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"content": "\u003cp>By suing its own school board and school district, San Francisco has transformed a painful and emotional argument over how to bring students back into classrooms into a legal battle.\u003c/p>\n\u003cp>Now, stakeholders — from parents to teachers to elected officials — are citing differing sets of statistics and experiences in support of their positions, with the issue of equity emerging as a fault line.\u003c/p>\n\u003cp>On Wednesday, the city filed a petition for a court order directing San Francisco Unified School District to prepare to bring students back into classrooms \"now that it is possible to do so safely,\" City Attorney Dennis Herrera's office said.\u003c/p>\n\u003cp>\"We're asking the court to order the school board and the school district to put in place a plan, a viable plan, to reopen safely,\" Herrera said at a joint news conference with Mayor London Breed. \"If that plan is followed, schools will reopen.\"\u003c/p>\n\u003cp>The suit was blasted by SFUSD's superintendent, its school board president and the president of the teachers union, who said the lawsuit has been filed at the wrong time and for the wrong reason.\u003c/p>\n\u003cp>SFUSD President Vincent Matthews said the central complaint of the lawsuit, that the district doesn't have a legally required plan to reopen schools, is false. [pullquote size=\"large\" align=\"right\" citation=\"Tia Ghose, San Francisco parent\"]'The schools needed to be reopened yesterday.'[/pullquote]\u003c/p>\n\u003cp>\"We absolutely have a comprehensive plan,\" he said at a press conference after the court action was announced. \"And this plan has specific steps around health and safety guidelines, and what our processes would be and what in-person learning would look like for our ... student populations to return as soon as we can.\"\u003c/p>\n\u003cp>Matthews said the city is working with the health department to approve school sites for \u003ca href=\"https://www.sfusd.edu/services/health-wellness/covid-19-coronavirus-resources-families-students/faqs/inperson-hybrid-learning-plans-faqs/reopening-school-buildings\">reopening\u003c/a>.\u003c/p>\n\u003cp>Neither the district nor the city can unilaterally reopen schools, even with health department approval. The teachers union must also agree.\u003c/p>\n\u003cp>According to Susan Solomon, president of \u003ca href=\"https://uesf.org/\">United Educators of San Francisco\u003c/a>, the district and the union had been \"getting closer to an agreement\" on reopening, she said Wednesday.\u003c/p>\n\u003cp>\"It’s unfortunate there is the distraction of this lawsuit,\" she said.\u003c/p>\n\u003cp>But Breed, who has been sharply critical of SFUSD for not bringing back students after nearly a year of educating them through distance learning, said the city had no choice but to act.\u003c/p>\n\u003cp>\"Families right now aren't able to plan for their futures, they can't decide whether to accept a job offer because they don't know when they're going to be able to once again have their kids returned to the classroom,\" she said at the press conference Wednesday. \"This is paralyzing our city and our residents, and I know that this is a drastic step, but I feel we are out of options at this point.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>What's the Holdup?\u003c/strong>\u003c/h3>\n\u003cp>Proponents of physically returning students and teachers to schools say there is little justification for further delay.\u003c/p>\n\u003cp>At the press conference, Herrera ticked off reasons for SFUSD to invite its 54,000 students out from behind their home computers and back into schools.\u003c/p>\n\u003cp>He cited assessments by city and state health departments and the Centers for Disease Control and Prevention that schools can safely reopen, and he held up in-person learning currently taking place at 113 private and parochial schools in the city as something that should be possible for public schools as well.\u003c/p>\n\u003cp>\"Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported,\" Herrera said.\u003c/p>\n\u003cp>Data showing a widening achievement gap in the student population was also driving the city's decision to act, he stated.\u003c/p>\n\u003cp>\"Black, Latino and other students of color in San Francisco, as well as those from low- income families, have lost significant academic ground compared with wealthier and white students during the pandemic,\" he said.\u003c/p>\n\u003cp>SFUSD's\u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-approves-resolution-safe-return-person-learning\"> Return to School Safely\u003c/a> plan originally envisioned a phased timeline for kids to come back, with the first wave of campuses reopening Jan. 25. But the plan was put on hold because, the district said, the union had made “significant new requests” that went beyond the safety protocols set by the city's Department of Public Health.\u003c/p>\n\u003cp>In an \u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\" target=\"_blank\" rel=\"noopener noreferrer\">appearance\u003c/a> on KQED's \"Forum\" radio program last week, Solomon, from the teachers union, defended that position, citing issues of equity.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Pecolia Manigo, Oakland parent\"]'It's not in their families, is not in their neighborhood ... It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.'[/pullquote]\u003c/p>\n\u003cp>\u003cb>\u003c/b>\"[W]e know that in San Francisco as well as in surrounding counties, the families and communities who are hardest hit by COVID — namely Black and brown communities — are seeing much higher rates [than] the rest of the neighborhoods and communities,\" Solomon said. \"And we are emphasizing a lower community spread [before returning to schools] so that we can mitigate the effects of people being together who are in multigenerational households, who are experiencing ... higher rates of COVID.\"\u003c/p>\n\u003cp>Tara Ramos, a teacher-librarian at Sanchez Elementary School who has a 7-year-old daughter in a San Francisco school, says pointing to private school reopenings as a reason for public schools to follow suit is illogical.\u003c/p>\n\u003cp>\"Students from private schools are not coming from communities where [coronavirus] spread is so high,\" she said.\u003c/p>\n\u003cp>But as the pandemic has dragged on, with little sign that children will see the inside of a classroom this school year, many parents have reached the end of their tether. The group Open Schools California has united parents from San Diego to Davis in an \u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\" target=\"_blank\" rel=\"noopener noreferrer\">attempt to pressure stakeholders\u003c/a> who have the power to take action to pull the trigger on reopening.\u003c/p>\n\u003cp>“After 11 months of school closures and a lack of political will from some state and local leaders to do what's best for school children, it is encouraging to see the City of San Francisco acknowledge the science and stand up for what's right and what we've known all along,\" said Megan Bacigalupi, an organizer with the group, in a statement responding to the lawsuit. \"That schools can be reopened safely for students and teachers.\"\u003c/p>\n\u003cp>Tia Ghose, a journalist who lives in San Francisco's Castro neighborhood, says her two children have struggled with online learning. She and her husband recently pulled their third-grader out of public school and are now paying for in-person learning at a private school.\u003c/p>\n\u003cp>\"The schools needed to be reopened yesterday,\" Ghose said.\u003c/p>\n\u003cp>She's \u003ca href=\"https://www.kqed.org/news/11848013/for-some-kids-distance-learning-is-rough-for-others-its-excruciating\" target=\"_blank\" rel=\"noopener noreferrer\">not alone\u003c/a> among Bay Area parents in reporting their kids struggling with going to school only online.\u003c/p>\n\u003cp class=\"p7\">\"We see high levels of anxiety,” Saun-Toy Trotter, a psychotherapist at UCSF Benioff Children's Hospital in Oakland, told KQED in November. “High levels of depression.”\u003c/p>\n\u003cp class=\"p7\">Her school-based clinic recorded more youth suicide attempts in the first four weeks of the pandemic than it did in the entire previous year, she said.\u003c/p>\n\u003cp>But not every parent agrees that a return to in-person instruction is a no-brainer. On Forum, Solomon pointed to an SFUSD survey that found relatively more Black and brown parents reporting they don't feel safe sending their kids back into classrooms.\u003c/p>\n\u003cp>That dynamic is playing out in other communities with high coronavirus transmission rates. Pecolia Manigo, a parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, told KQED recently that many parents who are pushing for schools to reopen have not felt the effect of the pandemic the way that communities of color have.\u003c/p>\n\u003cp>\"It's not in their families, is not in their neighborhood,\" said Manigo, who is Black. \"It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.\"\u003c/p>\n\u003cp>Rafael Moreno, a \"third-generation-deep\" Mission District native with a 5-year-old daughter attending elementary school in the neighborhood, said that schools need to bring kids back, \"but they need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.\"\u003c/p>\n\u003cp>Figuring out different plans for students of diverse needs, including impoverished students and those with disabilities, can be \"extremely resource-consuming,\" said Megan Caluza, a behavior analyst for SFUSD. One of the handful of educators on the district's working group on reopening, she says resumption of in-person learning requires more planning than people might realize.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"City Attorney Dennis Herrera\"]'Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported.'[/pullquote]\u003c/p>\n\u003cp>The public health guidelines for reopening, she said, \"aren't focused on equity, they're focused on broad public health understanding.\"\u003c/p>\n\u003ch3>A Cacophany of Opinions\u003c/h3>\n\u003cp>Still, while there are health disparities surrounding COVID-19 between different racial and economic groups, unequal responses to remote learning exist as well. As Herrera alluded to Wednesday, San Francisco public schools during the pandemic have experienced a higher rate of absenteeism and learning loss among Black, Latino, Asian and low-income students compared to those who are white.\u003c/p>\n\u003cp>Last year, during a Board of Supervisors' debate, outgoing Supervisor Sandra Lee Fewer became irate over the city's lack of progress in bringing students back into classrooms, calling it racist.\u003c/p>\n\u003cp>\"[F]or those of you who are currently public school parents, it is great that you have internet access. It is great that you have a home for your children, and a place for them to do online learning and distance learning,\" Fewer shouted. \"But man, you talk to some of these parents, and you talk to some of these children, and you go to those community learning hubs, it would break your heart. This is a disservice. This is racist, and this is a disservice. It is one thing to say 'Black lives matter,' it's another thing to be saying 'while they're alive.' \"\u003c/p>\n\u003cp>Amid this cacophony of opinions comes the lawsuit by the city. Will it succeed? Bill Koski, a professor of law and education at Stanford Law School, says courts are often hesitant to intervene on matters of school policy.\u003c/p>\n\u003cp>But, he added, the city's petition may represent uncharted territory.[pullquote size=\"large\" align=\"right\" citation=\"Rafael Moreno, SF Mission District parent\"]'They need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.'[/pullquote]\u003c/p>\n\u003cp>\"To my knowledge, this is a first, where a city has taken the step of filing a lawsuit against the local public schools in order to have them reopen during the pandemic,\" Koski said.\u003c/p>\n\u003cp>When Solomon, from the teachers union, was asked if she thought the city and district were close enough in negotiations to see a return to in-person learning this year, she said, \"I think we can get an agreement, yes.\"\u003c/p>\n\u003cp>But it's unclear how the lawsuit will affect those talks. (\u003cem>Update Feb. 6\u003c/em>: On Friday, school unions announced a proposal that would restart in-person classes when San Francisco is categorized under the red tier of the state's COVID-19 risk-assessment system, provided vaccines are made available to all staff who work in district buildings, among other additional safety measures. If vaccines are not available, the unions would return once the city enters the orange tier, one level up from red in terms of indicating transmission risk. San Francisco is currently in the purple tier, the level designating the most risk.)\u003c/p>\n\u003cp>Right now, the city's aggressive action has generated some bitterness among teachers. \"I already have low pay in what is one of the most expensive cities in the world,\" said Max Raynard, who teaches at Clarendon Elementary School. He said the lawsuit made him think San Francisco leadership doesn't support teachers. \"My raise each year is lower than the rate of inflation, which means I'm getting a pay cut each year. So I am doing this out of love of teaching and the students. And now people want to risk my life and the life of my loved ones?\"\u003c/p>\n\u003cp>Ramos, the teacher at Sanchez Elementary who supports waiting to reopen, acknowledges her daughter has had trouble adapting to online classes.\u003c/p>\n\u003cp>\"It hasn't been easy for us to keep her focused on what her teacher is asking us to do,\" she said.\u003c/p>\n\u003cp>But little moments of wonder still occur.\u003c/p>\n\u003cp>\"She's been inspired by the way she's learning from her teachers and recording her own tutorials on the computer,\" Ramos said. She recalls her daughter exclaiming, \"'Here's how to make a book, everybody!'\"\u003c/p>\n\u003cp>All involved have one thing in common, at least. They wish for moments like that for every student.\u003c/p>\n\u003cp>\u003cem>Katie Orr, Julia McEvoy and Lesley McClurg contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By suing its own school board and school district, San Francisco has transformed a painful and emotional argument over how to bring students back into classrooms into a legal battle.\u003c/p>\n\u003cp>Now, stakeholders — from parents to teachers to elected officials — are citing differing sets of statistics and experiences in support of their positions, with the issue of equity emerging as a fault line.\u003c/p>\n\u003cp>On Wednesday, the city filed a petition for a court order directing San Francisco Unified School District to prepare to bring students back into classrooms \"now that it is possible to do so safely,\" City Attorney Dennis Herrera's office said.\u003c/p>\n\u003cp>\"We're asking the court to order the school board and the school district to put in place a plan, a viable plan, to reopen safely,\" Herrera said at a joint news conference with Mayor London Breed. \"If that plan is followed, schools will reopen.\"\u003c/p>\n\u003cp>The suit was blasted by SFUSD's superintendent, its school board president and the president of the teachers union, who said the lawsuit has been filed at the wrong time and for the wrong reason.\u003c/p>\n\u003cp>SFUSD President Vincent Matthews said the central complaint of the lawsuit, that the district doesn't have a legally required plan to reopen schools, is false. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We absolutely have a comprehensive plan,\" he said at a press conference after the court action was announced. \"And this plan has specific steps around health and safety guidelines, and what our processes would be and what in-person learning would look like for our ... student populations to return as soon as we can.\"\u003c/p>\n\u003cp>Matthews said the city is working with the health department to approve school sites for \u003ca href=\"https://www.sfusd.edu/services/health-wellness/covid-19-coronavirus-resources-families-students/faqs/inperson-hybrid-learning-plans-faqs/reopening-school-buildings\">reopening\u003c/a>.\u003c/p>\n\u003cp>Neither the district nor the city can unilaterally reopen schools, even with health department approval. The teachers union must also agree.\u003c/p>\n\u003cp>According to Susan Solomon, president of \u003ca href=\"https://uesf.org/\">United Educators of San Francisco\u003c/a>, the district and the union had been \"getting closer to an agreement\" on reopening, she said Wednesday.\u003c/p>\n\u003cp>\"It’s unfortunate there is the distraction of this lawsuit,\" she said.\u003c/p>\n\u003cp>But Breed, who has been sharply critical of SFUSD for not bringing back students after nearly a year of educating them through distance learning, said the city had no choice but to act.\u003c/p>\n\u003cp>\"Families right now aren't able to plan for their futures, they can't decide whether to accept a job offer because they don't know when they're going to be able to once again have their kids returned to the classroom,\" she said at the press conference Wednesday. \"This is paralyzing our city and our residents, and I know that this is a drastic step, but I feel we are out of options at this point.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>What's the Holdup?\u003c/strong>\u003c/h3>\n\u003cp>Proponents of physically returning students and teachers to schools say there is little justification for further delay.\u003c/p>\n\u003cp>At the press conference, Herrera ticked off reasons for SFUSD to invite its 54,000 students out from behind their home computers and back into schools.\u003c/p>\n\u003cp>He cited assessments by city and state health departments and the Centers for Disease Control and Prevention that schools can safely reopen, and he held up in-person learning currently taking place at 113 private and parochial schools in the city as something that should be possible for public schools as well.\u003c/p>\n\u003cp>\"Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported,\" Herrera said.\u003c/p>\n\u003cp>Data showing a widening achievement gap in the student population was also driving the city's decision to act, he stated.\u003c/p>\n\u003cp>\"Black, Latino and other students of color in San Francisco, as well as those from low- income families, have lost significant academic ground compared with wealthier and white students during the pandemic,\" he said.\u003c/p>\n\u003cp>SFUSD's\u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-approves-resolution-safe-return-person-learning\"> Return to School Safely\u003c/a> plan originally envisioned a phased timeline for kids to come back, with the first wave of campuses reopening Jan. 25. But the plan was put on hold because, the district said, the union had made “significant new requests” that went beyond the safety protocols set by the city's Department of Public Health.\u003c/p>\n\u003cp>In an \u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\" target=\"_blank\" rel=\"noopener noreferrer\">appearance\u003c/a> on KQED's \"Forum\" radio program last week, Solomon, from the teachers union, defended that position, citing issues of equity.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\"[W]e know that in San Francisco as well as in surrounding counties, the families and communities who are hardest hit by COVID — namely Black and brown communities — are seeing much higher rates [than] the rest of the neighborhoods and communities,\" Solomon said. \"And we are emphasizing a lower community spread [before returning to schools] so that we can mitigate the effects of people being together who are in multigenerational households, who are experiencing ... higher rates of COVID.\"\u003c/p>\n\u003cp>Tara Ramos, a teacher-librarian at Sanchez Elementary School who has a 7-year-old daughter in a San Francisco school, says pointing to private school reopenings as a reason for public schools to follow suit is illogical.\u003c/p>\n\u003cp>\"Students from private schools are not coming from communities where [coronavirus] spread is so high,\" she said.\u003c/p>\n\u003cp>But as the pandemic has dragged on, with little sign that children will see the inside of a classroom this school year, many parents have reached the end of their tether. The group Open Schools California has united parents from San Diego to Davis in an \u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\" target=\"_blank\" rel=\"noopener noreferrer\">attempt to pressure stakeholders\u003c/a> who have the power to take action to pull the trigger on reopening.\u003c/p>\n\u003cp>“After 11 months of school closures and a lack of political will from some state and local leaders to do what's best for school children, it is encouraging to see the City of San Francisco acknowledge the science and stand up for what's right and what we've known all along,\" said Megan Bacigalupi, an organizer with the group, in a statement responding to the lawsuit. \"That schools can be reopened safely for students and teachers.\"\u003c/p>\n\u003cp>Tia Ghose, a journalist who lives in San Francisco's Castro neighborhood, says her two children have struggled with online learning. She and her husband recently pulled their third-grader out of public school and are now paying for in-person learning at a private school.\u003c/p>\n\u003cp>\"The schools needed to be reopened yesterday,\" Ghose said.\u003c/p>\n\u003cp>She's \u003ca href=\"https://www.kqed.org/news/11848013/for-some-kids-distance-learning-is-rough-for-others-its-excruciating\" target=\"_blank\" rel=\"noopener noreferrer\">not alone\u003c/a> among Bay Area parents in reporting their kids struggling with going to school only online.\u003c/p>\n\u003cp class=\"p7\">\"We see high levels of anxiety,” Saun-Toy Trotter, a psychotherapist at UCSF Benioff Children's Hospital in Oakland, told KQED in November. “High levels of depression.”\u003c/p>\n\u003cp class=\"p7\">Her school-based clinic recorded more youth suicide attempts in the first four weeks of the pandemic than it did in the entire previous year, she said.\u003c/p>\n\u003cp>But not every parent agrees that a return to in-person instruction is a no-brainer. On Forum, Solomon pointed to an SFUSD survey that found relatively more Black and brown parents reporting they don't feel safe sending their kids back into classrooms.\u003c/p>\n\u003cp>That dynamic is playing out in other communities with high coronavirus transmission rates. Pecolia Manigo, a parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, told KQED recently that many parents who are pushing for schools to reopen have not felt the effect of the pandemic the way that communities of color have.\u003c/p>\n\u003cp>\"It's not in their families, is not in their neighborhood,\" said Manigo, who is Black. \"It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.\"\u003c/p>\n\u003cp>Rafael Moreno, a \"third-generation-deep\" Mission District native with a 5-year-old daughter attending elementary school in the neighborhood, said that schools need to bring kids back, \"but they need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.\"\u003c/p>\n\u003cp>Figuring out different plans for students of diverse needs, including impoverished students and those with disabilities, can be \"extremely resource-consuming,\" said Megan Caluza, a behavior analyst for SFUSD. One of the handful of educators on the district's working group on reopening, she says resumption of in-person learning requires more planning than people might realize.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The public health guidelines for reopening, she said, \"aren't focused on equity, they're focused on broad public health understanding.\"\u003c/p>\n\u003ch3>A Cacophany of Opinions\u003c/h3>\n\u003cp>Still, while there are health disparities surrounding COVID-19 between different racial and economic groups, unequal responses to remote learning exist as well. As Herrera alluded to Wednesday, San Francisco public schools during the pandemic have experienced a higher rate of absenteeism and learning loss among Black, Latino, Asian and low-income students compared to those who are white.\u003c/p>\n\u003cp>Last year, during a Board of Supervisors' debate, outgoing Supervisor Sandra Lee Fewer became irate over the city's lack of progress in bringing students back into classrooms, calling it racist.\u003c/p>\n\u003cp>\"[F]or those of you who are currently public school parents, it is great that you have internet access. It is great that you have a home for your children, and a place for them to do online learning and distance learning,\" Fewer shouted. \"But man, you talk to some of these parents, and you talk to some of these children, and you go to those community learning hubs, it would break your heart. This is a disservice. This is racist, and this is a disservice. It is one thing to say 'Black lives matter,' it's another thing to be saying 'while they're alive.' \"\u003c/p>\n\u003cp>Amid this cacophony of opinions comes the lawsuit by the city. Will it succeed? Bill Koski, a professor of law and education at Stanford Law School, says courts are often hesitant to intervene on matters of school policy.\u003c/p>\n\u003cp>But, he added, the city's petition may represent uncharted territory.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"To my knowledge, this is a first, where a city has taken the step of filing a lawsuit against the local public schools in order to have them reopen during the pandemic,\" Koski said.\u003c/p>\n\u003cp>When Solomon, from the teachers union, was asked if she thought the city and district were close enough in negotiations to see a return to in-person learning this year, she said, \"I think we can get an agreement, yes.\"\u003c/p>\n\u003cp>But it's unclear how the lawsuit will affect those talks. (\u003cem>Update Feb. 6\u003c/em>: On Friday, school unions announced a proposal that would restart in-person classes when San Francisco is categorized under the red tier of the state's COVID-19 risk-assessment system, provided vaccines are made available to all staff who work in district buildings, among other additional safety measures. If vaccines are not available, the unions would return once the city enters the orange tier, one level up from red in terms of indicating transmission risk. San Francisco is currently in the purple tier, the level designating the most risk.)\u003c/p>\n\u003cp>Right now, the city's aggressive action has generated some bitterness among teachers. \"I already have low pay in what is one of the most expensive cities in the world,\" said Max Raynard, who teaches at Clarendon Elementary School. He said the lawsuit made him think San Francisco leadership doesn't support teachers. \"My raise each year is lower than the rate of inflation, which means I'm getting a pay cut each year. So I am doing this out of love of teaching and the students. And now people want to risk my life and the life of my loved ones?\"\u003c/p>\n\u003cp>Ramos, the teacher at Sanchez Elementary who supports waiting to reopen, acknowledges her daughter has had trouble adapting to online classes.\u003c/p>\n\u003cp>\"It hasn't been easy for us to keep her focused on what her teacher is asking us to do,\" she said.\u003c/p>\n\u003cp>But little moments of wonder still occur.\u003c/p>\n\u003cp>\"She's been inspired by the way she's learning from her teachers and recording her own tutorials on the computer,\" Ramos said. She recalls her daughter exclaiming, \"'Here's how to make a book, everybody!'\"\u003c/p>\n\u003cp>All involved have one thing in common, at least. They wish for moments like that for every student.\u003c/p>\n\u003cp>\u003cem>Katie Orr, Julia McEvoy and Lesley McClurg contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco’s Lowell High School is considered one of the nation’s top-performing public schools – and for decades it has also been at the center of debates about race, diversity and merit.\u003c/p>\n\u003cp>Lowell has traditionally been the only public high school in the city where students need certain grades to get in. Members of the Board of Education are currently considering a resolution to change that policy permanently, a policy which the resolution’s backers say perpetuates segregation and exclusion. Less than 2% of students at Lowell are Black.\u003c/p>\n\u003cp>The resolution comes as the San Francisco Unified School District continues to investigate racist, anti-Semitic and pornographic messages \u003ca href=\"https://www.sfgate.com/local/article/anti-racism-lesson-San-Francisco-Lowell-hacked-15890373.php\">posted during a virtual anti-racism lesson\u003c/a> at the school late last month.\u003c/p>\n\u003cp>Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>Sophomore Gabrielle Grice – a member of the school’s Black Student Union – said it felt like school officials were initially trying to blame people outside the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I feel like the administration responded this way to keep up their reputation of like, ‘Oh, we’re a really good school, free of racism. We’ll welcome you with open arms.’ That type of reputation,” she said. “The more you sweep things under the rug, someone is eventually going to trip over it.”\u003c/p>\n\u003cp>When Grice first learned about the racist posts she said she wasn’t surprised and that it felt consistent with her experience at Lowell. Her father is one of the few Black teachers at the school.\u003c/p>\n\u003cp>“When you get into the classrooms and you sit down, you’re met with many micro-aggressions and things like that, people telling you, ‘You got in just because of your dad,’ ” Grice said. “The general environment is not welcoming with Black students there.”\u003c/p>\n\u003cfigure id=\"attachment_11858194\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858194\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/IMG_6896-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1536x1095.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-2048x1460.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Gabrielle Grice, a sophomore at Lowell and member of the Black Student Union. \u003ccite>(Courtesy of Gabrielle Grice)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell Principal Dacotah Swett did not respond to requests for comment for this story, but posted a video message soon after the racist posts went up.\u003c/p>\n\u003cp>“If you are one of our students, the full measure of disciplinary action will be taken in accordance with the district policies up to and including expulsion,” she said in the video, addressing the perpetrator(s) of the racist posts. “I am committed to working alongside our leadership groups, the [Black Student Union], and our cultural clubs to collaborate with them and determine what we can do together to heal this fresh wound.”\u003c/p>\n\u003cp>Shavonne Hines-Foster, a Lowell senior and Black Student Union leader, spoke during a long and emotional Board of Education meeting soon after the racist posts were made. Hines-Foster is also a student delegate for SFUSD.\u003c/p>\n\u003cp>“Y’all keep coddling this raggedy-ass school. Ya’ll need to stop now,” Hines-Foster said at the meeting. “It’s really the fact that students feel more comfortable coming to me to deal with this situation than administrators. That shows you a lot … This has gone on for too long.”\u003c/p>\n\u003cp>The Black Student Union at Lowell has been demanding changes at the school for decades.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Yulanda Williams, SFPD officer and Lowell '73 alumna\"]‘When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare.’[/pullquote]\u003c/p>\n\u003cp>Yulanda Williams graduated from Lowell in 1973. She’s now a San Francisco police officer and the president of Officers for Justice, an association of Black SFPD officers. She still remembers how it felt arriving on school grounds.\u003c/p>\n\u003cp>“You could feel the tension just starting to rise and the pressure starting to rise,” Williams said. She still remembers the offensive song her classmates used to sing to her: “They used to sing something that went like this: ‘Dark Girl in the Night.’ Why would you do that to me?”\u003c/p>\n\u003cp>She said there were about 300 Black students at Lowell at the time, and they organized. Williams became a member of the Black Student Union.\u003c/p>\n\u003cp>“When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare with everyone there,” Williams said.\u003c/p>\n\u003cfigure id=\"attachment_11858196\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858196\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Yulanda-Williams.jpg\" alt=\"\" width=\"800\" height=\"466\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams-160x93.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yulanda William is now a San Francisco police officer. This is her yearbook photo from her time at Lowell High School. \u003ccite>(Yulanda Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Williams said the real reason students fought for a Black Student Union was because she and her classmates wanted the support of Black mentors. The union also made several demands to administrators. They asked for more Black teachers, tutoring services and a day where they could celebrate and express Black culture.\u003c/p>\n\u003cp>When she heard about current Lowell students raising similar issues after last month’s racist posts incident – over 40 years after her own experiences at Lowell – Williams said she became emotional.\u003c/p>\n\u003cp>“I found myself crying in tears,” she said. “I could hardly get my words out.”\u003c/p>\n\u003cp>Tsia Blacksher was co-president of Lowell’s Black Student Union in 2016. She led a walkout after a student put up a derogatory poster on the window of the school library during Black History Month. The poster showed photos of rappers and a meme of President Barack Obama and read, “Happy Black History Month #Gang.”\u003c/p>\n\u003cp>But Blacksher said the walkout wasn’t just about the poster. Her time at Lowell was probably the worst four years of her life, she said.\u003c/p>\n\u003cfigure id=\"attachment_11858739\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858739\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall-160x117.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tsia Blacksher speaks during a rally at San Francisco City Hall following a walkout at Lowell High School in 2016. \u003ccite>(Courtesy Tsia Blacksher)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In middle school, Blacksher had excelled academically, and being accepted into such an elite high school made her feel like she’d proved the adults who doubted her wrong. But once at Lowell, she said she felt isolated. She remembers having to read from a script and play the role of a slave girl during one of her history classes.\u003c/p>\n\u003cp>Trying to force the school to change as a student there was exhausting, she said. Now a senior at Spelman College in Atlanta, Blacksher was back home in San Francisco when she learned about the racist posts incident.\u003c/p>\n\u003cp>“It kind of broke me down,” she said, adding that it felt like little had changed since she led the walkout five years ago.\u003c/p>\n\u003cp>“Why did I go through this stuff in high school? Why wasn’t I sleeping? Why wasn’t I eating? Why was I up until 3 a.m., 5 a.m., writing speeches if we’re just in the same situation all over again?” Blacksher said.\u003c/p>\n\u003cp>SFUSD officials declined an interview request for this story, but said in a statement that the district has made several changes over the years to address racism and diversity.\u003c/p>\n\u003cp>The district said Lowell teachers have incorporated anti-racism practices into their work, and the school has dedicated staff members to work with historically underrepresented students. School administrators visit underrepresented middle schools to help answer questions and encourage more students of color to apply to the school.\u003c/p>\n\u003cp>The Black Student Union plans to hold a “stand in” outside the school on Friday afternoon to encourage the community to stand in support of changes they want to see at their school. Black Student Union members like Snit Tecle, a sophomore at Lowell, will be there.\u003c/p>\n\u003cp>And she doesn’t plan to end her advocacy there either. When she graduates, she plans to return to Lowell one day as a guidance counselor.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“So I can help, hopefully more people of color, especially Black students, to make sure they don’t have to endure this type of situation ever again,” Tecle said, adding, “I’m going to save the school.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco’s Lowell High School is considered one of the nation’s top-performing public schools – and for decades it has also been at the center of debates about race, diversity and merit.\u003c/p>\n\u003cp>Lowell has traditionally been the only public high school in the city where students need certain grades to get in. Members of the Board of Education are currently considering a resolution to change that policy permanently, a policy which the resolution’s backers say perpetuates segregation and exclusion. Less than 2% of students at Lowell are Black.\u003c/p>\n\u003cp>The resolution comes as the San Francisco Unified School District continues to investigate racist, anti-Semitic and pornographic messages \u003ca href=\"https://www.sfgate.com/local/article/anti-racism-lesson-San-Francisco-Lowell-hacked-15890373.php\">posted during a virtual anti-racism lesson\u003c/a> at the school late last month.\u003c/p>\n\u003cp>Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>Sophomore Gabrielle Grice – a member of the school’s Black Student Union – said it felt like school officials were initially trying to blame people outside the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like the administration responded this way to keep up their reputation of like, ‘Oh, we’re a really good school, free of racism. We’ll welcome you with open arms.’ That type of reputation,” she said. “The more you sweep things under the rug, someone is eventually going to trip over it.”\u003c/p>\n\u003cp>When Grice first learned about the racist posts she said she wasn’t surprised and that it felt consistent with her experience at Lowell. Her father is one of the few Black teachers at the school.\u003c/p>\n\u003cp>“When you get into the classrooms and you sit down, you’re met with many micro-aggressions and things like that, people telling you, ‘You got in just because of your dad,’ ” Grice said. “The general environment is not welcoming with Black students there.”\u003c/p>\n\u003cfigure id=\"attachment_11858194\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858194\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/IMG_6896-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1536x1095.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-2048x1460.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Gabrielle Grice, a sophomore at Lowell and member of the Black Student Union. \u003ccite>(Courtesy of Gabrielle Grice)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell Principal Dacotah Swett did not respond to requests for comment for this story, but posted a video message soon after the racist posts went up.\u003c/p>\n\u003cp>“If you are one of our students, the full measure of disciplinary action will be taken in accordance with the district policies up to and including expulsion,” she said in the video, addressing the perpetrator(s) of the racist posts. “I am committed to working alongside our leadership groups, the [Black Student Union], and our cultural clubs to collaborate with them and determine what we can do together to heal this fresh wound.”\u003c/p>\n\u003cp>Shavonne Hines-Foster, a Lowell senior and Black Student Union leader, spoke during a long and emotional Board of Education meeting soon after the racist posts were made. Hines-Foster is also a student delegate for SFUSD.\u003c/p>\n\u003cp>“Y’all keep coddling this raggedy-ass school. Ya’ll need to stop now,” Hines-Foster said at the meeting. “It’s really the fact that students feel more comfortable coming to me to deal with this situation than administrators. That shows you a lot … This has gone on for too long.”\u003c/p>\n\u003cp>The Black Student Union at Lowell has been demanding changes at the school for decades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yulanda Williams graduated from Lowell in 1973. She’s now a San Francisco police officer and the president of Officers for Justice, an association of Black SFPD officers. She still remembers how it felt arriving on school grounds.\u003c/p>\n\u003cp>“You could feel the tension just starting to rise and the pressure starting to rise,” Williams said. She still remembers the offensive song her classmates used to sing to her: “They used to sing something that went like this: ‘Dark Girl in the Night.’ Why would you do that to me?”\u003c/p>\n\u003cp>She said there were about 300 Black students at Lowell at the time, and they organized. Williams became a member of the Black Student Union.\u003c/p>\n\u003cp>“When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare with everyone there,” Williams said.\u003c/p>\n\u003cfigure id=\"attachment_11858196\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858196\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Yulanda-Williams.jpg\" alt=\"\" width=\"800\" height=\"466\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams-160x93.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yulanda William is now a San Francisco police officer. This is her yearbook photo from her time at Lowell High School. \u003ccite>(Yulanda Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Williams said the real reason students fought for a Black Student Union was because she and her classmates wanted the support of Black mentors. The union also made several demands to administrators. They asked for more Black teachers, tutoring services and a day where they could celebrate and express Black culture.\u003c/p>\n\u003cp>When she heard about current Lowell students raising similar issues after last month’s racist posts incident – over 40 years after her own experiences at Lowell – Williams said she became emotional.\u003c/p>\n\u003cp>“I found myself crying in tears,” she said. “I could hardly get my words out.”\u003c/p>\n\u003cp>Tsia Blacksher was co-president of Lowell’s Black Student Union in 2016. She led a walkout after a student put up a derogatory poster on the window of the school library during Black History Month. The poster showed photos of rappers and a meme of President Barack Obama and read, “Happy Black History Month #Gang.”\u003c/p>\n\u003cp>But Blacksher said the walkout wasn’t just about the poster. Her time at Lowell was probably the worst four years of her life, she said.\u003c/p>\n\u003cfigure id=\"attachment_11858739\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858739\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall-160x117.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tsia Blacksher speaks during a rally at San Francisco City Hall following a walkout at Lowell High School in 2016. \u003ccite>(Courtesy Tsia Blacksher)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In middle school, Blacksher had excelled academically, and being accepted into such an elite high school made her feel like she’d proved the adults who doubted her wrong. But once at Lowell, she said she felt isolated. She remembers having to read from a script and play the role of a slave girl during one of her history classes.\u003c/p>\n\u003cp>Trying to force the school to change as a student there was exhausting, she said. Now a senior at Spelman College in Atlanta, Blacksher was back home in San Francisco when she learned about the racist posts incident.\u003c/p>\n\u003cp>“It kind of broke me down,” she said, adding that it felt like little had changed since she led the walkout five years ago.\u003c/p>\n\u003cp>“Why did I go through this stuff in high school? Why wasn’t I sleeping? Why wasn’t I eating? Why was I up until 3 a.m., 5 a.m., writing speeches if we’re just in the same situation all over again?” Blacksher said.\u003c/p>\n\u003cp>SFUSD officials declined an interview request for this story, but said in a statement that the district has made several changes over the years to address racism and diversity.\u003c/p>\n\u003cp>The district said Lowell teachers have incorporated anti-racism practices into their work, and the school has dedicated staff members to work with historically underrepresented students. School administrators visit underrepresented middle schools to help answer questions and encourage more students of color to apply to the school.\u003c/p>\n\u003cp>The Black Student Union plans to hold a “stand in” outside the school on Friday afternoon to encourage the community to stand in support of changes they want to see at their school. Black Student Union members like Snit Tecle, a sophomore at Lowell, will be there.\u003c/p>\n\u003cp>And she doesn’t plan to end her advocacy there either. When she graduates, she plans to return to Lowell one day as a guidance counselor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So I can help, hopefully more people of color, especially Black students, to make sure they don’t have to endure this type of situation ever again,” Tecle said, adding, “I’m going to save the school.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How One Watts School Went All In Dealing With the Capitol Insurrection",
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"content": "\u003cp>The morning after a violent mob stormed the U.S. Capitol, Principal Blain Watson was stressing.\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility,” said the principal of academics at Alain LeRoy Locke College Preparatory Academy in Watts.\u003c/p>\n\u003cp>[pullquote citation=\"Angelica Barrera, 17\"]'I don't want to be old and know that when I saw events happening, I did nothing about it.' [/pullquote]After the Jan. 6 insurrection, which disrupted Congress’s official electoral tally in favor of Joe Biden, educators around California had to decide how to address the attack with students. Some only touched lightly on the subject, others had full lessons prepared the following day, and many opted to avoid the subject altogether.\u003c/p>\n\u003cp>Watson went all in.\u003c/p>\n\u003cp>“A lot of us make the mistake of just saying, ‘All right, kids, this is what happened. Let's hear your thoughts,’ ” he said. “But we have to really be responsible about the messaging around race.”\u003c/p>\n\u003cp>Between COVID-19 and the examination of systemic racism after the killing of George Floyd, Watson knew his mostly Black and Latino students were already raw. Now, rioters, some with white supremacist ties, had carried the Confederate flag into the Capitol in the name of overturning a fair election, something they hoped to accomplish by a rejection of election results, based largely on fictional conspiracy theories about fraud in cities with large Black populations.\u003c/p>\n\u003cp>So if teachers were going to support their students, they’d need support, too.\u003c/p>\n\u003cp>“Educators need to be prepared for the range of emotions kids may be feeling — from sadness to rage,” Watson said.\u003c/p>\n\u003cp>Beyond helping students explore their emotions, he wanted to empower them to channel those feelings into designing a schoolwide response.\u003c/p>\n\u003cp>For 17-year-old Marveon Mabon, the student body president, the invitation was welcome; he’d been hungry to create a space for students to bring their full selves to the classroom.\u003c/p>\n\u003cp>“I feel like the schools expect us to just drop the hardship, drop the losses, drop the traumatic experience that we go through and just focus on school,” Mabon said.\u003c/p>\n\u003cp>Student Vice President Angelica Barrera, 17, jumped at the chance, too.\u003c/p>\n\u003cp>“I don't want to be old and know that when I saw events happening, I did nothing about it,” she said. “My main goal for this is to get students ready, to teach them how to respond when we see things like this happen, instead of ignoring it or letting it defeat us.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>How Am I Going to Get Through This?\u003c/h3>\n\u003cp>In the days after the attack on the Capitol, Watson, Mabon and Barrera got together with teachers over Zoom to begin planning a series of virtual town halls, where the school could engage in deeper discussion about what happened.\u003c/p>\n\u003cp>“I started class with tears in my eyes. And I was like, how am I going to get through this?” history teacher Alette Kendrick told the group during the first meeting a couple days after the attack. “In these times where it feels like it's so important to be a good teacher, I've also felt like there's never been a harder time for me to be a good teacher.”\u003c/p>\n\u003cp>The conversation moved from how to handle their own emotions to the importance of teaching the history of resistance in Black and brown communities to the way the insurrection was resurfacing family trauma for recent immigrant students from Central America whose parents had fled civil war.\u003c/p>\n\u003cp>Kendrick called on colleagues to ground themselves in the history needed to give students proper context.\u003c/p>\n\u003cp>“We ourselves have to become versed and informed to be able to support our students in understanding this moment and having agency within it,” Kendrick said. “We've seen things very similar to this happen. And what that means is that we can also look to how people have been able to respond and survive this type of violence in the past.”\u003c/p>\n\u003cp>The group talked about connecting the current moment to Watts’ own history of civil unrest and how it shaped the community. In fact, their very school was \u003ca href=\"https://ca.greendot.org/locke/about-us/\">built in response\u003c/a> to the \u003ca href=\"https://www.latimes.com/local/lanow/la-me-ln-watts-riots-explainer-20150715-htmlstory.html\">Watts uprising of 1965\u003c/a>.\u003c/p>\n\u003cp>Eventually the group is hoping to bring community elders and local activists to speak to students as part of the town hall series. To pull something off before the inauguration, they started small. The afternoon before Biden was sworn in, they held their first event, a panel discussion with students and teachers.\u003c/p>\n\u003cp>“Our community is a community that we hear too often is underheard and underrepresented,” Mabon told the 60 or so students, parents and staff in the Zoom conference. “And this will be that platform to now represent and make sure our voices are heard.”\u003c/p>\n\u003cfigure id=\"attachment_11858572\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11858572\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student leaders collected their classmates' reactions to the insurrection and presented them at the first town hall.\u003c/figcaption>\u003c/figure>\n\u003cp>In the lead-up to the discussion, the school had surveyed students about the insurrection, and Mabon shared the results: Though 80% said they’d discussed the topic in class, nearly half said they were confused about the events.\u003c/p>\n\u003cp>The town hall provided a place for the student leaders to answer questions and share their own thoughts.\u003c/p>\n\u003cp>“What happened at that capital is an insult,” Barrera said. \"It was horrible. I was in shock. And as young kids, we have to grow up with this.”\u003c/p>\n\u003cp>Teachers also got a chance to talk about what’s occurred in the past.\u003c/p>\n\u003cp>“We’ve seen it in our country before, and we’ve survived it before,” Kendrick said, describing the insurrection as part of a pattern of white supremacist violence throughout American history. “Most importantly, these things happen as a backlash, as a negative response to a lot of positive changes and progress that’s actually happening in our country.”\u003c/p>\n\u003cp>Mabon and Barrera described their own community activism, then called their classmates to action. “Get out there and get involved,” Mabon said. “Don't be scared.”\u003c/p>\n\u003cp>Principal Blain Watson closed by telling the student leaders how proud he was.\u003c/p>\n\u003cp>“One Locke, one love,” Watson said. “Let’s get ready for this inauguration tomorrow. Tomorrow's gonna be a day you'll never forget.”\u003c/p>\n\u003cp>After the attack in Washington, D.C., one of Watson’s biggest fears was that seeing Confederate flags flying in the Capitol, and police standing by and taking selfies, would cause students who already had reason to distrust the government to lose faith in their country altogether.\u003c/p>\n\u003cp>The next day, as Mabon watched a newly sworn-in President Biden address the nation, he said he was holding his breath, thinking, “Please, please, please do not cut the screen and say there was an emergency, there was a shooting!”\u003c/p>\n\u003cp>But seeing Kamala Harris on stage, he felt a sense of possibility.\u003c/p>\n\u003cp>“When I saw Barack Obama and Michelle Obama come out as a power couple, [and] the first Black senator who was there from Georgia — it was just so much hope and so much inspiration in that one frame,” Mabon said.\u003c/p>\n\u003cp>At least for now, this is the version of his country he’s choosing to believe in.\u003c/p>\n\u003cp>“This,” he said, “is the real America.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The morning after a violent mob stormed the U.S. Capitol, Principal Blain Watson was stressing.\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility,” said the principal of academics at Alain LeRoy Locke College Preparatory Academy in Watts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>After the Jan. 6 insurrection, which disrupted Congress’s official electoral tally in favor of Joe Biden, educators around California had to decide how to address the attack with students. Some only touched lightly on the subject, others had full lessons prepared the following day, and many opted to avoid the subject altogether.\u003c/p>\n\u003cp>Watson went all in.\u003c/p>\n\u003cp>“A lot of us make the mistake of just saying, ‘All right, kids, this is what happened. Let's hear your thoughts,’ ” he said. “But we have to really be responsible about the messaging around race.”\u003c/p>\n\u003cp>Between COVID-19 and the examination of systemic racism after the killing of George Floyd, Watson knew his mostly Black and Latino students were already raw. Now, rioters, some with white supremacist ties, had carried the Confederate flag into the Capitol in the name of overturning a fair election, something they hoped to accomplish by a rejection of election results, based largely on fictional conspiracy theories about fraud in cities with large Black populations.\u003c/p>\n\u003cp>So if teachers were going to support their students, they’d need support, too.\u003c/p>\n\u003cp>“Educators need to be prepared for the range of emotions kids may be feeling — from sadness to rage,” Watson said.\u003c/p>\n\u003cp>Beyond helping students explore their emotions, he wanted to empower them to channel those feelings into designing a schoolwide response.\u003c/p>\n\u003cp>For 17-year-old Marveon Mabon, the student body president, the invitation was welcome; he’d been hungry to create a space for students to bring their full selves to the classroom.\u003c/p>\n\u003cp>“I feel like the schools expect us to just drop the hardship, drop the losses, drop the traumatic experience that we go through and just focus on school,” Mabon said.\u003c/p>\n\u003cp>Student Vice President Angelica Barrera, 17, jumped at the chance, too.\u003c/p>\n\u003cp>“I don't want to be old and know that when I saw events happening, I did nothing about it,” she said. “My main goal for this is to get students ready, to teach them how to respond when we see things like this happen, instead of ignoring it or letting it defeat us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>How Am I Going to Get Through This?\u003c/h3>\n\u003cp>In the days after the attack on the Capitol, Watson, Mabon and Barrera got together with teachers over Zoom to begin planning a series of virtual town halls, where the school could engage in deeper discussion about what happened.\u003c/p>\n\u003cp>“I started class with tears in my eyes. And I was like, how am I going to get through this?” history teacher Alette Kendrick told the group during the first meeting a couple days after the attack. “In these times where it feels like it's so important to be a good teacher, I've also felt like there's never been a harder time for me to be a good teacher.”\u003c/p>\n\u003cp>The conversation moved from how to handle their own emotions to the importance of teaching the history of resistance in Black and brown communities to the way the insurrection was resurfacing family trauma for recent immigrant students from Central America whose parents had fled civil war.\u003c/p>\n\u003cp>Kendrick called on colleagues to ground themselves in the history needed to give students proper context.\u003c/p>\n\u003cp>“We ourselves have to become versed and informed to be able to support our students in understanding this moment and having agency within it,” Kendrick said. “We've seen things very similar to this happen. And what that means is that we can also look to how people have been able to respond and survive this type of violence in the past.”\u003c/p>\n\u003cp>The group talked about connecting the current moment to Watts’ own history of civil unrest and how it shaped the community. In fact, their very school was \u003ca href=\"https://ca.greendot.org/locke/about-us/\">built in response\u003c/a> to the \u003ca href=\"https://www.latimes.com/local/lanow/la-me-ln-watts-riots-explainer-20150715-htmlstory.html\">Watts uprising of 1965\u003c/a>.\u003c/p>\n\u003cp>Eventually the group is hoping to bring community elders and local activists to speak to students as part of the town hall series. To pull something off before the inauguration, they started small. The afternoon before Biden was sworn in, they held their first event, a panel discussion with students and teachers.\u003c/p>\n\u003cp>“Our community is a community that we hear too often is underheard and underrepresented,” Mabon told the 60 or so students, parents and staff in the Zoom conference. “And this will be that platform to now represent and make sure our voices are heard.”\u003c/p>\n\u003cfigure id=\"attachment_11858572\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11858572\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student leaders collected their classmates' reactions to the insurrection and presented them at the first town hall.\u003c/figcaption>\u003c/figure>\n\u003cp>In the lead-up to the discussion, the school had surveyed students about the insurrection, and Mabon shared the results: Though 80% said they’d discussed the topic in class, nearly half said they were confused about the events.\u003c/p>\n\u003cp>The town hall provided a place for the student leaders to answer questions and share their own thoughts.\u003c/p>\n\u003cp>“What happened at that capital is an insult,” Barrera said. \"It was horrible. I was in shock. And as young kids, we have to grow up with this.”\u003c/p>\n\u003cp>Teachers also got a chance to talk about what’s occurred in the past.\u003c/p>\n\u003cp>“We’ve seen it in our country before, and we’ve survived it before,” Kendrick said, describing the insurrection as part of a pattern of white supremacist violence throughout American history. “Most importantly, these things happen as a backlash, as a negative response to a lot of positive changes and progress that’s actually happening in our country.”\u003c/p>\n\u003cp>Mabon and Barrera described their own community activism, then called their classmates to action. “Get out there and get involved,” Mabon said. “Don't be scared.”\u003c/p>\n\u003cp>Principal Blain Watson closed by telling the student leaders how proud he was.\u003c/p>\n\u003cp>“One Locke, one love,” Watson said. “Let’s get ready for this inauguration tomorrow. Tomorrow's gonna be a day you'll never forget.”\u003c/p>\n\u003cp>After the attack in Washington, D.C., one of Watson’s biggest fears was that seeing Confederate flags flying in the Capitol, and police standing by and taking selfies, would cause students who already had reason to distrust the government to lose faith in their country altogether.\u003c/p>\n\u003cp>The next day, as Mabon watched a newly sworn-in President Biden address the nation, he said he was holding his breath, thinking, “Please, please, please do not cut the screen and say there was an emergency, there was a shooting!”\u003c/p>\n\u003cp>But seeing Kamala Harris on stage, he felt a sense of possibility.\u003c/p>\n\u003cp>“When I saw Barack Obama and Michelle Obama come out as a power couple, [and] the first Black senator who was there from Georgia — it was just so much hope and so much inspiration in that one frame,” Mabon said.\u003c/p>\n\u003cp>At least for now, this is the version of his country he’s choosing to believe in.\u003c/p>\n\u003cp>“This,” he said, “is the real America.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">A groundswell of frustration over the lack of progress in bringing students back into California classrooms has led parents around the state to coalesce into a single statewide group to push for campuses to reopen.\u003c/p>\n\u003cp class=\"p1\">The newly formed \u003ca href=\"https://www.openschoolsca.com/who-we-are\">\u003cspan class=\"s1\">Open Schools California\u003c/span>\u003c/a>, uniting parent groups from San Diego to Davis, is accusing Gov. Gavin Newsom of not having the political will to reopen school campuses after nearly a year of school districts holding classes mostly through distance learning. The group says it has support from parent affiliate groups representing up to 10,000 families.\u003c/p>\n\u003cp class=\"p1\">“We are seeing governors across the country begin to take decisive action to reopen their schools,” said Megan Bacigalupi, an organizer with the group who has two children attending Oakland’s Crocker Highlands Elementary School. “And the pressure to do so came in part from parents advocating for it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s2\">Bacigalupi says the group is especially concerned about children from underfunded districts who are falling behind. The Public Policy Institute of California released an \u003ca href=\"https://www.ppic.org/blog/are-students-spending-enough-time-on-school-during-the-pandemic/?utm_source=rss&utm_medium=rss&utm_campaign=are-students-spending-enough-time-on-school-during-the-pandemic?utm_source=ppic&utm_medium=email&utm_campaign=blog_subscriber\">\u003cspan class=\"s1\">analysis\u003c/span>\u003c/a> this week showing 55% of \u003c/span>students in households surveyed between October and March reported spending less time on learning activities on their own than they did before the pandemic. The report also found that students in low-income families or without college-educated parents spent nearly two fewer hours studying on their own than those in families making over $100,000 a year.\u003c/p>\n\u003cp class=\"p3\">Bacigalupi also cited \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">data\u003c/span>\u003c/a> presented by researchers at the Centers for Disease Control and Prevention, published in the journal \u003ci>JAMA \u003c/i>this week, which shows \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">schools can reopen safely\u003c/span>\u003c/a> with proper protocols in place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">Pressure has been building on teacher unions still in negotiations with their districts to come to an agreement that would allow students to return to in-person learning on campuses. But union officials have pushed back. Susan Solomon, executive vice president of the United Teachers of San Francisco, said on\u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\">\u003cspan class=\"s1\"> KQED’s Forum this week\u003c/span>\u003c/a> that the newly formed parent group does not speak for all parents. She pointed to a survey of San Francisco Unified School District families that found relatively more Black and brown parents reporting they do not feel safe sending their children back into classrooms.\u003c/p>\n\u003cp class=\"p1\">In the West Contra Costa Unified School District, where COVID-19 has hit families hard, 35% of parents \u003ca href=\"https://my.thoughtexchange.com/report/aa6a446f63ac78732a6918ee06a4aa69\">\u003cspan class=\"s1\">surveyed \u003c/span>\u003c/a>by the district want to remain in distance learning, with just 15% saying they want to return their children to in-person classes. Others said their decision will depend on vaccination levels and the number of community cases. The results point to the need to be careful about which parental voices are being amplified in this debate and which aren’t, says United Teachers of Richmond President Marissa Glidden.\u003c/p>\n\u003cp class=\"p1\">“It’s very clear to us that families that are most impacted by COVID, who have had to suffer through deaths and really close interactions, or suffered through it with their own families, are much more hesitant to return to school,” Glidden said. “And those are predominantly families of color.”\u003c/p>\n\u003cp class=\"p1\">In Oakland, Pecolia Manigo, parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, says although her children would definitely benefit from getting back into school at Manzanita SEED Elementary, she doesn’t feel it is safe to send them.\u003c/p>\n\u003cp class=\"p1\">“We’ve had a mom that died at SEED due to complications, in my daughter’s class,” she said. “So, I think that changes your perspective around how this virus functions and moves.\u003c/p>\n\u003cp class=\"p1\">She said the school, whose students are 67% Latinx and 10% Black, is close to “one of the hottest” neighborhoods in Oakland” when it comes to coronavirus cases.\u003c/p>\n\u003cp class=\"p1\">“And so there’s just a higher level of transmission at this point in that particular zip code,” she said. “And that is also the zip code where a lot of families live right from our school community. And so so that changes my understanding of the risk.”\u003c/p>\n\u003cp>Manigo, who is Black, has talked with parents who are pushing for schools to reopen and says they aren’t feeling the effects of the pandemic in the same way families in her neighborhood are.\u003c/p>\n\u003cp>“It’s not in their families, is not in their neighborhood. It’s an amorphous kind of idea and a threat. It’s not even seen as a potential threat for them,” she said. “We are hearing families testing positive every week. And so it just feels different for us.”\u003c/p>\n\u003cp class=\"p1\">In cities that have not seen concentrations of COVID-19 in residential neighborhoods, such as Berkeley, some parents of color have advocated for a return to in-person learning. Berkeley Unified parent Laura Babitt, who is Black and newly elected to the school board, recently wrote to the Berkeley City Council expressing parents’ frustration.\u003c/p>\n\u003cp class=\"p1\">“While science says we can do this safely, the unions are asking for more,” she wrote. “So much more, that we may never be able to reopen schools for our earliest learners.”\u003c/p>\n\u003cp>Bacigalupi, from Open Schools California, says her son, who has dyslexia, is one of the students falling behind in distance learning. She points to \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students-2/\">data \u003c/a>gathered by the national group Parents Together Action, which shows parents from low-income homes are 10 times more likely to say their kids are doing little to no remote learning since school has been closed.\u003c/p>\n\u003cp class=\"p1\">“So to critics who question our intentions, I would say how is it not a progressive value to want your children to be educated in school?” Bacigalupi said. “How is speaking up for kids suddenly so controversial?”\u003c/p>\n\u003cp class=\"p1\">Open Schools California wants all parents to have a choice, Bacigalup says, but it doesn’t want kids to fall further behind.\u003c/p>\n\u003cp class=\"p1\">Some districts, like Napa Valley Unified, are, indeed, offering parents a choice. The district of 17,000 students reopened in October with a hybrid schedule. At that time, about half the district’s parents were sending their children into school for classes twice a week while the other half remained in distance learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Since the latest COVID-19 surge, however, the district reports 70% of all parents are now choosing to keep kids home, highlighting the need for districts to have flexible plans in place before reopening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">A groundswell of frustration over the lack of progress in bringing students back into California classrooms has led parents around the state to coalesce into a single statewide group to push for campuses to reopen.\u003c/p>\n\u003cp class=\"p1\">The newly formed \u003ca href=\"https://www.openschoolsca.com/who-we-are\">\u003cspan class=\"s1\">Open Schools California\u003c/span>\u003c/a>, uniting parent groups from San Diego to Davis, is accusing Gov. Gavin Newsom of not having the political will to reopen school campuses after nearly a year of school districts holding classes mostly through distance learning. The group says it has support from parent affiliate groups representing up to 10,000 families.\u003c/p>\n\u003cp class=\"p1\">“We are seeing governors across the country begin to take decisive action to reopen their schools,” said Megan Bacigalupi, an organizer with the group who has two children attending Oakland’s Crocker Highlands Elementary School. “And the pressure to do so came in part from parents advocating for it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s2\">Bacigalupi says the group is especially concerned about children from underfunded districts who are falling behind. The Public Policy Institute of California released an \u003ca href=\"https://www.ppic.org/blog/are-students-spending-enough-time-on-school-during-the-pandemic/?utm_source=rss&utm_medium=rss&utm_campaign=are-students-spending-enough-time-on-school-during-the-pandemic?utm_source=ppic&utm_medium=email&utm_campaign=blog_subscriber\">\u003cspan class=\"s1\">analysis\u003c/span>\u003c/a> this week showing 55% of \u003c/span>students in households surveyed between October and March reported spending less time on learning activities on their own than they did before the pandemic. The report also found that students in low-income families or without college-educated parents spent nearly two fewer hours studying on their own than those in families making over $100,000 a year.\u003c/p>\n\u003cp class=\"p3\">Bacigalupi also cited \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">data\u003c/span>\u003c/a> presented by researchers at the Centers for Disease Control and Prevention, published in the journal \u003ci>JAMA \u003c/i>this week, which shows \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">schools can reopen safely\u003c/span>\u003c/a> with proper protocols in place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Pressure has been building on teacher unions still in negotiations with their districts to come to an agreement that would allow students to return to in-person learning on campuses. But union officials have pushed back. Susan Solomon, executive vice president of the United Teachers of San Francisco, said on\u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\">\u003cspan class=\"s1\"> KQED’s Forum this week\u003c/span>\u003c/a> that the newly formed parent group does not speak for all parents. She pointed to a survey of San Francisco Unified School District families that found relatively more Black and brown parents reporting they do not feel safe sending their children back into classrooms.\u003c/p>\n\u003cp class=\"p1\">In the West Contra Costa Unified School District, where COVID-19 has hit families hard, 35% of parents \u003ca href=\"https://my.thoughtexchange.com/report/aa6a446f63ac78732a6918ee06a4aa69\">\u003cspan class=\"s1\">surveyed \u003c/span>\u003c/a>by the district want to remain in distance learning, with just 15% saying they want to return their children to in-person classes. Others said their decision will depend on vaccination levels and the number of community cases. The results point to the need to be careful about which parental voices are being amplified in this debate and which aren’t, says United Teachers of Richmond President Marissa Glidden.\u003c/p>\n\u003cp class=\"p1\">“It’s very clear to us that families that are most impacted by COVID, who have had to suffer through deaths and really close interactions, or suffered through it with their own families, are much more hesitant to return to school,” Glidden said. “And those are predominantly families of color.”\u003c/p>\n\u003cp class=\"p1\">In Oakland, Pecolia Manigo, parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, says although her children would definitely benefit from getting back into school at Manzanita SEED Elementary, she doesn’t feel it is safe to send them.\u003c/p>\n\u003cp class=\"p1\">“We’ve had a mom that died at SEED due to complications, in my daughter’s class,” she said. “So, I think that changes your perspective around how this virus functions and moves.\u003c/p>\n\u003cp class=\"p1\">She said the school, whose students are 67% Latinx and 10% Black, is close to “one of the hottest” neighborhoods in Oakland” when it comes to coronavirus cases.\u003c/p>\n\u003cp class=\"p1\">“And so there’s just a higher level of transmission at this point in that particular zip code,” she said. “And that is also the zip code where a lot of families live right from our school community. And so so that changes my understanding of the risk.”\u003c/p>\n\u003cp>Manigo, who is Black, has talked with parents who are pushing for schools to reopen and says they aren’t feeling the effects of the pandemic in the same way families in her neighborhood are.\u003c/p>\n\u003cp>“It’s not in their families, is not in their neighborhood. It’s an amorphous kind of idea and a threat. It’s not even seen as a potential threat for them,” she said. “We are hearing families testing positive every week. And so it just feels different for us.”\u003c/p>\n\u003cp class=\"p1\">In cities that have not seen concentrations of COVID-19 in residential neighborhoods, such as Berkeley, some parents of color have advocated for a return to in-person learning. Berkeley Unified parent Laura Babitt, who is Black and newly elected to the school board, recently wrote to the Berkeley City Council expressing parents’ frustration.\u003c/p>\n\u003cp class=\"p1\">“While science says we can do this safely, the unions are asking for more,” she wrote. “So much more, that we may never be able to reopen schools for our earliest learners.”\u003c/p>\n\u003cp>Bacigalupi, from Open Schools California, says her son, who has dyslexia, is one of the students falling behind in distance learning. She points to \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students-2/\">data \u003c/a>gathered by the national group Parents Together Action, which shows parents from low-income homes are 10 times more likely to say their kids are doing little to no remote learning since school has been closed.\u003c/p>\n\u003cp class=\"p1\">“So to critics who question our intentions, I would say how is it not a progressive value to want your children to be educated in school?” Bacigalupi said. “How is speaking up for kids suddenly so controversial?”\u003c/p>\n\u003cp class=\"p1\">Open Schools California wants all parents to have a choice, Bacigalup says, but it doesn’t want kids to fall further behind.\u003c/p>\n\u003cp class=\"p1\">Some districts, like Napa Valley Unified, are, indeed, offering parents a choice. The district of 17,000 students reopened in October with a hybrid schedule. At that time, about half the district’s parents were sending their children into school for classes twice a week while the other half remained in distance learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco is pushing ahead with a plan to rename dozens of public schools, committing to potentially remove names of public figures such as George Washington, Abraham Lincoln, Thomas Jefferson and U.S. Sen. Dianne Feinstein.\u003c/p>\n\u003cp>A \"blue ribbon panel of community leaders\" recommended 44 school names be changed, joining many other renamed institutions across the country, as the U.S. reckons with its history of racial injustice. But the move has also sparked debate in San Francisco about its timing and whether the list is overly broad.\u003c/p>\n\u003cp>The San Francisco Board of Education passed the resolution on Tuesday in a 6-1 vote, prompting mixed reaction from parents and Mayor London Breed. The resolution requires that the public submit alternative names \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BXHBNY2D407B/%24file/Sanchez%20Support%20Panels%20Renaming%20Schl's%201%2012%2021.pdf\">by April 19\u003c/a>, after which the panel will make its recommendations to the school board.\u003c/p>\n\u003cp>\"This is an important conversation to have, and one that we should involve our communities, our families, and our students,\" Breed said in a \u003ca href=\"https://sfmayor.org/article/statement-mayor-london-breed-school-renaming\">statement Wednesday\u003c/a>. \"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. 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>[ad fullwidth]\u003c/p>\n\u003cp>The text of the resolution says the board will \"review and sanction the panel's list of school names for potential renaming.\" In a statement, the board said it views the resolution as a \"commitment to replace the names.\"\u003c/p>\n\u003cp>School board President Gabriela López called it \"an opportunity for our students to learn about the history of our school's [sic] names, including the potential new ones.\"\u003c/p>\n\u003cp>\"This resolution came to the school board in the wake of the attacks in Charlottesville, and we are working alongside the rest of the country to dismantle symbols of racism and white supremacy culture,\" she added \u003ca href=\"https://www.sfusd.edu/about/news/current-news/SF-Board-of-Education-Advances-Plan-to-Rename-Schools\">in a statement\u003c/a>.\u003c/p>\n\u003cp>The school board passed \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BXHBNY2D407B/%24file/Sanchez%20Support%20Panels%20Renaming%20Schl's%201%2012%2021.pdf\">a resolution\u003c/a> in May 2018 to change names if the person \"engaged in the subjugation and enslavement of human beings; or who oppressed women, inhibiting societal progress; or whose actions led to genocide; or who otherwise significantly diminished the opportunities of those amongst us to the right to life, liberty, and the pursuit of happiness.\"\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='education']Among schools the panel recommended be renamed are those named for former President Herbert Hoover, naturalist John Muir, Revolutionary War figure Paul Revere and author Robert Louis Stevenson. Former President James Monroe is also on the list, who is known to have held enslaved people, as did Washington and Jefferson.\u003c/p>\n\u003cp>Lincoln, known for his legacy of emancipation, is included \"because of the Civil War president's treatment of American Indians, which included a mass hanging after an uprising,\" according to the \u003ca href=\"https://www.sfchronicle.com/education/article/Here-s-what-comes-next-after-the-S-F-school-15903075.php\">San Francisco Chronicle\u003c/a>.\u003c/p>\n\u003cp>Feinstein, the longtime Democratic senator, is included \"because as mayor in 1984 she replaced a vandalized Confederate flag that was part of a long-standing flag display in front of City Hall,\" The Associated Press reported. \"When the flag was pulled down a second time, she did not replace it.\"\u003c/p>\n\u003cp>Schools whose names are slated to be changed are encouraged to propose alternatives to the committee. Other community members can put forward suggestions, too. The Board of Education will make final decisions about the new names. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit \u003ca href=\"https://www.npr.org\">NPR.org\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=San+Francisco+May+Rename+Schools+Named+After+Washington%2C+Lincoln+And+Others&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco is pushing ahead with a plan to rename dozens of public schools, committing to potentially remove names of public figures such as George Washington, Abraham Lincoln, Thomas Jefferson and U.S. Sen. Dianne Feinstein.\u003c/p>\n\u003cp>A \"blue ribbon panel of community leaders\" recommended 44 school names be changed, joining many other renamed institutions across the country, as the U.S. reckons with its history of racial injustice. But the move has also sparked debate in San Francisco about its timing and whether the list is overly broad.\u003c/p>\n\u003cp>The San Francisco Board of Education passed the resolution on Tuesday in a 6-1 vote, prompting mixed reaction from parents and Mayor London Breed. The resolution requires that the public submit alternative names \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BXHBNY2D407B/%24file/Sanchez%20Support%20Panels%20Renaming%20Schl's%201%2012%2021.pdf\">by April 19\u003c/a>, after which the panel will make its recommendations to the school board.\u003c/p>\n\u003cp>\"This is an important conversation to have, and one that we should involve our communities, our families, and our students,\" Breed said in a \u003ca href=\"https://sfmayor.org/article/statement-mayor-london-breed-school-renaming\">statement Wednesday\u003c/a>. \"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. 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>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The text of the resolution says the board will \"review and sanction the panel's list of school names for potential renaming.\" In a statement, the board said it views the resolution as a \"commitment to replace the names.\"\u003c/p>\n\u003cp>School board President Gabriela López called it \"an opportunity for our students to learn about the history of our school's [sic] names, including the potential new ones.\"\u003c/p>\n\u003cp>\"This resolution came to the school board in the wake of the attacks in Charlottesville, and we are working alongside the rest of the country to dismantle symbols of racism and white supremacy culture,\" she added \u003ca href=\"https://www.sfusd.edu/about/news/current-news/SF-Board-of-Education-Advances-Plan-to-Rename-Schools\">in a statement\u003c/a>.\u003c/p>\n\u003cp>The school board passed \u003ca href=\"https://go.boarddocs.com/ca/sfusd/Board.nsf/files/BXHBNY2D407B/%24file/Sanchez%20Support%20Panels%20Renaming%20Schl's%201%2012%2021.pdf\">a resolution\u003c/a> in May 2018 to change names if the person \"engaged in the subjugation and enslavement of human beings; or who oppressed women, inhibiting societal progress; or whose actions led to genocide; or who otherwise significantly diminished the opportunities of those amongst us to the right to life, liberty, and the pursuit of happiness.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Among schools the panel recommended be renamed are those named for former President Herbert Hoover, naturalist John Muir, Revolutionary War figure Paul Revere and author Robert Louis Stevenson. Former President James Monroe is also on the list, who is known to have held enslaved people, as did Washington and Jefferson.\u003c/p>\n\u003cp>Lincoln, known for his legacy of emancipation, is included \"because of the Civil War president's treatment of American Indians, which included a mass hanging after an uprising,\" according to the \u003ca href=\"https://www.sfchronicle.com/education/article/Here-s-what-comes-next-after-the-S-F-school-15903075.php\">San Francisco Chronicle\u003c/a>.\u003c/p>\n\u003cp>Feinstein, the longtime Democratic senator, is included \"because as mayor in 1984 she replaced a vandalized Confederate flag that was part of a long-standing flag display in front of City Hall,\" The Associated Press reported. \"When the flag was pulled down a second time, she did not replace it.\"\u003c/p>\n\u003cp>Schools whose names are slated to be changed are encouraged to propose alternatives to the committee. Other community members can put forward suggestions, too. The Board of Education will make final decisions about the new names. \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit \u003ca href=\"https://www.npr.org\">NPR.org\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=San+Francisco+May+Rename+Schools+Named+After+Washington%2C+Lincoln+And+Others&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11856583/los-hablantes-del-mam-que-estan-apoyando-a-cientos-de-alumnos-indigenas-en-oakland-superar-el-aprendizaje-a-distancia\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>This isn’t how Yosgar Godinez wanted to start the sixth grade.\u003c/p>\n\u003cp>Months into the school year, the 11-year-old hadn’t made new friends. He felt little connection with his teachers, and half the time he had trouble logging onto his classes, which he mostly hated anyway.\u003c/p>\n\u003cp>As for learning, he said he wasn’t doing much of it.\u003c/p>\n\u003cp>Yosgar’s mother, Francisca, worried, and so did his social worker at Oakland’s Urban Promise Academy, where Yosgar was falling further and further behind.\u003c/p>\n\u003cp>All of this needed to be discussed when Yosgar, Francisca and Emily Rodgers, the school social worker, met on Zoom for their first conference of the year. But while Rodgers shared the family’s concern over Yosgar’s school troubles, she does not share their native language. The Godinezes speak Mam, a Mayan tongue used by some half million people, primarily in Guatemala. The family and Rodgers both speak some Spanish, but only enough between them for the most basic communication.\u003c/p>\n\u003cp>That’s where Maria Aguilar, the district’s Mam interpreter, came in.\u003c/p>\n\u003cp>Today, Oakland Unified School District’s support for Mayan Mam and other newcomer students is among the most robust in the country, from the creation of a continuation high school designed for recent immigrants to specialized counseling and educational programs.\u003c/p>\n\u003cp>But the pandemic is threatening hard-won progress. Across Oakland’s school system, a lack of computers, internet access, technological experience and practicable home learning space have forced Mam speakers to confront even more barriers to distance learning than other students are experiencing.\u003c/p>\n\u003cp>\u003cstrong>Coping With Remote Learning and a Language Barrier\u003c/strong>\u003c/p>\n\u003cp>Aguilar was, until recently, the only full-time Mam interpreter in the entire Oakland school district, where Yosgar is just one of 1,300 students who speak the language.\u003c/p>\n\u003cp>This school year, her calendar is a solid block of phone calls and video conferences. One hour she’s helping to set up a parent’s email account, another she’s walking a family through an unemployment application.\u003c/p>\n\u003cp>And one morning, earlier in the year, she facilitated a Zoom conference to discuss Yosgar’s school experience.\u003c/p>\n\u003cp>To break the ice, Rodgers asked Ms. Godinez to share something her son likes to do, then handed off to Aguilar to interpret. But before they could get through the first question, the Godinezes disappeared from the screen.\u003c/p>\n\u003cp>“Oh no!” Rodgers said. “Did we lose them?\u003c/p>\n\u003cp>They reconnected, but by 10 minutes in, their internet connection had already dropped five times. The group eventually abandoned Zoom in favor of a three-way phone call.\u003c/p>\n\u003cp>For Yosgar, it was only the latest technological hurdle since classes moved online. His mom had no computer experience at all, and because Yosgar had never used one at home before this year, he had trouble navigating the Wi-Fi hot spot and school-loaned laptop. After missing two weeks of instruction, he was finally able to connect with help from his older brother.\u003c/p>\n\u003cp>Such problems aren’t uncommon. District data shows schools are too often failing to reach Mam speakers during distance learning — these students are in class just 85% of the time compared with 92% and 93% for Spanish and English speakers.\u003c/p>\n\u003cp>Early in the school year, administrators asked Aguilar if she could help make a video tutorial in Mam, coaching families on setting up Wi-Fi hot spots. The resulting video has drawn some 160 views, but Aguilar knows that’s just a fraction of those who need the help.\u003c/p>\n\u003cp>Many Mam families grew up like Aguilar, without internet or computers, and some without electricity or learning how to read or write, the result of centuries of anti-indigenous racism and a decades-long civil war that devastated Mayan communities.\u003c/p>\n\u003cp>Today, Aguilar has found herself building tech literacy from the ground up. She spends hours on video calls trying to walk people through navigating the internet or using email for the first time.\u003c/p>\n\u003cp>“It’s not easy to work with parents who can’t read,” she says. “Sometimes I feel my head breaking.”\u003c/p>\n\u003cp>At the same time, the pandemic has school staff turning to her more than ever for help reaching parents.\u003c/p>\n\u003cp>“If we could clone her, I’d work with her 24/7,” Rodgers says. “Especially during distance learning, partnering with families is the only way we’re going to have success. That’s really challenging if we don’t have a way to communicate.”\u003c/p>\n\u003cp>Aguilar regularly works at more than 40 schools, says her boss, Nate Dunstan, who runs the district’s refugee and newcomer program. Even when Mam parents speak some Spanish, it can be hard to earn their trust over the phone, so staff often call on her.\u003c/p>\n\u003cp>“And then Maria starts talking to them, and everything is all of a sudden sort of fluid and familiar and clearly just much more comfortable,” Dunstan says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>‘You Can Do It, Bro! You Can!’\u003c/strong>\u003c/p>\n\u003cp>Remote learning has also made it much harder to get around language barriers with students, because teachers can’t rely as much on visual cues or use other kids to help interpret, like they can in the classroom.\u003c/p>\n\u003cp>Finding ways to better communicate with the Mayan Mam community has become so important that the district hired another full-time interpreter in October. Meanwhile, some schools have found creative ways to connect with students and their families.\u003c/p>\n\u003cp>At East Oakland Pride Elementary School, newcomer specialist Ingrid O’Brien Avery created a community interpreter program, enlisting trilingual and bilingual Mayan Mam parents to facilitate communication. At Castlemont High School, teachers developed a program to train multilingual Mam-speaking students as interpreters and deploy them in Zoom classes to support their classmates.\u003c/p>\n\u003cfigure id=\"attachment_11855654\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/HenrySalesMamOakland-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855654\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/HenrySalesMamOakland-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Henry Sales, who now works for the Oakland Unified School District, teaching a Mam language class at Laney College in Oakland in April 2019. \u003ccite>(Farida Jhabvala Romero)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And this summer, Rudsdale Newcomer High School hired a well-known member of the Bay Area’s Mayan Mam community and one of its biggest advocates: Henry Sales, a trained interpreter who pioneered a popular Mam language course at Laney College.\u003c/p>\n\u003cp>Since he started at Rudsdale, Sales says, word has spread among Mayan Mam students. “They’ve been telling their friends from other schools, like, ‘Hey, we’ve got a guy — he speaks Mam!’ And many of them, they’ve been asking, ‘Can I join your school?’ I’m like, ‘Oh, my God!’ It’s a dream come true.”\u003c/p>\n\u003cp>He recalls one interaction with a student with particular pride. “He’s like, ‘I can’t believe that you’re trilingual, bro! And now you’re working here. I want to be that.’”\u003c/p>\n\u003cp>Sales answered, “You can do it, bro, you can!”\u003c/p>\n\u003cp>This year, Sales started a language, history and culture class for Mam students at Oakland High School. His goal is to create similar courses across the district, along with extracurricular programs that keep students grounded in their culture through ceremonies, dance, gardening and other traditions.\u003c/p>\n\u003cp>“Hopefully one day we can go to school with our traditional clothes,” Sales says. For now, “People might make fun of us.”\u003c/p>\n\u003cp>Ultimately, his mission is to counter the forces of anti-indigenous racism that trail students from their home county to this one, threatening to stamp out language and culture.\u003c/p>\n\u003cp>That’s a very real threat for Yosgar Godinez. After four years in the U.S., he is starting to forget his Mam. Less time at school means his English is slipping, too.\u003c/p>\n\u003cp>These days he feels most comfortable speaking Spanish. When he has to speak English in front of his class on Zoom, he panics. He’s embarrassed because he’s worried he’ll say something wrong.\u003c/p>\n\u003cp>“It scares me so much,” he says. “My heart feels like it’s going to jump out of my chest and my eyes hurt.”\u003c/p>\n\u003cp>None of these anxieties came up during his school conference, but Yosgar did get at least one thing out of the meeting: Watching Maria Aguilar move between languages left an impression.\u003c/p>\n\u003cp>“She speaks Mam, English and Spanish,” he says. “I liked it!”\u003c/p>\n\u003cp>He mentions with pride the time he interpreted for his mother during the family’s asylum process, saying how important it was.\u003c/p>\n\u003cp>“My mom thanked me,” he says. “She was so happy I helped her!”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11856583/los-hablantes-del-mam-que-estan-apoyando-a-cientos-de-alumnos-indigenas-en-oakland-superar-el-aprendizaje-a-distancia\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>This isn’t how Yosgar Godinez wanted to start the sixth grade.\u003c/p>\n\u003cp>Months into the school year, the 11-year-old hadn’t made new friends. He felt little connection with his teachers, and half the time he had trouble logging onto his classes, which he mostly hated anyway.\u003c/p>\n\u003cp>As for learning, he said he wasn’t doing much of it.\u003c/p>\n\u003cp>Yosgar’s mother, Francisca, worried, and so did his social worker at Oakland’s Urban Promise Academy, where Yosgar was falling further and further behind.\u003c/p>\n\u003cp>All of this needed to be discussed when Yosgar, Francisca and Emily Rodgers, the school social worker, met on Zoom for their first conference of the year. But while Rodgers shared the family’s concern over Yosgar’s school troubles, she does not share their native language. The Godinezes speak Mam, a Mayan tongue used by some half million people, primarily in Guatemala. The family and Rodgers both speak some Spanish, but only enough between them for the most basic communication.\u003c/p>\n\u003cp>That’s where Maria Aguilar, the district’s Mam interpreter, came in.\u003c/p>\n\u003cp>Today, Oakland Unified School District’s support for Mayan Mam and other newcomer students is among the most robust in the country, from the creation of a continuation high school designed for recent immigrants to specialized counseling and educational programs.\u003c/p>\n\u003cp>But the pandemic is threatening hard-won progress. Across Oakland’s school system, a lack of computers, internet access, technological experience and practicable home learning space have forced Mam speakers to confront even more barriers to distance learning than other students are experiencing.\u003c/p>\n\u003cp>\u003cstrong>Coping With Remote Learning and a Language Barrier\u003c/strong>\u003c/p>\n\u003cp>Aguilar was, until recently, the only full-time Mam interpreter in the entire Oakland school district, where Yosgar is just one of 1,300 students who speak the language.\u003c/p>\n\u003cp>This school year, her calendar is a solid block of phone calls and video conferences. One hour she’s helping to set up a parent’s email account, another she’s walking a family through an unemployment application.\u003c/p>\n\u003cp>And one morning, earlier in the year, she facilitated a Zoom conference to discuss Yosgar’s school experience.\u003c/p>\n\u003cp>To break the ice, Rodgers asked Ms. Godinez to share something her son likes to do, then handed off to Aguilar to interpret. But before they could get through the first question, the Godinezes disappeared from the screen.\u003c/p>\n\u003cp>“Oh no!” Rodgers said. “Did we lose them?\u003c/p>\n\u003cp>They reconnected, but by 10 minutes in, their internet connection had already dropped five times. The group eventually abandoned Zoom in favor of a three-way phone call.\u003c/p>\n\u003cp>For Yosgar, it was only the latest technological hurdle since classes moved online. His mom had no computer experience at all, and because Yosgar had never used one at home before this year, he had trouble navigating the Wi-Fi hot spot and school-loaned laptop. After missing two weeks of instruction, he was finally able to connect with help from his older brother.\u003c/p>\n\u003cp>Such problems aren’t uncommon. District data shows schools are too often failing to reach Mam speakers during distance learning — these students are in class just 85% of the time compared with 92% and 93% for Spanish and English speakers.\u003c/p>\n\u003cp>Early in the school year, administrators asked Aguilar if she could help make a video tutorial in Mam, coaching families on setting up Wi-Fi hot spots. The resulting video has drawn some 160 views, but Aguilar knows that’s just a fraction of those who need the help.\u003c/p>\n\u003cp>Many Mam families grew up like Aguilar, without internet or computers, and some without electricity or learning how to read or write, the result of centuries of anti-indigenous racism and a decades-long civil war that devastated Mayan communities.\u003c/p>\n\u003cp>Today, Aguilar has found herself building tech literacy from the ground up. She spends hours on video calls trying to walk people through navigating the internet or using email for the first time.\u003c/p>\n\u003cp>“It’s not easy to work with parents who can’t read,” she says. “Sometimes I feel my head breaking.”\u003c/p>\n\u003cp>At the same time, the pandemic has school staff turning to her more than ever for help reaching parents.\u003c/p>\n\u003cp>“If we could clone her, I’d work with her 24/7,” Rodgers says. “Especially during distance learning, partnering with families is the only way we’re going to have success. That’s really challenging if we don’t have a way to communicate.”\u003c/p>\n\u003cp>Aguilar regularly works at more than 40 schools, says her boss, Nate Dunstan, who runs the district’s refugee and newcomer program. Even when Mam parents speak some Spanish, it can be hard to earn their trust over the phone, so staff often call on her.\u003c/p>\n\u003cp>“And then Maria starts talking to them, and everything is all of a sudden sort of fluid and familiar and clearly just much more comfortable,” Dunstan says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>‘You Can Do It, Bro! You Can!’\u003c/strong>\u003c/p>\n\u003cp>Remote learning has also made it much harder to get around language barriers with students, because teachers can’t rely as much on visual cues or use other kids to help interpret, like they can in the classroom.\u003c/p>\n\u003cp>Finding ways to better communicate with the Mayan Mam community has become so important that the district hired another full-time interpreter in October. Meanwhile, some schools have found creative ways to connect with students and their families.\u003c/p>\n\u003cp>At East Oakland Pride Elementary School, newcomer specialist Ingrid O’Brien Avery created a community interpreter program, enlisting trilingual and bilingual Mayan Mam parents to facilitate communication. At Castlemont High School, teachers developed a program to train multilingual Mam-speaking students as interpreters and deploy them in Zoom classes to support their classmates.\u003c/p>\n\u003cfigure id=\"attachment_11855654\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/HenrySalesMamOakland-1.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855654\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/HenrySalesMamOakland-1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/HenrySalesMamOakland-1.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Henry Sales, who now works for the Oakland Unified School District, teaching a Mam language class at Laney College in Oakland in April 2019. \u003ccite>(Farida Jhabvala Romero)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>And this summer, Rudsdale Newcomer High School hired a well-known member of the Bay Area’s Mayan Mam community and one of its biggest advocates: Henry Sales, a trained interpreter who pioneered a popular Mam language course at Laney College.\u003c/p>\n\u003cp>Since he started at Rudsdale, Sales says, word has spread among Mayan Mam students. “They’ve been telling their friends from other schools, like, ‘Hey, we’ve got a guy — he speaks Mam!’ And many of them, they’ve been asking, ‘Can I join your school?’ I’m like, ‘Oh, my God!’ It’s a dream come true.”\u003c/p>\n\u003cp>He recalls one interaction with a student with particular pride. “He’s like, ‘I can’t believe that you’re trilingual, bro! And now you’re working here. I want to be that.’”\u003c/p>\n\u003cp>Sales answered, “You can do it, bro, you can!”\u003c/p>\n\u003cp>This year, Sales started a language, history and culture class for Mam students at Oakland High School. His goal is to create similar courses across the district, along with extracurricular programs that keep students grounded in their culture through ceremonies, dance, gardening and other traditions.\u003c/p>\n\u003cp>“Hopefully one day we can go to school with our traditional clothes,” Sales says. For now, “People might make fun of us.”\u003c/p>\n\u003cp>Ultimately, his mission is to counter the forces of anti-indigenous racism that trail students from their home county to this one, threatening to stamp out language and culture.\u003c/p>\n\u003cp>That’s a very real threat for Yosgar Godinez. After four years in the U.S., he is starting to forget his Mam. Less time at school means his English is slipping, too.\u003c/p>\n\u003cp>These days he feels most comfortable speaking Spanish. When he has to speak English in front of his class on Zoom, he panics. He’s embarrassed because he’s worried he’ll say something wrong.\u003c/p>\n\u003cp>“It scares me so much,” he says. “My heart feels like it’s going to jump out of my chest and my eyes hurt.”\u003c/p>\n\u003cp>None of these anxieties came up during his school conference, but Yosgar did get at least one thing out of the meeting: Watching Maria Aguilar move between languages left an impression.\u003c/p>\n\u003cp>“She speaks Mam, English and Spanish,” he says. “I liked it!”\u003c/p>\n\u003cp>He mentions with pride the time he interpreted for his mother during the family’s asylum process, saying how important it was.\u003c/p>\n\u003cp>“My mom thanked me,” he says. “She was so happy I helped her!”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How One California City Is Working to Stop Homelessness – Before It Happens",
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"content": "\u003cp>When the pandemic hit, Marquisse Moore lost his job, and it didn’t take long before he lost his home, too.\u003c/p>\n\u003cp>He had been working as a forklift driver at a tortilla factory before being laid off in early April. New jobs were hard to find.\u003c/p>\n\u003cp>When he realized he wouldn’t be able to continue paying rent on his Mountain View apartment, he told his landlord he would be moving out. For the next six months, he and his 6-year-old daughter bounced between family and friends’ couches. Sometimes he slept in his car.\u003c/p>\n\u003cp>“I made sure my daughter always had a roof over her head, even if I didn’t,” he said. “It was a very big struggle.”\u003c/p>\n\u003cp>On a leap of faith, he applied to a two-bedroom apartment in Oakland’s Fruitvale District in December. And to his surprise, the landlord was interested in renting to him even though he wasn’t working yet.\u003c/p>\n\u003cp>Moore had just been offered a job at Alameda Health Systems, working in its COVID-19 ward. But there was still another problem: He couldn’t afford the security deposit and first month’s rent.\u003c/p>\n\u003cp>That’s when the landlord connected him to a program called \u003ca href=\"https://www.keepoaklandhoused.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Keep Oakland Housed\u003c/a>. Since 2018, it has provided more than $11.5 million in direct financial assistance and legal counsel to nearly 5,000 households. Most of the money — 85% — comes from philanthropic donations.\u003c/p>\n\u003cp>“It actually had me in tears,” Moore said, after finding out the program would foot the bill to help him move in. “It meant everything to me.”\u003c/p>\n\u003cfigure id=\"attachment_11855386\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11855386\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marquisse Moore looks out the window at his home in Oakland on Jan. 10, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The idea behind the program is simple, said Zoë Polk, executive director of the \u003ca href=\"https://ebclc.org/\" target=\"_blank\" rel=\"noopener noreferrer\">East Bay Community Law Center\u003c/a>: “Stop homelessness before it happens.”\u003c/p>\n\u003cp>The program began in 2018 as a three-year pilot program and is a partnership between the city of Oakland and local nonprofits.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Zoë Polk, executive director of the East Bay Community Law Center\"]‘It may be hard to remember, but our homelessness crisis was huge even before COVID. And, in light of COVID, it became even more imperative that people are able to stay in a place where they have been able to keep their family together.’[/pullquote]\u003c/p>\n\u003cp>Some people need legal support to fight an eviction, Polk said. That’s where the law center comes in. Others, like Moore, need direct rental assistance or housing. And for that, \u003ca href=\"https://housing.bayareacs.org/\">Bay Area Community Services\u003c/a> intervenes.\u003c/p>\n\u003cp>And some people need other kinds of help, Polk said, such as connecting to employment or health services. \u003ca href=\"https://www.cceb.org/\">Catholic Charities East Bay\u003c/a> takes care of that piece of the puzzle.\u003c/p>\n\u003cp>“We want to be targeting people so they can stay where they currently are, stay in their homes,” Polk said.\u003c/p>\n\u003cp>Keep Oakland Housed launched in response to a dramatic rise in both rents and homelessness in the city.\u003c/p>\n\u003cp>The average rent for an apartment more than doubled between 2010 and 2019, from $1,396 to $2,905, \u003ca href=\"https://www.rentcafe.com/blog/rental-market/market-snapshots/renting-america-housing-changed-past-decade/\" target=\"_blank\" rel=\"noopener noreferrer\">according to an analysis\u003c/a> by the apartment listing service RENTCafe.\u003c/p>\n\u003cp>Meanwhile, the number of people experiencing homelessness on any given night increased 85% between 2015 and 2019, growing from 2,191 people to 4,071, according to the city’s \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/2019-Oakland-Point-In-Time-Count-2-page-infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">biennial survey\u003c/a>.\u003c/p>\n\u003cp>“It may be hard to remember, but our homelessness crisis was huge then even before COVID,” Polk said. “And, in light of COVID, it became even more imperative that people are able to stay in place, where they have a place that they’re comfortable in, a place where they have been able to keep their family together.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Lower-wage workers and people of color who were already more at risk of eviction and homelessness have only seen those risks grow as a result of the pandemic, said Mary Cunningham, head of the \u003ca href=\"https://www.urban.org/policy-centers/metropolitan-housing-and-communities-policy-center\" target=\"_blank\" rel=\"noopener noreferrer\">Metropolitan Housing and Communities Policy Center\u003c/a> at the Urban Institute.\u003c/p>\n\u003cp>The center recently \u003ca href=\"https://www.urban.org/research/publication/looming-eviction-cliff\" target=\"_blank\" rel=\"noopener noreferrer\">published a study\u003c/a> showing that across the country, 9.5 million renters reported problems paying rent in September, including nearly 17% of Black and 23% of Latino renters, compared to 8% of white renters. Black and Latino renters were also four times more likely to have received an eviction notice from their landlords since the beginning of March last year.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Mary Cunningham, vice president, Metropolitan Housing and Communities Policy Center at the Urban Institute\"]‘We know that Black and Latino households have been disproportionately affected by COVID-19 … So we need to make sure that rental assistance is addressing past housing inequities, but is also trying to provide assistance in a targeted way so we can address racial inequities.’[/pullquote]In Oakland, Black residents make up 24% of the population but account for \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/2019-Oakland-Point-In-Time-Count-2-page-infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">70% of people experiencing homelessness\u003c/a>.\u003c/p>\n\u003cp>“We went into the pandemic with a pretty big, longstanding affordable housing crisis,” Cunningham said. “And now the pandemic has added additional stress and added more people to the pool of those who need help and who are at risk of eviction and homelessness.”\u003c/p>\n\u003cp>There is a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3739576\" target=\"_blank\" rel=\"noopener noreferrer\">real public health concern\u003c/a> that housing instability can lead to higher coronavirus infections and deaths as people who lose their housing double up with friends or family or become homeless, Cunningham said. But even without the pandemic, homelessness is just expensive for taxpayers.\u003c/p>\n\u003cp>The National Alliance to End Homelessness \u003ca href=\"http://naeh.wpengine.com/wp-content/uploads/2017/06/Cost-Savings-from-PSH.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> that a person who has experienced homelessness longer than a year costs taxpayers an average of $35,578 per year. Those costs include emergency shelter, visits to the emergency room and interactions with police. Comparatively, a year of housing with supportive services on-site costs an average of $12,800.\u003c/p>\n\u003cp>Preventing someone from losing their housing is even more cost-effective.\u003c/p>\n\u003cp>Keep Oakland Housed provided each household it helped with an average of $2,149 in direct rental assistance in the latter half of 2019. That figure grew to an average of $3,309 between July and September of last year, according to The San Francisco Foundation, which administers the program on behalf of Oakland.\u003c/p>\n\u003cfigure id=\"attachment_11855383\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11855383\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut.jpg\" alt=\"Marquisse Moore smiles inside his home\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marquisse Moore at his home in Oakland on Jan. 10, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Polk says the third year of the pilot program will be pivotal in preventing an onslaught of evictions as moratoriums expire and months of back rent come due. The program still has $8 million available to assist residents this year. And Polk said that money will be crucial since the unemployment rate in California is still high at around 8%, \u003ca href=\"https://www.bls.gov/eag/eag.ca.htm\" target=\"_blank\" rel=\"noopener noreferrer\">according to the U.S. Department of Labor\u003c/a> – and many people remain out of work.\u003c/p>\n\u003cp>“We are very far away from universally people getting a vaccine,” Polk said. “So from our standpoint, Keep Oakland Housed has a lot of work to do in this next year making sure that we are not putting the cart before the horse in terms of trying to evict people while it’s still not safe to do so.”\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='homelessness']The latest stimulus bill included $25 billion in federal rent relief, $2.6 billion of which was allocated to California. Gov. Gavin Newsom has \u003ca href=\"https://www.gov.ca.gov/2021/01/06/governor-newsom-announces-golden-state-stimulus-a-budget-proposal-to-help-low-income-californians-through-600-rapid-cash-payments-and-calls-for-extension-of-eviction-moratorium/\" target=\"_blank\" rel=\"noopener noreferrer\">expressed urgency\u003c/a> in distributing that money quickly to low-income renters, affordable housing providers and small property owners.\u003c/p>\n\u003cp>Cunningham said it’s critical that local governments target that money to the lowest-income residents who have also been disproportionately impacted by the pandemic.\u003c/p>\n\u003cp>“We know that Black and Latino households, because they’re essential workers, have been disproportionately affected by COVID-19 both as a public health crisis and as an economic crisis,” she said. “So we need to make sure that rental assistance is addressing past housing inequities, but is also trying to provide assistance in a targeted way so we can address racial inequities moving forward.”\u003c/p>\n\u003cp>For Marquisse Moore, the opportunity to get into stable housing and get back on his feet has been humbling, he said. The past six months of moving between friends’ and family’s houses took a toll on his daughter.\u003c/p>\n\u003cp>“Now that she has her own place, she’s at peace,” Moore said. “She’s just enjoying being a kid and not having to worry about what’s going on around her.”\u003c/p>\n\u003ch3>How to Get Help Via Keep Oakland Housed\u003c/h3>\n\u003cp>Keep Oakland Housed \u003ca href=\"https://www.keepoaklandhoused.org/howtogethelp\">advises Oakland residents\u003c/a> who have a household income at or below 50% of the area median income and are experiencing a housing crisis to contact any of the three collaborative organizations:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://housing.bayareacs.org/\">Bay Area Community Services (BACS)\u003c/a>: For emergency financial assistance and supportive services: 510-899-9289\u003c/li>\n\u003cli>\u003ca href=\"https://ebclc.org/\">East Bay Community Law Center (EBCLC)\u003c/a>: For legal representation: 510-548-4040 (ask for housing intake)\u003c/li>\n\u003cli>\u003ca href=\"https://www.cceb.org/\">Catholic Charities East Bay (CCEB)\u003c/a>: For emergency financial assistance and supportive services: 510-768-3100\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the pandemic hit, Marquisse Moore lost his job, and it didn’t take long before he lost his home, too.\u003c/p>\n\u003cp>He had been working as a forklift driver at a tortilla factory before being laid off in early April. New jobs were hard to find.\u003c/p>\n\u003cp>When he realized he wouldn’t be able to continue paying rent on his Mountain View apartment, he told his landlord he would be moving out. For the next six months, he and his 6-year-old daughter bounced between family and friends’ couches. Sometimes he slept in his car.\u003c/p>\n\u003cp>“I made sure my daughter always had a roof over her head, even if I didn’t,” he said. “It was a very big struggle.”\u003c/p>\n\u003cp>On a leap of faith, he applied to a two-bedroom apartment in Oakland’s Fruitvale District in December. And to his surprise, the landlord was interested in renting to him even though he wasn’t working yet.\u003c/p>\n\u003cp>Moore had just been offered a job at Alameda Health Systems, working in its COVID-19 ward. But there was still another problem: He couldn’t afford the security deposit and first month’s rent.\u003c/p>\n\u003cp>That’s when the landlord connected him to a program called \u003ca href=\"https://www.keepoaklandhoused.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Keep Oakland Housed\u003c/a>. Since 2018, it has provided more than $11.5 million in direct financial assistance and legal counsel to nearly 5,000 households. Most of the money — 85% — comes from philanthropic donations.\u003c/p>\n\u003cp>“It actually had me in tears,” Moore said, after finding out the program would foot the bill to help him move in. “It meant everything to me.”\u003c/p>\n\u003cfigure id=\"attachment_11855386\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11855386\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46547_008_Oakland_KeepOaklandHoused_01102021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marquisse Moore looks out the window at his home in Oakland on Jan. 10, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The idea behind the program is simple, said Zoë Polk, executive director of the \u003ca href=\"https://ebclc.org/\" target=\"_blank\" rel=\"noopener noreferrer\">East Bay Community Law Center\u003c/a>: “Stop homelessness before it happens.”\u003c/p>\n\u003cp>The program began in 2018 as a three-year pilot program and is a partnership between the city of Oakland and local nonprofits.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘It may be hard to remember, but our homelessness crisis was huge even before COVID. And, in light of COVID, it became even more imperative that people are able to stay in a place where they have been able to keep their family together.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some people need legal support to fight an eviction, Polk said. That’s where the law center comes in. Others, like Moore, need direct rental assistance or housing. And for that, \u003ca href=\"https://housing.bayareacs.org/\">Bay Area Community Services\u003c/a> intervenes.\u003c/p>\n\u003cp>And some people need other kinds of help, Polk said, such as connecting to employment or health services. \u003ca href=\"https://www.cceb.org/\">Catholic Charities East Bay\u003c/a> takes care of that piece of the puzzle.\u003c/p>\n\u003cp>“We want to be targeting people so they can stay where they currently are, stay in their homes,” Polk said.\u003c/p>\n\u003cp>Keep Oakland Housed launched in response to a dramatic rise in both rents and homelessness in the city.\u003c/p>\n\u003cp>The average rent for an apartment more than doubled between 2010 and 2019, from $1,396 to $2,905, \u003ca href=\"https://www.rentcafe.com/blog/rental-market/market-snapshots/renting-america-housing-changed-past-decade/\" target=\"_blank\" rel=\"noopener noreferrer\">according to an analysis\u003c/a> by the apartment listing service RENTCafe.\u003c/p>\n\u003cp>Meanwhile, the number of people experiencing homelessness on any given night increased 85% between 2015 and 2019, growing from 2,191 people to 4,071, according to the city’s \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/2019-Oakland-Point-In-Time-Count-2-page-infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">biennial survey\u003c/a>.\u003c/p>\n\u003cp>“It may be hard to remember, but our homelessness crisis was huge then even before COVID,” Polk said. “And, in light of COVID, it became even more imperative that people are able to stay in place, where they have a place that they’re comfortable in, a place where they have been able to keep their family together.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lower-wage workers and people of color who were already more at risk of eviction and homelessness have only seen those risks grow as a result of the pandemic, said Mary Cunningham, head of the \u003ca href=\"https://www.urban.org/policy-centers/metropolitan-housing-and-communities-policy-center\" target=\"_blank\" rel=\"noopener noreferrer\">Metropolitan Housing and Communities Policy Center\u003c/a> at the Urban Institute.\u003c/p>\n\u003cp>The center recently \u003ca href=\"https://www.urban.org/research/publication/looming-eviction-cliff\" target=\"_blank\" rel=\"noopener noreferrer\">published a study\u003c/a> showing that across the country, 9.5 million renters reported problems paying rent in September, including nearly 17% of Black and 23% of Latino renters, compared to 8% of white renters. Black and Latino renters were also four times more likely to have received an eviction notice from their landlords since the beginning of March last year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We know that Black and Latino households have been disproportionately affected by COVID-19 … So we need to make sure that rental assistance is addressing past housing inequities, but is also trying to provide assistance in a targeted way so we can address racial inequities.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In Oakland, Black residents make up 24% of the population but account for \u003ca href=\"https://cao-94612.s3.amazonaws.com/documents/2019-Oakland-Point-In-Time-Count-2-page-infographic.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">70% of people experiencing homelessness\u003c/a>.\u003c/p>\n\u003cp>“We went into the pandemic with a pretty big, longstanding affordable housing crisis,” Cunningham said. “And now the pandemic has added additional stress and added more people to the pool of those who need help and who are at risk of eviction and homelessness.”\u003c/p>\n\u003cp>There is a \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3739576\" target=\"_blank\" rel=\"noopener noreferrer\">real public health concern\u003c/a> that housing instability can lead to higher coronavirus infections and deaths as people who lose their housing double up with friends or family or become homeless, Cunningham said. But even without the pandemic, homelessness is just expensive for taxpayers.\u003c/p>\n\u003cp>The National Alliance to End Homelessness \u003ca href=\"http://naeh.wpengine.com/wp-content/uploads/2017/06/Cost-Savings-from-PSH.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">estimates\u003c/a> that a person who has experienced homelessness longer than a year costs taxpayers an average of $35,578 per year. Those costs include emergency shelter, visits to the emergency room and interactions with police. Comparatively, a year of housing with supportive services on-site costs an average of $12,800.\u003c/p>\n\u003cp>Preventing someone from losing their housing is even more cost-effective.\u003c/p>\n\u003cp>Keep Oakland Housed provided each household it helped with an average of $2,149 in direct rental assistance in the latter half of 2019. That figure grew to an average of $3,309 between July and September of last year, according to The San Francisco Foundation, which administers the program on behalf of Oakland.\u003c/p>\n\u003cfigure id=\"attachment_11855383\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11855383\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut.jpg\" alt=\"Marquisse Moore smiles inside his home\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46557_012_Oakland_KeepOaklandHoused_01102021-qut-1536x1024.jpg 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Marquisse Moore at his home in Oakland on Jan. 10, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Polk says the third year of the pilot program will be pivotal in preventing an onslaught of evictions as moratoriums expire and months of back rent come due. The program still has $8 million available to assist residents this year. And Polk said that money will be crucial since the unemployment rate in California is still high at around 8%, \u003ca href=\"https://www.bls.gov/eag/eag.ca.htm\" target=\"_blank\" rel=\"noopener noreferrer\">according to the U.S. Department of Labor\u003c/a> – and many people remain out of work.\u003c/p>\n\u003cp>“We are very far away from universally people getting a vaccine,” Polk said. “So from our standpoint, Keep Oakland Housed has a lot of work to do in this next year making sure that we are not putting the cart before the horse in terms of trying to evict people while it’s still not safe to do so.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The latest stimulus bill included $25 billion in federal rent relief, $2.6 billion of which was allocated to California. Gov. Gavin Newsom has \u003ca href=\"https://www.gov.ca.gov/2021/01/06/governor-newsom-announces-golden-state-stimulus-a-budget-proposal-to-help-low-income-californians-through-600-rapid-cash-payments-and-calls-for-extension-of-eviction-moratorium/\" target=\"_blank\" rel=\"noopener noreferrer\">expressed urgency\u003c/a> in distributing that money quickly to low-income renters, affordable housing providers and small property owners.\u003c/p>\n\u003cp>Cunningham said it’s critical that local governments target that money to the lowest-income residents who have also been disproportionately impacted by the pandemic.\u003c/p>\n\u003cp>“We know that Black and Latino households, because they’re essential workers, have been disproportionately affected by COVID-19 both as a public health crisis and as an economic crisis,” she said. “So we need to make sure that rental assistance is addressing past housing inequities, but is also trying to provide assistance in a targeted way so we can address racial inequities moving forward.”\u003c/p>\n\u003cp>For Marquisse Moore, the opportunity to get into stable housing and get back on his feet has been humbling, he said. The past six months of moving between friends’ and family’s houses took a toll on his daughter.\u003c/p>\n\u003cp>“Now that she has her own place, she’s at peace,” Moore said. “She’s just enjoying being a kid and not having to worry about what’s going on around her.”\u003c/p>\n\u003ch3>How to Get Help Via Keep Oakland Housed\u003c/h3>\n\u003cp>Keep Oakland Housed \u003ca href=\"https://www.keepoaklandhoused.org/howtogethelp\">advises Oakland residents\u003c/a> who have a household income at or below 50% of the area median income and are experiencing a housing crisis to contact any of the three collaborative organizations:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://housing.bayareacs.org/\">Bay Area Community Services (BACS)\u003c/a>: For emergency financial assistance and supportive services: 510-899-9289\u003c/li>\n\u003cli>\u003ca href=\"https://ebclc.org/\">East Bay Community Law Center (EBCLC)\u003c/a>: For legal representation: 510-548-4040 (ask for housing intake)\u003c/li>\n\u003cli>\u003ca href=\"https://www.cceb.org/\">Catholic Charities East Bay (CCEB)\u003c/a>: For emergency financial assistance and supportive services: 510-768-3100\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'I Miss My Friends': Children, Parents Rally to Reopen Berkeley Schools",
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"headTitle": "‘I Miss My Friends’: Children, Parents Rally to Reopen Berkeley Schools | KQED",
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"content": "\u003cp>Six-year-old Felix Whitaker has a message for Gov. Gavin Newsom: “I miss my friends and my teacher.”\u003c/p>\n\u003cp>On Wednesday morning, the first grader crouched on the pavement outside Thousand Oaks Elementary School in Berkeley, pen in hand, slowly adding those words to a letter addressed to the governor.\u003c/p>\n\u003cp>He wasn’t alone. Around him, more than 20 other students and parents drafted their own notes to Newsom, their school superintendent or to Vice President-elect Kamala Harris, \u003ca href=\"https://www.kqed.org/news/11767224/what-california-knows-about-kamala-harris\">who attended this school.\u003c/a> Others held up signs that read, “I want to meet my teacher” and “School is the essential business of childhood.”\u003c/p>\n\u003cp>The sit-in is the latest action coordinated by Berkeley Unified School District parents mounting an increasingly organized pressure campaign that includes rallies, op-eds, a slick website and professionally printed #OpenSchools signs.\u003c/p>\n\u003cp>“We’re out today because Jan. 13 is the day that Berkeley public schools were supposed to reopen,” said Berkeley Unified parent Jamila Dunn. “They did not, because they weren’t prepared.” Dunn and others gathered for the protest want to see a return to in-person instruction as soon as public health officials give the green light. They hope the letters to elected officials help galvanize the support needed to make that possible.\u003c/p>\n\u003cfigure id=\"attachment_11855294\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855294\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Brown, center, and her kids Isaiah Parker (left) and Juna Parker (right) attend a sit-in in support of reopening schools at Thousand Oaks Elementary School. Parents and students staged a sit-in for equity in school reopening on Jan. 13, 2021. \u003ccite>(Anna Vignet/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But a holiday spike in COVID-19 cases and ongoing negotiations with employee unions mean there’s no reopening date in sight in Berkeley, or most other districts in Alameda County.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Among the sticking points in Berkeley Unified’s negotiations with the teachers union are the transmission rate thresholds for opening and closing schools, accommodations for high-risk staff and the hybrid learning schedule that allows for both in-person and distance education, said Berkeley Federation of Teachers President Matt Meyer.\u003c/p>\n\u003cp>“We’re talking about running two different systems at the same time with the same staff and the same resources,” he said of the hybrid model.\u003c/p>\n\u003cp>Last month, California lawmakers introduced a bill that would give public schools a deadline to cement their plans for reopening for in-person instruction. Beginning March 1, schools would have to be ready to put those plans into action within two weeks of getting approval to open under state and county health orders.\u003c/p>\n\u003cp>More recently, Gov. Gavin Newsom prioritized school staff in the state’s vaccine distribution plan and put forward a $2 billion proposal to incentivize schools to begin in-person instruction for transitional kindergarten through sixth grade, starting in mid-February.\u003c/p>\n\u003cp>Our kids are suffering now,” Dunn said. “At this point we do need a directive in order to make this happen.”\u003c/p>\n\u003cfigure id=\"attachment_11855291\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855291\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student’s letter to Gov. Gavin Newsom in support of schools reopening lies on the sidewalk at Thousand Oaks Elementary School. Parents and students staged a sit-in for equity in school reopening on Jan. 13, 2021. \u003ccite>(Anna Vignet/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She worries about her first grader falling behind and doesn’t want her younger son to start kindergarten this fall on Zoom. “We’re kind of like hanging on the cliff edge, waiting for the district to figure this out,” she said. “I’m losing more and more faith in that every single day.”\u003c/p>\n\u003cp>Eight-year-old Shai Elis, who attends Thousand Oaks Elementary, said she’s not learning much in the hour she spends in Zoom classes most days. “That’s like not even half of what we’re doing in regular school and not that much school work,” she said. “So a lot of the day I’m like, what do I do?”\u003c/p>\n\u003cp>Elis said she’s eager to get back to school so she can meet her teacher in person.\u003c/p>\n\u003cp>A November survey of parents conducted by the district showed 46% of elementary school parents were ready for their kids to return to on-campus learning in a hybrid model as soon as possible, while 32% said they were not ready to return and 22% were unsure. For middle school parents, the numbers were the same, while 49% of high school parents said they were eager to send their students back as soon as possible.\u003c/p>\n\u003cp>Meyer, the Berkeley Federation of Teachers president, said the union is focused on finding ways to ensure equity for students who choose to stay home. “Teachers spend a lot of time making sure their distance-learning kids are attending class and all that disappears when they have to be in a hybrid model at the same time — it’s the same teachers,” he said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamila Dunn, Berkeley Unified parent\"]‘We’re kind of like hanging on the cliff edge, waiting for the district to figure this out.’[/pullquote]\u003c/p>\n\u003cp>Parents like Dunn may not stick around to see the two sides reach a deal. She said she’s been meeting with private schools and may make the move if she can find financial aid.\u003c/p>\n\u003cp>Another Berkeley parent, Nicole Blaquiere, nearly enrolled her 6-year-old daughter in private school last fall but opted for public schools. “To be honest, I’m deeply regretting that decision right now,” she said.\u003c/p>\n\u003cp>Blaquiere, a research chemist, said balancing work and homeschooling while also caring for her 3 year old is taking a toll. “All of my mom-friends have thought about quitting their jobs or going part time,” she said. “I feel this is setting women back a lot.”\u003c/p>\n\u003cp>In Meyer’s view, vaccinating teachers could expedite reopening, but he said the union has not received a timetable for when that could start.\u003c/p>\n\u003cp>As for the governor’s reopening proposal, Meyer points to concerns raised by the superintendents of the state’s largest school districts, including Oakland and San Francisco, that the plan could worsen inequalities between affluent districts and large, urban districts like theirs. The superintendents argue low-income communities with high rates of infection would be left out.\u003c/p>\n\u003cp>https://twitter.com/GavinNewsom/status/1347635569052975104\u003c/p>\n\u003cp>Under Newsom’s Safe Schools for All plan, which requires legislative approval, schools would get at least $450 and up to $700 per student if they agreed to requirements for COVID-19 testing and negotiated a pandemic safety plan with their employee union.\u003c/p>\n\u003cp>Meyer is doubtful any large district in Alameda County will have a labor agreement in place on the governor’s timeline.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But these Berkeley parents plan to keep up the pressure. After mailing off their letters, they plan to hold an informational panel with medical experts to make the case for the safety of reopening. “We need to have our voices heard,” said Lei Levi, one of the parent organizers. “We’re going to do public acts, we’re going to write letters, we’re going to email. We’re going to do anything we can to get our kids back in school.”\u003c/p>\n\n",
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"title": "'I Miss My Friends': Children, Parents Rally to Reopen Berkeley Schools | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Six-year-old Felix Whitaker has a message for Gov. Gavin Newsom: “I miss my friends and my teacher.”\u003c/p>\n\u003cp>On Wednesday morning, the first grader crouched on the pavement outside Thousand Oaks Elementary School in Berkeley, pen in hand, slowly adding those words to a letter addressed to the governor.\u003c/p>\n\u003cp>He wasn’t alone. Around him, more than 20 other students and parents drafted their own notes to Newsom, their school superintendent or to Vice President-elect Kamala Harris, \u003ca href=\"https://www.kqed.org/news/11767224/what-california-knows-about-kamala-harris\">who attended this school.\u003c/a> Others held up signs that read, “I want to meet my teacher” and “School is the essential business of childhood.”\u003c/p>\n\u003cp>The sit-in is the latest action coordinated by Berkeley Unified School District parents mounting an increasingly organized pressure campaign that includes rallies, op-eds, a slick website and professionally printed #OpenSchools signs.\u003c/p>\n\u003cp>“We’re out today because Jan. 13 is the day that Berkeley public schools were supposed to reopen,” said Berkeley Unified parent Jamila Dunn. “They did not, because they weren’t prepared.” Dunn and others gathered for the protest want to see a return to in-person instruction as soon as public health officials give the green light. They hope the letters to elected officials help galvanize the support needed to make that possible.\u003c/p>\n\u003cfigure id=\"attachment_11855294\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855294\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46598_016_KQED_Berkeley_SchoolSitIn_01132021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Brown, center, and her kids Isaiah Parker (left) and Juna Parker (right) attend a sit-in in support of reopening schools at Thousand Oaks Elementary School. Parents and students staged a sit-in for equity in school reopening on Jan. 13, 2021. \u003ccite>(Anna Vignet/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But a holiday spike in COVID-19 cases and ongoing negotiations with employee unions mean there’s no reopening date in sight in Berkeley, or most other districts in Alameda County.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Among the sticking points in Berkeley Unified’s negotiations with the teachers union are the transmission rate thresholds for opening and closing schools, accommodations for high-risk staff and the hybrid learning schedule that allows for both in-person and distance education, said Berkeley Federation of Teachers President Matt Meyer.\u003c/p>\n\u003cp>“We’re talking about running two different systems at the same time with the same staff and the same resources,” he said of the hybrid model.\u003c/p>\n\u003cp>Last month, California lawmakers introduced a bill that would give public schools a deadline to cement their plans for reopening for in-person instruction. Beginning March 1, schools would have to be ready to put those plans into action within two weeks of getting approval to open under state and county health orders.\u003c/p>\n\u003cp>More recently, Gov. Gavin Newsom prioritized school staff in the state’s vaccine distribution plan and put forward a $2 billion proposal to incentivize schools to begin in-person instruction for transitional kindergarten through sixth grade, starting in mid-February.\u003c/p>\n\u003cp>Our kids are suffering now,” Dunn said. “At this point we do need a directive in order to make this happen.”\u003c/p>\n\u003cfigure id=\"attachment_11855291\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11855291\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg\" alt=\"\" width=\"800\" height=\"534\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-800x534.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-1020x681.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut-1536x1026.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/RS46595_013_KQED_Berkeley_SchoolSitIn_01132021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A student’s letter to Gov. Gavin Newsom in support of schools reopening lies on the sidewalk at Thousand Oaks Elementary School. Parents and students staged a sit-in for equity in school reopening on Jan. 13, 2021. \u003ccite>(Anna Vignet/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She worries about her first grader falling behind and doesn’t want her younger son to start kindergarten this fall on Zoom. “We’re kind of like hanging on the cliff edge, waiting for the district to figure this out,” she said. “I’m losing more and more faith in that every single day.”\u003c/p>\n\u003cp>Eight-year-old Shai Elis, who attends Thousand Oaks Elementary, said she’s not learning much in the hour she spends in Zoom classes most days. “That’s like not even half of what we’re doing in regular school and not that much school work,” she said. “So a lot of the day I’m like, what do I do?”\u003c/p>\n\u003cp>Elis said she’s eager to get back to school so she can meet her teacher in person.\u003c/p>\n\u003cp>A November survey of parents conducted by the district showed 46% of elementary school parents were ready for their kids to return to on-campus learning in a hybrid model as soon as possible, while 32% said they were not ready to return and 22% were unsure. For middle school parents, the numbers were the same, while 49% of high school parents said they were eager to send their students back as soon as possible.\u003c/p>\n\u003cp>Meyer, the Berkeley Federation of Teachers president, said the union is focused on finding ways to ensure equity for students who choose to stay home. “Teachers spend a lot of time making sure their distance-learning kids are attending class and all that disappears when they have to be in a hybrid model at the same time — it’s the same teachers,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Parents like Dunn may not stick around to see the two sides reach a deal. She said she’s been meeting with private schools and may make the move if she can find financial aid.\u003c/p>\n\u003cp>Another Berkeley parent, Nicole Blaquiere, nearly enrolled her 6-year-old daughter in private school last fall but opted for public schools. “To be honest, I’m deeply regretting that decision right now,” she said.\u003c/p>\n\u003cp>Blaquiere, a research chemist, said balancing work and homeschooling while also caring for her 3 year old is taking a toll. “All of my mom-friends have thought about quitting their jobs or going part time,” she said. “I feel this is setting women back a lot.”\u003c/p>\n\u003cp>In Meyer’s view, vaccinating teachers could expedite reopening, but he said the union has not received a timetable for when that could start.\u003c/p>\n\u003cp>As for the governor’s reopening proposal, Meyer points to concerns raised by the superintendents of the state’s largest school districts, including Oakland and San Francisco, that the plan could worsen inequalities between affluent districts and large, urban districts like theirs. The superintendents argue low-income communities with high rates of infection would be left out.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But these Berkeley parents plan to keep up the pressure. After mailing off their letters, they plan to hold an informational panel with medical experts to make the case for the safety of reopening. “We need to have our voices heard,” said Lei Levi, one of the parent organizers. “We’re going to do public acts, we’re going to write letters, we’re going to email. We’re going to do anything we can to get our kids back in school.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Ana Couldn't Go to High School Because She Had to Work. Remote Learning in Boss's Car Made It Happen",
"title": "Ana Couldn't Go to High School Because She Had to Work. Remote Learning in Boss's Car Made It Happen",
"headTitle": "KQED News",
"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11855481/ana-no-podia-ir-a-la-escuela-porque-tenia-que-trabajar-pero-la-escuela-en-linea-hizo-posible-que-siguiera-estudiando\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>When it’s time for class, 17-year-old Ana will put down her mop, switch off the vacuum or stop scrubbing the toilet, then ask to borrow her boss’s car keys.\u003c/p>\n\u003cp>Outside whichever house she’s cleaning that day, she’ll get into the parked car. After opening her Chromebook, she'll connect her hotspot and join her high school classmates on Zoom.\u003c/p>\n\u003cp>[pullquote]'If I keep going, maybe it'll be worth it.'[/pullquote]It's not easy.\u003c/p>\n\u003cp>“I’m trying to do everything alone,” she says. “It’s so hard, I feel like crying. I want to give up.”\u003c/p>\n\u003cp>But she hasn’t. Almost two years after immigrating to the United States, Ana — a nickname used at her attorney’s request to protect her privacy — is attending high school for the first time. While remote learning has upended the education of so many students in recent months, for Ana, it took a global pandemic to make high school a reality.\u003c/p>\n\u003cp>She's not alone. In Oakland, where the school district has seen an influx of new immigrant students in recent years, distance learning has created opportunities for some of the most vulnerable among them: unaccompanied immigrant youth like Ana who face daunting obstacles to staying in school.\u003c/p>\n\u003cp>\u003cstrong>The Drive to Get Educated\u003c/strong>\u003c/p>\n\u003cp>As a child, Ana liked school, but after finishing sixth grade in Guatemala, “I had nowhere to go,” she says. Without money for textbooks, uniforms and other school costs, she began working alongside her mother, harvesting coffee.\u003c/p>\n\u003cp>It was both the drive to continue her education and economic need that brought her to this country. But after she arrived in Oakland, she went a year without setting foot in a classroom because her housekeeping job made high school unrealistic.\u003c/p>\n\u003cp>Eventually she learned about a beginning literacy class for adults, and three nights a week, after commuting from East Oakland to San Francisco and back for work, Ana took the bus to the class so she could improve her English.\u003c/p>\n\u003cp>The teacher, Victoria Carpenter, says Ana stood out as a quick learner.\u003c/p>\n\u003cp>“She was really smart, that was evident,” Carpenter says. So Carpenter was shocked when weeks into the course, as students were learning how birthdates are formatted in the U.S., she realized Ana had barely turned 17. Legally, she needed to be in high school.\u003c/p>\n\u003cp>Nate Dunstan, who runs the Oakland Unified School District’s program for refugee and recent immigrant students, came looking for her after getting a call from Carpenter.\u003c/p>\n\u003cp>“I told him I wanted to be in high school, but I can’t. I have to work,” Ana says.\u003c/p>\n\u003cp>For Dunstan, the dilemma is familiar. Keeping unaccompanied immigrant youth like Ana in school is one of his biggest challenges. These teenagers often find themselves in precarious living situations with relatives they hardly know, facing intense economic pressures. On top of their own expenses, some have to send money home to their families and pay down debts owed to coyotes who ferried them across the border.\u003c/p>\n\u003cp>Last year, the dropout rate over four years for newcomers was 36%, compared to 6% for non-newcomers. The number refers to students who dropped out anytime between the beginning of ninth grade in 2016-17 and their expected graduation in 2019-20.\u003c/p>\n\u003cp>These figures include young immigrants who migrated with families as well as those who came alone, and administrators say the dropout rate for just unaccompanied minors is likely far higher. They’re the students Dunstan worries about most; he’s seen too many struggle with homelessness or ensnared by labor and sex traffickers.\u003c/p>\n\u003cp>He's hopeful that a new grant to fund a full-time caseworker dedicated to re-engaging out-of-school unaccompanied minors will make a difference.\u003c/p>\n\u003cfigure id=\"attachment_11855227\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769.jpg\">\u003cimg class=\"size-medium wp-image-11855227\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Assistant Principal Emma Batten-Bowen and students at Rudsdale High School in Oakland. \u003ccite>(Courtesy Emma Batten-Bowen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'What Other Choice Do I Have?'\u003c/strong>\u003c/p>\n\u003cp>All this was on Dunstan’s mind when he met Ana.\u003c/p>\n\u003cp>She made an impression.\u003c/p>\n\u003cp>“Going to the adult ed class at age 16 — that's incredible,” he says. “That takes a lot of motivation.”\u003c/p>\n\u003cp>He pulled out \"all the stops” to get her enrolled in high school, connecting her with a pro bono immigration attorney and providing a small stipend to help pay bills.\u003c/p>\n\u003cp>Still, she couldn’t give up work entirely in order to attend school.\u003c/p>\n\u003cp>That’s where Ana saw how remote learning could work to her advantage.\u003c/p>\n\u003cp>Her aunt was skeptical.\u003c/p>\n\u003cp>“What are you going to do, take the computer to work?” Ana remembers her asking.\u003c/p>\n\u003cp>“What other choice do I have?” Ana replied.\u003c/p>\n\u003cp>With that, she prepared to start ninth grade at Fremont High School in Oakland.\u003c/p>\n\u003cp>In the turmoil of the pandemic, Dunstan has managed to enroll other unaccompanied minors. After months of trying, he finally got one young woman into high school when she was forced to stay home from work.\u003c/p>\n\u003cp>“I got her into a summer school class only because she had COVID,” he says. “She was quarantining and she was like, ‘Well, I might as well take a class now.’ ”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Newcomer Enrollment Surging \u003c/strong>\u003c/p>\n\u003cp>At Rudsdale Newcomer High School, designed to support unaccompanied minors and other recently arrived immigrants, Assistant Principal Emma Batten-Bowen says enrollment is at an all-time high.\u003c/p>\n\u003cp>“We're really re-engaging a lot of kids who had dropped out because they couldn't make the schedule,” she says.\u003c/p>\n\u003cp>Batten-Bowen is especially encouraged to see young mothers coming back to school after leaving to care for children. She says now they can be at home with their kids while they attend class online.\u003c/p>\n\u003cp>Whether this new way of learning translates into academic success is still an open question.\u003c/p>\n\u003cp>“Are they actually passing classes?” Batten-Bowen asks. She notes that some things remain unchanged. “Their lives are just very difficult.”\u003c/p>\n\u003cp>Two weeks into her first semester, Ana’s remarkable motivation flagged. Without home internet, she relied on a hot spot loaned by her school, which she says disconnected every few minutes. The constant interruptions made it difficult for her to follow along, and sometimes she lost all her work. She was also finding it hard to balance her job with school, sometimes forgetting to slip out to her boss’s car until class was nearly over.\u003c/p>\n\u003cp>She eventually got internet at home, and she says school is getting a little easier. She’s adjusting to her schedule, and working fewer hours helps, though she worries about paying her bills.\u003c/p>\n\u003cp>“I’m doing everything I can, but I’m finding it really difficult,” she says.\u003c/p>\n\u003cp>She still thinks about dropping out, sometimes, but she keeps going, “because I want to have a better future. Later, if I have a diploma, maybe I can get a better job.”\u003c/p>\n\u003cp>“If I keep going, maybe it will be worth it.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/news/11855481/ana-no-podia-ir-a-la-escuela-porque-tenia-que-trabajar-pero-la-escuela-en-linea-hizo-posible-que-siguiera-estudiando\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>When it’s time for class, 17-year-old Ana will put down her mop, switch off the vacuum or stop scrubbing the toilet, then ask to borrow her boss’s car keys.\u003c/p>\n\u003cp>Outside whichever house she’s cleaning that day, she’ll get into the parked car. After opening her Chromebook, she'll connect her hotspot and join her high school classmates on Zoom.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>It's not easy.\u003c/p>\n\u003cp>“I’m trying to do everything alone,” she says. “It’s so hard, I feel like crying. I want to give up.”\u003c/p>\n\u003cp>But she hasn’t. Almost two years after immigrating to the United States, Ana — a nickname used at her attorney’s request to protect her privacy — is attending high school for the first time. While remote learning has upended the education of so many students in recent months, for Ana, it took a global pandemic to make high school a reality.\u003c/p>\n\u003cp>She's not alone. In Oakland, where the school district has seen an influx of new immigrant students in recent years, distance learning has created opportunities for some of the most vulnerable among them: unaccompanied immigrant youth like Ana who face daunting obstacles to staying in school.\u003c/p>\n\u003cp>\u003cstrong>The Drive to Get Educated\u003c/strong>\u003c/p>\n\u003cp>As a child, Ana liked school, but after finishing sixth grade in Guatemala, “I had nowhere to go,” she says. Without money for textbooks, uniforms and other school costs, she began working alongside her mother, harvesting coffee.\u003c/p>\n\u003cp>It was both the drive to continue her education and economic need that brought her to this country. But after she arrived in Oakland, she went a year without setting foot in a classroom because her housekeeping job made high school unrealistic.\u003c/p>\n\u003cp>Eventually she learned about a beginning literacy class for adults, and three nights a week, after commuting from East Oakland to San Francisco and back for work, Ana took the bus to the class so she could improve her English.\u003c/p>\n\u003cp>The teacher, Victoria Carpenter, says Ana stood out as a quick learner.\u003c/p>\n\u003cp>“She was really smart, that was evident,” Carpenter says. So Carpenter was shocked when weeks into the course, as students were learning how birthdates are formatted in the U.S., she realized Ana had barely turned 17. Legally, she needed to be in high school.\u003c/p>\n\u003cp>Nate Dunstan, who runs the Oakland Unified School District’s program for refugee and recent immigrant students, came looking for her after getting a call from Carpenter.\u003c/p>\n\u003cp>“I told him I wanted to be in high school, but I can’t. I have to work,” Ana says.\u003c/p>\n\u003cp>For Dunstan, the dilemma is familiar. Keeping unaccompanied immigrant youth like Ana in school is one of his biggest challenges. These teenagers often find themselves in precarious living situations with relatives they hardly know, facing intense economic pressures. On top of their own expenses, some have to send money home to their families and pay down debts owed to coyotes who ferried them across the border.\u003c/p>\n\u003cp>Last year, the dropout rate over four years for newcomers was 36%, compared to 6% for non-newcomers. The number refers to students who dropped out anytime between the beginning of ninth grade in 2016-17 and their expected graduation in 2019-20.\u003c/p>\n\u003cp>These figures include young immigrants who migrated with families as well as those who came alone, and administrators say the dropout rate for just unaccompanied minors is likely far higher. They’re the students Dunstan worries about most; he’s seen too many struggle with homelessness or ensnared by labor and sex traffickers.\u003c/p>\n\u003cp>He's hopeful that a new grant to fund a full-time caseworker dedicated to re-engaging out-of-school unaccompanied minors will make a difference.\u003c/p>\n\u003cfigure id=\"attachment_11855227\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769.jpg\">\u003cimg class=\"size-medium wp-image-11855227\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2029/01/RudsdaleOakland-e1610582288769.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Assistant Principal Emma Batten-Bowen and students at Rudsdale High School in Oakland. \u003ccite>(Courtesy Emma Batten-Bowen)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>'What Other Choice Do I Have?'\u003c/strong>\u003c/p>\n\u003cp>All this was on Dunstan’s mind when he met Ana.\u003c/p>\n\u003cp>She made an impression.\u003c/p>\n\u003cp>“Going to the adult ed class at age 16 — that's incredible,” he says. “That takes a lot of motivation.”\u003c/p>\n\u003cp>He pulled out \"all the stops” to get her enrolled in high school, connecting her with a pro bono immigration attorney and providing a small stipend to help pay bills.\u003c/p>\n\u003cp>Still, she couldn’t give up work entirely in order to attend school.\u003c/p>\n\u003cp>That’s where Ana saw how remote learning could work to her advantage.\u003c/p>\n\u003cp>Her aunt was skeptical.\u003c/p>\n\u003cp>“What are you going to do, take the computer to work?” Ana remembers her asking.\u003c/p>\n\u003cp>“What other choice do I have?” Ana replied.\u003c/p>\n\u003cp>With that, she prepared to start ninth grade at Fremont High School in Oakland.\u003c/p>\n\u003cp>In the turmoil of the pandemic, Dunstan has managed to enroll other unaccompanied minors. After months of trying, he finally got one young woman into high school when she was forced to stay home from work.\u003c/p>\n\u003cp>“I got her into a summer school class only because she had COVID,” he says. “She was quarantining and she was like, ‘Well, I might as well take a class now.’ ”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Newcomer Enrollment Surging \u003c/strong>\u003c/p>\n\u003cp>At Rudsdale Newcomer High School, designed to support unaccompanied minors and other recently arrived immigrants, Assistant Principal Emma Batten-Bowen says enrollment is at an all-time high.\u003c/p>\n\u003cp>“We're really re-engaging a lot of kids who had dropped out because they couldn't make the schedule,” she says.\u003c/p>\n\u003cp>Batten-Bowen is especially encouraged to see young mothers coming back to school after leaving to care for children. She says now they can be at home with their kids while they attend class online.\u003c/p>\n\u003cp>Whether this new way of learning translates into academic success is still an open question.\u003c/p>\n\u003cp>“Are they actually passing classes?” Batten-Bowen asks. She notes that some things remain unchanged. “Their lives are just very difficult.”\u003c/p>\n\u003cp>Two weeks into her first semester, Ana’s remarkable motivation flagged. Without home internet, she relied on a hot spot loaned by her school, which she says disconnected every few minutes. The constant interruptions made it difficult for her to follow along, and sometimes she lost all her work. She was also finding it hard to balance her job with school, sometimes forgetting to slip out to her boss’s car until class was nearly over.\u003c/p>\n\u003cp>She eventually got internet at home, and she says school is getting a little easier. She’s adjusting to her schedule, and working fewer hours helps, though she worries about paying her bills.\u003c/p>\n\u003cp>“I’m doing everything I can, but I’m finding it really difficult,” she says.\u003c/p>\n\u003cp>She still thinks about dropping out, sometimes, but she keeps going, “because I want to have a better future. Later, if I have a diploma, maybe I can get a better job.”\u003c/p>\n\u003cp>“If I keep going, maybe it will be worth it.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "two-uc-berkeley-students-from-africa-grapple-with-covid-19-racial-violence-in-the-us",
"title": "Two UC Berkeley Students From Africa Grapple With COVID-19, Racial Violence in the US",
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"content": "\u003cp>Abdoul Aziz Sandotin Coulibaly has seen plenty of riots and civil unrest in his native Ivory Coast. But the violent insurrection at the U.S. Capitol this week shocked and saddened the 23-year-old UC Berkeley graduate student.\u003c/p>\n\u003cp>“I am not really sure if there will be any real inclusion or acceptance of diversity or end to racism in this country,” he wrote in an email to KQED. “Despite the constant praise of the U.S. as being a country that upholds democracy, this is a clear statement that the U.S. today is like a developing country – susceptible to coups and such actions.”\u003c/p>\n\u003cp>For international students like Coulibaly, attending school in the U.S. – and especially California – has long been held up as a dream. The state’s universities draw people from all over the world, many of whom arrive on these shores full of notions of inclusivity, openness and opportunity. Grappling with the caustic political climate is one challenge Coulibaly and fellow students from Africa studying at UC Berkeley have faced.\u003c/p>\n\u003cp>Dealing with the COVID-19 pandemic is another.\u003c/p>\n\u003cp>“It has been hell,” said Coulibaly. “I never really thought I would have to go through something like that. And especially alone.”\u003c/p>\n\u003ch3>Sustained by Dreams of California, Met With a Different Reality\u003c/h3>\n\u003cp>Coulibaly was just a little kid when civil war broke out in Ivory Coast in the early 2000s. Coulibaly said his family was forced to flee their home in the western city of Man as a militia swarmed in. It was a terrifying time – but the war subsided and life went on. Coulibaly was a good student, so he was sent to the capital city when he was just 13 years old to get a better education.\u003c/p>\n\u003cp>“Leaving my family, especially my mom, was extremely hard,” he said.\u003c/p>\n\u003cp>He said what kept him going as a teenager in the big city all alone was the far-off dream of going to school in California.\u003c/p>\n\u003cp>“That was what was in my mind – the place where diverse people support each other and come together and flourish,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Coulibaly was thrilled to get a scholarship to UC Berkeley as an undergrad. But he said it didn’t take long for his expectations to part ways with reality. One day at the library, he overheard a couple of fellow students saying they would never date a Black guy.\u003c/p>\n\u003cp>“That day really, really like broke that idea of diversity that I had in my heart,” he said.\u003c/p>\n\u003cp>On top of the racism he’s experienced on campus, Coulibaly said his life experiences don’t necessarily match up with those of the members of the school’s Black student groups.\u003c/p>\n\u003cp>“Even with the people that look like you, you don’t really understand the struggle that they have been through while being in this country,” he said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Idris Muktar Ibrahim, UC Berkeley grad student studying remotely from Kenya\"]‘I’ve never been made aware of my skin color. I’ve never been made aware of where I’m from, or opportunities, or being privileged or not being privileged.’[/pullquote]\u003c/p>\n\u003cp>When Coulibaly started studying for his doctorate in engineering this past fall, most of the friends he’d made as an undergrad had finished their degrees and moved on.\u003c/p>\n\u003cp>“So starting the grad program, I really felt isolated,” he said.\u003c/p>\n\u003cp>He said he’s reached out to his campus counselor and psychiatrist for help. But he wishes he could get more emotional support from his family. He said there’s a lot of stigma surrounding mental health issues in his home country.\u003c/p>\n\u003cp>“The way mental health is taken back home, just like, ‘you will be fine’ or ‘it’s gonna pass’ and stuff like this,” Coulibaly said. “So I had a lot of breakdowns.”\u003c/p>\n\u003cp>While being an international student in the U.S. can be difficult overall, the situation is particularly acute for African students at Berkeley. There are \u003ca href=\"https://internationaloffice.berkeley.edu/sites/default/files/student-stats2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">only around 60 students from Africa\u003c/a> at the school right now — about 1% of the international student population — and half of those are undergraduates. With such a small population, it can be hard to connect with people who have shared life experiences, especially during a pandemic.\u003c/p>\n\u003cfigure id=\"attachment_11852656\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852656\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-800x509.jpg\" alt=\"\" width=\"800\" height=\"509\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-800x509.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-1020x649.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-1536x977.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut.jpg 1642w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley 2020 international student enrollment by country \u003ccite>(Courtesy Berkeley International Office)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other than going out for occasional runs and bike rides, Coulibaly spends most of his time indoors. He said he’s just focused on getting through the next few months.\u003c/p>\n\u003ch3>Remote Learning, Thousands of Miles Away\u003c/h3>\n\u003cp>Unlike Coulibaly, many of the international students that chose to enroll this year haven’t even set foot on campus because of the pandemic.\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://opa.berkeley.edu/campus-data/uc-berkeley-quick-facts\" target=\"_blank\" rel=\"noopener noreferrer\">one-sixth\u003c/a> of UC Berkeley’s student population (and \u003ca href=\"https://www.universityofcalifornia.edu/infocenter/fall-enrollment-glance\" target=\"_blank\" rel=\"noopener noreferrer\">one-seventh\u003c/a> of the overall UC system student population) comes from outside the United States. And \u003ca href=\"https://internationaloffice.berkeley.edu/students/current/expenses\" target=\"_blank\" rel=\"noopener noreferrer\">they pay\u003c/a> more than twice as much in tuition fees and living expenses as their \u003ca href=\"https://admissions.berkeley.edu/cost\" target=\"_blank\" rel=\"noopener noreferrer\">in-state counterparts\u003c/a>. International student enrollment was at an all-time high during the last academic year at Berkeley, at nearly 7,000 students. But \u003ca href=\"https://internationaloffice.berkeley.edu/sites/default/files/student-stats2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the numbers plunged\u003c/a> for the fall 2020 semester, down to less than 6,000.\u003c/p>\n\u003cp>And getting a remote education has come with a whole different set of challenges.\u003c/p>\n\u003cfigure id=\"attachment_11852657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852657\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut.jpg 1708w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley international student enrollment over the years \u003ccite>(Courtesy Berkeley International Office)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s just been a roller coaster, basically,” said Idris Muktar Ibrahim, a master’s in journalism student at UC Berkeley who’s been studying remotely from Kenya.\u003c/p>\n\u003cp>And that wild ride began during orientation when he came down with COVID-19.\u003c/p>\n\u003cp>“I thought I was dying,” Ibrahim said.\u003c/p>\n\u003cp>The 28-year-old scholarship student didn’t immediately seek medical help because he said there’s a culture of shame around the virus.\u003c/p>\n\u003cp>“So I kept it to myself,” he said. “I didn’t tell family. I didn’t tell anyone.”\u003c/p>\n\u003cp>Ibrahim eventually regained his health. But he continued to struggle, trying to keep up a day job to help put his siblings through school, at the same time as studying in the face of constant power and internet outages. And that’s to say nothing of the 11-hour time difference between his home in Nairobi and the U.S. west coast.\u003c/p>\n\u003cfigure id=\"attachment_11852658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852658\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1122x1496.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-354x472.jpg 354w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley journalism student Idris Muktar Ibrahim is currently studying from Nairobi. \u003ccite>(Courtesy Idris Muktar Ibrahim)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ibrahim’s journalism classes on Zoom typically begin at around 7 p.m. his time and run until 2 a.m. or 3 a.m.\u003c/p>\n\u003cp>“I would start the class like, high momentum, high energy,” he said. “But by the time it’s midnight, I’m like out. I’m done. I can’t even concentrate.”\u003c/p>\n\u003cp>He recently decided to quit his day job, working as a reporter for the German international broadcaster \u003ca href=\"https://www.dw.com/en/top-stories/s-9097\" target=\"_blank\" rel=\"noopener noreferrer\">Deutsche Welle\u003c/a>, so he can focus full time on his studies.\u003c/p>\n\u003cp>“It’s a sacrifice,” he said.\u003c/p>\n\u003cp>But Ibrahim is nothing if not a survivor. He grew up in Korogocho, one of Nairobi’s toughest neighborhoods.\u003c/p>\n\u003cp>“I think it made us mature at a very early age,” Ibrahim said. “We were forced to be adults when we were supposed to be kids.”\u003c/p>\n\u003cp>He said crime was an everyday occurrence. Ibrahim was in high school when his father – who had instilled in his son a love of books – was murdered by gang members.\u003c/p>\n\u003cp>“That was like my turning point,” Ibrahim said. “And I started writing.”\u003c/p>\n\u003cp>He started submitting video stories about crime in his neighborhood to local news outlets and eventually started working regularly as a reporter, covering difficult topics like the \u003ca href=\"https://www.dailymotion.com/video/x7xpcz9\" target=\"_blank\" rel=\"noopener noreferrer\">widespread rape of Kenyan women\u003c/a> and \u003ca href=\"https://www.dw.com/en/the-gaping-hole-left-by-ethiopian-airlines-flight-et-302/av-52707218\" target=\"_blank\" rel=\"noopener noreferrer\">plane crashes\u003c/a>.\u003c/p>\n\u003cp>Ibrahim said he’s witnessed a lot of violence in Africa. But he’s worried about what’s in store for him in the United States.\u003c/p>\n\u003cp>“I’ve never been made aware of my skin color,” he said. “I’ve never been made aware of where I’m from, or opportunities, or being privileged or not being privileged.”\u003c/p>\n\u003cp>Ibrahim said systemic racism and the Black Lives Matter movement have been a hot topic of discussion in his UC Berkeley journalism classes. But like fellow African student Coulibaly, he’s found it hard to relate.\u003c/p>\n\u003cp>“I couldn’t actively participate in the discussion because I don’t understand the context,” he said. “I don’t relate the same to the issues.”\u003c/p>\n\u003cp>The idea that he himself might be a target of racial violence frightened Ibrahim for a while.\u003c/p>\n\u003cp>“It’s one of the reasons that got me thinking, like, do I really want to do this? Do I really want to move to America?” he said.\u003c/p>\n\u003cp>Despite his fears, Ibrahim has decided to come to the U.S. anyway. There’s something about what Berkeley, in particular, represents that’s pulling him.\u003c/p>\n\u003cp>COVID-19-related travel restrictions permitting, he just found out he’ll be flying out next week – in time for the start of the spring semester.\u003c/p>\n\u003cp>“Berkeley, I’ve always read, is a liberal university, is a center of democracy and protests,” he said. “So I want to see this for myself.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Two UC Berkeley Students From Africa Grapple With COVID-19, Racial Violence in the US | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Abdoul Aziz Sandotin Coulibaly has seen plenty of riots and civil unrest in his native Ivory Coast. But the violent insurrection at the U.S. Capitol this week shocked and saddened the 23-year-old UC Berkeley graduate student.\u003c/p>\n\u003cp>“I am not really sure if there will be any real inclusion or acceptance of diversity or end to racism in this country,” he wrote in an email to KQED. “Despite the constant praise of the U.S. as being a country that upholds democracy, this is a clear statement that the U.S. today is like a developing country – susceptible to coups and such actions.”\u003c/p>\n\u003cp>For international students like Coulibaly, attending school in the U.S. – and especially California – has long been held up as a dream. The state’s universities draw people from all over the world, many of whom arrive on these shores full of notions of inclusivity, openness and opportunity. Grappling with the caustic political climate is one challenge Coulibaly and fellow students from Africa studying at UC Berkeley have faced.\u003c/p>\n\u003cp>Dealing with the COVID-19 pandemic is another.\u003c/p>\n\u003cp>“It has been hell,” said Coulibaly. “I never really thought I would have to go through something like that. And especially alone.”\u003c/p>\n\u003ch3>Sustained by Dreams of California, Met With a Different Reality\u003c/h3>\n\u003cp>Coulibaly was just a little kid when civil war broke out in Ivory Coast in the early 2000s. Coulibaly said his family was forced to flee their home in the western city of Man as a militia swarmed in. It was a terrifying time – but the war subsided and life went on. Coulibaly was a good student, so he was sent to the capital city when he was just 13 years old to get a better education.\u003c/p>\n\u003cp>“Leaving my family, especially my mom, was extremely hard,” he said.\u003c/p>\n\u003cp>He said what kept him going as a teenager in the big city all alone was the far-off dream of going to school in California.\u003c/p>\n\u003cp>“That was what was in my mind – the place where diverse people support each other and come together and flourish,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Coulibaly was thrilled to get a scholarship to UC Berkeley as an undergrad. But he said it didn’t take long for his expectations to part ways with reality. One day at the library, he overheard a couple of fellow students saying they would never date a Black guy.\u003c/p>\n\u003cp>“That day really, really like broke that idea of diversity that I had in my heart,” he said.\u003c/p>\n\u003cp>On top of the racism he’s experienced on campus, Coulibaly said his life experiences don’t necessarily match up with those of the members of the school’s Black student groups.\u003c/p>\n\u003cp>“Even with the people that look like you, you don’t really understand the struggle that they have been through while being in this country,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When Coulibaly started studying for his doctorate in engineering this past fall, most of the friends he’d made as an undergrad had finished their degrees and moved on.\u003c/p>\n\u003cp>“So starting the grad program, I really felt isolated,” he said.\u003c/p>\n\u003cp>He said he’s reached out to his campus counselor and psychiatrist for help. But he wishes he could get more emotional support from his family. He said there’s a lot of stigma surrounding mental health issues in his home country.\u003c/p>\n\u003cp>“The way mental health is taken back home, just like, ‘you will be fine’ or ‘it’s gonna pass’ and stuff like this,” Coulibaly said. “So I had a lot of breakdowns.”\u003c/p>\n\u003cp>While being an international student in the U.S. can be difficult overall, the situation is particularly acute for African students at Berkeley. There are \u003ca href=\"https://internationaloffice.berkeley.edu/sites/default/files/student-stats2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">only around 60 students from Africa\u003c/a> at the school right now — about 1% of the international student population — and half of those are undergraduates. With such a small population, it can be hard to connect with people who have shared life experiences, especially during a pandemic.\u003c/p>\n\u003cfigure id=\"attachment_11852656\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852656\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-800x509.jpg\" alt=\"\" width=\"800\" height=\"509\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-800x509.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-1020x649.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-160x102.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut-1536x977.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46482_Screen-Shot-2020-12-22-at-19.15.57-qut.jpg 1642w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley 2020 international student enrollment by country \u003ccite>(Courtesy Berkeley International Office)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Other than going out for occasional runs and bike rides, Coulibaly spends most of his time indoors. He said he’s just focused on getting through the next few months.\u003c/p>\n\u003ch3>Remote Learning, Thousands of Miles Away\u003c/h3>\n\u003cp>Unlike Coulibaly, many of the international students that chose to enroll this year haven’t even set foot on campus because of the pandemic.\u003c/p>\n\u003cp>Roughly \u003ca href=\"https://opa.berkeley.edu/campus-data/uc-berkeley-quick-facts\" target=\"_blank\" rel=\"noopener noreferrer\">one-sixth\u003c/a> of UC Berkeley’s student population (and \u003ca href=\"https://www.universityofcalifornia.edu/infocenter/fall-enrollment-glance\" target=\"_blank\" rel=\"noopener noreferrer\">one-seventh\u003c/a> of the overall UC system student population) comes from outside the United States. And \u003ca href=\"https://internationaloffice.berkeley.edu/students/current/expenses\" target=\"_blank\" rel=\"noopener noreferrer\">they pay\u003c/a> more than twice as much in tuition fees and living expenses as their \u003ca href=\"https://admissions.berkeley.edu/cost\" target=\"_blank\" rel=\"noopener noreferrer\">in-state counterparts\u003c/a>. International student enrollment was at an all-time high during the last academic year at Berkeley, at nearly 7,000 students. But \u003ca href=\"https://internationaloffice.berkeley.edu/sites/default/files/student-stats2020.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">the numbers plunged\u003c/a> for the fall 2020 semester, down to less than 6,000.\u003c/p>\n\u003cp>And getting a remote education has come with a whole different set of challenges.\u003c/p>\n\u003cfigure id=\"attachment_11852657\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852657\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut-1536x1023.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46483_Screen-Shot-2020-12-22-at-19.24.02-qut.jpg 1708w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley international student enrollment over the years \u003ccite>(Courtesy Berkeley International Office)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s just been a roller coaster, basically,” said Idris Muktar Ibrahim, a master’s in journalism student at UC Berkeley who’s been studying remotely from Kenya.\u003c/p>\n\u003cp>And that wild ride began during orientation when he came down with COVID-19.\u003c/p>\n\u003cp>“I thought I was dying,” Ibrahim said.\u003c/p>\n\u003cp>The 28-year-old scholarship student didn’t immediately seek medical help because he said there’s a culture of shame around the virus.\u003c/p>\n\u003cp>“So I kept it to myself,” he said. “I didn’t tell family. I didn’t tell anyone.”\u003c/p>\n\u003cp>Ibrahim eventually regained his health. But he continued to struggle, trying to keep up a day job to help put his siblings through school, at the same time as studying in the face of constant power and internet outages. And that’s to say nothing of the 11-hour time difference between his home in Nairobi and the U.S. west coast.\u003c/p>\n\u003cfigure id=\"attachment_11852658\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11852658\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-800x1067.jpg\" alt=\"\" width=\"800\" height=\"1067\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-1122x1496.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut-354x472.jpg 354w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/12/RS46481_Idris-Muktar-Ibrahim-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">UC Berkeley journalism student Idris Muktar Ibrahim is currently studying from Nairobi. \u003ccite>(Courtesy Idris Muktar Ibrahim)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Ibrahim’s journalism classes on Zoom typically begin at around 7 p.m. his time and run until 2 a.m. or 3 a.m.\u003c/p>\n\u003cp>“I would start the class like, high momentum, high energy,” he said. “But by the time it’s midnight, I’m like out. I’m done. I can’t even concentrate.”\u003c/p>\n\u003cp>He recently decided to quit his day job, working as a reporter for the German international broadcaster \u003ca href=\"https://www.dw.com/en/top-stories/s-9097\" target=\"_blank\" rel=\"noopener noreferrer\">Deutsche Welle\u003c/a>, so he can focus full time on his studies.\u003c/p>\n\u003cp>“It’s a sacrifice,” he said.\u003c/p>\n\u003cp>But Ibrahim is nothing if not a survivor. He grew up in Korogocho, one of Nairobi’s toughest neighborhoods.\u003c/p>\n\u003cp>“I think it made us mature at a very early age,” Ibrahim said. “We were forced to be adults when we were supposed to be kids.”\u003c/p>\n\u003cp>He said crime was an everyday occurrence. Ibrahim was in high school when his father – who had instilled in his son a love of books – was murdered by gang members.\u003c/p>\n\u003cp>“That was like my turning point,” Ibrahim said. “And I started writing.”\u003c/p>\n\u003cp>He started submitting video stories about crime in his neighborhood to local news outlets and eventually started working regularly as a reporter, covering difficult topics like the \u003ca href=\"https://www.dailymotion.com/video/x7xpcz9\" target=\"_blank\" rel=\"noopener noreferrer\">widespread rape of Kenyan women\u003c/a> and \u003ca href=\"https://www.dw.com/en/the-gaping-hole-left-by-ethiopian-airlines-flight-et-302/av-52707218\" target=\"_blank\" rel=\"noopener noreferrer\">plane crashes\u003c/a>.\u003c/p>\n\u003cp>Ibrahim said he’s witnessed a lot of violence in Africa. But he’s worried about what’s in store for him in the United States.\u003c/p>\n\u003cp>“I’ve never been made aware of my skin color,” he said. “I’ve never been made aware of where I’m from, or opportunities, or being privileged or not being privileged.”\u003c/p>\n\u003cp>Ibrahim said systemic racism and the Black Lives Matter movement have been a hot topic of discussion in his UC Berkeley journalism classes. But like fellow African student Coulibaly, he’s found it hard to relate.\u003c/p>\n\u003cp>“I couldn’t actively participate in the discussion because I don’t understand the context,” he said. “I don’t relate the same to the issues.”\u003c/p>\n\u003cp>The idea that he himself might be a target of racial violence frightened Ibrahim for a while.\u003c/p>\n\u003cp>“It’s one of the reasons that got me thinking, like, do I really want to do this? Do I really want to move to America?” he said.\u003c/p>\n\u003cp>Despite his fears, Ibrahim has decided to come to the U.S. anyway. There’s something about what Berkeley, in particular, represents that’s pulling him.\u003c/p>\n\u003cp>COVID-19-related travel restrictions permitting, he just found out he’ll be flying out next week – in time for the start of the spring semester.\u003c/p>\n\u003cp>“Berkeley, I’ve always read, is a liberal university, is a center of democracy and protests,” he said. “So I want to see this for myself.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "'I Was Up All Night': Pandemic, Racial Justice, Insurrection and the Teachers and Students Working Through It All",
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"headTitle": "‘I Was Up All Night’: Pandemic, Racial Justice, Insurrection and the Teachers and Students Working Through It All | KQED",
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"content": "\u003cp>By 8:30 a.m. the morning after an angry mob stormed the U.S. Capitol with Confederate flags, Fairfield-Suisun Unified School District teacher Mary Vanasit had prepared a 45-minute lesson on the topic for her third graders.\u003c/p>\n\u003cp>“What do you notice?” she asked, 15 minutes into the class, as she worked through a slideshow comparing images from the insurrection with those from Black Lives Matter protests this summer.\u003c/p>\n\u003cp>“The white guy looks pretty happy because he’s taking something,” a student named Ava said of a photo showing a white man grinning and waving as he hoists a lectern emblazoned with the seal of the speaker of the House of Representatives.\u003c/p>\n\u003cp>“The Black guy feels sort of anxious because he’s getting sprayed with something and turning away so he doesn’t get it in his eyes,” she went on, describing the second photo.\u003c/p>\n\u003cfigure id=\"attachment_11854616\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11854616\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/1920_1080-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080.jpg 1463w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a slide from Mary Vanasit’s lesson on Jan. 7 — the day after a mob stormed the U.S. Capitol. \u003ccite>(Courtesy of Mary Vanasit)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vanasit closed by thanking her students for opening up. “It’s something hard to talk about,” she said. “But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?”\u003c/p>\n\u003cp>She posed a final question to the kids: “How can we change the world with each other?”\u003c/p>\n\u003cp>Throughout her class, Vanasit navigated things smoothly, offering support and empathy. But the discussion shook her. “It was extremely sad and gave me goosebumps,” she said later.\u003c/p>\n\u003cp>Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.\u003c/p>\n\u003cp>In Hayward, seventh grade teacher Donovan Hall woke up anxious about facing his students on Zoom. “I just didn’t trust that I could kind of keep that contained,” he said. [pullquote size=\"medium\" align=\"right\" citation=\"Mary Vanasit, third grade teacher\"]‘It’s something hard to talk about … But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?’[/pullquote]\u003c/p>\n\u003cp>Hall, who teaches a class focused on academic and personal development at Impact Academy, worried about his ability to guide students through this moment. “I’m a Black man and seeing how people are talking about it and kind of connecting it to Black Lives Matter and connecting to Black people in general, it brings up a lot of just hurt and pain,” he said.\u003c/p>\n\u003cp>He knew one way to support his students was to be honest about his own emotions, “and let them know, ‘This is important to me, but right now I’m not ready to process it. That’s OK.’ ”\u003c/p>\n\u003cp>Hall and his co-teacher ended up dividing their class into two groups: One talked about the attempted coup, and the other, led by Hall, intentionally did not — they played a game instead.\u003c/p>\n\u003cp>One of Hall’s eighth grade students, Leandro Galvez, opted to join the group discussion and said it helped him process the events. “I feel frustrated, I feel angry, I feel sad,” he said.\u003c/p>\n\u003cp>The way law enforcement handled the insurrection by the pro-Trump mob only confirms his belief that white privilege exists, he said, though it doesn’t make it any easier to make sense of the concept. “We all have red blood,” he said. “That means we’re all people. We shouldn’t be fighting with each other.”\u003c/p>\n\u003cp>This is the kind of reaction principal Blain Watson of Locke College Preparatory Academy in Watts anticipated from his students, whose pain and outrage is still raw in the wake of George Floyd’s killing.\u003c/p>\n\u003cp>“Students of color, communities of color have a lot of doubts about the establishment,” said Watson, “about whether the government supports us or not.” He went on to explain that after seeing Trump supporters able to enter the Capitol and fly a Confederate flag, he worries his students are in danger of losing all faith in government. [aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility my colleagues and me have to make sure that 20 years from now, when kids look back, they’ll remember the response to these events as something that was responsible and maintained emotional integrity,” he said.\u003c/p>\n\u003cp>For both Watson and Hall, the next step is to help students move beyond exploring their feelings about the state of our country, and on to what they can do about them. Watson plans to convene a deeper discussion of what the events mean to this Black and Latinx community in the week ahead.\u003c/p>\n\u003cp>Similar conversations are happening among teachers who work with much younger students. In Oakland, Montclair Elementary School teacher Jamila Brooks planned to work with colleagues to develop lesson plans that deepen the teachable moment they initiated with students this week.\u003c/p>\n\u003cp>For Brooks, that began Thursday morning with a poll of her 29 fifth graders, asking if they knew what had happened in the nation’s capital the night before.\u003c/p>\n\u003cp>“I knew we were going to talk about this today,” one student posted in chat.\u003c/p>\n\u003cp>“You are living in what people will talk about and study many years from now,” Brooks told them, drawing a connection to American history they’re studying.\u003c/p>\n\u003cp>She showed students a series of photos of the mob at the Capitol building and students took turns describing what they saw.\u003c/p>\n\u003cp>“I noticed when you look at the crowd on the news, not to criticize, but it’s almost all white people — white supremacists,” said 10-year-old Mikhayah Watson. “I’m a little scared that our country is in this type of chaos.”\u003c/p>\n\u003cp>Brooks reassured the kids it’s OK to feel scared. “A lot of us do,” she said. “What’s important is that we’re all safe.”\u003c/p>\n\u003cp>To create a space for calm and healing, Brooks ended class by inviting her students to find their favorite stuffed animal, then lit up as she watched them wrap their arms around a teddy bear, a pink unicorn and a lamb named Shelby, their smiles returning to their faces.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>Resources for teaching about the attack on the U.S. Capitol (\u003ca href=\"https://edsource.org/\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>):\u003c/h3>\n\u003cul>\n\u003cli>Dr. Alyssa Hadley-Dunn, associate professor of teacher education at Michigan State University and founder of \u003ca href=\"https://www.facebook.com/groups/teachingondaysafter/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching on the Days After: \u003c/a>Dialogue and Resources for Educating Toward Justice has also compiled a list of \u003ca href=\"https://beyondthestoplight.com/2021/01/06/resources-for-teachers-on-the-days-after-the-attack-on-the-u-s-capitol/?fbclid=IwAR2q0Hp8d9anJQZpT74Z4acAllv58Fo5mXSjE6O0R5Eap1jaTWA9tNxRZVg\" target=\"_blank\" rel=\"noopener noreferrer\">suggestions\u003c/a>.\u003c/li>\n\u003cli>The American Historical Association has launched “The Assault on the Capitol in Historical Perspective: \u003ca href=\"https://www.historians.org/news-and-advocacy/everything-has-a-history/the-assault-on-the-capitol-in-historical-perspective-resources-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">Resources for Educators\u003c/a>.”\u003c/li>\n\u003cli>Teachers on Twitter (#sschat) have been sharing lessons about the lessons they are teaching about the attack. Brianna Davis from Camarillo shared \u003ca href=\"https://docs.google.com/presentation/d/1--33tXfTAvlNrXeZ2-UZQ5VkWinSJSVkjak3Sh1Seow/edit#slide=id.gb3f267cc62_0_8\" target=\"_blank\" rel=\"noopener noreferrer\">this lesson\u003c/a>, and Sam Mandeville of New Hampshire \u003ca href=\"https://docs.google.com/presentation/d/1S-6TrsDeIDpHTVuBYQdRUPjN9w-mI1zsQZm6gxNKRv0/edit#slide=id.gb3b6cb82a7_288_0\" target=\"_blank\" rel=\"noopener noreferrer\">shared this one\u003c/a>.\u003c/li>\n\u003cli>PBS NewsHour Extra is offering \u003ca href=\"https://www.pbs.org/newshour/extra/daily-videos/classroom-resource-insurrection-at-the-u-s-capitol/\" target=\"_blank\" rel=\"noopener noreferrer\">three ways to teach the insurrection at the U.S. Capitol\u003c/a>.\u003c/li>\n\u003cli>The American Federation of Teachers’ \u003ca href=\"https://sharemylesson.com/democracy\" target=\"_blank\" rel=\"noopener noreferrer\">Share My Lesson\u003c/a> website has been updated with information to help teachers facilitate meaningful discussions about the attack on the Capitol.\u003c/li>\n\u003cli>“\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/06/ways-to-teach-about-todays-insurrection-share-your-own/\" target=\"_blank\" rel=\"noopener noreferrer\">Ways to teach about today’s insurrection\u003c/a>,” by Larry Ferlazzo, a Sacramento City Unified teacher.\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By 8:30 a.m. the morning after an angry mob stormed the U.S. Capitol with Confederate flags, Fairfield-Suisun Unified School District teacher Mary Vanasit had prepared a 45-minute lesson on the topic for her third graders.\u003c/p>\n\u003cp>“What do you notice?” she asked, 15 minutes into the class, as she worked through a slideshow comparing images from the insurrection with those from Black Lives Matter protests this summer.\u003c/p>\n\u003cp>“The white guy looks pretty happy because he’s taking something,” a student named Ava said of a photo showing a white man grinning and waving as he hoists a lectern emblazoned with the seal of the speaker of the House of Representatives.\u003c/p>\n\u003cp>“The Black guy feels sort of anxious because he’s getting sprayed with something and turning away so he doesn’t get it in his eyes,” she went on, describing the second photo.\u003c/p>\n\u003cfigure id=\"attachment_11854616\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11854616\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/01/1920_1080-800x450.jpg\" alt=\"\" width=\"800\" height=\"450\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/01/1920_1080.jpg 1463w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of a slide from Mary Vanasit’s lesson on Jan. 7 — the day after a mob stormed the U.S. Capitol. \u003ccite>(Courtesy of Mary Vanasit)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Vanasit closed by thanking her students for opening up. “It’s something hard to talk about,” she said. “But is it important — when things like this happen, should we ignore it and pretend like it didn’t happen? We shouldn’t, huh. Because is anything going to change if we ignore it?”\u003c/p>\n\u003cp>She posed a final question to the kids: “How can we change the world with each other?”\u003c/p>\n\u003cp>Throughout her class, Vanasit navigated things smoothly, offering support and empathy. But the discussion shook her. “It was extremely sad and gave me goosebumps,” she said later.\u003c/p>\n\u003cp>Between the pandemic and the killing of George Floyd, the past year has brought plenty of trauma into the lives of students. This week, California educators once again find themselves looking for ways to support kids while managing their own emotions.\u003c/p>\n\u003cp>In Hayward, seventh grade teacher Donovan Hall woke up anxious about facing his students on Zoom. “I just didn’t trust that I could kind of keep that contained,” he said. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Hall, who teaches a class focused on academic and personal development at Impact Academy, worried about his ability to guide students through this moment. “I’m a Black man and seeing how people are talking about it and kind of connecting it to Black Lives Matter and connecting to Black people in general, it brings up a lot of just hurt and pain,” he said.\u003c/p>\n\u003cp>He knew one way to support his students was to be honest about his own emotions, “and let them know, ‘This is important to me, but right now I’m not ready to process it. That’s OK.’ ”\u003c/p>\n\u003cp>Hall and his co-teacher ended up dividing their class into two groups: One talked about the attempted coup, and the other, led by Hall, intentionally did not — they played a game instead.\u003c/p>\n\u003cp>One of Hall’s eighth grade students, Leandro Galvez, opted to join the group discussion and said it helped him process the events. “I feel frustrated, I feel angry, I feel sad,” he said.\u003c/p>\n\u003cp>The way law enforcement handled the insurrection by the pro-Trump mob only confirms his belief that white privilege exists, he said, though it doesn’t make it any easier to make sense of the concept. “We all have red blood,” he said. “That means we’re all people. We shouldn’t be fighting with each other.”\u003c/p>\n\u003cp>This is the kind of reaction principal Blain Watson of Locke College Preparatory Academy in Watts anticipated from his students, whose pain and outrage is still raw in the wake of George Floyd’s killing.\u003c/p>\n\u003cp>“Students of color, communities of color have a lot of doubts about the establishment,” said Watson, “about whether the government supports us or not.” He went on to explain that after seeing Trump supporters able to enter the Capitol and fly a Confederate flag, he worries his students are in danger of losing all faith in government. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility my colleagues and me have to make sure that 20 years from now, when kids look back, they’ll remember the response to these events as something that was responsible and maintained emotional integrity,” he said.\u003c/p>\n\u003cp>For both Watson and Hall, the next step is to help students move beyond exploring their feelings about the state of our country, and on to what they can do about them. Watson plans to convene a deeper discussion of what the events mean to this Black and Latinx community in the week ahead.\u003c/p>\n\u003cp>Similar conversations are happening among teachers who work with much younger students. In Oakland, Montclair Elementary School teacher Jamila Brooks planned to work with colleagues to develop lesson plans that deepen the teachable moment they initiated with students this week.\u003c/p>\n\u003cp>For Brooks, that began Thursday morning with a poll of her 29 fifth graders, asking if they knew what had happened in the nation’s capital the night before.\u003c/p>\n\u003cp>“I knew we were going to talk about this today,” one student posted in chat.\u003c/p>\n\u003cp>“You are living in what people will talk about and study many years from now,” Brooks told them, drawing a connection to American history they’re studying.\u003c/p>\n\u003cp>She showed students a series of photos of the mob at the Capitol building and students took turns describing what they saw.\u003c/p>\n\u003cp>“I noticed when you look at the crowd on the news, not to criticize, but it’s almost all white people — white supremacists,” said 10-year-old Mikhayah Watson. “I’m a little scared that our country is in this type of chaos.”\u003c/p>\n\u003cp>Brooks reassured the kids it’s OK to feel scared. “A lot of us do,” she said. “What’s important is that we’re all safe.”\u003c/p>\n\u003cp>To create a space for calm and healing, Brooks ended class by inviting her students to find their favorite stuffed animal, then lit up as she watched them wrap their arms around a teddy bear, a pink unicorn and a lamb named Shelby, their smiles returning to their faces.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>Resources for teaching about the attack on the U.S. Capitol (\u003ca href=\"https://edsource.org/\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>):\u003c/h3>\n\u003cul>\n\u003cli>Dr. Alyssa Hadley-Dunn, associate professor of teacher education at Michigan State University and founder of \u003ca href=\"https://www.facebook.com/groups/teachingondaysafter/\" target=\"_blank\" rel=\"noopener noreferrer\">Teaching on the Days After: \u003c/a>Dialogue and Resources for Educating Toward Justice has also compiled a list of \u003ca href=\"https://beyondthestoplight.com/2021/01/06/resources-for-teachers-on-the-days-after-the-attack-on-the-u-s-capitol/?fbclid=IwAR2q0Hp8d9anJQZpT74Z4acAllv58Fo5mXSjE6O0R5Eap1jaTWA9tNxRZVg\" target=\"_blank\" rel=\"noopener noreferrer\">suggestions\u003c/a>.\u003c/li>\n\u003cli>The American Historical Association has launched “The Assault on the Capitol in Historical Perspective: \u003ca href=\"https://www.historians.org/news-and-advocacy/everything-has-a-history/the-assault-on-the-capitol-in-historical-perspective-resources-for-educators\" target=\"_blank\" rel=\"noopener noreferrer\">Resources for Educators\u003c/a>.”\u003c/li>\n\u003cli>Teachers on Twitter (#sschat) have been sharing lessons about the lessons they are teaching about the attack. Brianna Davis from Camarillo shared \u003ca href=\"https://docs.google.com/presentation/d/1--33tXfTAvlNrXeZ2-UZQ5VkWinSJSVkjak3Sh1Seow/edit#slide=id.gb3f267cc62_0_8\" target=\"_blank\" rel=\"noopener noreferrer\">this lesson\u003c/a>, and Sam Mandeville of New Hampshire \u003ca href=\"https://docs.google.com/presentation/d/1S-6TrsDeIDpHTVuBYQdRUPjN9w-mI1zsQZm6gxNKRv0/edit#slide=id.gb3b6cb82a7_288_0\" target=\"_blank\" rel=\"noopener noreferrer\">shared this one\u003c/a>.\u003c/li>\n\u003cli>PBS NewsHour Extra is offering \u003ca href=\"https://www.pbs.org/newshour/extra/daily-videos/classroom-resource-insurrection-at-the-u-s-capitol/\" target=\"_blank\" rel=\"noopener noreferrer\">three ways to teach the insurrection at the U.S. Capitol\u003c/a>.\u003c/li>\n\u003cli>The American Federation of Teachers’ \u003ca href=\"https://sharemylesson.com/democracy\" target=\"_blank\" rel=\"noopener noreferrer\">Share My Lesson\u003c/a> website has been updated with information to help teachers facilitate meaningful discussions about the attack on the Capitol.\u003c/li>\n\u003cli>“\u003ca href=\"https://larryferlazzo.edublogs.org/2021/01/06/ways-to-teach-about-todays-insurrection-share-your-own/\" target=\"_blank\" rel=\"noopener noreferrer\">Ways to teach about today’s insurrection\u003c/a>,” by Larry Ferlazzo, a Sacramento City Unified teacher.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"mindshift": {
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"order": 12
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"info": "\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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"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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"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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"pbs-newshour": {
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},
"perspectives": {
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"order": 14
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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.",
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"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",
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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/",
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"source": "Possible"
},
"link": "/radio/program/possible",
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"spotify": "https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"
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},
"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
"airtime": "MON-FRI 2pm-3pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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},
"reveal": {
"id": "reveal",
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