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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/news/11981473/atencion-temprana-infantil-california\">\u003cem>Leer en español\u003c/em>\u003c/a>\u003c/p>\n\u003cp>In California, \u003ca href=\"https://my.clevelandclinic.org/health/diseases/14814-developmental-delay-in-children\">babies and toddlers with developmental delays\u003c/a> are entitled to receive a host of early intervention services to enhance their ability to sit, walk, talk or feed themselves. The services include physical therapy, speech therapy, occupational therapy or even equipment that helps young children maintain or improve certain skills. Parents and caregivers can also receive counseling and training to support their child’s needs.\u003c/p>\n\u003cp>\u003ca href=\"https://sites.ed.gov/idea/early-learning-early-childhood/#:~:text=The%20Individuals%20With%20Disabilities%20Education,and%20related%20services%20when%20children\">State and federal law guarantee early intervention services\u003c/a> through a program called Early Start because they help young children reach their potential and reduce the need for special education services when they enter school.\u003c/p>\n\u003cp>[aside postID=news_11979071 hero='https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-02-KQED-1-1020x680.jpg']\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/whyActEarly.html\">Getting the services as early as possible is crucial\u003c/a> for these children, experts say because their brains are the most adaptable during the first three years of life. The services should ideally be provided in the child’s home, daycare or other “natural environments” because \u003ca href=\"https://www.pacer.org/ec/early-intervention/natural-environments.asp\">young children learn best when they’re in familiar surroundings.\u003c/a>\u003c/p>\n\u003cp>But advocates tell KQED they’re seeing\u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\"> growing geographic and economic disparities\u003c/a> in who gets early intervention services in their natural environment — that is, these services aren’t being made equally available to all kids.\u003c/p>\n\u003cp>So, if you’re worried your child may have a developmental delay or have already encountered issues while trying to access these kinds of services for your family, here’s what you need to know about navigating the state’s Early Start system.\u003c/p>\n\u003ch2>\u003cstrong>How do I get started with securing Early Start services for my kid?\u003c/strong>\u003c/h2>\n\u003cp>A pediatrician, parent or even daycare provider can \u003ca href=\"https://arcanet.org/your-regional-center/\">contact their local regional center\u003c/a> to ask for early intervention services through Early Start.\u003c/p>\n\u003cp>Regional centers are nonprofit agencies that contract with the California Department of Developmental Services (DDS) to:\u003c/p>\n\u003cul>\n\u003cli>Evaluate a child for a developmental delay or disability.\u003c/li>\n\u003cli>Determine if the child is eligible for early intervention services.\u003c/li>\n\u003cli>Arrange for those services.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, the state’s Medicare program, covers developmental screenings\u003c/a> during wellness checks for children at 9 months, 18 months and 30 months of age. The screening uses a standardized set of questions to see if a child’s motor, cognitive, social and emotional development are on track for their age. However, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">data shows that the developmental screening rates for young children in Medi-Cal are very low\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If you suspect your child isn’t meeting his or her developmental milestones, don’t be afraid to ask about any concerns you have. Reyna Balladares, a foster parent profiled in our story about early intervention, says that when she noticed her foster child was slow to begin walking and talking, doctors told her that what was happening with the girl was normal. A specialist eventually evaluated the toddler and determined that she, in fact, needed physical therapy, speech-language therapy, occupational therapy and feeding therapy.\u003c/p>\n\u003cp>“You have to be very conscious if something different is going on with the child,” Balladares says, “and we have to advocate for [them].”\u003c/p>\n\u003ch2>\u003cstrong>Who’s eligible for Early Start?\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">A child under 3 years old is qualified for early intervention services through Early Start (PDF) \u003c/a>if they’re diagnosed as being at risk for developmental delays or if they have a developmental delay “of at least 25%” that affects their:\u003c/p>\n\u003cul>\n\u003cli>Cognitive development (thinking and learning).\u003c/li>\n\u003cli>Speech development.\u003c/li>\n\u003cli>Physical and motor development, including their vision and hearing.\u003c/li>\n\u003cli>Social and emotional development.\u003c/li>\n\u003cli>Adaptive development (everyday living skills like eating or dressing).\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>How much does Early Start cost?\u003c/strong>\u003c/h2>\n\u003cp>There is no charge for regional centers to evaluate for a developmental delay, determine a child’s eligibility and arrange for early intervention services.\u003c/p>\n\u003cp>However, they are “technically funders of last resort,” according to \u003ca href=\"https://calbudgetcenter.org/resources/understanding-how-infants-and-toddlers-with-disabilities-or-developmental-delays-receive-support/\">a report by the California Budget and Policy Center\u003c/a>. This means regional centers will only pay for services that are not covered by Medi-Cal or private insurance plans or while families wait for their insurance plan or Medi-Cal to approve the service.\u003c/p>\n\u003ch2>\u003cstrong>What are the rights of parents and caregivers for accessing Early Start services for a child?\u003c/strong>\u003c/h2>\n\u003cp>After being referred, regional centers have up to 45 days to evaluate the child, determine if they’re eligible for early intervention services, and propose an Individualized Family Service Plan (IFSP) that lays out the services that the child needs.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Mariah Martinez, care coordinator manager, Support for Families of Children With Disabilities\"]‘Keep pushing to move the process along.’[/pullquote]Mariah Martinez, a care coordinator manager with the San Francisco-based nonprofit Support for Families of Children With Disabilities, suggests filling out the referral form (which you can find on each regional center’s website) and emailing it to the regional center, so you can begin documenting the process from the start.\u003c/p>\n\u003cp>“Once the regional center emails you back with the confirmation that they received it, then that’s when the timeline begins,” she says.\u003c/p>\n\u003cp>If the process then goes beyond 45 days, caregivers can contact their caseload manager or the officer of the day at the regional center to get an update on the status of their case, Martinez says.\u003c/p>\n\u003ch2>\u003cstrong>What if I’m not getting timely services?\u003c/strong>\u003c/h2>\n\u003cp>As frustrating as it sounds, parents and caregivers often have to call their regional center coordinator repeatedly. “Keep pushing to move the process along,” Martinez says. She also suggests reaching out to their child’s pediatrician or medical social worker, a family resource center (\u003ca href=\"https://sfdec.org/family-resource-centers/\">there are more than two dozen of these\u003c/a> located throughout neighborhoods in San Francisco, for example) or advocacy groups like Support for Families of Children With Disabilities to assist in communicating with their service coordinator.\u003c/p>\n\u003cp>“We try our best to get families connected to them,” she says. “And for the majority of time, I believe we’re pretty successful at getting them some sort of update regarding their case or if there’s anything else that the regional center needs from them. That way, the process goes a little bit smoother for them.”\u003c/p>\n\u003cp>Also, the First 5 Association of California offers a “Help Me Grow” program in each of the state’s 58 counties to help identify a family’s child development needs.\u003c/p>\n\u003ch2>\u003cstrong>What if I disagree with the service plan? Or if my child was denied Early Start services?\u003c/strong>\u003c/h2>\n\u003cp>The DDS suggests first talking with your service coordinator or asking the leadership of the regional center to review and reconsider their decision.\u003c/p>\n\u003cp>The next step after this could be seeking mediation or a due process hearing with the\u003ca href=\"https://www.dgs.ca.gov/OAH\"> Office of Administrative Hearings\u003c/a>. Martinez recommends “getting everything written down” so families will have documentation of their attempts to get services.\u003c/p>\n\u003cp>Martinez says it’s a good idea to seek legal advice from the \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Office of Clients’ Rights Advocacy\u003c/a> before filing an appeal or complaint with the state. The OCRA has an attorney or advocate assigned to each regional center and is run by Disability Rights California.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003ca href=\"https://www.cdc.gov/ncbddd/actearly/whyActEarly.html\">Getting the services as early as possible is crucial\u003c/a> for these children, experts say because their brains are the most adaptable during the first three years of life. The services should ideally be provided in the child’s home, daycare or other “natural environments” because \u003ca href=\"https://www.pacer.org/ec/early-intervention/natural-environments.asp\">young children learn best when they’re in familiar surroundings.\u003c/a>\u003c/p>\n\u003cp>But advocates tell KQED they’re seeing\u003ca href=\"https://www.kqed.org/news/11979071/californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays\"> growing geographic and economic disparities\u003c/a> in who gets early intervention services in their natural environment — that is, these services aren’t being made equally available to all kids.\u003c/p>\n\u003cp>So, if you’re worried your child may have a developmental delay or have already encountered issues while trying to access these kinds of services for your family, here’s what you need to know about navigating the state’s Early Start system.\u003c/p>\n\u003ch2>\u003cstrong>How do I get started with securing Early Start services for my kid?\u003c/strong>\u003c/h2>\n\u003cp>A pediatrician, parent or even daycare provider can \u003ca href=\"https://arcanet.org/your-regional-center/\">contact their local regional center\u003c/a> to ask for early intervention services through Early Start.\u003c/p>\n\u003cp>Regional centers are nonprofit agencies that contract with the California Department of Developmental Services (DDS) to:\u003c/p>\n\u003cul>\n\u003cli>Evaluate a child for a developmental delay or disability.\u003c/li>\n\u003cli>Determine if the child is eligible for early intervention services.\u003c/li>\n\u003cli>Arrange for those services.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.dhcs.ca.gov/provgovpart/Prop-56/Pages/Prop56-Screenings-Developmental.aspx\">Medi-Cal, the state’s Medicare program, covers developmental screenings\u003c/a> during wellness checks for children at 9 months, 18 months and 30 months of age. The screening uses a standardized set of questions to see if a child’s motor, cognitive, social and emotional development are on track for their age. However, \u003ca href=\"https://first5center.org/blog/department-of-health-care-services-releases-2021-preventive-services-report\">data shows that the developmental screening rates for young children in Medi-Cal are very low\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If you suspect your child isn’t meeting his or her developmental milestones, don’t be afraid to ask about any concerns you have. Reyna Balladares, a foster parent profiled in our story about early intervention, says that when she noticed her foster child was slow to begin walking and talking, doctors told her that what was happening with the girl was normal. A specialist eventually evaluated the toddler and determined that she, in fact, needed physical therapy, speech-language therapy, occupational therapy and feeding therapy.\u003c/p>\n\u003cp>“You have to be very conscious if something different is going on with the child,” Balladares says, “and we have to advocate for [them].”\u003c/p>\n\u003ch2>\u003cstrong>Who’s eligible for Early Start?\u003c/strong>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.dds.ca.gov/wp-content/uploads/2023/04/SIP_Early-Start_English.pdf\">A child under 3 years old is qualified for early intervention services through Early Start (PDF) \u003c/a>if they’re diagnosed as being at risk for developmental delays or if they have a developmental delay “of at least 25%” that affects their:\u003c/p>\n\u003cul>\n\u003cli>Cognitive development (thinking and learning).\u003c/li>\n\u003cli>Speech development.\u003c/li>\n\u003cli>Physical and motor development, including their vision and hearing.\u003c/li>\n\u003cli>Social and emotional development.\u003c/li>\n\u003cli>Adaptive development (everyday living skills like eating or dressing).\u003c/li>\n\u003c/ul>\n\u003ch2>\u003cstrong>How much does Early Start cost?\u003c/strong>\u003c/h2>\n\u003cp>There is no charge for regional centers to evaluate for a developmental delay, determine a child’s eligibility and arrange for early intervention services.\u003c/p>\n\u003cp>However, they are “technically funders of last resort,” according to \u003ca href=\"https://calbudgetcenter.org/resources/understanding-how-infants-and-toddlers-with-disabilities-or-developmental-delays-receive-support/\">a report by the California Budget and Policy Center\u003c/a>. This means regional centers will only pay for services that are not covered by Medi-Cal or private insurance plans or while families wait for their insurance plan or Medi-Cal to approve the service.\u003c/p>\n\u003ch2>\u003cstrong>What are the rights of parents and caregivers for accessing Early Start services for a child?\u003c/strong>\u003c/h2>\n\u003cp>After being referred, regional centers have up to 45 days to evaluate the child, determine if they’re eligible for early intervention services, and propose an Individualized Family Service Plan (IFSP) that lays out the services that the child needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Mariah Martinez, a care coordinator manager with the San Francisco-based nonprofit Support for Families of Children With Disabilities, suggests filling out the referral form (which you can find on each regional center’s website) and emailing it to the regional center, so you can begin documenting the process from the start.\u003c/p>\n\u003cp>“Once the regional center emails you back with the confirmation that they received it, then that’s when the timeline begins,” she says.\u003c/p>\n\u003cp>If the process then goes beyond 45 days, caregivers can contact their caseload manager or the officer of the day at the regional center to get an update on the status of their case, Martinez says.\u003c/p>\n\u003ch2>\u003cstrong>What if I’m not getting timely services?\u003c/strong>\u003c/h2>\n\u003cp>As frustrating as it sounds, parents and caregivers often have to call their regional center coordinator repeatedly. “Keep pushing to move the process along,” Martinez says. She also suggests reaching out to their child’s pediatrician or medical social worker, a family resource center (\u003ca href=\"https://sfdec.org/family-resource-centers/\">there are more than two dozen of these\u003c/a> located throughout neighborhoods in San Francisco, for example) or advocacy groups like Support for Families of Children With Disabilities to assist in communicating with their service coordinator.\u003c/p>\n\u003cp>“We try our best to get families connected to them,” she says. “And for the majority of time, I believe we’re pretty successful at getting them some sort of update regarding their case or if there’s anything else that the regional center needs from them. That way, the process goes a little bit smoother for them.”\u003c/p>\n\u003cp>Also, the First 5 Association of California offers a “Help Me Grow” program in each of the state’s 58 counties to help identify a family’s child development needs.\u003c/p>\n\u003ch2>\u003cstrong>What if I disagree with the service plan? Or if my child was denied Early Start services?\u003c/strong>\u003c/h2>\n\u003cp>The DDS suggests first talking with your service coordinator or asking the leadership of the regional center to review and reconsider their decision.\u003c/p>\n\u003cp>The next step after this could be seeking mediation or a due process hearing with the\u003ca href=\"https://www.dgs.ca.gov/OAH\"> Office of Administrative Hearings\u003c/a>. Martinez recommends “getting everything written down” so families will have documentation of their attempts to get services.\u003c/p>\n\u003cp>Martinez says it’s a good idea to seek legal advice from the \u003ca href=\"https://www.disabilityrightsca.org/what-we-do/programs/office-of-clients-rights-advocacy-ocra\">Office of Clients’ Rights Advocacy\u003c/a> before filing an appeal or complaint with the state. The OCRA has an attorney or advocate assigned to each regional center and is run by Disability Rights California.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>After years of cash windfalls, California schools are bracing for a stretch of austerity that could jeopardize students’ already precarious recovery from the pandemic.\u003c/p>\n\u003cp>An end to billions of dollars in federal COVID-19 relief funds, declining enrollment, staff raises, hiring binges and stagnant state funding should combine over the next few months to create steep budget shortfalls, with low-income districts affected the most.\u003c/p>\n\u003cp>“The fiscal cliff is going to vary,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University. “The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Marguerite Roza, director of the Edunomics Lab, Georgetown University\"]‘The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.’[/pullquote]In his \u003ca href=\"https://ebudget.ca.gov/2024-25/pdf/BudgetSummary/K-12Education.pdf\">budget proposal released in January\u003c/a>, Gov. Gavin Newsom largely spared schools, keeping intact popular initiatives like transitional kindergarten, universal school meals, community schools and after-school programs. He proposed dipping into reserves and delaying some expenses to make up a projected \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">multi-billion-dollar\u003c/a> shortfall.\u003c/p>\n\u003cp>But the exact numbers are shifting. The Legislative Analyst’s Office predicted that the \u003ca href=\"https://calmatters.org/politics/capitol/2024/02/california-budget-deficit-balloons/\">shortfall may be much higher\u003c/a> than Newsom calculated and cuts will be unavoidable. Newsom will release a revised budget in May, and the Legislature has until June 15 to pass a final budget.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[aside postID=\"mindshift_62921,news_11976186,news_11979071\" label=\"Related Stories\"]Meanwhile, federal COVID-19 relief funding for schools will end in September. In a series of grants known as Elementary and Secondary School Emergency Relief, the federal government gave California schools $23.4 billion to pay for everything from air purifiers to after-school tutoring.\u003c/p>\n\u003cp>That funding was distributed based on the number of low-income students districts have. Districts with lots of low-income students got more money, which means they’ll lose the most when the funding ends.\u003c/p>\n\u003cp>At the beginning of the pandemic, schools tended to spend the money on one-time expenses, like tablets and Wi-Fi hotspots for students attending school remotely. But as schools reopened, they started spending money on ongoing programs intended to help students catch up academically and recover from the mental health hardships of remote learning. That could include tutors, longer school days or summer and after-school programs.\u003c/p>\n\u003cp>San Bernardino City Unified used $8 million of its $230 million in COVID-19 relief funds to beef up its after-school program. Thanks to the extra funding, the district has been able to offer free after-school activities, tutoring, transportation and mental health support at every school.\u003c/p>\n\u003ch2>Keeping the ‘sparkle in kids’ eyes\u003c/h2>\n\u003cfigure id=\"attachment_11979835\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979835\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\" alt=\"A Black woman wearing a black top and jeans sits outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Cooper near her home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mia Cooper, a parent with three children in San Bernardino City Unified, said her childrens’ after-school program has been a lifesaver. In fact, it’s the main reason they want to go to school, she said.\u003c/p>\n\u003cp>They not only benefit from tutoring, but they get to enjoy ballet and acting lessons, field trips to science museums and Disneyland, robotics classes, performances by folklórico dance troupes and other fun activities.\u003c/p>\n\u003cp>During the pandemic, one of Cooper’s daughters was withdrawn and depressed, but the after-school program helped her reconnect with friends and fall in love with school again. Keeping the program intact should be a priority, Cooper said.\u003c/p>\n\u003cp>“The kids were exposed to so many different activities and cultural things,” she said. “If a program is working for kids and we’re seeing good outcomes, I think it’s something we need to keep. … We shouldn’t lose that sparkle in kids’ eyes.”\u003c/p>\n\u003ch2>A budget reckoning for some districts\u003c/h2>\n\u003cp>But Roza said some districts’ use of COVID-19 relief funds could worsen their budget prospects. Districts that invested one-time funds in ongoing expenses, such as new staff, raises and bonuses, might be headed for a reckoning. Nationwide, school staff increased by 2% since the pandemic while enrollment decreased by 2%, according to Georgetown’s Edunomics Lab.\u003c/p>\n\u003cp>Salaries for existing teachers have risen, too. Districts in \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-12-08-sfusd-commits-fulfilling-historic-raises-educators#:~:text=In%20October%202023%2C%20SFUSD%20and,full%20effect%20by%20January%202025.\">San Francisco\u003c/a>, \u003ca href=\"https://drive.google.com/file/d/1ZeEW5EjyR33Y0JgUC_LBq9MPIIzm901K/view\">Oakland\u003c/a>, \u003ca href=\"https://www.sandiegounified.org/about/newscenter/all_news/tentative_agreements_reached_with_sdea_and_para\">San Diego \u003c/a>and \u003ca href=\"https://www.lausd.org/site/Default.aspx?PageType=3&DomainID=4&PageID=1&ViewID=6446ee88-d30c-497e-9316-3f8874b3e108&FlexDataID=132163\">Los Angeles\u003c/a> — all of which have declining enrollment — agreed to hefty teacher raises and bonuses in the past year.\u003c/p>\n\u003cp>Still, the fiscal outlook is not as dire as during the 2008 recession, said Julien Lafortune, a research fellow at the Public Policy Institute of California. \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">School funding generally in California\u003c/a> has risen dramatically since then, lifting California from the bottom half of states in school funding to \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">above the national average\u003c/a>. In addition, the state’s shift to \u003ca href=\"https://calmatters.org/commentary/2023/05/achievement-gap-defies-extra-billions/\">the Local Control Funding Formula\u003c/a> a decade ago has provided more money for students with higher needs, although inequities persist.\u003c/p>\n\u003cp>But that doesn’t mean these cuts won’t hurt, Lafortune said, especially for students most affected by the pandemic. Low-income, Black and Latino students disproportionately bore the brunt of school closures, \u003ca href=\"https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning\">research has shown,\u003c/a> because they were more likely to suffer economically from the pandemic, less likely to have adequate technology at home, and less likely to have a parent available to help them with distance learning.\u003c/p>\n\u003cp>“It’s not like the Great Recession, but I think the challenges are greater now,” Lafortune said. “A lot of the academic progress we made was erased by the pandemic.”\u003c/p>\n\u003cp>Roza worries that arguments over potential cuts in the next year will eclipse concern over learning loss. Potential school closures and teacher layoffs will inevitably elicit loud protests, but school boards should stay focused on services that directly help students, such as math tutoring and literacy, she said.\u003c/p>\n\u003cp>“Some districts will be focusing on staff retention instead of kids’ needs,” Roza said.\u003c/p>\n\u003cp>These decisions may be so divisive that Roza predicts a high turnover rate among school administrators and board members unwilling to make unpopular decisions. She also expects to see some districts refuse to make sufficient cuts and risk insolvency or state takeover.\u003c/p>\n\u003ch2>Planning pays off in Fresno\u003c/h2>\n\u003cp>Fresno Unified is among the districts facing a double whammy of declining enrollment and a large loss of relief funds. The 70,000-student district received more than $787 million in state and federal relief money, one of the largest allotments in California.\u003c/p>\n\u003cp>However, the district was careful to build reserves, rely on state grants when possible and not overly invest in ongoing staff salaries. Instead, it used most of its money to train teachers in math and literacy, extend the school day and provide a high-quality summer program. It also brought in social workers, restorative justice counselors, attendance specialists and other staff to boost students’ mental health.\u003c/p>\n\u003cp>The investments have apparently paid off. The number of students meeting California’s math benchmark rose almost 3 percentage points last year, even as the state average remained unchanged. And chronic absenteeism fell significantly, from 51% in 2022 to 35% last year.\u003c/p>\n\u003cfigure id=\"attachment_11979836\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\" alt=\"A young Black man and two young Black girls wearing black t-shirts sit on a rock outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Siblings Alec, Samantha and Honey Cooper near their home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, the district expects to make some cuts, probably affecting the district office but not schools directly — at least at first, said the district’s chief financial officer, Patrick Jensen.\u003c/p>\n\u003cp>“It’s like we’re in a boat, and we can see a storm coming,” Jensen said. “We’re not going to be dashed against the rocks, but we still need to find a safe harbor.”.\u003c/p>\n\u003cp>San Bernardino City Unified, among California’s lowest-income districts, also received a high-relief funding payout: $230 million for 46,000 students. But the district isn’t anticipating a financial disaster once the funding expires. It plans to shift some of its state block grant money to pay for programs funded with relief money, where necessary and has been conservative with planning. It’s also closely monitoring the state budget and economic outlook, said Associate Superintendent Terry Comnick.\u003c/p>\n\u003cp>But there’s still likely to be some cuts, and the district will have to look closely at what programs have been effective and which didn’t live up to expectations. In addition to the after-school program, a “resident guest teacher” program had positive results, Comnick said. The district hired substitute teachers to work one-on-one or in small groups with students who were the furthest behind. The $4.5 million program, which was at every school, resulted in higher test scores among the highest-needs students.\u003c/p>\n\u003cp>So far, it looks like the district will be able to keep both programs, at least for the next few years, Comnick said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“People call it a (Elementary and Secondary School Emergency Relief) cliff because the money just ends,” Comnick said. “But for us, it will hopefully be a gentle slope.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years of cash windfalls, California schools are bracing for a stretch of austerity that could jeopardize students’ already precarious recovery from the pandemic.\u003c/p>\n\u003cp>An end to billions of dollars in federal COVID-19 relief funds, declining enrollment, staff raises, hiring binges and stagnant state funding should combine over the next few months to create steep budget shortfalls, with low-income districts affected the most.\u003c/p>\n\u003cp>“The fiscal cliff is going to vary,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University. “The districts that got the most COVID-19 relief dollars, those that have the most low-income students, are going to face the biggest losses.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Meanwhile, federal COVID-19 relief funding for schools will end in September. In a series of grants known as Elementary and Secondary School Emergency Relief, the federal government gave California schools $23.4 billion to pay for everything from air purifiers to after-school tutoring.\u003c/p>\n\u003cp>That funding was distributed based on the number of low-income students districts have. Districts with lots of low-income students got more money, which means they’ll lose the most when the funding ends.\u003c/p>\n\u003cp>At the beginning of the pandemic, schools tended to spend the money on one-time expenses, like tablets and Wi-Fi hotspots for students attending school remotely. But as schools reopened, they started spending money on ongoing programs intended to help students catch up academically and recover from the mental health hardships of remote learning. That could include tutors, longer school days or summer and after-school programs.\u003c/p>\n\u003cp>San Bernardino City Unified used $8 million of its $230 million in COVID-19 relief funds to beef up its after-school program. Thanks to the extra funding, the district has been able to offer free after-school activities, tutoring, transportation and mental health support at every school.\u003c/p>\n\u003ch2>Keeping the ‘sparkle in kids’ eyes\u003c/h2>\n\u003cfigure id=\"attachment_11979835\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979835\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg\" alt=\"A Black woman wearing a black top and jeans sits outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_06-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Mia Cooper near her home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Mia Cooper, a parent with three children in San Bernardino City Unified, said her childrens’ after-school program has been a lifesaver. In fact, it’s the main reason they want to go to school, she said.\u003c/p>\n\u003cp>They not only benefit from tutoring, but they get to enjoy ballet and acting lessons, field trips to science museums and Disneyland, robotics classes, performances by folklórico dance troupes and other fun activities.\u003c/p>\n\u003cp>During the pandemic, one of Cooper’s daughters was withdrawn and depressed, but the after-school program helped her reconnect with friends and fall in love with school again. Keeping the program intact should be a priority, Cooper said.\u003c/p>\n\u003cp>“The kids were exposed to so many different activities and cultural things,” she said. “If a program is working for kids and we’re seeing good outcomes, I think it’s something we need to keep. … We shouldn’t lose that sparkle in kids’ eyes.”\u003c/p>\n\u003ch2>A budget reckoning for some districts\u003c/h2>\n\u003cp>But Roza said some districts’ use of COVID-19 relief funds could worsen their budget prospects. Districts that invested one-time funds in ongoing expenses, such as new staff, raises and bonuses, might be headed for a reckoning. Nationwide, school staff increased by 2% since the pandemic while enrollment decreased by 2%, according to Georgetown’s Edunomics Lab.\u003c/p>\n\u003cp>Salaries for existing teachers have risen, too. Districts in \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/press-releases/2023-12-08-sfusd-commits-fulfilling-historic-raises-educators#:~:text=In%20October%202023%2C%20SFUSD%20and,full%20effect%20by%20January%202025.\">San Francisco\u003c/a>, \u003ca href=\"https://drive.google.com/file/d/1ZeEW5EjyR33Y0JgUC_LBq9MPIIzm901K/view\">Oakland\u003c/a>, \u003ca href=\"https://www.sandiegounified.org/about/newscenter/all_news/tentative_agreements_reached_with_sdea_and_para\">San Diego \u003c/a>and \u003ca href=\"https://www.lausd.org/site/Default.aspx?PageType=3&DomainID=4&PageID=1&ViewID=6446ee88-d30c-497e-9316-3f8874b3e108&FlexDataID=132163\">Los Angeles\u003c/a> — all of which have declining enrollment — agreed to hefty teacher raises and bonuses in the past year.\u003c/p>\n\u003cp>Still, the fiscal outlook is not as dire as during the 2008 recession, said Julien Lafortune, a research fellow at the Public Policy Institute of California. \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">School funding generally in California\u003c/a> has risen dramatically since then, lifting California from the bottom half of states in school funding to \u003ca href=\"https://www.ppic.org/publication/financing-californias-public-schools/\">above the national average\u003c/a>. In addition, the state’s shift to \u003ca href=\"https://calmatters.org/commentary/2023/05/achievement-gap-defies-extra-billions/\">the Local Control Funding Formula\u003c/a> a decade ago has provided more money for students with higher needs, although inequities persist.\u003c/p>\n\u003cp>But that doesn’t mean these cuts won’t hurt, Lafortune said, especially for students most affected by the pandemic. Low-income, Black and Latino students disproportionately bore the brunt of school closures, \u003ca href=\"https://edpolicyinca.org/newsroom/california-test-scores-show-devastating-impact-pandemic-student-learning\">research has shown,\u003c/a> because they were more likely to suffer economically from the pandemic, less likely to have adequate technology at home, and less likely to have a parent available to help them with distance learning.\u003c/p>\n\u003cp>“It’s not like the Great Recession, but I think the challenges are greater now,” Lafortune said. “A lot of the academic progress we made was erased by the pandemic.”\u003c/p>\n\u003cp>Roza worries that arguments over potential cuts in the next year will eclipse concern over learning loss. Potential school closures and teacher layoffs will inevitably elicit loud protests, but school boards should stay focused on services that directly help students, such as math tutoring and literacy, she said.\u003c/p>\n\u003cp>“Some districts will be focusing on staff retention instead of kids’ needs,” Roza said.\u003c/p>\n\u003cp>These decisions may be so divisive that Roza predicts a high turnover rate among school administrators and board members unwilling to make unpopular decisions. She also expects to see some districts refuse to make sufficient cuts and risk insolvency or state takeover.\u003c/p>\n\u003ch2>Planning pays off in Fresno\u003c/h2>\n\u003cp>Fresno Unified is among the districts facing a double whammy of declining enrollment and a large loss of relief funds. The 70,000-student district received more than $787 million in state and federal relief money, one of the largest allotments in California.\u003c/p>\n\u003cp>However, the district was careful to build reserves, rely on state grants when possible and not overly invest in ongoing staff salaries. Instead, it used most of its money to train teachers in math and literacy, extend the school day and provide a high-quality summer program. It also brought in social workers, restorative justice counselors, attendance specialists and other staff to boost students’ mental health.\u003c/p>\n\u003cp>The investments have apparently paid off. The number of students meeting California’s math benchmark rose almost 3 percentage points last year, even as the state average remained unchanged. And chronic absenteeism fell significantly, from 51% in 2022 to 35% last year.\u003c/p>\n\u003cfigure id=\"attachment_11979836\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11979836\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg\" alt=\"A young Black man and two young Black girls wearing black t-shirts sit on a rock outside.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/022624_Mia-Cooper-ESSER_EF_CM_12-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Siblings Alec, Samantha and Honey Cooper near their home in Highland on Feb. 26, 2024. \u003ccite>(Elisa Ferrari/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, the district expects to make some cuts, probably affecting the district office but not schools directly — at least at first, said the district’s chief financial officer, Patrick Jensen.\u003c/p>\n\u003cp>“It’s like we’re in a boat, and we can see a storm coming,” Jensen said. “We’re not going to be dashed against the rocks, but we still need to find a safe harbor.”.\u003c/p>\n\u003cp>San Bernardino City Unified, among California’s lowest-income districts, also received a high-relief funding payout: $230 million for 46,000 students. But the district isn’t anticipating a financial disaster once the funding expires. It plans to shift some of its state block grant money to pay for programs funded with relief money, where necessary and has been conservative with planning. It’s also closely monitoring the state budget and economic outlook, said Associate Superintendent Terry Comnick.\u003c/p>\n\u003cp>But there’s still likely to be some cuts, and the district will have to look closely at what programs have been effective and which didn’t live up to expectations. In addition to the after-school program, a “resident guest teacher” program had positive results, Comnick said. The district hired substitute teachers to work one-on-one or in small groups with students who were the furthest behind. The $4.5 million program, which was at every school, resulted in higher test scores among the highest-needs students.\u003c/p>\n\u003cp>So far, it looks like the district will be able to keep both programs, at least for the next few years, Comnick said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“People call it a (Elementary and Secondary School Emergency Relief) cliff because the money just ends,” Comnick said. “But for us, it will hopefully be a gentle slope.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "More Muslim Students Are Getting Support at School During Ramadan Fasting",
"headTitle": "More Muslim Students Are Getting Support at School During Ramadan Fasting | KQED",
"content": "\u003cp>While Muslim students remain a rarity in many U.S. school districts, they are a major presence in some communities, prompting public schools to be more attentive to their needs during the holy month of \u003ca href=\"https://apnews.com/article/ramadan-islam-fasting-islamic-holy-month-d8c9e002e4904c5d8e0ccee2b77f9ad4\">Ramadan\u003c/a> when dawn-to-sundown fasting is a duty of Islam.\u003c/p>\n\u003cp>For example, in \u003ca href=\"https://apnews.com/article/michigan-primary-uncommitted-dearborn-arab-muslim-05f6a1099c00fe75823f77aaadbacf25\">Dearborn, Michigan\u003c/a> — where nearly half the 110,000 residents are of Arab descent — public school teachers and staff strive to make things easier for students observing Ramadan.\u003c/p>\n\u003cp>“We allow students on their own to practice their faith as long as it’s not a disruption to the school day,” said Dearborn Schools spokesperson David Mustonen. “We also try to find other spaces or activities in the school during lunch for those students who may be fasting.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"David Mustonen, spokesperson, Dearborn Schools in Michigan\"]‘We allow students on their own to practice their faith as long as it’s not a disruption to the school day. We also try to find other spaces or activities in the school during lunch for those students who may be fasting.’[/pullquote]But he stressed that these students are still required to complete all assignments.\u003c/p>\n\u003cp>In St. Paul, Minnesota, East African Elementary Magnet School has set aside space in the library where students who are fasting and don’t want to be in the cafeteria can spend the break doing other supervised activities like reading, said principal Abdisalam Adam.\u003c/p>\n\u003cp>The 220-student school opened last fall as part of St. Paul’s public schools system, and shares that curriculum, but it also aims to reinforce cultural and linguistic connections with Somalia and other East African countries. Adam said about 90% of the students are Somali Muslims.\u003c/p>\n\u003cp>Adam, who has worked with the district for nearly 30 years, said he tells his staff that accommodating observance of Ramadan fits in with an overall goal of caring for students.\u003c/p>\n\u003cp>“All needs are connected,” he said.\u003c/p>\n\u003cp>For school districts less familiar with Muslim traditions, resources are available. For example, Islamic Networks Group, a California-based nonprofit, provides, among other things, online information for educators about Ramadan and its significance to Muslims.\u003c/p>\n\u003cp>Many districts “don’t know very much about Islam or any of our holidays,” said Maha Elgenaidi, the group’s executive director. “If they don’t know very much about it, there’s not much they can provide to students in terms of accommodation” until they learn more and the parents are actively involved in asking for accommodations.\u003c/p>\n\u003cp>She says fasting students may need to be excused from strenuous activities in gym class, and should be allowed to make up for tests missed due to absence to celebrate the Eid al-Fitr holiday that follows Ramadan.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“If they’re not accommodated at school or the school doesn’t know anything about this, they’re kind of living dual lives there.”\u003c/p>\n\u003cp>Fasting is not required of young children, but many Muslim children like to fast to share in the month’s rituals and emulate parents and older siblings, according to ING. Educators also need to know of the typical changes to Muslim families’ routines during Ramadan, such as waking up for the pre-dawn “suhoor” meal and staying up late to possibly attend prayers in the mosque, Elgenaidi said.\u003c/p>\n\u003cp>When Dr. Aifra Ahmed’s children were younger, the Pakistani American physician and her husband would share insight about Ramadan with their classmates, reading to them a Ramadan story and distributing goodie bags with such things as dates.\u003c/p>\n\u003cp>“I realized that the Muslim families in school have to do a lot of education,” said Ahmed, who lives in Los Altos, California.\u003c/p>\n\u003cp>Ahmed’s husband, Moazzam Chaudry, said goodwill gestures, such as when educators offer a Ramadan greeting, send a message of inclusivity.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Moazzam Chaudry, Los Altos resident\"]‘[T]hat’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’ These little, little things make such a huge impact.’[/pullquote]For immigrant families, “that’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’” he said. “These little, little things make such a huge impact.”\u003c/p>\n\u003cp>Punhal, the couple’s daughter who attends a charter middle school, said she takes part in physical education during Ramadan but skips running when fasting because she would need water afterward.\u003c/p>\n\u003cp>She said a few non-Muslim friends told her they would like to fast with her in companionship.\u003c/p>\n\u003cp>Naiel, her brother who’s in a public high school, said he was pleased when a teacher talked to the class about Ramadan and told him that, if he needed, he could take a nap.\u003c/p>\n\u003cp>He wants others to better understand why he fasts.\u003c/p>\n\u003cp>“A lot of kids and teachers think … I’m torturing myself or like it’s a diet,” he said. “When I’m fasting, I just feel a lot more gratitude towards everyone around me and towards people who don’t have as much.”\u003c/p>\n\u003cp>In Dearborn, 14-year-old Adam Alcodray praised the faculty at Dearborn High for their understanding during Ramadan.\u003c/p>\n\u003cp>“A lot of the teachers are just like more lenient, allowing us to do less,” said Alcodray, a 9th grader. “They don’t get mad because they realize we are hungry.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11978744,news_11979258,news_11911947,mindshift_62718\"]Alcodray says he fasts from 6:20 a.m. until around 8 p.m.\u003c/p>\n\u003cp>“It’s not that bad to be honest,” he said. “When you know you can’t eat, something in your brain clicks.”\u003c/p>\n\u003cp>Hussein Mortada, a 17-year-old senior at Dearborn High, said family solidarity is invaluable during Ramadan.\u003c/p>\n\u003cp>“In my family, everybody’s fasting,” Mortada said. “Everybody’s going through the same thing. The whole month is meant for you to get closer to God and make your religion stronger.”\u003c/p>\n\u003cp>This year, Ramadan carries extra significance due to the hardships being suffered by people in Gaza amid the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>, Mortada said.\u003c/p>\n\u003cp>“I feel helpless just sitting here on my phone, looking at everything that’s happening,” he said. “All you can do is feel for them and pray for them.”\u003c/p>\n\u003cp>Alcodray shared similar sentiments.\u003c/p>\n\u003cp>“When you look at what the children are eating in Gaza, you appreciate what your mom makes,” he said. “When you’re having a bad day, realize what they are going through.”\u003c/p>\n\u003cp>At the East African magnet school in St. Paul, Marian Aden — who trains other teachers there — makes it a priority to encourage Ramadan-related accommodations for fasting students.\u003c/p>\n\u003cp>Aden said her youngest daughter, 4-year-old Nora, woke up excited about Ramadan’s start on March 11 — but her teachers in the suburb where they live weren’t familiar with the occasion. Aden said she’ll be relieved when Nora starts attending the magnet school next year.\u003c/p>\n\u003cp>“She’ll be celebrated for who she is,” Aden said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Adam Alcodray, student, Dearborn High School in Michigan\"]‘When you look at what the children are eating in Gaza, you appreciate what your mom makes. When you’re having a bad day, realize what they are going through.’[/pullquote]Minnesota has been home to growing numbers of \u003ca href=\"https://apnews.com/article/politics-religion-minneapolis-united-states-ded19bdda3065dea259a8c25842956d4\">refugees from war-torn Somalia\u003c/a> since the late 1990s. Several school districts have recently made Eid a holiday.\u003c/p>\n\u003cp>In Washington, D.C., Abdul Fouzi has two daughters, ages 8 and 12, who have gradually learned the meaning and rituals of Ramadan.\u003c/p>\n\u003cp>Growing up in Sierra Leone in the 1980s, Fouzi said he was fasting for a full day as early as age 11. But he has not pushed his elder daughter to do likewise.\u003c/p>\n\u003cp>“They’re still pretty young so they’re not ready to go the whole day without food or water,” he said. “They’re not built like that.”\u003c/p>\n\u003cp>Still, he wants them to get used to the idea; this year he’d like them to experiment with fasting for a half day.\u003c/p>\n\u003cp>To Fouzi, more important than strict adherence to the rules at their age is their understanding of Ramadan’s meaning and the importance of praying for peace.\u003c/p>\n\u003cp>“They make up their own little rules and find loopholes figuring out how they want to participate in and practice Ramadan in different ways, and I’m okay with that,” he said.\u003c/p>\n\u003cp>\u003cem>Dell’Orto reported from Miami, Fam from Cairo and Sands from Washington.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Associated Press religion coverage receives support through the AP’s \u003ca href=\"https://bit.ly/ap-twir\">collaboration\u003c/a> with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>While Muslim students remain a rarity in many U.S. school districts, they are a major presence in some communities, prompting public schools to be more attentive to their needs during the holy month of \u003ca href=\"https://apnews.com/article/ramadan-islam-fasting-islamic-holy-month-d8c9e002e4904c5d8e0ccee2b77f9ad4\">Ramadan\u003c/a> when dawn-to-sundown fasting is a duty of Islam.\u003c/p>\n\u003cp>For example, in \u003ca href=\"https://apnews.com/article/michigan-primary-uncommitted-dearborn-arab-muslim-05f6a1099c00fe75823f77aaadbacf25\">Dearborn, Michigan\u003c/a> — where nearly half the 110,000 residents are of Arab descent — public school teachers and staff strive to make things easier for students observing Ramadan.\u003c/p>\n\u003cp>“We allow students on their own to practice their faith as long as it’s not a disruption to the school day,” said Dearborn Schools spokesperson David Mustonen. “We also try to find other spaces or activities in the school during lunch for those students who may be fasting.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But he stressed that these students are still required to complete all assignments.\u003c/p>\n\u003cp>In St. Paul, Minnesota, East African Elementary Magnet School has set aside space in the library where students who are fasting and don’t want to be in the cafeteria can spend the break doing other supervised activities like reading, said principal Abdisalam Adam.\u003c/p>\n\u003cp>The 220-student school opened last fall as part of St. Paul’s public schools system, and shares that curriculum, but it also aims to reinforce cultural and linguistic connections with Somalia and other East African countries. Adam said about 90% of the students are Somali Muslims.\u003c/p>\n\u003cp>Adam, who has worked with the district for nearly 30 years, said he tells his staff that accommodating observance of Ramadan fits in with an overall goal of caring for students.\u003c/p>\n\u003cp>“All needs are connected,” he said.\u003c/p>\n\u003cp>For school districts less familiar with Muslim traditions, resources are available. For example, Islamic Networks Group, a California-based nonprofit, provides, among other things, online information for educators about Ramadan and its significance to Muslims.\u003c/p>\n\u003cp>Many districts “don’t know very much about Islam or any of our holidays,” said Maha Elgenaidi, the group’s executive director. “If they don’t know very much about it, there’s not much they can provide to students in terms of accommodation” until they learn more and the parents are actively involved in asking for accommodations.\u003c/p>\n\u003cp>She says fasting students may need to be excused from strenuous activities in gym class, and should be allowed to make up for tests missed due to absence to celebrate the Eid al-Fitr holiday that follows Ramadan.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“If they’re not accommodated at school or the school doesn’t know anything about this, they’re kind of living dual lives there.”\u003c/p>\n\u003cp>Fasting is not required of young children, but many Muslim children like to fast to share in the month’s rituals and emulate parents and older siblings, according to ING. Educators also need to know of the typical changes to Muslim families’ routines during Ramadan, such as waking up for the pre-dawn “suhoor” meal and staying up late to possibly attend prayers in the mosque, Elgenaidi said.\u003c/p>\n\u003cp>When Dr. Aifra Ahmed’s children were younger, the Pakistani American physician and her husband would share insight about Ramadan with their classmates, reading to them a Ramadan story and distributing goodie bags with such things as dates.\u003c/p>\n\u003cp>“I realized that the Muslim families in school have to do a lot of education,” said Ahmed, who lives in Los Altos, California.\u003c/p>\n\u003cp>Ahmed’s husband, Moazzam Chaudry, said goodwill gestures, such as when educators offer a Ramadan greeting, send a message of inclusivity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘[T]hat’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’ These little, little things make such a huge impact.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>For immigrant families, “that’s the first thing that … naturally comes to your mind, ‘Are we integrated into this society? Does this society even accept us?’” he said. “These little, little things make such a huge impact.”\u003c/p>\n\u003cp>Punhal, the couple’s daughter who attends a charter middle school, said she takes part in physical education during Ramadan but skips running when fasting because she would need water afterward.\u003c/p>\n\u003cp>She said a few non-Muslim friends told her they would like to fast with her in companionship.\u003c/p>\n\u003cp>Naiel, her brother who’s in a public high school, said he was pleased when a teacher talked to the class about Ramadan and told him that, if he needed, he could take a nap.\u003c/p>\n\u003cp>He wants others to better understand why he fasts.\u003c/p>\n\u003cp>“A lot of kids and teachers think … I’m torturing myself or like it’s a diet,” he said. “When I’m fasting, I just feel a lot more gratitude towards everyone around me and towards people who don’t have as much.”\u003c/p>\n\u003cp>In Dearborn, 14-year-old Adam Alcodray praised the faculty at Dearborn High for their understanding during Ramadan.\u003c/p>\n\u003cp>“A lot of the teachers are just like more lenient, allowing us to do less,” said Alcodray, a 9th grader. “They don’t get mad because they realize we are hungry.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Alcodray says he fasts from 6:20 a.m. until around 8 p.m.\u003c/p>\n\u003cp>“It’s not that bad to be honest,” he said. “When you know you can’t eat, something in your brain clicks.”\u003c/p>\n\u003cp>Hussein Mortada, a 17-year-old senior at Dearborn High, said family solidarity is invaluable during Ramadan.\u003c/p>\n\u003cp>“In my family, everybody’s fasting,” Mortada said. “Everybody’s going through the same thing. The whole month is meant for you to get closer to God and make your religion stronger.”\u003c/p>\n\u003cp>This year, Ramadan carries extra significance due to the hardships being suffered by people in Gaza amid the \u003ca href=\"https://apnews.com/hub/israel-hamas-war\">Israel-Hamas war\u003c/a>, Mortada said.\u003c/p>\n\u003cp>“I feel helpless just sitting here on my phone, looking at everything that’s happening,” he said. “All you can do is feel for them and pray for them.”\u003c/p>\n\u003cp>Alcodray shared similar sentiments.\u003c/p>\n\u003cp>“When you look at what the children are eating in Gaza, you appreciate what your mom makes,” he said. “When you’re having a bad day, realize what they are going through.”\u003c/p>\n\u003cp>At the East African magnet school in St. Paul, Marian Aden — who trains other teachers there — makes it a priority to encourage Ramadan-related accommodations for fasting students.\u003c/p>\n\u003cp>Aden said her youngest daughter, 4-year-old Nora, woke up excited about Ramadan’s start on March 11 — but her teachers in the suburb where they live weren’t familiar with the occasion. Aden said she’ll be relieved when Nora starts attending the magnet school next year.\u003c/p>\n\u003cp>“She’ll be celebrated for who she is,” Aden said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘When you look at what the children are eating in Gaza, you appreciate what your mom makes. When you’re having a bad day, realize what they are going through.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Minnesota has been home to growing numbers of \u003ca href=\"https://apnews.com/article/politics-religion-minneapolis-united-states-ded19bdda3065dea259a8c25842956d4\">refugees from war-torn Somalia\u003c/a> since the late 1990s. Several school districts have recently made Eid a holiday.\u003c/p>\n\u003cp>In Washington, D.C., Abdul Fouzi has two daughters, ages 8 and 12, who have gradually learned the meaning and rituals of Ramadan.\u003c/p>\n\u003cp>Growing up in Sierra Leone in the 1980s, Fouzi said he was fasting for a full day as early as age 11. But he has not pushed his elder daughter to do likewise.\u003c/p>\n\u003cp>“They’re still pretty young so they’re not ready to go the whole day without food or water,” he said. “They’re not built like that.”\u003c/p>\n\u003cp>Still, he wants them to get used to the idea; this year he’d like them to experiment with fasting for a half day.\u003c/p>\n\u003cp>To Fouzi, more important than strict adherence to the rules at their age is their understanding of Ramadan’s meaning and the importance of praying for peace.\u003c/p>\n\u003cp>“They make up their own little rules and find loopholes figuring out how they want to participate in and practice Ramadan in different ways, and I’m okay with that,” he said.\u003c/p>\n\u003cp>\u003cem>Dell’Orto reported from Miami, Fam from Cairo and Sands from Washington.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Associated Press religion coverage receives support through the AP’s \u003ca href=\"https://bit.ly/ap-twir\">collaboration\u003c/a> with The Conversation US, with funding from Lilly Endowment Inc. The AP is solely responsible for this content.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "californias-low-income-families-face-barriers-to-in-home-therapy-for-infants-with-developmental-delays",
"title": "Why These California Families Aren't Receiving Vital Early Development Services",
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"content": "\u003cp>When the world shut down during the pandemic, Reyna Balladares decided to open her apartment in San Francisco’s Tenderloin neighborhood to a foster child.\u003c/p>\n\u003cp>A single mother of two grown daughters, Balladares heard from a social-worker friend about the challenges of finding a home for foster children and wanted to help.\u003c/p>\n\u003cp>Balladares took care of a baby boy for six months, and then in 2021, she got paired up with a newborn girl. As months went by, Balladares noticed she was slow to begin walking and talking.[pullquote size=\"medium\" align=\"right\" citation=\"Reyna Balladares, foster parent and San Francisco resident\"]‘They’re afraid to come to this community.’[/pullquote]A pediatrician recommended that the girl get physical, speech, occupational and feeding therapy to support her development. Balladares was referred to \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, California’s early intervention program for infants and toddlers with developmental delays, which approved the treatments.\u003c/p>\n\u003cp>However, getting connected to certain therapists took months.\u003c/p>\n\u003cp>When Balladares asked a program coordinator about the long wait, she learned few therapists were willing to make house calls to her neighborhood, which has been at the center of the city’s homelessness and \u003ca href=\"https://www.kqed.org/news/11972898/2023-was-san-franciscos-deadliest-year-for-drug-overdoses-new-data-confirms\">drug crisis\u003c/a>.\u003c/p>\n\u003cp>“They’re afraid to come to this community,” she said.\u003c/p>\n\u003cp>And that kept the girl from getting the services she was entitled to receive.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California established Early Start in 1986 in response to a federal law guaranteeing early intervention services for children under 3, regardless of their families’ income levels. A network of nonprofit regional centers is responsible for determining a child’s eligibility for developmental support and arranging those services.\u003c/p>\n\u003cp>Getting services early on is crucial, \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/whyActEarly.html\">experts say,\u003c/a> because babies’ brains are more adaptable during the first three years of life, and the intervention can head off the need for special education services later on.\u003c/p>\n\u003cp>The law also requires that children receive the services in their home, daycare or other “natural environments” as much as possible because young children learn best \u003ca href=\"https://www.pacer.org/ec/early-intervention/natural-environments.asp\">when they’re in familiar surroundings\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11977975\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11977975 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED.jpg\" alt=\"A collection of kids' toys sits on a beige and blue table beside a white wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A small table and chair with children’s toys in Reyna Balladares’ home in San Francisco on Feb. 26, 2024. \u003ccite>(Kathryn Styer-Martínez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates tell KQED they see a growing divide between who gets quality services and who doesn’t.\u003c/p>\n\u003cp>“There’s vast inequities,” said Jennifer Albon, a pediatrician who treats children with high health care needs at UCSF Medical Center at Mount Zion.\u003c/p>\n\u003cp>She said several patients who live in the Tenderloin and other low-income districts like the Bayview did not receive at-home therapies because the Golden Gate Regional Center, which coordinates early intervention services in San Francisco, San Mateo and Marin counties, couldn’t find providers willing to see children there.[pullquote size=\"medium\" align=\"right\" citation=\"Jennifer Albon, pediatrician, UCSF Medical Center at Mount Zion\"]‘Families who are well-resourced and live in nicer areas, those are the only families who are getting that care in their natural environment, even though [they don’t have] the most need.’[/pullquote]“The regional center has flat-out told them and told us that there’s no providers who will go to your neighborhood,” she said. “Families who are well-resourced and live in nicer areas, those are the only families who are getting that care in their natural environment, even though [they don’t have] the most need.”\u003c/p>\n\u003cp>Child care centers in the Tenderloin are also impacted.\u003c/p>\n\u003cp>Heidi Lamar, director of Compass Children’s Center, said when she noticed a therapist had stopped showing up to work with a child, she reached out to a case manager at Golden Gate Regional Center or GGRC.\u003c/p>\n\u003cp>The case manager replied in an email message to Lamar: “The provider is not coming anymore because she was shoved onto the sidewalk by someone on the street while walking to Compass. She had previously been yelled at, cursed at, and followed by a man on a bicycle while walking to Compass on another occasion.”\u003c/p>\n\u003cp>The case manager acknowledged increased difficulty finding providers willing to go to the Tenderloin.[aside postID=news_11958841 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/08/230822-HOME-HEALTHCARE-WORKER-LM-KQED-1020x680.jpg']“We can’t compel therapists to provide services in situations where they don’t feel safe,” the case manager wrote. “We just keep our fingers crossed that the providers don’t drop the families entirely.”\u003c/p>\n\u003cp>The Tenderloin has long been plagued by drug dealing, homelessness and mental illness — conditions that residents and business owners say \u003ca href=\"https://www.sfchronicle.com/sf/article/tenderloin-little-saigon-homeless-18601130.php\">have worsened since the pandemic\u003c/a>, despite city efforts to increase safety in the area.\u003c/p>\n\u003cp>It’s also a refuge for thousands of lower-income and immigrant families who come seeking affordable housing and social support from organizations like Compass. Another child care center — Wu Yee Children’s Services — hires a “street usher” to escort kids to playgrounds in the neighborhood.\u003c/p>\n\u003cp>“I’m sure you’ve seen in the news our neighborhood is struggling. There were two daytime shootings outside our school building in the last few months,” Lamar said. “But this is where we work every day; this is where our children and our families live. We have to serve them. We have to find a way.”\u003c/p>\n\u003cp>Frustrated by the delay in services, Lamar hired a speech and language pathologist to work on-site with children who have difficulty communicating.\u003c/p>\n\u003cp>Another parent, Ashley Chac, said she waited nine months to get a GGRC coordinator to respond to her request for occupational and physical therapy for her 1 1/2-year-old daughter.[pullquote size=\"medium\" align=\"right\" citation=\"Heidi Lamar, director, Compass Children’s Center\"]‘ … This is where we work every day, this is where our children and our families live. We have to serve them. We have to find a way.’[/pullquote]Chac said she’s upset about missing early intervention during a stage when it can make the greatest impact on her daughter’s development.\u003c/p>\n\u003cp>“Time is of the essence for her,” Chac said. “I’m mad that we fell through the cracks.”\u003c/p>\n\u003cp>Eric Zigman, executive director of the GGRC, said he’s keenly aware of providers’ reluctance to serve certain neighborhoods and calls it a distressing situation. He said his hands are tied as long as the state pays providers less than the market rate for their services.\u003c/p>\n\u003cp>“Until those rates are changed, we can’t control every action of every provider,” Zigman said.\u003c/p>\n\u003cp>Inadequate funding and a shortage of providers have limited regional centers’ ability to improve access and delivery of Early Start services, according to \u003ca href=\"https://calbudgetcenter.org/resources/california-can-better-support-infants-toddlers-with-disabilities-or-developmental-delays/\">a 2022 analysis of the program by the California Budget & Policy Center\u003c/a>.\u003c/p>\n\u003cp>Early Start’s problems have raised enough of a concern that the federal Office of Special Education Programs deemed California “\u003ca href=\"https://sites.ed.gov/idea/idea-files/2023-spp-apr-and-state-determination-letters-part-c-california/\">needs assistance\u003c/a>” to improve outcomes for children who receive early intervention services.\u003c/p>\n\u003ch2>Pushing back against Zoom therapy\u003c/h2>\n\u003cp>Advocates say that a growing reliance on telehealth is also leading to substandard care.\u003c/p>\n\u003cp>California allowed remote delivery of early intervention services at the beginning of the pandemic to ensure children continued to receive care. But as the threat of COVID-19 subsided, advocates said the practice continued.\u003c/p>\n\u003cp>Intervening early and in the child’s home should be the “gold standard,” said Amy Westling, executive director of the Association of Regional Center Agencies. However, the regional centers have a hard time finding providers and paying them a competitive rate, she said.\u003c/p>\n\u003cp>“If the service can’t be provided in the natural environment or we can’t identify a provider to do so, we don’t want to say then, ‘We’re not going to offer some alternative,’” Westling said.\u003c/p>\n\u003cp>Left without choices, Balladares tried virtual therapy, but she couldn’t get her foster daughter to focus or respond to the therapist. She said children need to form relationships in person in order to learn.\u003c/p>\n\u003cp>“Nothing replaces a person-to-person relationship, especially for a child,” she said.[pullquote size=\"medium\" align=\"right\" citation=\"Amy Westling, executive director, Association of Regional Center Agencies\"]‘If the service can’t be provided in the natural environment or we can’t identify a provider to do so, we don’t want to say then, ‘We’re not going to offer some alternative.”[/pullquote]In the end, Balladares had to cut back her work hours to take the girl to multiple appointments at different clinics each week.\u003c/p>\n\u003cp>“Running with [her] from one place to another, sometimes trying to make two different appointments in one day … then rushing home to prepare our meals,” she said. “She was exhausted, and so was I.”\u003c/p>\n\u003cp>After two years of therapies, Balladares said, the toddler hasn’t made as much progress as she hoped. After turning 3 last month, she is no longer eligible to receive services under Early Start and will require more therapies through the San Francisco Unified School District.\u003c/p>\n\u003cp>Critics say some therapists or their agencies are exploiting a loophole in the law that allows telehealth services if the child’s parents or guardians agree to the arrangement.\u003c/p>\n\u003cp>“How people took advantage of that was they said to the parent, ‘We can see your child next week virtually, but if we see them in person, it will take several months,’” said Elaine Westlake, a physical therapist who has been demanding a clearer policy on the use of telehealth for Early Start services. “So, of course, the parent says, ‘Well, I guess virtual.’”\u003c/p>\n\u003cp>Westlake said she saw a growing problem when parents in the Tenderloin wondered why she was the only therapist making home visits while others offered their services remotely. She thinks providers are leaning on telehealth because it saves on travel time. What’s more, Medi-Cal pays the same amount whether services are delivered remotely or in person.[aside postID=news_11961256 hero='https://ww2.kqed.org/app/uploads/sites/10/2023/09/023_KQED_LaBombaPreschool_04202023-1020x680.jpg']“It’s plain economics because you can see one child after the other [via telehealth],” Westlake said.\u003c/p>\n\u003cp>Westlake said she is not compensated for the time she spends driving to a child’s home or daycare for each physical therapy appointment. She’s seen the positive impact of that effort. Two recent patients were born prematurely and spent months in neonatal intensive-care units.\u003c/p>\n\u003cp>“When they came home from the hospital, the parents were afraid to even move them,” Westlake said. Now, she said, both children are walking, running and climbing.\u003c/p>\n\u003cp>“That never would have happened if I had not seen them in person,” Westlake said.\u003c/p>\n\u003cp>New York’s health department recently \u003ca href=\"https://www.health.ny.gov/community/infants_children/early_intervention/docs/eip_telehealth_guidance_document.pdf\">issued guidance on using telehealth\u003c/a> after the state’s comptroller \u003ca href=\"https://www.health.ny.gov/community/infants_children/early_intervention/docs/eip_telehealth_guidance_document.pdf\">issued an audit\u003c/a> that found many eligible children didn’t receive early intervention services or faced delays. The guidance lays out scenarios where telehealth is allowed and requires that early intervention providers document how they delivered the services.\u003c/p>\n\u003cp>Lawmakers there are also considering a 5% increase in payments for in-person services and an extra 4% for serving hard-to-reach or underserved areas.\u003c/p>\n\u003cp>In Northern California, a pilot project funded by the American Rescue Plan aimed at boosting in-person therapies showed promising results, according to Lori Banales, executive director of Alta California Regional Center, which serves Sacramento and nine surrounding counties.\u003c/p>\n\u003cfigure id=\"attachment_11978893\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11978893 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Reyna Balladares and her 3-year-old foster child in San Francisco on March 9, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The project offered $200 incentives for therapies done in underserved areas, in languages other than English or during hours that would accommodate parents’ work schedules, Banales said. Furthermore, $10,000 internship grants also helped early intervention providers to hire more bilingual therapists.\u003c/p>\n\u003cp>“We know that this works. Money does talk,” she said.\u003c/p>\n\u003cp>While California has been gradually raising reimbursement rates for providers, Gov. Gavin Newsom wants to delay fully funding the increases to save $1 billion in the next budget year as he moves to close a $38 billion shortfall. That would hinder ongoing efforts to grow the workforce and could lead to longer waits for services, according to\u003ca href=\"https://lao.ca.gov/reports/2024/4837/DDS-Budget-021324.pdf\"> a report by the state Legislative Analyst’s Office\u003c/a>.[pullquote size=\"medium\" align=\"right\" citation=\"Lori Banales, executive director, Alta California Regional Center\"]‘The very rapid growth puts a lot of pressure on a system where there’s just not enough clinicians. So I think there’s a lot of work to be done to close some of those gaps at this point.’[/pullquote]Some recent policy changes included hiring more regional center coordinators to lower caseloads and expanding eligibility for Early Start services, which is expected to add 10% more children into a program currently serving 56,000 infants and toddlers.\u003c/p>\n\u003cp>Westling said that’s a lot of change all at once.\u003c/p>\n\u003cp>“The very rapid growth puts a lot of pressure on a system where there’s just not enough clinicians,” she said. “So, I think there’s a lot of work to be done to close some of those gaps at this point.”\u003c/p>\n\u003cp>Until reform takes hold, Westlake urges her fellow therapists to uphold their code of ethics and care for kids in their natural environments — just as they did before telehealth came along.\u003c/p>\n\u003cp>“We did it before, and we can certainly do it again,” she said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "In California, infants and toddlers with developmental delays qualify for in-home therapy through the Early Start program. Yet families in low-income neighborhoods, like the Tenderloin and the Bayview, face barriers as therapists refuse to provide services there, forcing parents to choose between inconvenient travel or remote therapy.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the world shut down during the pandemic, Reyna Balladares decided to open her apartment in San Francisco’s Tenderloin neighborhood to a foster child.\u003c/p>\n\u003cp>A single mother of two grown daughters, Balladares heard from a social-worker friend about the challenges of finding a home for foster children and wanted to help.\u003c/p>\n\u003cp>Balladares took care of a baby boy for six months, and then in 2021, she got paired up with a newborn girl. As months went by, Balladares noticed she was slow to begin walking and talking.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>A pediatrician recommended that the girl get physical, speech, occupational and feeding therapy to support her development. Balladares was referred to \u003ca href=\"https://www.dds.ca.gov/services/early-start/\">Early Start\u003c/a>, California’s early intervention program for infants and toddlers with developmental delays, which approved the treatments.\u003c/p>\n\u003cp>However, getting connected to certain therapists took months.\u003c/p>\n\u003cp>When Balladares asked a program coordinator about the long wait, she learned few therapists were willing to make house calls to her neighborhood, which has been at the center of the city’s homelessness and \u003ca href=\"https://www.kqed.org/news/11972898/2023-was-san-franciscos-deadliest-year-for-drug-overdoses-new-data-confirms\">drug crisis\u003c/a>.\u003c/p>\n\u003cp>“They’re afraid to come to this community,” she said.\u003c/p>\n\u003cp>And that kept the girl from getting the services she was entitled to receive.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California established Early Start in 1986 in response to a federal law guaranteeing early intervention services for children under 3, regardless of their families’ income levels. A network of nonprofit regional centers is responsible for determining a child’s eligibility for developmental support and arranging those services.\u003c/p>\n\u003cp>Getting services early on is crucial, \u003ca href=\"https://www.cdc.gov/ncbddd/actearly/whyActEarly.html\">experts say,\u003c/a> because babies’ brains are more adaptable during the first three years of life, and the intervention can head off the need for special education services later on.\u003c/p>\n\u003cp>The law also requires that children receive the services in their home, daycare or other “natural environments” as much as possible because young children learn best \u003ca href=\"https://www.pacer.org/ec/early-intervention/natural-environments.asp\">when they’re in familiar surroundings\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11977975\" class=\"wp-caption alignnone\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11977975 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED.jpg\" alt=\"A collection of kids' toys sits on a beige and blue table beside a white wall.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240301-EARLY-START-DEVELOPMENTAL-DELAYS-KSM-08-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A small table and chair with children’s toys in Reyna Balladares’ home in San Francisco on Feb. 26, 2024. \u003ccite>(Kathryn Styer-Martínez/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Advocates tell KQED they see a growing divide between who gets quality services and who doesn’t.\u003c/p>\n\u003cp>“There’s vast inequities,” said Jennifer Albon, a pediatrician who treats children with high health care needs at UCSF Medical Center at Mount Zion.\u003c/p>\n\u003cp>She said several patients who live in the Tenderloin and other low-income districts like the Bayview did not receive at-home therapies because the Golden Gate Regional Center, which coordinates early intervention services in San Francisco, San Mateo and Marin counties, couldn’t find providers willing to see children there.\u003c/p>\u003c/div>",
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"content": "‘Families who are well-resourced and live in nicer areas, those are the only families who are getting that care in their natural environment, even though [they don’t have] the most need.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“The regional center has flat-out told them and told us that there’s no providers who will go to your neighborhood,” she said. “Families who are well-resourced and live in nicer areas, those are the only families who are getting that care in their natural environment, even though [they don’t have] the most need.”\u003c/p>\n\u003cp>Child care centers in the Tenderloin are also impacted.\u003c/p>\n\u003cp>Heidi Lamar, director of Compass Children’s Center, said when she noticed a therapist had stopped showing up to work with a child, she reached out to a case manager at Golden Gate Regional Center or GGRC.\u003c/p>\n\u003cp>The case manager replied in an email message to Lamar: “The provider is not coming anymore because she was shoved onto the sidewalk by someone on the street while walking to Compass. She had previously been yelled at, cursed at, and followed by a man on a bicycle while walking to Compass on another occasion.”\u003c/p>\n\u003cp>The case manager acknowledged increased difficulty finding providers willing to go to the Tenderloin.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We can’t compel therapists to provide services in situations where they don’t feel safe,” the case manager wrote. “We just keep our fingers crossed that the providers don’t drop the families entirely.”\u003c/p>\n\u003cp>The Tenderloin has long been plagued by drug dealing, homelessness and mental illness — conditions that residents and business owners say \u003ca href=\"https://www.sfchronicle.com/sf/article/tenderloin-little-saigon-homeless-18601130.php\">have worsened since the pandemic\u003c/a>, despite city efforts to increase safety in the area.\u003c/p>\n\u003cp>It’s also a refuge for thousands of lower-income and immigrant families who come seeking affordable housing and social support from organizations like Compass. Another child care center — Wu Yee Children’s Services — hires a “street usher” to escort kids to playgrounds in the neighborhood.\u003c/p>\n\u003cp>“I’m sure you’ve seen in the news our neighborhood is struggling. There were two daytime shootings outside our school building in the last few months,” Lamar said. “But this is where we work every day; this is where our children and our families live. We have to serve them. We have to find a way.”\u003c/p>\n\u003cp>Frustrated by the delay in services, Lamar hired a speech and language pathologist to work on-site with children who have difficulty communicating.\u003c/p>\n\u003cp>Another parent, Ashley Chac, said she waited nine months to get a GGRC coordinator to respond to her request for occupational and physical therapy for her 1 1/2-year-old daughter.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Chac said she’s upset about missing early intervention during a stage when it can make the greatest impact on her daughter’s development.\u003c/p>\n\u003cp>“Time is of the essence for her,” Chac said. “I’m mad that we fell through the cracks.”\u003c/p>\n\u003cp>Eric Zigman, executive director of the GGRC, said he’s keenly aware of providers’ reluctance to serve certain neighborhoods and calls it a distressing situation. He said his hands are tied as long as the state pays providers less than the market rate for their services.\u003c/p>\n\u003cp>“Until those rates are changed, we can’t control every action of every provider,” Zigman said.\u003c/p>\n\u003cp>Inadequate funding and a shortage of providers have limited regional centers’ ability to improve access and delivery of Early Start services, according to \u003ca href=\"https://calbudgetcenter.org/resources/california-can-better-support-infants-toddlers-with-disabilities-or-developmental-delays/\">a 2022 analysis of the program by the California Budget & Policy Center\u003c/a>.\u003c/p>\n\u003cp>Early Start’s problems have raised enough of a concern that the federal Office of Special Education Programs deemed California “\u003ca href=\"https://sites.ed.gov/idea/idea-files/2023-spp-apr-and-state-determination-letters-part-c-california/\">needs assistance\u003c/a>” to improve outcomes for children who receive early intervention services.\u003c/p>\n\u003ch2>Pushing back against Zoom therapy\u003c/h2>\n\u003cp>Advocates say that a growing reliance on telehealth is also leading to substandard care.\u003c/p>\n\u003cp>California allowed remote delivery of early intervention services at the beginning of the pandemic to ensure children continued to receive care. But as the threat of COVID-19 subsided, advocates said the practice continued.\u003c/p>\n\u003cp>Intervening early and in the child’s home should be the “gold standard,” said Amy Westling, executive director of the Association of Regional Center Agencies. However, the regional centers have a hard time finding providers and paying them a competitive rate, she said.\u003c/p>\n\u003cp>“If the service can’t be provided in the natural environment or we can’t identify a provider to do so, we don’t want to say then, ‘We’re not going to offer some alternative,’” Westling said.\u003c/p>\n\u003cp>Left without choices, Balladares tried virtual therapy, but she couldn’t get her foster daughter to focus or respond to the therapist. She said children need to form relationships in person in order to learn.\u003c/p>\n\u003cp>“Nothing replaces a person-to-person relationship, especially for a child,” she said.\u003c/p>\u003c/div>",
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"content": "‘If the service can’t be provided in the natural environment or we can’t identify a provider to do so, we don’t want to say then, ‘We’re not going to offer some alternative.”",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In the end, Balladares had to cut back her work hours to take the girl to multiple appointments at different clinics each week.\u003c/p>\n\u003cp>“Running with [her] from one place to another, sometimes trying to make two different appointments in one day … then rushing home to prepare our meals,” she said. “She was exhausted, and so was I.”\u003c/p>\n\u003cp>After two years of therapies, Balladares said, the toddler hasn’t made as much progress as she hoped. After turning 3 last month, she is no longer eligible to receive services under Early Start and will require more therapies through the San Francisco Unified School District.\u003c/p>\n\u003cp>Critics say some therapists or their agencies are exploiting a loophole in the law that allows telehealth services if the child’s parents or guardians agree to the arrangement.\u003c/p>\n\u003cp>“How people took advantage of that was they said to the parent, ‘We can see your child next week virtually, but if we see them in person, it will take several months,’” said Elaine Westlake, a physical therapist who has been demanding a clearer policy on the use of telehealth for Early Start services. “So, of course, the parent says, ‘Well, I guess virtual.’”\u003c/p>\n\u003cp>Westlake said she saw a growing problem when parents in the Tenderloin wondered why she was the only therapist making home visits while others offered their services remotely. She thinks providers are leaning on telehealth because it saves on travel time. What’s more, Medi-Cal pays the same amount whether services are delivered remotely or in person.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“It’s plain economics because you can see one child after the other [via telehealth],” Westlake said.\u003c/p>\n\u003cp>Westlake said she is not compensated for the time she spends driving to a child’s home or daycare for each physical therapy appointment. She’s seen the positive impact of that effort. Two recent patients were born prematurely and spent months in neonatal intensive-care units.\u003c/p>\n\u003cp>“When they came home from the hospital, the parents were afraid to even move them,” Westlake said. Now, she said, both children are walking, running and climbing.\u003c/p>\n\u003cp>“That never would have happened if I had not seen them in person,” Westlake said.\u003c/p>\n\u003cp>New York’s health department recently \u003ca href=\"https://www.health.ny.gov/community/infants_children/early_intervention/docs/eip_telehealth_guidance_document.pdf\">issued guidance on using telehealth\u003c/a> after the state’s comptroller \u003ca href=\"https://www.health.ny.gov/community/infants_children/early_intervention/docs/eip_telehealth_guidance_document.pdf\">issued an audit\u003c/a> that found many eligible children didn’t receive early intervention services or faced delays. The guidance lays out scenarios where telehealth is allowed and requires that early intervention providers document how they delivered the services.\u003c/p>\n\u003cp>Lawmakers there are also considering a 5% increase in payments for in-person services and an extra 4% for serving hard-to-reach or underserved areas.\u003c/p>\n\u003cp>In Northern California, a pilot project funded by the American Rescue Plan aimed at boosting in-person therapies showed promising results, according to Lori Banales, executive director of Alta California Regional Center, which serves Sacramento and nine surrounding counties.\u003c/p>\n\u003cfigure id=\"attachment_11978893\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11978893 size-full\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED.jpg\" alt=\"\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240309-EARLY-START-DEVELOPMENTAL-DELAYS-MD-01-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Reyna Balladares and her 3-year-old foster child in San Francisco on March 9, 2024. \u003ccite>(Martin do Nascimento/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The project offered $200 incentives for therapies done in underserved areas, in languages other than English or during hours that would accommodate parents’ work schedules, Banales said. Furthermore, $10,000 internship grants also helped early intervention providers to hire more bilingual therapists.\u003c/p>\n\u003cp>“We know that this works. Money does talk,” she said.\u003c/p>\n\u003cp>While California has been gradually raising reimbursement rates for providers, Gov. Gavin Newsom wants to delay fully funding the increases to save $1 billion in the next budget year as he moves to close a $38 billion shortfall. That would hinder ongoing efforts to grow the workforce and could lead to longer waits for services, according to\u003ca href=\"https://lao.ca.gov/reports/2024/4837/DDS-Budget-021324.pdf\"> a report by the state Legislative Analyst’s Office\u003c/a>.\u003c/p>\u003c/div>",
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"content": "‘The very rapid growth puts a lot of pressure on a system where there’s just not enough clinicians. So I think there’s a lot of work to be done to close some of those gaps at this point.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some recent policy changes included hiring more regional center coordinators to lower caseloads and expanding eligibility for Early Start services, which is expected to add 10% more children into a program currently serving 56,000 infants and toddlers.\u003c/p>\n\u003cp>Westling said that’s a lot of change all at once.\u003c/p>\n\u003cp>“The very rapid growth puts a lot of pressure on a system where there’s just not enough clinicians,” she said. “So, I think there’s a lot of work to be done to close some of those gaps at this point.”\u003c/p>\n\u003cp>Until reform takes hold, Westlake urges her fellow therapists to uphold their code of ethics and care for kids in their natural environments — just as they did before telehealth came along.\u003c/p>\n\u003cp>“We did it before, and we can certainly do it again,” she said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "UC Berkeley Jewish Community Members March on Campus Amid Rising Tensions",
"headTitle": "UC Berkeley Jewish Community Members March on Campus Amid Rising Tensions | KQED",
"content": "\u003cp>Approximately 180 Jewish community members and students at UC Berkeley gathered on campus Monday to protest what they said were university failures to adhere to its campus access policies as well as the handling of recent claims of discrimination and harassment on campus.\u003c/p>\n\u003cp>The mostly mellow march follows months of high tensions between students following Hamas’ Oct. 7 attack on Israel and Israel’s ongoing assault on Gaza. It also comes on top of “dozens” of claims of discrimination from people identifying as Jewish or Muslim in the campus community made since Oct. 7, according to campus officials.\u003c/p>\n\u003cp>“Jewish students have had to avoid harassment, have had to walk in a creek, avoid classes out of fear of going through [Sather] Gate,” said Noah Cohen, a third-year law student at UC Berkeley who helped lead the march on Monday. He and other students are seeking for the university to enforce policies around blocking the gate, a landmark on the university’s south side that spans Strawberry Creek and connects Sproul Plaza to the rest of campus.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For nearly four weeks, members of Graduate Students for Justice in Palestine have placed caution tape and erected a sign at the gate calling attention to the more than 29,000 Palestinians who have been killed by Israeli air strikes and other violence since Oct. 7, according to the Gaza Health Ministry.\u003c/p>\n\u003cp>The sign covers the central opening of the gate, but two side walkways remain open. University officials confirmed to KQED that the group never fully blocked the thoroughfare.\u003c/p>\n\u003cp>“In no way are we against free speech or protests, but we are against the university permitting violating those policies when it comes at the expense of Jewish students,” Cohen said, arguing that the group violated policies against blocking the gate and playing loud noise.\u003c/p>\n\u003cp>The demonstration did previously violate university protest rules against affixing a sign directly to the gate and amplifying sound, according to UC Berkeley spokesman Dan Mogulof. But by Monday, the sign was no longer affixed to the gate, and the noise issue had been resolved, he said.\u003c/p>\n\u003cp>At the same time, the university also maintains a policy to prioritize avoiding conflict in the course of nonviolent civil disobedience rather than emphasizing enforcement of campus rules, which arose following student protests in 2008.\u003c/p>\n\u003cp>“That is the policy and practice that we follow with every group that engages with nonviolent protest,” Mogulof said. “We have been making efforts to end those aspects of the nonviolent protest at Sather Gate that violate those restrictions.”\u003c/p>\n\u003cfigure id=\"attachment_11978963\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED.jpg\" alt=\"A group of people stand near each other in front of an ornate gateway.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jewish UC Berkeley students, faculty and community members stand in lines in front of Sather Gate on Monday. The group attempted to block foot traffic to protest what they said were ongoing blockages by pro-Palestinian protesters, stating that the university had not been enforcing its policy of keeping the path clear. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, Ethan Katz, director of the UC-Berkeley Center for Jewish Studies, addressed the crowd after a bagel brunch in front of Zellerbach Playhouse before protesters started the silent march at noon.\u003c/p>\n\u003cp>“UC-Berkeley Jewish students and our allies insist that this campus be a safe and harassment-free environment for all of us,” Hannah Schlachter, a student at the Haas School of Business who organized the march, said in an email after the event ended.\u003c/p>\n\u003cp>Over at Sather Gate, pro-Palestinian students held a banner that read, “Today is the first day of Ramadan. Israel and the U.S. are starving 2.2. million. Gazans have nothing to break their fast with.”\u003c/p>\n\u003cp>Banan Abdelrahman, a graduate student at UC Berkeley, was holding the sign with fellow supporters on Monday. She said the group’s goal is to draw attention to ongoing violence against Palestinians and to put pressure on campus officials to divest from companies like BlackRock, which invests in weapons producers like Lockheed Martin and Boeing.\u003c/p>\n\u003cp>“Both sides of the gate are freely open. A full blockade is what’s in Gaza, where you don’t let anything in. This is not a blockade,” Abdelrahman told KQED. “We make sure the sides are open to make sure our community is able to pass through and walk freely and is ADA compliant.”\u003c/p>\n\u003cfigure id=\"attachment_11978960\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED.jpg\" alt=\"A sign blocks passage through an ornate gateway.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A large pro-Palestine banner held by students blocks the central entrance to Sather Gate on the Berkeley campus on Monday. The banner reads, ‘Today is the first day of Ramadan. Israel and the U.S. are starving 2.2. million. Gazans have nothing to break their fast with.’ Walkways through the gate on either side of the banner remain open. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Things escalated on Feb. 26 when a group of pro-Palestinian students protested a talk by Israeli attorney and former Israeli Defense Forces member Ran Bar-Yoshafat. Students opposing the speaking event criticized Bar-Yoshafat for promoting violence against Palestinians and for spreading “propaganda,” the student newspaper \u003cem>The Daily Californian\u003c/em> reported.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='gaza']But the event was shut down before Bar-Yoshafat spoke. Nearly 200 protesters crowded the entrances of Zellerbach Playhouse, where the talk was set to take place after being moved at the last minute from Wheeler Hall. The university sent out a WarnMe notification to the entire campus community about the protest activity. It has subsequently opened up a criminal investigation into the protest.\u003c/p>\n\u003cp>“This university has a long history of commitment to and support for nonviolent political protest that respects the First Amendment rights of others,” UC Berkeley Chancellor Carol Christ wrote to the campus community on March 4. “That is not what occurred on Feb. 26. It was not peaceful civil disobedience. We condemn it in the strongest possible terms.”\u003c/p>\n\u003cp>The message didn’t appease some students, regardless of whether they were protesting or supporting the event on Feb. 26.\u003c/p>\n\u003cp>“Repeatedly, she said she was concerned and dismayed, but nothing has happened,” Cohen said.\u003c/p>\n\u003cp>Mogulof said the campus administration is “aware and is concerned about rising tensions on campus.”\u003c/p>\n\u003cfigure id=\"attachment_11978967\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978967\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED.jpg\" alt='A person stands in an outdoor setting in front of a large group of people holding a sign that reads \"Jews Against Genocide in Palestine\".' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley resident Laurie Winestock holds a sign stating her support for Palestine as Jewish UC Berkeley students, faculty and community members rally on campus on Monday. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pro-Palestinian student groups were invited to speak with Chancellor Christ on Monday. Students declined the opportunity because they said they are seeking a commitment around divestment, which the Chancellor has yet to signal any openness to. In 2018, all 10 UC chancellors signed on to a letter opposing an academic boycott of Israel.\u003c/p>\n\u003cp>“Unless she is willing to take tangible steps toward divestment, there is nothing we can tell her that she hasn’t heard before,” Abdelrahman said.\u003c/p>\n\u003cp>Meanwhile, the U.S. Department of Education has opened up a separate inquiry into possible discrimination based on ancestry on UC Berkeley’s campus.\u003c/p>\n\u003cp>“We recognize and are responding to the unavoidable challenges that arise when groups with strongly held and conflicting views exercise their First Amendment rights,” Mogulof said, “rights that we are compelled to uphold.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Hossaini contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Approximately 180 Jewish community members and students at UC Berkeley gathered on campus Monday to protest what they said were university failures to adhere to its campus access policies as well as the handling of recent claims of discrimination and harassment on campus.\u003c/p>\n\u003cp>The mostly mellow march follows months of high tensions between students following Hamas’ Oct. 7 attack on Israel and Israel’s ongoing assault on Gaza. It also comes on top of “dozens” of claims of discrimination from people identifying as Jewish or Muslim in the campus community made since Oct. 7, according to campus officials.\u003c/p>\n\u003cp>“Jewish students have had to avoid harassment, have had to walk in a creek, avoid classes out of fear of going through [Sather] Gate,” said Noah Cohen, a third-year law student at UC Berkeley who helped lead the march on Monday. He and other students are seeking for the university to enforce policies around blocking the gate, a landmark on the university’s south side that spans Strawberry Creek and connects Sproul Plaza to the rest of campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For nearly four weeks, members of Graduate Students for Justice in Palestine have placed caution tape and erected a sign at the gate calling attention to the more than 29,000 Palestinians who have been killed by Israeli air strikes and other violence since Oct. 7, according to the Gaza Health Ministry.\u003c/p>\n\u003cp>The sign covers the central opening of the gate, but two side walkways remain open. University officials confirmed to KQED that the group never fully blocked the thoroughfare.\u003c/p>\n\u003cp>“In no way are we against free speech or protests, but we are against the university permitting violating those policies when it comes at the expense of Jewish students,” Cohen said, arguing that the group violated policies against blocking the gate and playing loud noise.\u003c/p>\n\u003cp>The demonstration did previously violate university protest rules against affixing a sign directly to the gate and amplifying sound, according to UC Berkeley spokesman Dan Mogulof. But by Monday, the sign was no longer affixed to the gate, and the noise issue had been resolved, he said.\u003c/p>\n\u003cp>At the same time, the university also maintains a policy to prioritize avoiding conflict in the course of nonviolent civil disobedience rather than emphasizing enforcement of campus rules, which arose following student protests in 2008.\u003c/p>\n\u003cp>“That is the policy and practice that we follow with every group that engages with nonviolent protest,” Mogulof said. “We have been making efforts to end those aspects of the nonviolent protest at Sather Gate that violate those restrictions.”\u003c/p>\n\u003cfigure id=\"attachment_11978963\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978963\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED.jpg\" alt=\"A group of people stand near each other in front of an ornate gateway.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-13-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Jewish UC Berkeley students, faculty and community members stand in lines in front of Sather Gate on Monday. The group attempted to block foot traffic to protest what they said were ongoing blockages by pro-Palestinian protesters, stating that the university had not been enforcing its policy of keeping the path clear. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Monday, Ethan Katz, director of the UC-Berkeley Center for Jewish Studies, addressed the crowd after a bagel brunch in front of Zellerbach Playhouse before protesters started the silent march at noon.\u003c/p>\n\u003cp>“UC-Berkeley Jewish students and our allies insist that this campus be a safe and harassment-free environment for all of us,” Hannah Schlachter, a student at the Haas School of Business who organized the march, said in an email after the event ended.\u003c/p>\n\u003cp>Over at Sather Gate, pro-Palestinian students held a banner that read, “Today is the first day of Ramadan. Israel and the U.S. are starving 2.2. million. Gazans have nothing to break their fast with.”\u003c/p>\n\u003cp>Banan Abdelrahman, a graduate student at UC Berkeley, was holding the sign with fellow supporters on Monday. She said the group’s goal is to draw attention to ongoing violence against Palestinians and to put pressure on campus officials to divest from companies like BlackRock, which invests in weapons producers like Lockheed Martin and Boeing.\u003c/p>\n\u003cp>“Both sides of the gate are freely open. A full blockade is what’s in Gaza, where you don’t let anything in. This is not a blockade,” Abdelrahman told KQED. “We make sure the sides are open to make sure our community is able to pass through and walk freely and is ADA compliant.”\u003c/p>\n\u003cfigure id=\"attachment_11978960\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978960\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED.jpg\" alt=\"A sign blocks passage through an ornate gateway.\" width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-05-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">A large pro-Palestine banner held by students blocks the central entrance to Sather Gate on the Berkeley campus on Monday. The banner reads, ‘Today is the first day of Ramadan. Israel and the U.S. are starving 2.2. million. Gazans have nothing to break their fast with.’ Walkways through the gate on either side of the banner remain open. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Things escalated on Feb. 26 when a group of pro-Palestinian students protested a talk by Israeli attorney and former Israeli Defense Forces member Ran Bar-Yoshafat. Students opposing the speaking event criticized Bar-Yoshafat for promoting violence against Palestinians and for spreading “propaganda,” the student newspaper \u003cem>The Daily Californian\u003c/em> reported.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But the event was shut down before Bar-Yoshafat spoke. Nearly 200 protesters crowded the entrances of Zellerbach Playhouse, where the talk was set to take place after being moved at the last minute from Wheeler Hall. The university sent out a WarnMe notification to the entire campus community about the protest activity. It has subsequently opened up a criminal investigation into the protest.\u003c/p>\n\u003cp>“This university has a long history of commitment to and support for nonviolent political protest that respects the First Amendment rights of others,” UC Berkeley Chancellor Carol Christ wrote to the campus community on March 4. “That is not what occurred on Feb. 26. It was not peaceful civil disobedience. We condemn it in the strongest possible terms.”\u003c/p>\n\u003cp>The message didn’t appease some students, regardless of whether they were protesting or supporting the event on Feb. 26.\u003c/p>\n\u003cp>“Repeatedly, she said she was concerned and dismayed, but nothing has happened,” Cohen said.\u003c/p>\n\u003cp>Mogulof said the campus administration is “aware and is concerned about rising tensions on campus.”\u003c/p>\n\u003cfigure id=\"attachment_11978967\" class=\"wp-caption aligncenter\" style=\"max-width: 2000px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11978967\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED.jpg\" alt='A person stands in an outdoor setting in front of a large group of people holding a sign that reads \"Jews Against Genocide in Palestine\".' width=\"2000\" height=\"1333\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED.jpg 2000w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/03/240311-JEWISHPROTEST-JY-22-KQED-1920x1280.jpg 1920w\" sizes=\"(max-width: 2000px) 100vw, 2000px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley resident Laurie Winestock holds a sign stating her support for Palestine as Jewish UC Berkeley students, faculty and community members rally on campus on Monday. \u003ccite>(Juliana Yamada/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Pro-Palestinian student groups were invited to speak with Chancellor Christ on Monday. Students declined the opportunity because they said they are seeking a commitment around divestment, which the Chancellor has yet to signal any openness to. In 2018, all 10 UC chancellors signed on to a letter opposing an academic boycott of Israel.\u003c/p>\n\u003cp>“Unless she is willing to take tangible steps toward divestment, there is nothing we can tell her that she hasn’t heard before,” Abdelrahman said.\u003c/p>\n\u003cp>Meanwhile, the U.S. Department of Education has opened up a separate inquiry into possible discrimination based on ancestry on UC Berkeley’s campus.\u003c/p>\n\u003cp>“We recognize and are responding to the unavoidable challenges that arise when groups with strongly held and conflicting views exercise their First Amendment rights,” Mogulof said, “rights that we are compelled to uphold.”\u003c/p>\n\u003cp>\u003cem>KQED’s Sara Hossaini contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A Southern California school district sued by the state has updated its policy requiring staff to notify parents that a student is using a different pronoun or bathroom designated for another gender and now will only mention that a child has requested a change to their student records.\u003c/p>\n\u003cp>The Chino Valley Unified School District board approved the updated policy on Thursday as the district fights a lawsuit filed by Democratic state Attorney General Rob Bonta, who called the original policy discriminatory. Bonta on Friday did not immediately respond to a request for comment on the board’s decision.[pullquote size=\"medium\" align=\"right\" citation=\"Kristi Hirst, co-founder, Our Schools USA\"]‘They’re just broadening the scope so that they don’t obviously single that population out. But the intent behind it, in my opinion, is no different.’[/pullquote]The policy maintains part of the original rule requiring staff to notify parents within three days of their child requesting any changes to their “official or unofficial records,” although it does not specify what that would include. All references to gender identification changes have been removed from the policy.\u003c/p>\n\u003cp>LGBTQ+ advocates said the new mandate is simply a legal loophole to repackage the same policy that continues to violate the rights of students.\u003c/p>\n\u003cp>“They’re just broadening the scope so that they don’t obviously single that population out,” said Kristi Hirst, who co-founded the public education advocacy group Our Schools USA. “But the intent behind it, in my opinion, is no different.”\u003c/p>\n\u003cp>Both Chino’s original and updated policies include other scenarios in which school staff would have to notify parents, such as when their child is significantly injured at school. However, schools were already required to report when a child’s safety was threatened.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The battle at the district in Chino, a city about 32 miles east of Los Angeles, is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to impose bans on gender-affirming care, bar trans athletes from girls’ and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with broad language requiring that parents be notified of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>In California, proponents of the notification policies are trying to get a measure on the November ballot to require schools to notify parents if a child asks to change their gender identification at school, bar transgender girls in grades seven and up from participating in girls’ sports, and ban gender-affirming care for minors.[aside label='More on Education' tag='education']Democratic Gov. Gavin Newsom garnered attention last year when he threatened to fine another Southern California district, Temecula Valley Unified, for rejecting an elementary school social studies curriculum that included supplementary material mentioning politician and gay rights advocate Harvey Milk. The district later reversed course.\u003c/p>\n\u003cp>The Chino Valley Unified board introduced its policy last summer after a Republican lawmaker was unable to advance legislation in the state Legislature, which is dominated by Democrats, requiring school staff to notify parents about their child’s request for a gender identification change.\u003c/p>\n\u003cp>Chino Valley Unified school board President Sonja Shaw, who helped craft the original policy, said before the vote on Thursday that the board is committed to upholding the rights of parents and prioritizing the well-being of students.\u003c/p>\n\u003cp>“This new policy strikes a balance between these two important principles, ensuring that parents are kept informed every step of the way,” Shaw said in a statement.\u003c/p>\n\u003cp>Teachers, parents and advocates who oppose the school board policy say it could put students’ safety at risk if they live in abusive households. Andrea McFarland, a high school English teacher for Chino Valley Unified, said the policy the board approved last year was unfair to teachers.\u003c/p>\n\u003cp>“I don’t want to be put in that place to have to choose between potentially putting a child in an unsafe position when they walk in the door at home,” McFarland said. “I don’t know what they’re walking into.”[pullquote size=\"medium\" align=\"right\" citation=\"Chino Valley Unified school board President Sonja Shaw\"]‘This new policy strikes a balance between these two important principles, ensuring that parents are kept informed every step of the way.’[/pullquote]She said the updated policy is unclear about what would be considered “unofficial records,” a term she hasn’t heard used in her 13 years as an educator.\u003c/p>\n\u003cp>A judge halted part of the policy last year that required schools to tell parents if their child asked to change their gender identification. He did not grant the state’s attempt in October to block another part of the policy requiring schools to notify parents about a child’s request to change information in their student records.\u003c/p>\n\u003cp>Emily Rae, a lawyer representing the district, said the board decided to consider the updated policy in response to the judge’s rulings so far in the case.\u003c/p>\n\u003cp>“The district still believes the existing policy is legally defensible and constitutional,” she said in a statement.\u003c/p>\n\u003cp>She cited a recent ruling over a similar notification policy at Temecula Valley Unified, where a judge allowed the district to require school staff to notify parents if their child asks to change their gender identification at school.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The policy maintains part of the original rule requiring staff to notify parents within three days of their child requesting any changes to their “official or unofficial records,” although it does not specify what that would include. All references to gender identification changes have been removed from the policy.\u003c/p>\n\u003cp>LGBTQ+ advocates said the new mandate is simply a legal loophole to repackage the same policy that continues to violate the rights of students.\u003c/p>\n\u003cp>“They’re just broadening the scope so that they don’t obviously single that population out,” said Kristi Hirst, who co-founded the public education advocacy group Our Schools USA. “But the intent behind it, in my opinion, is no different.”\u003c/p>\n\u003cp>Both Chino’s original and updated policies include other scenarios in which school staff would have to notify parents, such as when their child is significantly injured at school. However, schools were already required to report when a child’s safety was threatened.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The battle at the district in Chino, a city about 32 miles east of Los Angeles, is part of a nationwide debate over local school districts and the rights of parents and LGBTQ+ students. States across the country have sought to impose bans on gender-affirming care, bar trans athletes from girls’ and women’s sports, and require schools to “out” trans and nonbinary students to their parents. Some lawmakers in other states have introduced bills in their legislatures with broad language requiring that parents be notified of any changes to their child’s emotional health or well-being.\u003c/p>\n\u003cp>In California, proponents of the notification policies are trying to get a measure on the November ballot to require schools to notify parents if a child asks to change their gender identification at school, bar transgender girls in grades seven and up from participating in girls’ sports, and ban gender-affirming care for minors.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Democratic Gov. Gavin Newsom garnered attention last year when he threatened to fine another Southern California district, Temecula Valley Unified, for rejecting an elementary school social studies curriculum that included supplementary material mentioning politician and gay rights advocate Harvey Milk. The district later reversed course.\u003c/p>\n\u003cp>The Chino Valley Unified board introduced its policy last summer after a Republican lawmaker was unable to advance legislation in the state Legislature, which is dominated by Democrats, requiring school staff to notify parents about their child’s request for a gender identification change.\u003c/p>\n\u003cp>Chino Valley Unified school board President Sonja Shaw, who helped craft the original policy, said before the vote on Thursday that the board is committed to upholding the rights of parents and prioritizing the well-being of students.\u003c/p>\n\u003cp>“This new policy strikes a balance between these two important principles, ensuring that parents are kept informed every step of the way,” Shaw said in a statement.\u003c/p>\n\u003cp>Teachers, parents and advocates who oppose the school board policy say it could put students’ safety at risk if they live in abusive households. Andrea McFarland, a high school English teacher for Chino Valley Unified, said the policy the board approved last year was unfair to teachers.\u003c/p>\n\u003cp>“I don’t want to be put in that place to have to choose between potentially putting a child in an unsafe position when they walk in the door at home,” McFarland said. “I don’t know what they’re walking into.”\u003c/p>\u003c/div>",
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"content": "\u003cp>Last year, Cal State campuses received some sobering details about the growing gaps in graduation rates between students of color and their white counterparts. Instead of decreasing, the graduation equity gaps between Black, Latino and Native or Indigenous students have been increasing.\u003c/p>\n\u003cp>However, some campuses are targeting new funding and strategies to specifically target students of color that will help increase graduation, persistence and retention.\u003c/p>\n\u003cp>CSU’s Young Males of Color Consortium, which is housed at Cal State Dominguez Hills, received $3.2 million from a group of organizations, including Ballmer Group, College Futures Foundation, ECMC Foundation and Ichigo Foundation, to create new programs that support men of color on Cal State campuses. Sixteen CSU campuses and their neighboring community colleges will deploy those programs to improve transfer, retention and graduation rates for up to 800 students. The partnered universities and colleges will start working with up to 40 young men each to pilot the new strategies.\u003c/p>\n\u003cp>The consortium, which started in 2017, has the goal of working across campuses to share information and data and find solutions to help CSU’s Black and brown men.\u003c/p>\n\u003cp>The main challenge the consortium realized it needed to tackle was “institutional complacency” because many campuses failed to have the right data on students of color or limited their investment in improving their academic performance, said William Franklin, vice president of student affairs for the Dominguez Hills campus.\u003c/p>\n\u003cp>Last year, during CSU’s Graduation Initiative 2025 event, new data revealed that the graduation gap between Black, Latino and Native American students and their peers increased by 1 point to a 13% difference. The 2023 six-year graduation rate for Black students, for example, is at 47% but 62% for all students.\u003c/p>\n\u003cp>The rates on the Dominguez Hills campus, for example, are lower for Black and Latino men. The six-year rate for Black men is 36.4% and 38.9% for Latino men on the campus. Data for Native American and Native Hawaiian or Pacific Islander students was unavailable.[aside postID=\"news_11973267,news_11973199,news_11976347\" label=\"Related Stories\"]“We need to hire full-time folks, and we need to really give them training,” Franklin said. “We need to begin to connect with our institutional research office and understand our data better. It doesn’t necessarily mean we need more money, but we do need to spend the money that we have differently in order to ensure that those male-of-color programs get the kind of support they need.”\u003c/p>\n\u003cp>With the new funding, the campuses will work together to assess and evaluate instructors and staff while also providing professional development opportunities. The campuses would also work with their community college partners to better assist them in transferring more Black and brown students to the universities.\u003c/p>\n\u003cp>Members of the consortium have already visited other universities outside of California that have seen success in improving graduation rates for Black and Latino students, such as Georgia State University, Urban Prep Academies in Chicago and the University of Texas at Austin, Franklin said.\u003c/p>\n\u003cp>And while they’re unsure which strategies will work best for Cal State students, figuring it out is part of the funding.\u003c/p>\n\u003cp>“Our funders have also given us an opportunity to take the funding they’ve given us to provide it as seed money for campuses to put some innovative programs and strategies in place,” Franklin said. “Fail fast or succeed fast, and learn what they need to do in order to scale those things that work.”\u003c/p>\n\u003ch2>Black Honors College\u003c/h2>\n\u003cp>Sacramento State is also trying something new to help not only the Black students on its campuses but across the system.\u003c/p>\n\u003cp>This fall, the university will debut the country’s first Black Honors College. Sac State has one of the CSU’s largest populations of Black students and low graduation rates. The six-year rate for all Black students is about 45%.\u003c/p>\n\u003cp>“We’re the No. 1 institution serving Black students, and we’re in the bottom third when it comes to graduation rates,” Sac State President Luke Wood said. “Our 75-year history has shown that what we’re doing is not working. I don’t just speak about that from the perspective of being president here, but I was a student here at Sac State. I got my bachelor’s degree here. I got my master’s degree here, and many of the people who are my contemporaries never graduated because the institution is not designed to support Black students.”\u003c/p>\n\u003cp>Sac State officials also looked outside of California for solutions, particularly at historically Black colleges and universities where graduation rates are much higher.\u003c/p>\n\u003cp>“We’re creating an institution within the institution so students have a standalone experience with their own curriculum, their own faculty, their staff, their space,” Wood said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The college would be open to students of all majors, but the first two years of the curriculum would have an African-American focus. For example, political science or statistics classes would uniquely focus on Black politics, issues and community.\u003c/p>\n\u003cp>Wood said the idea is based on research showing that creating a “family-like environment” and offering a curriculum relevant to students’ lives and experiences improves their academic success.\u003c/p>\n\u003cp>The new college will have 6,000 square feet of dedicated space with its own faculty, dean, counselors, academic advisers, support staff and outreach. However, the ultimate goal is to see more Black Honors Colleges appear statewide and nationally, despite the conservative attacks on diversity, equity and inclusion happening in other states.\u003c/p>\n\u003cp>But Wood anticipates more Black Honors Colleges appearing on community college campuses, some of which have already contacted Sac State for guidance or information, with the potential to establish a transfer relationship with the university.\u003c/p>\n\u003cp>“We’re going to grow this Honors College pretty extensively,” he said. “Our goal right now is 500 or 600, but when we can get more resources, our goal is to get to a thousand students.”\u003c/p>\n\u003cp>\u003cem>NOTE: EdSource receives funding from several foundations, including the College Futures Foundation and ECMC Foundation. EdSource maintains sole editorial control over the content of its coverage.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Last year, Cal State campuses received some sobering details about the growing gaps in graduation rates between students of color and their white counterparts. Instead of decreasing, the graduation equity gaps between Black, Latino and Native or Indigenous students have been increasing.\u003c/p>\n\u003cp>However, some campuses are targeting new funding and strategies to specifically target students of color that will help increase graduation, persistence and retention.\u003c/p>\n\u003cp>CSU’s Young Males of Color Consortium, which is housed at Cal State Dominguez Hills, received $3.2 million from a group of organizations, including Ballmer Group, College Futures Foundation, ECMC Foundation and Ichigo Foundation, to create new programs that support men of color on Cal State campuses. Sixteen CSU campuses and their neighboring community colleges will deploy those programs to improve transfer, retention and graduation rates for up to 800 students. The partnered universities and colleges will start working with up to 40 young men each to pilot the new strategies.\u003c/p>\n\u003cp>The consortium, which started in 2017, has the goal of working across campuses to share information and data and find solutions to help CSU’s Black and brown men.\u003c/p>\n\u003cp>The main challenge the consortium realized it needed to tackle was “institutional complacency” because many campuses failed to have the right data on students of color or limited their investment in improving their academic performance, said William Franklin, vice president of student affairs for the Dominguez Hills campus.\u003c/p>\n\u003cp>Last year, during CSU’s Graduation Initiative 2025 event, new data revealed that the graduation gap between Black, Latino and Native American students and their peers increased by 1 point to a 13% difference. The 2023 six-year graduation rate for Black students, for example, is at 47% but 62% for all students.\u003c/p>\n\u003cp>The rates on the Dominguez Hills campus, for example, are lower for Black and Latino men. The six-year rate for Black men is 36.4% and 38.9% for Latino men on the campus. Data for Native American and Native Hawaiian or Pacific Islander students was unavailable.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We need to hire full-time folks, and we need to really give them training,” Franklin said. “We need to begin to connect with our institutional research office and understand our data better. It doesn’t necessarily mean we need more money, but we do need to spend the money that we have differently in order to ensure that those male-of-color programs get the kind of support they need.”\u003c/p>\n\u003cp>With the new funding, the campuses will work together to assess and evaluate instructors and staff while also providing professional development opportunities. The campuses would also work with their community college partners to better assist them in transferring more Black and brown students to the universities.\u003c/p>\n\u003cp>Members of the consortium have already visited other universities outside of California that have seen success in improving graduation rates for Black and Latino students, such as Georgia State University, Urban Prep Academies in Chicago and the University of Texas at Austin, Franklin said.\u003c/p>\n\u003cp>And while they’re unsure which strategies will work best for Cal State students, figuring it out is part of the funding.\u003c/p>\n\u003cp>“Our funders have also given us an opportunity to take the funding they’ve given us to provide it as seed money for campuses to put some innovative programs and strategies in place,” Franklin said. “Fail fast or succeed fast, and learn what they need to do in order to scale those things that work.”\u003c/p>\n\u003ch2>Black Honors College\u003c/h2>\n\u003cp>Sacramento State is also trying something new to help not only the Black students on its campuses but across the system.\u003c/p>\n\u003cp>This fall, the university will debut the country’s first Black Honors College. Sac State has one of the CSU’s largest populations of Black students and low graduation rates. The six-year rate for all Black students is about 45%.\u003c/p>\n\u003cp>“We’re the No. 1 institution serving Black students, and we’re in the bottom third when it comes to graduation rates,” Sac State President Luke Wood said. “Our 75-year history has shown that what we’re doing is not working. I don’t just speak about that from the perspective of being president here, but I was a student here at Sac State. I got my bachelor’s degree here. I got my master’s degree here, and many of the people who are my contemporaries never graduated because the institution is not designed to support Black students.”\u003c/p>\n\u003cp>Sac State officials also looked outside of California for solutions, particularly at historically Black colleges and universities where graduation rates are much higher.\u003c/p>\n\u003cp>“We’re creating an institution within the institution so students have a standalone experience with their own curriculum, their own faculty, their staff, their space,” Wood said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The college would be open to students of all majors, but the first two years of the curriculum would have an African-American focus. For example, political science or statistics classes would uniquely focus on Black politics, issues and community.\u003c/p>\n\u003cp>Wood said the idea is based on research showing that creating a “family-like environment” and offering a curriculum relevant to students’ lives and experiences improves their academic success.\u003c/p>\n\u003cp>The new college will have 6,000 square feet of dedicated space with its own faculty, dean, counselors, academic advisers, support staff and outreach. However, the ultimate goal is to see more Black Honors Colleges appear statewide and nationally, despite the conservative attacks on diversity, equity and inclusion happening in other states.\u003c/p>\n\u003cp>But Wood anticipates more Black Honors Colleges appearing on community college campuses, some of which have already contacted Sac State for guidance or information, with the potential to establish a transfer relationship with the university.\u003c/p>\n\u003cp>“We’re going to grow this Honors College pretty extensively,” he said. “Our goal right now is 500 or 600, but when we can get more resources, our goal is to get to a thousand students.”\u003c/p>\n\u003cp>\u003cem>NOTE: EdSource receives funding from several foundations, including the College Futures Foundation and ECMC Foundation. EdSource maintains sole editorial control over the content of its coverage.\u003c/em>\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/csu-campuses-focus-on-new-strategies-to-help-students-of-color/707174\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The SAT, a college admissions exam that for nearly a century was completed using paper and pencil, is now officially all-digital.\u003c/p>\n\u003cp>This week, students in the U.S. will begin taking the new SAT on their own devices — including a tablet or a laptop — or on school devices. The test is also one hour shorter (down from three hours), has shorter reading passages and uses digital tools, like a highlighter, a graphing calculator and a bookmark to go back to skipped questions.\u003c/p>\n\u003cp>The revamped test, which ditches the paper and pencil, aims to make cheating harder and grading easier.\u003c/p>\n\u003cp>Students will still take the exam at a test center or a high school.\u003c/p>\n\u003cp>“Today’s students, they do a lot of their living digitally, they do a lot of their learning digitally, and they do a lot of their test taking digitally,” says Priscilla Rodriguez, who oversees the SAT for the College Board, the organization behind the test.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She says in focus groups the College Board conducted, students say they felt more confident and more natural taking tests on a digital device. “They were kind of telling us in so many words, ‘You’re a little behind us at this point, actually. Can you please catch up?’ ”\u003c/p>\n\u003ch2>A digital SAT isn’t a big leap for many students\u003c/h2>\n\u003cp>Throughout March and April, the College Board expects more than 1 million students to take the new digital SAT. Students can take the exam on Saturday test dates or during SAT School Days, where participating high schools offer the test to upperclassmen free of charge during the school day.\u003c/p>\n\u003cp>Stephany Perez, a high school junior from Houston, says the transition to online is “not that significant.”\u003c/p>\n\u003cp>[aside postID=\"mindshift_63109,news_11964081\" label=\"Related Stories\"]“We’re so used to being on our laptops, like it’s something we do on the regular, in every class.”\u003c/p>\n\u003cp>Perez has been prepping for the online version in school, using test prep material from CollegeSpring, \u003ca href=\"https://collegespring.org/about-us/\">a nonprofit that partners\u003c/a> with high school teachers.\u003c/p>\n\u003cp>She says she’s still nervous and anxious about the test because she feels a lot of pressure to do well. “It’s a very important test,” she says. “It dictates what’s going to happen for your college life.”\u003c/p>\n\u003cp>She’s taking the test on Tuesday morning at her high school using school laptops.\u003c/p>\n\u003cp>This isn’t the first time the College Board has administered a digital exam. In 2023, international students took a digital-only SAT, and a digital-only PSAT was given to younger U.S. high school students last fall.\u003c/p>\n\u003cp>Students will take the digital exam on Bluebook, an app built in-house by the College Board. Schools were given time ahead of testing dates to download the app onto their devices. Internet access is key to starting the test, though Rodriquez says it requires very little bandwidth during the test and is designed to autosave locally, so students won’t lose work or time if they lose their internet connection.\u003c/p>\n\u003ch2>The SAT and ACT still hold power in admissions\u003c/h2>\n\u003cp>All this comes as the relevance of the SAT and ACT, another college entrance exam, is being called into question in the college admissions process. \u003ca href=\"https://fairtest.org/overwhelming-majority-of-u-s-colleges-and-universities-remain-act-sat-optional-or-test-blind-score-free-for-fall-2025/\">More than 1,800 U.S. colleges\u003c/a> are not requiring a test score for students applying to enroll in fall 2025, according to the National Center for Fair & Open Testing. But in recent weeks, some elite private colleges, including \u003ca href=\"https://www.bloomberg.com/news/articles/2024-03-05/brown-university-becomes-third-ivy-to-reinstate-sat-requirements?embedded-checkout=true\">Brown University\u003c/a> and \u003ca href=\"https://www.npr.org/2024/02/05/1229223433/sat-act-diversity-dartmouth-college-admissions\">Dartmouth College\u003c/a>, have reinstated the test requirement, saying it provides helpful context for the admissions process.\u003c/p>\n\u003cp>Perez would be the first in her family to go to college in the U.S. She says, “I know a lot of schools say that they’re test optional,” but when she looked up colleges she was interested in, she found they still listed average SAT scores on their websites.\u003c/p>\n\u003cp>“So you do have to care,” she says, “because [colleges] might still be looking at them, even if they say they’re test optional.”\u003c/p>\n\u003cp>Even with many schools trying to de-emphasize the exams, Rodriquez, of the College Board, says the SAT can still be an important piece of a larger admissions puzzle.\u003c/p>\n\u003cp>“[The SAT] can give any student a way to show what they’ve learned in a standardized way, and that’s especially important when other parts of the college application, things like extracurricular activities and essays, are more easily influenced by parental wealth.”\u003c/p>\n\u003cp>The SAT and ACT are also still deeply ingrained in the American high school experience. Many states require one of the exams to graduate, and several states have contracts with the College Board to offer the test during the school day for free to their students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Before this new digital format, the SAT had already gone through several changes. In 2014, the \u003ca href=\"https://www.npr.org/2014/03/06/286646479/college-board-previews-sat-revisions\">College Board revealed\u003c/a> it would drop its penalty for wrong answers, make the essay portion optional and remove the obscure vocabulary section. And in early 2021, the organization announced\u003ca href=\"https://www.npr.org/2021/01/19/958329475/sat-discontinues-subject-tests-and-optional-essay#:~:text=The%20College%20Board%20announced%20on,and%20math%2C%20among%20other%20topics.\"> it would discontinue the optional essay \u003c/a>component of the SAT, as well as the subject tests in U.S. history, languages and math, among other topics.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+a+first%2C+U.S.+students+will+take+the+SAT+entirely+online+%28no+pencils+required%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/em>\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The SAT, a college admissions exam that for nearly a century was completed using paper and pencil, is now officially all-digital.\u003c/p>\n\u003cp>This week, students in the U.S. will begin taking the new SAT on their own devices — including a tablet or a laptop — or on school devices. The test is also one hour shorter (down from three hours), has shorter reading passages and uses digital tools, like a highlighter, a graphing calculator and a bookmark to go back to skipped questions.\u003c/p>\n\u003cp>The revamped test, which ditches the paper and pencil, aims to make cheating harder and grading easier.\u003c/p>\n\u003cp>Students will still take the exam at a test center or a high school.\u003c/p>\n\u003cp>“Today’s students, they do a lot of their living digitally, they do a lot of their learning digitally, and they do a lot of their test taking digitally,” says Priscilla Rodriguez, who oversees the SAT for the College Board, the organization behind the test.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She says in focus groups the College Board conducted, students say they felt more confident and more natural taking tests on a digital device. “They were kind of telling us in so many words, ‘You’re a little behind us at this point, actually. Can you please catch up?’ ”\u003c/p>\n\u003ch2>A digital SAT isn’t a big leap for many students\u003c/h2>\n\u003cp>Throughout March and April, the College Board expects more than 1 million students to take the new digital SAT. Students can take the exam on Saturday test dates or during SAT School Days, where participating high schools offer the test to upperclassmen free of charge during the school day.\u003c/p>\n\u003cp>Stephany Perez, a high school junior from Houston, says the transition to online is “not that significant.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We’re so used to being on our laptops, like it’s something we do on the regular, in every class.”\u003c/p>\n\u003cp>Perez has been prepping for the online version in school, using test prep material from CollegeSpring, \u003ca href=\"https://collegespring.org/about-us/\">a nonprofit that partners\u003c/a> with high school teachers.\u003c/p>\n\u003cp>She says she’s still nervous and anxious about the test because she feels a lot of pressure to do well. “It’s a very important test,” she says. “It dictates what’s going to happen for your college life.”\u003c/p>\n\u003cp>She’s taking the test on Tuesday morning at her high school using school laptops.\u003c/p>\n\u003cp>This isn’t the first time the College Board has administered a digital exam. In 2023, international students took a digital-only SAT, and a digital-only PSAT was given to younger U.S. high school students last fall.\u003c/p>\n\u003cp>Students will take the digital exam on Bluebook, an app built in-house by the College Board. Schools were given time ahead of testing dates to download the app onto their devices. Internet access is key to starting the test, though Rodriquez says it requires very little bandwidth during the test and is designed to autosave locally, so students won’t lose work or time if they lose their internet connection.\u003c/p>\n\u003ch2>The SAT and ACT still hold power in admissions\u003c/h2>\n\u003cp>All this comes as the relevance of the SAT and ACT, another college entrance exam, is being called into question in the college admissions process. \u003ca href=\"https://fairtest.org/overwhelming-majority-of-u-s-colleges-and-universities-remain-act-sat-optional-or-test-blind-score-free-for-fall-2025/\">More than 1,800 U.S. colleges\u003c/a> are not requiring a test score for students applying to enroll in fall 2025, according to the National Center for Fair & Open Testing. But in recent weeks, some elite private colleges, including \u003ca href=\"https://www.bloomberg.com/news/articles/2024-03-05/brown-university-becomes-third-ivy-to-reinstate-sat-requirements?embedded-checkout=true\">Brown University\u003c/a> and \u003ca href=\"https://www.npr.org/2024/02/05/1229223433/sat-act-diversity-dartmouth-college-admissions\">Dartmouth College\u003c/a>, have reinstated the test requirement, saying it provides helpful context for the admissions process.\u003c/p>\n\u003cp>Perez would be the first in her family to go to college in the U.S. She says, “I know a lot of schools say that they’re test optional,” but when she looked up colleges she was interested in, she found they still listed average SAT scores on their websites.\u003c/p>\n\u003cp>“So you do have to care,” she says, “because [colleges] might still be looking at them, even if they say they’re test optional.”\u003c/p>\n\u003cp>Even with many schools trying to de-emphasize the exams, Rodriquez, of the College Board, says the SAT can still be an important piece of a larger admissions puzzle.\u003c/p>\n\u003cp>“[The SAT] can give any student a way to show what they’ve learned in a standardized way, and that’s especially important when other parts of the college application, things like extracurricular activities and essays, are more easily influenced by parental wealth.”\u003c/p>\n\u003cp>The SAT and ACT are also still deeply ingrained in the American high school experience. Many states require one of the exams to graduate, and several states have contracts with the College Board to offer the test during the school day for free to their students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Before this new digital format, the SAT had already gone through several changes. In 2014, the \u003ca href=\"https://www.npr.org/2014/03/06/286646479/college-board-previews-sat-revisions\">College Board revealed\u003c/a> it would drop its penalty for wrong answers, make the essay portion optional and remove the obscure vocabulary section. And in early 2021, the organization announced\u003ca href=\"https://www.npr.org/2021/01/19/958329475/sat-discontinues-subject-tests-and-optional-essay#:~:text=The%20College%20Board%20announced%20on,and%20math%2C%20among%20other%20topics.\"> it would discontinue the optional essay \u003c/a>component of the SAT, as well as the subject tests in U.S. history, languages and math, among other topics.\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=In+a+first%2C+U.S.+students+will+take+the+SAT+entirely+online+%28no+pencils+required%29&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cem>\u003ca href=\"#episode-transcript\">View the full episode transcript.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The East Bay hills above Berkeley and Oakland are crisscrossed with beautiful hiking trails, and hidden along them are clues to the Bay Area’s past. In the trees near Leona Heights, there’s a clearing scattered with concrete walls. One of them is as big as a bus; others are small, like traffic barriers. All of them are painted with really good murals.\u003c/p>\n\u003cp>Bay Curious listener Darrell Lavin came across them while hiking with his cousin.\u003c/p>\n\u003cp>[baycuriousbug]\u003c/p>\n\u003cp>“It looks like it was some sort of a very significant structure many, many years ago,” he said. “And I can’t help but wonder, what’s the history of this? What was there, and what was it used for? It made me very curious.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It turns out that the answer to Lavin’s question has a lot to do with… rocks. So, we asked a geologist.\u003c/p>\n\u003cp>Andrew Alden is a sprightly guy with a ponytail and gemstone earrings. He said in the late 1800s, when Bay Area cities were growing, people punctured the East Bay hills with quarries and mines.\u003c/p>\n\u003cp>“Crushed stone is a basic requirement of civilization,” he said. “You just need it for everything. You need it for railroad beds, you need it for building foundations, you need it to build harbors and wharves.”\u003c/p>\n\u003cp>The concrete walls still visible today \u003ca href=\"https://ia801601.us.archive.org/9/items/38calicturalindu00auburich/38calicturalindu00auburich.pdf\">were part of the workings of the Leona Heights Quarry\u003c/a>, he said, which was where Merritt College is today. Workers blasted rock from deep pits in the hills and loaded it onto a conveyor tram, which carried it down the hill to a train, where it was loaded onto freight cars and shipped out.\u003c/p>\n\u003cfigure id=\"attachment_11977321\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram.jpg\" alt=\"Black and white photo of a wooden trestle conveyor tram snaking its way up a wooded hill.\" width=\"1980\" height=\"1807\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-800x730.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1020x931.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-160x146.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1536x1402.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1920x1752.jpg 1920w\" sizes=\"(max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">This photograph from 1912 shows a tram that brought stone from the quarry down to the train tracks.\u003c/figcaption>\u003c/figure>\n\u003cp>The tram was a half-mile-long conveyor belt running on a wooden trestle. Historical records suggest its machinery was housed in the concrete ruins Lavin asked about. Slots in the walls probably framed the wheels that turned the belt.\u003c/p>\n\u003ch3>A fateful fire\u003c/h3>\n\u003cp>The tram helped make the whole rock quarry operation possible but would ultimately destroy it. In 1913, a fire broke out near its base and ignited the conveyor belt, which carried the flames up the hill. \u003ca href=\"https://www.newspapers.com/image/999259004/\">An article in the Oakland Enquirer from Aug. 8th\u003c/a>, 1913, said the wooden trestle was “dry as tinder.”\u003c/p>\n\u003cp>“Stores of dynamite and powder in sheds in the path of the fire spread the blaze with great rapidity,” the article said. “Until long after midnight, the fire burned in the ravines of Leona Heights, to which blazing brands had been carried by the high wind. That no fatalities occurred was considered remarkable.”\u003c/p>\n\u003cp>All the buildings and tools used in the quarry operation were incinerated.\u003c/p>\n\u003cp>Today, all that remains of the Leona Heights Quarry are the ruins of the conveyor tram that Darrell stumbled upon.\u003c/p>\n\u003cp>“The artists have adopted it,” Alden said. “And it belongs to the future as well as the past.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3388391131&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch3>An unexpected art gallery\u003c/h3>\n\u003cp>The concrete walls have been painted over many times by many artists. One of them is Pancho Pescador. He said he found this place by accident back in 1995 — not long after he moved to the United States — and was captivated by the murals.\u003c/p>\n\u003cfigure id=\"attachment_11977322\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977322\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead.jpg\" alt=\"A man in black hoodie stands center, around him are remnants of concrete walls painted with vibrant art.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-1536x864.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Artist Pancho Pescador stands between two of his pieces painted on the concrete ruins of the old Leona Heights Quarry. \u003ccite>(Katherine Monahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Graffiti art was still pretty new to Pescador at the time. He’d seen very little of it growing up in Chile \u003ca href=\"https://www.britannica.com/place/Chile/The-military-dictatorship-from-1973\">under the repressive dictatorship of Augusto Pinochet\u003c/a>.\u003c/p>\n\u003cp>“If you [got] caught painting in the street,” he said, “you may get disappeared or dead.”\u003c/p>\n\u003cp>For many street artists of the day, only urgent political messages were worth that risk, Pescador said. His work reflects the intensity of those early experiences. He pointed out one of his murals: a figure with the head of a bird carrying a paint roller.\u003c/p>\n\u003cp>“That’s the weapon,” Pescador said. “He’s a warrior because he’s carrying his weapon.”\u003c/p>\n\u003cp>The biggest concrete wall in the clearing is about the size of a semitruck. On it, artists have painted a woman, an AC Transit bus and the word “Ghost” in vibrant colors. It’s a memorial to a local artist who passed away at a young age, Pescador explained.\u003c/p>\n\u003cp>“This is not going anywhere,” he said. “I doubt anybody’s going to paint over this. I’m not gonna do it.”\u003c/p>\n\u003cp>For him, these concrete ruins are a special place, different from any other graffiti site. He loves painting up in the trees, with time to do big, intricate pieces with lots of colors.\u003c/p>\n\u003cp>“I like decay,” he said. “And I like seeing my pieces getting old.”\u003c/p>\n\u003cp>[baycuriousquestion]\u003c/p>\n\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>The East Bay hills above Berkeley and Oakland are crisscrossed with beautiful hiking trails. Darrell Lavin, today’s question-asker, loves to explore them.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> My cousin lives right over in that area right near Leona Lodge. And so I go over there and hike with her all the time.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>One day, they tried a trail he’d never been on before. Halfway up they came upon something unexpected.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> It looks like it was some sort of a very significant structure many, many years ago. And it looks like there had to be some sort of a cabling system there to haul stuff up and down the hill.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Darrell figured his cousin would know what these ruins were, but she had no idea.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> And they’re all covered in graffiti. And the artwork is beautiful. And I can’t help but wonder, what’s the history of this, what was there and what was it used for?\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Darrell’s question won a Bay Curious voting round, so today we’re hiking up to these ruins near Leona Canyon Regional Park… to learn what was there more than a hundred years ago. And we’ll find out a bit more about that beautiful artwork that Darrell described. I’m Olivia Allen-Price. Stay with us.\u003c/p>\n\u003cp>SPONSOR MESSAGE\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>KQED Reporter Katherine Monahan loves hiking and mysteries, so she was the perfect person to send on an expedition to find out the history of these ruins in the Oakland hills and how they’re being used now.\u003c/p>\n\u003cp>\u003ci>Footsteps in the woods\u003c/i>\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> I’ve been hiking around for half an hour, looking for these ruins, when I see a flash of bright pink peeking through the oak trees that line the trail. I duck under a branch . . . and enter a clearing scattered with concrete walls. One of them is as big as a bus; others are small, like traffic barriers. All of them are painted with \u003ci>really good\u003c/i> murals.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>And they built it well because the concrete is still in great shape.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Andrew Alden, a geologist and local historian, meets me here. He’s a sprightly guy with a ponytail and gemstone earrings. He points out a clue to why these ruins are here. It’s a reddish rock, about the size of a mailbox.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>I think it’s just beautiful by itself.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> What is it?\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>It started out as volcanic ash on the seafloor. It got involved in a lot of tectonic action, and it changed the rock into this very hard light-colored, very strong material that gets this honey-colored orange and red coating on it.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Geologists used to call it the Leona laterite. Now we just call it Leona Volcanic.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Alden says that in the late 1800s, when Bay Area cities were growing, rock like this was very much in demand.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Crushed stone is a basic requirement of civilization. You just need it for everything. You need it for railroad beds, you need it for building foundations, you need it to build harbors and wharves.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> People punctured the East Bay hills with mines and quarries, looking for pyrite, sulfur, gold, though they didn’t really find any, and just rock.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>They started quarries wherever the rock was good just to make money from these hills.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The ruins we’re looking at were part of the workings of the Leona Heights Quarry, says Alden, which was where Merritt College is today. Workers dynamited rock from pits and loaded it onto a conveyor tram leading down the hill.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>It would send stone down to the electric train tracks.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> It was a half-mile-long conveyor belt running on a wooden trestle. It looked kind of like an old-fashioned roller coaster. Historical records suggest its machinery was housed right here in this concrete. Slots in the walls probably framed the wheels that turned the belt.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> This tram helped make the whole operation possible but would ultimately destroy it.\u003c/p>\n\u003cp>\u003cb>Voice Reading Newspaper Report: \u003c/b>Oakland Enquirer, Aug. 8th, 1913 — Leona Fire Causes Big Loss, Town Is Menaced.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> A fire broke out near the base of the tram and ignited the conveyor belt, which carried the flames up the hill. The newspaper said the wooden trestle was “dry as tinder.”\u003c/p>\n\u003cp>\u003cb>Voice Reading Newspaper Report: \u003c/b>Stores of dynamite and powder in sheds in the path of the fire spread the blaze with great rapidity. Until long after midnight the fires burned in the ravines of Leona Heights, to which blazing brands had been carried by the high wind. That no fatalities occurred was considered remarkable.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> All the buildings and tools were incinerated, a quarter million dollar loss and a huge blow to the quarry. By the 1930s, it showed up in the papers mainly as a place where convicts hid out or kids got lost. Here’s Andrew Alden again.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Cheaper stone arose out of town, you know, quarries and cities can’t really coexist. Oakland has spread out.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Eventually, the quarry was filled in and is now a Merritt College parking lot.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>There used to be a great big pit there they called Devil’s Punchbowl and all the local kids would get in trouble there. They’d push old cars into it and throw dynamite sticks and that kind of thing.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> And what’s left of the conveyor tram …\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>As you see, the artists have adopted it. And it belongs to the future as well as the past.\u003c/p>\n\u003cp>\u003ci>Modern music transition\u003c/i>\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The concrete walls here have been painted over many times by many artists. One of them has been coming here for almost thirty years.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>My name is Pancho Pescador. I’m originally from Chile. I always painted since I was a kid.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says he found this place by accident back in 1995, not long after he moved to the United States. He was out hiking by himself.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>And I remember coming here and seeing the wall. Unexpected, because you’re in the middle of the forest and then you find all these ruins.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> They had murals on them even then.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>I was like, “What? Who paint this? This is so cool. Oh, he did it with spray paint?”\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Graffiti art was still pretty new to Pescador at the time. He’d seen very little of it growing up in Chile.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>Because we have a dictatorship, so it was more repression. You know, if you get caught painting in the street, you may get disappeared or, or dead.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> That was during the regime of Augusto Pinochet, who came to power in 1973 following a U.S.-backed coup. Through the 70s and 80s, thousands of Chileans disappeared or were killed under his rule, and almost 40,000 were held as political prisoners. Pescador says street artists of the day restricted themselves to political messages.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>They didn’t write their name, you know, like, “Oh, Pancho was here” or, you know, like, they’re risking their life.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He shows me one of his pieces, a larger-than-life self-portrait, on a decaying chunk of concrete wall. It’s a figure with the head of a bird carrying a paint roller.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>That’s the weapon. You know, like, the weapon doesn’t have to be an M16. It could be a paint roller, so he’s a warrior because he’s carrying his weapon.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The painting has been here for about two years, which Pescador says is a long life for a piece up here.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>You paint here, you know that you’re gonna get covered. That’s part of the game. It’s no crying, like, “Oh, you paint over me?” No, this is not the place, you know, you paint here, you know what’s going to happen.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> But there are exceptions. On the biggest wall — which is about the size of a semitruck — is a long, vibrant painting of a woman, and an AC Transit bus, and the word “Ghost.” Pescador explains it’s a memorial.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>A tribute to Ghost which was a writer from Oakland that unfortunately passed at a very young age, and some of her friends and homies did this piece to honor her.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says this piece will last because artists won’t normally cover up a memorial.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>This is not going anywhere. I doubt anybody’s going to paint over this. I’m not gonna do it.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says this is a special place, different from your average graffiti site. Up here in the trees, you have time to do big, intricate pieces with lots of colors. It’s not like painting downtown, where you might get caught. And the hike screens out a lot of artists.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>You gotta be in shape. Because you’re gonna carry your backpack full of paint, probably a couple gallons of paint, roller, all the tools, water, it gets heavy. So you know, like, you need a certain special energy to do it.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Pescador says he loves painting up in these abandoned ruins.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>I like decay. And I like seeing my pieces getting old. I find beauty on that, a place that could be dark. And you know when you paint it, you change the energy. You do all the work for that, you know, like you see the place change, and it’s like, “Oh, yeah!” and then people appreciate it, you know?\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Through over a century of massive change around it, this place has adapted from rock quarry to outdoor art gallery. Who knows what it may become next or what it will see in the next century?\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>That was KQED’s Katherine Monahan. Thanks to Darrell Lavin for asking the question we answered today.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>This Saturday, March 2 is one of my favorite events of the year. It’s the \u003ca href=\"https://www.kqed.org/event/3954\">Night of Ideas at San Francisco Public Library’s Main Branch\u003c/a>. If you haven’t been … know this: it’s a mashup of artists, leading thinkers and cultural organizations all thinking about the future — and how city life can be more just, culturally vibrant, and sustainable. Bay Curious will be there this year, hanging out in the bookmobile. Stop by to share your personal transit tales with us and the podcast Muni Diaries. We’re teaming up to collect your stories and I can’t wait to hear what you might have for us. Find details and register for free at \u003ca href=\"https://www.kqed.org/events\">KQED.org/Live\u003c/a>. I’ll see you there.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>If you enjoy Bay Curious, tell another podcast-loving friend all about us, please! Word of mouth is one of the best ways for us to grow the show. Thank you!\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Bay Curious is made by Katrina Schwartz, Christopher Beale, and me, Olivia-Allen Price. Additional support from Alex Gonzalez, Dan Brekke, Jen Chien, Katie Sprenger, Cesar Saldana, Maha Sanad, Holly Kernan and the whole KQED Family. Have a great week!\u003c/p>\n\n",
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"excerpt": "Hike near Leona Heights in Oakland, and you might come across vibrant graffiti art painted on the concrete remnants of an old conveyor tram that transported rock down the hill.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"#episode-transcript\">View the full episode transcript.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>The East Bay hills above Berkeley and Oakland are crisscrossed with beautiful hiking trails, and hidden along them are clues to the Bay Area’s past. In the trees near Leona Heights, there’s a clearing scattered with concrete walls. One of them is as big as a bus; others are small, like traffic barriers. All of them are painted with really good murals.\u003c/p>\n\u003cp>Bay Curious listener Darrell Lavin came across them while hiking with his cousin.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003caside class=\"alignleft utils-parseShortcode-shortcodes-__bayCuriousPodcastShortcode__bayCurious\">\u003cimg src=https://cdn.kqed.org/wp-content/uploads/2023/02/bayCuriousLogo.png alt=\"Bay Curious Podcast\" loading=\"lazy\" />\n What do you wonder about the Bay Area, its culture or people that you want KQED to investigate?\n \u003ca href=\"/news/series/baycurious\">Ask Bay Curious.\u003c/a>\u003c/aside>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“It looks like it was some sort of a very significant structure many, many years ago,” he said. “And I can’t help but wonder, what’s the history of this? What was there, and what was it used for? It made me very curious.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It turns out that the answer to Lavin’s question has a lot to do with… rocks. So, we asked a geologist.\u003c/p>\n\u003cp>Andrew Alden is a sprightly guy with a ponytail and gemstone earrings. He said in the late 1800s, when Bay Area cities were growing, people punctured the East Bay hills with quarries and mines.\u003c/p>\n\u003cp>“Crushed stone is a basic requirement of civilization,” he said. “You just need it for everything. You need it for railroad beds, you need it for building foundations, you need it to build harbors and wharves.”\u003c/p>\n\u003cp>The concrete walls still visible today \u003ca href=\"https://ia801601.us.archive.org/9/items/38calicturalindu00auburich/38calicturalindu00auburich.pdf\">were part of the workings of the Leona Heights Quarry\u003c/a>, he said, which was where Merritt College is today. Workers blasted rock from deep pits in the hills and loaded it onto a conveyor tram, which carried it down the hill to a train, where it was loaded onto freight cars and shipped out.\u003c/p>\n\u003cfigure id=\"attachment_11977321\" class=\"wp-caption aligncenter\" style=\"max-width: 1980px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977321\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram.jpg\" alt=\"Black and white photo of a wooden trestle conveyor tram snaking its way up a wooded hill.\" width=\"1980\" height=\"1807\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram.jpg 1980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-800x730.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1020x931.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-160x146.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1536x1402.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Conveyor-tram-1920x1752.jpg 1920w\" sizes=\"(max-width: 1980px) 100vw, 1980px\">\u003cfigcaption class=\"wp-caption-text\">This photograph from 1912 shows a tram that brought stone from the quarry down to the train tracks.\u003c/figcaption>\u003c/figure>\n\u003cp>The tram was a half-mile-long conveyor belt running on a wooden trestle. Historical records suggest its machinery was housed in the concrete ruins Lavin asked about. Slots in the walls probably framed the wheels that turned the belt.\u003c/p>\n\u003ch3>A fateful fire\u003c/h3>\n\u003cp>The tram helped make the whole rock quarry operation possible but would ultimately destroy it. In 1913, a fire broke out near its base and ignited the conveyor belt, which carried the flames up the hill. \u003ca href=\"https://www.newspapers.com/image/999259004/\">An article in the Oakland Enquirer from Aug. 8th\u003c/a>, 1913, said the wooden trestle was “dry as tinder.”\u003c/p>\n\u003cp>“Stores of dynamite and powder in sheds in the path of the fire spread the blaze with great rapidity,” the article said. “Until long after midnight, the fire burned in the ravines of Leona Heights, to which blazing brands had been carried by the high wind. That no fatalities occurred was considered remarkable.”\u003c/p>\n\u003cp>All the buildings and tools used in the quarry operation were incinerated.\u003c/p>\n\u003cp>Today, all that remains of the Leona Heights Quarry are the ruins of the conveyor tram that Darrell stumbled upon.\u003c/p>\n\u003cp>“The artists have adopted it,” Alden said. “And it belongs to the future as well as the past.”\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" frameborder=\"0\" height=\"200\" scrolling=\"no\" src=\"https://playlist.megaphone.fm/?e=KQINC3388391131&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003ch3>An unexpected art gallery\u003c/h3>\n\u003cp>The concrete walls have been painted over many times by many artists. One of them is Pancho Pescador. He said he found this place by accident back in 1995 — not long after he moved to the United States — and was captivated by the murals.\u003c/p>\n\u003cfigure id=\"attachment_11977322\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977322\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead.jpg\" alt=\"A man in black hoodie stands center, around him are remnants of concrete walls painted with vibrant art.\" width=\"1920\" height=\"1080\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-800x450.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-1020x574.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-160x90.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/Oakland-Leona-Heights-ruins-lead-1536x864.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Artist Pancho Pescador stands between two of his pieces painted on the concrete ruins of the old Leona Heights Quarry. \u003ccite>(Katherine Monahan/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Graffiti art was still pretty new to Pescador at the time. He’d seen very little of it growing up in Chile \u003ca href=\"https://www.britannica.com/place/Chile/The-military-dictatorship-from-1973\">under the repressive dictatorship of Augusto Pinochet\u003c/a>.\u003c/p>\n\u003cp>“If you [got] caught painting in the street,” he said, “you may get disappeared or dead.”\u003c/p>\n\u003cp>For many street artists of the day, only urgent political messages were worth that risk, Pescador said. His work reflects the intensity of those early experiences. He pointed out one of his murals: a figure with the head of a bird carrying a paint roller.\u003c/p>\n\u003cp>“That’s the weapon,” Pescador said. “He’s a warrior because he’s carrying his weapon.”\u003c/p>\n\u003cp>The biggest concrete wall in the clearing is about the size of a semitruck. On it, artists have painted a woman, an AC Transit bus and the word “Ghost” in vibrant colors. It’s a memorial to a local artist who passed away at a young age, Pescador explained.\u003c/p>\n\u003cp>“This is not going anywhere,” he said. “I doubt anybody’s going to paint over this. I’m not gonna do it.”\u003c/p>\n\u003cp>For him, these concrete ruins are a special place, different from any other graffiti site. He loves painting up in the trees, with time to do big, intricate pieces with lots of colors.\u003c/p>\n\u003cp>“I like decay,” he said. “And I like seeing my pieces getting old.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-content post-body\">\u003ch2 id=\"episode-transcript\">Episode Transcript\u003c/h2>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>The East Bay hills above Berkeley and Oakland are crisscrossed with beautiful hiking trails. Darrell Lavin, today’s question-asker, loves to explore them.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> My cousin lives right over in that area right near Leona Lodge. And so I go over there and hike with her all the time.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>One day, they tried a trail he’d never been on before. Halfway up they came upon something unexpected.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> It looks like it was some sort of a very significant structure many, many years ago. And it looks like there had to be some sort of a cabling system there to haul stuff up and down the hill.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Darrell figured his cousin would know what these ruins were, but she had no idea.\u003c/p>\n\u003cp>\u003cb>Darrell Lavin:\u003c/b> And they’re all covered in graffiti. And the artwork is beautiful. And I can’t help but wonder, what’s the history of this, what was there and what was it used for?\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Darrell’s question won a Bay Curious voting round, so today we’re hiking up to these ruins near Leona Canyon Regional Park… to learn what was there more than a hundred years ago. And we’ll find out a bit more about that beautiful artwork that Darrell described. I’m Olivia Allen-Price. Stay with us.\u003c/p>\n\u003cp>SPONSOR MESSAGE\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>KQED Reporter Katherine Monahan loves hiking and mysteries, so she was the perfect person to send on an expedition to find out the history of these ruins in the Oakland hills and how they’re being used now.\u003c/p>\n\u003cp>\u003ci>Footsteps in the woods\u003c/i>\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> I’ve been hiking around for half an hour, looking for these ruins, when I see a flash of bright pink peeking through the oak trees that line the trail. I duck under a branch . . . and enter a clearing scattered with concrete walls. One of them is as big as a bus; others are small, like traffic barriers. All of them are painted with \u003ci>really good\u003c/i> murals.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>And they built it well because the concrete is still in great shape.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Andrew Alden, a geologist and local historian, meets me here. He’s a sprightly guy with a ponytail and gemstone earrings. He points out a clue to why these ruins are here. It’s a reddish rock, about the size of a mailbox.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>I think it’s just beautiful by itself.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> What is it?\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>It started out as volcanic ash on the seafloor. It got involved in a lot of tectonic action, and it changed the rock into this very hard light-colored, very strong material that gets this honey-colored orange and red coating on it.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Geologists used to call it the Leona laterite. Now we just call it Leona Volcanic.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Alden says that in the late 1800s, when Bay Area cities were growing, rock like this was very much in demand.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Crushed stone is a basic requirement of civilization. You just need it for everything. You need it for railroad beds, you need it for building foundations, you need it to build harbors and wharves.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> People punctured the East Bay hills with mines and quarries, looking for pyrite, sulfur, gold, though they didn’t really find any, and just rock.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>They started quarries wherever the rock was good just to make money from these hills.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The ruins we’re looking at were part of the workings of the Leona Heights Quarry, says Alden, which was where Merritt College is today. Workers dynamited rock from pits and loaded it onto a conveyor tram leading down the hill.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>It would send stone down to the electric train tracks.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> It was a half-mile-long conveyor belt running on a wooden trestle. It looked kind of like an old-fashioned roller coaster. Historical records suggest its machinery was housed right here in this concrete. Slots in the walls probably framed the wheels that turned the belt.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> This tram helped make the whole operation possible but would ultimately destroy it.\u003c/p>\n\u003cp>\u003cb>Voice Reading Newspaper Report: \u003c/b>Oakland Enquirer, Aug. 8th, 1913 — Leona Fire Causes Big Loss, Town Is Menaced.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> A fire broke out near the base of the tram and ignited the conveyor belt, which carried the flames up the hill. The newspaper said the wooden trestle was “dry as tinder.”\u003c/p>\n\u003cp>\u003cb>Voice Reading Newspaper Report: \u003c/b>Stores of dynamite and powder in sheds in the path of the fire spread the blaze with great rapidity. Until long after midnight the fires burned in the ravines of Leona Heights, to which blazing brands had been carried by the high wind. That no fatalities occurred was considered remarkable.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> All the buildings and tools were incinerated, a quarter million dollar loss and a huge blow to the quarry. By the 1930s, it showed up in the papers mainly as a place where convicts hid out or kids got lost. Here’s Andrew Alden again.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>Cheaper stone arose out of town, you know, quarries and cities can’t really coexist. Oakland has spread out.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Eventually, the quarry was filled in and is now a Merritt College parking lot.\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>There used to be a great big pit there they called Devil’s Punchbowl and all the local kids would get in trouble there. They’d push old cars into it and throw dynamite sticks and that kind of thing.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> And what’s left of the conveyor tram …\u003c/p>\n\u003cp>\u003cb>Andrew Alden: \u003c/b>As you see, the artists have adopted it. And it belongs to the future as well as the past.\u003c/p>\n\u003cp>\u003ci>Modern music transition\u003c/i>\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The concrete walls here have been painted over many times by many artists. One of them has been coming here for almost thirty years.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>My name is Pancho Pescador. I’m originally from Chile. I always painted since I was a kid.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says he found this place by accident back in 1995, not long after he moved to the United States. He was out hiking by himself.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>And I remember coming here and seeing the wall. Unexpected, because you’re in the middle of the forest and then you find all these ruins.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> They had murals on them even then.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>I was like, “What? Who paint this? This is so cool. Oh, he did it with spray paint?”\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Graffiti art was still pretty new to Pescador at the time. He’d seen very little of it growing up in Chile.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>Because we have a dictatorship, so it was more repression. You know, if you get caught painting in the street, you may get disappeared or, or dead.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> That was during the regime of Augusto Pinochet, who came to power in 1973 following a U.S.-backed coup. Through the 70s and 80s, thousands of Chileans disappeared or were killed under his rule, and almost 40,000 were held as political prisoners. Pescador says street artists of the day restricted themselves to political messages.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>They didn’t write their name, you know, like, “Oh, Pancho was here” or, you know, like, they’re risking their life.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He shows me one of his pieces, a larger-than-life self-portrait, on a decaying chunk of concrete wall. It’s a figure with the head of a bird carrying a paint roller.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>That’s the weapon. You know, like, the weapon doesn’t have to be an M16. It could be a paint roller, so he’s a warrior because he’s carrying his weapon.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> The painting has been here for about two years, which Pescador says is a long life for a piece up here.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>You paint here, you know that you’re gonna get covered. That’s part of the game. It’s no crying, like, “Oh, you paint over me?” No, this is not the place, you know, you paint here, you know what’s going to happen.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> But there are exceptions. On the biggest wall — which is about the size of a semitruck — is a long, vibrant painting of a woman, and an AC Transit bus, and the word “Ghost.” Pescador explains it’s a memorial.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>A tribute to Ghost which was a writer from Oakland that unfortunately passed at a very young age, and some of her friends and homies did this piece to honor her.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says this piece will last because artists won’t normally cover up a memorial.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>This is not going anywhere. I doubt anybody’s going to paint over this. I’m not gonna do it.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> He says this is a special place, different from your average graffiti site. Up here in the trees, you have time to do big, intricate pieces with lots of colors. It’s not like painting downtown, where you might get caught. And the hike screens out a lot of artists.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>You gotta be in shape. Because you’re gonna carry your backpack full of paint, probably a couple gallons of paint, roller, all the tools, water, it gets heavy. So you know, like, you need a certain special energy to do it.\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Pescador says he loves painting up in these abandoned ruins.\u003c/p>\n\u003cp>\u003cb>Pancho Pescador: \u003c/b>I like decay. And I like seeing my pieces getting old. I find beauty on that, a place that could be dark. And you know when you paint it, you change the energy. You do all the work for that, you know, like you see the place change, and it’s like, “Oh, yeah!” and then people appreciate it, you know?\u003c/p>\n\u003cp>\u003cb>Katherine Monahan:\u003c/b> Through over a century of massive change around it, this place has adapted from rock quarry to outdoor art gallery. Who knows what it may become next or what it will see in the next century?\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>That was KQED’s Katherine Monahan. Thanks to Darrell Lavin for asking the question we answered today.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>This Saturday, March 2 is one of my favorite events of the year. It’s the \u003ca href=\"https://www.kqed.org/event/3954\">Night of Ideas at San Francisco Public Library’s Main Branch\u003c/a>. If you haven’t been … know this: it’s a mashup of artists, leading thinkers and cultural organizations all thinking about the future — and how city life can be more just, culturally vibrant, and sustainable. Bay Curious will be there this year, hanging out in the bookmobile. Stop by to share your personal transit tales with us and the podcast Muni Diaries. We’re teaming up to collect your stories and I can’t wait to hear what you might have for us. Find details and register for free at \u003ca href=\"https://www.kqed.org/events\">KQED.org/Live\u003c/a>. I’ll see you there.\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>If you enjoy Bay Curious, tell another podcast-loving friend all about us, please! Word of mouth is one of the best ways for us to grow the show. Thank you!\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cb>Olivia Allen-Price: \u003c/b>Bay Curious is made by Katrina Schwartz, Christopher Beale, and me, Olivia-Allen Price. Additional support from Alex Gonzalez, Dan Brekke, Jen Chien, Katie Sprenger, Cesar Saldana, Maha Sanad, Holly Kernan and the whole KQED Family. Have a great week!\u003c/p>\n\n\u003c/div>"
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"content": "\u003cp>\u003cem>Updated, 1:30 p.m. Thursday\u003c/em>\u003c/p>\n\u003cp>Oakland residents will have a chance to weigh in this week on the four candidates bidding to be the city’s next police chief, ahead of the mayor considering the pool of finalists.\u003c/p>\n\u003cp>Thursday’s public forum will be at 6:30 p.m. at City Hall. Candidates will attend virtually.\u003c/p>\n\u003cp>The four finalists, selected by the Oakland Police Commission are: Lisa Davis, assistant police chief in Cincinnati; Floyd Mitchell, a former police chief in Lubbock, Texas; Louis Molina, a former Las Vegas police chief and currently assistant deputy mayor for public safety in New York City; and Abdul Pridgen, the former police chief in San Leandro who resigned last week following allegations that he violated department policies.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"news_11974985,news_11976748,news_11975161\"]Live questions will not be taken at the forum, according to the city’s website, but residents can \u003ca href=\"https://www.oaklandca.gov/boards-commissions/police-commission\">submit questions for the candidates\u003c/a> ahead of time at the city’s website no later than 6 p.m. on Wednesday. Following Thursday’s forum, residents can share feedback on an online \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdsDiljN_qgEN4vA6weGpM8UQXLRR4P-rL1YvSuTNZBH_cWBA/viewform\">survey\u003c/a>.\u003c/p>\n\u003cp>The city has not had a permanent head of police since last February, when Mayor Sheng Thao fired former Police Chief LeRonne Armstrong. That was after allegations that the department had failed to properly investigate misconduct charges against a sergeant who was accused of a hit-and-run in 2021 and of discharging a firearm in an elevator in the OPD building in 2022.\u003c/p>\n\u003cp>As of 1 p.m. on Wednesday, the mayor had not yet received the official list of final candidates, even though the Commission has publicly shared the names.\u003c/p>\n\u003cp>“Mayor Thao looks forward to receiving the list of finalists and conducting her due diligence in reviewing the candidates,” Francis Zamora, the mayor’s chief of communications, said in an email.\u003c/p>\n\u003cp>Thao can decide on the next police chief after the Police Commission sends its candidates list on March 1.\u003c/p>\n\u003cp>The mayor will not be at Thursday’s public forum, however, and expressed concern about the event in a letter sent to the Commission on Tuesday.\u003c/p>\n\u003cp>“I am fully invested in finding exceptional candidates for Oakland. However, a public forum does not help recruit the best candidates,” Thao wrote. “A forum identifying candidates places those individuals at unnecessary risk with their current employers. It may also force Oakland to enter into a premature bidding war with an individual’s current employer if they feel strongly about retaining them.”\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Oakland Mayor Sheng Thao\"]‘I am fully invested in finding exceptional candidates for Oakland. However, a public forum does not help recruit the best candidates.’[/pullquote]In December, the mayor rejected three names the Police Commission recommended for the position. That previous list also included Armstrong, the former chief, who took the job in 2021.\u003c/p>\n\u003cp>Armstrong, meanwhile, \u003ca href=\"https://www.kqed.org/news/11974985/former-oakland-police-chief-leronne-armstrong-sues-city-for-wrongful-termination\">sued the city\u003c/a> earlier this month for wrongful termination. In his lawsuit, the former police chief is now seeking an unspecified amount for damages and to be reinstated.\u003c/p>\n\u003cp>The lawsuit follows \u003ca href=\"https://www.kqed.org/news/11961636/report-recommends-oakland-mayor-consider-reinstating-former-police-chief-leronne-armstrong\">a report\u003c/a> in September 2023, where retired California Judge Maria R. Rivera praised Armstrong’s work and suggested the mayor should reconsider his termination.\u003c/p>\n\u003cp>John Burris, a longtime Oakland civil rights attorney, said he was looking for the candidate who had the most relevant experience and a proven track record of effectively running a major police department.\u003c/p>\n\u003cp>“My criteria is for the mayor to really look at someone to make sure they have had experience that closely aligns with the kinds of issues that will come up in Oakland,” civil rights attorney John Burris told KQED. “We don’t want to have a long learning curve for a new chief.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated, 1:30 p.m. Thursday\u003c/em>\u003c/p>\n\u003cp>Oakland residents will have a chance to weigh in this week on the four candidates bidding to be the city’s next police chief, ahead of the mayor considering the pool of finalists.\u003c/p>\n\u003cp>Thursday’s public forum will be at 6:30 p.m. at City Hall. Candidates will attend virtually.\u003c/p>\n\u003cp>The four finalists, selected by the Oakland Police Commission are: Lisa Davis, assistant police chief in Cincinnati; Floyd Mitchell, a former police chief in Lubbock, Texas; Louis Molina, a former Las Vegas police chief and currently assistant deputy mayor for public safety in New York City; and Abdul Pridgen, the former police chief in San Leandro who resigned last week following allegations that he violated department policies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Live questions will not be taken at the forum, according to the city’s website, but residents can \u003ca href=\"https://www.oaklandca.gov/boards-commissions/police-commission\">submit questions for the candidates\u003c/a> ahead of time at the city’s website no later than 6 p.m. on Wednesday. Following Thursday’s forum, residents can share feedback on an online \u003ca href=\"https://docs.google.com/forms/d/e/1FAIpQLSdsDiljN_qgEN4vA6weGpM8UQXLRR4P-rL1YvSuTNZBH_cWBA/viewform\">survey\u003c/a>.\u003c/p>\n\u003cp>The city has not had a permanent head of police since last February, when Mayor Sheng Thao fired former Police Chief LeRonne Armstrong. That was after allegations that the department had failed to properly investigate misconduct charges against a sergeant who was accused of a hit-and-run in 2021 and of discharging a firearm in an elevator in the OPD building in 2022.\u003c/p>\n\u003cp>As of 1 p.m. on Wednesday, the mayor had not yet received the official list of final candidates, even though the Commission has publicly shared the names.\u003c/p>\n\u003cp>“Mayor Thao looks forward to receiving the list of finalists and conducting her due diligence in reviewing the candidates,” Francis Zamora, the mayor’s chief of communications, said in an email.\u003c/p>\n\u003cp>Thao can decide on the next police chief after the Police Commission sends its candidates list on March 1.\u003c/p>\n\u003cp>The mayor will not be at Thursday’s public forum, however, and expressed concern about the event in a letter sent to the Commission on Tuesday.\u003c/p>\n\u003cp>“I am fully invested in finding exceptional candidates for Oakland. However, a public forum does not help recruit the best candidates,” Thao wrote. “A forum identifying candidates places those individuals at unnecessary risk with their current employers. It may also force Oakland to enter into a premature bidding war with an individual’s current employer if they feel strongly about retaining them.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>In December, the mayor rejected three names the Police Commission recommended for the position. That previous list also included Armstrong, the former chief, who took the job in 2021.\u003c/p>\n\u003cp>Armstrong, meanwhile, \u003ca href=\"https://www.kqed.org/news/11974985/former-oakland-police-chief-leronne-armstrong-sues-city-for-wrongful-termination\">sued the city\u003c/a> earlier this month for wrongful termination. In his lawsuit, the former police chief is now seeking an unspecified amount for damages and to be reinstated.\u003c/p>\n\u003cp>The lawsuit follows \u003ca href=\"https://www.kqed.org/news/11961636/report-recommends-oakland-mayor-consider-reinstating-former-police-chief-leronne-armstrong\">a report\u003c/a> in September 2023, where retired California Judge Maria R. Rivera praised Armstrong’s work and suggested the mayor should reconsider his termination.\u003c/p>\n\u003cp>John Burris, a longtime Oakland civil rights attorney, said he was looking for the candidate who had the most relevant experience and a proven track record of effectively running a major police department.\u003c/p>\n\u003cp>“My criteria is for the mayor to really look at someone to make sure they have had experience that closely aligns with the kinds of issues that will come up in Oakland,” civil rights attorney John Burris told KQED. “We don’t want to have a long learning curve for a new chief.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Teachers, Legislators Struggle to Ban 'Out of Control' Phone Use in Schools",
"headTitle": "Teachers, Legislators Struggle to Ban ‘Out of Control’ Phone Use in Schools | KQED",
"content": "\u003cp>In California, a high school teacher complains that students watch Netflix on their phones during class. In Maryland, a chemistry teacher says students use gambling apps to place bets during the school day.\u003c/p>\n\u003cp>Around the country, educators say students routinely send Snapchat messages in class, listen to music and shop online, among countless other examples of how smartphones distract from teaching and learning.\u003c/p>\n\u003cp>The hold that \u003ca href=\"https://apnews.com/article/data-privacy-regulation-facebook-instagram-social-media-798dbfa6004da3a2aa2c36031369a909\">phones have on adolescents\u003c/a> in America today is well-documented, but teachers say parents are often not aware of the extent to which students use them inside the classroom. And increasingly, educators and experts are speaking with one voice on the question of how to handle it: Ban phones during classes.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Students used to have an understanding that you aren’t supposed to be on your phone in class. Those days are gone,” said James Granger, who requires students in his science classes at a Los Angeles-area high school to place their phones in “a cellphone cubby” with numbered slots. “The only solution that works is to physically remove the cellphone from the student.”\u003c/p>\n\u003cp>Most schools already have rules regulating student phone use, but they are enforced sporadically. A growing number of leaders at the state and federal levels have begun endorsing school cellphone bans and suggesting new ways to curb access to the devices.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"James Granger, high school science teacher\"]‘Students used to have an understanding that you aren’t supposed to be on your phone in class. Those days are gone.’[/pullquote]The latest state intervention came in Utah, where Gov. Spencer Cox, a Republican, last month urged all school districts and the state Board of Education to remove cellphones from classrooms. He cited studies that show learning improves, distractions are decreased and students are more likely to talk to each other if phones are taken away.\u003c/p>\n\u003cp>“We just need a space for six or seven hours a day where kids are not tethered to these devices,” Cox told reporters this month. He said his initiative, which is not binding, is part of a legislative push to protect kids in Utah from \u003ca href=\"https://apnews.com/article/senators-parents-social-media-regulation-199b50df19e0dc11f1fc9e5b33e2b8c5\">the harms of social media\u003c/a>.\u003c/p>\n\u003cp>Last year, \u003ca href=\"https://apnews.com/article/social-media-florida-government-2a11f9a4e9256eae341a3d54c439c5af\">Florida\u003c/a> became the first state to crack down on phones in school. A law that took effect in July requires all Florida public schools to ban student cellphone use during class time and block access to social media on district Wi-Fi. Some districts, including Orange County Public Schools, went further and banned phones the entire school day.\u003c/p>\n\u003cp>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2023-24%20INT/SB/SB1314%20INT.PDF\">Oklahoma\u003c/a>, \u003ca href=\"https://legislature.vermont.gov/Documents/2024/Docs/BILLS/S-0284/S-0284%20As%20Introduced.pdf\">Vermont\u003c/a> and \u003ca href=\"https://kslegislature.org/li/b2023_24/measures/documents/hb2641_00_0000.pdf\">Kansas\u003c/a> have also recently introduced what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>And two U.S. senators — Tom Cotton, an Arkansas Republican, and Tim Kaine, a Virginia Democrat — introduced legislation in December requiring a federal study on the effects of cellphone use in schools on \u003ca href=\"https://apnews.com/article/mental-health-crisis-schools-768fed6a4e71d694ec0694c627d8fdca\">students’ mental health\u003c/a> and academic performance. Theirs is one of several bipartisan alliances calling for stiffer rules for social media companies and greater online safety for kids.\u003c/p>\n\u003cp>Nationally, 77% of U.S. schools say they prohibit cellphones at school for non-academic use, according to the National Center for Education Statistics.\u003c/p>\n\u003cp>But that number is misleading. It does not mean students are following those bans or all those schools are enforcing them.\u003c/p>\n\u003cp>Just ask teachers.\u003c/p>\n\u003cfigure id=\"attachment_11977269\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A sign is shown over a phone holder in a classroom at Delta High School, Friday, Feb. 23, 2024, in Delta, Utah. \u003ccite>(Rick Bowmer/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Cellphone use is out of control. By that, I mean that I cannot control it, even in my own classroom,” said Patrick Truman, who teaches at a Maryland high school that forbids student use of cellphones during class. It is up to each teacher to enforce the policy, so Truman bought a 36-slot caddy for storing student phones. Still, every day, students hide phones in their laps or under books as they play video games and check social media.\u003c/p>\n\u003cp>Tired of being the phone police, he has come to a reluctant conclusion: “Students who are on their phones are at least quiet. They are not a behavior issue.”\u003c/p>\n\u003cp>A study last year from Common Sense Media found that 97% of kids use their phones during school hours and that kids say school cellphone policies vary — often from one classroom to another — and aren’t always enforced.\u003c/p>\n\u003cp>For a school cellphone ban to work, educators and experts say the school administration must be the one to enforce it and not leave that task to teachers. The Phone-Free Schools Movement, an advocacy group formed last year by concerned mothers, says policies that allow students to keep phones in their backpacks, as many schools do, are ineffective.\u003c/p>\n\u003cp>“If the bookbag is on the floor next to them, it’s buzzing and distracting, and they have the temptation to want to check it,” said Kim Whitman, a co-founder of the group, which advises schools to require phones to be turned off and locked away all day.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Jared Christensen, vice principal, Delta High School in Utah\"]‘At first, it was a battle. But it has been so worth it. Students are more attentive and engaged during class time. Teachers are able to teach without competing with cellphones. And student learning has increased’[/pullquote]Some students say such policies take away their autonomy and cut off their main mode of communication with family and friends. Pushback also has come from \u003ca href=\"https://apnews.com/article/technology-health-business-education-e45811998c1b1e4046ade2dbba46fd1e\">parents who fear being cut off from their kids\u003c/a> if there is a school emergency. Whitman advises schools to make exceptions for students with special educational and medical needs and to inform parents on expert guidance that phones can be a dangerous distraction for students during an emergency.\u003c/p>\n\u003cp>Jaden Willoughey, 14, shares the concern about being out of contact with his parents if there’s a crisis. But he also sees the upsides of turning in his phone at school.\u003c/p>\n\u003cp>At Delta High School in rural Utah, where Jaden is a freshman, students are required to check their phones at the door when entering every class. Each of the school’s 30 or so classrooms has a cellphone storage unit that looks like an over-the-door shoe bag with three dozen smartphone-sized slots.\u003c/p>\n\u003cp>“It helps you focus on your work, and it’s easier to pay attention in class,” Jaden said.\u003c/p>\n\u003cp>A classmate, Mackenzie Stanworth, 14, said it would be hard to ignore her phone if it was within reach. It’s a relief, she said, to “take a break from the screen and the social life on your phone and actually talk to people in person.”\u003c/p>\n\u003cp>It took a few years to tweak the cellphone policy and find a system that worked, said Jared Christensen, the school’s vice principal.\u003c/p>\n\u003cp>“At first, it was a battle. But it has been so worth it,” he said. “Students are more attentive and engaged during class time. Teachers are able to teach without competing with cellphones. And student learning has increased,” he said, citing test scores that are at or above state averages for the first time in years. “I can’t definitively say it’s because of this policy. But I know it’s helping.”\u003c/p>\n\u003cp>The next battle will be against earbuds and smartwatches, he said. Even with phones stashed in pouches, students get caught listening to music on air pods hidden under their hair or hoodies. “We haven’t included earbuds in our policy yet. But we’re almost there.”\u003c/p>\n\u003cp>\u003cem>AP Reporter Hannah Schoenbaum in Salt Lake City, Utah, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The scene in classrooms around the country is similar: Kids are on their phones, even when school rules forbid it. Should schools ban them?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In California, a high school teacher complains that students watch Netflix on their phones during class. In Maryland, a chemistry teacher says students use gambling apps to place bets during the school day.\u003c/p>\n\u003cp>Around the country, educators say students routinely send Snapchat messages in class, listen to music and shop online, among countless other examples of how smartphones distract from teaching and learning.\u003c/p>\n\u003cp>The hold that \u003ca href=\"https://apnews.com/article/data-privacy-regulation-facebook-instagram-social-media-798dbfa6004da3a2aa2c36031369a909\">phones have on adolescents\u003c/a> in America today is well-documented, but teachers say parents are often not aware of the extent to which students use them inside the classroom. And increasingly, educators and experts are speaking with one voice on the question of how to handle it: Ban phones during classes.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Students used to have an understanding that you aren’t supposed to be on your phone in class. Those days are gone,” said James Granger, who requires students in his science classes at a Los Angeles-area high school to place their phones in “a cellphone cubby” with numbered slots. “The only solution that works is to physically remove the cellphone from the student.”\u003c/p>\n\u003cp>Most schools already have rules regulating student phone use, but they are enforced sporadically. A growing number of leaders at the state and federal levels have begun endorsing school cellphone bans and suggesting new ways to curb access to the devices.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘Students used to have an understanding that you aren’t supposed to be on your phone in class. Those days are gone.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The latest state intervention came in Utah, where Gov. Spencer Cox, a Republican, last month urged all school districts and the state Board of Education to remove cellphones from classrooms. He cited studies that show learning improves, distractions are decreased and students are more likely to talk to each other if phones are taken away.\u003c/p>\n\u003cp>“We just need a space for six or seven hours a day where kids are not tethered to these devices,” Cox told reporters this month. He said his initiative, which is not binding, is part of a legislative push to protect kids in Utah from \u003ca href=\"https://apnews.com/article/senators-parents-social-media-regulation-199b50df19e0dc11f1fc9e5b33e2b8c5\">the harms of social media\u003c/a>.\u003c/p>\n\u003cp>Last year, \u003ca href=\"https://apnews.com/article/social-media-florida-government-2a11f9a4e9256eae341a3d54c439c5af\">Florida\u003c/a> became the first state to crack down on phones in school. A law that took effect in July requires all Florida public schools to ban student cellphone use during class time and block access to social media on district Wi-Fi. Some districts, including Orange County Public Schools, went further and banned phones the entire school day.\u003c/p>\n\u003cp>\u003ca href=\"http://webserver1.lsb.state.ok.us/cf_pdf/2023-24%20INT/SB/SB1314%20INT.PDF\">Oklahoma\u003c/a>, \u003ca href=\"https://legislature.vermont.gov/Documents/2024/Docs/BILLS/S-0284/S-0284%20As%20Introduced.pdf\">Vermont\u003c/a> and \u003ca href=\"https://kslegislature.org/li/b2023_24/measures/documents/hb2641_00_0000.pdf\">Kansas\u003c/a> have also recently introduced what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>And two U.S. senators — Tom Cotton, an Arkansas Republican, and Tim Kaine, a Virginia Democrat — introduced legislation in December requiring a federal study on the effects of cellphone use in schools on \u003ca href=\"https://apnews.com/article/mental-health-crisis-schools-768fed6a4e71d694ec0694c627d8fdca\">students’ mental health\u003c/a> and academic performance. Theirs is one of several bipartisan alliances calling for stiffer rules for social media companies and greater online safety for kids.\u003c/p>\n\u003cp>Nationally, 77% of U.S. schools say they prohibit cellphones at school for non-academic use, according to the National Center for Education Statistics.\u003c/p>\n\u003cp>But that number is misleading. It does not mean students are following those bans or all those schools are enforcing them.\u003c/p>\n\u003cp>Just ask teachers.\u003c/p>\n\u003cfigure id=\"attachment_11977269\" class=\"wp-caption alignnone\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11977269\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1707\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-2048x1366.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/AP24058033487838-1920x1280.jpg 1920w\" sizes=\"(max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">A sign is shown over a phone holder in a classroom at Delta High School, Friday, Feb. 23, 2024, in Delta, Utah. \u003ccite>(Rick Bowmer/AP Photo)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“Cellphone use is out of control. By that, I mean that I cannot control it, even in my own classroom,” said Patrick Truman, who teaches at a Maryland high school that forbids student use of cellphones during class. It is up to each teacher to enforce the policy, so Truman bought a 36-slot caddy for storing student phones. Still, every day, students hide phones in their laps or under books as they play video games and check social media.\u003c/p>\n\u003cp>Tired of being the phone police, he has come to a reluctant conclusion: “Students who are on their phones are at least quiet. They are not a behavior issue.”\u003c/p>\n\u003cp>A study last year from Common Sense Media found that 97% of kids use their phones during school hours and that kids say school cellphone policies vary — often from one classroom to another — and aren’t always enforced.\u003c/p>\n\u003cp>For a school cellphone ban to work, educators and experts say the school administration must be the one to enforce it and not leave that task to teachers. The Phone-Free Schools Movement, an advocacy group formed last year by concerned mothers, says policies that allow students to keep phones in their backpacks, as many schools do, are ineffective.\u003c/p>\n\u003cp>“If the bookbag is on the floor next to them, it’s buzzing and distracting, and they have the temptation to want to check it,” said Kim Whitman, a co-founder of the group, which advises schools to require phones to be turned off and locked away all day.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some students say such policies take away their autonomy and cut off their main mode of communication with family and friends. Pushback also has come from \u003ca href=\"https://apnews.com/article/technology-health-business-education-e45811998c1b1e4046ade2dbba46fd1e\">parents who fear being cut off from their kids\u003c/a> if there is a school emergency. Whitman advises schools to make exceptions for students with special educational and medical needs and to inform parents on expert guidance that phones can be a dangerous distraction for students during an emergency.\u003c/p>\n\u003cp>Jaden Willoughey, 14, shares the concern about being out of contact with his parents if there’s a crisis. But he also sees the upsides of turning in his phone at school.\u003c/p>\n\u003cp>At Delta High School in rural Utah, where Jaden is a freshman, students are required to check their phones at the door when entering every class. Each of the school’s 30 or so classrooms has a cellphone storage unit that looks like an over-the-door shoe bag with three dozen smartphone-sized slots.\u003c/p>\n\u003cp>“It helps you focus on your work, and it’s easier to pay attention in class,” Jaden said.\u003c/p>\n\u003cp>A classmate, Mackenzie Stanworth, 14, said it would be hard to ignore her phone if it was within reach. It’s a relief, she said, to “take a break from the screen and the social life on your phone and actually talk to people in person.”\u003c/p>\n\u003cp>It took a few years to tweak the cellphone policy and find a system that worked, said Jared Christensen, the school’s vice principal.\u003c/p>\n\u003cp>“At first, it was a battle. But it has been so worth it,” he said. “Students are more attentive and engaged during class time. Teachers are able to teach without competing with cellphones. And student learning has increased,” he said, citing test scores that are at or above state averages for the first time in years. “I can’t definitively say it’s because of this policy. But I know it’s helping.”\u003c/p>\n\u003cp>The next battle will be against earbuds and smartwatches, he said. Even with phones stashed in pouches, students get caught listening to music on air pods hidden under their hair or hoodies. “We haven’t included earbuds in our policy yet. But we’re almost there.”\u003c/p>\n\u003cp>\u003cem>AP Reporter Hannah Schoenbaum in Salt Lake City, Utah, contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "farm-to-desk-how-this-school-district-is-getting-fresh-produce-to-students",
"title": "Farm-to-Desk? How This School District Is Getting Fresh Produce to Students",
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"content": "\u003cp>When the end-of-school bell rang, groups of students, parents and community members headed for the on-campus farmers market displaying plump green vegetables, potted seedlings and even boxes of free food.\u003c/p>\n\u003cp>Reflecting the community’s diversity, signs in the booths advertised crops not often seen in mainstream grocery stores, such as chijimisai (a hybrid Asian green that’s packed with nutrients) and other items popular with Asian or Latino families, alongside the standard fare.\u003c/p>\n\u003cp>As adults bagged and paid for the produce or helped themselves to any free items, young children questioned the farmers about how much water or sunshine a plant needs.\u003c/p>\n\u003cp>Later, when after-school activities ended, more parents and their student-athletes, many still wearing their game uniforms, joined the crowd in the schoolyard at Fort Miller Middle School in Fresno on Feb. 5 — one of a number of farmers markets being held on Fresno Unified campuses this year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Fresno Unified contracted with Fresno Metro Ministry, a nonprofit organization, to bring farmers markets to schools and increase access to fresh, healthy and affordable food in neighborhoods where it’s not easy to come by.\u003c/p>\n\u003cp>Fresno Unified and Fresno Metro Ministry leaders say the partnership is important for students, families and the community. Here’s how:\u003c/p>\n\u003ch2>Why start the program?\u003c/h2>\n\u003cp>Much of Fresno is a \u003ca class=\"external\" href=\"https://foodispower.org/access-health/food-deserts/#:~:text=Food%20deserts%20can%20be%20described,stores%20within%20convenient%20traveling%20distance.\">food desert\u003c/a>, lacking access to affordable, healthy food due to an absence of nearby grocery stores or a\u003ca class=\"external\" href=\"https://www.healthline.com/nutrition/food-swamps\"> food swamp\u003c/a> with better access to junk food than nutritious food options, said Amanda Harvey, director of nutrition services with Fresno Unified.\u003c/p>\n\u003cp>Bringing farmers markets to schools within a food desert or swamp — which mostly exist in predominantly Black and brown neighborhoods — provides access to nutritious food.\u003c/p>\n\u003ch2>Is this the first time Fresno Unified has put farmers markets on its campuses?\u003c/h2>\n\u003cp>In the past, the district has hosted farmers markets sponsored and run through community partnerships, Harvey said, but the partnership with Fresno Metro Ministry is run with the school district.\u003c/p>\n\u003cp>The big difference is that through the new partnership, Fresno Unified students and staff will learn how to operate the markets, said Chris De León, the farm and gardens program manager with Fresno Metro Ministry.\u003c/p>\n\u003ch2>Why partner with Fresno Metro Ministry?\u003c/h2>\n\u003cp>Fresno Metro Ministry creates school and community gardens at locations throughout Fresno to educate the community about gardening and \u003ca class=\"external\" href=\"https://www.fresnometmin.org/Farm-and-gardens\">provides land access\u003c/a> and other resources for beginning farmers and community members to grow fresh, local produce in food-insecure neighborhoods. De León said it was a “no-brainer” for the organization to partner with the school district to engage students and bring farmers to school campuses.\u003c/p>\n\u003ch2>What’s sold at the markets?\u003c/h2>\n\u003cp>The Fresno Unified partnership is funded, in part, through a grant from the California Department of Food and Agriculture that requires the farmers market to sell \u003ca class=\"external\" href=\"https://www.ams.usda.gov/services/grants/scbgp/specialty-crop\">specialty crops\u003c/a>, such as apricots, avocados, asparagus, beans, blueberries, broccoli, cabbage, carrots and other fruits and vegetables, as well as tree nuts, herbs and other plants.\u003c/p>\n\u003cfigure id=\"attachment_11976920\" class=\"wp-caption alignnone\" style=\"max-width: 2048px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976920\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1.jpg\" alt=\"A closeup of farm produce, mostly broccoli and cauliflower.\" width=\"2048\" height=\"1536\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Xiong Farm Produce, one of the vendors at the Fort Miller Middle School farmers market, sells Romanesco broccoli. Fresno Unified has been placing farmers markets on its campuses to provide affordable, nutritious food options for families. \u003ccite>(Lasherica Thornton/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Crops from different cultural groups, such as Latino and Southeast Asian farmers, can be offered, too. For instance, Casillas Farms and Siembra y Cosecha Farms, managed by Spanish-speaking farmers, and Xiong Farm Produce, which sold Chinese cauliflower, were at the Fort Miller market.\u003c/p>\n\u003ch2>How does the program impact students?\u003c/h2>\n\u003cp>The farmers markets are meant to be student-led.\u003c/p>\n\u003cp>Students learn how to seek out farmers, work with market vendors, organize, then promote the upcoming event and set up the market, Harvey said.\u003c/p>\n\u003cp>Students can even earn food safety and handling certifications, an experience Harvey called a “resume-builder.”\u003c/p>\n\u003cp>The farmers market itself highlights and promotes student clubs and district programs, especially activities related to agriculture.\u003c/p>\n\u003cp>Harvey said schools give students the autonomy to come up with ideas for the markets: “What do they want to see in their event?”\u003c/p>\n\u003cfigure id=\"attachment_11976921\" class=\"wp-caption alignnone\" style=\"max-width: 2048px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976921\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1.jpg\" alt=\"People at a farmers market stall under a blue awning.\" width=\"2048\" height=\"1481\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-800x579.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1020x738.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-160x116.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1536x1111.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1920x1388.jpg 1920w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">A community member and a student visit a booth run by a middle school ethnic studies class selling herbal plants. \u003ccite>(Lasherica Thornton/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth graders Lilly Blanco and Andrea Morgan (who managed a booth selling herbal plants) pointed out to shoppers how enslaved Africans used herbs, a topic they’re exploring in their ethnic studies class. Aloe vera was used to treat burns and inflammation, and mullein could treat whooping cough, chronic bronchitis and congestion, Morgan said about the research she and her classmates conducted and published in pamphlets for the market.\u003c/p>\n\u003cp>The farmers market allows students to sell, feature or display products, such as the ethnic studies class selling herbal plants.\u003c/p>\n\u003cp>“They’ve been really excited planting their own herbs,” Morgan said.\u003c/p>\n\u003cp>Having students lead, plan and facilitate the events puts them at the forefront, gives them a voice and teaches them responsibility, said Yang Soua Fang, a farm and gardens project manager with Fresno Metro Ministry.\u003c/p>\n\u003ch2>How is it beneficial for families?\u003c/h2>\n\u003cp>While picking up her daughter from a basketball game at Fort Miller, Chelsi Allen expressed how convenient it was for her, a mother of five, to be able to shop while on campus.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Chelsi Allen, mother of a student\"]‘Being at the school setting, I never thought about it. It just feels right to get some healthy foods and go home and cook.’[/pullquote]“Being at the school setting,” Allen said, “I never thought about it. It just feels right to get some healthy foods and go home and cook.”\u003c/p>\n\u003cp>Allen, whose children attend Holy Cross Junior High, a private school in Fresno, said that what Fresno Unified is doing gives families affordable access to items needed for a balanced meal.\u003c/p>\n\u003cp>She pointed out the stark difference between the convenience of the school farmers market and a grocery store, where most people shop for specifics and may not seek out healthy food options that aren’t “in your face” like those at the farmers market.\u003c/p>\n\u003cp>“We get to serve our students every day,” said Harvey, the district’s nutrition services director, “but to be able to also bring nutritious meals to our adults in our community is huge.”\u003c/p>\n\u003ch2>Will the school district do anything differently?\u003c/h2>\n\u003cp>During the markets, the Fresno Metro Ministry can offer food demonstrations to show families ways to serve the farm-grown produce. The food demos weren’t available at the Fort Miller market on Feb. 5, but Fresno Unified plans to do its part to promote nutritious food options to families.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Amanda Harvey, director of nutrition services, Fresno Unified\"]‘The more familiar students are with them, the more likely they are to ask for them at home. ‘I had this item at lunch; it was delicious. Let’s buy it.”[/pullquote]Harvey said the district’s nutrition team can obtain participants’ input on introducing products into the food students eat in school.\u003c/p>\n\u003cp>“Is this something you’d be interested in seeing on school menus?” a survey asked farmers market attendants about kale.\u003c/p>\n\u003cp>“The more familiar students are with them, the more likely they are to ask for them at home,” she said. “‘I had this item at lunch; it was delicious. Let’s buy it.’”\u003c/p>\n\u003ch2>What else do markets mean for families, school and community?\u003c/h2>\n\u003cp>The farmers market also “puts a face to produce,” De León said.\u003c/p>\n\u003cp>“There’s so much: ‘What is this? How did you grow it? How do you cook it?’” he said.\u003c/p>\n\u003cp>He said he believes those conversations will build relationships between farmers and families, leading to more awareness and a better understanding of the importance of local farming.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=\"forum_2010101904432,forum_2010101894562,forum_2010101895266\"]Patricia Hubbard is a farmer who grows produce at Fresno Metro Ministry’s \u003ca class=\"external\" href=\"https://www.facebook.com/permaculturefresno/\">Yo’Ville Community Garden & Farm\u003c/a> behind the Yosemite Village housing complex.\u003c/p>\n\u003cp>At the Fort Miller market, Hubbard sold starter plants of sweet peas and kale, including Ethiopian and Portuguese kale. The products are easy-to-grow plants that can hold kids’ interest in growing their own vegetables, Hubbard said.\u003c/p>\n\u003cp>“We need young people farming,” she said.\u003c/p>\n\u003cp>The farmers market can pique that interest while changing the narrative about farmworkers, Soua Fang said.\u003c/p>\n\u003cp>“There’s such a negative stereotype to being a farmworker or laborer, but yet their contribution to our society is so important for us: That’s how we can sustain ourselves,” he said. “But … it’s like we put them at the bottom of the pedestal.”\u003c/p>\n\u003cp>Connecting and engaging with farmers places value and respect in their craft, especially when they share how they overcome barriers to becoming farmers.\u003c/p>\n\u003ch2>Are there more markets?\u003c/h2>\n\u003cp>With plans for different schools to host markets on a monthly or quarterly basis, Fresno Unified and Fresno Metro Ministry hope to set up about 15 farmers markets on campuses this school year. In addition to the Fort Miller market, Phoenix Secondary Academy held a farmers market in the fall to launch the partnership, and a couple of markets have been held in collaboration with the Fresno High School Flea Market. For the rest of the school year, markets will be at:\u003c/p>\n\u003cul>\n\u003cli>Fort Miller Middle School on the first Monday of each month. The March 4 market has been rescheduled for March 18.\u003c/li>\n\u003cli>Fresno High School on the second Saturday of each month.\u003c/li>\n\u003cli>McLane High School, which is still planning dates but has confirmed April 6 for its first market.\u003c/li>\n\u003c/ul>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Soua Fang\"]‘There’s such a negative stereotype to being a farmworker or laborer, but yet their contribution to our society is so important for us: That’s how we can sustain ourselves.’[/pullquote]Some of the designated schools are located in the middle of food deserts or serve high numbers of students experiencing food insecurity, Soua Fang said.\u003c/p>\n\u003cp>At other Fresno Unified schools where there may be agricultural programs offering gardening and farming, Fresno Metro Ministry hopes to “fill the last little gap” by creating a culture around farmers markets. At the Fresno High Flea Market, De León said the organization adds healthy food access to an already thriving market “to connect that bridge from community to school, so it’s not so separate.”\u003c/p>\n\u003cp>Schools interested in hosting a farmers market should reach out to Fresno Metro Ministry.\u003c/p>\n\u003cp>To host a farmers market, schools can contact De León at \u003ca href=\"mailto:chris@fresnometmin.org\">chris@fresnometmin.org\u003c/a> or Soua Fang at \u003ca href=\"mailto:yang@fresnometmin.org\">yang@fresnometmin.org\u003c/a>.\u003c/p>\n\u003cp>Allen, the mother who attended the Fort Miller market in early February, said, “More schools should do this.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/farmers-markets-in-this-school-district-provide-access-to-healthy-food-options/706070\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "Farm-to-Desk? How This School District Is Getting Fresh Produce to Students | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When the end-of-school bell rang, groups of students, parents and community members headed for the on-campus farmers market displaying plump green vegetables, potted seedlings and even boxes of free food.\u003c/p>\n\u003cp>Reflecting the community’s diversity, signs in the booths advertised crops not often seen in mainstream grocery stores, such as chijimisai (a hybrid Asian green that’s packed with nutrients) and other items popular with Asian or Latino families, alongside the standard fare.\u003c/p>\n\u003cp>As adults bagged and paid for the produce or helped themselves to any free items, young children questioned the farmers about how much water or sunshine a plant needs.\u003c/p>\n\u003cp>Later, when after-school activities ended, more parents and their student-athletes, many still wearing their game uniforms, joined the crowd in the schoolyard at Fort Miller Middle School in Fresno on Feb. 5 — one of a number of farmers markets being held on Fresno Unified campuses this year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Fresno Unified contracted with Fresno Metro Ministry, a nonprofit organization, to bring farmers markets to schools and increase access to fresh, healthy and affordable food in neighborhoods where it’s not easy to come by.\u003c/p>\n\u003cp>Fresno Unified and Fresno Metro Ministry leaders say the partnership is important for students, families and the community. Here’s how:\u003c/p>\n\u003ch2>Why start the program?\u003c/h2>\n\u003cp>Much of Fresno is a \u003ca class=\"external\" href=\"https://foodispower.org/access-health/food-deserts/#:~:text=Food%20deserts%20can%20be%20described,stores%20within%20convenient%20traveling%20distance.\">food desert\u003c/a>, lacking access to affordable, healthy food due to an absence of nearby grocery stores or a\u003ca class=\"external\" href=\"https://www.healthline.com/nutrition/food-swamps\"> food swamp\u003c/a> with better access to junk food than nutritious food options, said Amanda Harvey, director of nutrition services with Fresno Unified.\u003c/p>\n\u003cp>Bringing farmers markets to schools within a food desert or swamp — which mostly exist in predominantly Black and brown neighborhoods — provides access to nutritious food.\u003c/p>\n\u003ch2>Is this the first time Fresno Unified has put farmers markets on its campuses?\u003c/h2>\n\u003cp>In the past, the district has hosted farmers markets sponsored and run through community partnerships, Harvey said, but the partnership with Fresno Metro Ministry is run with the school district.\u003c/p>\n\u003cp>The big difference is that through the new partnership, Fresno Unified students and staff will learn how to operate the markets, said Chris De León, the farm and gardens program manager with Fresno Metro Ministry.\u003c/p>\n\u003ch2>Why partner with Fresno Metro Ministry?\u003c/h2>\n\u003cp>Fresno Metro Ministry creates school and community gardens at locations throughout Fresno to educate the community about gardening and \u003ca class=\"external\" href=\"https://www.fresnometmin.org/Farm-and-gardens\">provides land access\u003c/a> and other resources for beginning farmers and community members to grow fresh, local produce in food-insecure neighborhoods. De León said it was a “no-brainer” for the organization to partner with the school district to engage students and bring farmers to school campuses.\u003c/p>\n\u003ch2>What’s sold at the markets?\u003c/h2>\n\u003cp>The Fresno Unified partnership is funded, in part, through a grant from the California Department of Food and Agriculture that requires the farmers market to sell \u003ca class=\"external\" href=\"https://www.ams.usda.gov/services/grants/scbgp/specialty-crop\">specialty crops\u003c/a>, such as apricots, avocados, asparagus, beans, blueberries, broccoli, cabbage, carrots and other fruits and vegetables, as well as tree nuts, herbs and other plants.\u003c/p>\n\u003cfigure id=\"attachment_11976920\" class=\"wp-caption alignnone\" style=\"max-width: 2048px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976920\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1.jpg\" alt=\"A closeup of farm produce, mostly broccoli and cauliflower.\" width=\"2048\" height=\"1536\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2735-2048x1536-1-1920x1440.jpg 1920w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">Xiong Farm Produce, one of the vendors at the Fort Miller Middle School farmers market, sells Romanesco broccoli. Fresno Unified has been placing farmers markets on its campuses to provide affordable, nutritious food options for families. \u003ccite>(Lasherica Thornton/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Crops from different cultural groups, such as Latino and Southeast Asian farmers, can be offered, too. For instance, Casillas Farms and Siembra y Cosecha Farms, managed by Spanish-speaking farmers, and Xiong Farm Produce, which sold Chinese cauliflower, were at the Fort Miller market.\u003c/p>\n\u003ch2>How does the program impact students?\u003c/h2>\n\u003cp>The farmers markets are meant to be student-led.\u003c/p>\n\u003cp>Students learn how to seek out farmers, work with market vendors, organize, then promote the upcoming event and set up the market, Harvey said.\u003c/p>\n\u003cp>Students can even earn food safety and handling certifications, an experience Harvey called a “resume-builder.”\u003c/p>\n\u003cp>The farmers market itself highlights and promotes student clubs and district programs, especially activities related to agriculture.\u003c/p>\n\u003cp>Harvey said schools give students the autonomy to come up with ideas for the markets: “What do they want to see in their event?”\u003c/p>\n\u003cfigure id=\"attachment_11976921\" class=\"wp-caption alignnone\" style=\"max-width: 2048px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11976921\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1.jpg\" alt=\"People at a farmers market stall under a blue awning.\" width=\"2048\" height=\"1481\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-800x579.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1020x738.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-160x116.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1536x1111.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2024/02/IMG_2724-2048x1481-1-1920x1388.jpg 1920w\" sizes=\"(max-width: 2048px) 100vw, 2048px\">\u003cfigcaption class=\"wp-caption-text\">A community member and a student visit a booth run by a middle school ethnic studies class selling herbal plants. \u003ccite>(Lasherica Thornton/EdSource)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Eighth graders Lilly Blanco and Andrea Morgan (who managed a booth selling herbal plants) pointed out to shoppers how enslaved Africans used herbs, a topic they’re exploring in their ethnic studies class. Aloe vera was used to treat burns and inflammation, and mullein could treat whooping cough, chronic bronchitis and congestion, Morgan said about the research she and her classmates conducted and published in pamphlets for the market.\u003c/p>\n\u003cp>The farmers market allows students to sell, feature or display products, such as the ethnic studies class selling herbal plants.\u003c/p>\n\u003cp>“They’ve been really excited planting their own herbs,” Morgan said.\u003c/p>\n\u003cp>Having students lead, plan and facilitate the events puts them at the forefront, gives them a voice and teaches them responsibility, said Yang Soua Fang, a farm and gardens project manager with Fresno Metro Ministry.\u003c/p>\n\u003ch2>How is it beneficial for families?\u003c/h2>\n\u003cp>While picking up her daughter from a basketball game at Fort Miller, Chelsi Allen expressed how convenient it was for her, a mother of five, to be able to shop while on campus.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Being at the school setting,” Allen said, “I never thought about it. It just feels right to get some healthy foods and go home and cook.”\u003c/p>\n\u003cp>Allen, whose children attend Holy Cross Junior High, a private school in Fresno, said that what Fresno Unified is doing gives families affordable access to items needed for a balanced meal.\u003c/p>\n\u003cp>She pointed out the stark difference between the convenience of the school farmers market and a grocery store, where most people shop for specifics and may not seek out healthy food options that aren’t “in your face” like those at the farmers market.\u003c/p>\n\u003cp>“We get to serve our students every day,” said Harvey, the district’s nutrition services director, “but to be able to also bring nutritious meals to our adults in our community is huge.”\u003c/p>\n\u003ch2>Will the school district do anything differently?\u003c/h2>\n\u003cp>During the markets, the Fresno Metro Ministry can offer food demonstrations to show families ways to serve the farm-grown produce. The food demos weren’t available at the Fort Miller market on Feb. 5, but Fresno Unified plans to do its part to promote nutritious food options to families.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Patricia Hubbard is a farmer who grows produce at Fresno Metro Ministry’s \u003ca class=\"external\" href=\"https://www.facebook.com/permaculturefresno/\">Yo’Ville Community Garden & Farm\u003c/a> behind the Yosemite Village housing complex.\u003c/p>\n\u003cp>At the Fort Miller market, Hubbard sold starter plants of sweet peas and kale, including Ethiopian and Portuguese kale. The products are easy-to-grow plants that can hold kids’ interest in growing their own vegetables, Hubbard said.\u003c/p>\n\u003cp>“We need young people farming,” she said.\u003c/p>\n\u003cp>The farmers market can pique that interest while changing the narrative about farmworkers, Soua Fang said.\u003c/p>\n\u003cp>“There’s such a negative stereotype to being a farmworker or laborer, but yet their contribution to our society is so important for us: That’s how we can sustain ourselves,” he said. “But … it’s like we put them at the bottom of the pedestal.”\u003c/p>\n\u003cp>Connecting and engaging with farmers places value and respect in their craft, especially when they share how they overcome barriers to becoming farmers.\u003c/p>\n\u003ch2>Are there more markets?\u003c/h2>\n\u003cp>With plans for different schools to host markets on a monthly or quarterly basis, Fresno Unified and Fresno Metro Ministry hope to set up about 15 farmers markets on campuses this school year. In addition to the Fort Miller market, Phoenix Secondary Academy held a farmers market in the fall to launch the partnership, and a couple of markets have been held in collaboration with the Fresno High School Flea Market. For the rest of the school year, markets will be at:\u003c/p>\n\u003cul>\n\u003cli>Fort Miller Middle School on the first Monday of each month. The March 4 market has been rescheduled for March 18.\u003c/li>\n\u003cli>Fresno High School on the second Saturday of each month.\u003c/li>\n\u003cli>McLane High School, which is still planning dates but has confirmed April 6 for its first market.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Some of the designated schools are located in the middle of food deserts or serve high numbers of students experiencing food insecurity, Soua Fang said.\u003c/p>\n\u003cp>At other Fresno Unified schools where there may be agricultural programs offering gardening and farming, Fresno Metro Ministry hopes to “fill the last little gap” by creating a culture around farmers markets. At the Fresno High Flea Market, De León said the organization adds healthy food access to an already thriving market “to connect that bridge from community to school, so it’s not so separate.”\u003c/p>\n\u003cp>Schools interested in hosting a farmers market should reach out to Fresno Metro Ministry.\u003c/p>\n\u003cp>To host a farmers market, schools can contact De León at \u003ca href=\"mailto:chris@fresnometmin.org\">chris@fresnometmin.org\u003c/a> or Soua Fang at \u003ca href=\"mailto:yang@fresnometmin.org\">yang@fresnometmin.org\u003c/a>.\u003c/p>\n\u003cp>Allen, the mother who attended the Fort Miller market in early February, said, “More schools should do this.”\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2024/farmers-markets-in-this-school-district-provide-access-to-healthy-food-options/706070\">\u003cem>This story originally appeared in EdSource.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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