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The actor said Skyline “provided me with a direction and instinct to follow” and trusted that the school had done the same for the current class.\u003c/p>\n\u003cp>https://youtu.be/gpLTFzVrues\u003c/p>\n\u003cp>“Follow those instincts and understand that you have been chosen by fate to lead the way in whatever is going to be — make it a great one, would you,” Hanks said, before giving shoutouts to senior class officers and offering encouragement.\u003c/p>\n\u003cp>“You didn’t give up, you have been the best example for the rest of us to keep going,” he said.\u003c/p>\n\u003cp>Dr. Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases, key member of the White House’s coronavirus task force mobilized was also on the graduation circuit with surprise graduation messages this week. Fauci addressed both \u003ca href=\"https://hub.jhu.edu/2020/05/21/commencement-2020-anthony-fauci/\" target=\"_blank\" rel=\"noopener noreferrer\">Johns Hopkins University\u003c/a> and his own alma mater, the \u003ca href=\"https://news.holycross.edu/blog/2020/05/22/holy-cross-confers-707-bachelor-of-arts-degrees-in-virtual-celebration/\" target=\"_blank\" rel=\"noopener noreferrer\">College of the Holy Cross\u003c/a>. [pullquote size=\"medium\" align=\"right\" citation=\"— Dr. Anthony Fauci\"]‘I encourage you to stay strong and unflinching. The country and the world need your talent, your energy, your resolve and your character.’[/pullquote]\u003c/p>\n\u003cp>“I am profoundly aware that graduating during this time and in this virtual way — unable to celebrate in person this important milestone in your lives with your friends, classmates and teachers — is extremely difficult. 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But Fauci’s prominent role at President Trump’s frequent coronavirus briefings has turned him into one of the most recognizable doctors in the country — the subject of \u003ca href=\"https://www.dailymail.co.uk/femail/article-8253735/Singers-parody-song-pandemic-advisor-Docta-Fauci-set-tune-Lady-Gagas-hit-Paparazzi.html\" target=\"_blank\" rel=\"noopener noreferrer\">tribute songs\u003c/a>, \u003ca href=\"http://www.apimages.com/metadata/Index/Trump-DC-Disconnect/b9fd42749334496881ba08a2fb015ae9/1/0\" target=\"_blank\" rel=\"noopener noreferrer\">posters\u003c/a> and even his own \u003ca href=\"https://twitter.com/faucifan?lang=en\" target=\"_blank\" rel=\"noopener noreferrer\">fan club\u003c/a>.\u003c/p>\n\u003cp>In his comments to new graduates at both schools, he emphasized that the global pandemic presents not only dangers but also opportunities to use the education and “moral mentorship” they had worked so hard to obtain in the classroom.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Now is the time, if ever there was one,” he told Holy Cross, “for us to care selflessly about one another.”\u003c/p>\n\u003cdiv>\n\u003cp>\u003cem>Additional reporting from Bay City News \u003c/em>\u003c/p>\n\u003c/div>\n\u003cdiv class=\"fullattribution\">\u003cem>Copyright 2020 NPR. 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"content": "\u003cp>On Friday, March 13, Neal Mckenzie was sitting in his office when he got word that Sonoma County schools would be shifting to online learning the next week, due to the coronavirus pandemic.\u003c/p>\n\u003cp>“Okay so, what can I do? What is the most important thing?” he remembers thinking.\u003c/p>\n\u003cp>Mckenzie works for the Sonoma County Office of Education assisting 130 visually impaired students from kindergarten through high school. He realized one of the most important things he could do was to ensure he could still provide course materials to his students while sheltering in place, using special machines that print out braille materials.\u003c/p>\n\u003cp>“We’re talking about kids who really just need that braille and they need that tactile reference. There is really no stand-in for that,” Mckenzie said.\u003c/p>\n\u003cp>Mckenzie began by moving the large machines needed to produce braille content into his compact car: embosser, inkjet printer, tactile image maker and 3D printer, plus cables and embosser feed paper.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“That first trip back to the office was crazy. I only had a 30 minute window to grab not only the machines but \u003cem>everything\u003c/em> to have this whole system run, produce and organize all these forms of tactile materials,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11820371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820371\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg\" alt=\"With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students.\" width=\"800\" height=\"433\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1020x552.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1920x1038.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students. \u003ccite>(Courtesy of Neal Mckenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The machines are now set up in Mckenzie’s two-car garage, along the wall between his car and his laundry machines, effectively creating a make-shift tactile production center.\u003c/p>\n\u003cp>“We are constantly fighting the clock so none of our students fall behind waiting on accessible materials, so they can have materials at the same time as their classmates,” he said. “It’s a constant struggle.”\u003c/p>\n\u003cp>As an assistive technology specialist for the visually impaired, one of Mckenzie’s challenges was figuring out how to help sight-limited students adapt to virtual classroom technologies.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Mario Chitwood, Quest Forward Academy student\"]“He drops off brailled math sheets that I need for school. Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”[/pullquote]\u003c/p>\n\u003cp>“I have to check in with almost all the students I work weekly with just to see, ‘Okay, how did the week go? What were the holes? What were the things we need to work on? What are the things that are coming up?'” Mckenzie said.\u003c/p>\n\u003cp>His first hurdle was making sure they could handle Zoom, the go-to tool for many teachers and students to meet in virtual classrooms.\u003c/p>\n\u003cp>“Some of them were like, ‘Oh, in three days I’m having my first Zoom class,'” Mckenzie recalled. “And it’s not going to wait for them to know how to use it.”\u003c/p>\n\u003cp>Mckenzie had to find a way to make Zoom meetings accessible to sight-limited students. His hack: create a tactile braille map of Zoom navigation so students could reference that while he walked them through the app. He compared this to a sighted person using Google Maps when traveling to a new place.\u003c/p>\n\u003cp>With this prep, Mckenzie said his students are more confident participating in Zoom classes and raising their hands or sharing a document.\u003c/p>\n\u003cfigure id=\"attachment_11819185\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11819185\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/zoom-braille.jpeg\" alt=\"A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students.\" width=\"512\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille.jpeg 512w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille-160x124.jpeg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students. \u003ccite>(Courtesy Neal McKenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Lasting Relationships\u003c/h3>\n\u003cp>McKenzie has been working with the Sonoma County Schools for 11 years, and while other teachers see students come and go, he often maintains relationships with his students over their entire career.\u003c/p>\n\u003cp>He’s known 16-year-old Mario Chitwood since he was in third grade. Chitwood is now a sophomore at Quest Forward Academy in Santa Rosa. He was born with a genetic eye disease, and is completely blind, and he’s also the only blind student at his school. Since schools moved online, Chitwood said Mckenzie has been a life line.\u003c/p>\n\u003cp>“He drops off brailled math sheets that I need for school,” said Chitwood. “Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”\u003c/p>\n\u003cfigure id=\"attachment_11820374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820374\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg\" alt=\"16-year-old Mario Chitwood does school work at home while sheltering in place.\" width=\"800\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-160x136.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-1020x869.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">16-year-old Mario Chitwood does school work at home while sheltering in place. \u003ccite>(Courtesy of Cindy Chitwood)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chitwood and Mckenzie share an interest in figuring out how tech can be used to help other blind students become more independent.\u003c/p>\n\u003cp>“In third grade, I was a sponge for technology, so he would have to like learn the technology before he could teach it to me. And I made that very difficult because I would do learning real quick. We pushed each other,” Chitwood said.\u003c/p>\n\u003cp>It was Mckenzie who helped Chitwood get a new computer designed for the visually impaired, called a Polaris, after Chitwood’s family lost their home in the 2017 Tubbs fire. The family lived in Coffey Park, a subdivision that burned to the ground.\u003c/p>\n\u003cp>“He’s just a great guy to be around. He makes the people around him happy,” Chitwood said of McKenzie.\u003c/p>\n\u003cp>[aside tag=\"education\" label=\"Related Stories\"]\u003c/p>\n\u003cp>Mckenzie had also launched monthly hang outs for blind students and their parents at the \u003ca href=\"https://earlebaum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Earl Baum Center for the Blind\u003c/a> in Santa Rosa, gatherings which Critwood said he misses, now that the pandemic has forced social distancing.\u003c/p>\n\u003cp>“It was the fact that all the people there knew what it was like to be blind — the struggles. And the parents can talk and bond. It was just a really nice space to be in,” Chitwood said.\u003c/p>\n\u003cp>It’s now been two months since Sonoma County closed its school campuses and it’s unclear when they will reopen. Mckenzie said there is a constant stream of new apps that teachers are incorporating that he has to adapt for the visually impaired.\u003c/p>\n\u003cp>Meanwhile, the braille printing presses in his garage keep running. He and the district braillist share delivery rounds — she takes Tuesdays and he takes Fridays.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“There’s no way that we can go all the way through the end of May without that,” Mckenzie said. “It’s their mode of learning.”\u003c/p>\n\u003ch3>\u003cstrong>Resources for Visually Impaired Students\u003c/strong>\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.perkinselearning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Perkins Learning technology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nfb.org/resources/distance-education-resources\" target=\"_blank\" rel=\"noopener noreferrer\">Distance education resources\u003c/a> from The National Federation of the Blind\u003c/li>\n\u003cli>\u003ca href=\"https://www.pathstoliteracy.org/resources/Virtual-ExCEL-Academy\" target=\"_blank\" rel=\"noopener noreferrer\">Paths to Literacy\u003c/a> Resources\u003c/li>\n\u003cli>Resources from \u003ca href=\"https://www.tsbvi.edu/coffeehour\" target=\"_blank\" rel=\"noopener noreferrer\">Texas School for the Blind and Visually Impaired\u003c/a>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On Friday, March 13, Neal Mckenzie was sitting in his office when he got word that Sonoma County schools would be shifting to online learning the next week, due to the coronavirus pandemic.\u003c/p>\n\u003cp>“Okay so, what can I do? What is the most important thing?” he remembers thinking.\u003c/p>\n\u003cp>Mckenzie works for the Sonoma County Office of Education assisting 130 visually impaired students from kindergarten through high school. He realized one of the most important things he could do was to ensure he could still provide course materials to his students while sheltering in place, using special machines that print out braille materials.\u003c/p>\n\u003cp>“We’re talking about kids who really just need that braille and they need that tactile reference. There is really no stand-in for that,” Mckenzie said.\u003c/p>\n\u003cp>Mckenzie began by moving the large machines needed to produce braille content into his compact car: embosser, inkjet printer, tactile image maker and 3D printer, plus cables and embosser feed paper.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“That first trip back to the office was crazy. I only had a 30 minute window to grab not only the machines but \u003cem>everything\u003c/em> to have this whole system run, produce and organize all these forms of tactile materials,” he said.\u003c/p>\n\u003cfigure id=\"attachment_11820371\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820371\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg\" alt=\"With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students.\" width=\"800\" height=\"433\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-800x433.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-160x87.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1020x552.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/1920_Neal-McKenzie_v2-1920x1038.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">With Sonoma County schools closed due to the coronavirus pandemic, Neal Mckenzie set up braille printing machines in his garage to continue providing school materials to visually impaired students. \u003ccite>(Courtesy of Neal Mckenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The machines are now set up in Mckenzie’s two-car garage, along the wall between his car and his laundry machines, effectively creating a make-shift tactile production center.\u003c/p>\n\u003cp>“We are constantly fighting the clock so none of our students fall behind waiting on accessible materials, so they can have materials at the same time as their classmates,” he said. “It’s a constant struggle.”\u003c/p>\n\u003cp>As an assistive technology specialist for the visually impaired, one of Mckenzie’s challenges was figuring out how to help sight-limited students adapt to virtual classroom technologies.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I have to check in with almost all the students I work weekly with just to see, ‘Okay, how did the week go? What were the holes? What were the things we need to work on? What are the things that are coming up?'” Mckenzie said.\u003c/p>\n\u003cp>His first hurdle was making sure they could handle Zoom, the go-to tool for many teachers and students to meet in virtual classrooms.\u003c/p>\n\u003cp>“Some of them were like, ‘Oh, in three days I’m having my first Zoom class,'” Mckenzie recalled. “And it’s not going to wait for them to know how to use it.”\u003c/p>\n\u003cp>Mckenzie had to find a way to make Zoom meetings accessible to sight-limited students. His hack: create a tactile braille map of Zoom navigation so students could reference that while he walked them through the app. He compared this to a sighted person using Google Maps when traveling to a new place.\u003c/p>\n\u003cp>With this prep, Mckenzie said his students are more confident participating in Zoom classes and raising their hands or sharing a document.\u003c/p>\n\u003cfigure id=\"attachment_11819185\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11819185\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/zoom-braille.jpeg\" alt=\"A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students.\" width=\"512\" height=\"397\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille.jpeg 512w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/zoom-braille-160x124.jpeg 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">A screenshot of an adaptive technology that Neal Mckenzie created for visually impaired students. \u003ccite>(Courtesy Neal McKenzie)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Lasting Relationships\u003c/h3>\n\u003cp>McKenzie has been working with the Sonoma County Schools for 11 years, and while other teachers see students come and go, he often maintains relationships with his students over their entire career.\u003c/p>\n\u003cp>He’s known 16-year-old Mario Chitwood since he was in third grade. Chitwood is now a sophomore at Quest Forward Academy in Santa Rosa. He was born with a genetic eye disease, and is completely blind, and he’s also the only blind student at his school. Since schools moved online, Chitwood said Mckenzie has been a life line.\u003c/p>\n\u003cp>“He drops off brailled math sheets that I need for school,” said Chitwood. “Right now the math I’m doing has to do a lot with visuals and he prints out diagrams so that I can get the same information that a sighted person can get.”\u003c/p>\n\u003cfigure id=\"attachment_11820374\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11820374\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg\" alt=\"16-year-old Mario Chitwood does school work at home while sheltering in place.\" width=\"800\" height=\"682\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-800x682.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-160x136.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2-1020x869.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2021/05/Mario2_v2.jpg 1600w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">16-year-old Mario Chitwood does school work at home while sheltering in place. \u003ccite>(Courtesy of Cindy Chitwood)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Chitwood and Mckenzie share an interest in figuring out how tech can be used to help other blind students become more independent.\u003c/p>\n\u003cp>“In third grade, I was a sponge for technology, so he would have to like learn the technology before he could teach it to me. And I made that very difficult because I would do learning real quick. We pushed each other,” Chitwood said.\u003c/p>\n\u003cp>It was Mckenzie who helped Chitwood get a new computer designed for the visually impaired, called a Polaris, after Chitwood’s family lost their home in the 2017 Tubbs fire. The family lived in Coffey Park, a subdivision that burned to the ground.\u003c/p>\n\u003cp>“He’s just a great guy to be around. He makes the people around him happy,” Chitwood said of McKenzie.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Mckenzie had also launched monthly hang outs for blind students and their parents at the \u003ca href=\"https://earlebaum.org\" target=\"_blank\" rel=\"noopener noreferrer\">Earl Baum Center for the Blind\u003c/a> in Santa Rosa, gatherings which Critwood said he misses, now that the pandemic has forced social distancing.\u003c/p>\n\u003cp>“It was the fact that all the people there knew what it was like to be blind — the struggles. And the parents can talk and bond. It was just a really nice space to be in,” Chitwood said.\u003c/p>\n\u003cp>It’s now been two months since Sonoma County closed its school campuses and it’s unclear when they will reopen. Mckenzie said there is a constant stream of new apps that teachers are incorporating that he has to adapt for the visually impaired.\u003c/p>\n\u003cp>Meanwhile, the braille printing presses in his garage keep running. He and the district braillist share delivery rounds — she takes Tuesdays and he takes Fridays.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“There’s no way that we can go all the way through the end of May without that,” Mckenzie said. “It’s their mode of learning.”\u003c/p>\n\u003ch3>\u003cstrong>Resources for Visually Impaired Students\u003c/strong>\u003c/h3>\n\u003cul>\n\u003cli>\u003ca href=\"https://www.perkinselearning.org/\" target=\"_blank\" rel=\"noopener noreferrer\">Perkins Learning technology\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"https://www.nfb.org/resources/distance-education-resources\" target=\"_blank\" rel=\"noopener noreferrer\">Distance education resources\u003c/a> from The National Federation of the Blind\u003c/li>\n\u003cli>\u003ca href=\"https://www.pathstoliteracy.org/resources/Virtual-ExCEL-Academy\" target=\"_blank\" rel=\"noopener noreferrer\">Paths to Literacy\u003c/a> Resources\u003c/li>\n\u003cli>Resources from \u003ca href=\"https://www.tsbvi.edu/coffeehour\" target=\"_blank\" rel=\"noopener noreferrer\">Texas School for the Blind and Visually Impaired\u003c/a>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>The University of California will drop the SAT and ACT tests as admission requirements through 2024 and eliminate them for California residents after that, a landmark decision by the university system.\u003c/p>\n\u003cp>The UC’s governing body, the Board of Regents, voted 23-0 Thursday to approve a proposal by UC President Janet Napolitano that phases the tests out over five years, at which point the UC aims to have developed its own test.\u003c/p>\n\u003cp>The regents met in a teleconference that lasted several hours Thursday, with expert presentations and lengthy debates that echoed a national conversation about whether the tests discriminate against disadvantaged students or help admissions offices find the most qualified applicants.\u003c/p>\n\u003cp>“I think this is an incredible step in the right direction,” Regents Chairman John Perez said.\u003c/p>\n\u003cp>Critics of the tests have long argued they put minority and low-income students at a disadvantage because the test questions often contain inherent bias that more privileged children are better equipped to answer. Wealthier students also tend to take expensive prep courses that help boost their scores, which many students can’t afford, critics say.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With California high school campuses closed because of the coronavirus pandemic, the UC had already made the tests optional for students who want to attend the fall 2021 sessions.\u003c/p>\n\u003cp>Under the plan approved Thursday, SAT and ACT tests will be optional for the 2021-22 and 2022-23 school years for all applicants.\u003c/p>\n\u003cp>https://twitter.com/UofCalifornia/status/1263605511242514435?s=20\u003c/p>\n\u003cp>Starting in 2023 and continuing the following year, the admissions process will be “test blind” for California residents, meaning SAT and ACT scores won’t be used in admissions decisions but could still be considered for purposes such as course placement and scholarships. Napolitano asked the school’s academic senate to work with the administration on a plan for out-of-state and international students applying as of fall 2023.\u003c/p>\n\u003cp>In 2025, the 290,000-student UC system will either replace the SAT and ACT with its own admissions test, or if it’s unable to create its own exam, will eliminate its standardized testing requirement altogether.\u003c/p>\n\u003cp>Napolitano’s office said in a statement that assessing nonresident students “presents challenges in terms of fairness and practicality,” but the options include extending the new tests for California students to out-of-state applicants or using some other standardized tests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The decision by the massive UC system could be influential as other colleges nationwide eye similar decisions. UC officials said they would begin working on the new test this summer.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>The University of California will drop the SAT and ACT tests as admission requirements through 2024 and eliminate them for California residents after that, a landmark decision by the university system.\u003c/p>\n\u003cp>The UC’s governing body, the Board of Regents, voted 23-0 Thursday to approve a proposal by UC President Janet Napolitano that phases the tests out over five years, at which point the UC aims to have developed its own test.\u003c/p>\n\u003cp>The regents met in a teleconference that lasted several hours Thursday, with expert presentations and lengthy debates that echoed a national conversation about whether the tests discriminate against disadvantaged students or help admissions offices find the most qualified applicants.\u003c/p>\n\u003cp>“I think this is an incredible step in the right direction,” Regents Chairman John Perez said.\u003c/p>\n\u003cp>Critics of the tests have long argued they put minority and low-income students at a disadvantage because the test questions often contain inherent bias that more privileged children are better equipped to answer. Wealthier students also tend to take expensive prep courses that help boost their scores, which many students can’t afford, critics say.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With California high school campuses closed because of the coronavirus pandemic, the UC had already made the tests optional for students who want to attend the fall 2021 sessions.\u003c/p>\n\u003cp>Under the plan approved Thursday, SAT and ACT tests will be optional for the 2021-22 and 2022-23 school years for all applicants.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Starting in 2023 and continuing the following year, the admissions process will be “test blind” for California residents, meaning SAT and ACT scores won’t be used in admissions decisions but could still be considered for purposes such as course placement and scholarships. Napolitano asked the school’s academic senate to work with the administration on a plan for out-of-state and international students applying as of fall 2023.\u003c/p>\n\u003cp>In 2025, the 290,000-student UC system will either replace the SAT and ACT with its own admissions test, or if it’s unable to create its own exam, will eliminate its standardized testing requirement altogether.\u003c/p>\n\u003cp>Napolitano’s office said in a statement that assessing nonresident students “presents challenges in terms of fairness and practicality,” but the options include extending the new tests for California students to out-of-state applicants or using some other standardized tests.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The decision by the massive UC system could be influential as other colleges nationwide eye similar decisions. UC officials said they would begin working on the new test this summer.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Everyone in the Bay Area is going though a lot right now — but it’s \u003cem>definitely\u003c/em> not easy for our high school seniors.\u003c/p>\n\u003cp>After our \u003ca href=\"https://www.kqed.org/news/11816571/prom-canceled-graduation-canceled-high-schoolers-share-their-worlds-with-us\">recent “Bay Curious” episode\u003c/a> delving into the ways teens are coping with their canceled graduations, postponed proms and upended plans during COVID-19, we asked \u003cem>you\u003c/em> for your specific words of encouragement for high school seniors right now via our \u003ca href=\"https://www.facebook.com/KQED/photos/a.10151510849866191/10156903588666191/?type=3&theater\">Facebook\u003c/a>, \u003ca href=\"https://www.instagram.com/p/CAEu5XbhTba/\">Instagram\u003c/a> and \u003ca href=\"https://twitter.com/home\">Twitter\u003c/a> accounts, plus our “\u003ca href=\"https://www.kqed.org/about/community-updates-get-texts-from-kqed\">text with KQED\u003c/a>” service.\u003c/p>\n\u003cp>What you wrote wound up being applicable not just to teens feeling the pressure, but to many of us in the Bay Area right now. Take a look at some of the inspiring, compassionate and downright practical advice you shared. (And if you’d like to sign up to get texts from us, too, you can do so \u003ca href=\"https://www.kqed.org/about/community-updates-get-texts-from-kqed\">here\u003c/a>!)\u003c/p>\n\u003cp>\u003cem>Responses have been edited as necessary for length and clarity.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11816763\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816763 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-1020x679.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">High school senior Taila Lee holds her prom dress at her home in San Carlos on April 4, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>High school seniors: your community is here for you…\u003c/strong>\u003c/h3>\n\u003cp>“Things are rough, but you’ve got the wisdom, maturity, and support to get through this craziness. We’ll be here as you step into adulthood… and if you could help us work our phones, that would be great.”\u003cbr>\n\u003cem>Aleintheoffice via Instagram\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We are all still here for you, even after graduation. We want the best for you. Ask for help when you need it. We don’t expect you to be an expert.”\u003cbr>\n\u003cem>Masuyotobi_85, via Instagram\u003c/em>\u003c/p>\n\u003cp>“I recently worked in a high school district. I can assure all boomers [\u003cem>commenter says she’s a boomer!\u003c/em>] and others that we are in good hands. This graduating class is an impressive collection of bright minds and good hearts!”\u003cbr>\n\u003cem>Cynthia Rust Greaves, via Facebook\u003c/em>\u003c/p>\n\u003ch3>… and they’re proud of your strength!\u003c/h3>\n\u003cp>“Covid19 Senior Class of 2020 has kept it real, not by choice but by necessity. Be proud!”\u003cbr>\n\u003cem>Amy, via text\u003c/em>\u003c/p>\n\u003cp>“You are my inspiration! I’m so impressed at how resilient you all are given the circumstances you now find yourselves in. It does remind me a bit about my parents and their challenging times in graduating from high school as WWII started. (I know that’s almost two lifetimes ago.)”\u003cbr>\n\u003cem>Suzanne, via text\u003c/em>\u003c/p>\n\u003cp>“You’ve achieved more than you know. Adapting to this time is no small feat, and in many ways, it’s a great metaphor for all the ways in which life will present you opportunities to use your strength, wisdom, and creativity to bend with change and transition … I’m deeply sorry for the ways in which this chapter looks and feels different than you had hoped and expected. But thank you for doing what you can to make the most of it.”\u003cbr>\n\u003cem>Ali.lawrence.510, via Instagram\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817448\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817448 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, holds a poster from a protest in her backyard on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>You’re living through history — with us all\u003c/h3>\n\u003cp>“This virus is something that you will remember all your lives. Let this test be an iron, engraved into your heart and soul, to carry you to great things!”\u003cbr>\n\u003cem>Joseph, via text\u003c/em>\u003c/p>\n\u003cp>“You guys will have the greatest grad stories two, five, 10, 20+ years from now. If we only knew what the folks dealt with from the Spanish Flu and more of what life was like then.”\u003cbr>\n\u003cem>Robertvallejosm.yee, via Instagram\u003c/em>\u003c/p>\n\u003cp>“You may someday realize that you learned a lot about yourself and others while sheltering in place. You can always ask a new acquaintance about what they did during the lockdown and trade stories about it. This can build bridges for people.”\u003cbr>\n\u003cem>Katherine, via text\u003c/em>\u003c/p>\n\u003ch3>Look to a brighter future …\u003c/h3>\n\u003cp>“Stay well and hang in there. Some of the best years of your life are right around the corner!”\u003cbr>\n\u003cem>Amy, via text\u003c/em>\u003c/p>\n\u003cp>“I can imagine it must be a scary time to be a senior, imagining what your next step will be in the midst of huge turmoil, financial insecurity and a pandemic no less! The flipside is that it is becoming clear that new ways of thinking and being in the world are more necessary than ever… As we watch old systems crumble, take heart. This crumbling leaves an opening for the new world to be created by all of you. It’s your turn and we will all be here watching and cheering you on!”\u003cbr>\n\u003cem>Michelle, via text\u003c/em>\u003c/p>\n\u003cp>“I believe you’ll look back on this time, years from now, as a time to get to know your families and yourselves, a bit better. I’m so counting on you to continue to make this a better world as I think you see that we need some real changes in how we treat the world around us and each other. Good luck.”\u003cbr>\n\u003cem>Suzanne, via text\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817449\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817449 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Qadir Scott, a senior at Oakland Technical High School, skateboards in Alameda on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>… but don’t forget to enjoy the present\u003c/h3>\n\u003cp>“You’re at an empowering crossroads of knowing yourself more deeply and having a lot of options ahead of you. There is no right or wrong choice — whatever you choose will teach you, and those choices never have an expiration date… Be creative with what you have now, until the road opens up again.”\u003cbr>\n\u003cem>Brianna, via text\u003c/em>\u003c/p>\n\u003cp>“Leo Tolstoy said you need only know two things: what you’re doing now and what you’re doing next.”\u003cbr>\n\u003cem>Judith, via text\u003c/em>\u003c/p>\n\u003cp>“Look for joy in the unexpected. Discover things that may not have been available or likely in the graduation you expected. Remember that life is full of crappy stuff you can’t control; it’s how you choose to react and deal that is in your control.”\u003cbr>\n\u003cem>Annie, via text\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817447\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817447 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer (right), a junior in high school, and her sister Julia study Spanish in their backyard on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Take care of your community — but also yourself\u003c/h3>\n\u003cp>“Always look for opportunities to improve the world during challenging times. And make sure you have fun, because this is your only precious life.”\u003cbr>\n\u003cem>Jeanie, via text\u003c/em>\u003c/p>\n\u003cp>“Stay healthy by eating good nutritious food, by exercising and most important, keeping in touch with those that you love. We can do this!”\u003cbr>\n\u003cem>Elizabeth, via text\u003c/em>\u003c/p>\n\u003cp>“We are a young species and we are evolving second by second. Keep your hearts kind, your mind sharp, and remember how important all the work you have done will be for your amazing life happening now! Love, a mom of an 18-year-old 2020 grad!”\u003cbr>\n\u003cem>Annika, via text\u003c/em>\u003c/p>\n\u003cp>“In the weeks ahead find one little thing, where you would love to give a helping hand for the cause to bring some kindness, smiles, and positive action to your community. You’ll meet a world of good there. Change is normal throughout every life; make your choice to bring and be a part of positive change.”\u003cbr>\n\u003cem>Diane, via Facebook\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11816766\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816766 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>And finally … don’t get hung up on canceled celebrations\u003c/h3>\n\u003cp>“I just want our seniors of 2020 to know that their achievements are no less just because we cannot celebrate them the usual way… You are loved and appreciated no less than any other years, if not more!”\u003cbr>\n\u003cem>Sabinagg5, via Instagram\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“You can have a celebration even with two people. Be thankful for what you’ve accomplished. That’s the thing. Not the gathering.”\u003cbr>\n\u003cem>Crazikaren, via Instagram\u003c/em>\u003c/p>\n\n",
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"title": "'Be Creative With What You Have Now': Your Advice for the Class of 2020 | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Everyone in the Bay Area is going though a lot right now — but it’s \u003cem>definitely\u003c/em> not easy for our high school seniors.\u003c/p>\n\u003cp>After our \u003ca href=\"https://www.kqed.org/news/11816571/prom-canceled-graduation-canceled-high-schoolers-share-their-worlds-with-us\">recent “Bay Curious” episode\u003c/a> delving into the ways teens are coping with their canceled graduations, postponed proms and upended plans during COVID-19, we asked \u003cem>you\u003c/em> for your specific words of encouragement for high school seniors right now via our \u003ca href=\"https://www.facebook.com/KQED/photos/a.10151510849866191/10156903588666191/?type=3&theater\">Facebook\u003c/a>, \u003ca href=\"https://www.instagram.com/p/CAEu5XbhTba/\">Instagram\u003c/a> and \u003ca href=\"https://twitter.com/home\">Twitter\u003c/a> accounts, plus our “\u003ca href=\"https://www.kqed.org/about/community-updates-get-texts-from-kqed\">text with KQED\u003c/a>” service.\u003c/p>\n\u003cp>What you wrote wound up being applicable not just to teens feeling the pressure, but to many of us in the Bay Area right now. Take a look at some of the inspiring, compassionate and downright practical advice you shared. (And if you’d like to sign up to get texts from us, too, you can do so \u003ca href=\"https://www.kqed.org/about/community-updates-get-texts-from-kqed\">here\u003c/a>!)\u003c/p>\n\u003cp>\u003cem>Responses have been edited as necessary for length and clarity.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11816763\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816763 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1278\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43075_010_KQED_BayCurious_TailaLee_05042020-qut-1020x679.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">High school senior Taila Lee holds her prom dress at her home in San Carlos on April 4, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cstrong>High school seniors: your community is here for you…\u003c/strong>\u003c/h3>\n\u003cp>“Things are rough, but you’ve got the wisdom, maturity, and support to get through this craziness. We’ll be here as you step into adulthood… and if you could help us work our phones, that would be great.”\u003cbr>\n\u003cem>Aleintheoffice via Instagram\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We are all still here for you, even after graduation. We want the best for you. Ask for help when you need it. We don’t expect you to be an expert.”\u003cbr>\n\u003cem>Masuyotobi_85, via Instagram\u003c/em>\u003c/p>\n\u003cp>“I recently worked in a high school district. I can assure all boomers [\u003cem>commenter says she’s a boomer!\u003c/em>] and others that we are in good hands. This graduating class is an impressive collection of bright minds and good hearts!”\u003cbr>\n\u003cem>Cynthia Rust Greaves, via Facebook\u003c/em>\u003c/p>\n\u003ch3>… and they’re proud of your strength!\u003c/h3>\n\u003cp>“Covid19 Senior Class of 2020 has kept it real, not by choice but by necessity. Be proud!”\u003cbr>\n\u003cem>Amy, via text\u003c/em>\u003c/p>\n\u003cp>“You are my inspiration! I’m so impressed at how resilient you all are given the circumstances you now find yourselves in. It does remind me a bit about my parents and their challenging times in graduating from high school as WWII started. (I know that’s almost two lifetimes ago.)”\u003cbr>\n\u003cem>Suzanne, via text\u003c/em>\u003c/p>\n\u003cp>“You’ve achieved more than you know. Adapting to this time is no small feat, and in many ways, it’s a great metaphor for all the ways in which life will present you opportunities to use your strength, wisdom, and creativity to bend with change and transition … I’m deeply sorry for the ways in which this chapter looks and feels different than you had hoped and expected. But thank you for doing what you can to make the most of it.”\u003cbr>\n\u003cem>Ali.lawrence.510, via Instagram\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817448\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817448 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43097_004_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, holds a poster from a protest in her backyard on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>You’re living through history — with us all\u003c/h3>\n\u003cp>“This virus is something that you will remember all your lives. Let this test be an iron, engraved into your heart and soul, to carry you to great things!”\u003cbr>\n\u003cem>Joseph, via text\u003c/em>\u003c/p>\n\u003cp>“You guys will have the greatest grad stories two, five, 10, 20+ years from now. If we only knew what the folks dealt with from the Spanish Flu and more of what life was like then.”\u003cbr>\n\u003cem>Robertvallejosm.yee, via Instagram\u003c/em>\u003c/p>\n\u003cp>“You may someday realize that you learned a lot about yourself and others while sheltering in place. You can always ask a new acquaintance about what they did during the lockdown and trade stories about it. This can build bridges for people.”\u003cbr>\n\u003cem>Katherine, via text\u003c/em>\u003c/p>\n\u003ch3>Look to a brighter future …\u003c/h3>\n\u003cp>“Stay well and hang in there. Some of the best years of your life are right around the corner!”\u003cbr>\n\u003cem>Amy, via text\u003c/em>\u003c/p>\n\u003cp>“I can imagine it must be a scary time to be a senior, imagining what your next step will be in the midst of huge turmoil, financial insecurity and a pandemic no less! The flipside is that it is becoming clear that new ways of thinking and being in the world are more necessary than ever… As we watch old systems crumble, take heart. This crumbling leaves an opening for the new world to be created by all of you. It’s your turn and we will all be here watching and cheering you on!”\u003cbr>\n\u003cem>Michelle, via text\u003c/em>\u003c/p>\n\u003cp>“I believe you’ll look back on this time, years from now, as a time to get to know your families and yourselves, a bit better. I’m so counting on you to continue to make this a better world as I think you see that we need some real changes in how we treat the world around us and each other. Good luck.”\u003cbr>\n\u003cem>Suzanne, via text\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817449\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817449 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43090_007_KQED_BayCurious_QadirScott_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Qadir Scott, a senior at Oakland Technical High School, skateboards in Alameda on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>… but don’t forget to enjoy the present\u003c/h3>\n\u003cp>“You’re at an empowering crossroads of knowing yourself more deeply and having a lot of options ahead of you. There is no right or wrong choice — whatever you choose will teach you, and those choices never have an expiration date… Be creative with what you have now, until the road opens up again.”\u003cbr>\n\u003cem>Brianna, via text\u003c/em>\u003c/p>\n\u003cp>“Leo Tolstoy said you need only know two things: what you’re doing now and what you’re doing next.”\u003cbr>\n\u003cem>Judith, via text\u003c/em>\u003c/p>\n\u003cp>“Look for joy in the unexpected. Discover things that may not have been available or likely in the graduation you expected. Remember that life is full of crappy stuff you can’t control; it’s how you choose to react and deal that is in your control.”\u003cbr>\n\u003cem>Annie, via text\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11817447\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817447 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43082_007_KQED_BayCurious_GenevieveSchweitzer_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Genevieve Schweitzer (right), a junior in high school, and her sister Julia study Spanish in their backyard on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Take care of your community — but also yourself\u003c/h3>\n\u003cp>“Always look for opportunities to improve the world during challenging times. And make sure you have fun, because this is your only precious life.”\u003cbr>\n\u003cem>Jeanie, via text\u003c/em>\u003c/p>\n\u003cp>“Stay healthy by eating good nutritious food, by exercising and most important, keeping in touch with those that you love. We can do this!”\u003cbr>\n\u003cem>Elizabeth, via text\u003c/em>\u003c/p>\n\u003cp>“We are a young species and we are evolving second by second. Keep your hearts kind, your mind sharp, and remember how important all the work you have done will be for your amazing life happening now! Love, a mom of an 18-year-old 2020 grad!”\u003cbr>\n\u003cem>Annika, via text\u003c/em>\u003c/p>\n\u003cp>“In the weeks ahead find one little thing, where you would love to give a helping hand for the cause to bring some kindness, smiles, and positive action to your community. You’ll meet a world of good there. Change is normal throughout every life; make your choice to bring and be a part of positive change.”\u003cbr>\n\u003cem>Diane, via Facebook\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_11816766\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11816766 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43096_003_KQED_BayCurious_Julisa_05062020-qut-1020x680.jpg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Julisa Gomez Reyes, a high school junior, at her home in San Jose on April 6, 2020. \u003ccite>(Beth LaBerge/KQED)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>And finally … don’t get hung up on canceled celebrations\u003c/h3>\n\u003cp>“I just want our seniors of 2020 to know that their achievements are no less just because we cannot celebrate them the usual way… You are loved and appreciated no less than any other years, if not more!”\u003cbr>\n\u003cem>Sabinagg5, via Instagram\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“You can have a celebration even with two people. Be thankful for what you’ve accomplished. That’s the thing. Not the gathering.”\u003cbr>\n\u003cem>Crazikaren, via Instagram\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "jobs-laptops-food-how-rudsdale-high-teachers-are-helping-newcomer-students-during-covid-19",
"title": "Jobs, Laptops, Food: How Rudsdale High Teachers Are Helping Newcomer Students During COVID-19",
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"headTitle": "Jobs, Laptops, Food: How Rudsdale High Teachers Are Helping Newcomer Students During COVID-19 | KQED",
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"content": "\u003cp>\u003cem>\u003ca href=\"https://bit.ly/ElCoronavirusRusdale\" target=\"_blank\" rel=\"noopener noreferrer\">Leer en español\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>Oakland high school student Evelin Solis lost her job at a coffee shop a day after Bay Area shelter-in-place orders were issued. A week later, her dad lost his job painting houses.\u003c/p>\n\u003cp>Since they arrived from Guatemala in 2017, Solis and her dad have split their expenses 50-50. With both out of work, they barely scraped together April’s rent of $900 for a room they share.\u003c/p>\n\u003cp>With no job, computer or home internet, Solis has been relying upon the support of her teachers at Rudsdale Newcomer High School. Her math and English instructors have become advocates, employment agents and grant writers, while teaching students remotely.\u003c/p>\n\u003cp>Nearly one in five high school students in Oakland Unified School District is new to the country. Like other schools in the district, Rudsdale High has become an essential service provider for these newcomers during the coronavirus pandemic, providing students with food and laptops and advising them on how to navigate social services and other support.\u003c/p>\n\u003cfigure id=\"attachment_11817492\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817492\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale Newcomer, a continuation school, was founded in 2017 to support recently arrived immigrant students at risk for dropping out. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Teachers Help Outside the Classroom\u003c/h3>\n\u003cp>Since campuses closed, Rudsdale High literacy specialist Kathleen Mitchell has been moonlighting as a manager of the school’s food delivery operation.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Food is like ground zero,” she said. “We have to have wraparound supports around food.”\u003c/p>\n\u003cp>Over the last seven weeks, she’s helped distribute 5,400 pounds of food to most of the school’s 150 students and their families, including Solis and her dad.\u003c/p>\n\u003cp>“They bring the essentials,” Solis said. “When we can’t go pick up food it really helps us that they drop it off.”\u003c/p>\n\u003cp>Solis and her father don’t have a car, and she said it feels too risky to take public transportation during the pandemic. They’ve been relying on a friend to take them to the school district’s food distribution sites or other food pantries when possible.\u003c/p>\n\u003cp>When Mitchell surveyed the students and their households — a total of about 700 people — she was stunned to learn that among the 90% of students who said they needed food support, nearly half hadn’t been able to get to an OUSD pickup site.\u003c/p>\n\u003cp>“There’s definitely a gap between the students who absolutely need food and the students who are getting to the Oakland sites,” Mitchell said. “It’s just not accessible for the families that seem to be some of the most vulnerable. They are going hungry for sure.”\u003c/p>\n\u003cp>For Solis and her dad, another concern is rent — they couldn’t pay anything for May.\u003c/p>\n\u003cp>“From now on, the truth is we don’t know what we’re going to do,” Solis said. “We’re worried because the landlord is a little demanding.”\u003c/p>\n\u003cp>Rudsdale teachers say many students are in similar situations. One English teacher recruited his father, a lawyer, to draft a letter students could use to explain their rights under the eviction moratorium.\u003c/p>\n\u003cp>“I am representing your tenants,” it reads in part. “This letter is intended to comply with the governor’s order that tenants unable to pay all or a portion of their rent inform the landlord of that situation within 7 days of the first of the month.”\u003c/p>\n\u003cp>Solis has a copy in hand, but she’s skeptical.\u003c/p>\n\u003cp>“I’m not sure he’s going to take it well,” she said of her landlord. “We’ll see what happens, because when he comes, he always wants to take some money with him.”\u003c/p>\n\u003cp>She has reason to doubt. Some students are still being threatened with eviction, according to Abraham Falk-Rood, the English teacher who enlisted his father’s help. In one case, a landlord tried throwing out a student’s belongings in the middle of the night, he said.\u003c/p>\n\u003cfigure id=\"attachment_11817494\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817494\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-800x629.jpg\" alt=\"Rudsdale English teacher Abraham Falk-Rood, math teacher Nick Johnson and history teacher Steven Moreno wearing their ties from a trip to Guatemala last summer.\" width=\"800\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-800x629.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-160x126.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-1020x802.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174.jpg 1440w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale High English teacher Abraham Falk-Rood, math teacher Nick Johnson and history teacher Steven Moreno wearing their ties from a trip to Guatemala last summer. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To support students like Solis, teachers and administrators have managed to raise around $43,000 through a combination of a \u003ca href=\"https://www.gofundme.com/f/help-rudsdale039s-immigrant-amp-unaccompanied-youth\" target=\"_blank\" rel=\"noopener noreferrer\">GoFundMe campaign\u003c/a>, \u003ca href=\"https://stimuluspledge.org/schools-partners/\" target=\"_blank\" rel=\"noopener noreferrer\">stimulus check pledge\u003c/a> and grant from the Rogers Family Foundation.\u003c/p>\n\u003cp>So far, Rudsdale administrators have given out relief funds to about half the school’s students. Solis recently got $200 that she said she’ll use mostly to cover her phone bills.\u003c/p>\n\u003cp>Falk-Rood is also helping Solis and her father apply for unemployment. Though both are eligible, they hadn’t applied because they struggled to navigate the process.\u003c/p>\n\u003ch3>Juggling Academics and Jobs\u003c/h3>\n\u003cp>Even before the pandemic, Rudsdale’s students were among those most likely to drop out of school. The majority are older, came to the United States alone and don’t have parents here. They not only support themselves financially, but often their families back home, too. Many are also undocumented and juggle appointments with lawyers and appearances in immigration court.\u003c/p>\n\u003cp>With so many responsibilities, prioritizing school isn’t easy, and teachers worry the new hurdles created by the pandemic will make it all but impossible.\u003c/p>\n\u003cp>The first step toward making online learning feasible was distributing Chromebooks to the 80% of students who didn’t have computers at home.\u003c/p>\n\u003cp>Solis was glad to get one, but without an internet connection it was mostly useless.\u003c/p>\n\u003cp>“Students immediately started texting us, ‘Hey, the Chromebooks don’t work. I can’t get on the internet,’ ” said Rudsdale math teacher Nick Johnson, who’s in charge of getting students the tools they need for distance learning. “They needed Wi-Fi access, and that’s been a lot more complicated.”\u003c/p>\n\u003cp>Sixty percent of Rudsdale students surveyed didn’t have home internet. And while companies have advertised free service, students are struggling to access it. Johnson has spent weeks walking students through applications by phone, troubleshooting one hurdle after another.\u003c/p>\n\u003cp>After Solis tried to sign up, she got a letter in the mail asking for proof she’s low income. She didn’t have it. With others running into the same problem, teachers stepped in to write letters confirming students are eligible for school nutrition programs.\u003c/p>\n\u003cp>“It’s hard not to feel like some of the companies weren’t more concerned with getting good publicity than they were with making it an easy process for our students to get connected,” Johnson said.\u003c/p>\n\u003cp>Weeks later, Solis still doesn’t have home internet — and neither do a third of Rudsdale students.\u003c/p>\n\u003cfigure id=\"attachment_11817498\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817498 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-800x600.jpg\" alt=\"Rudsdale college and career counselor, Natalie Lizardo-Sarellano poses in a graduation hat with two recent graduates, Sulma Vasquez and Diana de Paz Chepio. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale college and career counselor Natalie Lizardo-Sarellano poses in a graduation hat with two recent graduates, Sulma Vasquez and Diana de Paz Chepio. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Administrators think that’s the primary reason the attendance rate for the first two weeks of online classes was less than 40%.\u003c/p>\n\u003cp>Solis is trying to participate in online classes with her phone, but has found it frustrating.\u003c/p>\n\u003cp>In Johnson’s Zoom math classes, the experience for students joining by phone is hardly ideal. They try to follow along with the math problems on screen while toggling back and forth between the Zoom app and their phone calculators.\u003c/p>\n\u003cp>Between the economic impact of the crisis and the barriers to online learning, Johnson said some of his best students are falling behind. One student lost his job working nights at Denny’s because of the pandemic, so Johnson said that student is now picking up construction jobs during the day.\u003c/p>\n\u003cp>“He just doesn’t have time to deal with getting online and trying to do homework anymore,” Johnson said.\u003c/p>\n\u003cp>Of Rudsdale’s 150 students, nearly all of whom were working before the pandemic, only about 10 still have jobs. So along with homework instructions, one teacher made a video showing students how to apply for a job online.\u003c/p>\n\u003cfigure id=\"attachment_11817495\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817495\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-800x600.jpg\" alt=\"Rudsdale High Vice Principal Emma Batten-Bowman (center) pictured with Rudsdale High students.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale High Vice Principal Emma Batten-Bowman (center) pictured with Rudsdale High students. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I really am concerned when we come back, school’s not going to be able to be a priority,” said Rudsdale Vice Principal Emma Batten-Bowman. “They’re just going to have to work.”\u003c/p>\n\u003cp>She knows school was never the easy choice for her students. Still, she hopes the current crisis may spur the development of an online learning system that offers students more flexibility in how they learn, making it a little easier to choose to stay in school.\u003c/p>\n\u003cp>Solis, for her part, is eager to get back to Rudsdale in person as soon as it’s safe.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I miss school more than ever,” she said.\u003c/p>\n\n",
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"excerpt": "Teachers and staff at one Oakland high school have become essential service providers for students, many of whom are recent immigrants, during the coronavirus pandemic. ",
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"title": "Jobs, Laptops, Food: How Rudsdale High Teachers Are Helping Newcomer Students During COVID-19 | KQED",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003ca href=\"https://bit.ly/ElCoronavirusRusdale\" target=\"_blank\" rel=\"noopener noreferrer\">Leer en español\u003c/a>. \u003c/em>\u003c/p>\n\u003cp>Oakland high school student Evelin Solis lost her job at a coffee shop a day after Bay Area shelter-in-place orders were issued. A week later, her dad lost his job painting houses.\u003c/p>\n\u003cp>Since they arrived from Guatemala in 2017, Solis and her dad have split their expenses 50-50. With both out of work, they barely scraped together April’s rent of $900 for a room they share.\u003c/p>\n\u003cp>With no job, computer or home internet, Solis has been relying upon the support of her teachers at Rudsdale Newcomer High School. Her math and English instructors have become advocates, employment agents and grant writers, while teaching students remotely.\u003c/p>\n\u003cp>Nearly one in five high school students in Oakland Unified School District is new to the country. Like other schools in the district, Rudsdale High has become an essential service provider for these newcomers during the coronavirus pandemic, providing students with food and laptops and advising them on how to navigate social services and other support.\u003c/p>\n\u003cfigure id=\"attachment_11817492\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817492\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43132_IMG_20190904_113113-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale Newcomer, a continuation school, was founded in 2017 to support recently arrived immigrant students at risk for dropping out. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>Teachers Help Outside the Classroom\u003c/h3>\n\u003cp>Since campuses closed, Rudsdale High literacy specialist Kathleen Mitchell has been moonlighting as a manager of the school’s food delivery operation.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Food is like ground zero,” she said. “We have to have wraparound supports around food.”\u003c/p>\n\u003cp>Over the last seven weeks, she’s helped distribute 5,400 pounds of food to most of the school’s 150 students and their families, including Solis and her dad.\u003c/p>\n\u003cp>“They bring the essentials,” Solis said. “When we can’t go pick up food it really helps us that they drop it off.”\u003c/p>\n\u003cp>Solis and her father don’t have a car, and she said it feels too risky to take public transportation during the pandemic. They’ve been relying on a friend to take them to the school district’s food distribution sites or other food pantries when possible.\u003c/p>\n\u003cp>When Mitchell surveyed the students and their households — a total of about 700 people — she was stunned to learn that among the 90% of students who said they needed food support, nearly half hadn’t been able to get to an OUSD pickup site.\u003c/p>\n\u003cp>“There’s definitely a gap between the students who absolutely need food and the students who are getting to the Oakland sites,” Mitchell said. “It’s just not accessible for the families that seem to be some of the most vulnerable. They are going hungry for sure.”\u003c/p>\n\u003cp>For Solis and her dad, another concern is rent — they couldn’t pay anything for May.\u003c/p>\n\u003cp>“From now on, the truth is we don’t know what we’re going to do,” Solis said. “We’re worried because the landlord is a little demanding.”\u003c/p>\n\u003cp>Rudsdale teachers say many students are in similar situations. One English teacher recruited his father, a lawyer, to draft a letter students could use to explain their rights under the eviction moratorium.\u003c/p>\n\u003cp>“I am representing your tenants,” it reads in part. “This letter is intended to comply with the governor’s order that tenants unable to pay all or a portion of their rent inform the landlord of that situation within 7 days of the first of the month.”\u003c/p>\n\u003cp>Solis has a copy in hand, but she’s skeptical.\u003c/p>\n\u003cp>“I’m not sure he’s going to take it well,” she said of her landlord. “We’ll see what happens, because when he comes, he always wants to take some money with him.”\u003c/p>\n\u003cp>She has reason to doubt. Some students are still being threatened with eviction, according to Abraham Falk-Rood, the English teacher who enlisted his father’s help. In one case, a landlord tried throwing out a student’s belongings in the middle of the night, he said.\u003c/p>\n\u003cfigure id=\"attachment_11817494\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817494\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-800x629.jpg\" alt=\"Rudsdale English teacher Abraham Falk-Rood, math teacher Nick Johnson and history teacher Steven Moreno wearing their ties from a trip to Guatemala last summer.\" width=\"800\" height=\"629\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-800x629.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-160x126.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174-1020x802.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43134_IMG_20190916_144033-qut-e1589227625174.jpg 1440w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale High English teacher Abraham Falk-Rood, math teacher Nick Johnson and history teacher Steven Moreno wearing their ties from a trip to Guatemala last summer. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>To support students like Solis, teachers and administrators have managed to raise around $43,000 through a combination of a \u003ca href=\"https://www.gofundme.com/f/help-rudsdale039s-immigrant-amp-unaccompanied-youth\" target=\"_blank\" rel=\"noopener noreferrer\">GoFundMe campaign\u003c/a>, \u003ca href=\"https://stimuluspledge.org/schools-partners/\" target=\"_blank\" rel=\"noopener noreferrer\">stimulus check pledge\u003c/a> and grant from the Rogers Family Foundation.\u003c/p>\n\u003cp>So far, Rudsdale administrators have given out relief funds to about half the school’s students. Solis recently got $200 that she said she’ll use mostly to cover her phone bills.\u003c/p>\n\u003cp>Falk-Rood is also helping Solis and her father apply for unemployment. Though both are eligible, they hadn’t applied because they struggled to navigate the process.\u003c/p>\n\u003ch3>Juggling Academics and Jobs\u003c/h3>\n\u003cp>Even before the pandemic, Rudsdale’s students were among those most likely to drop out of school. The majority are older, came to the United States alone and don’t have parents here. They not only support themselves financially, but often their families back home, too. Many are also undocumented and juggle appointments with lawyers and appearances in immigration court.\u003c/p>\n\u003cp>With so many responsibilities, prioritizing school isn’t easy, and teachers worry the new hurdles created by the pandemic will make it all but impossible.\u003c/p>\n\u003cp>The first step toward making online learning feasible was distributing Chromebooks to the 80% of students who didn’t have computers at home.\u003c/p>\n\u003cp>Solis was glad to get one, but without an internet connection it was mostly useless.\u003c/p>\n\u003cp>“Students immediately started texting us, ‘Hey, the Chromebooks don’t work. I can’t get on the internet,’ ” said Rudsdale math teacher Nick Johnson, who’s in charge of getting students the tools they need for distance learning. “They needed Wi-Fi access, and that’s been a lot more complicated.”\u003c/p>\n\u003cp>Sixty percent of Rudsdale students surveyed didn’t have home internet. And while companies have advertised free service, students are struggling to access it. Johnson has spent weeks walking students through applications by phone, troubleshooting one hurdle after another.\u003c/p>\n\u003cp>After Solis tried to sign up, she got a letter in the mail asking for proof she’s low income. She didn’t have it. With others running into the same problem, teachers stepped in to write letters confirming students are eligible for school nutrition programs.\u003c/p>\n\u003cp>“It’s hard not to feel like some of the companies weren’t more concerned with getting good publicity than they were with making it an easy process for our students to get connected,” Johnson said.\u003c/p>\n\u003cp>Weeks later, Solis still doesn’t have home internet — and neither do a third of Rudsdale students.\u003c/p>\n\u003cfigure id=\"attachment_11817498\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11817498 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-800x600.jpg\" alt=\"Rudsdale college and career counselor, Natalie Lizardo-Sarellano poses in a graduation hat with two recent graduates, Sulma Vasquez and Diana de Paz Chepio. \" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43137_IMG_20191114_115011-qut-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale college and career counselor Natalie Lizardo-Sarellano poses in a graduation hat with two recent graduates, Sulma Vasquez and Diana de Paz Chepio. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Administrators think that’s the primary reason the attendance rate for the first two weeks of online classes was less than 40%.\u003c/p>\n\u003cp>Solis is trying to participate in online classes with her phone, but has found it frustrating.\u003c/p>\n\u003cp>In Johnson’s Zoom math classes, the experience for students joining by phone is hardly ideal. They try to follow along with the math problems on screen while toggling back and forth between the Zoom app and their phone calculators.\u003c/p>\n\u003cp>Between the economic impact of the crisis and the barriers to online learning, Johnson said some of his best students are falling behind. One student lost his job working nights at Denny’s because of the pandemic, so Johnson said that student is now picking up construction jobs during the day.\u003c/p>\n\u003cp>“He just doesn’t have time to deal with getting online and trying to do homework anymore,” Johnson said.\u003c/p>\n\u003cp>Of Rudsdale’s 150 students, nearly all of whom were working before the pandemic, only about 10 still have jobs. So along with homework instructions, one teacher made a video showing students how to apply for a job online.\u003c/p>\n\u003cfigure id=\"attachment_11817495\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11817495\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-800x600.jpg\" alt=\"Rudsdale High Vice Principal Emma Batten-Bowman (center) pictured with Rudsdale High students.\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1832x1374.jpg 1832w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1376x1032.jpg 1376w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/05/RS43135_IMG_20190919_160027-qut-e1589221697456-536x402.jpg 536w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Rudsdale High Vice Principal Emma Batten-Bowman (center) pictured with Rudsdale High students. \u003ccite>(Courtesy Emma Batten-Bowman)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“I really am concerned when we come back, school’s not going to be able to be a priority,” said Rudsdale Vice Principal Emma Batten-Bowman. “They’re just going to have to work.”\u003c/p>\n\u003cp>She knows school was never the easy choice for her students. Still, she hopes the current crisis may spur the development of an online learning system that offers students more flexibility in how they learn, making it a little easier to choose to stay in school.\u003c/p>\n\u003cp>Solis, for her part, is eager to get back to Rudsdale in person as soon as it’s safe.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I miss school more than ever,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Around 1.2 million California students lack adequate access to the internet right now, despite the fact that public schools have moved classes online. That’s created a tough scenario for teachers who have a harder time keeping tabs on students, and some educators are worried about what this means to education inequities that existed long before COVID-19.\u003c/p>\n\u003cp>Guest: \u003ca href=\"https://www.kqed.org/author/jmcevoy\">Julia McEvoy\u003c/a>, senior editor for KQED’s education and equity desk\u003c/p>\n\u003cp>\u003cem>The Bay won a Regional Edward R. Murrow Award for Excellence in Innovation! Listen to our episode, \u003ca href=\"https://www.kqed.org/news/11784071/in-latino-heavy-sonoma-a-tiny-radio-station-relays-critical-fire-information-in-indigenous-languages\">“The Tiny Radio Station Relaying Critical Kincade Fire Information in Indigenous Languages.”\u003c/a> Congratulations to KQED for winning six regional Murrow awards this year!\u003c/em>\u003c/p>\n\u003cp>\u003cem>We’re hosting a live (virtual) taping of The Bay on Wednesday, May 13 at 5:30 pm. RSVP for free \u003ca href=\"https://www.eventbrite.com/e/the-bay-virtual-live-podcast-tickets-103873283788?aff=erelexpmlt\">\u003cstrong>here\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Around 1.2 million California students lack adequate access to the internet right now, despite the fact that public schools have moved classes online. That’s created a tough scenario for teachers who have a harder time keeping tabs on students, and some educators are worried about what this means to education inequities that existed long before COVID-19.\u003c/p>\n\u003cp>Guest: \u003ca href=\"https://www.kqed.org/author/jmcevoy\">Julia McEvoy\u003c/a>, senior editor for KQED’s education and equity desk\u003c/p>\n\u003cp>\u003cem>The Bay won a Regional Edward R. Murrow Award for Excellence in Innovation! Listen to our episode, \u003ca href=\"https://www.kqed.org/news/11784071/in-latino-heavy-sonoma-a-tiny-radio-station-relays-critical-fire-information-in-indigenous-languages\">“The Tiny Radio Station Relaying Critical Kincade Fire Information in Indigenous Languages.”\u003c/a> Congratulations to KQED for winning six regional Murrow awards this year!\u003c/em>\u003c/p>\n\u003cp>\u003cem>We’re hosting a live (virtual) taping of The Bay on Wednesday, May 13 at 5:30 pm. RSVP for free \u003ca href=\"https://www.eventbrite.com/e/the-bay-virtual-live-podcast-tickets-103873283788?aff=erelexpmlt\">\u003cstrong>here\u003c/strong>\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "California Launches New Child Care Website — But Where's the Crucial Info?",
"title": "California Launches New Child Care Website — But Where's the Crucial Info?",
"headTitle": "CALmatters | KQED News",
"content": "\u003cp>Gov. Gavin Newsom promised that the state’s new child care website would give \u003ca href=\"https://calmatters.org/health/2020/04/california-child-care-critical-workers-regulations-subsidies/\">essential workers\u003c/a> all the information they need to choose a provider for their kids.\u003c/p>\n\u003cp>It isn’t quite working out that way.\u003c/p>\n\u003cp>The portal Newsom \u003ca href=\"https://www.gov.ca.gov/2020/04/30/governor-newsom-announces-new-online-portal-to-help-parents-find-local-and-convenient-child-care-options/\">announced\u003c/a> a week ago, based on state licensing data, lacks key information. In many instances, hours of operation and available spots are missing. The \u003ca href=\"https://mychildcare.ca.gov/#/home\">site\u003c/a> doesn’t indicate whether providers accept subsidies or what they charge.\u003c/p>\n\u003cp>The number of complaints about a provider initially was listed, but the state removed that information within days of the portal’s debut. Citations also are absent. To find that crucial information, a user would need to locate and then click on the license number — which then links to the state’s main licensing \u003ca href=\"https://www.ccld.dss.ca.gov/carefacilitysearch/Search/ChildCare\">database\u003c/a>.\u003c/p>\n\u003cp>[aside postID=\"mindshift_55790\" label=\"The future of schools\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/04/gettyimages-1209972908_slide-e66d48f25eb93420b7f647268e759d44c6085569-1020x680.jpg\"]\u003c/p>\n\u003cp>Across California, 72% of child care is provided by licensed private businesses — large centers and small and large family home care sites, \u003ca href=\"https://www.kidsdata.org/topic/101/child-care-spaces/table#fmt=261&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=124&ch=222,223,224\">accounting\u003c/a> for nearly 1 million child care slots. Of those, 35% have a state or federal contract, such as Head Start. The rest get paid directly by parents or via vouchers.\u003c/p>\n\u003cp>Newsom said the portal was created to help working parents track down child care during the \u003ca href=\"https://calmatters.org/explainers/coronavirus-california-explained-newsom/\">COVID-19 pandemic\u003c/a>. The state’s shelter-in-place order never required private child care and preschool centers to close, but many have shut down for safety reasons or falling enrollment. Relatives who may have provided care or been backup babysitters \u003ca href=\"https://calmatters.org/health/2020/03/california-coronavirus-families-children-parents-school-districts-grandparents/\">are now in isolation\u003c/a>, and schools are out for the foreseeable future.\u003c/p>\n\u003cp>But the portal is not proving to be a one-stop shop, said Nina Buthee, executive director of EveryChild California, a statewide \u003ca href=\"https://www.everychildca.org/\">organization\u003c/a> supporting early childhood education programs.\u003c/p>\n\u003cp>“Any parent would still need to make quite a few phone calls and reach out to a number of different places,” Buthee said.\u003c/p>\n\u003cp>Instead, she called the new California child care website a “really good start for finding out where facilities are.”\u003c/p>\n\u003cp>The new portal allows a user to enter an address or ZIP code to see a map of nearby centers as well as a list of providers. From there a parent can choose a provider and access whatever information is available. The portal lists 41,000 sites and 464 new pop-up child care locations.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Keisha Nzewi, whose network is building California’s new child care website\"]'I wish people could see how beautiful and user-friendly this site is going to be.'[/pullquote]\u003c/p>\n\u003cp>The state Department of Social Services already had a licensing database that is searchable, but it is more complex and doesn’t provide availability information.\u003c/p>\n\u003cp>“The purpose of the portal is to provide child care options that are convenient and reliable for their families located near their work, home or preferred location,” department spokesman Scott Murray said in an email.\u003c/p>\n\u003cp>About the missing information, Murray said the department is contacting providers regularly through an automated system to get updates regarding availability. If a center does not respond to text, email or phone calls the site indicates “availability unknown.”\u003c/p>\n\u003cp>Originally the new portal included the number of complaints a child care provider has received but the state removed that information within three days. Murray said that element was cut because the page has a link to the original licensing site, where users can explore complaints, citations and facility inspection reports.\u003c/p>\n\u003cp>Buthee said if the goal was to create the informative, user-friendly site that Newsom promised, it should include a list of recent citations and complaints with the date, reason and resolution. Or instead, the site should explicitly explain what parents can find if they follow the link to the licensing data.\u003c/p>\n\u003cp>Ironically, there is a more in-depth child care database in the works. In July, a long-awaited multimillion dollar website will launch that includes in-depth information and resources for families. This project was created in response to the requirements of a \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/ccdf201921information.asp\">Child Care Development Block Grant\u003c/a> the state received in 2014.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The website was fully funded in last year’s budget, according to Keisha Nzewi, director of public policy for the California Child Care Resource and Referral \u003ca href=\"https://rrnetwork.org/\">Network\u003c/a>, which holds the contract and is building the site.\u003c/p>\n\u003cp>“It’s good to have something up,” said Nzewi about the state portal. “I wish people could see how beautiful and user-friendly this site is going to be. I wish COVID had held off or we had enough money to do this sooner.”\u003c/p>\n\u003cp>For now, the referral network is working with the state to infuse the portal with some of the features from the new site, like a more robust database of providers and availability.\u003cbr>\n[pullquote size=\"medium\" align=\"right\" citation=\"Maria Jandres, San Francisco parent\"]'That portal doesn’t give you any information. It doesn’t say where they are, how many spaces. For a new parent it has nothing. '[/pullquote]\u003c/p>\n\u003cp>The current California child care website has disappointed some parents and providers alike.\u003c/p>\n\u003cp>“It’s really bad,” said San Francisco mom Maria Jandres. “That portal doesn’t give you any information. It doesn’t say where they are, how many spaces. For a new parent it has nothing. It leaves you more lost and with even more questions.”\u003c/p>\n\u003cp>Jandres said her 4-year-old son’s regular child care site closed in March, around the time her work as a realtor and court translator was coming to a slow stop. She stayed home with him for three weeks before signing up as a food delivery driver for various apps. She now juggles his care with her partner when he is not working.\u003c/p>\n\u003cp>“We have to figure out our child care because we don’t have anyone else,” she said. “Without child care neither my partner or I would be able to survive.”\u003c/p>\n\u003cp>At the same time, she said she is afraid to send her child to a provider she doesn’t already know, even if there are slots for essential workers. She’d rather ask around in her community for a personal recommendation.\u003c/p>\n\u003cp>This comes as no surprise to preschool owner Amanda Simoni, who went from having 54 kids every day to the 10 she is taking care of now at Heritage School of Discovery in Oakdale. She said she has laid off half of her staff and hopes to bring them back as soon as more kids return.\u003c/p>\n\u003cp>Simoni said California’s new child care website “came too late and it does not give enough information.”\u003c/p>\n\u003cp>She reached out to her local nonprofit child care agency after perusing the site and finding her phone number was wrong. It also included three complaints against her program, all of which were three or more years old and had been resolved, she said.\u003c/p>\n\u003cfigure id=\"attachment_11817603\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11817603\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-800x552.png\" alt=\"\" width=\"800\" height=\"552\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-800x552.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-160x110.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-1020x703.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot of California’s child care portal.\u003c/figcaption>\u003c/figure>\n\u003cp>Simoni said parents should have all the information, but it should be listed in a comprehensive way. As is, she said, the portal is “just not giving accurate information, it’s not giving parents the opportunity to make a good decision.”\u003c/p>\n\u003cp>For parents seeking child care sites that are much smaller than Heritage School, and are operated out of a provider’s home, this portal is going to require some additional hoops.\u003c/p>\n\u003cp>[aside tag=\"resource\" label=\"coronavirus resources\"]\u003c/p>\n\u003cp>These so-called “small family homes,” where providers care for up to eight kids, are listed without the official name of the business, address or contact information. Department spokesman Murray said that the contact information is not listed for privacy reasons because these are individual homes. So in order to reach these providers, parents would have to call their local nonprofit referral agency that oversees child care.\u003c/p>\n\u003cp>Those extra steps could thwart a connection between a family and a small child care provider.\u003c/p>\n\u003cp>“They need to have as much of an advantage as anyone else,” Buthee said.\u003c/p>\n\u003cp>Child care advocates hope to resolve all of these concerns with the new site.\u003c/p>\n\u003cp>Eventually, any searches will direct web traffic to the new site, Nzewi said. She said she expects the need to find child care to continue to grow into the summer, as some centers reduce enrollment to meet social distancing guidelines — or close altogether.\u003c/p>\n\u003cp>“It’s going to become even more important for parents and providers,” she said. “Parents will have to seek out new care.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "The state's new child care portal to help essential workers find child care during the pandemic lacks key information, including many providers' names, available slots, violations and cost. But a more elaborate site is slated to launch in July.",
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"nprByline": "\u003ca href=\"https://calmatters.org/author/elizabeth-aguilera/\"> Elizabeth Aguilera \u003ca />",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom promised that the state’s new child care website would give \u003ca href=\"https://calmatters.org/health/2020/04/california-child-care-critical-workers-regulations-subsidies/\">essential workers\u003c/a> all the information they need to choose a provider for their kids.\u003c/p>\n\u003cp>It isn’t quite working out that way.\u003c/p>\n\u003cp>The portal Newsom \u003ca href=\"https://www.gov.ca.gov/2020/04/30/governor-newsom-announces-new-online-portal-to-help-parents-find-local-and-convenient-child-care-options/\">announced\u003c/a> a week ago, based on state licensing data, lacks key information. In many instances, hours of operation and available spots are missing. The \u003ca href=\"https://mychildcare.ca.gov/#/home\">site\u003c/a> doesn’t indicate whether providers accept subsidies or what they charge.\u003c/p>\n\u003cp>The number of complaints about a provider initially was listed, but the state removed that information within days of the portal’s debut. Citations also are absent. To find that crucial information, a user would need to locate and then click on the license number — which then links to the state’s main licensing \u003ca href=\"https://www.ccld.dss.ca.gov/carefacilitysearch/Search/ChildCare\">database\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Across California, 72% of child care is provided by licensed private businesses — large centers and small and large family home care sites, \u003ca href=\"https://www.kidsdata.org/topic/101/child-care-spaces/table#fmt=261&loc=2,127,347,1763,331,348,336,171,321,345,357,332,324,369,358,362,360,337,327,364,356,217,353,328,354,323,352,320,339,334,365,343,330,367,344,355,366,368,265,349,361,4,273,59,370,326,333,322,341,338,350,342,329,325,359,351,363,340,335&tf=124&ch=222,223,224\">accounting\u003c/a> for nearly 1 million child care slots. Of those, 35% have a state or federal contract, such as Head Start. The rest get paid directly by parents or via vouchers.\u003c/p>\n\u003cp>Newsom said the portal was created to help working parents track down child care during the \u003ca href=\"https://calmatters.org/explainers/coronavirus-california-explained-newsom/\">COVID-19 pandemic\u003c/a>. The state’s shelter-in-place order never required private child care and preschool centers to close, but many have shut down for safety reasons or falling enrollment. Relatives who may have provided care or been backup babysitters \u003ca href=\"https://calmatters.org/health/2020/03/california-coronavirus-families-children-parents-school-districts-grandparents/\">are now in isolation\u003c/a>, and schools are out for the foreseeable future.\u003c/p>\n\u003cp>But the portal is not proving to be a one-stop shop, said Nina Buthee, executive director of EveryChild California, a statewide \u003ca href=\"https://www.everychildca.org/\">organization\u003c/a> supporting early childhood education programs.\u003c/p>\n\u003cp>“Any parent would still need to make quite a few phone calls and reach out to a number of different places,” Buthee said.\u003c/p>\n\u003cp>Instead, she called the new California child care website a “really good start for finding out where facilities are.”\u003c/p>\n\u003cp>The new portal allows a user to enter an address or ZIP code to see a map of nearby centers as well as a list of providers. From there a parent can choose a provider and access whatever information is available. The portal lists 41,000 sites and 464 new pop-up child care locations.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "'I wish people could see how beautiful and user-friendly this site is going to be.'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The state Department of Social Services already had a licensing database that is searchable, but it is more complex and doesn’t provide availability information.\u003c/p>\n\u003cp>“The purpose of the portal is to provide child care options that are convenient and reliable for their families located near their work, home or preferred location,” department spokesman Scott Murray said in an email.\u003c/p>\n\u003cp>About the missing information, Murray said the department is contacting providers regularly through an automated system to get updates regarding availability. If a center does not respond to text, email or phone calls the site indicates “availability unknown.”\u003c/p>\n\u003cp>Originally the new portal included the number of complaints a child care provider has received but the state removed that information within three days. Murray said that element was cut because the page has a link to the original licensing site, where users can explore complaints, citations and facility inspection reports.\u003c/p>\n\u003cp>Buthee said if the goal was to create the informative, user-friendly site that Newsom promised, it should include a list of recent citations and complaints with the date, reason and resolution. Or instead, the site should explicitly explain what parents can find if they follow the link to the licensing data.\u003c/p>\n\u003cp>Ironically, there is a more in-depth child care database in the works. In July, a long-awaited multimillion dollar website will launch that includes in-depth information and resources for families. This project was created in response to the requirements of a \u003ca href=\"https://www.cde.ca.gov/sp/cd/re/ccdf201921information.asp\">Child Care Development Block Grant\u003c/a> the state received in 2014.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The website was fully funded in last year’s budget, according to Keisha Nzewi, director of public policy for the California Child Care Resource and Referral \u003ca href=\"https://rrnetwork.org/\">Network\u003c/a>, which holds the contract and is building the site.\u003c/p>\n\u003cp>“It’s good to have something up,” said Nzewi about the state portal. “I wish people could see how beautiful and user-friendly this site is going to be. I wish COVID had held off or we had enough money to do this sooner.”\u003c/p>\n\u003cp>For now, the referral network is working with the state to infuse the portal with some of the features from the new site, like a more robust database of providers and availability.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "'That portal doesn’t give you any information. It doesn’t say where they are, how many spaces. For a new parent it has nothing. '",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The current California child care website has disappointed some parents and providers alike.\u003c/p>\n\u003cp>“It’s really bad,” said San Francisco mom Maria Jandres. “That portal doesn’t give you any information. It doesn’t say where they are, how many spaces. For a new parent it has nothing. It leaves you more lost and with even more questions.”\u003c/p>\n\u003cp>Jandres said her 4-year-old son’s regular child care site closed in March, around the time her work as a realtor and court translator was coming to a slow stop. She stayed home with him for three weeks before signing up as a food delivery driver for various apps. She now juggles his care with her partner when he is not working.\u003c/p>\n\u003cp>“We have to figure out our child care because we don’t have anyone else,” she said. “Without child care neither my partner or I would be able to survive.”\u003c/p>\n\u003cp>At the same time, she said she is afraid to send her child to a provider she doesn’t already know, even if there are slots for essential workers. She’d rather ask around in her community for a personal recommendation.\u003c/p>\n\u003cp>This comes as no surprise to preschool owner Amanda Simoni, who went from having 54 kids every day to the 10 she is taking care of now at Heritage School of Discovery in Oakdale. She said she has laid off half of her staff and hopes to bring them back as soon as more kids return.\u003c/p>\n\u003cp>Simoni said California’s new child care website “came too late and it does not give enough information.”\u003c/p>\n\u003cp>She reached out to her local nonprofit child care agency after perusing the site and finding her phone number was wrong. It also included three complaints against her program, all of which were three or more years old and had been resolved, she said.\u003c/p>\n\u003cfigure id=\"attachment_11817603\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg class=\"size-medium wp-image-11817603\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-800x552.png\" alt=\"\" width=\"800\" height=\"552\" srcset=\"https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-800x552.png 800w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-160x110.png 160w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot-1020x703.png 1020w, https://ww2.kqed.org/app/uploads/sites/10/2020/05/ChildcarePortal_screenshot.png 1024w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Screenshot of California’s child care portal.\u003c/figcaption>\u003c/figure>\n\u003cp>Simoni said parents should have all the information, but it should be listed in a comprehensive way. As is, she said, the portal is “just not giving accurate information, it’s not giving parents the opportunity to make a good decision.”\u003c/p>\n\u003cp>For parents seeking child care sites that are much smaller than Heritage School, and are operated out of a provider’s home, this portal is going to require some additional hoops.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>These so-called “small family homes,” where providers care for up to eight kids, are listed without the official name of the business, address or contact information. Department spokesman Murray said that the contact information is not listed for privacy reasons because these are individual homes. So in order to reach these providers, parents would have to call their local nonprofit referral agency that oversees child care.\u003c/p>\n\u003cp>Those extra steps could thwart a connection between a family and a small child care provider.\u003c/p>\n\u003cp>“They need to have as much of an advantage as anyone else,” Buthee said.\u003c/p>\n\u003cp>Child care advocates hope to resolve all of these concerns with the new site.\u003c/p>\n\u003cp>Eventually, any searches will direct web traffic to the new site, Nzewi said. She said she expects the need to find child care to continue to grow into the summer, as some centers reduce enrollment to meet social distancing guidelines — or close altogether.\u003c/p>\n\u003cp>“It’s going to become even more important for parents and providers,” she said. “Parents will have to seek out new care.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Schools Reopening in July? The Concerns Over How Gov. Newsom's Idea Will Work",
"title": "Schools Reopening in July? The Concerns Over How Gov. Newsom's Idea Will Work",
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"content": "\u003cp>Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11814720/beginning-of-california-reopening-businesses-is-weeks-away-says-newsom\">suggestion on Tuesday that schools could reopen\u003c/a> for the next academic year as soon as late July or early August drew mixed reaction from parents, teachers and education officials — raising questions about safety, what classrooms will look like and whether schools have the money to pull it off.\u003c/p>\n\u003cp>Newsom indicated he would like schools to push to bring students back, if it can be done safely, due to concern about students falling behind and the inequities some are experiencing while learning at home.\u003c/p>\n\u003cp>The state does not have the power to tell school districts when to reopen, but it can provide guidelines. And district leaders have vastly different thoughts on reopening based on their communities.\u003c/p>\n\u003ch3>\u003cstrong>Can Schools Reopen Safely?\u003c/strong>\u003c/h3>\n\u003cp>Educators have floated \u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">several ideas\u003c/a> for how social distancing might continue in school settings — from staggering school days or start times, to smaller class sizes with desks spaced 6 feet apart.\u003c/p>\n\u003cp>Newsom spoke of preparing schools physically, which may mean equipping schools for more hand washing during the day, for example.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Tony Thurmond, state superintendent of public instruction\"]'If this is going to work, there are some major questions we will have to answer. First and foremost: Can this be done in a way that protects the health and safety of our students, teachers, and school staff?'[/pullquote]\u003c/p>\n\u003cp>California Superintendent of Public Instruction Tony Thurmond seemed surprised by the news of a potential reopening of schools in his initial response.\u003c/p>\n\u003cp>He moved quickly to convene a working group Wednesday, including superintendents from across the state, to try and address what must take place before schools can reopen.\u003c/p>\n\u003cp>“If this is going to work, there are some major questions we will have to answer. First and foremost: Can this be done in a way that protects the health and safety of our students, teachers and school staff?\" Thurmond asked.\u003c/p>\n\u003cp>Some leaders of Bay Area teachers unions echoed these concerns.\u003c/p>\n\u003cp>Demetrio Gonzalez, president of the United Teachers of Richmond, which represents teachers in West Contra Costa Unified School District, said the idea has not been discussed at all in the district.\u003c/p>\n\u003cp>“If the Governor's comments made you feel uneasy, please remember that this idea is an item subject to bargaining,” Gonzalez wrote to his members.\u003c/p>\n\u003cp>Many Bay Area school districts with individual labor agreements would need to renegotiate to accommodate summer learning. “Ultimately UTR and our community would have to agree with these ideas,” Gonzalez wrote.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003ch3>\u003cstrong>A Need for Funding \u003c/strong>\u003c/h3>\n\u003cp>Meanwhile, fear about the state's budgeting for schools was the focus of a state Assembly subcommittee meeting Tuesday.\u003c/p>\n\u003cp>[aside postID=\"education_533204,mindshift_55790\" label=\"Education Resources\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/38/2020/03/PBSLM_Resources-Landing-Page-1020x574.png\"]\u003c/p>\n\u003cp>Districts are facing looming financial concerns because tax revenues have been slashed because of the pandemic. That could lead to program cuts, layoffs or even bankruptcy for some. In January, Newsom proposed boosting school funding by $1.2 billion, but with revenues tumbling and expenses mounting, he's likely to introduce a radically different proposal next month.\u003c/p>\n\u003cp>Legislators, educators and budget officials discussed what a revised budget from the governor might mean for education, specifically when it comes to helping students make up for lost learning time during the pandemic.\u003c/p>\n\u003cp>Though concerned about students’ learning loss during the pandemic, Assemblymember Monique Limón, D-Santa Barbara, cautioned, “It is not clear we will be able to have a discussion about any added funding. So it’s important for all of us to try and transition to what the new realities are, being a state with tens of billions of dollars in a deficit we didn’t expect to have.”\u003c/p>\n\u003ch3>\u003cstrong>Learning Loss: An Equity Issue\u003c/strong>\u003c/h3>\n\u003cp>The concern about learning loss is at the forefront for Newsom and others who are hopeful school will reopen early this year.\u003c/p>\n\u003cp>But even if students were to reenter school buildings in late July, some variation of online learning would likely need to continue, and for the \u003ca href=\"https://www.kqed.org/news/11813045/no-home-wifi-no-virtual-classroom-how-low-income-students-lose-out-during-a-pandemic\">2.1 million students who still lack internet\u003c/a> across the state, that experience would need to improve.\u003c/p>\n\u003cp>[aside postID=\"mindshift_55608\" label=\"Student Resources\" hero=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2020/03/iStock-1084854150-1020x680.jpg\"]\u003c/p>\n\u003cp>Any reopening of schools would need to begin with assessing students, several educators told the state Assembly subcommittee Tuesday.\u003c/p>\n\u003cp>Elisha Smith Arrillaga, \u003ca href=\"https://west.edtrust.org/ca-parent-poll-covid-19-and-school-closures/\">executive director of The Education Trust-West\u003c/a>, a nonprofit focusing on education equity, said her biggest concern is students who were on the margins academically before the pandemic hit.\u003c/p>\n\u003cp>“As we move into recovery, one of the most important things to do is going to be really centering how we engage those students and build the rest of the recovery mechanisms around those students,” Arrillaga said.\u003c/p>\n\u003cp>Linda Darling-Hammond, president of the State Board of Education, took a more hopeful tone, telling the subcommittee there are proven ways to target resources and instruction to accelerate learning for students who have fallen behind.\u003c/p>\n\u003cp>An additional red flag is the emotional trauma students may be experiencing, which makes this pandemic different from the traditional summer break.\u003c/p>\n\u003cp>Researchers Megan Kufeld and Beth Tarasawa, with the Northwest Evaluation Association, \u003ca href=\"https://www.nwea.org/content/uploads/2020/04/Collaborative-Brief_Covid19-Slide-APR20.pdf\">looked at data from summer learning loss and applied it to the pandemic\u003c/a>. They estimate students experiencing the pandemic will return in the fall with “roughly 70% of the learning gains in reading, relative to a typical school year.” In math, they find students in some grades could show up a full year behind.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Elisha Smith Arrillaga, executive director of The Educaiton Trust-West\"]'Ultimately students need to know that they and their families are cared for in order to ground the academic work that is to come.'[/pullquote]\u003c/p>\n\u003cp>Even weeks into this current distance learning experiment, there is much work to be done to ensure students are participating while at home. In West Contra Costa Unified, thousands are still not logging into the district’s attendance platform, PowerSchool, according to Gonzalez, the president of UTR.\u003c/p>\n\u003cp>“Last week, we had an average of about 14,000 logins daily,” Gonzalez said. “We’ll have more accurate data this week now that teachers are tracking engagement in PowerSchool.\"\u003c/p>\n\u003cp>He said the district was working with the Teamsters, who represent the district's classified employees, to help reach more of the district's 32,000 students.\u003c/p>\n\u003cp>Smith Arrillaga said this is exactly what needs to be happening in the months approaching any return to classes in person.\u003c/p>\n\u003cp>“That kind of herculean effort to connect with students and understand what was going on with their families, the payoff for that in the long run is going to be huge,” she said. “Because ultimately students need to know that they and their families are cared for in order to ground the academic work that is to come.”\u003c/p>\n\u003cp>\u003cem>The Associated Press contributed to this report.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"excerpt": "Gov. Gavin Newsom's suggestion to reopen schools as early as late July is raising questions about safety, what classrooms will look like and whether schools have the money to pull it off. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Gov. Gavin Newsom’s \u003ca href=\"https://www.kqed.org/news/11814720/beginning-of-california-reopening-businesses-is-weeks-away-says-newsom\">suggestion on Tuesday that schools could reopen\u003c/a> for the next academic year as soon as late July or early August drew mixed reaction from parents, teachers and education officials — raising questions about safety, what classrooms will look like and whether schools have the money to pull it off.\u003c/p>\n\u003cp>Newsom indicated he would like schools to push to bring students back, if it can be done safely, due to concern about students falling behind and the inequities some are experiencing while learning at home.\u003c/p>\n\u003cp>The state does not have the power to tell school districts when to reopen, but it can provide guidelines. And district leaders have vastly different thoughts on reopening based on their communities.\u003c/p>\n\u003ch3>\u003cstrong>Can Schools Reopen Safely?\u003c/strong>\u003c/h3>\n\u003cp>Educators have floated \u003ca href=\"https://www.kqed.org/mindshift/55790/what-it-might-look-like-to-safely-reopen-schools\">several ideas\u003c/a> for how social distancing might continue in school settings — from staggering school days or start times, to smaller class sizes with desks spaced 6 feet apart.\u003c/p>\n\u003cp>Newsom spoke of preparing schools physically, which may mean equipping schools for more hand washing during the day, for example.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "'If this is going to work, there are some major questions we will have to answer. First and foremost: Can this be done in a way that protects the health and safety of our students, teachers, and school staff?'",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>California Superintendent of Public Instruction Tony Thurmond seemed surprised by the news of a potential reopening of schools in his initial response.\u003c/p>\n\u003cp>He moved quickly to convene a working group Wednesday, including superintendents from across the state, to try and address what must take place before schools can reopen.\u003c/p>\n\u003cp>“If this is going to work, there are some major questions we will have to answer. First and foremost: Can this be done in a way that protects the health and safety of our students, teachers and school staff?\" Thurmond asked.\u003c/p>\n\u003cp>Some leaders of Bay Area teachers unions echoed these concerns.\u003c/p>\n\u003cp>Demetrio Gonzalez, president of the United Teachers of Richmond, which represents teachers in West Contra Costa Unified School District, said the idea has not been discussed at all in the district.\u003c/p>\n\u003cp>“If the Governor's comments made you feel uneasy, please remember that this idea is an item subject to bargaining,” Gonzalez wrote to his members.\u003c/p>\n\u003cp>Many Bay Area school districts with individual labor agreements would need to renegotiate to accommodate summer learning. “Ultimately UTR and our community would have to agree with these ideas,” Gonzalez wrote.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003ch3>\u003cstrong>A Need for Funding \u003c/strong>\u003c/h3>\n\u003cp>Meanwhile, fear about the state's budgeting for schools was the focus of a state Assembly subcommittee meeting Tuesday.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Districts are facing looming financial concerns because tax revenues have been slashed because of the pandemic. That could lead to program cuts, layoffs or even bankruptcy for some. In January, Newsom proposed boosting school funding by $1.2 billion, but with revenues tumbling and expenses mounting, he's likely to introduce a radically different proposal next month.\u003c/p>\n\u003cp>Legislators, educators and budget officials discussed what a revised budget from the governor might mean for education, specifically when it comes to helping students make up for lost learning time during the pandemic.\u003c/p>\n\u003cp>Though concerned about students’ learning loss during the pandemic, Assemblymember Monique Limón, D-Santa Barbara, cautioned, “It is not clear we will be able to have a discussion about any added funding. So it’s important for all of us to try and transition to what the new realities are, being a state with tens of billions of dollars in a deficit we didn’t expect to have.”\u003c/p>\n\u003ch3>\u003cstrong>Learning Loss: An Equity Issue\u003c/strong>\u003c/h3>\n\u003cp>The concern about learning loss is at the forefront for Newsom and others who are hopeful school will reopen early this year.\u003c/p>\n\u003cp>But even if students were to reenter school buildings in late July, some variation of online learning would likely need to continue, and for the \u003ca href=\"https://www.kqed.org/news/11813045/no-home-wifi-no-virtual-classroom-how-low-income-students-lose-out-during-a-pandemic\">2.1 million students who still lack internet\u003c/a> across the state, that experience would need to improve.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Any reopening of schools would need to begin with assessing students, several educators told the state Assembly subcommittee Tuesday.\u003c/p>\n\u003cp>Elisha Smith Arrillaga, \u003ca href=\"https://west.edtrust.org/ca-parent-poll-covid-19-and-school-closures/\">executive director of The Education Trust-West\u003c/a>, a nonprofit focusing on education equity, said her biggest concern is students who were on the margins academically before the pandemic hit.\u003c/p>\n\u003cp>“As we move into recovery, one of the most important things to do is going to be really centering how we engage those students and build the rest of the recovery mechanisms around those students,” Arrillaga said.\u003c/p>\n\u003cp>Linda Darling-Hammond, president of the State Board of Education, took a more hopeful tone, telling the subcommittee there are proven ways to target resources and instruction to accelerate learning for students who have fallen behind.\u003c/p>\n\u003cp>An additional red flag is the emotional trauma students may be experiencing, which makes this pandemic different from the traditional summer break.\u003c/p>\n\u003cp>Researchers Megan Kufeld and Beth Tarasawa, with the Northwest Evaluation Association, \u003ca href=\"https://www.nwea.org/content/uploads/2020/04/Collaborative-Brief_Covid19-Slide-APR20.pdf\">looked at data from summer learning loss and applied it to the pandemic\u003c/a>. They estimate students experiencing the pandemic will return in the fall with “roughly 70% of the learning gains in reading, relative to a typical school year.” In math, they find students in some grades could show up a full year behind.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Even weeks into this current distance learning experiment, there is much work to be done to ensure students are participating while at home. In West Contra Costa Unified, thousands are still not logging into the district’s attendance platform, PowerSchool, according to Gonzalez, the president of UTR.\u003c/p>\n\u003cp>“Last week, we had an average of about 14,000 logins daily,” Gonzalez said. “We’ll have more accurate data this week now that teachers are tracking engagement in PowerSchool.\"\u003c/p>\n\u003cp>He said the district was working with the Teamsters, who represent the district's classified employees, to help reach more of the district's 32,000 students.\u003c/p>\n\u003cp>Smith Arrillaga said this is exactly what needs to be happening in the months approaching any return to classes in person.\u003c/p>\n\u003cp>“That kind of herculean effort to connect with students and understand what was going on with their families, the payoff for that in the long run is going to be huge,” she said. “Because ultimately students need to know that they and their families are cared for in order to ground the academic work that is to come.”\u003c/p>\n\u003cp>\u003cem>The Associated Press contributed to this report.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>UC Santa Barbara undergraduate student \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8i54fhx-57cffd79-3215-4bd5-a951-ffdb518f1435\" target=\"_blank\" rel=\"noopener noreferrer\">Yarah Meijer\u003c/a> was looking for something to do after coming back home to the San Francisco Bay Area when her campus shut down due to the coronavirus.\u003c/p>\n\u003cp>“Originally, I asked my parents if they’d be comfortable with me working at a convenience store,” Meijer said. “But my dad thought I should look up volunteer work or tutoring that I could do virtually to help out.”\u003c/p>\n\u003cp>It’s tough being cooped up at home right now, especially if you’re a teenager. But some California high school students and undergrads, like Meijer, are using their weeks in quarantine to teach music to kids — and donating the proceeds to support coronavirus relief efforts.\u003c/p>\n\u003cp>She’s doing this through \u003ca href=\"https://www.quarantunes.site/\" target=\"_blank\" rel=\"noopener noreferrer\">QuaranTunes\u003c/a>, a new, online music education service that connects teen music teachers with students ages 4 to 14 who want to learn a musical instrument or sing.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The one-on-one, 40-minute coaching sessions take place via video chat (usually Zoom) at no cost to the student. Donations are encouraged, though. They all go to the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>One of Meijer’s young students, Sanah Ayyar, started learning the violin a few weeks ago at home with help from her mom.\u003c/p>\n\u003cp>“But she’s really busy,” the 11-year-old student said. “So, I haven’t learned much.”\u003c/p>\n\u003cfigure id=\"attachment_11814844\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814844\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg\" alt=\"\" width=\"800\" height=\"743\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut.jpg 1182w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yarah Meijer gives Sanah Ayyar a violin lesson online. \u003ccite>(Zoom video screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s now getting lots of tips from Meijer, including how to play with the correct posture and bow pressure, and how to use rosin.\u003c/p>\n\u003cp>“I guess I’ll start spending more time on the violin,” Ayyar said at the end of a recent lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://www.quarantunes.site/-about\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Segal\u003c/a>, a high school junior, founded QuaranTunes.\u003c/p>\n\u003cp>“I started learning the piano at the age of 3, and started learning voice at the age of 8,” Segal said. “And currently, I’m the lead singer-songwriter of a Palo Alto-based indie-pop band called \u003ca href=\"https://www.reveriebandofficial.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Reverie\u003c/a>.”\u003c/p>\n\u003cp>Segal said she was inspired to launch QuaranTunes after giving her little sister, who was bored and antsy at the start of California’s stay-at-home order, music lessons so that her parents could focus on their work.\u003c/p>\n\u003cp>“I realized that there are probably thousands of other families in the same situation as ours, with children who just really wanted to be kept occupied and to have fun and learn something new in quarantine, but just didn’t really have the resources for that,” Segal said.\u003c/p>\n\u003cfigure id=\"attachment_11814846\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11814846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut.jpg 1920w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes founder Julia Segal is a singer and songwriter. \u003ccite>(Courtesy of Julia Segal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal enlisted her musical friends as coaches, including high school senior \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8drzdxn-b7657a3f-916b-4085-8953-724e5ef5f835\" target=\"_blank\" rel=\"noopener noreferrer\">Leo Marburg\u003c/a>. He plays piano, ukulele and trombone, and also sings.\u003c/p>\n\u003cp>“It combined two things I’m interested in: music and teaching,” Marburg said of QuaranTunes. “And it also felt like a great way to help out.”\u003c/p>\n\u003cp>Marburg currently has three students, including Ariella Neymark.\u003c/p>\n\u003cp>At 7 years old, Neymark is a budding ukulele player.\u003c/p>\n\u003cp>“Do you remember the name of the strings?” Marburg asked Neymark during a ukulele lesson he recently taught via Zoom.\u003c/p>\n\u003cp>“Yeah. Groovy Cows Eat Apples,” Neymark said, reciting a mnemonic she learned. “So: G, C, E, A.”\u003c/p>\n\u003cfigure id=\"attachment_11814848\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814848\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut.jpg 978w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Leo Marburg gives Ariella Neymark a ukulele lesson via Zoom. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Neymark gamely played the notes, even though she could tell her little blue ukulele was a bit out of tune — a hard thing to fix via web video.\u003c/p>\n\u003cp>But she said she’s loving the lessons.\u003c/p>\n\u003cp>“I get to learn at my own speed,” said the student. “And it’s fun.”\u003c/p>\n\u003cp>Her mom, Irina Neymark, said she found out about QuaranTunes on Facebook.\u003c/p>\n\u003cp>“It’s a wonderful program that, in the current times, can connect the little ones and those in their teens and make it a positive experience,” Neymark said. “It keeps them busy, as well as learning new skills.”\u003c/p>\n\u003cp>The internet has long been awash with online learning resources for developing musicians. You can even \u003ca href=\"https://www.masterclass.com/classes/carlos-santana-teaches-the-art-and-soul-of-guitar\" target=\"_blank\" rel=\"noopener noreferrer\">get guitar pointers from Carlos Santana.\u003c/a> The closure of music schools and private studios as a result of the coronavirus has increased the number of offerings in recent weeks. The San Francisco Community Music Center, for example, is one California organization that has moved many classes that would typically be taught in person, \u003ca href=\"https://sfcmc.org/youth/online-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">online\u003c/a>.\u003c/p>\n\u003cp>QuaranTunes has only been around for a few weeks. But Segal said more than 100 students from across the United States, as well as the United Kingdom, India and Canada, have signed up for lessons. Nearly 70 teen musicians have come onboard to teach.\u003c/p>\n\u003cfigure id=\"attachment_11814850\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814850\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg\" alt=\"\" width=\"800\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1020x565.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut.jpg 1738w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes recently offered a guitar master class taught by professional guitarist and teacher Josh Thurston-Milgrom (top row, second from left) to help teen teachers hone their pedagogical skills. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal said QuaranTunes also just started offering master classes by professionals, to help the young teachers develop pedagogical skills.\u003c/p>\n\u003cp>“Many of our teenage musicians are super talented,” Segal said. “But they just haven’t really had experience actually teaching before.”\u003c/p>\n\u003cp>And the service has \u003ca href=\"https://www.gofundme.com/f/quarantuneslessons/donate?utm_source=widget&utm_medium=referral&utm_campaign=p_cp+share-sheet\" target=\"_blank\" rel=\"noopener noreferrer\">already raised\u003c/a> more than $2,500 for the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>“The thing that’s been driving me is the idea that although we may not be the ones on the front lines who are fighting the virus directly, we’re all playing a role in helping the world fight this pandemic,” Segal said. “And we’re doing it through what it is that we do best, which is music.”\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>UC Santa Barbara undergraduate student \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8i54fhx-57cffd79-3215-4bd5-a951-ffdb518f1435\" target=\"_blank\" rel=\"noopener noreferrer\">Yarah Meijer\u003c/a> was looking for something to do after coming back home to the San Francisco Bay Area when her campus shut down due to the coronavirus.\u003c/p>\n\u003cp>“Originally, I asked my parents if they’d be comfortable with me working at a convenience store,” Meijer said. “But my dad thought I should look up volunteer work or tutoring that I could do virtually to help out.”\u003c/p>\n\u003cp>It’s tough being cooped up at home right now, especially if you’re a teenager. But some California high school students and undergrads, like Meijer, are using their weeks in quarantine to teach music to kids — and donating the proceeds to support coronavirus relief efforts.\u003c/p>\n\u003cp>She’s doing this through \u003ca href=\"https://www.quarantunes.site/\" target=\"_blank\" rel=\"noopener noreferrer\">QuaranTunes\u003c/a>, a new, online music education service that connects teen music teachers with students ages 4 to 14 who want to learn a musical instrument or sing.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The one-on-one, 40-minute coaching sessions take place via video chat (usually Zoom) at no cost to the student. Donations are encouraged, though. They all go to the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>One of Meijer’s young students, Sanah Ayyar, started learning the violin a few weeks ago at home with help from her mom.\u003c/p>\n\u003cp>“But she’s really busy,” the 11-year-old student said. “So, I haven’t learned much.”\u003c/p>\n\u003cfigure id=\"attachment_11814844\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814844\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg\" alt=\"\" width=\"800\" height=\"743\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-800x743.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-160x149.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut-1020x948.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42965_Yarah-and-Sanah-qut.jpg 1182w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Yarah Meijer gives Sanah Ayyar a violin lesson online. \u003ccite>(Zoom video screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She’s now getting lots of tips from Meijer, including how to play with the correct posture and bow pressure, and how to use rosin.\u003c/p>\n\u003cp>“I guess I’ll start spending more time on the violin,” Ayyar said at the end of a recent lesson.\u003c/p>\n\u003cp>\u003ca href=\"https://www.quarantunes.site/-about\" target=\"_blank\" rel=\"noopener noreferrer\">Julia Segal\u003c/a>, a high school junior, founded QuaranTunes.\u003c/p>\n\u003cp>“I started learning the piano at the age of 3, and started learning voice at the age of 8,” Segal said. “And currently, I’m the lead singer-songwriter of a Palo Alto-based indie-pop band called \u003ca href=\"https://www.reveriebandofficial.com/\" target=\"_blank\" rel=\"noopener noreferrer\">Reverie\u003c/a>.”\u003c/p>\n\u003cp>Segal said she was inspired to launch QuaranTunes after giving her little sister, who was bored and antsy at the start of California’s stay-at-home order, music lessons so that her parents could focus on their work.\u003c/p>\n\u003cp>“I realized that there are probably thousands of other families in the same situation as ours, with children who just really wanted to be kept occupied and to have fun and learn something new in quarantine, but just didn’t really have the resources for that,” Segal said.\u003c/p>\n\u003cfigure id=\"attachment_11814846\" class=\"wp-caption alignleft\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-11814846\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg\" alt=\"\" width=\"640\" height=\"427\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-1020x680.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-160x107.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut-800x533.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42961_julia-segal-qut.jpg 1920w\" sizes=\"auto, (max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes founder Julia Segal is a singer and songwriter. \u003ccite>(Courtesy of Julia Segal)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal enlisted her musical friends as coaches, including high school senior \u003ca href=\"https://www.quarantunes.site/our-teachers?pgid=k8drzdxn-b7657a3f-916b-4085-8953-724e5ef5f835\" target=\"_blank\" rel=\"noopener noreferrer\">Leo Marburg\u003c/a>. He plays piano, ukulele and trombone, and also sings.\u003c/p>\n\u003cp>“It combined two things I’m interested in: music and teaching,” Marburg said of QuaranTunes. “And it also felt like a great way to help out.”\u003c/p>\n\u003cp>Marburg currently has three students, including Ariella Neymark.\u003c/p>\n\u003cp>At 7 years old, Neymark is a budding ukulele player.\u003c/p>\n\u003cp>“Do you remember the name of the strings?” Marburg asked Neymark during a ukulele lesson he recently taught via Zoom.\u003c/p>\n\u003cp>“Yeah. Groovy Cows Eat Apples,” Neymark said, reciting a mnemonic she learned. “So: G, C, E, A.”\u003c/p>\n\u003cfigure id=\"attachment_11814848\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814848\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg\" alt=\"\" width=\"800\" height=\"993\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-800x993.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut-160x199.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42962_Leo-and-Ariella-qut.jpg 978w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Leo Marburg gives Ariella Neymark a ukulele lesson via Zoom. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Neymark gamely played the notes, even though she could tell her little blue ukulele was a bit out of tune — a hard thing to fix via web video.\u003c/p>\n\u003cp>But she said she’s loving the lessons.\u003c/p>\n\u003cp>“I get to learn at my own speed,” said the student. “And it’s fun.”\u003c/p>\n\u003cp>Her mom, Irina Neymark, said she found out about QuaranTunes on Facebook.\u003c/p>\n\u003cp>“It’s a wonderful program that, in the current times, can connect the little ones and those in their teens and make it a positive experience,” Neymark said. “It keeps them busy, as well as learning new skills.”\u003c/p>\n\u003cp>The internet has long been awash with online learning resources for developing musicians. You can even \u003ca href=\"https://www.masterclass.com/classes/carlos-santana-teaches-the-art-and-soul-of-guitar\" target=\"_blank\" rel=\"noopener noreferrer\">get guitar pointers from Carlos Santana.\u003c/a> The closure of music schools and private studios as a result of the coronavirus has increased the number of offerings in recent weeks. The San Francisco Community Music Center, for example, is one California organization that has moved many classes that would typically be taught in person, \u003ca href=\"https://sfcmc.org/youth/online-learning/\" target=\"_blank\" rel=\"noopener noreferrer\">online\u003c/a>.\u003c/p>\n\u003cp>QuaranTunes has only been around for a few weeks. But Segal said more than 100 students from across the United States, as well as the United Kingdom, India and Canada, have signed up for lessons. Nearly 70 teen musicians have come onboard to teach.\u003c/p>\n\u003cfigure id=\"attachment_11814850\" class=\"wp-caption alignleft\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-11814850\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg\" alt=\"\" width=\"800\" height=\"443\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-800x443.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-160x89.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1020x565.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-672x372.jpg 672w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut-1038x576.jpg 1038w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/RS42963_masterclass-qut.jpg 1738w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">QuaranTunes recently offered a guitar master class taught by professional guitarist and teacher Josh Thurston-Milgrom (top row, second from left) to help teen teachers hone their pedagogical skills. \u003ccite>(Zoom screenshot)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Segal said QuaranTunes also just started offering master classes by professionals, to help the young teachers develop pedagogical skills.\u003c/p>\n\u003cp>“Many of our teenage musicians are super talented,” Segal said. “But they just haven’t really had experience actually teaching before.”\u003c/p>\n\u003cp>And the service has \u003ca href=\"https://www.gofundme.com/f/quarantuneslessons/donate?utm_source=widget&utm_medium=referral&utm_campaign=p_cp+share-sheet\" target=\"_blank\" rel=\"noopener noreferrer\">already raised\u003c/a> more than $2,500 for the \u003ca href=\"https://www.cdcfoundation.org/\" target=\"_blank\" rel=\"noopener noreferrer\">CDC Foundation\u003c/a>’s efforts to combat COVID-19.\u003c/p>\n\u003cp>“The thing that’s been driving me is the idea that although we may not be the ones on the front lines who are fighting the virus directly, we’re all playing a role in helping the world fight this pandemic,” Segal said. “And we’re doing it through what it is that we do best, which is music.”\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"content": "\u003cp>On the first night of Alameda County’s shelter-in-place order, UC Berkeley graduate student Daniela Medina had a dream: She was back in prison.\u003c/p>\n\u003cp>Medina is a part of \u003ca href=\"https://undergroundscholars.berkeley.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley Underground Scholars\u003c/a>, a campus community of formerly incarcerated students. Since the pandemic hit, she and other members say shelter-in-place orders are triggering memories of their past confinement, compounding the stress of the moment and making studying nearly impossible.\u003c/p>\n\u003cp>“It’s really hard to shake that and to remind yourself that you’re not in that space, that this is something different, that you’re OK,” she said.\u003c/p>\n\u003cp>Years ago, before Medina got her bachelor’s degree at UC Berkeley, before she started her master’s in social welfare, she spent a decade in prison, including about six months in solitary confinement.\u003c/p>\n\u003cfigure id=\"attachment_11813442\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813442 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg\" alt=\"\" width=\"800\" height=\"644\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-160x129.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1020x821.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1920x1545.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina at her 2019 graduation from UC Berkeley with a certificate from state Sen. Nancy Skinner, D-Berkeley, recognizing the work of Underground Scholars. \u003ccite>(Courtesy of Daniela Medina )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You start remembering being closed in,” she said. “It triggers in your body those same feelings.”\u003c/p>\n\u003cp>It’s not just claustrophobia, it’s a deep sense of powerlessness and uncertainty; it’s her body bracing for deprivation, preparing to once again ration food, pads and tampons, Medina said. “It puts you right back into survival mode.”\u003c/p>\n\u003cp>Formerly incarcerated students have become more visible on the state’s college campuses in recent years, with the expansion of \u003ca href=\"https://develop.sfsu.edu/project-rebound\" target=\"_blank\" rel=\"noopener noreferrer\">Project Rebound\u003c/a> at California State University campuses and growing \u003ca href=\"https://theopportunityinstitute.org/blog/formerly-incarcerated-peer-mentors-in-california-community-colleges\" target=\"_blank\" rel=\"noopener noreferrer\">support networks\u003c/a> at community colleges. There are now about 100 students in Berkeley Underground Scholars, and according the organization’s director, students are building chapters at nearly every other UC campus.\u003c/p>\n\u003cp>For Medina, the group has been an essential source of encouragement. “We thrive off of each other,” she said, explaining that the campus was a safe space that brought them together. “We enjoy being in school, we enjoy learning, we enjoy being in the library — that’s what has made us whole out here,” she said. With the campus essentially closed, she and other members of the group are struggling. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>As college students manage the financial and emotional toll of the crisis and adjust to a new way of learning, non-traditional students — those raising kids, those with disabilities, veterans, former foster youth and formerly incarcerated students — have been pushing schools to consider their unique needs, to offer more flexibility in grading and to provide mental health support.\u003c/p>\n\u003cfigure id=\"attachment_11813281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg\" alt=\"\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1122x837.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2.jpg 1123w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina stand alongside fellow Underground Scholars. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re super non-traditional students,” Medina said of the Underground Scholars. Medina herself is a parent, and many others are former foster youth or have disabilities.\u003c/p>\n\u003cp>Fellow Underground Scholar Prentiss Mayo is legally blind, and since learning moved online he’s been working overtime to master the assistive technology that allows him to read online materials in addition to the distance learning platforms and his coursework. At the same time, he’s been helping his high school-age daughter adjust to her new school reality. “The first couple of days, oh yeah, it was hell,” he said.\u003c/p>\n\u003cp>[pullquote size=\"medium\" align=\"right\" citation=\"Ngoc, a UC Berkeley sociology major\"]‘We’re not asking to be equal. We’re saying be equitable.’[/pullquote]\u003c/p>\n\u003cp>In the early days of the shutdown, Mayo also found himself falling back into a routine he’d established in jail. He’d workout, he says, then just lay in bed. Not an ideal place to be when trying to study.\u003c/p>\n\u003cp>“We’re just in fight or flight mode. It cuts off memory, cuts off everything else,” said UC Berkeley sociology major Ngoc, who’s formerly incarcerated, too, and asked to be identified only by his middle name because he’s trying to steer clear of people from his past.\u003c/p>\n\u003cp>For Ngoc, home confinement dredges up trauma from prison, but it also triggers feelings from a violent and lonely childhood in the foster system.\u003c/p>\n\u003cp>“Home has always been a scary place,” he said, explaining that he’s had to learn to be diligent about keeping stress out of his living space. Before, he took pains never to study at home because he said his brain struggles to differentiate between academic pressure and the stressors he experienced as a child.\u003cbr>\n[aside tag=\"resource\" label=\"coronavirus resources\"]\u003c/p>\n\u003cp>Since transferring from a community college, Ngoc has embraced the rigors of academic life at UC Berkeley and thrived: He’s racked up scholarships and awards, including a public service award from the chancellor. He’s a research fellow, a member of multiple committees in his department, and he created a program for underrepresented students on campus.\u003c/p>\n\u003cp>But this is different.\u003c/p>\n\u003cp>Ngoc, Medina and Mayo all say UC Berkeley’s \u003ca href=\"https://news.berkeley.edu/2020/03/20/coronavirus-response-grading-policies-for-the-spring-semester/\" target=\"_blank\" rel=\"noopener noreferrer\">move to pass/no pass grading\u003c/a> is a relief. Still, they want their professors to recognize the toll this is taking.\u003c/p>\n\u003cp>“When you’re this close to mental breakdown you’re very scared of taking on more than you can handle, because I’ve given up on school before; I’ve given up on life before,” Ngoc said.\u003c/p>\n\u003cp>That’s why he’s advocating for professors to give non-traditional students more flexibility in this moment. He wants the option to be graded only on work done before the start of this crisis. “We’re not asking to be equal,” he said. “We’re saying be equitable.”\u003c/p>\n\u003cfigure id=\"attachment_11813280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1.jpg 1333w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina and fellow Berkeley Underground Scholars with Angela Davis (center) at their May 2019 graduation. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With the support of elected student representatives, Ngoc helped draft a template letter which students can present to their professors and department heads. “Continued learning, under these current circumstances, can/will exacerbate mental health issues,” it reads in part, “… allow them to focus solely on their well-being for the rest of the semester.”\u003c/p>\n\u003cp>In a statement, the university said the transition to a pass/no pass option takes into account the stresses and challenges of the moment in an equitable way, and that students seeking additional consideration should work individually with instructors to find solutions.\u003c/p>\n\u003cp>Ngoc is just hoping those instructors are willing to listen. “We didn’t come this far to fail,” he said. “So whatever our professors tell us at this point, we’re gonna do. But at what cost?”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>On the first night of Alameda County’s shelter-in-place order, UC Berkeley graduate student Daniela Medina had a dream: She was back in prison.\u003c/p>\n\u003cp>Medina is a part of \u003ca href=\"https://undergroundscholars.berkeley.edu/\" target=\"_blank\" rel=\"noopener noreferrer\">Berkeley Underground Scholars\u003c/a>, a campus community of formerly incarcerated students. Since the pandemic hit, she and other members say shelter-in-place orders are triggering memories of their past confinement, compounding the stress of the moment and making studying nearly impossible.\u003c/p>\n\u003cp>“It’s really hard to shake that and to remind yourself that you’re not in that space, that this is something different, that you’re OK,” she said.\u003c/p>\n\u003cp>Years ago, before Medina got her bachelor’s degree at UC Berkeley, before she started her master’s in social welfare, she spent a decade in prison, including about six months in solitary confinement.\u003c/p>\n\u003cfigure id=\"attachment_11813442\" class=\"wp-caption alignright\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813442 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg\" alt=\"\" width=\"800\" height=\"644\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-800x644.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-160x129.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1020x821.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Daniela-Medina2-e1587512686941-1920x1545.jpg 1920w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina at her 2019 graduation from UC Berkeley with a certificate from state Sen. Nancy Skinner, D-Berkeley, recognizing the work of Underground Scholars. \u003ccite>(Courtesy of Daniela Medina )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“You start remembering being closed in,” she said. “It triggers in your body those same feelings.”\u003c/p>\n\u003cp>It’s not just claustrophobia, it’s a deep sense of powerlessness and uncertainty; it’s her body bracing for deprivation, preparing to once again ration food, pads and tampons, Medina said. “It puts you right back into survival mode.”\u003c/p>\n\u003cp>Formerly incarcerated students have become more visible on the state’s college campuses in recent years, with the expansion of \u003ca href=\"https://develop.sfsu.edu/project-rebound\" target=\"_blank\" rel=\"noopener noreferrer\">Project Rebound\u003c/a> at California State University campuses and growing \u003ca href=\"https://theopportunityinstitute.org/blog/formerly-incarcerated-peer-mentors-in-california-community-colleges\" target=\"_blank\" rel=\"noopener noreferrer\">support networks\u003c/a> at community colleges. There are now about 100 students in Berkeley Underground Scholars, and according the organization’s director, students are building chapters at nearly every other UC campus.\u003c/p>\n\u003cp>For Medina, the group has been an essential source of encouragement. “We thrive off of each other,” she said, explaining that the campus was a safe space that brought them together. “We enjoy being in school, we enjoy learning, we enjoy being in the library — that’s what has made us whole out here,” she said. With the campus essentially closed, she and other members of the group are struggling. \u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>As college students manage the financial and emotional toll of the crisis and adjust to a new way of learning, non-traditional students — those raising kids, those with disabilities, veterans, former foster youth and formerly incarcerated students — have been pushing schools to consider their unique needs, to offer more flexibility in grading and to provide mental health support.\u003c/p>\n\u003cfigure id=\"attachment_11813281\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813281 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg\" alt=\"\" width=\"800\" height=\"596\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-800x596.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-160x119.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1020x760.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2-1122x837.jpg 1122w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars2.jpg 1123w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina stand alongside fellow Underground Scholars. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“We’re super non-traditional students,” Medina said of the Underground Scholars. Medina herself is a parent, and many others are former foster youth or have disabilities.\u003c/p>\n\u003cp>Fellow Underground Scholar Prentiss Mayo is legally blind, and since learning moved online he’s been working overtime to master the assistive technology that allows him to read online materials in addition to the distance learning platforms and his coursework. At the same time, he’s been helping his high school-age daughter adjust to her new school reality. “The first couple of days, oh yeah, it was hell,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the early days of the shutdown, Mayo also found himself falling back into a routine he’d established in jail. He’d workout, he says, then just lay in bed. Not an ideal place to be when trying to study.\u003c/p>\n\u003cp>“We’re just in fight or flight mode. It cuts off memory, cuts off everything else,” said UC Berkeley sociology major Ngoc, who’s formerly incarcerated, too, and asked to be identified only by his middle name because he’s trying to steer clear of people from his past.\u003c/p>\n\u003cp>For Ngoc, home confinement dredges up trauma from prison, but it also triggers feelings from a violent and lonely childhood in the foster system.\u003c/p>\n\u003cp>“Home has always been a scary place,” he said, explaining that he’s had to learn to be diligent about keeping stress out of his living space. Before, he took pains never to study at home because he said his brain struggles to differentiate between academic pressure and the stressors he experienced as a child.\u003cbr>\n\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Since transferring from a community college, Ngoc has embraced the rigors of academic life at UC Berkeley and thrived: He’s racked up scholarships and awards, including a public service award from the chancellor. He’s a research fellow, a member of multiple committees in his department, and he created a program for underrepresented students on campus.\u003c/p>\n\u003cp>But this is different.\u003c/p>\n\u003cp>Ngoc, Medina and Mayo all say UC Berkeley’s \u003ca href=\"https://news.berkeley.edu/2020/03/20/coronavirus-response-grading-policies-for-the-spring-semester/\" target=\"_blank\" rel=\"noopener noreferrer\">move to pass/no pass grading\u003c/a> is a relief. Still, they want their professors to recognize the toll this is taking.\u003c/p>\n\u003cp>“When you’re this close to mental breakdown you’re very scared of taking on more than you can handle, because I’ve given up on school before; I’ve given up on life before,” Ngoc said.\u003c/p>\n\u003cp>That’s why he’s advocating for professors to give non-traditional students more flexibility in this moment. He wants the option to be graded only on work done before the start of this crisis. “We’re not asking to be equal,” he said. “We’re saying be equitable.”\u003c/p>\n\u003cfigure id=\"attachment_11813280\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"wp-image-11813280 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-1044x783.jpg 1044w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-632x474.jpg 632w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1-536x402.jpg 536w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/Underground-Scholars1.jpg 1333w\" sizes=\"auto, (max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Daniela Medina and fellow Berkeley Underground Scholars with Angela Davis (center) at their May 2019 graduation. \u003ccite>(Courtesy of Daniela Medina)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With the support of elected student representatives, Ngoc helped draft a template letter which students can present to their professors and department heads. “Continued learning, under these current circumstances, can/will exacerbate mental health issues,” it reads in part, “… allow them to focus solely on their well-being for the rest of the semester.”\u003c/p>\n\u003cp>In a statement, the university said the transition to a pass/no pass option takes into account the stresses and challenges of the moment in an equitable way, and that students seeking additional consideration should work individually with instructors to find solutions.\u003c/p>\n\u003cp>Ngoc is just hoping those instructors are willing to listen. “We didn’t come this far to fail,” he said. “So whatever our professors tell us at this point, we’re gonna do. But at what cost?”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Throughout the COVID-19 pandemic, Stanford has continued to provide pay and benefits for its full-time and part-time employees. But some students at the university say those same protections don’t exist for some subcontracted employees.\u003c/p>\n\u003cp>Stanford is continuing to pay its employees through June 15, whether or not they’re working on campus. But subcontractors hired by UG2, a custodial service company that provides the university with roughly 200 janitorial and custodial staff, \u003ca href=\"https://stanforddaily.com/2020/03/22/stanford-contracted-workers-deserve-the-same-benefits-as-your-regular-employees/\">aren’t getting those same benefits.\u003c/a> [aside tag=\"coronavirus\" label=\"related coverage\"]\u003c/p>\n\u003cp>Stanford University Provost Persis Drell on April 14 released a \u003ca href=\"https://healthalerts.stanford.edu/2020/04/14/supporting-our-stanford-workforce/\">letter\u003c/a> to students and staff assuring them that employees, even those represented by a union, would receive pay continuation and access to a grant program that would help support employees who are facing financial hardship. Arushi Gupta, a freshman and member of \u003ca href=\"https://twitter.com/stanford_swr?lang=en\">Stanford Students for Workers’ Rights (SWR)\u003c/a>, believes the letter was a good step, but doesn’t go far enough.\u003c/p>\n\u003cp>“While we were happy to see them make that commitment after a month of pushing Stanford to do something, it’s been over a week since [the letter came out] and workers haven’t heard anything, unions haven’t heard anything, subcontractors haven’t heard anything,” Gupta said.\u003c/p>\n\u003cp>Gupta said her main frustration is that there doesn’t seem to be clear communication between the university, UG2 and SEIU United Service Workers West, the union organization which represents UG2 workers.\u003c/p>\n\u003cfigure id=\"attachment_11813960\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11813960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-1020x680.jpeg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stanford students participated in a May Day Rally in 2019 to demand better pay and benefits for subcontractors on campus. Now, students want subcontractors to get pay and benefits whether or not they’re working during the pandemic. \u003ccite>(Courtesy of Jessicka Antonio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we really want is for Stanford to really stand by their workers and talk to them directly and work with unions,” Gupta said. “You know, treat their service workers the way that they treat students and faculty.”\u003c/p>\n\u003cp>SWR wants three things for contracted service workers:\u003c/p>\n\u003cul>\n\u003cli>Pay until June 15, like full-time and part-time university employees\u003c/li>\n\u003cli>Hazard pay of 10% for those who continue to work on campus\u003c/li>\n\u003cli>Additional sick leave\u003c/li>\n\u003c/ul>\n\u003cp>Junior Arielle DeVito points out that Stanford has one of the biggest endowments in the country, at nearly \u003ca href=\"https://news.stanford.edu/2019/10/02/stanford-releases-annual-financial-results-investment-return-endowment/\">$27.7 billion\u003c/a>.\u003c/p>\n\u003cp>“It would be, at this point, very easy for Stanford to provide for its subcontracted employees what it’s already providing for its direct hires,” DeVito said. “So, while we have sympathy that there are students, there are faculty, there are so many people that need help right now, it to me shows a lack of priorities rather than a lack of ability.” [ad fullwidth]\u003c/p>\n\u003cp>Stanford spokesman E.J. Miranda said the university cares about the health and safety of its employed and subcontracted service workers.\u003c/p>\n\u003cp>“We perform routine safety checks to ensure that our custodial contractor is providing its employees with the appropriate level of protective gear depending on the cleaning needs — including gloves, face masks, safety glasses and coveralls,” Miranda said.\u003c/p>\n\u003cp>The university is also providing health care for all its employees under COVID-19, regardless of whether they are working or not.\u003c/p>\n\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford University Provost Persis Drell on April 14 released a \u003ca href=\"https://healthalerts.stanford.edu/2020/04/14/supporting-our-stanford-workforce/\">letter\u003c/a> to students and staff assuring them that employees, even those represented by a union, would receive pay continuation and access to a grant program that would help support employees who are facing financial hardship. Arushi Gupta, a freshman and member of \u003ca href=\"https://twitter.com/stanford_swr?lang=en\">Stanford Students for Workers’ Rights (SWR)\u003c/a>, believes the letter was a good step, but doesn’t go far enough.\u003c/p>\n\u003cp>“While we were happy to see them make that commitment after a month of pushing Stanford to do something, it’s been over a week since [the letter came out] and workers haven’t heard anything, unions haven’t heard anything, subcontractors haven’t heard anything,” Gupta said.\u003c/p>\n\u003cp>Gupta said her main frustration is that there doesn’t seem to be clear communication between the university, UG2 and SEIU United Service Workers West, the union organization which represents UG2 workers.\u003c/p>\n\u003cfigure id=\"attachment_11813960\" class=\"wp-caption aligncenter\" style=\"max-width: 1920px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-11813960\" src=\"https://ww2.kqed.org/app/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg\" alt=\"\" width=\"1920\" height=\"1280\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x.jpeg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-160x107.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-800x533.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/10/2020/04/IMG_1677_1920x-1020x680.jpeg 1020w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003cfigcaption class=\"wp-caption-text\">Stanford students participated in a May Day Rally in 2019 to demand better pay and benefits for subcontractors on campus. Now, students want subcontractors to get pay and benefits whether or not they’re working during the pandemic. \u003ccite>(Courtesy of Jessicka Antonio)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“What we really want is for Stanford to really stand by their workers and talk to them directly and work with unions,” Gupta said. “You know, treat their service workers the way that they treat students and faculty.”\u003c/p>\n\u003cp>SWR wants three things for contracted service workers:\u003c/p>\n\u003cul>\n\u003cli>Pay until June 15, like full-time and part-time university employees\u003c/li>\n\u003cli>Hazard pay of 10% for those who continue to work on campus\u003c/li>\n\u003cli>Additional sick leave\u003c/li>\n\u003c/ul>\n\u003cp>Junior Arielle DeVito points out that Stanford has one of the biggest endowments in the country, at nearly \u003ca href=\"https://news.stanford.edu/2019/10/02/stanford-releases-annual-financial-results-investment-return-endowment/\">$27.7 billion\u003c/a>.\u003c/p>\n\u003cp>“It would be, at this point, very easy for Stanford to provide for its subcontracted employees what it’s already providing for its direct hires,” DeVito said. “So, while we have sympathy that there are students, there are faculty, there are so many people that need help right now, it to me shows a lack of priorities rather than a lack of ability.” \u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Stanford spokesman E.J. Miranda said the university cares about the health and safety of its employed and subcontracted service workers.\u003c/p>\n\u003cp>“We perform routine safety checks to ensure that our custodial contractor is providing its employees with the appropriate level of protective gear depending on the cleaning needs — including gloves, face masks, safety glasses and coveralls,” Miranda said.\u003c/p>\n\u003cp>The university is also providing health care for all its employees under COVID-19, regardless of whether they are working or not.\u003c/p>\n\u003cp>\u003c/p>\n\u003c/div>\u003c/p>",
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"disqusTitle": "No Home Wi-Fi, No Virtual Classroom: How Low-Income Students Lose Out During a Pandemic",
"title": "No Home Wi-Fi, No Virtual Classroom: How Low-Income Students Lose Out During a Pandemic",
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"content": "\u003cp>One day a week, Ileana Sales' house becomes a mini school. The Fremont High School senior and her two sisters fire up their Chromebooks, connect to the internet, and then, despite social distancing restrictions, invite their cousins over.\u003c/p>\n\u003cp>\"They don't have internet, and they live in a place with no signal. So my dad told them if they wanted, they could come over and do their work at our house,\" Sales said.\u003c/p>\n\u003cp>The older cousin, she said, attends Fremont High with her and wants to stay on track to graduate; the younger cousin wants to make sure he graduates on time from middle school.\u003c/p>\n\u003cp>\"The first three weeks of the shelter in place, we didn't have to do anything, but after spring break, we heard from our teachers that we had to do school work, so we called our cousins to let them know,\" Sales said.\u003c/p>\n\u003cp>[pullquote align=\"right\" size=\"medium\" citation=\"Nidya Baez, Fremont High School assistant principal\"]'It's about their kids getting internet so they can do their work. But I don't think that's fair.'[/pullquote]\u003c/p>\n\u003cp>At that point, Sales' youngest cousin, who is 12, moved in with the family for two weeks to try and get her work done.\u003c/p>\n\u003cp>\"Now they come over once a week to download assignments and then head home,\" Sales said.\u003c/p>\n\u003cp>Sales' cousins are far from unique. Across California, some 1.2 million students lack a reliable internet connection, according to Linda Darling-Hammond, president of the State Board of Education. A digital connection for students has become increasingly essential during the coronavirus pandemic, with almost all schools operating exclusively online.\u003c/p>\n\u003cp>In light of that, State Superintendent of Public Instruction Tony Thurmond is co-chairing a fact-finding session Monday to tackle the vast digital divide among students across the state that now, more than ever, threatens to widen the achievement gap. Thurmond and state Sen. Connie Leyva, D-Chino, who chairs the Senate Education Committee, are asking the heads of the state's major internet providers to explain what they are doing to help increase digital access.\u003c/p>\n\u003cp>In a tweet, the California Department of Education named the companies it intends to hear from.\u003c/p>\n\u003cp>https://twitter.com/CADeptEd/status/1251274100011458566?ref_src=twsrc%5Etfw\u003c/p>\n\u003cp>Meanwhile, Gov. Gavin Newsom announced Monday that the California Public Utilities Commission would make $30 million available to school districts to help students get internet access and devices they need to stay connected with their schools. Later this week, the CPUC is scheduled to hold a virtual workshop on expanding broadband access in unserved areas of the state. Lack of high-quality broadband access is also sparking interest in a new bill — \u003ca href=\"https://www.eff.org/deeplinks/2020/04/california-legislator-introduces-fiber-broadband-all-bill\">SB 1130\u003c/a> — introduced by state Sen. Lena Gonzalez, D-Long Beach, in February, which seeks to help close the digital divide by updating the state's broadband infrastructure program.\u003c/p>\n\u003cp>[aside label=\"Related Stories\" postID=news_11812706,news_11808204,mindshift_55701,mindshift_55608]Nidya Baez, Fremont High School's assistant principal, said she was able to survey about 80% of the school's nearly 800 students and found that 335 of them lacked computers at home, while 177 had no internet service. She said some families who don't speak English fluently or don't have credit cards are having difficulty signing up for the free internet services that some providers are temporarily offering.\u003c/p>\n\u003cp>\"I feel like a failure,\" Baez said. \"It's incredibly frustrating to not be able to give our families a clear-cut response with, 'Here's how you can do this.' And I think it's incredibly frustrating to see that when our students are trying not to fail.\"\u003c/p>\n\u003cp>As reported by \u003ca href=\"https://edsource.org/2020/in-their-own-words-kern-countys-work-in-distance-learning/629040\">EdSource\u003c/a>, school districts in some parts of California are attempting to jump-start their own solutions.\u003c/p>\n\u003cp>Anthony Davis, the chief technology officer for the Kern County Office of the Superintendent of Schools, told EdSource that his county has installed Wi-Fi hot spots at over 180 community sites, including schools, so students or their families can drive there to download online materials.\u003c/p>\n\u003cp>In Oakland, Baez longs for a similar initiative that can offer uniform access for all students in the district.\u003c/p>\n\u003cp>\"We have families that span different schools. So perhaps at one school they're getting a lot of support because that school has some kind of program where they are giving out devices or had access to devices like hot spots,\" said Baez, noting that Fremont High doesn't have anywhere near the resources necessary to meet that digital demand. \"And so it just confuses families.\"\u003c/p>\n\u003cp>She described how the family of one of her students from East Oakland recently tried to set up a free account with an internet provider and were placed on hold for hours before eventually being disconnected.\u003c/p>\n\u003cp>\"But they are going to try again,\" Baez said. \"You know why? Because it's about their kid getting internet so they can do their work. But I don't think that's fair. I think about the many other kids all over this country that are not poor. You know, they already have those resources at home. They don't have to do all that.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The Federal Communications Commission recently asked internet providers to \u003ca href=\"https://www.fcc.gov/keep-americans-connected\">continue providing access\u003c/a> to customers through the duration of the coronavirus pandemic, regardless of ability to pay, and more than 700 have pledged to do so.\u003c/p>\n\u003cp>But there have been plenty of hitches. In Oakland, for instance, Comcast \u003ca href=\"https://www.internetessentials.com/get-help#mostasked&all_AmIeligibleforIE\">initially denied free access\u003c/a> to customers with over a year of outstanding debt, but has since waived that restriction through mid-May.\u003c/p>\n\u003cp>Baez has been trying to direct her families to \u003ca href=\"https://www.techexchange.org\">Tech Exchange\u003c/a>, a digital equity organization in East Oakland, to get help with free services. But she wishes it was as easy as being able to give her students a code that they could simply punch into their computers and access free internet.\u003c/p>\n\u003cp>She bristles at the assumption that low-income students and students of color will not go above and beyond to succeed academically during the current shut down.\u003c/p>\n\u003cp>\"It's actually the complete opposite,\" she said. \"Because our students have lived in such circumstances that are really difficult and incredibly challenging, their families will go out of their way with whatever means that they have, trying their hardest to give their kids what they need. So it is an equity issue, and we have to resolve it.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At that point, Sales' youngest cousin, who is 12, moved in with the family for two weeks to try and get her work done.\u003c/p>\n\u003cp>\"Now they come over once a week to download assignments and then head home,\" Sales said.\u003c/p>\n\u003cp>Sales' cousins are far from unique. Across California, some 1.2 million students lack a reliable internet connection, according to Linda Darling-Hammond, president of the State Board of Education. A digital connection for students has become increasingly essential during the coronavirus pandemic, with almost all schools operating exclusively online.\u003c/p>\n\u003cp>In light of that, State Superintendent of Public Instruction Tony Thurmond is co-chairing a fact-finding session Monday to tackle the vast digital divide among students across the state that now, more than ever, threatens to widen the achievement gap. Thurmond and state Sen. Connie Leyva, D-Chino, who chairs the Senate Education Committee, are asking the heads of the state's major internet providers to explain what they are doing to help increase digital access.\u003c/p>\n\u003cp>In a tweet, the California Department of Education named the companies it intends to hear from.\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>Meanwhile, Gov. Gavin Newsom announced Monday that the California Public Utilities Commission would make $30 million available to school districts to help students get internet access and devices they need to stay connected with their schools. Later this week, the CPUC is scheduled to hold a virtual workshop on expanding broadband access in unserved areas of the state. Lack of high-quality broadband access is also sparking interest in a new bill — \u003ca href=\"https://www.eff.org/deeplinks/2020/04/california-legislator-introduces-fiber-broadband-all-bill\">SB 1130\u003c/a> — introduced by state Sen. Lena Gonzalez, D-Long Beach, in February, which seeks to help close the digital divide by updating the state's broadband infrastructure program.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>Nidya Baez, Fremont High School's assistant principal, said she was able to survey about 80% of the school's nearly 800 students and found that 335 of them lacked computers at home, while 177 had no internet service. She said some families who don't speak English fluently or don't have credit cards are having difficulty signing up for the free internet services that some providers are temporarily offering.\u003c/p>\n\u003cp>\"I feel like a failure,\" Baez said. \"It's incredibly frustrating to not be able to give our families a clear-cut response with, 'Here's how you can do this.' And I think it's incredibly frustrating to see that when our students are trying not to fail.\"\u003c/p>\n\u003cp>As reported by \u003ca href=\"https://edsource.org/2020/in-their-own-words-kern-countys-work-in-distance-learning/629040\">EdSource\u003c/a>, school districts in some parts of California are attempting to jump-start their own solutions.\u003c/p>\n\u003cp>Anthony Davis, the chief technology officer for the Kern County Office of the Superintendent of Schools, told EdSource that his county has installed Wi-Fi hot spots at over 180 community sites, including schools, so students or their families can drive there to download online materials.\u003c/p>\n\u003cp>In Oakland, Baez longs for a similar initiative that can offer uniform access for all students in the district.\u003c/p>\n\u003cp>\"We have families that span different schools. So perhaps at one school they're getting a lot of support because that school has some kind of program where they are giving out devices or had access to devices like hot spots,\" said Baez, noting that Fremont High doesn't have anywhere near the resources necessary to meet that digital demand. \"And so it just confuses families.\"\u003c/p>\n\u003cp>She described how the family of one of her students from East Oakland recently tried to set up a free account with an internet provider and were placed on hold for hours before eventually being disconnected.\u003c/p>\n\u003cp>\"But they are going to try again,\" Baez said. \"You know why? Because it's about their kid getting internet so they can do their work. But I don't think that's fair. I think about the many other kids all over this country that are not poor. You know, they already have those resources at home. They don't have to do all that.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The Federal Communications Commission recently asked internet providers to \u003ca href=\"https://www.fcc.gov/keep-americans-connected\">continue providing access\u003c/a> to customers through the duration of the coronavirus pandemic, regardless of ability to pay, and more than 700 have pledged to do so.\u003c/p>\n\u003cp>But there have been plenty of hitches. In Oakland, for instance, Comcast \u003ca href=\"https://www.internetessentials.com/get-help#mostasked&all_AmIeligibleforIE\">initially denied free access\u003c/a> to customers with over a year of outstanding debt, but has since waived that restriction through mid-May.\u003c/p>\n\u003cp>Baez has been trying to direct her families to \u003ca href=\"https://www.techexchange.org\">Tech Exchange\u003c/a>, a digital equity organization in East Oakland, to get help with free services. But she wishes it was as easy as being able to give her students a code that they could simply punch into their computers and access free internet.\u003c/p>\n\u003cp>She bristles at the assumption that low-income students and students of color will not go above and beyond to succeed academically during the current shut down.\u003c/p>\n\u003cp>\"It's actually the complete opposite,\" she said. \"Because our students have lived in such circumstances that are really difficult and incredibly challenging, their families will go out of their way with whatever means that they have, trying their hardest to give their kids what they need. So it is an equity issue, and we have to resolve it.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"radiolab": {
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},
"rightnowish": {
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"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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},
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"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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"soldout": {
"id": "soldout",
"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
"info": "Sold Out: Rethinking Housing in America",
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