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"slug": "hed-still-be-here-today-in-oakland-a-push-to-resume-school-sports-to-stem-rising-violence",
"title": "‘He'd Still Be Here Today’: In Oakland, a Push to Resume School Sports to Stem Rising Violence",
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"content": "\u003cp>In early February, the Oakland Unified School District allowed school sports teams to resume workouts for the first time in nearly a year.\u003c/p>\n\u003cp>For Joe Bates, the head football coach at Skyline High School, that means being able to coach his team for the first time since March.\u003c/p>\n\u003cp>“I’m excited to see the boys. I’m excited, man.” Bates said, while recently greeting players as they streamed into the parking lot at Castlemont High School, where the Skyline team will be holding workouts for the next few weeks.\u003c/p>\n\u003cp>But this is no normal practice: There are no balls, no pads and definitely no contact. State and county guidelines have until now only allowed for “outdoor conditioning,” where students can maintain 6 feet of distance from each other. Skyline defensive coach Kerry Griffin says the important thing is just getting the kids back on the field.\u003c/p>\n\u003cp>“So that way they’re not all cooped up in the house or running the streets,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11861207\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861207\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Skyline High School football coach Joe Bates greets members of the team as they arrive for practice on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Uptick in Violence\u003c/h3>\n\u003cp>Lower-income Black and Latino communities have been hit particularly hard by the COVID-19 pandemic, where rates of both infection and violence have simultaneously soared. Many \u003ca href=\"https://www.kqed.org/news/11857555/gun-violence-in-the-bay-was-decreasing-then-the-pandemic-happened\">community advocates\u003c/a> attribute that rise in violent crime to the abrupt disappearance of most in-person youth programs, like sports teams and other resources, leaving many vulnerable kids more exposed to crime and gun violence.\u003c/p>\n\u003cp>Before the pandemic took hold, Oakland’s violent crime rate had been on the decline. But in 2020, the murder rate shot up by 36%. Of the 102 people killed in the city last year, 12 were students and recent graduates from Oakland schools, according to the district.\u003c/p>\n\u003cfigure id=\"attachment_11861224\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861224\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Devynn Trahan, a defensive tackle for the Skyline High School football team, after practice in Oakland on Feb. 3, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s way more shootings than it used to be,” said Devynn Trahan, a defensive tackle in his senior year at Skyline. Trahan lives just down the street from Castlemont, where he says shootings have become a near daily occurrence.\u003c/p>\n\u003cp>“Honestly, I’m so used to it and I would hear it and I’d be like damn, that’s another life taken,” he said.[pullquote align=\"right\" size=\"medium\" citation=\"Taijuan Pryor\"]‘If corona never would have hit, I think my son would have still been here, for sure. … That was my number 1 guy. I was his number 1 fan.’[/pullquote]One of last year’s casualties was Aaron Pryor, an up-and-coming running back at Skyline, who was shot and killed in September, just after turning 16.\u003c/p>\n\u003cp>“If corona never would have hit, I think my son would have still been here, for sure. There’s no if and buts about it, he would have still been here,” said Taijuan Pryor, Aaron’s father.\u003c/p>\n\u003ch3>‘My Number 1 Guy’\u003c/h3>\n\u003cp>On a recent Friday, Taijuan was sitting with friends and family members outside of his small house in East Oakland, where he lives with his mom and two kids. He was wearing a black long-sleeve shirt with a blown-up picture of him with his son.\u003c/p>\n\u003cp>“That was my number 1 guy, I was his number 1 fan,” Taijuan said.\u003c/p>\n\u003cp>Aaron’s football career started at a young age, when Taijuan put him in a Pop Warner youth league.\u003c/p>\n\u003cfigure id=\"attachment_11861201\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Taijuan Pryor outside of his home in East Oakland on Feb. 5, 2021. Pryor’s son, Aaron, a Skyline High School football player (pictured on his shirt), was shot to death in September. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He had some awesome talent, bro. He was MVP for like two years in a row, feel me. Aaron was running back all four years,” Taijuan said.\u003c/p>\n\u003cp>Taijuan moved to Las Vegas when Aaron was 13, leaving him with his mom. But she worked long hours. And that’s when he started getting into trouble, Taijuan says. Aaron was arrested for robbery when he was 14 years old, and spent nine months in juvenile hall. And that’s when he had a big wake up call, his father says.\u003c/p>\n\u003cp>“He was like, ‘Damn dad, I should be playing football right now.’ And that really hurt him, that he couldn’t play,” Taijuan said.\u003c/p>\n\u003cp>After Aaron’s release, Taijuan moved back to Oakland to keep a closer eye on his son, and took him to meet Bates.\u003c/p>\n\u003cp>“Coach Bates was like, ‘Damn bro, he’s big and stocky. Where did he come from? He’s hella fast,’ ” Taijuan said.\u003c/p>\n\u003cp>Aaron started to meet with teammates for unofficial workouts in the park last spring. But just as he was falling into rhythm with his team, the pandemic intensified and those workouts happened much less frequently. That’s when Aaron fell back into his old habits on the streets, his father says.\u003c/p>\n\u003cfigure id=\"attachment_11861209\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861209\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Skyline High School football team doing conditioning drills on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“If you don’t get away, or if you don’t really be focused, then Oakland is just one big old trap, man. For certain kids. And my son was one of ‘em,” Taijuan said.\u003c/p>\n\u003cp>Aaron was shot on Sept. 27, just outside of his mom’s apartment. Taijuan goes regularly to visit his grave.\u003c/p>\n\u003cp>“I go like every two days, just sit up there,” he said. “That was my first-born child. I can’t ever get that back.”\u003c/p>\n\u003ch3>\u003cstrong>Harm Reduction\u003c/strong>\u003c/h3>\n\u003cp>Bates has joined a growing chorus of advocates around the state calling for Gov. Gavin Newsom to further ease pandemic-related restrictions on youth sports. He’s among over 60,000 people in a Facebook group called “\u003ca href=\"https://www.facebook.com/groups/850089599174086/\">Let Them Play CA\u003c/a>.”\u003c/p>\n\u003cp>State health agencies have allowed some sports programs to resume, based on the color-coded, four-tier system that California uses to assess COVID-19 transmission risk.\u003c/p>\n\u003cp>Almost all of California, including every Bay Area county, is in Tier 1, or purple, indicating widespread transmission risk. For nearly a year, that’s allowed for only limited-contact sports like tennis, track and field, and swimming. In July, state health officials said outdoor conditioning could also resume, although OUSD and many other school districts declined to allow it.\u003c/p>\n\u003cfigure id=\"attachment_11861211\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861211\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Skyline High School football team head onto the field for practice on the grounds of Castlemont High School in Oakland on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Friday, Feb. 19, however, the California Department of Public Health \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/outdoor-indoor-recreational-sports.aspx\">released updated guidance\u003c/a> for organized youth and adult sports, allowing outdoor high-contact and moderate-contact sport competitions to resume in the 27 counties where COVID-19 case rates are at or below 14 per 100,000. That includes sports programs throughout Alameda County, along with most other Bay Area counties (with the exception of Contra Costa and Solano counties, where rates are just above that threshold).\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"school-reopening\"]The new guidelines include weekly testing requirements for athletes playing high-contact sports like football, rugby and water polo.\u003c/p>\n\u003cp>“There’s a lot of benefits for these kids, psychological. And maybe even keeping them off the streets in more dangerous circumstances,” said Dr. John Swartzberg, a professor at UC Berkeley’s School of Public Health. While the virus remains a very real threat, Swartzberg says it has to be weighed against other public health concerns like gun violence.\u003c/p>\n\u003cp>It’s a matter of harm reduction, according to Swartzberg. It’s unrealistic to expect kids to stay indoors all day, he notes, so the city or county could provide an outdoor space where kids can stay safe from the virus and out of harm’s way.\u003c/p>\n\u003cp>“The harm reduction would be to say, ‘Yes there would be a risk to doing that, but the good that comes from it is better, and it’s going to help obviate them from doing other things,’ ” Swartzberg said.\u003c/p>\n\u003cfigure id=\"attachment_11861210\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861210\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Skyline High School football team practices at Castlemont High School in Oakland on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike opening schools for in-person learning — which can be costly — offering outdoor conditioning programs is relatively inexpensive.\u003c/p>\n\u003cp>“Costs for masks, and probably the cost of moving the equipment,” Swartzberg said.\u003c/p>\n\u003cp>John Sasaki, an OUSD spokesman, acknowledged that the absence of sports is detrimental to students, but the district has been more focused on reopening classrooms — which hasn’t happened yet.\u003c/p>\n\u003cp>“We’ve certainly learned an enormous amount about how to operate in the middle of a pandemic in the 10 months since we’ve closed up shop,” Sasaki said. “I would say certainly if we ever face a situation like this again, we might handle it a bit differently to start.”\u003c/p>\n\u003cfigure id=\"attachment_11861203\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861203\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Skyline High School football team during conditioning practice on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Matter of Life and Death\u003c/h3>\n\u003cp>Bates believes if the district had allowed outdoor conditioning to resume back in July — as it could have — Aaron might still be alive.\u003c/p>\n\u003cp>“If we were doing what we are doing now back then … I’m close to 100% sure that he would still be here today with us,” he said.\u003c/p>\n\u003cp>Bates says he tried to keep tabs on Aaron, but in the end, the only way he was able to keep him off the streets was through football.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“And when it happened, we felt broken because we felt a responsibility to a certain extent … and we failed,” he said.\u003c/p>\n\u003cp>Since the pandemic hit, three students on the team have dropped out, and 22 others are falling behind in their classes, says Bates.\u003c/p>\n\u003cp>But for the time being, the coaches at Skyline are just happy to have their boys back on the field.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"title": "‘He'd Still Be Here Today’: In Oakland, a Push to Resume School Sports to Stem Rising Violence | KQED",
"description": "A growing chorus of community advocates in California are pushing for school districts to resume sports programs, which they consider a lifeline for many vulnerable students.",
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"headline": "‘He'd Still Be Here Today’: In Oakland, a Push to Resume School Sports to Stem Rising Violence",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In early February, the Oakland Unified School District allowed school sports teams to resume workouts for the first time in nearly a year.\u003c/p>\n\u003cp>For Joe Bates, the head football coach at Skyline High School, that means being able to coach his team for the first time since March.\u003c/p>\n\u003cp>“I’m excited to see the boys. I’m excited, man.” Bates said, while recently greeting players as they streamed into the parking lot at Castlemont High School, where the Skyline team will be holding workouts for the next few weeks.\u003c/p>\n\u003cp>But this is no normal practice: There are no balls, no pads and definitely no contact. State and county guidelines have until now only allowed for “outdoor conditioning,” where students can maintain 6 feet of distance from each other. Skyline defensive coach Kerry Griffin says the important thing is just getting the kids back on the field.\u003c/p>\n\u003cp>“So that way they’re not all cooped up in the house or running the streets,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11861207\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861207\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47139_003_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Skyline High School football coach Joe Bates greets members of the team as they arrive for practice on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Uptick in Violence\u003c/h3>\n\u003cp>Lower-income Black and Latino communities have been hit particularly hard by the COVID-19 pandemic, where rates of both infection and violence have simultaneously soared. Many \u003ca href=\"https://www.kqed.org/news/11857555/gun-violence-in-the-bay-was-decreasing-then-the-pandemic-happened\">community advocates\u003c/a> attribute that rise in violent crime to the abrupt disappearance of most in-person youth programs, like sports teams and other resources, leaving many vulnerable kids more exposed to crime and gun violence.\u003c/p>\n\u003cp>Before the pandemic took hold, Oakland’s violent crime rate had been on the decline. But in 2020, the murder rate shot up by 36%. Of the 102 people killed in the city last year, 12 were students and recent graduates from Oakland schools, according to the district.\u003c/p>\n\u003cfigure id=\"attachment_11861224\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861224\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47184_075_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Devynn Trahan, a defensive tackle for the Skyline High School football team, after practice in Oakland on Feb. 3, 2021.\u003c/figcaption>\u003c/figure>\n\u003cp>“It’s way more shootings than it used to be,” said Devynn Trahan, a defensive tackle in his senior year at Skyline. Trahan lives just down the street from Castlemont, where he says shootings have become a near daily occurrence.\u003c/p>\n\u003cp>“Honestly, I’m so used to it and I would hear it and I’d be like damn, that’s another life taken,” he said.\u003c/p>\u003c/div>",
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"content": "‘If corona never would have hit, I think my son would have still been here, for sure. … That was my number 1 guy. I was his number 1 fan.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>One of last year’s casualties was Aaron Pryor, an up-and-coming running back at Skyline, who was shot and killed in September, just after turning 16.\u003c/p>\n\u003cp>“If corona never would have hit, I think my son would have still been here, for sure. There’s no if and buts about it, he would have still been here,” said Taijuan Pryor, Aaron’s father.\u003c/p>\n\u003ch3>‘My Number 1 Guy’\u003c/h3>\n\u003cp>On a recent Friday, Taijuan was sitting with friends and family members outside of his small house in East Oakland, where he lives with his mom and two kids. He was wearing a black long-sleeve shirt with a blown-up picture of him with his son.\u003c/p>\n\u003cp>“That was my number 1 guy, I was his number 1 fan,” Taijuan said.\u003c/p>\n\u003cp>Aaron’s football career started at a young age, when Taijuan put him in a Pop Warner youth league.\u003c/p>\n\u003cfigure id=\"attachment_11861201\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861201\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47127_010_Oakland_TaijuanPryor_02052021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Taijuan Pryor outside of his home in East Oakland on Feb. 5, 2021. Pryor’s son, Aaron, a Skyline High School football player (pictured on his shirt), was shot to death in September. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“He had some awesome talent, bro. He was MVP for like two years in a row, feel me. Aaron was running back all four years,” Taijuan said.\u003c/p>\n\u003cp>Taijuan moved to Las Vegas when Aaron was 13, leaving him with his mom. But she worked long hours. And that’s when he started getting into trouble, Taijuan says. Aaron was arrested for robbery when he was 14 years old, and spent nine months in juvenile hall. And that’s when he had a big wake up call, his father says.\u003c/p>\n\u003cp>“He was like, ‘Damn dad, I should be playing football right now.’ And that really hurt him, that he couldn’t play,” Taijuan said.\u003c/p>\n\u003cp>After Aaron’s release, Taijuan moved back to Oakland to keep a closer eye on his son, and took him to meet Bates.\u003c/p>\n\u003cp>“Coach Bates was like, ‘Damn bro, he’s big and stocky. Where did he come from? He’s hella fast,’ ” Taijuan said.\u003c/p>\n\u003cp>Aaron started to meet with teammates for unofficial workouts in the park last spring. But just as he was falling into rhythm with his team, the pandemic intensified and those workouts happened much less frequently. That’s when Aaron fell back into his old habits on the streets, his father says.\u003c/p>\n\u003cfigure id=\"attachment_11861209\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861209\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47166_044_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1022.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Skyline High School football team doing conditioning drills on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“If you don’t get away, or if you don’t really be focused, then Oakland is just one big old trap, man. For certain kids. And my son was one of ‘em,” Taijuan said.\u003c/p>\n\u003cp>Aaron was shot on Sept. 27, just outside of his mom’s apartment. Taijuan goes regularly to visit his grave.\u003c/p>\n\u003cp>“I go like every two days, just sit up there,” he said. “That was my first-born child. I can’t ever get that back.”\u003c/p>\n\u003ch3>\u003cstrong>Harm Reduction\u003c/strong>\u003c/h3>\n\u003cp>Bates has joined a growing chorus of advocates around the state calling for Gov. Gavin Newsom to further ease pandemic-related restrictions on youth sports. He’s among over 60,000 people in a Facebook group called “\u003ca href=\"https://www.facebook.com/groups/850089599174086/\">Let Them Play CA\u003c/a>.”\u003c/p>\n\u003cp>State health agencies have allowed some sports programs to resume, based on the color-coded, four-tier system that California uses to assess COVID-19 transmission risk.\u003c/p>\n\u003cp>Almost all of California, including every Bay Area county, is in Tier 1, or purple, indicating widespread transmission risk. For nearly a year, that’s allowed for only limited-contact sports like tennis, track and field, and swimming. In July, state health officials said outdoor conditioning could also resume, although OUSD and many other school districts declined to allow it.\u003c/p>\n\u003cfigure id=\"attachment_11861211\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861211\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47148_017_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Members of the Skyline High School football team head onto the field for practice on the grounds of Castlemont High School in Oakland on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>On Friday, Feb. 19, however, the California Department of Public Health \u003ca href=\"https://www.cdph.ca.gov/Programs/CID/DCDC/Pages/COVID-19/outdoor-indoor-recreational-sports.aspx\">released updated guidance\u003c/a> for organized youth and adult sports, allowing outdoor high-contact and moderate-contact sport competitions to resume in the 27 counties where COVID-19 case rates are at or below 14 per 100,000. That includes sports programs throughout Alameda County, along with most other Bay Area counties (with the exception of Contra Costa and Solano counties, where rates are just above that threshold).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The new guidelines include weekly testing requirements for athletes playing high-contact sports like football, rugby and water polo.\u003c/p>\n\u003cp>“There’s a lot of benefits for these kids, psychological. And maybe even keeping them off the streets in more dangerous circumstances,” said Dr. John Swartzberg, a professor at UC Berkeley’s School of Public Health. While the virus remains a very real threat, Swartzberg says it has to be weighed against other public health concerns like gun violence.\u003c/p>\n\u003cp>It’s a matter of harm reduction, according to Swartzberg. It’s unrealistic to expect kids to stay indoors all day, he notes, so the city or county could provide an outdoor space where kids can stay safe from the virus and out of harm’s way.\u003c/p>\n\u003cp>“The harm reduction would be to say, ‘Yes there would be a risk to doing that, but the good that comes from it is better, and it’s going to help obviate them from doing other things,’ ” Swartzberg said.\u003c/p>\n\u003cfigure id=\"attachment_11861210\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861210\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47176_063_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Skyline High School football team practices at Castlemont High School in Oakland on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Unlike opening schools for in-person learning — which can be costly — offering outdoor conditioning programs is relatively inexpensive.\u003c/p>\n\u003cp>“Costs for masks, and probably the cost of moving the equipment,” Swartzberg said.\u003c/p>\n\u003cp>John Sasaki, an OUSD spokesman, acknowledged that the absence of sports is detrimental to students, but the district has been more focused on reopening classrooms — which hasn’t happened yet.\u003c/p>\n\u003cp>“We’ve certainly learned an enormous amount about how to operate in the middle of a pandemic in the 10 months since we’ve closed up shop,” Sasaki said. “I would say certainly if we ever face a situation like this again, we might handle it a bit differently to start.”\u003c/p>\n\u003cfigure id=\"attachment_11861203\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11861203\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS47174_059_Oakland_SkylineHSFootballPractice_02032021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Skyline High School football team during conditioning practice on Feb. 3, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Matter of Life and Death\u003c/h3>\n\u003cp>Bates believes if the district had allowed outdoor conditioning to resume back in July — as it could have — Aaron might still be alive.\u003c/p>\n\u003cp>“If we were doing what we are doing now back then … I’m close to 100% sure that he would still be here today with us,” he said.\u003c/p>\n\u003cp>Bates says he tried to keep tabs on Aaron, but in the end, the only way he was able to keep him off the streets was through football.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“And when it happened, we felt broken because we felt a responsibility to a certain extent … and we failed,” he said.\u003c/p>\n\u003cp>Since the pandemic hit, three students on the team have dropped out, and 22 others are falling behind in their classes, says Bates.\u003c/p>\n\u003cp>But for the time being, the coaches at Skyline are just happy to have their boys back on the field.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Democratic state lawmakers split with Gov. Gavin Newsom on Thursday over the reopening of California public schools, offering a plan to resume in-person learning in April if coronavirus infection rates drop and teachers are offered vaccines.\u003c/p>\n\u003cp>With the spread of COVID-19 slowing, political pressure has \u003ca href=\"https://www.kqed.org/news/11859494/the-messy-path-towards-re-opening-bay-area-schools\" target=\"_blank\" rel=\"noopener noreferrer\">mounted on lawmakers\u003c/a> to bring California's youngest students back into classrooms. The legislative plan, Senate Bill 86, offers schools $6.6 billion to prepare classrooms and boost student learning after months of remote instruction.\u003c/p>\n\u003cp>“This is a major step, but it is not cause for taking a victory lap,\" said Assembly Speaker Anthony Rendon, D-Lakewood, in a statement. \"This legislation moves us closer to our common goal of getting each student safely into an optimal learning situation. It provides a plan and it provides funding — both for safe school opening and for extra attention to learning recovery.\"\u003c/p>\n\u003cp>But the proposal was rebuffed by Newsom, who has pushed to reopen schools without requirements around vaccines.\u003c/p>\n\u003cp>\"While the Legislature’s proposal represents a step in the right direction, it doesn’t go far enough or fast enough,\" Newsom said, in a statement. \"I look forward to building on the growing momentum to get our schools open and continuing discussions with the Legislature to get our kids back in school as safely and quickly as possible.\"\u003c/p>\n\u003cp>Nevertheless, lawmakers are moving toward a Monday afternoon vote on the plan, which lays out guidance for schools to resume in-person instruction by April 15.\u003c/p>\n\u003cp>Students needing extra academic support, including foster and homeless youth, as well as chronically absent students, would be allowed to return under the state's strictest, \"purple\" coronavirus tier, which all but six counties are currently in.\u003c/p>\n\u003cp>Schools located in counties that fall under the state's \"red\" tier, which requires fewer than eight new daily cases per 100,000 residents, will be allowed to open their doors to grades K-6.\u003c/p>\n\u003cp>Falling infection rates could qualify more counties for the red tier in the coming weeks.\u003c/p>\n\u003cp>\"We think with these elements in place, plus the fact that the counties are leaving the purple tier, going to the red tier and the yellow, that this is the right opportunity,\" said Assemblymember Kevin McCarty, D-Sacramento, who chairs the Assembly's budget subcommittee focused on education. \"Frankly, it's time to get kids back learning.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The California Teachers Association, the state's powerful union representing educators, said it was still reviewing the plan, but praised the bill's requirements for testing and prioritization of vaccines for school staff.\u003c/p>\n\u003cp>\"This will help stop the yo-yo effect of schools opening and closing, and ensure stability for students, educators and their families,\" the union said in a statement. \"We also strongly appreciate the Legislature’s focus on supporting students who need extra help coming out of this pandemic.\"\u003c/p>\n\u003cp>Though infections are on the decline in the state, school reopenings face a plethora of hurdles, including stipulations on vaccines, testing and requirements for collective bargaining on the district level.\u003c/p>\n\u003cp>The Legislature's plan requires local health departments to make vaccines available for employees working on-site in schools that have reopened to students.\u003c/p>\n\u003cp>Assembly Budget Committee Chair Phil Ting, D-San Francisco, said the plan offers a long enough runway before reopening to allow any staff who wants a vaccine to get one.\u003c/p>\n\u003cp>\"We do believe that we can find a way to vaccinate hundreds of thousands of school employees who want to go back before school begins,\" Ting said.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='school-reopening']The vaccine language is sure to provide a test for some lawmakers over whether to break with the governor. For weeks, Newsom has echoed guidance from the Centers for Disease Control and Prevention that schools can safely reopen without vaccinating all staff.\u003c/p>\n\u003cp>\"Prioritizing teachers is important, but it should not hold up our progress,\" said state Sen. Bill Dodd, D-Napa, in a statement Thursday after the plan was announced. \"Allowing our children to continue their education is essential for their well-being, to achieve equity and for the overall economy.\"\u003c/p>\n\u003cp>Republicans, who have made school reopenings a central theme of their effort to \u003ca href=\"https://www.kqed.org/news/tag/newsom-recall\" target=\"_blank\" rel=\"noopener noreferrer\">recall Newsom from office\u003c/a>, are likely to agree with the governor that the Legislature's plan puts too much emphasis on inoculations.\u003c/p>\n\u003cp>\"The data and science recommends that we open schools without delay,\" said Asm. Kevin Kiley, R-Rocklin, the top Republican on the Assembly Education Committee, in a statement. \"Any proposal to open classrooms should guarantee that every child in California has the option to receive in-person instruction immediately.\"\u003c/p>\n\u003cp>Requirements in SB 86 for collective bargaining agreements between districts and local unions could also prove to be a hurdle for reopening, said Kevin Gordon, president of Capitol Advisors Group, which represents hundreds of school districts across the state.\u003c/p>\n\u003cp>\"We've heard that's potentially a big problem,\" he said.\u003c/p>\n\u003cp>Districts will also have to weigh whether the funding coming from the state will be enough to institute a strict testing regime of asymptomatic teachers and students.\u003c/p>\n\u003cp>If school districts choose to remain in distance learning, they will not be able to access the $2 billion in reopening funds, and they won't be able to spend their portion of the $4.6 billion reserved for \"learning recovery\" until their doors open.\u003c/p>\n\u003cp>The plan also includes $6 billion in school reopening aid previously approved by the federal government.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Democratic state lawmakers split with Gov. Gavin Newsom on Thursday over the reopening of California public schools, offering a plan to resume in-person learning in April if coronavirus infection rates drop and teachers are offered vaccines.\u003c/p>\n\u003cp>With the spread of COVID-19 slowing, political pressure has \u003ca href=\"https://www.kqed.org/news/11859494/the-messy-path-towards-re-opening-bay-area-schools\" target=\"_blank\" rel=\"noopener noreferrer\">mounted on lawmakers\u003c/a> to bring California's youngest students back into classrooms. The legislative plan, Senate Bill 86, offers schools $6.6 billion to prepare classrooms and boost student learning after months of remote instruction.\u003c/p>\n\u003cp>“This is a major step, but it is not cause for taking a victory lap,\" said Assembly Speaker Anthony Rendon, D-Lakewood, in a statement. \"This legislation moves us closer to our common goal of getting each student safely into an optimal learning situation. It provides a plan and it provides funding — both for safe school opening and for extra attention to learning recovery.\"\u003c/p>\n\u003cp>But the proposal was rebuffed by Newsom, who has pushed to reopen schools without requirements around vaccines.\u003c/p>\n\u003cp>\"While the Legislature’s proposal represents a step in the right direction, it doesn’t go far enough or fast enough,\" Newsom said, in a statement. \"I look forward to building on the growing momentum to get our schools open and continuing discussions with the Legislature to get our kids back in school as safely and quickly as possible.\"\u003c/p>\n\u003cp>Nevertheless, lawmakers are moving toward a Monday afternoon vote on the plan, which lays out guidance for schools to resume in-person instruction by April 15.\u003c/p>\n\u003cp>Students needing extra academic support, including foster and homeless youth, as well as chronically absent students, would be allowed to return under the state's strictest, \"purple\" coronavirus tier, which all but six counties are currently in.\u003c/p>\n\u003cp>Schools located in counties that fall under the state's \"red\" tier, which requires fewer than eight new daily cases per 100,000 residents, will be allowed to open their doors to grades K-6.\u003c/p>\n\u003cp>Falling infection rates could qualify more counties for the red tier in the coming weeks.\u003c/p>\n\u003cp>\"We think with these elements in place, plus the fact that the counties are leaving the purple tier, going to the red tier and the yellow, that this is the right opportunity,\" said Assemblymember Kevin McCarty, D-Sacramento, who chairs the Assembly's budget subcommittee focused on education. \"Frankly, it's time to get kids back learning.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The California Teachers Association, the state's powerful union representing educators, said it was still reviewing the plan, but praised the bill's requirements for testing and prioritization of vaccines for school staff.\u003c/p>\n\u003cp>\"This will help stop the yo-yo effect of schools opening and closing, and ensure stability for students, educators and their families,\" the union said in a statement. \"We also strongly appreciate the Legislature’s focus on supporting students who need extra help coming out of this pandemic.\"\u003c/p>\n\u003cp>Though infections are on the decline in the state, school reopenings face a plethora of hurdles, including stipulations on vaccines, testing and requirements for collective bargaining on the district level.\u003c/p>\n\u003cp>The Legislature's plan requires local health departments to make vaccines available for employees working on-site in schools that have reopened to students.\u003c/p>\n\u003cp>Assembly Budget Committee Chair Phil Ting, D-San Francisco, said the plan offers a long enough runway before reopening to allow any staff who wants a vaccine to get one.\u003c/p>\n\u003cp>\"We do believe that we can find a way to vaccinate hundreds of thousands of school employees who want to go back before school begins,\" Ting said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>The vaccine language is sure to provide a test for some lawmakers over whether to break with the governor. For weeks, Newsom has echoed guidance from the Centers for Disease Control and Prevention that schools can safely reopen without vaccinating all staff.\u003c/p>\n\u003cp>\"Prioritizing teachers is important, but it should not hold up our progress,\" said state Sen. Bill Dodd, D-Napa, in a statement Thursday after the plan was announced. \"Allowing our children to continue their education is essential for their well-being, to achieve equity and for the overall economy.\"\u003c/p>\n\u003cp>Republicans, who have made school reopenings a central theme of their effort to \u003ca href=\"https://www.kqed.org/news/tag/newsom-recall\" target=\"_blank\" rel=\"noopener noreferrer\">recall Newsom from office\u003c/a>, are likely to agree with the governor that the Legislature's plan puts too much emphasis on inoculations.\u003c/p>\n\u003cp>\"The data and science recommends that we open schools without delay,\" said Asm. Kevin Kiley, R-Rocklin, the top Republican on the Assembly Education Committee, in a statement. \"Any proposal to open classrooms should guarantee that every child in California has the option to receive in-person instruction immediately.\"\u003c/p>\n\u003cp>Requirements in SB 86 for collective bargaining agreements between districts and local unions could also prove to be a hurdle for reopening, said Kevin Gordon, president of Capitol Advisors Group, which represents hundreds of school districts across the state.\u003c/p>\n\u003cp>\"We've heard that's potentially a big problem,\" he said.\u003c/p>\n\u003cp>Districts will also have to weigh whether the funding coming from the state will be enough to institute a strict testing regime of asymptomatic teachers and students.\u003c/p>\n\u003cp>If school districts choose to remain in distance learning, they will not be able to access the $2 billion in reopening funds, and they won't be able to spend their portion of the $4.6 billion reserved for \"learning recovery\" until their doors open.\u003c/p>\n\u003cp>The plan also includes $6 billion in school reopening aid previously approved by the federal government.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Researchers cited a \u003ca href=\"http://bit.ly/fiorehateincidents\">disturbing rise in anti-Asian hate incidents\u003c/a> during the pandemic, with one San Francisco State University professor saying, “When President Trump began to insist on using the term ‘China virus’ — we saw a clear surge of racism.”\u003c/p>\n\u003cp>Of course racism and cruelty exist even without Donald Trump’s cheerleading, but we are witnessing the repercussions of racist and inciteful speech from Washington, D.C., to Oakland.\u003c/p>\n\u003cp>Meanwhile, some people are \u003ca href=\"https://www.kqed.org/news/11860558/one-community-members-perception-on-what-oaklands-chinatown-needs-to-move-forward\">doing good work\u003c/a> on the ground in communities that have been targeted by bigots.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "CDC's New Color-Coded Guide for School Reopening Could Create More Confusion in California",
"title": "CDC's New Color-Coded Guide for School Reopening Could Create More Confusion in California",
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"content": "\u003cp>As educators around California await further guidance from Sacramento on school reopening, the Centers for Disease Control and Prevention issued a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/schools-childcare/Operational-Strategy-for-K-12-Schools-through-Phased-Mitigation.pdf\">color-coded guide \u003c/a>to help school districts decide under what conditions they could offer in-person instruction.\u003c/p>\n\u003cp>The CDC guidance for schools bears a striking resemblance to what California already has in place in regard to its \u003ca href=\"https://covid19.ca.gov/safer-economy/\">much broader tiered system\u003c/a> of reopening guidelines for businesses and activities. But the CDC's guidance could generate more confusion because the color codes it has in mind don’t match California’s four-tier system.\u003c/p>\n\u003cp>In one of the strongest statements on this topic yet from the CDC, the guidance states that “K-12 schools should be the last settings to close after all other mitigation measures in the community have been employed, and the first to reopen when they can do so safely. Schools should be prioritized for reopening and remaining open for in-person instruction over nonessential businesses and activities.”\u003c/p>\n\u003cp>Despite this strong statement, the new guidance leaves crucial decisions around vaccinations and testing as voluntary strategies that could be implemented at the discretion of local communities.\u003c/p>\n\u003cp>Reinforcing what Gov. Gavin Newsom has been saying, the CDC says vaccinations “should not be considered a condition for reopening schools for in-person instruction.” It also does not require schools to do asymptomatic testing of staff and students, although it says that schools “may elect” to do so “as a strategy to identify cases and prevent secondary transmission.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>While California educators try to digest the \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/schools-childcare/K-12-Operational-Strategy-2021-2-12.pdf\">new, lengthy CDC guidelines\u003c/a>, they are also awaiting the outcome of negotiations between Gov. Newson and the Legislature regarding efforts to come up with a more robust school reopening plan. Key elements of Newsom’s “Safe Schools for All” plan are in limbo, after coming under intense criticism from a range of sources.\u003c/p>\n\u003cp>A week ago, Newsom indicated that a revised strategy would be issued within days. But sources say that the negotiations have been intense, and difficult. As of 1 p.m Friday, no announcement had been made, and none appears to be forthcoming today.\u003c/p>\n\u003cp>The new CDC guidance for school reopening envisions a phased-in approach based on red, orange, yellow and blue tiers. In contrast, California’s tiers are purple, red, orange and yellow. Unlike California’s tiers, in which purple is the most restrictive category, and red somewhat less restrictive, red would be the most restrictive level under the CDC strategy.\u003c/p>\n\u003cp>[aside label='Related Coverage' tag='education']Under the CDC plan, schools in the blue and yellow tiers could open for “full-in person instruction,” along with sports and extracurricular activities, as long as strict social distancing and masking practices are followed. In the orange tier, K-12 schools could also open, but in a more restricted way — either by having hybrid instruction, with some classes offered via distance learning, and others in person, or through what the CDC calls “reduced attendance.”\u003c/p>\n\u003cp>In the red tier, middle and high school students would have to remain in a distance learning mode, unless schools “can strictly implement all mitigation strategies.” All sports and extracurricular activities would have to be carried out virtually.\u003c/p>\n\u003cp>It will take time and effort to sort out the differences in how the CDC and California define their various color codes.\u003c/p>\n\u003cp>The CDC uses similar measures to California in determining what color a district is assigned — the average rate of new infections and the test positivity rate. But the CDC’s definitions are slightly different. The CDC, for example, takes into account the weekly rate of new cases, while California looks at daily cases. A school would be in the CDC’s red tier, equivalent to California’s purple tier, if a community has more than 100 weekly new cases per 100,000, and a positive rate of over 10 percent. Under California’s system, a school is in the purple zone if there are more than seven new cases per day, and a positivity rating of 8%.\u003c/p>\n\u003cp>In another significant development, the California Department of Public Health has \u003ca href=\"https://maps.schools.covid19.ca.gov/public.html\">issued long-awaited information\u003c/a> on the extent to which local districts are offering in-person or remote instruction. The maps show that many districts are offering in-person instruction, but far fewer are doing so for middle schools, and even fewer for high school students.\u003c/p>\n\u003cp>\u003c/p>\n",
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"description": "New national guidance bears a striking resemblance to what California already has in place. But it could generate more confusion because the color codes it has in mind don’t match California’s four-tier system.",
"title": "CDC's New Color-Coded Guide for School Reopening Could Create More Confusion in California | KQED",
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"headline": "CDC's New Color-Coded Guide for School Reopening Could Create More Confusion in California",
"datePublished": "2021-02-12T17:16:19-08:00",
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"nprByline": "\u003ca href=\"https://edsource.org/author/lfreedberg\">Louis Freedberg\u003c/a>\u003cbr>\u003ca href=\"https://edsource.org/\">EdSource\u003c/a>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As educators around California await further guidance from Sacramento on school reopening, the Centers for Disease Control and Prevention issued a \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/schools-childcare/Operational-Strategy-for-K-12-Schools-through-Phased-Mitigation.pdf\">color-coded guide \u003c/a>to help school districts decide under what conditions they could offer in-person instruction.\u003c/p>\n\u003cp>The CDC guidance for schools bears a striking resemblance to what California already has in place in regard to its \u003ca href=\"https://covid19.ca.gov/safer-economy/\">much broader tiered system\u003c/a> of reopening guidelines for businesses and activities. But the CDC's guidance could generate more confusion because the color codes it has in mind don’t match California’s four-tier system.\u003c/p>\n\u003cp>In one of the strongest statements on this topic yet from the CDC, the guidance states that “K-12 schools should be the last settings to close after all other mitigation measures in the community have been employed, and the first to reopen when they can do so safely. Schools should be prioritized for reopening and remaining open for in-person instruction over nonessential businesses and activities.”\u003c/p>\n\u003cp>Despite this strong statement, the new guidance leaves crucial decisions around vaccinations and testing as voluntary strategies that could be implemented at the discretion of local communities.\u003c/p>\n\u003cp>Reinforcing what Gov. Gavin Newsom has been saying, the CDC says vaccinations “should not be considered a condition for reopening schools for in-person instruction.” It also does not require schools to do asymptomatic testing of staff and students, although it says that schools “may elect” to do so “as a strategy to identify cases and prevent secondary transmission.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>While California educators try to digest the \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/downloads/community/schools-childcare/K-12-Operational-Strategy-2021-2-12.pdf\">new, lengthy CDC guidelines\u003c/a>, they are also awaiting the outcome of negotiations between Gov. Newson and the Legislature regarding efforts to come up with a more robust school reopening plan. Key elements of Newsom’s “Safe Schools for All” plan are in limbo, after coming under intense criticism from a range of sources.\u003c/p>\n\u003cp>A week ago, Newsom indicated that a revised strategy would be issued within days. But sources say that the negotiations have been intense, and difficult. As of 1 p.m Friday, no announcement had been made, and none appears to be forthcoming today.\u003c/p>\n\u003cp>The new CDC guidance for school reopening envisions a phased-in approach based on red, orange, yellow and blue tiers. In contrast, California’s tiers are purple, red, orange and yellow. Unlike California’s tiers, in which purple is the most restrictive category, and red somewhat less restrictive, red would be the most restrictive level under the CDC strategy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Under the CDC plan, schools in the blue and yellow tiers could open for “full-in person instruction,” along with sports and extracurricular activities, as long as strict social distancing and masking practices are followed. In the orange tier, K-12 schools could also open, but in a more restricted way — either by having hybrid instruction, with some classes offered via distance learning, and others in person, or through what the CDC calls “reduced attendance.”\u003c/p>\n\u003cp>In the red tier, middle and high school students would have to remain in a distance learning mode, unless schools “can strictly implement all mitigation strategies.” All sports and extracurricular activities would have to be carried out virtually.\u003c/p>\n\u003cp>It will take time and effort to sort out the differences in how the CDC and California define their various color codes.\u003c/p>\n\u003cp>The CDC uses similar measures to California in determining what color a district is assigned — the average rate of new infections and the test positivity rate. But the CDC’s definitions are slightly different. The CDC, for example, takes into account the weekly rate of new cases, while California looks at daily cases. A school would be in the CDC’s red tier, equivalent to California’s purple tier, if a community has more than 100 weekly new cases per 100,000, and a positive rate of over 10 percent. Under California’s system, a school is in the purple zone if there are more than seven new cases per day, and a positivity rating of 8%.\u003c/p>\n\u003cp>In another significant development, the California Department of Public Health has \u003ca href=\"https://maps.schools.covid19.ca.gov/public.html\">issued long-awaited information\u003c/a> on the extent to which local districts are offering in-person or remote instruction. The maps show that many districts are offering in-person instruction, but far fewer are doing so for middle schools, and even fewer for high school students.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"slug": "lowell-students-say-metoo-sexual-abuse-allegations-spark-reckoning-at-sf-high-school",
"title": "Lowell Students Say #MeToo. Sexual Abuse Allegations Spark Reckoning at SF High School",
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"headTitle": "Lowell Students Say #MeToo. Sexual Abuse Allegations Spark Reckoning at SF High School | KQED",
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"content": "\u003cp>Jessica Weiss, a 24-year-old Wall Street analyst, was scrolling through Twitter on a break while working from home in New York this summer when she saw the smiling image of a former Lowell High School classmate, Raymond Lang. She was shocked as she read through the growing series of posts accusing him of rape and other sexual abuse.\u003c/p>\n\u003cp>At the time, Lang, 25, was facing felony rape and other criminal charges in Alameda County related to one of those allegations, the violent assault of a woman he’d met via an online dating app in 2018. He’d later accept a plea deal that dismissed all but the less serious charge of assault with a deadly weapon — with the sentence deferred over a five-year probation term.[pullquote size=\"medium\" align=\"right\" citation=\"Jessica Weiss, 2014 Lowell High School graduate\"]‘I think a lot of me wanting to speak out about this comes from just guilt of being silent back then.’[/pullquote]\u003c/p>\n\u003cp>Efforts to reach Lang for comment were not successful.\u003c/p>\n\u003cp>Weiss didn’t know it at the time, but those posts would help trigger a new reckoning in the #MeToo movement focused in part on San Francisco’s prestigious Lowell High School. The effort empowered current and former students to call for systemic change while curating and promoting allegations on social media.\u003c/p>\n\u003cp>Advocates and survivors nationwide had spontaneously created accounts over the summer to share hundreds of stories of abuse experienced while they were in high school. Many of the people behind these grassroots efforts say the COVID-19 pandemic left them with more time and space to reflect on trauma they had experienced as teenagers. And remote learning added a sense of security, separating students from alleged abusers.\u003c/p>\n\u003ch3>Painful Memories From High School\u003c/h3>\n\u003cp>Weiss, who graduated from Lowell in 2014, said seeing her former classmate publicly accused pushed her and others in her Lowell alumni community to reckon with painful memories from high school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She said a different Lowell alum, Hiromi Fujita, sexually harassed her in high school, and she’d heard other allegations about him from several friends.\u003c/p>\n\u003cp>“I think a lot of me wanting to speak out about this comes from just guilt of being silent back then,” Weiss said.\u003c/p>\n\u003cp>She eventually connected with three other women who anonymously posted allegations on June 7 that Fujita had abused or assaulted them in high school and college, prompting another woman to come forward with a similar story.\u003c/p>\n\u003cfigure id=\"attachment_11859411\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859411\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Jessica-Weiss.jpg\" alt=\"\" width=\"1920\" height=\"1254\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-800x523.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-1020x666.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-160x105.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-1536x1003.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Weiss, who graduated from Lowell High School in 2014, says a social media post last summer about a former classmate brought back painful memories. \u003ccite>(Courtesy of Jessica Weiss)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A total of nine former Lowell students told KQED that he was abusive or inappropriate to young women when he was in high school and college.\u003c/p>\n\u003cp>Two former students said they saw Fujita assault a female classmate on school grounds.\u003c/p>\n\u003cp>But Fujita, who graduated in 2013, was popular with administrators and students. He was on the football team, involved in student government and close to the dean and principal, according to several former students.\u003c/p>\n\u003cp>The school district declined to comment on specific allegations against Fujita, and Lowell Principal Dacotah Swett said the school couldn’t locate records of any reported incidents.\u003c/p>\n\u003cp>When asked about the allegations, Ray Cordoba, the dean of Lowell while Fujita was a student, said, “Any reports of assault are reported and dealt with accordingly.”\u003c/p>\n\u003cfigure id=\"attachment_11859413\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859413\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-800x738.jpeg\" alt=\"\" width=\"800\" height=\"738\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-800x738.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-1020x941.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-160x148.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-1122x1037.jpeg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI.jpeg 1124w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hiromi Fujita posted a series of tweets in early June from a now deactivated account acknowledging the allegations made against him. \u003ccite>(Via Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fujita did not respond to multiple requests for comment, but he appears to have tweeted an apparent response the day the posts about him went up: “Sexual assault is not okay. The fact is that I was and have been part of the problem, especially by not speaking out for my bad actions sooner. I have sought counseling and therapy for a lot of my issues, such as control and anger.”\u003c/p>\n\u003cp>One woman, who graduated from Lowell in 2014, spoke on the condition of anonymity over fears that she or her family may be physically harmed in retaliation. She said Fujita sexually assaulted her in his car when she was a junior, and she felt waves of anxiety for years just seeing cars that looked like his.\u003c/p>\n\u003cp>Sharing her experience on social media made her feel less alone.\u003c/p>\n\u003cp>“I almost felt relieved. Maybe there was no real reason to be scared,” she said. “Hopefully we can head towards a future where we don’t have to call someone out because it’s normal now to not rape and assault people. And I hate that it has to come to this. But I think these changes need to happen.”\u003c/p>\n\u003ch3>More Students Speak Out\u003c/h3>\n\u003cp>Several alumni who spoke with KQED said the elite reputation of Lowell contributed to an environment where students did not trust administrators to take their allegations seriously.\u003c/p>\n\u003cp>“We are a top-tier public school in the state of California. We exist in progressive, liberal San Francisco. That definitely led to a culture where students who experience these issues weren’t comfortable coming forward,” Weiss said. “We were a school that was very concerned with reputation.”\u003c/p>\n\u003cp>Hours after the allegations against Fujita were posted, more alumni began posting about their experiences at Lowell. Shavonne Hines-Foster, a senior at Lowell, said that soon opened the floodgates for current San Francisco students to speak out on Twitter and Instagram.\u003c/p>\n\u003cp>“That served as a catalyst for everything else,” she said. “Students came forward about their experiences with racism, sexual assault, harassment and mental health at Lowell.”\u003c/p>\n\u003cfigure id=\"attachment_11859782\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859782\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1.jpg\" alt=\"Shavonne Hines-Foster poses for a photo at Lowell High School in San Francisco on Jan. 29, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Shavonne Hines-Foster poses for a photo at Lowell High School in San Francisco on Jan. 29, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At least four current San Francisco students, 12 alumni, two teachers and a former dean have been accused online of sexual misconduct since the summer. Hines-Foster used her Instagram account to share and amplify students’ stories, and her role as a San Francisco Unified School District student delegate to bring these posts to the district’s attention.\u003c/p>\n\u003cp>Lowell Principal Swett said she reached out to students who posted online when possible, and also offered students who had faced allegations counseling services and support.\u003c/p>\n\u003cp>“As an educator who deeply cares for all students, I am very saddened that these things take place to begin with,” Swett said. “There are limits to what I can reveal to people because of privacy acts and things like that. My main concern is to make sure that our students are getting the resources they need to heal and be supported and making sure that students aren’t ever put in these positions in the first place.”\u003c/p>\n\u003cp>Swett said the allegations made online were mostly made anonymously or by people who had not experienced the abuse firsthand and were difficult to substantiate. She said no current students at Lowell had been punished for allegations made on social media.\u003c/p>\n\u003cp>Hines-Foster said the pandemic made it easier for people to share their stories without needing to worry about confronting classmates or their friends in person. Some students said they turned to social media because they didn’t feel taken seriously when they reported harassment or other abuse to administrators.\u003c/p>\n\u003ch3>Administrators Grapple With Allegations\u003c/h3>\n\u003cp>“What I hear in young people going to social media to tell their stories is that the system has failed them, that they don’t see it as a system that’s going to support them,” said Emma Mayerson, executive director of Oakland-based Alliance for Girls. “They’re saying, ‘You are not helping me, so I’m going to get my voice heard one way or another.’ And social media is a way to do that.”\u003c/p>\n\u003cp>Reported incidents of sexual violence in K-12 schools around the country increased by about 55% from the 2015-2016 to 2017-2018 school years, according to \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/sexual-violence.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener noreferrer\">survey data\u003c/a> released in October by the U.S Department of Education’s Office for Civil Rights. That same data shows California has the ninth highest rates of reported incidents of rape or attempted rape in schools nationwide.\u003c/p>\n\u003cp>“The increase in reported allegations may reflect under-reporting in 2015-16, an increased sensitivity to this issue in 2017-18, or an actual increase in incidents of sexual violence from 2015-16 to 2017-18,” the report says, noting that while overall rates of alleged sexual assault are low, “the seriousness of this violence merits attention.”\u003c/p>\n\u003cp>Terence Abad, executive director of the Lowell Alumni Association, says he received nearly 60 emails over a matter of days this summer from alumni and others asking the school to respond to the online allegations. District officials declined an interview request, but SFUSD spokesperson Laura Dudnick issued a statement that said, “SFUSD wants all students to feel like their concerns are taken seriously. The Office of Equity monitored the online activity all summer, and beyond, and made efforts to reach out to every student who had posted.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"A 2014 Lowell graduate who spoke under the condition of anonymity and said she was sexually assaulted while in high school\"]‘Hopefully we can head towards a future where we don’t have to call someone out because it’s normal now to not rape and assault people. And I hate that it has to come to this. But I think these changes need to happen.’[/pullquote]Dudnick also wrote that the district can only investigate when the incident occurs in connection to the school, or significantly disrupts school programs or activities. She said some of the allegations posted online this summer referenced incidents off campus.\u003c/p>\n\u003ch3>The Complications of Social Media Campaigns\u003c/h3>\n\u003cp>Creating and maintaining unofficial platforms for posting accusations has also proven complicated for the young people taking on this issue themselves. There has been trolling and threats of retaliation. Others collecting stories of abuse struggled to vet the influx of allegations sent their way.\u003c/p>\n\u003cp>The Instagram account, @dearSFUSD, was set up in June for students to share their experiences anonymously until posts were taken down over concerns about false allegations and defamation lawsuits.\u003c/p>\n\u003cp>“Sadly, some people have seen the posts of survivors speaking out as an opportunity to use the court of public opinion for their own personal agenda,” a June 19 statement from the account said, which also encouraged people to believe what survivors are posting. “Their experiences ARE valid.”\u003c/p>\n\u003cp>Posting allegations online can spread awareness about abuse and inspire solidarity, but there are also drawbacks to bypassing official systems, said Deborah Tuerkheimer, a law professor at Northwestern University who has \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3366126\" target=\"_blank\" rel=\"noopener noreferrer\">studied\u003c/a> the impact of using social media to report abuse in the wake of the #MeToo movement.\u003c/p>\n\u003cp>“Informal reporting doesn’t provide process for the people accused,” she said. “That can be overstated as a worry and weaponized by people who want accusers to remain silent. At the same time, process has value. When these allegations are brought only in informal channels and only in the court of public opinion, I think something important is lost.”\u003c/p>\n\u003ch3>Pushing for Structural Change\u003c/h3>\n\u003cp>Justine Orgel, a senior at Lowell, said her focus is less about targeting perpetrators and more about showing support for victims. She said she was sexually assaulted by a student a few years ago, and that’s part of the reason she felt motivated to speak out on behalf of her peers. After she saw allegations posted online about a current student she knew, she felt obligated to push for action from the school district.\u003c/p>\n\u003cp>She began drafting emails to high school and college administrators. She researched Title IX and the district’s policy around harassment and assault. In these emails, she defined sexual harassment, referenced board policies and Title IX, and argued that allowing people with “predatory habits” to “roam campus unscathed is a safety risk.” She called on schools to keep a record of the allegations and consider consequences for perpetrators, like suspension or barring them from sports.\u003c/p>\n\u003cfigure id=\"attachment_11859418\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Justine Orgel poses for a portrait at Lowell High School in San Francisco on Jan. 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But many of those allegations, Orgel acknowledged, were outside the school district’s ability to address. Some concerned alleged off-campus assaults, and most emails to the district about these incidents were sent by people without firsthand knowledge of the alleged incidents, according to Dudnick.\u003c/p>\n\u003cp>“It sucks to say this, but there’s very little the school districts can do,” Orgel said. “But I want structural change. I want people to find peace, and I want them to have faith that their communities believe them.”\u003c/p>\n\u003cp>Orgel posted the email template on her Instagram page so that other students could email it to administrators as well. Then she went to sleep, waking up a few hours later to a barrage of messages.\u003c/p>\n\u003cp>“My Instagram was just super flooded,” Orgel said. She’d received hundreds of messages of thanks. “I’m the type of person where I hate not getting something done, especially when someone is counting on me. I just felt like such a sense of urgency.”\u003c/p>\n\u003cp>Over the summer, Lowell Principal Swett sent an email to students that outlined steps the school had taken to educate and prevent sexual harassment on campus, such as awareness campaigns, training for teachers and programs to educate students about healthy relationships.\u003c/p>\n\u003cp>“I wish that I had as much power as kids think I have,” Swett said. “I am very sorry that anyone has ever been hurt. It’s not fair, and we do our best to try to mitigate all of that. I have spent a tremendous amount of my time simply responding to people’s bad behavior.”\u003c/p>\n\u003ch3>Finding Support Online\u003c/h3>\n\u003cp>Even if the school district is unable to do anything about it, some students say sharing their stories and finding support online has helped them in other ways. Xufei Zhao, who graduated from Galileo Academy of Science and Technology in San Francisco last spring, said a few years ago she was sexually assaulted by a family member, a student at Lowell High School. She had no idea what to do.\u003c/p>\n\u003cp>“When it happened, a lot was going on in my mind. I was like, what do I do? Am I supposed to talk to him first? Am I supposed to tell my parents? Am I supposed to file a report? Am I supposed to … hide it from everybody until I die?” she said, remembering the shame she felt at the time. She bought a lock for her bedroom door so she could hide when the relative came over for family gatherings.\u003c/p>\n\u003cfigure id=\"attachment_11859421\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859421\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Xufei Zhao, a recent graduate of the Galileo Academy of Science and Technology high school in San Francisco, says it felt like a weight had been lifted after she posted about her experience of assault online. \u003ccite>(Courtesy of Xufei Zhao)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>KQED is unable to verify the allegations and is not naming the alleged perpetrator. He did not respond to requests for comment.\u003c/p>\n\u003cp>After Zhao posted about her experience online, she opened up to her parents about the alleged abuse, and was put in touch with a hotline for sexual assault survivors. San Francisco police reached out to her on Instagram, and she considered filing a police report. But she says she decided against it because she already felt drained, and was skeptical filing a report would lead to a conviction.\u003c/p>\n\u003ch3>When Teachers Are Accused\u003c/h3>\n\u003cp>But the school district did complete at least two investigations against Lowell teachers after allegations were posted on social media, according to disciplinary documents provided to KQED in response to a public records request.\u003c/p>\n\u003cp>Physical education teacher Thomas Geren was accused last summer of demonstrating patterns of inappropriate behavior, including unwelcome touching, staring and catcalling.\u003c/p>\n\u003cp>The school found that Geren had used terms of endearment to describe students, pointed out a student’s hickies and “touched a student’s shoulders in what was an unwelcome gesture,” according to a counselling memo. Principal Swett directed Geren to refrain from physical contact with students and familiarize himself with district policies and employee codes of conduct.\u003c/p>\n\u003cp>Geren and his attorney did not comment on the allegations or the discipline.\u003c/p>\n\u003cp>In a separate case, a student posted allegations of harassment against social studies teacher Adam Michels on Instagram in June. She wrote that she had reported his behavior during the school year.\u003c/p>\n\u003cp>[aside postID=\"news_11858202,news_11859065,news_13891866\" label=\"More on San Francisco’s Lowell High School\"]“I received radio silence the moment my classes were switched, with no idea if this man even knew what he did was wrong,” the student, who declined to be interviewed, wrote in the post. “Please listen to me. A class and subject that I was so eagerly looking forward to taking has been tainted and ruined for me. I don’t want that for anybody else.”\u003c/p>\n\u003cp>Others had also reported Michels to administrators before the post went up, according to a memorandum written by school officials in December 2019. An unnamed colleague had complained that Michels made her uncomfortable and affected her ability to work in the same classroom as him. An unspecified number of students also complained about the teacher’s behavior that fall, which they alleged ranged from sarcasm to intimidation, condescending remarks and use of sexual innuendo, according to the memo.\u003c/p>\n\u003cp>Michels “appeared responsive” according to the December 2019 memo, which says he received a verbal reprimand. But less than a year later, he would again face discipline for similar behavior.\u003c/p>\n\u003cp>In an Aug. 11, 2020 interview with administrators, Michels admitted to following several of his current students on social media, according to a follow-up disciplinary memo. He also tried to contact a student who’d posted about him via social media through another student, despite being directed not to do so. He’d used a picture of a student in his class without permission, unnecessarily touched students, teased them and made unwelcome comments about a student’s appearance, according to the memo. This time, Michels received a written reprimand.\u003c/p>\n\u003cp>Over two phone interviews and a series of emails, Michels denied ever harassing or inappropriately touching students. He said he had used students’ photos in presentations for years without any complaints until the last school year.\u003c/p>\n\u003cp>He said he now has a good working relationship with the colleague who complained, which he said stemmed from a dispute over music. He also said the school should have told the student who turned to Instagram over the summer the outcome of her original complaint.\u003c/p>\n\u003cp>“She felt like she wasn’t heard by me or the administration, that it had just been swept under the rug, and it’s not true,” Michels said. “I almost feel as though the whole post could have been avoided if there had been some process where she felt some completion or resolution.”\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Emma Mayerson, executive director of Oakland-based Alliance for Girls\"]‘What I hear in young people going to social media to tell their stories is that the system has failed them, that they don’t see it as a system that’s going to support them.’[/pullquote]\u003c/p>\n\u003cp>Principal Swett said the school was able to inform the student her concerns had been addressed after Michels’ inappropriate behavior had continued.\u003c/p>\n\u003cp>After seeing the Instagram post, an alum who graduated in 2015 wrote in a testimony for the district’s investigation that Michels also harassed her in class and online. She included embedded screenshots in the testimony, which she shared with KQED, that show Michels complimenting her appearance and expressing doubt about her intellect.\u003c/p>\n\u003cp>She said he told her she did not fit the stereotype of Asian girls at Lowell.\u003c/p>\n\u003cp>“Throughout … my studies, I felt a constant pressure to defy norms imposed on Asian women and prove the worthiness of my accomplishments,” the student wrote in the testimony. She asked not to be named over concerns being identified could put her career at risk or lead to retaliation by the teacher.\u003c/p>\n\u003cp>Michels said he could not remember making the comments, which he said may be taken out of context, and that referencing a stereotype does not mean he believes it to be true. He said he would usually only message a student online if they were teaching assistants or if they had already graduated.\u003c/p>\n\u003cp>After he was interviewed for this story, Michels sent over a dozen emails describing the reprimand as unfair to him and criticizing so-called cancel culture and what he called “a culture of heightened sensitivity.”\u003c/p>\n\u003cp>[aside postID=\"news_11801840,news_11754307,news_11643771\" label=\"More on the #MeToo movement\"]\u003c/p>\n\u003cp>In an interview, Principal Swett said it was very clear to her that Michels had violated professional conduct standards.\u003c/p>\n\u003cp>“I’m a little concerned that your article might spread the falsehood that I sexually harass students in class. I do not,” Michels wrote in one email in November. “Even presenting the story as if it is an open question is completely unfair. I don’t meet with students outside of class. I compliment students and I tease them sometimes, but it is in front of 35 other students, and I have never sexually harassed anyone.”\u003c/p>\n\u003cp>Three Lowell students and alumni told KQED that while they enjoyed his class and thought Michels did not intend to cause harm, they could also understand how some would find his sense of humor inappropriate. One said they never saw Michels inappropriately touch anyone. Another student described him as a “very professional” teacher.\u003c/p>\n\u003cp>The alum who testified against Michels said she was disappointed in the outcome.\u003c/p>\n\u003cp>“The outcome that happened was absolutely disheartening,” she said. “It’s just so hard. These systems protect perpetrators more than they ever will victims. I’m emotionally exhausted.”\u003c/p>\n\u003cp>\u003cem>Julie Chang and Teresa Cotsirilos contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was produced as a project for the \u003ca href=\"https://centerforhealthjournalism.org\" target=\"_blank\" rel=\"noopener noreferrer\">USC Annenberg Center for Health Journalism\u003c/a> Impact Fund.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jessica Weiss, a 24-year-old Wall Street analyst, was scrolling through Twitter on a break while working from home in New York this summer when she saw the smiling image of a former Lowell High School classmate, Raymond Lang. She was shocked as she read through the growing series of posts accusing him of rape and other sexual abuse.\u003c/p>\n\u003cp>At the time, Lang, 25, was facing felony rape and other criminal charges in Alameda County related to one of those allegations, the violent assault of a woman he’d met via an online dating app in 2018. He’d later accept a plea deal that dismissed all but the less serious charge of assault with a deadly weapon — with the sentence deferred over a five-year probation term.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Efforts to reach Lang for comment were not successful.\u003c/p>\n\u003cp>Weiss didn’t know it at the time, but those posts would help trigger a new reckoning in the #MeToo movement focused in part on San Francisco’s prestigious Lowell High School. The effort empowered current and former students to call for systemic change while curating and promoting allegations on social media.\u003c/p>\n\u003cp>Advocates and survivors nationwide had spontaneously created accounts over the summer to share hundreds of stories of abuse experienced while they were in high school. Many of the people behind these grassroots efforts say the COVID-19 pandemic left them with more time and space to reflect on trauma they had experienced as teenagers. And remote learning added a sense of security, separating students from alleged abusers.\u003c/p>\n\u003ch3>Painful Memories From High School\u003c/h3>\n\u003cp>Weiss, who graduated from Lowell in 2014, said seeing her former classmate publicly accused pushed her and others in her Lowell alumni community to reckon with painful memories from high school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She said a different Lowell alum, Hiromi Fujita, sexually harassed her in high school, and she’d heard other allegations about him from several friends.\u003c/p>\n\u003cp>“I think a lot of me wanting to speak out about this comes from just guilt of being silent back then,” Weiss said.\u003c/p>\n\u003cp>She eventually connected with three other women who anonymously posted allegations on June 7 that Fujita had abused or assaulted them in high school and college, prompting another woman to come forward with a similar story.\u003c/p>\n\u003cfigure id=\"attachment_11859411\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859411\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Jessica-Weiss.jpg\" alt=\"\" width=\"1920\" height=\"1254\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-800x523.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-1020x666.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-160x105.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Jessica-Weiss-1536x1003.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Jessica Weiss, who graduated from Lowell High School in 2014, says a social media post last summer about a former classmate brought back painful memories. \u003ccite>(Courtesy of Jessica Weiss)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>A total of nine former Lowell students told KQED that he was abusive or inappropriate to young women when he was in high school and college.\u003c/p>\n\u003cp>Two former students said they saw Fujita assault a female classmate on school grounds.\u003c/p>\n\u003cp>But Fujita, who graduated in 2013, was popular with administrators and students. He was on the football team, involved in student government and close to the dean and principal, according to several former students.\u003c/p>\n\u003cp>The school district declined to comment on specific allegations against Fujita, and Lowell Principal Dacotah Swett said the school couldn’t locate records of any reported incidents.\u003c/p>\n\u003cp>When asked about the allegations, Ray Cordoba, the dean of Lowell while Fujita was a student, said, “Any reports of assault are reported and dealt with accordingly.”\u003c/p>\n\u003cfigure id=\"attachment_11859413\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859413\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-800x738.jpeg\" alt=\"\" width=\"800\" height=\"738\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-800x738.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-1020x941.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-160x148.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI-1122x1037.jpeg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/EZ8poNBVcAE-KnI.jpeg 1124w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Hiromi Fujita posted a series of tweets in early June from a now deactivated account acknowledging the allegations made against him. \u003ccite>(Via Twitter)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fujita did not respond to multiple requests for comment, but he appears to have tweeted an apparent response the day the posts about him went up: “Sexual assault is not okay. The fact is that I was and have been part of the problem, especially by not speaking out for my bad actions sooner. I have sought counseling and therapy for a lot of my issues, such as control and anger.”\u003c/p>\n\u003cp>One woman, who graduated from Lowell in 2014, spoke on the condition of anonymity over fears that she or her family may be physically harmed in retaliation. She said Fujita sexually assaulted her in his car when she was a junior, and she felt waves of anxiety for years just seeing cars that looked like his.\u003c/p>\n\u003cp>Sharing her experience on social media made her feel less alone.\u003c/p>\n\u003cp>“I almost felt relieved. Maybe there was no real reason to be scared,” she said. “Hopefully we can head towards a future where we don’t have to call someone out because it’s normal now to not rape and assault people. And I hate that it has to come to this. But I think these changes need to happen.”\u003c/p>\n\u003ch3>More Students Speak Out\u003c/h3>\n\u003cp>Several alumni who spoke with KQED said the elite reputation of Lowell contributed to an environment where students did not trust administrators to take their allegations seriously.\u003c/p>\n\u003cp>“We are a top-tier public school in the state of California. We exist in progressive, liberal San Francisco. That definitely led to a culture where students who experience these issues weren’t comfortable coming forward,” Weiss said. “We were a school that was very concerned with reputation.”\u003c/p>\n\u003cp>Hours after the allegations against Fujita were posted, more alumni began posting about their experiences at Lowell. Shavonne Hines-Foster, a senior at Lowell, said that soon opened the floodgates for current San Francisco students to speak out on Twitter and Instagram.\u003c/p>\n\u003cp>“That served as a catalyst for everything else,” she said. “Students came forward about their experiences with racism, sexual assault, harassment and mental health at Lowell.”\u003c/p>\n\u003cfigure id=\"attachment_11859782\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859782\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1.jpg\" alt=\"Shavonne Hines-Foster poses for a photo at Lowell High School in San Francisco on Jan. 29, 2021.\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Shavonne-Hines-Foster-1-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Shavonne Hines-Foster poses for a photo at Lowell High School in San Francisco on Jan. 29, 2021. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At least four current San Francisco students, 12 alumni, two teachers and a former dean have been accused online of sexual misconduct since the summer. Hines-Foster used her Instagram account to share and amplify students’ stories, and her role as a San Francisco Unified School District student delegate to bring these posts to the district’s attention.\u003c/p>\n\u003cp>Lowell Principal Swett said she reached out to students who posted online when possible, and also offered students who had faced allegations counseling services and support.\u003c/p>\n\u003cp>“As an educator who deeply cares for all students, I am very saddened that these things take place to begin with,” Swett said. “There are limits to what I can reveal to people because of privacy acts and things like that. My main concern is to make sure that our students are getting the resources they need to heal and be supported and making sure that students aren’t ever put in these positions in the first place.”\u003c/p>\n\u003cp>Swett said the allegations made online were mostly made anonymously or by people who had not experienced the abuse firsthand and were difficult to substantiate. She said no current students at Lowell had been punished for allegations made on social media.\u003c/p>\n\u003cp>Hines-Foster said the pandemic made it easier for people to share their stories without needing to worry about confronting classmates or their friends in person. Some students said they turned to social media because they didn’t feel taken seriously when they reported harassment or other abuse to administrators.\u003c/p>\n\u003ch3>Administrators Grapple With Allegations\u003c/h3>\n\u003cp>“What I hear in young people going to social media to tell their stories is that the system has failed them, that they don’t see it as a system that’s going to support them,” said Emma Mayerson, executive director of Oakland-based Alliance for Girls. “They’re saying, ‘You are not helping me, so I’m going to get my voice heard one way or another.’ And social media is a way to do that.”\u003c/p>\n\u003cp>Reported incidents of sexual violence in K-12 schools around the country increased by about 55% from the 2015-2016 to 2017-2018 school years, according to \u003ca href=\"https://www2.ed.gov/about/offices/list/ocr/docs/sexual-violence.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=\" target=\"_blank\" rel=\"noopener noreferrer\">survey data\u003c/a> released in October by the U.S Department of Education’s Office for Civil Rights. That same data shows California has the ninth highest rates of reported incidents of rape or attempted rape in schools nationwide.\u003c/p>\n\u003cp>“The increase in reported allegations may reflect under-reporting in 2015-16, an increased sensitivity to this issue in 2017-18, or an actual increase in incidents of sexual violence from 2015-16 to 2017-18,” the report says, noting that while overall rates of alleged sexual assault are low, “the seriousness of this violence merits attention.”\u003c/p>\n\u003cp>Terence Abad, executive director of the Lowell Alumni Association, says he received nearly 60 emails over a matter of days this summer from alumni and others asking the school to respond to the online allegations. District officials declined an interview request, but SFUSD spokesperson Laura Dudnick issued a statement that said, “SFUSD wants all students to feel like their concerns are taken seriously. The Office of Equity monitored the online activity all summer, and beyond, and made efforts to reach out to every student who had posted.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Dudnick also wrote that the district can only investigate when the incident occurs in connection to the school, or significantly disrupts school programs or activities. She said some of the allegations posted online this summer referenced incidents off campus.\u003c/p>\n\u003ch3>The Complications of Social Media Campaigns\u003c/h3>\n\u003cp>Creating and maintaining unofficial platforms for posting accusations has also proven complicated for the young people taking on this issue themselves. There has been trolling and threats of retaliation. Others collecting stories of abuse struggled to vet the influx of allegations sent their way.\u003c/p>\n\u003cp>The Instagram account, @dearSFUSD, was set up in June for students to share their experiences anonymously until posts were taken down over concerns about false allegations and defamation lawsuits.\u003c/p>\n\u003cp>“Sadly, some people have seen the posts of survivors speaking out as an opportunity to use the court of public opinion for their own personal agenda,” a June 19 statement from the account said, which also encouraged people to believe what survivors are posting. “Their experiences ARE valid.”\u003c/p>\n\u003cp>Posting allegations online can spread awareness about abuse and inspire solidarity, but there are also drawbacks to bypassing official systems, said Deborah Tuerkheimer, a law professor at Northwestern University who has \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3366126\" target=\"_blank\" rel=\"noopener noreferrer\">studied\u003c/a> the impact of using social media to report abuse in the wake of the #MeToo movement.\u003c/p>\n\u003cp>“Informal reporting doesn’t provide process for the people accused,” she said. “That can be overstated as a worry and weaponized by people who want accusers to remain silent. At the same time, process has value. When these allegations are brought only in informal channels and only in the court of public opinion, I think something important is lost.”\u003c/p>\n\u003ch3>Pushing for Structural Change\u003c/h3>\n\u003cp>Justine Orgel, a senior at Lowell, said her focus is less about targeting perpetrators and more about showing support for victims. She said she was sexually assaulted by a student a few years ago, and that’s part of the reason she felt motivated to speak out on behalf of her peers. After she saw allegations posted online about a current student she knew, she felt obligated to push for action from the school district.\u003c/p>\n\u003cp>She began drafting emails to high school and college administrators. She researched Title IX and the district’s policy around harassment and assault. In these emails, she defined sexual harassment, referenced board policies and Title IX, and argued that allowing people with “predatory habits” to “roam campus unscathed is a safety risk.” She called on schools to keep a record of the allegations and consider consequences for perpetrators, like suspension or barring them from sports.\u003c/p>\n\u003cfigure id=\"attachment_11859418\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859418\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/RS46522_012_SanFrancisco_LowellHS_Justine_01092021-qut-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Justine Orgel poses for a portrait at Lowell High School in San Francisco on Jan. 9, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But many of those allegations, Orgel acknowledged, were outside the school district’s ability to address. Some concerned alleged off-campus assaults, and most emails to the district about these incidents were sent by people without firsthand knowledge of the alleged incidents, according to Dudnick.\u003c/p>\n\u003cp>“It sucks to say this, but there’s very little the school districts can do,” Orgel said. “But I want structural change. I want people to find peace, and I want them to have faith that their communities believe them.”\u003c/p>\n\u003cp>Orgel posted the email template on her Instagram page so that other students could email it to administrators as well. Then she went to sleep, waking up a few hours later to a barrage of messages.\u003c/p>\n\u003cp>“My Instagram was just super flooded,” Orgel said. She’d received hundreds of messages of thanks. “I’m the type of person where I hate not getting something done, especially when someone is counting on me. I just felt like such a sense of urgency.”\u003c/p>\n\u003cp>Over the summer, Lowell Principal Swett sent an email to students that outlined steps the school had taken to educate and prevent sexual harassment on campus, such as awareness campaigns, training for teachers and programs to educate students about healthy relationships.\u003c/p>\n\u003cp>“I wish that I had as much power as kids think I have,” Swett said. “I am very sorry that anyone has ever been hurt. It’s not fair, and we do our best to try to mitigate all of that. I have spent a tremendous amount of my time simply responding to people’s bad behavior.”\u003c/p>\n\u003ch3>Finding Support Online\u003c/h3>\n\u003cp>Even if the school district is unable to do anything about it, some students say sharing their stories and finding support online has helped them in other ways. Xufei Zhao, who graduated from Galileo Academy of Science and Technology in San Francisco last spring, said a few years ago she was sexually assaulted by a family member, a student at Lowell High School. She had no idea what to do.\u003c/p>\n\u003cp>“When it happened, a lot was going on in my mind. I was like, what do I do? Am I supposed to talk to him first? Am I supposed to tell my parents? Am I supposed to file a report? Am I supposed to … hide it from everybody until I die?” she said, remembering the shame she felt at the time. She bought a lock for her bedroom door so she could hide when the relative came over for family gatherings.\u003c/p>\n\u003cfigure id=\"attachment_11859421\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11859421\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/144581126_177955346994097_8481618358854499444_n-1536x1024.jpg 1536w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Xufei Zhao, a recent graduate of the Galileo Academy of Science and Technology high school in San Francisco, says it felt like a weight had been lifted after she posted about her experience of assault online. \u003ccite>(Courtesy of Xufei Zhao)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>KQED is unable to verify the allegations and is not naming the alleged perpetrator. He did not respond to requests for comment.\u003c/p>\n\u003cp>After Zhao posted about her experience online, she opened up to her parents about the alleged abuse, and was put in touch with a hotline for sexual assault survivors. San Francisco police reached out to her on Instagram, and she considered filing a police report. But she says she decided against it because she already felt drained, and was skeptical filing a report would lead to a conviction.\u003c/p>\n\u003ch3>When Teachers Are Accused\u003c/h3>\n\u003cp>But the school district did complete at least two investigations against Lowell teachers after allegations were posted on social media, according to disciplinary documents provided to KQED in response to a public records request.\u003c/p>\n\u003cp>Physical education teacher Thomas Geren was accused last summer of demonstrating patterns of inappropriate behavior, including unwelcome touching, staring and catcalling.\u003c/p>\n\u003cp>The school found that Geren had used terms of endearment to describe students, pointed out a student’s hickies and “touched a student’s shoulders in what was an unwelcome gesture,” according to a counselling memo. Principal Swett directed Geren to refrain from physical contact with students and familiarize himself with district policies and employee codes of conduct.\u003c/p>\n\u003cp>Geren and his attorney did not comment on the allegations or the discipline.\u003c/p>\n\u003cp>In a separate case, a student posted allegations of harassment against social studies teacher Adam Michels on Instagram in June. She wrote that she had reported his behavior during the school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>“I received radio silence the moment my classes were switched, with no idea if this man even knew what he did was wrong,” the student, who declined to be interviewed, wrote in the post. “Please listen to me. A class and subject that I was so eagerly looking forward to taking has been tainted and ruined for me. I don’t want that for anybody else.”\u003c/p>\n\u003cp>Others had also reported Michels to administrators before the post went up, according to a memorandum written by school officials in December 2019. An unnamed colleague had complained that Michels made her uncomfortable and affected her ability to work in the same classroom as him. An unspecified number of students also complained about the teacher’s behavior that fall, which they alleged ranged from sarcasm to intimidation, condescending remarks and use of sexual innuendo, according to the memo.\u003c/p>\n\u003cp>Michels “appeared responsive” according to the December 2019 memo, which says he received a verbal reprimand. But less than a year later, he would again face discipline for similar behavior.\u003c/p>\n\u003cp>In an Aug. 11, 2020 interview with administrators, Michels admitted to following several of his current students on social media, according to a follow-up disciplinary memo. He also tried to contact a student who’d posted about him via social media through another student, despite being directed not to do so. He’d used a picture of a student in his class without permission, unnecessarily touched students, teased them and made unwelcome comments about a student’s appearance, according to the memo. This time, Michels received a written reprimand.\u003c/p>\n\u003cp>Over two phone interviews and a series of emails, Michels denied ever harassing or inappropriately touching students. He said he had used students’ photos in presentations for years without any complaints until the last school year.\u003c/p>\n\u003cp>He said he now has a good working relationship with the colleague who complained, which he said stemmed from a dispute over music. He also said the school should have told the student who turned to Instagram over the summer the outcome of her original complaint.\u003c/p>\n\u003cp>“She felt like she wasn’t heard by me or the administration, that it had just been swept under the rug, and it’s not true,” Michels said. “I almost feel as though the whole post could have been avoided if there had been some process where she felt some completion or resolution.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Principal Swett said the school was able to inform the student her concerns had been addressed after Michels’ inappropriate behavior had continued.\u003c/p>\n\u003cp>After seeing the Instagram post, an alum who graduated in 2015 wrote in a testimony for the district’s investigation that Michels also harassed her in class and online. She included embedded screenshots in the testimony, which she shared with KQED, that show Michels complimenting her appearance and expressing doubt about her intellect.\u003c/p>\n\u003cp>She said he told her she did not fit the stereotype of Asian girls at Lowell.\u003c/p>\n\u003cp>“Throughout … my studies, I felt a constant pressure to defy norms imposed on Asian women and prove the worthiness of my accomplishments,” the student wrote in the testimony. She asked not to be named over concerns being identified could put her career at risk or lead to retaliation by the teacher.\u003c/p>\n\u003cp>Michels said he could not remember making the comments, which he said may be taken out of context, and that referencing a stereotype does not mean he believes it to be true. He said he would usually only message a student online if they were teaching assistants or if they had already graduated.\u003c/p>\n\u003cp>After he was interviewed for this story, Michels sent over a dozen emails describing the reprimand as unfair to him and criticizing so-called cancel culture and what he called “a culture of heightened sensitivity.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In an interview, Principal Swett said it was very clear to her that Michels had violated professional conduct standards.\u003c/p>\n\u003cp>“I’m a little concerned that your article might spread the falsehood that I sexually harass students in class. I do not,” Michels wrote in one email in November. “Even presenting the story as if it is an open question is completely unfair. I don’t meet with students outside of class. I compliment students and I tease them sometimes, but it is in front of 35 other students, and I have never sexually harassed anyone.”\u003c/p>\n\u003cp>Three Lowell students and alumni told KQED that while they enjoyed his class and thought Michels did not intend to cause harm, they could also understand how some would find his sense of humor inappropriate. One said they never saw Michels inappropriately touch anyone. Another student described him as a “very professional” teacher.\u003c/p>\n\u003cp>The alum who testified against Michels said she was disappointed in the outcome.\u003c/p>\n\u003cp>“The outcome that happened was absolutely disheartening,” she said. “It’s just so hard. These systems protect perpetrators more than they ever will victims. I’m emotionally exhausted.”\u003c/p>\n\u003cp>\u003cem>Julie Chang and Teresa Cotsirilos contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Students and faculty across San Francisco Unified School District rallied outside Lowell High School on Friday in response to Lowell students posting racist and pornographic messages on a schoolwide digital platform, Padlet, during a virtual lesson on anti-racism. [aside postID=\"news_11858202\"]\u003c/p>\n\u003cp>The Black Student Union organized the rally and press conference in an effort to hold the administration accountable for the most recent events, which they said was one moment in a long history of systemic racism.\u003c/p>\n\u003cfigure id=\"attachment_11859101\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-800x533.jpg\" alt=\"Lowell Black Student Union co-president Shavonne Hines-Foster speaks during a rally held at Lowell High School on Feb. 5, 2021, to address recent racist incidents at the school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Black Student Union co-president Shavonne Hines-Foster speaks during a rally held at Lowell High School on Feb. 5, 2021, to address recent racist incidents at the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are here today to not only denounce the attacks made on our Black and Jewish communities two weeks ago, but also to denounce Lowell High School’s long-standing history of upholding the effects of systemic racism,” said student body Secretary Viviana Ojeda. “The Lowell administration efforts have been largely performative, to say the least.” [pullquote size=\"medium\" align=\"right\" citation=\"Kathya Correa Almanza, student\"]‘When these walls opened in the 1800s they were only open for white students. Now, those same doors exist except they call it an admissions policy.’[/pullquote]\u003c/p>\n\u003cp>When the racist and pornographic messages bombarded the virtual classroom in late January, Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>In 2016, Tsia Blacksher, then BSU co-president, led a walkout in protest of similar racist attacks. “These countless stories of racism we have heard from students and alumni have dated decades back. And it’s about time we demand change now,” said student speaker Agnes Liang.\u003c/p>\n\u003cfigure id=\"attachment_11859102\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-800x533.jpg\" alt=\"Student delegate Kathya Correa Almanza speaks during a rally at Lowell High School on Feb. 5, 2021, against recent racist incidents at the school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student delegate Kathya Correa Almanza speaks during a rally at Lowell High School on Feb. 5, 2021 against recent racist incidents at the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CJ Lu Sing, a fellow Lowell student in the Multicultural Club said that despite BSU’s efforts and demands in 2016, “there has been minimal progress fulfilled with promises made.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>BSU members also voiced support for a plan to eliminate the current admissions process, which is based on grades and test scores — in favor of a lottery system. The school board will vote Tuesday on the proposal.\u003c/p>\n\u003cp>“History is not a thing of the past. It’s something that lives among us,” said student Kathya Correa Almanza, “Waiting for someone with courage to call it out. When these walls opened in the 1800s they were only open for white students. Now, those same doors exist, except they call it an admissions policy.” Correa-Almanza highlighted the lack of representation for Black students. \u003ca href=\"https://www.sfusd.edu/sites/default/files/2021-01/sarc2020-Lowell%20HS-697_English.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">At Lowell\u003c/a> there are close to 3,000 students, made up of 2% Black student (districtwide there are 8% Black students), 11% Hispanic/Latino, 18% white and 50% Asian.[aside tag=\"education\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>With roughly 100 students, teachers and alumni in the crowd, Shavonne Hines-Foster, Lowell High School senior and BSU leader, pointed out that only one administrator came out to the press conference, but quickly left in the middle of the event. \u003c/p>\n\u003cp>“Oftentimes when we hold these events talking about race they [the administration] don’t show up,” Hines-Foster said. “Or if they do show up they’re quietly in the back which doesn’t show active engagement in dealing with this issue.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Our children are hurting. And as their parents we are, too,” said one member of the SFUSD African American Parent Advisory Council.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Black Student Union organized the rally and press conference in an effort to hold the administration accountable for the most recent events, which they said was one moment in a long history of systemic racism.\u003c/p>\n\u003cfigure id=\"attachment_11859101\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859101\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-800x533.jpg\" alt=\"Lowell Black Student Union co-president Shavonne Hines-Foster speaks during a rally held at Lowell High School on Feb. 5, 2021, to address recent racist incidents at the school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/005_SanFrancisco_LowellHSRally_02052021.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Lowell Black Student Union co-president Shavonne Hines-Foster speaks during a rally held at Lowell High School on Feb. 5, 2021, to address recent racist incidents at the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We are here today to not only denounce the attacks made on our Black and Jewish communities two weeks ago, but also to denounce Lowell High School’s long-standing history of upholding the effects of systemic racism,” said student body Secretary Viviana Ojeda. “The Lowell administration efforts have been largely performative, to say the least.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>When the racist and pornographic messages bombarded the virtual classroom in late January, Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>In 2016, Tsia Blacksher, then BSU co-president, led a walkout in protest of similar racist attacks. “These countless stories of racism we have heard from students and alumni have dated decades back. And it’s about time we demand change now,” said student speaker Agnes Liang.\u003c/p>\n\u003cfigure id=\"attachment_11859102\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11859102\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-800x533.jpg\" alt=\"Student delegate Kathya Correa Almanza speaks during a rally at Lowell High School on Feb. 5, 2021, against recent racist incidents at the school.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021-1536x1022.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/010_SanFrancisco_LowellHSRally_02052021.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student delegate Kathya Correa Almanza speaks during a rally at Lowell High School on Feb. 5, 2021 against recent racist incidents at the school. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CJ Lu Sing, a fellow Lowell student in the Multicultural Club said that despite BSU’s efforts and demands in 2016, “there has been minimal progress fulfilled with promises made.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003ch2>Without Testing and Vaccines, LA’s Garment Workers Are Hanging By a Thread\u003c/h2>\n\u003cp>Alex Sanchez is 44 and had no pre-existing conditions, but almost died from COVID in January after being infected by his son, who works at an Amazon warehouse. He is still on oxygen and struggling to make it through the day, but he's trying to muster the energy to help people even more vulnerable than he is. Alex is a field organizer with the Garment Worker Center in Los Angeles, which mostly serves undocumented women who work in sweatshops. Some spend their days sewing masks and gowns for first responders. Alex says most of the 45,000 garment workers in LA aren’t getting tested for COVID, much less going to the hospital if they get sick. He’s working from his living room to help them find out where they can get vaccines, and how to stay safe during the pandemic.\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/arts/13892105/artist-cauleen-smith-on-black-utopia-in-california\">Artist Cauleen Smith on Black Feminist Utopia in California\u003c/a>\u003c/h2>\n\u003cp>We’ve brought you so many stories about struggling with the loss of hope, and how much work there’s left to do to really reckon with America’s racist history. But today we’re having a conversation with someone who creates art from a deep sense of hope, and whose work also focuses on Black joy. Cauleen Smith is an artist and filmmaker who still believes we all have the means to create utopia in our everyday lives. Her immersive installations are currently on display at SFMOMA and LACMA.\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\">Parents Unite From All Over California to Press for Reopening, But Whose Voices Are Being Amplified?\u003c/a>\u003c/h2>\n\u003cp>We are coming up on a year since most schools in California have been shut down. And now with the statewide shelter-in-place order lifted, some parents are clamoring for schools to reopen as soon as possible. This week, the city of San Francisco became the first in the nation to sue its school district and demand a plan for reopening. But getting all the pieces in place to reopen schools is really complicated. Julia McEvoy is the senior editor of KQED’s Education and Equity Desk, and joins us to unpack it all.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"http://itunes.apple.com/us/podcast/the-california-report-magazine/id1314750545?mt=2\" target=\"_blank\" rel=\"noopener noreferrer\">Listen to this and more in-depth storytelling by subscribing to The California Report Magazine podcast.\u003c/a>\u003c/em>\u003c/p>\n\u003ch2>Without Testing and Vaccines, LA’s Garment Workers Are Hanging By a Thread\u003c/h2>\n\u003cp>Alex Sanchez is 44 and had no pre-existing conditions, but almost died from COVID in January after being infected by his son, who works at an Amazon warehouse. He is still on oxygen and struggling to make it through the day, but he's trying to muster the energy to help people even more vulnerable than he is. Alex is a field organizer with the Garment Worker Center in Los Angeles, which mostly serves undocumented women who work in sweatshops. Some spend their days sewing masks and gowns for first responders. Alex says most of the 45,000 garment workers in LA aren’t getting tested for COVID, much less going to the hospital if they get sick. He’s working from his living room to help them find out where they can get vaccines, and how to stay safe during the pandemic.\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/arts/13892105/artist-cauleen-smith-on-black-utopia-in-california\">Artist Cauleen Smith on Black Feminist Utopia in California\u003c/a>\u003c/h2>\n\u003cp>We’ve brought you so many stories about struggling with the loss of hope, and how much work there’s left to do to really reckon with America’s racist history. But today we’re having a conversation with someone who creates art from a deep sense of hope, and whose work also focuses on Black joy. Cauleen Smith is an artist and filmmaker who still believes we all have the means to create utopia in our everyday lives. Her immersive installations are currently on display at SFMOMA and LACMA.\u003c/p>\n\u003ch2>\u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\">Parents Unite From All Over California to Press for Reopening, But Whose Voices Are Being Amplified?\u003c/a>\u003c/h2>\n\u003cp>We are coming up on a year since most schools in California have been shut down. And now with the statewide shelter-in-place order lifted, some parents are clamoring for schools to reopen as soon as possible. This week, the city of San Francisco became the first in the nation to sue its school district and demand a plan for reopening. But getting all the pieces in place to reopen schools is really complicated. Julia McEvoy is the senior editor of KQED’s Education and Equity Desk, and joins us to unpack it all.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>By suing its own school board and school district, San Francisco has transformed a painful and emotional argument over how to bring students back into classrooms into a legal battle.\u003c/p>\n\u003cp>Now, stakeholders — from parents to teachers to elected officials — are citing differing sets of statistics and experiences in support of their positions, with the issue of equity emerging as a fault line.\u003c/p>\n\u003cp>On Wednesday, the city filed a petition for a court order directing San Francisco Unified School District to prepare to bring students back into classrooms \"now that it is possible to do so safely,\" City Attorney Dennis Herrera's office said.\u003c/p>\n\u003cp>\"We're asking the court to order the school board and the school district to put in place a plan, a viable plan, to reopen safely,\" Herrera said at a joint news conference with Mayor London Breed. \"If that plan is followed, schools will reopen.\"\u003c/p>\n\u003cp>The suit was blasted by SFUSD's superintendent, its school board president and the president of the teachers union, who said the lawsuit has been filed at the wrong time and for the wrong reason.\u003c/p>\n\u003cp>SFUSD President Vincent Matthews said the central complaint of the lawsuit, that the district doesn't have a legally required plan to reopen schools, is false. [pullquote size=\"large\" align=\"right\" citation=\"Tia Ghose, San Francisco parent\"]'The schools needed to be reopened yesterday.'[/pullquote]\u003c/p>\n\u003cp>\"We absolutely have a comprehensive plan,\" he said at a press conference after the court action was announced. \"And this plan has specific steps around health and safety guidelines, and what our processes would be and what in-person learning would look like for our ... student populations to return as soon as we can.\"\u003c/p>\n\u003cp>Matthews said the city is working with the health department to approve school sites for \u003ca href=\"https://www.sfusd.edu/services/health-wellness/covid-19-coronavirus-resources-families-students/faqs/inperson-hybrid-learning-plans-faqs/reopening-school-buildings\">reopening\u003c/a>.\u003c/p>\n\u003cp>Neither the district nor the city can unilaterally reopen schools, even with health department approval. The teachers union must also agree.\u003c/p>\n\u003cp>According to Susan Solomon, president of \u003ca href=\"https://uesf.org/\">United Educators of San Francisco\u003c/a>, the district and the union had been \"getting closer to an agreement\" on reopening, she said Wednesday.\u003c/p>\n\u003cp>\"It’s unfortunate there is the distraction of this lawsuit,\" she said.\u003c/p>\n\u003cp>But Breed, who has been sharply critical of SFUSD for not bringing back students after nearly a year of educating them through distance learning, said the city had no choice but to act.\u003c/p>\n\u003cp>\"Families right now aren't able to plan for their futures, they can't decide whether to accept a job offer because they don't know when they're going to be able to once again have their kids returned to the classroom,\" she said at the press conference Wednesday. \"This is paralyzing our city and our residents, and I know that this is a drastic step, but I feel we are out of options at this point.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>What's the Holdup?\u003c/strong>\u003c/h3>\n\u003cp>Proponents of physically returning students and teachers to schools say there is little justification for further delay.\u003c/p>\n\u003cp>At the press conference, Herrera ticked off reasons for SFUSD to invite its 54,000 students out from behind their home computers and back into schools.\u003c/p>\n\u003cp>He cited assessments by city and state health departments and the Centers for Disease Control and Prevention that schools can safely reopen, and he held up in-person learning currently taking place at 113 private and parochial schools in the city as something that should be possible for public schools as well.\u003c/p>\n\u003cp>\"Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported,\" Herrera said.\u003c/p>\n\u003cp>Data showing a widening achievement gap in the student population was also driving the city's decision to act, he stated.\u003c/p>\n\u003cp>\"Black, Latino and other students of color in San Francisco, as well as those from low- income families, have lost significant academic ground compared with wealthier and white students during the pandemic,\" he said.\u003c/p>\n\u003cp>SFUSD's\u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-approves-resolution-safe-return-person-learning\"> Return to School Safely\u003c/a> plan originally envisioned a phased timeline for kids to come back, with the first wave of campuses reopening Jan. 25. But the plan was put on hold because, the district said, the union had made “significant new requests” that went beyond the safety protocols set by the city's Department of Public Health.\u003c/p>\n\u003cp>In an \u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\" target=\"_blank\" rel=\"noopener noreferrer\">appearance\u003c/a> on KQED's \"Forum\" radio program last week, Solomon, from the teachers union, defended that position, citing issues of equity.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Pecolia Manigo, Oakland parent\"]'It's not in their families, is not in their neighborhood ... It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.'[/pullquote]\u003c/p>\n\u003cp>\u003cb>\u003c/b>\"[W]e know that in San Francisco as well as in surrounding counties, the families and communities who are hardest hit by COVID — namely Black and brown communities — are seeing much higher rates [than] the rest of the neighborhoods and communities,\" Solomon said. \"And we are emphasizing a lower community spread [before returning to schools] so that we can mitigate the effects of people being together who are in multigenerational households, who are experiencing ... higher rates of COVID.\"\u003c/p>\n\u003cp>Tara Ramos, a teacher-librarian at Sanchez Elementary School who has a 7-year-old daughter in a San Francisco school, says pointing to private school reopenings as a reason for public schools to follow suit is illogical.\u003c/p>\n\u003cp>\"Students from private schools are not coming from communities where [coronavirus] spread is so high,\" she said.\u003c/p>\n\u003cp>But as the pandemic has dragged on, with little sign that children will see the inside of a classroom this school year, many parents have reached the end of their tether. The group Open Schools California has united parents from San Diego to Davis in an \u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\" target=\"_blank\" rel=\"noopener noreferrer\">attempt to pressure stakeholders\u003c/a> who have the power to take action to pull the trigger on reopening.\u003c/p>\n\u003cp>“After 11 months of school closures and a lack of political will from some state and local leaders to do what's best for school children, it is encouraging to see the City of San Francisco acknowledge the science and stand up for what's right and what we've known all along,\" said Megan Bacigalupi, an organizer with the group, in a statement responding to the lawsuit. \"That schools can be reopened safely for students and teachers.\"\u003c/p>\n\u003cp>Tia Ghose, a journalist who lives in San Francisco's Castro neighborhood, says her two children have struggled with online learning. She and her husband recently pulled their third-grader out of public school and are now paying for in-person learning at a private school.\u003c/p>\n\u003cp>\"The schools needed to be reopened yesterday,\" Ghose said.\u003c/p>\n\u003cp>She's \u003ca href=\"https://www.kqed.org/news/11848013/for-some-kids-distance-learning-is-rough-for-others-its-excruciating\" target=\"_blank\" rel=\"noopener noreferrer\">not alone\u003c/a> among Bay Area parents in reporting their kids struggling with going to school only online.\u003c/p>\n\u003cp class=\"p7\">\"We see high levels of anxiety,” Saun-Toy Trotter, a psychotherapist at UCSF Benioff Children's Hospital in Oakland, told KQED in November. “High levels of depression.”\u003c/p>\n\u003cp class=\"p7\">Her school-based clinic recorded more youth suicide attempts in the first four weeks of the pandemic than it did in the entire previous year, she said.\u003c/p>\n\u003cp>But not every parent agrees that a return to in-person instruction is a no-brainer. On Forum, Solomon pointed to an SFUSD survey that found relatively more Black and brown parents reporting they don't feel safe sending their kids back into classrooms.\u003c/p>\n\u003cp>That dynamic is playing out in other communities with high coronavirus transmission rates. Pecolia Manigo, a parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, told KQED recently that many parents who are pushing for schools to reopen have not felt the effect of the pandemic the way that communities of color have.\u003c/p>\n\u003cp>\"It's not in their families, is not in their neighborhood,\" said Manigo, who is Black. \"It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.\"\u003c/p>\n\u003cp>Rafael Moreno, a \"third-generation-deep\" Mission District native with a 5-year-old daughter attending elementary school in the neighborhood, said that schools need to bring kids back, \"but they need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.\"\u003c/p>\n\u003cp>Figuring out different plans for students of diverse needs, including impoverished students and those with disabilities, can be \"extremely resource-consuming,\" said Megan Caluza, a behavior analyst for SFUSD. One of the handful of educators on the district's working group on reopening, she says resumption of in-person learning requires more planning than people might realize.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"City Attorney Dennis Herrera\"]'Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported.'[/pullquote]\u003c/p>\n\u003cp>The public health guidelines for reopening, she said, \"aren't focused on equity, they're focused on broad public health understanding.\"\u003c/p>\n\u003ch3>A Cacophany of Opinions\u003c/h3>\n\u003cp>Still, while there are health disparities surrounding COVID-19 between different racial and economic groups, unequal responses to remote learning exist as well. As Herrera alluded to Wednesday, San Francisco public schools during the pandemic have experienced a higher rate of absenteeism and learning loss among Black, Latino, Asian and low-income students compared to those who are white.\u003c/p>\n\u003cp>Last year, during a Board of Supervisors' debate, outgoing Supervisor Sandra Lee Fewer became irate over the city's lack of progress in bringing students back into classrooms, calling it racist.\u003c/p>\n\u003cp>\"[F]or those of you who are currently public school parents, it is great that you have internet access. It is great that you have a home for your children, and a place for them to do online learning and distance learning,\" Fewer shouted. \"But man, you talk to some of these parents, and you talk to some of these children, and you go to those community learning hubs, it would break your heart. This is a disservice. This is racist, and this is a disservice. It is one thing to say 'Black lives matter,' it's another thing to be saying 'while they're alive.' \"\u003c/p>\n\u003cp>Amid this cacophony of opinions comes the lawsuit by the city. Will it succeed? Bill Koski, a professor of law and education at Stanford Law School, says courts are often hesitant to intervene on matters of school policy.\u003c/p>\n\u003cp>But, he added, the city's petition may represent uncharted territory.[pullquote size=\"large\" align=\"right\" citation=\"Rafael Moreno, SF Mission District parent\"]'They need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.'[/pullquote]\u003c/p>\n\u003cp>\"To my knowledge, this is a first, where a city has taken the step of filing a lawsuit against the local public schools in order to have them reopen during the pandemic,\" Koski said.\u003c/p>\n\u003cp>When Solomon, from the teachers union, was asked if she thought the city and district were close enough in negotiations to see a return to in-person learning this year, she said, \"I think we can get an agreement, yes.\"\u003c/p>\n\u003cp>But it's unclear how the lawsuit will affect those talks. (\u003cem>Update Feb. 6\u003c/em>: On Friday, school unions announced a proposal that would restart in-person classes when San Francisco is categorized under the red tier of the state's COVID-19 risk-assessment system, provided vaccines are made available to all staff who work in district buildings, among other additional safety measures. If vaccines are not available, the unions would return once the city enters the orange tier, one level up from red in terms of indicating transmission risk. San Francisco is currently in the purple tier, the level designating the most risk.)\u003c/p>\n\u003cp>Right now, the city's aggressive action has generated some bitterness among teachers. \"I already have low pay in what is one of the most expensive cities in the world,\" said Max Raynard, who teaches at Clarendon Elementary School. He said the lawsuit made him think San Francisco leadership doesn't support teachers. \"My raise each year is lower than the rate of inflation, which means I'm getting a pay cut each year. So I am doing this out of love of teaching and the students. And now people want to risk my life and the life of my loved ones?\"\u003c/p>\n\u003cp>Ramos, the teacher at Sanchez Elementary who supports waiting to reopen, acknowledges her daughter has had trouble adapting to online classes.\u003c/p>\n\u003cp>\"It hasn't been easy for us to keep her focused on what her teacher is asking us to do,\" she said.\u003c/p>\n\u003cp>But little moments of wonder still occur.\u003c/p>\n\u003cp>\"She's been inspired by the way she's learning from her teachers and recording her own tutorials on the computer,\" Ramos said. She recalls her daughter exclaiming, \"'Here's how to make a book, everybody!'\"\u003c/p>\n\u003cp>All involved have one thing in common, at least. They wish for moments like that for every student.\u003c/p>\n\u003cp>\u003cem>Katie Orr, Julia McEvoy and Lesley McClurg contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>By suing its own school board and school district, San Francisco has transformed a painful and emotional argument over how to bring students back into classrooms into a legal battle.\u003c/p>\n\u003cp>Now, stakeholders — from parents to teachers to elected officials — are citing differing sets of statistics and experiences in support of their positions, with the issue of equity emerging as a fault line.\u003c/p>\n\u003cp>On Wednesday, the city filed a petition for a court order directing San Francisco Unified School District to prepare to bring students back into classrooms \"now that it is possible to do so safely,\" City Attorney Dennis Herrera's office said.\u003c/p>\n\u003cp>\"We're asking the court to order the school board and the school district to put in place a plan, a viable plan, to reopen safely,\" Herrera said at a joint news conference with Mayor London Breed. \"If that plan is followed, schools will reopen.\"\u003c/p>\n\u003cp>The suit was blasted by SFUSD's superintendent, its school board president and the president of the teachers union, who said the lawsuit has been filed at the wrong time and for the wrong reason.\u003c/p>\n\u003cp>SFUSD President Vincent Matthews said the central complaint of the lawsuit, that the district doesn't have a legally required plan to reopen schools, is false. \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We absolutely have a comprehensive plan,\" he said at a press conference after the court action was announced. \"And this plan has specific steps around health and safety guidelines, and what our processes would be and what in-person learning would look like for our ... student populations to return as soon as we can.\"\u003c/p>\n\u003cp>Matthews said the city is working with the health department to approve school sites for \u003ca href=\"https://www.sfusd.edu/services/health-wellness/covid-19-coronavirus-resources-families-students/faqs/inperson-hybrid-learning-plans-faqs/reopening-school-buildings\">reopening\u003c/a>.\u003c/p>\n\u003cp>Neither the district nor the city can unilaterally reopen schools, even with health department approval. The teachers union must also agree.\u003c/p>\n\u003cp>According to Susan Solomon, president of \u003ca href=\"https://uesf.org/\">United Educators of San Francisco\u003c/a>, the district and the union had been \"getting closer to an agreement\" on reopening, she said Wednesday.\u003c/p>\n\u003cp>\"It’s unfortunate there is the distraction of this lawsuit,\" she said.\u003c/p>\n\u003cp>But Breed, who has been sharply critical of SFUSD for not bringing back students after nearly a year of educating them through distance learning, said the city had no choice but to act.\u003c/p>\n\u003cp>\"Families right now aren't able to plan for their futures, they can't decide whether to accept a job offer because they don't know when they're going to be able to once again have their kids returned to the classroom,\" she said at the press conference Wednesday. \"This is paralyzing our city and our residents, and I know that this is a drastic step, but I feel we are out of options at this point.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>What's the Holdup?\u003c/strong>\u003c/h3>\n\u003cp>Proponents of physically returning students and teachers to schools say there is little justification for further delay.\u003c/p>\n\u003cp>At the press conference, Herrera ticked off reasons for SFUSD to invite its 54,000 students out from behind their home computers and back into schools.\u003c/p>\n\u003cp>He cited assessments by city and state health departments and the Centers for Disease Control and Prevention that schools can safely reopen, and he held up in-person learning currently taking place at 113 private and parochial schools in the city as something that should be possible for public schools as well.\u003c/p>\n\u003cp>\"Almost 16,000 students have returned to in-person school, and less than five cases of in-school transmission have been reported,\" Herrera said.\u003c/p>\n\u003cp>Data showing a widening achievement gap in the student population was also driving the city's decision to act, he stated.\u003c/p>\n\u003cp>\"Black, Latino and other students of color in San Francisco, as well as those from low- income families, have lost significant academic ground compared with wealthier and white students during the pandemic,\" he said.\u003c/p>\n\u003cp>SFUSD's\u003ca href=\"https://www.sfusd.edu/about/news/current-news/sf-board-education-approves-resolution-safe-return-person-learning\"> Return to School Safely\u003c/a> plan originally envisioned a phased timeline for kids to come back, with the first wave of campuses reopening Jan. 25. But the plan was put on hold because, the district said, the union had made “significant new requests” that went beyond the safety protocols set by the city's Department of Public Health.\u003c/p>\n\u003cp>In an \u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\" target=\"_blank\" rel=\"noopener noreferrer\">appearance\u003c/a> on KQED's \"Forum\" radio program last week, Solomon, from the teachers union, defended that position, citing issues of equity.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cb>\u003c/b>\"[W]e know that in San Francisco as well as in surrounding counties, the families and communities who are hardest hit by COVID — namely Black and brown communities — are seeing much higher rates [than] the rest of the neighborhoods and communities,\" Solomon said. \"And we are emphasizing a lower community spread [before returning to schools] so that we can mitigate the effects of people being together who are in multigenerational households, who are experiencing ... higher rates of COVID.\"\u003c/p>\n\u003cp>Tara Ramos, a teacher-librarian at Sanchez Elementary School who has a 7-year-old daughter in a San Francisco school, says pointing to private school reopenings as a reason for public schools to follow suit is illogical.\u003c/p>\n\u003cp>\"Students from private schools are not coming from communities where [coronavirus] spread is so high,\" she said.\u003c/p>\n\u003cp>But as the pandemic has dragged on, with little sign that children will see the inside of a classroom this school year, many parents have reached the end of their tether. The group Open Schools California has united parents from San Diego to Davis in an \u003ca href=\"https://www.kqed.org/news/11857557/parents-unite-from-all-over-california-to-press-for-schools-reopening-unions-are-pushing-back\" target=\"_blank\" rel=\"noopener noreferrer\">attempt to pressure stakeholders\u003c/a> who have the power to take action to pull the trigger on reopening.\u003c/p>\n\u003cp>“After 11 months of school closures and a lack of political will from some state and local leaders to do what's best for school children, it is encouraging to see the City of San Francisco acknowledge the science and stand up for what's right and what we've known all along,\" said Megan Bacigalupi, an organizer with the group, in a statement responding to the lawsuit. \"That schools can be reopened safely for students and teachers.\"\u003c/p>\n\u003cp>Tia Ghose, a journalist who lives in San Francisco's Castro neighborhood, says her two children have struggled with online learning. She and her husband recently pulled their third-grader out of public school and are now paying for in-person learning at a private school.\u003c/p>\n\u003cp>\"The schools needed to be reopened yesterday,\" Ghose said.\u003c/p>\n\u003cp>She's \u003ca href=\"https://www.kqed.org/news/11848013/for-some-kids-distance-learning-is-rough-for-others-its-excruciating\" target=\"_blank\" rel=\"noopener noreferrer\">not alone\u003c/a> among Bay Area parents in reporting their kids struggling with going to school only online.\u003c/p>\n\u003cp class=\"p7\">\"We see high levels of anxiety,” Saun-Toy Trotter, a psychotherapist at UCSF Benioff Children's Hospital in Oakland, told KQED in November. “High levels of depression.”\u003c/p>\n\u003cp class=\"p7\">Her school-based clinic recorded more youth suicide attempts in the first four weeks of the pandemic than it did in the entire previous year, she said.\u003c/p>\n\u003cp>But not every parent agrees that a return to in-person instruction is a no-brainer. On Forum, Solomon pointed to an SFUSD survey that found relatively more Black and brown parents reporting they don't feel safe sending their kids back into classrooms.\u003c/p>\n\u003cp>That dynamic is playing out in other communities with high coronavirus transmission rates. Pecolia Manigo, a parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, told KQED recently that many parents who are pushing for schools to reopen have not felt the effect of the pandemic the way that communities of color have.\u003c/p>\n\u003cp>\"It's not in their families, is not in their neighborhood,\" said Manigo, who is Black. \"It's an amorphous kind of idea and a threat. It's not even seen as a potential threat ... We are hearing families testing positive every week. And so it just feels different for us.\"\u003c/p>\n\u003cp>Rafael Moreno, a \"third-generation-deep\" Mission District native with a 5-year-old daughter attending elementary school in the neighborhood, said that schools need to bring kids back, \"but they need to open when it’s safe for our students, our teachers and our community members. And that means vaccines for teachers and the support staff who make up the school community.\"\u003c/p>\n\u003cp>Figuring out different plans for students of diverse needs, including impoverished students and those with disabilities, can be \"extremely resource-consuming,\" said Megan Caluza, a behavior analyst for SFUSD. One of the handful of educators on the district's working group on reopening, she says resumption of in-person learning requires more planning than people might realize.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The public health guidelines for reopening, she said, \"aren't focused on equity, they're focused on broad public health understanding.\"\u003c/p>\n\u003ch3>A Cacophany of Opinions\u003c/h3>\n\u003cp>Still, while there are health disparities surrounding COVID-19 between different racial and economic groups, unequal responses to remote learning exist as well. As Herrera alluded to Wednesday, San Francisco public schools during the pandemic have experienced a higher rate of absenteeism and learning loss among Black, Latino, Asian and low-income students compared to those who are white.\u003c/p>\n\u003cp>Last year, during a Board of Supervisors' debate, outgoing Supervisor Sandra Lee Fewer became irate over the city's lack of progress in bringing students back into classrooms, calling it racist.\u003c/p>\n\u003cp>\"[F]or those of you who are currently public school parents, it is great that you have internet access. It is great that you have a home for your children, and a place for them to do online learning and distance learning,\" Fewer shouted. \"But man, you talk to some of these parents, and you talk to some of these children, and you go to those community learning hubs, it would break your heart. This is a disservice. This is racist, and this is a disservice. It is one thing to say 'Black lives matter,' it's another thing to be saying 'while they're alive.' \"\u003c/p>\n\u003cp>Amid this cacophony of opinions comes the lawsuit by the city. Will it succeed? Bill Koski, a professor of law and education at Stanford Law School, says courts are often hesitant to intervene on matters of school policy.\u003c/p>\n\u003cp>But, he added, the city's petition may represent uncharted territory.\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"To my knowledge, this is a first, where a city has taken the step of filing a lawsuit against the local public schools in order to have them reopen during the pandemic,\" Koski said.\u003c/p>\n\u003cp>When Solomon, from the teachers union, was asked if she thought the city and district were close enough in negotiations to see a return to in-person learning this year, she said, \"I think we can get an agreement, yes.\"\u003c/p>\n\u003cp>But it's unclear how the lawsuit will affect those talks. (\u003cem>Update Feb. 6\u003c/em>: On Friday, school unions announced a proposal that would restart in-person classes when San Francisco is categorized under the red tier of the state's COVID-19 risk-assessment system, provided vaccines are made available to all staff who work in district buildings, among other additional safety measures. If vaccines are not available, the unions would return once the city enters the orange tier, one level up from red in terms of indicating transmission risk. San Francisco is currently in the purple tier, the level designating the most risk.)\u003c/p>\n\u003cp>Right now, the city's aggressive action has generated some bitterness among teachers. \"I already have low pay in what is one of the most expensive cities in the world,\" said Max Raynard, who teaches at Clarendon Elementary School. He said the lawsuit made him think San Francisco leadership doesn't support teachers. \"My raise each year is lower than the rate of inflation, which means I'm getting a pay cut each year. So I am doing this out of love of teaching and the students. And now people want to risk my life and the life of my loved ones?\"\u003c/p>\n\u003cp>Ramos, the teacher at Sanchez Elementary who supports waiting to reopen, acknowledges her daughter has had trouble adapting to online classes.\u003c/p>\n\u003cp>\"It hasn't been easy for us to keep her focused on what her teacher is asking us to do,\" she said.\u003c/p>\n\u003cp>But little moments of wonder still occur.\u003c/p>\n\u003cp>\"She's been inspired by the way she's learning from her teachers and recording her own tutorials on the computer,\" Ramos said. She recalls her daughter exclaiming, \"'Here's how to make a book, everybody!'\"\u003c/p>\n\u003cp>All involved have one thing in common, at least. They wish for moments like that for every student.\u003c/p>\n\u003cp>\u003cem>Katie Orr, Julia McEvoy and Lesley McClurg contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>San Francisco’s Lowell High School is considered one of the nation’s top-performing public schools – and for decades it has also been at the center of debates about race, diversity and merit.\u003c/p>\n\u003cp>Lowell has traditionally been the only public high school in the city where students need certain grades to get in. Members of the Board of Education are currently considering a resolution to change that policy permanently, a policy which the resolution’s backers say perpetuates segregation and exclusion. Less than 2% of students at Lowell are Black.\u003c/p>\n\u003cp>The resolution comes as the San Francisco Unified School District continues to investigate racist, anti-Semitic and pornographic messages \u003ca href=\"https://www.sfgate.com/local/article/anti-racism-lesson-San-Francisco-Lowell-hacked-15890373.php\">posted during a virtual anti-racism lesson\u003c/a> at the school late last month.\u003c/p>\n\u003cp>Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>Sophomore Gabrielle Grice – a member of the school’s Black Student Union – said it felt like school officials were initially trying to blame people outside the school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I feel like the administration responded this way to keep up their reputation of like, ‘Oh, we’re a really good school, free of racism. We’ll welcome you with open arms.’ That type of reputation,” she said. “The more you sweep things under the rug, someone is eventually going to trip over it.”\u003c/p>\n\u003cp>When Grice first learned about the racist posts she said she wasn’t surprised and that it felt consistent with her experience at Lowell. Her father is one of the few Black teachers at the school.\u003c/p>\n\u003cp>“When you get into the classrooms and you sit down, you’re met with many micro-aggressions and things like that, people telling you, ‘You got in just because of your dad,’ ” Grice said. “The general environment is not welcoming with Black students there.”\u003c/p>\n\u003cfigure id=\"attachment_11858194\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858194\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/IMG_6896-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1536x1095.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-2048x1460.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Gabrielle Grice, a sophomore at Lowell and member of the Black Student Union. \u003ccite>(Courtesy of Gabrielle Grice)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell Principal Dacotah Swett did not respond to requests for comment for this story, but posted a video message soon after the racist posts went up.\u003c/p>\n\u003cp>“If you are one of our students, the full measure of disciplinary action will be taken in accordance with the district policies up to and including expulsion,” she said in the video, addressing the perpetrator(s) of the racist posts. “I am committed to working alongside our leadership groups, the [Black Student Union], and our cultural clubs to collaborate with them and determine what we can do together to heal this fresh wound.”\u003c/p>\n\u003cp>Shavonne Hines-Foster, a Lowell senior and Black Student Union leader, spoke during a long and emotional Board of Education meeting soon after the racist posts were made. Hines-Foster is also a student delegate for SFUSD.\u003c/p>\n\u003cp>“Y’all keep coddling this raggedy-ass school. Ya’ll need to stop now,” Hines-Foster said at the meeting. “It’s really the fact that students feel more comfortable coming to me to deal with this situation than administrators. That shows you a lot … This has gone on for too long.”\u003c/p>\n\u003cp>The Black Student Union at Lowell has been demanding changes at the school for decades.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Yulanda Williams, SFPD officer and Lowell '73 alumna\"]‘When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare.’[/pullquote]\u003c/p>\n\u003cp>Yulanda Williams graduated from Lowell in 1973. She’s now a San Francisco police officer and the president of Officers for Justice, an association of Black SFPD officers. She still remembers how it felt arriving on school grounds.\u003c/p>\n\u003cp>“You could feel the tension just starting to rise and the pressure starting to rise,” Williams said. She still remembers the offensive song her classmates used to sing to her: “They used to sing something that went like this: ‘Dark Girl in the Night.’ Why would you do that to me?”\u003c/p>\n\u003cp>She said there were about 300 Black students at Lowell at the time, and they organized. Williams became a member of the Black Student Union.\u003c/p>\n\u003cp>“When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare with everyone there,” Williams said.\u003c/p>\n\u003cfigure id=\"attachment_11858196\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858196\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Yulanda-Williams.jpg\" alt=\"\" width=\"800\" height=\"466\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams-160x93.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yulanda William is now a San Francisco police officer. This is her yearbook photo from her time at Lowell High School. \u003ccite>(Yulanda Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Williams said the real reason students fought for a Black Student Union was because she and her classmates wanted the support of Black mentors. The union also made several demands to administrators. They asked for more Black teachers, tutoring services and a day where they could celebrate and express Black culture.\u003c/p>\n\u003cp>When she heard about current Lowell students raising similar issues after last month’s racist posts incident – over 40 years after her own experiences at Lowell – Williams said she became emotional.\u003c/p>\n\u003cp>“I found myself crying in tears,” she said. “I could hardly get my words out.”\u003c/p>\n\u003cp>Tsia Blacksher was co-president of Lowell’s Black Student Union in 2016. She led a walkout after a student put up a derogatory poster on the window of the school library during Black History Month. The poster showed photos of rappers and a meme of President Barack Obama and read, “Happy Black History Month #Gang.”\u003c/p>\n\u003cp>But Blacksher said the walkout wasn’t just about the poster. Her time at Lowell was probably the worst four years of her life, she said.\u003c/p>\n\u003cfigure id=\"attachment_11858739\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858739\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall-160x117.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tsia Blacksher speaks during a rally at San Francisco City Hall following a walkout at Lowell High School in 2016. \u003ccite>(Courtesy Tsia Blacksher)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In middle school, Blacksher had excelled academically, and being accepted into such an elite high school made her feel like she’d proved the adults who doubted her wrong. But once at Lowell, she said she felt isolated. She remembers having to read from a script and play the role of a slave girl during one of her history classes.\u003c/p>\n\u003cp>Trying to force the school to change as a student there was exhausting, she said. Now a senior at Spelman College in Atlanta, Blacksher was back home in San Francisco when she learned about the racist posts incident.\u003c/p>\n\u003cp>“It kind of broke me down,” she said, adding that it felt like little had changed since she led the walkout five years ago.\u003c/p>\n\u003cp>“Why did I go through this stuff in high school? Why wasn’t I sleeping? Why wasn’t I eating? Why was I up until 3 a.m., 5 a.m., writing speeches if we’re just in the same situation all over again?” Blacksher said.\u003c/p>\n\u003cp>SFUSD officials declined an interview request for this story, but said in a statement that the district has made several changes over the years to address racism and diversity.\u003c/p>\n\u003cp>The district said Lowell teachers have incorporated anti-racism practices into their work, and the school has dedicated staff members to work with historically underrepresented students. School administrators visit underrepresented middle schools to help answer questions and encourage more students of color to apply to the school.\u003c/p>\n\u003cp>The Black Student Union plans to hold a “stand in” outside the school on Friday afternoon to encourage the community to stand in support of changes they want to see at their school. Black Student Union members like Snit Tecle, a sophomore at Lowell, will be there.\u003c/p>\n\u003cp>And she doesn’t plan to end her advocacy there either. When she graduates, she plans to return to Lowell one day as a guidance counselor.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“So I can help, hopefully more people of color, especially Black students, to make sure they don’t have to endure this type of situation ever again,” Tecle said, adding, “I’m going to save the school.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco’s Lowell High School is considered one of the nation’s top-performing public schools – and for decades it has also been at the center of debates about race, diversity and merit.\u003c/p>\n\u003cp>Lowell has traditionally been the only public high school in the city where students need certain grades to get in. Members of the Board of Education are currently considering a resolution to change that policy permanently, a policy which the resolution’s backers say perpetuates segregation and exclusion. Less than 2% of students at Lowell are Black.\u003c/p>\n\u003cp>The resolution comes as the San Francisco Unified School District continues to investigate racist, anti-Semitic and pornographic messages \u003ca href=\"https://www.sfgate.com/local/article/anti-racism-lesson-San-Francisco-Lowell-hacked-15890373.php\">posted during a virtual anti-racism lesson\u003c/a> at the school late last month.\u003c/p>\n\u003cp>Lowell administrators initially wrote an email to parents and students saying that the lesson had been hacked – but in a later statement changed course, saying it was “highly likely” the posts were made by a student.\u003c/p>\n\u003cp>Sophomore Gabrielle Grice – a member of the school’s Black Student Union – said it felt like school officials were initially trying to blame people outside the school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I feel like the administration responded this way to keep up their reputation of like, ‘Oh, we’re a really good school, free of racism. We’ll welcome you with open arms.’ That type of reputation,” she said. “The more you sweep things under the rug, someone is eventually going to trip over it.”\u003c/p>\n\u003cp>When Grice first learned about the racist posts she said she wasn’t surprised and that it felt consistent with her experience at Lowell. Her father is one of the few Black teachers at the school.\u003c/p>\n\u003cp>“When you get into the classrooms and you sit down, you’re met with many micro-aggressions and things like that, people telling you, ‘You got in just because of your dad,’ ” Grice said. “The general environment is not welcoming with Black students there.”\u003c/p>\n\u003cfigure id=\"attachment_11858194\" class=\"wp-caption aligncenter\" style=\"max-width: 2560px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858194\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/IMG_6896-scaled.jpg\" alt=\"\" width=\"2560\" height=\"1824\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-scaled.jpg 2560w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-800x570.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1020x727.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-160x114.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1536x1095.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-2048x1460.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/IMG_6896-1920x1368.jpg 1920w\" sizes=\"auto, (max-width: 2560px) 100vw, 2560px\">\u003cfigcaption class=\"wp-caption-text\">Gabrielle Grice, a sophomore at Lowell and member of the Black Student Union. \u003ccite>(Courtesy of Gabrielle Grice)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lowell Principal Dacotah Swett did not respond to requests for comment for this story, but posted a video message soon after the racist posts went up.\u003c/p>\n\u003cp>“If you are one of our students, the full measure of disciplinary action will be taken in accordance with the district policies up to and including expulsion,” she said in the video, addressing the perpetrator(s) of the racist posts. “I am committed to working alongside our leadership groups, the [Black Student Union], and our cultural clubs to collaborate with them and determine what we can do together to heal this fresh wound.”\u003c/p>\n\u003cp>Shavonne Hines-Foster, a Lowell senior and Black Student Union leader, spoke during a long and emotional Board of Education meeting soon after the racist posts were made. Hines-Foster is also a student delegate for SFUSD.\u003c/p>\n\u003cp>“Y’all keep coddling this raggedy-ass school. Ya’ll need to stop now,” Hines-Foster said at the meeting. “It’s really the fact that students feel more comfortable coming to me to deal with this situation than administrators. That shows you a lot … This has gone on for too long.”\u003c/p>\n\u003cp>The Black Student Union at Lowell has been demanding changes at the school for decades.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Yulanda Williams graduated from Lowell in 1973. She’s now a San Francisco police officer and the president of Officers for Justice, an association of Black SFPD officers. She still remembers how it felt arriving on school grounds.\u003c/p>\n\u003cp>“You could feel the tension just starting to rise and the pressure starting to rise,” Williams said. She still remembers the offensive song her classmates used to sing to her: “They used to sing something that went like this: ‘Dark Girl in the Night.’ Why would you do that to me?”\u003c/p>\n\u003cp>She said there were about 300 Black students at Lowell at the time, and they organized. Williams became a member of the Black Student Union.\u003c/p>\n\u003cp>“When we dared to say we wanted a Black Student Union, they felt like we were revolting and like we were going to become the Black Panthers or we were going to engage in some type of guerrilla warfare with everyone there,” Williams said.\u003c/p>\n\u003cfigure id=\"attachment_11858196\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858196\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Yulanda-Williams.jpg\" alt=\"\" width=\"800\" height=\"466\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Yulanda-Williams-160x93.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yulanda William is now a San Francisco police officer. This is her yearbook photo from her time at Lowell High School. \u003ccite>(Yulanda Williams)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But Williams said the real reason students fought for a Black Student Union was because she and her classmates wanted the support of Black mentors. The union also made several demands to administrators. They asked for more Black teachers, tutoring services and a day where they could celebrate and express Black culture.\u003c/p>\n\u003cp>When she heard about current Lowell students raising similar issues after last month’s racist posts incident – over 40 years after her own experiences at Lowell – Williams said she became emotional.\u003c/p>\n\u003cp>“I found myself crying in tears,” she said. “I could hardly get my words out.”\u003c/p>\n\u003cp>Tsia Blacksher was co-president of Lowell’s Black Student Union in 2016. She led a walkout after a student put up a derogatory poster on the window of the school library during Black History Month. The poster showed photos of rappers and a meme of President Barack Obama and read, “Happy Black History Month #Gang.”\u003c/p>\n\u003cp>But Blacksher said the walkout wasn’t just about the poster. Her time at Lowell was probably the worst four years of her life, she said.\u003c/p>\n\u003cfigure id=\"attachment_11858739\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11858739\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg\" alt=\"\" width=\"800\" height=\"587\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/02/Tsia-Blacksher-City-Hall-160x117.jpg 160w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Tsia Blacksher speaks during a rally at San Francisco City Hall following a walkout at Lowell High School in 2016. \u003ccite>(Courtesy Tsia Blacksher)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>In middle school, Blacksher had excelled academically, and being accepted into such an elite high school made her feel like she’d proved the adults who doubted her wrong. But once at Lowell, she said she felt isolated. She remembers having to read from a script and play the role of a slave girl during one of her history classes.\u003c/p>\n\u003cp>Trying to force the school to change as a student there was exhausting, she said. Now a senior at Spelman College in Atlanta, Blacksher was back home in San Francisco when she learned about the racist posts incident.\u003c/p>\n\u003cp>“It kind of broke me down,” she said, adding that it felt like little had changed since she led the walkout five years ago.\u003c/p>\n\u003cp>“Why did I go through this stuff in high school? Why wasn’t I sleeping? Why wasn’t I eating? Why was I up until 3 a.m., 5 a.m., writing speeches if we’re just in the same situation all over again?” Blacksher said.\u003c/p>\n\u003cp>SFUSD officials declined an interview request for this story, but said in a statement that the district has made several changes over the years to address racism and diversity.\u003c/p>\n\u003cp>The district said Lowell teachers have incorporated anti-racism practices into their work, and the school has dedicated staff members to work with historically underrepresented students. School administrators visit underrepresented middle schools to help answer questions and encourage more students of color to apply to the school.\u003c/p>\n\u003cp>The Black Student Union plans to hold a “stand in” outside the school on Friday afternoon to encourage the community to stand in support of changes they want to see at their school. Black Student Union members like Snit Tecle, a sophomore at Lowell, will be there.\u003c/p>\n\u003cp>And she doesn’t plan to end her advocacy there either. When she graduates, she plans to return to Lowell one day as a guidance counselor.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“So I can help, hopefully more people of color, especially Black students, to make sure they don’t have to endure this type of situation ever again,” Tecle said, adding, “I’m going to save the school.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How One Watts School Went All In Dealing With the Capitol Insurrection",
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"content": "\u003cp>The morning after a violent mob stormed the U.S. Capitol, Principal Blain Watson was stressing.\u003c/p>\n\u003cp>“I was up all night thinking about the responsibility,” said the principal of academics at Alain LeRoy Locke College Preparatory Academy in Watts.\u003c/p>\n\u003cp>[pullquote citation=\"Angelica Barrera, 17\"]'I don't want to be old and know that when I saw events happening, I did nothing about it.' [/pullquote]After the Jan. 6 insurrection, which disrupted Congress’s official electoral tally in favor of Joe Biden, educators around California had to decide how to address the attack with students. Some only touched lightly on the subject, others had full lessons prepared the following day, and many opted to avoid the subject altogether.\u003c/p>\n\u003cp>Watson went all in.\u003c/p>\n\u003cp>“A lot of us make the mistake of just saying, ‘All right, kids, this is what happened. Let's hear your thoughts,’ ” he said. “But we have to really be responsible about the messaging around race.”\u003c/p>\n\u003cp>Between COVID-19 and the examination of systemic racism after the killing of George Floyd, Watson knew his mostly Black and Latino students were already raw. Now, rioters, some with white supremacist ties, had carried the Confederate flag into the Capitol in the name of overturning a fair election, something they hoped to accomplish by a rejection of election results, based largely on fictional conspiracy theories about fraud in cities with large Black populations.\u003c/p>\n\u003cp>So if teachers were going to support their students, they’d need support, too.\u003c/p>\n\u003cp>“Educators need to be prepared for the range of emotions kids may be feeling — from sadness to rage,” Watson said.\u003c/p>\n\u003cp>Beyond helping students explore their emotions, he wanted to empower them to channel those feelings into designing a schoolwide response.\u003c/p>\n\u003cp>For 17-year-old Marveon Mabon, the student body president, the invitation was welcome; he’d been hungry to create a space for students to bring their full selves to the classroom.\u003c/p>\n\u003cp>“I feel like the schools expect us to just drop the hardship, drop the losses, drop the traumatic experience that we go through and just focus on school,” Mabon said.\u003c/p>\n\u003cp>Student Vice President Angelica Barrera, 17, jumped at the chance, too.\u003c/p>\n\u003cp>“I don't want to be old and know that when I saw events happening, I did nothing about it,” she said. “My main goal for this is to get students ready, to teach them how to respond when we see things like this happen, instead of ignoring it or letting it defeat us.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>How Am I Going to Get Through This?\u003c/h3>\n\u003cp>In the days after the attack on the Capitol, Watson, Mabon and Barrera got together with teachers over Zoom to begin planning a series of virtual town halls, where the school could engage in deeper discussion about what happened.\u003c/p>\n\u003cp>“I started class with tears in my eyes. And I was like, how am I going to get through this?” history teacher Alette Kendrick told the group during the first meeting a couple days after the attack. “In these times where it feels like it's so important to be a good teacher, I've also felt like there's never been a harder time for me to be a good teacher.”\u003c/p>\n\u003cp>The conversation moved from how to handle their own emotions to the importance of teaching the history of resistance in Black and brown communities to the way the insurrection was resurfacing family trauma for recent immigrant students from Central America whose parents had fled civil war.\u003c/p>\n\u003cp>Kendrick called on colleagues to ground themselves in the history needed to give students proper context.\u003c/p>\n\u003cp>“We ourselves have to become versed and informed to be able to support our students in understanding this moment and having agency within it,” Kendrick said. “We've seen things very similar to this happen. And what that means is that we can also look to how people have been able to respond and survive this type of violence in the past.”\u003c/p>\n\u003cp>The group talked about connecting the current moment to Watts’ own history of civil unrest and how it shaped the community. In fact, their very school was \u003ca href=\"https://ca.greendot.org/locke/about-us/\">built in response\u003c/a> to the \u003ca href=\"https://www.latimes.com/local/lanow/la-me-ln-watts-riots-explainer-20150715-htmlstory.html\">Watts uprising of 1965\u003c/a>.\u003c/p>\n\u003cp>Eventually the group is hoping to bring community elders and local activists to speak to students as part of the town hall series. To pull something off before the inauguration, they started small. The afternoon before Biden was sworn in, they held their first event, a panel discussion with students and teachers.\u003c/p>\n\u003cp>“Our community is a community that we hear too often is underheard and underrepresented,” Mabon told the 60 or so students, parents and staff in the Zoom conference. “And this will be that platform to now represent and make sure our voices are heard.”\u003c/p>\n\u003cfigure id=\"attachment_11858572\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11858572\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student leaders collected their classmates' reactions to the insurrection and presented them at the first town hall.\u003c/figcaption>\u003c/figure>\n\u003cp>In the lead-up to the discussion, the school had surveyed students about the insurrection, and Mabon shared the results: Though 80% said they’d discussed the topic in class, nearly half said they were confused about the events.\u003c/p>\n\u003cp>The town hall provided a place for the student leaders to answer questions and share their own thoughts.\u003c/p>\n\u003cp>“What happened at that capital is an insult,” Barrera said. \"It was horrible. I was in shock. And as young kids, we have to grow up with this.”\u003c/p>\n\u003cp>Teachers also got a chance to talk about what’s occurred in the past.\u003c/p>\n\u003cp>“We’ve seen it in our country before, and we’ve survived it before,” Kendrick said, describing the insurrection as part of a pattern of white supremacist violence throughout American history. “Most importantly, these things happen as a backlash, as a negative response to a lot of positive changes and progress that’s actually happening in our country.”\u003c/p>\n\u003cp>Mabon and Barrera described their own community activism, then called their classmates to action. “Get out there and get involved,” Mabon said. “Don't be scared.”\u003c/p>\n\u003cp>Principal Blain Watson closed by telling the student leaders how proud he was.\u003c/p>\n\u003cp>“One Locke, one love,” Watson said. “Let’s get ready for this inauguration tomorrow. Tomorrow's gonna be a day you'll never forget.”\u003c/p>\n\u003cp>After the attack in Washington, D.C., one of Watson’s biggest fears was that seeing Confederate flags flying in the Capitol, and police standing by and taking selfies, would cause students who already had reason to distrust the government to lose faith in their country altogether.\u003c/p>\n\u003cp>The next day, as Mabon watched a newly sworn-in President Biden address the nation, he said he was holding his breath, thinking, “Please, please, please do not cut the screen and say there was an emergency, there was a shooting!”\u003c/p>\n\u003cp>But seeing Kamala Harris on stage, he felt a sense of possibility.\u003c/p>\n\u003cp>“When I saw Barack Obama and Michelle Obama come out as a power couple, [and] the first Black senator who was there from Georgia — it was just so much hope and so much inspiration in that one frame,” Mabon said.\u003c/p>\n\u003cp>At least for now, this is the version of his country he’s choosing to believe in.\u003c/p>\n\u003cp>“This,” he said, “is the real America.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>After the Jan. 6 insurrection, which disrupted Congress’s official electoral tally in favor of Joe Biden, educators around California had to decide how to address the attack with students. Some only touched lightly on the subject, others had full lessons prepared the following day, and many opted to avoid the subject altogether.\u003c/p>\n\u003cp>Watson went all in.\u003c/p>\n\u003cp>“A lot of us make the mistake of just saying, ‘All right, kids, this is what happened. Let's hear your thoughts,’ ” he said. “But we have to really be responsible about the messaging around race.”\u003c/p>\n\u003cp>Between COVID-19 and the examination of systemic racism after the killing of George Floyd, Watson knew his mostly Black and Latino students were already raw. Now, rioters, some with white supremacist ties, had carried the Confederate flag into the Capitol in the name of overturning a fair election, something they hoped to accomplish by a rejection of election results, based largely on fictional conspiracy theories about fraud in cities with large Black populations.\u003c/p>\n\u003cp>So if teachers were going to support their students, they’d need support, too.\u003c/p>\n\u003cp>“Educators need to be prepared for the range of emotions kids may be feeling — from sadness to rage,” Watson said.\u003c/p>\n\u003cp>Beyond helping students explore their emotions, he wanted to empower them to channel those feelings into designing a schoolwide response.\u003c/p>\n\u003cp>For 17-year-old Marveon Mabon, the student body president, the invitation was welcome; he’d been hungry to create a space for students to bring their full selves to the classroom.\u003c/p>\n\u003cp>“I feel like the schools expect us to just drop the hardship, drop the losses, drop the traumatic experience that we go through and just focus on school,” Mabon said.\u003c/p>\n\u003cp>Student Vice President Angelica Barrera, 17, jumped at the chance, too.\u003c/p>\n\u003cp>“I don't want to be old and know that when I saw events happening, I did nothing about it,” she said. “My main goal for this is to get students ready, to teach them how to respond when we see things like this happen, instead of ignoring it or letting it defeat us.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>How Am I Going to Get Through This?\u003c/h3>\n\u003cp>In the days after the attack on the Capitol, Watson, Mabon and Barrera got together with teachers over Zoom to begin planning a series of virtual town halls, where the school could engage in deeper discussion about what happened.\u003c/p>\n\u003cp>“I started class with tears in my eyes. And I was like, how am I going to get through this?” history teacher Alette Kendrick told the group during the first meeting a couple days after the attack. “In these times where it feels like it's so important to be a good teacher, I've also felt like there's never been a harder time for me to be a good teacher.”\u003c/p>\n\u003cp>The conversation moved from how to handle their own emotions to the importance of teaching the history of resistance in Black and brown communities to the way the insurrection was resurfacing family trauma for recent immigrant students from Central America whose parents had fled civil war.\u003c/p>\n\u003cp>Kendrick called on colleagues to ground themselves in the history needed to give students proper context.\u003c/p>\n\u003cp>“We ourselves have to become versed and informed to be able to support our students in understanding this moment and having agency within it,” Kendrick said. “We've seen things very similar to this happen. And what that means is that we can also look to how people have been able to respond and survive this type of violence in the past.”\u003c/p>\n\u003cp>The group talked about connecting the current moment to Watts’ own history of civil unrest and how it shaped the community. In fact, their very school was \u003ca href=\"https://ca.greendot.org/locke/about-us/\">built in response\u003c/a> to the \u003ca href=\"https://www.latimes.com/local/lanow/la-me-ln-watts-riots-explainer-20150715-htmlstory.html\">Watts uprising of 1965\u003c/a>.\u003c/p>\n\u003cp>Eventually the group is hoping to bring community elders and local activists to speak to students as part of the town hall series. To pull something off before the inauguration, they started small. The afternoon before Biden was sworn in, they held their first event, a panel discussion with students and teachers.\u003c/p>\n\u003cp>“Our community is a community that we hear too often is underheard and underrepresented,” Mabon told the 60 or so students, parents and staff in the Zoom conference. “And this will be that platform to now represent and make sure our voices are heard.”\u003c/p>\n\u003cfigure id=\"attachment_11858572\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11858572\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1020x638.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1536x960.png 1536w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-2048x1280.png 2048w, https://ww2.kqed.org/app/uploads/sites/10/2021/02/Screen-Shot-2021-01-19-at-3.49.12-PM-1920x1200.png 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Student leaders collected their classmates' reactions to the insurrection and presented them at the first town hall.\u003c/figcaption>\u003c/figure>\n\u003cp>In the lead-up to the discussion, the school had surveyed students about the insurrection, and Mabon shared the results: Though 80% said they’d discussed the topic in class, nearly half said they were confused about the events.\u003c/p>\n\u003cp>The town hall provided a place for the student leaders to answer questions and share their own thoughts.\u003c/p>\n\u003cp>“What happened at that capital is an insult,” Barrera said. \"It was horrible. I was in shock. And as young kids, we have to grow up with this.”\u003c/p>\n\u003cp>Teachers also got a chance to talk about what’s occurred in the past.\u003c/p>\n\u003cp>“We’ve seen it in our country before, and we’ve survived it before,” Kendrick said, describing the insurrection as part of a pattern of white supremacist violence throughout American history. “Most importantly, these things happen as a backlash, as a negative response to a lot of positive changes and progress that’s actually happening in our country.”\u003c/p>\n\u003cp>Mabon and Barrera described their own community activism, then called their classmates to action. “Get out there and get involved,” Mabon said. “Don't be scared.”\u003c/p>\n\u003cp>Principal Blain Watson closed by telling the student leaders how proud he was.\u003c/p>\n\u003cp>“One Locke, one love,” Watson said. “Let’s get ready for this inauguration tomorrow. Tomorrow's gonna be a day you'll never forget.”\u003c/p>\n\u003cp>After the attack in Washington, D.C., one of Watson’s biggest fears was that seeing Confederate flags flying in the Capitol, and police standing by and taking selfies, would cause students who already had reason to distrust the government to lose faith in their country altogether.\u003c/p>\n\u003cp>The next day, as Mabon watched a newly sworn-in President Biden address the nation, he said he was holding his breath, thinking, “Please, please, please do not cut the screen and say there was an emergency, there was a shooting!”\u003c/p>\n\u003cp>But seeing Kamala Harris on stage, he felt a sense of possibility.\u003c/p>\n\u003cp>“When I saw Barack Obama and Michelle Obama come out as a power couple, [and] the first Black senator who was there from Georgia — it was just so much hope and so much inspiration in that one frame,” Mabon said.\u003c/p>\n\u003cp>At least for now, this is the version of his country he’s choosing to believe in.\u003c/p>\n\u003cp>“This,” he said, “is the real America.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp class=\"p1\">A groundswell of frustration over the lack of progress in bringing students back into California classrooms has led parents around the state to coalesce into a single statewide group to push for campuses to reopen.\u003c/p>\n\u003cp class=\"p1\">The newly formed \u003ca href=\"https://www.openschoolsca.com/who-we-are\">\u003cspan class=\"s1\">Open Schools California\u003c/span>\u003c/a>, uniting parent groups from San Diego to Davis, is accusing Gov. Gavin Newsom of not having the political will to reopen school campuses after nearly a year of school districts holding classes mostly through distance learning. The group says it has support from parent affiliate groups representing up to 10,000 families.\u003c/p>\n\u003cp class=\"p1\">“We are seeing governors across the country begin to take decisive action to reopen their schools,” said Megan Bacigalupi, an organizer with the group who has two children attending Oakland’s Crocker Highlands Elementary School. “And the pressure to do so came in part from parents advocating for it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s2\">Bacigalupi says the group is especially concerned about children from underfunded districts who are falling behind. The Public Policy Institute of California released an \u003ca href=\"https://www.ppic.org/blog/are-students-spending-enough-time-on-school-during-the-pandemic/?utm_source=rss&utm_medium=rss&utm_campaign=are-students-spending-enough-time-on-school-during-the-pandemic?utm_source=ppic&utm_medium=email&utm_campaign=blog_subscriber\">\u003cspan class=\"s1\">analysis\u003c/span>\u003c/a> this week showing 55% of \u003c/span>students in households surveyed between October and March reported spending less time on learning activities on their own than they did before the pandemic. The report also found that students in low-income families or without college-educated parents spent nearly two fewer hours studying on their own than those in families making over $100,000 a year.\u003c/p>\n\u003cp class=\"p3\">Bacigalupi also cited \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">data\u003c/span>\u003c/a> presented by researchers at the Centers for Disease Control and Prevention, published in the journal \u003ci>JAMA \u003c/i>this week, which shows \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">schools can reopen safely\u003c/span>\u003c/a> with proper protocols in place.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">Pressure has been building on teacher unions still in negotiations with their districts to come to an agreement that would allow students to return to in-person learning on campuses. But union officials have pushed back. Susan Solomon, executive vice president of the United Teachers of San Francisco, said on\u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\">\u003cspan class=\"s1\"> KQED’s Forum this week\u003c/span>\u003c/a> that the newly formed parent group does not speak for all parents. She pointed to a survey of San Francisco Unified School District families that found relatively more Black and brown parents reporting they do not feel safe sending their children back into classrooms.\u003c/p>\n\u003cp class=\"p1\">In the West Contra Costa Unified School District, where COVID-19 has hit families hard, 35% of parents \u003ca href=\"https://my.thoughtexchange.com/report/aa6a446f63ac78732a6918ee06a4aa69\">\u003cspan class=\"s1\">surveyed \u003c/span>\u003c/a>by the district want to remain in distance learning, with just 15% saying they want to return their children to in-person classes. Others said their decision will depend on vaccination levels and the number of community cases. The results point to the need to be careful about which parental voices are being amplified in this debate and which aren’t, says United Teachers of Richmond President Marissa Glidden.\u003c/p>\n\u003cp class=\"p1\">“It’s very clear to us that families that are most impacted by COVID, who have had to suffer through deaths and really close interactions, or suffered through it with their own families, are much more hesitant to return to school,” Glidden said. “And those are predominantly families of color.”\u003c/p>\n\u003cp class=\"p1\">In Oakland, Pecolia Manigo, parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, says although her children would definitely benefit from getting back into school at Manzanita SEED Elementary, she doesn’t feel it is safe to send them.\u003c/p>\n\u003cp class=\"p1\">“We’ve had a mom that died at SEED due to complications, in my daughter’s class,” she said. “So, I think that changes your perspective around how this virus functions and moves.\u003c/p>\n\u003cp class=\"p1\">She said the school, whose students are 67% Latinx and 10% Black, is close to “one of the hottest” neighborhoods in Oakland” when it comes to coronavirus cases.\u003c/p>\n\u003cp class=\"p1\">“And so there’s just a higher level of transmission at this point in that particular zip code,” she said. “And that is also the zip code where a lot of families live right from our school community. And so so that changes my understanding of the risk.”\u003c/p>\n\u003cp>Manigo, who is Black, has talked with parents who are pushing for schools to reopen and says they aren’t feeling the effects of the pandemic in the same way families in her neighborhood are.\u003c/p>\n\u003cp>“It’s not in their families, is not in their neighborhood. It’s an amorphous kind of idea and a threat. It’s not even seen as a potential threat for them,” she said. “We are hearing families testing positive every week. And so it just feels different for us.”\u003c/p>\n\u003cp class=\"p1\">In cities that have not seen concentrations of COVID-19 in residential neighborhoods, such as Berkeley, some parents of color have advocated for a return to in-person learning. Berkeley Unified parent Laura Babitt, who is Black and newly elected to the school board, recently wrote to the Berkeley City Council expressing parents’ frustration.\u003c/p>\n\u003cp class=\"p1\">“While science says we can do this safely, the unions are asking for more,” she wrote. “So much more, that we may never be able to reopen schools for our earliest learners.”\u003c/p>\n\u003cp>Bacigalupi, from Open Schools California, says her son, who has dyslexia, is one of the students falling behind in distance learning. She points to \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students-2/\">data \u003c/a>gathered by the national group Parents Together Action, which shows parents from low-income homes are 10 times more likely to say their kids are doing little to no remote learning since school has been closed.\u003c/p>\n\u003cp class=\"p1\">“So to critics who question our intentions, I would say how is it not a progressive value to want your children to be educated in school?” Bacigalupi said. “How is speaking up for kids suddenly so controversial?”\u003c/p>\n\u003cp class=\"p1\">Open Schools California wants all parents to have a choice, Bacigalup says, but it doesn’t want kids to fall further behind.\u003c/p>\n\u003cp class=\"p1\">Some districts, like Napa Valley Unified, are, indeed, offering parents a choice. The district of 17,000 students reopened in October with a hybrid schedule. At that time, about half the district’s parents were sending their children into school for classes twice a week while the other half remained in distance learning.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Since the latest COVID-19 surge, however, the district reports 70% of all parents are now choosing to keep kids home, highlighting the need for districts to have flexible plans in place before reopening.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">A groundswell of frustration over the lack of progress in bringing students back into California classrooms has led parents around the state to coalesce into a single statewide group to push for campuses to reopen.\u003c/p>\n\u003cp class=\"p1\">The newly formed \u003ca href=\"https://www.openschoolsca.com/who-we-are\">\u003cspan class=\"s1\">Open Schools California\u003c/span>\u003c/a>, uniting parent groups from San Diego to Davis, is accusing Gov. Gavin Newsom of not having the political will to reopen school campuses after nearly a year of school districts holding classes mostly through distance learning. The group says it has support from parent affiliate groups representing up to 10,000 families.\u003c/p>\n\u003cp class=\"p1\">“We are seeing governors across the country begin to take decisive action to reopen their schools,” said Megan Bacigalupi, an organizer with the group who has two children attending Oakland’s Crocker Highlands Elementary School. “And the pressure to do so came in part from parents advocating for it.”\u003c/p>\n\u003cp class=\"p3\">\u003cspan class=\"s2\">Bacigalupi says the group is especially concerned about children from underfunded districts who are falling behind. The Public Policy Institute of California released an \u003ca href=\"https://www.ppic.org/blog/are-students-spending-enough-time-on-school-during-the-pandemic/?utm_source=rss&utm_medium=rss&utm_campaign=are-students-spending-enough-time-on-school-during-the-pandemic?utm_source=ppic&utm_medium=email&utm_campaign=blog_subscriber\">\u003cspan class=\"s1\">analysis\u003c/span>\u003c/a> this week showing 55% of \u003c/span>students in households surveyed between October and March reported spending less time on learning activities on their own than they did before the pandemic. The report also found that students in low-income families or without college-educated parents spent nearly two fewer hours studying on their own than those in families making over $100,000 a year.\u003c/p>\n\u003cp class=\"p3\">Bacigalupi also cited \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">data\u003c/span>\u003c/a> presented by researchers at the Centers for Disease Control and Prevention, published in the journal \u003ci>JAMA \u003c/i>this week, which shows \u003ca href=\"https://jamanetwork.com/journals/jama/fullarticle/2775875?guestAccessKey=9961f22d-99e6-4861-8fa6-cf0b3463ef92&utm_source=For_The_Media&utm_medium=referral&utm_campaign=ftm_links&utm_content=tfl&utm_term=012621\">\u003cspan class=\"s1\">schools can reopen safely\u003c/span>\u003c/a> with proper protocols in place.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Pressure has been building on teacher unions still in negotiations with their districts to come to an agreement that would allow students to return to in-person learning on campuses. But union officials have pushed back. Susan Solomon, executive vice president of the United Teachers of San Francisco, said on\u003ca href=\"https://www.kqed.org/forum/2010101881772/bay-area-parents-students-eager-to-know-when-schools-will-reopen\">\u003cspan class=\"s1\"> KQED’s Forum this week\u003c/span>\u003c/a> that the newly formed parent group does not speak for all parents. She pointed to a survey of San Francisco Unified School District families that found relatively more Black and brown parents reporting they do not feel safe sending their children back into classrooms.\u003c/p>\n\u003cp class=\"p1\">In the West Contra Costa Unified School District, where COVID-19 has hit families hard, 35% of parents \u003ca href=\"https://my.thoughtexchange.com/report/aa6a446f63ac78732a6918ee06a4aa69\">\u003cspan class=\"s1\">surveyed \u003c/span>\u003c/a>by the district want to remain in distance learning, with just 15% saying they want to return their children to in-person classes. Others said their decision will depend on vaccination levels and the number of community cases. The results point to the need to be careful about which parental voices are being amplified in this debate and which aren’t, says United Teachers of Richmond President Marissa Glidden.\u003c/p>\n\u003cp class=\"p1\">“It’s very clear to us that families that are most impacted by COVID, who have had to suffer through deaths and really close interactions, or suffered through it with their own families, are much more hesitant to return to school,” Glidden said. “And those are predominantly families of color.”\u003c/p>\n\u003cp class=\"p1\">In Oakland, Pecolia Manigo, parent of three OUSD students and executive director of the Bay Area Parent Action Leadership Network, says although her children would definitely benefit from getting back into school at Manzanita SEED Elementary, she doesn’t feel it is safe to send them.\u003c/p>\n\u003cp class=\"p1\">“We’ve had a mom that died at SEED due to complications, in my daughter’s class,” she said. “So, I think that changes your perspective around how this virus functions and moves.\u003c/p>\n\u003cp class=\"p1\">She said the school, whose students are 67% Latinx and 10% Black, is close to “one of the hottest” neighborhoods in Oakland” when it comes to coronavirus cases.\u003c/p>\n\u003cp class=\"p1\">“And so there’s just a higher level of transmission at this point in that particular zip code,” she said. “And that is also the zip code where a lot of families live right from our school community. And so so that changes my understanding of the risk.”\u003c/p>\n\u003cp>Manigo, who is Black, has talked with parents who are pushing for schools to reopen and says they aren’t feeling the effects of the pandemic in the same way families in her neighborhood are.\u003c/p>\n\u003cp>“It’s not in their families, is not in their neighborhood. It’s an amorphous kind of idea and a threat. It’s not even seen as a potential threat for them,” she said. “We are hearing families testing positive every week. And so it just feels different for us.”\u003c/p>\n\u003cp class=\"p1\">In cities that have not seen concentrations of COVID-19 in residential neighborhoods, such as Berkeley, some parents of color have advocated for a return to in-person learning. Berkeley Unified parent Laura Babitt, who is Black and newly elected to the school board, recently wrote to the Berkeley City Council expressing parents’ frustration.\u003c/p>\n\u003cp class=\"p1\">“While science says we can do this safely, the unions are asking for more,” she wrote. “So much more, that we may never be able to reopen schools for our earliest learners.”\u003c/p>\n\u003cp>Bacigalupi, from Open Schools California, says her son, who has dyslexia, is one of the students falling behind in distance learning. She points to \u003ca href=\"https://parentstogetheraction.org/2020/05/27/parentstogether-survey-reveals-remote-learning-is-failing-our-most-vulnerable-students-2/\">data \u003c/a>gathered by the national group Parents Together Action, which shows parents from low-income homes are 10 times more likely to say their kids are doing little to no remote learning since school has been closed.\u003c/p>\n\u003cp class=\"p1\">“So to critics who question our intentions, I would say how is it not a progressive value to want your children to be educated in school?” Bacigalupi said. “How is speaking up for kids suddenly so controversial?”\u003c/p>\n\u003cp class=\"p1\">Open Schools California wants all parents to have a choice, Bacigalup says, but it doesn’t want kids to fall further behind.\u003c/p>\n\u003cp class=\"p1\">Some districts, like Napa Valley Unified, are, indeed, offering parents a choice. The district of 17,000 students reopened in October with a hybrid schedule. At that time, about half the district’s parents were sending their children into school for classes twice a week while the other half remained in distance learning.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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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