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"disqusTitle": "‘It's a Question of Competence’: San Francisco to Hold Recall Election of 3 School Board Members",
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"content": "\u003cp>The campaign to recall three members of the San Francisco Board of Education has submitted enough valid signatures to put the questions before voters next year, in a \u003ca href=\"https://www.kqed.org/forum/2010101882638/turbulent-times-for-san-franciscos-school-district\">referendum on the district's handling of the coronavirus pandemic\u003c/a> and its stewardship of the city's schools.\u003c/p>\n\u003cp>San Francisco's Department of Elections announced Monday that recalls against Alison Collins, Gabriela López and Faauuga Moliga will appear as three separate questions on a Feb. 15 special election ballot, after organizers submitted far more than the 51,325 signatures per member required to force a vote.\u003c/p>\n\u003cp>The vote will be the first ballot recall of a San Francisco official in nearly 40 years, since then-Mayor Dianne Feinstein defeated a recall with 81% of the vote.\u003c/p>\n\u003cp>\"It's a huge relief to know that we're on the ballot and we're going to be finishing this journey a year and a day after we started it,\" said Autumn Looijen, co-chair of the recall campaign.\u003c/p>\n\u003cp>Looijen and Siva Raj launched the recall effort in February 2021, as San Francisco school \u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\">board members faced escalating pressure from some parents to resume in-person learning\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Critics of the board argued that members had prioritized initiatives to rename certain schools and revamp the admissions process at Lowell High School over what they considered to be the far more pressing issue of reopening classrooms.\u003c/p>\n\u003cp>But Looijen said the recall is not just a punishment for past decisions, but a way to ensure sound management of a district that currently faces a $116 million budget deficit for the 2022-2023 school year.\u003c/p>\n\u003cp>\"For us, it's not a question of consequences, it's a question of competence — whether they have the skills necessary to deal with the budget crisis,\" Looijen said. \"They've shown no propensity for having deep, nuanced conversations about the problem, and we need someone who will listen to the whole community when they're making big cuts.\"\u003c/p>\n\u003cp>If any of the three board members is recalled, San Francisco Mayor London Breed would appoint their replacement. The other four members of the board were elected last November, and therefore are not eligible to be recalled based on city elections rules.\u003c/p>\n\u003cp>It remains to be seen whether the three board members unify for a joint campaign against the recall. All three have argued that their caution in reopening classrooms reflected \u003ca href=\"https://www.kqed.org/news/11885947/survey-most-sf-families-living-in-chinatown-communal-housing-dont-want-their-kids-back-in-school\" target=\"_blank\" rel=\"noopener noreferrer\">serious health concerns among some parents\u003c/a> and teachers over a return to in-person learning during the pandemic.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"san-francisco-school-board\"]But after a series of tweets from Collins surfaced earlier this year, using derogatory language in reference to Asian Americans, Moliga voiced support for stripping Collins of her committee assignments and role as board vice president. In response, Collins unsuccessfully \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">sued the district for nearly $90 million\u003c/a> in damages.\u003c/p>\n\u003cp>Collins and López did not respond to request for comment, while Moliga referred questions to activist Gaynorann Siataga.\u003c/p>\n\u003cp>\"Right now we feel as a community very insulted and very disrespected,\" said Siataga, who identifies as a Pacific Islander of mixed descent. \"Not just because Moliga is a Pacific Islander, but he's a great representative and he's done a lot of amazing work.\"\u003c/p>\n\u003cp>Siataga urged voters to \"look at everyone individually,\" adding, \"I don't feel that Commissioner Moliga should have been grouped up in this recall.\"\u003c/p>\n\u003cp>The politically imperiled board members likely will find support from the union representing San Francisco Unified School District employees. Cassondra Curiel, president of the United Educators of San Francisco, said the removal of the board members will give the mayor power over the school board at the expense of parent and teacher voices.\u003c/p>\n\u003cp>“As educators who love our communities and care for our students, we are urging voters to reject this recall,\" Curiel said. \"The recall will waste precious resources when decision-makers need to be laser-focused on meeting the needs of our students.\"\u003c/p>\n\u003cp>COVID-19 closures and restrictions have served as flashpoints for school politics beyond San Francisco, said Joshua Spivak, senior fellow at the Hugh L. Carey Institute for Government Reform at Wagner College.\u003c/p>\n\u003cp>\"There have been an enormous amount of recall attempts against school board members, but very, very few have gotten to the ballot this year,\" said Spivak, an expert in recalls.\u003c/p>\n\u003cp>Spivak called the San Francisco school board recall the most noteworthy attempt to remove school officials since 1959, when voters in Little Rock, Arkansas, recalled three segregationist school board members — ending a standoff over the integration of the city's high schools.\u003c/p>\n\u003cp>\"What makes this interesting is just how many signatures were needed,\" Spivak said of the San Francisco campaign. \"It's an enormous amount of signatures for any local office.\"\u003c/p>\n\u003cp>City law requires recall proponents to gather signatures equal to 10% of the city's registered voters. By comparison, the failed campaign to recall Gov. Gavin Newsom qualified by meeting a threshold based on the votes cast in the previous gubernatorial election.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In addition to the three recall questions, the February ballot will also include a vote on the city's next assessor-recorder, and could potentially \u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\">include a \u003c/a>\u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\">state Assembly\u003c/a>\u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\"> primary contest\u003c/a> for voters on the city's east side.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The campaign to recall three members of the San Francisco Board of Education has submitted enough valid signatures to put the questions before voters next year, in a \u003ca href=\"https://www.kqed.org/forum/2010101882638/turbulent-times-for-san-franciscos-school-district\">referendum on the district's handling of the coronavirus pandemic\u003c/a> and its stewardship of the city's schools.\u003c/p>\n\u003cp>San Francisco's Department of Elections announced Monday that recalls against Alison Collins, Gabriela López and Faauuga Moliga will appear as three separate questions on a Feb. 15 special election ballot, after organizers submitted far more than the 51,325 signatures per member required to force a vote.\u003c/p>\n\u003cp>The vote will be the first ballot recall of a San Francisco official in nearly 40 years, since then-Mayor Dianne Feinstein defeated a recall with 81% of the vote.\u003c/p>\n\u003cp>\"It's a huge relief to know that we're on the ballot and we're going to be finishing this journey a year and a day after we started it,\" said Autumn Looijen, co-chair of the recall campaign.\u003c/p>\n\u003cp>Looijen and Siva Raj launched the recall effort in February 2021, as San Francisco school \u003ca href=\"https://www.kqed.org/news/11861466/sfusd-isnt-alone-escalating-pressures-facing-lawmakers-in-school-reopening-debate-across-bay-area\">board members faced escalating pressure from some parents to resume in-person learning\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Critics of the board argued that members had prioritized initiatives to rename certain schools and revamp the admissions process at Lowell High School over what they considered to be the far more pressing issue of reopening classrooms.\u003c/p>\n\u003cp>But Looijen said the recall is not just a punishment for past decisions, but a way to ensure sound management of a district that currently faces a $116 million budget deficit for the 2022-2023 school year.\u003c/p>\n\u003cp>\"For us, it's not a question of consequences, it's a question of competence — whether they have the skills necessary to deal with the budget crisis,\" Looijen said. \"They've shown no propensity for having deep, nuanced conversations about the problem, and we need someone who will listen to the whole community when they're making big cuts.\"\u003c/p>\n\u003cp>If any of the three board members is recalled, San Francisco Mayor London Breed would appoint their replacement. The other four members of the board were elected last November, and therefore are not eligible to be recalled based on city elections rules.\u003c/p>\n\u003cp>It remains to be seen whether the three board members unify for a joint campaign against the recall. All three have argued that their caution in reopening classrooms reflected \u003ca href=\"https://www.kqed.org/news/11885947/survey-most-sf-families-living-in-chinatown-communal-housing-dont-want-their-kids-back-in-school\" target=\"_blank\" rel=\"noopener noreferrer\">serious health concerns among some parents\u003c/a> and teachers over a return to in-person learning during the pandemic.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But after a series of tweets from Collins surfaced earlier this year, using derogatory language in reference to Asian Americans, Moliga voiced support for stripping Collins of her committee assignments and role as board vice president. In response, Collins unsuccessfully \u003ca href=\"https://www.kqed.org/news/11867599/censured-sf-school-board-member-alison-collins-sues-district-colleagues-for-constitutional-rights-violations\" target=\"_blank\" rel=\"noopener noreferrer\">sued the district for nearly $90 million\u003c/a> in damages.\u003c/p>\n\u003cp>Collins and López did not respond to request for comment, while Moliga referred questions to activist Gaynorann Siataga.\u003c/p>\n\u003cp>\"Right now we feel as a community very insulted and very disrespected,\" said Siataga, who identifies as a Pacific Islander of mixed descent. \"Not just because Moliga is a Pacific Islander, but he's a great representative and he's done a lot of amazing work.\"\u003c/p>\n\u003cp>Siataga urged voters to \"look at everyone individually,\" adding, \"I don't feel that Commissioner Moliga should have been grouped up in this recall.\"\u003c/p>\n\u003cp>The politically imperiled board members likely will find support from the union representing San Francisco Unified School District employees. Cassondra Curiel, president of the United Educators of San Francisco, said the removal of the board members will give the mayor power over the school board at the expense of parent and teacher voices.\u003c/p>\n\u003cp>“As educators who love our communities and care for our students, we are urging voters to reject this recall,\" Curiel said. \"The recall will waste precious resources when decision-makers need to be laser-focused on meeting the needs of our students.\"\u003c/p>\n\u003cp>COVID-19 closures and restrictions have served as flashpoints for school politics beyond San Francisco, said Joshua Spivak, senior fellow at the Hugh L. Carey Institute for Government Reform at Wagner College.\u003c/p>\n\u003cp>\"There have been an enormous amount of recall attempts against school board members, but very, very few have gotten to the ballot this year,\" said Spivak, an expert in recalls.\u003c/p>\n\u003cp>Spivak called the San Francisco school board recall the most noteworthy attempt to remove school officials since 1959, when voters in Little Rock, Arkansas, recalled three segregationist school board members — ending a standoff over the integration of the city's high schools.\u003c/p>\n\u003cp>\"What makes this interesting is just how many signatures were needed,\" Spivak said of the San Francisco campaign. \"It's an enormous amount of signatures for any local office.\"\u003c/p>\n\u003cp>City law requires recall proponents to gather signatures equal to 10% of the city's registered voters. By comparison, the failed campaign to recall Gov. Gavin Newsom qualified by meeting a threshold based on the votes cast in the previous gubernatorial election.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In addition to the three recall questions, the February ballot will also include a vote on the city's next assessor-recorder, and could potentially \u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\">include a \u003c/a>\u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\">state Assembly\u003c/a>\u003ca href=\"https://www.kqed.org/news/11890455/david-chius-seat-in-california-assembly-already-has-candidates-lining-up-for-special-election\" target=\"_blank\" rel=\"noopener noreferrer\"> primary contest\u003c/a> for voters on the city's east side.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cb>Oakland Police Chief LeRonne Armstrong\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">In 2020, the annual total of homicides in Oakland jumped from double digits to triple. The troubling trend is continuing, as the tally rose to 110 this week for 2021. We talk with the police chief about what his department is doing to keep the streets safe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Chief LeRonne Armstrong, Oakland Police Department\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>This Week in California Politics\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Gov. Gavin Newsom wrapped up this year’s legislative session by signing a total of 770 bills into law — bills that expand health care, address homelessness, and bolster public schools. Some of the bills push for an increasingly progressive agenda – like requiring ethnic studies classes to graduate from high school and imposing new restrictions on guns. But some laws didn’t make it to the governor’s desk this year, including an attempt to end oil drilling and fracking in the state. The recent oil spill in Orange County will likely keep that debate alive for the coming year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guests:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marisa Lagos, KQED politics and government correspondent \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Scott Shafer, KQED politics and government senior editor\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Something Beautiful: San Francisco Chinatown\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">San Francisco’s Chinatown is one of the oldest and largest in North America. It’s also one of the city’s top tourist attractions and this week’s look at Something Beautiful. There you’ll find alleys lined with traditional bakeries, dim sum eateries, souvenir shops, cocktail lounges and museums.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cb>Oakland Police Chief LeRonne Armstrong\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">In 2020, the annual total of homicides in Oakland jumped from double digits to triple. The troubling trend is continuing, as the tally rose to 110 this week for 2021. We talk with the police chief about what his department is doing to keep the streets safe. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guest:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Chief LeRonne Armstrong, Oakland Police Department\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>This Week in California Politics\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">Gov. Gavin Newsom wrapped up this year’s legislative session by signing a total of 770 bills into law — bills that expand health care, address homelessness, and bolster public schools. Some of the bills push for an increasingly progressive agenda – like requiring ethnic studies classes to graduate from high school and imposing new restrictions on guns. But some laws didn’t make it to the governor’s desk this year, including an attempt to end oil drilling and fracking in the state. The recent oil spill in Orange County will likely keep that debate alive for the coming year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Guests:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Marisa Lagos, KQED politics and government correspondent \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Scott Shafer, KQED politics and government senior editor\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cb>Something Beautiful: San Francisco Chinatown\u003cbr>\n\u003c/b>\u003cspan style=\"font-weight: 400\">San Francisco’s Chinatown is one of the oldest and largest in North America. It’s also one of the city’s top tourist attractions and this week’s look at Something Beautiful. There you’ll find alleys lined with traditional bakeries, dim sum eateries, souvenir shops, cocktail lounges and museums.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What California Parents and Teachers Need to Know About Universal Transitional Kindergarten",
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"content": "\u003cp>Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Championed by Gov. Gavin Newsom and many lawmakers, the new $2.7 billion \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noopener noreferrer\">universal transitional kindergarten\u003c/a> program is being hailed by many experts as a game changer for families in California with almost \u003ca href=\"https://www.kidsdata.org/topic/34/child-population-age-gender/table#fmt=141&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=110&ch=1\">3 million children under the age of 5\u003c/a>.\u003c/p>\n\u003cp>In keeping with President Joe Biden’s vision of universal preschool, this expansion of the current TK program will create more equity in early education, many experts say. Increasing access to preschool may be one of the keys to closing the achievement gap, they say, since about \u003ca href=\"https://www.firstthingsfirst.org/early-childhood-matters/brain-development/#:~:text=90%25%20of%20Brain%20Growth%20Happens,full%20grown%20%E2%80%93%20by%20age%205.\">90% of brain growth happens before kindergarten\u003c/a>.\u003c/p>\n\u003cp>However, there are myriad opinions about how universal transitional kindergarten should be rolled out. While the state’s plan is to implement universal TK through the public school system, some advocates argue the program should also be available through preschools and child care centers in a \u003ca href=\"https://edsource.org/2021/why-some-early-childhood-advocates-want-more-transitional-kindergarten-choices/656600\" target=\"_blank\" rel=\"noopener noreferrer\">mixed delivery model\u003c/a> that would help bolster the struggling child care industry.\u003c/p>\n\u003ch3>1. What is transitional kindergarten, or TK, and is it mandatory?\u003c/h3>\n\u003cp>TK is a stepping-stone between preschool and kindergarten. Both TK and kindergarten are entirely optional. Children are only required to attend school in California once they turn 6. Until that age, it is up to parents to decide whether to enroll their children in preschool, transitional kindergarten, or other child care arrangements or keep them at home.\u003c/p>\n\u003ch3>\u003cstrong>2. Is TK free? How is it paid for?\u003c/strong>\u003c/h3>\n\u003cp>Children can attend TK at no cost because it is part of California’s K-12 public school system. Districts receive funding for TK students based on average daily attendance, which is the average number of students in attendance over the course of the school year.\u003c/p>\n\u003ch3>\u003cstrong>3. Why was TK first introduced in California?\u003c/strong>\u003c/h3>\n\u003cp>\u003ca href=\"https://edsource.org/2017/understanding-transitional-kindergarten-a-quick-guide/585073\" target=\"_blank\" rel=\"noopener noreferrer\">TK\u003c/a> came about after the Legislature approved the \u003ca href=\"http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1381_bill_20100930_chaptered.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Kindergarten Readiness Act\u003c/a> in 2010. Until then, children who were 4 years old on Sept. 1 could still enroll in regular kindergarten as long as they turned 5 by Dec. 2 of that year. But the new law changed that. Beginning in 2012, children had to be 5 by Sept. 1 to enroll in kindergarten.[aside tag=\"education, kindergarten\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>That left out about 100,000 kids who had to wait an extra year. In response, transitional kindergarten was established in 2012 to serve those 4-year-olds who would previously have been eligible for kindergarten.\u003c/p>\n\u003ch3>\u003cstrong>4. What is the difference between the current TK program and the new universal transitional kindergarten program?\u003c/strong>\u003c/h3>\n\u003cp>Currently, TK serves about 100,000 children, primarily those who turn 5 between Sept. 2 and Dec. 2. These are the students who narrowly miss the cutoff for regular kindergarten. The new $2.7 billion universal TK program, by contrast, will gradually be made available to every 4-year-old in California, eventually serving nearly 400,000 students. It will essentially become California’s version of a universal preschool program, available to all children regardless of income.\u003c/p>\n\u003ch3>5. How long will it take for universal transitional kindergarten to be fully rolled out?\u003c/h3>\n\u003cp>It is expected to be rolled out beginning in the 2022-2023 school year, expanding annually until it is available to all the state’s 4-year-olds by 2025-2026. The plan is to gradually phase in younger students each year. However, some school districts are ahead of the curve, having already expanded TK to most 4-year-olds.\u003c/p>\n\u003ch3>6. How large will the class sizes be?\u003c/h3>\n\u003cp>Small class sizes are optimal to give young kids the attention they need. Individual instruction is a pillar of quality early education, experts say. The ratios for TK are expected to start out at 12 students to 1 teacher or teaching assistant and transition to 10 students to 1 teacher by the 2025-2026 school year. That is about half the size of many current TK classes, many of which rely on parent volunteers to help teachers. Many preschool settings enjoy an even smaller ratio. Head Start, for instance, generally keeps an 8-1 ratio in its preschool programs.\u003c/p>\n\u003ch3>7. How will school districts pay for the new classrooms and facilities necessary to suit small children?\u003c/h3>\n\u003cp>The state has earmarked about \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">$490 million in the latest budget to build new facilities and make adjustments to existing ones\u003c/a>, such as building out right-size water fountains and restrooms with pint-size potties and sinks.\u003c/p>\n\u003ch3>8. What are the challenges facing this massive expansion of TK?\u003c/h3>\n\u003cp>Staffing is one of the biggest hurdles ahead. There is already a teacher shortage in the state. California will need an estimated 10,000 to 12,000 new teachers and 16,000 new teaching assistants as transitional kindergarten expands, experts say.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>9. What will the credential requirements for TK teachers be?\u003c/h3>\n\u003cp>Currently, TK teachers are required to have a multiple-subject teaching credential, the same credential teachers need for all the elementary grades. By 2023, TK teachers also will need to complete an additional 24 units of early childhood education coursework or the equivalent, as deemed by their employer, or they will need to hold a \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/child-development-permits-(cl-797)\" target=\"_blank\" rel=\"noopener noreferrer\">child-development permit\u003c/a>.\u003c/p>\n\u003ch3>10. What are the plans for recruiting and training new transitional kindergarten teachers?\u003c/h3>\n\u003cp>The state has allocated \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">$100 million in competitive grants\u003c/a> to school districts for recruiting teachers and providing ongoing professional learning. The state is also looking at various options for making it easier to meet the credential requirements.\u003c/p>\n\u003ch3>11. What will TK teachers get paid?\u003c/h3>\n\u003cp>That is ultimately determined by districts, but typically, TK teachers are paid the same as kindergarten teachers. It should be noted that K-12 teachers generally earn about 38% more than preschool teachers and child care workers, according to \u003ca href=\"https://cscce.berkeley.edu/workforce-index-2020/\" target=\"_blank\" rel=\"noopener noreferrer\">the Center for the Study of Child Care Employment\u003c/a> at the University of California, Berkeley. That wage disparity helps explain why 17% of the state’s early childhood educators live in poverty, experts say.\u003c/p>\n\u003ch3>12. Is there a pathway for preschool teachers, a workforce that's predominately women of color, to move into TK careers?\u003c/h3>\n\u003cp>The state’s \u003ca href=\"https://www.ctc.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\">Commission on Teacher Credentialing\u003c/a> has developed a proposal that would create a pathway for preschool teacher permit holders to gain the preparation they need to teach TK without completing all the requirements for a multiple-subject teaching credential.\u003c/p>\n\u003cp>Right now, about 49% of early childhood teachers in child care centers have a bachelor’s degree or higher, according to Berkeley’s \u003ca href=\"https://cscce.berkeley.edu/early-educators-equipped-to-teach-tk/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for the Study of Child Care Employment\u003c/a>.\u003c/p>\n\u003ch3>13. Will TK be a full-day or a half-day program?\u003c/h3>\n\u003cp>Universal TK, like kindergarten, is a local choice of full-day or part-day. However, the state’s new \u003ca href=\"https://edsource.org/2021/staffing-shortage-delays-ambitious-program-to-extend-school-day-and-year-in-california/661436\" target=\"_blank\" rel=\"noopener noreferrer\">Expanded Learning Opportunities Program\u003c/a> requires that local educational agencies offer a nine-hour school day including before- and after-class services.\u003c/p>\n\u003ch3>14. Do children in universal TK have to meet the same vaccination requirements as in regular kindergarten?\u003c/h3>\n\u003cp>Yes, the same vaccination criteria apply.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Here's a quick guide to universal transitional kindergarten.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Even as the pandemic continues to disrupt the way children learn, California is poised to make a historic investment in its early education system. Championed by Gov. Gavin Newsom and many lawmakers, the new $2.7 billion \u003ca href=\"https://edsource.org/2021/how-californias-new-universal-transitional-kindergarten-program-will-be-rolled-out/657818\" target=\"_blank\" rel=\"noopener noreferrer\">universal transitional kindergarten\u003c/a> program is being hailed by many experts as a game changer for families in California with almost \u003ca href=\"https://www.kidsdata.org/topic/34/child-population-age-gender/table#fmt=141&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=110&ch=1\">3 million children under the age of 5\u003c/a>.\u003c/p>\n\u003cp>In keeping with President Joe Biden’s vision of universal preschool, this expansion of the current TK program will create more equity in early education, many experts say. Increasing access to preschool may be one of the keys to closing the achievement gap, they say, since about \u003ca href=\"https://www.firstthingsfirst.org/early-childhood-matters/brain-development/#:~:text=90%25%20of%20Brain%20Growth%20Happens,full%20grown%20%E2%80%93%20by%20age%205.\">90% of brain growth happens before kindergarten\u003c/a>.\u003c/p>\n\u003cp>However, there are myriad opinions about how universal transitional kindergarten should be rolled out. While the state’s plan is to implement universal TK through the public school system, some advocates argue the program should also be available through preschools and child care centers in a \u003ca href=\"https://edsource.org/2021/why-some-early-childhood-advocates-want-more-transitional-kindergarten-choices/656600\" target=\"_blank\" rel=\"noopener noreferrer\">mixed delivery model\u003c/a> that would help bolster the struggling child care industry.\u003c/p>\n\u003ch3>1. What is transitional kindergarten, or TK, and is it mandatory?\u003c/h3>\n\u003cp>TK is a stepping-stone between preschool and kindergarten. Both TK and kindergarten are entirely optional. Children are only required to attend school in California once they turn 6. Until that age, it is up to parents to decide whether to enroll their children in preschool, transitional kindergarten, or other child care arrangements or keep them at home.\u003c/p>\n\u003ch3>\u003cstrong>2. Is TK free? How is it paid for?\u003c/strong>\u003c/h3>\n\u003cp>Children can attend TK at no cost because it is part of California’s K-12 public school system. Districts receive funding for TK students based on average daily attendance, which is the average number of students in attendance over the course of the school year.\u003c/p>\n\u003ch3>\u003cstrong>3. Why was TK first introduced in California?\u003c/strong>\u003c/h3>\n\u003cp>\u003ca href=\"https://edsource.org/2017/understanding-transitional-kindergarten-a-quick-guide/585073\" target=\"_blank\" rel=\"noopener noreferrer\">TK\u003c/a> came about after the Legislature approved the \u003ca href=\"http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1381_bill_20100930_chaptered.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">Kindergarten Readiness Act\u003c/a> in 2010. Until then, children who were 4 years old on Sept. 1 could still enroll in regular kindergarten as long as they turned 5 by Dec. 2 of that year. But the new law changed that. Beginning in 2012, children had to be 5 by Sept. 1 to enroll in kindergarten.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That left out about 100,000 kids who had to wait an extra year. In response, transitional kindergarten was established in 2012 to serve those 4-year-olds who would previously have been eligible for kindergarten.\u003c/p>\n\u003ch3>\u003cstrong>4. What is the difference between the current TK program and the new universal transitional kindergarten program?\u003c/strong>\u003c/h3>\n\u003cp>Currently, TK serves about 100,000 children, primarily those who turn 5 between Sept. 2 and Dec. 2. These are the students who narrowly miss the cutoff for regular kindergarten. The new $2.7 billion universal TK program, by contrast, will gradually be made available to every 4-year-old in California, eventually serving nearly 400,000 students. It will essentially become California’s version of a universal preschool program, available to all children regardless of income.\u003c/p>\n\u003ch3>5. How long will it take for universal transitional kindergarten to be fully rolled out?\u003c/h3>\n\u003cp>It is expected to be rolled out beginning in the 2022-2023 school year, expanding annually until it is available to all the state’s 4-year-olds by 2025-2026. The plan is to gradually phase in younger students each year. However, some school districts are ahead of the curve, having already expanded TK to most 4-year-olds.\u003c/p>\n\u003ch3>6. How large will the class sizes be?\u003c/h3>\n\u003cp>Small class sizes are optimal to give young kids the attention they need. Individual instruction is a pillar of quality early education, experts say. The ratios for TK are expected to start out at 12 students to 1 teacher or teaching assistant and transition to 10 students to 1 teacher by the 2025-2026 school year. That is about half the size of many current TK classes, many of which rely on parent volunteers to help teachers. Many preschool settings enjoy an even smaller ratio. Head Start, for instance, generally keeps an 8-1 ratio in its preschool programs.\u003c/p>\n\u003ch3>7. How will school districts pay for the new classrooms and facilities necessary to suit small children?\u003c/h3>\n\u003cp>The state has earmarked about \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">$490 million in the latest budget to build new facilities and make adjustments to existing ones\u003c/a>, such as building out right-size water fountains and restrooms with pint-size potties and sinks.\u003c/p>\n\u003ch3>8. What are the challenges facing this massive expansion of TK?\u003c/h3>\n\u003cp>Staffing is one of the biggest hurdles ahead. There is already a teacher shortage in the state. California will need an estimated 10,000 to 12,000 new teachers and 16,000 new teaching assistants as transitional kindergarten expands, experts say.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>9. What will the credential requirements for TK teachers be?\u003c/h3>\n\u003cp>Currently, TK teachers are required to have a multiple-subject teaching credential, the same credential teachers need for all the elementary grades. By 2023, TK teachers also will need to complete an additional 24 units of early childhood education coursework or the equivalent, as deemed by their employer, or they will need to hold a \u003ca href=\"https://www.ctc.ca.gov/credentials/leaflets/child-development-permits-(cl-797)\" target=\"_blank\" rel=\"noopener noreferrer\">child-development permit\u003c/a>.\u003c/p>\n\u003ch3>10. What are the plans for recruiting and training new transitional kindergarten teachers?\u003c/h3>\n\u003cp>The state has allocated \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">$100 million in competitive grants\u003c/a> to school districts for recruiting teachers and providing ongoing professional learning. The state is also looking at various options for making it easier to meet the credential requirements.\u003c/p>\n\u003ch3>11. What will TK teachers get paid?\u003c/h3>\n\u003cp>That is ultimately determined by districts, but typically, TK teachers are paid the same as kindergarten teachers. It should be noted that K-12 teachers generally earn about 38% more than preschool teachers and child care workers, according to \u003ca href=\"https://cscce.berkeley.edu/workforce-index-2020/\" target=\"_blank\" rel=\"noopener noreferrer\">the Center for the Study of Child Care Employment\u003c/a> at the University of California, Berkeley. That wage disparity helps explain why 17% of the state’s early childhood educators live in poverty, experts say.\u003c/p>\n\u003ch3>12. Is there a pathway for preschool teachers, a workforce that's predominately women of color, to move into TK careers?\u003c/h3>\n\u003cp>The state’s \u003ca href=\"https://www.ctc.ca.gov/\" target=\"_blank\" rel=\"noopener noreferrer\">Commission on Teacher Credentialing\u003c/a> has developed a proposal that would create a pathway for preschool teacher permit holders to gain the preparation they need to teach TK without completing all the requirements for a multiple-subject teaching credential.\u003c/p>\n\u003cp>Right now, about 49% of early childhood teachers in child care centers have a bachelor’s degree or higher, according to Berkeley’s \u003ca href=\"https://cscce.berkeley.edu/early-educators-equipped-to-teach-tk/\" target=\"_blank\" rel=\"noopener noreferrer\">Center for the Study of Child Care Employment\u003c/a>.\u003c/p>\n\u003ch3>13. Will TK be a full-day or a half-day program?\u003c/h3>\n\u003cp>Universal TK, like kindergarten, is a local choice of full-day or part-day. However, the state’s new \u003ca href=\"https://edsource.org/2021/staffing-shortage-delays-ambitious-program-to-extend-school-day-and-year-in-california/661436\" target=\"_blank\" rel=\"noopener noreferrer\">Expanded Learning Opportunities Program\u003c/a> requires that local educational agencies offer a nine-hour school day including before- and after-class services.\u003c/p>\n\u003ch3>14. Do children in universal TK have to meet the same vaccination requirements as in regular kindergarten?\u003c/h3>\n\u003cp>Yes, the same vaccination criteria apply.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/2021/universal-transitional-kindergarten-quick-guide/662318\" target=\"_blank\" rel=\"noopener noreferrer\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "the-big-california-bills-newsom-just-signed-into-law-or-scrapped",
"title": "The Major Bills Newsom Just Signed and Vetoed",
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"headTitle": "The Major Bills Newsom Just Signed and Vetoed | KQED",
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"content": "\u003cp>Gov. Gavin Newsom approved a slew of new legislation in recent weeks, ahead of Sunday’s deadline. That hefty stack of bills — among the hundreds that crossed his desk — touches nearly every policy area, including housing, health, education and wildfire mitigation. The measures stand to affect millions of California residents.\u003c/p>\n\u003cp>The many noteworthy ones in the pile include \u003ca href=\"https://www.gov.ca.gov/2021/10/05/governor-newsom-signs-legislation-to-strengthen-state-unemployment-insurance-delivery-system/\">legislation to boost identity theft protection\u003c/a> at the state Employment Development Department, which may have paid out \u003ca href=\"https://calmatters.org/explainers/california-edd-unemployment-crisis-explained/\">up to $31 billion in fraudulent unemployment claims\u003c/a> since the beginning of the coronavirus pandemic. The governor also recently inked a bill adopting a universal \u003ca href=\"https://www.kqed.org/news/11890023/california-adopts-vote-by-mail-system-for-all-future-elections\">vote-by-mail\u003c/a> ballot system for all future elections, as well as a \u003ca href=\"https://www.kqed.org/news/11888891/bill-regulating-computer-driven-productivity-quotas-at-california-warehouses-lands-on-gov-newsoms-desk\">first-in-the-nation law aimed at protecting California workers in retail warehouses\u003c/a> like those run by Amazon.\u003c/p>\n\u003cp style=\"text-align: left\">Newsom also has vetoed a number of bills, including one that would have, among other things, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/10/AB-990-PDF.pdf\">established visitation as a civil right\u003c/a> to people who are incarcerated. Perhaps the biggest veto shocker so far this year has been \u003ca href=\"https://calmatters.org/politics/2021/07/california-paid-family-leave/\">his recent rejection of a bill that sought to increase pay rates during paid family leave\u003c/a>.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"california-legislature\"]Below is a rundown of just some of the headline-grabbing legislation Newsom has recently signed.\u003c/p>\n\u003ch3>Education\u003c/h3>\n\u003cp>\u003cstrong>Universal pre-K, dual-immersion language programs, college savings accounts, ethnic studies\u003cbr>\n\u003c/strong>\u003cbr>\nOn Tuesday, Newsom \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article254772347.html\">signed a trio of bills\u003c/a>, part of a record-setting $124 billion investment in public schools. It includes about $2.7 billion to help create a universal pre-K program for 4-year-olds by 2025 and directs roughly $10 million to expand dual-immersion language programs. The package, a key part of Newsom’s long-touted California Comeback Plan, also includes $1.9 billion to help create college savings accounts of up to $1,500 for some students, as well as $170 million in ongoing funding.\u003c/p>\n\u003cp>\u003cstrong>Transferring to state universities and affordable student housing\u003cbr>\n\u003c/strong>\u003cbr>\nThe following day, the governor also signed a \u003ca href=\"https://edsource.org/2021/newsom-signs-bills-to-ease-college-transfer-and-improve-student-housing/662048\">$47.1 billion higher education package of bills\u003c/a>, including one making it easier for community college students to transfer to the California State University and University of California systems. The legislation also includes $2 billion in funds to increase affordable housing for students.\u003c/p>\n\u003cp>\u003cstrong>Ethnic studies curriculum\u003c/strong>\u003c/p>\n\u003cp>Newsom on Friday signed the aptly numbered \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, making a one-semester ethnic studies class a graduation requirement for all California public high school students, beginning with the class of 2030. Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed an initial version\u003c/a> of the bill last year, saying the model curriculum needed to be more inclusive. The bill was reintroduced in December after the curriculum had been thoroughly — and painstakingly — revised.\u003c/p>\n\u003ch3>Health\u003c/h3>\n\u003cp>\u003cstrong>Reducing wait times for mental health appointments\u003c/strong>\u003c/p>\n\u003cp>On Friday, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB221\">SB 221\u003c/a>, a bill to require health insurers across the state to reduce wait times for mental health appointments to no more than 10 business days. While current state law requires insurers to provide initial mental health appointments in 10 days, there is no clear regulation around follow-up appointments, resulting in what state Sen. Scott Wiener, D-San Francisco, the bill’s author, called “obscene delays.”\u003c/p>\n\u003cp>Half of Californians say they have to wait too long to see a mental health provider when they need one, \u003ca href=\"https://www.chcf.org/blog/californians-want-action-health-care-costs-mental-health-treatment/\">according to a survey by the California Health Care Foundation\u003c/a>. At Kaiser Permanente specifically, 87% of therapists said weekly appointments were not available to patients who needed them, according to a survey by the \u003ca href=\"https://nuhw.org/\">National Union of Healthcare Workers\u003c/a>, which represents Kaiser’s therapists and was the main sponsor of the bill. The bill passed both houses of the Legislature in a near-unanimous vote.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11891049/california-bill-would-reduce-wait-times-for-mental-health-appointments\">Read KQED’s coverage of SB 221.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>VETOED: Incentives for people to not use drugs\u003cbr>\n\u003c/strong>\u003cbr>\nNewsom on Friday vetoed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB110\">SB 110\u003c/a>, a controversial bill which would have allowed Medi-Cal, the state’s Medicaid program, to provide money or gift cards as incentives for people struggling with drug addiction to stay off drugs — with the goal of encouraging more treatment centers to offer them.\u003c/p>\n\u003cp>“We need to embrace this proven, effective approach to meth addiction, make it clearly legal and start reimbursing for it, so we can address this health epidemic,” said state Sen. Scott Wiener, D-San Francisco, who sponsored the bill.\u003c/p>\n\u003cp style=\"text-align: left\">While suggesting he was open to the bill’s novel drug treatment approach, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/10/SB-110-1082021.pdf\">Newsom in his veto message said it was “premature,”\u003c/a> and called for further study.\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"https://www.kqed.org/news/11854373/state-lawmakers-move-to-expand-effective-but-controversial-treatment-for-meth-addiction\">Read KQED’s coverage of SB 110.\u003c/a>\u003c/p>\n\u003ch3>Housing\u003c/h3>\n\u003cp>\u003cstrong>Streamlining housing approvals\u003c/strong>\u003c/p>\n\u003cp>Newsom approved three major housing bills in September, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB8\">SB 8\u003c/a>, introduced by state Sen. Nancy Skinner, D-Berkeley, which extends through 2030 an existing law that expedites the approval process for housing projects and reduces fee increases on local housing applications.\u003c/p>\n\u003cp>The governor also signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB9\">SB 9\u003c/a>, introduced by state Senate President Pro Tempore Toni Atkins, D-San Diego, which allows the development of up to two duplexes without local reviews or hearings, in neighborhoods in most cities that are currently zoned for single-family homes.\u003c/p>\n\u003cp>Lastly, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB10\">SB 10\u003c/a>, introduced by state Sen. Scott Wiener, D-San Francisco, which offers cities the option to rezone certain land for the construction of as many as 10 units while bypassing an initial review under the California Environmental Quality Act.\u003c/p>\n\u003cp>Read more about these three laws from \u003ca href=\"https://www.kqed.org/news/11889113/in-one-week-newsom-signed-three-major-housing-bills-heres-what-they-mean\">CalMatters\u003c/a>.\u003c/p>\n\u003ch3>Police reform\u003c/h3>\n\u003cp>Newsom signed a slate of new police reform bills into law on Sept. 30, including creating higher education standards for officers, requiring officers to intervene if they see a colleague using excessive force, banning certain physical holds that cause asphyxiation and laying out a process that will decertify officers who are found guilty of serious policy or criminal violations. The bills include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB2\">SB 2\u003c/a>, authored by state Sen. Steven Bradford, D-Gardena, which lays out a process that will decertify officers who are found guilty of serious policy or criminal violations, including using excessive force, committing sexual assault, intimidating witnesses, making a false arrest or report or participating in a law enforcement gang. Other grounds include “demonstrating bias” based on race, religion, gender identity, sexual orientation or mental disability, among other criteria.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB16\">SB 16\u003c/a>, which expands state Sen. Nancy Skinner’s 2018 landmark police transparency law, SB 1421, or “The Right to Know Act,” which opened up three narrow categories of police records: investigations into deadly or serious use of force by police, investigations that found officers committed sexual assault on duty or told official lies. SB 16 opens up three more categories of records: investigations into officers who were found to have engaged in bias or discrimination, made unlawful arrests or searches, or used excessive or unreasonable force.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB89\">AB 89\u003c/a>, authored by Assemblymember Reggie Jones-Sawyer, D-Los Angeles, which raises the minimum age of eligibility to become a cop from 18 to 21 and expands education requirements for officers.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB26\">AB 26\u003c/a>, authored by Assemblymember Chris Holden, D-Pasadena, requires officers to intervene if they see a fellow officer using excessive force and protects them from retaliation if they report another officer for violating policy.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11890615/newsom-signs-law-to-strip-badges-from-bad-officers\">Read KQED’s coverage of this slate of police reforms.\u003c/a>\u003c/p>\n\u003ch3>Climate change, drought, wildfires\u003c/h3>\n\u003cp>\u003cstrong>Climate change\u003c/strong>\u003c/p>\n\u003cp>Newsom on Sept. 23 signed a major \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/09/NATION-LEADING-15B-CLIMATE-PACKAGE.pdf\">$15 billion climate change package\u003c/a>, as part of the state’s record-high budget. It directs $3.9 billion over the next three years to expand use of electric vehicles in the state, in accordance with \u003ca href=\"https://www.cnn.com/2020/10/03/cars/california-2035-zev-mandate/index.html\">Newsom’s mandate that only zero-emission new passenger cars and trucks be sold in California by 2035\u003c/a>. \u003ca href=\"https://www.kqed.org/science/1976869/heres-whats-inside-newsoms-whopping-15-billion-climate-spending-plan\">That pot\u003c/a> includes funding for new consumer rebates, the production of thousands of buses and heavy-duty trucks, and incentives for Californians with lower incomes to trade in their gas cars.\u003c/p>\n\u003cp>California also will spend $3.7 billion to: prepare communities to deal with sea-level rise, fund energy-efficient homes, and invest in lower-income communities and communities of color, with the goal of improving air quality and reducing heat disparities.\u003c/p>\n\u003cp>\u003cstrong>Drought\u003c/strong>\u003c/p>\n\u003cp>The same package allots about $5.2 billion to immediate drought relief and water measures, including money for projects to boost water recycling, reduce flooding risks and clean up contaminated groundwater.\u003c/p>\n\u003cp>\u003cstrong>Wildfires\u003c/strong>\u003c/p>\n\u003cp>The package also \u003ca href=\"https://apnews.com/article/climate-change-science-business-california-gavin-newsom-f867c179fa49f32c0ed7098e98e33aeb\">earmarks about $1 billion\u003c/a> in new spending for fire breaks, tree thinning and other measures meant to prevent fires from burning out of control.\u003c/p>\n\u003cp>And it includes $19 million for the state to work with tribes on prescribed burns — up from just $1 million last year — as well as training for firefighters. The state also plans to invest in micro-lumber mills and other businesses that reuse old wood from overgrown forests.\u003c/p>\n\u003cp>Less than a week later, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB642\">AB 642\u003c/a>, which requires the state to increase the workforce that can perform prescribed burns in an effort to eliminate fuels that have contributed to extremely destructive fires in the state. The bill, introduced by Assemblymember Laura Friedman, D-Glendale, also requires that Cal Fire create a cultural burning liaison position within the agency who will work with tribes and cultural practitioners to ensure the agency is respecting tribal sovereignty and enabling cultural fire traditions and practices to carry on.\u003c/p>\n\u003cp>“This speaks to the importance of communities, private landowners and private citizens in being part of the fire solutions,” said Lenya Quinn-Davidson, a fire adviser with the University of California Cooperative Extension who helped draft the legislation. “And you know that the agencies can’t do it on their own anymore. We have to work together.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/science/1973196/the-karuk-used-fire-to-manage-the-forest-for-centuries-now-they-want-to-do-that-again\">Read KQED’s coverage of Native American fire techniques to manage forests.\u003c/a>\u003c/p>\n\u003cp>\u003cem>Reporting from KQED’s April Dembosky, Emily Hung, Sukey Lewis, Guy Marzorati and Danielle Venton was used in this post. Additional reporting from The Associated Press, CalMatters and NPR also was included.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "The Major Bills Newsom Just Signed and Vetoed | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom approved a slew of new legislation in recent weeks, ahead of Sunday’s deadline. That hefty stack of bills — among the hundreds that crossed his desk — touches nearly every policy area, including housing, health, education and wildfire mitigation. The measures stand to affect millions of California residents.\u003c/p>\n\u003cp>The many noteworthy ones in the pile include \u003ca href=\"https://www.gov.ca.gov/2021/10/05/governor-newsom-signs-legislation-to-strengthen-state-unemployment-insurance-delivery-system/\">legislation to boost identity theft protection\u003c/a> at the state Employment Development Department, which may have paid out \u003ca href=\"https://calmatters.org/explainers/california-edd-unemployment-crisis-explained/\">up to $31 billion in fraudulent unemployment claims\u003c/a> since the beginning of the coronavirus pandemic. The governor also recently inked a bill adopting a universal \u003ca href=\"https://www.kqed.org/news/11890023/california-adopts-vote-by-mail-system-for-all-future-elections\">vote-by-mail\u003c/a> ballot system for all future elections, as well as a \u003ca href=\"https://www.kqed.org/news/11888891/bill-regulating-computer-driven-productivity-quotas-at-california-warehouses-lands-on-gov-newsoms-desk\">first-in-the-nation law aimed at protecting California workers in retail warehouses\u003c/a> like those run by Amazon.\u003c/p>\n\u003cp style=\"text-align: left\">Newsom also has vetoed a number of bills, including one that would have, among other things, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/10/AB-990-PDF.pdf\">established visitation as a civil right\u003c/a> to people who are incarcerated. Perhaps the biggest veto shocker so far this year has been \u003ca href=\"https://calmatters.org/politics/2021/07/california-paid-family-leave/\">his recent rejection of a bill that sought to increase pay rates during paid family leave\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Below is a rundown of just some of the headline-grabbing legislation Newsom has recently signed.\u003c/p>\n\u003ch3>Education\u003c/h3>\n\u003cp>\u003cstrong>Universal pre-K, dual-immersion language programs, college savings accounts, ethnic studies\u003cbr>\n\u003c/strong>\u003cbr>\nOn Tuesday, Newsom \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article254772347.html\">signed a trio of bills\u003c/a>, part of a record-setting $124 billion investment in public schools. It includes about $2.7 billion to help create a universal pre-K program for 4-year-olds by 2025 and directs roughly $10 million to expand dual-immersion language programs. The package, a key part of Newsom’s long-touted California Comeback Plan, also includes $1.9 billion to help create college savings accounts of up to $1,500 for some students, as well as $170 million in ongoing funding.\u003c/p>\n\u003cp>\u003cstrong>Transferring to state universities and affordable student housing\u003cbr>\n\u003c/strong>\u003cbr>\nThe following day, the governor also signed a \u003ca href=\"https://edsource.org/2021/newsom-signs-bills-to-ease-college-transfer-and-improve-student-housing/662048\">$47.1 billion higher education package of bills\u003c/a>, including one making it easier for community college students to transfer to the California State University and University of California systems. The legislation also includes $2 billion in funds to increase affordable housing for students.\u003c/p>\n\u003cp>\u003cstrong>Ethnic studies curriculum\u003c/strong>\u003c/p>\n\u003cp>Newsom on Friday signed the aptly numbered \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, making a one-semester ethnic studies class a graduation requirement for all California public high school students, beginning with the class of 2030. Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed an initial version\u003c/a> of the bill last year, saying the model curriculum needed to be more inclusive. The bill was reintroduced in December after the curriculum had been thoroughly — and painstakingly — revised.\u003c/p>\n\u003ch3>Health\u003c/h3>\n\u003cp>\u003cstrong>Reducing wait times for mental health appointments\u003c/strong>\u003c/p>\n\u003cp>On Friday, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB221\">SB 221\u003c/a>, a bill to require health insurers across the state to reduce wait times for mental health appointments to no more than 10 business days. While current state law requires insurers to provide initial mental health appointments in 10 days, there is no clear regulation around follow-up appointments, resulting in what state Sen. Scott Wiener, D-San Francisco, the bill’s author, called “obscene delays.”\u003c/p>\n\u003cp>Half of Californians say they have to wait too long to see a mental health provider when they need one, \u003ca href=\"https://www.chcf.org/blog/californians-want-action-health-care-costs-mental-health-treatment/\">according to a survey by the California Health Care Foundation\u003c/a>. At Kaiser Permanente specifically, 87% of therapists said weekly appointments were not available to patients who needed them, according to a survey by the \u003ca href=\"https://nuhw.org/\">National Union of Healthcare Workers\u003c/a>, which represents Kaiser’s therapists and was the main sponsor of the bill. The bill passed both houses of the Legislature in a near-unanimous vote.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11891049/california-bill-would-reduce-wait-times-for-mental-health-appointments\">Read KQED’s coverage of SB 221.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>VETOED: Incentives for people to not use drugs\u003cbr>\n\u003c/strong>\u003cbr>\nNewsom on Friday vetoed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB110\">SB 110\u003c/a>, a controversial bill which would have allowed Medi-Cal, the state’s Medicaid program, to provide money or gift cards as incentives for people struggling with drug addiction to stay off drugs — with the goal of encouraging more treatment centers to offer them.\u003c/p>\n\u003cp>“We need to embrace this proven, effective approach to meth addiction, make it clearly legal and start reimbursing for it, so we can address this health epidemic,” said state Sen. Scott Wiener, D-San Francisco, who sponsored the bill.\u003c/p>\n\u003cp style=\"text-align: left\">While suggesting he was open to the bill’s novel drug treatment approach, \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/10/SB-110-1082021.pdf\">Newsom in his veto message said it was “premature,”\u003c/a> and called for further study.\u003c/p>\n\u003cp style=\"text-align: left\">\u003ca href=\"https://www.kqed.org/news/11854373/state-lawmakers-move-to-expand-effective-but-controversial-treatment-for-meth-addiction\">Read KQED’s coverage of SB 110.\u003c/a>\u003c/p>\n\u003ch3>Housing\u003c/h3>\n\u003cp>\u003cstrong>Streamlining housing approvals\u003c/strong>\u003c/p>\n\u003cp>Newsom approved three major housing bills in September, including \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB8\">SB 8\u003c/a>, introduced by state Sen. Nancy Skinner, D-Berkeley, which extends through 2030 an existing law that expedites the approval process for housing projects and reduces fee increases on local housing applications.\u003c/p>\n\u003cp>The governor also signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB9\">SB 9\u003c/a>, introduced by state Senate President Pro Tempore Toni Atkins, D-San Diego, which allows the development of up to two duplexes without local reviews or hearings, in neighborhoods in most cities that are currently zoned for single-family homes.\u003c/p>\n\u003cp>Lastly, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB10\">SB 10\u003c/a>, introduced by state Sen. Scott Wiener, D-San Francisco, which offers cities the option to rezone certain land for the construction of as many as 10 units while bypassing an initial review under the California Environmental Quality Act.\u003c/p>\n\u003cp>Read more about these three laws from \u003ca href=\"https://www.kqed.org/news/11889113/in-one-week-newsom-signed-three-major-housing-bills-heres-what-they-mean\">CalMatters\u003c/a>.\u003c/p>\n\u003ch3>Police reform\u003c/h3>\n\u003cp>Newsom signed a slate of new police reform bills into law on Sept. 30, including creating higher education standards for officers, requiring officers to intervene if they see a colleague using excessive force, banning certain physical holds that cause asphyxiation and laying out a process that will decertify officers who are found guilty of serious policy or criminal violations. The bills include:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220SB2\">SB 2\u003c/a>, authored by state Sen. Steven Bradford, D-Gardena, which lays out a process that will decertify officers who are found guilty of serious policy or criminal violations, including using excessive force, committing sexual assault, intimidating witnesses, making a false arrest or report or participating in a law enforcement gang. Other grounds include “demonstrating bias” based on race, religion, gender identity, sexual orientation or mental disability, among other criteria.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB16\">SB 16\u003c/a>, which expands state Sen. Nancy Skinner’s 2018 landmark police transparency law, SB 1421, or “The Right to Know Act,” which opened up three narrow categories of police records: investigations into deadly or serious use of force by police, investigations that found officers committed sexual assault on duty or told official lies. SB 16 opens up three more categories of records: investigations into officers who were found to have engaged in bias or discrimination, made unlawful arrests or searches, or used excessive or unreasonable force.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB89\">AB 89\u003c/a>, authored by Assemblymember Reggie Jones-Sawyer, D-Los Angeles, which raises the minimum age of eligibility to become a cop from 18 to 21 and expands education requirements for officers.\u003c/li>\n\u003cli>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB26\">AB 26\u003c/a>, authored by Assemblymember Chris Holden, D-Pasadena, requires officers to intervene if they see a fellow officer using excessive force and protects them from retaliation if they report another officer for violating policy.\u003c/li>\n\u003c/ul>\n\u003cp>\u003ca href=\"https://www.kqed.org/news/11890615/newsom-signs-law-to-strip-badges-from-bad-officers\">Read KQED’s coverage of this slate of police reforms.\u003c/a>\u003c/p>\n\u003ch3>Climate change, drought, wildfires\u003c/h3>\n\u003cp>\u003cstrong>Climate change\u003c/strong>\u003c/p>\n\u003cp>Newsom on Sept. 23 signed a major \u003ca href=\"https://www.gov.ca.gov/wp-content/uploads/2021/09/NATION-LEADING-15B-CLIMATE-PACKAGE.pdf\">$15 billion climate change package\u003c/a>, as part of the state’s record-high budget. It directs $3.9 billion over the next three years to expand use of electric vehicles in the state, in accordance with \u003ca href=\"https://www.cnn.com/2020/10/03/cars/california-2035-zev-mandate/index.html\">Newsom’s mandate that only zero-emission new passenger cars and trucks be sold in California by 2035\u003c/a>. \u003ca href=\"https://www.kqed.org/science/1976869/heres-whats-inside-newsoms-whopping-15-billion-climate-spending-plan\">That pot\u003c/a> includes funding for new consumer rebates, the production of thousands of buses and heavy-duty trucks, and incentives for Californians with lower incomes to trade in their gas cars.\u003c/p>\n\u003cp>California also will spend $3.7 billion to: prepare communities to deal with sea-level rise, fund energy-efficient homes, and invest in lower-income communities and communities of color, with the goal of improving air quality and reducing heat disparities.\u003c/p>\n\u003cp>\u003cstrong>Drought\u003c/strong>\u003c/p>\n\u003cp>The same package allots about $5.2 billion to immediate drought relief and water measures, including money for projects to boost water recycling, reduce flooding risks and clean up contaminated groundwater.\u003c/p>\n\u003cp>\u003cstrong>Wildfires\u003c/strong>\u003c/p>\n\u003cp>The package also \u003ca href=\"https://apnews.com/article/climate-change-science-business-california-gavin-newsom-f867c179fa49f32c0ed7098e98e33aeb\">earmarks about $1 billion\u003c/a> in new spending for fire breaks, tree thinning and other measures meant to prevent fires from burning out of control.\u003c/p>\n\u003cp>And it includes $19 million for the state to work with tribes on prescribed burns — up from just $1 million last year — as well as training for firefighters. The state also plans to invest in micro-lumber mills and other businesses that reuse old wood from overgrown forests.\u003c/p>\n\u003cp>Less than a week later, Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB642\">AB 642\u003c/a>, which requires the state to increase the workforce that can perform prescribed burns in an effort to eliminate fuels that have contributed to extremely destructive fires in the state. The bill, introduced by Assemblymember Laura Friedman, D-Glendale, also requires that Cal Fire create a cultural burning liaison position within the agency who will work with tribes and cultural practitioners to ensure the agency is respecting tribal sovereignty and enabling cultural fire traditions and practices to carry on.\u003c/p>\n\u003cp>“This speaks to the importance of communities, private landowners and private citizens in being part of the fire solutions,” said Lenya Quinn-Davidson, a fire adviser with the University of California Cooperative Extension who helped draft the legislation. “And you know that the agencies can’t do it on their own anymore. We have to work together.”\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/science/1973196/the-karuk-used-fire-to-manage-the-forest-for-centuries-now-they-want-to-do-that-again\">Read KQED’s coverage of Native American fire techniques to manage forests.\u003c/a>\u003c/p>\n\u003cp>\u003cem>Reporting from KQED’s April Dembosky, Emily Hung, Sukey Lewis, Guy Marzorati and Danielle Venton was used in this post. Additional reporting from The Associated Press, CalMatters and NPR also was included.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>“A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,” he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom’s signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>–\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don’t promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"ethnic-studies\"]The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>“A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,” she said in a 2019 statement. “The current draft model curriculum falls short and needs to be substantially redesigned.”\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years’ lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state’s community college students seeking an associate’s degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it’s long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California high school students will have to complete a semester of ethnic studies in order to graduate, starting with the class of 2030.\u003c/p>\n\u003cp>That new secondary school requirement, among the first in the nation, was signed into law Friday by Gov. Gavin Newsom, who said the courses will enable students to learn their own stories as well as those of their classmates.\u003c/p>\n\u003cp>“A number of studies have shown that these courses boost student achievement over the long run — especially among students of color,” he said in a statement.\u003c/p>\n\u003cp>The new law requires all public high schools in the state to offer at least one ethnic studies course, starting in the 2025-26 school year.\u003c/p>\n\u003cp>Newsom’s signature marks a major victory for Assemblymember Jose Medina, D-Riverside, who co\u003cstrong>–\u003c/strong>authored the legislation, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, after his previous efforts were twice vetoed — \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">last year by Newsom\u003c/a>, who said more work was needed on the curriculum, and \u003ca href=\"https://www.pe.com/2018/10/02/gov-brown-rejects-ethnic-studies-bill-saying-high-school-students-are-overburdened/\">in 2018 by then-Gov. Jerry Brown\u003c/a>, who was reluctant to create additional graduation requirements.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Medina said the ethnic studies requirement is long overdue.\u003c/p>\n\u003cp>“It’s been a long wait,” said Medina. “I think schools are ready now to make curriculum that is more equitable and more reflective of social justice.”\u003c/p>\n\u003cp>Medina said America’s wider discussion of race and racism since the murder of George Floyd last year makes such a curriculum more important than ever.\u003c/p>\n\u003cp>The ethnic studies movement has its roots in California, where students protested in the late 1960s at San Francisco State University and UC Berkeley to demand courses in African American, Chicano, Asian American and Native American studies.\u003c/p>\n\u003cp>Earlier this year, the state Board of Education approved a model ethnic studies curriculum that offers dozens of suggested lesson plans and instructional approaches. But to the concern of some advocates, the curriculum is not mandatory: Schools can pick and choose lesson plans or use it as a guide to design their own, as long as they don’t promote, directly or indirectly, any bias or discrimination against any group of people.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The curriculum underwent several drafts over three years and was subject to heated debate before \u003ca href=\"https://apnews.com/article/race-and-ethnicity-discrimination-california-f0eb208ca8186466b9271cbc61fa5c2c\">winning approval in March\u003c/a>.\u003c/p>\n\u003cp>An initial 2019 draft of the model curriculum drew widespread criticism from those who claimed it was left-wing, anti-Semitic and not inclusive enough. At the time, state Board of Education President Linda Darling-Hammond called for a major overhaul.\u003c/p>\n\u003cp>“A model curriculum should be accurate, free of bias, appropriate for all learners in our diverse state, and align with Governor Newsom’s vision of a California for all,” she said in a 2019 statement. “The current draft model curriculum falls short and needs to be substantially redesigned.”\u003c/p>\n\u003cp>The new version focuses on four historically marginalized groups that are central to college-level ethnic studies: African Americans, Chicanos and other Latinos, Asian Americans and Pacific Islanders and Native Americans. It also includes lesson plans on Jews, Arab Americans, Sikh Americans and Armenian Americans, groups who were largely left out of the previously drafted curriculum.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond has championed the model curriculum as a way to help students of color see themselves reflected in what they learn, and also to learn about their own histories.\u003c/p>\n\u003cp>The legislation adds the completion of an ethnic studies course to other standard graduation requirements, including three years of English and social studies, two years of math and science, among others. It gives a few years’ lag time so schools can prepare.\u003c/p>\n\u003cp>“Schools can’t just flip the switch and be ready. This gives school districts plenty of time to get their curriculum in place and hire well-qualified teachers to teach these classes,” Medina said.\u003c/p>\n\u003cp>Several of California’s largest districts \u003ca href=\"https://www.kqed.org/news/11870309/as-high-school-ethnic-studies-bill-advances-some-bay-area-schools-are-ahead-of-the-curve\">already have begun offering ethnic studies courses\u003c/a>, with some making them a graduation requirement. Among the trailblazers is the Fresno Unified School District, which this year began requiring its students to complete a 10-credit, two-semester ethnic studies course. Meanwhile, Los Angeles Unified plans to fully implement ethnic studies as a graduation requirement by 2023-24.\u003c/p>\n\u003cp>In San Francisco, where high schools have offered ethnic studies as an elective since 2015, students will be required to take two semesters of ethnic studies courses to graduate, starting in 2028.\u003c/p>\n\u003cp>Ethnic studies also was made a requirement this year for the state’s community college students seeking an associate’s degree.\u003c/p>\n\u003cp>Other states have taken different approaches. Oregon is developing ethnic studies standards for its social studies curriculum and, beginning this year, requires the subject in K-12 curriculum. Last year, Connecticut approved a law requiring all high schools to offer courses in Black and Latino studies by the fall of 2022.\u003c/p>\n\u003cp>Several GOP-led states have taken the opposite tack, banning the teaching of so-called \u003ca href=\"https://apnews.com/article/what-is-critical-race-theory-08f5d0a0489c7d6eab7d9a238365d2c1\">critical race theory\u003c/a> in K-12 schools or limiting how teachers can discuss racism and sexism in the classroom.\u003c/p>\n\u003cp>Educators say it is fitting that California has taken a lead in ethnic studies legislation, and that it’s long overdue. More than three-quarters of California’s 6 million public school students are not white.\u003c/p>\n\u003cp>“At a time when some states are retreating from an accurate discussion of our history, I am proud that California continues to lead in its teaching of ethnic studies,” Secretary of State Shirley Weber, a former academic who created an ethnic studies program at San Diego State University in the 1970s, said in a statement.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from Jocelyn Gecker of The Associated Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Nevada Joint Union High School District Superintendent Brett McFadden expects the vast majority of his students and staff to abide by the forthcoming COVID-19 vaccine mandate from Gov. Gavin Newsom last week.\u003c/p>\n\u003cp>But he also expects around 10 of his employees to quit out of personal or political opposition to it.\u003c/p>\n\u003cp>“It’s a really small number, but the individuals who are upset about it are vocal,” said McFadden, whose district in Nevada County is about 65 miles northwest of Sacramento. “The silent, vast majority of educators are saying, ‘OK, we’ll get vaccinated.’”\u003c/p>\n\u003cp>As a \u003ca href=\"https://www.latimes.com/california/story/2021-10-05/covid-vaccine-mask-fury-shakes-up-california-schools\">small minority of teachers and parents across the state protest vaccine mandates\u003c/a>, one legislator is considering ways to strengthen the new immunization requirement by eliminating a controversial public-health loophole that state lawmakers previously removed for the \u003ca href=\"https://www.shotsforschool.org/\">10 other vaccines California students are required to get\u003c/a>.\u003c/p>\n\u003cp>“The purpose of these laws is not to make anyone vaccinate their children, it’s to keep schools safe,” said state Sen. Richard Pan of Sacramento, a Democrat and pediatrician who chairs the Senate Health Committee. “You don’t want schools having to close, and people having to be sent home and quarantined.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">vaccine mandate announced last week\u003c/a> will take effect as soon as the U.S. Food and Drug Administration fully approves the vaccine for younger age groups. The Newsom administration expects the first vaccine deadline for grades 7-12 to be July 1, 2022, or possibly earlier. The COVID-19 vaccine has so far \u003ca href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\">only been fully approved by the FDA for those 16 and over\u003c/a>.\u003c/p>\n\u003cp>The mandate, however, allows for personal belief exemptions. This means students and staff could opt out of the COVID-19 vaccine for religious or ideological reasons.\u003c/p>\n\u003cp>The process for personal belief exemptions for vaccinations varies across the country for students and employees, according to Dorit Reiss, a UC Hastings law professor.\u003c/p>\n\u003cp>“Some just ask to check a box on a form,” she said. “Others have a different process like submitting a letter.”\u003c/p>\n\u003cp>Pan has long worked to strengthen vaccine rules for students. In 2012, he authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120AB2109\">a law that required parents seeking a personal belief exemption to consult with a medical expert\u003c/a> about the benefits and risks of vaccinations.\u003c/p>\n\u003cp>In 2015, he co-authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160SB277\">a law that eliminated the personal belief exemption\u003c/a> for childhood immunizations altogether.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"vaccine-mandates\"]Pan then successfully \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB276\">tightened regulations on medical exemptions\u003c/a> in 2019 with a bill that required the California Department of Public Health to audit all medical exemptions at schools with immunization rates less than 95%, as well as any doctor who submits more than five medical exemptions per calendar year. \u003ca href=\"https://calmatters.org/politics/inside-california-capitol/2019/09/california-legislature-protest-menstrual-blood-ani-vaccine/\">Anti-vaccine protesters opposed the bill.\u003c/a>\u003c/p>\n\u003cp>Friday’s COVID-19 vaccine mandate revived the issue of the personal belief exemption because the 2015 law requires any immunization requirements issued by the state health department without a vote from the Legislature to include the provision.\u003c/p>\n\u003cp>“At the time, we were more concerned about routine vaccinations. We were thinking, why have a fight that doesn’t really matter?” Pan said. “The laws that we wrote for school mandates were not written with pandemics in mind. That’s why that provision is in there.”\u003c/p>\n\u003cp>Pan says he’ll consider authoring legislation that would eliminate the exemption if COVID-19 cases spike across the state or if districts report a high number of students and staff who abuse this provision to avoid the vaccine.\u003c/p>\n\u003cp>A possible bill, Pan said, would require the COVID vaccine to be treated like the 10 required inoculations that don’t allow for a personal belief exemption.\u003c/p>\n\u003cp>“The problem with the personal belief exemption is that if there are too many people who use it, we’ll have schools that are unsafe,” he said. “We need to be sure kids can stay in school and learn and not have to be sent home for two weeks.”\u003c/p>\n\u003cp>The California chapter of the American Academy of Pediatrics released a statement in support of the mandate.\u003c/p>\n\u003cp>“The eradication of smallpox and polio, as well as prevention of meningitis, measles and whooping cough, show that vaccines work,” said chapter Chair Yasuko Fukuda. “New vaccines are developed and evaluated by a long-standing rigorous process to ensure effectiveness and safety.”\u003c/p>\n\u003cp>Catherine Martin, executive director of the California Immunization Coalition, a public-health advocacy group, said she understands the concerns of the parents who are hesitant about the COVID-19 vaccine, but agrees that the personal belief exemption should be eliminated.\u003c/p>\n\u003cp>“The No. 1 reason to eliminate the personal belief exemption is to be consistent,” Martin said. “This vaccine is no riskier than any other vaccine.”\u003c/p>\n\u003cp>Martin said her organization will spend the coming months supporting pediatricians and school administrators as they explain the benefits and risks of the COVID-19 vaccine to students and their families.\u003c/p>\n\u003cp>“Parents are suffering because they really are scared,” she said. “Doctors are really going to need to up their game in terms of taking time and answering their questions.”\u003c/p>\n\u003cp>However, Martin has less sympathy for teachers and school staff who refuse to get vaccinated for political reasons.\u003c/p>\n\u003cp>“If they’re not believing in the science or if it’s a political belief, perhaps they need to find other work,” she said. “Perhaps this is going to weed out folks who don’t believe in the science.”\u003c/p>\n\u003cp>California Teachers Association President E. Toby Boyd released a statement last week supporting the vaccine mandate for students, saying the vast majority of teachers have already been fully vaccinated.\u003c/p>\n\u003cp>“While recognizing the need for medical and religious exemptions, we believe vaccinations are key for both student and educator safety, keeping our schools open for in-person instruction and for combating this pandemic,” Boyd said.\u003c/p>\n\u003cp>CTA Spokesperson Lisa Gardiner declined to comment on whether the union would support the elimination of the personal belief exemption if legislators were to propose a bill.\u003c/p>\n\u003cp>McFadden, from the Nevada Joint Union High School District, expects that most of his employees, even those opposing the mandate, will eventually get their vaccines so they can keep their jobs. He said when \u003ca href=\"https://calmatters.org/education/2021/08/california-teacher-vaccines-mandate-newsom/\">the governor issued a previous mandate requiring teachers to be vaccinated\u003c/a> or undergo regular testing, many teachers complained, but most came around.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“They said, ‘I don’t want to do this,’ but then they realized they have to pay the rent,” he said. “I might have five or 10 that don’t get vaccinated, and they’ll leave.”\u003c/p>\n\u003cdiv class=\"entry-content\">\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/student-covid-vaccination-loophole/\">CalMatters\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\n",
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"excerpt": "California's recently issued COVID-19 vaccination mandate for K-12 students and staff allows them to opt out for religious or ideological reasons. One state lawmaker says he may push legislation to eliminate that exemption.",
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"title": "Major Loophole Remains in California's Upcoming Student COVID-19 Vaccine Mandate | KQED",
"description": "California's recently issued COVID-19 vaccination mandate for K-12 students and staff allows them to opt out for religious or ideological reasons. One state lawmaker says he may push legislation to eliminate that exemption.",
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"nprByline": "\u003ca href=\"https://calmatters.org/author/joe-hong/\">Joe Hong\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Nevada Joint Union High School District Superintendent Brett McFadden expects the vast majority of his students and staff to abide by the forthcoming COVID-19 vaccine mandate from Gov. Gavin Newsom last week.\u003c/p>\n\u003cp>But he also expects around 10 of his employees to quit out of personal or political opposition to it.\u003c/p>\n\u003cp>“It’s a really small number, but the individuals who are upset about it are vocal,” said McFadden, whose district in Nevada County is about 65 miles northwest of Sacramento. “The silent, vast majority of educators are saying, ‘OK, we’ll get vaccinated.’”\u003c/p>\n\u003cp>As a \u003ca href=\"https://www.latimes.com/california/story/2021-10-05/covid-vaccine-mask-fury-shakes-up-california-schools\">small minority of teachers and parents across the state protest vaccine mandates\u003c/a>, one legislator is considering ways to strengthen the new immunization requirement by eliminating a controversial public-health loophole that state lawmakers previously removed for the \u003ca href=\"https://www.shotsforschool.org/\">10 other vaccines California students are required to get\u003c/a>.\u003c/p>\n\u003cp>“The purpose of these laws is not to make anyone vaccinate their children, it’s to keep schools safe,” said state Sen. Richard Pan of Sacramento, a Democrat and pediatrician who chairs the Senate Health Committee. “You don’t want schools having to close, and people having to be sent home and quarantined.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://www.kqed.org/news/11890715/newsom-enacts-first-in-nation-statewide-student-vaccine-mandate\">vaccine mandate announced last week\u003c/a> will take effect as soon as the U.S. Food and Drug Administration fully approves the vaccine for younger age groups. The Newsom administration expects the first vaccine deadline for grades 7-12 to be July 1, 2022, or possibly earlier. The COVID-19 vaccine has so far \u003ca href=\"https://www.fda.gov/news-events/press-announcements/fda-approves-first-covid-19-vaccine\">only been fully approved by the FDA for those 16 and over\u003c/a>.\u003c/p>\n\u003cp>The mandate, however, allows for personal belief exemptions. This means students and staff could opt out of the COVID-19 vaccine for religious or ideological reasons.\u003c/p>\n\u003cp>The process for personal belief exemptions for vaccinations varies across the country for students and employees, according to Dorit Reiss, a UC Hastings law professor.\u003c/p>\n\u003cp>“Some just ask to check a box on a form,” she said. “Others have a different process like submitting a letter.”\u003c/p>\n\u003cp>Pan has long worked to strengthen vaccine rules for students. In 2012, he authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201120120AB2109\">a law that required parents seeking a personal belief exemption to consult with a medical expert\u003c/a> about the benefits and risks of vaccinations.\u003c/p>\n\u003cp>In 2015, he co-authored \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201520160SB277\">a law that eliminated the personal belief exemption\u003c/a> for childhood immunizations altogether.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Pan then successfully \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200SB276\">tightened regulations on medical exemptions\u003c/a> in 2019 with a bill that required the California Department of Public Health to audit all medical exemptions at schools with immunization rates less than 95%, as well as any doctor who submits more than five medical exemptions per calendar year. \u003ca href=\"https://calmatters.org/politics/inside-california-capitol/2019/09/california-legislature-protest-menstrual-blood-ani-vaccine/\">Anti-vaccine protesters opposed the bill.\u003c/a>\u003c/p>\n\u003cp>Friday’s COVID-19 vaccine mandate revived the issue of the personal belief exemption because the 2015 law requires any immunization requirements issued by the state health department without a vote from the Legislature to include the provision.\u003c/p>\n\u003cp>“At the time, we were more concerned about routine vaccinations. We were thinking, why have a fight that doesn’t really matter?” Pan said. “The laws that we wrote for school mandates were not written with pandemics in mind. That’s why that provision is in there.”\u003c/p>\n\u003cp>Pan says he’ll consider authoring legislation that would eliminate the exemption if COVID-19 cases spike across the state or if districts report a high number of students and staff who abuse this provision to avoid the vaccine.\u003c/p>\n\u003cp>A possible bill, Pan said, would require the COVID vaccine to be treated like the 10 required inoculations that don’t allow for a personal belief exemption.\u003c/p>\n\u003cp>“The problem with the personal belief exemption is that if there are too many people who use it, we’ll have schools that are unsafe,” he said. “We need to be sure kids can stay in school and learn and not have to be sent home for two weeks.”\u003c/p>\n\u003cp>The California chapter of the American Academy of Pediatrics released a statement in support of the mandate.\u003c/p>\n\u003cp>“The eradication of smallpox and polio, as well as prevention of meningitis, measles and whooping cough, show that vaccines work,” said chapter Chair Yasuko Fukuda. “New vaccines are developed and evaluated by a long-standing rigorous process to ensure effectiveness and safety.”\u003c/p>\n\u003cp>Catherine Martin, executive director of the California Immunization Coalition, a public-health advocacy group, said she understands the concerns of the parents who are hesitant about the COVID-19 vaccine, but agrees that the personal belief exemption should be eliminated.\u003c/p>\n\u003cp>“The No. 1 reason to eliminate the personal belief exemption is to be consistent,” Martin said. “This vaccine is no riskier than any other vaccine.”\u003c/p>\n\u003cp>Martin said her organization will spend the coming months supporting pediatricians and school administrators as they explain the benefits and risks of the COVID-19 vaccine to students and their families.\u003c/p>\n\u003cp>“Parents are suffering because they really are scared,” she said. “Doctors are really going to need to up their game in terms of taking time and answering their questions.”\u003c/p>\n\u003cp>However, Martin has less sympathy for teachers and school staff who refuse to get vaccinated for political reasons.\u003c/p>\n\u003cp>“If they’re not believing in the science or if it’s a political belief, perhaps they need to find other work,” she said. “Perhaps this is going to weed out folks who don’t believe in the science.”\u003c/p>\n\u003cp>California Teachers Association President E. Toby Boyd released a statement last week supporting the vaccine mandate for students, saying the vast majority of teachers have already been fully vaccinated.\u003c/p>\n\u003cp>“While recognizing the need for medical and religious exemptions, we believe vaccinations are key for both student and educator safety, keeping our schools open for in-person instruction and for combating this pandemic,” Boyd said.\u003c/p>\n\u003cp>CTA Spokesperson Lisa Gardiner declined to comment on whether the union would support the elimination of the personal belief exemption if legislators were to propose a bill.\u003c/p>\n\u003cp>McFadden, from the Nevada Joint Union High School District, expects that most of his employees, even those opposing the mandate, will eventually get their vaccines so they can keep their jobs. He said when \u003ca href=\"https://calmatters.org/education/2021/08/california-teacher-vaccines-mandate-newsom/\">the governor issued a previous mandate requiring teachers to be vaccinated\u003c/a> or undergo regular testing, many teachers complained, but most came around.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“They said, ‘I don’t want to do this,’ but then they realized they have to pay the rent,” he said. “I might have five or 10 that don’t get vaccinated, and they’ll leave.”\u003c/p>\n\u003cdiv class=\"entry-content\">\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://calmatters.org/education/k-12-education/2021/10/student-covid-vaccination-loophole/\">CalMatters\u003c/a>.\u003c/em>\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Reading as a Civil Right: Inside a Richmond Elementary School's Approach",
"title": "Reading as a Civil Right: Inside a Richmond Elementary School's Approach",
"headTitle": "KQED News",
"content": "\u003cp>For Richmond’s Nystrom Elementary School, students’ longstanding struggle with reading is not only an academic issue but one about civil rights.\u003c/p>\n\u003cp>The Bay Area school began the year with a \u003ca href=\"https://sites.google.com/wccusd.net/nystrom/reading-is-a-civil-right\">proclamation that acknowledges that systemic racism has led to disproportionate outcomes in reading skills for children of color\u003c/a> for generations. It asserts that every student is capable of reading and that it’s the school’s responsibility to ensure every child leaves Nystrom a skilled reader. The school committed to overhauling its literacy program with a new curriculum and research-based classroom practices in an effort to bring every student to grade-level reading.\u003c/p>\n\u003cp>“When you think about equity, reading and literacy instruction has to be tied to that,” said Jamie Allardice, principal of the school, which comprises mostly \u003ca href=\"http://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Nystrom-Elementary\">Black and Latino students\u003c/a> in one of the Bay Area’s \u003ca href=\"https://www.mercurynews.com/2019/12/08/the-bay-areas-10-poorest-neighborhoods/\">lowest-income ZIP codes\u003c/a>. “If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.”\u003c/p>\n\u003cp>The school’s plan this year has a greater emphasis on phonics in lessons and one-on-one intervention, as well as in classroom discussions and culturally relevant texts.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamie Allardice, Nystrom Elementary School principal\"]'When you think about equity, reading and literacy instruction has to be tied to that. If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.'[/pullquote]\u003c/p>\n\u003cp>During the 2018-2019 school year, only 19.34% of Nystrom’s third through sixth grade students tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=07&lstDistrict=61796-000&lstSchool=6004881\">Smarter Balanced\u003c/a> tests. That was up from 13.34% in 2017-2018. But it was still far below the average for California, where 51.1% of students in third through 11th grade tested at or above grade level for English language arts in 2018-2019. West Contra Costa Unified School District, as a whole, only had 35% of students testing at grade level or above in English language arts that year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>California has long been challenged by its low reading scores, as well as with \u003ca href=\"https://edsource.org/2016/higher-test-scores-yes-but-no-narrowing-of-achievement-gaps-in-california/568467\">disparities between students from lower-income families and Black and Latino students and their classmates who are white and from higher-income families\u003c/a>. The latest effort to change this inequality is \u003ca href=\"https://edsource.org/2021/state-superintendent-sets-goal-get-every-california-third-grade-student-reading-by-2026/661411\">an initiative by State Superintendent of Public Instruction Tony Thurmond and lawmakers to get every third grade student reading by 2026\u003c/a>. Research shows that \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">students who aren’t reading at grade level by the third grade will struggle to catch up throughout their educational career\u003c/a>.\u003c/p>\n\u003cp>How Thurmond’s lofty goal will be accomplished is yet to be determined. He’s forming a task force of educators, parents and education experts that will make policy recommendations, which Assemblymember Mia Bonta, D-Alameda, will propose in a bill for the upcoming legislative cycle.\u003c/p>\n\u003cp>Because Nystrom’s reading performance lagged prior to the pandemic, Allardice said he’s shying away from the “learning loss mindset,” or the idea that students’ academic progress slowed or reversed during the pandemic.\u003c/p>\n\u003cp>“I feel like the learning loss terminology puts the onus on the kids,” Allardice said. “They’re saying the kids have lost something, but in many cases, it’s not the kids, it’s we as adults who need to do better for our kids.”\u003c/p>\n\u003cp>Allardice said teachers conducted \u003ca href=\"https://dibels.uoregon.edu/\">DIBELS\u003c/a> assessments to determine students’ literacy skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills and consists of grade-specific assessments, such as naming letters for kindergartners and reading aloud for sixth graders.\u003c/p>\n\u003cp>The results of the assessment, Allardice said, showed a clear need for more “explicit and systematic foundational skills instruction” than the school was previously providing. Foundational reading skills include phonics, the ability to decode words by correlating sounds with letters or groups of letters, as well as to derive meaning from them through language comprehension. Teachers will up their instruction and practice opportunities for foundational skills from 10-12 minutes a day to 30 minutes a day, Allardice said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Jamie Allardice, Nystrom Elementary School principal\"]'I feel like the learning loss terminology puts the onus on the kids. They're saying the kids have lost something, but in many cases, it's not the kids, it's we as adults who need to do better for our kids.'[/pullquote]\u003c/p>\n\u003cp>Teachers will also be doing “targeted work” to help build students’ reading skills, which are often “discreet” and require one-on-one attention.\u003c/p>\n\u003cp>The assessments will continue at the end of each trimester to measure growth and identify whether adjustments need to be made, he said.\u003c/p>\n\u003cp>One of the biggest changes the school has made was switching English language arts curriculums from McGraw Hill’s Treasures — now available as Wonders — to EL Education. A major difference between the two curriculums is that EL Education has students reading high-quality books every day; whereas, the Treasures curriculum had students reading portions of books within an anthology. Each week was a new story, Allardice said, instead of “building knowledge of the world through meaningful texts and discussion.”\u003c/p>\n\u003cp>EL Education is open source, meaning its instruction guides are available for free online — the only cost is for printed reading material. Four other West Contra Costa Unified elementary schools also have switched to EL Education, Allardice said.\u003c/p>\n\u003cp>EL Education takes the “\u003ca href=\"https://www.whatisthescienceofreading.org/science-of-reading-guide\">science of reading\u003c/a>” approach, which refers to a growing body of research on how children learn to read that calls for a phonics-heavy program. Nystrom will focus its literacy program on this approach, as are a growing number of schools seeking to move away from the “whole language” strategy, which focuses on growing a child’s love for literature. The decades-old disagreement between the two camps has been referred to as the “\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-we-have-a-national-reading-crisis/2019/03\">reading wars\u003c/a>.”\u003c/p>\n\u003cp>The “science of reading” approach centers on the idea that learning to read is not a natural process like learning to talk. Instead, it comes from explicitly teaching children how to connect letters and words. The ability to decode words through phonics, as well as to derive meaning from them through language comprehension, is what makes a skilled reader.\u003c/p>\n\u003cp>Another benefit of EL Education, Allardice said, is its “content modules,” which have students reading grade-level texts while also doing activities that help build phonics skills through classroom discussion. He said the discussion aspect is particularly important for English learners, who make up 56% of the school’s students.\u003c/p>\n\u003cp>“Those opportunities to use and apply language are particularly important for English learners,” Allardice said. “We are a school with a lot of English learners, and we know that creating language-rich classrooms will increase their proficiency in English and develop biliteracy.\"\u003c/p>\n\u003cp>In light of calls across the country to focus more on phonics, \u003ca href=\"https://edsource.org/2021/why-phonics-instruction-is-not-enough-for-english-learners/661487\">researchers and advocates for students who are learning English as a second language have recommended\u003c/a> that teachers also give English learners experience reading aloud, vocabulary lessons and lots of practice speaking.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"More Education Posts\"]\u003c/p>\n\u003cp>Allardice said “it’s not an either/or” with phonics or language development; teachers will need to vary the amount of both according to student need.\u003c/p>\n\u003cp>Providing all students with grade-level texts on a daily basis will also be critical to getting students to grade-level standards during the next year, Allardice said. For example, he said, if a fourth grade student is reading at a second grade level, if they are only provided with second grade level texts, “that doesn’t do much to catch them up.”\u003c/p>\n\u003cp>“If we give students access to grade-level content, that will accelerate them more than the idea of remediation,” Allardice said.\u003c/p>\n\u003cp>Allardice said the school plans to feature “\u003ca href=\"https://www.avid.org/cultural-relevance\">culturally relevant and responsive\u003c/a>” reading materials during the year, courtesy of \u003ca href=\"https://achievethecore.org/\">Student Achievement Partners\u003c/a>, a national provider of classroom resources. Gloria Ladson-Billings coined the term \"culturally relevant teaching\" in 1994 as a teaching style that uses “cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning more relevant and effective.”\u003c/p>\n\u003cp>Third graders will start the year with a module that teaches them about what school looks like in different parts of the world. They will read “Waiting for the Biblioburro,” which takes place in Colombia, and “Nasreen’s Secret School,” which is about a girl in Afghanistan, Allardice said.\u003c/p>\n\u003cp>Fifth graders, for example, will read “Esperanza Rising” — an award-winning novel about a Mexican girl who immigrated to California to work in a farm labor camp during the Great Depression — alongside the United Nations’ Universal Declaration of Human Rights.\u003c/p>\n\u003cp>“To see the kids analyze two texts and apply a novel like ‘Esperanza Rising’ to the UDHR is amazing to see, and the type of learning experiences I want for my kid,” Allardice said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://edsource.org/2021/districts-anticipate-major-hits-to-their-2022-23-budgets-as-enrollments-drop/662448\">This story originally appeared in EdSource.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Richmond’s Nystrom Elementary School, students’ longstanding struggle with reading is not only an academic issue but one about civil rights.\u003c/p>\n\u003cp>The Bay Area school began the year with a \u003ca href=\"https://sites.google.com/wccusd.net/nystrom/reading-is-a-civil-right\">proclamation that acknowledges that systemic racism has led to disproportionate outcomes in reading skills for children of color\u003c/a> for generations. It asserts that every student is capable of reading and that it’s the school’s responsibility to ensure every child leaves Nystrom a skilled reader. The school committed to overhauling its literacy program with a new curriculum and research-based classroom practices in an effort to bring every student to grade-level reading.\u003c/p>\n\u003cp>“When you think about equity, reading and literacy instruction has to be tied to that,” said Jamie Allardice, principal of the school, which comprises mostly \u003ca href=\"http://www.ed-data.org/school/Contra-Costa/West-Contra-Costa-Unified/Nystrom-Elementary\">Black and Latino students\u003c/a> in one of the Bay Area’s \u003ca href=\"https://www.mercurynews.com/2019/12/08/the-bay-areas-10-poorest-neighborhoods/\">lowest-income ZIP codes\u003c/a>. “If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.”\u003c/p>\n\u003cp>The school’s plan this year has a greater emphasis on phonics in lessons and one-on-one intervention, as well as in classroom discussions and culturally relevant texts.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'When you think about equity, reading and literacy instruction has to be tied to that. If we are having kids leave Nystrom unable to read or read at grade level, we need to do our job better.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the 2018-2019 school year, only 19.34% of Nystrom’s third through sixth grade students tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstGrade=13&lstSchoolType=A&lstCounty=07&lstDistrict=61796-000&lstSchool=6004881\">Smarter Balanced\u003c/a> tests. That was up from 13.34% in 2017-2018. But it was still far below the average for California, where 51.1% of students in third through 11th grade tested at or above grade level for English language arts in 2018-2019. West Contra Costa Unified School District, as a whole, only had 35% of students testing at grade level or above in English language arts that year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California has long been challenged by its low reading scores, as well as with \u003ca href=\"https://edsource.org/2016/higher-test-scores-yes-but-no-narrowing-of-achievement-gaps-in-california/568467\">disparities between students from lower-income families and Black and Latino students and their classmates who are white and from higher-income families\u003c/a>. The latest effort to change this inequality is \u003ca href=\"https://edsource.org/2021/state-superintendent-sets-goal-get-every-california-third-grade-student-reading-by-2026/661411\">an initiative by State Superintendent of Public Instruction Tony Thurmond and lawmakers to get every third grade student reading by 2026\u003c/a>. Research shows that \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">students who aren’t reading at grade level by the third grade will struggle to catch up throughout their educational career\u003c/a>.\u003c/p>\n\u003cp>How Thurmond’s lofty goal will be accomplished is yet to be determined. He’s forming a task force of educators, parents and education experts that will make policy recommendations, which Assemblymember Mia Bonta, D-Alameda, will propose in a bill for the upcoming legislative cycle.\u003c/p>\n\u003cp>Because Nystrom’s reading performance lagged prior to the pandemic, Allardice said he’s shying away from the “learning loss mindset,” or the idea that students’ academic progress slowed or reversed during the pandemic.\u003c/p>\n\u003cp>“I feel like the learning loss terminology puts the onus on the kids,” Allardice said. “They’re saying the kids have lost something, but in many cases, it’s not the kids, it’s we as adults who need to do better for our kids.”\u003c/p>\n\u003cp>Allardice said teachers conducted \u003ca href=\"https://dibels.uoregon.edu/\">DIBELS\u003c/a> assessments to determine students’ literacy skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills and consists of grade-specific assessments, such as naming letters for kindergartners and reading aloud for sixth graders.\u003c/p>\n\u003cp>The results of the assessment, Allardice said, showed a clear need for more “explicit and systematic foundational skills instruction” than the school was previously providing. Foundational reading skills include phonics, the ability to decode words by correlating sounds with letters or groups of letters, as well as to derive meaning from them through language comprehension. Teachers will up their instruction and practice opportunities for foundational skills from 10-12 minutes a day to 30 minutes a day, Allardice said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'I feel like the learning loss terminology puts the onus on the kids. They're saying the kids have lost something, but in many cases, it's not the kids, it's we as adults who need to do better for our kids.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers will also be doing “targeted work” to help build students’ reading skills, which are often “discreet” and require one-on-one attention.\u003c/p>\n\u003cp>The assessments will continue at the end of each trimester to measure growth and identify whether adjustments need to be made, he said.\u003c/p>\n\u003cp>One of the biggest changes the school has made was switching English language arts curriculums from McGraw Hill’s Treasures — now available as Wonders — to EL Education. A major difference between the two curriculums is that EL Education has students reading high-quality books every day; whereas, the Treasures curriculum had students reading portions of books within an anthology. Each week was a new story, Allardice said, instead of “building knowledge of the world through meaningful texts and discussion.”\u003c/p>\n\u003cp>EL Education is open source, meaning its instruction guides are available for free online — the only cost is for printed reading material. Four other West Contra Costa Unified elementary schools also have switched to EL Education, Allardice said.\u003c/p>\n\u003cp>EL Education takes the “\u003ca href=\"https://www.whatisthescienceofreading.org/science-of-reading-guide\">science of reading\u003c/a>” approach, which refers to a growing body of research on how children learn to read that calls for a phonics-heavy program. Nystrom will focus its literacy program on this approach, as are a growing number of schools seeking to move away from the “whole language” strategy, which focuses on growing a child’s love for literature. The decades-old disagreement between the two camps has been referred to as the “\u003ca href=\"https://www.edweek.org/teaching-learning/opinion-we-have-a-national-reading-crisis/2019/03\">reading wars\u003c/a>.”\u003c/p>\n\u003cp>The “science of reading” approach centers on the idea that learning to read is not a natural process like learning to talk. Instead, it comes from explicitly teaching children how to connect letters and words. The ability to decode words through phonics, as well as to derive meaning from them through language comprehension, is what makes a skilled reader.\u003c/p>\n\u003cp>Another benefit of EL Education, Allardice said, is its “content modules,” which have students reading grade-level texts while also doing activities that help build phonics skills through classroom discussion. He said the discussion aspect is particularly important for English learners, who make up 56% of the school’s students.\u003c/p>\n\u003cp>“Those opportunities to use and apply language are particularly important for English learners,” Allardice said. “We are a school with a lot of English learners, and we know that creating language-rich classrooms will increase their proficiency in English and develop biliteracy.\"\u003c/p>\n\u003cp>In light of calls across the country to focus more on phonics, \u003ca href=\"https://edsource.org/2021/why-phonics-instruction-is-not-enough-for-english-learners/661487\">researchers and advocates for students who are learning English as a second language have recommended\u003c/a> that teachers also give English learners experience reading aloud, vocabulary lessons and lots of practice speaking.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Allardice said “it’s not an either/or” with phonics or language development; teachers will need to vary the amount of both according to student need.\u003c/p>\n\u003cp>Providing all students with grade-level texts on a daily basis will also be critical to getting students to grade-level standards during the next year, Allardice said. For example, he said, if a fourth grade student is reading at a second grade level, if they are only provided with second grade level texts, “that doesn’t do much to catch them up.”\u003c/p>\n\u003cp>“If we give students access to grade-level content, that will accelerate them more than the idea of remediation,” Allardice said.\u003c/p>\n\u003cp>Allardice said the school plans to feature “\u003ca href=\"https://www.avid.org/cultural-relevance\">culturally relevant and responsive\u003c/a>” reading materials during the year, courtesy of \u003ca href=\"https://achievethecore.org/\">Student Achievement Partners\u003c/a>, a national provider of classroom resources. Gloria Ladson-Billings coined the term \"culturally relevant teaching\" in 1994 as a teaching style that uses “cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning more relevant and effective.”\u003c/p>\n\u003cp>Third graders will start the year with a module that teaches them about what school looks like in different parts of the world. They will read “Waiting for the Biblioburro,” which takes place in Colombia, and “Nasreen’s Secret School,” which is about a girl in Afghanistan, Allardice said.\u003c/p>\n\u003cp>Fifth graders, for example, will read “Esperanza Rising” — an award-winning novel about a Mexican girl who immigrated to California to work in a farm labor camp during the Great Depression — alongside the United Nations’ Universal Declaration of Human Rights.\u003c/p>\n\u003cp>“To see the kids analyze two texts and apply a novel like ‘Esperanza Rising’ to the UDHR is amazing to see, and the type of learning experiences I want for my kid,” Allardice said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "As In-Person Classes Resume, School Districts See a Surge in Absenteeism",
"title": "As In-Person Classes Resume, School Districts See a Surge in Absenteeism",
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"content": "\u003cp>A month into in-person learning for most California schools, some districts are reporting soaring rates of absenteeism due to stay-at-home quarantines, fear of COVID and general disengagement from school.\u003c/p>\n\u003cp>Even districts like Elk Grove and Long Beach that had relatively high attendance before COVID have seen big increases in chronic absenteeism — students who have missed more than 10% of school days.\u003c/p>\n\u003cp>“It’s very concerning. We need to pay close attention to these students,” said Hedy Chang, executive director of Attendance Works, a nonprofit aimed at boosting school attendance. “Not only are they missing out on opportunities to connect with their peers, but they’re missing valuable classroom time to help them recover from learning loss from the previous year.”\u003c/p>\n\u003cp>The California Department of Education has not yet released statewide attendance data for the 2021-22 school year, but some school districts reported their attendance rates to EdSource. \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?:embed=y&:display_count=no&:render=false#40\">Oakland Unified posts its attendance publicly.\u003c/a>\u003c/p>\n\u003cp>Stockton Unified said that so far, 39% of its students have been chronically absent, more than double the rate two years ago. The district’s truancy outreach workers are visiting up to 60 homes a day, offering incentives like prizes and backpacks, to encourage students to come to school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/news/2021/09/25/sf-human-rights-group-pushes-liberia-to-prosecute-former-military-commander-found-liable-for-1990-massacre/\">Oakland Unified reported that almost 33% of students were chronically absent as of mid-September.\u003c/a> Among transitional kindergartners to fifth graders, the rate was higher than 37%. Two years ago, only 14% in that age group were chronically absent.\u003c/p>\n\u003cp>Elk Grove Unified, outside Sacramento, reported that more than 26% of its students have been chronically absent since school started, nearly three times the rate two years ago.\u003c/p>\n\u003cp>Long Beach Unified hasn’t compiled its chronic absenteeism data yet, but administrators expect it to be high. The attendance rate — the percentage of enrolled students who show up for school every day — has fallen to 91%, down from almost 96% two years ago. That translates to about 4,000 fewer students showing up for school every day.\u003c/p>\n\u003cp>[aside label=\"More Education Stories\" tag=\"education\"]\u003c/p>\n\u003cp>Schools receive funding based on their average daily attendance, so they have a financial incentive to keep students in class. Drops in attendance this year would affect districts’ funding in the 2022-23 school year.\u003c/p>\n\u003cp>In the spring, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billHistoryClient.xhtml?bill_id=202120220AB86\">Assembly Bill 86\u003c/a>, urging all schools to reopen for in-person learning for the 2021-22 school year, with an option for independent study in some cases. Independent study has been one reason for high levels of absenteeism. Students who are enrolled in long-term independent study still must log on every day and complete their work or the district may mark them absent. Likewise, students who are home for a few days while they’re sick or in quarantine must also complete their schoolwork, or they’ll be marked absent.\u003c/p>\n\u003cp>Students in quarantine make up the bulk of absences, Chang said, but not all. Some students are skipping school because of lingering mental health or behavior challenges, while others are afraid of contracting COVID. Some have gotten out of the habit of daily school attendance or simply don’t want to be there, she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2019/lost-days-poverty-isolation-drive-students-away-from-school-in-californias-rural-districts/613048\">In many rural districts, chronic absenteeism was a problem\u003c/a> long before the pandemic. Poverty and geographic isolation make it difficult for some children to get to school regularly, and districts are constantly trying to address the underlying causes.\u003c/p>\n\u003cp>Thermalito Union Elementary, a 1,500-student mostly lower-income rural district in Butte County in Northern California, reported 46% of its students have been chronically absent this year, up from 8.8% two years ago.\u003c/p>\n\u003cp>“My heart goes out to these kids. They’ve lost a year of instruction, and now this,” said Lisa Cruikshank, the district’s director of special projects. “What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks. We’ve been working so hard to keep kids engaged, but it’s tough.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Director of Special Projects Lisa Cruikshank, Thermalito Union Elementary School District\"]'What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks.'[/pullquote]\u003c/p>\n\u003cp>Three years ago, Thermalito won a grant to boost student attendance. The district hired extra staff at each school to work with families who struggled to get their children to school. School staff visited families at home, called them personally when their students were absent and made a point to greet students individually when they arrived at school.\u003c/p>\n\u003cp>At one campus, the principal led a “walking school bus” every morning, escorting children from an apartment complex near the school to class. At another school, staff helped a student’s mother find a job, bringing financial stability to the family and making it easier for the student to get to school.\u003c/p>\n\u003cp>All those efforts paid off: In just two years, chronic absenteeism dropped by half. But this year has seen that progress erased, Cruikshank said.\u003c/p>\n\u003cp>Due to a high infection rate in the community, students are frequently exposed to someone who’s tested positive for the virus and are required to stay home for up to 10 days. Once at home, many students aren’t finishing their homework packets, so they’re counted as “absent” during that time, Cruikshank said.\u003c/p>\n\u003cp>“We have so many families who are struggling, just trying to survive, it’s hard for them to keep their kids engaged in school,” Cruikshank said. “But if we hadn’t made connections before the pandemic, I’m sure we’d see even more families checked out.”\u003c/p>\n\u003cp>In Long Beach Unified, in Los Angeles County, the spike in absenteeism has been due to students in quarantine who don’t complete their schoolwork, as well as students experiencing behavior issues that make them not want to attend school or who are otherwise disengaged from school, said Erin Simon, assistant superintendent.\u003c/p>\n\u003cp>Prior to the pandemic, the district had worked for years to improve its attendance figures, offering free bus passes, prizes, school supplies, mentoring and other services to encourage students to attend school. Staff sent personal emails, made calls and visited families, trying to address whatever barriers kept students from getting to class. By 2018-19, the chronic absenteeism rate was down to 15%.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Assistant Superintendent Erin Simon, Long Beach Unified School District \"]'We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed.'[/pullquote]\u003c/p>\n\u003cp>Anticipating problems with student engagement due to the pandemic, the district expanded its social-emotional offerings before campuses reopened in August. High schools opened wellness centers, the district hired more social workers and teachers honed their skills in recognizing and addressing trauma.\u003c/p>\n\u003cp>It wasn’t enough, Simon said. After more than a year of remote learning, some students continue to suffer mental health challenges, she said. Suicide threats and misbehavior have soared, as has absenteeism.\u003c/p>\n\u003cp>“We thought we were prepared, but we were caught by surprise. … It’s just mind-blowing, and it’s scary,” Simon said, noting that the same phenomenon is happening at schools throughout the country. “We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed. … Our main concern right now is for the wellness of our students and staff.”\u003c/p>\n\u003cp>Chang, at Attendance Works, said that keeping students in school is more important now than ever, especially after they’ve been out for so long. Attendance is linked to academic performance, discipline and other measures of student success, she said, and a student’s attendance during the beginning of the school year is often a harbinger of their attendance throughout the year.\u003c/p>\n\u003cp>Students are already facing a host of challenges — learning loss, anxiety and depression due to social isolation, general upheaval due to the pandemic, and, in some cases, grief — and missing school may only exacerbate their hardships, she said.\u003c/p>\n\u003cp>“We need to do everything we can to support these kids,” Chang said. “There’s so much at stake.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Oakland Unified reported that almost a third of students were chronically absent as of mid-September. The rate was even higher among elementary school students — and more than double among those who were chronically absent before the pandemic.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A month into in-person learning for most California schools, some districts are reporting soaring rates of absenteeism due to stay-at-home quarantines, fear of COVID and general disengagement from school.\u003c/p>\n\u003cp>Even districts like Elk Grove and Long Beach that had relatively high attendance before COVID have seen big increases in chronic absenteeism — students who have missed more than 10% of school days.\u003c/p>\n\u003cp>“It’s very concerning. We need to pay close attention to these students,” said Hedy Chang, executive director of Attendance Works, a nonprofit aimed at boosting school attendance. “Not only are they missing out on opportunities to connect with their peers, but they’re missing valuable classroom time to help them recover from learning loss from the previous year.”\u003c/p>\n\u003cp>The California Department of Education has not yet released statewide attendance data for the 2021-22 school year, but some school districts reported their attendance rates to EdSource. \u003ca href=\"https://dashboards.ousd.org/views/ChronicAbsence_0/Comparison?:embed=y&:display_count=no&:render=false#40\">Oakland Unified posts its attendance publicly.\u003c/a>\u003c/p>\n\u003cp>Stockton Unified said that so far, 39% of its students have been chronically absent, more than double the rate two years ago. The district’s truancy outreach workers are visiting up to 60 homes a day, offering incentives like prizes and backpacks, to encourage students to come to school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Schools receive funding based on their average daily attendance, so they have a financial incentive to keep students in class. Drops in attendance this year would affect districts’ funding in the 2022-23 school year.\u003c/p>\n\u003cp>In the spring, Gov. Gavin Newsom signed \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billHistoryClient.xhtml?bill_id=202120220AB86\">Assembly Bill 86\u003c/a>, urging all schools to reopen for in-person learning for the 2021-22 school year, with an option for independent study in some cases. Independent study has been one reason for high levels of absenteeism. Students who are enrolled in long-term independent study still must log on every day and complete their work or the district may mark them absent. Likewise, students who are home for a few days while they’re sick or in quarantine must also complete their schoolwork, or they’ll be marked absent.\u003c/p>\n\u003cp>Students in quarantine make up the bulk of absences, Chang said, but not all. Some students are skipping school because of lingering mental health or behavior challenges, while others are afraid of contracting COVID. Some have gotten out of the habit of daily school attendance or simply don’t want to be there, she said.\u003c/p>\n\u003cp>\u003ca href=\"https://edsource.org/2019/lost-days-poverty-isolation-drive-students-away-from-school-in-californias-rural-districts/613048\">In many rural districts, chronic absenteeism was a problem\u003c/a> long before the pandemic. Poverty and geographic isolation make it difficult for some children to get to school regularly, and districts are constantly trying to address the underlying causes.\u003c/p>\n\u003cp>Thermalito Union Elementary, a 1,500-student mostly lower-income rural district in Butte County in Northern California, reported 46% of its students have been chronically absent this year, up from 8.8% two years ago.\u003c/p>\n\u003cp>“My heart goes out to these kids. They’ve lost a year of instruction, and now this,” said Lisa Cruikshank, the district’s director of special projects. “What keeps me up at night is all these kids losing out on high-quality instruction, falling behind, falling through the cracks. We’ve been working so hard to keep kids engaged, but it’s tough.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Three years ago, Thermalito won a grant to boost student attendance. The district hired extra staff at each school to work with families who struggled to get their children to school. School staff visited families at home, called them personally when their students were absent and made a point to greet students individually when they arrived at school.\u003c/p>\n\u003cp>At one campus, the principal led a “walking school bus” every morning, escorting children from an apartment complex near the school to class. At another school, staff helped a student’s mother find a job, bringing financial stability to the family and making it easier for the student to get to school.\u003c/p>\n\u003cp>All those efforts paid off: In just two years, chronic absenteeism dropped by half. But this year has seen that progress erased, Cruikshank said.\u003c/p>\n\u003cp>Due to a high infection rate in the community, students are frequently exposed to someone who’s tested positive for the virus and are required to stay home for up to 10 days. Once at home, many students aren’t finishing their homework packets, so they’re counted as “absent” during that time, Cruikshank said.\u003c/p>\n\u003cp>“We have so many families who are struggling, just trying to survive, it’s hard for them to keep their kids engaged in school,” Cruikshank said. “But if we hadn’t made connections before the pandemic, I’m sure we’d see even more families checked out.”\u003c/p>\n\u003cp>In Long Beach Unified, in Los Angeles County, the spike in absenteeism has been due to students in quarantine who don’t complete their schoolwork, as well as students experiencing behavior issues that make them not want to attend school or who are otherwise disengaged from school, said Erin Simon, assistant superintendent.\u003c/p>\n\u003cp>Prior to the pandemic, the district had worked for years to improve its attendance figures, offering free bus passes, prizes, school supplies, mentoring and other services to encourage students to attend school. Staff sent personal emails, made calls and visited families, trying to address whatever barriers kept students from getting to class. By 2018-19, the chronic absenteeism rate was down to 15%.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Anticipating problems with student engagement due to the pandemic, the district expanded its social-emotional offerings before campuses reopened in August. High schools opened wellness centers, the district hired more social workers and teachers honed their skills in recognizing and addressing trauma.\u003c/p>\n\u003cp>It wasn’t enough, Simon said. After more than a year of remote learning, some students continue to suffer mental health challenges, she said. Suicide threats and misbehavior have soared, as has absenteeism.\u003c/p>\n\u003cp>“We thought we were prepared, but we were caught by surprise. … It’s just mind-blowing, and it’s scary,” Simon said, noting that the same phenomenon is happening at schools throughout the country. “We’re doing our best to mitigate it, but it’s not easy because our staff is already overwhelmed. … Our main concern right now is for the wellness of our students and staff.”\u003c/p>\n\u003cp>Chang, at Attendance Works, said that keeping students in school is more important now than ever, especially after they’ve been out for so long. Attendance is linked to academic performance, discipline and other measures of student success, she said, and a student’s attendance during the beginning of the school year is often a harbinger of their attendance throughout the year.\u003c/p>\n\u003cp>Students are already facing a host of challenges — learning loss, anxiety and depression due to social isolation, general upheaval due to the pandemic, and, in some cases, grief — and missing school may only exacerbate their hardships, she said.\u003c/p>\n\u003cp>“We need to do everything we can to support these kids,” Chang said. “There’s so much at stake.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889790\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\" alt='Cartoon: a retro-looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school, since 1962.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Oakland Unified on Wednesday became \u003ca href=\"https://bit.ly/fioreousdvaccines\">the first school district in Northern California to require a COVID-19 vaccine for students\u003c/a> 12 and up.\u003c/p>\n\u003cp>California Health and Human Services Secretary Dr. Mark Ghaly left open the possibility that a statewide mandate may be on the way.\u003c/p>\n\u003cp>In the early 1960s, \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Polio.pdf\">legislators enacted a law that required a polio vaccine to attend school\u003c/a> in the state. They did so only after a campaign to incentivize students to voluntarily get the shot fell short.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\" alt='Cartoon: an old-timey looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school since 1889.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Upon further research, I found that \u003ca href=\"https://pediatrics.aappublications.org/content/145/4/e20192551\">the very first California law that required a vaccine to attend school was way back in 1889\u003c/a>!\u003c/p>\n\u003cp>People battled over these early vaccine mandates in the courts for years, it wasn’t until the 1960s and the polio vaccine that the state mandates really took hold.\u003c/p>\n\u003cp>I guess that goes to show you just how effective vaccine mandates are that I forgot about a once prevalent horrible disease called smallpox.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889790\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_092321_final.png\" alt='Cartoon: a retro-looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school, since 1962.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_092321_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Oakland Unified on Wednesday became \u003ca href=\"https://bit.ly/fioreousdvaccines\">the first school district in Northern California to require a COVID-19 vaccine for students\u003c/a> 12 and up.\u003c/p>\n\u003cp>California Health and Human Services Secretary Dr. Mark Ghaly left open the possibility that a statewide mandate may be on the way.\u003c/p>\n\u003cp>In the early 1960s, \u003ca href=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/Polio.pdf\">legislators enacted a law that required a polio vaccine to attend school\u003c/a> in the state. They did so only after a campaign to incentivize students to voluntarily get the shot fell short.\u003c/p>\n\u003cp>Sound familiar?\u003c/p>\n\u003cp>\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-11889846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/requiring_1889_092421_final.png\" alt='Cartoon: an old-timey looking poster with smiling school kids that reads, \"California, requiring vaccines to attend school since 1889.\"' width=\"1920\" height=\"1431\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final.png 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-800x596.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1020x760.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-160x119.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/09/requiring_1889_092421_final-1536x1145.png 1536w\" sizes=\"auto, (max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003c/p>\n\u003cp>Upon further research, I found that \u003ca href=\"https://pediatrics.aappublications.org/content/145/4/e20192551\">the very first California law that required a vaccine to attend school was way back in 1889\u003c/a>!\u003c/p>\n\u003cp>People battled over these early vaccine mandates in the courts for years, it wasn’t until the 1960s and the polio vaccine that the state mandates really took hold.\u003c/p>\n\u003cp>I guess that goes to show you just how effective vaccine mandates are that I forgot about a once prevalent horrible disease called smallpox.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>After years in which reading scores throughout the state fell short, State Superintendent of Public Instruction Tony Thurmond announced a new initiative Tuesday that would get all California third grade students reading by 2026.\u003c/p>\n\u003cp>Though the specifics of the initiative have not been worked out, Thurmond said he plans to put together a task force of educators, parents and education experts within the next few weeks that will eventually make policy recommendations. Assemblymember Mia Bonta, D-Oakland, will author a bill for the upcoming legislative cycle that will address and fund those recommendations.\u003c/p>\n\u003cp>Research shows that students who aren’t reading at grade level by the third grade \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">will struggle to catch up throughout their education career\u003c/a>. During the 2018-19 school year, only 51% of California students in grades three through 11 tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">Smarter Balanced tests\u003c/a>; only 48.5% of third graders tested at grade level or above in English language arts.\u003cbr>\n[ad fullwidth]\u003cbr>\nResearch also shows that students who struggle with reading in the third grade \u003ca href=\"https://assets.aecf.org/m/resourcedoc/AECF-Early_Warning_Full_Report-2010.pdf\">can also be at greater risk of dropping out of school and end up in the criminal justice system\u003c/a>, Thurmond said.\u003c/p>\n\u003cp>“This is a strategy about helping children learn to read, but also about putting them on a path that can create success,” said Thurmond, speaking at West Contra Costa Unified School District’s West County Mandarin School.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Christopher Nellum, The Education Trust-West executive director\"]‘This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis.’[/pullquote]Accountability measurements for the initiative will be determined by the task force, Thurmond said. It will also focus on school readiness, professional learning, reducing chronic absenteeism, bilingual education and support that will offset some social and economic impacts that can become a barrier to students, he said.\u003c/p>\n\u003cp>The task force will decide if the goal is to have all third graders able to read or to have them reading at grade level.\u003c/p>\n\u003cp>Early literacy has been a focus for policymakers for years. Thurmond said it’s been a priority of his since he was elected in 2018; however, he said, the pandemic has “upended” some of his team’s efforts to address the issue.\u003c/p>\n\u003cp>In 2020, the state \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">settled a lawsuit filed on behalf of students\u003c/a> who struggled with reading at three elementary schools by rewarding 75 elementary schools across the state a total of $50 million in state block grants. The money pays for literacy coaches, teachers aides, training for teachers and reading material that reflects the cultural makeup of the student population.\u003c/p>\n\u003cp>What makes this new initiative different from the others, Thurmond said, is that it will set a concrete goal of getting students reading by the third grade. This will help “stitch together” other available resources and work that’s already been done, he said.\u003c/p>\n\u003cp>[aside label ='More on Education' tag='education']One of the challenges to the 2026 goal is research suggesting that many children \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">have lost momentum on fundamental literacy skills\u003c/a> during the coronavirus pandemic. The university-based research organization \u003ca href=\"https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis\">PACE\u003c/a> found that reading fluency in second and third graders fell about 30% behind the usual benchmark in a study comparing data from fall 2020 with fall 2019.\u003c/p>\n\u003cp>“This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis,” said Christopher Nellum, executive director of The Education Trust-West. “We’ve seen it all across the state in the last 18-20 months, and in our opinion now is the time to act with the same sense of urgency with regard to our literacy crisis in California.”\u003c/p>\n\u003cp>Another challenge is a \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\">statewide shortage of teachers and paraprofessionals\u003c/a>. Though the task force may end up calling for more reading coaches and other specialists, districts may struggle to find them.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>After years in which reading scores throughout the state fell short, State Superintendent of Public Instruction Tony Thurmond announced a new initiative Tuesday that would get all California third grade students reading by 2026.\u003c/p>\n\u003cp>Though the specifics of the initiative have not been worked out, Thurmond said he plans to put together a task force of educators, parents and education experts within the next few weeks that will eventually make policy recommendations. Assemblymember Mia Bonta, D-Oakland, will author a bill for the upcoming legislative cycle that will address and fund those recommendations.\u003c/p>\n\u003cp>Research shows that students who aren’t reading at grade level by the third grade \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">will struggle to catch up throughout their education career\u003c/a>. During the 2018-19 school year, only 51% of California students in grades three through 11 tested at grade level or above in English language arts on the state’s \u003ca href=\"https://caaspp-elpac.cde.ca.gov/caaspp/DashViewReport?ps=true&lstTestYear=2019&lstTestType=B&lstGroup=1&lstSubGroup=1&lstSchoolType=A&lstGrade=13&lstCounty=00&lstDistrict=00000&lstSchool=0000000\">Smarter Balanced tests\u003c/a>; only 48.5% of third graders tested at grade level or above in English language arts.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Accountability measurements for the initiative will be determined by the task force, Thurmond said. It will also focus on school readiness, professional learning, reducing chronic absenteeism, bilingual education and support that will offset some social and economic impacts that can become a barrier to students, he said.\u003c/p>\n\u003cp>The task force will decide if the goal is to have all third graders able to read or to have them reading at grade level.\u003c/p>\n\u003cp>Early literacy has been a focus for policymakers for years. Thurmond said it’s been a priority of his since he was elected in 2018; however, he said, the pandemic has “upended” some of his team’s efforts to address the issue.\u003c/p>\n\u003cp>In 2020, the state \u003ca href=\"https://edsource.org/2020/lawsuit-settlement-results-in-50-million-for-reading-programs-in-california-schools/624049\">settled a lawsuit filed on behalf of students\u003c/a> who struggled with reading at three elementary schools by rewarding 75 elementary schools across the state a total of $50 million in state block grants. The money pays for literacy coaches, teachers aides, training for teachers and reading material that reflects the cultural makeup of the student population.\u003c/p>\n\u003cp>What makes this new initiative different from the others, Thurmond said, is that it will set a concrete goal of getting students reading by the third grade. This will help “stitch together” other available resources and work that’s already been done, he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One of the challenges to the 2026 goal is research suggesting that many children \u003ca href=\"https://edsource.org/2021/what-impact-will-the-pandemic-have-on-early-literacy/659758\">have lost momentum on fundamental literacy skills\u003c/a> during the coronavirus pandemic. The university-based research organization \u003ca href=\"https://edpolicyinca.org/newsroom/covid-19-and-educational-equity-crisis\">PACE\u003c/a> found that reading fluency in second and third graders fell about 30% behind the usual benchmark in a study comparing data from fall 2020 with fall 2019.\u003c/p>\n\u003cp>“This campaign launches at a time when we have all seen how drastically our education systems can change in a crisis,” said Christopher Nellum, executive director of The Education Trust-West. “We’ve seen it all across the state in the last 18-20 months, and in our opinion now is the time to act with the same sense of urgency with regard to our literacy crisis in California.”\u003c/p>\n\u003cp>Another challenge is a \u003ca href=\"https://edsource.org/2021/california-school-districts-receive-unprecedented-windfall-but-lack-teachers-to-help-students-catch-up/656711\">statewide shortage of teachers and paraprofessionals\u003c/a>. Though the task force may end up calling for more reading coaches and other specialists, districts may struggle to find them.\u003c/p>\n\u003cp>\u003cem>This article was originally published by \u003ca href=\"https://edsource.org/\">EdSource\u003c/a>.\u003c/em>\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cp>Oakland Unified’s Board of Education is considering a proposal that would require all students 12 and older to get vaccinated against COVID-19. Some say it’s a necessary step to make schools safer, while others worry that it will create another barrier to in-person learning.\u003c/p>\n\u003cp>The resolution could be voted on as early as tonight, and if passed, OUSD would become the first district in Northern California to mandate vaccines for students.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/Page/15597\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD’s Board of Education meeting today starts at 4 p.m.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://twitter.com/vanessarancano\" target=\"_blank\" rel=\"noopener noreferrer\">Vanessa Rancaño\u003c/a>, KQED education reporter\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3CBwLKx\">Episode transcript\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\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=KQINC3449707158&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ci>Follow \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland Unified’s Board of Education is considering a proposal that would require all students 12 and older to get vaccinated against COVID-19. Some say it’s a necessary step to make schools safer, while others worry that it will create another barrier to in-person learning.\u003c/p>\n\u003cp>The resolution could be voted on as early as tonight, and if passed, OUSD would become the first district in Northern California to mandate vaccines for students.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ousd.org/Page/15597\" target=\"_blank\" rel=\"noopener noreferrer\">OUSD’s Board of Education meeting today starts at 4 p.m.\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Guest\u003c/strong>: \u003ca href=\"http://twitter.com/vanessarancano\" target=\"_blank\" rel=\"noopener noreferrer\">Vanessa Rancaño\u003c/a>, KQED education reporter\u003c/p>\n\u003cp>\u003ca href=\"https://bit.ly/3CBwLKx\">Episode transcript\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp id=\"embed-code\" class=\"inconsolata\">\n\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=KQINC3449707158&light=true\" width=\"100%\" class=\"iframe-class\">\u003c/iframe>\n\u003c/p>\n\u003cp>\u003ci>Follow \u003c/i>\u003ca href=\"https://www.kqed.org/news/tag/the-bay\">\u003ci>The Bay\u003c/i>\u003c/a>\u003ci> to hear more local Bay Area stories like this one. New episodes are released Monday, Wednesday and Friday at 3 a.m. Find The Bay on \u003c/i>\u003ca href=\"https://podcasts.apple.com/us/podcast/the-bay/id1350043452?mt=2\">\u003ci>Apple Podcasts\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://open.spotify.com/show/4BIKBKIujizLHlIlBNaAqQ\">\u003ci>Spotify\u003c/i>\u003c/a>\u003ci>, \u003c/i>\u003ca href=\"https://www.stitcher.com/podcast/kqed/the-bay\">\u003ci>Stitcher\u003c/i>\u003c/a>\u003ci>, NPR One or via \u003c/i>\u003ca href=\"https://www.amazon.com/KQED-The-Bay-Flash-Briefing/dp/B07H6YYV23\">\u003ci>Alexa\u003c/i>\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The school year at Duarte Unified School District, 20 miles east of Los Angeles, started a month ago, but Brady, Ellie and Jack Fitzgibbons have yet to receive any instruction from their teachers.\u003c/p>\n\u003cp>The 13-year-old triplets are on the autism spectrum, and their mother, Julie Fitzgibbons, didn’t feel safe sending them to school because she doubted her kids would keep their masks on all day.\u003c/p>\n\u003cp>“They struggle with masks. They won’t be able to be in a class with 36 kids wearing masks,” Fitzgibbons said. “Communication is important for autistic kids. They can’t talk with masks.”\u003c/p>\n\u003cp>But the district has delayed making accommodations for their disabilities through independent study, the only option for remote learning this year. So far, the triplets have lost four weeks of instruction.\u003c/p>\n\u003cp>Across the state, other parents are being placed in a similar position after more than a year of distance learning during which \u003ca href=\"https://www.washingtonpost.com/education/2021/05/20/students-disabilities-virtual-learning-failure/\">students with disabilities fell behind disproportionately\u003c/a>. Meanwhile, the legislators who designed the recently passed \u003ca href=\"https://calmatters.org/education/2021/08/california-school-reopenings-quarantine-independent-study/\">independent study laws\u003c/a> say this form of remote learning might not be able to accommodate all students’ needs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Last year, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB10\">California’s public schools offered remote instruction through distance learning in response to the coronavirus pandemic\u003c/a>. Teachers were required to provide “daily live interaction.”\u003c/p>\n\u003cp>This school year, with vaccines available to adults and children age 12 and older, live, in-person instruction is the expectation. Parents who want to keep their children learning virtually need to apply to their district for independent study, an option predating the pandemic primarily intended for special situations like traveling athletes or child actors.\u003c/p>\n\u003cp>The situation is even more complicated for parents of students with disabilities. Those parents work with districts to create what’s called an individualized education program, or IEP, for their children. These programs aren’t set up for distance learning.\u003c/p>\n\u003cp>Hence Julie Fitzgibbons’s dilemma.\u003c/p>\n\u003cp>At the beginning of the school year, Fitzgibbons asked the district to place her triplets in independent study. The district, however, said virtual instruction was incompatible with the needs of the triplets and the services they require.\u003c/p>\n\u003cp>Some educators across the state say even if they can provide special education services through independent study, they’re wholly inadequate.\u003c/p>\n\u003cfigure id=\"attachment_11889124\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11889124\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/091521_brady_students_with_disabilities_calmatters-e1632162645560.jpeg\" alt=\"A student, Brady, takes a break from his schoolwork by watching educational videos on a tablet on top of a bed.\" width=\"1024\" height=\"682\">\u003cfigcaption class=\"wp-caption-text\">Brady takes a break from doing his schoolwork and watches educational videos on a tablet in Monrovia, on Sept. 15, 2021. “There is no way with three kids at home I could have been in all the rooms,” said Julie Fitzgibbons, who expressed relief with having behavioral therapists at home. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Fitzgibbons said she was forced to decide between her kids’ safety and academic progress. If she kept her kids at home, she would have to forfeit their special education services like speech therapy, occupational therapy and extra help in the classroom. If she sent them back to campus for in-person instruction, they would be at greater risk of contracting the coronavirus.\u003c/p>\n\u003cp>The district and Fitzgibbons eventually reached a compromise that would allow her kids to get at least some of the services they received last year, which included six hours a day of one-on-one help and an hour a week of speech and occupational therapy. Fitzgibbons declined to provide details about the new agreement because it still needs to be approved by the Duarte Unified school board.\u003c/p>\n\u003cp>“Special education is so individualized. There are cases where it is an easy fit with independent study,” said District Superintendent Gordon Amerson. “There will be other cases where other options need to be discussed.”\u003c/p>\n\u003cfigure id=\"attachment_11889123\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11889123\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/091521_fitzgibbons_students_with_disabilities_calmatters-e1632162661334.jpeg\" alt=\"A mother of triplets all on the autism spectrum is talking with her son, Brady, to try and get him to go back to his desk in their home in Monrovia, California\" width=\"1024\" height=\"682\">\u003cfigcaption class=\"wp-caption-text\">Julie Fitzgibbons, the mother of triplets all on the autism spectrum, tries to get her son, Brady, 13, to come back to his desk in Monrovia, on Sept. 15, 2021. “This has been hard on parents,” said Fitzgibbons, who had to enroll her kids’ in independent study. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Uneasy return to campus\u003c/h3>\n\u003cp>In Northern California, Connie Nakano has three children who attend school in the Elk Grove Unified School District, about 15 miles southeast of Sacramento. Her youngest and oldest children, age 7 and 10, both are on the autism spectrum.\u003c/p>\n\u003cp>Nakano opted for all of her children to be in independent study this year instead of returning them to campuses. She said she was most concerned about the spread of the delta variant, unmasked kids sitting together for lunch and quarantines disrupting her children’s learning.\u003c/p>\n\u003cp>But she said her middle child, who does not have a disability, has had a much easier time in independent study.\u003c/p>\n\u003cp>“There are some inequities here. Parents are allowed to choose between in-person and online,” Nakano said. “However, those two options don’t translate to students who have disabilities.”\u003c/p>\n\u003cp>[aside label=\"Related Stories\" tag=\"remote-learning\"]\u003c/p>\n\u003cp>She said Elk Grove Unified denied her request for remote special education services. Nakano said she’s still negotiating with the district. In the meantime, she placed them in independent study so they don’t fall further behind. But so far, her two children on the autism spectrum already are having trouble keeping up with school.\u003c/p>\n\u003cp>“We’re having to make a choice between services and safety,” Nakano said.\u003c/p>\n\u003cp>Anne Rigali, director of special education at Elk Grove Unified, said special education has been challenging to merge with independent study. But she said the district is hoping to find creative solutions for all of their students who aren’t ready to return to campus.\u003c/p>\n\u003cp>“We’re working with the families to see how we can best support their child,” she said. “We’re trying to address each family and hold these conversations.”\u003c/p>\n\u003ch3>Some parents want a return to distance learning\u003c/h3>\n\u003cp>While \u003ca href=\"https://fivethirtyeight.com/features/most-parents-want-their-kids-back-in-the-classroom-fewer-agree-on-the-covid-19-safety-measures/\">most parents across the state had a negative experience last school year\u003c/a>, both Nakano and Fitzgibbons said distance learning worked for their kids. Last year, Nakano’s children received extra help from teachers’ aides through Zoom. Her kids also got more real-time instruction compared to this year in independent study.\u003c/p>\n\u003cp>Fitzgibbons said her school provided therapists who worked remotely with her triplets.\u003c/p>\n\u003cp>“We’re worried we’re gonna lose our service providers and our time slots,” she said. “These people have worked with our kids for 20 months now. Our kids did really well with distance learning.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\n\u003cfigure id=\"attachment_206985\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-206985\" src=\"https://calmatters.network/wp-content/uploads/2021/09/091521_Triplets_PU_web_07.jpg\" alt=\"A teenage boy in a long-sleeved T-shirt in a bedroom looks above the camera, ostensibly at a screen.\" width=\"780\" height=\"519\" data-recalc-dims=\"1\">\u003cfigcaption class=\"wp-caption-text\">Jack watches a video related to his schoolwork in Monrovia on Sept. 15, 2021. “There is no way to go back with 37 kids in a classroom,” said his mother, Julie Fitzgibbons. “With masks and not being able to communicate very well, and autism, there is just no way we can go back like normal.”\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\u003cp>Fitzgibbons is currently going through her family’s insurance to pay for private instructors and therapists while her triplets wait for the district to finalize their agreement for special education services.\u003c/p>\n\u003cp>In response to questions from CalMatters, California State Assemblymembers Kevin McCarty and Phil Ting issued a joint statement that said special education services can be delivered through independent study.\u003c/p>\n\u003cp>“However, the student’s [individualized education program] is required to be updated first, to make sure the student is not receiving a lower standard of services,” they said. “There may be a determination in the IEP that the student cannot be served in independent study and get their needs met, and that would be a group discussion.”\u003c/p>\n\u003cp>They added that a new state guidance to be released as early as this week “will dispel many of the myths that are causing confusion about independent study for families, including the rights of special education students to independent study.”\u003c/p>\n\u003ch3>Special education incompatible with independent study\u003c/h3>\n\u003cp>Meanwhile, school district officials are struggling to reconcile the federal laws that govern special education and the state laws that govern independent study and remote learning. As a result, students with disabilities across California are either waiting to get their special education services or forfeiting them for independent study.\u003c/p>\n\u003cp>“The legislators put us between a rock and a hard place,” said \u003ca href=\"https://eastvalleyselpa.org/info/contact-us\">Patty Metheny, an administrator who oversees special education\u003c/a> in multiple school districts in San Bernardino County. “Because those are the only two options, the consequences are great.”\u003c/p>\n\u003cp>According to the federal Individuals with Disabilities Education Act, public schools must offer all students a free appropriate public education by providing any services required to accommodate a disability.\u003c/p>\n\u003cp>But as the name suggests, independent study requires a degree of independence, and some students aren’t able to work on their own. As a result, certain students with disabilities who aren’t ready to return to campuses might not be receiving a free appropriate public education in independent study.\u003c/p>\n\u003cp>“It’s very difficult to address all of the goals and needs students have through independent study,” said Amanda Brooke, a deputy superintendent at the Imperial County Office of Education. “We’ve even seen general education students fall behind.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Connie Nakano, Elk Grove Unified parent\"]‘There are some inequities here. Parents are allowed to choose between in-person and online. However, those two options don’t translate to students who have disabilities.’[/pullquote]\u003c/p>\n\u003cp>The language in the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">independent study laws\u003c/a> don’t specify exactly how many hours a day students must receive real-time, or synchronous, instruction. They only state that students in transitional kindergarten through the third grade must receive daily synchronous instruction. For grades 4 through 12, students must receive weekly real-time instruction.\u003c/p>\n\u003cp>On the other hand, individualized education plans for students with disabilities contain much more detail. The plans often state the number of hours of specialized instruction or therapy that a student must receive each week.\u003c/p>\n\u003cp>At the Imperial County Office of Education, special education teacher Jazmin Carrillo said her students are getting between two and three hours of real-time instruction daily. But even then, she struggles to help them make progress in both their learning and their behaviors.\u003c/p>\n\u003cp>“I typically am there to help regulate their behaviors. I need to be there in person to show them,” Carrillo said. “Sometimes they just turn their cameras off and that cuts me off from them.”\u003c/p>\n\u003cp>Nakano said her children are meeting with their teachers for about 30 minutes every day through Zoom.\u003c/p>\n\u003cp>“It’s a brief check-in,” she said. “It’s not exactly instruction.”\u003c/p>\n\u003cp>During distance learning last year, her two children on the autism spectrum got more than two hours of real-time instruction every day, Nakano said. While that still doesn’t beat in-person instruction, she’s worried her children on the autism spectrum will fall behind even more if they don’t get the services they need.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We want to make sure we get them up to speed so they don’t have to repeat a grade,” she said. “For our family, we think about it every day.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The school year at Duarte Unified School District, 20 miles east of Los Angeles, started a month ago, but Brady, Ellie and Jack Fitzgibbons have yet to receive any instruction from their teachers.\u003c/p>\n\u003cp>The 13-year-old triplets are on the autism spectrum, and their mother, Julie Fitzgibbons, didn’t feel safe sending them to school because she doubted her kids would keep their masks on all day.\u003c/p>\n\u003cp>“They struggle with masks. They won’t be able to be in a class with 36 kids wearing masks,” Fitzgibbons said. “Communication is important for autistic kids. They can’t talk with masks.”\u003c/p>\n\u003cp>But the district has delayed making accommodations for their disabilities through independent study, the only option for remote learning this year. So far, the triplets have lost four weeks of instruction.\u003c/p>\n\u003cp>Across the state, other parents are being placed in a similar position after more than a year of distance learning during which \u003ca href=\"https://www.washingtonpost.com/education/2021/05/20/students-disabilities-virtual-learning-failure/\">students with disabilities fell behind disproportionately\u003c/a>. Meanwhile, the legislators who designed the recently passed \u003ca href=\"https://calmatters.org/education/2021/08/california-school-reopenings-quarantine-independent-study/\">independent study laws\u003c/a> say this form of remote learning might not be able to accommodate all students’ needs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Last year, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB10\">California’s public schools offered remote instruction through distance learning in response to the coronavirus pandemic\u003c/a>. Teachers were required to provide “daily live interaction.”\u003c/p>\n\u003cp>This school year, with vaccines available to adults and children age 12 and older, live, in-person instruction is the expectation. Parents who want to keep their children learning virtually need to apply to their district for independent study, an option predating the pandemic primarily intended for special situations like traveling athletes or child actors.\u003c/p>\n\u003cp>The situation is even more complicated for parents of students with disabilities. Those parents work with districts to create what’s called an individualized education program, or IEP, for their children. These programs aren’t set up for distance learning.\u003c/p>\n\u003cp>Hence Julie Fitzgibbons’s dilemma.\u003c/p>\n\u003cp>At the beginning of the school year, Fitzgibbons asked the district to place her triplets in independent study. The district, however, said virtual instruction was incompatible with the needs of the triplets and the services they require.\u003c/p>\n\u003cp>Some educators across the state say even if they can provide special education services through independent study, they’re wholly inadequate.\u003c/p>\n\u003cfigure id=\"attachment_11889124\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11889124\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/091521_brady_students_with_disabilities_calmatters-e1632162645560.jpeg\" alt=\"A student, Brady, takes a break from his schoolwork by watching educational videos on a tablet on top of a bed.\" width=\"1024\" height=\"682\">\u003cfigcaption class=\"wp-caption-text\">Brady takes a break from doing his schoolwork and watches educational videos on a tablet in Monrovia, on Sept. 15, 2021. “There is no way with three kids at home I could have been in all the rooms,” said Julie Fitzgibbons, who expressed relief with having behavioral therapists at home. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Fitzgibbons said she was forced to decide between her kids’ safety and academic progress. If she kept her kids at home, she would have to forfeit their special education services like speech therapy, occupational therapy and extra help in the classroom. If she sent them back to campus for in-person instruction, they would be at greater risk of contracting the coronavirus.\u003c/p>\n\u003cp>The district and Fitzgibbons eventually reached a compromise that would allow her kids to get at least some of the services they received last year, which included six hours a day of one-on-one help and an hour a week of speech and occupational therapy. Fitzgibbons declined to provide details about the new agreement because it still needs to be approved by the Duarte Unified school board.\u003c/p>\n\u003cp>“Special education is so individualized. There are cases where it is an easy fit with independent study,” said District Superintendent Gordon Amerson. “There will be other cases where other options need to be discussed.”\u003c/p>\n\u003cfigure id=\"attachment_11889123\" class=\"wp-caption aligncenter\" style=\"max-width: 1024px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11889123\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/09/091521_fitzgibbons_students_with_disabilities_calmatters-e1632162661334.jpeg\" alt=\"A mother of triplets all on the autism spectrum is talking with her son, Brady, to try and get him to go back to his desk in their home in Monrovia, California\" width=\"1024\" height=\"682\">\u003cfigcaption class=\"wp-caption-text\">Julie Fitzgibbons, the mother of triplets all on the autism spectrum, tries to get her son, Brady, 13, to come back to his desk in Monrovia, on Sept. 15, 2021. “This has been hard on parents,” said Fitzgibbons, who had to enroll her kids’ in independent study. \u003ccite>(Pablo Unzueta/CalMatters)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Uneasy return to campus\u003c/h3>\n\u003cp>In Northern California, Connie Nakano has three children who attend school in the Elk Grove Unified School District, about 15 miles southeast of Sacramento. Her youngest and oldest children, age 7 and 10, both are on the autism spectrum.\u003c/p>\n\u003cp>Nakano opted for all of her children to be in independent study this year instead of returning them to campuses. She said she was most concerned about the spread of the delta variant, unmasked kids sitting together for lunch and quarantines disrupting her children’s learning.\u003c/p>\n\u003cp>But she said her middle child, who does not have a disability, has had a much easier time in independent study.\u003c/p>\n\u003cp>“There are some inequities here. Parents are allowed to choose between in-person and online,” Nakano said. “However, those two options don’t translate to students who have disabilities.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said Elk Grove Unified denied her request for remote special education services. Nakano said she’s still negotiating with the district. In the meantime, she placed them in independent study so they don’t fall further behind. But so far, her two children on the autism spectrum already are having trouble keeping up with school.\u003c/p>\n\u003cp>“We’re having to make a choice between services and safety,” Nakano said.\u003c/p>\n\u003cp>Anne Rigali, director of special education at Elk Grove Unified, said special education has been challenging to merge with independent study. But she said the district is hoping to find creative solutions for all of their students who aren’t ready to return to campus.\u003c/p>\n\u003cp>“We’re working with the families to see how we can best support their child,” she said. “We’re trying to address each family and hold these conversations.”\u003c/p>\n\u003ch3>Some parents want a return to distance learning\u003c/h3>\n\u003cp>While \u003ca href=\"https://fivethirtyeight.com/features/most-parents-want-their-kids-back-in-the-classroom-fewer-agree-on-the-covid-19-safety-measures/\">most parents across the state had a negative experience last school year\u003c/a>, both Nakano and Fitzgibbons said distance learning worked for their kids. Last year, Nakano’s children received extra help from teachers’ aides through Zoom. Her kids also got more real-time instruction compared to this year in independent study.\u003c/p>\n\u003cp>Fitzgibbons said her school provided therapists who worked remotely with her triplets.\u003c/p>\n\u003cp>“We’re worried we’re gonna lose our service providers and our time slots,” she said. “These people have worked with our kids for 20 months now. Our kids did really well with distance learning.”\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\n\u003cfigure id=\"attachment_206985\" class=\"wp-caption alignnone\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-206985\" src=\"https://calmatters.network/wp-content/uploads/2021/09/091521_Triplets_PU_web_07.jpg\" alt=\"A teenage boy in a long-sleeved T-shirt in a bedroom looks above the camera, ostensibly at a screen.\" width=\"780\" height=\"519\" data-recalc-dims=\"1\">\u003cfigcaption class=\"wp-caption-text\">Jack watches a video related to his schoolwork in Monrovia on Sept. 15, 2021. “There is no way to go back with 37 kids in a classroom,” said his mother, Julie Fitzgibbons. “With masks and not being able to communicate very well, and autism, there is just no way we can go back like normal.”\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\u003cp>Fitzgibbons is currently going through her family’s insurance to pay for private instructors and therapists while her triplets wait for the district to finalize their agreement for special education services.\u003c/p>\n\u003cp>In response to questions from CalMatters, California State Assemblymembers Kevin McCarty and Phil Ting issued a joint statement that said special education services can be delivered through independent study.\u003c/p>\n\u003cp>“However, the student’s [individualized education program] is required to be updated first, to make sure the student is not receiving a lower standard of services,” they said. “There may be a determination in the IEP that the student cannot be served in independent study and get their needs met, and that would be a group discussion.”\u003c/p>\n\u003cp>They added that a new state guidance to be released as early as this week “will dispel many of the myths that are causing confusion about independent study for families, including the rights of special education students to independent study.”\u003c/p>\n\u003ch3>Special education incompatible with independent study\u003c/h3>\n\u003cp>Meanwhile, school district officials are struggling to reconcile the federal laws that govern special education and the state laws that govern independent study and remote learning. As a result, students with disabilities across California are either waiting to get their special education services or forfeiting them for independent study.\u003c/p>\n\u003cp>“The legislators put us between a rock and a hard place,” said \u003ca href=\"https://eastvalleyselpa.org/info/contact-us\">Patty Metheny, an administrator who oversees special education\u003c/a> in multiple school districts in San Bernardino County. “Because those are the only two options, the consequences are great.”\u003c/p>\n\u003cp>According to the federal Individuals with Disabilities Education Act, public schools must offer all students a free appropriate public education by providing any services required to accommodate a disability.\u003c/p>\n\u003cp>But as the name suggests, independent study requires a degree of independence, and some students aren’t able to work on their own. As a result, certain students with disabilities who aren’t ready to return to campuses might not be receiving a free appropriate public education in independent study.\u003c/p>\n\u003cp>“It’s very difficult to address all of the goals and needs students have through independent study,” said Amanda Brooke, a deputy superintendent at the Imperial County Office of Education. “We’ve even seen general education students fall behind.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The language in the \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\">independent study laws\u003c/a> don’t specify exactly how many hours a day students must receive real-time, or synchronous, instruction. They only state that students in transitional kindergarten through the third grade must receive daily synchronous instruction. For grades 4 through 12, students must receive weekly real-time instruction.\u003c/p>\n\u003cp>On the other hand, individualized education plans for students with disabilities contain much more detail. The plans often state the number of hours of specialized instruction or therapy that a student must receive each week.\u003c/p>\n\u003cp>At the Imperial County Office of Education, special education teacher Jazmin Carrillo said her students are getting between two and three hours of real-time instruction daily. But even then, she struggles to help them make progress in both their learning and their behaviors.\u003c/p>\n\u003cp>“I typically am there to help regulate their behaviors. I need to be there in person to show them,” Carrillo said. “Sometimes they just turn their cameras off and that cuts me off from them.”\u003c/p>\n\u003cp>Nakano said her children are meeting with their teachers for about 30 minutes every day through Zoom.\u003c/p>\n\u003cp>“It’s a brief check-in,” she said. “It’s not exactly instruction.”\u003c/p>\n\u003cp>During distance learning last year, her two children on the autism spectrum got more than two hours of real-time instruction every day, Nakano said. While that still doesn’t beat in-person instruction, she’s worried her children on the autism spectrum will fall behind even more if they don’t get the services they need.\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": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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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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"pri-the-world": {
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"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"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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"order": 16
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},
"science-friday": {
"id": "science-friday",
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"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
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"title": "Snap Judgment",
"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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