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On the computer screen in front of her, 21 of her 27 students form a squirming grid, each of them in their own little video chat universe.\u003c/p>\n\u003cp>Mason is rolling around in bed, Chris and Colton keep walking around, it’s impossible to understand Christian because he sounds like a robot, Kinley appears to be mildly tormenting her cat, and absolutely nobody is adhering to the hands-off-the-face mandate.\u003c/p>\n\u003cp>From her own box in the upper left corner of the screen, Vanasit does her best to keep the class on task. “Can you hit your speaker button so we don’t hear your background noise?” she asks one student. “Can you minimize your Zoom tab and then open Google Chrome?” she asks another. “If you look in the chat, it has the instructions.”\u003c/p>\n\u003cp>The students take a quiz using one app, and use another to share computer drawings that depict something they did over the last few days.\u003c/p>\n\u003cp>“I see someone went on a jog, ooh!” Vanasit tells the class. “Someone watched their baby cousin sleep, someone played video games like Fortnite the whole week. Oh my goodness!”\u003c/p>\n\u003cp>Meanwhile, the kids occasionally pester each other via Zoom’s chat function or send out anxious missives. “I MISS ISAAC, JAYDEE, AND OLIVIA, AND SHEHBAZ,” Christian types. “LIFE IS NOT THE SAME.” Olivia chimes in, “we might not be in school until august.”\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Mary Vanasit, third-grade teacher in the Fairfield-Suisun Unified School District\"]‘We’re trying our best to come up with instruction digitally and come up with materials. And we’re also trying to be there for our kids, be a safe place for them.’[/pullquote]\u003c/p>\n\u003cp>With \u003ca href=\"https://edsource.org/2020/nearly-all-california-districts-are-closed-to-avoid-spread-of-coronavirus-while-few-rural-districts-remain-open/626397\" target=\"_blank\" rel=\"noopener noreferrer\">nearly all\u003c/a> the state’s students at home to prevent the spread of the coronavirus and Gov. Gavin Newsom’s \u003ca href=\"https://www.latimes.com/california/story/2020-03-17/schools-closures-mobilize-meals\" target=\"_blank\" rel=\"noopener noreferrer\">prediction\u003c/a> that they won’t be back in classrooms this school year, California’s top education leaders have vowed to keep up instruction.\u003c/p>\n\u003cp>But teachers and administrators tasked with delivering on that pledge are bumping up against logistical hurdles, murky guidance and uneven resources.\u003c/p>\n\u003cp>In a \u003ca href=\"https://drive.google.com/file/d/1rqJ5clShTkoZHE3ibZ7nxwltfrMYmdfs/view\" target=\"_blank\" rel=\"noopener noreferrer\">letter released Monday\u003c/a>, the leaders of the state’s two largest districts — Los Angeles Unified and San Diego Unified — appealed to state lawmakers for guidance and financial support.\u003c/p>\n\u003cp>“Our schools serve a high portion of students from families living in poverty and their families cannot provide them with digital tools and internet access like more affluent school districts,” the superintendents wrote, appealing to the state for an emergency appropriation of at least $500 per student to cover the costs of making online distance learning more accessible.\u003c/p>\n\u003cp>The superintendents warned they are currently dipping into district reserves to cover costs. “Said simply, our budgets will not balance for the current fiscal year because of the extraordinary costs associated with responding to the global pandemic.”\u003c/p>\n\u003cp>They also asked state officials to amend graduation requirements, consider the implications of closure on students’ college prospects and create a coordinated statewide team to unite state and local efforts.\u003c/p>\n\u003cp>So far, interviews with educators suggest the experiences of the state’s 6.2 million students post-closure vary widely, and the inequities that existed in the classroom may only be exacerbated under the current circumstances.\u003c/p>\n\u003cp>Vanasit’s experiment, however chaotic, is in some ways a best-case scenario. She and her students have experience working with tech tools in class, plus her kids each have district-issued Chromebooks, which they were allowed to take home. Nearly all of her students also have internet access, and caregivers who can help them navigate the logistics of distance learning.\u003c/p>\n\u003cp>But in many other districts, not all kids have school-issued laptops, and even some of those who do haven’t been able to take them home. Oakland Unified School District, for instance, was preparing to distribute Chromebooks to students when a shelter-in-place order from the Alameda County Public Health Department temporarily thwarted the effort.\u003c/p>\n\u003cp>Still, Stephanie Ullman, who teaches sixth grade in Oakland, has found ways to reach students who have access to smartphones. She recorded herself reading texts and had students submit video responses through one familiar app and a written response through another.\u003c/p>\n\u003cp>“I can’t imagine doing it if your kids aren’t accustomed to the tech,” she says. “If your kids are unaccustomed or you aren’t accustomed it’s super difficult.”\u003c/p>\n\u003cp>In some districts, though, neither devices nor internet itself are broadly available to students. “Our families don’t have access to things that others may,” says Ashley Jones, a fifth grade teacher in the Twin Rivers Unified School District, outside Sacramento. “That’s the part where we’re a little bit lost, because we don’t have like a few kids that need this stuff; it’s like hundreds of them.”\u003c/p>\n\u003cp>School leaders around the state are scrambling to equalize resources. West Contra Costa Unified briefly reopened schools to allow families to pick up Chromebooks, chargers, books and work packets, and also plans to make Wi-Fi hotspots available. In Marysville Joint Unified School District, outside Yuba City, schools have boosted their Wi-Fi signals so families can park outside and access internet-based learning tools.\u003c/p>\n\u003cp>Los Angeles Unified is promising to put $100 million toward devices and internet access, and train teachers and families in online tools. The district \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=87160&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">announced Monday \u003c/a>it had reached a deal with Verizon to ensure all students get an internet connection.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"coronavirus\"]But Jones worries that without support at home, all the tech tools in the world won’t even the playing field. “A lot of the kids may not be held accountable to do it,” she says. “So that divide that I see now, I’m worried when we get back that it’s going to be even more apparent.”\u003c/p>\n\u003cp>Some teachers were also able to prepare resources days before the school closures, while others lacked the resources to do so.\u003c/p>\n\u003cp>One kindergarten teacher described turning to social media days ahead of the shutdown for help pulling together two weeks worth of activities for students, which she made available digitally and in hard copy. Meanwhile, a teacher in another district, where many students lack internet access, said she sent kids home nearly empty-handed because her school didn’t have a working printer.\u003c/p>\n\u003cp>“We’re trying our best to come up with instruction digitally and come up with materials. And we’re also trying to be there for our kids, be a safe place for them,” said Vanasit, the Fairfield-Suisun Unified teacher. “But we don’t really have a clear direction.”\u003c/p>\n\u003cp>In many cases, teachers say expectations are hazy. Is instruction required? Are they supposed to teach new material? Should they be grading kids’ work? What about accommodations for students with special needs?\u003c/p>\n\u003cp>“We’ve heard, ‘Be supportive,’ says Oakland kindergarten teacher Serina TomSum. “You know, ‘distance learning,’ but no one’s said what it should look like. Everything that I’ve learned — my master’s — all that has just been thrown out the window.”\u003c/p>\n\u003cp>Guidance is evolving as districts scramble to wrap their arms around an unprecedented situation, and administrators have had to prioritize basics, like feeding students.\u003c/p>\n\u003cp>In the interim, teachers have taken instruction into their own hands. Oakland Unified’s Ullman spends five hours a day delivering individual reading lessons to students via FaceTime. “I told all of them, ‘Hey, guys, be prepared that you’re going to talk to me every day and do the regular lesson.’ ”\u003c/p>\n\u003cp>Meanwhile, Barbara Jacobson, who teaches fifth grade in Marysville Joint Unified, has turned to YouTube to communicate with students; and Oakland Unified high school teacher LuPaulette Taylor has spent hours on the phone with students laying out expectations and checking on their progress.\u003c/p>\n\u003cp>But so much of the work teachers do isn’t about curriculum at all. Teachers can be a critical source of support and stability for kids, especially the most vulnerable.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In between checking in with current students, Taylor has fielded calls from former students, now in college, who are desperate for assistance. She helped get emergency aid to one former student who needed to fly home from Tennessee after her college campus closed, and to another former student who supports her mother and needed help after getting laid off.\u003c/p>\n\u003cp>Oakland special education teacher Sayuri Sakamoto spent her first days post-closure making sure students’ basic needs were met, delivering food to families in some cases (while taking the proper safety precautions).\u003c/p>\n\u003cp>Jones, of Twin Rivers Unified, has been thinking a lot about one student she hasn’t been able to reach, a fifth grader who reads at a kindergarten level. “He holds the pencil like he’s a 6 year old still trying to figure it out,” she says.\u003c/p>\n\u003cp>She worries about him falling further behind, but she’s most concerned about something else: He’s often home alone. “He comes to school because he likes having people around. He feels a sense of community and he knows that he’s loved there,” Jones said. “I worry he’s not going to have that for the rest of the school year.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Mary Vanasit, a third grade teacher in the Fairfield-Suisun Unified School District, is holding class for the first time since her school closed four days ago. On the computer screen in front of her, 21 of her 27 students form a squirming grid, each of them in their own little video chat universe.\u003c/p>\n\u003cp>Mason is rolling around in bed, Chris and Colton keep walking around, it’s impossible to understand Christian because he sounds like a robot, Kinley appears to be mildly tormenting her cat, and absolutely nobody is adhering to the hands-off-the-face mandate.\u003c/p>\n\u003cp>From her own box in the upper left corner of the screen, Vanasit does her best to keep the class on task. “Can you hit your speaker button so we don’t hear your background noise?” she asks one student. “Can you minimize your Zoom tab and then open Google Chrome?” she asks another. “If you look in the chat, it has the instructions.”\u003c/p>\n\u003cp>The students take a quiz using one app, and use another to share computer drawings that depict something they did over the last few days.\u003c/p>\n\u003cp>“I see someone went on a jog, ooh!” Vanasit tells the class. “Someone watched their baby cousin sleep, someone played video games like Fortnite the whole week. Oh my goodness!”\u003c/p>\n\u003cp>Meanwhile, the kids occasionally pester each other via Zoom’s chat function or send out anxious missives. “I MISS ISAAC, JAYDEE, AND OLIVIA, AND SHEHBAZ,” Christian types. “LIFE IS NOT THE SAME.” Olivia chimes in, “we might not be in school until august.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With \u003ca href=\"https://edsource.org/2020/nearly-all-california-districts-are-closed-to-avoid-spread-of-coronavirus-while-few-rural-districts-remain-open/626397\" target=\"_blank\" rel=\"noopener noreferrer\">nearly all\u003c/a> the state’s students at home to prevent the spread of the coronavirus and Gov. Gavin Newsom’s \u003ca href=\"https://www.latimes.com/california/story/2020-03-17/schools-closures-mobilize-meals\" target=\"_blank\" rel=\"noopener noreferrer\">prediction\u003c/a> that they won’t be back in classrooms this school year, California’s top education leaders have vowed to keep up instruction.\u003c/p>\n\u003cp>But teachers and administrators tasked with delivering on that pledge are bumping up against logistical hurdles, murky guidance and uneven resources.\u003c/p>\n\u003cp>In a \u003ca href=\"https://drive.google.com/file/d/1rqJ5clShTkoZHE3ibZ7nxwltfrMYmdfs/view\" target=\"_blank\" rel=\"noopener noreferrer\">letter released Monday\u003c/a>, the leaders of the state’s two largest districts — Los Angeles Unified and San Diego Unified — appealed to state lawmakers for guidance and financial support.\u003c/p>\n\u003cp>“Our schools serve a high portion of students from families living in poverty and their families cannot provide them with digital tools and internet access like more affluent school districts,” the superintendents wrote, appealing to the state for an emergency appropriation of at least $500 per student to cover the costs of making online distance learning more accessible.\u003c/p>\n\u003cp>The superintendents warned they are currently dipping into district reserves to cover costs. “Said simply, our budgets will not balance for the current fiscal year because of the extraordinary costs associated with responding to the global pandemic.”\u003c/p>\n\u003cp>They also asked state officials to amend graduation requirements, consider the implications of closure on students’ college prospects and create a coordinated statewide team to unite state and local efforts.\u003c/p>\n\u003cp>So far, interviews with educators suggest the experiences of the state’s 6.2 million students post-closure vary widely, and the inequities that existed in the classroom may only be exacerbated under the current circumstances.\u003c/p>\n\u003cp>Vanasit’s experiment, however chaotic, is in some ways a best-case scenario. She and her students have experience working with tech tools in class, plus her kids each have district-issued Chromebooks, which they were allowed to take home. Nearly all of her students also have internet access, and caregivers who can help them navigate the logistics of distance learning.\u003c/p>\n\u003cp>But in many other districts, not all kids have school-issued laptops, and even some of those who do haven’t been able to take them home. Oakland Unified School District, for instance, was preparing to distribute Chromebooks to students when a shelter-in-place order from the Alameda County Public Health Department temporarily thwarted the effort.\u003c/p>\n\u003cp>Still, Stephanie Ullman, who teaches sixth grade in Oakland, has found ways to reach students who have access to smartphones. She recorded herself reading texts and had students submit video responses through one familiar app and a written response through another.\u003c/p>\n\u003cp>“I can’t imagine doing it if your kids aren’t accustomed to the tech,” she says. “If your kids are unaccustomed or you aren’t accustomed it’s super difficult.”\u003c/p>\n\u003cp>In some districts, though, neither devices nor internet itself are broadly available to students. “Our families don’t have access to things that others may,” says Ashley Jones, a fifth grade teacher in the Twin Rivers Unified School District, outside Sacramento. “That’s the part where we’re a little bit lost, because we don’t have like a few kids that need this stuff; it’s like hundreds of them.”\u003c/p>\n\u003cp>School leaders around the state are scrambling to equalize resources. West Contra Costa Unified briefly reopened schools to allow families to pick up Chromebooks, chargers, books and work packets, and also plans to make Wi-Fi hotspots available. In Marysville Joint Unified School District, outside Yuba City, schools have boosted their Wi-Fi signals so families can park outside and access internet-based learning tools.\u003c/p>\n\u003cp>Los Angeles Unified is promising to put $100 million toward devices and internet access, and train teachers and families in online tools. The district \u003ca href=\"https://achieve.lausd.net/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=87160&PageID=1\" target=\"_blank\" rel=\"noopener noreferrer\">announced Monday \u003c/a>it had reached a deal with Verizon to ensure all students get an internet connection.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>But Jones worries that without support at home, all the tech tools in the world won’t even the playing field. “A lot of the kids may not be held accountable to do it,” she says. “So that divide that I see now, I’m worried when we get back that it’s going to be even more apparent.”\u003c/p>\n\u003cp>Some teachers were also able to prepare resources days before the school closures, while others lacked the resources to do so.\u003c/p>\n\u003cp>One kindergarten teacher described turning to social media days ahead of the shutdown for help pulling together two weeks worth of activities for students, which she made available digitally and in hard copy. Meanwhile, a teacher in another district, where many students lack internet access, said she sent kids home nearly empty-handed because her school didn’t have a working printer.\u003c/p>\n\u003cp>“We’re trying our best to come up with instruction digitally and come up with materials. And we’re also trying to be there for our kids, be a safe place for them,” said Vanasit, the Fairfield-Suisun Unified teacher. “But we don’t really have a clear direction.”\u003c/p>\n\u003cp>In many cases, teachers say expectations are hazy. Is instruction required? Are they supposed to teach new material? Should they be grading kids’ work? What about accommodations for students with special needs?\u003c/p>\n\u003cp>“We’ve heard, ‘Be supportive,’ says Oakland kindergarten teacher Serina TomSum. “You know, ‘distance learning,’ but no one’s said what it should look like. Everything that I’ve learned — my master’s — all that has just been thrown out the window.”\u003c/p>\n\u003cp>Guidance is evolving as districts scramble to wrap their arms around an unprecedented situation, and administrators have had to prioritize basics, like feeding students.\u003c/p>\n\u003cp>In the interim, teachers have taken instruction into their own hands. Oakland Unified’s Ullman spends five hours a day delivering individual reading lessons to students via FaceTime. “I told all of them, ‘Hey, guys, be prepared that you’re going to talk to me every day and do the regular lesson.’ ”\u003c/p>\n\u003cp>Meanwhile, Barbara Jacobson, who teaches fifth grade in Marysville Joint Unified, has turned to YouTube to communicate with students; and Oakland Unified high school teacher LuPaulette Taylor has spent hours on the phone with students laying out expectations and checking on their progress.\u003c/p>\n\u003cp>But so much of the work teachers do isn’t about curriculum at all. Teachers can be a critical source of support and stability for kids, especially the most vulnerable.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "What It's Like to Graduate College During a Pandemic",
"title": "What It's Like to Graduate College During a Pandemic",
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"content": "\u003cp>For Madeline Nielander, a senior at the University of San Francisco, this coming May was supposed to be a celebratory time.\u003c/p>\n\u003cp>Her family was going to see her graduate with a degree in communications. Then, she was going to try to work at a hotel in downtown San Francisco with a friend of hers.\u003c/p>\n\u003cp>\"Now, those plans have definitely dissolved,\" Nielander said.\u003c/p>\n\u003cp>Spring semester for Bay Area college seniors — usually a time filled with festivities and the excitement of future prospects — is now a frustrating and anxiety-ridden moment. For many of these students, the coronavirus pandemic is disrupting graduation ceremonies and stripping away employment opportunities just as they enter the job market. Many are already in a financially vulnerable situation.\u003c/p>\n\u003cp>USF has already announced that May graduation would be postponed. \"I am appointing a group comprised of representatives from across the university to study possibilities for alternative ceremonies and celebrations,\" USF President Paul J. Fitzgerald said in an \u003ca href=\"https://myusf.usfca.edu/announcement/spring-2020-commencement-ceremonies\" target=\"_blank\" rel=\"noopener noreferrer\">announcement\u003c/a> last week.\u003c/p>\n\u003cp>\"Honestly, it was a huge bummer,\" Nielander said after hearing about the postponement. \"Graduating has been something that I thought about for a long time. I feel like it's such a huge milestone.\"\u003c/p>\n\u003cp>Nielander, who has stayed in San Francisco since the \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">shelter-in-place order announced on March 16\u003c/a> by several counties, said that she's had to deal with another complicating factor: Her bartending job temporarily laid her off for 60 days without pay, with a promise to hire her back on. On Friday, she filed for unemployment.\u003c/p>\n\u003cp>While Nielander said she's saved up enough money to keep paying for rent and groceries, for now, she doesn't know what employment opportunities will look like after getting her degree.\u003c/p>\n\u003cp>An analysis by Goldman Sachs released on March 19 shows that Nielander's fears are real: The investment bank and financial services group said U.S. \u003ca href=\"https://www.bloomberg.com/news/articles/2020-03-20/u-s-weekly-jobless-claims-could-exceed-2-million-goldman-says\" target=\"_blank\" rel=\"noopener noreferrer\">jobless claims could exceed 2 million this coming week\u003c/a>. So far, in California, unemployment claims \u003ca href=\"https://www.ocregister.com/2020/03/19/coronavirus-pushes-california-unemployment-claims-to-80000-in-a-day/\" target=\"_blank\" rel=\"noopener noreferrer\">have spiked 42%\u003c/a> compared to last year. And analysts are now speculating that the economy may plunge into the worst crisis \u003ca href=\"https://www.cnbc.com/2020/03/20/analyst-anticipates-worst-crisis-since-1929-amid-recession-fears.html\" target=\"_blank\" rel=\"noopener noreferrer\">since the Great Depression\u003c/a>.\u003c/p>\n\u003cp>\"I'm trying not to focus too hard on what will happen after [I graduate],\" Nielander said. \"Because I really honestly don't know what will happen tomorrow.\"\u003c/p>\n\u003cp>Aaron Borunda, a senior at San Francisco State University, said he'd been looking forward to this spring semester for his whole college career. He'd gotten past his core classes and could now take more advanced ones.\u003c/p>\n\u003cp>But ever since SFSU \u003ca href=\"https://commencement.sfsu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">postponed graduation\u003c/a> and \u003ca href=\"https://news.sfsu.edu/announcements/university-suspends-face-face-classes-prepare-remote-instruction-and-services\" target=\"_blank\" rel=\"noopener noreferrer\">shifted classes online\u003c/a> on March 9, that excitement has drained. As a broadcast and communications arts major, most of his classes are almost impossible to do anymore, he said, since they normally would involve setting up video equipment and filming people.\u003c/p>\n\u003cfigure id=\"attachment_11808099\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11808099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-1020x818.jpg\" alt=\"\" width=\"640\" height=\"513\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-1020x818.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-160x128.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-800x642.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Borunda, a senior broadcast and communications arts major at San Francisco State University. \u003ccite>(Courtesy Aaron Borunda)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I know some people are kind of happy [about online classes],\" said Borunda, who is from Los Angeles. \"But for people that really want to learn and get their money's worth, I think we're all pretty pissed off right now.\" \u003c/p>\n\u003cp>He says he's considering asking the university for a refund. Some colleges around the country have already said they \u003ca href=\"https://www.wsj.com/articles/to-fight-coronavirus-colleges-sent-students-home-now-will-they-refund-tuition-11584625536\" target=\"_blank\" rel=\"noopener noreferrer\">will not offer refunds\u003c/a>, according to the Wall Street Journal.\u003c/p>\n\u003cp>Borunda also said his plans to stay in the city after graduation are now in limbo. He had hoped to get a job as a sound tech after school but thinks it'll be difficult since many music venues are now shuttered.\u003c/p>\n\u003cp>\"If I could, I would love to stay in the Bay Area, but that's gonna [be] harder than ever,\" Borunda said. He may have to move back to his parent’s home now as employment opportunities dry up and bills start coming in. \"I'm gonna be one in a million people that are looking for jobs.\"\u003c/p>\n\u003cp>Student debt is also a concern. \"It's gonna be a struggle enough to figure out how I'm gonna pay rent, but paying rent on top of student loans,” said Borunda. \"I'm probably gonna have only a couple hundred dollars of spending money a month.\"\u003c/p>\n\u003cp>On Friday, the Department of Education \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\" target=\"_blank\" rel=\"noopener noreferrer\">announced several changes to federal student loan policy\u003c/a>, including that borrowers will have their interest rates set to zero percent for the next 60 days.\u003c/p>\n\u003cp>Jon Corn, a senior who transferred from Moorpark College to UC Berkeley, said he's worked hard to get his political science degree and is disappointed he won’t be able to walk the stage during graduation.\u003c/p>\n\u003cp>\"[We] wanted the celebration, this sense of closure, this moment to celebrate your accomplishments and make everyone proud, because we all know it's not just you, it's everyone who has helped you along the way,\" said Corn, who has temporarily moved back to be with his family in Los Angeles since Berkeley \u003ca href=\"https://news.berkeley.edu/2020/03/09/as-coronavirus-spreads-uc-berkeley-suspends-in-person-instruction/\" target=\"_blank\" rel=\"noopener noreferrer\">announced classes were to shift online on March 10\u003c/a>.\u003c/p>\n\u003cp>\"It's been an emotional roller coaster, to say the least,\" Corn said.\u003c/p>\n\u003cfigure id=\"attachment_11808097\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-11808097 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789.jpg 2048w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jon Corn, a senior political science major at UC Berkeley. \u003ccite>(Courtesy Jon Corn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Corn, who deals with a physical disability, said Berkeley was the first place where he had successfully managed to live on his own.\u003c/p>\n\u003cp>\"[It] was an incredible challenge that I had successfully been able to overcome and manage very well,\" Corn said. \"So the fact that there is no graduation to really celebrate my incredible accomplishments definitely frustrates me.\"\u003c/p>\n\u003cp>Corn's plan was to move to Washington, D.C., for a job in politics after graduation but he doesn't know if that's going to happen anymore.\u003c/p>\n\u003cp>\"No one knows,\" Corn said. \"I'm applying [to jobs]. I'm really trying to keep it as normal as possible, just applying and doing everything as I normally would.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"excerpt": "Spring semester for Bay Area college seniors — usually a time filled with festivities and the excitement of future prospects — is now a frustrating and anxiety-ridden moment for many of these students as the coronavirus pandemic disrupts their post-grad plans.",
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"description": "Spring semester for Bay Area college seniors — usually a time filled with festivities and the excitement of future prospects — is now a frustrating and anxiety-ridden moment for many of these students as the coronavirus pandemic disrupts their post-grad plans.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For Madeline Nielander, a senior at the University of San Francisco, this coming May was supposed to be a celebratory time.\u003c/p>\n\u003cp>Her family was going to see her graduate with a degree in communications. Then, she was going to try to work at a hotel in downtown San Francisco with a friend of hers.\u003c/p>\n\u003cp>\"Now, those plans have definitely dissolved,\" Nielander said.\u003c/p>\n\u003cp>Spring semester for Bay Area college seniors — usually a time filled with festivities and the excitement of future prospects — is now a frustrating and anxiety-ridden moment. For many of these students, the coronavirus pandemic is disrupting graduation ceremonies and stripping away employment opportunities just as they enter the job market. Many are already in a financially vulnerable situation.\u003c/p>\n\u003cp>USF has already announced that May graduation would be postponed. \"I am appointing a group comprised of representatives from across the university to study possibilities for alternative ceremonies and celebrations,\" USF President Paul J. Fitzgerald said in an \u003ca href=\"https://myusf.usfca.edu/announcement/spring-2020-commencement-ceremonies\" target=\"_blank\" rel=\"noopener noreferrer\">announcement\u003c/a> last week.\u003c/p>\n\u003cp>\"Honestly, it was a huge bummer,\" Nielander said after hearing about the postponement. \"Graduating has been something that I thought about for a long time. I feel like it's such a huge milestone.\"\u003c/p>\n\u003cp>Nielander, who has stayed in San Francisco since the \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\" target=\"_blank\" rel=\"noopener noreferrer\">shelter-in-place order announced on March 16\u003c/a> by several counties, said that she's had to deal with another complicating factor: Her bartending job temporarily laid her off for 60 days without pay, with a promise to hire her back on. On Friday, she filed for unemployment.\u003c/p>\n\u003cp>While Nielander said she's saved up enough money to keep paying for rent and groceries, for now, she doesn't know what employment opportunities will look like after getting her degree.\u003c/p>\n\u003cp>An analysis by Goldman Sachs released on March 19 shows that Nielander's fears are real: The investment bank and financial services group said U.S. \u003ca href=\"https://www.bloomberg.com/news/articles/2020-03-20/u-s-weekly-jobless-claims-could-exceed-2-million-goldman-says\" target=\"_blank\" rel=\"noopener noreferrer\">jobless claims could exceed 2 million this coming week\u003c/a>. So far, in California, unemployment claims \u003ca href=\"https://www.ocregister.com/2020/03/19/coronavirus-pushes-california-unemployment-claims-to-80000-in-a-day/\" target=\"_blank\" rel=\"noopener noreferrer\">have spiked 42%\u003c/a> compared to last year. And analysts are now speculating that the economy may plunge into the worst crisis \u003ca href=\"https://www.cnbc.com/2020/03/20/analyst-anticipates-worst-crisis-since-1929-amid-recession-fears.html\" target=\"_blank\" rel=\"noopener noreferrer\">since the Great Depression\u003c/a>.\u003c/p>\n\u003cp>\"I'm trying not to focus too hard on what will happen after [I graduate],\" Nielander said. \"Because I really honestly don't know what will happen tomorrow.\"\u003c/p>\n\u003cp>Aaron Borunda, a senior at San Francisco State University, said he'd been looking forward to this spring semester for his whole college career. He'd gotten past his core classes and could now take more advanced ones.\u003c/p>\n\u003cp>But ever since SFSU \u003ca href=\"https://commencement.sfsu.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">postponed graduation\u003c/a> and \u003ca href=\"https://news.sfsu.edu/announcements/university-suspends-face-face-classes-prepare-remote-instruction-and-services\" target=\"_blank\" rel=\"noopener noreferrer\">shifted classes online\u003c/a> on March 9, that excitement has drained. As a broadcast and communications arts major, most of his classes are almost impossible to do anymore, he said, since they normally would involve setting up video equipment and filming people.\u003c/p>\n\u003cfigure id=\"attachment_11808099\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-large wp-image-11808099\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-1020x818.jpg\" alt=\"\" width=\"640\" height=\"513\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-1020x818.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-160x128.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1-800x642.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_1941-copy-1.jpg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Aaron Borunda, a senior broadcast and communications arts major at San Francisco State University. \u003ccite>(Courtesy Aaron Borunda)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\"I know some people are kind of happy [about online classes],\" said Borunda, who is from Los Angeles. \"But for people that really want to learn and get their money's worth, I think we're all pretty pissed off right now.\" \u003c/p>\n\u003cp>He says he's considering asking the university for a refund. Some colleges around the country have already said they \u003ca href=\"https://www.wsj.com/articles/to-fight-coronavirus-colleges-sent-students-home-now-will-they-refund-tuition-11584625536\" target=\"_blank\" rel=\"noopener noreferrer\">will not offer refunds\u003c/a>, according to the Wall Street Journal.\u003c/p>\n\u003cp>Borunda also said his plans to stay in the city after graduation are now in limbo. He had hoped to get a job as a sound tech after school but thinks it'll be difficult since many music venues are now shuttered.\u003c/p>\n\u003cp>\"If I could, I would love to stay in the Bay Area, but that's gonna [be] harder than ever,\" Borunda said. He may have to move back to his parent’s home now as employment opportunities dry up and bills start coming in. \"I'm gonna be one in a million people that are looking for jobs.\"\u003c/p>\n\u003cp>Student debt is also a concern. \"It's gonna be a struggle enough to figure out how I'm gonna pay rent, but paying rent on top of student loans,” said Borunda. \"I'm probably gonna have only a couple hundred dollars of spending money a month.\"\u003c/p>\n\u003cp>On Friday, the Department of Education \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/03/20/818977484/education-dept-makes-changes-to-standardized-tests-student-loans-over-coronaviru\" target=\"_blank\" rel=\"noopener noreferrer\">announced several changes to federal student loan policy\u003c/a>, including that borrowers will have their interest rates set to zero percent for the next 60 days.\u003c/p>\n\u003cp>Jon Corn, a senior who transferred from Moorpark College to UC Berkeley, said he's worked hard to get his political science degree and is disappointed he won’t be able to walk the stage during graduation.\u003c/p>\n\u003cp>\"[We] wanted the celebration, this sense of closure, this moment to celebrate your accomplishments and make everyone proud, because we all know it's not just you, it's everyone who has helped you along the way,\" said Corn, who has temporarily moved back to be with his family in Los Angeles since Berkeley \u003ca href=\"https://news.berkeley.edu/2020/03/09/as-coronavirus-spreads-uc-berkeley-suspends-in-person-instruction/\" target=\"_blank\" rel=\"noopener noreferrer\">announced classes were to shift online on March 10\u003c/a>.\u003c/p>\n\u003cp>\"It's been an emotional roller coaster, to say the least,\" Corn said.\u003c/p>\n\u003cfigure id=\"attachment_11808097\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"wp-image-11808097 size-large\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789-1920x1280.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/IMG_4789.jpg 2048w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Jon Corn, a senior political science major at UC Berkeley. \u003ccite>(Courtesy Jon Corn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Corn, who deals with a physical disability, said Berkeley was the first place where he had successfully managed to live on his own.\u003c/p>\n\u003cp>\"[It] was an incredible challenge that I had successfully been able to overcome and manage very well,\" Corn said. \"So the fact that there is no graduation to really celebrate my incredible accomplishments definitely frustrates me.\"\u003c/p>\n\u003cp>Corn's plan was to move to Washington, D.C., for a job in politics after graduation but he doesn't know if that's going to happen anymore.\u003c/p>\n\u003cp>\"No one knows,\" Corn said. \"I'm applying [to jobs]. I'm really trying to keep it as normal as possible, just applying and doing everything as I normally would.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"slug": "grab-and-go-and-drive-up-services-allow-families-to-pick-up-food-at-shuttered-california-schools",
"title": "Grab-and-Go and Drive-Up Services Allow Families to Pick up Food at Closed California Schools",
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"headTitle": "Grab-and-Go and Drive-Up Services Allow Families to Pick up Food at Closed California Schools | KQED",
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"content": "\u003cp>Many districts across California were getting used to a new normal this week of closed schools and deliveries of lunch and breakfast to students normally fed on campus.\u003c/p>\n\u003cp>With nearly all districts in California shutdown to stem the spread of the coronavirus, school officials statewide hastily put in place plans to deliver “grab-and-go” meals, with minimal contact between cafeteria staff, volunteers and families in need.\u003c/p>\n\u003cp>Among the slew of districts that closed down operations this week, many mobilized to distribute packaged food, sometimes offering enough to last for more than one day. Their goal was to help families cope as many parents and guardians lose jobs or see their hours significantly reduced.\u003c/p>\n\u003cp>Los Angeles Unified, the largest district in the state, delayed distribution to Wednesday to ensure that logistics were in place so family members could pick up food without being in contact with others.\u003c/p>\n\u003cp>In interviews, parents and school officials said they considered the service a lifeline for many families.\u003c/p>\n\u003cp>“It’s very comforting because sometimes there isn’t enough food in the house, and here we can take food, take breakfast and milk,” said Christina Resendez, as she collected food with her daughter Emily at the West Oakland Middle School, one of 12 schools in the Oakland Unified School District where “grab-and-go” meals were being served.\u003c/p>\n\u003cp>[pullquote size='medium' align='right' citation=\"Gabriel Chilcott, principal of Mira Vista Elementary School in Richmond\"]‘We’re talking about thousands of kids who have lost their most stable food during the day, so it’s a super big concern.’[/pullquote]\u003c/p>\n\u003cp>“It gives us peace of mind,” added Emily, an eighth grade student at Lazear Charter Academy in Oakland.\u003c/p>\n\u003cp>As of Tuesday, the school closures affected more than 6 million students in California, about half of whom are eligible for free or reduced lunches, based on their family income. In addition, nearly 200,000 are homeless and nearly 30,000 are foster students.\u003c/p>\n\u003cp>Oakland Unified Superintendent Kyla Johnson-Trammell said continuing to provide food to students during the closure is critical for the district.\u003c/p>\n\u003cp>“We already know that many students rely on [school-provided] lunches and breakfasts as part of their sustenance, so really ensuring that we had some structures in place to be able to distribute food felt like an essential part of our planning for school closures for however long we’re in this situation,” she said.\u003c/p>\n\u003cp>Oakland Unified handed out nearly 25,000 free meals to more than 4,000 families on Monday, district officials said. The meals were supplemented by around 1,400 bags of groceries from the Alameda County Food Bank. On Thursday, the district handed out around 50,000 meals to nearly 11,000 families, officials said.\u003c/p>\n\u003cp>Many districts, like West Contra Costa and Oakland Unified, replicated the food programs they offer during summers. For districts without summer lunch programs, the challenge has been to set something up that works, while heeding warnings to keep people at least six feet apart and to avoid gatherings of more than 10 people.\u003c/p>\n\u003cp>The California Department of Education received a \u003ca class=\"external\" href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel10.asp\" target=\"_blank\" rel=\"noopener noreferrer\">special waiver\u003c/a> from the U.S. Department of Agriculture last week that allows schools that previously operated summer food service programs to use federal funds to continue serving food during coronavirus-related closures.\u003c/p>\n\u003cp>Most schools visited by EdSource reporters\u003cem> \u003c/em>had free meal pick-up spots at a handful of campuses where adults could either drive up or walk up to get meals for their children. There was no check-in or list checking. Volunteers distributed food for multiple meals for all children in a family.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.google.com/maps/d/embed?mid=1xfWfgbjULao-rlKJFfWT07hR-StV4Zx9\" width=\"800\" height=\"700\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>[\u003cem>Map produced by Stanford University’s \u003ca href=\"https://biglocalnews.org/\" rel=\"noopener noreferrer\" target=\"_blank\">Big Local News\u003c/a> program\u003c/em>]\u003c/p>\n\u003cp>One of the top concerns among school authorities this week was preventing the spread of the coronavirus while parents and children picked up food. At Richmond High School and Pinole Valley High School, both part of West Contra Costa Unified, volunteers wore gloves and face masks while handing out food. Parents were encouraged to stay in their cars while staff handed them food through an open window.\u003c/p>\n\u003cp>Richmond High School is one of nine schools in the district serving food to families this week. Volunteers — including teachers and district officials — passed out breakfast and lunch to people who either walked or drove up to the school on Monday afternoon. Nadine Ahola, the district’s nutrition supervisor, said the volunteers passed out more than 300 bagged breakfasts and lunches in just an hour.\u003c/p>\n\u003cp>“We’re talking about thousands of kids who have lost their most stable food during the day, so it’s a super big concern,” said Gabriel Chilcott, principal of Mira Vista Elementary School in Richmond. “Food security is number one: you need your health and your safety before you get to the point of being able to learn.”\u003c/p>\n\u003cp>Maria Salinas, who picked up breakfast for her two sons Monday at Richmond High School, said it has been tough to get to the grocery store right now since her sons have special needs and are unable to wait in long lines. Being able to walk up to the school and get food for her children was a huge help, she said.\u003c/p>\n\u003cp>Tom Panas, a member of the West Contra Costa Unified school board, who was wearing gloves and a face mask while helping to distribute food on Monday, said social distancing was top of the mind for the volunteers.\u003c/p>\n\u003cfigure id=\"attachment_11807983\" class=\"wp-caption alignnone\" style=\"max-width: 980px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11807983\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg\" alt=\"\" width=\"980\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg 980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800-160x131.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800-800x653.jpg 800w\" sizes=\"(max-width: 980px) 100vw, 980px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Food service workers at Elk Grove Unified’s central kitchen prepare meals for students to be handed out during school closures due to the coronavirus. \u003ccite>(Courtesy of Elk Grove Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re taking all the precautions we can, but this is our community, right? We need to serve them,” he said.\u003c/p>\n\u003cp>Both Oakland and West Contra Costa serve thousands of students who qualify for free or reduced breakfast and lunch during the school year. Of the more than 50,000 students enrolled last year in either district-run public schools or charter schools, 73% qualified for free and reduced priced meals. In West Contra Costa, which had close to 32,000 students in district-run public schools, about 70% percent qualified. That compares to about \u003ca class=\"external\" href=\"https://www.ed-data.org/state/CA\" target=\"_blank\" rel=\"noopener noreferrer\">60 percent\u003c/a> of students statewide.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Volunteers distributed the food differently at each site. At West Oakland Middle School, plastic-bagged meals were laid out on a table and administrators told parents to add them to their grocery bags or coolers. At Pinole Valley and Richmond High, people who arrived by car or on foot were offered bagged meals of sandwiches, parfaits, a side of chips and some fruit.\u003c/p>\n\u003cp>For breakfast, the students in Oakland were offered cereal, juice and fruit, and for lunch they were offered BBQ beef rib sandwiches or a ham and cheese plate with a side of beans, milk and fruit.\u003c/p>\n\u003cp>At Pinole Valley High School, the breakfast option was cereal with fruit and juice and the lunch options included turkey sandwiches, salads and a fruit parfait for vegetarians.\u003c/p>\n\u003cp>Since eating at the sites was not allowed, all of the food was served cold.\u003c/p>\n\u003cp>[aside label=\"related coverage\" tag=\"coronavirus\"]Almost every school district in the Sacramento region is also now serving meals to their students despite school closures. Most districts are passing out the meals at lunchtime as families drive through the bus lane or park in school lots.\u003c/p>\n\u003cp>Families collecting lunches from American Lakes Elementary School in the Natomas Unified School District in Sacramento got a little more than expected Monday, when district staff passed out books, toothbrush kits and food care packages along with lunch and breakfast. The extras were courtesy of corporate donors, including the Sacramento Kings basketball team. Most of the students attending American Lakes are from low-income families.\u003c/p>\n\u003cp>“Until the state figures out what happens to schools, we think it is important to feed kids breakfast and lunch and give them a book to read,” said district Superintendent Chris Evans.\u003c/p>\n\u003cp>Other large Sacramento County districts are also providing meals, including \u003ca class=\"external\" href=\"http://blogs.egusd.net/pressroom/2020/03/13/elk-grove-unified-steps-up-to-provide-important-student-nutritional-needs-using-a-drive-through-meal-service-during-school-closures/\" target=\"_blank\" rel=\"noopener noreferrer\">Elk Grove Unified\u003c/a>, which serves 64,000 students in southern Sacramento County; Twin Rivers Unified in Sacramento; \u003ca class=\"external\" href=\"https://www.scusd.edu/e-connections-post/sac-city-unified-will-continue-provide-meals-affected-students\" target=\"_blank\" rel=\"noopener noreferrer\">Sacramento City Unified School District\u003c/a> and \u003ca class=\"external\" href=\"https://www.sanjuan.edu/coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">San Juan Unified\u003c/a>, in Carmichael.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The tiny Robla School District, of just 2,500 students, is taking the drive-up concept to another level by bringing the meals to students at \u003ca class=\"external\" href=\"https://4.files.edl.io/0696/03/14/20/014946-d8a7d277-1bd3-464b-8d17-4d418a950d20.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">designated stops\u003c/a> throughout the community, with its \u003ca class=\"external\" href=\"https://www.robla.k12.ca.us/apps/pages/index.jsp?uREC_ID=1692774&type=d&pREC_ID=1853536\" target=\"_blank\" rel=\"noopener noreferrer\">Breakfast on Wheels and Lunch on Wheels programs\u003c/a>.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.fcusd.org/coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">Folsom-Cordova Unified\u003c/a> in Folsom planned to start offering individually wrapped, “grab-and-go” meals at several locations Tuesday, for any student 18 or younger.\u003c/p>\n\u003cp>At Los Paseos Elementary in South San Jose, the school’s nutrition team gave out Monday lunch and Tuesday breakfast to any student or family who asked for it.\u003c/p>\n\u003cp>“I got choked up in the beginning when I was doing this because people were saying, ‘Thank you for doing this.’ You can see there is a need,” said Mary Salas, a volunteer.\u003c/p>\n\u003cp>Los Angeles is opening 60 grab-and-go locations in family resource centers across the district, \u003ca class=\"external\" href=\"https://achieve.lausd.net/resources\" target=\"_blank\" rel=\"noopener noreferrer\">stretching from Wilmington in the Los Angeles Harbor to the San Fernando Valley\u003c/a>. Families will be able to pick up two meals a day for their children.\u003c/p>\n\u003cp>About 80% of students in the district qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“Los Angeles Unified serves a high-need population and our schools provide a social safety net for children,” Superintendent Austin Beutner said.\u003c/p>\n\u003cp>\u003cem>EdSource staffers Michael Burke, Diane Lambert, Daniel Willis and Smita Patel contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "To continue to feed millions of public school children in California, districts throughout the state are setting up drive-through and grab-and-go sites for families to safely pick up food. This story includes a map of Bay Area pick-up sites. \r\n",
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"title": "Grab-and-Go and Drive-Up Services Allow Families to Pick up Food at Closed California Schools | KQED",
"description": "To continue to feed millions of public school children in California, districts throughout the state are setting up drive-through and grab-and-go sites for families to safely pick up food. This story includes a map of Bay Area pick-up sites. \r\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Many districts across California were getting used to a new normal this week of closed schools and deliveries of lunch and breakfast to students normally fed on campus.\u003c/p>\n\u003cp>With nearly all districts in California shutdown to stem the spread of the coronavirus, school officials statewide hastily put in place plans to deliver “grab-and-go” meals, with minimal contact between cafeteria staff, volunteers and families in need.\u003c/p>\n\u003cp>Among the slew of districts that closed down operations this week, many mobilized to distribute packaged food, sometimes offering enough to last for more than one day. Their goal was to help families cope as many parents and guardians lose jobs or see their hours significantly reduced.\u003c/p>\n\u003cp>Los Angeles Unified, the largest district in the state, delayed distribution to Wednesday to ensure that logistics were in place so family members could pick up food without being in contact with others.\u003c/p>\n\u003cp>In interviews, parents and school officials said they considered the service a lifeline for many families.\u003c/p>\n\u003cp>“It’s very comforting because sometimes there isn’t enough food in the house, and here we can take food, take breakfast and milk,” said Christina Resendez, as she collected food with her daughter Emily at the West Oakland Middle School, one of 12 schools in the Oakland Unified School District where “grab-and-go” meals were being served.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "‘We’re talking about thousands of kids who have lost their most stable food during the day, so it’s a super big concern.’",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“It gives us peace of mind,” added Emily, an eighth grade student at Lazear Charter Academy in Oakland.\u003c/p>\n\u003cp>As of Tuesday, the school closures affected more than 6 million students in California, about half of whom are eligible for free or reduced lunches, based on their family income. In addition, nearly 200,000 are homeless and nearly 30,000 are foster students.\u003c/p>\n\u003cp>Oakland Unified Superintendent Kyla Johnson-Trammell said continuing to provide food to students during the closure is critical for the district.\u003c/p>\n\u003cp>“We already know that many students rely on [school-provided] lunches and breakfasts as part of their sustenance, so really ensuring that we had some structures in place to be able to distribute food felt like an essential part of our planning for school closures for however long we’re in this situation,” she said.\u003c/p>\n\u003cp>Oakland Unified handed out nearly 25,000 free meals to more than 4,000 families on Monday, district officials said. The meals were supplemented by around 1,400 bags of groceries from the Alameda County Food Bank. On Thursday, the district handed out around 50,000 meals to nearly 11,000 families, officials said.\u003c/p>\n\u003cp>Many districts, like West Contra Costa and Oakland Unified, replicated the food programs they offer during summers. For districts without summer lunch programs, the challenge has been to set something up that works, while heeding warnings to keep people at least six feet apart and to avoid gatherings of more than 10 people.\u003c/p>\n\u003cp>The California Department of Education received a \u003ca class=\"external\" href=\"https://www.cde.ca.gov/nr/ne/yr20/yr20rel10.asp\" target=\"_blank\" rel=\"noopener noreferrer\">special waiver\u003c/a> from the U.S. Department of Agriculture last week that allows schools that previously operated summer food service programs to use federal funds to continue serving food during coronavirus-related closures.\u003c/p>\n\u003cp>Most schools visited by EdSource reporters\u003cem> \u003c/em>had free meal pick-up spots at a handful of campuses where adults could either drive up or walk up to get meals for their children. There was no check-in or list checking. Volunteers distributed food for multiple meals for all children in a family.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe loading=\"lazy\" src=\"https://www.google.com/maps/d/embed?mid=1xfWfgbjULao-rlKJFfWT07hR-StV4Zx9\" width=\"800\" height=\"700\" scrolling=\"yes\" class=\"iframe-class\" frameborder=\"0\">\u003c/iframe>\u003c/p>\n\u003cp>[\u003cem>Map produced by Stanford University’s \u003ca href=\"https://biglocalnews.org/\" rel=\"noopener noreferrer\" target=\"_blank\">Big Local News\u003c/a> program\u003c/em>]\u003c/p>\n\u003cp>One of the top concerns among school authorities this week was preventing the spread of the coronavirus while parents and children picked up food. At Richmond High School and Pinole Valley High School, both part of West Contra Costa Unified, volunteers wore gloves and face masks while handing out food. Parents were encouraged to stay in their cars while staff handed them food through an open window.\u003c/p>\n\u003cp>Richmond High School is one of nine schools in the district serving food to families this week. Volunteers — including teachers and district officials — passed out breakfast and lunch to people who either walked or drove up to the school on Monday afternoon. Nadine Ahola, the district’s nutrition supervisor, said the volunteers passed out more than 300 bagged breakfasts and lunches in just an hour.\u003c/p>\n\u003cp>“We’re talking about thousands of kids who have lost their most stable food during the day, so it’s a super big concern,” said Gabriel Chilcott, principal of Mira Vista Elementary School in Richmond. “Food security is number one: you need your health and your safety before you get to the point of being able to learn.”\u003c/p>\n\u003cp>Maria Salinas, who picked up breakfast for her two sons Monday at Richmond High School, said it has been tough to get to the grocery store right now since her sons have special needs and are unable to wait in long lines. Being able to walk up to the school and get food for her children was a huge help, she said.\u003c/p>\n\u003cp>Tom Panas, a member of the West Contra Costa Unified school board, who was wearing gloves and a face mask while helping to distribute food on Monday, said social distancing was top of the mind for the volunteers.\u003c/p>\n\u003cfigure id=\"attachment_11807983\" class=\"wp-caption alignnone\" style=\"max-width: 980px\">\u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11807983\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg\" alt=\"\" width=\"980\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800.jpg 980w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800-160x131.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Meal-Producetion-Central-Kithcen-3.10.2020-1-980x800-800x653.jpg 800w\" sizes=\"(max-width: 980px) 100vw, 980px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Food service workers at Elk Grove Unified’s central kitchen prepare meals for students to be handed out during school closures due to the coronavirus. \u003ccite>(Courtesy of Elk Grove Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re taking all the precautions we can, but this is our community, right? We need to serve them,” he said.\u003c/p>\n\u003cp>Both Oakland and West Contra Costa serve thousands of students who qualify for free or reduced breakfast and lunch during the school year. Of the more than 50,000 students enrolled last year in either district-run public schools or charter schools, 73% qualified for free and reduced priced meals. In West Contra Costa, which had close to 32,000 students in district-run public schools, about 70% percent qualified. That compares to about \u003ca class=\"external\" href=\"https://www.ed-data.org/state/CA\" target=\"_blank\" rel=\"noopener noreferrer\">60 percent\u003c/a> of students statewide.\u003cem>\u003cbr>\n\u003c/em>\u003c/p>\n\u003cp>Volunteers distributed the food differently at each site. At West Oakland Middle School, plastic-bagged meals were laid out on a table and administrators told parents to add them to their grocery bags or coolers. At Pinole Valley and Richmond High, people who arrived by car or on foot were offered bagged meals of sandwiches, parfaits, a side of chips and some fruit.\u003c/p>\n\u003cp>For breakfast, the students in Oakland were offered cereal, juice and fruit, and for lunch they were offered BBQ beef rib sandwiches or a ham and cheese plate with a side of beans, milk and fruit.\u003c/p>\n\u003cp>At Pinole Valley High School, the breakfast option was cereal with fruit and juice and the lunch options included turkey sandwiches, salads and a fruit parfait for vegetarians.\u003c/p>\n\u003cp>Since eating at the sites was not allowed, all of the food was served cold.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Almost every school district in the Sacramento region is also now serving meals to their students despite school closures. Most districts are passing out the meals at lunchtime as families drive through the bus lane or park in school lots.\u003c/p>\n\u003cp>Families collecting lunches from American Lakes Elementary School in the Natomas Unified School District in Sacramento got a little more than expected Monday, when district staff passed out books, toothbrush kits and food care packages along with lunch and breakfast. The extras were courtesy of corporate donors, including the Sacramento Kings basketball team. Most of the students attending American Lakes are from low-income families.\u003c/p>\n\u003cp>“Until the state figures out what happens to schools, we think it is important to feed kids breakfast and lunch and give them a book to read,” said district Superintendent Chris Evans.\u003c/p>\n\u003cp>Other large Sacramento County districts are also providing meals, including \u003ca class=\"external\" href=\"http://blogs.egusd.net/pressroom/2020/03/13/elk-grove-unified-steps-up-to-provide-important-student-nutritional-needs-using-a-drive-through-meal-service-during-school-closures/\" target=\"_blank\" rel=\"noopener noreferrer\">Elk Grove Unified\u003c/a>, which serves 64,000 students in southern Sacramento County; Twin Rivers Unified in Sacramento; \u003ca class=\"external\" href=\"https://www.scusd.edu/e-connections-post/sac-city-unified-will-continue-provide-meals-affected-students\" target=\"_blank\" rel=\"noopener noreferrer\">Sacramento City Unified School District\u003c/a> and \u003ca class=\"external\" href=\"https://www.sanjuan.edu/coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">San Juan Unified\u003c/a>, in Carmichael.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The tiny Robla School District, of just 2,500 students, is taking the drive-up concept to another level by bringing the meals to students at \u003ca class=\"external\" href=\"https://4.files.edl.io/0696/03/14/20/014946-d8a7d277-1bd3-464b-8d17-4d418a950d20.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">designated stops\u003c/a> throughout the community, with its \u003ca class=\"external\" href=\"https://www.robla.k12.ca.us/apps/pages/index.jsp?uREC_ID=1692774&type=d&pREC_ID=1853536\" target=\"_blank\" rel=\"noopener noreferrer\">Breakfast on Wheels and Lunch on Wheels programs\u003c/a>.\u003c/p>\n\u003cp>\u003ca class=\"external\" href=\"https://www.fcusd.org/coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">Folsom-Cordova Unified\u003c/a> in Folsom planned to start offering individually wrapped, “grab-and-go” meals at several locations Tuesday, for any student 18 or younger.\u003c/p>\n\u003cp>At Los Paseos Elementary in South San Jose, the school’s nutrition team gave out Monday lunch and Tuesday breakfast to any student or family who asked for it.\u003c/p>\n\u003cp>“I got choked up in the beginning when I was doing this because people were saying, ‘Thank you for doing this.’ You can see there is a need,” said Mary Salas, a volunteer.\u003c/p>\n\u003cp>Los Angeles is opening 60 grab-and-go locations in family resource centers across the district, \u003ca class=\"external\" href=\"https://achieve.lausd.net/resources\" target=\"_blank\" rel=\"noopener noreferrer\">stretching from Wilmington in the Los Angeles Harbor to the San Fernando Valley\u003c/a>. Families will be able to pick up two meals a day for their children.\u003c/p>\n\u003cp>About 80% of students in the district qualify for free or reduced-price lunch.\u003c/p>\n\u003cp>“Los Angeles Unified serves a high-need population and our schools provide a social safety net for children,” Superintendent Austin Beutner said.\u003c/p>\n\u003cp>\u003cem>EdSource staffers Michael Burke, Diane Lambert, Daniel Willis and Smita Patel contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Parents and educators across California who are in their first week of distance learning are now trying to plan for what's next when it comes to their children's education: schools that stay closed for the rest of the academic year due to the coronavirus pandemic.\u003c/p>\n\u003cp>“I don’t want to mislead you,\" said Gov. Gavin Newsom on \u003ca href=\"https://www.kqed.org/science/1957877/live-updates-coronavirus-in-the-san-francisco-bay-area#0317newsom\">Tuesday\u003c/a>. \"I would plan and assume that it’s unlikely that many of these schools — few if any — will open before the summer break.\"\u003c/p>\n\u003cp>The California Department of Education also put out new information late Tuesday giving guidance to educators across the state on the forms distance learning can take. There are still outstanding questions about waivers for testing, and how the needs of special education students will be met, but CDE \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/distancelearning.asp\">does give examples\u003c/a> of how they see distance learning working.\u003c/p>\n\u003cfigure id=\"attachment_11807341\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003ca href=\"https://www.cde.ca.gov/ls/he/hn/distancelearning.asp\">\u003cimg class=\"size-full wp-image-11807341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE.jpg\" alt=\"\" width=\"700\" height=\"551\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE.jpg 700w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE-160x126.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Guidelines for distance learning. (3/17/20) \u003ccite>(California Department of Education)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Add to that the Bay Area’s \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\">shelter-in-place orders,\u003c/a> many families and caregivers are wondering how to help their children stay healthy, safe and academically on track.\u003c/p>\n\u003cp>We hear you – and we've answered some of those questions below, with guidance from \u003ca href=\"http://chgd.umich.edu/people/details/jenny-radesky/\">Dr.\u003c/a> \u003ca href=\"http://chgd.umich.edu/people/details/jenny-radesky/\">Jenny Radesky\u003c/a>, a pediatrician and assistant professor at the University of Michigan who authored \"\u003ca href=\"https://pediatrics.aappublications.org/content/138/5/e20162591\">Media and Young Minds\u003c/a>\" for of the American Academy of Pediatrics. We've also included advice from\u003ca href=\"https://ed.stanford.edu/faculty/dpope\"> Denise Clark Pope\u003c/a>, senior lecturer at the Stanford Graduate School of Education and co-founder of \u003ca href=\"https://www.challengesuccess.org/\">Challenge Success\u003c/a>, which provides schools and families with advice and support on balancing school and life.\u003c/p>\n\u003ch3>Q: Are children at risk of COVID-19 infection?\u003c/h3>\n\u003cp>According to early data, kids overall appear to be less susceptible to the disease, though it's \u003ca href=\"https://www.kqed.org/science/1958031/kids-are-less-susceptible-to-covid-19-but-its-not-clear-why\">not clear why\u003c/a>.\u003c/p>\n\u003ch3>\u003cstrong>Q: Can kids meet in small groups?\u003c/strong>\u003c/h3>\n\u003cp>While kids aren’t at as great of risk as people in other age groups, they can still carry and spread the virus.\u003c/p>\n\u003cp>“Every single one-to-one interaction you might have with someone else can lead to another possible infection, which can lead to three more, which can lead to three more, which can lead to three more,” said Radesky. If parents and caregivers have the means to keep children home and isolated with them, that is the best way right now of stopping the spread of COVID-19 infection.\u003c/p>\n\u003cp>“We are already very much at capacity for most U.S. hospitals for what we can handle and critical care. And so every little bit that parents can do really matters,” said Radesky.\u003c/p>\n\u003cp>However, \u003ca href=\"https://www.sccgov.org/sites/phd/DiseaseInformation/novel-coronavirus/Documents/FAQ-Shelter-in-Place-03-16-20.pdf\">essential workers,\u003c/a> such as those in the health care profession who must work can ask child care workers to watch their children at home. For those essential workers who can’t afford in-home care, certain employers, schools and community organizations will be providing child care. For example, \u003ca href=\"https://www.dcyf.org/care\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Unified School District is setting up emergency child care\u003c/a> for essential workers and those with low income, with the help of park districts and libraries.\u003c/p>\n\u003ch3>\u003cstrong>Q: How do I home-school? Where can I find help, lesson plans and practical ideas?\u003c/strong>\u003c/h3>\n\u003cp>This crowdsourced \u003ca href=\"https://docs.google.com/document/d/1o6kEgCKLn3cyIm2hehhhSTIk7yRTd0C3zx49JS4wwCI/preview?fbclid=IwAR0LOwv6lzi4QfICVfI2xPkhhnV9MumpuKgsv_LePJI6H8QAGWBQPZLqBuI\" target=\"_blank\" rel=\"noopener noreferrer\">Giant List of Ideas for Being Home with Kids\u003c/a> (\"for actual quarantine, school closures, weekend social distancing, anytime!\") from the West Contra Costa Unified School District has a variety of useful tips.\u003c/p>\n\u003cp>[aside tag=\"education, coronavirus\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>But Stanford’s Denise Clark Pope says first, take a step back and realize that this isn't going to be school as usual. “This is not going to be, 8 a.m. to 3 p.m. And in the grand scheme, you might want to think about it in terms of \u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">playtime, downtime and family time\u003c/a>.” She says parents can focus on skills, not content. “Once you take that leap where you're not worried whether your kids are going to memorize certain facts and figures for the test, you can focus on other skills,\" she says.\u003c/p>\n\u003cp>Do they know how to collaborate? Do they know how to think through a problem? Do they know how to communicate with others? \"These are all skills you can practice naturally during the day through things like chores, talking to the grandparents on Skype ... or having a FaceTime party with your friends,” Pope says.\u003c/p>\n\u003cp>Try to create some structure, says Pope, some exercise every day inside or outside the home, while being careful not to congregate with other kids.\u003c/p>\n\u003cp>KQED is offering an at-home learning response to school closures for all children and youth in California. With a new educational schedule for broadcast on KQED Plus in the Bay Area as well as free corresponding educational media online and activities for at-home learning. KQED is also providing support for teachers and parents in navigating this new learning landscape throughout the state. Find it \u003ca href=\"https://www.kqed.org/education/athomelearning\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/podcasts/mindshift\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's MindShift\u003c/a> also has \u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\" target=\"_blank\" rel=\"noopener noreferrer\">a brief guide\u003c/a> aiming to help educators, administrators and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/p>\n\u003cp>https://twitter.com/MindShiftKQED/status/1239494605202227204\u003c/p>\n\u003ch3>\u003cstrong>Q: What about screen time?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says parents can model their own self-care by choosing good content and using media to connect and support their community. And yes, plan screen time with children, says Radesky, who works with the American Academy of Pediatrics on screen time guidelines.\u003c/p>\n\u003cp>“This is a crucial opportunity for families to work on making a plan of how you're going to use media and how much. Challenge your kids to unplug themselves sometimes and exert their own tech self-control so that they're not just gaming all day,\" Radesky says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55510/parenting-during-the-coronavirus-outbreak-what-you-need-to-know-now\">NPR’s Ed\u003c/a> team adds \u003ca href=\"https://www.commonsensemedia.org\" target=\"_blank\" rel=\"noopener noreferrer\">Common Sense Media\u003c/a> is a great resource for quality screen-time recommendations, educational and purely recreational — including privacy tips.\u003c/p>\n\u003cblockquote>\u003cp> I (Anya) like Duolingo for language learning, Tynker for coding and Khan Academy for academic subjects. Epic is a subscription service with endless books and comics for tablets, searchable by age.\u003c/p>\u003c/blockquote>\n\u003cp>Video chats can also be a helpful tool. In addition to checking in with grandparents, try setting up a remote play date for your kids. Some long-distance families stay connected with a Zoom or Google hangout portal that just stays open. Think about using video chat to continue learning opportunities: piano lessons, tutoring or religious education. A company called \u003ca href=\"https://outschool.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Outschool\u003c/a> does live online classes for kids. \u003ca href=\"https://www.gonoodle.com/\" target=\"_blank\" rel=\"noopener noreferrer\">GoNoodle\u003c/a> offers both physical dance/movement and meditation videos.\u003c/p>\n\u003cp>Special note from NPR's Ed Team on teens and screens: Online spaces are their social spaces and it's good to respect that. Take this as an opportunity to learn more about their online worlds. Help them bust rumors and disinformation. (Check out this \u003ca href=\"https://infodemic.blog/\">free online module\u003c/a> to become an expert detector of coronavirus hoaxes.)\u003c/p>\n\u003ch3>\u003cstrong>Q: For kids, this outbreak will be a pivotal event (such as 9/11, the JFK assassination, the Great Depression). How can parents help with healthy trauma processing?\u003c/strong>\u003c/h3>\n\u003cp>Denise Clark Pope says it depends on the child's age.\u003c/p>\n\u003cp>“It's OK to say this is a really different kind of time and to let them know it’s OK to be scared and as a parent, 'I’m scared, too.' Let them know we're here together as a family for a reason and school is closed so we can keep people safe. And you're not going to do a playdate today because it's our job to keep everyone safe.\"\u003c/p>\n\u003cp>Pope says kids of all ages benefit from some kind of routine. “It might be family time. It might be exercise time. It might be reading for pleasure. Then have a conversation about it,” Pope says.\u003c/p>\n\u003cp>NPR’s Malaka Gharib created \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">this comic\u003c/a> specifically for kids who may be scared or confused about the coronavirus.\u003c/p>\n\u003cp>https://twitter.com/AlisaSanabria/status/1233549974815768577\u003c/p>\n\u003ch3>\u003cstrong>Q: What about kids with disabilities? How can parents handle full-time care?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says in her clinic when she's trying to coach families who are raising a child with self-regulation issues or autism, she often talks about games, play and getting outdoors. She suggests games that involve the parent and child having to take some turns and \"having to connect emotionally, having to kind of feed off of one another, and it might not be playing in the classic sense,\" she says. Radesky suggests reading books, including comic books, together, or listening to audiobooks. And all of these things are conversation starters with kids, she says. \"Kids don't always want to sit down and talk about the virus and what their fears are. Sometimes they play that out through being little kids, getting outside and pretending to slay the dragon, and others may just want to draw.\"\u003c/p>\n\u003cp>[pullquote size=\"small\" align=\"right\" citation=\"Jenny Radesky, assistant professor of pediatrics at the University of Michigan\"]\"Really take some time to get off line with your kids and that'll be healing for everyone.\"[/pullquote]\u003c/p>\n\u003cp>Radesky herself worries about kids who have autism, learning disabilities or speech and language delays, because they rely on regular therapy to maintain their skills. But she reminds parents they know their child better than anyone. She says ask your school therapist about the kind of basic coaching they do with your child and then work on play, social interventions and language-based work with your child. She advises parents to accept that some of therapies are going to be a little less frequent and says some families may have to rely on telehealth.\u003c/p>\n\u003ch3>\u003cstrong>Q: What about my own stress as a parent? How can I handle working from home with overseeing my kids learning and coping with my own anxiety?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says we have to take it easy on ourselves with how much work we're expected to get done if we are teleworking and stressed about tracking the virus news. “It's moving at such a fast pace. We don't have to be connected to it at every single moment,\" she says. \"Really take some time to get offline with your kids and that'll be healing for everyone.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "You asked, we answered. Here's how to support kids as they learn and grow outside of the the traditional school environment, with guidance from a pediatrician and educator.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Parents and educators across California who are in their first week of distance learning are now trying to plan for what's next when it comes to their children's education: schools that stay closed for the rest of the academic year due to the coronavirus pandemic.\u003c/p>\n\u003cp>“I don’t want to mislead you,\" said Gov. Gavin Newsom on \u003ca href=\"https://www.kqed.org/science/1957877/live-updates-coronavirus-in-the-san-francisco-bay-area#0317newsom\">Tuesday\u003c/a>. \"I would plan and assume that it’s unlikely that many of these schools — few if any — will open before the summer break.\"\u003c/p>\n\u003cp>The California Department of Education also put out new information late Tuesday giving guidance to educators across the state on the forms distance learning can take. There are still outstanding questions about waivers for testing, and how the needs of special education students will be met, but CDE \u003ca href=\"https://www.cde.ca.gov/ls/he/hn/distancelearning.asp\">does give examples\u003c/a> of how they see distance learning working.\u003c/p>\n\u003cfigure id=\"attachment_11807341\" class=\"wp-caption aligncenter\" style=\"max-width: 700px\">\u003ca href=\"https://www.cde.ca.gov/ls/he/hn/distancelearning.asp\">\u003cimg class=\"size-full wp-image-11807341\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE.jpg\" alt=\"\" width=\"700\" height=\"551\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE.jpg 700w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/CDE-160x126.jpg 160w\" sizes=\"(max-width: 700px) 100vw, 700px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Guidelines for distance learning. (3/17/20) \u003ccite>(California Department of Education)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Add to that the Bay Area’s \u003ca href=\"https://www.kqed.org/news/11806988/sheltering-in-place-what-you-need-to-know\">shelter-in-place orders,\u003c/a> many families and caregivers are wondering how to help their children stay healthy, safe and academically on track.\u003c/p>\n\u003cp>We hear you – and we've answered some of those questions below, with guidance from \u003ca href=\"http://chgd.umich.edu/people/details/jenny-radesky/\">Dr.\u003c/a> \u003ca href=\"http://chgd.umich.edu/people/details/jenny-radesky/\">Jenny Radesky\u003c/a>, a pediatrician and assistant professor at the University of Michigan who authored \"\u003ca href=\"https://pediatrics.aappublications.org/content/138/5/e20162591\">Media and Young Minds\u003c/a>\" for of the American Academy of Pediatrics. We've also included advice from\u003ca href=\"https://ed.stanford.edu/faculty/dpope\"> Denise Clark Pope\u003c/a>, senior lecturer at the Stanford Graduate School of Education and co-founder of \u003ca href=\"https://www.challengesuccess.org/\">Challenge Success\u003c/a>, which provides schools and families with advice and support on balancing school and life.\u003c/p>\n\u003ch3>Q: Are children at risk of COVID-19 infection?\u003c/h3>\n\u003cp>According to early data, kids overall appear to be less susceptible to the disease, though it's \u003ca href=\"https://www.kqed.org/science/1958031/kids-are-less-susceptible-to-covid-19-but-its-not-clear-why\">not clear why\u003c/a>.\u003c/p>\n\u003ch3>\u003cstrong>Q: Can kids meet in small groups?\u003c/strong>\u003c/h3>\n\u003cp>While kids aren’t at as great of risk as people in other age groups, they can still carry and spread the virus.\u003c/p>\n\u003cp>“Every single one-to-one interaction you might have with someone else can lead to another possible infection, which can lead to three more, which can lead to three more, which can lead to three more,” said Radesky. If parents and caregivers have the means to keep children home and isolated with them, that is the best way right now of stopping the spread of COVID-19 infection.\u003c/p>\n\u003cp>“We are already very much at capacity for most U.S. hospitals for what we can handle and critical care. And so every little bit that parents can do really matters,” said Radesky.\u003c/p>\n\u003cp>However, \u003ca href=\"https://www.sccgov.org/sites/phd/DiseaseInformation/novel-coronavirus/Documents/FAQ-Shelter-in-Place-03-16-20.pdf\">essential workers,\u003c/a> such as those in the health care profession who must work can ask child care workers to watch their children at home. For those essential workers who can’t afford in-home care, certain employers, schools and community organizations will be providing child care. For example, \u003ca href=\"https://www.dcyf.org/care\" target=\"_blank\" rel=\"noopener noreferrer\">San Francisco Unified School District is setting up emergency child care\u003c/a> for essential workers and those with low income, with the help of park districts and libraries.\u003c/p>\n\u003ch3>\u003cstrong>Q: How do I home-school? Where can I find help, lesson plans and practical ideas?\u003c/strong>\u003c/h3>\n\u003cp>This crowdsourced \u003ca href=\"https://docs.google.com/document/d/1o6kEgCKLn3cyIm2hehhhSTIk7yRTd0C3zx49JS4wwCI/preview?fbclid=IwAR0LOwv6lzi4QfICVfI2xPkhhnV9MumpuKgsv_LePJI6H8QAGWBQPZLqBuI\" target=\"_blank\" rel=\"noopener noreferrer\">Giant List of Ideas for Being Home with Kids\u003c/a> (\"for actual quarantine, school closures, weekend social distancing, anytime!\") from the West Contra Costa Unified School District has a variety of useful tips.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But Stanford’s Denise Clark Pope says first, take a step back and realize that this isn't going to be school as usual. “This is not going to be, 8 a.m. to 3 p.m. And in the grand scheme, you might want to think about it in terms of \u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">playtime, downtime and family time\u003c/a>.” She says parents can focus on skills, not content. “Once you take that leap where you're not worried whether your kids are going to memorize certain facts and figures for the test, you can focus on other skills,\" she says.\u003c/p>\n\u003cp>Do they know how to collaborate? Do they know how to think through a problem? Do they know how to communicate with others? \"These are all skills you can practice naturally during the day through things like chores, talking to the grandparents on Skype ... or having a FaceTime party with your friends,” Pope says.\u003c/p>\n\u003cp>Try to create some structure, says Pope, some exercise every day inside or outside the home, while being careful not to congregate with other kids.\u003c/p>\n\u003cp>KQED is offering an at-home learning response to school closures for all children and youth in California. With a new educational schedule for broadcast on KQED Plus in the Bay Area as well as free corresponding educational media online and activities for at-home learning. KQED is also providing support for teachers and parents in navigating this new learning landscape throughout the state. Find it \u003ca href=\"https://www.kqed.org/education/athomelearning\" target=\"_blank\" rel=\"noopener noreferrer\">here\u003c/a>.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/podcasts/mindshift\" target=\"_blank\" rel=\"noopener noreferrer\">KQED's MindShift\u003c/a> also has \u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\" target=\"_blank\" rel=\"noopener noreferrer\">a brief guide\u003c/a> aiming to help educators, administrators and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch3>\u003cstrong>Q: What about screen time?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says parents can model their own self-care by choosing good content and using media to connect and support their community. And yes, plan screen time with children, says Radesky, who works with the American Academy of Pediatrics on screen time guidelines.\u003c/p>\n\u003cp>“This is a crucial opportunity for families to work on making a plan of how you're going to use media and how much. Challenge your kids to unplug themselves sometimes and exert their own tech self-control so that they're not just gaming all day,\" Radesky says.\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55510/parenting-during-the-coronavirus-outbreak-what-you-need-to-know-now\">NPR’s Ed\u003c/a> team adds \u003ca href=\"https://www.commonsensemedia.org\" target=\"_blank\" rel=\"noopener noreferrer\">Common Sense Media\u003c/a> is a great resource for quality screen-time recommendations, educational and purely recreational — including privacy tips.\u003c/p>\n\u003cblockquote>\u003cp> I (Anya) like Duolingo for language learning, Tynker for coding and Khan Academy for academic subjects. Epic is a subscription service with endless books and comics for tablets, searchable by age.\u003c/p>\u003c/blockquote>\n\u003cp>Video chats can also be a helpful tool. In addition to checking in with grandparents, try setting up a remote play date for your kids. Some long-distance families stay connected with a Zoom or Google hangout portal that just stays open. Think about using video chat to continue learning opportunities: piano lessons, tutoring or religious education. A company called \u003ca href=\"https://outschool.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Outschool\u003c/a> does live online classes for kids. \u003ca href=\"https://www.gonoodle.com/\" target=\"_blank\" rel=\"noopener noreferrer\">GoNoodle\u003c/a> offers both physical dance/movement and meditation videos.\u003c/p>\n\u003cp>Special note from NPR's Ed Team on teens and screens: Online spaces are their social spaces and it's good to respect that. Take this as an opportunity to learn more about their online worlds. Help them bust rumors and disinformation. (Check out this \u003ca href=\"https://infodemic.blog/\">free online module\u003c/a> to become an expert detector of coronavirus hoaxes.)\u003c/p>\n\u003ch3>\u003cstrong>Q: For kids, this outbreak will be a pivotal event (such as 9/11, the JFK assassination, the Great Depression). How can parents help with healthy trauma processing?\u003c/strong>\u003c/h3>\n\u003cp>Denise Clark Pope says it depends on the child's age.\u003c/p>\n\u003cp>“It's OK to say this is a really different kind of time and to let them know it’s OK to be scared and as a parent, 'I’m scared, too.' Let them know we're here together as a family for a reason and school is closed so we can keep people safe. And you're not going to do a playdate today because it's our job to keep everyone safe.\"\u003c/p>\n\u003cp>Pope says kids of all ages benefit from some kind of routine. “It might be family time. It might be exercise time. It might be reading for pleasure. Then have a conversation about it,” Pope says.\u003c/p>\n\u003cp>NPR’s Malaka Gharib created \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\" target=\"_blank\" rel=\"noopener noreferrer\">this comic\u003c/a> specifically for kids who may be scared or confused about the coronavirus.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch3>\u003cstrong>Q: What about kids with disabilities? How can parents handle full-time care?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says in her clinic when she's trying to coach families who are raising a child with self-regulation issues or autism, she often talks about games, play and getting outdoors. She suggests games that involve the parent and child having to take some turns and \"having to connect emotionally, having to kind of feed off of one another, and it might not be playing in the classic sense,\" she says. Radesky suggests reading books, including comic books, together, or listening to audiobooks. And all of these things are conversation starters with kids, she says. \"Kids don't always want to sit down and talk about the virus and what their fears are. Sometimes they play that out through being little kids, getting outside and pretending to slay the dragon, and others may just want to draw.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Radesky herself worries about kids who have autism, learning disabilities or speech and language delays, because they rely on regular therapy to maintain their skills. But she reminds parents they know their child better than anyone. She says ask your school therapist about the kind of basic coaching they do with your child and then work on play, social interventions and language-based work with your child. She advises parents to accept that some of therapies are going to be a little less frequent and says some families may have to rely on telehealth.\u003c/p>\n\u003ch3>\u003cstrong>Q: What about my own stress as a parent? How can I handle working from home with overseeing my kids learning and coping with my own anxiety?\u003c/strong>\u003c/h3>\n\u003cp>Radesky says we have to take it easy on ourselves with how much work we're expected to get done if we are teleworking and stressed about tracking the virus news. “It's moving at such a fast pace. We don't have to be connected to it at every single moment,\" she says. \"Really take some time to get offline with your kids and that'll be healing for everyone.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cem>Updated March 15. This story contains a correction.\u003c/em>\u003c/p>\n\u003cp>Starting Monday, March 16, all West Contra Costa Unified schools are asking teachers to voluntarily move to digital learning platforms for second through 12th grades in its first large-scale experiment in remote teaching and learning.\u003c/p>\n\u003cp>The decision to close all WCC Unified district schools for the next three weeks is one many other Bay Area districts have also made to slow the spread of the coronavirus.\u003c/p>\n\u003cp>The move to tackle remote learning is one that West Contra Costa district officials have been anticipating.\u003c/p>\n\u003cp>\"No district is 100% ready for this, but fortunately we are ahead of the game, we were preparing,\" said Demetrio Gonzalez, president of the United Teachers of Richmond, the teachers union.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On Friday, students took home Chromebook laptops, while staff took part in a video training on how to manage attendance and assignments through digital platforms, said Gonzalez.\u003c/p>\n\u003cp>\"It's difficult, but we know we can get through it,\" he said. \"And most important, our students are still going to be served and our teachers still supported during this time.\"\u003c/p>\n\u003cp>Initially district officials and union leaders agreed teachers would adopt a modified teaching schedule, providing a 50-minute lesson plan to students, making assignments, and verifying that students had completed those assignments, said Gonzalez.\u003c/p>\n\u003cp>But that plan changed by Friday evening: The district now encourages families and staff to engage with students in remote learning, \u003ca href=\"https://sites.google.com/wccusd.net/wcc-elearning/teachers/elementary?authuser=0\">uploading a structured plan\u003c/a> for teachers to use, but calls the effort voluntary.\u003c/p>\n\u003cp>Superintendent Matthew Duffy posted a message over the weekend, saying, \"Because we cannot ensure access to every student in our district, we will not mandate the distance learning as a required instructional program for the next two weeks.\"\u003c/p>\n\u003cp>Gov. Gavin Newsom on Friday told schools they would not lose state funding when they close, and he directed schools to use the funds for \"distance learning and high quality educational opportunities,\" along with providing meals and arranging supervision for children during school hours.\u003c/p>\n\u003cp>Jennifer Walden, an English teacher at Pinole Valley High School, said she sent her students home Friday with a book about inventions called \"How We Got to Now\" by Steven Johnson. She plans to send her students questions and assign reading logs next week.\u003c/p>\n\u003cp>\"A lot of reading assignments in English are writing and submitted online anyway,\" Walden said. \"But I don’t know what the science teachers are going to do.”\u003c/p>\n\u003cp>Walden said the big question is whether teachers will try and teach in real time on platforms like Google Meet, which she said Pinole Valley High's Spanish teachers were experimenting with.\u003c/p>\n\u003cp>Other school districts, like Burlingame School District, have been planning for closure by identifying special education students who may need special assistance, developing translated messages for families of English learners and considering ways to support parents of younger children with child care options.\u003c/p>\n\u003cp>Math educators at San Francisco Unified School District are \u003ca href=\"http://www.sfusdmath.org/\">sharing\u003c/a> elementary school lessons they've created for use during the school closures.\u003c/p>\n\u003cp>https://twitter.com/SFUSDMath/status/1238235471601262592\u003c/p>\n\u003cp>At Summit Tamalpais charter school in Richmond, which has not yet announced closure, ninth grader Amya Contarero said she didn't like the idea of video classes.\u003c/p>\n\u003cp>\"My house is too noisy,\" said Contarero, who shares a one-bedroom home with her parents and four siblings, including two toddlers.\u003c/p>\n\u003cp>[aside tag=\"coronavirus\" label=\"more coronavirus coverage\"]\u003c/p>\n\u003cp>For the lower grades in Gonzalez's district, teachers prepared paper packets to send home Friday, something Gonzalez said was too difficult to scale for the higher grade levels.\u003c/p>\n\u003cp>Gonzalez said the lack of testing for the coronavirus, an issue that has caused concern across the country, pushed teachers to call for the closures.\u003c/p>\n\u003cp>\"Even people we knew were potentially exposed couldn't get tested,\" he said. \"We knew teachers were being exposed and could spread it.\"\u003c/p>\n\u003cp>A concern for all districts that are closing is how to continue providing free breakfasts and lunches for the students who rely on school meals: In West Contra Costa, lunches can be picked up at nine different school sites everyday between 11 am and 1 pm. Many other districts across the Bay Area are setting up similar meal pick-up plans for families with children under 18.\u003c/p>\n\u003cp>In San Francisco Unified, the district has put together emergency childcare options for parents who are \"on the front lines of the COVID-19 outbreak and low-income families.\" Those sites will be run by the city's Recreation and Parks Department and the San Francisco Public Library.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was updated to include information made available after the time of publication. West Contra Costa Unified Schools said they were no longer requiring that teachers teach remotely, but were encouraging it when possible.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated March 15. This story contains a correction.\u003c/em>\u003c/p>\n\u003cp>Starting Monday, March 16, all West Contra Costa Unified schools are asking teachers to voluntarily move to digital learning platforms for second through 12th grades in its first large-scale experiment in remote teaching and learning.\u003c/p>\n\u003cp>The decision to close all WCC Unified district schools for the next three weeks is one many other Bay Area districts have also made to slow the spread of the coronavirus.\u003c/p>\n\u003cp>The move to tackle remote learning is one that West Contra Costa district officials have been anticipating.\u003c/p>\n\u003cp>\"No district is 100% ready for this, but fortunately we are ahead of the game, we were preparing,\" said Demetrio Gonzalez, president of the United Teachers of Richmond, the teachers union.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On Friday, students took home Chromebook laptops, while staff took part in a video training on how to manage attendance and assignments through digital platforms, said Gonzalez.\u003c/p>\n\u003cp>\"It's difficult, but we know we can get through it,\" he said. \"And most important, our students are still going to be served and our teachers still supported during this time.\"\u003c/p>\n\u003cp>Initially district officials and union leaders agreed teachers would adopt a modified teaching schedule, providing a 50-minute lesson plan to students, making assignments, and verifying that students had completed those assignments, said Gonzalez.\u003c/p>\n\u003cp>But that plan changed by Friday evening: The district now encourages families and staff to engage with students in remote learning, \u003ca href=\"https://sites.google.com/wccusd.net/wcc-elearning/teachers/elementary?authuser=0\">uploading a structured plan\u003c/a> for teachers to use, but calls the effort voluntary.\u003c/p>\n\u003cp>Superintendent Matthew Duffy posted a message over the weekend, saying, \"Because we cannot ensure access to every student in our district, we will not mandate the distance learning as a required instructional program for the next two weeks.\"\u003c/p>\n\u003cp>Gov. Gavin Newsom on Friday told schools they would not lose state funding when they close, and he directed schools to use the funds for \"distance learning and high quality educational opportunities,\" along with providing meals and arranging supervision for children during school hours.\u003c/p>\n\u003cp>Jennifer Walden, an English teacher at Pinole Valley High School, said she sent her students home Friday with a book about inventions called \"How We Got to Now\" by Steven Johnson. She plans to send her students questions and assign reading logs next week.\u003c/p>\n\u003cp>\"A lot of reading assignments in English are writing and submitted online anyway,\" Walden said. \"But I don’t know what the science teachers are going to do.”\u003c/p>\n\u003cp>Walden said the big question is whether teachers will try and teach in real time on platforms like Google Meet, which she said Pinole Valley High's Spanish teachers were experimenting with.\u003c/p>\n\u003cp>Other school districts, like Burlingame School District, have been planning for closure by identifying special education students who may need special assistance, developing translated messages for families of English learners and considering ways to support parents of younger children with child care options.\u003c/p>\n\u003cp>Math educators at San Francisco Unified School District are \u003ca href=\"http://www.sfusdmath.org/\">sharing\u003c/a> elementary school lessons they've created for use during the school closures.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For the lower grades in Gonzalez's district, teachers prepared paper packets to send home Friday, something Gonzalez said was too difficult to scale for the higher grade levels.\u003c/p>\n\u003cp>Gonzalez said the lack of testing for the coronavirus, an issue that has caused concern across the country, pushed teachers to call for the closures.\u003c/p>\n\u003cp>\"Even people we knew were potentially exposed couldn't get tested,\" he said. \"We knew teachers were being exposed and could spread it.\"\u003c/p>\n\u003cp>A concern for all districts that are closing is how to continue providing free breakfasts and lunches for the students who rely on school meals: In West Contra Costa, lunches can be picked up at nine different school sites everyday between 11 am and 1 pm. Many other districts across the Bay Area are setting up similar meal pick-up plans for families with children under 18.\u003c/p>\n\u003cp>In San Francisco Unified, the district has put together emergency childcare options for parents who are \"on the front lines of the COVID-19 outbreak and low-income families.\" Those sites will be run by the city's Recreation and Parks Department and the San Francisco Public Library.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This story was updated to include information made available after the time of publication. West Contra Costa Unified Schools said they were no longer requiring that teachers teach remotely, but were encouraging it when possible.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Coronavirus 'Chaos' as SF State Urges Students to Vacate Dorms",
"title": "Coronavirus 'Chaos' as SF State Urges Students to Vacate Dorms",
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"content": "\u003cp>San Francisco State University began urging the nearly 4,000 students who live in the school’s residence halls to pack up and head home Tuesday as part of efforts to halt the spread of the coronavirus.\u003c/p>\n\u003cp>There has not yet been a confirmed case of the virus in that school community, but tight quarters and shared bathrooms can make dorms an easy place to get sick. With public health officials pushing social distancing, SFSU President Lynn Mahoney said she hoped suspending in-person classes and emptying out dorms could help curb broader transmission.\u003c/p>\n\u003cp>“If we can get 24,000 students to reduce their social contact, we should be able to help with mitigation,\" Mahoney said.\u003c/p>\n\u003cp>She also faced pressure from nervous parents. “I was getting emails all weekend long from parents asking me why I was not releasing their babies to them,” Mahoney said. “There's so much anxiety.”\u003c/p>\n\u003cp>Colleges and universities across the Bay Area have canceled school events, suspended in-person classes and many are asking students to move out of on-campus housing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But some San Francisco State students said their school’s handling of the situation has only added to the tension.\u003c/p>\n\u003cp>\"It's chaos,\" said freshman Jonathan Moreci, who lives in the dorms. “The first email that they sent was really confusing and sent a lot of the kids into a panic mode.”\u003c/p>\n\u003cp>A message sent Tuesday by the school’s housing directors read in part, “Given the suspension of face-to-face courses, it is our expectation residents will make every effort and use resources to return home. Residents should await additional guidance from the University on returning to campus.”\u003c/p>\n\u003cp>School leaders said they were trying to convey a sense of urgency, but the message left young people from around the country and the world scrambling to make arrangements.\u003c/p>\n\u003cp>“Everyone was like, where are we supposed to go?” said first-year dorm resident Heidy Rodriguez, who said she missed two days of work trying to put in place plans to get home to Los Angeles.\u003c/p>\n\u003cp>Another student from Texas, freshman Ashley Steele, said she’d made rushed plans to stay with her sister, who studies at San Diego State University, while Robert Lammers found friends willing to drive him home to Fresno.\u003c/p>\n\u003cp>University officials soon realized the tone of their initial message had spurred a sense of panic among students, and by Wednesday they issued a more tempered email, assuring students dorms would remain open and that those who needed to stay, could.\u003c/p>\n\u003cp>“We missed the mark in providing enough clarity and from the reactions we have received are aware of the confusion from our message,” officials wrote. “We apologize if this caused any undue stress or anxiety.”\u003c/p>\n\u003cp>But several students said they’d already purchased plane, train and bus tickets, or otherwise put in place plans to leave.\u003c/p>\n\u003cp>“Everyone is kind of freaking out,” said freshman Natalie Martel, who’s heading home to the San Diego area. “We don't really know what's going on. One day we just found out that we have a three-week break.”\u003c/p>\n\u003cp>With so many students leaving, Martel doesn’t want to stay, but she’s not happy about boarding an airplane either. “It’s a big deal to go home,” she said. “I’m pretty scared.”\u003c/p>\n\u003cfigure id=\"attachment_11806458\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11806458\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-800x533.jpg\" alt=\"San Francisco State University freshman students Alexa Nunez (left) and Abbey Gassaway walk with their belongings to turn in their room keys on Wednesday, Mar. 11, 2020. The university advised students to move out of their dorms and return home to help curb the spread of coronavirus.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State University freshman students Alexa Nunez (left) and Abbey Gassaway walk with their belongings to turn in their room keys on March 11, 2020. The university advised students to move out of their dorms and return home to help curb the spread of the coronavirus. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, for students like Cesar Martinez Gomez, going home to Santa Rosa isn’t an option. “This is my home,” he said, explaining that his mother lives in Mexico and he isn’t in contact with his father.\u003c/p>\n\u003cp>As students around the country confront pressure to leave campus, student advocacy organizations have created a \u003ca href=\"https://www.studentrelieffund.org/\" target=\"_blank\" rel=\"noopener noreferrer\">student relief fund \u003c/a>to provide emergency aid, while experts on student housing and food insecurity have \u003ca href=\"https://hope4college.com/supporting-students-during-covid19/\" target=\"_blank\" rel=\"noopener noreferrer\">compiled resources\u003c/a> to help schools support students through this period.\u003c/p>\n\u003cp>Plus, there’s the money. “I already paid everything in advance,” Gomez said. “So I'm not just gonna leave because they're telling me to leave.”\u003c/p>\n\u003cp>Other students say they hope to be reimbursed for any time they spend out of the dorms. Some began planning a protest, but it fizzled out amid the confusion and mass exodus.\u003c/p>\n\u003cp>Administrators say they expect many international students, students in emergency housing, former foster youth and those who work in the city to stay in place. President Mahoney said up to 900 students have indicated they’ll be sticking around.\u003c/p>\n\u003cp>[aside tag=\"coronavirus\" label=\"more coronavirus coverage\"]\u003c/p>\n\u003cp>San Francisco State has \u003ca href=\"https://news.sfsu.edu/coronavirus#advisories\" target=\"_blank\" rel=\"noopener noreferrer\">suspended in-person classes\u003c/a> through April 5, and university leaders said they’ll be monitoring the situation and will update students before then.\u003c/p>\n\u003cp>“We're trying not to go too far out ahead because we're hopeful that maybe all of these efforts will end this faster,” Mahoney said. \"But if it doesn't, it has to go longer, we're going to have lots of conversations about lots of things.”\u003c/p>\n\u003cp>She said if public health officials indicate that transmission rates are increasing or if a confirmed case is found among students or staff, administrators could ask students to stay away from campus longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for things returning to normal, Mahoney said she’ll be relying on the experts. “Right now, the departments of public health are our lifelines,” she said.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>San Francisco State University began urging the nearly 4,000 students who live in the school’s residence halls to pack up and head home Tuesday as part of efforts to halt the spread of the coronavirus.\u003c/p>\n\u003cp>There has not yet been a confirmed case of the virus in that school community, but tight quarters and shared bathrooms can make dorms an easy place to get sick. With public health officials pushing social distancing, SFSU President Lynn Mahoney said she hoped suspending in-person classes and emptying out dorms could help curb broader transmission.\u003c/p>\n\u003cp>“If we can get 24,000 students to reduce their social contact, we should be able to help with mitigation,\" Mahoney said.\u003c/p>\n\u003cp>She also faced pressure from nervous parents. “I was getting emails all weekend long from parents asking me why I was not releasing their babies to them,” Mahoney said. “There's so much anxiety.”\u003c/p>\n\u003cp>Colleges and universities across the Bay Area have canceled school events, suspended in-person classes and many are asking students to move out of on-campus housing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But some San Francisco State students said their school’s handling of the situation has only added to the tension.\u003c/p>\n\u003cp>\"It's chaos,\" said freshman Jonathan Moreci, who lives in the dorms. “The first email that they sent was really confusing and sent a lot of the kids into a panic mode.”\u003c/p>\n\u003cp>A message sent Tuesday by the school’s housing directors read in part, “Given the suspension of face-to-face courses, it is our expectation residents will make every effort and use resources to return home. Residents should await additional guidance from the University on returning to campus.”\u003c/p>\n\u003cp>School leaders said they were trying to convey a sense of urgency, but the message left young people from around the country and the world scrambling to make arrangements.\u003c/p>\n\u003cp>“Everyone was like, where are we supposed to go?” said first-year dorm resident Heidy Rodriguez, who said she missed two days of work trying to put in place plans to get home to Los Angeles.\u003c/p>\n\u003cp>Another student from Texas, freshman Ashley Steele, said she’d made rushed plans to stay with her sister, who studies at San Diego State University, while Robert Lammers found friends willing to drive him home to Fresno.\u003c/p>\n\u003cp>University officials soon realized the tone of their initial message had spurred a sense of panic among students, and by Wednesday they issued a more tempered email, assuring students dorms would remain open and that those who needed to stay, could.\u003c/p>\n\u003cp>“We missed the mark in providing enough clarity and from the reactions we have received are aware of the confusion from our message,” officials wrote. “We apologize if this caused any undue stress or anxiety.”\u003c/p>\n\u003cp>But several students said they’d already purchased plane, train and bus tickets, or otherwise put in place plans to leave.\u003c/p>\n\u003cp>“Everyone is kind of freaking out,” said freshman Natalie Martel, who’s heading home to the San Diego area. “We don't really know what's going on. One day we just found out that we have a three-week break.”\u003c/p>\n\u003cp>With so many students leaving, Martel doesn’t want to stay, but she’s not happy about boarding an airplane either. “It’s a big deal to go home,” she said. “I’m pretty scared.”\u003c/p>\n\u003cfigure id=\"attachment_11806458\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11806458\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-800x533.jpg\" alt=\"San Francisco State University freshman students Alexa Nunez (left) and Abbey Gassaway walk with their belongings to turn in their room keys on Wednesday, Mar. 11, 2020. The university advised students to move out of their dorms and return home to help curb the spread of coronavirus.\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41977_009_KQED_SanFrancisco_SFSU_03112020_-qut.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">San Francisco State University freshman students Alexa Nunez (left) and Abbey Gassaway walk with their belongings to turn in their room keys on March 11, 2020. The university advised students to move out of their dorms and return home to help curb the spread of the coronavirus. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Still, for students like Cesar Martinez Gomez, going home to Santa Rosa isn’t an option. “This is my home,” he said, explaining that his mother lives in Mexico and he isn’t in contact with his father.\u003c/p>\n\u003cp>As students around the country confront pressure to leave campus, student advocacy organizations have created a \u003ca href=\"https://www.studentrelieffund.org/\" target=\"_blank\" rel=\"noopener noreferrer\">student relief fund \u003c/a>to provide emergency aid, while experts on student housing and food insecurity have \u003ca href=\"https://hope4college.com/supporting-students-during-covid19/\" target=\"_blank\" rel=\"noopener noreferrer\">compiled resources\u003c/a> to help schools support students through this period.\u003c/p>\n\u003cp>Plus, there’s the money. “I already paid everything in advance,” Gomez said. “So I'm not just gonna leave because they're telling me to leave.”\u003c/p>\n\u003cp>Other students say they hope to be reimbursed for any time they spend out of the dorms. Some began planning a protest, but it fizzled out amid the confusion and mass exodus.\u003c/p>\n\u003cp>Administrators say they expect many international students, students in emergency housing, former foster youth and those who work in the city to stay in place. President Mahoney said up to 900 students have indicated they’ll be sticking around.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>San Francisco State has \u003ca href=\"https://news.sfsu.edu/coronavirus#advisories\" target=\"_blank\" rel=\"noopener noreferrer\">suspended in-person classes\u003c/a> through April 5, and university leaders said they’ll be monitoring the situation and will update students before then.\u003c/p>\n\u003cp>“We're trying not to go too far out ahead because we're hopeful that maybe all of these efforts will end this faster,” Mahoney said. \"But if it doesn't, it has to go longer, we're going to have lots of conversations about lots of things.”\u003c/p>\n\u003cp>She said if public health officials indicate that transmission rates are increasing or if a confirmed case is found among students or staff, administrators could ask students to stay away from campus longer.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for things returning to normal, Mahoney said she’ll be relying on the experts. “Right now, the departments of public health are our lifelines,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"headTitle": "How One School District Is Feeding Its Students During Coronavirus Closures | KQED",
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"content": "\u003cp>As the spread of coronavirus triggers school shutdowns across the state, local officials are worried that students will not receive meals they depend on when they are in school.\u003c/p>\n\u003cp>[aside label=\"More Coverage\" tag=\"coronavirus\"]\u003c/p>\n\u003cp>This week, the California Department of Education received a special waiver to continue federal and state-funded food service programs that provide meals to children throughout the closures. The programs are for students 18 and younger in communities where 50% or more of them qualify for free and reduced-price meals.\u003c/p>\n\u003cp>The waivers give schools the flexibility of serving the food without requiring that students consume it on campus.\u003c/p>\n\u003cp>“When a school or district closes, our first concern is the safety and care of our students,” said Tony Thurmond, state superintendent of public instruction. “Our Nutrition Services Division was proactive in reaching out to the USDA to request the necessary approval in anticipation of local educational agencies potentially having to close due to the coronavirus. That advanced planning, combined with the rapid response from the USDA, will allow districts to continue to provide their most vulnerable students with nutritious meals in the event of a closure.”\u003c/p>\n\u003cp>With the waiver, the Elk Grove Unified School District, just south of the City of Sacramento, but with some schools located inside the city border also, created drive-thru zones outside 13 schools so that families can pick up food for their children.\u003c/p>\n\u003cp>For breakfast, workers handed out yogurt, a grain item and fresh fruits, all to comply with federal school nutrition regulations. Lunch consisted of mini-pizzas and vegetables.\u003c/p>\n\u003cfigure id=\"attachment_11806264\" class=\"wp-caption alignleft\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11806264\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2.jpg\" alt=\"\" width=\"960\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-354x472.jpg 354w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Families drive by Herman Leimbach Elementary in Elk Grove Unified to pick up meals while school is closed due to coronavirus concerns. \u003ccite>(Courtesy of Elk Grove Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“So it’s like a little pizza crust, some shredded cheese marinara sauce so they can kind of build their own little pizzas,” said Michelle Drake, head of the district’s food service operations. “It also then has kohlrabi, sticks, baby carrots, oranges. So there’s still going to be fresh fruits and vegetables in every one of these.”\u003c/p>\n\u003cp>Drake said her team served 528 students on Wednesday. They expect to serve well over 1,300 students daily as word gets out. Drake said she’s never handled a drive-thru meal operation, but her background in running restaurants helps.\u003c/p>\n\u003cp>Drake, who has been at her job for 10 years, said the district’s centralized kitchen is currently serving a critical role in preparing the food. The kitchen streamlines and standardizes how food is prepared and cooked for district schools.\u003c/p>\n\u003cp>“We have what we call packaging lines,” Drake said. “And so I can pull all the items together, put them all into one container, wrap that through the machine. Then we take those, put them in racks, and we drive them out to school sites. Then the schools just take that whole container and they just hand it to the family.”\u003c/p>\n\u003cp>But Drake said there is some worry on how the kitchen will maintain staffing if the closures continue and workers or their families get sick and need to stay home.\u003c/p>\n\u003cp>Drake said she has two workers at each of the 13 school sites, a team of 50 people making the meals and six drivers delivering the food to schools.\u003c/p>\n\u003cp>Children need to be present in order for families to receive the food. Meals are served 11 a.m. through 1 p.m. Tuesday through Friday at participating schools.\u003c/p>\n\u003cp>Schools offering meals in \u003ca href=\"http://www.egusd.net/wp-content/uploads/2020/03/EGUSD-Drive-Thru-Meal-Service.pdf\">Elk Grove include\u003c/a>:\u003c/p>\n\u003cp>Florin Elementary School, Isabelle Jackson Elementary School, Samuel Kennedy Elementary School, Anna Kirchgater Elementary School, Herman Leimbach Elementary School, Charles Mack Elementary School, Barbara Comstock Morse Elementary School, Prairie Elementary School, David Reese Elementary School, Sierra Enterprise Elementary School, Union House Elementary School, Florin High School and Valley High School.\u003c/p>\n\u003cp>James Rutter Middle School students can pick up meals at David Reese Elementary School, Samuel Jackman Middle School students can pick up meals at Prairie Elementary School and John Reith Elementary School students can pick up meals at Valley High School.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This week, the California Department of Education received a special waiver to continue federal and state-funded food service programs that provide meals to children throughout the closures. The programs are for students 18 and younger in communities where 50% or more of them qualify for free and reduced-price meals.\u003c/p>\n\u003cp>The waivers give schools the flexibility of serving the food without requiring that students consume it on campus.\u003c/p>\n\u003cp>“When a school or district closes, our first concern is the safety and care of our students,” said Tony Thurmond, state superintendent of public instruction. “Our Nutrition Services Division was proactive in reaching out to the USDA to request the necessary approval in anticipation of local educational agencies potentially having to close due to the coronavirus. That advanced planning, combined with the rapid response from the USDA, will allow districts to continue to provide their most vulnerable students with nutritious meals in the event of a closure.”\u003c/p>\n\u003cp>With the waiver, the Elk Grove Unified School District, just south of the City of Sacramento, but with some schools located inside the city border also, created drive-thru zones outside 13 schools so that families can pick up food for their children.\u003c/p>\n\u003cp>For breakfast, workers handed out yogurt, a grain item and fresh fruits, all to comply with federal school nutrition regulations. Lunch consisted of mini-pizzas and vegetables.\u003c/p>\n\u003cfigure id=\"attachment_11806264\" class=\"wp-caption alignleft\" style=\"max-width: 960px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11806264\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2.jpg\" alt=\"\" width=\"960\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2.jpg 960w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Leimbach-Drive-thru-meals-3.2020-2-354x472.jpg 354w\" sizes=\"(max-width: 960px) 100vw, 960px\">\u003cfigcaption class=\"wp-caption-text\">Families drive by Herman Leimbach Elementary in Elk Grove Unified to pick up meals while school is closed due to coronavirus concerns. \u003ccite>(Courtesy of Elk Grove Unified School District)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“So it’s like a little pizza crust, some shredded cheese marinara sauce so they can kind of build their own little pizzas,” said Michelle Drake, head of the district’s food service operations. “It also then has kohlrabi, sticks, baby carrots, oranges. So there’s still going to be fresh fruits and vegetables in every one of these.”\u003c/p>\n\u003cp>Drake said her team served 528 students on Wednesday. They expect to serve well over 1,300 students daily as word gets out. Drake said she’s never handled a drive-thru meal operation, but her background in running restaurants helps.\u003c/p>\n\u003cp>Drake, who has been at her job for 10 years, said the district’s centralized kitchen is currently serving a critical role in preparing the food. The kitchen streamlines and standardizes how food is prepared and cooked for district schools.\u003c/p>\n\u003cp>“We have what we call packaging lines,” Drake said. “And so I can pull all the items together, put them all into one container, wrap that through the machine. Then we take those, put them in racks, and we drive them out to school sites. Then the schools just take that whole container and they just hand it to the family.”\u003c/p>\n\u003cp>But Drake said there is some worry on how the kitchen will maintain staffing if the closures continue and workers or their families get sick and need to stay home.\u003c/p>\n\u003cp>Drake said she has two workers at each of the 13 school sites, a team of 50 people making the meals and six drivers delivering the food to schools.\u003c/p>\n\u003cp>Children need to be present in order for families to receive the food. Meals are served 11 a.m. through 1 p.m. Tuesday through Friday at participating schools.\u003c/p>\n\u003cp>Schools offering meals in \u003ca href=\"http://www.egusd.net/wp-content/uploads/2020/03/EGUSD-Drive-Thru-Meal-Service.pdf\">Elk Grove include\u003c/a>:\u003c/p>\n\u003cp>Florin Elementary School, Isabelle Jackson Elementary School, Samuel Kennedy Elementary School, Anna Kirchgater Elementary School, Herman Leimbach Elementary School, Charles Mack Elementary School, Barbara Comstock Morse Elementary School, Prairie Elementary School, David Reese Elementary School, Sierra Enterprise Elementary School, Union House Elementary School, Florin High School and Valley High School.\u003c/p>\n\u003cp>James Rutter Middle School students can pick up meals at David Reese Elementary School, Samuel Jackman Middle School students can pick up meals at Prairie Elementary School and John Reith Elementary School students can pick up meals at Valley High School.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Statewide school bond measures have an excellent track record of passing in California. But, while there are \u003ca href=\"https://electionresults.sos.ca.gov/unprocessed-ballots-status\">still millions of ballots\u003c/a> left to count, \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">it seems more than likely that voters have rejected\u003c/a> Proposition 13, \u003ca href=\"http://quickguidetoprops.sos.ca.gov/propositions/2020-03-03/13\">the $15 billion school bond\u003c/a> on last week’s March primary ballot.\u003c/p>\n\u003cp>The surprise defeat of the measure, which had the backing of labor groups and Gov. Gavin Newsom, has some of its supporters wondering if voters confused it with another Proposition 13, the famous — or infamous, depending on where you stand — \u003ca href=\"https://en.wikipedia.org/wiki/1978_California_Proposition_13\">property tax cutting\u003c/a> measure from 1978.\u003c/p>\n\u003cp>[aside postID=news_11804205,forum_2010101875836 label=\"Related Coverage\"]That statewide measure, which limits property tax increases to 2% a year, has been a political lightning rod for the more than four decades since it took effect, continuing to pit its supporters against those who blame it for leaching funding from California’s schools and spurring sky-high real estate prices.\u003c/p>\n\u003cp>Proposition 13 is so ingrained in voters’ minds that Assemblyman Patrick O’Donnell, D-Long Beach, believes it’s time to retire the number from ballot titles altogether, much in the way that sports teams retire the jersey numbers of all-star players.\u003c/p>\n\u003cp>In California, the numbering of propositions restarts every 10 years. Under O’Donnell’s proposed legislation — \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB2088\">AB 2088\u003c/a> — the number 13 would be skipped over in that cycle.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>O’Donnell believes the number doomed the proposed school bond, which he helped get on the ballot.\u003c/p>\n\u003cp>“Historically, California voters have supported statewide school bonds,” he said. “I’m very confident we [were] on our way to victory until it was entitled Proposition 13.”\u003c/p>\n\u003cp>It’s too early to know exactly why voters appear to have rejected the bond. Anti-tax sentiment, an avalanche of news about the presidential primary and the coronavirus may have played some role in its defeat. But regardless, O’Donnell said, the number 13 is just too loaded and has got to go.\u003c/p>\n\u003cp>“And quite frankly, I think all legislators, should they value democracy, would wish to see that there be no more voter confusion on any ballot measure,” O’Donnell said. “And the fact of the matter is that Proposition 13 this year did create a lot of confusion for voters and we should act to clear that up.”\u003c/p>\n\u003cp>O’Donnell’s effort has the support of those who want to keep taxpayer spending to a minimum. Jon Coupal, president of the \u003ca href=\"https://www.hjta.org/\">Howard Jarvis Taxpayers Association\u003c/a>, whose founder fought for the original Proposition 13, said his group has made repeated efforts to retire the number.\u003c/p>\n\u003cp>“Proposition 13 is the most iconic initiative, not only in California, but nationwide,” he said. “And so when people hear Prop. 13, they have very specific concepts of what that is. And so anytime it pops up on the ballot again, it is bound to cause confusion.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Adding to the confusion, voters might get to weigh in on the original Proposition 13 this fall if a proposed ballot measure to reform the measure qualifies for the November election.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Statewide school bond measures have an excellent track record of passing in California. But, while there are \u003ca href=\"https://electionresults.sos.ca.gov/unprocessed-ballots-status\">still millions of ballots\u003c/a> left to count, \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">it seems more than likely that voters have rejected\u003c/a> Proposition 13, \u003ca href=\"http://quickguidetoprops.sos.ca.gov/propositions/2020-03-03/13\">the $15 billion school bond\u003c/a> on last week’s March primary ballot.\u003c/p>\n\u003cp>The surprise defeat of the measure, which had the backing of labor groups and Gov. Gavin Newsom, has some of its supporters wondering if voters confused it with another Proposition 13, the famous — or infamous, depending on where you stand — \u003ca href=\"https://en.wikipedia.org/wiki/1978_California_Proposition_13\">property tax cutting\u003c/a> measure from 1978.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>That statewide measure, which limits property tax increases to 2% a year, has been a political lightning rod for the more than four decades since it took effect, continuing to pit its supporters against those who blame it for leaching funding from California’s schools and spurring sky-high real estate prices.\u003c/p>\n\u003cp>Proposition 13 is so ingrained in voters’ minds that Assemblyman Patrick O’Donnell, D-Long Beach, believes it’s time to retire the number from ballot titles altogether, much in the way that sports teams retire the jersey numbers of all-star players.\u003c/p>\n\u003cp>In California, the numbering of propositions restarts every 10 years. Under O’Donnell’s proposed legislation — \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=201920200AB2088\">AB 2088\u003c/a> — the number 13 would be skipped over in that cycle.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>O’Donnell believes the number doomed the proposed school bond, which he helped get on the ballot.\u003c/p>\n\u003cp>“Historically, California voters have supported statewide school bonds,” he said. “I’m very confident we [were] on our way to victory until it was entitled Proposition 13.”\u003c/p>\n\u003cp>It’s too early to know exactly why voters appear to have rejected the bond. Anti-tax sentiment, an avalanche of news about the presidential primary and the coronavirus may have played some role in its defeat. But regardless, O’Donnell said, the number 13 is just too loaded and has got to go.\u003c/p>\n\u003cp>“And quite frankly, I think all legislators, should they value democracy, would wish to see that there be no more voter confusion on any ballot measure,” O’Donnell said. “And the fact of the matter is that Proposition 13 this year did create a lot of confusion for voters and we should act to clear that up.”\u003c/p>\n\u003cp>O’Donnell’s effort has the support of those who want to keep taxpayer spending to a minimum. Jon Coupal, president of the \u003ca href=\"https://www.hjta.org/\">Howard Jarvis Taxpayers Association\u003c/a>, whose founder fought for the original Proposition 13, said his group has made repeated efforts to retire the number.\u003c/p>\n\u003cp>“Proposition 13 is the most iconic initiative, not only in California, but nationwide,” he said. “And so when people hear Prop. 13, they have very specific concepts of what that is. And so anytime it pops up on the ballot again, it is bound to cause confusion.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Adding to the confusion, voters might get to weigh in on the original Proposition 13 this fall if a proposed ballot measure to reform the measure qualifies for the November election.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Some Bay Area Schools Close in Preparation for Coronavirus",
"title": "Some Bay Area Schools Close in Preparation for Coronavirus",
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"content": "\u003cp>As the coronavirus bears down on Northern California, schools have begun closing, while districts are still scrambling to prepare. After the Centers for Disease Control and Prevention \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/specific-groups/guidance-for-schools.html\" target=\"_blank\" rel=\"noopener noreferrer\">urged education officials\u003c/a> to plan for extended closures, local school leaders working to lay the groundwork for remote learning are bumping up against complex logistics and equity issues.\u003c/p>\n\u003cp>In San Francisco, Lowell High School has closed and canceled school events after a student’s relative tested positive for the virus. The campus will stay closed until further notice. In Oakland, Aspire Monarch Academy, a charter school, closed through the end of the week to “assess the risk presented by a staff member with potential, but not confirmed, exposure to the coronavirus,” according to the Oakland Unified School District.\u003c/p>\n\u003cp>While children seem to be at low risk of getting seriously ill themselves, they could spread the virus to others.\u003c/p>\n\u003cp>According to the Alameda County Public Health Department, a single presumptive positive case of the virus among students or staff could trigger a recommendation to close for up to 14 days. The department released a \u003ca href=\"https://docs.google.com/viewer?url=http%3A%2F%2Fwww.acphd.org%2Fmedia%2F558172%2Facphd-covid-19-childcare-k-12-school-guidance-20200306.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">guidance document\u003c/a> for schools Friday.\u003c/p>\n\u003cp>“Expect that this is going to happen,” said Alameda County Office of Education spokesperson Michelle Smith-McDonald. “Don't know who, don't know where, but expect that we're going to have confirmations as we begin to test more people.”\u003c/p>\n\u003cp>The California Department of Education issued \u003ca href=\"https://www.cde.ca.gov/nr/el/le/yr20ltr0305.asp\" target=\"_blank\" rel=\"noopener noreferrer\">updated guidance\u003c/a> Thursday emphasizing that decisions to close schools are made at the local level and CDE will not be providing directives.\u003c/p>\n\u003cp>\"In the case of COVID-19,\" the letter reads, \"the decision to close a school would either come from the school and/or district, or ideally from their local county public health officials.\"\u003c/p>\n\u003cp>In Alameda County, public health officials say they'll be working in partnership with schools on these decisions, but they stress that school and district leaders hold ultimate responsibility for closures.\u003c/p>\n\u003cp>\"If a significant COVID-19 exposure occurs on a school site, [Alameda County Public Health Department] will work closely with school and school district administration to evaluate risk and determine steps to protect students, staff, and families by preventing the spread of disease,\" a department spokesperson said in a statement.\u003c/p>\n\u003cp>In addition to determining when to close, schools must also consider alternative educational plans and it's proving no small task. Berkeley Unified School District officials held a shutdown contingency meeting late this week and there were more questions than answers.\u003c/p>\n\u003cp>“Like many districts in California and probably around the country, we currently have no process in place to accommodate distance learning at this kind of a scale,” said district spokeswoman Trish McDermott. “There are a lot of challenges.”\u003c/p>\n\u003cp>Not all students have internet access she says, pointing out the district serves students who are homeless or whose families can’t afford home internet.\u003c/p>\n\u003cp>Like other districts, Berkeley has assembled a team of administrators to develop contingency plans and assess distance learning options.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.pivotlearning.org/2020/03/a-school-playbook-for-responding-to-coronavirus/\" target=\"_blank\" rel=\"noopener noreferrer\">education organizations \u003c/a>have stepped in to offer advice, and districts are looking to one another for help. “Everyone is sharing their best practices and their ideas,” McDermott said. “We're all facing similar challenges, and the situation is just moving very quickly.”\u003c/p>\n\u003cp>In Sonoma County, where fires and floods have forced emergency closures in the past few years, schools may have a leg up.\u003c/p>\n\u003cp>At The Healdsburg School in Sonoma County, which briefly closed earlier this week out of concerns over the virus, teachers had begun collaborating on academic continuation plans a week earlier. On the day of the closure, teachers conveyed lesson plans to parents, or in the case of middle school students, directly to students via Google Classroom.\u003c/p>\n\u003cp>One kindergarten teacher recorded a video of herself reading a story and uploaded it to YouTube for parents to show to her students at home. At the middle school level, teachers and students turned to Google Classroom to continue instruction, as well as lessons from Khan Academy.\u003c/p>\n\u003cp>Carrie Smith, associate head of school at The Healdsburg School, says she’s gotten positive feedback from families about the approach. “They appreciate our clear communication and quick actions and the access to the curriculum so students can still continue with their learning at home.”\u003c/p>\n\u003cp>[aside tag=\"coronavirus\" label=\"More Related Stories\"]\u003c/p>\n\u003cp>Shifting to distance learning at a small private school where internet access is a given for families and online tools are familiar for students is one thing. However, large urban districts have a different challenge on their hands.\u003c/p>\n\u003cp>In Berkeley, district leaders are considering providing families with a “menu of resources” including links to local library resources, Khan Academy courses or resources that could be accessed from home, though they acknowledge this only helps students with computers and access to the internet.\u003c/p>\n\u003cp>In an effort to address concerns about equity, Sonoma County Office of Education spokesperson Jamie Hansen said school leaders there had been asked to inventory tech capabilities, “including the ability to provide laptops and Wi-Fi to students.”\u003c/p>\n\u003cp>Hansen said they are also waiting to hear from the California Department of Education about whether schools would be granted attendance credit for remote learning days. Schools depend on attendance numbers to receive state funding.\u003c/p>\n\u003cp>Beyond questions about learning and funding, keeping kids home has other implications that make closure a difficult call. For one, many students rely on school nutrition programs. “How would we keep that process in place if we were to close schools?” said Berkeley Unified’s McDermott. \"It's not a decision that would be easily made. It's certainly not something anyone wants to do.”\u003c/p>\n\u003cp>\u003cem>KQED's Julia McEvoy contributed to this story.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>As the coronavirus bears down on Northern California, schools have begun closing, while districts are still scrambling to prepare. After the Centers for Disease Control and Prevention \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/specific-groups/guidance-for-schools.html\" target=\"_blank\" rel=\"noopener noreferrer\">urged education officials\u003c/a> to plan for extended closures, local school leaders working to lay the groundwork for remote learning are bumping up against complex logistics and equity issues.\u003c/p>\n\u003cp>In San Francisco, Lowell High School has closed and canceled school events after a student’s relative tested positive for the virus. The campus will stay closed until further notice. In Oakland, Aspire Monarch Academy, a charter school, closed through the end of the week to “assess the risk presented by a staff member with potential, but not confirmed, exposure to the coronavirus,” according to the Oakland Unified School District.\u003c/p>\n\u003cp>While children seem to be at low risk of getting seriously ill themselves, they could spread the virus to others.\u003c/p>\n\u003cp>According to the Alameda County Public Health Department, a single presumptive positive case of the virus among students or staff could trigger a recommendation to close for up to 14 days. The department released a \u003ca href=\"https://docs.google.com/viewer?url=http%3A%2F%2Fwww.acphd.org%2Fmedia%2F558172%2Facphd-covid-19-childcare-k-12-school-guidance-20200306.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">guidance document\u003c/a> for schools Friday.\u003c/p>\n\u003cp>“Expect that this is going to happen,” said Alameda County Office of Education spokesperson Michelle Smith-McDonald. “Don't know who, don't know where, but expect that we're going to have confirmations as we begin to test more people.”\u003c/p>\n\u003cp>The California Department of Education issued \u003ca href=\"https://www.cde.ca.gov/nr/el/le/yr20ltr0305.asp\" target=\"_blank\" rel=\"noopener noreferrer\">updated guidance\u003c/a> Thursday emphasizing that decisions to close schools are made at the local level and CDE will not be providing directives.\u003c/p>\n\u003cp>\"In the case of COVID-19,\" the letter reads, \"the decision to close a school would either come from the school and/or district, or ideally from their local county public health officials.\"\u003c/p>\n\u003cp>In Alameda County, public health officials say they'll be working in partnership with schools on these decisions, but they stress that school and district leaders hold ultimate responsibility for closures.\u003c/p>\n\u003cp>\"If a significant COVID-19 exposure occurs on a school site, [Alameda County Public Health Department] will work closely with school and school district administration to evaluate risk and determine steps to protect students, staff, and families by preventing the spread of disease,\" a department spokesperson said in a statement.\u003c/p>\n\u003cp>In addition to determining when to close, schools must also consider alternative educational plans and it's proving no small task. Berkeley Unified School District officials held a shutdown contingency meeting late this week and there were more questions than answers.\u003c/p>\n\u003cp>“Like many districts in California and probably around the country, we currently have no process in place to accommodate distance learning at this kind of a scale,” said district spokeswoman Trish McDermott. “There are a lot of challenges.”\u003c/p>\n\u003cp>Not all students have internet access she says, pointing out the district serves students who are homeless or whose families can’t afford home internet.\u003c/p>\n\u003cp>Like other districts, Berkeley has assembled a team of administrators to develop contingency plans and assess distance learning options.\u003c/p>\n\u003cp>Some \u003ca href=\"https://www.pivotlearning.org/2020/03/a-school-playbook-for-responding-to-coronavirus/\" target=\"_blank\" rel=\"noopener noreferrer\">education organizations \u003c/a>have stepped in to offer advice, and districts are looking to one another for help. “Everyone is sharing their best practices and their ideas,” McDermott said. “We're all facing similar challenges, and the situation is just moving very quickly.”\u003c/p>\n\u003cp>In Sonoma County, where fires and floods have forced emergency closures in the past few years, schools may have a leg up.\u003c/p>\n\u003cp>At The Healdsburg School in Sonoma County, which briefly closed earlier this week out of concerns over the virus, teachers had begun collaborating on academic continuation plans a week earlier. On the day of the closure, teachers conveyed lesson plans to parents, or in the case of middle school students, directly to students via Google Classroom.\u003c/p>\n\u003cp>One kindergarten teacher recorded a video of herself reading a story and uploaded it to YouTube for parents to show to her students at home. At the middle school level, teachers and students turned to Google Classroom to continue instruction, as well as lessons from Khan Academy.\u003c/p>\n\u003cp>Carrie Smith, associate head of school at The Healdsburg School, says she’s gotten positive feedback from families about the approach. “They appreciate our clear communication and quick actions and the access to the curriculum so students can still continue with their learning at home.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Shifting to distance learning at a small private school where internet access is a given for families and online tools are familiar for students is one thing. However, large urban districts have a different challenge on their hands.\u003c/p>\n\u003cp>In Berkeley, district leaders are considering providing families with a “menu of resources” including links to local library resources, Khan Academy courses or resources that could be accessed from home, though they acknowledge this only helps students with computers and access to the internet.\u003c/p>\n\u003cp>In an effort to address concerns about equity, Sonoma County Office of Education spokesperson Jamie Hansen said school leaders there had been asked to inventory tech capabilities, “including the ability to provide laptops and Wi-Fi to students.”\u003c/p>\n\u003cp>Hansen said they are also waiting to hear from the California Department of Education about whether schools would be granted attendance credit for remote learning days. Schools depend on attendance numbers to receive state funding.\u003c/p>\n\u003cp>Beyond questions about learning and funding, keeping kids home has other implications that make closure a difficult call. For one, many students rely on school nutrition programs. “How would we keep that process in place if we were to close schools?” said Berkeley Unified’s McDermott. \"It's not a decision that would be easily made. It's certainly not something anyone wants to do.”\u003c/p>\n\u003cp>\u003cem>KQED's Julia McEvoy contributed to this story.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>In the age of the selfie, Dr. Michele Borba says self obsession has led to the erosion of empathy in kids. \"Children are hard wired for empathy. But unless we cultivate it, it lies dormant,\" she said.\u003c/p>\n\u003cp>At a recent event held at the Exploratorium, Borba said long term research showed an alarming societal shift. Since 2000, empathy in American kids, she said, \"began to nosedive faster than any other group of kids in the world. It has now nosedived 40 percent. While narcissism... has gone up 58 percent.\"\u003c/p>\n\u003cp>In her book \"UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World,\" Borba lays out nine ways to raise kids who are more caring, compassionate, and concerned about others.\u003c/p>\n\u003ch3>1. Emotional Literacy: Encourage Discussing Feelings\u003c/h3>\n\u003cp>Emotional literacy, says Borba, is the gateway to empathy. \"Empathy is feeling with someone,\" she said at a recent event.\u003c/p>\n\u003cp>You can't feel with someone, if you don't know how the person feels.\" She recommends talking about emotions with your kids. Give them the words to describe their emotions, and learn how to read them in other people. Encourage them to speak openly about their feelings.\u003c/p>\n\u003cp>Another tip to help them maintain connection: when you're talking to someone, make sure you're focused on the speaker. Look at their eyes, not down at a device or somewhere else. Parents should be modeling this behavior as well, so phone down when you're talking to your kids.\u003c/p>\n\u003ch3>2. Moral Identity: Focus on Principles\u003c/h3>\n\u003cp>When we praise children, we tend to focus on their cognitive, social and physical strengths. But equally important, are their moral accomplishments. \"We're also not as intentional as we used to be, when cultivating empathy,\" she said. Instead of \"What kind thing did you do?\" the focus is often on \"What did you get?\" in terms of a grade.\u003c/p>\n\u003cp>Border encourages caretakers to figure out their personal core beliefs by talking about character strengths. What kind of principles does your family follow? Take note of when they're being caring and helpful, and they'll start to think of themselves as caring and helpful people. \"You act how you see yourself to be,\" Borba said.\u003c/p>\n\u003cp>Overpraising, however, can diminish empathy. Kids will start to see these behaviors as expectations to be met, rather that virtues to be embodied. If a child comes to expect accolades for every instance of \"good\" behavior, it may be time to rein it in. \"It's about striking a balance between building self-esteem while avoiding self-centeredness,\" Borba said.\u003c/p>\n\u003ch3>3. Perspective Taking and Discipline\u003c/h3>\n\u003cfigure id=\"attachment_11805457\">\n\u003cfigure id=\"attachment_11805457\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11805457 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-1020x574.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Michele Borba (left) listens while making eye contact with an audience member at anevent at the Exploratorium. \u003ccite>(Alex Lim/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\u003cp>According to Borba, parents discipline their kids an average of fifty times a day. Many of those actions requiring discipline are related to the child being inconsiderate. Borba calls these \"empathy-stretching opportunities.\" Simply put, try to get your kid to imagine themselves in the other shoes. Did they say something mean to their friend that upset them? How would they feel if the tables were turned? How can they make it up to their friend?\u003c/p>\n\u003cp>When disciplining though, avoid displaying the kinds of behaviors you don't want your kids to emulate. Borba says decades of research has shown that spanking kids leads them to display aggression and antisocial behavior. Yelling damages the parent-child relationship and creates a poor model. Even time-outs can make kids feel rejected, at a moment when what they really need is support. If parents are thinking about using rewards to enforce good behavior, that can backfire too. Instead of empathy they'll develop an expectation that the only reason to be kind is if they get something out of it.\u003c/p>\n\u003ch3>4. Moral Imagination: Use Books\u003c/h3>\n\u003cp>Don't underestimate the power of a parable. Or, in this case, any kind of book. There are countless examples of books featuring characters faced with moral dilemmas. Borba recommends reading books over digital entertainment options, to develop a child's imagination. The added benefit is that when adults read with children, they can take time in the middle of the story to talk about what's happening and ask questions about what they would do if they were in the character's quandary.\u003c/p>\n\u003ch3>5. Self-Regulation: Identify 'Body Alarms'\u003c/h3>\n\u003cp>Emotional self regulation can be a challenge for both kids and adults. When we feel stressed of angry it can trigger a physical reaction. We might clench our fists or teeth, we may get a headache or stomach ache. Borba said teaching your kids to identify their \"body alarms\" let's them know when they need to take a minute to decompress or do something calming, like deep breathing.\u003c/p>\n\u003cp>Modeling emotional self-regulation is the best way to help your kids learn it. \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\" target=\"_blank\" rel=\"noopener noreferrer\">Inuit parents\u003c/a> have been using a calm and collected strategy in child-rearing for generations.\u003c/p>\n\u003ch3>6. Practicing Kindness\u003c/h3>\n\u003cp>This may seem like an obvious one, but Borba has found that parents often focus on getting their kids to strive for achievement and success over cultivating their personality. \"One of the best ways to build empathy is also having our kids see it in action,\" Borba said.\u003cbr>\nDefine what it means to be a kind person by demonstrating kindness in front of your child. Then help them come up ways to show it themselves. Get your kids into the practice of doing kind things, whether it's inviting another child to play with them or paying someone a compliment. When kids think about what might make someone happy and why, it reinforces empathy.\u003c/p>\n\u003ch3>7. Collaboration & Teamwork\u003c/h3>\n\u003cp>There's no 'I' in 'empathy.' The hyper-competitiveness of today's world reinforces an \"I'm better than you\" mentality in kids, which makes them less empathetic. Shift the focus from 'me' and 'us,' when it comes to school and your own family. Provide opportunities for them to collaborate with other kids and hold family meetings where you can problem solve together.\u003c/p>\n\u003ch3>8. Moral Courage\u003c/h3>\n\u003cp>If kids see someone else being bullied, will they intervene? Do they know how to intervene? \"What every child has told me that we're failing to do,\" Borba said, \"is show them how.\"\u003c/p>\n\u003cp>Run through strategies on how to diffuse a bully situation with your child. That could include just going up and standing next to the kid being bullied or going to get a teacher. \"We've got to be a little more specific on saying, 'Let's figure out some things you can do,' and then they'll be more likely to be compassionate.\"\u003c/p>\n\u003cp>When children talk about someone being a bully, believe them and follow up. Borba has found that many children say they worry they won't be believed by adults, or that the adult won't act, leaving the child open to retaliation. If they don't think they can trust you, they're more likely to just remain a bystander the next time something happens. \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide.jpg\">\u003cimg class=\"alignleft size-medium wp-image-11805652\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide-800x500.jpg\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide-160x100.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>9. Altruistic Leadership\u003c/h3>\n\u003cp>Ask a kid what they want to be when they grow up, and the answer might include options like sports star, pop star, or famous actor. In \"UnSelfie\u003cem>,\" \u003c/em>Borba says kids are growing up in a world that has become obsessed with celebrities who flaunt possessions, appearance and consumption over character values like compassion, charity and generosity.\u003c/p>\n\u003cp>Help kids become changemakers by giving them opportunities for leadership and emphasizing the importance of societal contribution. Do things together to give back, like volunteer at a charity or gather used clothes and toys for donation. \"The culture is changing. Our parenting styles are changing. Technology has come,\" Borba said, \"It means we've got to be a little more intentional if we want to raise strong, good kids.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the age of the selfie, Dr. Michele Borba says self obsession has led to the erosion of empathy in kids. \"Children are hard wired for empathy. But unless we cultivate it, it lies dormant,\" she said.\u003c/p>\n\u003cp>At a recent event held at the Exploratorium, Borba said long term research showed an alarming societal shift. Since 2000, empathy in American kids, she said, \"began to nosedive faster than any other group of kids in the world. It has now nosedived 40 percent. While narcissism... has gone up 58 percent.\"\u003c/p>\n\u003cp>In her book \"UnSelfie: Why Empathetic Kids Succeed in Our All-About-Me World,\" Borba lays out nine ways to raise kids who are more caring, compassionate, and concerned about others.\u003c/p>\n\u003ch3>1. Emotional Literacy: Encourage Discussing Feelings\u003c/h3>\n\u003cp>Emotional literacy, says Borba, is the gateway to empathy. \"Empathy is feeling with someone,\" she said at a recent event.\u003c/p>\n\u003cp>You can't feel with someone, if you don't know how the person feels.\" She recommends talking about emotions with your kids. Give them the words to describe their emotions, and learn how to read them in other people. Encourage them to speak openly about their feelings.\u003c/p>\n\u003cp>Another tip to help them maintain connection: when you're talking to someone, make sure you're focused on the speaker. Look at their eyes, not down at a device or somewhere else. Parents should be modeling this behavior as well, so phone down when you're talking to your kids.\u003c/p>\n\u003ch3>2. Moral Identity: Focus on Principles\u003c/h3>\n\u003cp>When we praise children, we tend to focus on their cognitive, social and physical strengths. But equally important, are their moral accomplishments. \"We're also not as intentional as we used to be, when cultivating empathy,\" she said. Instead of \"What kind thing did you do?\" the focus is often on \"What did you get?\" in terms of a grade.\u003c/p>\n\u003cp>Border encourages caretakers to figure out their personal core beliefs by talking about character strengths. What kind of principles does your family follow? Take note of when they're being caring and helpful, and they'll start to think of themselves as caring and helpful people. \"You act how you see yourself to be,\" Borba said.\u003c/p>\n\u003cp>Overpraising, however, can diminish empathy. Kids will start to see these behaviors as expectations to be met, rather that virtues to be embodied. If a child comes to expect accolades for every instance of \"good\" behavior, it may be time to rein it in. \"It's about striking a balance between building self-esteem while avoiding self-centeredness,\" Borba said.\u003c/p>\n\u003ch3>3. Perspective Taking and Discipline\u003c/h3>\n\u003cfigure id=\"attachment_11805457\">\n\u003cfigure id=\"attachment_11805457\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-11805457 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening.jpg\" alt=\"\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Focused-Listening-1020x574.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Dr. Michele Borba (left) listens while making eye contact with an audience member at anevent at the Exploratorium. \u003ccite>(Alex Lim/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003c/figure>\n\u003cp>According to Borba, parents discipline their kids an average of fifty times a day. Many of those actions requiring discipline are related to the child being inconsiderate. Borba calls these \"empathy-stretching opportunities.\" Simply put, try to get your kid to imagine themselves in the other shoes. Did they say something mean to their friend that upset them? How would they feel if the tables were turned? How can they make it up to their friend?\u003c/p>\n\u003cp>When disciplining though, avoid displaying the kinds of behaviors you don't want your kids to emulate. Borba says decades of research has shown that spanking kids leads them to display aggression and antisocial behavior. Yelling damages the parent-child relationship and creates a poor model. Even time-outs can make kids feel rejected, at a moment when what they really need is support. If parents are thinking about using rewards to enforce good behavior, that can backfire too. Instead of empathy they'll develop an expectation that the only reason to be kind is if they get something out of it.\u003c/p>\n\u003ch3>4. Moral Imagination: Use Books\u003c/h3>\n\u003cp>Don't underestimate the power of a parable. Or, in this case, any kind of book. There are countless examples of books featuring characters faced with moral dilemmas. Borba recommends reading books over digital entertainment options, to develop a child's imagination. The added benefit is that when adults read with children, they can take time in the middle of the story to talk about what's happening and ask questions about what they would do if they were in the character's quandary.\u003c/p>\n\u003ch3>5. Self-Regulation: Identify 'Body Alarms'\u003c/h3>\n\u003cp>Emotional self regulation can be a challenge for both kids and adults. When we feel stressed of angry it can trigger a physical reaction. We might clench our fists or teeth, we may get a headache or stomach ache. Borba said teaching your kids to identify their \"body alarms\" let's them know when they need to take a minute to decompress or do something calming, like deep breathing.\u003c/p>\n\u003cp>Modeling emotional self-regulation is the best way to help your kids learn it. \u003ca href=\"https://www.npr.org/sections/goatsandsoda/2019/03/13/685533353/a-playful-way-to-teach-kids-to-control-their-anger\" target=\"_blank\" rel=\"noopener noreferrer\">Inuit parents\u003c/a> have been using a calm and collected strategy in child-rearing for generations.\u003c/p>\n\u003ch3>6. Practicing Kindness\u003c/h3>\n\u003cp>This may seem like an obvious one, but Borba has found that parents often focus on getting their kids to strive for achievement and success over cultivating their personality. \"One of the best ways to build empathy is also having our kids see it in action,\" Borba said.\u003cbr>\nDefine what it means to be a kind person by demonstrating kindness in front of your child. Then help them come up ways to show it themselves. Get your kids into the practice of doing kind things, whether it's inviting another child to play with them or paying someone a compliment. When kids think about what might make someone happy and why, it reinforces empathy.\u003c/p>\n\u003ch3>7. Collaboration & Teamwork\u003c/h3>\n\u003cp>There's no 'I' in 'empathy.' The hyper-competitiveness of today's world reinforces an \"I'm better than you\" mentality in kids, which makes them less empathetic. Shift the focus from 'me' and 'us,' when it comes to school and your own family. Provide opportunities for them to collaborate with other kids and hold family meetings where you can problem solve together.\u003c/p>\n\u003ch3>8. Moral Courage\u003c/h3>\n\u003cp>If kids see someone else being bullied, will they intervene? Do they know how to intervene? \"What every child has told me that we're failing to do,\" Borba said, \"is show them how.\"\u003c/p>\n\u003cp>Run through strategies on how to diffuse a bully situation with your child. That could include just going up and standing next to the kid being bullied or going to get a teacher. \"We've got to be a little more specific on saying, 'Let's figure out some things you can do,' and then they'll be more likely to be compassionate.\"\u003c/p>\n\u003cp>When children talk about someone being a bully, believe them and follow up. Borba has found that many children say they worry they won't be believed by adults, or that the adult won't act, leaving the child open to retaliation. If they don't think they can trust you, they're more likely to just remain a bystander the next time something happens. \u003ca href=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide.jpg\">\u003cimg class=\"alignleft size-medium wp-image-11805652\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide-800x500.jpg\" alt=\"\" width=\"800\" height=\"500\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide.jpg 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/03/Borba-Slide-160x100.jpg 160w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003ch3>9. Altruistic Leadership\u003c/h3>\n\u003cp>Ask a kid what they want to be when they grow up, and the answer might include options like sports star, pop star, or famous actor. In \"UnSelfie\u003cem>,\" \u003c/em>Borba says kids are growing up in a world that has become obsessed with celebrities who flaunt possessions, appearance and consumption over character values like compassion, charity and generosity.\u003c/p>\n\u003cp>Help kids become changemakers by giving them opportunities for leadership and emphasizing the importance of societal contribution. Do things together to give back, like volunteer at a charity or gather used clothes and toys for donation. \"The culture is changing. Our parenting styles are changing. Technology has come,\" Borba said, \"It means we've got to be a little more intentional if we want to raise strong, good kids.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Students across the University of California system are demanding the reinstatement of UC Santa Cruz graduate students who were fired last week after withholding grades as part of a campaign to demand better wages.\u003c/p>\n\u003cp>On Thursday, hundreds of students gathered at UC Berkeley’s Sproul Plaza to rally support for staging a strike of their own, while students at the other UC campuses held picket lines and rallies.\u003c/p>\n\u003cp>“Cops off campus! COLA in my bank account!” students chanted, referring to cost of living adjustments, as they listened to speeches by UC Berkeley student-workers and visiting students from UC Santa Cruz.\u003c/p>\n\u003cp>Graduate students at the departments of African American studies, ethnic studies and anthropology have declared themselves strike-ready. Once at least 10 departments across the UC Berkeley campus have signed on as strike-ready, many graduate students say they will meet to determine the next steps.\u003c/p>\n\u003cp>In early February, UC Santa Cruz students launched a wildcat strike, so-called because the union representing graduate student-workers across the many campuses has not yet voted to officially authorize a strike.\u003c/p>\n\u003cp>After 54 of the striking students were terminated on Feb. 28, representatives of their union said it had \u003ca href=\"http://uaw2865.org/uc-student-worker-union-files-unfair-labor-practice-charge-against-the-university/\" target=\"_blank\" rel=\"noopener noreferrer\">filed an unfair labor practice charge against the University of California\u003c/a>. The union has also asked university officials to reopen negotiations on the contract, something the administration has previously said it would not do.\u003c/p>\n\u003cp>The bargaining team of UAW 2865, representing over 19,000 academic workers in the UC system, said in a March 3 statement that the union will hold an “Unfair Labor Practice Strike Authorization Vote” in early April. This could lead to a broader UC-wide strike.\u003c/p>\n\u003cp>For Jonathan Moore, a second-year doctoral student in the department of African American Studies, and many other students, it’s about the broader education system.\u003c/p>\n\u003cp>“The students at Santa Cruz have envisioned a long-haul transformation of the UC system that starts with ensuring that all graduate students are provided adequate wages to survive and to thrive in the absolutely appalling housing markets that so many UC’s are located in,” he said.\u003c/p>\n\u003cp>“It means a lot to me that graduate students in my department took it upon themselves to push the envelope here at Berkeley and respond to the demands of the students at Santa Cruz,” Moore said. “It is in alignment with our department’s history of demanding that the institution be held accountable, but also imagining beyond the confines of the university.”\u003c/p>\n\u003cfigure id=\"attachment_11805498\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11805498 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479.jpg\" alt=\"\" width=\"1440\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-1122x1496.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-354x472.jpg 354w\" sizes=\"auto, (max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Zane, a third-year undergraduate student came out to support graduate student instructors. \u003ccite>(Lakshmi Sarah/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lucy Gill, a Ph.D. candidate in the department of anthropology, addressed the audience, saying, “The UC administration is in fact directly complicit in the exorbitant rent and gentrification within and beyond the Bay Area.”\u003c/p>\n\u003cp>Angela Castillo, an international student and fellow Ph.D. candidate in the department of anthropology, also addressed the crowd. She said she is ready to go on strike, but reminded attendees of the reason for the rally.\u003c/p>\n\u003cp>“We are standing here in solidarity with our colleagues at UC Santa Cruz, whose contracts on spring appointments were terminated by the UC,” Castillo said.\u003c/p>\n\u003cp>[aside tag=\"graduate-student-strike\" label=\"Related Coverage\"]\u003c/p>\n\u003cp>Lauren Zane, a third-year undergraduate student in the department of integrated biology and molecular and cell biology held a sign reading “My GSIs [Graduate Student Instructor] deserve a livable wage.”\u003c/p>\n\u003cp>It’s important because many undergraduate classes are large, as Zane said, and without graduate student instructors “we wouldn’t be able to learn as well as we do.”\u003c/p>\n\u003cp>Zane has had graduate students who go above and beyond for students — planning field trips, offering additional office hours. “It’s not fair that they don’t have a livable wage,” she said.\u003c/p>\n\u003cp>UC Berkeley spokesman Dan Mogulof said he could not give an estimate of how many graduate students didn’t come to work on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_11805496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11805496\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-800x600.jpg\" alt='\"We think it works on multiple levels,\" said Virginia Georgallas (center). She and Haden Smiley (left) are both graduate students in the music department.' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-536x402.jpg 536w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“We think it works on multiple levels,” said Virginia Georgallas (center). She and Haden Smiley (left) are both graduate students in the music department. \u003ccite>(Lakshmi Sarah/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haden Smiley and Virginia Georgallas, both graduate students in the music department came and held signs, but their department is still in discussion on whether to declare themselves strike-ready. Many graduate students in the music department are on F-1 (student) visas, which makes it further complicated to take collective action.\u003c/p>\n\u003cp>Students from neighboring Mills College joined.\u003c/p>\n\u003cp>“Even though we’re not part of the UC system, we came out for solidarity,” said Lee Jue, a Mills College student.\u003c/p>\n\u003cp>https://twitter.com/neoliteralism/status/1235699412120162306?s=20\u003c/p>\n\u003cp>Students at several other UC campuses reportedly canceled or walked out of classes for the day.\u003c/p>\n\u003cp>Will Parrish, a Ph.D. student in history of consciousness at UC Santa Cruz and organizer with \u003ca href=\"https://payusmoreucsc.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pay Us More UCSC\u003c/a>, said 600 people attended the rally at UCLA, while the crowd was 1,000 strong at UC Berkeley, and 2,000 at UC Santa Barbara. According to Parrish, about 500 people participated in Thursday’s campus shutdown at UC Santa Cruz.\u003c/p>\n\u003cp>https://twitter.com/kv_swartz/status/1235665164470386688?s=20\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Students across the University of California system are demanding the reinstatement of UC Santa Cruz graduate students who were fired last week after withholding grades as part of a campaign to demand better wages.\u003c/p>\n\u003cp>On Thursday, hundreds of students gathered at UC Berkeley’s Sproul Plaza to rally support for staging a strike of their own, while students at the other UC campuses held picket lines and rallies.\u003c/p>\n\u003cp>“Cops off campus! COLA in my bank account!” students chanted, referring to cost of living adjustments, as they listened to speeches by UC Berkeley student-workers and visiting students from UC Santa Cruz.\u003c/p>\n\u003cp>Graduate students at the departments of African American studies, ethnic studies and anthropology have declared themselves strike-ready. Once at least 10 departments across the UC Berkeley campus have signed on as strike-ready, many graduate students say they will meet to determine the next steps.\u003c/p>\n\u003cp>In early February, UC Santa Cruz students launched a wildcat strike, so-called because the union representing graduate student-workers across the many campuses has not yet voted to officially authorize a strike.\u003c/p>\n\u003cp>After 54 of the striking students were terminated on Feb. 28, representatives of their union said it had \u003ca href=\"http://uaw2865.org/uc-student-worker-union-files-unfair-labor-practice-charge-against-the-university/\" target=\"_blank\" rel=\"noopener noreferrer\">filed an unfair labor practice charge against the University of California\u003c/a>. The union has also asked university officials to reopen negotiations on the contract, something the administration has previously said it would not do.\u003c/p>\n\u003cp>The bargaining team of UAW 2865, representing over 19,000 academic workers in the UC system, said in a March 3 statement that the union will hold an “Unfair Labor Practice Strike Authorization Vote” in early April. This could lead to a broader UC-wide strike.\u003c/p>\n\u003cp>For Jonathan Moore, a second-year doctoral student in the department of African American Studies, and many other students, it’s about the broader education system.\u003c/p>\n\u003cp>“The students at Santa Cruz have envisioned a long-haul transformation of the UC system that starts with ensuring that all graduate students are provided adequate wages to survive and to thrive in the absolutely appalling housing markets that so many UC’s are located in,” he said.\u003c/p>\n\u003cp>“It means a lot to me that graduate students in my department took it upon themselves to push the envelope here at Berkeley and respond to the demands of the students at Santa Cruz,” Moore said. “It is in alignment with our department’s history of demanding that the institution be held accountable, but also imagining beyond the confines of the university.”\u003c/p>\n\u003cfigure id=\"attachment_11805498\" class=\"wp-caption alignnone\" style=\"max-width: 1440px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11805498 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479.jpg\" alt=\"\" width=\"1440\" height=\"1920\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479.jpg 1440w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-1122x1496.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-840x1120.jpg 840w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-687x916.jpg 687w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-414x552.jpg 414w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/RS41900_Lauren_Zane-qut-e1583450062479-354x472.jpg 354w\" sizes=\"auto, (max-width: 1440px) 100vw, 1440px\">\u003cfigcaption class=\"wp-caption-text\">Lauren Zane, a third-year undergraduate student came out to support graduate student instructors. \u003ccite>(Lakshmi Sarah/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Lucy Gill, a Ph.D. candidate in the department of anthropology, addressed the audience, saying, “The UC administration is in fact directly complicit in the exorbitant rent and gentrification within and beyond the Bay Area.”\u003c/p>\n\u003cp>Angela Castillo, an international student and fellow Ph.D. candidate in the department of anthropology, also addressed the crowd. She said she is ready to go on strike, but reminded attendees of the reason for the rally.\u003c/p>\n\u003cp>“We are standing here in solidarity with our colleagues at UC Santa Cruz, whose contracts on spring appointments were terminated by the UC,” Castillo said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Lauren Zane, a third-year undergraduate student in the department of integrated biology and molecular and cell biology held a sign reading “My GSIs [Graduate Student Instructor] deserve a livable wage.”\u003c/p>\n\u003cp>It’s important because many undergraduate classes are large, as Zane said, and without graduate student instructors “we wouldn’t be able to learn as well as we do.”\u003c/p>\n\u003cp>Zane has had graduate students who go above and beyond for students — planning field trips, offering additional office hours. “It’s not fair that they don’t have a livable wage,” she said.\u003c/p>\n\u003cp>UC Berkeley spokesman Dan Mogulof said he could not give an estimate of how many graduate students didn’t come to work on Thursday.\u003c/p>\n\u003cfigure id=\"attachment_11805496\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11805496\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-800x600.jpg\" alt='\"We think it works on multiple levels,\" said Virginia Georgallas (center). She and Haden Smiley (left) are both graduate students in the music department.' width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/03/Sign1-RS41886_IMG_2121-qut-536x402.jpg 536w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“We think it works on multiple levels,” said Virginia Georgallas (center). She and Haden Smiley (left) are both graduate students in the music department. \u003ccite>(Lakshmi Sarah/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Haden Smiley and Virginia Georgallas, both graduate students in the music department came and held signs, but their department is still in discussion on whether to declare themselves strike-ready. Many graduate students in the music department are on F-1 (student) visas, which makes it further complicated to take collective action.\u003c/p>\n\u003cp>Students from neighboring Mills College joined.\u003c/p>\n\u003cp>“Even though we’re not part of the UC system, we came out for solidarity,” said Lee Jue, a Mills College student.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Students at several other UC campuses reportedly canceled or walked out of classes for the day.\u003c/p>\n\u003cp>Will Parrish, a Ph.D. student in history of consciousness at UC Santa Cruz and organizer with \u003ca href=\"https://payusmoreucsc.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Pay Us More UCSC\u003c/a>, said 600 people attended the rally at UCLA, while the crowd was 1,000 strong at UC Berkeley, and 2,000 at UC Santa Barbara. According to Parrish, about 500 people participated in Thursday’s campus shutdown at UC Santa Cruz.\u003c/p>\u003c/p>\u003c/div>",
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"title": "Proposition 13, California's $15 Billion School Bond, Headed for Likely Defeat",
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"content": "\u003cp>\u003cem>Updated Friday, 4:15 p.m.\u003c/em>\u003c/p>\n\u003cp>The California primary election’s only statewide measure, which asked voters to consider borrowing billions of dollars to fund school construction projects, appears headed for defeat.\u003c/p>\n\u003cp>With support from just over 44% of voters as of \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">Friday afternoon\u003c/a>, Proposition 13 was far short of the simple majority it needs to pass. Continued updates to voting results will be posted by the California Secretary of State \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">here\u003c/a>.\u003c/p>\n\u003cp>Backers of the measure — the largest school facility bond in state history — argued that the money is desperately needed to retrofit aging facilities, keep students safe and encourage learning. The most high-profile opposition came from the Howard Jarvis Taxpayers Association, which routinely rejects increased taxation.\u003c/p>\n\u003cp>\u003ca href=\"https://voterguide.sos.ca.gov/propositions/13/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Proposition 13\u003c/a> — no relation to the much-contested 1978 measure that changed how property is assessed in California — asked voters to authorize $15 billion in bonds for K-12 schools, community colleges and state universities.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The \u003ca href=\"https://lao.ca.gov/BallotAnalysis/Proposition?number=13&year=2020\" target=\"_blank\" rel=\"noopener noreferrer\">Legislative Analyst’s Office estimated\u003c/a> that Proposition 13 would cost taxpayers another $11 billion in interest, raising the total to $26 billion.\u003c/p>\n\u003cp>Howard Jarvis Taxpayers Association President Jon Coupal \u003ca href=\"https://edsource.org/2020/voters-should-reject-this-proposition-13/623659\" target=\"_blank\" rel=\"noopener noreferrer\">criticized the measure\u003c/a> for putting Californians deeper into debt at a time when the state is bringing in record revenue.\u003c/p>\n\u003cp>But school leaders warned that conditions in their schools are dire.\u003c/p>\n\u003cp>“We have schools that are literally held together with duct tape,” said Tony Wold, associate superintendent of business services for the West Contra Costa Unified School District. “We need to do earthquake safety. We have two comprehensive high schools that have no windows.”\u003c/p>\n\u003cfigure id=\"attachment_11805136\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11805136\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Libby.Prop13-800x533.jpg\" alt=\"Libby Schaaf visits Manzanita Community Elementary School in Oakland in support of Proposition 13 on Mar. 2, 2020.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Mayor Libby Schaaf visits Manzanita Community Elementary School in Oakland in support of Proposition 13 on Mar. 2, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About 70% of California’s K-12 schools are more than 25 years old, \u003ca href=\"https://www.ppic.org/publication/bonds-for-k-12-school-facilities-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">according to the Public Policy Institute of California\u003c/a>, and districts are projected to need more than $100 billion to rehabilitate facilities in the next two years.\u003c/p>\n\u003cp>Wold estimates that in West Contra Costa Unified School District alone there are more than a billion dollars in unmet needs.\u003c/p>\n\u003cp>Critics of Proposition 13 said an increase in local bonds, which would raise property taxes if passed, was imprudent in the face of an unprecedented housing crisis. Coupal argued that increased property taxes would be passed along to renters in some cases, or overburden strapped homeowners.\u003c/p>\n\u003cp>Berkeley resident Mary Behm-Steinberg was one of many voters who faced both Proposition 13 and a local school bond this election. Though she supports robust taxation in general, she said for homeowners like her who rely on a fixed income, any increase in property taxes is painful.\u003c/p>\n\u003cp>“It just doesn’t follow that everybody who has a house has money,” she said, arguing that local bonds disproportionately hurt the elderly and those with disabilities. “For some people this will cut to the bone.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Since 1998, Californians have approved five statewide education bond measures. The most recent, in 2016, borrowed $7 billion for K-12 education and $2 billion for community colleges.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Updated Friday, 4:15 p.m.\u003c/em>\u003c/p>\n\u003cp>The California primary election’s only statewide measure, which asked voters to consider borrowing billions of dollars to fund school construction projects, appears headed for defeat.\u003c/p>\n\u003cp>With support from just over 44% of voters as of \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">Friday afternoon\u003c/a>, Proposition 13 was far short of the simple majority it needs to pass. Continued updates to voting results will be posted by the California Secretary of State \u003ca href=\"https://electionresults.sos.ca.gov/returns/ballot-measures\">here\u003c/a>.\u003c/p>\n\u003cp>Backers of the measure — the largest school facility bond in state history — argued that the money is desperately needed to retrofit aging facilities, keep students safe and encourage learning. The most high-profile opposition came from the Howard Jarvis Taxpayers Association, which routinely rejects increased taxation.\u003c/p>\n\u003cp>\u003ca href=\"https://voterguide.sos.ca.gov/propositions/13/index.htm\" target=\"_blank\" rel=\"noopener noreferrer\">Proposition 13\u003c/a> — no relation to the much-contested 1978 measure that changed how property is assessed in California — asked voters to authorize $15 billion in bonds for K-12 schools, community colleges and state universities.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The \u003ca href=\"https://lao.ca.gov/BallotAnalysis/Proposition?number=13&year=2020\" target=\"_blank\" rel=\"noopener noreferrer\">Legislative Analyst’s Office estimated\u003c/a> that Proposition 13 would cost taxpayers another $11 billion in interest, raising the total to $26 billion.\u003c/p>\n\u003cp>Howard Jarvis Taxpayers Association President Jon Coupal \u003ca href=\"https://edsource.org/2020/voters-should-reject-this-proposition-13/623659\" target=\"_blank\" rel=\"noopener noreferrer\">criticized the measure\u003c/a> for putting Californians deeper into debt at a time when the state is bringing in record revenue.\u003c/p>\n\u003cp>But school leaders warned that conditions in their schools are dire.\u003c/p>\n\u003cp>“We have schools that are literally held together with duct tape,” said Tony Wold, associate superintendent of business services for the West Contra Costa Unified School District. “We need to do earthquake safety. We have two comprehensive high schools that have no windows.”\u003c/p>\n\u003cfigure id=\"attachment_11805136\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11805136\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/03/Libby.Prop13-800x533.jpg\" alt=\"Libby Schaaf visits Manzanita Community Elementary School in Oakland in support of Proposition 13 on Mar. 2, 2020.\" width=\"800\" height=\"533\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13-1020x679.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/03/Libby.Prop13.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Oakland Mayor Libby Schaaf visits Manzanita Community Elementary School in Oakland in support of Proposition 13 on Mar. 2, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>About 70% of California’s K-12 schools are more than 25 years old, \u003ca href=\"https://www.ppic.org/publication/bonds-for-k-12-school-facilities-in-california/\" target=\"_blank\" rel=\"noopener noreferrer\">according to the Public Policy Institute of California\u003c/a>, and districts are projected to need more than $100 billion to rehabilitate facilities in the next two years.\u003c/p>\n\u003cp>Wold estimates that in West Contra Costa Unified School District alone there are more than a billion dollars in unmet needs.\u003c/p>\n\u003cp>Critics of Proposition 13 said an increase in local bonds, which would raise property taxes if passed, was imprudent in the face of an unprecedented housing crisis. Coupal argued that increased property taxes would be passed along to renters in some cases, or overburden strapped homeowners.\u003c/p>\n\u003cp>Berkeley resident Mary Behm-Steinberg was one of many voters who faced both Proposition 13 and a local school bond this election. Though she supports robust taxation in general, she said for homeowners like her who rely on a fixed income, any increase in property taxes is painful.\u003c/p>\n\u003cp>“It just doesn’t follow that everybody who has a house has money,” she said, arguing that local bonds disproportionately hurt the elderly and those with disabilities. “For some people this will cut to the bone.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Since 1998, Californians have approved five statewide education bond measures. The most recent, in 2016, borrowed $7 billion for K-12 education and $2 billion for community colleges.\u003c/p>\n\n\u003c/div>\u003c/p>",
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}
},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
"officialWebsiteLink": "https://www.cityarts.net/",
"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
"tuneIn": "https://tunein.com/radio/City-Arts-and-Lectures-p692/",
"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
"title": "Close All Tabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
"link": "/podcasts/closealltabs",
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"id": "code-switch-life-kit",
"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy",
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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}
},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"meta": {
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
"subscribe": {
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
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"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
"subscribe": {
"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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"rss": "https://feeds.npr.org/510313/podcast.xml"
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
"meta": {
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED The Political Mind of Jerry Brown",
"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"source": "kqed",
"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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"source": "npr"
},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
}
},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
"subscribe": {
"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
"subscribe": {
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
"npr": "https://www.npr.org/podcasts/464615685/mind-shift-podcast",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
"apple": "https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2",
"tuneIn": "https://tunein.com/radio/On-the-Media-p69/",
"rss": "http://feeds.wnyc.org/onthemedia"
}
},
"pbs-newshour": {
"id": "pbs-newshour",
"title": "PBS NewsHour",
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