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"content": "\u003cp>When classrooms in California reopen for the fall term, all 6.2 million public school students will have the option to eat school meals for free, regardless of their family’s income.\u003c/p>\n\u003cp>The undertaking, made possible by an unexpected budget surplus, will be the largest free student lunch program in the country. School officials, lawmakers, anti-hunger organizations and parents are applauding it as a pioneering way to prevent the stigma of accepting free lunches and feed more hungry children.[pullquote size=\"medium\" align=\"right\" citation=\"State Sen. Nancy Skinner, D-Berkeley\"]‘If you’re a hungry child, you’re not going to learn well. Why should we have to go through a bureaucratic hassle to get a kid fed, when we could just have universal meals?’[/pullquote]\u003c/p>\n\u003cp>“This is so historic. It’s beyond life-changing,” said Erin Primer, director of food services for the San Luis Coastal Unified School District on California’s central coast.\u003c/p>\n\u003cp>Several U.S. cities, including New York, Boston and Chicago, already offer free school meals for all. But until recently, statewide universal meal programs were considered too costly and unrealistic. California became the first state to adopt a universal program late last month, and Maine followed shortly after with a similar plan.\u003c/p>\n\u003cp>“We’ve completely leveled the playing field when it comes to school food,” Primer said. The extra funding will also allow her to offer tastier, better-quality food such as fresh bread, produce and cheese from local producers, she said.\u003cbr>\n[ad fullwidth]\u003c/p>\n\u003cp>Under federal rules, a family of four must make less than $34,000 a year to qualify for free meals and $48,000 to qualify for reduced-price meals. The caps shift annually but are based on federal poverty measures that don’t take into account the high cost of living and taxes in California.\u003c/p>\n\u003cp>“So it’s just for the most poor families, and not even all of them because some people failed to sign up or were fearful to sign up,” said Kat Taylor, a philanthropist and major funder of the Center for Ecoliteracy and the TomKat Ranch that backed California’s plan.\u003c/p>\n\u003cp>About 60% of California students qualify, but experts say the number of children who need food assistance is much higher in a state with vast income inequality. Communities of color are disproportionately affected and immigrant communities in particular are fearful of applying because of detailed forms that ask intrusive questions such as their family income, Social Security number and children’s immigration status.\u003c/p>\n\u003cp>Schools reported a declining percentage of families applying for free and reduced-price meals during the Trump administration, which attempted to tighten immigration policies and public benefits.\u003c/p>\n\u003cp>Like school officials statewide, Primer has countless tales of children who struggled to pay for school meals or were too ashamed to eat for free. There was the child whose mother called Primer, distraught because she made a few hundred dollars too much to qualify; the father who is in the country illegally and feared that filling out the free meal application could get him deported; and constant cases of high schoolers not wanting friends to know they need free food, so they skip eating.\u003c/p>\n\u003cp>When the pandemic hit, it changed everything — including how school meals were served — and provided an impetus for the universal program, which had bipartisan, unanimous support. Lawmakers previously had only pursued targeted bills such as easing school lunch debt.\u003c/p>\n\u003cp>After schools shut in March 2020, many transformed their parking lots into pickup sites, and federal funding allowed schools to offer meals to anyone. There were no applications, qualifications and no questions asked.\u003c/p>\n\u003cp>The massive turnout showed how much families rely on the meals.\u003c/p>\n\u003cp>The Los Angeles Unified School District, the state’s largest with 600,000 students, handed out upward of 400,000 meals a day, said spokeswoman Shannon Haber. San Luis Coastal, with 7,500 students, gave out 30,000 meals a week at the height of the pandemic, nearly triple the number before. The district includes the wealthy city of San Luis Obispo and lower-income areas.\u003c/p>\n\u003cp>“I thought it was a pipe dream for a long time,” said Sen. Nancy Skinner, D-Berkeley, a longtime advocate for universal free meals.\u003c/p>\n\u003cp>Backed by over 200 organizations in a coalition called “School Meals for All,” Skinner and other lawmakers pushed for funding in the state budget, seizing the momentum at a time when California is flush with cash. The $262 billion budget provides $54 million for the coming school year, supplementing funding from the Biden administration through June 2022. After that, California will spend $650 million annually.\u003c/p>\n\u003cp>“If you’re a hungry child, you’re not going to learn well,” said Skinner. “Why should we have to go through a bureaucratic hassle to get a kid fed, when we could just have universal meals?”\u003c/p>\n\u003cp>Senate Education Committee Republicans supported the plan as a way to help families struggling with California’s high cost of living. State Sen. Brian Dahle, a Republican from a largely rural area of Northern California, said he had watched kids at his children’s school steal leftover food when cafeteria workers weren’t looking.\u003c/p>\n\u003cp>“For a lot of them that was their dinner and they were sneaking it or taking it off someone’s plate when they didn’t finish it,” said Dahle.\u003c/p>\n\u003cp>Schools rarely turn hungry kids away. But for children who didn’t qualify and needed lunch, their parents were billed and many racked up huge debts. In recent years, some schools threatened to not let students graduate middle or high school until lunch debts were paid, or stamped the hands of students who owed money, said Jessica Bartholow, chief of staff for Skinner who previously was an anti-hunger advocate.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Some schools would hire debt collectors to hound parents, but at the end of the year schools have to use general fund dollars to pay off lunch program debts, she said.\u003c/p>\n\u003cp>For Tina Self, a mother of three, avoiding the cost of $3 school lunches every day will be an enormous relief.\u003c/p>\n\u003cp>“It might seem like a little bit, but it helps a lot,” said Self, who lives in San Luis Obispo where a gallon of gas can cost just shy of $5 a gallon and rent is “crazy.”\u003c/p>\n\u003cp>“Lucky for us we both have a job and we have two running cars,” she said of herself and her husband. “But we’re barely making it as it is.”\u003c/p>\n\u003cp>Tony Wold, associate superintendent of the West Contra Costa Unified School District, says it’s about time lunches were free.\u003c/p>\n\u003cp>“Just like you need to give students textbooks and a computer, there are certain things you need to do. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some schools would hire debt collectors to hound parents, but at the end of the year schools have to use general fund dollars to pay off lunch program debts, she said.\u003c/p>\n\u003cp>For Tina Self, a mother of three, avoiding the cost of $3 school lunches every day will be an enormous relief.\u003c/p>\n\u003cp>“It might seem like a little bit, but it helps a lot,” said Self, who lives in San Luis Obispo where a gallon of gas can cost just shy of $5 a gallon and rent is “crazy.”\u003c/p>\n\u003cp>“Lucky for us we both have a job and we have two running cars,” she said of herself and her husband. “But we’re barely making it as it is.”\u003c/p>\n\u003cp>Tony Wold, associate superintendent of the West Contra Costa Unified School District, says it’s about time lunches were free.\u003c/p>\n\u003cp>“Just like you need to give students textbooks and a computer, there are certain things you need to do. And this is one of them,” Wold said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>[aside postID=news_11865712]The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>[aside postID=news_11830384 hero='https://ww2.kqed.org/app/uploads/sites/10/2020/07/1495678.750x-672x372.png']At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Abby Sanchez, Berkeley High graduate\"]‘[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.’[/pullquote]The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>[aside label='More Education Coverage' tag='education']The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A bill that cleared another hurdle in the Legislature this week would make a one-semester ethnic studies class a graduation requirement for California high school students, beginning with those graduating in the 2029-30 school year.\u003c/p>\n\u003cp>\u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=202120220AB101\">Assembly Bill 101\u003c/a>, authored by Assemblymember Jose Medina, D-Riverside, would require public schools to offer at least one ethnic studies course starting in the 2025-26 school year. The Senate Education Committee passed the measure Wednesday by a 4-2 vote. It heads to the Senate Appropriations Committee next month. If the Senate passes the bill — which was already approved by the Assembly on May 27 — Gov. Gavin Newsom could sign it into law by Oct. 10.\u003c/p>\n\u003cp>The measure was first introduced in January 2019 as \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB331\">AB 331\u003c/a>, but Newsom \u003ca href=\"https://edsource.org/2020/gov-newsom-vetoes-requirement-for-ethnic-studies-course-in-high-school/640877\">unexpectedly vetoed\u003c/a> it last September, saying the ethnic studies model curriculum needed revising. Medina reintroduced the bill as AB 101 in December — and the California State Board of Education passed an \u003ca href=\"https://edsource.org/2021/after-8-hours-250-plus-speakers-california-board-adopts-ethnic-studies-model-curriculum/651641\">ethnic studies model curriculum\u003c/a> in March.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The model curriculum is voluntary for school districts to adopt and is intended to build upon classes already offered in high schools across the state. It will serve as a guide for schools and lays out the goals and principles of ethnic studies, suggested lesson plans, and instructional approaches.\u003c/p>\n\u003cp>State Superintendent of Public Instruction Tony Thurmond said in March that he recognized the importance of introducing a non-ethnocentric curriculum that would teach students of color about their history.\u003c/p>\n\u003cp>“After the killing of George Floyd, we sought to provide support to our students for the trauma that the nation, that the world had witnessed,” Thurmond said. “Our students said to us that they wanted to see representations of themselves. They asked us why they didn’t learn about their own histories in school.”\u003c/p>\n\u003cp>AB 101 has the support of organizations such as the California Teachers Association, the Hispanic Association of Colleges and Universities and GENup, a student-led advocacy group.\u003c/p>\n\u003cp>“It’s a big step, no doubt,” Medina said during Wednesday’s hearing. “I think it is something that is overdue in the state and in this country.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Republican Sen. Brian Dahle, who sits on the education committee and represents the state’s far-northeastern region, worries AB 101 would put rural school districts at a disadvantage as they might not have the resources or expertise to put together an ethnic studies curriculum.\u003c/p>\n\u003cp>“This bill is going to come into law, and then there’s not going to be anything other than what has been proposed,” Dahle said during the hearing. “Let’s talk about the timing of this bill and what curriculum will be available for the thousands of school districts in our state that don’t have the resources to come up with this type of well-balanced curriculum.”\u003c/p>\n\u003cp>In response, Medina said the bill would give school districts about four years to come up with a curriculum and pointed to the over-900-page state ethnic studies model curriculum districts can utilize.\u003c/p>\n\u003ch3>Districts already moving ahead with ethnic studies\u003c/h3>\n\u003cp>Some school districts in the Bay Area and across the state aren’t waiting for AB 101. The Los Gatos-Saratoga Union High School District is set to pilot its first ethnic studies class this fall — a course asking first-year students to examine power structures in topics like race, nationality, ethnicity and socioeconomic and cultural groups in the U.S.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>At Saratoga High School, first-year students will have the option of taking either the new ethnic studies class or world geography for a semester.\u003c/p>\n\u003cp>Mike Davey, a social studies teacher at Saratoga High, co-created the ethnic studies class. He said he hopes students who take it can continue to address issues they’ll learn about, such as systemic racism and white privilege, throughout the rest of high school — and he emphasized the importance of allowing students to judge facts for themselves.\u003c/p>\n\u003cp>“Some kids may not believe [systemic racism and white privilege exist] when they come in, but if you give facts and say, ‘You be the judge of these facts,’ then hopefully they understand the problem,” Davey said. “And then they can work on a solution.”\u003c/p>\n\u003cp>Davey said his team drew on resources from experts, including the Oakland-based Equal Justice Society, an advocacy group focused on school discipline, the school-to-prison pipeline and inequities in the criminal justice system.\u003c/p>\n\u003cp>The San Francisco Unified School District \u003ca href=\"https://www.sfusd.edu/about-sfusd/sfusd-news/current-news-sfusd/sfusd-adds-ethnic-studies-graduation-requirement\">announced in March\u003c/a> it will make at least two semesters of an ethnic studies class mandatory in its schools starting with the class of 2028.\u003c/p>\n\u003cp>The Los Angeles Unified School District — the largest in the state — and the Fresno Unified School District also have announced plans to require an ethnic studies course for graduation. LAUSD \u003ca href=\"https://abc7.com/lausd-los-angeles-board-of-education-unified-school-district-ethnic-studies/6390045/\">will require the course\u003c/a> as a graduation requirement by the 2023-24 school year, and \u003ca href=\"https://www.fresnobee.com/news/local/education-lab/article244950637.html\">FUSD\u003c/a> will require it beginning this upcoming school year.\u003c/p>\n\u003cp>But at least one Bay Area high school has required an ethnic studies class long before current statewide efforts gained steam.\u003c/p>\n\u003ch3>Lessons from Berkeley High, ethnic studies vanguard\u003c/h3>\n\u003cfigure id=\"attachment_11881446\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11881446 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg\" alt=\"A woman, hands in her sweatshirt pocket, stands outside the windowed front of a school.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/RS48817_009_Berkeley_EthnicStudiesDanaMoran_04232021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Berkeley Unified School District teacher Dana Moran, pictured outside Berkeley High School in April. Moran has taught ethnic studies at Berkeley High since 1993. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At Berkeley High School, ethnic studies has been a mandatory class for ninth grade students since 1990, after a group of parents, students and teachers fought to make the class a district requirement.\u003c/p>\n\u003cp>The ethnic studies class focuses on culture, race and immigration through sociological, political and historical lenses. It encourages students to make personal connections while investigating the history of current politics and global dynamics and themes of systemic racism.\u003c/p>\n\u003cp>Dana Moran has been teaching ethnic studies at Berkeley High since 1993, and is now one of seven teachers who currently head seven separate ethnic studies courses.\u003c/p>\n\u003cp>“In 1990, the board decided to make it a requirement for graduation, but they had no curriculum and no teachers,” she said. “It was given basically to every teacher who had a free period, so English teachers and the baseball and football coaches were both given an ethnic studies section. And it was, I think, a pretty unmitigated disaster at that point.”\u003c/p>\n\u003cp>Three years after the board made ethnic studies a requirement, Berkeley High’s principal made it his mission to hire a group of teachers for the class. Moran was one of them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘[Ethnic studies] really helped me understand the history of the United States, not as a country that once was oppressive, and then changed — but rather how oppression has been part of U.S. history and still is.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class curricula undergo frequent revisions, and Moran said what is currently being taught at the school is very similar to the state’s ethnic studies model curriculum. But because ethnic studies is a one-semester class, there is not enough time to cover all the topics listed in the model curriculum.\u003c/p>\n\u003cp>Moran acknowledged it is not possible to comprehensively dive into every racial group that Berkeley High’s body is composed of in one semester, but said the classes aim to be as inclusive as possible.\u003c/p>\n\u003cp>“We certainly invite students to check if we’re wrong or add things if they know something,” she said. “We try to make space for students to jump in and add things they know, want to say or feel like needs to be contributed.”\u003c/p>\n\u003cp>Abby Sanchez, who graduated from Berkeley High in 2020 and now attends Barnard College in New York, took the ethnic studies class during her first year of high school with Courtney Anderson, a former Berkeley High teacher.\u003c/p>\n\u003cp>She said some of the topics she learned about for the first time had a big impact on her, topics including Jim Crow segregation laws, the war on drugs and housing accessibility for people of color, in addition to the history of \u003ca href=\"https://www.kqed.org/lowdown/18486/redlining\">redlining\u003c/a> in the Bay Area.\u003c/p>\n\u003cp>“It really helped me understand the history of the United States, not as a country that once was oppressive, and then changed,” Sanchez said, “but rather, how oppression has been part of U.S. history and still is.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The class also involved discussion on more sensitive issues.\u003c/p>\n\u003cp>“I learned about Mexican repatriation, and as a Mexican-identifying person, it’s so hard to learn that,” she said, referring to the forced deportation of hundreds of thousands of Mexicans and Mexican Americans during the Great Depression, most of whom were U.S. citizens. “But, all my classmates were learning it with me. There were no classmates that were like, ‘Oh, this didn’t exist. This didn’t happen.’”\u003c/p>\n\u003cp>Sanchez also said that unlike a regular history class, she thought the ethnic studies course helped bridge a gap in historical context between when slavery began in the U.S. up until today.\u003c/p>\n\u003cp>“In comparison to the AP U.S. history class, there is so much more about lives today, so much more about the history of oppressed peoples and their story, because they’re neglected in everyday academia,” she said. “It’s so easy to silence them, and then we just forget that it happened as a generation because we didn’t experience it. This class was really an important way to make sure their stories continue to be told.”\u003c/p>\n\u003cp>Mexica Greco, who graduated from Berkeley High in June and plans to attend St. Olaf College in Minnesota this fall, also took Anderson’s ethnic studies class her freshman year. Greco describes herself as mixed race, but predominantly Asian. She said she had been exposed before to many of the topics that were covered in the class.\u003c/p>\n\u003cp>“I’m a person of color, and my mom is an immigrant,” she said. “I’ve learned about my history from my mom and my dad, but I remember my classmates not really knowing much and sometimes asking me questions.”\u003c/p>\n\u003cfigure id=\"attachment_11881502\" class=\"wp-caption alignright\" style=\"max-width: 1685px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11881502\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/07/Greco.jpg\" alt=\"\" width=\"1685\" height=\"1953\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco.jpg 1685w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-800x927.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1020x1182.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-160x185.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/07/Greco-1325x1536.jpg 1325w\" sizes=\"(max-width: 1685px) 100vw, 1685px\">\u003cfigcaption class=\"wp-caption-text\">Mexica Greco graduated from Berkeley High in June. She plans to attend St. Olaf College in Minnesota this fall. \u003ccite>(Courtesy Mexica Greco)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Greco said the class has made her more aware of the inequities that exist in society, to an extent, but she thinks it should be offered to upperclassmen as opposed to freshmen.\u003c/p>\n\u003cp>“Just because it was a freshman class, it wasn’t as serious as it could have been,” Greco said. “If I took this class as a senior, I would have been able to understand a lot more. I personally think it was good in the moment for what it is, but a lot more could have been covered for an older group of kids.”\u003c/p>\n\u003ch3>Could Ethnic Studies Courses Actually Improve Student Outcomes?\u003c/h3>\n\u003cp>A \u003ca href=\"https://cepa.stanford.edu/content/causal-effects-cultural-relevance-evidence-ethnic-studies-curriculum\">2017 study\u003c/a> published by Thomas Dee, professor at Stanford University, and Emily Penner, assistant professor of education at UC Irvine, reinforces the growing movement for schools to offer ethnic studies.\u003c/p>\n\u003cp>The study looked at outcomes for students of a ninth grade ethnic studies pilot class at several SFUSD high schools beginning in 2010.\u003c/p>\n\u003cp>Students whose eighth grade GPA was below 2.0 were, by default, assigned to the ethnic studies class during their freshman year with the choice of opting out. The study observed end-of-ninth grade outcomes for these students, which Dee said was predictive of high school persistence, such as attendance, credit accumulation, GPA and graduation.\u003c/p>\n\u003cp>Dee and Penner’s study saw a jump in attendance and GPA, in addition to greater credit accumulation for students who took the ethnic studies class relative to those who were less likely to take the course.\u003c/p>\n\u003cp>“This evidence is suggesting that there’s considerable power in innovative curriculum and pedagogy, like those embedded in ethnic studies,” Dee said. “It’s probably been as influential as any research I’ve ever done. San Francisco Unified went to scale with their ethnic studies course in the wake of our findings. And I think it’s fair to say they contributed to some of the momentum for ethnic studies throughout California.”\u003c/p>\n\u003cp>Dee and Penner have continued to track high school completion and college entrance outcomes for all students in the original study over the years.\u003c/p>\n\u003cp>“We’re going beyond the immediate grade nine outcomes to seeing if ethnic studies leads to an increase in educational attainment, in particular, high school completion,” Dee said. “It’s so important because one of the most well-documented facts in education policy is that graduating from high school has substantial, long-run benefits for kids.”\u003c/p>\n\u003cp>The results are expected to be released in a research publication in the coming months.\u003c/p>\n\u003cp>“I think the ethnic studies model curriculum will show its most promise in places where districts take the model curriculum as a point of departure both for adapting the curriculum to their local circumstances and to supporting teacher capacity to deliver it,” Dee said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Facing Backlash, California Officials Revise New School Mask Rules",
"title": "Facing Backlash, California Officials Revise New School Mask Rules",
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"content": "\u003cp>Less than a day after telling schools they would have to send students home who refuse to wear masks in class, California public health officials abruptly changed course Tuesday, saying districts will be able to independently decide how to enforce the state's school masking requirement when in-person classes resume next month.\u003c/p>\n\u003cp>The California Department of Public Health first \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">released details\u003c/a> of the new rules on Monday, which mandate almost all students and staff at K-12 public schools to continue wearing masks indoors at all times, even if they are fully vaccinated. Under those rules, schools would be required to \"exclude students from campus if they are not exempt from wearing a face covering under (the rules) and refuse to wear one provided by the school.\"\u003c/p>\n\u003cp>Those rules, which acknowledge the difficulty of social distancing in schools, also allow students and teachers to sit as close to each other as they want, and loosen quarantine restrictions for students who have been exposed to someone with the coronavirus, in some cases allowing masked students who remain asymptomatic to continue attending in-person classes. They also make mask-wearing optional in outdoor areas on school grounds.\u003c/p>\n\u003cp>But those new rules, which are significantly looser than they were last spring, were largely overshadowed by the state's ongoing mask requirement, which sparked anger among some parent groups and reignited criticism of Gov. Gavin Newsom, who is facing a recall election in September.\u003c/p>\n\u003cp>In response to the backlash, state officials quickly revised that mandate.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"There has been some confusion about the guidance so we wanted to offer some clarification and make sure you have the latest guidance,\" the agency said in a statement released Tuesday morning. \"Mask enforcement will continue to be handled by local schools as the state recognizes the unique needs of each district and child.\"\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]Troy Flint, spokesman for the California School Boards Association, said the updated rule \"is a huge difference in terms of how districts would operate and how the public is going to receive this guidance.\"\u003c/p>\n\u003cp>The rule could also force districts into some tough decisions. All California schools are required to resume in-person instruction when the new school year starts, but the new rules also require districts to provide remote learning options to students if officials send them home for refusing to wear masks.\u003c/p>\n\u003cp>\"If you have a district that chooses to take a harder line on masking and a subset of parents that doesn't want to comply, the school is obligated to provide independent study in a really robust way that asks more of the district than has been done in the past,\" Flint said.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html\">new set of guidelines\u003c/a> released last week, the Centers for Disease Control and Prevention said teachers and students who are fully vaccinated don’t have to wear masks indoors but recommended that students and staff stay at least 3 feet apart to reduce the spread of a disease that is primarily transmitted through the air.\u003c/p>\n\u003cp>State officials, however, were worried that imposing social distancing would make it harder for some schools to accommodate all students. So they chose to not require physical distancing in exchange for universal mask-wearing, a precaution they said would also help prevent the spread of new strains of the virus, like the delta variant.\u003c/p>\n\u003cp>The new state guidelines additionally recommend, but don't require, that older students get vaccinated. They also strongly urge schools to limit non-essential visitors, have their students eat lunch outdoors when possible and utilize the state's free COVID-19 testing resources.\u003c/p>\n\u003cp>Dr. Naomi Bardach, a UCSF pediatrician who heads the state’s Safe Schools for All plan, said the CDC's looser school mask guidelines are problematic in that they reinforce a divide between vaccinated and unvaccinated students.\u003c/p>\n\u003cp>\"The way the CDC guidance is written, it says vaccinated students don't have to wear masks and unvaccinated students have to wear a mask. And so that allows, all of a sudden, for two classes,\" Bardach said. \"And it really opens up the possibility of stigma, of bullying.\"\u003c/p>\n\u003cp>Two-thirds of California public school students 12 and older are not fully vaccinated, according to Bardach, who stressed that requiring everyone to wear masks will make schools much safer and simplify enforcement for school officials.\u003c/p>\n\u003cp>\"And so we actually would like to allow schools to open in a way that is a less controversial environment for those students as they walk through the doors,\" she said.\u003c/p>\n\u003cp>The state's mask requirement, though, angered some parents who say it will create additional stress for children who have already had two school years upended through remote learning and missed milestones like proms, sports, concerts and graduations.\u003c/p>\n\u003cp>\"We’re continuing to put the burden of this pandemic on our children, and it needs to stop,\" said Jonathan Zachreson, a father of three and founder of the group Reopen California Schools.\u003c/p>\n\u003cp>Newsom faced heavy criticism for not moving more quickly to return students to classrooms during the last school year. Many districts, including Los Angeles, with more than 550,000 K-12 students, only instituted part-time, in-person instruction for the final weeks of the spring semester.\u003c/p>\n\u003cp>Dr. Monica Gandhi, an infectious disease specialist and professor of medicine at UCSF who has advocated for California to loosen mask guidelines for fully vaccinated people, said the state's new school mask rules seemed reasonable.\u003c/p>\n\u003cp>She said that while eliminating the physical distancing requirement is one of the best things the state can do to get kids back in classrooms, the mask-requirement question is still a gray area because there is so little data about children.\u003c/p>\n\u003cp>\"We’ve just got to get the kids back and then we can sort out those kinds of details,\" Gandhi said.\u003c/p>\n\u003cp>But Dr. Jeffrey Klausner, a clinical professor of population and public health sciences at the University of Southern California, said the rules go too far and are not based on local data. He said it's unreasonable \"in a state of 40 million people, just to say everyone has to be the same.\"\u003c/p>\n\u003cp>\"I think they’d have better trust and credibility with Californians if they were a little more nuanced and smarter about it,\" he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This post includes reporting from KQED's Julia McEvoy and Adam Beam of the Associated Press.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Less than a day after telling schools they would have to send students home who refuse to wear masks in class, California public health officials abruptly changed course Tuesday, saying districts will be able to independently decide how to enforce the state's school masking requirement when in-person classes resume next month.\u003c/p>\n\u003cp>The California Department of Public Health first \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/K-12-Guidance-2021-22-School-Year.aspx\">released details\u003c/a> of the new rules on Monday, which mandate almost all students and staff at K-12 public schools to continue wearing masks indoors at all times, even if they are fully vaccinated. Under those rules, schools would be required to \"exclude students from campus if they are not exempt from wearing a face covering under (the rules) and refuse to wear one provided by the school.\"\u003c/p>\n\u003cp>Those rules, which acknowledge the difficulty of social distancing in schools, also allow students and teachers to sit as close to each other as they want, and loosen quarantine restrictions for students who have been exposed to someone with the coronavirus, in some cases allowing masked students who remain asymptomatic to continue attending in-person classes. They also make mask-wearing optional in outdoor areas on school grounds.\u003c/p>\n\u003cp>But those new rules, which are significantly looser than they were last spring, were largely overshadowed by the state's ongoing mask requirement, which sparked anger among some parent groups and reignited criticism of Gov. Gavin Newsom, who is facing a recall election in September.\u003c/p>\n\u003cp>In response to the backlash, state officials quickly revised that mandate.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"There has been some confusion about the guidance so we wanted to offer some clarification and make sure you have the latest guidance,\" the agency said in a statement released Tuesday morning. \"Mask enforcement will continue to be handled by local schools as the state recognizes the unique needs of each district and child.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Troy Flint, spokesman for the California School Boards Association, said the updated rule \"is a huge difference in terms of how districts would operate and how the public is going to receive this guidance.\"\u003c/p>\n\u003cp>The rule could also force districts into some tough decisions. All California schools are required to resume in-person instruction when the new school year starts, but the new rules also require districts to provide remote learning options to students if officials send them home for refusing to wear masks.\u003c/p>\n\u003cp>\"If you have a district that chooses to take a harder line on masking and a subset of parents that doesn't want to comply, the school is obligated to provide independent study in a really robust way that asks more of the district than has been done in the past,\" Flint said.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html\">new set of guidelines\u003c/a> released last week, the Centers for Disease Control and Prevention said teachers and students who are fully vaccinated don’t have to wear masks indoors but recommended that students and staff stay at least 3 feet apart to reduce the spread of a disease that is primarily transmitted through the air.\u003c/p>\n\u003cp>State officials, however, were worried that imposing social distancing would make it harder for some schools to accommodate all students. So they chose to not require physical distancing in exchange for universal mask-wearing, a precaution they said would also help prevent the spread of new strains of the virus, like the delta variant.\u003c/p>\n\u003cp>The new state guidelines additionally recommend, but don't require, that older students get vaccinated. They also strongly urge schools to limit non-essential visitors, have their students eat lunch outdoors when possible and utilize the state's free COVID-19 testing resources.\u003c/p>\n\u003cp>Dr. Naomi Bardach, a UCSF pediatrician who heads the state’s Safe Schools for All plan, said the CDC's looser school mask guidelines are problematic in that they reinforce a divide between vaccinated and unvaccinated students.\u003c/p>\n\u003cp>\"The way the CDC guidance is written, it says vaccinated students don't have to wear masks and unvaccinated students have to wear a mask. And so that allows, all of a sudden, for two classes,\" Bardach said. \"And it really opens up the possibility of stigma, of bullying.\"\u003c/p>\n\u003cp>Two-thirds of California public school students 12 and older are not fully vaccinated, according to Bardach, who stressed that requiring everyone to wear masks will make schools much safer and simplify enforcement for school officials.\u003c/p>\n\u003cp>\"And so we actually would like to allow schools to open in a way that is a less controversial environment for those students as they walk through the doors,\" she said.\u003c/p>\n\u003cp>The state's mask requirement, though, angered some parents who say it will create additional stress for children who have already had two school years upended through remote learning and missed milestones like proms, sports, concerts and graduations.\u003c/p>\n\u003cp>\"We’re continuing to put the burden of this pandemic on our children, and it needs to stop,\" said Jonathan Zachreson, a father of three and founder of the group Reopen California Schools.\u003c/p>\n\u003cp>Newsom faced heavy criticism for not moving more quickly to return students to classrooms during the last school year. Many districts, including Los Angeles, with more than 550,000 K-12 students, only instituted part-time, in-person instruction for the final weeks of the spring semester.\u003c/p>\n\u003cp>Dr. Monica Gandhi, an infectious disease specialist and professor of medicine at UCSF who has advocated for California to loosen mask guidelines for fully vaccinated people, said the state's new school mask rules seemed reasonable.\u003c/p>\n\u003cp>She said that while eliminating the physical distancing requirement is one of the best things the state can do to get kids back in classrooms, the mask-requirement question is still a gray area because there is so little data about children.\u003c/p>\n\u003cp>\"We’ve just got to get the kids back and then we can sort out those kinds of details,\" Gandhi said.\u003c/p>\n\u003cp>But Dr. Jeffrey Klausner, a clinical professor of population and public health sciences at the University of Southern California, said the rules go too far and are not based on local data. He said it's unreasonable \"in a state of 40 million people, just to say everyone has to be the same.\"\u003c/p>\n\u003cp>\"I think they’d have better trust and credibility with Californians if they were a little more nuanced and smarter about it,\" he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This post includes reporting from KQED's Julia McEvoy and Adam Beam of the Associated Press.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California will require that masks be worn at schools when classrooms open this fall.\u003c/p>\n\u003cp>On Friday, the Centers for Disease Control and Prevention said vaccinated teachers and students \u003ca href=\"https://www.kqed.org/news/11880730/cdc-updates-guidelines-on-k-12-schools-plus-tips-for-travel-and-family-gatherings\" target=\"_blank\" rel=\"noopener noreferrer\">don’t need to wear face coverings inside school buildings\u003c/a>. But, ahead of new school guidelines expected next week, health officials in California also said Friday that requiring face coverings will allow all schools to reopen this fall for full in-person instruction. [pullquote size=\"medium\" align=\"right\" citation=\"Dr. Mark Ghaly, California Health and Human Services Agency secretary\"]‘We believe that with masking and with testing, we can get kids back to in person 100% in our schools.’[/pullquote]\u003c/p>\n\u003cp>California Health and Human Services Agency Secretary Dr. Mark Ghaly said that not all schools can accommodate physical distancing of at least 3 feet or more, so the best preventive measure is wearing masks indoors.\u003c/p>\n\u003cp>The California Department of Public Health said in a statement that the mask requirement “also will ensure that all kids are treated the same,” without any stigma attached to those who are vaccinated or unvaccinated.\u003c/p>\n\u003cp>“We believe that with masking and with testing, we can get kids back to in person 100% in our schools,” Ghaly said.\u003c/p>\n\u003cp>Ghaly noted the CDC guidance released Friday says that when it is not possible to maintain at least 3 feet of physical distance, “it is especially important to layer multiple other prevention strategies, such as indoor masking.”\u003c/p>\n\u003cp>The health department plans to release more detailed guidance for school reopening next week, said Ghaly, who joined Gov. Gavin Newsom at a Napa Valley elementary school to sign a bill that provides record funding for California schools.\u003c/p>\n\u003cp>Newsom invited a group of young students to help him sign the legislation, which directs how most of the $123.9 billion for K-12 education in the 2021-2022 fiscal year must be spent. [ad fullwidth]\u003c/p>\n\u003cp>As part of a broad new education spending package made possible by the state’s surprise budget surplus, the state’s two-year kindergarten program will be expanded to include all 4-year-olds for free. The program aims to phase in the expansion by 2025 at a cost of $2.7 billion per year.\u003c/p>\n\u003cp>The new plan also puts more money toward after school and summer school programs, particularly in districts that serve high-needs students.\u003c/p>\n\u003cp>“This is a transformational budget. This is unlike anything we have ever done in this state,” Newsom said.\u003c/p>\n\u003cp>This year’s budget also adds money to fund free school meals for all students, with $54 million allocated for this year and $650 million in future years.\u003c/p>\n\u003cp>Newsom’s kindergarten expansion fulfills a promise that he and Democratic legislative leaders made to foot the bill for universal 4-year-old kindergarten statewide. [aside tag=\"education, coronavirus\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Currently, there are about 91,000 4-year-olds enrolled in transitional kindergarten. The new plan would boost enrollment to about 250,000.\u003c/p>\n\u003cp>The bill achieves many longtime priorities for Democrats in the Legislature, said Assemblymember Cecilia Aguiar-Curry, D-Winters, who joined the signing ceremony.\u003c/p>\n\u003cp>“We are changing lives,” said Aguiar-Curry. “By the signing of this today, we’re not going to leave anyone behind.”\u003c/p>\n\u003cp>Newsom has said the funding aims to address many of the inequities that the coronavirus pandemic exposed, including the need for robust mental health services to address childhood depression and trauma, more teachers and lower teacher-student ratios.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California Health and Human Services Agency Secretary Dr. Mark Ghaly said that not all schools can accommodate physical distancing of at least 3 feet or more, so the best preventive measure is wearing masks indoors.\u003c/p>\n\u003cp>The California Department of Public Health said in a statement that the mask requirement “also will ensure that all kids are treated the same,” without any stigma attached to those who are vaccinated or unvaccinated.\u003c/p>\n\u003cp>“We believe that with masking and with testing, we can get kids back to in person 100% in our schools,” Ghaly said.\u003c/p>\n\u003cp>Ghaly noted the CDC guidance released Friday says that when it is not possible to maintain at least 3 feet of physical distance, “it is especially important to layer multiple other prevention strategies, such as indoor masking.”\u003c/p>\n\u003cp>The health department plans to release more detailed guidance for school reopening next week, said Ghaly, who joined Gov. Gavin Newsom at a Napa Valley elementary school to sign a bill that provides record funding for California schools.\u003c/p>\n\u003cp>Newsom invited a group of young students to help him sign the legislation, which directs how most of the $123.9 billion for K-12 education in the 2021-2022 fiscal year must be spent. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As part of a broad new education spending package made possible by the state’s surprise budget surplus, the state’s two-year kindergarten program will be expanded to include all 4-year-olds for free. The program aims to phase in the expansion by 2025 at a cost of $2.7 billion per year.\u003c/p>\n\u003cp>The new plan also puts more money toward after school and summer school programs, particularly in districts that serve high-needs students.\u003c/p>\n\u003cp>“This is a transformational budget. This is unlike anything we have ever done in this state,” Newsom said.\u003c/p>\n\u003cp>This year’s budget also adds money to fund free school meals for all students, with $54 million allocated for this year and $650 million in future years.\u003c/p>\n\u003cp>Newsom’s kindergarten expansion fulfills a promise that he and Democratic legislative leaders made to foot the bill for universal 4-year-old kindergarten statewide. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Currently, there are about 91,000 4-year-olds enrolled in transitional kindergarten. The new plan would boost enrollment to about 250,000.\u003c/p>\n\u003cp>The bill achieves many longtime priorities for Democrats in the Legislature, said Assemblymember Cecilia Aguiar-Curry, D-Winters, who joined the signing ceremony.\u003c/p>\n\u003cp>“We are changing lives,” said Aguiar-Curry. “By the signing of this today, we’re not going to leave anyone behind.”\u003c/p>\n\u003cp>Newsom has said the funding aims to address many of the inequities that the coronavirus pandemic exposed, including the need for robust mental health services to address childhood depression and trauma, more teachers and lower teacher-student ratios.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>It’s only July, but the Centers for Disease Control and Prevention is focusing on the coming school year, and its message is clear: It wants students back in the classroom.\u003c/p>\n\u003cp>On Friday, the agency issued updated guidance for K-12 schools, highlighting the importance of getting as many eligible kids vaccinated as possible in order to return classrooms to normal, or near normal.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Dr. Jill Weatherhead, Baylor College of Medicine\"]‘There’s always going to be some risk, but we can reduce it in the healthiest way possible.’[/pullquote]So far, just 1 out of 3 kids ages 12 to 17 have received a COVID vaccine nationally. The Biden administration is hoping to boost these numbers before school starts in the fall.\u003c/p>\n\u003cp>“For families who haven’t gotten their kids vaccinated yet, now is the time,” said Erin Sauber-Schatz, lead for the Community Interventions and Critical Populations Task Force at the CDC. “It takes five weeks to get fully vaccinated. If you got your first shot today, the second would be July 30 and you’d be fully vaccinated on Aug. 13. So now’s the time if you haven’t gotten vaccinated yet.”\u003c/p>\n\u003cp>If a high school could document that everyone in the building were fully vaccinated, she said, school would look a lot like it did pre-pandemic. Of course, the reality is that most schools will have a mix of vaccinated and unvaccinated students and staff.\u003c/p>\n\u003cp>The updated guidelines note that fully vaccinated staff and students may not need to wear masks at school. (Although because of the CDC order requiring masks on public transportation, they would have to mask up on school buses.)\u003c/p>\n\u003cp>For students too young to be vaccinated at this time, the CDC suggests multiple strategies to reduce the risk of transmission: notably, mask-wearing for ages 2 and up and physical distancing when possible of a minimum of 3 feet in indoor school settings (even when children are vaccinated).\u003c/p>\n\u003cp>Additional protective measures advocated in the CDC guidelines include hand-washing and good indoor ventilation and cleaning procedures. In addition, the CDC urges any students or staff with signs of infectious illness to stay home, be tested for COVID and quarantine if indicated.\u003c/p>\n\u003cp>The guidelines put a priority on in-school instruction and emphasize the need to be flexible. “If 3 feet is not feasible, it should not keep kids out of school,” Sauber-Schatz said. “In our guidance we focus on the most important prevention strategies, and they should be removed one at a time and then closely monitored” to make sure infection rates don’t rise.\u003c/p>\n\u003cp>The CDC adds that enforcement of these guidelines is up to local jurisdictions.\u003c/p>\n\u003ch3>In California:\u003c/h3>\n\u003cp>State public health officials announced Friday that they will release updated guidance for the fall school semester next week encouraging schools to return to full in-person classes.\u003c/p>\n\u003cp>The guidance will align with the CDC’s and focus on COVID-19 testing support for schools and safety measures like wearing face coverings indoors. Officials with the California Department of Public Health said they’ll require students and staff to continue wearing face coverings indoors, regardless of vaccination status, to “ensure that all kids are treated the same.”\u003c/p>\n\u003cp>“At the outset of the new year, students should be able to walk into school without worrying about whether they will feel different or singled out for being vaccinated or unvaccinated,” state Health and Human Services Agency Secretary Dr. Mark Ghaly said in a statement.\u003c/p>\n\u003cp>In California, \u003ca href=\"https://covid19.ca.gov/vaccination-progress-data/#progress-by-group\" target=\"_blank\" rel=\"noopener noreferrer\">more than 34% of the 3.1 million kids\u003c/a> ages 12 to 17 are fully vaccinated as of Friday, that’s according to the CDPH’s vaccine data portal.\u003c/p>\n\u003cp>To help fund the state’s school system, Gov. Gavin Newsom also signed a funding package Friday that will allocate nearly $124 billion to support expanded after school and summer learning programs, increase school staff sizes and make pre-kindergarten available for free for all of the state’s 4-year-olds by 2025.\u003c/p>\n\u003cp>San Francisco’s Health Officer Dr. Susan Philip released a statement Friday supporting the full return to in-person classrooms for all grades in the fall, citing low community transmission and high vaccination rates in the city.\u003c/p>\n\u003cp>“There were less than five cases of COVID transmission in schools with in-person learning among 48,000 students and teachers during the last school year, including during the height of our winter surge,” she said in the statement, and added that current vaccines are effective against the more infections delta variant spreading in the state.\u003c/p>\n\u003cp>Philip said in school settings, masks will be required, but only indoors, and physical distancing will not be required. Additional safety procedures will be in place, including increased ventilation and symptom screenings.\u003c/p>\n\u003cp>Meanwhile, in the immediate weeks ahead, parents may also be wondering about how to keep unvaccinated kids safe during summer vacations and outings.\u003c/p>\n\u003cp>The CDC recommends \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-risk.html\">not traveling until you’re fully vaccinated\u003c/a>, but that leaves many families with a conundrum, said Mayo Clinic pediatric infectious disease specialist \u003ca href=\"https://www.mayoclinic.org/biographies/rajapakse-nipunie-s-m-d-m-p-h/bio-20308514\">Dr. Nipunie Rajapakse\u003c/a> and Baylor College of Medicine assistant professor of adult and pediatric infectious diseases \u003ca href=\"https://urldefense.com/v3/__https:/www.bcm.edu/people-search/jill-weatherhead-32866__;!!Iwwt!CRCarT-rT3I8tHi1Ah0Rkwy31yjBE15DbG1JHnZqWti4jbpB8ch0qnQp9mLc%24\">Dr. Jill Weatherhead\u003c/a>.\u003c/p>\n\u003cp>“That really puts families in a tough spot when you have parents and older siblings who have been vaccinated and younger siblings who have not,” Weatherhead said.\u003c/p>\n\u003cp>Don’t worry: You probably don’t need to leave unvaccinated kids at home, according to our sources — though much depends on a family’s individual circumstances and risk tolerance. But Weatherhead and Rajapakse said that many families will be able to make traveling with unvaccinated kids acceptably safe. Here’s how:\u003c/p>\n\u003ch3>Flying:\u003c/h3>\n\u003cp>Last summer, Weatherhead’s husband drove the couple’s two young kids from Houston to their annual summer vacation in Michigan. This year, they flew — with plenty of hand sanitizer and distancing whenever possible. They were able to snag flights on a carrier that flies out of an airport that isn’t superbusy and allowed them to choose their own seats upon boarding. Of course, that’s not an option on most carriers, and Delta, one of the last U.S. airlines to leave middle rows vacant, began booking those seats in May.\u003c/p>\n\u003cp>Flights haven’t turned out to be superspreaders, although it matters who is seated near you: On \u003ca href=\"https://wwwnc.cdc.gov/eid/article/27/3/20-4714_article\">a September flight \u003c/a>from Dubai, United Arab Emirates, to New Zealand, at least four people within two rows of a contagious passenger got COVID-19.\u003c/p>\n\u003cp>“You never know who is seated near you, especially on long flights when you’re in close proximity,” Rajapakse said. “And at airports, people from different parts of the country and the world are mixing in a confined area.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With no way of knowing which passengers are vaccinated, make sure unvaccinated kids keep their masks on as much as possible (\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-risk.html\">masks are still required in airports and on flights\u003c/a>). In addition, unvaccinated kids should also adhere to physical distancing guidelines while traveling and good hand hygiene — and get tested before and after the flight, according to the \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-during-covid19.html\">CDC\u003c/a>.\u003c/p>\n\u003cp>That could mean finding a less-busy area in the airport to wait in before your flight, toting your own hand sanitizer, avoiding crowded restaurants and kiosks, and keeping snack and water breaks as brief as possible. If your kids need a snack on board, make sure they wait until other passengers have finished eating and masked up again.\u003c/p>\n\u003cp>“There’s always going to be some risk, but we can reduce it in the healthiest way possible,” Weatherhead said.\u003c/p>\n\u003ch3>Family Reunions:\u003c/h3>\n\u003cp>To avoid awkward scenarios, have the COVID conversation ahead of time, Weatherhead suggests.\u003c/p>\n\u003cp>“People should have open discussions with the people they’re visiting about what makes them feel safe,” she said. “The more you can communicate that ahead of time, the more enjoyable it will be for everyone.”\u003c/p>\n\u003cp>For example, Weatherhead suggests saying: “Please, everyone get vaccinated because I’m bringing my 2-year-old and I want to see you, but I want to protect her.”\u003c/p>\n\u003cp>The easiest way to protect everyone in your family is to encourage the adults to get vaccinated and to ensure their tweens and teens are fully vaccinated before the planned gathering, Rajapakse and Weatherhead agreed.\u003c/p>\n\u003cp>“If there are unvaccinated individuals, the risk goes up for everyone,” Rajapakse said.\u003c/p>\n\u003cp>The more you can “cocoon” unvaccinated kids by surrounding them with vaccinated people, the more you can protect them, Weatherhead said. “It’s the safest thing you can do besides staying home.”\u003c/p>\n\u003cp>Once you’re there, you can further reduce risks by planning outdoor activities and spacing out tables at meals, Weatherhead added.\u003c/p>\n\u003ch3>At Home:\u003c/h3>\n\u003cp>Precautions shouldn’t end after your trip, even if most people in your community have let their guard down. With the delta variant now accounting for over half of new COVID-19 cases in the U.S., it’s important for anyone who’s not vaccinated to adhere to mask wearing and physical distancing — especially if you live in an area with low vaccination rates and high transmission, Rajapakse said.\u003c/p>\n\u003cp>[aside tag=\"coronavirus-resources-and-explainers\" label=\"COVID-19 Resources and Explainers\"]Instead of focusing on national numbers, Rajapakse recommends staying on top of your community’s rates: “Knowing who you’re around and what’s going on in your community and who you’re interacting with is the more important statistic,” she said. “As we see the virus circulation rates go down, we will see risks go down — but the risk to kids is not zero, especially with the delta variant.”\u003c/p>\n\u003cp>If your under-12 kids are reluctant to be the only ones in a store wearing masks, put your own on.\u003c/p>\n\u003cp>“Even though my husband and I are vaccinated, we wear masks to protect them as much as we can and to model that behavior for them,” Weatherhead said.\u003c/p>\n\u003cp>And remember, vaccines for kids are on the way.\u003c/p>\n\u003cp>\u003cem>Sheila Mulrooney Eldred is a freelance health journalist in Minneapolis. She’s written about COVID-19 for many publications, including Medscape, Kaiser Health News, Science News for Students and The Washington Post. More at \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/sheilaeldred.pressfolios.com__;!!Iwwt!EK3837L0Aze-xksfoR3K5AMElHCnihZwm5GA1qwGU6K4a94b-GMJup_1kYqv%24\">\u003cem>sheilaeldred.pressfolios.com\u003c/em>\u003c/a>\u003cem>. On Twitter: \u003c/em>\u003ca href=\"https://twitter.com/milepostmedia?lang=en\">\u003cem>@milepostmedia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bay City News and KQED’s Julie Chang contributed to this report.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Updates+Guidelines+To+Protect+Kids+From+COVID+In+School.+Plus%3A+Vacation+Tips&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The updated guidance promotes vaccination for those old enough and says vaccinated kids may not need masks. What about kids too young for vaccines? And as summer begins, what about vacation risks?",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s only July, but the Centers for Disease Control and Prevention is focusing on the coming school year, and its message is clear: It wants students back in the classroom.\u003c/p>\n\u003cp>On Friday, the agency issued updated guidance for K-12 schools, highlighting the importance of getting as many eligible kids vaccinated as possible in order to return classrooms to normal, or near normal.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘There’s always going to be some risk, but we can reduce it in the healthiest way possible.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>So far, just 1 out of 3 kids ages 12 to 17 have received a COVID vaccine nationally. The Biden administration is hoping to boost these numbers before school starts in the fall.\u003c/p>\n\u003cp>“For families who haven’t gotten their kids vaccinated yet, now is the time,” said Erin Sauber-Schatz, lead for the Community Interventions and Critical Populations Task Force at the CDC. “It takes five weeks to get fully vaccinated. If you got your first shot today, the second would be July 30 and you’d be fully vaccinated on Aug. 13. So now’s the time if you haven’t gotten vaccinated yet.”\u003c/p>\n\u003cp>If a high school could document that everyone in the building were fully vaccinated, she said, school would look a lot like it did pre-pandemic. Of course, the reality is that most schools will have a mix of vaccinated and unvaccinated students and staff.\u003c/p>\n\u003cp>The updated guidelines note that fully vaccinated staff and students may not need to wear masks at school. (Although because of the CDC order requiring masks on public transportation, they would have to mask up on school buses.)\u003c/p>\n\u003cp>For students too young to be vaccinated at this time, the CDC suggests multiple strategies to reduce the risk of transmission: notably, mask-wearing for ages 2 and up and physical distancing when possible of a minimum of 3 feet in indoor school settings (even when children are vaccinated).\u003c/p>\n\u003cp>Additional protective measures advocated in the CDC guidelines include hand-washing and good indoor ventilation and cleaning procedures. In addition, the CDC urges any students or staff with signs of infectious illness to stay home, be tested for COVID and quarantine if indicated.\u003c/p>\n\u003cp>The guidelines put a priority on in-school instruction and emphasize the need to be flexible. “If 3 feet is not feasible, it should not keep kids out of school,” Sauber-Schatz said. “In our guidance we focus on the most important prevention strategies, and they should be removed one at a time and then closely monitored” to make sure infection rates don’t rise.\u003c/p>\n\u003cp>The CDC adds that enforcement of these guidelines is up to local jurisdictions.\u003c/p>\n\u003ch3>In California:\u003c/h3>\n\u003cp>State public health officials announced Friday that they will release updated guidance for the fall school semester next week encouraging schools to return to full in-person classes.\u003c/p>\n\u003cp>The guidance will align with the CDC’s and focus on COVID-19 testing support for schools and safety measures like wearing face coverings indoors. Officials with the California Department of Public Health said they’ll require students and staff to continue wearing face coverings indoors, regardless of vaccination status, to “ensure that all kids are treated the same.”\u003c/p>\n\u003cp>“At the outset of the new year, students should be able to walk into school without worrying about whether they will feel different or singled out for being vaccinated or unvaccinated,” state Health and Human Services Agency Secretary Dr. Mark Ghaly said in a statement.\u003c/p>\n\u003cp>In California, \u003ca href=\"https://covid19.ca.gov/vaccination-progress-data/#progress-by-group\" target=\"_blank\" rel=\"noopener noreferrer\">more than 34% of the 3.1 million kids\u003c/a> ages 12 to 17 are fully vaccinated as of Friday, that’s according to the CDPH’s vaccine data portal.\u003c/p>\n\u003cp>To help fund the state’s school system, Gov. Gavin Newsom also signed a funding package Friday that will allocate nearly $124 billion to support expanded after school and summer learning programs, increase school staff sizes and make pre-kindergarten available for free for all of the state’s 4-year-olds by 2025.\u003c/p>\n\u003cp>San Francisco’s Health Officer Dr. Susan Philip released a statement Friday supporting the full return to in-person classrooms for all grades in the fall, citing low community transmission and high vaccination rates in the city.\u003c/p>\n\u003cp>“There were less than five cases of COVID transmission in schools with in-person learning among 48,000 students and teachers during the last school year, including during the height of our winter surge,” she said in the statement, and added that current vaccines are effective against the more infections delta variant spreading in the state.\u003c/p>\n\u003cp>Philip said in school settings, masks will be required, but only indoors, and physical distancing will not be required. Additional safety procedures will be in place, including increased ventilation and symptom screenings.\u003c/p>\n\u003cp>Meanwhile, in the immediate weeks ahead, parents may also be wondering about how to keep unvaccinated kids safe during summer vacations and outings.\u003c/p>\n\u003cp>The CDC recommends \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-risk.html\">not traveling until you’re fully vaccinated\u003c/a>, but that leaves many families with a conundrum, said Mayo Clinic pediatric infectious disease specialist \u003ca href=\"https://www.mayoclinic.org/biographies/rajapakse-nipunie-s-m-d-m-p-h/bio-20308514\">Dr. Nipunie Rajapakse\u003c/a> and Baylor College of Medicine assistant professor of adult and pediatric infectious diseases \u003ca href=\"https://urldefense.com/v3/__https:/www.bcm.edu/people-search/jill-weatherhead-32866__;!!Iwwt!CRCarT-rT3I8tHi1Ah0Rkwy31yjBE15DbG1JHnZqWti4jbpB8ch0qnQp9mLc%24\">Dr. Jill Weatherhead\u003c/a>.\u003c/p>\n\u003cp>“That really puts families in a tough spot when you have parents and older siblings who have been vaccinated and younger siblings who have not,” Weatherhead said.\u003c/p>\n\u003cp>Don’t worry: You probably don’t need to leave unvaccinated kids at home, according to our sources — though much depends on a family’s individual circumstances and risk tolerance. But Weatherhead and Rajapakse said that many families will be able to make traveling with unvaccinated kids acceptably safe. Here’s how:\u003c/p>\n\u003ch3>Flying:\u003c/h3>\n\u003cp>Last summer, Weatherhead’s husband drove the couple’s two young kids from Houston to their annual summer vacation in Michigan. This year, they flew — with plenty of hand sanitizer and distancing whenever possible. They were able to snag flights on a carrier that flies out of an airport that isn’t superbusy and allowed them to choose their own seats upon boarding. Of course, that’s not an option on most carriers, and Delta, one of the last U.S. airlines to leave middle rows vacant, began booking those seats in May.\u003c/p>\n\u003cp>Flights haven’t turned out to be superspreaders, although it matters who is seated near you: On \u003ca href=\"https://wwwnc.cdc.gov/eid/article/27/3/20-4714_article\">a September flight \u003c/a>from Dubai, United Arab Emirates, to New Zealand, at least four people within two rows of a contagious passenger got COVID-19.\u003c/p>\n\u003cp>“You never know who is seated near you, especially on long flights when you’re in close proximity,” Rajapakse said. “And at airports, people from different parts of the country and the world are mixing in a confined area.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With no way of knowing which passengers are vaccinated, make sure unvaccinated kids keep their masks on as much as possible (\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-risk.html\">masks are still required in airports and on flights\u003c/a>). In addition, unvaccinated kids should also adhere to physical distancing guidelines while traveling and good hand hygiene — and get tested before and after the flight, according to the \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/travelers/travel-during-covid19.html\">CDC\u003c/a>.\u003c/p>\n\u003cp>That could mean finding a less-busy area in the airport to wait in before your flight, toting your own hand sanitizer, avoiding crowded restaurants and kiosks, and keeping snack and water breaks as brief as possible. If your kids need a snack on board, make sure they wait until other passengers have finished eating and masked up again.\u003c/p>\n\u003cp>“There’s always going to be some risk, but we can reduce it in the healthiest way possible,” Weatherhead said.\u003c/p>\n\u003ch3>Family Reunions:\u003c/h3>\n\u003cp>To avoid awkward scenarios, have the COVID conversation ahead of time, Weatherhead suggests.\u003c/p>\n\u003cp>“People should have open discussions with the people they’re visiting about what makes them feel safe,” she said. “The more you can communicate that ahead of time, the more enjoyable it will be for everyone.”\u003c/p>\n\u003cp>For example, Weatherhead suggests saying: “Please, everyone get vaccinated because I’m bringing my 2-year-old and I want to see you, but I want to protect her.”\u003c/p>\n\u003cp>The easiest way to protect everyone in your family is to encourage the adults to get vaccinated and to ensure their tweens and teens are fully vaccinated before the planned gathering, Rajapakse and Weatherhead agreed.\u003c/p>\n\u003cp>“If there are unvaccinated individuals, the risk goes up for everyone,” Rajapakse said.\u003c/p>\n\u003cp>The more you can “cocoon” unvaccinated kids by surrounding them with vaccinated people, the more you can protect them, Weatherhead said. “It’s the safest thing you can do besides staying home.”\u003c/p>\n\u003cp>Once you’re there, you can further reduce risks by planning outdoor activities and spacing out tables at meals, Weatherhead added.\u003c/p>\n\u003ch3>At Home:\u003c/h3>\n\u003cp>Precautions shouldn’t end after your trip, even if most people in your community have let their guard down. With the delta variant now accounting for over half of new COVID-19 cases in the U.S., it’s important for anyone who’s not vaccinated to adhere to mask wearing and physical distancing — especially if you live in an area with low vaccination rates and high transmission, Rajapakse said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Instead of focusing on national numbers, Rajapakse recommends staying on top of your community’s rates: “Knowing who you’re around and what’s going on in your community and who you’re interacting with is the more important statistic,” she said. “As we see the virus circulation rates go down, we will see risks go down — but the risk to kids is not zero, especially with the delta variant.”\u003c/p>\n\u003cp>If your under-12 kids are reluctant to be the only ones in a store wearing masks, put your own on.\u003c/p>\n\u003cp>“Even though my husband and I are vaccinated, we wear masks to protect them as much as we can and to model that behavior for them,” Weatherhead said.\u003c/p>\n\u003cp>And remember, vaccines for kids are on the way.\u003c/p>\n\u003cp>\u003cem>Sheila Mulrooney Eldred is a freelance health journalist in Minneapolis. She’s written about COVID-19 for many publications, including Medscape, Kaiser Health News, Science News for Students and The Washington Post. More at \u003c/em>\u003ca href=\"https://urldefense.com/v3/__http:/sheilaeldred.pressfolios.com__;!!Iwwt!EK3837L0Aze-xksfoR3K5AMElHCnihZwm5GA1qwGU6K4a94b-GMJup_1kYqv%24\">\u003cem>sheilaeldred.pressfolios.com\u003c/em>\u003c/a>\u003cem>. On Twitter: \u003c/em>\u003ca href=\"https://twitter.com/milepostmedia?lang=en\">\u003cem>@milepostmedia\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003cem>Bay City News and KQED’s Julie Chang contributed to this report.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=CDC+Updates+Guidelines+To+Protect+Kids+From+COVID+In+School.+Plus%3A+Vacation+Tips&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Newsom, Legislative Leaders Agree to Expanded Independent Study for Remote Learners",
"title": "Newsom, Legislative Leaders Agree to Expanded Independent Study for Remote Learners",
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"content": "\u003cp>Facing a lingering demand for distance learning as California emerges from the COVID-19 pandemic, Gov. Gavin Newsom and legislative leaders have agreed to expand the state's independent study program and require that every public school district offer the remote learning option.\u003c/p>\n\u003cp>In-person learning will be the default for California schools next year, but the independent study plan, set for a vote in the state Legislature on Thursday, is an acknowledgement that some parents may be hesitant to send their children back to the classroom because of health or learning concerns — and would leave the public school system to pursue remote learning.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Lisa Gardiner, California Teachers Association spokesperson\"]'While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.'[/pullquote]\u003c/p>\n\u003cp>\"Districts were concerned about enrollment and we were concerned that districts may encourage people to go to independent study as a proxy for distance learning,\" said Assembly Budget Chair Phil Ting, D-San Francisco. \"We really wanted to tighten up how independent study could be utilized by districts.\"\u003c/p>\n\u003cp>Independent study has existed in California schools for decades, but has been used by a small fraction of students — including child athletes, and those with severe health issues.\u003c/p>\n\u003cp>While many families found distance learning to be a poor substitute for classroom instruction during the pandemic, some came to \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">prefer the remote education\u003c/a> their children were receiving.\u003c/p>\n\u003cp>\"This budget proposal strikes a good balance of flexibility to meet the needs of students and families and local school districts,\" said Lisa Gardiner, spokeswoman for the California Teachers Association. \"While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.kqed.org/news/11873813/newsom-proposes-a-return-to-in-person-learning-beginning-next-school-year\" target=\"_blank\" rel=\"noopener noreferrer\">revised budget proposal released\u003c/a> in May, Newsom made independent study optional for districts, but proposed more rules for the program — requiring districts provide an internet connection for students and monitor their progress on a daily basis.\u003c/p>\n\u003cp>The final deal reached between the governor and legislative leaders, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">contained\u003c/a> in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB130\" target=\"_blank\" rel=\"noopener noreferrer\">two bills\u003c/a> connected to the state budget, requires all districts to offer independent study.\u003c/p>\n\u003cp>[aside label=\"Education Stories\" tag=\"remote-learning\"]\u003c/p>\n\u003cp>The only exception would be if the program places an \"unreasonable fiscal burden\" on the district, and if the agency can't reach a deal to transfer the student to another district offering independent study.\u003c/p>\n\u003cp>A statement from the California Association of Suburban School Districts says the group \"appreciates the compromise language in AB/SB 130 on independent study that provides an option for independent study in instances in which parents or guardians determine that in-person instruction would put a student’s health at risk.\"\u003c/p>\n\u003cp>Lawmakers are envisioning an independent study program that goes beyond the historic practice of having students pick up a study packet every few weeks.\u003c/p>\n\u003cp>Credentialed teachers will have to document live daily interaction with their students and kids in grades K-3 must get at least one hour a day of live instruction. Curriculum, instructional minutes and teacher-to-student ratios will have to align with what's offered to in-person students, and students will be provided with a connected device.\u003c/p>\n\u003cp>Importantly, Ting said, the bills provide parents with transparency about the independent study program, and a clear path to return their children to the classroom, if desired.\u003c/p>\n\u003cp>\"What we really were focused on is making sure that students that were going into independent study, say for the semester, really understood what they were getting into,\" he said. \"We ask that they have a parent-teacher conference with the administration, so parents are given the pros and cons of what you're really getting out of independent study.\"\u003c/p>\n\u003cp>Under the agreement, districts must set benchmarks for a student's progress. Late or unsatisfactory work would lead to \"an evaluation of whether or not the pupil should be allowed to continue in course-based independent study.\"\u003c/p>\n\u003cp>And if a family wishes to return their child to the classroom from independent study, districts will have make the transition happen within five school days.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Facing a lingering demand for distance learning as California emerges from the COVID-19 pandemic, Gov. Gavin Newsom and legislative leaders have agreed to expand the state's independent study program and require that every public school district offer the remote learning option.\u003c/p>\n\u003cp>In-person learning will be the default for California schools next year, but the independent study plan, set for a vote in the state Legislature on Thursday, is an acknowledgement that some parents may be hesitant to send their children back to the classroom because of health or learning concerns — and would leave the public school system to pursue remote learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Districts were concerned about enrollment and we were concerned that districts may encourage people to go to independent study as a proxy for distance learning,\" said Assembly Budget Chair Phil Ting, D-San Francisco. \"We really wanted to tighten up how independent study could be utilized by districts.\"\u003c/p>\n\u003cp>Independent study has existed in California schools for decades, but has been used by a small fraction of students — including child athletes, and those with severe health issues.\u003c/p>\n\u003cp>While many families found distance learning to be a poor substitute for classroom instruction during the pandemic, some came to \u003ca href=\"https://www.kqed.org/news/11869776/were-not-a-monolith-some-black-and-brown-parents-in-oakland-feel-conflicted-as-in-person-learning-returns\" target=\"_blank\" rel=\"noopener noreferrer\">prefer the remote education\u003c/a> their children were receiving.\u003c/p>\n\u003cp>\"This budget proposal strikes a good balance of flexibility to meet the needs of students and families and local school districts,\" said Lisa Gardiner, spokeswoman for the California Teachers Association. \"While in-person learning will be a safe and preferred option for most students this fall, there must be options for students who are medically fragile, cannot be vaccinated or whose parents do not feel safe sending them to school.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In his \u003ca href=\"https://www.kqed.org/news/11873813/newsom-proposes-a-return-to-in-person-learning-beginning-next-school-year\" target=\"_blank\" rel=\"noopener noreferrer\">revised budget proposal released\u003c/a> in May, Newsom made independent study optional for districts, but proposed more rules for the program — requiring districts provide an internet connection for students and monitor their progress on a daily basis.\u003c/p>\n\u003cp>The final deal reached between the governor and legislative leaders, \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220AB130\" target=\"_blank\" rel=\"noopener noreferrer\">contained\u003c/a> in \u003ca href=\"https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB130\" target=\"_blank\" rel=\"noopener noreferrer\">two bills\u003c/a> connected to the state budget, requires all districts to offer independent study.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The only exception would be if the program places an \"unreasonable fiscal burden\" on the district, and if the agency can't reach a deal to transfer the student to another district offering independent study.\u003c/p>\n\u003cp>A statement from the California Association of Suburban School Districts says the group \"appreciates the compromise language in AB/SB 130 on independent study that provides an option for independent study in instances in which parents or guardians determine that in-person instruction would put a student’s health at risk.\"\u003c/p>\n\u003cp>Lawmakers are envisioning an independent study program that goes beyond the historic practice of having students pick up a study packet every few weeks.\u003c/p>\n\u003cp>Credentialed teachers will have to document live daily interaction with their students and kids in grades K-3 must get at least one hour a day of live instruction. Curriculum, instructional minutes and teacher-to-student ratios will have to align with what's offered to in-person students, and students will be provided with a connected device.\u003c/p>\n\u003cp>Importantly, Ting said, the bills provide parents with transparency about the independent study program, and a clear path to return their children to the classroom, if desired.\u003c/p>\n\u003cp>\"What we really were focused on is making sure that students that were going into independent study, say for the semester, really understood what they were getting into,\" he said. \"We ask that they have a parent-teacher conference with the administration, so parents are given the pros and cons of what you're really getting out of independent study.\"\u003c/p>\n\u003cp>Under the agreement, districts must set benchmarks for a student's progress. Late or unsatisfactory work would lead to \"an evaluation of whether or not the pupil should be allowed to continue in course-based independent study.\"\u003c/p>\n\u003cp>And if a family wishes to return their child to the classroom from independent study, districts will have make the transition happen within five school days.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Modesto’s district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>[aside label=\"more education coverage\" tag=\"education\"]The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won’t turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>California schools are poised to get a record-breaking amount of money in the state budget to help students recover from 15 months of pandemic-related chaos, virtual classrooms, hybrid schedules and ever-shifting guidance.\u003c/p>\n\u003cp>Districts with lots of high-needs students, including those with disabilities, stand to get even more money.\u003c/p>\n\u003cp>Educators will use some of the extra funding to hire counselors who are better suited to address the mental health impacts of the pandemic. Lawmakers hope the unprecedented funding will also help address the pre-pandemic costs of special education and \u003ca href=\"https://calmatters.org/economy/2018/07/california-teacher-pension-debt/\">employee pensions\u003c/a>.\u003c/p>\n\u003cp>“The pandemic hit everybody, and everybody could use more mental health support and counseling,” said Sara Noguchi, superintendent of Modesto City Schools. “But the pension costs each year are also significant. And that is just one of the areas that’s been difficult to manage.”\u003c/p>\n\u003ch3>More Money Across the Board\u003c/h3>\n\u003cp>The state will spend an unprecedented $93.7 billion from its general fund on education this year, with most California districts raking in millions of dollars in new funding.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Modesto’s district, for example, which has close to 30,000 students, is getting an extra $16.5 million this year. And that money comes with almost no strings attached and can be spent on anything from payroll to maintenance.\u003c/p>\n\u003cp>But that’s just the beginning.\u003c/p>\n\u003cp>The state calculates funding for school districts using what’s called the Local Control Funding Formula. Under the formula, all districts receive a base amount of money per student, and more money for foster children, English learners or those qualifying for \u003ca href=\"https://www.cde.ca.gov/ls/nu/rs/scales2021.asp\">free or reduced-price lunch\u003c/a>. If any of those groups make up more than half of a district’s enrollment, the district gets additional money.\u003c/p>\n\u003cp>The budget deal also reflects Gov. Gavin Newsom’s proposal to direct $1.1 billion to districts with a high concentration of those vulnerable student groups; the Legislature had wanted to spread the money out over all districts that have high-needs students.\u003c/p>\n\u003ch3>Extra Attention for Special Ed\u003c/h3>\n\u003cp>Education experts are calling this fiscal year “the year of special ed,” with good reason: Not only are California lawmakers increasing state special ed spending by $656 million, President Biden’s administration has promised even more funding over the next several years.\u003c/p>\n\u003cp>“Special education funding has never, ever been the amount that is needed,” said Jonathan Kaplan, a senior policy analyst at the California Budget and Policy Center. “The federal government is the one that requires schools to provide an appropriate education, but they’ve never provided the funding. State dollars are provided to supplement what the federal government is providing.”\u003c/p>\n\u003cp>This year, California will provide a 4.05% cost-of-living adjustment for all special education programs.\u003c/p>\n\u003cp>In addition, the state will also provide another $550 million for “dispute resolution” for students who received little or no special education services during the pandemic.\u003c/p>\n\u003ch3>Early Childhood Education\u003c/h3>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The final budget deal also dedicates ongoing funding to transitional kindergarten, an intermediate grade level established to accommodate 4-year-olds who won’t turn 5 by Sept. 1, the cutoff for kindergarten admission.\u003c/p>\n\u003cp>The budget deal includes a timeline to implement transitional kindergarten for all 4-year-olds in California by the 2025-26 school year. The plan would cost $2.7 billion once fully implemented.\u003c/p>\n\u003cp>The state is also spending billions to expand child care subsidies. This year, $1.5 billion will go toward 120,000 additional kids, mostly those of essential workers. Next year, child care subsidy spending would increase to $2.7 billion.\u003c/p>\n\u003cp>“I’ve never seen such an expansion and an attempt to improve the quality of child care, really since the advent of pre-K in the 1960s,” said Bruce Fuller, a professor of education at UC Berkeley. “The expansion of early education, in sheer dollar amounts, rivals the increases in K-12.”\u003c/p>\n\u003ch3>\u003cstrong>Easing the Fiscal Burden of Pensions\u003c/strong>\u003c/h3>\n\u003cp>In past years, increases in overall education funding were dwarfed by the tens of millions of dollars some districts were required to pay to employee retirement funds. The cost of pension liability stressed district budgets, especially during the pandemic.\u003c/p>\n\u003cp>“Every year the pension costs continue to rise,” said Noguchi, from Modesto. “Last year, there was no cost-of-living adjustment but an increase in pension costs.”\u003c/p>\n\u003cp>The overall increase in funding this year would help districts with their pension liabilities, a fiscal burden that has pushed some districts into deficits.\u003c/p>\n\u003ch3>More Teachers, More Class Time, More Meals\u003c/h3>\n\u003cp>The budget deal also includes $2.8 billion in one-time funding to help school districts recruit, retain and train teachers. With a high number of \u003ca href=\"https://calmatters.org/education/2021/06/california-teacher-retirement/\">teacher retirements\u003c/a> this year, some districts face a looming staffing shortage. As the pandemic recedes, more teachers could keep class sizes low and allow students who fell behind to receive more one-on-one attention.\u003c/p>\n\u003cp>The state is also providing $1.8 billion this year as part of a multiyear $5 billion funding package to expand \u003ca href=\"https://calmatters.org/education/2021/06/summer-school-options-california/\">summer school\u003c/a> and after school programs. Districts with more low-income students, foster children and English learners would get more funding.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In line with the Legislature’s proposal, the budget will also invest $54 million this year and $650 million in ongoing spending to pay for breakfasts and lunches for students.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The ‘Secret Sauce’: How a Parent-Led Project Is Reimagining Public Schools for Oakland's Black and Latino Students",
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"content": "\u003cp>After the chaos that marked the end of Oakland's 2019-20 school year, when many teachers scrambled to move classrooms online even as thousands of students lacked the required technology, Lakisha Young knew she had to do something.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Lakisha Young, executive director of The Oakland REACH\"]'These issues are not new issues, but we have a new opportunity to do something. Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?'[/pullquote]“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. REACH holds workshops to help parents understand their kids’ reading assessment data and to demonstrate what quality reading instruction should look like, with the goal of getting parents to advocate for it and support their kids at home.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"oakland-reach\"]Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would like to see this become the new normal,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“Immediately, when COVID hit, you heard so many people saying, ‘Oh my God, it's just going to get worse for Black and brown kids. It’s just gonna get worse,’ ” she said. “Well, then what are you going to do about it?”\u003c/p>\n\u003cp>For years, members of \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\">The Oakland REACH\u003c/a>, the parent advocacy group Young founded, \u003ca href=\"https://www.kqed.org/mindshift/56629/how-families-are-pushing-schools-to-teach-reading-skills-more-effectively\" target=\"_blank\" rel=\"noopener noreferrer\">have been showing up\u003c/a> at Oakland Unified School District board meetings demanding better schools, but academic outcomes for many students have barely budged. The district hasn't been able to get more than a quarter of Black and Latino kids up to state reading standards.\u003c/p>\n\u003cp>“We have no interest in continuing the learning that our children are getting,” Young said.\u003c/p>\n\u003cp>But when the COVID-19 pandemic hit last year, and billions of dollars in state and federal relief funds began flowing into school districts, REACH saw an opportunity to remake an education system they contend was failing their kids long before COVID closed schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“These issues are not new issues, but we have a new opportunity to do something,” Young said. “Why can't we create something that puts folks on the right path, that brings a sense of hope and of progress?”\u003c/p>\n\u003cp>To that end, Young and her team built an academic program from scratch, designed to supplement, not replace, the education students get at school.\u003c/p>\n\u003cp>“We’ve been able to fundraise to make sure our kids can get access to things that normally only wealthy, privileged families gain access to,” said Michael De Sousa, REACH’s chief program officer.\u003c/p>\n\u003cp>The program, which \u003ca href=\"https://www.kqed.org/news/11829180/how-an-oakland-parent-advocate-group-is-making-distance-learning-possible-this-summer\" target=\"_blank\" rel=\"noopener noreferrer\">began as a summer school initiative last year\u003c/a>, continued into the new school year, offering afternoon online art, karate, cooking, STEM and literature classes for kids of all ages, plus tutoring and intensive-reading help.\u003c/p>\n\u003cfigure id=\"attachment_11829275\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11829275 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43909_001_KQED_Oakland_REACH_07092020-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Lakisha Young, co-founder and executive director of The Oakland REACH, on July 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>It served over 350 students throughout district and charter schools during the school year; about 400 are enrolled this summer in an expanded program that added new courses and one-on-one mentorship for high schoolers.\u003c/p>\n\u003cp>Young’s goal is to see the model adopted across the city, and she’s found a willing partner in OUSD. With the support of a \u003ca href=\"https://www.ousd.org/site/default.aspx?PageType=3&DomainID=4875&ModuleInstanceID=34476&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=35661&PageID=13526\" target=\"_blank\" rel=\"noopener noreferrer\">$900,000 grant\u003c/a> from the Center on Reinventing Public Education and TNTP (formerly The New Teacher Project), REACH and the district are expanding the program to six elementary schools.\u003c/p>\n\u003cp>“The brilliance of this moment is we all had to stretch and do something different out of necessity,” OUSD Superintendent Kyla Johnson-Trammell said at a national education conference recently, where she and Young talked about their sometimes tense partnership.\u003c/p>\n\u003cp>“There have been many touchy, uncomfortable conversations that Lakisha and I have had in terms of, ‘This isn't working,’ \" she said. “But to me, \u003cem>that\u003c/em> \u003cem>is\u003c/em> the work.”\u003c/p>\n\u003cp>Johnson-Trammell acknowledges that her district needs to do more to get more kids in the most underserved communities reading at grade level and better prepared for college.\u003c/p>\n\u003cp>“It really is being radical in terms of, ‘Is there a different way to conceive of how a system operates?’ ” she said.\u003c/p>\n\u003cp>By fall, the goal is to expand the program to another 325 families, whose kids would have access to reading support and enrichment classes.\u003c/p>\n\u003cp>Howard Elementary School in East Oakland, one of the six schools in the pilot program, had just one literacy tutor before the partnership began. Now they’ve added three, allowing for smaller groups and more targeted instruction, according to Nikki Williams, the school’s principal.\u003c/p>\n\u003cp>“It’s about increasing the depth of the support,” she said. “Going from six [students per group] to four can really make a big difference, especially when you're talking about foundational skills.”\u003c/p>\n\u003cp>Students were selected based on literacy levels and staff recommendations, Williams says, noting that the program offers them more opportunities than what her school could provide alone.\u003c/p>\n\u003cp>“They're really a partner and a support to what's happening during the school day,” she said.\u003c/p>\n\u003cp>For Leonard Taylor’s daughter, Am’Briyah, who'll be starting second grade in the fall, the intensive literacy coaching made a difference this past year. Early in the school year, Taylor didn’t have child care, so Am’Briyah had to do her distance learning Zoom classes in the car while he delivered food for Grubhub — and she quickly started falling behind.\u003c/p>\n\u003cp>“It's hard to pay attention to the computer when you’re riding around and stuff is moving,” Taylor said.\u003c/p>\n\u003cp>He credits the REACH program’s small class sizes and one-on-one support for getting his daughter caught up.\u003c/p>\n\u003cp>“Actually, she's [now] above her reading level,” he said. “I feel better now because she's in tune, she shows interest. She doesn't even want to go to her regular school class; The Oakland REACH program, she's ready.”\u003c/p>\n\u003cfigure id=\"attachment_11875277\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11875277 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/05/RS36182_IMG_9404-14-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">A group of Oakland REACH students. \u003ccite>(Olivia Obineme/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Preliminary data collected by REACH last summer showed that during five weeks of online instruction, students, on average, made the kind of reading progress that’s normally expected over two months of in-person instruction.\u003c/p>\n\u003cp>“One of the things that I really appreciate from the partnership is that we keep coming back to the science of reading,” said Romy Trigg-Smith, OUSD's early literacy coordinator.\u003c/p>\n\u003cp>That means grounding not only literacy tutors, but also parents, in an evidence-based approach to teaching reading. REACH holds workshops to help parents understand their kids’ reading assessment data and to demonstrate what quality reading instruction should look like, with the goal of getting parents to advocate for it and support their kids at home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Am’Briyah was one of just two students in an afternoon reading class this year led by Irene Segura, a former OUSD reading tutor. Segura’s new title with REACH is “literacy liberator.” She and nearly all the other coaches are Black or Latino, like their students. She credits the individualized attention for helping the kids make rapid reading gains, and says the program’s focus on the whole family is key.\u003c/p>\n\u003cp>“It's very family driven,” she said. “We involve the family so that they know exactly what they're teaching and can do a lot of the activities at home. And it's just a place where we keep each other safe and we care for each other and we solve problems together.”\u003c/p>\n\u003cp>Having the program so firmly grounded in family and community is what makes it unique, says Williams, the principal at Howard Elementary. “Sometimes hearing it parent-to-parent is so much more powerful. You can say, ‘My kids struggle with the same thing. Here is what I can do to support you,’ ” she said. “I think that just brings power to the message.”\u003c/p>\n\u003cp>Through the program, every family gets assigned a caseworker from their own community to help them navigate the school system and access everything from housing to employment services. REACH co-founder Keta Brown works with 18 families from all over Oakland and San Leandro.\u003c/p>\n\u003cp>“When you have these relationships, you understand the challenges of each family,” she said.\u003c/p>\n\u003cp>Sometimes that means making a house call to help a grandparent set up a Wi-Fi hotspot, or walking a parent through the school enrollment process. Brown says her goal is always to empower parents, not do things for them.\u003c/p>\n\u003cp>“There's a difference,” Brown said. “It's like cooking. You know, I'm not going to keep cooking all the food. We're gonna get our ingredients together and we're gonna lay out the recipe and you might want to add a little different twist. And at the end of the day it’s the dish that works for you.”\u003c/p>\n\u003cfigure id=\"attachment_11829280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"wp-image-11829280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-800x600.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1020x765.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1536x1152.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1832x1374.jpg 1832w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1376x1032.jpg 1376w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-1044x783.jpg 1044w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-632x474.jpg 632w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut-536x402.jpg 536w, https://ww2.kqed.org/app/uploads/sites/10/2020/07/RS43884_IMG_2889-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The Oakland REACH parents preparing to distribute computers and other school supplies last summer when they first launched the learning program. \u003ccite>(Vanessa Rancaño/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the district has family outreach staff, a single coordinator might serve hundreds of families. The REACH model brings that ratio down to 20 families per caseworker, at most.\u003c/p>\n\u003cp>“For me, what was really exciting was understanding what they call their secret sauce,” Trigg-Smith, the OUSD early literacy coordinator said. “How does that family support look different from how our family liaisons work? How can we learn from those practices?”\u003c/p>\n\u003cp>REACH’s Lakisha Young hopes her group’s model demonstrates to district administrators that outreach alone isn't enough; listening and responding to parents’ needs is also essential in getting them more involved in their kids' education.\u003c/p>\n\u003cp>“It's not just about engaging families,” she said. “It's helping families step into their power — making sure that the voices of families are really front and center in guiding solutions.”\u003c/p>\n\u003cp>Young says her goal is to help the district expand the program over the next couple of years, eventually handing it over to them completely.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We would like to see this become the new normal,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Oakland city councilmembers redirected $18 million proposed for police spending from the mayor’s budget to alternative methods of violence prevention when the council passed a $3.8 billion budget Thursday evening.\u003c/p>\n\u003cp>The vote came at about 5:30 p.m. following hours of public comment and discussion at a virtual meeting.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"James Burch, policy director for the Anti Police-Terror Project\"]‘We’re talking about a police budget that is well over $300 million every year consistently and continues to increase — even this year.’[/pullquote]The cuts to police spending were made from Mayor Libby Schaaf’s proposed budget for fiscal years 2021-2023 released in May, which would have added two police academy classes to the usual four over the two-year budget cycle.\u003c/p>\n\u003cp>The mayor’s budget proposal was then amended by Council President Nikki Fortunato Bas and Councilmembers Carroll Fife, Dan Kalb and Noel Gallo. The amendment was what passed on Thursday.\u003c/p>\n\u003cp>“The budget passed today by the Oakland City Council makes bold investments to reimagine public safety through violence prevention and non-police strategies that I strongly support,” Schaaf said in a statement.\u003c/p>\n\u003cp>“Unfortunately, it also cuts 50 police officers who respond to Oaklanders’ 911 calls and enforce traffic safety,” Schaaf said.\u003c/p>\n\u003cfigure id=\"attachment_11879475\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879475\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A few hundred people gathered at Lake Merritt for a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Six councilmembers voted in favor of the new budget, while Councilmembers Loren Taylor and Treva Reid opposed it because of concerns over an equitable distribution of city funds.\u003c/p>\n\u003cp>Both Taylor and Reid represent East Oakland.\u003c/p>\n\u003cp>The changes come amid a historic increase in violence in the city, with at least 61 homicides so far this year — nearly all by firearms — up about 90% from a year ago, Oakland Police Chief LeRonne Armstrong said Wednesday.\u003c/p>\n\u003cp>The violence was palpable last weekend when gunfire killed one and wounded at least six others in a shooting near Lake Merritt.\u003c/p>\n\u003cp>But Armstrong reportedly said no number of officers at the lake would have prevented the tragedy and some councilmembers used that statement to bolster their argument for less spending on police.\u003c/p>\n\u003cfigure id=\"attachment_11879449\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879449\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Councilmember Nikki Fortunato Bas speaks at Lake Merritt during a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many Oakland residents have been demanding less spending since the murder of George Floyd by police in Minneapolis, calling on city leaders to cut the Police Department’s budget by 50% and invest that money in alternatives to police.\u003c/p>\n\u003cp>One such group was the Anti Police-Terror Project. James Burch, policy director for the group, said the vote marked a tremendous victory after a six-year campaign. “And it speaks to how difficult it has been for us to gain traction and demand common sense out of the city council,” he said.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But Burch highlighted that while police won’t be seeing that $18 million, it’s “a drop in the bucket.”\u003c/p>\n\u003cp>“We’re talking about a police budget that is well over $300 million every year consistently and continues to increase — even this year. And so it’s important that we maintain that perspective,” he said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Oakland Councilmember Loren Taylor\"]‘We are asking people to jump out of an airplane without a parachute, promising to get to them before they need it to land.’[/pullquote]The previous two-year budget spent $665 million for police and constituted 19.6% of the city budget. The mayor’s proposed budget had slightly increased the total dollars for police to $692 million but decreased the percentage police use from the city budget to 17.9%.\u003c/p>\n\u003cp>APTP has been calling on investments like \u003ca href=\"https://www.kqed.org/news/11874272/build-something-powerful-oakland-aims-to-remove-police-from-some-nonviolent-911-calls\" target=\"_blank\" rel=\"noopener noreferrer\">Mobile Assistance Community Responders of Oakland\u003c/a>, also known as MACRO, which the council also supports.\u003c/p>\n\u003cp>Under a pilot program, trained MACRO personnel will respond to non-violent, non-criminal mental and behavioral health calls instead of police.\u003c/p>\n\u003cp>The budget passed Thursday will invest $4 million in MACRO.\u003c/p>\n\u003cfigure id=\"attachment_11879450\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879450\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Councilmember Carol Fife speaks at Lake Merritt during a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the investments in alternatives to police are expected to reduce violence, Taylor expressed concern that they are not proven or in place.\u003c/p>\n\u003cp>[aside tag=\"opd\" label=\"More on Oakland police\"]“We are asking people to jump out of an airplane without a parachute, promising to get to them before they need it to land,” Taylor said in a statement.\u003c/p>\n\u003cp>Before the final vote, Reid put forth an amendment to add a third police academy class in the first year of the budget and reduce the number of classes to one in the second year.\u003c/p>\n\u003cp>Reid expressed concern about redirecting the proposed police spending when bullets are flying into the homes of East Oaklanders who she represents.\u003c/p>\n\u003cp>Reid’s amendment failed by a vote of 6-3, with Kalb, Taylor and Reid as the three votes in favor.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News and KQED’s Raquel Maria Dillon and Julie Chang.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Oakland city councilmembers redirected $18 million proposed for police spending from the mayor’s budget to alternative methods of violence prevention when the council passed a $3.8 billion budget Thursday evening.\u003c/p>\n\u003cp>The vote came at about 5:30 p.m. following hours of public comment and discussion at a virtual meeting.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The cuts to police spending were made from Mayor Libby Schaaf’s proposed budget for fiscal years 2021-2023 released in May, which would have added two police academy classes to the usual four over the two-year budget cycle.\u003c/p>\n\u003cp>The mayor’s budget proposal was then amended by Council President Nikki Fortunato Bas and Councilmembers Carroll Fife, Dan Kalb and Noel Gallo. The amendment was what passed on Thursday.\u003c/p>\n\u003cp>“The budget passed today by the Oakland City Council makes bold investments to reimagine public safety through violence prevention and non-police strategies that I strongly support,” Schaaf said in a statement.\u003c/p>\n\u003cp>“Unfortunately, it also cuts 50 police officers who respond to Oaklanders’ 911 calls and enforce traffic safety,” Schaaf said.\u003c/p>\n\u003cfigure id=\"attachment_11879475\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879475\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50148_011_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">A few hundred people gathered at Lake Merritt for a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Six councilmembers voted in favor of the new budget, while Councilmembers Loren Taylor and Treva Reid opposed it because of concerns over an equitable distribution of city funds.\u003c/p>\n\u003cp>Both Taylor and Reid represent East Oakland.\u003c/p>\n\u003cp>The changes come amid a historic increase in violence in the city, with at least 61 homicides so far this year — nearly all by firearms — up about 90% from a year ago, Oakland Police Chief LeRonne Armstrong said Wednesday.\u003c/p>\n\u003cp>The violence was palpable last weekend when gunfire killed one and wounded at least six others in a shooting near Lake Merritt.\u003c/p>\n\u003cp>But Armstrong reportedly said no number of officers at the lake would have prevented the tragedy and some councilmembers used that statement to bolster their argument for less spending on police.\u003c/p>\n\u003cfigure id=\"attachment_11879449\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879449\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50143_006_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Councilmember Nikki Fortunato Bas speaks at Lake Merritt during a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many Oakland residents have been demanding less spending since the murder of George Floyd by police in Minneapolis, calling on city leaders to cut the Police Department’s budget by 50% and invest that money in alternatives to police.\u003c/p>\n\u003cp>One such group was the Anti Police-Terror Project. James Burch, policy director for the group, said the vote marked a tremendous victory after a six-year campaign. “And it speaks to how difficult it has been for us to gain traction and demand common sense out of the city council,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Burch highlighted that while police won’t be seeing that $18 million, it’s “a drop in the bucket.”\u003c/p>\n\u003cp>“We’re talking about a police budget that is well over $300 million every year consistently and continues to increase — even this year. And so it’s important that we maintain that perspective,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The previous two-year budget spent $665 million for police and constituted 19.6% of the city budget. The mayor’s proposed budget had slightly increased the total dollars for police to $692 million but decreased the percentage police use from the city budget to 17.9%.\u003c/p>\n\u003cp>APTP has been calling on investments like \u003ca href=\"https://www.kqed.org/news/11874272/build-something-powerful-oakland-aims-to-remove-police-from-some-nonviolent-911-calls\" target=\"_blank\" rel=\"noopener noreferrer\">Mobile Assistance Community Responders of Oakland\u003c/a>, also known as MACRO, which the council also supports.\u003c/p>\n\u003cp>Under a pilot program, trained MACRO personnel will respond to non-violent, non-criminal mental and behavioral health calls instead of police.\u003c/p>\n\u003cp>The budget passed Thursday will invest $4 million in MACRO.\u003c/p>\n\u003cfigure id=\"attachment_11879450\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11879450\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/RS50164_027_Oakland_JuneteenthShootingVigil_06222021-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Councilmember Carol Fife speaks at Lake Merritt during a vigil calling for peace on June 22, 2021, following the Juneteenth shooting that wounded seven people and left one man dead. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Although the investments in alternatives to police are expected to reduce violence, Taylor expressed concern that they are not proven or in place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“We are asking people to jump out of an airplane without a parachute, promising to get to them before they need it to land,” Taylor said in a statement.\u003c/p>\n\u003cp>Before the final vote, Reid put forth an amendment to add a third police academy class in the first year of the budget and reduce the number of classes to one in the second year.\u003c/p>\n\u003cp>Reid expressed concern about redirecting the proposed police spending when bullets are flying into the homes of East Oaklanders who she represents.\u003c/p>\n\u003cp>Reid’s amendment failed by a vote of 6-3, with Kalb, Taylor and Reid as the three votes in favor.\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News and KQED’s Raquel Maria Dillon and Julie Chang.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>An El Sobrante middle school will be renamed in honor of National Park Service Ranger Betty Reid Soskin following a vote by the West Contra Costa Unified School District's Board of Education Wednesday night.\u003c/p>\n\u003cp>The vote came after eight months of consideration to rename Juan Crespi Middle School. According to the district, social justice movements during the COVID-19 pandemic \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">inspired the school to assign students a project\u003c/a> researching their former namesake, a Spanish Franciscan missionary, and the mission system's exploitation of the Indigenous people living in California.\u003c/p>\n\u003cp>Eighth grader Anaya Zenad, along with faculty members, led a series of community meetings earlier this year and petitioned the WCCUSD school board to change the name, \u003ca href=\"https://edsource.org/2021/how-a-california-middle-schools-history-project-led-to-name-change/656664\">according to EdSource\u003c/a>.\u003c/p>\n\u003cp>“I’m a person of color, and I don’t want to be treated horribly in school where I want to learn,” Zenad, who is Mexican American, told EdSource. “If that represents our school, then why would I even come?”\u003c/p>\n\u003cp>Principal Guthrie Fleischman told EdSource the idea for the research project arose last summer, in the wake of the nation's racial reckoning following the police murder of George Floyd.\u003c/p>\n\u003cp>“Students have always been told a very whitewashed version of history,\" Fleischman said. \"Essentially we wanted to provide an alternative perspective ... A name can be motivating, a call to action, or it can harbor trauma and violence and abuse.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Juan Crespi Renaming Committee came up with two options for a new name: Chochenyo Middle School, to recognize the language spoken by Indigenous tribes in the Richmond area, or Betty Reid Soskin.\u003c/p>\n\u003cp>\"The district must be agents of change,\" WCCUSD trustee Jamela Smith-Folds said in a statement. \"Naming a middle school Betty Reid Soskin is creating conditions for positive change.\"\u003c/p>\n\u003cp>Soskin, 99, is the United States' oldest National Park Service ranger. A graduate of Oakland's Castlemont High School, she works at the Rosie the Riveter World War II Home Front National Historical Park in Richmond, which honors World War II home front workers and recognizes the contribution of Richmond's shipyards.\u003c/p>\n\u003cp>Before working at the museum, Soskin was herself a home front worker in Richmond. \u003c/p>\n\u003cp>[aside postID=news_11876326 label='Related Coverage']During World War II, she worked as a file clerk helping Black workers. She was active in the civil rights struggle and founded a record store in Berkeley. Now, she helps teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home front workers – an otherwise \"missing\" part of the story, she wrote in an article for Newsweek. \u003c/p>\n\u003cp>\"What gets remembered is a function of who's in the room doing the remembering,\" Soskin \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the park's creation in 2001. \u003c/p>\n\u003cp>As the only person of color at the planning table, Soskin said she drew deeper connections between Richmond's World War II-era home front historic sites that define the park, and those sites' histories of racial segregation. She said she was \"the only person in the room who had any reason to remember that.\"\u003c/p>\n\u003cp>Soskin spoke to KQED in 2018, when her memoir \"\u003ca href=\"https://www.hayhouse.com/sign-my-name-to-freedom-ebook\">Sign My Name to Freedom\u003c/a>\" was released. \u003c/p>\n\u003cp>https://www.youtube.com/watch?v=re-EjNHty64\u003c/p>\n\u003cp>\"Betty Reid Soskin is a national icon, leader, and symbol of inspiration in the WCCUSD community,\" WCCUSD trustee Demetrio Gonzalez-Hoy said in a statement. \u003c/p>\n\u003cp>\"I am thankful to the now Betty Reid Soskin community to be a small part of the process of this renaming and to the families, communities, and especially the students who advocated for this change.\"\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News, EdSource's Ali Tadayon and KQED's David Marks.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>During World War II, she worked as a file clerk helping Black workers. She was active in the civil rights struggle and founded a record store in Berkeley. Now, she helps teach park visitors about the contributions of women and African Americans to the war effort, and about the experience of Black home front workers – an otherwise \"missing\" part of the story, she wrote in an article for Newsweek. \u003c/p>\n\u003cp>\"What gets remembered is a function of who's in the room doing the remembering,\" Soskin \u003ca href=\"https://www.npr.org/2014/05/15/312707926/oldest-national-park-ranger-shares-what-gets-remembered\">told NPR in 2014\u003c/a>, recalling her involvement in hashing out plans for the park's creation in 2001. \u003c/p>\n\u003cp>As the only person of color at the planning table, Soskin said she drew deeper connections between Richmond's World War II-era home front historic sites that define the park, and those sites' histories of racial segregation. She said she was \"the only person in the room who had any reason to remember that.\"\u003c/p>\n\u003cp>Soskin spoke to KQED in 2018, when her memoir \"\u003ca href=\"https://www.hayhouse.com/sign-my-name-to-freedom-ebook\">Sign My Name to Freedom\u003c/a>\" was released. \u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/re-EjNHty64'\n title='//www.youtube.com/embed/re-EjNHty64'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"Betty Reid Soskin is a national icon, leader, and symbol of inspiration in the WCCUSD community,\" WCCUSD trustee Demetrio Gonzalez-Hoy said in a statement. \u003c/p>\n\u003cp>\"I am thankful to the now Betty Reid Soskin community to be a small part of the process of this renaming and to the families, communities, and especially the students who advocated for this change.\"\u003c/p>\n\u003cp>\u003cem>This story includes reporting from Bay City News, EdSource's Ali Tadayon and KQED's David Marks.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>About 150 people attended the official launch of the \u003ca href=\"https://www.blwt.org/tour\" target=\"_blank\" rel=\"noopener noreferrer\">Black Liberation Walking Tour\u003c/a> — a new walking tour of West Oakland’s Hoover Durant neighborhood — on Juneteenth.\u003c/p>\n\u003cp>The all-day event included singing, dancing, drums and West African music, in addition to food vendors and speeches. [pullquote size=\"medium\" align=\"right\" citation=\"Gene Anderson, lifelong Oakland resident\"]‘A lot of Black history has been erased and forgotten. … This is one way to help resurface that history, but also a way for the neighborhood to claim itself: This is who we are.’[/pullquote]\u003c/p>\n\u003cp>The self-guided tour was made out of a “burning desire to share the stories of so much that has happened in this neighborhood to others that live here now, [and] that will live here in the future,” said creator David Peters, a third-generation West Oaklander.\u003c/p>\n\u003cp>Peters said he wants to celebrate the neighborhood’s vibrant but sometimes forgotten history.\u003c/p>\n\u003cp>There are nine locations on the tour, which takes about an hour, but since it’s self-guided via mobile phone, individuals can go faster or slower as needed. Those taking the tour can \u003ca href=\"https://www.blwt.org/tour\" target=\"_blank\" rel=\"noopener noreferrer\">scan a QR code on a smartphone to follow along\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11878714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11878714\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/Image-from-iOS-6-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6.jpg 1620w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">David Peters speaks about the Black Liberation Walking Tour during a launch party and Juneteenth Celebration at SPARC-it-Place in Oakland on June 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each location has a different story to tell, Peters said, noting that with gentrification, displacement and families moving out “these stories become lost.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some of the locations on the tour include St. Augustine’s Church, Flint’s Barbecue and the home of columnist \u003ca href=\"https://library.csun.edu/SCA/Peek-in-the-Stacks/delilah-beasley\" target=\"_blank\" rel=\"noopener noreferrer\">Delilah Beasley\u003c/a>, who was a columnist for the Oakland Tribune in 1923.\u003c/p>\n\u003cp>Peters said he felt it was important to bring the stories together “in order to build community cohesion, to build community power.”\u003c/p>\n\u003cp>The tour is grounded in the idea that if people who live in the area know more about where they live, they may be more respectful of its history and perhaps not so eager to “tear things down,” Peters said.\u003c/p>\n\u003cp>“A lot of Black history has been erased and forgotten,” said Gene Anderson, a lifelong resident of Oakland who helped conduct historical research for the walking tour. “This is one way to help resurface that history, but also a way for the neighborhood to claim itself: This is who we are.” [aside tag=\"juneteenth\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Husband and wife pair Susan Bodnar-Deren, a professor of sociology, and Dingani Mthethwa, a professor of history, both at Virginia Commonwealth University, attended the event and went on the self-guided walking tour. Learning about West Oakland’s history, both said they saw similarities to the struggles of Black people in Richmond, Virginia, and in South Africa, where Mthethwa is originally from. “Hearing this story brings in all those memories and parallels,” Mthethwa said.\u003c/p>\n\u003cp>“It is so nice to see Oakland as one of those places I’m proud to say I’m from,” said Tamika Nicole, a singer who grew up in Oakland and sang “\u003ca href=\"https://www.pbs.org/black-culture/explore/black-authors-spoken-word-poetry/lift-every-voice-and-sing/\" target=\"_blank\" rel=\"noopener noreferrer\">Lift Every Voice and Sing\u003c/a>” (also known as the Black National Anthem) at the event. She said she felt blessed to have had the opportunity to learn Black history and ethnic studies. “We have the opportunity to be around lots of other people and celebrate all of our contributions.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Despite the joy of celebrating Juneteenth, Nicole said there’s also much more to be done: “We did ask for us to stop being killed, but we got a holiday. So here we are.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The self-guided tour was made out of a “burning desire to share the stories of so much that has happened in this neighborhood to others that live here now, [and] that will live here in the future,” said creator David Peters, a third-generation West Oaklander.\u003c/p>\n\u003cp>Peters said he wants to celebrate the neighborhood’s vibrant but sometimes forgotten history.\u003c/p>\n\u003cp>There are nine locations on the tour, which takes about an hour, but since it’s self-guided via mobile phone, individuals can go faster or slower as needed. Those taking the tour can \u003ca href=\"https://www.blwt.org/tour\" target=\"_blank\" rel=\"noopener noreferrer\">scan a QR code on a smartphone to follow along\u003c/a>.\u003c/p>\n\u003cfigure id=\"attachment_11878714\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11878714\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/Image-from-iOS-6-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-6.jpg 1620w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">David Peters speaks about the Black Liberation Walking Tour during a launch party and Juneteenth Celebration at SPARC-it-Place in Oakland on June 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Each location has a different story to tell, Peters said, noting that with gentrification, displacement and families moving out “these stories become lost.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some of the locations on the tour include St. Augustine’s Church, Flint’s Barbecue and the home of columnist \u003ca href=\"https://library.csun.edu/SCA/Peek-in-the-Stacks/delilah-beasley\" target=\"_blank\" rel=\"noopener noreferrer\">Delilah Beasley\u003c/a>, who was a columnist for the Oakland Tribune in 1923.\u003c/p>\n\u003cp>Peters said he felt it was important to bring the stories together “in order to build community cohesion, to build community power.”\u003c/p>\n\u003cp>The tour is grounded in the idea that if people who live in the area know more about where they live, they may be more respectful of its history and perhaps not so eager to “tear things down,” Peters said.\u003c/p>\n\u003cp>“A lot of Black history has been erased and forgotten,” said Gene Anderson, a lifelong resident of Oakland who helped conduct historical research for the walking tour. “This is one way to help resurface that history, but also a way for the neighborhood to claim itself: This is who we are.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Husband and wife pair Susan Bodnar-Deren, a professor of sociology, and Dingani Mthethwa, a professor of history, both at Virginia Commonwealth University, attended the event and went on the self-guided walking tour. Learning about West Oakland’s history, both said they saw similarities to the struggles of Black people in Richmond, Virginia, and in South Africa, where Mthethwa is originally from. “Hearing this story brings in all those memories and parallels,” Mthethwa said.\u003c/p>\n\u003cp>“It is so nice to see Oakland as one of those places I’m proud to say I’m from,” said Tamika Nicole, a singer who grew up in Oakland and sang “\u003ca href=\"https://www.pbs.org/black-culture/explore/black-authors-spoken-word-poetry/lift-every-voice-and-sing/\" target=\"_blank\" rel=\"noopener noreferrer\">Lift Every Voice and Sing\u003c/a>” (also known as the Black National Anthem) at the event. She said she felt blessed to have had the opportunity to learn Black history and ethnic studies. “We have the opportunity to be around lots of other people and celebrate all of our contributions.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Despite the joy of celebrating Juneteenth, Nicole said there’s also much more to be done: “We did ask for us to stop being killed, but we got a holiday. So here we are.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "'This Is American History': Oakland Mini Museum on the Black Panther Party Opens on Juneteenth",
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"content": "\u003cp>In celebration of Juneteenth this year, \u003ca href=\"https://westoaklandmuralproject.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The West Oakland Mural Project\u003c/a> opened a small museum to highlight Black Panther Party history.\u003c/p>\n\u003cp>“It’s going to stay here for as long as I am able to sustain it,” said Jilchristina Vest, the visionary and owner of the house and museum, on what she’s calling a “mini museum.”\u003c/p>\n\u003cp>KQED’s Kate Wolffe spoke with Vest about what she hopes to share with the community, the significance of the location and what it means to open this weekend.\u003c/p>\n\u003cfigure id=\"attachment_11878702\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11878702\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/Image-from-iOS-2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2.jpg 1620w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abené (left) and Julian Rucker look at displays in the Black Panther Mini Museum in Oakland on June 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>What can people find inside the mini museum?\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Jilchristina Vest:\u003c/strong> The mini museum is a combination of several 8-foot banners that have a lot of beautiful photographs and a lot of really amazing information on them. There’s a lot of news articles — and information to take away, things you’ve never seen. A lot of it has been educational material that \u003ca href=\"https://www.kqed.org/news/11858928/west-oakland-mural-honors-women-of-black-panther-party\" target=\"_blank\" rel=\"noopener noreferrer\">Ericka Huggins\u003c/a> has used in classrooms, as well as museum exhibits and pop ups.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Jilchristina Vest\"]‘Oakland should be nothing but unabashedly proud that they are the birthplace of, in my opinion, the most dynamic group of humanitarians that ever gathered in one place at any point in history.’[/pullquote]\u003c/p>\n\u003cp>The items in the museum belong to Lisbet Tellefsen, who has curated other exhibits. These items have never been displayed all at the same time.\u003c/p>\n\u003cp>You really get to dive deep and learn about the Panthers taking elders to the grocery store, and making sure that people had their sugar checked and their blood pressure checked. It’s very in-depth and it’s very concentrated on 60 survival programs — giving people what they need.\u003c/p>\n\u003cp>What I have experienced so far, of people leaving the museum, is people walk away lighter and happier, joyful, taller and feeling proud and grateful to have this information in their brain. [ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>Can you describe the history of this street and the legacy of the Black Panther Party here?\u003c/strong>\u003c/h3>\n\u003cp>I bought my house in 2000 and I purchased a house here in West Oakland because of the Black Panther legacy, and how it’s attached to West Oakland. About five years after I moved in, I realized that the house is across the street from where Huey P. Newton was killed in 1989. I did not know that when I bought the house.\u003c/p>\n\u003cp>It just became even more profound because of the Black Panther Party. Most recently, on Feb. 17, on Huey P. Newton’s birthday, they renamed Ninth Street Dr. Huey P. Newton Way. Coming up in October, they’re going to be installing a bust from the Huey P. Newton Foundation.\u003c/p>\n\u003cp>Now the mural is sitting on Huey P. Newton Way, which wasn’t the case when the mural was born last summer — everything really seems to be falling in place beautifully.\u003c/p>\n\u003cp>What I think is so important is there’s a large group of people that know a fuller story of who the Black Panther Party was. A majority of Americans have been fed misinformation and a very biased and negative story of who the Black Panther Party was. It’s very, very important to me to teach and educate people who they really were and this museum and the mural makes it very obvious.\u003c/p>\n\u003ch3>Can you talk a bit about preserving the legacy of the Black Panther Party?\u003c/h3>\n\u003cp>I think that there’s a movement right now, specifically in Oakland, and I hope that I am a part of that spark. I definitely want to be a part of the movement to ask Oakland to stand up and start behaving as if they are proud of this legacy. [aside postID=news_11873838,news_11858928]\u003c/p>\n\u003cp>Oakland should be nothing but unabashedly proud that they are the birthplace of, in my opinion, the most dynamic group of humanitarians that ever gathered in one place at any point in history. Oakland gave birth to that.\u003c/p>\n\u003cp>There’s a lot of Black Panthers still in the Bay Area that want to participate in that. Nobody’s trying to hide any part of the history — we’re trying to complete the story. This movement, this mural, this museum, my mission is to try to complete the story, give all the information.\u003c/p>\n\u003cp>This, along with all kinds of history that has been labeled Black history or ethnic history, and therefore [some say] we don’t have to teach it. This is American history. American citizens were helped by the Black Panther Party.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In celebration of Juneteenth this year, \u003ca href=\"https://westoaklandmuralproject.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The West Oakland Mural Project\u003c/a> opened a small museum to highlight Black Panther Party history.\u003c/p>\n\u003cp>“It’s going to stay here for as long as I am able to sustain it,” said Jilchristina Vest, the visionary and owner of the house and museum, on what she’s calling a “mini museum.”\u003c/p>\n\u003cp>KQED’s Kate Wolffe spoke with Vest about what she hopes to share with the community, the significance of the location and what it means to open this weekend.\u003c/p>\n\u003cfigure id=\"attachment_11878702\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11878702\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/06/Image-from-iOS-2-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2-1536x1024.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/06/Image-from-iOS-2.jpg 1620w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Abené (left) and Julian Rucker look at displays in the Black Panther Mini Museum in Oakland on June 19, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>The following interview has been edited for length and clarity.\u003c/em>\u003c/p>\n\u003ch3>\u003cstrong>What can people find inside the mini museum?\u003c/strong>\u003c/h3>\n\u003cp>\u003cstrong>Jilchristina Vest:\u003c/strong> The mini museum is a combination of several 8-foot banners that have a lot of beautiful photographs and a lot of really amazing information on them. There’s a lot of news articles — and information to take away, things you’ve never seen. A lot of it has been educational material that \u003ca href=\"https://www.kqed.org/news/11858928/west-oakland-mural-honors-women-of-black-panther-party\" target=\"_blank\" rel=\"noopener noreferrer\">Ericka Huggins\u003c/a> has used in classrooms, as well as museum exhibits and pop ups.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "‘Oakland should be nothing but unabashedly proud that they are the birthplace of, in my opinion, the most dynamic group of humanitarians that ever gathered in one place at any point in history.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The items in the museum belong to Lisbet Tellefsen, who has curated other exhibits. These items have never been displayed all at the same time.\u003c/p>\n\u003cp>You really get to dive deep and learn about the Panthers taking elders to the grocery store, and making sure that people had their sugar checked and their blood pressure checked. It’s very in-depth and it’s very concentrated on 60 survival programs — giving people what they need.\u003c/p>\n\u003cp>What I have experienced so far, of people leaving the museum, is people walk away lighter and happier, joyful, taller and feeling proud and grateful to have this information in their brain. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>Can you describe the history of this street and the legacy of the Black Panther Party here?\u003c/strong>\u003c/h3>\n\u003cp>I bought my house in 2000 and I purchased a house here in West Oakland because of the Black Panther legacy, and how it’s attached to West Oakland. About five years after I moved in, I realized that the house is across the street from where Huey P. Newton was killed in 1989. I did not know that when I bought the house.\u003c/p>\n\u003cp>It just became even more profound because of the Black Panther Party. Most recently, on Feb. 17, on Huey P. Newton’s birthday, they renamed Ninth Street Dr. Huey P. Newton Way. Coming up in October, they’re going to be installing a bust from the Huey P. Newton Foundation.\u003c/p>\n\u003cp>Now the mural is sitting on Huey P. Newton Way, which wasn’t the case when the mural was born last summer — everything really seems to be falling in place beautifully.\u003c/p>\n\u003cp>What I think is so important is there’s a large group of people that know a fuller story of who the Black Panther Party was. A majority of Americans have been fed misinformation and a very biased and negative story of who the Black Panther Party was. It’s very, very important to me to teach and educate people who they really were and this museum and the mural makes it very obvious.\u003c/p>\n\u003ch3>Can you talk a bit about preserving the legacy of the Black Panther Party?\u003c/h3>\n\u003cp>I think that there’s a movement right now, specifically in Oakland, and I hope that I am a part of that spark. I definitely want to be a part of the movement to ask Oakland to stand up and start behaving as if they are proud of this legacy. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Oakland should be nothing but unabashedly proud that they are the birthplace of, in my opinion, the most dynamic group of humanitarians that ever gathered in one place at any point in history. Oakland gave birth to that.\u003c/p>\n\u003cp>There’s a lot of Black Panthers still in the Bay Area that want to participate in that. Nobody’s trying to hide any part of the history — we’re trying to complete the story. This movement, this mural, this museum, my mission is to try to complete the story, give all the information.\u003c/p>\n\u003cp>This, along with all kinds of history that has been labeled Black history or ethnic history, and therefore [some say] we don’t have to teach it. This is American history. American citizens were helped by the Black Panther Party.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "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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