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"content": "\u003cp>In August, University of California President Janet Napolitano will step down after seven years at the helm. In a one-on-one interview with The California Report's Lily Jamali, Napolitano talked about the decision to suspend the standardized test requirement in admissions, the ongoing pay dispute with grad students, the future of the UC's Dreamers and how she views her legacy.\u003c/p>\n\u003cp>\u003cem>This interview has been lightly edited for clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KQED's Lily Jamali: On immigration, the Supreme Court could issue a decision at any moment on whether so-called \"Dreamers\" can stay in the U.S. under the Deferred Action for Childhood Arrivals program. For people who don't know, you created DACA during your time as Homeland Security Secretary and your UC has led that legal fight. If Dreamers end up losing their status, what does the UC plan to do with Dreamers within the system?\u003c/strong>\u003c/p>\n\u003cp>Janet Napolitano: We will provide support to our DACA students. We have a legal services clinic for our undocumented students. Some of them may actually be able to change their immigration status if they work with a lawyer who is experienced in immigration law. But there's a big concern here, because along with deferring any deportation, if you're in DACA you get work authorization. Our DACA students primarily come from poor families and they need to work to be able to go to school. We're evaluating what our options are there. They're not terrific options, but philanthropy and private fundraising to help support these students is definitely part of the solution here.\u003c/p>\n\u003cp>\u003cstrong>And potentially some financial help?\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And potentially some financial help. We estimate that at the University of California — I think this is a conservative estimate — that we have some 1,700 DACA students. And you know what's ironic about the case in the Supreme Court? There were hundreds of thousands of DACA recipients across the country. And there was a supplemental brief filed pointing out that 29,000 of them are \u003ca href=\"https://www.kqed.org/news/11823165/weight-back-on-my-shoulders-young-daca-doctor-awaits-supreme-court-ruling\" target=\"_blank\" rel=\"noopener noreferrer\">actually health care workers\u003c/a>. They're nurses, respiratory therapists, and physicians. To put them under the risk of deportation at this particular point in time just makes no sense whatsoever.\u003c/p>\n\u003cp>\u003cstrong>If the Supreme Court ends up siding against Dreamers, is there a game plan to fill the positions that they would leave behind within the UC?\u003c/strong>\u003c/p>\n\u003cp>Not in that way. One of our next steps would obviously be to continue to urge the Trump administration to leave the program in place. Just because the Supreme Court rules that the administration can rescind the program the way it did, doesn't mean it ought to rescind the program. And then Congress will need to get involved should the Supreme Court rule against us.\u003c/p>\n\u003cp>\u003cstrong>When the pandemic first hit California, the UC was dealing with a strike by graduate students at UC Santa Cruz, and it looked like students at some other campuses in the system were ready to join. The union has filed charges of unfair labor practices and hearings on that start this month. I wonder if you can share your position right now on that dispute. Those students say that they're not making a living wage.\u003c/strong>\u003c/p>\n\u003cp>The graduate students who were on strike went on an unlawful wildcat strike. We have a union. We have a collective bargaining agreement. We simply seek to enforce the agreement that students themselves voted on and approved. They have filed some complaints against us in connection with the wildcat strike. We have filed a complaint against the union for not enforcing the no-strike provisions in their collective bargaining agreement. One of the chief values we get from a collective bargaining agreement is the assurance of labor peace and that there will not be strikes while there is a contract in place. And we think PERB [California's Public Employment Relations Board], which is the body that hears these kinds of issues, ought to enforce the contract that the union and its members agree to.\u003c/p>\n\u003cp>\u003cstrong>I've spoken to members of the union who went on strike. One of them was making something like $20,000 a year in Santa Cruz, where the cost of living is pretty expensive. It's expensive in L.A., it's expensive in Berkeley. Do you think that $21,000 or $22,000 is a living wage in a place like Santa Cruz?\u003c/strong>\u003c/p>\n\u003cp>Well, I think you ought to look at the total compensation that graduate students get. They get a waiver of tuition, health insurance, a pretty hefty childcare subsidy. So the overall package is very competitive with other grad student compensation packages around the country. We thought it was a fair deal when it was struck. It will be renegotiated, obviously, when the contract is due to expire. I think it has another two years to go and that would be the appropriate time for these kinds of issues to be raised. It's not appropriate, however, for grad students to hold undergraduate grades hostage, which is what was occurring here. You know, they have a contract. Part of that agreement is that they post grades in a timely manner. They get all of the benefits that I've described, plus some. And a wildcat strike really undercuts the core of why we have collective bargaining to begin with.\u003c/p>\n\u003cp>\u003cstrong>I also want to get your reaction to reports from Vice News that the UC Santa Cruz Police Department coordinated with the state's National Guard to do surveillance on students during those strikes. I just want to have you address concerns that the situation was approached like a military operation in the view of some.\u003c/strong>\u003c/p>\n\u003cp>That question is probably more appropriately addressed to the campus. They will have the real detail on that. But I will tell you that the Santa Cruz campus is very hilly. And I don't think it was so much coordination as UC Santa Cruz Police and National Guard — knowing where each other, where they were — because you couldn't see them just because of the topography of the campus. So I think some of those practicalities came into effect.\u003c/p>\n\u003cp>\u003cstrong>So this notion that there was surveillance happening to repress protesters, what's your response to that? Because that's the charge: that it was not about logistics but about suppressing protest.\u003c/strong>\u003c/p>\n\u003cp>Well, I don't think the protests were suppressed. They happened. They were very active. Anti-protest surveillance is the perception. I think it's an inaccurate one.\u003c/p>\n\u003cp>\u003cstrong>Given the moment that we're in, I have to also ask you about the role of police, not just during those strikes, but in general. Is there any discussion about defunding the police departments within the UC?\u003c/strong>\u003c/p>\n\u003cp>Not defunding, but we want to make sure that our police are well-trained and are using best practices in terms of de-escalation and that complaints — when made — are handled properly. That there's reporting and accountability, and that we have a systemwide use-of-force policy. There's a campaign — 8 Can't Wait. It's eight fundamental actions that reduce the risk of violence by police departments and we're implementing all of those. We had a very extensive policing task force a year ago that came out with a report with a number of recommendations, all of which are being implemented by the campuses as we speak.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about the SAT decision: the UC last month announced it's suspending those testing requirements through 2024. Can you take us inside how that that debate played out within the UC system?\u003c/strong>\u003c/p>\n\u003cp>Sure. So in 2018, I asked the academic Senate to review the use of the SAT and ACT as a requirement for admission. There's been a lot of public controversy about the SAT exam: that it is unfairly biased in favor of students from wealthier families, that there was an unhealthy correlation between the SAT and your zip code, that a whole industry had developed for students to prepare for the SAT and that disadvantaged students from lower-income families just plain couldn't afford it. So the faculty did a very extensive report which came to me. I disagreed with the conclusion of the report that we ought to maintain the SAT in part because in our admissions process, we were turning all kinds of gymnastic leaps to mitigate for the biases in the test. And so it seemed to me it was time for the UC to wean its way from the SAT.\u003c/p>\n\u003cp>So for the next two years, we'll be test-optional, meaning students can elect to submit a test or not. And then, for the following two years, we'll be what's called \"test blind\" — meaning if a student submits a test score, it won't be used in the admissions decision but it can be used for other purposes: some scholarships, for example, or course placement. And then, by 2025, we either will have developed an alternative test or we'll simply have no standardized test requirement.\u003c/p>\n\u003cp>\u003cstrong>Why does UC plan to make yet another admissions test amid criticism that tests are classist, racist and exclusive? What do you think that test will emphasize?\u003c/strong>\u003c/p>\n\u003cp>So first of all, we haven't made a decision whether to have an alternative test. We are looking at the feasibility of that right now. We require, as does CSU, that high school students take what's called A-G courses. These are the sequence of courses to prepare you to enter university. An alternative test could be more closely aligned with what we want students to have learned in the A-G classes so that admissions officers can evaluate whether students are prepared to enter the university. So that may be one aspect of a new test should a new test actually be developed.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Related Stories\"]\u003cbr>\n\u003cstrong>You have been the president of the UC since 2013. How do you want your tenure to be remembered?\u003c/strong>\u003c/p>\n\u003cp>I want to be remembered as being lively. We just did so many things. We had the goal of being carbon-neutral by 2025. In pursuit of that goal, we became fossil-free, and also invested some of our own funds into new, sustainable energy practices. We took on the issue of sexual violence and sexual harassment on college campuses, and totally re-did the framework for how we handle those matters. We grew substantially in enrollment. We added some 46,000 students during my tenure. But not only did we add students, we improved things like graduation rates — so our 4-year graduation rate went from 63% to 70%, and our 6-year graduation rate went to 85%. And for transfer students, the graduation rate is 90%. We added transfer students and formed a transfer guarantee with the community college system so that now, for every two freshmen, we have a transfer student from the community colleges. We worked on issues like free speech on college campuses and started a new National Center on Free Speech and Civic Engagement in our Washington, D.C. facility. We've taken on a lot of big issues, as well as improving the standard metrics like graduation rates.\u003c/p>\n\u003cp>\u003cstrong>Do you think you'll stay in public service after this?\u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Well, my plan is to have a sabbatical year. I'll have been president seven years, so I'll have a sabbatical. And then I'll join the faculty at the Goldman School of Public Policy at UC Berkeley, where I'm actually a tenured professor.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In August, University of California President Janet Napolitano will step down after seven years at the helm. In a one-on-one interview with The California Report's Lily Jamali, Napolitano talked about the decision to suspend the standardized test requirement in admissions, the ongoing pay dispute with grad students, the future of the UC's Dreamers and how she views her legacy.\u003c/p>\n\u003cp>\u003cem>This interview has been lightly edited for clarity.\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>KQED's Lily Jamali: On immigration, the Supreme Court could issue a decision at any moment on whether so-called \"Dreamers\" can stay in the U.S. under the Deferred Action for Childhood Arrivals program. For people who don't know, you created DACA during your time as Homeland Security Secretary and your UC has led that legal fight. If Dreamers end up losing their status, what does the UC plan to do with Dreamers within the system?\u003c/strong>\u003c/p>\n\u003cp>Janet Napolitano: We will provide support to our DACA students. We have a legal services clinic for our undocumented students. Some of them may actually be able to change their immigration status if they work with a lawyer who is experienced in immigration law. But there's a big concern here, because along with deferring any deportation, if you're in DACA you get work authorization. Our DACA students primarily come from poor families and they need to work to be able to go to school. We're evaluating what our options are there. They're not terrific options, but philanthropy and private fundraising to help support these students is definitely part of the solution here.\u003c/p>\n\u003cp>\u003cstrong>And potentially some financial help?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And potentially some financial help. We estimate that at the University of California — I think this is a conservative estimate — that we have some 1,700 DACA students. And you know what's ironic about the case in the Supreme Court? There were hundreds of thousands of DACA recipients across the country. And there was a supplemental brief filed pointing out that 29,000 of them are \u003ca href=\"https://www.kqed.org/news/11823165/weight-back-on-my-shoulders-young-daca-doctor-awaits-supreme-court-ruling\" target=\"_blank\" rel=\"noopener noreferrer\">actually health care workers\u003c/a>. They're nurses, respiratory therapists, and physicians. To put them under the risk of deportation at this particular point in time just makes no sense whatsoever.\u003c/p>\n\u003cp>\u003cstrong>If the Supreme Court ends up siding against Dreamers, is there a game plan to fill the positions that they would leave behind within the UC?\u003c/strong>\u003c/p>\n\u003cp>Not in that way. One of our next steps would obviously be to continue to urge the Trump administration to leave the program in place. Just because the Supreme Court rules that the administration can rescind the program the way it did, doesn't mean it ought to rescind the program. And then Congress will need to get involved should the Supreme Court rule against us.\u003c/p>\n\u003cp>\u003cstrong>When the pandemic first hit California, the UC was dealing with a strike by graduate students at UC Santa Cruz, and it looked like students at some other campuses in the system were ready to join. The union has filed charges of unfair labor practices and hearings on that start this month. I wonder if you can share your position right now on that dispute. Those students say that they're not making a living wage.\u003c/strong>\u003c/p>\n\u003cp>The graduate students who were on strike went on an unlawful wildcat strike. We have a union. We have a collective bargaining agreement. We simply seek to enforce the agreement that students themselves voted on and approved. They have filed some complaints against us in connection with the wildcat strike. We have filed a complaint against the union for not enforcing the no-strike provisions in their collective bargaining agreement. One of the chief values we get from a collective bargaining agreement is the assurance of labor peace and that there will not be strikes while there is a contract in place. And we think PERB [California's Public Employment Relations Board], which is the body that hears these kinds of issues, ought to enforce the contract that the union and its members agree to.\u003c/p>\n\u003cp>\u003cstrong>I've spoken to members of the union who went on strike. One of them was making something like $20,000 a year in Santa Cruz, where the cost of living is pretty expensive. It's expensive in L.A., it's expensive in Berkeley. Do you think that $21,000 or $22,000 is a living wage in a place like Santa Cruz?\u003c/strong>\u003c/p>\n\u003cp>Well, I think you ought to look at the total compensation that graduate students get. They get a waiver of tuition, health insurance, a pretty hefty childcare subsidy. So the overall package is very competitive with other grad student compensation packages around the country. We thought it was a fair deal when it was struck. It will be renegotiated, obviously, when the contract is due to expire. I think it has another two years to go and that would be the appropriate time for these kinds of issues to be raised. It's not appropriate, however, for grad students to hold undergraduate grades hostage, which is what was occurring here. You know, they have a contract. Part of that agreement is that they post grades in a timely manner. They get all of the benefits that I've described, plus some. And a wildcat strike really undercuts the core of why we have collective bargaining to begin with.\u003c/p>\n\u003cp>\u003cstrong>I also want to get your reaction to reports from Vice News that the UC Santa Cruz Police Department coordinated with the state's National Guard to do surveillance on students during those strikes. I just want to have you address concerns that the situation was approached like a military operation in the view of some.\u003c/strong>\u003c/p>\n\u003cp>That question is probably more appropriately addressed to the campus. They will have the real detail on that. But I will tell you that the Santa Cruz campus is very hilly. And I don't think it was so much coordination as UC Santa Cruz Police and National Guard — knowing where each other, where they were — because you couldn't see them just because of the topography of the campus. So I think some of those practicalities came into effect.\u003c/p>\n\u003cp>\u003cstrong>So this notion that there was surveillance happening to repress protesters, what's your response to that? Because that's the charge: that it was not about logistics but about suppressing protest.\u003c/strong>\u003c/p>\n\u003cp>Well, I don't think the protests were suppressed. They happened. They were very active. Anti-protest surveillance is the perception. I think it's an inaccurate one.\u003c/p>\n\u003cp>\u003cstrong>Given the moment that we're in, I have to also ask you about the role of police, not just during those strikes, but in general. Is there any discussion about defunding the police departments within the UC?\u003c/strong>\u003c/p>\n\u003cp>Not defunding, but we want to make sure that our police are well-trained and are using best practices in terms of de-escalation and that complaints — when made — are handled properly. That there's reporting and accountability, and that we have a systemwide use-of-force policy. There's a campaign — 8 Can't Wait. It's eight fundamental actions that reduce the risk of violence by police departments and we're implementing all of those. We had a very extensive policing task force a year ago that came out with a report with a number of recommendations, all of which are being implemented by the campuses as we speak.\u003c/p>\n\u003cp>\u003cstrong>Let's talk about the SAT decision: the UC last month announced it's suspending those testing requirements through 2024. Can you take us inside how that that debate played out within the UC system?\u003c/strong>\u003c/p>\n\u003cp>Sure. So in 2018, I asked the academic Senate to review the use of the SAT and ACT as a requirement for admission. There's been a lot of public controversy about the SAT exam: that it is unfairly biased in favor of students from wealthier families, that there was an unhealthy correlation between the SAT and your zip code, that a whole industry had developed for students to prepare for the SAT and that disadvantaged students from lower-income families just plain couldn't afford it. So the faculty did a very extensive report which came to me. I disagreed with the conclusion of the report that we ought to maintain the SAT in part because in our admissions process, we were turning all kinds of gymnastic leaps to mitigate for the biases in the test. And so it seemed to me it was time for the UC to wean its way from the SAT.\u003c/p>\n\u003cp>So for the next two years, we'll be test-optional, meaning students can elect to submit a test or not. And then, for the following two years, we'll be what's called \"test blind\" — meaning if a student submits a test score, it won't be used in the admissions decision but it can be used for other purposes: some scholarships, for example, or course placement. And then, by 2025, we either will have developed an alternative test or we'll simply have no standardized test requirement.\u003c/p>\n\u003cp>\u003cstrong>Why does UC plan to make yet another admissions test amid criticism that tests are classist, racist and exclusive? What do you think that test will emphasize?\u003c/strong>\u003c/p>\n\u003cp>So first of all, we haven't made a decision whether to have an alternative test. We are looking at the feasibility of that right now. We require, as does CSU, that high school students take what's called A-G courses. These are the sequence of courses to prepare you to enter university. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cbr>\n\u003cstrong>You have been the president of the UC since 2013. How do you want your tenure to be remembered?\u003c/strong>\u003c/p>\n\u003cp>I want to be remembered as being lively. We just did so many things. We had the goal of being carbon-neutral by 2025. In pursuit of that goal, we became fossil-free, and also invested some of our own funds into new, sustainable energy practices. We took on the issue of sexual violence and sexual harassment on college campuses, and totally re-did the framework for how we handle those matters. We grew substantially in enrollment. We added some 46,000 students during my tenure. But not only did we add students, we improved things like graduation rates — so our 4-year graduation rate went from 63% to 70%, and our 6-year graduation rate went to 85%. And for transfer students, the graduation rate is 90%. We added transfer students and formed a transfer guarantee with the community college system so that now, for every two freshmen, we have a transfer student from the community colleges. We worked on issues like free speech on college campuses and started a new National Center on Free Speech and Civic Engagement in our Washington, D.C. facility. We've taken on a lot of big issues, as well as improving the standard metrics like graduation rates.\u003c/p>\n\u003cp>\u003cstrong>Do you think you'll stay in public service after this?\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Well, my plan is to have a sabbatical year. I'll have been president seven years, so I'll have a sabbatical. And then I'll join the faculty at the Goldman School of Public Policy at UC Berkeley, where I'm actually a tenured professor.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Plans to Scrap School Police Backed by Oakland Education Leaders",
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"headTitle": "Plans to Scrap School Police Backed by Oakland Education Leaders | KQED",
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"content": "\u003cp>Oakland’s top school official, Superintendent Kyla Johnson-Trammell, announced her support Wednesday night for a plan to dismantle the school district’s internal police department.\u003c/p>\n\u003cp>“I am recommending that we move forward to create a districtwide safety plan to ensure safe, healthy and positive school environments for students and adults without a school district police department,” said Johnson-Trammell. “Together, we can reimagine how to keep our schools safe, healthy and welcoming.”\u003c/p>\n\u003cp>Two Oakland Unified school board members have put forward a proposal that aims to do just that, while others who rejected similar moves in the past signaled they’re warming up to the idea.\u003c/p>\n\u003cp>Plans to dissolve the department have been floated before, but the momentum of the moment is undeniable. Around the state and country, \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2020/06/10/after-george-floyd-some-school-districts-cut-ties-with-police\" target=\"_blank\" rel=\"noopener noreferrer\">pressure is mounting\u003c/a> for schools to cut ties with police. In Minneapolis, they already have, while Portland and Denver districts are on track to make similar calls.\u003c/p>\n\u003cp>In Oakland, the school board is expected to vote on the \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=4564122&GUID=C591BB69-6054-4DCC-8548-69AA1623E643&Options=&Search=\" target=\"_blank\" rel=\"noopener noreferrer\">George Floyd Resolution to Eliminate the Oakland Schools Police Department\u003c/a> later this month.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Activists, led by the group Black Organizing Project, have been pushing to get police out of Oakland schools \u003ca href=\"http://blackorganizingproject.org/our-work/\" target=\"_blank\" rel=\"noopener noreferrer\">for nearly a decade\u003c/a>, since a black student named Raheim Brown was shot and killed by a school district police sergeant.\u003c/p>\n\u003cp>The Project’s director, Jackie Byers, said she sees an opportunity in this moment “to redefine community safety in our schools, to reinvest in our schools, to reinvest in our students and to be a model for this entire country of what is possible.”\u003c/p>\n\u003cp>During Wednesday night’s virtual school board meeting, and at a press conference held by activists beforehand, dozens of educators and community members voiced their support for the resolution, arguing that having police in schools does more harm than good.\u003c/p>\n\u003cp>“We’re overdue to transform the idea that in order to keep our schools safe we need to police our young people,” said Sagnicthe Salazar, director of restorative discipline at Elmhurst United Middle School. He added that schools should stop partnering with “a force that historically, and on the daily, inflicts fear and terror on our young people and their families.”\u003c/p>\n\u003cp>Many at the meeting echoed the sentiment that police presence creates a climate of fear in schools and leads to trauma; others referenced the school to prison pipeline and disproportionate arrests of students of color — 73% of district students arrested are black according to a \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\">2019 platform document by the Black Organizing Project\u003c/a>, while only roughly a quarter of the district’s students are black.\u003c/p>\n\u003cp>Mirroring national calls to defund police, supporters argued that OUSD should invest its money in supportive services like school social workers, psychologists and restorative justice practitioners — services that could better get at some of the root causes of behavioral issues while keeping students out of the criminal justice system. Many pointed to \u003ca href=\"https://edsource.org/2020/oakland-school-board-votes-18-8-million-in-cuts-up-to-100-layoffs-hears-pleas-to-cut-police-force/624679\" target=\"_blank\" rel=\"noopener noreferrer\">painful budget cuts\u003c/a> the district faces to lend urgency to the case.\u003c/p>\n\u003cp>“We as adults who are managing the budget — we’ve got to get behind these students, we’ve got to fund education, not police,” said OUSD school board member Roseann Torres, who introduced the resolution named in honor of George Floyd with board vice president Shanthi Gonzales.\u003c/p>\n\u003cp>Their proposal would eliminate the district’s internal police force and its 10 sworn police officers. Those armed officers cost OUSD about $2 million dollars a year, and the proposal calls for the savings to be reinvested in student support services.\u003c/p>\n\u003cp>The Oakland teachers’ union is backing the resolution and over 50 school administrators signed on to a letter supporting it. “Some will say that the OUSD Police Department is necessary because it is used,” it reads. “When school leaders are given only a hammer, they will treat every problem like a nail. Greater investments in school-based support staff will both reduce the need, and the desire, to utilize police as a response to disruption or disorder.”\u003c/p>\n\u003cp>[aside tag=\"ousd\" label=\"related coverage\"]\u003c/p>\n\u003cp>Wednesday night’s meeting marked a turnaround. Only two months earlier, in March, the school board voted down a resolution to eliminate the police department and declined to reduce the number of sworn officers serving in schools.\u003c/p>\n\u003cp>At the time, school leaders did express interest in pursuing a plan for how the district could operate without a police force and recently signed a $60,744 contract with Georgetown Law’s Innovative Policing Project to develop recommendations.\u003c/p>\n\u003cp>School board member Gary Yee, who voted against moves to cut the force in March, said last night he’d gotten “hundreds of thousands” of emails and phone calls, and protesters had gathered in front of his house. He credited the outcry for shifting his thinking.\u003c/p>\n\u003cp>“I’ve come to realize how shortsighted I was,” he said, “the blinders I had about focusing only on physical safety blocked out the importance of social-emotional and trauma-informed safety.”\u003c/p>\n\u003cp>Only a couple members of the public raised concerns about doing away with school police Wednesday night, and their apprehensions echoed those voiced previously. Lee Thomas, president of \u003ca href=\"https://www.uaosoakland.org/about\" target=\"_blank\" rel=\"noopener noreferrer\">United Administrators of Oakland Schools\u003c/a>, said a survey showed disagreement among union ranks and concerns over ensuring safety.\u003c/p>\n\u003cp>“We just want to make sure we have an environment that, yes, is not going to create a school to prison pipeline, but at the same time makes sure that our teachers are going to be safe and our students are going to be safe and we are going to put our staff in the best situation possible when an emergency arises,” Thomas said.\u003c/p>\n\u003cp>He also raised concerns about placing additional burdens on administrators as they contend with drastic changes to education wrought by the pandemic.\u003c/p>\n\u003cp>Another speaker who didn’t give her name questioned whether the city’s police department would have the bandwidth to respond to the 1,000 or so calls the school’s police force responds to each semester. The proposed resolution allows for schools to call on the Oakland Police Department in emergencies.\u003c/p>\n\u003cp>What security in Oakland schools would look like if the police force is dissolved isn’t certain. Today, there are around 60 unarmed school security officers managed by the district’s police department and it’s not clear if they’d be fired or retrained if the plan is adopted in its current form. Board member Torres has talked about reimagining the role of security personnel as that of mentors and peacekeepers, in line with Black Organizing Project’s \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">plan\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The proposal calls for the district to work with community stakeholders to come up with new strategies for ensuring student safety and well-being, and lay out a blueprint by Dec. 31 for how the district would move forward without a police force. Johnson-Trammell said, pending negotiations with labor unions, she intends to have a plan in hand by then.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland’s top school official, Superintendent Kyla Johnson-Trammell, announced her support Wednesday night for a plan to dismantle the school district’s internal police department.\u003c/p>\n\u003cp>“I am recommending that we move forward to create a districtwide safety plan to ensure safe, healthy and positive school environments for students and adults without a school district police department,” said Johnson-Trammell. “Together, we can reimagine how to keep our schools safe, healthy and welcoming.”\u003c/p>\n\u003cp>Two Oakland Unified school board members have put forward a proposal that aims to do just that, while others who rejected similar moves in the past signaled they’re warming up to the idea.\u003c/p>\n\u003cp>Plans to dissolve the department have been floated before, but the momentum of the moment is undeniable. Around the state and country, \u003ca href=\"https://www.pewtrusts.org/en/research-and-analysis/blogs/stateline/2020/06/10/after-george-floyd-some-school-districts-cut-ties-with-police\" target=\"_blank\" rel=\"noopener noreferrer\">pressure is mounting\u003c/a> for schools to cut ties with police. In Minneapolis, they already have, while Portland and Denver districts are on track to make similar calls.\u003c/p>\n\u003cp>In Oakland, the school board is expected to vote on the \u003ca href=\"https://ousd.legistar.com/LegislationDetail.aspx?ID=4564122&GUID=C591BB69-6054-4DCC-8548-69AA1623E643&Options=&Search=\" target=\"_blank\" rel=\"noopener noreferrer\">George Floyd Resolution to Eliminate the Oakland Schools Police Department\u003c/a> later this month.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Activists, led by the group Black Organizing Project, have been pushing to get police out of Oakland schools \u003ca href=\"http://blackorganizingproject.org/our-work/\" target=\"_blank\" rel=\"noopener noreferrer\">for nearly a decade\u003c/a>, since a black student named Raheim Brown was shot and killed by a school district police sergeant.\u003c/p>\n\u003cp>The Project’s director, Jackie Byers, said she sees an opportunity in this moment “to redefine community safety in our schools, to reinvest in our schools, to reinvest in our students and to be a model for this entire country of what is possible.”\u003c/p>\n\u003cp>During Wednesday night’s virtual school board meeting, and at a press conference held by activists beforehand, dozens of educators and community members voiced their support for the resolution, arguing that having police in schools does more harm than good.\u003c/p>\n\u003cp>“We’re overdue to transform the idea that in order to keep our schools safe we need to police our young people,” said Sagnicthe Salazar, director of restorative discipline at Elmhurst United Middle School. He added that schools should stop partnering with “a force that historically, and on the daily, inflicts fear and terror on our young people and their families.”\u003c/p>\n\u003cp>Many at the meeting echoed the sentiment that police presence creates a climate of fear in schools and leads to trauma; others referenced the school to prison pipeline and disproportionate arrests of students of color — 73% of district students arrested are black according to a \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\">2019 platform document by the Black Organizing Project\u003c/a>, while only roughly a quarter of the district’s students are black.\u003c/p>\n\u003cp>Mirroring national calls to defund police, supporters argued that OUSD should invest its money in supportive services like school social workers, psychologists and restorative justice practitioners — services that could better get at some of the root causes of behavioral issues while keeping students out of the criminal justice system. Many pointed to \u003ca href=\"https://edsource.org/2020/oakland-school-board-votes-18-8-million-in-cuts-up-to-100-layoffs-hears-pleas-to-cut-police-force/624679\" target=\"_blank\" rel=\"noopener noreferrer\">painful budget cuts\u003c/a> the district faces to lend urgency to the case.\u003c/p>\n\u003cp>“We as adults who are managing the budget — we’ve got to get behind these students, we’ve got to fund education, not police,” said OUSD school board member Roseann Torres, who introduced the resolution named in honor of George Floyd with board vice president Shanthi Gonzales.\u003c/p>\n\u003cp>Their proposal would eliminate the district’s internal police force and its 10 sworn police officers. Those armed officers cost OUSD about $2 million dollars a year, and the proposal calls for the savings to be reinvested in student support services.\u003c/p>\n\u003cp>The Oakland teachers’ union is backing the resolution and over 50 school administrators signed on to a letter supporting it. “Some will say that the OUSD Police Department is necessary because it is used,” it reads. “When school leaders are given only a hammer, they will treat every problem like a nail. Greater investments in school-based support staff will both reduce the need, and the desire, to utilize police as a response to disruption or disorder.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Wednesday night’s meeting marked a turnaround. Only two months earlier, in March, the school board voted down a resolution to eliminate the police department and declined to reduce the number of sworn officers serving in schools.\u003c/p>\n\u003cp>At the time, school leaders did express interest in pursuing a plan for how the district could operate without a police force and recently signed a $60,744 contract with Georgetown Law’s Innovative Policing Project to develop recommendations.\u003c/p>\n\u003cp>School board member Gary Yee, who voted against moves to cut the force in March, said last night he’d gotten “hundreds of thousands” of emails and phone calls, and protesters had gathered in front of his house. He credited the outcry for shifting his thinking.\u003c/p>\n\u003cp>“I’ve come to realize how shortsighted I was,” he said, “the blinders I had about focusing only on physical safety blocked out the importance of social-emotional and trauma-informed safety.”\u003c/p>\n\u003cp>Only a couple members of the public raised concerns about doing away with school police Wednesday night, and their apprehensions echoed those voiced previously. Lee Thomas, president of \u003ca href=\"https://www.uaosoakland.org/about\" target=\"_blank\" rel=\"noopener noreferrer\">United Administrators of Oakland Schools\u003c/a>, said a survey showed disagreement among union ranks and concerns over ensuring safety.\u003c/p>\n\u003cp>“We just want to make sure we have an environment that, yes, is not going to create a school to prison pipeline, but at the same time makes sure that our teachers are going to be safe and our students are going to be safe and we are going to put our staff in the best situation possible when an emergency arises,” Thomas said.\u003c/p>\n\u003cp>He also raised concerns about placing additional burdens on administrators as they contend with drastic changes to education wrought by the pandemic.\u003c/p>\n\u003cp>Another speaker who didn’t give her name questioned whether the city’s police department would have the bandwidth to respond to the 1,000 or so calls the school’s police force responds to each semester. The proposed resolution allows for schools to call on the Oakland Police Department in emergencies.\u003c/p>\n\u003cp>What security in Oakland schools would look like if the police force is dissolved isn’t certain. Today, there are around 60 unarmed school security officers managed by the district’s police department and it’s not clear if they’d be fired or retrained if the plan is adopted in its current form. Board member Torres has talked about reimagining the role of security personnel as that of mentors and peacekeepers, in line with Black Organizing Project’s \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">plan\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In this week's episode of Cartooning-in-Place, KQED's Mark Fiore talks about drawing people for political cartoons. \u003c/p>\n\u003cp>Watch below as he explains political caricatures and how to draw some prominent politicians we've seen in a lot of recent headlines, like President Donald Trump and Gov. Gavin Newsom.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=9gryOFpoR_8\u003c/p>\n\u003cp>Can you try your hand at conveying different emotions and stories with facial expressions? \u003c/p>\n\u003cp>When he's not showing you how to cartoon, Mark creates daily cartoons for KQED called \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">Drawn to the Bay\u003c/a> and a \u003ca href=\"http://www.markfiore.com/january-march-2020/2020/3/19/keep-your-distance\">weekly political animation\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a request for something you'd like to learn to draw? Send an email to \u003ca href=\"mailto:cartoons@kqed.org\">cartoons@kqed.org\u003c/a>. And if you want to share a cartoon you've drawn after watching Cartooning-in-Place, send it in! We may feature it in a future episode.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cp>Beyond face masks and physical distancing, a new detailed guide to safely reopen California schools suggests a radical overhaul of classroom instruction to prevent the spread of the coronavirus.\u003c/p>\n\u003cp>The new guidelines in a \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">55-page how-to manual\u003c/a> released Monday by California's Department of Education make clear that everything about school will be different, from start to finish, when the fall term starts. California's 6.2 million students can expect temperature checks upon entering schools and buses, extensive hand washing throughout the day, physical distancing requirements — in classes, in hallways, at recess, on school buses — and face coverings for students and staff at all times except when eating and drinking.\u003c/p>\n\u003cp>\"The COVID-19 pandemic has had a devastating effect on everything we know about providing education,\" said State Superintendent of Public Instruction Tony Thurmond. \"It forces us to enter into a new conversation about the way we provide instruction.\"\u003c/p>\n\u003cp>Ultimately, school districts will decide when and how to reopen campuses. Thurmond stressed that the guidelines are not mandatory and can't offer a one-size-fits-all model for the state's 1,000 school districts. But they aim to provide multiple scenarios to help schools find the best approach for safely reopening.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The manual titled, \"Stronger Together: A Guidebook for the Safe Reopening of California's Public Schools,\" can serve as a road map for school districts as they prepare for the return of classes, Thurmond said.\u003c/p>\n\u003cp>Many parents have expressed interest in continuing distance learning for safety reasons, and Thurmond said he is encouraging districts to maintain at-home instruction to the extent they can to ensure smaller class sizes.\u003c/p>\n\u003cp>\"Parents are asking for it, let's use that as a strategy, let's plan for it,\" Thurmond said about continued online learning in the fall, which will be needed as schools accommodate a smaller number of students at a time. The department also recommends schools be prepared to shutter again and go online because of a virus outbreak, power shut-offs to prevent wildfires, or other natural disasters.\u003c/p>\n\u003cp>\"There's high anxiety at so many levels on this ... We just have to be kind to each other,\" said Mary Jane Burke, Marin County superintendent of schools. \"But also be clear that it's not ‘Are we going to open schools?’ It's ‘What are the conditions that need to be in place?’ because we have got to get kids back into classrooms.\"\u003c/p>\n\u003ch3>School Won't Look the Same\u003c/h3>\n\u003cp>The guidelines include new models for classroom instruction, such as rotating students into classes just two days a week with the remainder of days at home doing distance learning or sending half the class to school for \"in-person learning\" several days a week while the rest of the class stays home for distance learning. The students would alternate each week.\u003c/p>\n\u003cp>Schools might also opt to stagger schedules, with AM-PM rotations of students.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\"]Everything from lining up when the bell rings to classroom seating, recess and lunchtime will have to be rethought – as will the types of toys students can play with.[/pullquote]\u003c/p>\n\u003cp>The guidelines suggest temperature checks and hand sanitizing for students and teachers before they enter school campuses and buses.\u003c/p>\n\u003cp>New rules and seating plans will be applied on school buses to keep students 6 feet apart. One option could be to seat one student per bench and skip every other row, the guidelines say. Choosing seats would not be allowed, students should be seated from the rear of the bus forward to prevent walking past each other.\u003c/p>\n\u003cp>Transportation of students with special learning needs is one of the hurdles districts are having to tackle without specific information from the state on how many students should be on a standard bus, for example.\u003c/p>\n\u003cp>Solving some of these problems is going to take creativity, said Alameda County Schools Superintendent Karen Monroe.\u003c/p>\n\u003cp>\"Because if you're looking at something like special ed, keeping on masks and six feet apart is not always going to be possible for students who need hands-on support,\" Monroe said. \"Every district is going to consider their staffing and their ability to staff and fund any model that they have. So it has to start with your resources to actually do this.\"\u003c/p>\n\u003cp>The state's new guidelines also rule out a number of social activities, such as field trips and school assemblies, and place a variety of restrictions on the act of sharing.\u003c/p>\n\u003cp>\"Avoid sharing electronic devices, toys, books and other games,\" the guidelines say as part of recommendations for schools to meet \"high standards of cleanliness.\" Schools are asked to disinfect high-touch surfaces at least daily, such as doorknobs, handrails, drinking fountains, playground equipment, sink handles and bathrooms.\u003c/p>\n\u003cp>The state Department of Public Health on Friday released its own 14-page guidance designed to help districts prepare, with many of the same recommendations.\u003c/p>\n\u003cp>The state said it plans to supply every school and child care center with the following:\u003c/p>\n\u003cul>\n\u003cli>No-touch thermometers\u003c/li>\n\u003cli>Hand sanitizer\u003c/li>\n\u003cli>Face shields for every teacher\u003c/li>\n\u003cli>Cloth face coverings for staff and students\u003c/li>\n\u003cli>Tight-fitting N-95 masks for health care professionals in schools\u003c/li>\n\u003c/ul>\n\u003ch3>Logistical, Financial Challenges for Districts\u003c/h3>\n\u003cp>Educators say the new safety measures pose massive logistical and financial challenges, particularly at a time of shrinking budgets. Districts are facing the prospect of billions of dollars in budget cuts as the state scrambles to plug a deficit brought on by the virus.\u003c/p>\n\u003cp>The California Education Coalition, which includes the nine statewide K-12 public education associations, has urged Newsom and state legislators to reject the cuts. Teachers, superintendents, principals and others say they support the need to implement physical distancing at schools, which would require decreased class sizes and dramatically increased cleaning. But all of that will cost more money.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='education']Schools have been closed since mid-March, when Gov. Gavin Newsom issued a statewide stay-at-home order, and developed distance-learning plans on the fly. The idea of classes resuming is a relief for both teachers and parents, but raises a host of new questions. Working parents will find it challenging to cope with extended distance learning plans. Teachers say they are wondering how they will keep students 6 feet apart.\u003c/p>\n\u003cp>\"That's the million-dollar question,\" said Heather Peterson, a kindergarten teacher in Long Beach. Everything from lining up when the school bell rings to classroom seating, recess and lunchtime will have to be rethought. As will the types of toys students can play with.\u003c/p>\n\u003cp>\"I've got Legos, and Tinker Toys and we do fun Friday free time, where the kids get to play with a partner. I don't know how that's going to look. Because everything a kid touches will have to be cleaned,\" said Peterson, who wonders how she will monitor what each child touches.\u003c/p>\n\u003cp>Peterson has always tried to instill independence in her students — letting them go to the bathroom without asking, getting up for a pencil if they need it — but she assumes that will need to be curtailed.\u003c/p>\n\u003cp>\"They'll need to be at their designated spot for the day,\" she said, and ask permission to leave their seat to avoid getting too close to others. On the bright side, by the time students return to school, the concept of staying apart won't be new, Peterson said.\u003c/p>\n\u003cp>\"It's not ideal. I think it will be tricky to monitor at school. But when they return in September, at least they'll have a lot of experience with social distancing,\" Peterson said.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Julia McEvoy.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Beyond face masks and physical distancing, a new detailed guide to safely reopen California schools suggests a radical overhaul of classroom instruction to prevent the spread of the coronavirus.\u003c/p>\n\u003cp>The new guidelines in a \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/documents/strongertogether.pdf\">55-page how-to manual\u003c/a> released Monday by California's Department of Education make clear that everything about school will be different, from start to finish, when the fall term starts. California's 6.2 million students can expect temperature checks upon entering schools and buses, extensive hand washing throughout the day, physical distancing requirements — in classes, in hallways, at recess, on school buses — and face coverings for students and staff at all times except when eating and drinking.\u003c/p>\n\u003cp>\"The COVID-19 pandemic has had a devastating effect on everything we know about providing education,\" said State Superintendent of Public Instruction Tony Thurmond. \"It forces us to enter into a new conversation about the way we provide instruction.\"\u003c/p>\n\u003cp>Ultimately, school districts will decide when and how to reopen campuses. Thurmond stressed that the guidelines are not mandatory and can't offer a one-size-fits-all model for the state's 1,000 school districts. But they aim to provide multiple scenarios to help schools find the best approach for safely reopening.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The manual titled, \"Stronger Together: A Guidebook for the Safe Reopening of California's Public Schools,\" can serve as a road map for school districts as they prepare for the return of classes, Thurmond said.\u003c/p>\n\u003cp>Many parents have expressed interest in continuing distance learning for safety reasons, and Thurmond said he is encouraging districts to maintain at-home instruction to the extent they can to ensure smaller class sizes.\u003c/p>\n\u003cp>\"Parents are asking for it, let's use that as a strategy, let's plan for it,\" Thurmond said about continued online learning in the fall, which will be needed as schools accommodate a smaller number of students at a time. The department also recommends schools be prepared to shutter again and go online because of a virus outbreak, power shut-offs to prevent wildfires, or other natural disasters.\u003c/p>\n\u003cp>\"There's high anxiety at so many levels on this ... We just have to be kind to each other,\" said Mary Jane Burke, Marin County superintendent of schools. \"But also be clear that it's not ‘Are we going to open schools?’ It's ‘What are the conditions that need to be in place?’ because we have got to get kids back into classrooms.\"\u003c/p>\n\u003ch3>School Won't Look the Same\u003c/h3>\n\u003cp>The guidelines include new models for classroom instruction, such as rotating students into classes just two days a week with the remainder of days at home doing distance learning or sending half the class to school for \"in-person learning\" several days a week while the rest of the class stays home for distance learning. The students would alternate each week.\u003c/p>\n\u003cp>Schools might also opt to stagger schedules, with AM-PM rotations of students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The guidelines suggest temperature checks and hand sanitizing for students and teachers before they enter school campuses and buses.\u003c/p>\n\u003cp>New rules and seating plans will be applied on school buses to keep students 6 feet apart. One option could be to seat one student per bench and skip every other row, the guidelines say. Choosing seats would not be allowed, students should be seated from the rear of the bus forward to prevent walking past each other.\u003c/p>\n\u003cp>Transportation of students with special learning needs is one of the hurdles districts are having to tackle without specific information from the state on how many students should be on a standard bus, for example.\u003c/p>\n\u003cp>Solving some of these problems is going to take creativity, said Alameda County Schools Superintendent Karen Monroe.\u003c/p>\n\u003cp>\"Because if you're looking at something like special ed, keeping on masks and six feet apart is not always going to be possible for students who need hands-on support,\" Monroe said. \"Every district is going to consider their staffing and their ability to staff and fund any model that they have. So it has to start with your resources to actually do this.\"\u003c/p>\n\u003cp>The state's new guidelines also rule out a number of social activities, such as field trips and school assemblies, and place a variety of restrictions on the act of sharing.\u003c/p>\n\u003cp>\"Avoid sharing electronic devices, toys, books and other games,\" the guidelines say as part of recommendations for schools to meet \"high standards of cleanliness.\" Schools are asked to disinfect high-touch surfaces at least daily, such as doorknobs, handrails, drinking fountains, playground equipment, sink handles and bathrooms.\u003c/p>\n\u003cp>The state Department of Public Health on Friday released its own 14-page guidance designed to help districts prepare, with many of the same recommendations.\u003c/p>\n\u003cp>The state said it plans to supply every school and child care center with the following:\u003c/p>\n\u003cul>\n\u003cli>No-touch thermometers\u003c/li>\n\u003cli>Hand sanitizer\u003c/li>\n\u003cli>Face shields for every teacher\u003c/li>\n\u003cli>Cloth face coverings for staff and students\u003c/li>\n\u003cli>Tight-fitting N-95 masks for health care professionals in schools\u003c/li>\n\u003c/ul>\n\u003ch3>Logistical, Financial Challenges for Districts\u003c/h3>\n\u003cp>Educators say the new safety measures pose massive logistical and financial challenges, particularly at a time of shrinking budgets. Districts are facing the prospect of billions of dollars in budget cuts as the state scrambles to plug a deficit brought on by the virus.\u003c/p>\n\u003cp>The California Education Coalition, which includes the nine statewide K-12 public education associations, has urged Newsom and state legislators to reject the cuts. Teachers, superintendents, principals and others say they support the need to implement physical distancing at schools, which would require decreased class sizes and dramatically increased cleaning. But all of that will cost more money.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Schools have been closed since mid-March, when Gov. Gavin Newsom issued a statewide stay-at-home order, and developed distance-learning plans on the fly. The idea of classes resuming is a relief for both teachers and parents, but raises a host of new questions. Working parents will find it challenging to cope with extended distance learning plans. Teachers say they are wondering how they will keep students 6 feet apart.\u003c/p>\n\u003cp>\"That's the million-dollar question,\" said Heather Peterson, a kindergarten teacher in Long Beach. Everything from lining up when the school bell rings to classroom seating, recess and lunchtime will have to be rethought. As will the types of toys students can play with.\u003c/p>\n\u003cp>\"I've got Legos, and Tinker Toys and we do fun Friday free time, where the kids get to play with a partner. I don't know how that's going to look. Because everything a kid touches will have to be cleaned,\" said Peterson, who wonders how she will monitor what each child touches.\u003c/p>\n\u003cp>Peterson has always tried to instill independence in her students — letting them go to the bathroom without asking, getting up for a pencil if they need it — but she assumes that will need to be curtailed.\u003c/p>\n\u003cp>\"They'll need to be at their designated spot for the day,\" she said, and ask permission to leave their seat to avoid getting too close to others. On the bright side, by the time students return to school, the concept of staying apart won't be new, Peterson said.\u003c/p>\n\u003cp>\"It's not ideal. I think it will be tricky to monitor at school. But when they return in September, at least they'll have a lot of experience with social distancing,\" Peterson said.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from KQED's Julia McEvoy.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Galvanized by the nationwide call for police reforms in the wake of the police killing of George Floyd in Minneapolis on May 25, Oakland activists are pressuring the Oakland school board to eliminate the district’s internal police force.\u003c/p>\n\u003cp>On Wednesday, Oakland Unified School District board member Roseann Torres will reintroduce a measure to dissolve the department and replace it with non-uniformed “peacekeeping ambassadors.”\u003c/p>\n\u003cp>Torres spoke of the sorrow following Floyd’s death and said, “It’s time to just go for the whole gusto and say look, we don’t even need a police department. Our schools are closed … we’re paying officers to sit at home.”\u003c/p>\n\u003cp>Torres tried and failed in the same effort in March, when the board rejected a measure to reduce its police force by half in a vote of 4 to 3.\u003c/p>\n\u003cp>The primary argument then was saving money as the district grapples with deep budget cuts. The OUSD police force has been sued in the past — most notably in \u003ca href=\"https://www.kqed.org/news/10465826/violent-incident-at-high-school-in-oakland-raises-new-questions-about-security-officers\" target=\"_blank\" rel=\"noopener noreferrer\">2016 when a security officer choked and dragged a student\u003c/a>. Now, activists say Floyd’s death underscores the moral argument they have been making for at least a decade.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Right now, we’re calling on the community, our allies, supporters, anyone that wants to stand for black students and black sanctuary to call on the school board members to eliminate school police,” said Jasmine Williams, development and communications manager for the Black Organizing Project (BOP). On Friday, BOP, along with the Anti Police-Terror Project and other coalition members, caravanned to several schools to rally around the issue.\u003c/p>\n\u003cp>Unlike other districts in the Bay Area, Oakland public schools have their own internal force which employs 10 officers, including its police chief, Jeff Godown. He also oversees about 50 school security guards and he estimates these personnel and their benefits cost the district close to $3.5 million.\u003c/p>\n\u003cp>In the past, Godown has argued his officers are needed, citing the large number of calls — 1,000 per semester — his department receives for help. However, this week Godown said he understands why some people don’t want a police department, and he is willing to work with the superintendent on a new safety plan.\u003c/p>\n\u003cp>“I wanted the schools to be safe,” Godown said. “And if we can make them safe with a hybrid between security officers and restorative justice experts and climate and culture ambassadors or some kind of hybrid … I’m not against that.”\u003c/p>\n\u003cp>Even if it means putting himself out of a job.\u003c/p>\n\u003cp>“I’ve been in this business for 40 years,” Godown said. “And if that ends up being the outcome, that ends up being the outcome.”\u003c/p>\n\u003cp>Godown, who has overseen social and emotional learning training for his officers, has long made the case that his officers know the students and are better at handling calls than the city’s police force would be.\u003c/p>\n\u003cp>“Not every case of this school is something that restorative justice or social emotional learning will handle,” he cautioned. “There are instances, unfortunately, where crimes occur where uniformed officers with guns and handcuffs have to go on campus and handle that problem over and above the active shooters that have occurred in this country.”\u003c/p>\n\u003cp>BOP’s Williams said \u003ca href=\"https://www.npr.org/2018/03/08/591753884/do-police-officers-in-schools-really-make-them-safer\" target=\"_blank\" rel=\"noopener noreferrer\">police in schools don’t make campuses safer\u003c/a> and that the lack of investment in schools has contributed to students’ behavior issues that surface while in class.\u003c/p>\n\u003cp>“So by taking away everything that students need to feel safe to even flourish — like after-school programs, nurses, therapists — and then kind of throwing up your hands when you see behavioral issues is kind of contradictory, doesn’t make any logical sense,” Williams said.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Related Stories\"]BOP wants the \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">community to help shape any plan\u003c/a> to replace school police.\u003c/p>\n\u003cp>“We definitely don’t think they should be having guns or replicating any kind of punitive, discipline officer,” Williams said. “If they’re supposed to be really protecting students — they should be approachable.”\u003c/p>\n\u003cp>Williams noted that they should make students feel like they could go to them to resolve conflicts, “rather than this kind of punitive, authoritative, disciplined image that we see in schools in the community.”\u003c/p>\n\u003cp>If Torres introduces the resolution on June 10, it would go to the board for a vote on June 24. Torres said she wants security guards, who would presumably lose their jobs under an elimination of OUSD’s internal police department, to be able to reapply to be part of a newly created peacekeeping ambassador team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The district is finalizing its 2020-21 budget this month.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Galvanized by the nationwide call for police reforms in the wake of the police killing of George Floyd in Minneapolis on May 25, Oakland activists are pressuring the Oakland school board to eliminate the district’s internal police force.\u003c/p>\n\u003cp>On Wednesday, Oakland Unified School District board member Roseann Torres will reintroduce a measure to dissolve the department and replace it with non-uniformed “peacekeeping ambassadors.”\u003c/p>\n\u003cp>Torres spoke of the sorrow following Floyd’s death and said, “It’s time to just go for the whole gusto and say look, we don’t even need a police department. Our schools are closed … we’re paying officers to sit at home.”\u003c/p>\n\u003cp>Torres tried and failed in the same effort in March, when the board rejected a measure to reduce its police force by half in a vote of 4 to 3.\u003c/p>\n\u003cp>The primary argument then was saving money as the district grapples with deep budget cuts. The OUSD police force has been sued in the past — most notably in \u003ca href=\"https://www.kqed.org/news/10465826/violent-incident-at-high-school-in-oakland-raises-new-questions-about-security-officers\" target=\"_blank\" rel=\"noopener noreferrer\">2016 when a security officer choked and dragged a student\u003c/a>. Now, activists say Floyd’s death underscores the moral argument they have been making for at least a decade.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Right now, we’re calling on the community, our allies, supporters, anyone that wants to stand for black students and black sanctuary to call on the school board members to eliminate school police,” said Jasmine Williams, development and communications manager for the Black Organizing Project (BOP). On Friday, BOP, along with the Anti Police-Terror Project and other coalition members, caravanned to several schools to rally around the issue.\u003c/p>\n\u003cp>Unlike other districts in the Bay Area, Oakland public schools have their own internal force which employs 10 officers, including its police chief, Jeff Godown. He also oversees about 50 school security guards and he estimates these personnel and their benefits cost the district close to $3.5 million.\u003c/p>\n\u003cp>In the past, Godown has argued his officers are needed, citing the large number of calls — 1,000 per semester — his department receives for help. However, this week Godown said he understands why some people don’t want a police department, and he is willing to work with the superintendent on a new safety plan.\u003c/p>\n\u003cp>“I wanted the schools to be safe,” Godown said. “And if we can make them safe with a hybrid between security officers and restorative justice experts and climate and culture ambassadors or some kind of hybrid … I’m not against that.”\u003c/p>\n\u003cp>Even if it means putting himself out of a job.\u003c/p>\n\u003cp>“I’ve been in this business for 40 years,” Godown said. “And if that ends up being the outcome, that ends up being the outcome.”\u003c/p>\n\u003cp>Godown, who has overseen social and emotional learning training for his officers, has long made the case that his officers know the students and are better at handling calls than the city’s police force would be.\u003c/p>\n\u003cp>“Not every case of this school is something that restorative justice or social emotional learning will handle,” he cautioned. “There are instances, unfortunately, where crimes occur where uniformed officers with guns and handcuffs have to go on campus and handle that problem over and above the active shooters that have occurred in this country.”\u003c/p>\n\u003cp>BOP’s Williams said \u003ca href=\"https://www.npr.org/2018/03/08/591753884/do-police-officers-in-schools-really-make-them-safer\" target=\"_blank\" rel=\"noopener noreferrer\">police in schools don’t make campuses safer\u003c/a> and that the lack of investment in schools has contributed to students’ behavior issues that surface while in class.\u003c/p>\n\u003cp>“So by taking away everything that students need to feel safe to even flourish — like after-school programs, nurses, therapists — and then kind of throwing up your hands when you see behavioral issues is kind of contradictory, doesn’t make any logical sense,” Williams said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>BOP wants the \u003ca href=\"http://blackorganizingproject.org/wp-content/uploads/2019/11/The-Peoples-Plan-2019-Online-Reduced-Size.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">community to help shape any plan\u003c/a> to replace school police.\u003c/p>\n\u003cp>“We definitely don’t think they should be having guns or replicating any kind of punitive, discipline officer,” Williams said. “If they’re supposed to be really protecting students — they should be approachable.”\u003c/p>\n\u003cp>Williams noted that they should make students feel like they could go to them to resolve conflicts, “rather than this kind of punitive, authoritative, disciplined image that we see in schools in the community.”\u003c/p>\n\u003cp>If Torres introduces the resolution on June 10, it would go to the board for a vote on June 24. Torres said she wants security guards, who would presumably lose their jobs under an elimination of OUSD’s internal police department, to be able to reapply to be part of a newly created peacekeeping ambassador team.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The district is finalizing its 2020-21 budget this month.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Esperanza Estrada has been operating Estrada's Family Preschool in San Francisco's Excelsior District for nearly 18 years, serving small groups of children from primarily low-income backgrounds.\u003c/p>\n\u003cp>But since the COVID-19 pandemic began, and businesses like hers were forced to shut down, Estrada said things have been tough.\u003c/p>\n\u003cp>\"It's been really difficult for me to survive because I can't have the kids back or enroll new children because of the order,\" Estrada, 56, said.\u003c/p>\n\u003cp>With her business unable to operate due to health concerns, Estrada said she began looking for financial support through grants and loans. But because she operates such a small business, she found that getting the money wasn't exactly a straightforward process.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Esperanza Estrada, San Francisco family day care owner\"]'It's been really difficult for me to survive because I can't have the kids back or enroll new children because of the order.'[/pullquote]\u003c/p>\n\u003cp>\"Sometimes with the loans and grants, the qualifications are very high. And we sometimes don't count as businesses in the city because we are very, very small,\" she said.\u003c/p>\n\u003cp>Estrada said she was able to get some support in the form of a federal Paycheck Protection Program loan, but is concerned about her ability to pay it back or fulfill the requirements necessary to have the loan forgiven. She said she sometimes has trouble sleeping at night and stays up worrying about paying her mortgage or just buying food.\u003c/p>\n\u003cp>\"Especially because I'm an immigrant, woman of color,\" Estrada said. \"Being that kind of person, it's even more difficult for us to find help and resources.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Now, the city of San Francisco is stepping in to help child care providers like Estrada make ends meet. A new program will use $1 million from the Give2SF COVID-19 Response and Recovery Fund to provide grants to up to 150 family child care educators in the city — with a particular focus on ones that serve low-income households.\u003c/p>\n\u003cp>San Francisco Supervisor Ahsha Safaí, who worked with Mayor London Breed's office to develop the program, said many city residents rely on these businesses to provide care. And they're even more important as the city relaxes its shelter-in-place order and people return to work.\u003c/p>\n\u003cp>\"They're accessible, they're easy, they're run by people the families know,\" Safaí explained. \"Without these options, a lot of people aren't going to be able to go back to work.\"\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"education\"]According to city officials, San Francisco currently has about 600 licensed family child care homes, but only a certain group falls under the necessary criteria to take part in this new program. Those criteria include enrolling low-income children in their programs and receiving a state \"star rating\" at a level that enables participation in San Francisco's Early Learning Scholarship and Preschool for All programs.\u003c/p>\n\u003cp>\"Those providers are going to be eligible for a grant anywhere from up to from $5,000 to up to $10,000, depending on the size of their their family child care license,\" said Ingrid Mezquita, director of San Francisco's Office of Early Care and Education.\u003c/p>\n\u003cp>While her business has been closed, Estrada has been connecting online with the kids in her program, doing story time and teaching three times a week. She says the kids want to come back, and they sometimes walk by her house with their parents to wave to her or say hi, from a safe distance.\u003c/p>\n\u003cp>While Estrada said she misses the kids, she knows most of them will soon age out of her program and she'll have to find new kids to enroll. These new funds from the city can help keep her business afloat in the meantime, she said.\u003c/p>\n\u003cp>\"We're going to be ready to open doors again for the families and the children, especially with low-income families,\" Estrada said. \"They need to feel secure that the children are going to be OK in places, and that they can go to work and make the city work again.\"\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Esperanza Estrada has been operating Estrada's Family Preschool in San Francisco's Excelsior District for nearly 18 years, serving small groups of children from primarily low-income backgrounds.\u003c/p>\n\u003cp>But since the COVID-19 pandemic began, and businesses like hers were forced to shut down, Estrada said things have been tough.\u003c/p>\n\u003cp>\"It's been really difficult for me to survive because I can't have the kids back or enroll new children because of the order,\" Estrada, 56, said.\u003c/p>\n\u003cp>With her business unable to operate due to health concerns, Estrada said she began looking for financial support through grants and loans. But because she operates such a small business, she found that getting the money wasn't exactly a straightforward process.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Sometimes with the loans and grants, the qualifications are very high. And we sometimes don't count as businesses in the city because we are very, very small,\" she said.\u003c/p>\n\u003cp>Estrada said she was able to get some support in the form of a federal Paycheck Protection Program loan, but is concerned about her ability to pay it back or fulfill the requirements necessary to have the loan forgiven. She said she sometimes has trouble sleeping at night and stays up worrying about paying her mortgage or just buying food.\u003c/p>\n\u003cp>\"Especially because I'm an immigrant, woman of color,\" Estrada said. \"Being that kind of person, it's even more difficult for us to find help and resources.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Now, the city of San Francisco is stepping in to help child care providers like Estrada make ends meet. A new program will use $1 million from the Give2SF COVID-19 Response and Recovery Fund to provide grants to up to 150 family child care educators in the city — with a particular focus on ones that serve low-income households.\u003c/p>\n\u003cp>San Francisco Supervisor Ahsha Safaí, who worked with Mayor London Breed's office to develop the program, said many city residents rely on these businesses to provide care. And they're even more important as the city relaxes its shelter-in-place order and people return to work.\u003c/p>\n\u003cp>\"They're accessible, they're easy, they're run by people the families know,\" Safaí explained. \"Without these options, a lot of people aren't going to be able to go back to work.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>According to city officials, San Francisco currently has about 600 licensed family child care homes, but only a certain group falls under the necessary criteria to take part in this new program. Those criteria include enrolling low-income children in their programs and receiving a state \"star rating\" at a level that enables participation in San Francisco's Early Learning Scholarship and Preschool for All programs.\u003c/p>\n\u003cp>\"Those providers are going to be eligible for a grant anywhere from up to from $5,000 to up to $10,000, depending on the size of their their family child care license,\" said Ingrid Mezquita, director of San Francisco's Office of Early Care and Education.\u003c/p>\n\u003cp>While her business has been closed, Estrada has been connecting online with the kids in her program, doing story time and teaching three times a week. She says the kids want to come back, and they sometimes walk by her house with their parents to wave to her or say hi, from a safe distance.\u003c/p>\n\u003cp>While Estrada said she misses the kids, she knows most of them will soon age out of her program and she'll have to find new kids to enroll. These new funds from the city can help keep her business afloat in the meantime, she said.\u003c/p>\n\u003cp>\"We're going to be ready to open doors again for the families and the children, especially with low-income families,\" Estrada said. \"They need to feel secure that the children are going to be OK in places, and that they can go to work and make the city work again.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "residents-at-oakland-safe-quarantine-rv-site-complain-of-power-water-and-safety-issues",
"title": "Residents at Oakland 'Safe Quarantine' RV Site Complain of Power, Water and Safety Issues",
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"content": "\u003cp>\u003cem>This report contains a clarification. \u003c/em>\u003c/p>\n\u003cp>Less than a month after homeless residents began moving into 91 RVs in Oakland, residents are complaining about electricity that cuts out during the daytime, problems with water leaks and a lack of hand railings on steep steps.\u003c/p>\n\u003cp>The trailers are part of Operation HomeBase, a safe quarantine site on Hegenberger Road near Oakland International Airport, which city officials established for people over the age of 65 or who have health conditions that make them especially vulnerable to the coronavirus.\u003c/p>\n\u003cp>City officials said they expected some growing pains and are working to correct the problems.\u003c/p>\n\u003cp>“In setting up a brand new facility from scratch so quickly, we expected adjustments,” said Karen Boyd, a city spokesperson. “And [we] are working with residents and maintenance crews to address them.”\u003c/p>\n\u003cp>Oakland resident Delbra Taylor, 68, moved in with her ex-husband on May 11, about a week after the city officially opened the site. It’s been one struggle after the other, she said.\u003c/p>\n\u003cp>When she moved in, she had to buy her own sheets, pillows and towels because there were none there, she said, using her own precious Social Security income on the items.\u003c/p>\n\u003cp>The RV she was in lacked hot water, so they were moved to another one. The RV she is in now has a leak, so Taylor has been forced to use towels to soak up water that streams from the bathroom sink whenever it’s in use.\u003c/p>\n\u003cp>Two weeks ago, she fractured her arm coming out of her RV because it has no hand rails.\u003c/p>\n\u003cp>“I told them, I said, ‘This is dangerous,’ ” Taylor said in a phone interview. But, she said, nothing was done. Days later, she slipped.\u003c/p>\n\u003cp>“My whole body bounced on the ground, and I knew in that moment I was not getting up,” she said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Then on Saturday, the power started going out during the daytime. Some of the residents are on oxygen tanks, Taylor said, and need a constant source of electricity to power their tanks.\u003c/p>\n\u003cp>Boyd said site managers were working onsite Wednesday with PG&E and electricians to alleviate the problem.\u003c/p>\n\u003cp>“Moving unsheltered residents onto a new site with air conditioned units drew more power than expected,” Boyd said.\u003c/p>\n\u003cp>She added that the city is also working collaboratively with the manufacturer of the RVs on how best to install handrails and ensure residents’ safety. No other trailer had issues with water leaking, Boyd said.\u003c/p>\n\u003cp>Derrick Soo, a case manager for people experiencing homelessness at Alameda Health System, \u003ca href=\"https://www.youtube.com/watch?v=kdTGIQYlJHs\">posted an interview\u003c/a> with one of his clients, Rachel Shook, complaining of similar conditions at Operation HomeBase.\u003c/p>\n\u003cp>“They aren’t really giving us answers on what they are going to do or how they are going to fix it,” Shook said in the video posted to YouTube. “So we’re just taking it day by day.”\u003c/p>\n\u003cp>Shook, who uses they/them pronouns, stays in the RV with their partner, Gina Shook, 47, who has chronic obstructive pulmonary disease (COPD) and congestive heart failure. Gina relies on an oxygen tank to breathe. On Wednesday afternoon, Soo said Rachel was driving Gina to the hospital because the power had been out in the trailer since the morning.\u003c/p>\n\u003cp>“The heat inside has dehydrated her, exacerbating her medical situation,” Soo said. “She hasn’t had the machine to assist her with breathing and she’s now almost passed out.”\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='homelessness']\u003c/p>\n\u003cp>The new trailers were donated by the state as part of Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11807409/coronavirus-what-bay-area-counties-are-doing-for-homeless-residents-and-how-you-can-help\" target=\"_blank\" rel=\"noopener noreferrer\">plan\u003c/a> to open more areas for people to self-isolate.\u003c/p>\n\u003cp>The $1.5 million trailer site can house up to 134 people and costs approximately $1.8 million annually to operate, according to city officials.\u003c/p>\n\u003cp>It’s being funded through California’s emergency COVID-19 response funds with a $500,000 grant from Taube Philanthropies. The donation was initially part of a $1.5 million grant pledged in January for \u003ca href=\"https://www.kqed.org/news/11796428/newsom-to-unveil-travel-trailers-for-homeless-in-oakland\" target=\"_blank\" rel=\"noopener noreferrer\">an RV site in the same location\u003c/a> that would have housed homeless families.\u003c/p>\n\u003cp>Housing Consortium of the East Bay, a nonprofit homeless services provider that has operated some of the city’s \u003ca href=\"https://www.kqed.org/news/11677912/inside-one-of-oaklands-tuff-shed-homeless-communities\" target=\"_blank\" rel=\"noopener noreferrer\">Tuff Shed\u003c/a> locations, is staffing the RV site. Calls on Wednesday to staff at the nonprofit were not immediately returned.\u003c/p>\n\u003cp>More than her fractured arm and the leaking trailer, Taylor says it’s the heat that bothers her most.\u003c/p>\n\u003cp>The recent high temperatures, coupled with the fact that the RVs sit on top of an asphalt parking lot with no shade, makes it especially hot inside the trailers.\u003c/p>\n\u003cp>Taylor said staff at the site told residents to turn off the air conditioning during the day because it was overloading the power supply, she said.\u003c/p>\n\u003cp>“How do you expect people who have air conditions units to not turn them on?” Taylor said. “(Monday), it was so hot, I felt sick.”\u003c/p>\n\u003cp>\u003cem>June 2nd:\u003c/em> \u003ci data-stringify-type=\"italic\">Derrick Soo incorrectly identified himself as a caseworker for Alameda Health System. He has since clarified that he is a volunteer caseworker with Alameda County Health Care for the Homeless. He sits on the Co-Applicant Board for the Homeless Health Center at Alameda Health System.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n",
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"title": "Residents at Oakland 'Safe Quarantine' RV Site Complain of Power, Water and Safety Issues | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This report contains a clarification. \u003c/em>\u003c/p>\n\u003cp>Less than a month after homeless residents began moving into 91 RVs in Oakland, residents are complaining about electricity that cuts out during the daytime, problems with water leaks and a lack of hand railings on steep steps.\u003c/p>\n\u003cp>The trailers are part of Operation HomeBase, a safe quarantine site on Hegenberger Road near Oakland International Airport, which city officials established for people over the age of 65 or who have health conditions that make them especially vulnerable to the coronavirus.\u003c/p>\n\u003cp>City officials said they expected some growing pains and are working to correct the problems.\u003c/p>\n\u003cp>“In setting up a brand new facility from scratch so quickly, we expected adjustments,” said Karen Boyd, a city spokesperson. “And [we] are working with residents and maintenance crews to address them.”\u003c/p>\n\u003cp>Oakland resident Delbra Taylor, 68, moved in with her ex-husband on May 11, about a week after the city officially opened the site. It’s been one struggle after the other, she said.\u003c/p>\n\u003cp>When she moved in, she had to buy her own sheets, pillows and towels because there were none there, she said, using her own precious Social Security income on the items.\u003c/p>\n\u003cp>The RV she was in lacked hot water, so they were moved to another one. The RV she is in now has a leak, so Taylor has been forced to use towels to soak up water that streams from the bathroom sink whenever it’s in use.\u003c/p>\n\u003cp>Two weeks ago, she fractured her arm coming out of her RV because it has no hand rails.\u003c/p>\n\u003cp>“I told them, I said, ‘This is dangerous,’ ” Taylor said in a phone interview. But, she said, nothing was done. Days later, she slipped.\u003c/p>\n\u003cp>“My whole body bounced on the ground, and I knew in that moment I was not getting up,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Then on Saturday, the power started going out during the daytime. Some of the residents are on oxygen tanks, Taylor said, and need a constant source of electricity to power their tanks.\u003c/p>\n\u003cp>Boyd said site managers were working onsite Wednesday with PG&E and electricians to alleviate the problem.\u003c/p>\n\u003cp>“Moving unsheltered residents onto a new site with air conditioned units drew more power than expected,” Boyd said.\u003c/p>\n\u003cp>She added that the city is also working collaboratively with the manufacturer of the RVs on how best to install handrails and ensure residents’ safety. No other trailer had issues with water leaking, Boyd said.\u003c/p>\n\u003cp>Derrick Soo, a case manager for people experiencing homelessness at Alameda Health System, \u003ca href=\"https://www.youtube.com/watch?v=kdTGIQYlJHs\">posted an interview\u003c/a> with one of his clients, Rachel Shook, complaining of similar conditions at Operation HomeBase.\u003c/p>\n\u003cp>“They aren’t really giving us answers on what they are going to do or how they are going to fix it,” Shook said in the video posted to YouTube. “So we’re just taking it day by day.”\u003c/p>\n\u003cp>Shook, who uses they/them pronouns, stays in the RV with their partner, Gina Shook, 47, who has chronic obstructive pulmonary disease (COPD) and congestive heart failure. Gina relies on an oxygen tank to breathe. On Wednesday afternoon, Soo said Rachel was driving Gina to the hospital because the power had been out in the trailer since the morning.\u003c/p>\n\u003cp>“The heat inside has dehydrated her, exacerbating her medical situation,” Soo said. “She hasn’t had the machine to assist her with breathing and she’s now almost passed out.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The new trailers were donated by the state as part of Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11807409/coronavirus-what-bay-area-counties-are-doing-for-homeless-residents-and-how-you-can-help\" target=\"_blank\" rel=\"noopener noreferrer\">plan\u003c/a> to open more areas for people to self-isolate.\u003c/p>\n\u003cp>The $1.5 million trailer site can house up to 134 people and costs approximately $1.8 million annually to operate, according to city officials.\u003c/p>\n\u003cp>It’s being funded through California’s emergency COVID-19 response funds with a $500,000 grant from Taube Philanthropies. The donation was initially part of a $1.5 million grant pledged in January for \u003ca href=\"https://www.kqed.org/news/11796428/newsom-to-unveil-travel-trailers-for-homeless-in-oakland\" target=\"_blank\" rel=\"noopener noreferrer\">an RV site in the same location\u003c/a> that would have housed homeless families.\u003c/p>\n\u003cp>Housing Consortium of the East Bay, a nonprofit homeless services provider that has operated some of the city’s \u003ca href=\"https://www.kqed.org/news/11677912/inside-one-of-oaklands-tuff-shed-homeless-communities\" target=\"_blank\" rel=\"noopener noreferrer\">Tuff Shed\u003c/a> locations, is staffing the RV site. Calls on Wednesday to staff at the nonprofit were not immediately returned.\u003c/p>\n\u003cp>More than her fractured arm and the leaking trailer, Taylor says it’s the heat that bothers her most.\u003c/p>\n\u003cp>The recent high temperatures, coupled with the fact that the RVs sit on top of an asphalt parking lot with no shade, makes it especially hot inside the trailers.\u003c/p>\n\u003cp>Taylor said staff at the site told residents to turn off the air conditioning during the day because it was overloading the power supply, she said.\u003c/p>\n\u003cp>“How do you expect people who have air conditions units to not turn them on?” Taylor said. “(Monday), it was so hot, I felt sick.”\u003c/p>\n\u003cp>\u003cem>June 2nd:\u003c/em> \u003ci data-stringify-type=\"italic\">Derrick Soo incorrectly identified himself as a caseworker for Alameda Health System. He has since clarified that he is a volunteer caseworker with Alameda County Health Care for the Homeless. He sits on the Co-Applicant Board for the Homeless Health Center at Alameda Health System.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>When it comes to traffic in the Bay Area, there's \u003cem>usually\u003c/em> all sorts — cars and BART trains zipping around the bay, airplanes high in the sky and tanker ships coming in and out of port.\u003c/p>\n\u003cp>The coronavirus pandemic and shelter-in-place orders have dramatically altered that picture, but as restrictions are eased, streets, skies and bay may soon be not quite so empty.\u003c/p>\n\u003cp>In this week's episode of Cartooning-in-Place, KQED's Mark Fiore shows you how to draw the many vehicles that are part of life around the bay.\u003c/p>\n\u003cp>https://youtu.be/myQod6jYdKg\u003c/p>\n\u003cp>So grab some paper and a pencil (or a marker or a pen), and try your hand at drawing trains, planes, automobiles and even boats!\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>When he's not showing you how to cartoon, Mark creates daily cartoons for KQED called \u003ca href=\"https://www.kqed.org/mark-fiore-drawn-to-the-bay\">Drawn to the Bay\u003c/a> and a \u003ca href=\"http://www.markfiore.com/january-march-2020/2020/3/19/keep-your-distance\">weekly political animation\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Have a request for something you'd like to learn to draw? Send an email to \u003ca href=\"mailto:cartoons@kqed.org\">cartoons@kqed.org\u003c/a>. And if you want to share a cartoon you've drawn after watching Cartooning-in-Place, send it in! We may feature it in a future episode.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When it comes to traffic in the Bay Area, there's \u003cem>usually\u003c/em> all sorts — cars and BART trains zipping around the bay, airplanes high in the sky and tanker ships coming in and out of port.\u003c/p>\n\u003cp>The coronavirus pandemic and shelter-in-place orders have dramatically altered that picture, but as restrictions are eased, streets, skies and bay may soon be not quite so empty.\u003c/p>\n\u003cp>In this week's episode of Cartooning-in-Place, KQED's Mark Fiore shows you how to draw the many vehicles that are part of life around the bay.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/myQod6jYdKg'\n title='//www.youtube.com/embed/myQod6jYdKg'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>So grab some paper and a pencil (or a marker or a pen), and try your hand at drawing trains, planes, automobiles and even boats!\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "with-a-braille-printing-press-in-his-garage-this-sonoma-teacher-goes-the-extra-mile",
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"content": "\u003cp>On Friday, March 13, Neal Mckenzie was sitting in his office when he got word that Sonoma County schools would be shifting to online learning the next week, due to the coronavirus pandemic.\u003c/p>\n\u003cp>“Okay so, what can I do? What is the most important thing?” he remembers thinking.\u003c/p>\n\u003cp>Mckenzie works for the Sonoma County Office of Education assisting 130 visually impaired students from kindergarten through high school. He realized one of the most important things he could do was to ensure he could still provide course materials to his students while sheltering in place, using special machines that print out braille materials.\u003c/p>\n\u003cp>“We’re talking about kids who really just need that braille and they need that tactile reference. There is really no stand-in for that,” Mckenzie said.\u003c/p>\n\u003cp>Mckenzie began by moving the large machines needed to produce braille content into his compact car: embosser, inkjet printer, tactile image maker and 3D printer, plus cables and embosser feed paper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That first trip back to the office was crazy. I only had a 30 minute window to grab not only the machines but \u003cem>everything\u003c/em> to have this whole system run, produce and organize all these forms of tactile materials,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11820371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820371\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg\" alt=\"With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students.\" width=\"800\" height=\"433\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1020x552.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1920x1038.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students. \u003ccite>(Courtesy of Neal Mckenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The machines are now set up in Mckenzie’s two-car garage, along the wall between his car and his laundry machines, effectively creating a make-shift tactile production center.\u003c/p>\n\u003cp>“We are constantly fighting the clock so none of our students fall behind waiting on accessible materials, so they can have materials at the same time as their classmates,” he said. “It’s a constant struggle.”\u003c/p>\n\u003cp>As an assistive technology specialist for the visually impaired, one of Mckenzie’s challenges was figuring out how to help sight-limited students adapt to virtual classroom technologies.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Mario Chitwood, Quest Forward Academy student\"]“He drops off brailled math sheets that I need for school. Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”[/pullquote]\u003c/p>\n\u003cp>“I have to check in with almost all the students I work weekly with just to see, ‘Okay, how did the week go? What were the holes? What were the things we need to work on? What are the things that are coming up?'” Mckenzie said.\u003c/p>\n\u003cp>His first hurdle was making sure they could handle Zoom, the go-to tool for many teachers and students to meet in virtual classrooms.\u003c/p>\n\u003cp>“Some of them were like, ‘Oh, in three days I’m having my first Zoom class,'” Mckenzie recalled. “And it’s not going to wait for them to know how to use it.”\u003c/p>\n\u003cp>Mckenzie had to find a way to make Zoom meetings accessible to sight-limited students. His hack: create a tactile braille map of Zoom navigation so students could reference that while he walked them through the app. He compared this to a sighted person using Google Maps when traveling to a new place.\u003c/p>\n\u003cp>With this prep, Mckenzie said his students are more confident participating in Zoom classes and raising their hands or sharing a document.\u003c/p>\n\u003cfigure id=\"attachment_11819185\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11819185\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/zoom-braille.jpeg\" alt=\"A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students.\" width=\"512\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille.jpeg 512w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille-160x124.jpeg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students. \u003ccite>(Courtesy Neal McKenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Lasting Relationships\u003c/h3>\n\u003cp>McKenzie has been working with the Sonoma County Schools for 11 years, and while other teachers see students come and go, he often maintains relationships with his students over their entire career.\u003c/p>\n\u003cp>He’s known 16-year-old Mario Chitwood since he was in third grade. Chitwood is now a sophomore at Quest Forward Academy in Santa Rosa. He was born with a genetic eye disease, and is completely blind, and he’s also the only blind student at his school. Since schools moved online, Chitwood said Mckenzie has been a life line.\u003c/p>\n\u003cp>“He drops off brailled math sheets that I need for school,” said Chitwood. “Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”\u003c/p>\n\u003cfigure id=\"attachment_11820374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820374\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg\" alt=\"16-year-old Mario Chitwood does school work at home while sheltering in place.\" width=\"800\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-160x136.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-1020x869.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">16-year-old Mario Chitwood does school work at home while sheltering in place. \u003ccite>(Courtesy of Cindy Chitwood)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chitwood and Mckenzie share an interest in figuring out how tech can be used to help other blind students become more independent.\u003c/p>\n\u003cp>“In third grade, I was a sponge for technology, so he would have to like learn the technology before he could teach it to me. And I made that very difficult because I would do learning real quick. We pushed each other,” Chitwood said.\u003c/p>\n\u003cp>It was Mckenzie who helped Chitwood get a new computer designed for the visually impaired, called a Polaris, after Chitwood’s family lost their home in the 2017 Tubbs fire. The family lived in Coffey Park, a subdivision that burned to the ground.\u003c/p>\n\u003cp>“He’s just a great guy to be around. He makes the people around him happy,” Chitwood said of McKenzie.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Mckenzie had also launched monthly hang outs for blind students and their parents at the \u003ca href=\"https://earlebaum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Earl Baum Center for the Blind\u003c/a> in Santa Rosa, gatherings which Critwood said he misses, now that the pandemic has forced social distancing.\u003c/p>\n\u003cp>“It was the fact that all the people there knew what it was like to be blind — the struggles. And the parents can talk and bond. It was just a really nice space to be in,” Chitwood said.\u003c/p>\n\u003cp>It’s now been two months since Sonoma County closed its school campuses and it’s unclear when they will reopen. Mckenzie said there is a constant stream of new apps that teachers are incorporating that he has to adapt for the visually impaired.\u003c/p>\n\u003cp>Meanwhile, the braille printing presses in his garage keep running. He and the district braillist share delivery rounds — she takes Tuesdays and he takes Fridays.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s no way that we can go all the way through the end of May without that,” Mckenzie said. “It’s their mode of learning.”\u003c/p>\n\u003ch3>\u003cstrong>Resources for Visually Impaired Students\u003c/strong>\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.perkinselearning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Perkins Learning technology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nfb.org/resources/distance-education-resources\" target=\"_blank\" rel=\"noopener noreferrer\">Distance education resources\u003c/a> from The National Federation of the Blind\u003c/li>\n\u003cli>\u003ca href=\"https://www.pathstoliteracy.org/resources/Virtual-ExCEL-Academy\" target=\"_blank\" rel=\"noopener noreferrer\">Paths to Literacy\u003c/a> Resources\u003c/li>\n\u003cli>Resources from \u003ca href=\"https://www.tsbvi.edu/coffeehour\" target=\"_blank\" rel=\"noopener noreferrer\">Texas School for the Blind and Visually Impaired\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Friday, March 13, Neal Mckenzie was sitting in his office when he got word that Sonoma County schools would be shifting to online learning the next week, due to the coronavirus pandemic.\u003c/p>\n\u003cp>“Okay so, what can I do? What is the most important thing?” he remembers thinking.\u003c/p>\n\u003cp>Mckenzie works for the Sonoma County Office of Education assisting 130 visually impaired students from kindergarten through high school. He realized one of the most important things he could do was to ensure he could still provide course materials to his students while sheltering in place, using special machines that print out braille materials.\u003c/p>\n\u003cp>“We’re talking about kids who really just need that braille and they need that tactile reference. There is really no stand-in for that,” Mckenzie said.\u003c/p>\n\u003cp>Mckenzie began by moving the large machines needed to produce braille content into his compact car: embosser, inkjet printer, tactile image maker and 3D printer, plus cables and embosser feed paper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That first trip back to the office was crazy. I only had a 30 minute window to grab not only the machines but \u003cem>everything\u003c/em> to have this whole system run, produce and organize all these forms of tactile materials,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11820371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820371\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg\" alt=\"With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students.\" width=\"800\" height=\"433\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1020x552.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1920x1038.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students. \u003ccite>(Courtesy of Neal Mckenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The machines are now set up in Mckenzie’s two-car garage, along the wall between his car and his laundry machines, effectively creating a make-shift tactile production center.\u003c/p>\n\u003cp>“We are constantly fighting the clock so none of our students fall behind waiting on accessible materials, so they can have materials at the same time as their classmates,” he said. “It’s a constant struggle.”\u003c/p>\n\u003cp>As an assistive technology specialist for the visually impaired, one of Mckenzie’s challenges was figuring out how to help sight-limited students adapt to virtual classroom technologies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I have to check in with almost all the students I work weekly with just to see, ‘Okay, how did the week go? What were the holes? What were the things we need to work on? What are the things that are coming up?'” Mckenzie said.\u003c/p>\n\u003cp>His first hurdle was making sure they could handle Zoom, the go-to tool for many teachers and students to meet in virtual classrooms.\u003c/p>\n\u003cp>“Some of them were like, ‘Oh, in three days I’m having my first Zoom class,'” Mckenzie recalled. “And it’s not going to wait for them to know how to use it.”\u003c/p>\n\u003cp>Mckenzie had to find a way to make Zoom meetings accessible to sight-limited students. His hack: create a tactile braille map of Zoom navigation so students could reference that while he walked them through the app. He compared this to a sighted person using Google Maps when traveling to a new place.\u003c/p>\n\u003cp>With this prep, Mckenzie said his students are more confident participating in Zoom classes and raising their hands or sharing a document.\u003c/p>\n\u003cfigure id=\"attachment_11819185\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11819185\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/zoom-braille.jpeg\" alt=\"A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students.\" width=\"512\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille.jpeg 512w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille-160x124.jpeg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students. \u003ccite>(Courtesy Neal McKenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Lasting Relationships\u003c/h3>\n\u003cp>McKenzie has been working with the Sonoma County Schools for 11 years, and while other teachers see students come and go, he often maintains relationships with his students over their entire career.\u003c/p>\n\u003cp>He’s known 16-year-old Mario Chitwood since he was in third grade. Chitwood is now a sophomore at Quest Forward Academy in Santa Rosa. He was born with a genetic eye disease, and is completely blind, and he’s also the only blind student at his school. Since schools moved online, Chitwood said Mckenzie has been a life line.\u003c/p>\n\u003cp>“He drops off brailled math sheets that I need for school,” said Chitwood. “Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”\u003c/p>\n\u003cfigure id=\"attachment_11820374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820374\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg\" alt=\"16-year-old Mario Chitwood does school work at home while sheltering in place.\" width=\"800\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-160x136.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-1020x869.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">16-year-old Mario Chitwood does school work at home while sheltering in place. \u003ccite>(Courtesy of Cindy Chitwood)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chitwood and Mckenzie share an interest in figuring out how tech can be used to help other blind students become more independent.\u003c/p>\n\u003cp>“In third grade, I was a sponge for technology, so he would have to like learn the technology before he could teach it to me. And I made that very difficult because I would do learning real quick. We pushed each other,” Chitwood said.\u003c/p>\n\u003cp>It was Mckenzie who helped Chitwood get a new computer designed for the visually impaired, called a Polaris, after Chitwood’s family lost their home in the 2017 Tubbs fire. The family lived in Coffey Park, a subdivision that burned to the ground.\u003c/p>\n\u003cp>“He’s just a great guy to be around. He makes the people around him happy,” Chitwood said of McKenzie.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mckenzie had also launched monthly hang outs for blind students and their parents at the \u003ca href=\"https://earlebaum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Earl Baum Center for the Blind\u003c/a> in Santa Rosa, gatherings which Critwood said he misses, now that the pandemic has forced social distancing.\u003c/p>\n\u003cp>“It was the fact that all the people there knew what it was like to be blind — the struggles. And the parents can talk and bond. It was just a really nice space to be in,” Chitwood said.\u003c/p>\n\u003cp>It’s now been two months since Sonoma County closed its school campuses and it’s unclear when they will reopen. Mckenzie said there is a constant stream of new apps that teachers are incorporating that he has to adapt for the visually impaired.\u003c/p>\n\u003cp>Meanwhile, the braille printing presses in his garage keep running. He and the district braillist share delivery rounds — she takes Tuesdays and he takes Fridays.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s no way that we can go all the way through the end of May without that,” Mckenzie said. “It’s their mode of learning.”\u003c/p>\n\u003ch3>\u003cstrong>Resources for Visually Impaired Students\u003c/strong>\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.perkinselearning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Perkins Learning technology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nfb.org/resources/distance-education-resources\" target=\"_blank\" rel=\"noopener noreferrer\">Distance education resources\u003c/a> from The National Federation of the Blind\u003c/li>\n\u003cli>\u003ca href=\"https://www.pathstoliteracy.org/resources/Virtual-ExCEL-Academy\" target=\"_blank\" rel=\"noopener noreferrer\">Paths to Literacy\u003c/a> Resources\u003c/li>\n\u003cli>Resources from \u003ca href=\"https://www.tsbvi.edu/coffeehour\" target=\"_blank\" rel=\"noopener noreferrer\">Texas School for the Blind and Visually Impaired\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "University of California System to Drop SAT, ACT Test Requirements",
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"content": "\u003cp>The University of California will drop the SAT and ACT tests as admission requirements through 2024 and eliminate them for California residents after that, a landmark decision by the university system.\u003c/p>\n\u003cp>The UC’s governing body, the Board of Regents, voted 23-0 Thursday to approve a proposal by UC President Janet Napolitano that phases the tests out over five years, at which point the UC aims to have developed its own test.\u003c/p>\n\u003cp>The regents met in a teleconference that lasted several hours Thursday, with expert presentations and lengthy debates that echoed a national conversation about whether the tests discriminate against disadvantaged students or help admissions offices find the most qualified applicants.\u003c/p>\n\u003cp>“I think this is an incredible step in the right direction,” Regents Chairman John Perez said.\u003c/p>\n\u003cp>Critics of the tests have long argued they put minority and low-income students at a disadvantage because the test questions often contain inherent bias that more privileged children are better equipped to answer. Wealthier students also tend to take expensive prep courses that help boost their scores, which many students can’t afford, critics say.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With California high school campuses closed because of the coronavirus pandemic, the UC had already made the tests optional for students who want to attend the fall 2021 sessions.\u003c/p>\n\u003cp>Under the plan approved Thursday, SAT and ACT tests will be optional for the 2021-22 and 2022-23 school years for all applicants.\u003c/p>\n\u003cp>https://twitter.com/UofCalifornia/status/1263605511242514435?s=20\u003c/p>\n\u003cp>Starting in 2023 and continuing the following year, the admissions process will be “test blind” for California residents, meaning SAT and ACT scores won’t be used in admissions decisions but could still be considered for purposes such as course placement and scholarships. Napolitano asked the school’s academic senate to work with the administration on a plan for out-of-state and international students applying as of fall 2023.\u003c/p>\n\u003cp>In 2025, the 290,000-student UC system will either replace the SAT and ACT with its own admissions test, or if it’s unable to create its own exam, will eliminate its standardized testing requirement altogether.\u003c/p>\n\u003cp>Napolitano’s office said in a statement that assessing nonresident students “presents challenges in terms of fairness and practicality,” but the options include extending the new tests for California students to out-of-state applicants or using some other standardized tests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The decision by the massive UC system could be influential as other colleges nationwide eye similar decisions. UC officials said they would begin working on the new test this summer.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California will drop the SAT and ACT tests as admission requirements through 2024 and eliminate them for California residents after that, a landmark decision by the university system.\u003c/p>\n\u003cp>The UC’s governing body, the Board of Regents, voted 23-0 Thursday to approve a proposal by UC President Janet Napolitano that phases the tests out over five years, at which point the UC aims to have developed its own test.\u003c/p>\n\u003cp>The regents met in a teleconference that lasted several hours Thursday, with expert presentations and lengthy debates that echoed a national conversation about whether the tests discriminate against disadvantaged students or help admissions offices find the most qualified applicants.\u003c/p>\n\u003cp>“I think this is an incredible step in the right direction,” Regents Chairman John Perez said.\u003c/p>\n\u003cp>Critics of the tests have long argued they put minority and low-income students at a disadvantage because the test questions often contain inherent bias that more privileged children are better equipped to answer. Wealthier students also tend to take expensive prep courses that help boost their scores, which many students can’t afford, critics say.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"soldout": {
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