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"content": "\u003cp>City College of San Francisco has averted 163 layoffs and hundreds more potential job losses — for now.\u003c/p>\n\u003cp>In a special meeting Monday, CCSF’s board of trustees voted to approve a \u003ca href=\"https://www.kqed.org/news/11872868/ccsf-faculty-may-trade-layoffs-for-across-the-board-salary-cuts\">contract\u003c/a> with its teachers for the 2021-2022 school year that would cut faculty pay across the board.\u003c/p>\n\u003cp>The trustees said they were thankful for teachers’ sacrifice, which will see their pay slashed by as much as 11%. However, the alternative would mean broad cuts to vital classes, administrators had argued, from car mechanic training to English as second language classes used by thousands of new immigrants annually.\u003c/p>\n\u003cp>State funding would likely not rescue the college, board of trustees President Shanell Williams said at the meeting. Instead, state leaders want to see the college change who it focuses on.\u003c/p>\n\u003cp>“I just want to be very candid, we heard very clearly from our federal leaders, our state leaders, that they want to see that structural change at our college,” she said. “They were not really receptive to providing funding in that way.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The contract’s approval also means fewer changes to class schedules and programs, preserving courses \u003ca href=\"https://www.kqed.org/news/11872330/my-heart-dropped-ccsf-students-rally-to-protest-cuts-that-threaten-to-transform-college\">the community rallied for last week to see preserved\u003c/a>.\u003c/p>\n\u003cp>Students were particularly fearful to lose Cantonese-language courses, vital to train the local workforce to communicate with monolingual Chinese communities at a time of rising racist violence and COVID-19 concerns.\u003c/p>\n\u003cp>[aside postID=\"news_11872868\" label=\"CCSF Teachers Threatened With Layoffs\"]\u003c/p>\n\u003cp>Student Lauren Chinn told the trustees that taking Cantonese at City College helped her get Cantonese speakers counted in the census.\u003c/p>\n\u003cp>“Taking Cantonese at City College has been a way for me to reconnect with my roots,” she said.\u003c/p>\n\u003cp>Faculty pay cuts were approved by teachers themselves in a vote earlier Monday afternoon by CCSF members of the American Federation of Teachers Local 2121. Out of 732 faculty who voted, 603 said yes to the pay cuts.\u003c/p>\n\u003cp>Layoff notices were \u003ca href=\"https://www.sfexaminer.com/news/ccsf-community-outraged-over-proposed-cuts-layoffs/\">sent to 163 faculty by college administrators in March\u003c/a> as the school faced a $33 million budget shortfall amid historic declining enrollment. Failing to meet its financial needs may lead to a state takeover of the school, the trustees have warned.\u003c/p>\n\u003cp>The class cuts at CCSF are forcing a fork-in-the-road moment, the union and San Francisco leaders say: Should the college focus its dwindling dollars on younger two-year transfer students who are bound to universities? Or maintain its historic broader mission of serving older and returning students, workforce training and English as second language courses aimed at newcomer immigrants?\u003c/p>\n\u003cp>In some ways, the college’s hand has been guided to the former choice by the state under a funding scheme called the “\u003ca href=\"https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Planning/Student-Centered-Funding-Formula\">Student Centered Funding Formula\u003c/a>” first implemented in 2019 that prioritizes funding not only by enrollment, as was the case previously, but also calculations including “student success” as measured by certificates, associate degrees or students transferring to four-year colleges and universities.\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date.\u003c/p>\n\u003cp>While the vote Monday saved jobs, for now, the state funding formula is a structural issue the college still needs to solve, trustee Alan Wong told the public.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Lauren Chinn, CCSF student\"]‘Taking Cantonese at City College has been a way for me to reconnect with my roots.’[/pullquote]\u003c/p>\n\u003cp>“This is a one-year deal. And City College will continue to have a structural budget deficit and funding gap,” Wong said. “Immediately after approving this tentative agreement, we must turn our attention to long-term funding.”\u003c/p>\n\u003cp>While state leaders aren’t receptive to funding the vision some locally have for CCSF, San Francisco elected officials are working behind the scenes to find new funding to pay for classes that California government won’t foot the bill for.\u003c/p>\n\u003ch3>SF Supes Support Stepping in for CCSF\u003c/h3>\n\u003cp>San Francisco Supervisors Gordon Mar and Hillary Ronen view the binary of serving younger students and the broader workforce as a false choice. They’re seeking city funding to pay for classes they think buttress the city’s economy and its culture.\u003c/p>\n\u003cp>Mar said the funding will likely come from his previous legislation, the Workforce Education and Recovery Fund.\u003c/p>\n\u003cp>“I’m hopeful my colleagues and Mayor [London] Breed will support a significant expansion of WERF as an investment in City College and economic opportunity for residents and communities impacted by the pandemic,” Mar told KQED in a statement. “I continue to discuss the best way to accomplish this with City College leadership and other City officials and hope to bring a proposal forward in the coming weeks.”\u003c/p>\n\u003cp>The mayor’s office said they are in conversations with the college’s administration to “better understand the long-term health and needs” of City College.\u003c/p>\n\u003cp>Ronen framed her support for City College as sorely needed for San Francisco’s economic recovery from the pandemic.\u003c/p>\n\u003cp>“As the city prepares for a long road to recovery ahead, our city government, our local businesses, and our residents alike will rely on City College’s workforce training and professional development programs more than ever before,” she said in a statement. “It is in the City’s own best interest to preserve these programs in order to fill our most urgent workforce needs and provide thousands of marginally employed San Franciscans with reliable pathways to job opportunities and financial stability.”\u003c/p>\n\u003cp>There seems to be broad support at the Board of Supervisors to aid City College. Supervisors Rafael Mandelman, Aaron Peskin, Dean Preston, Connie Chan and Matt Haney all told KQED they support funding CCSF to maintain classes to some degree, though all mentioned a need to suss out either particular funding sources, or to what degree they’d fund CCSF classes.\u003c/p>\n\u003cp>“We need to get down to brass tacks. What do we need City College to do that the state doesn’t? And how much do we need to pay for that?” Mandelman said.\u003c/p>\n\u003cp>Mandelman said that unlike the state, San Francisco believes City College should be a place for older and returning students, and that maintaining a large number of campuses across San Francisco’s many diverse neighborhoods (another frequent target of state officials’ desire to slash CCSF resources) may also be a need.\u003c/p>\n\u003cp>But, Mandelman said, “Somebody’s gotta pay for it,” and the city needs to “expect more from City College” in terms of managing its resources better.\u003c/p>\n\u003cp>Haney said it’s \u003ca href=\"https://missionlocal.org/2020/06/breaking-state-will-not-retroactively-claw-back-hundreds-of-millions-of-dollars-from-san-francisco-other-counties/\">possible future tax windfalls\u003c/a> could help pay for City College classes San Francisco wants to maintain. A property transfer tax earmarked for City College may need to be better put to use to maintain classes as well, he said. “City College has not received most of that money,” Haney said. “It just goes into the city general fund.”\u003c/p>\n\u003cp>And Peskin said he feels the state needs to change its tune on its priorities for City College.\u003c/p>\n\u003cp>[aside postID=\"news_11872330\" label=\"Students Worry for Cantonese Classes\"]\u003c/p>\n\u003cp>“I’m willing to spend some city money, but the state needs to step up to the plate, too,” he said, specifically calling for San Francisco Assemblymembers Phil Ting and David Chiu, as well as state Sen. Scott Wiener, D-San Francisco, to continue advocacy on behalf of City College.\u003c/p>\n\u003cp>One supervisor who has a \u003cem>conditional\u003c/em> stance on City College is Supervisor Shamann Walton, who wants assurances that a new campus will be built in the southeast side of the city before he’ll commit any funds to CCSF.\u003c/p>\n\u003cp>“I’m not going to support them getting millions of dollars from the city and county of San Francisco if they’re going to rip off the southeast sector,” Walton \u003ca href=\"https://www.sfexaminer.com/news/ccsf-seeks-city-funding-as-cuts-state-takeover-loom/\">told The San Francisco Examiner a week ago\u003c/a>. Walton told KQED his comments stand.\u003c/p>\n\u003cp>Supervisor Myrna Melgar joined Walton in that feeling. She told KQED, of a CCSF funding effort, “I would vote for it if there is a solid plan” for accountability, and also “for promises kept to the Bayview for investments in that campus from the bond approved last year.”\u003c/p>\n\u003cp>That hiccup aside, the number of city leaders indicating support for CCSF may mean San Francisco will put its money where its mouth is and fund the classes its city leaders have said for years its residents need.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED’s Erika Kelly contributed to this story. \u003c/em>\u003c/p>\n\n",
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"title": "CCSF Approves Plan to Avoid Layoffs — SF Mulls Permanent Fund for Threatened Classes | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>City College of San Francisco has averted 163 layoffs and hundreds more potential job losses — for now.\u003c/p>\n\u003cp>In a special meeting Monday, CCSF’s board of trustees voted to approve a \u003ca href=\"https://www.kqed.org/news/11872868/ccsf-faculty-may-trade-layoffs-for-across-the-board-salary-cuts\">contract\u003c/a> with its teachers for the 2021-2022 school year that would cut faculty pay across the board.\u003c/p>\n\u003cp>The trustees said they were thankful for teachers’ sacrifice, which will see their pay slashed by as much as 11%. However, the alternative would mean broad cuts to vital classes, administrators had argued, from car mechanic training to English as second language classes used by thousands of new immigrants annually.\u003c/p>\n\u003cp>State funding would likely not rescue the college, board of trustees President Shanell Williams said at the meeting. Instead, state leaders want to see the college change who it focuses on.\u003c/p>\n\u003cp>“I just want to be very candid, we heard very clearly from our federal leaders, our state leaders, that they want to see that structural change at our college,” she said. “They were not really receptive to providing funding in that way.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The contract’s approval also means fewer changes to class schedules and programs, preserving courses \u003ca href=\"https://www.kqed.org/news/11872330/my-heart-dropped-ccsf-students-rally-to-protest-cuts-that-threaten-to-transform-college\">the community rallied for last week to see preserved\u003c/a>.\u003c/p>\n\u003cp>Students were particularly fearful to lose Cantonese-language courses, vital to train the local workforce to communicate with monolingual Chinese communities at a time of rising racist violence and COVID-19 concerns.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Student Lauren Chinn told the trustees that taking Cantonese at City College helped her get Cantonese speakers counted in the census.\u003c/p>\n\u003cp>“Taking Cantonese at City College has been a way for me to reconnect with my roots,” she said.\u003c/p>\n\u003cp>Faculty pay cuts were approved by teachers themselves in a vote earlier Monday afternoon by CCSF members of the American Federation of Teachers Local 2121. Out of 732 faculty who voted, 603 said yes to the pay cuts.\u003c/p>\n\u003cp>Layoff notices were \u003ca href=\"https://www.sfexaminer.com/news/ccsf-community-outraged-over-proposed-cuts-layoffs/\">sent to 163 faculty by college administrators in March\u003c/a> as the school faced a $33 million budget shortfall amid historic declining enrollment. Failing to meet its financial needs may lead to a state takeover of the school, the trustees have warned.\u003c/p>\n\u003cp>The class cuts at CCSF are forcing a fork-in-the-road moment, the union and San Francisco leaders say: Should the college focus its dwindling dollars on younger two-year transfer students who are bound to universities? Or maintain its historic broader mission of serving older and returning students, workforce training and English as second language courses aimed at newcomer immigrants?\u003c/p>\n\u003cp>In some ways, the college’s hand has been guided to the former choice by the state under a funding scheme called the “\u003ca href=\"https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Planning/Student-Centered-Funding-Formula\">Student Centered Funding Formula\u003c/a>” first implemented in 2019 that prioritizes funding not only by enrollment, as was the case previously, but also calculations including “student success” as measured by certificates, associate degrees or students transferring to four-year colleges and universities.\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date.\u003c/p>\n\u003cp>While the vote Monday saved jobs, for now, the state funding formula is a structural issue the college still needs to solve, trustee Alan Wong told the public.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“This is a one-year deal. And City College will continue to have a structural budget deficit and funding gap,” Wong said. “Immediately after approving this tentative agreement, we must turn our attention to long-term funding.”\u003c/p>\n\u003cp>While state leaders aren’t receptive to funding the vision some locally have for CCSF, San Francisco elected officials are working behind the scenes to find new funding to pay for classes that California government won’t foot the bill for.\u003c/p>\n\u003ch3>SF Supes Support Stepping in for CCSF\u003c/h3>\n\u003cp>San Francisco Supervisors Gordon Mar and Hillary Ronen view the binary of serving younger students and the broader workforce as a false choice. They’re seeking city funding to pay for classes they think buttress the city’s economy and its culture.\u003c/p>\n\u003cp>Mar said the funding will likely come from his previous legislation, the Workforce Education and Recovery Fund.\u003c/p>\n\u003cp>“I’m hopeful my colleagues and Mayor [London] Breed will support a significant expansion of WERF as an investment in City College and economic opportunity for residents and communities impacted by the pandemic,” Mar told KQED in a statement. “I continue to discuss the best way to accomplish this with City College leadership and other City officials and hope to bring a proposal forward in the coming weeks.”\u003c/p>\n\u003cp>The mayor’s office said they are in conversations with the college’s administration to “better understand the long-term health and needs” of City College.\u003c/p>\n\u003cp>Ronen framed her support for City College as sorely needed for San Francisco’s economic recovery from the pandemic.\u003c/p>\n\u003cp>“As the city prepares for a long road to recovery ahead, our city government, our local businesses, and our residents alike will rely on City College’s workforce training and professional development programs more than ever before,” she said in a statement. “It is in the City’s own best interest to preserve these programs in order to fill our most urgent workforce needs and provide thousands of marginally employed San Franciscans with reliable pathways to job opportunities and financial stability.”\u003c/p>\n\u003cp>There seems to be broad support at the Board of Supervisors to aid City College. Supervisors Rafael Mandelman, Aaron Peskin, Dean Preston, Connie Chan and Matt Haney all told KQED they support funding CCSF to maintain classes to some degree, though all mentioned a need to suss out either particular funding sources, or to what degree they’d fund CCSF classes.\u003c/p>\n\u003cp>“We need to get down to brass tacks. What do we need City College to do that the state doesn’t? And how much do we need to pay for that?” Mandelman said.\u003c/p>\n\u003cp>Mandelman said that unlike the state, San Francisco believes City College should be a place for older and returning students, and that maintaining a large number of campuses across San Francisco’s many diverse neighborhoods (another frequent target of state officials’ desire to slash CCSF resources) may also be a need.\u003c/p>\n\u003cp>But, Mandelman said, “Somebody’s gotta pay for it,” and the city needs to “expect more from City College” in terms of managing its resources better.\u003c/p>\n\u003cp>Haney said it’s \u003ca href=\"https://missionlocal.org/2020/06/breaking-state-will-not-retroactively-claw-back-hundreds-of-millions-of-dollars-from-san-francisco-other-counties/\">possible future tax windfalls\u003c/a> could help pay for City College classes San Francisco wants to maintain. A property transfer tax earmarked for City College may need to be better put to use to maintain classes as well, he said. “City College has not received most of that money,” Haney said. “It just goes into the city general fund.”\u003c/p>\n\u003cp>And Peskin said he feels the state needs to change its tune on its priorities for City College.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I’m willing to spend some city money, but the state needs to step up to the plate, too,” he said, specifically calling for San Francisco Assemblymembers Phil Ting and David Chiu, as well as state Sen. Scott Wiener, D-San Francisco, to continue advocacy on behalf of City College.\u003c/p>\n\u003cp>One supervisor who has a \u003cem>conditional\u003c/em> stance on City College is Supervisor Shamann Walton, who wants assurances that a new campus will be built in the southeast side of the city before he’ll commit any funds to CCSF.\u003c/p>\n\u003cp>“I’m not going to support them getting millions of dollars from the city and county of San Francisco if they’re going to rip off the southeast sector,” Walton \u003ca href=\"https://www.sfexaminer.com/news/ccsf-seeks-city-funding-as-cuts-state-takeover-loom/\">told The San Francisco Examiner a week ago\u003c/a>. Walton told KQED his comments stand.\u003c/p>\n\u003cp>Supervisor Myrna Melgar joined Walton in that feeling. She told KQED, of a CCSF funding effort, “I would vote for it if there is a solid plan” for accountability, and also “for promises kept to the Bayview for investments in that campus from the bond approved last year.”\u003c/p>\n\u003cp>That hiccup aside, the number of city leaders indicating support for CCSF may mean San Francisco will put its money where its mouth is and fund the classes its city leaders have said for years its residents need.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Erika Kelly contributed to this story. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "CCSF Faculty May Trade Layoffs for Across-the-Board Salary Cuts",
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"content": "\u003cp>A majority of the threatened layoffs at City College of San Francisco may soon be rescinded, but the deal came with a financial cost since faculty face the prospect of pay cuts across the board.\u003c/p>\n\u003cp>The agreement, announced early Saturday morning, comes after days of bargaining meetings between City College of San Francisco’s faculty union and administration.\u003c/p>\n\u003cp>Union members have until Monday afternoon to approve the deal. If approved, the board of trustees will vote on the proposal later that day.[pullquote size=\"medium\" align=\"right\" citation=\"Alan Wong, City College of San Francisco trustee\"]'This agreement allows the college to continue its mission as a community college by preserving classes that serve all our diverse communities.'[/pullquote]\u003c/p>\n\u003cp>\"This agreement allows the college to continue its mission as a community college by preserving classes that serve all our diverse communities,\" said CCSF trustee Alan Wong in a text message Saturday.\u003c/p>\n\u003cp>The proposed one-year deal means there will be no cuts for full-time faculty, and part-time faculty will mostly be rehired to their positions for the 2021-2022 school year. It also means fewer changes to class schedules and programs, preserving courses the community pushed to be preserved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In exchange, all faculty will take a 4% to 11% salary cut.\u003c/p>\n\u003cp>\"We're very happy that we've reached an agreement, but it actually is quite a painful agreement for our members,\" said Robin Pugh, a full-time instructor at City College. Her salary will be cut by about 10% this next school year.\u003c/p>\n\u003cp>\"This is a very positive thing as painful as it is for our members, but it doesn’t mean that the budget problem is permanently fixed,\" Pugh said.\u003c/p>\n\u003cp>The deal is only temporary.\u003c/p>\n\u003cp>That's why, while the clock keeps ticking over the next year, the American Federation of Teachers Local 2121 and CCSF administration agreed to work together to preserve classes they say are needed to continue serving San Francisco more broadly.\u003c/p>\n\u003cp>Previously, \u003ca href=\"https://www.kqed.org/news/11872330/my-heart-dropped-ccsf-students-rally-to-protest-cuts-that-threaten-to-transform-college\">the union framed the cuts\u003c/a> as a winnowing of the school's mission to a focus only on university transfer students instead of serving a broader community of older and returning students, or people training for new careers.\u003c/p>\n\u003cp>On Thursday evening in San Francisco, a \"Fight Back for CCSF\" rally, organized as an AAPI and Black solidarity action by the student-led \u003ca href=\"https://www.instagram.com/ccsfcollective/\">CCSF Collective\u003c/a>, saw students demand CCSF trustees cancel planned layoffs.\u003c/p>\n\u003cp>Demonstrators also turned the spotlight on the harm that class cuts may have on the city's immigrant communities in a time of rising anti-Asian hate, from Cantonese courses that train workers who help the city's Chinese community, to some English as a Second Language classes considered crucial for new immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11872882\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11872882\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign reading 'Save Cantonese at CCSF' during a rally outside of Mission High School in San Francisco on May 6, 2021 to demand that the end to layoffs for City College of San Francisco faculty. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When I heard that the Cantonese program was going to be defunded permanently, my heart dropped,\" said Julia Quon, a doula and birth worker who was raised in the Sunset District, at Thursday's rally. \"These Cantonese classes were not only a way for me to connect with my heritage, but also to connect with the families that I work with.\" [aside postID=news_11872330]\u003c/p>\n\u003cp>Quon started a \"Save Cantonese at CCSF\" group with her classmates and told KQED earlier this week that it shocked her to learn CCSF may no longer offer Cantonese — especially in light of ongoing attacks against Asians and Asian Americans.\u003c/p>\n\u003cp>\"Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco,\" she said. \"If people are able to communicate with these victims and survivors in their own language, it helps give people a voice. Imagine being attacked, and going to the authorities, and every single person there has no idea what you're saying.\"\u003c/p>\n\u003cp>The college is currently facing declining enrollment, with its population peaking at 100,000 students in 2009. But a subsequent threat to the college's accreditation, demographic changes in San Francisco itself and, finally, the pandemic, led to a decline in enrollment by tens of thousands.\u003c/p>\n\u003cp>That declining enrollment prompted a drop in funding. The previously announced faculty layoffs were designed to bring the college in line with a state funding scheme called the \"Student-Centered Funding Formula\" first implemented by state officials in 2019 that prioritizes funding not only by enrollment — as was the case previously — but also on calculations including \"student success\" as measured by certificates, associate degrees or students transferring to four-year colleges and universities. [aside tag=\"college\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date. Instead, school leaders may now turn to additional funding to buttress the college.\u003c/p>\n\u003cp>Wong, one of the college's trustees, said he is committed to honoring the tentative agreement to work on fighting for more funding for the college.\u003c/p>\n\u003cp>\"Education is significantly underfunded in California,\" Wong said. \"City College and our stakeholder groups need to work hard as a team to secure more funding from city, state and federal sources.\"\u003c/p>\n\u003cp>The CCSF board of trustees will hold a special meeting to vote on the agreement on Monday.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED's Emily Hung contributed to this story. \u003c/em>\u003c/p>\n\n",
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"excerpt": "A majority of the threatened layoffs at City College of San Francisco may soon be rescinded, but the deal came with a financial cost as faculty face the prospect of pay cuts across the board.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A majority of the threatened layoffs at City College of San Francisco may soon be rescinded, but the deal came with a financial cost since faculty face the prospect of pay cuts across the board.\u003c/p>\n\u003cp>The agreement, announced early Saturday morning, comes after days of bargaining meetings between City College of San Francisco’s faculty union and administration.\u003c/p>\n\u003cp>Union members have until Monday afternoon to approve the deal. If approved, the board of trustees will vote on the proposal later that day.\u003c/p>\u003c/div>",
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"content": "'This agreement allows the college to continue its mission as a community college by preserving classes that serve all our diverse communities.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"This agreement allows the college to continue its mission as a community college by preserving classes that serve all our diverse communities,\" said CCSF trustee Alan Wong in a text message Saturday.\u003c/p>\n\u003cp>The proposed one-year deal means there will be no cuts for full-time faculty, and part-time faculty will mostly be rehired to their positions for the 2021-2022 school year. It also means fewer changes to class schedules and programs, preserving courses the community pushed to be preserved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In exchange, all faculty will take a 4% to 11% salary cut.\u003c/p>\n\u003cp>\"We're very happy that we've reached an agreement, but it actually is quite a painful agreement for our members,\" said Robin Pugh, a full-time instructor at City College. Her salary will be cut by about 10% this next school year.\u003c/p>\n\u003cp>\"This is a very positive thing as painful as it is for our members, but it doesn’t mean that the budget problem is permanently fixed,\" Pugh said.\u003c/p>\n\u003cp>The deal is only temporary.\u003c/p>\n\u003cp>That's why, while the clock keeps ticking over the next year, the American Federation of Teachers Local 2121 and CCSF administration agreed to work together to preserve classes they say are needed to continue serving San Francisco more broadly.\u003c/p>\n\u003cp>Previously, \u003ca href=\"https://www.kqed.org/news/11872330/my-heart-dropped-ccsf-students-rally-to-protest-cuts-that-threaten-to-transform-college\">the union framed the cuts\u003c/a> as a winnowing of the school's mission to a focus only on university transfer students instead of serving a broader community of older and returning students, or people training for new careers.\u003c/p>\n\u003cp>On Thursday evening in San Francisco, a \"Fight Back for CCSF\" rally, organized as an AAPI and Black solidarity action by the student-led \u003ca href=\"https://www.instagram.com/ccsfcollective/\">CCSF Collective\u003c/a>, saw students demand CCSF trustees cancel planned layoffs.\u003c/p>\n\u003cp>Demonstrators also turned the spotlight on the harm that class cuts may have on the city's immigrant communities in a time of rising anti-Asian hate, from Cantonese courses that train workers who help the city's Chinese community, to some English as a Second Language classes considered crucial for new immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11872882\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11872882\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-800x533.jpeg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-800x533.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-160x107.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48915_016_SanFrancisco_CCSFRally_05062021-qut.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign reading 'Save Cantonese at CCSF' during a rally outside of Mission High School in San Francisco on May 6, 2021 to demand that the end to layoffs for City College of San Francisco faculty. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When I heard that the Cantonese program was going to be defunded permanently, my heart dropped,\" said Julia Quon, a doula and birth worker who was raised in the Sunset District, at Thursday's rally. \"These Cantonese classes were not only a way for me to connect with my heritage, but also to connect with the families that I work with.\" \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Quon started a \"Save Cantonese at CCSF\" group with her classmates and told KQED earlier this week that it shocked her to learn CCSF may no longer offer Cantonese — especially in light of ongoing attacks against Asians and Asian Americans.\u003c/p>\n\u003cp>\"Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco,\" she said. \"If people are able to communicate with these victims and survivors in their own language, it helps give people a voice. Imagine being attacked, and going to the authorities, and every single person there has no idea what you're saying.\"\u003c/p>\n\u003cp>The college is currently facing declining enrollment, with its population peaking at 100,000 students in 2009. But a subsequent threat to the college's accreditation, demographic changes in San Francisco itself and, finally, the pandemic, led to a decline in enrollment by tens of thousands.\u003c/p>\n\u003cp>That declining enrollment prompted a drop in funding. The previously announced faculty layoffs were designed to bring the college in line with a state funding scheme called the \"Student-Centered Funding Formula\" first implemented by state officials in 2019 that prioritizes funding not only by enrollment — as was the case previously — but also on calculations including \"student success\" as measured by certificates, associate degrees or students transferring to four-year colleges and universities. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date. Instead, school leaders may now turn to additional funding to buttress the college.\u003c/p>\n\u003cp>Wong, one of the college's trustees, said he is committed to honoring the tentative agreement to work on fighting for more funding for the college.\u003c/p>\n\u003cp>\"Education is significantly underfunded in California,\" Wong said. \"City College and our stakeholder groups need to work hard as a team to secure more funding from city, state and federal sources.\"\u003c/p>\n\u003cp>The CCSF board of trustees will hold a special meeting to vote on the agreement on Monday.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED's Emily Hung contributed to this story. \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "'My Heart Dropped': CCSF Students Rally to Protest Cuts That Threaten to Transform College",
"title": "'My Heart Dropped': CCSF Students Rally to Protest Cuts That Threaten to Transform College",
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"content": "\u003cp>Classes and jobs are on the chopping block at City College of San Francisco, as nearly 200 faculty and staff members may be laid off pending an upcoming vote of the college's Board of Trustees slated for Monday.\u003c/p>\n\u003cp>The school, which faces a $33 million budget shortfall for the upcoming 2021-2022 academic year, \u003ca href=\"https://www.sfexaminer.com/news/ccsf-community-outraged-over-proposed-cuts-layoffs/\">sent preliminary layoff notices to 163 faculty members and 34 administrators\u003c/a> in early March. Monday's vote by the trustees could begin the process of sending finalized layoff notices.\u003c/p>\n\u003cp>College administrators \u003ca href=\"https://www.sfexaminer.com/news/ccsf-seeks-city-funding-as-cuts-state-takeover-loom/\">have said the cuts are necessary to stave off a state takeover\u003c/a> should City College not meet its fiscal responsibilities. In a time of financial uncertainty, they've argued publicly, the college must focus its mission on who it can best serve. According to the American Federation of Teachers 2121, the union that represents CCSF faculty, the cuts could also affect hundreds of additional part-time workers, which would bring total layoffs to between 500 and 600 people.\u003c/p>\n\u003cp>Classes in nearly every subject the school teaches may be affected, from auto repair to astronomy, LGBT studies, photography, aircraft maintenance, health education and more.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Julia Quon, health worker and CCSF student\"]'When I heard that the Cantonese program was going to be defunded permanently, my heart dropped. Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco.'[/pullquote]\u003c/p>\n\u003cp>The union framed the cuts as a winnowing of the school's mission to a focus only on university transfer students instead of serving a broader community of older and returning students, or people training for new careers.\u003c/p>\n\u003cp>\"City College is the economic and jobs engine that students of color, low-income, and immigrants need to recover from the COVID-19 pandemic,\" the union wrote in an April 29 \u003ca href=\"https://www.aft2121.org/2021/04/what-will-your-ccsf-legacy-be-an-open-letter-to-the-ccsf-trustees/\">open letter\u003c/a> to CCSF trustees. \"Yet the District plans to rob over 30,000 students every semester of the educational opportunities they need.\"\u003c/p>\n\u003cp>An emergency bargaining session between the union and CCSF is scheduled for Saturday.\u003c/p>\n\u003cp>At a \"Fight Back for CCSF\" rally Thursday evening in San Francisco, which was organized as an AAPI and Black solidarity action by the student-led \u003ca href=\"https://www.instagram.com/ccsfcollective/\">CCSF Collective\u003c/a>, speakers demanded CCSF trustees cancel planned layoffs. They also turned the spotlight on the harm that class cuts may have on the city's immigrant communities in a time of rising anti-Asian hate, from Cantonese courses that train workers who help the city's Chinese community to some English as a Second Language classes considered crucial for new immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11872789\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872789\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julia Quon, who organized a Save Cantonese at CCSF group with her fellow classmates, speaks at a Fight for City College rally outside of Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When I heard that the Cantonese program was going to be defunded permanently, my heart dropped,\" said Julia Quon, a doula and birth worker who was raised in the Sunset District, at Thursday's rally. \"These Cantonese classes were not only a way for me to connect with my heritage, but also to connect with the families that I work with.\"\u003c/p>\n\u003cp>Quon, who started a \"Save Cantonese at CCSF\" group with a group of her classmates, told KQED earlier this week that it shocked her to learn City College may no longer offer Cantonese — especially in light of ongoing attacks against Asians.\u003c/p>\n\u003cp>\"Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco,\" she said. \"If people are able to communicate with these victims and survivors in their own language, it helps give people a voice. Imagine being attacked, and going to the authorities, and every single person there has no idea what you're saying.\"\u003c/p>\n\u003cfigure id=\"attachment_11872791\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872791\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Uncle Damien Posey, founder of Us 4 Us Bay Area, speaks during a Fight for City College rally outside of Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Uncle Damien Posey, community organizer and founder of \u003ca href=\"https://www.us4usbayarea.org/\">Us 4 Us Bay Area\u003c/a>, discussed his own personal history as someone who was formerly incarcerated, and described CCSF as being there for him when he needed it most.\u003c/p>\n\u003cp>\"When I came home from doing 10 years, you know who was there for me? City College,\" Posey said at Thursday's rally. \"City College was there for me ... Access to education is absolutely the last thing that should be cut.\"\u003c/p>\n\u003cp>The class cuts at CCSF are designed to bring the college in line with a state funding scheme called the \"\u003ca href=\"https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Planning/Student-Centered-Funding-Formula\">Student-Centered Funding Formula\u003c/a>\" first implemented in 2019 that prioritizes funding not only by enrollment, as was the case previously, but also calculations including \"student success\" as measured by certificates, associate degrees or students transferring to four-year colleges and universities.\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date.\u003c/p>\n\u003cp>\"The state sees the school as a school that should not have more than 180 full-time faculty, but the school has 555 full-time faculty,\" Dr. Rajen Vurdien, interim chancellor of CCSF, said in a Zoom town hall meeting in March, which AFT 2121 tweeted in a video. \"I have had multiple conversations with the state chancellor, with the department of the treasury, they've all said exactly the same thing: City College will learn to live within its means.\"\u003c/p>\n\u003cp>Left out in that restructuring, opponents argue, are those who explore City College's vast offering of courses, trying to figure out their future careers by sampling a bit of this, and a bit of that, college faculty argue. Noncredit courses that focus on workforce training, which the state's community college system does not broadly offer to the same degree as City College, also face cuts.\u003c/p>\n\u003cfigure id=\"attachment_11872807\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872807\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"students hold rally signs\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign that says, 'Fight for City College' during a rally outside Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These changes are similar to ones that \u003ca href=\"https://www.nytimes.com/2014/07/15/upshot/city-college-of-san-francisco-survives.html\">accreditors wanted CCSF to make when they threatened the school with closure in 2012\u003c/a>, a threat that very nearly toppled the institution. The City Attorney's Office successfully won against those accreditors in court in 2014, ensuring the college's survival.\u003c/p>\n\u003cp>Since then, however, circumstances may have led the college to commit those same cuts itself.\u003c/p>\n\u003cp>The college has also faced declining enrollment, said Rosie Zepeda, a City College spokesperson. Its population peaked around 2009 at 100,000 students, but a subsequent threat to the college's accreditation, demographic changes in San Francisco itself and, finally, the pandemic, led to a decline in enrollment by tens of thousands, Zepeda said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of the shrinking groups is the number of San Franciscans who said, in the U.S. Census Bureau's most recent American Community Survey, that they speak English \"less than very well,\" \u003ca href=\"https://www.ccsf.edu/sites/default/files/2020/document/Multi-Year-Budget-and-Enrollment-Plan-Draft-2020-10-25-ADA.pdf\">according to a report by the college in November last year\u003c/a>.\u003c/p>\n\u003cp>\"We've been operating with an overblown schedule which eventually led to over-expenditures in faculty salaries,\" Zepeda said. \"And so given the number of students that we have now, which has been going down so drastically, so greatly impacted by the pandemic ... We have to operate within that headcount.\"\u003c/p>\n\u003cp>The college has tried the \"build it and they will come\" approach, Zepeda said, after San Francisco began offering Free City College. They offered robust classes, but students just weren't taking them.\u003c/p>\n\u003cp>\"That didn't come to fruition at all,\" she said. And now the college may shrink.\u003c/p>\n\u003cp>But the proposed layoffs could reduce the number of ethnic studies and ESL classes being offered.\u003c/p>\n\u003cfigure id=\"attachment_11872809\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872809\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a 'Fight for City College' sign during a rally outside Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty like Dr. Lily Ann Villaraza, who is among those who received layoff notices in March, are worried about the long-term impact on certain departments. She chairs the Philippine Studies Department, whose classes, she says, offer more than academic support.\u003c/p>\n\u003cp>“It’s the conversations that we have students who are struggling with their identities, who are trying to find their space,” she said during a May 3 news conference organized by AFT 2121. “I get the privilege of hearing students tell me, you know what, I feel better about who I am and where I’m going.”\u003c/p>\n\u003cp>That sentiment was borne out at Thursday's rally.\u003c/p>\n\u003cp>\"As a Filipino American student at CCSF, the Philippine Studies department has given me an opportunity to rediscover and reconnect with my Filipino roots... And has given me more reason and purpose to serve my community,\" said Joemar Olit, CCSF student and member of Anakbayan SF, a student organization for democracy in the Philippines.\u003c/p>\n\u003cp>\"As a Filipino who was born in America, I did not know much about my Filipino background. Taking the classes offered by the Philippine Studies department has given me a better understanding of who I am. As a Filipino. As a Filipino American.\"\u003c/p>\n\u003cp>Among other concerns is the future of ESL classes, which typically serve as a lifeline for many folks who are starting a new life in the U.S.\u003c/p>\n\u003cp>“The ESL program is critical for immigrants who need our support acquiring language skills,” said Fanny Law, an ESL instructor who also received a layoff notice in March, during the May 3 news conference.\u003c/p>\n\u003cp>Maria Rivera benefited from that program. An immigrant from El Salvador, she said taking English courses at City College’s Mission campus launched her path in higher education.\u003c/p>\n\u003cp>“All the departments that helped me a lot — ESL, Transitional Studies and Latino Services — they were key to my success,” she said during the May 3 news conference. “ESL classes are important because immigrants, we need to speak the language of the city to be able to give back.”\u003c/p>\n\u003cp>Rivera said City College staff guided her as she worked to earn her high school degree and complete the requirements to transfer to a four-year institution. She’s now studying math at UC Berkeley to become a math teacher.\u003c/p>\n\u003cp>“The city needs to fund these classes,” Rivera said, urging city officials and City College trustees against making the proposed cuts. “If you educate parents and the community, the future generations are gonna be educated, and that’s where the future of the city is.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Speakers at Thursday's SF rally demanded City College trustees cancel planned layoffs and warned cuts could harm the city's immigrant communities in a time of rising anti-Asian hate.",
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"description": "Speakers at Thursday's SF rally demanded City College trustees cancel planned layoffs and warned cuts could harm the city's immigrant communities in a time of rising anti-Asian hate.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Classes and jobs are on the chopping block at City College of San Francisco, as nearly 200 faculty and staff members may be laid off pending an upcoming vote of the college's Board of Trustees slated for Monday.\u003c/p>\n\u003cp>The school, which faces a $33 million budget shortfall for the upcoming 2021-2022 academic year, \u003ca href=\"https://www.sfexaminer.com/news/ccsf-community-outraged-over-proposed-cuts-layoffs/\">sent preliminary layoff notices to 163 faculty members and 34 administrators\u003c/a> in early March. Monday's vote by the trustees could begin the process of sending finalized layoff notices.\u003c/p>\n\u003cp>College administrators \u003ca href=\"https://www.sfexaminer.com/news/ccsf-seeks-city-funding-as-cuts-state-takeover-loom/\">have said the cuts are necessary to stave off a state takeover\u003c/a> should City College not meet its fiscal responsibilities. In a time of financial uncertainty, they've argued publicly, the college must focus its mission on who it can best serve. According to the American Federation of Teachers 2121, the union that represents CCSF faculty, the cuts could also affect hundreds of additional part-time workers, which would bring total layoffs to between 500 and 600 people.\u003c/p>\n\u003cp>Classes in nearly every subject the school teaches may be affected, from auto repair to astronomy, LGBT studies, photography, aircraft maintenance, health education and more.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'When I heard that the Cantonese program was going to be defunded permanently, my heart dropped. Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The union framed the cuts as a winnowing of the school's mission to a focus only on university transfer students instead of serving a broader community of older and returning students, or people training for new careers.\u003c/p>\n\u003cp>\"City College is the economic and jobs engine that students of color, low-income, and immigrants need to recover from the COVID-19 pandemic,\" the union wrote in an April 29 \u003ca href=\"https://www.aft2121.org/2021/04/what-will-your-ccsf-legacy-be-an-open-letter-to-the-ccsf-trustees/\">open letter\u003c/a> to CCSF trustees. \"Yet the District plans to rob over 30,000 students every semester of the educational opportunities they need.\"\u003c/p>\n\u003cp>An emergency bargaining session between the union and CCSF is scheduled for Saturday.\u003c/p>\n\u003cp>At a \"Fight Back for CCSF\" rally Thursday evening in San Francisco, which was organized as an AAPI and Black solidarity action by the student-led \u003ca href=\"https://www.instagram.com/ccsfcollective/\">CCSF Collective\u003c/a>, speakers demanded CCSF trustees cancel planned layoffs. They also turned the spotlight on the harm that class cuts may have on the city's immigrant communities in a time of rising anti-Asian hate, from Cantonese courses that train workers who help the city's Chinese community to some English as a Second Language classes considered crucial for new immigrants.\u003c/p>\n\u003cfigure id=\"attachment_11872789\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872789\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48914_015_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julia Quon, who organized a Save Cantonese at CCSF group with her fellow classmates, speaks at a Fight for City College rally outside of Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"When I heard that the Cantonese program was going to be defunded permanently, my heart dropped,\" said Julia Quon, a doula and birth worker who was raised in the Sunset District, at Thursday's rally. \"These Cantonese classes were not only a way for me to connect with my heritage, but also to connect with the families that I work with.\"\u003c/p>\n\u003cp>Quon, who started a \"Save Cantonese at CCSF\" group with a group of her classmates, told KQED earlier this week that it shocked her to learn City College may no longer offer Cantonese — especially in light of ongoing attacks against Asians.\u003c/p>\n\u003cp>\"Cantonese classes are necessary in fighting anti-Asian hate because this language is spoken by so many residents in San Francisco,\" she said. \"If people are able to communicate with these victims and survivors in their own language, it helps give people a voice. Imagine being attacked, and going to the authorities, and every single person there has no idea what you're saying.\"\u003c/p>\n\u003cfigure id=\"attachment_11872791\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872791\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48910_010_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Uncle Damien Posey, founder of Us 4 Us Bay Area, speaks during a Fight for City College rally outside of Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Uncle Damien Posey, community organizer and founder of \u003ca href=\"https://www.us4usbayarea.org/\">Us 4 Us Bay Area\u003c/a>, discussed his own personal history as someone who was formerly incarcerated, and described CCSF as being there for him when he needed it most.\u003c/p>\n\u003cp>\"When I came home from doing 10 years, you know who was there for me? City College,\" Posey said at Thursday's rally. \"City College was there for me ... Access to education is absolutely the last thing that should be cut.\"\u003c/p>\n\u003cp>The class cuts at CCSF are designed to bring the college in line with a state funding scheme called the \"\u003ca href=\"https://www.cccco.edu/About-Us/Chancellors-Office/Divisions/College-Finance-and-Facilities-Planning/Student-Centered-Funding-Formula\">Student-Centered Funding Formula\u003c/a>\" first implemented in 2019 that prioritizes funding not only by enrollment, as was the case previously, but also calculations including \"student success\" as measured by certificates, associate degrees or students transferring to four-year colleges and universities.\u003c/p>\n\u003cp>CCSF was given a reprieve from mandates to meet that formula until 2023 — but the college is now tasked with streamlining classes to ready itself for that date.\u003c/p>\n\u003cp>\"The state sees the school as a school that should not have more than 180 full-time faculty, but the school has 555 full-time faculty,\" Dr. Rajen Vurdien, interim chancellor of CCSF, said in a Zoom town hall meeting in March, which AFT 2121 tweeted in a video. \"I have had multiple conversations with the state chancellor, with the department of the treasury, they've all said exactly the same thing: City College will learn to live within its means.\"\u003c/p>\n\u003cp>Left out in that restructuring, opponents argue, are those who explore City College's vast offering of courses, trying to figure out their future careers by sampling a bit of this, and a bit of that, college faculty argue. Noncredit courses that focus on workforce training, which the state's community college system does not broadly offer to the same degree as City College, also face cuts.\u003c/p>\n\u003cfigure id=\"attachment_11872807\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872807\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"students hold rally signs\" width=\"1920\" height=\"1278\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-1020x679.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48913_013_SanFrancisco_CCSFRally_05062021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a sign that says, 'Fight for City College' during a rally outside Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>These changes are similar to ones that \u003ca href=\"https://www.nytimes.com/2014/07/15/upshot/city-college-of-san-francisco-survives.html\">accreditors wanted CCSF to make when they threatened the school with closure in 2012\u003c/a>, a threat that very nearly toppled the institution. The City Attorney's Office successfully won against those accreditors in court in 2014, ensuring the college's survival.\u003c/p>\n\u003cp>Since then, however, circumstances may have led the college to commit those same cuts itself.\u003c/p>\n\u003cp>The college has also faced declining enrollment, said Rosie Zepeda, a City College spokesperson. Its population peaked around 2009 at 100,000 students, but a subsequent threat to the college's accreditation, demographic changes in San Francisco itself and, finally, the pandemic, led to a decline in enrollment by tens of thousands, Zepeda said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One of the shrinking groups is the number of San Franciscans who said, in the U.S. Census Bureau's most recent American Community Survey, that they speak English \"less than very well,\" \u003ca href=\"https://www.ccsf.edu/sites/default/files/2020/document/Multi-Year-Budget-and-Enrollment-Plan-Draft-2020-10-25-ADA.pdf\">according to a report by the college in November last year\u003c/a>.\u003c/p>\n\u003cp>\"We've been operating with an overblown schedule which eventually led to over-expenditures in faculty salaries,\" Zepeda said. \"And so given the number of students that we have now, which has been going down so drastically, so greatly impacted by the pandemic ... We have to operate within that headcount.\"\u003c/p>\n\u003cp>The college has tried the \"build it and they will come\" approach, Zepeda said, after San Francisco began offering Free City College. They offered robust classes, but students just weren't taking them.\u003c/p>\n\u003cp>\"That didn't come to fruition at all,\" she said. And now the college may shrink.\u003c/p>\n\u003cp>But the proposed layoffs could reduce the number of ethnic studies and ESL classes being offered.\u003c/p>\n\u003cfigure id=\"attachment_11872809\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11872809\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS48906_006_SanFrancisco_CCSFRally_05062021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A demonstrator holds a 'Fight for City College' sign during a rally outside Mission High School in San Francisco on May 6, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Faculty like Dr. Lily Ann Villaraza, who is among those who received layoff notices in March, are worried about the long-term impact on certain departments. She chairs the Philippine Studies Department, whose classes, she says, offer more than academic support.\u003c/p>\n\u003cp>“It’s the conversations that we have students who are struggling with their identities, who are trying to find their space,” she said during a May 3 news conference organized by AFT 2121. “I get the privilege of hearing students tell me, you know what, I feel better about who I am and where I’m going.”\u003c/p>\n\u003cp>That sentiment was borne out at Thursday's rally.\u003c/p>\n\u003cp>\"As a Filipino American student at CCSF, the Philippine Studies department has given me an opportunity to rediscover and reconnect with my Filipino roots... And has given me more reason and purpose to serve my community,\" said Joemar Olit, CCSF student and member of Anakbayan SF, a student organization for democracy in the Philippines.\u003c/p>\n\u003cp>\"As a Filipino who was born in America, I did not know much about my Filipino background. Taking the classes offered by the Philippine Studies department has given me a better understanding of who I am. As a Filipino. As a Filipino American.\"\u003c/p>\n\u003cp>Among other concerns is the future of ESL classes, which typically serve as a lifeline for many folks who are starting a new life in the U.S.\u003c/p>\n\u003cp>“The ESL program is critical for immigrants who need our support acquiring language skills,” said Fanny Law, an ESL instructor who also received a layoff notice in March, during the May 3 news conference.\u003c/p>\n\u003cp>Maria Rivera benefited from that program. An immigrant from El Salvador, she said taking English courses at City College’s Mission campus launched her path in higher education.\u003c/p>\n\u003cp>“All the departments that helped me a lot — ESL, Transitional Studies and Latino Services — they were key to my success,” she said during the May 3 news conference. “ESL classes are important because immigrants, we need to speak the language of the city to be able to give back.”\u003c/p>\n\u003cp>Rivera said City College staff guided her as she worked to earn her high school degree and complete the requirements to transfer to a four-year institution. She’s now studying math at UC Berkeley to become a math teacher.\u003c/p>\n\u003cp>“The city needs to fund these classes,” Rivera said, urging city officials and City College trustees against making the proposed cuts. “If you educate parents and the community, the future generations are gonna be educated, and that’s where the future of the city is.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Will California Lawmakers Allow Distance Learning to Continue Next Year?",
"title": "Will California Lawmakers Allow Distance Learning to Continue Next Year?",
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"content": "\u003cp>California schools have moved to reopen at a lunch-line pace this year.\u003c/p>\n\u003cp>Despite billions of dollars funneled from the state Capitol, the share of districts offering full-time, in-person learning ranks among the lowest in the U.S.\u003c/p>\n\u003cp>But as more districts begin opening their doors, typically in a hybrid format, state lawmakers are turning their focus to next school year as part of the annual state budget process.\u003c/p>\n\u003cp>And despite declarations from Gov. Gavin Newsom, state legislators, school officials and teachers unions that classroom instruction is the best form of education for most students, many of those involved in budget discussions say the state’s spending plan could once again allow for distance or hybrid learning in the fall.\u003c/p>\n\u003cp>That possibility is a reflection of the fact that the COVID-19 pandemic may have forever changed the way school is taught in the state. After more than a year of remote instruction, some families have \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">come to prefer that setup for their children.\u003c/a>[pullquote align=\"right\" size=\"medium\" citation=\"Kevin Gordon, president of Capitol Advisors\"]'What we're hearing very broadly from schools all across the state is that they do want to have some level of flexibility to continue to provide distance learning for some families.'[/pullquote]\"What we're hearing very broadly from schools all across the state is that they do want to have some level of flexibility to continue to provide distance learning for some families,\" said Kevin Gordon, president of Capitol Advisors, a lobbying firm representing hundreds of California school districts.\u003c/p>\n\u003cp>But any continuation of distance learning in the fall would also be a political risk for Newsom, who has been criticized for the slow pace of California's school reopening and will likely face a recall election toward the end of the year.\u003c/p>\n\u003cp>And districts acknowledge the need for some limits on distance learning in the state budget, Gordon said, to ensure that the goal of full-time, in-person instruction is not diluted through local deliberations and negotiations with labor unions.\u003c/p>\n\u003cp>\"I think there is a genuine fear and I think a legitimate fear that if the Legislature doesn't have some guardrails on a future distance learning strategy, that there are going to be different kinds of pressure that would water down the effort to get kids back into an in-person instruction approach,\" he said.\u003c/p>\n\u003cp>That delicate balance has been elusive during this current school year. In June, Newsom \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">signed a budget bill\u003c/a> that authorized distance learning and lowered the requirement for instructional minutes.\u003c/p>\n\u003cp>As California's coronavirus caseload waxed and waned over the last year, the budget ensured that decisions over whether to open classrooms would ultimately be left to local school boards, who frequently \u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\" target=\"_blank\" rel=\"noopener noreferrer\">faced competing pressures\u003c/a> from parents and teachers unions, often resulting in gridlock.\u003c/p>\n\u003cp>Despite \u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\" target=\"_blank\" rel=\"noopener noreferrer\">billions in state incentive grants to reopen classrooms\u003c/a>, just 17% of California districts have so far returned to full in-person learning, \u003ca href=\"https://www.returntolearntracker.net/\" target=\"_blank\" rel=\"noopener noreferrer\">the 10th-lowest mark among states in the U.S.\u003c/a>, according to data gathered by the American Enterprise Institute and the College Crisis Initiative of Davidson College earlier this month.\u003c/p>\n\u003cp>Now, Newsom and legislators must again decide whether to give districts such deference in the state's next spending plan, which the Legislature must pass before June 15 — although pieces of the budget can be adopted later in the summer.\u003c/p>\n\u003cp>A return to pre-pandemic rules would mean only students approved for independent study or those in non-classroom-based charter schools could enroll in distance learning.\u003c/p>\n\u003cp>Newsom's press office \u003ca href=\"https://twitter.com/GovPressOffice/status/1383835528500445185\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a> that the governor did not include an extension of this year's distance learning allowance in his initial 2021-2022 budget proposal unveiled in January.\u003c/p>\n\u003cp>https://twitter.com/GovPressOffice/status/1383835528500445185\u003c/p>\n\u003cp>\"It's up to the democratic process to confirm the Gov’s position, in spring budget negotiations w the Leg[islature],\" the tweet stated.\u003c/p>\n\u003cp>But recently, Newsom has only gone so far as to say he expects a return to in-person instruction in the fall.\u003c/p>\n\u003cp>\"Mandates are often not looked upon as favorably as you would like to think,\" he said earlier this month during a visit to a Santa Rosa elementary school.\u003c/p>\n\u003cp>And while some Democrats, \u003ca href=\"https://www.sfchronicle.com/education/article/Newsom-California-schools-should-fully-reopen-in-16101323.php\" target=\"_blank\" rel=\"noopener noreferrer\">including state Sen. Scott Wiener, \u003c/a>D-San Francisco, have called for an end to distance learning in the fall, others are taking a wait-and-see approach.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]\"It’s our goal to take a hard look at the time we do the budget as to what the circumstances are of the pandemic at that point, and decide if there’s tweaks or changes that we want to make,\" said state Sen. John Laird, D-Santa Cruz, chair of the Senate's budget subcommittee on education.\u003c/p>\n\u003cp>The state's largest teachers union, the California Teachers Association, is also calling for legislators to preserve the option of distance learning in the budget and leave the final decision to local school districts.\u003c/p>\n\u003cp>\"It has to be a community-based decision where everyone comes together to decide on what's best for them,\" said E. Toby Boyd, the union's president.\u003c/p>\n\u003cp>While the recall campaign has made shuttered schools a key part of its attack on Newsom, key Republicans in the state Legislature share the CTA's desire for\u003ca href=\"https://www.kqed.org/news/11863474/local-control-in-reopening-debate-puts-scrutiny-on-elected-school-boards\" target=\"_blank\" rel=\"noopener noreferrer\"> local control\u003c/a> over decisions to reopen in the fall.\u003c/p>\n\u003cp>\"I think ultimately the healthiest way to proceed is to give the school districts the ability to make the choices that best meet the needs of their region or their district,\" said state Sen. Rosilicie Ochoa Bogh, R-Yucaipa, the lone Republican on the budget education subcommittee.\u003c/p>\n\u003cp>\"We don't know what the health environment will be in the fall,\" she added. \"I think it's our responsibility to make sure that we have accommodations for families that can't or won't vaccinate.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For parent advocates pushing for a full return to classroom learning, the idea of local decision-making conjures up the prospect of repeating what happened this spring, when prolonged negotiations resulted in something less than a full return to the pre-pandemic school schedule.\u003c/p>\n\u003cp>Large Bay Area districts such as San Francisco, Oakland and Fremont have opted to pass up millions of dollars in state funding by not returning all elementary and some older students to class, a requirement of the incentive bill.\u003c/p>\n\u003cp>\"If the state allows so much flexibility that it’s really up to the districts, then we’re going to see this huge variation with what children are actually able to access in terms of high-quality, in-person instruction,\" said Meredith Willa Dodson, co-founder of Decreasing the Distance, a school reopening advocacy group in San Francisco created during the pandemic.\u003c/p>\n\u003cp>Dodson said her group is scrambling to shift its lobbying efforts to the state Capitol before budget negotiations move into high gear after Newsom releases his revised budget in May.\u003c/p>\n\u003cp>“Since we’ve been around, we haven’t even approached thinking about state advocacy until the last few weeks,\" she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California schools have moved to reopen at a lunch-line pace this year.\u003c/p>\n\u003cp>Despite billions of dollars funneled from the state Capitol, the share of districts offering full-time, in-person learning ranks among the lowest in the U.S.\u003c/p>\n\u003cp>But as more districts begin opening their doors, typically in a hybrid format, state lawmakers are turning their focus to next school year as part of the annual state budget process.\u003c/p>\n\u003cp>And despite declarations from Gov. Gavin Newsom, state legislators, school officials and teachers unions that classroom instruction is the best form of education for most students, many of those involved in budget discussions say the state’s spending plan could once again allow for distance or hybrid learning in the fall.\u003c/p>\n\u003cp>That possibility is a reflection of the fact that the COVID-19 pandemic may have forever changed the way school is taught in the state. After more than a year of remote instruction, some families have \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">come to prefer that setup for their children.\u003c/a>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\"What we're hearing very broadly from schools all across the state is that they do want to have some level of flexibility to continue to provide distance learning for some families,\" said Kevin Gordon, president of Capitol Advisors, a lobbying firm representing hundreds of California school districts.\u003c/p>\n\u003cp>But any continuation of distance learning in the fall would also be a political risk for Newsom, who has been criticized for the slow pace of California's school reopening and will likely face a recall election toward the end of the year.\u003c/p>\n\u003cp>And districts acknowledge the need for some limits on distance learning in the state budget, Gordon said, to ensure that the goal of full-time, in-person instruction is not diluted through local deliberations and negotiations with labor unions.\u003c/p>\n\u003cp>\"I think there is a genuine fear and I think a legitimate fear that if the Legislature doesn't have some guardrails on a future distance learning strategy, that there are going to be different kinds of pressure that would water down the effort to get kids back into an in-person instruction approach,\" he said.\u003c/p>\n\u003cp>That delicate balance has been elusive during this current school year. In June, Newsom \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB98\" target=\"_blank\" rel=\"noopener noreferrer\">signed a budget bill\u003c/a> that authorized distance learning and lowered the requirement for instructional minutes.\u003c/p>\n\u003cp>As California's coronavirus caseload waxed and waned over the last year, the budget ensured that decisions over whether to open classrooms would ultimately be left to local school boards, who frequently \u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\" target=\"_blank\" rel=\"noopener noreferrer\">faced competing pressures\u003c/a> from parents and teachers unions, often resulting in gridlock.\u003c/p>\n\u003cp>Despite \u003ca href=\"https://www.kqed.org/news/11863208/california-legislature-approves-plan-to-reopen-schools\" target=\"_blank\" rel=\"noopener noreferrer\">billions in state incentive grants to reopen classrooms\u003c/a>, just 17% of California districts have so far returned to full in-person learning, \u003ca href=\"https://www.returntolearntracker.net/\" target=\"_blank\" rel=\"noopener noreferrer\">the 10th-lowest mark among states in the U.S.\u003c/a>, according to data gathered by the American Enterprise Institute and the College Crisis Initiative of Davidson College earlier this month.\u003c/p>\n\u003cp>Now, Newsom and legislators must again decide whether to give districts such deference in the state's next spending plan, which the Legislature must pass before June 15 — although pieces of the budget can be adopted later in the summer.\u003c/p>\n\u003cp>A return to pre-pandemic rules would mean only students approved for independent study or those in non-classroom-based charter schools could enroll in distance learning.\u003c/p>\n\u003cp>Newsom's press office \u003ca href=\"https://twitter.com/GovPressOffice/status/1383835528500445185\" target=\"_blank\" rel=\"noopener noreferrer\">tweeted this week\u003c/a> that the governor did not include an extension of this year's distance learning allowance in his initial 2021-2022 budget proposal unveiled in January.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\"It's up to the democratic process to confirm the Gov’s position, in spring budget negotiations w the Leg[islature],\" the tweet stated.\u003c/p>\n\u003cp>But recently, Newsom has only gone so far as to say he expects a return to in-person instruction in the fall.\u003c/p>\n\u003cp>\"Mandates are often not looked upon as favorably as you would like to think,\" he said earlier this month during a visit to a Santa Rosa elementary school.\u003c/p>\n\u003cp>And while some Democrats, \u003ca href=\"https://www.sfchronicle.com/education/article/Newsom-California-schools-should-fully-reopen-in-16101323.php\" target=\"_blank\" rel=\"noopener noreferrer\">including state Sen. Scott Wiener, \u003c/a>D-San Francisco, have called for an end to distance learning in the fall, others are taking a wait-and-see approach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\"It’s our goal to take a hard look at the time we do the budget as to what the circumstances are of the pandemic at that point, and decide if there’s tweaks or changes that we want to make,\" said state Sen. John Laird, D-Santa Cruz, chair of the Senate's budget subcommittee on education.\u003c/p>\n\u003cp>The state's largest teachers union, the California Teachers Association, is also calling for legislators to preserve the option of distance learning in the budget and leave the final decision to local school districts.\u003c/p>\n\u003cp>\"It has to be a community-based decision where everyone comes together to decide on what's best for them,\" said E. Toby Boyd, the union's president.\u003c/p>\n\u003cp>While the recall campaign has made shuttered schools a key part of its attack on Newsom, key Republicans in the state Legislature share the CTA's desire for\u003ca href=\"https://www.kqed.org/news/11863474/local-control-in-reopening-debate-puts-scrutiny-on-elected-school-boards\" target=\"_blank\" rel=\"noopener noreferrer\"> local control\u003c/a> over decisions to reopen in the fall.\u003c/p>\n\u003cp>\"I think ultimately the healthiest way to proceed is to give the school districts the ability to make the choices that best meet the needs of their region or their district,\" said state Sen. Rosilicie Ochoa Bogh, R-Yucaipa, the lone Republican on the budget education subcommittee.\u003c/p>\n\u003cp>\"We don't know what the health environment will be in the fall,\" she added. \"I think it's our responsibility to make sure that we have accommodations for families that can't or won't vaccinate.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For parent advocates pushing for a full return to classroom learning, the idea of local decision-making conjures up the prospect of repeating what happened this spring, when prolonged negotiations resulted in something less than a full return to the pre-pandemic school schedule.\u003c/p>\n\u003cp>Large Bay Area districts such as San Francisco, Oakland and Fremont have opted to pass up millions of dollars in state funding by not returning all elementary and some older students to class, a requirement of the incentive bill.\u003c/p>\n\u003cp>\"If the state allows so much flexibility that it’s really up to the districts, then we’re going to see this huge variation with what children are actually able to access in terms of high-quality, in-person instruction,\" said Meredith Willa Dodson, co-founder of Decreasing the Distance, a school reopening advocacy group in San Francisco created during the pandemic.\u003c/p>\n\u003cp>Dodson said her group is scrambling to shift its lobbying efforts to the state Capitol before budget negotiations move into high gear after Newsom releases his revised budget in May.\u003c/p>\n\u003cp>“Since we’ve been around, we haven’t even approached thinking about state advocacy until the last few weeks,\" she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Boredom, Anxiety and Hope: Bay Area High School Students on Their Year of COVID",
"title": "Boredom, Anxiety and Hope: Bay Area High School Students on Their Year of COVID",
"headTitle": "KQED News",
"content": "\u003cp>As their younger peers have returned to physical classrooms, high school students in Berkeley, Oakland and San Francisco have mostly remained in distance learning, though some are due to come back next week.\u003c/p>\n\u003cp>KQED spoke with three students at Berkeley High School and one at Oakland's Fremont High School to hear how they have coped with this year of COVID, and what they are looking forward to when they finally \u003ca href=\"https://www.kqed.org/news/11863282/what-students-think-about-reopening-schools-california-newsom\" target=\"_blank\" rel=\"noopener noreferrer\">make it back\u003c/a> inside their schools.\u003cbr>\n\u003cem>\u003cbr>\nEdited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Sascha Amendola, 15, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I woke up one day and was like, 'Wow, I used to be so much closer to this one person.' \"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11869416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg class=\"wp-image-11869416 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I do really want to go back to school, and I feel like I would just learn better, and my grades would probably stay up instead of maybe slowly deteriorating.\u003c/p>\n\u003cp>There are friends like my girlfriend who are like, \"Oh, it's too dangerous.\" She's high risk.\u003c/p>\n\u003cp>I'm not mad about it. I just hate the coronavirus. I want to play basketball and stuff with my friends. A lot of them are going back to in-person school. It's going to be really hard not to give them a high five or something. But I'm definitely keeping myself safe.\u003c/p>\n\u003cp>I feel like quarantine has made everybody a little less social. I woke up one day and was like, \"Wow, I used to be so much closer to this one person.\"\u003c/p>\n\u003cp>When you're with a friend, you can do stuff without Wi-Fi cutting out. Or you walk around, get food and go places. It's just a lot easier to bond with them. You know, FaceTime, all you do is just talk, you don't really do anything else.\u003c/p>\n\u003cp>I don't know anyone that's purposely skipped class, but I know people that didn't turn on their alarms and slept in through the whole school day. And then sometimes people have joined them on video when they're in their beds, and then they're like, \"Turn the camera off.\" One time in the team sports class, someone forgot to turn the camera off and you could see them holding a video game controller, playing a game.\u003c/p>\n\u003cp>Some people, they're so upset and in pain that they don't want to do anything. Someone will be like, \"I should just kill myself,\" in a joking way. Which means they're not OK and they need someone to talk to and comfort them and nurture them.\u003c/p>\n\u003cp>One time I was on FaceTime with someone and they were doing schoolwork, and there was silence for a little while, and then I was like, \"How are you?\" And they're like, \"Not good.\" And then they really got into it and started crying and broke down in front of me. And I thought, \"Damn, I should have seen this; there are always little hints telling you that this person is not well, and you should always pay attention.\"\u003c/p>\n\u003cp>\u003cstrong>Karina Dealba Perez, 17, Fremont High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Some days I wake up, I have to go to work at nine in the morning, and I have to miss class.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11870024\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2029/04/covidhighschool-scaled-e1618851959588.jpg\">\u003cimg class=\"wp-image-11870024 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2029/04/covidhighschool-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Julia McEvoy/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>Junior year was my first time on honor roll, with my grades getting much better. Then we got into distance learning and it just went really downhill. I'm a senior, and since the start of online learning, I've been failing.\u003c/p>\n\u003cp>I had been working before, but I only worked weekends. But then since my parents weren't working, I had to put in a lot of hours, usually more than 40. And that's what really didn't allow me to focus on school as well. But I really had no choice. So I was like, you know what? I'm not even going to focus on school right now. And now that the school year is over, it's hitting me that I have to graduate. I don't want to be a dropout.\u003c/p>\n\u003cp>My mom's really worried. She's like, \"I want you [in school],\" but she also understands that we need money coming in, we're not stable. She hadn't been working because my brother had kids, so she has to take care of them while he goes to work.\u003c/p>\n\u003cp>Other students, I understand, don't go through the same thing. They're OK. They're stable. They can get on the computer in the morning and continue on with their days. Some days I wake up, I have to go to work at nine in the morning, and I have to miss class.\u003c/p>\n\u003cp>Before COVID, I was honestly thinking of college. I want to attend because I would be the first of my siblings to go. My parents, they didn't even graduate high school. So, I wanted to show them that I can do more with myself. I definitely still want to focus on school.\u003c/p>\n\u003cp>\u003cstrong>Simone Schubert, 14, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've learned not to really get excited about anything because generally something happens with COVID and it doesn't happen.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11870326\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent.jpg\">\u003cimg class=\"size-medium wp-image-11870326\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I'm kind of excited to be actually meeting the people I've been in some classes with for the past few months — my teachers and my classmates. But throughout the past year, I've learned not to really get excited about anything because generally something happens with COVID and it doesn't happen.\u003c/p>\n\u003cp>For me, I'm actually quite fine with doing distance learning, and I've got pretty good grades. I don't really know how I'd be doing at Berkeley High — it would be my first year there.\u003c/p>\n\u003cp>There are a lot of different problems with going back to school. One of the things I was thinking about was going to the bathroom, because during COVID you just don't want to touch anything. You just kind of feel weird if you bump into a bookshelf or a railing or something.\u003c/p>\n\u003cp>There are a lot of different things the adults in charge of the school system have to think about, a lot of moving parts. For students it's kind of simple: We just think about how it would affect our lives. But this would also affect all of our teachers as well. There will always be people who are upset about the way things are, whether or not the way things are is very good or very bad. There always will be hate. What we do about it is what really matters.\u003c/p>\n\u003cp>\u003cstrong>Kai Lim-Moreno, 14, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I just have to look on the bright side and think ... I haven't lost any family and that I'm still alive.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11869450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut.jpg\">\u003cimg class=\"wp-image-11869450 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I'm really excited to get to actually walk around the Berkeley campus and see what it's like, and get to meet people face to face that are in my classes. It has taken a long time, but I feel like we've taken longer because we're looking at different ideas and planning it out so that we don't have to worry about having to shut down again. I know they're not taking this long because they just want to make kids wait longer. They're doing it because they're trying to make it as safe as possible.\u003c/p>\n\u003cp>I feel like it's nobody's fault that teachers don't want to go back. Teachers are trying to protect themselves and their students. At the end of the day, it just comes down to somebody is always going to not be happy.\u003c/p>\n\u003cp>At the beginning of the school year, I was so bored I couldn't think of anything to do anymore. I just kept doing the same things over and over and nothing felt new or interesting. There was no mystery about what's going to happen anymore. That started to really affect me. There's nothing for me to look forward to — I know everything that's going to happen.\u003c/p>\n\u003cp>But I joined the crew team, which really helps because it's in person, four days a week. I get to see my friends and I'm getting exercise. I didn't exercise before, but I started getting out in the fresh air and just enjoying things and talking to friends more. Sometimes I'll have a really great day, and the next day I'll have a hard day when I'll just be thinking about all the things I could be doing. But then I just remind myself that I will get to do it again, that I have to live in the moment, and the more I think about all I could be doing the sadder I'm going to get. I just have to look on the bright side and think of all the positive things I'm getting to do and that I haven't lost any family and that I'm still alive.\u003c/p>\n\u003cp>Surprisingly, I have been able to keep up academically. I'm getting challenged enough that I feel like I'm learning things. I feel like they've found a way to make it work online, and my teachers will have something they add in to make it fun and make sense.\u003c/p>\n\u003cp>I feel that everyone's doing the best we can, and sometimes teachers don't realize that some kids aren't in a position where they can turn their camera on or they're having a harder time turning in homework on time because it's loud at their house and they're sharing a room or they have to go to work with their parents.\u003c/p>\n\u003cp>We are technically obligated to keep our cameras on, and if you can't, you have to email the teacher and tell them. But a lot of kids don't turn their camera on. I think probably kids turn their camera off and walk away from their computer or go back to bed or go on their phone, because I'll be in breakout rooms and there are people in my classes who I've never seen or heard speak. I just will never hear from those people. And so I don't know who they are or if they're actually ever in class. I know people who don't like school will just turn their camera off, and I'll go on Instagram later and they'll have been posting all through class. I don't leave my phone in the living room during school. I don't touch it because it's just another distraction.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "High school students in Berkeley, Oakland and San Francisco remain in distance learning, even as their younger peers return to physical classrooms. We talked to four of them to find out what it's been like going to school entirely online.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As their younger peers have returned to physical classrooms, high school students in Berkeley, Oakland and San Francisco have mostly remained in distance learning, though some are due to come back next week.\u003c/p>\n\u003cp>KQED spoke with three students at Berkeley High School and one at Oakland's Fremont High School to hear how they have coped with this year of COVID, and what they are looking forward to when they finally \u003ca href=\"https://www.kqed.org/news/11863282/what-students-think-about-reopening-schools-california-newsom\" target=\"_blank\" rel=\"noopener noreferrer\">make it back\u003c/a> inside their schools.\u003cbr>\n\u003cem>\u003cbr>\nEdited for length and clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Sascha Amendola, 15, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I woke up one day and was like, 'Wow, I used to be so much closer to this one person.' \"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11869416\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut.jpg\">\u003cimg class=\"wp-image-11869416 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48327_007_Berkeley_HSStudent_03192021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I do really want to go back to school, and I feel like I would just learn better, and my grades would probably stay up instead of maybe slowly deteriorating.\u003c/p>\n\u003cp>There are friends like my girlfriend who are like, \"Oh, it's too dangerous.\" She's high risk.\u003c/p>\n\u003cp>I'm not mad about it. I just hate the coronavirus. I want to play basketball and stuff with my friends. A lot of them are going back to in-person school. It's going to be really hard not to give them a high five or something. But I'm definitely keeping myself safe.\u003c/p>\n\u003cp>I feel like quarantine has made everybody a little less social. I woke up one day and was like, \"Wow, I used to be so much closer to this one person.\"\u003c/p>\n\u003cp>When you're with a friend, you can do stuff without Wi-Fi cutting out. Or you walk around, get food and go places. It's just a lot easier to bond with them. You know, FaceTime, all you do is just talk, you don't really do anything else.\u003c/p>\n\u003cp>I don't know anyone that's purposely skipped class, but I know people that didn't turn on their alarms and slept in through the whole school day. And then sometimes people have joined them on video when they're in their beds, and then they're like, \"Turn the camera off.\" One time in the team sports class, someone forgot to turn the camera off and you could see them holding a video game controller, playing a game.\u003c/p>\n\u003cp>Some people, they're so upset and in pain that they don't want to do anything. Someone will be like, \"I should just kill myself,\" in a joking way. Which means they're not OK and they need someone to talk to and comfort them and nurture them.\u003c/p>\n\u003cp>One time I was on FaceTime with someone and they were doing schoolwork, and there was silence for a little while, and then I was like, \"How are you?\" And they're like, \"Not good.\" And then they really got into it and started crying and broke down in front of me. And I thought, \"Damn, I should have seen this; there are always little hints telling you that this person is not well, and you should always pay attention.\"\u003c/p>\n\u003cp>\u003cstrong>Karina Dealba Perez, 17, Fremont High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"Some days I wake up, I have to go to work at nine in the morning, and I have to miss class.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11870024\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2029/04/covidhighschool-scaled-e1618851959588.jpg\">\u003cimg class=\"wp-image-11870024 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2029/04/covidhighschool-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Julia McEvoy/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>Junior year was my first time on honor roll, with my grades getting much better. Then we got into distance learning and it just went really downhill. I'm a senior, and since the start of online learning, I've been failing.\u003c/p>\n\u003cp>I had been working before, but I only worked weekends. But then since my parents weren't working, I had to put in a lot of hours, usually more than 40. And that's what really didn't allow me to focus on school as well. But I really had no choice. So I was like, you know what? I'm not even going to focus on school right now. And now that the school year is over, it's hitting me that I have to graduate. I don't want to be a dropout.\u003c/p>\n\u003cp>My mom's really worried. She's like, \"I want you [in school],\" but she also understands that we need money coming in, we're not stable. She hadn't been working because my brother had kids, so she has to take care of them while he goes to work.\u003c/p>\n\u003cp>Other students, I understand, don't go through the same thing. They're OK. They're stable. They can get on the computer in the morning and continue on with their days. Some days I wake up, I have to go to work at nine in the morning, and I have to miss class.\u003c/p>\n\u003cp>Before COVID, I was honestly thinking of college. I want to attend because I would be the first of my siblings to go. My parents, they didn't even graduate high school. So, I wanted to show them that I can do more with myself. I definitely still want to focus on school.\u003c/p>\n\u003cp>\u003cstrong>Simone Schubert, 14, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I've learned not to really get excited about anything because generally something happens with COVID and it doesn't happen.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11870326\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent.jpg\">\u003cimg class=\"size-medium wp-image-11870326\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/04/BerkeleyHighSchoolStudent.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I'm kind of excited to be actually meeting the people I've been in some classes with for the past few months — my teachers and my classmates. But throughout the past year, I've learned not to really get excited about anything because generally something happens with COVID and it doesn't happen.\u003c/p>\n\u003cp>For me, I'm actually quite fine with doing distance learning, and I've got pretty good grades. I don't really know how I'd be doing at Berkeley High — it would be my first year there.\u003c/p>\n\u003cp>There are a lot of different problems with going back to school. One of the things I was thinking about was going to the bathroom, because during COVID you just don't want to touch anything. You just kind of feel weird if you bump into a bookshelf or a railing or something.\u003c/p>\n\u003cp>There are a lot of different things the adults in charge of the school system have to think about, a lot of moving parts. For students it's kind of simple: We just think about how it would affect our lives. But this would also affect all of our teachers as well. There will always be people who are upset about the way things are, whether or not the way things are is very good or very bad. There always will be hate. What we do about it is what really matters.\u003c/p>\n\u003cp>\u003cstrong>Kai Lim-Moreno, 14, Berkeley High School\u003c/strong>\u003c/p>\n\u003cp>\u003cem>\"I just have to look on the bright side and think ... I haven't lost any family and that I'm still alive.\"\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11869450\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut.jpg\">\u003cimg class=\"wp-image-11869450 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS47839_011_Berkeley_HighSchoolStudentKaiLimMoreno_03122021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Photo by Beth LaBerge/KQED\u003c/figcaption>\u003c/figure>\n\u003cp>I'm really excited to get to actually walk around the Berkeley campus and see what it's like, and get to meet people face to face that are in my classes. It has taken a long time, but I feel like we've taken longer because we're looking at different ideas and planning it out so that we don't have to worry about having to shut down again. I know they're not taking this long because they just want to make kids wait longer. They're doing it because they're trying to make it as safe as possible.\u003c/p>\n\u003cp>I feel like it's nobody's fault that teachers don't want to go back. Teachers are trying to protect themselves and their students. At the end of the day, it just comes down to somebody is always going to not be happy.\u003c/p>\n\u003cp>At the beginning of the school year, I was so bored I couldn't think of anything to do anymore. I just kept doing the same things over and over and nothing felt new or interesting. There was no mystery about what's going to happen anymore. That started to really affect me. There's nothing for me to look forward to — I know everything that's going to happen.\u003c/p>\n\u003cp>But I joined the crew team, which really helps because it's in person, four days a week. I get to see my friends and I'm getting exercise. I didn't exercise before, but I started getting out in the fresh air and just enjoying things and talking to friends more. Sometimes I'll have a really great day, and the next day I'll have a hard day when I'll just be thinking about all the things I could be doing. But then I just remind myself that I will get to do it again, that I have to live in the moment, and the more I think about all I could be doing the sadder I'm going to get. I just have to look on the bright side and think of all the positive things I'm getting to do and that I haven't lost any family and that I'm still alive.\u003c/p>\n\u003cp>Surprisingly, I have been able to keep up academically. I'm getting challenged enough that I feel like I'm learning things. I feel like they've found a way to make it work online, and my teachers will have something they add in to make it fun and make sense.\u003c/p>\n\u003cp>I feel that everyone's doing the best we can, and sometimes teachers don't realize that some kids aren't in a position where they can turn their camera on or they're having a harder time turning in homework on time because it's loud at their house and they're sharing a room or they have to go to work with their parents.\u003c/p>\n\u003cp>We are technically obligated to keep our cameras on, and if you can't, you have to email the teacher and tell them. But a lot of kids don't turn their camera on. I think probably kids turn their camera off and walk away from their computer or go back to bed or go on their phone, because I'll be in breakout rooms and there are people in my classes who I've never seen or heard speak. I just will never hear from those people. And so I don't know who they are or if they're actually ever in class. I know people who don't like school will just turn their camera off, and I'll go on Instagram later and they'll have been posting all through class. I don't leave my phone in the living room during school. I don't touch it because it's just another distraction.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Without Walls: How Some LA and OC Schools Are Embracing Outdoor Learning",
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"content": "\u003cp>The East Hollywood neighborhood surrounding Kingsley Elementary School in Los Angeles was hit hard by COVID-19. So when Karina Salazar, the school’s principal, began planning for her campus to reopen for in-person learning this month, she knew families would be nervous about sending their children back.\u003c/p>\n\u003cp>She thought if she could offer students the chance to be outdoors for part of the day, it might alleviate some concern for both parents and teachers.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nick Melvoin, LAUSD board member\"]'I think we've been dead set in our ways on what a classroom should look like, going back to when many of us were kids.'[/pullquote]\u003c/p>\n\u003cp>Salazar is not new to outdoor education. Prior to the pandemic, the school created a native plant and organic vegetable garden, complete with a chicken coop. Students did science units there, and relished the opportunity to care for the school's roosters, Roy and Al, Salazar said.\u003c/p>\n\u003cp>Yet Salazar wanted to go further, and with support from experts in outdoor learning, Kingsley Elementary — which reopens for in-person learning on Monday — is piloting a program that will do just that. With four brand new nature classrooms set up atop the asphalt playground space, teachers will be able to sign up to bring their students outside.\u003c/p>\n\u003cp>Kingsley’s new outdoor setup comes as the Los Angeles Unified School District pushes to expand outdoor learning options. The school board \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=105264&PageID=1\">just approved a resolution \u003c/a>that calls for more funding and resources to grow existing outdoor education programs like the two nature-based camps it operates.\u003c/p>\n\u003cfigure id=\"attachment_11870070\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2739-scaled-e1618864768577.jpg\">\u003cimg class=\"size-full wp-image-11870070\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2739-scaled-e1618864768577.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A shaded outdoor classroom set up at Kingsley Elementary. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet, few other schools in the district are so far following Kingsley's lead. Nick Melvoin, an LAUSD board member, hopes that will change with the new resolution.\u003c/p>\n\u003cp>“I really think it's a failure of imagination,” Melvoin said. “I think we've been dead set in our ways on what a classroom should look like, going back to when many of us were kids ... and it's a classroom with desks and with walls.”\u003c/p>\n\u003cp>In LAUSD schools, only about 40% of elementary school students are opting to return to in-person classes, according to a district spokesperson.\u003c/p>\n\u003cp>“I think that had we done a better job of setting up these outdoor classrooms, we actually could have opened schools earlier than we are now,” Melvoin said. “Even schools where we haven't been able to do the work of putting in gardens or grass, even if we're converting a blacktop by putting in a tent and adaptive seating, we could fit more students in, and that would mitigate the need for an AM and a PM session.”\u003c/p>\n\u003ch3>No Walls\u003c/h3>\n\u003cp>Kingsley's outdoor classrooms have no walls. Instead, the boundaries are marked by planted shrubs. Traditional plastic bucket seats have been replaced with wicker armchairs and tree stumps.\u003c/p>\n\u003cp>Students will rotate between their regular inside classrooms and the outdoor spaces when the school reopens for in-person learning.\u003c/p>\n\u003cp>“By establishing the conditions where teachers can be outside with their students and have an outdoor classroom that provides that sense of openness, it adds that additional layer of security,” Salazar said.\u003c/p>\n\u003cp>The classrooms that Salazar and her staff built, with support from Green Schoolyards America, are little nature hubs. Two classrooms have natural toned desks and stools with a wicker armchair for the teacher, a setup more redolent of college than your typical elementary school. Another classroom uses a bed of mulch to form the floor.\u003c/p>\n\u003cfigure id=\"attachment_11870071\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2749-scaled-e1618864874179.jpg\">\u003cimg class=\"size-full wp-image-11870071\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2749-scaled-e1618864874179.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kingsley Elementary School Principal Karina Salazar sits at a handmade wooden desk created and donated by a local carpenter. There will be 12 of these desks in this outdoor classroom, which has a mulch floor and sage shrubs in planters to demarcate its boundaries. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All the outside classrooms have large wooden or aluminum planters with fragrant shrubs to demarcate the room’s boundaries. There are also bright colored woolen rugs atop the mulch or asphalt.\u003c/p>\n\u003cp>Donations flowed in to help build out Kingsley's classrooms. A local arboretum gave dozens of tree stumps that will be used as seats for small group work or reading circles under the shade. For the mulch-floor classroom, a local carpenter, Arnold Bautista, made by hand 12 vintage-style wooden desks with built-in seats. LAUSD delivered two big event tents to shade one classroom and the outdoor teacher lounge.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Claire Latané, a Cal Poly Pomona landscape design professor, was part of the school’s outdoor classroom design team. Outdoor classrooms have so many benefits, she believes, in addition to offering heightened safety against COVID-19.\u003c/p>\n\u003cp>She points to a recent master’s\u003ca href=\"http://broncoscholar.library.cpp.edu/handle/10211.3/213384\"> thesis on the topic\u003c/a>, which found that when teachers being observed took their classes outside for just two 30-minute sessions a week for 12 weeks, many students who had been struggling bounced back.\u003c/p>\n\u003ch3>Teacher Prep\u003c/h3>\n\u003cp>Salazar knew her staff would need support to transition to teaching outdoors. “Our school team spent a whole weekend in professional development sessions by grade span so we could really customize the content,” Salazar said. An upcoming training will address behavior and classroom management in outdoor environments.\u003c/p>\n\u003cp>Buy-in from teachers was also crucial, Salazar said. After surveying her teachers early on, she found strong support for the idea of spending some part of the day teaching outside.\u003c/p>\n\u003cp>“It's not being forced on them, it's really an element of choice and teacher empowerment,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11870069\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2738-1-scaled-e1618864941421.jpg\">\u003cimg class=\"size-full wp-image-11870069\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2738-1-scaled-e1618864941421.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kingsley Elementary School's vegetable garden. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, as teachers return to campus and see the new classrooms set up in the playground, the excitement is palpable, Salazar said.\u003c/p>\n\u003cp>“I’m so excited about this,” said second grade teacher Anna Maschek as she walked through the classrooms for the first time.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]Her colleague, Dennis Staine, said his students will love attending class outside.\u003c/p>\n\u003cp>“Especially with COVID and everything, allowing the kids to be outside, allowing them to see, to smell, to touch, to hear all these things that they haven't really been able to do,” he said.\u003c/p>\n\u003ch3>Outside Learning in the OC\u003c/h3>\n\u003cp>Another elementary school, in Orange County, is using its outdoor space to get as many students as possible back on campus for the full school day, four days a week. At \u003ca href=\"https://www.journeyschool.net/about/\">the Journey School\u003c/a>, a charter school in Aliso Viejo, kindergarten through second grade classes have already been back in person since November.\u003c/p>\n\u003cp>The school had full-time outdoor kindergarten classrooms long before the pandemic hit. In the Waldorf-inspired play-based program, outdoor learning spaces are strategically set up to facilitate different kinds of learning: the children garden, they build with random pieces of wood, they cook and they paint.\u003c/p>\n\u003cp>A peek into Adam Kilcollins' first grade classroom reveals a unique setup, one that school Executive Director Gavin Keller says has helped keep everyone healthy, even through the winter COVID-19 spikes.\u003c/p>\n\u003cfigure id=\"attachment_11870067\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2572-scaled-e1618865021242.jpg\">\u003cimg class=\"size-full wp-image-11870067\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2572-scaled-e1618865021242.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Raz Allen, a teaching aide, helps students sitting at outside tables at the Journey School in Aliso Viejo. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kilcollins’ class is divided into three groups. One cohort is sitting 6 feet apart on long picnic tables under tent canopies just outside the door to their indoor classroom. Another cohort is inside the classroom with Kilcollins. A third group, whose families have opted to keep them home, are participating remotely.\u003c/p>\n\u003cp>Every two days, the inside and outside groups switch places.\u003c/p>\n\u003cp>During a recent math class, Kilcollins kept an eye on his “outside friends” through his classroom windows, frequently swiveling his head to see his inside students, all while monitoring his laptop and document camera at a standing desk to keep track of kids at home.\u003c/p>\n\u003cp>Keller, the Journey School director, says his teachers are juggling a lot, but have really seemed to embrace this method. And parents, he adds, love that their kids can be back almost full time.\u003c/p>\n\u003cp>The school also provides a teaching aide to help children sitting outside. And while they have their laptops open to hear Kilcollins’ Zoom lesson, they are using pencil and paper to do the actual work, reducing the amount of screen time.\u003c/p>\n\u003cp>“There are some challenges in having an outdoor classroom,” Keller said, noting that weather is a big one. “We had a storm three weeks ago that came through that was fairly significant and we were unable to offer that instruction outdoors. And in that scenario, we pivoted to remote learning for those students that were scheduled to be outside.”\u003c/p>\n\u003cfigure id=\"attachment_11870079\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2611-scaled-e1618865383966.jpg\">\u003cimg class=\"wp-image-11870079 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2611-scaled-e1618865383966.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Plexiglass separators are used at the Journey School to provide more protection for the students sitting outside at picnic tables who are following along with a lesson taught over Zoom by their teacher, who is inside the adjacent classroom. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the weather pushes 100 degrees, as it can in May and June, Keller says the outside cohort will stay home.\u003c/p>\n\u003cp>Even if the Centers for Disease Control and Prevention eventually removes the social distancing requirements and all children can fit back in the classroom, Keller says the outdoor setup will remain.\u003c/p>\n\u003cp>“I think that it's really handy for teachers to have an outdoor learning classroom immediately adjacent to their classroom building for students that might need a break, for small group work, for just getting outside and doing some work in the fresh air,” Keller said.\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The East Hollywood neighborhood surrounding Kingsley Elementary School in Los Angeles was hit hard by COVID-19. So when Karina Salazar, the school’s principal, began planning for her campus to reopen for in-person learning this month, she knew families would be nervous about sending their children back.\u003c/p>\n\u003cp>She thought if she could offer students the chance to be outdoors for part of the day, it might alleviate some concern for both parents and teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Salazar is not new to outdoor education. Prior to the pandemic, the school created a native plant and organic vegetable garden, complete with a chicken coop. Students did science units there, and relished the opportunity to care for the school's roosters, Roy and Al, Salazar said.\u003c/p>\n\u003cp>Yet Salazar wanted to go further, and with support from experts in outdoor learning, Kingsley Elementary — which reopens for in-person learning on Monday — is piloting a program that will do just that. With four brand new nature classrooms set up atop the asphalt playground space, teachers will be able to sign up to bring their students outside.\u003c/p>\n\u003cp>Kingsley’s new outdoor setup comes as the Los Angeles Unified School District pushes to expand outdoor learning options. The school board \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=105264&PageID=1\">just approved a resolution \u003c/a>that calls for more funding and resources to grow existing outdoor education programs like the two nature-based camps it operates.\u003c/p>\n\u003cfigure id=\"attachment_11870070\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2739-scaled-e1618864768577.jpg\">\u003cimg class=\"size-full wp-image-11870070\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2739-scaled-e1618864768577.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A shaded outdoor classroom set up at Kingsley Elementary. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Yet, few other schools in the district are so far following Kingsley's lead. Nick Melvoin, an LAUSD board member, hopes that will change with the new resolution.\u003c/p>\n\u003cp>“I really think it's a failure of imagination,” Melvoin said. “I think we've been dead set in our ways on what a classroom should look like, going back to when many of us were kids ... and it's a classroom with desks and with walls.”\u003c/p>\n\u003cp>In LAUSD schools, only about 40% of elementary school students are opting to return to in-person classes, according to a district spokesperson.\u003c/p>\n\u003cp>“I think that had we done a better job of setting up these outdoor classrooms, we actually could have opened schools earlier than we are now,” Melvoin said. “Even schools where we haven't been able to do the work of putting in gardens or grass, even if we're converting a blacktop by putting in a tent and adaptive seating, we could fit more students in, and that would mitigate the need for an AM and a PM session.”\u003c/p>\n\u003ch3>No Walls\u003c/h3>\n\u003cp>Kingsley's outdoor classrooms have no walls. Instead, the boundaries are marked by planted shrubs. Traditional plastic bucket seats have been replaced with wicker armchairs and tree stumps.\u003c/p>\n\u003cp>Students will rotate between their regular inside classrooms and the outdoor spaces when the school reopens for in-person learning.\u003c/p>\n\u003cp>“By establishing the conditions where teachers can be outside with their students and have an outdoor classroom that provides that sense of openness, it adds that additional layer of security,” Salazar said.\u003c/p>\n\u003cp>The classrooms that Salazar and her staff built, with support from Green Schoolyards America, are little nature hubs. Two classrooms have natural toned desks and stools with a wicker armchair for the teacher, a setup more redolent of college than your typical elementary school. Another classroom uses a bed of mulch to form the floor.\u003c/p>\n\u003cfigure id=\"attachment_11870071\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2749-scaled-e1618864874179.jpg\">\u003cimg class=\"size-full wp-image-11870071\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2749-scaled-e1618864874179.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kingsley Elementary School Principal Karina Salazar sits at a handmade wooden desk created and donated by a local carpenter. There will be 12 of these desks in this outdoor classroom, which has a mulch floor and sage shrubs in planters to demarcate its boundaries. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>All the outside classrooms have large wooden or aluminum planters with fragrant shrubs to demarcate the room’s boundaries. There are also bright colored woolen rugs atop the mulch or asphalt.\u003c/p>\n\u003cp>Donations flowed in to help build out Kingsley's classrooms. A local arboretum gave dozens of tree stumps that will be used as seats for small group work or reading circles under the shade. For the mulch-floor classroom, a local carpenter, Arnold Bautista, made by hand 12 vintage-style wooden desks with built-in seats. LAUSD delivered two big event tents to shade one classroom and the outdoor teacher lounge.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Claire Latané, a Cal Poly Pomona landscape design professor, was part of the school’s outdoor classroom design team. Outdoor classrooms have so many benefits, she believes, in addition to offering heightened safety against COVID-19.\u003c/p>\n\u003cp>She points to a recent master’s\u003ca href=\"http://broncoscholar.library.cpp.edu/handle/10211.3/213384\"> thesis on the topic\u003c/a>, which found that when teachers being observed took their classes outside for just two 30-minute sessions a week for 12 weeks, many students who had been struggling bounced back.\u003c/p>\n\u003ch3>Teacher Prep\u003c/h3>\n\u003cp>Salazar knew her staff would need support to transition to teaching outdoors. “Our school team spent a whole weekend in professional development sessions by grade span so we could really customize the content,” Salazar said. An upcoming training will address behavior and classroom management in outdoor environments.\u003c/p>\n\u003cp>Buy-in from teachers was also crucial, Salazar said. After surveying her teachers early on, she found strong support for the idea of spending some part of the day teaching outside.\u003c/p>\n\u003cp>“It's not being forced on them, it's really an element of choice and teacher empowerment,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11870069\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2738-1-scaled-e1618864941421.jpg\">\u003cimg class=\"size-full wp-image-11870069\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2738-1-scaled-e1618864941421.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Kingsley Elementary School's vegetable garden. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Now, as teachers return to campus and see the new classrooms set up in the playground, the excitement is palpable, Salazar said.\u003c/p>\n\u003cp>“I’m so excited about this,” said second grade teacher Anna Maschek as she walked through the classrooms for the first time.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Her colleague, Dennis Staine, said his students will love attending class outside.\u003c/p>\n\u003cp>“Especially with COVID and everything, allowing the kids to be outside, allowing them to see, to smell, to touch, to hear all these things that they haven't really been able to do,” he said.\u003c/p>\n\u003ch3>Outside Learning in the OC\u003c/h3>\n\u003cp>Another elementary school, in Orange County, is using its outdoor space to get as many students as possible back on campus for the full school day, four days a week. At \u003ca href=\"https://www.journeyschool.net/about/\">the Journey School\u003c/a>, a charter school in Aliso Viejo, kindergarten through second grade classes have already been back in person since November.\u003c/p>\n\u003cp>The school had full-time outdoor kindergarten classrooms long before the pandemic hit. In the Waldorf-inspired play-based program, outdoor learning spaces are strategically set up to facilitate different kinds of learning: the children garden, they build with random pieces of wood, they cook and they paint.\u003c/p>\n\u003cp>A peek into Adam Kilcollins' first grade classroom reveals a unique setup, one that school Executive Director Gavin Keller says has helped keep everyone healthy, even through the winter COVID-19 spikes.\u003c/p>\n\u003cfigure id=\"attachment_11870067\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2572-scaled-e1618865021242.jpg\">\u003cimg class=\"size-full wp-image-11870067\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2572-scaled-e1618865021242.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Raz Allen, a teaching aide, helps students sitting at outside tables at the Journey School in Aliso Viejo. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Kilcollins’ class is divided into three groups. One cohort is sitting 6 feet apart on long picnic tables under tent canopies just outside the door to their indoor classroom. Another cohort is inside the classroom with Kilcollins. A third group, whose families have opted to keep them home, are participating remotely.\u003c/p>\n\u003cp>Every two days, the inside and outside groups switch places.\u003c/p>\n\u003cp>During a recent math class, Kilcollins kept an eye on his “outside friends” through his classroom windows, frequently swiveling his head to see his inside students, all while monitoring his laptop and document camera at a standing desk to keep track of kids at home.\u003c/p>\n\u003cp>Keller, the Journey School director, says his teachers are juggling a lot, but have really seemed to embrace this method. And parents, he adds, love that their kids can be back almost full time.\u003c/p>\n\u003cp>The school also provides a teaching aide to help children sitting outside. And while they have their laptops open to hear Kilcollins’ Zoom lesson, they are using pencil and paper to do the actual work, reducing the amount of screen time.\u003c/p>\n\u003cp>“There are some challenges in having an outdoor classroom,” Keller said, noting that weather is a big one. “We had a storm three weeks ago that came through that was fairly significant and we were unable to offer that instruction outdoors. And in that scenario, we pivoted to remote learning for those students that were scheduled to be outside.”\u003c/p>\n\u003cfigure id=\"attachment_11870079\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2611-scaled-e1618865383966.jpg\">\u003cimg class=\"wp-image-11870079 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/converted-IMG_2611-scaled-e1618865383966.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Plexiglass separators are used at the Journey School to provide more protection for the students sitting outside at picnic tables who are following along with a lesson taught over Zoom by their teacher, who is inside the adjacent classroom. \u003ccite>(Deepa Fernandes/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>When the weather pushes 100 degrees, as it can in May and June, Keller says the outside cohort will stay home.\u003c/p>\n\u003cp>Even if the Centers for Disease Control and Prevention eventually removes the social distancing requirements and all children can fit back in the classroom, Keller says the outdoor setup will remain.\u003c/p>\n\u003cp>“I think that it's really handy for teachers to have an outdoor learning classroom immediately adjacent to their classroom building for students that might need a break, for small group work, for just getting outside and doing some work in the fresh air,” Keller said.\u003c/p>\n\u003cp>\u003cem>Deepa Fernandes is a reporting fellow at Pacific Oaks College, which is funded in part by First 5 LA. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>After a year of nearly constant change and struggles to reopen classrooms, parents aren't the only ones who may be experiencing \"\u003ca href=\"http://bit.ly/conflictedin-person\">school hesitancy\u003c/a>.\"\u003c/p>\n\u003cp>There is no one-size-fits-all solution for returning to school as children face \u003ca href=\"https://www.kqed.org/news/11869653/teachers-now-grapple-with-hybrid-learning-and-just-blank-stares\">huge challenges to complete the school year\u003c/a>, whether online or in person.\u003c/p>\n\u003cp>It continues to be an excruciatingly difficult school year for teachers, parents and students (including my son who threw an anti-school tantrum on Monday that inspired this cartoon).\u003c/p>\n\u003cp>As far as I'm concerned, summer vacation can't come soon enough.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After a year of nearly constant change and struggles to reopen classrooms, parents aren't the only ones who may be experiencing \"\u003ca href=\"http://bit.ly/conflictedin-person\">school hesitancy\u003c/a>.\"\u003c/p>\n\u003cp>There is no one-size-fits-all solution for returning to school as children face \u003ca href=\"https://www.kqed.org/news/11869653/teachers-now-grapple-with-hybrid-learning-and-just-blank-stares\">huge challenges to complete the school year\u003c/a>, whether online or in person.\u003c/p>\n\u003cp>It continues to be an excruciatingly difficult school year for teachers, parents and students (including my son who threw an anti-school tantrum on Monday that inspired this cartoon).\u003c/p>\n\u003cp>As far as I'm concerned, summer vacation can't come soon enough.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "'We're Not a Monolith': Some Black and Brown Parents in Oakland Feel Conflicted as In-Person Learning Returns",
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"content": "\u003cp>On Monday, the Oakland Unified School District will welcome back third through sixth graders at select schools. But as kids prepare a gradual return to in-person learning, some parents are still feeling hesitant about ending distance learning altogether.\u003c/p>\n\u003cp>Ryan Austin, artist educator and Oakland resident, said she's seen the wide range of effects that distance learning can have on kids, in part based on the kind of support systems they have at home.\u003c/p>\n\u003cp>Austin’s sister, Arayna, is an OUSD sixth grader. She attends all her classes through Zoom and does her best to keep up with schoolwork. But Austin said it’s difficult for her to engage with the material and her classmates.\u003c/p>\n\u003cp>“She’s not very present,” Austin said. “I’m witnessing a dearth of her education experience.”\u003c/p>\n\u003cp>But Austin's 6-year-old son, Onyx, who attends a private school in the city, has been thriving during his remote classes. That's in part because Austin and her husband, Michael, work from home, she said, and they’ve been able to spend a lot of time together with Onyx to work with him to understand what his learning styles and interests are.\u003c/p>\n\u003cfigure id=\"attachment_11869967\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11869967\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021. Austin has expressed concern that the reopening debate has used the narratives of Black and brown parents without actively engaging these families and their needs. \u003ccite>(Beth LaBerge./KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’ve hit our stride. He’s learned the expectations about how his day goes, he’s fallen into a rhythm,” Austin said. When she is able to, she sometimes audits Onyx’s classes to learn how her son is adjusting to distance learning and jots down what he needs extra help with.\u003c/p>\n\u003cp>Staying at home has also helped boost Onyx’s health. When he entered kindergarten last school year, he had to miss 11 days of school after coming down with a heavy cold. This especially worried his parents because Onyx has serious allergies.\u003c/p>\n\u003cp>This school year, Onyx has not missed a single day of school.\u003c/p>\n\u003cp>“As a family, we’ve maintained that it’s best for him to keep learning here at home,” Austin said. “We just want to make sure that there are better safety protocols before we put him back into a space where we know he will be exposed to all kinds of illnesses, namely COVID-19.”\u003c/p>\n\u003cp>Despite the fact that Onyx is allowed to return to in-person classes, Austin said she's keeping him home for now.\u003c/p>\n\u003cp>Why? Because Austin and her husband can be at home throughout the day to provide him support.\u003c/p>\n\u003cp>“We’re aware that we have a privilege that we’re able to be here with him, that other people don’t have,” Austin pointed out, “so I wouldn’t dare to tell other folks to not take their kids to school.”\u003c/p>\n\u003cp>Other parents she knows are front-line workers who don’t have the option to stay home with their kids. Having schools reopen allowed them to drop off their kids and head to work knowing that they won’t be alone in the house.\u003c/p>\n\u003cp>As districts across California have grappled with difficult conversations around reopening, Austin said she's been troubled by a certain aspect of the \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\" target=\"_blank\" rel=\"noopener noreferrer\">school reopening conversation\u003c/a>: Organizations and advocates — both for and against reopening the Bay Area’s schools — have both cited the needs and experiences of Black and brown parents to support their viewpoints.\u003c/p>\n\u003cp>“Going back to school, the narrative that is out there for Black and brown folks doesn’t necessarily represent everybody,” she said. “We’re not a monolith.”\u003c/p>\n\u003cp>Austin feels that those pushing to delay or speed reopening should be talking less \u003cem>about\u003c/em> Black and brown parents, and should be spending more time talking \u003cem>with\u003c/em> them.\u003c/p>\n\u003cfigure id=\"attachment_11869981\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11869981 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Austin's husband, Michael, and their son Onyx at their home in Oakland on April 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>For Parents of Color, Mixed Data and Mixed Experiences\u003c/h3>\n\u003cp>In March, OUSD \u003ca href=\"https://dashboards.ousd.org/views/MSPElementary/TK-5PreferencebyGroup?%3Aembed=y\">released the results\u003c/a> of the form it sent out to parents of kids in transitional kindergarten through fifth grade. The choice the district offered parents was simple: a return in-person, at least part-time, or remaining in distance learning for the remainder of the school year.\u003c/p>\n\u003cp>Parents of white students are the group with the highest preference for in-person learning at 76%, while 21% chose distance learning.\u003c/p>\n\u003cp>But results are more mixed among Black and Latino families.\u003c/p>\n\u003cp>Of the Black parents surveyed, 52% said they favored in-person learning, while 36% chose to continue distance learning. With Latino students, the margin is even smaller: 52% of parents selected in-person and 48% went with distance learning.\u003c/p>\n\u003cp>Among parents of Native American students, both options tied at 49%, while slightly more than a majority, 52%, of Asian families preferred to continue distance learning.\u003c/p>\n\u003cfigure id=\"attachment_11869970\" class=\"wp-caption alignright\" style=\"max-width: 835px\">\u003cimg class=\"size-full wp-image-11869970\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg\" alt=\"A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\" width=\"835\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg 835w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-800x691.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-160x138.jpg 160w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003cfigcaption class=\"wp-caption-text\">A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\u003c/figcaption>\u003c/figure>\n\u003cp>While the survey shows a majority of white families are in support of returning to in-person learning, the situation isn't as clear cut for families of color. And the small margins between the numbers suggest that race is not the best indicator of what those families might do in regards to school reopening.\u003c/p>\n\u003cp>Fruitvale resident Antonio Escobar is the parent of two kids. He said he felt relief when he heard schools were reopening.\u003c/p>\n\u003cp>Having his first grader and pre-kindergarten student home all the time has been extremely difficult for him and his wife. Because they both have jobs outside the house, they’ve had to coordinate a system during the pandemic so that one parent is always home.\u003c/p>\n\u003cp>“When the kids are in the house, they just want to play. If they go into class, they don’t learn much because they are so distracted,” he said in Spanish.\u003c/p>\n\u003cp>If the kids need help with their classes, Escobar is not always sure how to help them. His biggest concern is that they’re not learning what they need to, and his family doesn’t have the time or the resources to provide extra academic support.\u003c/p>\n\u003cp>“It’s going to be so much better as the kids go back to school because there they can actually focus and do their schoolwork,” he explained.\u003c/p>\n\u003cp>On the other hand, Claudia Guzmán, also a Fruitvale resident, decided her first grader, Alexis, would continue distance learning.\u003c/p>\n\u003cp>“When they go in, they will need to have the mask on the whole day, wash their hands every so often and keep social distance. So I think it will be difficult for him to keep his facemask on all day and just take it off to eat,” Guzmán said.\u003c/p>\n\u003cp>She’s a stay-at-home mom which, as she points out, allows her to assist Alexis with any bumps in the road, like bad Wi-Fi or a new lesson. “So being at home seems better to me even though I know he's not concentrating as much as he should be,” Claudia adds. [ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>Unpacking 'School Hesitancy' \u003c/strong>\u003c/h3>\n\u003cp>With many parents expressing feelings of anxiety, or saying they're uncomfortable sending their kids back to school after over a year at home, some researchers have \u003ca href=\"https://www.crpe.org/thelens/whats-behind-racial-divide-school-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">started to use the term “school hesitancy”\u003c/a> to describe the discomfort that families may have about the return to in-person learning. The term draws its inspiration from “vaccine hesitancy” — the reluctance someone may feel about getting vaccinated.\u003c/p>\n\u003cp>But the term \"vaccine hesitancy\" has also gotten some pushback from public health experts for not representing the full picture.\u003c/p>\n\u003cp>“I don't use that terminology. People want information about the vaccine. And I think that's a perfectly reasonable thing to ask for before you say, ‘I’m going to get a vaccine,’ ” said \u003ca href=\"https://cancer.ucsf.edu/people/rhoads.kim\">Dr. Kim Rhoads\u003c/a>, an epidemiologist and biostatistician at UCSF who \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\">helped start Umoja\u003c/a>, a coalition of community groups helping get Black residents in Oakland vaccinated and tested for COVID-19. [aside tag=\"school-reopening\" label=\"more coverage\"]\u003c/p>\n\u003cp>This information, Rhoads affirms, should be “from people that they know and trust.”\u003c/p>\n\u003cp>And other experts say the same goes for \"school hesitancy.\"\u003c/p>\n\u003cp>\u003ca href=\"https://med.stanford.edu/profiles/yvonne-maldonado\">Dr. Yvonne Maldonado\u003c/a> is a professor of pediatrics and epidemiology at Stanford. She’s been a part of vaccination efforts in East Palo Alto and East San Jose and has found that many parents of color are just looking for a bit more information and assurance on how health guidelines will be carried out in schools.\u003c/p>\n\u003cp>“What we’re hearing is that [parents] want their kids to go back. A lot of them have to work and they don’t like leaving their kids alone at home and there’s nobody that can come into the house even if they could afford it,” Maldonado said.\u003c/p>\n\u003cp>She argues that the \u003ca href=\"https://www.kqed.org/news/11865058/childrens-mental-health-still-big-concern-as-schools-begin-reopening\">growing number of cases of depression and dysregulation\u003c/a> among kids in distance learning is a reason to address the return to schools as a public health issue instead of a political one.\u003c/p>\n\u003cp>“We’re talking about mental health issues and physical health problems,” she explained.\u003c/p>\n\u003cp>Maldonado also notes that low-income students and students of color could be the most affected if school authorities don’t adopt a public health model of talking to families about returning to in-person classes. This could include community members reaching out to families one-to-one to explain what precautions schools are taking to prevent infections and the possible health risks of extending distance learning.\u003c/p>\n\u003cp>But she stresses that it should be the school district taking on this responsibility, not necessarily parents.\u003c/p>\n\u003cp>\"It’s like saying, ‘Well the parent should have told the doctor what to do.’ That’s not their job, it should be the school district,\" she said.\u003c/p>\n\u003cp>For its part, OUSD said they have employed a variety of strategies to engage families of color in the reopening process. John Sasaki, a spokesperson for OUSD, references the multiple listening sessions held through Zoom where medical staff from UCSF Benioff Children's Hospital answered questions from parents and students.\u003c/p>\n\u003cp>“We just want to make sure that we are being a good source for this information,” Sasaki said.\u003c/p>\n\u003cp>OUSD reopened its doors on March 30 to pre-K through second graders in several dozen schools. To demonstrate how it had prepared to follow health protocols, the district invited the media to Garfield Elementary School — \u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\" target=\"_blank\" rel=\"noopener noreferrer\">one of the schools included in the reopening.\u003c/a>\u003c/p>\n\u003cp>“We invited our community in to see what our schools look like with all the precautions we put in place, the kinds of markings on the floor, the kind of signage we have, the kinds of air filters, the PPE [personal protective equipment] that’s on hand, the spacing of desks,” he explained.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"wp-image-11866508 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students' return on March 30. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But parents, like Ryan Austin, suggest a more direct approach. She’s seen how \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\" target=\"_blank\" rel=\"noopener noreferrer\">community-led vaccination efforts\u003c/a> in predominantly Black neighborhoods in Oakland have disproven any assumption that Black residents fear the vaccine, and thinks a similar strategy can address any concerns holding back parents of color from sending their children back to in-person learning.\u003c/p>\n\u003cp>“It’s the same argument that they make about vaccinations, that Black and brown people just don’t want to get vaccinated, which is not true,\" Austin said. \"If you're not doing the work to reach out to people in culturally relevant ways, you're going to miss them every time.\"\u003c/p>\n\u003cp>\u003cem>This post includes reporting from \u003ca href=\"https://www.kqed.org/author/qkim\">Queena Kim\u003c/a> and \u003ca href=\"https://www.kqed.org/author/vrancano\">Vanessa Rancaño\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "As Oakland Unified School District is set to welcome back more students this Monday, Black and brown parents share what their experiences have been during reopening.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Monday, the Oakland Unified School District will welcome back third through sixth graders at select schools. But as kids prepare a gradual return to in-person learning, some parents are still feeling hesitant about ending distance learning altogether.\u003c/p>\n\u003cp>Ryan Austin, artist educator and Oakland resident, said she's seen the wide range of effects that distance learning can have on kids, in part based on the kind of support systems they have at home.\u003c/p>\n\u003cp>Austin’s sister, Arayna, is an OUSD sixth grader. She attends all her classes through Zoom and does her best to keep up with schoolwork. But Austin said it’s difficult for her to engage with the material and her classmates.\u003c/p>\n\u003cp>“She’s not very present,” Austin said. “I’m witnessing a dearth of her education experience.”\u003c/p>\n\u003cp>But Austin's 6-year-old son, Onyx, who attends a private school in the city, has been thriving during his remote classes. That's in part because Austin and her husband, Michael, work from home, she said, and they’ve been able to spend a lot of time together with Onyx to work with him to understand what his learning styles and interests are.\u003c/p>\n\u003cfigure id=\"attachment_11869967\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-11869967\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48640_030_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Ryan Austin helps her son Onyx with school through Zoom at their home in Oakland on April 14, 2021. Austin has expressed concern that the reopening debate has used the narratives of Black and brown parents without actively engaging these families and their needs. \u003ccite>(Beth LaBerge./KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’ve hit our stride. He’s learned the expectations about how his day goes, he’s fallen into a rhythm,” Austin said. When she is able to, she sometimes audits Onyx’s classes to learn how her son is adjusting to distance learning and jots down what he needs extra help with.\u003c/p>\n\u003cp>Staying at home has also helped boost Onyx’s health. When he entered kindergarten last school year, he had to miss 11 days of school after coming down with a heavy cold. This especially worried his parents because Onyx has serious allergies.\u003c/p>\n\u003cp>This school year, Onyx has not missed a single day of school.\u003c/p>\n\u003cp>“As a family, we’ve maintained that it’s best for him to keep learning here at home,” Austin said. “We just want to make sure that there are better safety protocols before we put him back into a space where we know he will be exposed to all kinds of illnesses, namely COVID-19.”\u003c/p>\n\u003cp>Despite the fact that Onyx is allowed to return to in-person classes, Austin said she's keeping him home for now.\u003c/p>\n\u003cp>Why? Because Austin and her husband can be at home throughout the day to provide him support.\u003c/p>\n\u003cp>“We’re aware that we have a privilege that we’re able to be here with him, that other people don’t have,” Austin pointed out, “so I wouldn’t dare to tell other folks to not take their kids to school.”\u003c/p>\n\u003cp>Other parents she knows are front-line workers who don’t have the option to stay home with their kids. Having schools reopen allowed them to drop off their kids and head to work knowing that they won’t be alone in the house.\u003c/p>\n\u003cp>As districts across California have grappled with difficult conversations around reopening, Austin said she's been troubled by a certain aspect of the \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\" target=\"_blank\" rel=\"noopener noreferrer\">school reopening conversation\u003c/a>: Organizations and advocates — both for and against reopening the Bay Area’s schools — have both cited the needs and experiences of Black and brown parents to support their viewpoints.\u003c/p>\n\u003cp>“Going back to school, the narrative that is out there for Black and brown folks doesn’t necessarily represent everybody,” she said. “We’re not a monolith.”\u003c/p>\n\u003cp>Austin feels that those pushing to delay or speed reopening should be talking less \u003cem>about\u003c/em> Black and brown parents, and should be spending more time talking \u003cem>with\u003c/em> them.\u003c/p>\n\u003cfigure id=\"attachment_11869981\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11869981 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/RS48625_015_Oakland_AustinFamily_04142021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Austin's husband, Michael, and their son Onyx at their home in Oakland on April 14, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>For Parents of Color, Mixed Data and Mixed Experiences\u003c/h3>\n\u003cp>In March, OUSD \u003ca href=\"https://dashboards.ousd.org/views/MSPElementary/TK-5PreferencebyGroup?%3Aembed=y\">released the results\u003c/a> of the form it sent out to parents of kids in transitional kindergarten through fifth grade. The choice the district offered parents was simple: a return in-person, at least part-time, or remaining in distance learning for the remainder of the school year.\u003c/p>\n\u003cp>Parents of white students are the group with the highest preference for in-person learning at 76%, while 21% chose distance learning.\u003c/p>\n\u003cp>But results are more mixed among Black and Latino families.\u003c/p>\n\u003cp>Of the Black parents surveyed, 52% said they favored in-person learning, while 36% chose to continue distance learning. With Latino students, the margin is even smaller: 52% of parents selected in-person and 48% went with distance learning.\u003c/p>\n\u003cp>Among parents of Native American students, both options tied at 49%, while slightly more than a majority, 52%, of Asian families preferred to continue distance learning.\u003c/p>\n\u003cfigure id=\"attachment_11869970\" class=\"wp-caption alignright\" style=\"max-width: 835px\">\u003cimg class=\"size-full wp-image-11869970\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg\" alt=\"A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\" width=\"835\" height=\"721\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results.jpg 835w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-800x691.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/04/OUSD-form-results-160x138.jpg 160w\" sizes=\"(max-width: 835px) 100vw, 835px\">\u003cfigcaption class=\"wp-caption-text\">A screen grab of the OUSD dashboard tracking the results of the TK-5 Mandatory Student Preference form where parents could decide whether their child would return to in-person classes or continue distance learning.\u003c/figcaption>\u003c/figure>\n\u003cp>While the survey shows a majority of white families are in support of returning to in-person learning, the situation isn't as clear cut for families of color. And the small margins between the numbers suggest that race is not the best indicator of what those families might do in regards to school reopening.\u003c/p>\n\u003cp>Fruitvale resident Antonio Escobar is the parent of two kids. He said he felt relief when he heard schools were reopening.\u003c/p>\n\u003cp>Having his first grader and pre-kindergarten student home all the time has been extremely difficult for him and his wife. Because they both have jobs outside the house, they’ve had to coordinate a system during the pandemic so that one parent is always home.\u003c/p>\n\u003cp>“When the kids are in the house, they just want to play. If they go into class, they don’t learn much because they are so distracted,” he said in Spanish.\u003c/p>\n\u003cp>If the kids need help with their classes, Escobar is not always sure how to help them. His biggest concern is that they’re not learning what they need to, and his family doesn’t have the time or the resources to provide extra academic support.\u003c/p>\n\u003cp>“It’s going to be so much better as the kids go back to school because there they can actually focus and do their schoolwork,” he explained.\u003c/p>\n\u003cp>On the other hand, Claudia Guzmán, also a Fruitvale resident, decided her first grader, Alexis, would continue distance learning.\u003c/p>\n\u003cp>“When they go in, they will need to have the mask on the whole day, wash their hands every so often and keep social distance. So I think it will be difficult for him to keep his facemask on all day and just take it off to eat,” Guzmán said.\u003c/p>\n\u003cp>She’s a stay-at-home mom which, as she points out, allows her to assist Alexis with any bumps in the road, like bad Wi-Fi or a new lesson. “So being at home seems better to me even though I know he's not concentrating as much as he should be,” Claudia adds. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>Unpacking 'School Hesitancy' \u003c/strong>\u003c/h3>\n\u003cp>With many parents expressing feelings of anxiety, or saying they're uncomfortable sending their kids back to school after over a year at home, some researchers have \u003ca href=\"https://www.crpe.org/thelens/whats-behind-racial-divide-school-reopening\" target=\"_blank\" rel=\"noopener noreferrer\">started to use the term “school hesitancy”\u003c/a> to describe the discomfort that families may have about the return to in-person learning. The term draws its inspiration from “vaccine hesitancy” — the reluctance someone may feel about getting vaccinated.\u003c/p>\n\u003cp>But the term \"vaccine hesitancy\" has also gotten some pushback from public health experts for not representing the full picture.\u003c/p>\n\u003cp>“I don't use that terminology. People want information about the vaccine. And I think that's a perfectly reasonable thing to ask for before you say, ‘I’m going to get a vaccine,’ ” said \u003ca href=\"https://cancer.ucsf.edu/people/rhoads.kim\">Dr. Kim Rhoads\u003c/a>, an epidemiologist and biostatistician at UCSF who \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\">helped start Umoja\u003c/a>, a coalition of community groups helping get Black residents in Oakland vaccinated and tested for COVID-19. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This information, Rhoads affirms, should be “from people that they know and trust.”\u003c/p>\n\u003cp>And other experts say the same goes for \"school hesitancy.\"\u003c/p>\n\u003cp>\u003ca href=\"https://med.stanford.edu/profiles/yvonne-maldonado\">Dr. Yvonne Maldonado\u003c/a> is a professor of pediatrics and epidemiology at Stanford. She’s been a part of vaccination efforts in East Palo Alto and East San Jose and has found that many parents of color are just looking for a bit more information and assurance on how health guidelines will be carried out in schools.\u003c/p>\n\u003cp>“What we’re hearing is that [parents] want their kids to go back. A lot of them have to work and they don’t like leaving their kids alone at home and there’s nobody that can come into the house even if they could afford it,” Maldonado said.\u003c/p>\n\u003cp>She argues that the \u003ca href=\"https://www.kqed.org/news/11865058/childrens-mental-health-still-big-concern-as-schools-begin-reopening\">growing number of cases of depression and dysregulation\u003c/a> among kids in distance learning is a reason to address the return to schools as a public health issue instead of a political one.\u003c/p>\n\u003cp>“We’re talking about mental health issues and physical health problems,” she explained.\u003c/p>\n\u003cp>Maldonado also notes that low-income students and students of color could be the most affected if school authorities don’t adopt a public health model of talking to families about returning to in-person classes. This could include community members reaching out to families one-to-one to explain what precautions schools are taking to prevent infections and the possible health risks of extending distance learning.\u003c/p>\n\u003cp>But she stresses that it should be the school district taking on this responsibility, not necessarily parents.\u003c/p>\n\u003cp>\"It’s like saying, ‘Well the parent should have told the doctor what to do.’ That’s not their job, it should be the school district,\" she said.\u003c/p>\n\u003cp>For its part, OUSD said they have employed a variety of strategies to engage families of color in the reopening process. John Sasaki, a spokesperson for OUSD, references the multiple listening sessions held through Zoom where medical staff from UCSF Benioff Children's Hospital answered questions from parents and students.\u003c/p>\n\u003cp>“We just want to make sure that we are being a good source for this information,” Sasaki said.\u003c/p>\n\u003cp>OUSD reopened its doors on March 30 to pre-K through second graders in several dozen schools. To demonstrate how it had prepared to follow health protocols, the district invited the media to Garfield Elementary School — \u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\" target=\"_blank\" rel=\"noopener noreferrer\">one of the schools included in the reopening.\u003c/a>\u003c/p>\n\u003cp>“We invited our community in to see what our schools look like with all the precautions we put in place, the kinds of markings on the floor, the kind of signage we have, the kinds of air filters, the PPE [personal protective equipment] that’s on hand, the spacing of desks,” he explained.\u003c/p>\n\u003cfigure id=\"attachment_11866508\" class=\"wp-caption alignnone\" style=\"max-width: 2016px\">\u003cimg class=\"wp-image-11866508 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg\" alt=\"\" width=\"2016\" height=\"1512\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2.jpeg 2016w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1536x1152.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/03/OUSD2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 2016px) 100vw, 2016px\">\u003cfigcaption class=\"wp-caption-text\">Bathrooms at Garfield Elementary School in preparation for students' return on March 30. \u003ccite>(Vanessa Rancano/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But parents, like Ryan Austin, suggest a more direct approach. She’s seen how \u003ca href=\"https://www.kqed.org/news/11852147/ucsf-doctor-challenges-reports-of-high-covid-rates-in-black-community\" target=\"_blank\" rel=\"noopener noreferrer\">community-led vaccination efforts\u003c/a> in predominantly Black neighborhoods in Oakland have disproven any assumption that Black residents fear the vaccine, and thinks a similar strategy can address any concerns holding back parents of color from sending their children back to in-person learning.\u003c/p>\n\u003cp>“It’s the same argument that they make about vaccinations, that Black and brown people just don’t want to get vaccinated, which is not true,\" Austin said. \"If you're not doing the work to reach out to people in culturally relevant ways, you're going to miss them every time.\"\u003c/p>\n\u003cp>\u003cem>This post includes reporting from \u003ca href=\"https://www.kqed.org/author/qkim\">Queena Kim\u003c/a> and \u003ca href=\"https://www.kqed.org/author/vrancano\">Vanessa Rancaño\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Two weeks after she returned to her classroom in person, first and second grade teacher Andreanna Yanez-Vierra found herself working 10- to 11-hour days. Come quitting time, she said, teachers are “just physically and emotionally exhausted.”\u003c/p>\n\u003cfigure id=\"attachment_11869654\" class=\"wp-caption alignright\" style=\"max-width: 754px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11869654\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Andreanna--800x600.jpeg\" alt=\"\" width=\"754\" height=\"566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1920x1440.jpeg 1920w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">First and second grade teacher Andreanna Yanez-Vierra has been back in her classroom at Hoover Elementary School in Burlingame since February, teaching in person and distance learners simultaneously. \u003ccite>(Courtesy Andreanna Yanez-Vierra)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside Hoover Elementary School in Burlingame, where students started their return to campuses in February, Yanez-Vierra begins her days at 8:30 a.m., more nurse than educator as she greets kids before taking their temperature.\u003c/p>\n\u003cp>After she gets her eight first graders sanitized and settled into their spaced out desks, Yanez-Vierra logs into Zoom to connect with the three students who remain in distance learning. She takes attendance, and in the afternoon does it all over again with her second graders.\u003c/p>\n\u003cp>While San Francisco and Oakland teachers who have just arrived back in their classrooms are now facing the hybrid learning reality many of them dreaded, around the Bay Area, teachers like Yanez-Vierra have already been juggling in-person and online students for months.\u003c/p>\n\u003cp>Trying to keep her distance learners on track while managing the students in her classroom is testing all the experience she has gained from 31 years of teaching. For example, she has to turn her laptop toward the students in the classroom so the two groups can see each other while they complete assignments. “Internet issues are always coming up,” she said. “Of course.”\u003c/p>\n\u003cp>Then there’s the way all the months of online school seem to have changed the kids.\u003c/p>\n\u003cp>“They’re just blank stares,” she said.\u003c/p>\n\u003cp>Online school came in bite-size chunks — live lessons were short, and kids could start and stop her recorded lessons whenever they felt like it. Distractions were constant. Now she says kids don’t have the stamina for two-plus hours of class.\u003c/p>\n\u003cp>“I have to put my tap shoes on and dance around a little bit before I can really wake them up,” Yanez-Vierra said.\u003c/p>\n\u003cp>Spending only a couple of hours a day with the kids in person, she has to spend much of that time teaching them basic classroom organizational skills they should have learned at the beginning of the year.\u003c/p>\n\u003cp>“All of those management pieces that happen in a classroom really didn’t happen at home,” she said. “It’s real evident when the kids come back to school, because papers are falling all over and they can’t find things.”\u003c/p>\n\u003cp>At least her students are remarkably good at keeping their masks on and staying away from one another.\u003c/p>\n\u003cp>Maintaining her distance from them is a different story.\u003c/p>\n\u003cp>“You get in the classroom and it’s kind of like, ‘I have to do this, I have to show them where this page is. Even though we were afraid of all that, now that the kids are with us, it’s kind of gone out the window,” she said. “We do what our heart tells us to do and you can’t stop that. It’s hard.”\u003c/p>\n\u003cp>Palo Alto kindergarten teacher Corey Potter, who has been back in her classroom since October, still struggles with social distancing. Masks make it impossible to hear students 6 feet away, she says.\u003c/p>\n\u003cp>“We’re put in a position every day of having to decide: ‘Do I move closer and put us both at risk just so I can hear what they’re saying?’ she said.\u003c/p>\n\u003cfigure id=\"attachment_11869714\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11869714 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-800x1065.jpeg\" alt=\"\" width=\"800\" height=\"1065\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-800x1065.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1020x1358.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1154x1536.jpeg 1154w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1538x2048.jpeg 1538w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1920x2556.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763.jpeg 1923w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Palo Alto kindergarten teacher Corey Potter has been back in her classroom since October. \u003ccite>(Courtesy Corey Potter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Potter is also juggling in-person and distance learners. Her classroom students come to school in the morning for a couple of hours, with distance learners joining for a 45-minute concurrent session. She meets with distance learners separately again in the afternoon.\u003c/p>\n\u003cp>Even after months of this balancing act, she estimates spending an extra eight hours each week on lesson planning. It’s not just developing lessons that work online and in-person, she says. So much of how she previously taught relied on partner or group activities, and she can’t do any of that now.\u003c/p>\n\u003cp>“There’s a whole lot to keep organized,” she said. “To keep both groups in the same place in the curriculum is challenging.”\u003c/p>\n\u003cp>In Napa, third-grade teacher Courtney Garcia works with her distance learners in the morning and in-person students in the afternoon. She sees an upside to the hybrid model.\u003c/p>\n\u003cp>“Should a child that’s in person need to quarantine, they can easily switch over and be part of my virtual group,” Garcia said. “So none of my students are losing any sort of educational time.”\u003c/p>\n\u003cp>What’s a problem is not being able to hug the kids. “Especially when you’re so excited for them, when they’ve accomplished something and they come bopping over to you and you can’t hug them,” Garcia said. “That’s the worst part.”\u003c/p>\n\u003cp>Today, Yanez-Vierra has been back in the classroom for more than two months. In that time, she says, a staff member contracted COVID. She says teachers had to go back to working from home temporarily. (The district won’t confirm this, but its \u003ca href=\"https://www.bsd.k12.ca.us/safereopening\" target=\"_blank\" rel=\"noopener noreferrer\">COVID dashboard\u003c/a> shows one positive case in March.)\u003c/p>\n\u003cp>“The teachers were all at home and they had to Zoom in and the students were back in class,” Yanez-Vierra said. “It was really crazy.”\u003c/p>\n\u003cp>Otherwise most things are getting easier. She’s working fewer hours, and she says the kids are learning to stay organized at school.\u003c/p>\n\u003cp>“They can find something and get it ready so much quicker than those that are still at home — you know, they don’t have a desk, they don’t have a bin. Or maybe their parents haven’t printed out the PDF,” Yanez-Vierra said.\u003c/p>\n\u003cp>The kids who are now physically attending class are building their focus, too.\u003c/p>\n\u003cp>“They’ve started to develop that stamina again — paying attention, listening to somebody, looking with your eyes to see how someone feels — all of those important things were falling to the wayside,” Yanez-Vierra said.\u003c/p>\n\u003cp>While she’s finding her rhythm, she’s still not a fan of hybrid learning.\u003c/p>\n\u003cp>“We’re hoping that maybe the district figures out [hiring] a distance learning teacher or teachers to do that,” she said, “because it’s just nuts.”\u003c/p>\n\u003cp>At this point, Yanez-Vierra wants schools to reopen full time as soon as possible.\u003c/p>\n\u003cp>And she’s trying to convince the parents of her distance learners to send their kids in.\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>Two weeks after she returned to her classroom in person, first and second grade teacher Andreanna Yanez-Vierra found herself working 10- to 11-hour days. Come quitting time, she said, teachers are “just physically and emotionally exhausted.”\u003c/p>\n\u003cfigure id=\"attachment_11869654\" class=\"wp-caption alignright\" style=\"max-width: 754px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11869654\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Andreanna--800x600.jpeg\" alt=\"\" width=\"754\" height=\"566\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Andreanna--1920x1440.jpeg 1920w\" sizes=\"(max-width: 754px) 100vw, 754px\">\u003cfigcaption class=\"wp-caption-text\">First and second grade teacher Andreanna Yanez-Vierra has been back in her classroom at Hoover Elementary School in Burlingame since February, teaching in person and distance learners simultaneously. \u003ccite>(Courtesy Andreanna Yanez-Vierra)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Outside Hoover Elementary School in Burlingame, where students started their return to campuses in February, Yanez-Vierra begins her days at 8:30 a.m., more nurse than educator as she greets kids before taking their temperature.\u003c/p>\n\u003cp>After she gets her eight first graders sanitized and settled into their spaced out desks, Yanez-Vierra logs into Zoom to connect with the three students who remain in distance learning. She takes attendance, and in the afternoon does it all over again with her second graders.\u003c/p>\n\u003cp>While San Francisco and Oakland teachers who have just arrived back in their classrooms are now facing the hybrid learning reality many of them dreaded, around the Bay Area, teachers like Yanez-Vierra have already been juggling in-person and online students for months.\u003c/p>\n\u003cp>Trying to keep her distance learners on track while managing the students in her classroom is testing all the experience she has gained from 31 years of teaching. For example, she has to turn her laptop toward the students in the classroom so the two groups can see each other while they complete assignments. “Internet issues are always coming up,” she said. “Of course.”\u003c/p>\n\u003cp>Then there’s the way all the months of online school seem to have changed the kids.\u003c/p>\n\u003cp>“They’re just blank stares,” she said.\u003c/p>\n\u003cp>Online school came in bite-size chunks — live lessons were short, and kids could start and stop her recorded lessons whenever they felt like it. Distractions were constant. Now she says kids don’t have the stamina for two-plus hours of class.\u003c/p>\n\u003cp>“I have to put my tap shoes on and dance around a little bit before I can really wake them up,” Yanez-Vierra said.\u003c/p>\n\u003cp>Spending only a couple of hours a day with the kids in person, she has to spend much of that time teaching them basic classroom organizational skills they should have learned at the beginning of the year.\u003c/p>\n\u003cp>“All of those management pieces that happen in a classroom really didn’t happen at home,” she said. “It’s real evident when the kids come back to school, because papers are falling all over and they can’t find things.”\u003c/p>\n\u003cp>At least her students are remarkably good at keeping their masks on and staying away from one another.\u003c/p>\n\u003cp>Maintaining her distance from them is a different story.\u003c/p>\n\u003cp>“You get in the classroom and it’s kind of like, ‘I have to do this, I have to show them where this page is. Even though we were afraid of all that, now that the kids are with us, it’s kind of gone out the window,” she said. “We do what our heart tells us to do and you can’t stop that. It’s hard.”\u003c/p>\n\u003cp>Palo Alto kindergarten teacher Corey Potter, who has been back in her classroom since October, still struggles with social distancing. Masks make it impossible to hear students 6 feet away, she says.\u003c/p>\n\u003cp>“We’re put in a position every day of having to decide: ‘Do I move closer and put us both at risk just so I can hear what they’re saying?’ she said.\u003c/p>\n\u003cfigure id=\"attachment_11869714\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11869714 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-800x1065.jpeg\" alt=\"\" width=\"800\" height=\"1065\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-800x1065.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1020x1358.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1154x1536.jpeg 1154w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1538x2048.jpeg 1538w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763-1920x2556.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/Palo-Alto-scaled-e1618529462763.jpeg 1923w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Palo Alto kindergarten teacher Corey Potter has been back in her classroom since October. \u003ccite>(Courtesy Corey Potter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Potter is also juggling in-person and distance learners. Her classroom students come to school in the morning for a couple of hours, with distance learners joining for a 45-minute concurrent session. She meets with distance learners separately again in the afternoon.\u003c/p>\n\u003cp>Even after months of this balancing act, she estimates spending an extra eight hours each week on lesson planning. It’s not just developing lessons that work online and in-person, she says. So much of how she previously taught relied on partner or group activities, and she can’t do any of that now.\u003c/p>\n\u003cp>“There’s a whole lot to keep organized,” she said. “To keep both groups in the same place in the curriculum is challenging.”\u003c/p>\n\u003cp>In Napa, third-grade teacher Courtney Garcia works with her distance learners in the morning and in-person students in the afternoon. She sees an upside to the hybrid model.\u003c/p>\n\u003cp>“Should a child that’s in person need to quarantine, they can easily switch over and be part of my virtual group,” Garcia said. “So none of my students are losing any sort of educational time.”\u003c/p>\n\u003cp>What’s a problem is not being able to hug the kids. “Especially when you’re so excited for them, when they’ve accomplished something and they come bopping over to you and you can’t hug them,” Garcia said. “That’s the worst part.”\u003c/p>\n\u003cp>Today, Yanez-Vierra has been back in the classroom for more than two months. In that time, she says, a staff member contracted COVID. She says teachers had to go back to working from home temporarily. (The district won’t confirm this, but its \u003ca href=\"https://www.bsd.k12.ca.us/safereopening\" target=\"_blank\" rel=\"noopener noreferrer\">COVID dashboard\u003c/a> shows one positive case in March.)\u003c/p>\n\u003cp>“The teachers were all at home and they had to Zoom in and the students were back in class,” Yanez-Vierra said. “It was really crazy.”\u003c/p>\n\u003cp>Otherwise most things are getting easier. She’s working fewer hours, and she says the kids are learning to stay organized at school.\u003c/p>\n\u003cp>“They can find something and get it ready so much quicker than those that are still at home — you know, they don’t have a desk, they don’t have a bin. Or maybe their parents haven’t printed out the PDF,” Yanez-Vierra said.\u003c/p>\n\u003cp>The kids who are now physically attending class are building their focus, too.\u003c/p>\n\u003cp>“They’ve started to develop that stamina again — paying attention, listening to somebody, looking with your eyes to see how someone feels — all of those important things were falling to the wayside,” Yanez-Vierra said.\u003c/p>\n\u003cp>While she’s finding her rhythm, she’s still not a fan of hybrid learning.\u003c/p>\n\u003cp>“We’re hoping that maybe the district figures out [hiring] a distance learning teacher or teachers to do that,” she said, “because it’s just nuts.”\u003c/p>\n\u003cp>At this point, Yanez-Vierra wants schools to reopen full time as soon as possible.\u003c/p>\n\u003cp>And she’s trying to convince the parents of her distance learners to send their kids in.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "‘A Light at the End of the Tunnel’: Some San Francisco Kids Return to In-Person School",
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"content": "\u003cp>In San Francisco on Monday, a long-forgotten sound will finally ring out — bouncing off concrete, soaring over grass and echoing between the city’s Victorian homes to the ears of parents and children across the city.\u003c/p>\n\u003cp>School bells and buzzers will sound off.\u003c/p>\n\u003cp>After a year of pandemic closures, in-person classes are back in session for some students in pre-K through second grade, with a staggered schedule of which schools will welcome kids inside beginning April 12. More students from those grades will start on April 19, which will also mark the (also staggered) return of third through fifth graders.\u003c/p>\n\u003cp>“Trapped inside a three-bedroom apartment with four kids for a year, it does feel like a light at the end of the tunnel,” said San Francisco parent Andy Martone, who spoke to KQED on Sunday.\u003c/p>\n\u003cp>The 42-year-old software engineer and his wife live in the Mission District, and their 6-year-old twin daughters are set to return to school this week. Martone remembers when he told his twins the news.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“One of them said, ‘I can’t wait to do more math equations!’ I was like, ‘Oh really?’ The other one said, ‘I can’t wait to see my teacher in person,’ ” Martone said.\u003c/p>\n\u003cp>Still, not all the city’s students will find themselves in classrooms this week. Or even this semester.\u003c/p>\n\u003cp>San Francisco lags behind other California cities in reopening, \u003ca href=\"https://www.kqed.org/news/11866954/the-day-has-finally-arrived-berkeleys-youngest-students-return-to-classrooms-for-first-time-in-a-very-long-year\">with some Berkeley and Oakland students filling classrooms weeks ago\u003c/a>. And there are still many lingering questions — for instance, when will teenagers be back in San Francisco Unified School District classrooms?\u003c/p>\n\u003cp>The San Francisco Board of Education voted last week to put all kids back in classrooms this fall, but those plans are so far just written in classroom chalk, not stone.\u003c/p>\n\u003cp>https://twitter.com/KQED/status/1379965974246531076\u003c/p>\n\u003cp>\u003cem>The San Francisco Board of Education has put itself on record as wanting kids back in classrooms in the fall, as seen in KQED’s coverage, above.\u003c/em>\u003c/p>\n\u003cp>The reopening efforts have been clouded by clashes between city politicians, some vocal parent groups and the school board. The city of San Francisco sued the school district to speed up its reopening process, a school commissioner caused community furor \u003ca href=\"https://www.kqed.org/news/11867918/no-one-was-asking-what-we-thought-san-francisco-students-weigh-in-on-school-district-controversies\">over her tweets, which some have called racist\u003c/a>, and the board recently put on hold its controversial decision to rename 44 high schools related to historical figures with pasts ostensibly tied to racism. Nearly all of these tussles prompted acrimony on all sides even as many students’ ability to learn via hours of screen time instruction plummeted.\u003c/p>\n\u003cp>Another challenge still facing the district is that not all families yet feel safe or otherwise able to return to in-person learning. About 67% of kindergarten through second grade families and 70% of third through fifth grade families surveyed wish to return for in-person learning, according to an SFUSD survey released in March.\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His 15-year-old son and 8-year-old daughter both attend San Francisco schools, but he’s not ready to let either return to classrooms.\u003c/p>\n\u003cp>Since all four live in a room together, he said even a remote chance of catching COVID-19 is still too dangerous for them — they lack the space to quarantine themselves from each other, should the worst happen. SRO’s are congregate settings where people living in rooms share kitchens and bathrooms with others on their floors, another worry for those trying to quarantine.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Tara Ramos, SFUSD teacher-librarian\"]’Most of our families live in the Mission neighborhood, and we know that they have been more impacted by COVID.’[/pullquote]\u003c/p>\n\u003cp>“There won’t be any space for quarantine,” he said in Cantonese, which was translated by KQED. “That’s one room for four of us.” When his kids are home, he feels he can help them stay safe. But they take Muni to get to school, where he fears he has “no control over” who they’d have contact with.\u003c/p>\n\u003cp>With some students in school, and some still at home, teachers are finding themselves split in their duties. Andrew Patel is one of those teachers juggling multiple cohorts — in person and online — at Leonard R. Flynn Elementary School on Cesar Chavez Street, a stone’s throw from Precita Park.\u003c/p>\n\u003cp>Patel said it’s important not to forget why distance learning started in the first place.\u003c/p>\n\u003cp>“We went to distance learning because of COVID-19 and we’re still, as a community, experiencing a lot of loss and a lot of hardship. And we have to think about what we’re going to do as a school to bring joy and healing and feel good once we return while also staying safe in our classrooms,” he said.\u003c/p>\n\u003cp>That will be no easy task. Like other schools where demand has been high to return to physical classrooms, when Patel’s school reopens he will divide up his class, welcoming eight students who are his “cohort A” kids into his physical classroom while signing on to Zoom with eight other children, who will be in class from home. There is not enough space to accommodate them safely in his classroom, he said, hence the split. But cohort A and B students will each spend some time in class, and some time on Zoom.\u003c/p>\n\u003cp>Patel must also plan to continue the distance learning curriculum for two more students who are in “cohort C,” whose parents have opted to keep them in distance learning the entire time.\u003c/p>\n\u003cp>Not every teacher feels safe returning yet. SFUSD staffers can request accommodations to work remotely should they belong to a group of increased risk, with a substitute teacher assigned to buttress in-person learning. So far, 584 SFUSD staffers requested accommodations, and 290 have met the criteria for approval, according to SFUSD.\u003c/p>\n\u003cp>But the district will still need educators present to meet student demand. At a recent Board of Education meeting, SFUSD staff said only 91 new substitute teacher applications have been received, prompting a warning from staff that “current substitute teacher availability does not meet anticipated need.” The district is exploring “additional options” to deploy other staff as needed.\u003c/p>\n\u003cp>https://twitter.com/SFUnified/status/1380626572445577218\u003c/p>\n\u003cp>\u003cem>In the tweet above, SFUSD seeks new hires to help meet the demand of students. \u003c/em>\u003c/p>\n\u003cp>And for those who are returning, teachers have even another layer of complexity to worry about when returning to in-person learning — their own children.\u003c/p>\n\u003cp>Sanchez Elementary School teacher-librarian Tara Ramos will spend Monday performing an intake of kids at her school, helping to supervise all the new rules and procedures kids and staff must follow for safety, from distancing to hand-washing. As she juggles that challenge, her own 8-year-old daughter will be attending an in-person school hub.\u003c/p>\n\u003cp>Ramos said she feels lucky that her husband can start work a little later to drop her daughter off at school, “but that’s not everybody’s situation.” There’s a “void of child care for teachers,” she said.\u003c/p>\n\u003cp>[aside postID=\"news_11858457\" label=\"Equity issues arise in SF school reopening battle\"]\u003c/p>\n\u003cp>Still, despite the challenges, Ramos said her school worked carefully with families in the Mission District, many of whom are Latino and especially impacted by the pandemic, to find ways to educate their children in the safest ways possible.\u003c/p>\n\u003cp>“Most of our families live in the Mission neighborhood, and we know what they have been more impacted by COVID,” Ramos said. “I feel proud of us that we are being so careful with their health and safety.”\u003c/p>\n\u003cp>But the flip side of that is schools may be hyperfocused on safety for the foreseeable future, Ramos said, which may hurt their ability to concentrate on learning.\u003c/p>\n\u003cp>“How can we still make school fun? How can we still have engaging activities for kids?” Ramos said. “I just think that’s the part maybe people aren’t necessarily considering, like how much this undertaking is really about safety and not so much about learning.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño, Julia McEvoy and Julia Chan contributed to this story.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In San Francisco on Monday, a long-forgotten sound will finally ring out — bouncing off concrete, soaring over grass and echoing between the city’s Victorian homes to the ears of parents and children across the city.\u003c/p>\n\u003cp>School bells and buzzers will sound off.\u003c/p>\n\u003cp>After a year of pandemic closures, in-person classes are back in session for some students in pre-K through second grade, with a staggered schedule of which schools will welcome kids inside beginning April 12. More students from those grades will start on April 19, which will also mark the (also staggered) return of third through fifth graders.\u003c/p>\n\u003cp>“Trapped inside a three-bedroom apartment with four kids for a year, it does feel like a light at the end of the tunnel,” said San Francisco parent Andy Martone, who spoke to KQED on Sunday.\u003c/p>\n\u003cp>The 42-year-old software engineer and his wife live in the Mission District, and their 6-year-old twin daughters are set to return to school this week. Martone remembers when he told his twins the news.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“One of them said, ‘I can’t wait to do more math equations!’ I was like, ‘Oh really?’ The other one said, ‘I can’t wait to see my teacher in person,’ ” Martone said.\u003c/p>\n\u003cp>Still, not all the city’s students will find themselves in classrooms this week. Or even this semester.\u003c/p>\n\u003cp>San Francisco lags behind other California cities in reopening, \u003ca href=\"https://www.kqed.org/news/11866954/the-day-has-finally-arrived-berkeleys-youngest-students-return-to-classrooms-for-first-time-in-a-very-long-year\">with some Berkeley and Oakland students filling classrooms weeks ago\u003c/a>. And there are still many lingering questions — for instance, when will teenagers be back in San Francisco Unified School District classrooms?\u003c/p>\n\u003cp>The San Francisco Board of Education voted last week to put all kids back in classrooms this fall, but those plans are so far just written in classroom chalk, not stone.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cem>The San Francisco Board of Education has put itself on record as wanting kids back in classrooms in the fall, as seen in KQED’s coverage, above.\u003c/em>\u003c/p>\n\u003cp>The reopening efforts have been clouded by clashes between city politicians, some vocal parent groups and the school board. The city of San Francisco sued the school district to speed up its reopening process, a school commissioner caused community furor \u003ca href=\"https://www.kqed.org/news/11867918/no-one-was-asking-what-we-thought-san-francisco-students-weigh-in-on-school-district-controversies\">over her tweets, which some have called racist\u003c/a>, and the board recently put on hold its controversial decision to rename 44 high schools related to historical figures with pasts ostensibly tied to racism. Nearly all of these tussles prompted acrimony on all sides even as many students’ ability to learn via hours of screen time instruction plummeted.\u003c/p>\n\u003cp>Another challenge still facing the district is that not all families yet feel safe or otherwise able to return to in-person learning. About 67% of kindergarten through second grade families and 70% of third through fifth grade families surveyed wish to return for in-person learning, according to an SFUSD survey released in March.\u003c/p>\n\u003cp>Jun Chang Tan is a custodian who lives with his family in a single room occupancy hotel in Chinatown. His 15-year-old son and 8-year-old daughter both attend San Francisco schools, but he’s not ready to let either return to classrooms.\u003c/p>\n\u003cp>Since all four live in a room together, he said even a remote chance of catching COVID-19 is still too dangerous for them — they lack the space to quarantine themselves from each other, should the worst happen. SRO’s are congregate settings where people living in rooms share kitchens and bathrooms with others on their floors, another worry for those trying to quarantine.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There won’t be any space for quarantine,” he said in Cantonese, which was translated by KQED. “That’s one room for four of us.” When his kids are home, he feels he can help them stay safe. But they take Muni to get to school, where he fears he has “no control over” who they’d have contact with.\u003c/p>\n\u003cp>With some students in school, and some still at home, teachers are finding themselves split in their duties. Andrew Patel is one of those teachers juggling multiple cohorts — in person and online — at Leonard R. Flynn Elementary School on Cesar Chavez Street, a stone’s throw from Precita Park.\u003c/p>\n\u003cp>Patel said it’s important not to forget why distance learning started in the first place.\u003c/p>\n\u003cp>“We went to distance learning because of COVID-19 and we’re still, as a community, experiencing a lot of loss and a lot of hardship. And we have to think about what we’re going to do as a school to bring joy and healing and feel good once we return while also staying safe in our classrooms,” he said.\u003c/p>\n\u003cp>That will be no easy task. Like other schools where demand has been high to return to physical classrooms, when Patel’s school reopens he will divide up his class, welcoming eight students who are his “cohort A” kids into his physical classroom while signing on to Zoom with eight other children, who will be in class from home. There is not enough space to accommodate them safely in his classroom, he said, hence the split. But cohort A and B students will each spend some time in class, and some time on Zoom.\u003c/p>\n\u003cp>Patel must also plan to continue the distance learning curriculum for two more students who are in “cohort C,” whose parents have opted to keep them in distance learning the entire time.\u003c/p>\n\u003cp>Not every teacher feels safe returning yet. SFUSD staffers can request accommodations to work remotely should they belong to a group of increased risk, with a substitute teacher assigned to buttress in-person learning. So far, 584 SFUSD staffers requested accommodations, and 290 have met the criteria for approval, according to SFUSD.\u003c/p>\n\u003cp>But the district will still need educators present to meet student demand. At a recent Board of Education meeting, SFUSD staff said only 91 new substitute teacher applications have been received, prompting a warning from staff that “current substitute teacher availability does not meet anticipated need.” The district is exploring “additional options” to deploy other staff as needed.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cem>In the tweet above, SFUSD seeks new hires to help meet the demand of students. \u003c/em>\u003c/p>\n\u003cp>And for those who are returning, teachers have even another layer of complexity to worry about when returning to in-person learning — their own children.\u003c/p>\n\u003cp>Sanchez Elementary School teacher-librarian Tara Ramos will spend Monday performing an intake of kids at her school, helping to supervise all the new rules and procedures kids and staff must follow for safety, from distancing to hand-washing. As she juggles that challenge, her own 8-year-old daughter will be attending an in-person school hub.\u003c/p>\n\u003cp>Ramos said she feels lucky that her husband can start work a little later to drop her daughter off at school, “but that’s not everybody’s situation.” There’s a “void of child care for teachers,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still, despite the challenges, Ramos said her school worked carefully with families in the Mission District, many of whom are Latino and especially impacted by the pandemic, to find ways to educate their children in the safest ways possible.\u003c/p>\n\u003cp>“Most of our families live in the Mission neighborhood, and we know what they have been more impacted by COVID,” Ramos said. “I feel proud of us that we are being so careful with their health and safety.”\u003c/p>\n\u003cp>But the flip side of that is schools may be hyperfocused on safety for the foreseeable future, Ramos said, which may hurt their ability to concentrate on learning.\u003c/p>\n\u003cp>“How can we still make school fun? How can we still have engaging activities for kids?” Ramos said. “I just think that’s the part maybe people aren’t necessarily considering, like how much this undertaking is really about safety and not so much about learning.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño, Julia McEvoy and Julia Chan contributed to this story.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The San Francisco Board of Education unanimously committed this week to fully reopening all district schools in time for the start of the fall semester.\u003c/p>\n\u003cp>During its lengthy meeting on Tuesday that ran late into the evening, the board also voted to suspend a contentious push to rename 44 of its schools that honor figures linked to historical racism or oppression, an issue it said it would revisit only after all students in the district have returned to their classrooms five days a week.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Zoe Simotas, Lowell High School senior\"]‘If SFUSD crashes and burns, which it feels like it is, we have no other option. So please pull yourself together.’[/pullquote]\u003c/p>\n\u003cp>That move marks an effort by board members to fully invest in reopening schools and to shift focus away from the \u003ca href=\"https://www.npr.org/2021/04/07/984919925/san-francisco-school-board-rescinds-controversial-school-renaming-plan\">numerous controversies\u003c/a> it has recently been entangled in.\u003c/p>\n\u003cp>Under the resolution committing to a full return in the fall, authored by Commissioner Jenny Lam, students can still opt to continue with distance learning if they prefer.\u003c/p>\n\u003cp>In arguing for reopening, \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZLAZB2A0FE5/%24file/Lam%20Return%20Students%20to%20School%2021-22.pdf\">the resolution\u003c/a> underscores the mental health toll that not being in school for a year has had on many students, citing a 66% increase in the number of suicidal children coming to the emergency room at UCSF Benioff Children’s Hospital in the past year, and a 75% increase in youth who have required hospitalization for mental health services.\u003c/p>\n\u003cp>Elementary school students in the district \u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/timeline-returning-person-learning\">can return to in-person classes\u003c/a> starting next week, and some high-needs older students will return later this month. But there is still no plan in place for reopening most middle and high schools before the end of the school year.\u003c/p>\n\u003cp>“I think you all know how impassioned I feel about returning our students back to in-person learning after being in distance learning and navigating this pandemic for over a year,” Lam told attendees at the meeting. “I just want to acknowledge and share that I feel and hear the pain, the fear, the frustration, the heartbreak.”\u003c/p>\n\u003cp>[ad fullwidth]\u003cbr>\nThe vote comes on the heels of Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11868240/newsom-announces-plan-to-open-up-business-as-usual-in-california-by-june-15\">announcement Tuesday\u003c/a> aiming for a “full reopening” of the state on June 15, should vaccination supplies be sufficiently high and hospitalizations remain low.\u003c/p>\n\u003cp>Newsom said that should clear the way for most students to return to their classrooms.\u003c/p>\n\u003cp>“I want kids back in person. I want kids back in schools safely for in-person instruction,” he said. “On June 15 we anticipate there’ll be no barrier to getting all our kids safely back.”\u003c/p>\n\u003cp>During the meeting, students and parents expressed frustration that the board has devoted so much time to issues unrelated to school reopenings.\u003c/p>\n\u003cp>Lowell High School senior Zoe Simotas implored board members to stay focused on the students they were elected to support.\u003c/p>\n\u003cp>“If you aren’t here to fight for students, we don’t want you here,” she said. “It feels like SFUSD is falling apart. I’m not part of a family that can afford private school. If SFUSD crashes and burns, which it feels like it is, we have no other option. So please pull yourself together.”\u003c/p>\n\u003cp>Along with the school renaming push, and the furor it sparked, the board has also \u003ca href=\"https://www.kqed.org/forum/2010101882638/turbulent-times-for-san-franciscos-school-district\">come under intense fire\u003c/a> for its recent move \u003ca href=\"https://www.sfexaminer.com/news/school-board-votes-5-2-to-end-selective-admissions-policy-at-lowell/\">to strip Lowell High School\u003c/a> of its merit-based admissions policies. And it is now entangled in a conflict involving one of its own board members, Alison Collins, \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">who was removed\u003c/a> last week from several leadership positions after the discovery of a set of inflammatory tweets she wrote in 2016, sharply criticizing Asian Americans. Collins has since sued the district and her fellow board members — to the tune of nearly $90 million — claiming her constitutional rights were violated.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]Amid the ongoing tumult, San Francisco Unified School District Superintendent Dr. Vincent Matthews, who recently announced plans to retire in June, \u003ca href=\"https://www.kqed.org/news/11868069/sfusd-superintendent-reverses-course-says-he-wont-retire-this-year-as-planned\">reversed course this week\u003c/a>, saying he would remain in the position for an additional year after board members requested he stay.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">the board was lambasted\u003c/a> by many parents and officials — as well conservative observers — for its 6-1 vote to rename dozens of schools, an effort that was later found to have been based on flimsy research, including an over-reliance on Wikipedia.\u003c/p>\n\u003cp>Other critics, including alumni association members of Abraham Lincoln High School — one of the schools that was slated to be renamed — said the board \u003ca href=\"https://www.npr.org/2021/04/07/984919925/san-francisco-school-board-rescinds-controversial-school-renaming-plan\">failed to adequately include\u003c/a> community members in the process.\u003c/p>\n\u003cp>The board on Tuesday unanimously approved the \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZPR896CB91E/%24file/Second%20Amended%20Resolution%20Re%20Renaming%20Schools.pdf\">resolution\u003c/a> to suspend the effort, saying it “wishes to avoid the distraction and wasteful expenditure of public funds in frivolous litigation.”\u003c/p>\n\u003cp>San Francisco Mayor London Breed has for months criticized the board for taking on the issue in the midst of the pandemic.\u003c/p>\n\u003cp>“What I cannot understand is why the School Board is advancing a plan to have all these schools renamed by April, when there isn’t a plan to have our kids back in the classroom by then,” Breed said in a January statement.\u003c/p>\n\u003cp>“Our students are suffering, and we should be talking about getting them in classrooms, getting them mental health support, and getting them the resources they need in this challenging time.”\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green and Joe Fitzgerald Rodriguez contributed to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That move marks an effort by board members to fully invest in reopening schools and to shift focus away from the \u003ca href=\"https://www.npr.org/2021/04/07/984919925/san-francisco-school-board-rescinds-controversial-school-renaming-plan\">numerous controversies\u003c/a> it has recently been entangled in.\u003c/p>\n\u003cp>Under the resolution committing to a full return in the fall, authored by Commissioner Jenny Lam, students can still opt to continue with distance learning if they prefer.\u003c/p>\n\u003cp>In arguing for reopening, \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZLAZB2A0FE5/%24file/Lam%20Return%20Students%20to%20School%2021-22.pdf\">the resolution\u003c/a> underscores the mental health toll that not being in school for a year has had on many students, citing a 66% increase in the number of suicidal children coming to the emergency room at UCSF Benioff Children’s Hospital in the past year, and a 75% increase in youth who have required hospitalization for mental health services.\u003c/p>\n\u003cp>Elementary school students in the district \u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/timeline-returning-person-learning\">can return to in-person classes\u003c/a> starting next week, and some high-needs older students will return later this month. But there is still no plan in place for reopening most middle and high schools before the end of the school year.\u003c/p>\n\u003cp>“I think you all know how impassioned I feel about returning our students back to in-person learning after being in distance learning and navigating this pandemic for over a year,” Lam told attendees at the meeting. “I just want to acknowledge and share that I feel and hear the pain, the fear, the frustration, the heartbreak.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nThe vote comes on the heels of Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11868240/newsom-announces-plan-to-open-up-business-as-usual-in-california-by-june-15\">announcement Tuesday\u003c/a> aiming for a “full reopening” of the state on June 15, should vaccination supplies be sufficiently high and hospitalizations remain low.\u003c/p>\n\u003cp>Newsom said that should clear the way for most students to return to their classrooms.\u003c/p>\n\u003cp>“I want kids back in person. I want kids back in schools safely for in-person instruction,” he said. “On June 15 we anticipate there’ll be no barrier to getting all our kids safely back.”\u003c/p>\n\u003cp>During the meeting, students and parents expressed frustration that the board has devoted so much time to issues unrelated to school reopenings.\u003c/p>\n\u003cp>Lowell High School senior Zoe Simotas implored board members to stay focused on the students they were elected to support.\u003c/p>\n\u003cp>“If you aren’t here to fight for students, we don’t want you here,” she said. “It feels like SFUSD is falling apart. I’m not part of a family that can afford private school. If SFUSD crashes and burns, which it feels like it is, we have no other option. So please pull yourself together.”\u003c/p>\n\u003cp>Along with the school renaming push, and the furor it sparked, the board has also \u003ca href=\"https://www.kqed.org/forum/2010101882638/turbulent-times-for-san-franciscos-school-district\">come under intense fire\u003c/a> for its recent move \u003ca href=\"https://www.sfexaminer.com/news/school-board-votes-5-2-to-end-selective-admissions-policy-at-lowell/\">to strip Lowell High School\u003c/a> of its merit-based admissions policies. And it is now entangled in a conflict involving one of its own board members, Alison Collins, \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">who was removed\u003c/a> last week from several leadership positions after the discovery of a set of inflammatory tweets she wrote in 2016, sharply criticizing Asian Americans. Collins has since sued the district and her fellow board members — to the tune of nearly $90 million — claiming her constitutional rights were violated.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Amid the ongoing tumult, San Francisco Unified School District Superintendent Dr. Vincent Matthews, who recently announced plans to retire in June, \u003ca href=\"https://www.kqed.org/news/11868069/sfusd-superintendent-reverses-course-says-he-wont-retire-this-year-as-planned\">reversed course this week\u003c/a>, saying he would remain in the position for an additional year after board members requested he stay.\u003c/p>\n\u003cp>In January, \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">the board was lambasted\u003c/a> by many parents and officials — as well conservative observers — for its 6-1 vote to rename dozens of schools, an effort that was later found to have been based on flimsy research, including an over-reliance on Wikipedia.\u003c/p>\n\u003cp>Other critics, including alumni association members of Abraham Lincoln High School — one of the schools that was slated to be renamed — said the board \u003ca href=\"https://www.npr.org/2021/04/07/984919925/san-francisco-school-board-rescinds-controversial-school-renaming-plan\">failed to adequately include\u003c/a> community members in the process.\u003c/p>\n\u003cp>The board on Tuesday unanimously approved the \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BZPR896CB91E/%24file/Second%20Amended%20Resolution%20Re%20Renaming%20Schools.pdf\">resolution\u003c/a> to suspend the effort, saying it “wishes to avoid the distraction and wasteful expenditure of public funds in frivolous litigation.”\u003c/p>\n\u003cp>San Francisco Mayor London Breed has for months criticized the board for taking on the issue in the midst of the pandemic.\u003c/p>\n\u003cp>“What I cannot understand is why the School Board is advancing a plan to have all these schools renamed by April, when there isn’t a plan to have our kids back in the classroom by then,” Breed said in a January statement.\u003c/p>\n\u003cp>“Our students are suffering, and we should be talking about getting them in classrooms, getting them mental health support, and getting them the resources they need in this challenging time.”\u003c/p>\n\u003cp>\u003cem>KQED’s Matthew Green and Joe Fitzgerald Rodriguez contributed to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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