing well and are on target, they can use the 35 minutes for homework. “\u003c/p>\n\u003cp>The district also went to a pass/no pass grading policy a few months after schools closed in 2020 and agreed last year to allow students who were struggling to petition the district to allow them to graduate with a minimum of 160 credits, instead of the district’s usual 210-credit requirement.\u003c/p>\n\u003cp>At the end of last school year, counselors also met with students who didn’t have enough credits and their parents to develop a graduation plan and to offer services like after-school tutoring and summer school.\u003c/p>\n\u003cp>“Because of early actions we took, we aren’t facing a high number of seniors at risk of not graduating,” McFadden said.\u003c/p>\n\u003cp>San Juan Unified School District in Sacramento was another district that didn’t wait for legislators to pass AB 104 before they stepped in to make graduating easier for seniors affected by the pandemic. District officials decided early in the pandemic to allow students who had been on track to graduate before the pandemic to earn their diploma even if they had fallen behind since.\u003c/p>\n\u003cp>“We basically just notified them and said, ‘Hey, by the way, you know you don’t have to go to summer school. You graduated,’” said Brett Wolfe, a director with the school district.\u003c/p>\n\u003cp>District officials expect that the legislative flexibilities that are still in place and district strategies to accelerate learning will keep graduation rates around 96% — the same as last year.\u003c/p>\n\u003cp>Some strategies the district uses include meetings with counselors, students and their parents to ensure students who are struggling are aware of how many credits they still need, as well as the academic interventions that are available.\u003c/p>\n\u003cp>Last year 433 of San Juan’s 2,734 high school graduates used the lower state graduation requirements allowed under AB 104. The district has 51,000 students.\u003c/p>\n\u003cp>“We want kids to graduate what we call college-, career-ready,” Wolfe said. “AB 104 is a safety net, not a strategy. And so really that’s the message we want to send.”\u003c/p>\n\u003cp>To accommodate students who are behind on credits, the district increased access to online credit-recovery courses and summer school programs, and added flexible schedules at high schools that include 30 minutes of designated time each day to provide academic intervention, enrichment and emotional support to students.\u003c/p>\n\u003cp>“It’s very hard for them, coming back full time,” said Kristan Schnepp, assistant superintendent of secondary education at San Juan Unified. “There’s just a lot of stress that goes along with that return. There was a lot of trauma that happened for students over the last 18 months.”\u003c/p>\n\u003cp>San Bernardino City Unified, a district of 48,755 students in Southern California, also has seen some increase in failure rates, said Sudha Venkatesan, director of secondary education for the district.\u003c/p>\n\u003cp>“The learning loss is evident,” she said.\u003c/p>\n\u003cp>Many students fell behind academically during school closures because of a lack of attendance, due to problems including getting online and turning their cameras on, Venkatesan said.\u003c/p>\n\u003cp>The district also had a slight drop in its graduation rate — from 91.8% in 2018 to 88.5% in 2020, according to the \u003ca href=\"https://www6.cde.ca.gov/californiamodel/gradreport?&year=2020&cdcode=3667876&scode=&reporttype=schools\">California Department of Education website\u003c/a>.\u003c/p>\n\u003cp>San Bernardino City Unified has long offered high school seniors credit-recovery programs so they can make up needed credits and graduate. But its optional fifth year of high school, online credit-recovery programs and condensed coursework at its alternative schools wasn’t enough this year.\u003c/p>\n\u003cp>The district added tutors and increased access to online classes that allow students to make up credits. The district’s summer school program also had some of the highest enrollment numbers since the program began about seven years ago, Venkatesan said.\u003c/p>\n\u003cp>San Bernardino students who were affected by the 2020-21 school closures also were allowed to submit a petition to waive the district’s graduation requirements, which are currently 220 credits, and complete the state’s minimum course requirements of about 130 credits. A district team of counselors, parents and school administrators vetted student petitions, ultimately approving about 35 requests last year.\u003c/p>\n\u003cp>Students who were struggling academically before the pandemic are more likely than their peers to be failing their classes now and are more likely to ask to graduate with fewer credits, according to experts. Students who were planning and preparing for college before the pandemic have been the quickest to get back on track academically.\u003c/p>\n\u003cp>“There has been a further separation of the haves and have-nots,” McFadden said. “Students from a high social-economic status and more stable homes, those students continue to get enrolled into colleges, and we aren’t seeing much of a change in that. COVID’s impact has been on students who have lower economic status and students who are having more challenges, academic and social-emotional. It further exacerbates the challenges they are facing.”\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2022/hit-hard-by-covid-california-high-school-seniors-are-struggling-but-still-moving-toward-graduation/665184\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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