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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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"slug": "a-light-at-the-end-of-the-tunnel-some-san-francisco-kids-return-to-in-person-school",
"title": "‘A Light at the End of the Tunnel’: Some San Francisco Kids Return to In-Person School",
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"headTitle": "‘A Light at the End of the Tunnel’: Some San Francisco Kids Return to In-Person School | KQED",
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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": "\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>\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>\u003c/p>\u003c/div>",
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"content": "‘If SFUSD crashes and burns, which it feels like it is, we have no other option. So please pull yourself together.’",
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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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"content": "\u003cp>In a move as surprising as a pop quiz, San Francisco Unified School District Superintendent Dr. Vincent Matthews on Monday said he plans to postpone his retirement.\u003c/p>\n\u003cp>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/sf-schools-superintendent-announces-his-retirement\">Only a month after announcing he would retire in June\u003c/a>, Matthews now says he will stay on for an additional year to lend more stability to the district while the search for his replacement is underway.\u003c/p>\n\u003cp>In a statement to SFUSD families, Matthews said he has agreed to remain at the helm until June 30, 2022, fulfilling what he said was a request by the head of the San Francisco Board of Education.\u003c/p>\n\u003cp>\"SFUSD needs stability and focus at this time,\" Matthews said in the statement. \"I am dedicated to supporting all of our SFUSD community as we navigate the many challenges and opportunities that lay ahead in the coming year.\"\u003c/p>\n\u003cp>https://twitter.com/SFUSD_Supe/status/1379101641937326085\u003c/p>\n\u003cp>San Francisco Board of Education President Gabriela Lopez said selecting the next superintendent through an \"inclusive community process\" could take up to a year, during a particularly challenging period for the district, as it works to reopen schools.\u003c/p>\n\u003cp>\"With that in mind, I asked the superintendent to delay his retirement by another year. His commitment to the wellbeing of our young people has shone through,\" Lopez said in a statement.\u003c/p>\n\u003cp>Matthews said that the superintendent search would be a distraction from the district's goal to resume in-person instruction for all students by this fall.\u003c/p>\n\u003cp>\"I am dedicated to supporting all of our SFUSD staff as we navigate the many challenges and opportunities that lay ahead in the coming year. I have the highest regard for the team assembled at SFUSD and am honored to continue to work together,\" Matthews said.\u003c/p>\n\u003cp>The reversal is the latest in a series of dramatic events that have marked a challenging year for the school district and the families it serves.\u003c/p>\n\u003cp>While simultaneously struggling to bring students back for in-person learning, the school board in January drew fire for \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">trying to rename\u003c/a> more than 40 of its schools. Meanwhile, the city \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">sued the school district\u003c/a> in February to hasten the sluggish pace of school reopenings. And just last month, Alison Collins, a school board commissioner, was stripped by the board of her leadership roles after \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">a series of controversial tweets\u003c/a> she wrote in 2016, sharply critical of the Asian American community, were unearthed and circulated by her critics. Collins has since sued the district and her fellow board members, to the tune of nearly $90 million.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]Matthews' decision to prolong his tenure also comes just a week before many pre-K through second grade students prepare\u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/return-person-learning-plan-frequently-asked-questions-faqs/timeline-frequently-asked-questions-faqs\"> to return to their classrooms \u003c/a>— for the first time in more than a year.\u003c/p>\n\u003cp>Susan Solomon, president of the United Educators of San Francisco, who also recently announced plans to step down in June, echoed the call for stability.\u003c/p>\n\u003cp>\"We look forward to continuing to work with Superintendent Matthews over the next year,\" she said in a statement. \"We have a lot of work to do to safely transition all of our students and families back to in-person learning, and it is our hope that consistency will move us in that direction.\"\u003c/p>\n\u003cp>Jenny Lam, a school board commissioner, said the tumultuousness of the past year, and the district's pending reopening, is exactly why the board asked Matthews to stay on for another year.\u003c/p>\n\u003cp>\"Given that we're just one week away from returning our students to in-person learning, we're grateful to Dr. Matthews because this will allow the board to focus on a replacement and a full return of K-12 for the fall,\" she told KQED.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>For thousands of students in the district, however, it remains unclear when in-person classes might resume. Some middle school students and the highest-risk high school students are scheduled to return to classrooms later this month. But there is still no firm date of return in place for the vast majority of high school students.\u003c/p>\n\u003cp>Lam said the board will take up a vote on her resolution at Tuesday's school board meeting to affirm a return to in-person classes by fall for all students in the district.\u003c/p>\n\u003cp>\"Since May of last year I've been vocal and consistent, as a board commissioner, in our efforts to return for in-person learning, working safely and in partnership with families and staff,\" Lam said.\u003c/p>\n\u003cp>When asked why San Francisco remains behind other large school districts in its reopening timeline, Lam said, \"As a large urban school district there are many considerations ... and we will continue to push until we get all our students back to in-person learning.\"\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In a move as surprising as a pop quiz, San Francisco Unified School District Superintendent Dr. Vincent Matthews on Monday said he plans to postpone his retirement.\u003c/p>\n\u003cp>\u003ca href=\"https://omny.fm/shows/kqed-segmented-audio/sf-schools-superintendent-announces-his-retirement\">Only a month after announcing he would retire in June\u003c/a>, Matthews now says he will stay on for an additional year to lend more stability to the district while the search for his replacement is underway.\u003c/p>\n\u003cp>In a statement to SFUSD families, Matthews said he has agreed to remain at the helm until June 30, 2022, fulfilling what he said was a request by the head of the San Francisco Board of Education.\u003c/p>\n\u003cp>\"SFUSD needs stability and focus at this time,\" Matthews said in the statement. \"I am dedicated to supporting all of our SFUSD community as we navigate the many challenges and opportunities that lay ahead in the coming year.\"\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>San Francisco Board of Education President Gabriela Lopez said selecting the next superintendent through an \"inclusive community process\" could take up to a year, during a particularly challenging period for the district, as it works to reopen schools.\u003c/p>\n\u003cp>\"With that in mind, I asked the superintendent to delay his retirement by another year. His commitment to the wellbeing of our young people has shone through,\" Lopez said in a statement.\u003c/p>\n\u003cp>Matthews said that the superintendent search would be a distraction from the district's goal to resume in-person instruction for all students by this fall.\u003c/p>\n\u003cp>\"I am dedicated to supporting all of our SFUSD staff as we navigate the many challenges and opportunities that lay ahead in the coming year. I have the highest regard for the team assembled at SFUSD and am honored to continue to work together,\" Matthews said.\u003c/p>\n\u003cp>The reversal is the latest in a series of dramatic events that have marked a challenging year for the school district and the families it serves.\u003c/p>\n\u003cp>While simultaneously struggling to bring students back for in-person learning, the school board in January drew fire for \u003ca href=\"https://www.kqed.org/news/11857527/san-francisco-may-rename-schools-named-after-washington-lincoln-and-others\">trying to rename\u003c/a> more than 40 of its schools. Meanwhile, the city \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">sued the school district\u003c/a> in February to hasten the sluggish pace of school reopenings. And just last month, Alison Collins, a school board commissioner, was stripped by the board of her leadership roles after \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">a series of controversial tweets\u003c/a> she wrote in 2016, sharply critical of the Asian American community, were unearthed and circulated by her critics. Collins has since sued the district and her fellow board members, to the tune of nearly $90 million.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Matthews' decision to prolong his tenure also comes just a week before many pre-K through second grade students prepare\u003ca href=\"https://www.sfusd.edu/covid-19-response-updates-and-resources/return-person-learning/return-person-learning-plan-frequently-asked-questions-faqs/timeline-frequently-asked-questions-faqs\"> to return to their classrooms \u003c/a>— for the first time in more than a year.\u003c/p>\n\u003cp>Susan Solomon, president of the United Educators of San Francisco, who also recently announced plans to step down in June, echoed the call for stability.\u003c/p>\n\u003cp>\"We look forward to continuing to work with Superintendent Matthews over the next year,\" she said in a statement. \"We have a lot of work to do to safely transition all of our students and families back to in-person learning, and it is our hope that consistency will move us in that direction.\"\u003c/p>\n\u003cp>Jenny Lam, a school board commissioner, said the tumultuousness of the past year, and the district's pending reopening, is exactly why the board asked Matthews to stay on for another year.\u003c/p>\n\u003cp>\"Given that we're just one week away from returning our students to in-person learning, we're grateful to Dr. Matthews because this will allow the board to focus on a replacement and a full return of K-12 for the fall,\" she told KQED.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For thousands of students in the district, however, it remains unclear when in-person classes might resume. Some middle school students and the highest-risk high school students are scheduled to return to classrooms later this month. But there is still no firm date of return in place for the vast majority of high school students.\u003c/p>\n\u003cp>Lam said the board will take up a vote on her resolution at Tuesday's school board meeting to affirm a return to in-person classes by fall for all students in the district.\u003c/p>\n\u003cp>\"Since May of last year I've been vocal and consistent, as a board commissioner, in our efforts to return for in-person learning, working safely and in partnership with families and staff,\" Lam said.\u003c/p>\n\u003cp>When asked why San Francisco remains behind other large school districts in its reopening timeline, Lam said, \"As a large urban school district there are many considerations ... and we will continue to push until we get all our students back to in-person learning.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Seattle-based essayist and journalism professor Sonora Jha’s latest book, “\u003ca href=\"https://www.penguinrandomhouse.com/books/658292/how-to-raise-a-feminist-son-by-sonora-jha/\" target=\"_blank\" rel=\"noopener noreferrer\">How to Raise a Feminist Son: Motherhood, Masculinity and the Making of My Family\u003c/a>,” is both a memoir and clear set of instructions for raising an emotionally intelligent son, aimed at everyone involved in the raising of children — aunties and uncles included.\u003c/p>\n\u003cp>Jha’s first book, “Foreign,” published in 2013, is a novel with storyline that touches farmer suicides in India, as well as a mother-son relationship. But her latest book tackles topics some might see as too taboo or uncomfortable to talk to kids about, such as sex, and race, with a chapter on nursery rhymes and storytelling called “Has Mother Goose Ever Heard of Feminism?” and “Do I Really Have to Talk to Him About Sex?” Each chapter folds in Jha’s own experiences growing up in India, working as a journalist and becoming an academic in the U.S., and uses her first-hand accounts of polio, marriage, racism, divorce and everything in between. [pullquote size=\"medium\" align=\"right\" citation=\"Sonora Jha, author of 'How to Raise a Feminist Son'\"]‘I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it.’[/pullquote]\u003c/p>\n\u003cp>Jha’s words are powerful. Even before she began writing her most recent book — a \u003ca href=\"https://medium.com/@sonorajha/dear-india-when-youre-done-marching-for-asifa-clean-up-your-homes-42ed8abb5a04\" target=\"_blank\" rel=\"noopener noreferrer\">2018 essay\u003c/a> she wrote in a state of rage nearly three years ago prompted her mother to stop speaking to her. In conversation with KQED, she said her mother has yet to speak to her. The essay mentions Jha’s own Me Too experience and uncovers some of the violence within her family. She calls out incidences of violence in the home that go without consequences, which can lead to public violence as in the case of an 8-year-old girl named \u003ca href=\"https://www.bbc.com/news/world-asia-india-43722714\" target=\"_blank\" rel=\"noopener noreferrer\">Asifa Bano\u003c/a>. That essay garnered extensive attention and a BBC Asia interview that helped solidify her desire to continue sharing her story.\u003c/p>\n\u003cp>While Jha’s book looks at different family members, the central focus is her relationship with her son, Gibran, who is now an adult, and how she has intentionally raised him to be a feminist. “I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it,” she said.\u003c/p>\n\u003cp>Throughout the book, she weaves in her son’s perspectives, thoughts and growing feminist sensibilities, alongside interviews with researchers. “If boys are not able to talk about heartbreak, if they’re not able to cry when either they physically hurt or they see a moving piece of art … then we are just telling them to be less human,” Jha said. Educating boys, and all young people, with an eye toward emotional intelligence is good for boys themselves as well as the broader community. “These boys grow into men and they’re more emotionally available … And so they make better human beings, partners, parents and everything else,” Jha said. [aside tag=\"books, feminism\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\n\u003cp>https://www.instagram.com/p/CNP5AGcjoiv/\u003c/p>\n\u003cp>For Jha, who is now in her early 50s, trying to break the silence and shame is part of what calls her to write, and act in solidarity. “Let’s just explode some of these things about shame that keep us back,” she said.\u003c/p>\n\u003cp>Jha’s writing is the kind that is pleasant to read, and her way with words means that even the uncomfortable parts are brought together with care. The way she deftly interweaves her own story, alongside educational anecdotes and academic research reminds me of taking long road trips with my mother, in which no thought or discussion is off the table, and everything comes back to our relationships with one another, and society at large.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>As Jha said, “Living a feminist life … is really about making feminist choices and knowing that those only leads to good things,” she said, “once you start to live a feminist life, things do get better for all of us, and for our families.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Jha’s words are powerful. Even before she began writing her most recent book — a \u003ca href=\"https://medium.com/@sonorajha/dear-india-when-youre-done-marching-for-asifa-clean-up-your-homes-42ed8abb5a04\" target=\"_blank\" rel=\"noopener noreferrer\">2018 essay\u003c/a> she wrote in a state of rage nearly three years ago prompted her mother to stop speaking to her. In conversation with KQED, she said her mother has yet to speak to her. The essay mentions Jha’s own Me Too experience and uncovers some of the violence within her family. She calls out incidences of violence in the home that go without consequences, which can lead to public violence as in the case of an 8-year-old girl named \u003ca href=\"https://www.bbc.com/news/world-asia-india-43722714\" target=\"_blank\" rel=\"noopener noreferrer\">Asifa Bano\u003c/a>. That essay garnered extensive attention and a BBC Asia interview that helped solidify her desire to continue sharing her story.\u003c/p>\n\u003cp>While Jha’s book looks at different family members, the central focus is her relationship with her son, Gibran, who is now an adult, and how she has intentionally raised him to be a feminist. “I wanted my son to be able to cry … to express heartbreak and not feel like he has to hide it,” she said.\u003c/p>\n\u003cp>Throughout the book, she weaves in her son’s perspectives, thoughts and growing feminist sensibilities, alongside interviews with researchers. “If boys are not able to talk about heartbreak, if they’re not able to cry when either they physically hurt or they see a moving piece of art … then we are just telling them to be less human,” Jha said. Educating boys, and all young people, with an eye toward emotional intelligence is good for boys themselves as well as the broader community. “These boys grow into men and they’re more emotionally available … And so they make better human beings, partners, parents and everything else,” Jha said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The project of raising feminist boys is also an act of responding to toxic masculinity. For Jha, the effort to raise a feminist son has included telling her son her own Me Too stories at an age-appropriate time. “It’s only hard until it gets easier,” she said of sharing her experiences. “It’s going to be hard to talk about these things with our kids, and especially with our boys. But if we know that everyone else is doing it …f then it becomes easier,” she said. “These things are only hard because they’re forbidden.”\u003c/p>\n\u003cp>Jha has been writing her memoir in “fits and starts” for a while now. But she wanted to combine her feminist scholarship, as well as her lived experience as a mother. Some of the chapters started as political essays in response to controversies surrounding \u003ca href=\"https://theestablishment.co/to-raise-a-feminist-son-talk-to-him-about-aziz-ansari-1ae7fd41b074/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Aziz Ansari\u003c/a> and \u003ca href=\"https://theestablishment.co/serena-williams-naomi-osaka-and-the-right-kind-of-woman/index.html\" target=\"_blank\" rel=\"noopener noreferrer\">Serena Williams, \u003c/a>writing about different intersections of masculinity, motherhood and feminism. “There’s such a hunger in society to talk about boys and to talk about how we raise boys,” she said. “So much of my identity as a mother and as a scholar and writer is tied in with these questions.” Once she knew that was the heart of the book, it took about a year and a half to write. The final product is, as Rebecca Solnit \u003ca href=\"https://www.sonorajha.com/\" target=\"_blank\" rel=\"noopener noreferrer\">describes it\u003c/a>, “a beautiful hybrid of memoir, manifesto, instruction manual, and rumination.”\u003c/p>\n\u003cp>While the family details are some of the most heartbreaking and powerful storytelling nuggets, Jha admits that memoir is hard, and she has faced some occasional sleepless nights. Even though she has changed most people’s names in the book, “they know who they are.” But she sees this aspect of memoir as important — being able to recognize your own story in someone else’s. The book will also be published in India. That’s because for her, it’s even more important for South Asian women to tell their stories, both in the diaspora and in South Asia. “We need more personal stories, and we need more memoirs — because we really need to either be whistleblowers or say, ‘Hey, enough of the silence and the shame.’ ”\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Jha, who is now in her early 50s, trying to break the silence and shame is part of what calls her to write, and act in solidarity. “Let’s just explode some of these things about shame that keep us back,” she said.\u003c/p>\n\u003cp>Jha’s writing is the kind that is pleasant to read, and her way with words means that even the uncomfortable parts are brought together with care. The way she deftly interweaves her own story, alongside educational anecdotes and academic research reminds me of taking long road trips with my mother, in which no thought or discussion is off the table, and everything comes back to our relationships with one another, and society at large.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "‘No One Was Asking What We Thought’: San Francisco Students Weigh in on School District Controversies",
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"content": "\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.[pullquote align=\"right\" size=\"medium\" citation=\"Shavonne Hines-Foster, Lowell High School senior\"]‘A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.’[/pullquote]The story \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">further blew up\u003c/a> this week, when Collins sued the district and her fellow board members, accusing them of violating her constitutional rights and inflicting “irreparable harm.” The suit demands that she be reinstated to her leadership positions and seeks nearly $90 million in damages.\u003c/p>\n\u003cp>Adults have taken center stage in this and the many other controversies enveloping the school board this year, leaving the voices of students — those with most at stake — notably underrepresented.\u003c/p>\n\u003cp>That was evident in a school board meeting earlier this month, just days after the Collins tweets were unearthed. During the palpably tense meeting, attended by around 1,000 people, only a few students offered comments.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One of them was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“These are the lives of actual students,” she said. “These are actual students that are coming into school … that are not getting the education they deserve.”\u003c/p>\n\n",
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"excerpt": "Adults have taken center stage many of the controversies enveloping the San Francisco school board this year, leaving the voices of students — those with most at stake — notably underrepresented.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco public schools are preparing to reopen their doors to students this month – for the first time in over a year. But much of the news about the district has been laser focused on its embattled school board, and most recently, on one particular commissioner.\u003c/p>\n\u003cp>Late last week, the board, in a 5-2 no-confidence vote, removed Alison Collins as board vice president, and stripped her of her committee positions. The move came after a parent group pushing to recall Collins and two other board members circulated a series of controversial tweets she wrote in 2016 that criticize Asian Americans for not supporting other minority groups and for using “white supremacist thinking” to get ahead.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that killed six Asian women and two others.\u003c/p>\u003c/div>",
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"content": "‘A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The story \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\">further blew up\u003c/a> this week, when Collins sued the district and her fellow board members, accusing them of violating her constitutional rights and inflicting “irreparable harm.” The suit demands that she be reinstated to her leadership positions and seeks nearly $90 million in damages.\u003c/p>\n\u003cp>Adults have taken center stage in this and the many other controversies enveloping the school board this year, leaving the voices of students — those with most at stake — notably underrepresented.\u003c/p>\n\u003cp>That was evident in a school board meeting earlier this month, just days after the Collins tweets were unearthed. During the palpably tense meeting, attended by around 1,000 people, only a few students offered comments.\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 was Shavonne Hines-Foster, a Lowell High School senior and student delegate for the district.\u003c/p>\n\u003ch3>‘Just Encouraging People Not to Be Nasty’\u003c/h3>\n\u003cp>“I’m not offering a statement, I’m offering really a project that me and my friends were able to create amidst everything that’s happening,” Hines-Foster said during the meeting, introducing an analysis she produced with two other students, titled “A Balanced Analysis of Commissioner Collins’ Tweets.”\u003c/p>\n\u003cp>“Really just encouraging people not to be nasty,” she told attendees. “A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic.”\u003c/p>\n\u003cp>Hines-Foster, a member of Lowell’s Black Student Union, has been shouted down by adults during a board meeting when calling out racism at her own school.\u003c/p>\n\u003cp>“So a lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty,” she added.\u003c/p>\n\u003cfigure id=\"attachment_11866865\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11866865\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg\" alt=\"\" width=\"1920\" height=\"1408\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497.jpeg 2547w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-800x587.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1020x748.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-160x117.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1536x1127.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-2048x1502.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/FD46FD6F-EE32-4767-B565-BCC7D3D1E2F9-scaled-e1617422790497-1920x1408.jpeg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Vishal Krishnaiah, a junior at Lowell High School, said he understood the message Alison Collins was getting at in her 2016 tweets, “but the way she said it is atrocious.” \u003ccite>(Courtesy of Vishal Krishnaiah)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell High School junior Vishal Krishnaiah, who also worked on the presentation, says that while Collins had drawn attention to a serious issue, the tweets she wrote crossed the line — and were grounds for her resignation.\u003c/p>\n\u003cp>“I understand the message she was trying to get to. Just you know, anti-Blackness in the Asian community,” he said. “I think it’s a very real thing. I understand the message, but the way she said it is atrocious.\u003c/p>\n\u003cp>George Washington High School senior Madeline Cho, the third student working on the project, offered a different perspective, arguing that the media coverage of the tweets has only shown one side of the issue. In reading Collins’ tweets, Cho says, she saw a mother pleading for people to come together to dismantle racism.\u003c/p>\n\u003cp>To really engage in a constructive conversation, she said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“There needs to be just an open mindedness and a setting down of ego and pride, especially by a lot of politicians and particularly parents, who seem the most hesitant to just calm down and just listen,” she said.\u003c/p>\n\u003cp>Cho also said the context around the posts is important. When Collins made the tweets in 2016, there were a lot of conversations in the community about people of color who were supportive of policies being espoused by Donald Trump and those of other conservative politicians, she said.\u003c/p>\n\u003cp>Cho, who doesn’t think Collins should resign, also says the tweets never would have resurfaced if some alumni and parents weren’t so upset about the board’s recent vote to change Lowell’s admissions policies.\u003c/p>\n\u003cp>Collins championed ending the elite school’s merit-based admissions policy, one that she argued perpetuated segregation and exclusion. Less than 2% of the school’s students are Black, while more than half are Asian American.\u003c/p>\n\u003cp>In February, also in a 5-2 vote, the school board voted to strip Lowell of that admissions system, one that has been in place for decades. In their presentation, the three students pointed out that the tweets were dug up by Lowell alum Diane Yap, someone who they say deserves some scrutiny for her own previous social media posts. Yap is also vice president of the Friends of Lowell Foundation, a recently formed group looking to reinstate the school’s grade-based admissions policy.\u003c/p>\n\u003ch3>‘Drowned Out’\u003c/h3>\n\u003cp>Cho said she’s sickened by the idea that someone was purposefully digging up dirt on Collins.\u003c/p>\n\u003cp>In the weeks before the tweets resurfaced, Cho said, she had been feeling deeply troubled and scared by the ongoing attacks against the AAPI community, particularly the ones targeting elders. But she said the conversation about Collins has been reduced to something it isn’t.\u003c/p>\n\u003cp>“I’m particularly upset, and rather disgusted I think, at a lot of people’s use of Asian American pain right now as a political wedge, and a way to push the political agenda,” she said.\u003c/p>\n\u003cp>Cho said she too is worried about being attacked for expressing her views, particularly after a controversy she experienced a few years ago at her own school.\u003c/p>\n\u003cfigure id=\"attachment_11867980\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11867980\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg\" alt=\"Madeline Cho, a senior at George Washington High School,\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/04/1920_1080_Cho.jpg 802w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Madeline Cho, a senior at George Washington High School, is calling for a serious dialogue on race in San Francisco schools. \u003ccite>(Courtesy of Madeline Cho)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Back in 2019, before Lowell dominated headlines, George Washington High School became a political flashpoint, when the \u003ca href=\"https://www.nytimes.com/2019/08/14/arts/san-francisco-murals-george-washington.html\">school board voted\u003c/a> to paint over Depression-era murals that depict Washington as a slave owner. After a furious backlash, the board ultimately moved to simply cover them up.\u003c/p>\n\u003cp>“It was very saddening to see,” Cho said. “I think the adult voices really, really, really just totally drowned out the student voices. Nobody really was asking us what we thought.”\u003c/p>\n\u003ch3>The Equity Issue\u003c/h3>\n\u003cp>The admissions changes at Lowell that Collins spearheaded seem to have already had an impact. The preliminary data show the share of Hispanic students accepted into Lowell for the next school year grew by 10 percentage points, while the share of Black students grew by nearly 3 percentage points.\u003c/p>\n\u003cp>Meanwhile, the share of incoming white and Asian students at the school — who still make up the vast majority — fell slightly.\u003c/p>\n\u003cp>But students like Cho and Krishnaiah both agree that changing who gets into Lowell won’t solve the bigger systemic issues they care about, like making education more equitable for all students.\u003c/p>\n\u003cp>And that’s the dialogue they want their city leaders to have.\u003c/p>\n\u003cp>That sentiment was echoed by Amy Chang, a senior at Lowell, who said that her school and the district as a whole have been used as fodder to push partisan issues while many students continue to struggle.\u003c/p>\n\u003cp>In fifth grade, she says, she was among only four students in her class of almost 30 who could read at grade level. The education offered at Lowell is the baseline that should be provided to all students, she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These are the lives of actual students,” she said. “These are actual students that are coming into school … that are not getting the education they deserve.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-mills-colleges-proposed-transformation-sits-with-proud-lgbtq-legacy",
"title": "'Sacred Land': How Mills College's Proposed Transformation Sits With its Proud LGBTQ Legacy",
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"headTitle": "‘Sacred Land’: How Mills College’s Proposed Transformation Sits With its Proud LGBTQ Legacy | KQED",
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"content": "\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Cassandra James, Mills College undergraduate\"]‘They’re going to have people walking around on sacred land. Do they understand the concept of Mills’ values and Mills’ morals? ‘[/pullquote]The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Renel Brooks-Moon, SF Giants announcer and Mills alumn\"]‘My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.’[/pullquote]Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>[aside postID=news_11867137 hero='https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48245_007_Oakland_MillsCollege_03242021-qut-1020x680.jpg']“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In May 1990, Bay Area high school dropout and single mom \u003ca href=\"https://arielgore.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Ariel Gore\u003c/a> was casting about for a place to get her undergraduate degree. She turned on the TV and saw \u003ca href=\"https://www.mills.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Mills College\u003c/a> students protesting a decision to make the historically women’s college based in Oakland co-ed.\u003c/p>\n\u003cp>“And I was like, ‘Oh, my God! There are feminists at Mills and they’re having a big protest! They look like lesbians! I should go there!” Gore said. “And so I did.”\u003c/p>\n\u003cp>Gore went on to author more than 10 books and launch \u003ca href=\"http://hipmamazine.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Hip Mama\u003c/a>, an award-winning magazine about the culture and politics of motherhood. She said she was a natural introvert before she arrived at Mills. The school helped pull her out of her shell and transform her into the opinionated public figure she is today.\u003c/p>\n\u003cfigure id=\"attachment_11867436\" class=\"wp-caption alignright\" style=\"max-width: 602px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867436\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg\" alt=\"\" width=\"602\" height=\"399\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut.jpg 602w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48273_Ariel-Gore-Author-Photo-by-debbie-baxter-qut-160x106.jpg 160w\" sizes=\"auto, (max-width: 602px) 100vw, 602px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Ariel Gore \u003ccite>(Courtesy Debbie Baxter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“My sort of invisibility, I could get away with that in a co-ed environment in a way that wasn’t really allowed at Mills,” Gore said. “You know, every professor in these small classes was like, ‘Well, Ariel, what do you think?'”\u003c/p>\n\u003cp>Gore is among many members of Mills’ large LGBTQ community currently processing the \u003ca href=\"https://www.kqed.org/news/11865408/mills-college-to-stop-offering-degrees-cites-low-enrollment-financial-woes\">college’s announcement\u003c/a> that it will stop granting degrees in 2023, transform itself into a “research institute,” and \u003ca href=\"https://www.eastbaytimes.com/2021/03/25/amid-an-uncertain-future-mills-college-campus-will-be-home-to-hundreds-of-uc-berkeley-students/\" target=\"_blank\" rel=\"noopener noreferrer\">allow hundreds of UC Berkeley undergrads\u003c/a> of all genders to begin living on its campus this fall.\u003c/p>\n\u003cp>Fearing a unique legacy will be lost, Mills students, alumni and faculty are protesting the changes to the college, which \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">today serves\u003c/a> 609 women and non-binary-identifying undergraduates and 352 graduate students of all genders. At a rally outside campus last Friday, more than 100 Mills students and alumni \u003ca href=\"https://www.sfchronicle.com/education/article/Shocked-students-alumnae-set-to-protest-closure-16056798.php\">demanded trustees reverse their decision\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘They’re going to have people walking around on sacred land. Do they understand the concept of Mills’ values and Mills’ morals? ‘",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The growing coziness between UC Berkeley and Mills is also upsetting some students, who say they haven’t been consulted about the changes and worry that admitting hundreds of Berkeley students to campus could undermine the college’s powerful identity as a safe harbor for women and nonbinary individuals.\u003c/p>\n\u003cp>“They’re going to have people walking around on sacred land,” said Mills undergraduate Cassandra James, who joined the rally on Friday. “And it’s like, do they understand the concept of Mills’ values and Mills’ morals?”\u003c/p>\n\u003ch3>A Legacy of Inclusivity\u003c/h3>\n\u003cp>Mills, \u003ca href=\"https://www.mills.edu/uniquely-mills/history-traditions/timeline.php\" target=\"_blank\" rel=\"noopener noreferrer\">founded in 1852\u003c/a>, has long shed its perfumed reputation as a finishing school for wealthy white ladies. But it took until the 1970s and ’80s for the college to become more racially inclusive thanks to the efforts of students and faculty of color.\u003c/p>\n\u003cp>“I look at how diverse it is now and it just warms my soul, because that was not my experience in the late ’70s,” said \u003ca href=\"https://sfgiants.mlblogs.com/employee-spotlight-renel-brooks-moon-aa59cb0cba4c\" target=\"_blank\" rel=\"noopener noreferrer\">Renel Brooks-Moon\u003c/a>, who graduated from Mills in 1981 and went on to become the public address announcer for the \u003ca href=\"https://www.mlb.com/giants\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Giants\u003c/a>. (The Baseball Hall of Fame \u003ca href=\"https://www.mlb.com/cut4/renel-brooks-moon-first-female-announcer-in-pro-sport-c297857850\" target=\"_blank\" rel=\"noopener noreferrer\">recognized\u003c/a> Brooks-Moon as the first female announcer of a championship game in any professional sport for her role in the 2002 World Series.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">34% of Mills students identify as Latinx/Hispanic and 12% as Black or African American\u003c/a>. But Brooks-Moon said when she was studying for an English literature degree, there were very few students and faculty of color.\u003c/p>\n\u003cp>“We fought to be seen and to be heard,” Brooks-Moon said, adding that Mills’ emerging LGBTQ and BIPOC communities often came together to push the campus to be more inclusive. “My time at Mills really helped to nurture that appreciation for the LGBTQ community, because we were all fighting for the same thing.”\u003c/p>\n\u003cp>Podcaster and author \u003ca href=\"http://www.niaking.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Nia King\u003c/a>, who graduated from Mills in 2011, said she was drawn to school because of its inclusivity.\u003c/p>\n\u003cp>“I’m a Black, Lebanese, Hungarian, Jewish, queer and cis-gender woman from the Boston area,” said King, who has for the past eight years hosted and produced \u003ca href=\"https://directory.libsyn.com/shows/view/id/qtpocart\" target=\"_blank\" rel=\"noopener noreferrer\">We Want the Airwaves\u003c/a>, a podcast featuring interviews with queer and trans artists of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And she appreciated the school’s academic rigor. King said the politically engaged ethnic studies undergrad curriculum helped shape her both as a thinker and a leader.\u003c/p>\n\u003cp>“Looking at how research has been used as a tool of colonization in the past taught me how to take embedded assumptions out of questions,” she said.\u003c/p>\n\u003cfigure id=\"attachment_11867437\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867437\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48274_Nia-King-book-launch-for-Queer-and-Trans-Artists-of-Color-Vol3-tim-abad-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Mills College alum Nia King, center, at a book reading in Oakland. \u003ccite>(Courtesy Tim Abad)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But despite the strides towards racial inclusivity Brooks-Moon and her generation made at Mills, King said a legacy of feminist transphobia persisted well into the 21st century on campus.\u003c/p>\n\u003cp>“A lot of the rhetoric about it being an all-women’s school was very exclusionary to people that were male-identified trans students and also nonbinary trans students,” King said.\u003c/p>\n\u003cp>King said trans student activists like her then-partner, a trans man, fought hard to be heard. Their efforts paid off when Mills \u003ca href=\"https://www.kqed.org/news/145337/all-womens-mills-college-welcomes-transgender-students\">became the first women’s college in the U.S. to adopt a transgender admissions policy\u003c/a> in 2014. Today, \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">more than half\u003c/a> of Mills students identify as LGBTQ.\u003c/p>\n\u003cp>“Mills was the trendsetter there,” said Emerald Archer, executive director of the \u003ca href=\"https://www.womenscolleges.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Women’s College Coalition\u003c/a>. “And many of our institutions were looking at their policy as a model of what we could do at other institutions across the country.”\u003c/p>\n\u003ch3>‘One Fewer Resource’ as Women’s Colleges Struggle\u003c/h3>\n\u003cp>Archer said the number of women’s colleges in the U.S. has dropped from 230 in 1960, to 36 in 2020. Ten schools shuttered in the last six years alone. Many have had to go co-ed to stay afloat. Small schools with strong identities like Mills have struggled financially and lost students. Archer said the COVID-19 pandemic has only made matters worse.\u003c/p>\n\u003cp>“The pandemic is really challenging [school] presidents and their administrations to make sure that their institutions are alive on the other side,” Archer said.\u003c/p>\n\u003cp>Archer said the pandemic has also been particularly tough on people who identify as women. It’s driven millions out of the workforce – especially women of color.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“This is where women’s institutions kind of get it right,” said Archer of the need for schools like Mills, where many students are the first in their families to attend college – \u003ca href=\"https://inside.mills.edu/about-mills/departments-offices/docs/Mills-Profile-2020-21.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">44% of Mills undergrads are first-generation college students\u003c/a>. “Places like Mills, they can catch those students. And if Mills isn’t there, that’s just one fewer resource that folks can draw on.”\u003c/p>\n\u003cp>The current talks with UC Berkeley do seem to offer one possibility for Mills’ future.\u003c/p>\n\u003cp>The plan to house 200 Berkeley undergraduates of all genders on the Mills campus this fall is just the latest in a \u003ca href=\"https://www.mills.edu/news/press-releases/us-berkeley-mills-collaboration-address-campus-challenges.php\" target=\"_blank\" rel=\"noopener noreferrer\">long list\u003c/a> of collaborative efforts between the small private collage and large public university. In recent years, Mills students have participated in UC Berkeley study abroad programs, and Cal students have taken biology classes on the Mills campus.\u003c/p>\n\u003cp>“To continue its mission, Mills will need to work with other academic institutions, and UC Berkeley is a great institution here in the Bay Area who we’ve worked with for a long time,” said \u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/office-of-the-president/index.php\" target=\"_blank\" rel=\"noopener noreferrer\">Mills President Elizabeth Hillman\u003c/a>. “And we are in conversations about what we might be able to do together that we can’t do apart.”\u003c/p>\n\u003cfigure id=\"attachment_11867440\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867440\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg\" alt=\"Chicora Martin stands on grassy quad on Mills campus\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48242_004_Oakland_MillsCollege_03242021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Chicora Martin, vice president of student life and dean of students at Mills College in Oakland on March 24, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Meanwhile, campus officials are speaking only in the vaguest terms about what Mills’ future as an institute will look like.\u003c/p>\n\u003cp>\u003ca href=\"https://www.mills.edu/uniquely-mills/leadership-team/mills-college-officers/chicora-martin.php\" target=\"_blank\" rel=\"noopener noreferrer\">Chicora Martin\u003c/a>, vice president of student life and dean of students, said whatever form the institute takes, Mills will still continue onward with its core mission of pushing for social justice.\u003c/p>\n\u003cp>“Because we can’t grant degrees may not necessarily mean that we don’t lose what Mills can offer,” Martin said. “I’m hoping a lot of what makes Mills Mills will not be lost.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Censured SF School Board Member Alison Collins Sues District, Colleagues for Constitutional Rights Violations",
"title": "Censured SF School Board Member Alison Collins Sues District, Colleagues for Constitutional Rights Violations",
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"content": "\u003cp>Alison Collins, the former vice president of San Francisco’s school board, is suing the district and five of its board members after they voted last week to strip her of several leadership roles over recently unearthed tweets she posted in 2016 sharply critical of Asian Americans.\u003c/p>\n\u003cp>In \u003ca href=\"https://assets.documentcloud.org/documents/20536492/alisoncollinscomplaint.pdf\">the lawsuit\u003c/a>, filed Wednesday in federal court, Collins accuses her colleagues and the district of violating her constitutional rights, including free speech. The suit is seeking close to $90 million in damages from the San Francisco Unified School District and five Board of Education members who supported a no-confidence vote against her. It also demands the board reinstate her as vice president and back into the committee leadership positions she was removed from.\u003c/p>\n\u003cp>“Rather than take actions to protect Black and Brown children from racist harassment and bullying, defendants opted to ‘burn’ the messenger, using a pretzel-twisted redirection of Ms. Collins' seasoned social metaphors aimed at uniting all marginalized, colonized and racially oppressed people against racism and oppression,” the suit says.\u003c/p>\n\u003cp>The suit further alleges that the action to remove Collins as vice presidents caused “irreparable injury, loss and damage to Ms. Collins, including damage to her reputation and standing in the community.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://abc7news.com/10465034/?ex_cid=TA_KGO_TW&taid=606569ee11410f0001ac5e8c&utm_campaign=trueAnthem%3A+Trending+Content&utm_medium=trueAnthem&utm_source=twitter\">rally \u003c/a>supporting her, held Wednesday evening outside of SFUSD headquarters, Collins said she has been the focus of a “targeted smear campaign to label me as a racist.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I will continue to advocate for children and family and for those whose voices are often unheard and whose futures lie in the balance,” Collins told a crowd of about 50 supporters. “I invite you to join me in making this moment count to not let me or anyone else be swept under the rug, canceled or dismissed for speaking truth to power.”\u003c/p>\n\u003cp>Collins, who is Black, came under fire earlier this month after critics resurfaced a thread of inflammatory tweets she wrote more than four years ago, accusing Asian Americans of failing to support other racial minority groups.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"sfusd\"]Many Asian Americans, she wrote, “believe they benefit from the ‘model minority’ BS’ ” and “use white supremacist thinking to assimilate and ‘get ahead.’ ” Collins also used derogatory terms like \"tiger moms\" and \"house n****r\" in some references to Asian Americans.\u003c/p>\n\u003cp>At the end of the thread, Collins called for Asian Americans to speak out against then-President Donald Trump’s policies, citing an incident in which her daughter allegedly helped stop a group of Asian American boys from bullying a Latino student at her Asian American majority school.\u003c/p>\n\u003cp>“Don’t Asian Americans know they are on his list as well?” Collins wrote. “Do they think they won’t be deported? profiled? beaten?”\u003c/p>\n\u003cp>Collins has since said her words were taken out of context and apologized “for the pain my words may have caused.”\u003c/p>\n\u003cp>Since they were first circulated over a week ago, dozens of officials, including San Francisco Mayor London Breed, have condemned the tweets and called on Collins to resign, even as a number of local Black leaders and civil rights groups have come to her defense.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that left six women of Asian descent and two others dead.\u003c/p>\n\u003cp>The tweeting incident is the latest embarrassment for the city's \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">embattled school board\u003c/a>, which has prided itself on putting racial equity at the top of its agenda. The board has recently faced fierce criticism from parent groups for its handling of school reopenings, as well as its support for renaming many district schools and changing the admissions policy of its most prestigious high school.\u003c/p>\n\u003cp>During a school board meeting earlier this month, shortly after Collins' tweets reemerged, Lowell High School senior Shavonne Hines-Foster, a student delegate for the district and a member of her school's Black Student Union, admonished some of the adults who have been most vocal in this controversy. Students, she said, have been afraid to weigh in for fear of the backlash that might follow.\u003c/p>\n\u003cp>“A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic,” Hines-Foster said. \"A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.”\u003c/p>\n\u003cp>Hines-Foster, who is Black, and two other San Francisco high school students, who are both Asian American, created a presentation summarizing their reactions to Collins' tweets, each teen offering a different perspective.\u003c/p>\n\u003cp>“I understand the message she’s trying to get to, just anti-Blackness in the Asian community. I think it’s a very real thing,” said Vishal Krishnaiah, a junior at Lowell High School, the only one in the group of three students who thinks Collins should resign. “And as an Asian person myself, I just can’t overlook the way she’s expressed that. I understand the message, but the way she said it is atrocious.”\u003c/p>\n\u003cp>Krishnaiah said he didn't understand what Collins gains from filing the lawsuit.\u003c/p>\n\u003cp>\"After a long time of incessantly calling people out for even the most minor faults, the moment people retaliate for her own racist actions, she sues the very body that she represents,\" he said.\u003c/p>\n\u003cp>The third student, George Washington High School senior Madeline Cho, said she wants more people to be willing to talk about internalized racism and white supremacy.\u003c/p>\n\u003cp>And in order to have a constructive conversation, Cho said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\"There needs to be just an open mindedness and a setting down of ego and pride,” she said, “especially by a lot of politicians and particularly parents who seem the most hesitant to just calm down and just listen.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Holly McDede, Matthew Green and The Associated Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Alison Collins, the former vice president of San Francisco’s school board, is suing the district and five of its board members after they voted last week to strip her of several leadership roles over recently unearthed tweets she posted in 2016 sharply critical of Asian Americans.\u003c/p>\n\u003cp>In \u003ca href=\"https://assets.documentcloud.org/documents/20536492/alisoncollinscomplaint.pdf\">the lawsuit\u003c/a>, filed Wednesday in federal court, Collins accuses her colleagues and the district of violating her constitutional rights, including free speech. The suit is seeking close to $90 million in damages from the San Francisco Unified School District and five Board of Education members who supported a no-confidence vote against her. It also demands the board reinstate her as vice president and back into the committee leadership positions she was removed from.\u003c/p>\n\u003cp>“Rather than take actions to protect Black and Brown children from racist harassment and bullying, defendants opted to ‘burn’ the messenger, using a pretzel-twisted redirection of Ms. Collins' seasoned social metaphors aimed at uniting all marginalized, colonized and racially oppressed people against racism and oppression,” the suit says.\u003c/p>\n\u003cp>The suit further alleges that the action to remove Collins as vice presidents caused “irreparable injury, loss and damage to Ms. Collins, including damage to her reputation and standing in the community.”\u003c/p>\n\u003cp>At a \u003ca href=\"https://abc7news.com/10465034/?ex_cid=TA_KGO_TW&taid=606569ee11410f0001ac5e8c&utm_campaign=trueAnthem%3A+Trending+Content&utm_medium=trueAnthem&utm_source=twitter\">rally \u003c/a>supporting her, held Wednesday evening outside of SFUSD headquarters, Collins said she has been the focus of a “targeted smear campaign to label me as a racist.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Many Asian Americans, she wrote, “believe they benefit from the ‘model minority’ BS’ ” and “use white supremacist thinking to assimilate and ‘get ahead.’ ” Collins also used derogatory terms like \"tiger moms\" and \"house n****r\" in some references to Asian Americans.\u003c/p>\n\u003cp>At the end of the thread, Collins called for Asian Americans to speak out against then-President Donald Trump’s policies, citing an incident in which her daughter allegedly helped stop a group of Asian American boys from bullying a Latino student at her Asian American majority school.\u003c/p>\n\u003cp>“Don’t Asian Americans know they are on his list as well?” Collins wrote. “Do they think they won’t be deported? profiled? beaten?”\u003c/p>\n\u003cp>Collins has since said her words were taken out of context and apologized “for the pain my words may have caused.”\u003c/p>\n\u003cp>Since they were first circulated over a week ago, dozens of officials, including San Francisco Mayor London Breed, have condemned the tweets and called on Collins to resign, even as a number of local Black leaders and civil rights groups have come to her defense.\u003c/p>\n\u003cp>The posts were resurfaced amid a surge of violence and harassment against Asian Americans in the Bay Area and around the country, including a mass shooting in Georgia that left six women of Asian descent and two others dead.\u003c/p>\n\u003cp>The tweeting incident is the latest embarrassment for the city's \u003ca href=\"https://www.kqed.org/news/11858457/as-battle-over-reopening-san-francisco-schools-turns-ugly-equity-emerges-as-fault-line\">embattled school board\u003c/a>, which has prided itself on putting racial equity at the top of its agenda. The board has recently faced fierce criticism from parent groups for its handling of school reopenings, as well as its support for renaming many district schools and changing the admissions policy of its most prestigious high school.\u003c/p>\n\u003cp>During a school board meeting earlier this month, shortly after Collins' tweets reemerged, Lowell High School senior Shavonne Hines-Foster, a student delegate for the district and a member of her school's Black Student Union, admonished some of the adults who have been most vocal in this controversy. Students, she said, have been afraid to weigh in for fear of the backlash that might follow.\u003c/p>\n\u003cp>“A lot of students have stayed away from this because a lot of you are nasty, very nasty in how you engage in this conversation and bring in this topic,” Hines-Foster said. \"A lot of us feel like it isn’t our place to be engaged, because we don’t want to be swept over or taken in or attacked as a casualty.”\u003c/p>\n\u003cp>Hines-Foster, who is Black, and two other San Francisco high school students, who are both Asian American, created a presentation summarizing their reactions to Collins' tweets, each teen offering a different perspective.\u003c/p>\n\u003cp>“I understand the message she’s trying to get to, just anti-Blackness in the Asian community. I think it’s a very real thing,” said Vishal Krishnaiah, a junior at Lowell High School, the only one in the group of three students who thinks Collins should resign. “And as an Asian person myself, I just can’t overlook the way she’s expressed that. I understand the message, but the way she said it is atrocious.”\u003c/p>\n\u003cp>Krishnaiah said he didn't understand what Collins gains from filing the lawsuit.\u003c/p>\n\u003cp>\"After a long time of incessantly calling people out for even the most minor faults, the moment people retaliate for her own racist actions, she sues the very body that she represents,\" he said.\u003c/p>\n\u003cp>The third student, George Washington High School senior Madeline Cho, said she wants more people to be willing to talk about internalized racism and white supremacy.\u003c/p>\n\u003cp>And in order to have a constructive conversation, Cho said, people need to listen to the voices of those most hurt by racism and discrimination in San Francisco schools.\u003c/p>\n\u003cp>\"There needs to be just an open mindedness and a setting down of ego and pride,” she said, “especially by a lot of politicians and particularly parents who seem the most hesitant to just calm down and just listen.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Gerry Salazar, LAUSD\"]‘I’ve always felt that the outdoors is a bit of a human equalizer … [Nature] provides opportunities for children to be able to lower their anxiety, to lower their stress levels.’[/pullquote]\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>[aside postID=\"news_11851837\" label=\"More on education during the pandemic\"]\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>[aside postID=\"news_11866954\" label=\"Bay Area education resumes in-person learning\"]\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>[ad floatright]\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\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s an experience most children have not had in a year.\u003c/p>\n\u003cp>Eleven sets of eager eyes are fixed on the teacher who holds court in the center of the circle, storybook in hand and props at the ready. Each child has a ziplock bag packed with supplies: duct tape, plasticine, pipe cleaners, scissors, string and more. The children are about to build a river and forest ecosystem model. And there’s a tricky catch — they can’t let their paper salamander perish. Their excitement is palpable.\u003c/p>\n\u003cp>These Los Angeles Unified School District first to fifth graders are spaced 6 feet apart on the grass of an L.A. city park. Some kids sit, some crouch and one little boy spins about in place. The children have left behind their computers in the Parks and Rec building, where they’ve spent the morning doing virtual instruction with their classroom teachers. Now they are participating in a program run by the district’s Office of Outdoor and Environmental Education. The little students seem thrilled to be discussing salamanders.\u003c/p>\n\u003cp>“We’re covering ecosystems,” said Ashley Storey, one of the program’s outdoor educators. The students “have to come up with a way for a salamander to cross between its two habitats, a river-dwelling and a forest-dwelling, without getting hit by a car.”\u003c/p>\n\u003cp>Hands-on learning like this has been all but impossible during the pandemic, and despite herculean efforts by teachers to adapt their curriculums for Zoom, virtual education hasn’t worked for many children. “We know that learning loss is real during this pandemic,” said Gerry Salazar, who runs outdoor education for the district.\u003c/p>\n\u003cfigure id=\"attachment_11867332\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867332\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/9C44EB6B-2D40-4BE9-83EF-5C9E333EE1D7-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Outdoor educators with LAUSD’s Eco Van program encourage the children, spaced 6 feet apart in the Jim Gilliam Park of Los Angeles to think creatively about how the salamander will cross the road safely. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A national study found the educational slide has been widespread as children log in to school from home. Zoom school just isn’t providing what all kids need, and children of color are falling further behind their white peers. It is hoped that the return to in-person schooling will help children catch up, yet even in hybrid learning, most students will still be zooming with their teachers for some portion of the day. The problem is acute for the youngest students because hands-on learning has been almost impossible in the virtual environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Enter a unique idea, the brainchild of Gerry Salazar, born after the pandemic forced Camp Skyhook — LAUSD’s outdoor learning center located in the Los Angeles mountains — to close.\u003c/p>\n\u003cp>Salazar and his team wanted a program where science learning fun could travel to the kids. The idea was to bring the mountains and forests to where the students were, and not via a computer screen. \u003ca href=\"https://skyhookfoundation.org/2021/02/a-covid-19-story-in-three-acts-the-origin-of-the-lausd-skyhook-eco-vans/\">The Skyhook Eco Van program\u003c/a> is where Los Angeles kids from across the district do exactly that.\u003c/p>\n\u003cp>Salazar managed to acquire four sleek black vans — a donation from the Skyhook Foundation — and his team of outdoor educators equipped each one with plastic tubs full of science learning materials.\u003c/p>\n\u003cp>Getting kids outside to learn is at the heart of everything Salazar does. “We know that the outdoors are therapeutic for all of these kids,” Salazar said. During the stay-home periods, he didn’t want students to lose access to nature altogether.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s a program that relied on donations to be realized. Salazar would like to see it grow but knows the funding realities might not allow this long term. “We are mindful that ongoing costs may not have the future funding, post CARES Act, necessary to operate.”\u003c/p>\n\u003cp>While the one-time cost of the vans was covered by philanthropists, including Kareem Abdul-Jabbar, the district has to cover the staffing and gas costs. “The current fleet of four may be sufficient when considering the entirety of outdoor and environmental education programs offered,” Salazar said.\u003c/p>\n\u003cp>This salamander lesson at Baldwin Hills’ Jim Gilliam Park is the second time the Eco Van has come to work with this group of children, all made possible due to LAUSD’s partnership with the city’s Department of Recreation and Parks where students come daily to utilize the Wi-Fi and child care.\u003c/p>\n\u003cp>The children look eagerly at one outdoor educator, who they call Ms. Willow, as she peppers them with questions. “What is a salamander? Has anybody ever seen a salamander?” There are some guesses, some giggles and then a first grader responds correctly. “It is definitely a lizard.”\u003c/p>\n\u003cp>This little boy is wiggling about, raking his fingers back and forth through the grass around him.\u003c/p>\n\u003cp>He is eager to open his ziplock and get to work. “I’m going to build a house that protects the salamander from the wind,” he said.\u003c/p>\n\u003cp>Storey said they tweaked the usual lessons they would give the kids to reflect that in the mountains, they’d really encounter animals. “Salamanders are small,” she said. “They are important to the ecosystem.” For the park lesson, children get a paper salamander. Step one? Color it in. It’s a task the children gleefully attack.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Being outdoors to learn is more than just nice, said Salazar. “I’ve always felt that the outdoors is a bit of a human equalizer.” Nature “provides opportunities for children to be able to lower their anxiety, to lower their stress levels,” Salazar said. \u003c/p>\n\u003cp>He predicts other long-term benefits as well. “They may look to these open spaces like these neighborhood parks to seek out their own wellness and it [may] empower them to be responsible for their own general health.”\u003c/p>\n\u003cp>The learning benefits are tangible, said Ashley Storey. “First graders are jumping ahead as they are grasping onto concepts that probably wouldn’t even come to them until later grades [like] third, fourth grade.”\u003c/p>\n\u003cp>This stands in contrast to data analyzed late last year by McKinsey & Company that found by the end of the fall, students had only learned 67% of the math compared to same-age peers the previous fall. That equated to about three months of learning loss, according to researchers. For schools with predominantly children of color, that math level fell to 59% of what was learned in the same period the year before. There was a learning loss in reading ability of up to two months.\u003c/p>\n\u003cp>Learning about ecosystems is clearly more engaging when taught as an engineering project. The tactile nature of all these lessons makes learning, especially for very young children, a much more meaningful experience.\u003c/p>\n\u003cp>Other lessons contained in large plastic tubs in the back of the Eco Van include a “skull lab.” Storey said, “Students get a replica skull of different animals and they have to try to figure out which animal the skull belonged to” by measuring it, looking at the kind of teeth it has, and asking questions to narrow down an answer.\u003c/p>\n\u003cfigure id=\"attachment_11867335\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867335\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/95004A9C-3D7C-4BC5-8EE9-265E06441850_1_201_a-1536x1152.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">LAUSD outdoor educator Ashley Storey holds a replica skull of a small squirrel. She stands inside the back of the Eco Van, which takes STEM education to children in parks across Los Angeles. \u003ccite>(Deepa Fernandes/The California Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In all the activities the outdoor educators do with students, Salazar said many STEM standards are checked off, and the same activity can be made more sophisticated for higher grades, or simplified for kindergarteners.\u003c/p>\n\u003cp>The goal, Salazar said, is to provide an “introduction to learning about their environment and how they influence that environment and how they are influenced by it as well.”\u003c/p>\n\u003cp>That’s a goal that used to be met when students came up to Camp Skyhook and spent days learning outside. But during this year-plus of distance learning, that hasn’t been possible, so the Eco Vans have filled in some of that gap. And they will continue to operate for the rest of this school year, pulling up to parks and school campuses where children are learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Beyond this school year, however, like much of the education world, Salazar doesn’t know what the future holds.\u003c/p>\n\u003cp>For now, at least, this handful of children is learning in the great outdoors. When their Zoom school day finished and the Eco Van arrived, the kids started with the building blocks of their lessons: cardboard, duct tape, plasticine, pipe cleaners and toilet rolls. But in this bucolic outdoor classroom in the park, students have mixed those materials into a diorama of a forest, with duct tape as the busy road the salamander has to cross. The perfect salamander crossing.\u003c/p>\n\u003cp>These children-built ecosystem models allowed paper salamanders to cross the road, safely, under a real beaming sun, surrounded by the little smiling student engineers. Mission accomplished for Storey and her team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\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\n\u003c/div>\u003c/p>",
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"title": "'I'm Going to Learn a Lot More Here': Oakland's Youngest Public School Students Return to the Classroom",
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"headTitle": "‘I’m Going to Learn a Lot More Here’: Oakland’s Youngest Public School Students Return to the Classroom | KQED",
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"content": "\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Maite Barloga, Montclair Elementary School principal\"]‘Welcome to the first day of school like we’ve never seen before!’[/pullquote]\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ousd\"]A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”[pullquote align=\"right\" size=\"medium\" citation=\"Peter Wilson, Sankofa United Elementary School fourth grade teacher\"]‘I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.’[/pullquote]About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Thousands of Oakland’s youngest public school students returned to their classes on Tuesday, many of them seeing their teachers and classmates in person for the first time in more than a year.\u003c/p>\n\u003cp>Following months of tense negotiations with the teachers union, the Oakland Unified School District reopened its doors this week to most pre-K through second graders, as well as some of the highest-needs students in older grades.\u003c/p>\n\u003cp>At Montclair Elementary School in the Oakland Hills, parents and kids were greeted with music, soap bubbles and energetic cheering from teachers welcoming them back. Families in staged drop-off lines approached sign-in tables festooned with small, stuffed animal otters, the school’s mascot.\u003c/p>\n\u003cp>Classes began in the early afternoon for about 100 students whose families opted for them to return to in-person instruction. They will, however, continue to do distance learning from home in the mornings.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At Montclair, like most other elementary schools in the district, students will only initially attend school in person two days a week, as part of a rotating hybrid model to maintain small class sizes.\u003c/p>\n\u003cp>Muneer Hassan, who was dropping off his two children in fourth and fifth grades, said rearranging his work schedule to make sure his kids were back in school was a small price to pay. Both of his kids, he said, have been struggling with distance learning and are falling behind.\u003c/p>\n\u003cp>“I think even with any schedule challenges, getting in here is of the greatest priority because they need that help and assistance,” Hassan said.\u003c/p>\n\u003cfigure id=\"attachment_11867256\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867256\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/John-Mitchell.jpg\" alt=\"\" width=\"1920\" height=\"1440\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell.jpg 2016w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/John-Mitchell-1920x1440.jpg 1920w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Montclair Elementary School parent John Mitchell drops off his son Duke for in-person classes on Tuesday — the first time back in the classroom this year. \u003ccite>(Julia McEvoy/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Another parent, John Mitchell, also expressed relief to be dropping off his third grader at an actual physical school building.\u003c/p>\n\u003cp>“I think the screen time has kind of taken over our house a little bit,” he said.\u003c/p>\n\u003cp>Mitchell said he’s been impressed with how the school and the district have kept parents updated through the constant changes over the last few months.\u003c/p>\n\u003cp>“They’ve done a really good job and I understand most of the sides of the discussion,” he said. “So, yeah, 100% sympathy for teachers, sympathy for the parents. Like everybody’s got, you know, multiple generations of families living at home. And we just want to go slow and be safe.”\u003c/p>\n\u003cp>On the ride to school, Mitchell said, his son Duke “was trembling in the car he was so excited.”\u003c/p>\n\u003cp>“I’ve actually hardly been learning anything at all on Zoom. I feel like I’m going to learn a lot more here at Montclair,” Duke said.\u003c/p>\n\u003cp>Maite Barloga, the school’s principal, stood outside, enthusiastically greeting the long line of families.\u003c/p>\n\u003cp>“Welcome to the first day of school like we’ve never seen before!” Barloga said, beaming.\u003c/p>\n\u003cfigure id=\"attachment_11867401\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867401\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48255_007_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Families pick up their children from Montclair Elementary School on March 30, 2021 after the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Parents, she said, are being required to use a new health screening app and to fill out a safety agreement as part of the sign-in process.\u003c/p>\n\u003cp>Barloga said that, unlike in some other district elementary schools, most of her teachers agreed to return to the classroom over the next seven school days — the period during which in-person instruction is voluntary for teachers, per the district’s \u003ca href=\"https://www.kqed.org/news/11864818/oakland-school-district-and-union-reach-deal-to-reopen-some-schools-by-end-of-march\">recently approved agreement\u003c/a> with the union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A\u003ca href=\"https://www.kqed.org/news/11866418/some-oakland-elementary-schools-to-remain-closed-next-week-as-many-teachers-choose-to-stay-home\"> truncated reopening timeline\u003c/a> and unanswered questions about the process prompted a majority of teachers districtwide to opt out of returning to their classrooms this week, leaving scores of parents in limbo and administrators scrambling to prepare.\u003c/p>\n\u003cp>\u003ca href=\"https://docs.google.com/document/d/1H5r0YxxQ_o5MwBxUhKYUhOLXlSd6snAayykv_RL_Ca4/edit?ts=605cb414\">According to the district\u003c/a>, some 30 pre-K and elementary schools have enough teachers to reopen as planned, while about 30 others will reopen on more limited basis because only a small percentage of teachers have opted in. Meanwhile, 15 other district schools that had planned to open this week will remain shuttered until mid-April due to the lack of teachers currently willing to return in person.\u003c/p>\n\u003cp>“We know that some parents are going to see how today goes, talk with other parents, and then they’ll decide,” said Montclair fifth grade teacher Jamila Brooks. “Or they may decide they don’t want to do it. This is all optional for parents and teachers right now.”\u003c/p>\n\u003cp>Brooks is also her school’s union representative, and has been in the thick of negotiations between the district and teachers.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We’re figuring it out. I’m trying to have a positive attitude,” she said. “I’m just happy to be back in school. Everybody looks very happy. So that’s good. That’s good to feel. And it feels good to be back.”\u003c/p>\n\u003cp>The new schedule made for a complicated day for Brooks, who taught her morning Zoom class at home until 11:30 a.m., alongside her daughter, who also attends Montclair, before driving to school to greet her students in person — for the first time this year.\u003c/p>\n\u003cp>Kyle Moss, a fourth grade teacher at Montclair Elementary, wore a double mask, sweating slightly in the hot afternoon sun, as he greeted students on Tuesday. This week, he said, he’ll be teaching a mixed-age cohort of higher-needs students, with lots of outdoor activities planned — including a good chunk of time devoted to practicing how to take bathroom breaks and avoid sharing materials.\u003c/p>\n\u003cp>“I’m glad that we’re back at school,” Moss said. “I wish that it felt a little bit more organized. I mean, the first day of school always feels a little bit chaotic, and so there’s just kind of some additional pressures and things to worry about here.”\u003c/p>\n\u003cfigure id=\"attachment_11867403\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867403\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48253_005_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A sign in front of Sankofa United Elementary School welcoming students back. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Down the hill, in the flatlands of North Oakland, a similar scene played out on Tuesday at Sankofa United Elementary School, which is located in a less affluent neighborhood and serves a higher percentage of Black and brown students.\u003c/p>\n\u003cp>For her first day of in-person kindergarten, Latacha Roberson dressed her daughter, Montana, in a special pink T-shirt with white letters that read “Social Distancing Expert.”\u003c/p>\n\u003cp>“I’m excited because it’s her first time coming into the school,” she said.\u003c/p>\n\u003cp>Despite still feeling nervous about health conditions, Roberson said school officials have done a good job reassuring her that Montana will be in a safe environment.\u003c/p>\n\u003cp>“They talked about really keeping things sanitized and making sure that [the kids] stay social distancing,” she said. “I feel safe with her being here, so that’s a good thing.”\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>About three hours later, students emerged from the building and ran to greet their eagerly awaiting parents.\u003c/p>\n\u003cp>Sankofa fourth grade teacher Peter Wilson said there were only eight students in his class that day, sitting at desks spaced far apart and separated with plexiglass. He is fully vaccinated and said the school provided enough personal protective equipment for him to feel safe.\u003c/p>\n\u003cp>“It was a great day,” he said. “No heavy-duty academics, because this is the first time I’ve really seen them. I got to ask, ‘Who are you? What do you like?’ I’m just thrilled to be back in school, you know. I miss them.”\u003c/p>\n\u003cp>Derrick Wesby, known as Mr. D, who is Sankofa’s after-school program coordinator and safety lead in charge of parent health screenings, said the process went better than he had expected.\u003c/p>\n\u003cp>“I had a lot of anxiety around it, just thinking leading up to it and just really trying to do a lot of pre-intervention work before this day — reaching out to parents, sending them little tutorials on how to do it. So I really think that worked,” Wesby said.\u003c/p>\n\u003cfigure id=\"attachment_11867404\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11867404\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/RS48249_001_Oakland_SchoolReopening_03302021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Lisimba Yazid drops off his daughter Seneca Jahi at Sankofa United on March 30, 2021, the first day of in-person classes. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Every pre-K through second grade teacher at Sankofa, he said, opted to come back to school during this voluntary period.\u003c/p>\n\u003cp>“We were really lucky and just really blessed to be able to have a 100% teacher return,” Wesby said. “It just shows that the community and the teachers came together and we really tried to pull through for the students.”\u003c/p>\n\u003cp>For Roberson, bringing her daughter back to school just two half days a week is worth the hassle, but still far from ideal.\u003c/p>\n\u003cp>“I have to work around it. I’m trying to put it all together right now,” she said after picking up her daughter. “Today was an OK day, but the rest of the time it’s probably going to be a little bit of a struggle for me.”\u003c/p>\n\u003cp>Roberson asked her daughter what she learned in school that day.\u003c/p>\n\u003cp>“We learned about and read a book,” Montana answered. They also ate lunch in the school garden, she added, and “went outside and played.”\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño contributed reporting to this article.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>It’s been a big day for some Berkeley students and parents who have endured a challenging, seemingly endless year of closed classrooms and online learning. On Monday, nearly all Berkeley public elementary schools resumed in-person classes, opening their doors to children in pre-K through second grade — one of the first districts in the region to do so.\u003c/p>\n\u003cp>Getting to this point has been no small feat, involving months of tense negotiations between the Berkeley Unified School District and the teachers union, as well as sometimes strained involvement from groups of passionate, increasingly frustrated parents.\u003c/p>\n\u003cp>The day was a moment of excitement and a huge relief, if not some trepidation, for scores of students and parents, especially those who have staunchly advocated for schools to reopen.\u003c/p>\n\u003cp>In all, more than 76% of Berkeley students in pre-K through second grade plan to return to in-person learning, according to \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\">district enrollment data\u003c/a>, while more than 18% of students are expected to continue with distance learning. About 5% of students’ families didn’t respond.\u003c/p>\n\u003cp>Caroline Francis, who has a first grader at Berkeley’s Malcolm X Elementary School, said she trusts that the district has the process under control.\u003c/p>\n\u003cp>“I’ve been following the school board meetings and reading the documents that they send us, and I know that they’ve done a ton of work to prepare and that the city public health department has been really involved,” she said. “So I’m very confident that they’re ready for this.”\u003c/p>\n\u003cfigure id=\"attachment_11867039\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867039 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A long line of students and parents outside of Berkeley Arts Magnet School on Monday morning, March 29, the first day of in-person classes in over a year. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The safety of students and staff will be top of mind, BUSD Superintendent Brent Stephens told KQED. Everyone, he said, will be given a “health screener” each morning, and will be required to wear face coverings — except when eating and drinking — and remain socially distanced, \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">among a bevy of other precautions\u003c/a>.\u003c/p>\n\u003cp>“This particular return, for pre-K through grade two, represents a lot of collaboration, a lot of problem solving, and we’re very happy that the day has finally arrived,” Stephens said.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"busd\"]Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n[ad fullwidth]\u003cbr>\nThat gap is widest between white and Black families, with about 84% of white Berkeley families with children in pre-K through second grade opting to send their children back to the classroom, compared with less than 60% of Black families.\u003c/p>\n\u003cp>“It’s worth noting that it’s the majority of every group that is selected to come back. But these differences are present and they’re concerning,” Stephens said. In a town hall earlier this month, he reassured concerned families who have opted out of in-person schooling that their children would continue to receive online instruction from their regular teachers — not from substitutes, as some had feared.\u003c/p>\n\u003cp>“It’s been very important to us that we acknowledge that some families are simply not ready and that we must provide a high-quality alternative for those families,” Stephens said.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño and Lily Jamali contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s been a big day for some Berkeley students and parents who have endured a challenging, seemingly endless year of closed classrooms and online learning. On Monday, nearly all Berkeley public elementary schools resumed in-person classes, opening their doors to children in pre-K through second grade — one of the first districts in the region to do so.\u003c/p>\n\u003cp>Getting to this point has been no small feat, involving months of tense negotiations between the Berkeley Unified School District and the teachers union, as well as sometimes strained involvement from groups of passionate, increasingly frustrated parents.\u003c/p>\n\u003cp>The day was a moment of excitement and a huge relief, if not some trepidation, for scores of students and parents, especially those who have staunchly advocated for schools to reopen.\u003c/p>\n\u003cp>In all, more than 76% of Berkeley students in pre-K through second grade plan to return to in-person learning, according to \u003ca href=\"https://www.berkeleyschools.net/2021/03/reopening-information-sessions-and-solidarity-reapertura-sesiones-informativas-y-solidaridad/\">district enrollment data\u003c/a>, while more than 18% of students are expected to continue with distance learning. About 5% of students’ families didn’t respond.\u003c/p>\n\u003cp>Caroline Francis, who has a first grader at Berkeley’s Malcolm X Elementary School, said she trusts that the district has the process under control.\u003c/p>\n\u003cp>“I’ve been following the school board meetings and reading the documents that they send us, and I know that they’ve done a ton of work to prepare and that the city public health department has been really involved,” she said. “So I’m very confident that they’re ready for this.”\u003c/p>\n\u003cfigure id=\"attachment_11867039\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11867039 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/BAM-scaled-e1617077662182.jpg\" alt=\"\" width=\"1920\" height=\"1440\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A long line of students and parents outside of Berkeley Arts Magnet School on Monday morning, March 29, the first day of in-person classes in over a year. \u003ccite>(Matthew Green/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The safety of students and staff will be top of mind, BUSD Superintendent Brent Stephens told KQED. Everyone, he said, will be given a “health screener” each morning, and will be required to wear face coverings — except when eating and drinking — and remain socially distanced, \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">among a bevy of other precautions\u003c/a>.\u003c/p>\n\u003cp>“This particular return, for pre-K through grade two, represents a lot of collaboration, a lot of problem solving, and we’re very happy that the day has finally arrived,” Stephens said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alexandra Phillips, a first grade teacher at Malcolm X Elementary, said she was nervous but happy, as she welcomed her students back to campus — many of whom she’s never actually met in person.\u003c/p>\n\u003cp>“At this point, I think I’m excited,” she said. “It’s been such a long haul and so many stops and starts and reshuffles and back to the drawing board, and there was some trepidation at first. But now seeing the excitement on my kids’ faces over Zoom, I’m just looking forward to seeing them all in person.”\u003c/p>\n\u003cp>If all goes according to plan, this week is just the beginning of a gradual \u003ca href=\"https://www.berkeleyschools.net/campus-reopening/\">return to in-person learning\u003c/a> for most Berkeley public school students who choose to participate. Students in third through eighth grade, and some older students in specialized learning programs, will have the option to begin returning to classrooms on April 12, and some high schoolers will begin returning on April 19.\u003c/p>\n\u003cp>But not everyone is choosing to come back, and the demographic breakdown of students returning to classes is not completely representative of Berkeley’s overall public school population.\u003c/p>\n\u003cp>“Among Berkeley families, white families are selecting to return to campus at the highest rate,” Stephens said.\u003c/p>\n\u003cp>As KQED \u003ca href=\"https://www.kqed.org/news/11865148/berkeley-distance-learning-families-feel-some-relief-after-complaints-about-being-overlooked\">highlighted previously,\u003c/a> families in Berkeley opting to keep their children at home, in distanced learning, are more likely to be from communities of color and often be in lower-income groups.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\nThat gap is widest between white and Black families, with about 84% of white Berkeley families with children in pre-K through second grade opting to send their children back to the classroom, compared with less than 60% of Black families.\u003c/p>\n\u003cp>“It’s worth noting that it’s the majority of every group that is selected to come back. But these differences are present and they’re concerning,” Stephens said. In a town hall earlier this month, he reassured concerned families who have opted out of in-person schooling that their children would continue to receive online instruction from their regular teachers — not from substitutes, as some had feared.\u003c/p>\n\u003cp>“It’s been very important to us that we acknowledge that some families are simply not ready and that we must provide a high-quality alternative for those families,” Stephens said.\u003c/p>\n\u003cp>\u003cem>KQED’s Vanessa Rancaño and Lily Jamali contributed reporting to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
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"masters-of-scale": {
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},
"mindshift": {
"id": "mindshift",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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"morning-edition": {
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"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
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"onourwatch": {
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"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"order": 11
},
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"on-the-media": {
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"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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},
"link": "/radio/program/on-the-media",
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},
"pbs-newshour": {
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"tuneIn": "https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/",
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},
"perspectives": {
"id": "perspectives",
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"order": 14
},
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"planet-money": {
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"info": "The economy explained. Imagine you could call up a friend and say, Meet me at the bar and tell me what's going on with the economy. Now imagine that's actually a fun evening.",
"airtime": "SUN 3pm-4pm",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/planetmoney.jpg",
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},
"link": "/radio/program/planet-money",
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"apple": "https://itunes.apple.com/us/podcast/planet-money/id290783428?mt=2",
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},
"politicalbreakdown": {
"id": "politicalbreakdown",
"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
"airtime": "THU 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Political-Breakdown-2024-Podcast-Tile-703x703-1.jpg",
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"order": 5
},
"link": "/podcasts/politicalbreakdown",
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"amazon": "https://music.amazon.com/podcasts/e0c2d153-ad36-4c8d-901d-f1da6a724824/political-breakdown",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
"airtime": "SUN 2pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.possible.fm/",
"meta": {
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"source": "Possible"
},
"link": "/radio/program/possible",
"subscribe": {
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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